scholarly journals Pendidikan Orang Dewasa

2019 ◽  
Author(s):  
Marthila Wahyu Novita
Keyword(s):  
Adult Learning ◽  
Learning Strategy ◽  
Learning Activities ◽  
Self Concept ◽  
Learning Needs ◽  
Self Evaluation ◽  
Positive Effects ◽  
Educational Perspective ◽  
Participative Learning

In educational perspective, adult’s purposes for learning are to achieve goals and affirm identity. Therefore, participation in adult learning has positive effects in improving quality of life. In andragogy, learning is not merely knowledge transfer but it also should be able to improve confidence that students are capable to perform well in their life. Andragogy sees students as individuals with self-concept, which is independent. Adults have many experiences that will become rich learning resources. Adult’s readiness to study is relevant to the problem that they face. Learning is oriented to meet their needs. The implications of participative learning strategy are: (1) learning atmosphere is adjusted to the characteristics and needs. Learning atmosphere encourages student to have initiatives and flexible. (2) Students are involved in determining the learning needs and outcome. (3) Learning activities involved students actively. (4) Learning evaluations use more self-evaluation.

scholarly journals Pendidikan Orang Dewasa

2019 ◽  
Author(s):  
Marthila Wahyu Novita
Keyword(s):  
Adult Learning ◽  
Learning Strategy ◽  
Learning Activities ◽  
Self Concept ◽  
Learning Needs ◽  
Self Evaluation ◽  
Positive Effects ◽  
Educational Perspective ◽  
Participative Learning

In educational perspective, adult’s purposes for learning are to achieve goals and affirm identity. Therefore, participation in adult learning has positive effects in improving quality of life. In andragogy, learning is not merely knowledge transfer but it also should be able to improve confidence that students are capable to perform well in their life. Andragogy sees students as individuals with self-concept, which is independent. Adults have many experiences that will become rich learning resources. Adult’s readiness to study is relevant to the problem that they face. Learning is oriented to meet their needs. The implications of participative learning strategy are: (1) learning atmosphere is adjusted to the characteristics and needs. Learning atmosphere encourages student to have initiatives and flexible. (2) Students are involved in determining the learning needs and outcome. (3) Learning activities involved students actively. (4) Learning evaluations use more self-evaluation.

scholarly journals Adult Self-Concept

2020 ◽  
Vol 6 ◽  
pp. 00001
Author(s):  
Wirdatul ‘Aini
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Formal Education ◽  
Daily Life ◽  
Learning Activities ◽  
Self Concept ◽  
Learning Activity ◽  
Learning Needs ◽  
Formal Schooling ◽  
Formal School

Adult education is one form of education which is implemented at outside of formal schooling. The targets of adult education implemented at outside of school which is an adult who has experience to attend formal education. The experienced from adult has related to the implementation of education that included an adult who has not received formal education, dropped out from formal school or for those who has never completed formal education, but the adult wants to increase their knowledge, skills and attitude that adult needs in his daily life. Adult education that implemented outside school should be based on learning needs that grow from within themselves, and not based on the influence of conditions from outside themselves. For the success of an adult learning activity, out-of-school education practitioners need to pay attention to the factors that affect adults in learning and should understand the assumptions about adults in learning. Among the assumptions of adult in learning is that adult has self-concepts. Adult self-concept among others has seemed themselves as independent people who are not dependent on others anymore. This self-concept as a guide for education practitioners to carry out learning activities for adults.

scholarly journals Gambaran Strategi Pembelajaran Partisipatif pada Kegiatan Pembelajaran Bahasa Indonesia dalam Program Paket B di PKBM Tanjung Sari Kota Sawahlunto

2018 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Aldilla Hidayati ◽  
Setiawati Setiawati ◽  
Vevi Sunarti
Keyword(s):  
Data Collection ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Learning Activities ◽  
Participatory Learning ◽  
Analysis Techniques ◽  
Package Program ◽  
Participative Learning ◽  
Evaluation Of Learning ◽  
Bahasa Indonesia

This research is motivated by the activity of learning package B Indonesian language subjects get high score. This is thought to have something to do with the participatory learning strategy used by tutors. This study aims  to  describe  participatory  learning  strategies  by  tutors  in  B  package  program  of  Indonesian  subjects which include: (1) planning of learning activities, (2) implementation of learning activities, (3) evaluation of learning  activities.  This  type  of  research  is  descriptive  quantitative.  This  study  did  not  conduct  sampling, therefore the entire population was made a respondent. Data collection techniques used are questionnaires,  while  data  collection  tools  use questionnaires.  Data  analysis  techniques  using  the  formula  percentage. Suggestions  for  this  research,  so  that  participative  learning  strategies  can  be  improved  again  by  tutors  in learning Indonesian and other learning.

