scholarly journals High Order Thinking Skills Teaching Innovation: An Analysis onEnglish Teachers’ Understanding and Practices

2020 ◽  
Vol 4 (2) ◽  
pp. 178
Author(s):  
Pipit Muliyah ◽  
Agnira Rekha
Keyword(s):  
Learning Process ◽  
Private School ◽  
Teaching And Learning ◽  
Lesson Plan ◽  
English Teachers ◽  
Thinking Skills ◽  
School Principal ◽  
Teaching Innovation ◽  
Older Teachers ◽  
High Order Thinking

<p>The aim of the research was to investigate English teachers’ understanding and its practices in teaching HOTS. This research was conducted from October to November 2019 involved 20 English teachers from state and private school in Majenang and its surroundings. Data about teachers’ understanding was obtained by interviewing the teachers. Meanwhile, the data about its practices was obtained from observation and supervision document from the school principal and supervisor. The result showed that most of English teachers that participated in this research was not clear enough about HOTS and its implementation in teaching and learning process. There were also misunderstanding about designing lesson plan which covered the implementation of teaching HOTS in the classroom. The conclusion indicated that most of older teachers were not clear enough about HOTS and its practices as they are lack of training and information about it. In contrast, most younger participated teachers understood about HOST but they have misconception related to its practices.</p>

scholarly journals An Analysis of The Use of ICT Tools and Its Problems in Teaching and Learning Process at SMA Negeri 2 Semarapura

2018 ◽  
Vol 2 (1) ◽  
pp. 45
Author(s):  
N.K Swandewi
Keyword(s):  
Data Collection ◽  
Learning Process ◽  
Teaching And Learning ◽  
Lesson Plan ◽  
Lesson Planning ◽  
English Teachers ◽  
Learning Activity ◽  
Technical Problems ◽  
Ict Tools ◽  
Power Point

This study aimed at investigating (1) types of ICT tools implemented in teaching and learning process (2) English teacher’ planning of the use of ICT tools in lesson planning (3) procedures implemented in teaching English using the ICT tools (4) the problems faced by English teachers who used ICT tools in teaching and learning process at SMA Negeri 2 Semarapura when using ICT tools in teaching and learning process. This study was descriptive qualitative research involving three English teachers of SMA Negeri 2 Semarapura. The instruments used for data collection were researcher, questionnaire, interview guide, teachers’ lesson plan, observation sheet, and recorder. The methods of data collection were survey, interview, lesson plan analysis, observation, and recording. The result of the study showed that English teachers of SMA Negeri 2 Semarapura had already implemented ICT tools in teaching and learning process. Types of ICT tools used were laptop, LCD projector, speaker, video, Power Point, internet, and e-learning namely Quipper School. Before implementing those types of ICT tools, teachers planned ICT tools in the lesson planning. The use of ICT tools were planned explicitely in teaching media and tools as well as learning resources, while implicitely in steps of teaching and learning activity. In implementing ICT tools, the teachers had their own procedures which depended on types of ICT tools used and topic taught. Teachers encountered four main problems namely infrastructural problems, technical problems, problem of time, and lack of teachers’ competence in using ICT tools. 

scholarly journals Fostering Students’ High Order Thinking Skills through the Use of Interpretation Cards

2019 ◽  
Vol 7 (4) ◽  
pp. 17
Author(s):  
Slamet Asari ◽  
Rohmy Husniah ◽  
Ulfatul Ma’rifah ◽  
Khoirul Anwar
Keyword(s):  
Learning Process ◽  
Creative Thinking ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
High Order ◽  
Classroom Teaching ◽  
Teaching Process ◽  
Teaching Learning ◽  
High Order Thinking ◽  
Critical And Creative Thinking

In teaching and learning process particularly at university level, High Order Thinking Skills (HOTS) should be an integral element to foster students’s critical and creative thinking. It should not only be designed for assessment purposes but also be implemented within classroom teaching process. This study is aimed at analyzing students’ HOTS encompassing three cognitive domains as parameters to identify students’ HOTS namely; analysing, evaluating, and creating. This is a mixed method study which is descriptively presented. The data collection was conducted by employing three observations during teaching learning process and distributing questionnaires to 32 students of English department in semester 5. In addition, students were selected using snowball technique and were interviewed. Both qualitative and quantitative approaches were used to data analysis. The finding reveals that indicators and characteristics of HOTS are presented very consistently during classroom teaching. Students frequently show critical and creative thinking through variety of ways when participating in the classroom teaching process. The Interpretation Card works so effectively and contributes vividly to the HOTS of the students.

