scholarly journals PENERAPAN BAHAN AJAR TERINTEGRASI NILAI KARAKTER DALAM MODEL PEMBELAJARAN ADVANCE ORGANIZER PADA SISWA KELAS X SMA NEGERI 2 PADANG

2018 ◽  
Author(s):  
Aldila Rahayu ◽  
Masril ◽  
Hidayati
Keyword(s):  
Character Education ◽  
Instructional Material ◽  
Affective Domain ◽  
Cognitive Domain ◽  
Advance Organizer ◽  
First Year ◽  
Teaching Model ◽  
Experimental Population ◽  
First Year Students ◽  
Psychomotor Domain

The teachers have to be able to develop their own learning instrumental, one is instructional material. Based on the demand of character education, the instructional material is needed to help the teachers to cultivate the character value to students. This research aims to know the effects of Implicating Intregated Material of Character Value in the Teaching Model Advance Organizer to the First Year Students of SMA Negeri 2 Padang. The type of the research is quasi-experimental. Population of the research is all students grade X of SMA Negeri 2 Padang year 2013/2014. Sample is taken by using clauster random sampling technique. The technique of data collection for cognitive domain is written test, while for affective and psychomotor domain is by doing obeservation. The technique of data analysis is by using t formula for cognitive and psychomotor domain, mean while for affective domain is descriptive data with graphics. Research findings acquire: 1) for cognitive domain tcount = 2,17 while ttable = 1,67 (in the area of refusal H0 until Hi accepted). 2) for psychomotor domain tcount = 6,42 while ttable = 1,67 (in the area of refusal H0 until Hi accepted). For affective domain, the character value is 80 in average. The conclusion is based on the hypothesis that ”there are meaningful effects of Implicating Intregated Material of Character Value in the Teaching Model Advance Organizer to the learning results of the First Year Students of SMA Negeri 2 Padang” are accepted in the real level of 0,05.

Pengembangan Instrumen Evaluasi Domain Afektif

1970 ◽  
Vol 13 (1) ◽  
pp. 87-109
Author(s):  
Rohmad Qomari
Keyword(s):  
Instrument Development ◽  
Affective Domain ◽  
Specific Aspect ◽  
Cognitive Domain ◽  
Test Evaluation ◽  
Evaluation Instrument ◽  
Reliable Instrument ◽  
Alternative Test ◽  
Psychomotor Domain

To carry out evaluation comprehensively, we need appropriate instrument that suitable with domain that being evaluated. Evaluation instrument development with test has been conducted by experts. These instruments were only suitable to measure cognitive domain and part of psychomotor domain. To measure affective domain, we need to develop non-test evaluation instrument (alternative test). The development of this instrument tends to more difficult and complicated compare with instrument test evaluation instrument. Therefore, it does necessitate a through study to derive and elaborate affective domain to specific aspect to develop valid and reliable instrument.

scholarly journals PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER UNTUK MENINGKATKAN MINAT DAN HASIL BELAJAR IPS SEJARAH PADA SISWA KELAS VII.3 SMPN 7 DENPASAR

2020 ◽  
Vol 10 (1) ◽  
pp. 76-80
Author(s):  
Filfiana Filda ◽  
Rulianto
Keyword(s):  
Cooperative Learning ◽  
Social Studies ◽  
Learning Outcomes ◽  
Social History ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Affective Domain ◽  
Cognitive Domain ◽  
History Learning ◽  
Psychomotor Domain

The purpose of this study was (1) to find out whether applying the Numbered Heads Together (NHT) type of cooperative learning model could increase the interest in studying Social History History in Grade VII.3 students of SMPN 7 Denpasar and (2) to find out whether the application of the Numbered type cooperative learning model Heads Together (NHT) can improve social studies history learning outcomes for Grade VII.3 students of SMPN 7 Denpasar. The method used in this research is the Numbered Heads Together (NHT) type of cooperative learning method with observation, interview, documentation, and questionnaire data collection. Research shows that student learning outcomes can be seen in Cycle I that the cognitive domain value of students is an average of 6.75 and 52.7% completeness, from the affective domain the value obtained by students is very good 27.7%, good 58.3% and enough 13.3%. While from the psychomotor domain, the scores obtained by students were very good 63.8%, good 27.7% and 8.3% sufficient. In Cycle II the value of the cognitive domain of students is an average of 80 and 100% completeness, from the affective domain the value obtained by students is very good 8.3%, 8.3% good, while from the psychomotor domain the value obtained by students is very good 94 , 4% and good 5.5%