scholarly journals The Effect of Role-Play Learning Strategy and Self-Concept on Social Skills of Children Age 5-6 Years Old in Aisyah Az-Zahra Medan

2020 ◽  
Vol 2 (3) ◽  
pp. 810-816
Author(s):  
Syamsu Nahar ◽  
Wahyuddin Nur Nasution ◽  
Sunita Sari
Keyword(s):  
Social Skills ◽  
Learning Strategy ◽  
Role Play ◽  
Role Playing ◽  
Learning Activities ◽  
Self Concept ◽  
Analysis Technique ◽  
The Social ◽  
Quasi Experimental ◽  
Children's Social Skills

This study aims to determine: (1) differences in the social skills of children who carry out learning activities using macro role playing strategies and those using micro role playing, (2) differences in social skills of children who have high self-concept and children who have low self-concept, and (3) the interaction between role playing strategies and self-concept on social skills. The populations in this study were children aged 5-6 years. This research was conducted at PAUD Aisyah Az-zahra Medan. The research method used was quasi-experimental. The collection technique was a questionnaire and a test, then the data analysis technique was a two-way analysis of variance. The results showed (1). the average social skills of children who learn to use macro role playing strategies are higher, namely = 8.80 compared to those who use micro role playing strategies = 6.50, with f-count = 9.096 > f-table = 3.48, with a level significant 0.05, (2) the average social skills of children who have high self-concept is higher with an average = 9.15 while the average social skills of children who have low self-concept = 7.96 with f-count = 5,967> f-table = 3.48 with a significant level of 0.05, and (3) there is an interaction between playing with self-concept on children's social skills with f-count = 4.591> f-table = 3.48 at a significant level of 0, 05.

scholarly journals Pemanfaatan Media Pembelajaran Geografi Berbantuan Quizizz sebagai Strategi Pembelajaran Masa Pendemi Covid-19 pada Peserta Didik Kelas XII IPS 5 Semester 2 SMA Negeri 3 Purwokerto Tahun Pelajaran 2020/2021

2021 ◽  
Vol 1 ◽  
pp. 96-101
Author(s):  
Wahyuliani Wahyuliani
Keyword(s):  
Remote Sensing ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Learning Activities ◽  
Face To Face ◽  
The Public ◽  
The Government ◽  
Creativity And Innovation

In line with the expectations of the government, parents and the public on the quality of Indonesian education both academic and non-academic, namely the character of students, it is necessary to creativity and innovation of teachers in teaching and learning activities in the midst of the Covid-19 pandemic.  Geography subjects are subjects of interest that are mandatory and important for ips majors, so it should be students majoring in IPS master the lessons that are characteristic of the department, while some students say the geography of boring material let alone learning in the era of Covid-19 protesters where teachers do not come face to face with students. These things that cause low learning outcomes because boredom has an impact on the lack of interest and yearly curiosity in the material delivered by the teacher. The teacher's strategy in addressing the problem is to make use of quizizz-assisted geography learning media. The purpose of writing this paper is to describe the use of geography learning media assisted by quizizz as a learning strategy for the Covid-19 protesters in students of Class XII IPS 5 Semester 2 SMA N 3 Purwokerto Year 2020/2021. The use of geography-assisted learning media quizizz can improve the learning outcomes and the spirit of student competition on remote sensing materials. Evalution results after learning is the percentage of completion of learners 89.7 % and has exceeded 75% of the number of learners so that the learning is declared effective.

scholarly journals Architectural approach for automatic follow up of learning activities in massive open online courses

2016 ◽  
Vol 14 (37) ◽  
pp. 57-72
Author(s):  
Daniel Alberto Jaramillo Morillo ◽  
Mario Fernando Solarte Sarasty
Keyword(s):  
Online Courses ◽  
High Volume ◽  
Massive Open Online Courses ◽  
Learning Activities ◽  
Massive Open Online ◽  
Quality Of Learning ◽  
Assessment And Monitoring ◽  
Student Relationship ◽  
Participative Learning

Currently it has been generated great interest in the massive open online courses, because they are consider as an “educational revolution”, since they are presented as a solution to the growing demand for higher education both in Colombia and in the world. Their main objective is to achieve a high volume of participants, allowing a global reach and a more participative learning. However, as advantages arise due to their massiveness, a number of problems or challenges are also generated. One of the main difficulties that characterize this type of courses is the lack of a suitable relationship between tutor and students, since it is impossible that tutors have a personal relationship with each of the thousands of participants. Therefore certain types of activities such as assessment and monitoring get more difficult impacting the quality of learning. In this article, it is proposed an architectural approach for tracking learning activities, which is intended to improve tutor-student relationship in an environment of massiveness to maximize the quality of learning in massive open online courses.