Pengembangan buku ajar praktikum mata kuliah morfologi tumbuhan di laboratorium biologi

2016 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Suraida Suraida
Keyword(s):  
Research And Development ◽  
Learning Process ◽  
Teaching And Learning ◽  
Lesson Plan ◽  
Plant Morphology ◽  
The State ◽  
State Institute ◽  
Plan Execution ◽  
Islamic Studies ◽  
Biology Laboratory

Abstrak Penelitian ini dilakukan karena proses pembelajaran di laboratorium Biologi IAIN STS Jambi yang masih minim sarana prasarana yang ada di laboratorium, sehingga menghambat proses pembelajaran khususnya untuk mata kuliah Morfologi Tumbuhan. Penelitian ini bertujuan mengembangkan buku ajar praktikum dan mengetahui praktikalitasnya. Jenis Penelitian ini adalah penelitian pengembangan (Research and Development) dengan menggunakan 4-D Models yang terdiri dari 4 tahap yaitu Define, Design, Develop dan Disseminate. Karena adanya keterbatasan waktu dan biaya maka tahap disseminate tidak dilakukan. Produk yang dikembangkan berupa buku ajar praktikum yang divalidasi oleh validator. Produk yang telah divalidasi dan dinyatakan valid oleh validator, kemudian diujicobakan pada proses pembelajaran yang bertujuan untuk melihat nilai praktis buku ajar praktikum di laboratorium Biologi. Analisis data yang digunakan adalah data deskriptif untuk memvalidasi perangkat pembelajaran oleh pakar pendidikan. Selain itu juga diteliti data praktikalitas penggunaan perangkat pembelajaran ini yang diperoleh dari observasi dosen dan respon siswa. Nilai validitas produk 83,31% yang dikategorikan valid. Sementara nilai kepraktisan berdasarkan data observasi keterlaksanaan SAP, angket respon dosen dan siswa dikategorikan sangat baik atau sangat praktis. Penelitian menyimpulkan bahwa perangkat pembelajaran di Laboratorium Biologi yang dikembangkan adalah valid dan sangat praktis digunakan baik dosen maupun siswa. Kata Kunci : Pengembangan, buku ajar praktikum, laboratorium biologi Abstract [The development of a course book for plant morphology at biology laboratory] This research was triggered by the limited facilities of the biology laboratory at the State Institute of Islamic Studies Sulthan Thaha Saifuddin Jambi which became a constrain in the teaching and learning process of Plant Morphology classroom sessions. The objective of this research was to develop a course book as well as to reveal its practicality. The researcher did a research and development using 4-D Models consisting of four stages namely; define, design, develop, and disseminate. Considering the limitation of time and finance, the disseminate stage was not executed. The test revealed the validity score of the product was 83,31% which categorized as good. For its practicality, the product was considered as very good based on observation of lesson plan execution and lecturers’ and students’ response. In summary, the course book developed for the course at Biology Laboratory was categorized as valid and practical to be used by both students and lecturers. Keywords: development, a course book, biology laboratory

IMPLEMENTASI MODEL PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DENGAN PENDEKATAN KONTEKSTUAL SEBAGAI UPAYA MENINGKATKAN KUALITAS PEMBELAJARAN DI SMP NEGERI 13 KOTA MALANG

2014 ◽  
Vol 5 (1) ◽  
Author(s):  
Romlah .
Keyword(s):  
Effective Teaching ◽  
Learning Process ◽  
Teaching And Learning ◽  
Instructional Material ◽  
Lesson Plan ◽  
Teaching Model ◽  
Traditional Teaching ◽  
Review Time ◽  
The Subject ◽  
Effective Teaching And Learning

IMPLEMENTASI MODEL PEMBELAJARANPENDIDIKAN AGAMA ISLAM DENGAN PENDEKATANKONTEKSTUAL SEBAGAI UPAYA MENINGKATKAN KUALITASPEMBELAJARAN DI SMP NEGERI 13 KOTA MALANGOleh :Romlah *)Fakultas Agama Islam UMMABSTRACTIslamic Education teaching and learning process considerably applied traditional teaching modelsresulting low student’s interest in the subject. It influenced the internalization of Islamic Educationvalues to students. According to the above background, contextual approach was assumed to create amore meaningful and effective teaching and learning process. The study revealed that most teachersdeveloped instructional material merely based on Teacher Association for Islamic EducationReference, a discrepancy between lesson plan and the implementation was found due to insufficienttime and too-much material, and a problem in applying various methods was found due to student’sbasic competence diversity ranging from the 75-80% to 20-25% mastery creating less conduciveatmosphere for effective teaching and learning process. Accordingly, Islamic Education teachersneeded to review the previous materials using questioning technique and point particular students toanswer the questions during the review time to attract more attention.Keywords: Implementation of IslamicEducation Teaching Model, ContextualApproach, Improving the Teaching andLearning Process

scholarly journals The Effective 21st-century Pedagogical Competence as Perceived by Pre-service English Teachers

2020 ◽  
Vol 8 (1) ◽  
pp. 1
Author(s):  
Renol Aprico Siregar
Keyword(s):  
21St Century ◽  
Learning Process ◽  
Teaching And Learning ◽  
Real Life ◽  
English Teachers ◽  
21St Century Education ◽  
Pedagogical Competence

As teaching is considered as a lifelong process, teachers should always intend to develop themselves to be able to effectively conduct the teaching and learning process. This study aimed at exploring the view of pre-service English teachers towards the effective 21st-century teachers’ pedagogical competence and how they develop their pedagogical competence for their future teaching. The data were obtained through interviews and questionnaires. The study was qualitatively conducted as a case study by involving 12 pre-service English teachers purposively chosen due to their familiarity with the study issue. The results indicated that in terms of 21st-century education, the participants perceived that the pedagogical competence focused on teachers’ capability of integrating the technology in classrooms and teachers’ ability to exploit adjusted methods and materials which furnish students with skills appropriate to their future real-life careers.  Further, there were eight very crucial traits of effective 21st-century pedagogical competence perceived by the participants. They were extended to; facilitating and inspiring students to learn creatively, utilizing, designin

PELATIHAN METODE PEMBELAJARAN FUN ENGLISH GAMES USING APPLICATION BAGI GURU BAHASA INGGRIS MAS NU BATAHAN

2021 ◽  
Vol 2 (2) ◽  
pp. 43-50
Author(s):  
Resdilla Pratiwi
Keyword(s):  
Community Development ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Teachers ◽  
English Learning ◽  
English Teacher ◽  
Learning Method ◽  
Teaching English ◽  
Learning Methods

This article deals with the training of Fun English Games Learning Method for English Teacher in MAS NU Batahan, This article shows several learning methods by using English Games funny and easy to understand, such as, Word Connect Application, Spelling Bee application, Stop the Clock Application, Typing Paragraphs for speed. This activity intends to enlarge some learning methods by using English Games for fun, and to give comprehending that English learning’s easy and enjoying. The method of this study used community development that collaborating theory and practicing in which using fun English games learning method in teaching English for English teacher MAS NU Batahan. The result shows that Fun English Games learning Method’s successfully applied in the classroom, the students are happy and can understand English learning easily and quickly through Fun English Games Method. It has benefit for teachers in teaching 4 skill, reading, writing, speaking and listening that must be mastered by students. In addition, School can use this method to improve the quality of learning in achieving very satisfactory results. Based on the explanation above can be concluded that Fun English Games learning Method for English teachers is very useful dan helpful in teaching and learning process.

Paradigm Shift toward Student Engagement in Technology Mediated Courses

2015 ◽  
pp. 74-92 ◽  
Author(s):  
Melissa Roberts Becker ◽  
Karen McCaleb ◽  
Credence Baker
Keyword(s):  
Learning Process ◽  
Paradigm Shift ◽  
Teaching And Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order Thinking Skills ◽  
College Classrooms ◽  
University Recruitment ◽  
Education Environment ◽  
University Instructors

University recruitment websites continue to show students happily using technology in the higher education environment. Exactly how technology is used in the teaching and learning process continues to challenge and frustrate university instructors and students. A frequent depiction of college classrooms consists of an instructor lecturing from the front of the classroom and reprimanding students for talking to each other. In this paradigm, the professor is the “sage on the stage” and is the single transmitter of knowledge. Is this teaching and learning approach the most effective way to educate students? With recent discoveries about how students learn most optimally, and how technology can augment the process, a paradigm shift is required towards appropriate and intentional implementation of technology tools for engaging students to use higher-order thinking skills. This chapter explores the use and application of free digital tools that both improve and in turn enhance the learning process.