scholarly journals Increase Adult Learning Motivation through Promotion of Their Needs

2019 ◽  
Vol 7 (2) ◽  
pp. 111-119
Author(s):  
Setiawati Setiawati ◽  
Wirdatul Aini
Keyword(s):  
Adult Learning ◽  
Community Development ◽  
Community Service ◽  
Learning Motivation ◽  
Learning Activities ◽  
Learning Needs ◽  
State University ◽  
Direct Experience ◽  
Learning Materials ◽  
Life Problems

The writing of this article is motivated by the author's direct experience as the leader of the community service team at Padang State University, in various locations and places of service, including in the Sungai Buluh Timur community. The problems that have arisen so far are the low motivation of the community to participate in learning, especially regarding learning materials related to theory. This is seen from the arrival of those who are often late, lacking focus in learning, wanting to go home quickly. The author suspects, this happens because the community still does not feel that learning is carried out as a necessity. The purpose of this paper is in order to describe the nature of the needs and learning needs of adults, how adults learn, and also stated things that need to be done so that learning in society can be realized as a need. It is hoped that this paper can be used as input for practitioners engaged in community development, have awareness and insight in conducting learning activities so that the community is able to see their learning needs and at the same time be able to help the community to get out of the life problems they face.Keywords: Learning Motivations, Learning Needs

scholarly journals REORIENTATION OF ANDRAGOGY THEORY IN THE LEARNING PROCESS

2019 ◽  
Vol 4 (3) ◽  
pp. 315
Author(s):  
Roy Bagaskara
Keyword(s):  
Adult Learning ◽  
Learning Process ◽  
Physical Environment ◽  
Learning Experiences ◽  
Learning Activities ◽  
Self Concept ◽  
Literature Study ◽  
Real Situation ◽  
The Real ◽  
Environment Identification

The purpose of writing this article is to reintroduce the concept of adult learning (andragogy). Because basically learning adults with children is different. It is said by adults, when physically, biologically, and psychologically mature. The method of writing this article uses the literature study method. Knowles explained that andragogy is an art of teaching for adults. According to Knowles there are four main assumptions that distinguish between andragogy and pedagogy, namely: self-concept, experience, readiness for learning, and orientation towards learning activities. The application into the learning process is to create a pleasant learning atmosphere, pleasant physical environment. Identification of the needs of learning citizens is identified together between learning citizens and tutors so that it can be known the real situation. Fourth, learning experiences are arranged together between learning citizens and tutors so that they will feel ownership of the material to be delivered. Keywords: Reorientation, Learning, Andragogy

Three Paradoxical Effects on Academic Self-Concept Across Countries, Schools, and Students

2019 ◽  
Vol 24 (3) ◽  
pp. 231-242 ◽  
Author(s):  
Herbert W. Marsh ◽  
Philip D. Parker ◽  
Reinhard Pekrun
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Cross Cultural ◽  
Frame Of Reference ◽  
School Level ◽  
Self Concept ◽  
Positive Effects ◽  
International Student Assessment ◽  
Country Level ◽  
Starting School

Abstract. We simultaneously resolve three paradoxes in academic self-concept research with a single unifying meta-theoretical model based on frame-of-reference effects across 68 countries, 18,292 schools, and 485,490 15-year-old students. Paradoxically, but consistent with predictions, effects on math self-concepts were negative for: • being from countries where country-average achievement was high; explaining the paradoxical cross-cultural self-concept effect; • attending schools where school-average achievement was high; demonstrating big-fish-little-pond-effects (BFLPE) that generalized over 68 countries, Organisation for Economic Co-operation and Development (OECD)/non-OECD countries, high/low achieving schools, and high/low achieving students; • year-in-school relative to age; unifying different research literatures for associated negative effects for starting school at a younger age and acceleration/skipping grades, and positive effects for starting school at an older age (“academic red shirting”) and, paradoxically, even for repeating a grade. Contextual effects matter, resulting in significant and meaningful effects on self-beliefs, not only at the student (year in school) and local school level (BFLPE), but remarkably even at the macro-contextual country-level. Finally, we juxtapose cross-cultural generalizability based on Programme for International Student Assessment (PISA) data used here with generalizability based on meta-analyses, arguing that although the two approaches are similar in many ways, the generalizability shown here is stronger in terms of support for the universality of the frame-of-reference effects.

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