O Fórum no Ensino Presencial: Despertando o Interesse dos Alunos Por Meio da Integração de Conteúdos da Sala de Aula para Ambientes Virtuais

2018 ◽  
Vol 19 (4) ◽  
pp. 433
Author(s):  
Cleonice Jose De Souza ◽  
Luciane Guimarães Batistella Bianchini ◽  
Solange Franci Raimundo Yaegashi ◽  
Juliana Gomes Fernandes ◽  
Bernadete Lema Mazzafera
Keyword(s):  
Qualitative Research ◽  
Data Collection ◽  
Virtual Environments ◽  
Learning Environments ◽  
Learning Process ◽  
Private School ◽  
Teaching And Learning ◽  
Discussion Forum ◽  
Teaching Learning ◽  
The City

A integração de ambientes virtuais e seus aplicativos no processo de ensino e aprendizagem possibilitam novas proposições aos alunos, bem como diversificam e apoiam as ações do professor. A presente pesquisa caracterizada como qualitativa analisou como 10 professores, de uma escola particular da cidade de Londrina (PR), consideram o uso do fórum de discussão para o processo de ensino e aprendizagem escolar presencial. Para a coleta de dados foram aplicadas quatro questões abertas. Os resultados indicaram que os fóruns, apesar de ainda serem pouco utilizados pelo grupo entrevistado, mostraram-se uma ferramenta muito útil para despertar no estudante o interesse por participar das atividades propostas pelo professor emitindo sua opinião e instigando o debate entre os colegas. Além disso, possibilita a articulação dos conteúdos presenciais da sala de aula com novos debates decorrentes das discussões, que transcendem para outros ambientes de aprendizagem. Palavras-chave: Ensino. Aprendizagem. Fórum. AbstractThe integration of virtual environments and their applications in the teaching and learning process offers new propositions to the students and it also diversifies and supports the teacher’s actions. The present qualitative research analyzed how ten teachers from a private school in the city of Londrina (PR), consider the use of the discussion forum for the process of onsite teaching and learning. For the data collection, four open-ended questions were applied. The results indicated that the forums, although still not frequently used by the interviewed group, proved to be a very useful tool to awaken the students’ interest in participating in the activities proposed by the teacher, expressing their opinions and instigating the debate among the classmates. In addition, it makes it possible to articulate classroom contents with new debates resulting from discussions that transcend to other learning environments. Keywords: Teaching. Learning. Forum.

Barriers of Inculcating Critical Thinking Skills in Teaching and Learning Process

2016 ◽  
Vol 22 (12) ◽  
pp. 4004-4006
Author(s):  
Jamil Abd Baser ◽  
Rasidayanty Saion ◽  
Siti Salwa Ab Manap ◽  
Azman Hasan ◽  
Abdul Rasid Abdul Razzaq
Keyword(s):  
Critical Thinking ◽  
Learning Process ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills

scholarly journals Meningkatkan Hasil Belajar Siswa Kelas XI IPA-1 SMA Negeri 1 Jorong Melalui Pembelajaran Kooperatif Tipe Somatic Auditory Visual And Intellectual Pada Pokok Bahasan Impuls Dan Momentum

2013 ◽  
Vol 1 (2) ◽  
pp. 159
Author(s):  
Dewi Dewantara ◽  
M. Arifuddin Jamal ◽  
Syubhan An'nur
Keyword(s):  
Action Research ◽  
Cooperative Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Lesson Plan ◽  
Learning Model ◽  
Model Type ◽  
Classroom Action Research ◽  
Evaluation Sheet ◽  
Observation Results

The low of student’s achievements were indicated because the students were not active and the teacher’s lack of skill. This condition needs a further research in order to improve the student’s achievement through cooperative learning type SAVI in impulse and momentum subject. The specific purposes of this research are to describe: 1) teacher’s skill, 2) the student’s achievements; 3) the students’ participation in the classroom; and 4) the students’ responses. These research were classroom action research that consists of 3 cycles. The instruments were used Lesson Plan, Worksheet, Evaluation Sheet, affective scoring sheet, teacher’s skill and student’s participation observation sheet, and the students’ response observation sheet. The data were acquired by the observation results, questionnaire, and documentation. The results of this research were: 1) The teacher’s skill was improved from 99.21% to 96% and 99.28%; 2) the students’ achievements including cognitive and affective aspects were improved from 81.46% to 88.1%, and 90.96%; 3) The participation of students in teaching and learning process were also increased from 63.67% to 84.43%, and 85.5% in cycle III, 4) the students’ responses during teaching and learning process were very good. According to the results, it can be concluded that the achievements of XI IPA-1 students of SMA Negeri 1 Jorong in learning impulse and momentum were improved after the treatment of cooperative learning model type SAVI.

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