scholarly journals STRUCTURAL DOMAIN OF LEARNING AND TEACHING STRATEGIES IN THE ACADEMIC PERFORMANCE OF STUDENTS

2021 ◽  
Vol 8 (9) ◽  
Author(s):  
Leovigildo Lito D. Mallillin ◽  
Johdel C. Cabaluna ◽  
Regilito D. Laurel ◽  
Pilipinas America C. Arroyo ◽  
Teodoro M. Señoron Jr ◽  
...  
Keyword(s):  
Academic Performance ◽  
Teaching Strategies ◽  
Expert Knowledge ◽  
School Achievement ◽  
Sampling Technique ◽  
Affective Domain ◽  
Cognitive Domain ◽  
Structural Domain ◽  
Approach To Teaching ◽  
Psychomotor Domain

<p>The study aims to describe the profile of the respondents in terms of age, gender, educational attainment, and number of years in teaching and to understand the structural domain of learning among the students in their academic performance in the area of cognitive domain of learning, affective domain of learning, and psychomotor domain of learning to include the approach on the teaching strategies of the students in their school achievement along the area of analysis and comprehension level, attitude towards the lesson, and academic performance. The quantitative research design is utilized in the study because it attempts to quantify and collect the statistical analysis on the various measures set in the research questions in the study. The purposive sampling technique is utilized in the study. This type of sampling is non-probability which is very effective in the domain of learning and expert knowledge on the needs of the study. The study comprised thirty (30) respondents only. Results show that structural cognitive domain of learning reveals the ability to construct meaning from their lesson as to function and activities in their module, structural affective domain of learning reveals that students have the active attention and proper motivation to learn, willingness to respond, and feeling of satisfaction, and students have the attitude of worth, beliefs, acceptance, preference, and commitment to values, and structural psychomotor domain of learning reveals that students can express their learning through gestures, posture, facial expression, and/or creative movement. On the other hand, approach to teaching strategies as to comprehension and analysis levels shows innovation, creativity, competition, and have the ability to present concepts in their outline lesson, approach to teaching strategies as to the attitude of students toward the lesson shows that students display strict compliance toward their lessons and activities, and approach to teaching strategies as to academic performance shows that students focus on their lessons and provides output in the learning process, and students pay close attention to the direction in their lesson set up by. Findings of the study show that there is no significant agreement between the structural domain of learning among the students in their academic performance and the approach on the teaching strategies of the students in their school achievement among the respondents.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0855/a.php" alt="Hit counter" /></p>

The Effect of the Reciprocal Teaching Model on Developing Jordanian Students' Reading Comprehension at Mutah University

2016 ◽  
Vol 8 (6) ◽  
pp. 69
Author(s):  
Mohammad Yousef Ahmad AlSaraireh ◽  
Ku Mohd Nabil Ku Hamid
Keyword(s):  
Reading Comprehension ◽  
Female Students ◽  
Reciprocal Teaching ◽  
Control Group ◽  
First Year ◽  
Teaching Model ◽  
First Year Students ◽  
Paired Samples ◽  
The Impact ◽  
Experimental Group

The aim of this study is to examine the impact of using the reciprocal teaching model on Jordanians’ first year students at Mutah University in the academic year 2015/2016. 176 participants took part and were arbitrarily selected and divided into two gender mixed groups; the experimental group which was exposed to the reciprocal teaching model (RT), and the control group which was taught using the traditional method (TM). A total of fourteen  independent sample T-tests and paired samples T-tests were used for the purpose of comparing and analysing the scores of the pre-tests and the post-tests, and with the intention to pinpoint the effect of using RT as well as to measure the extent of such effect on the development of the students’ reading comprehension skills. Through the analysis of the results and in line with the two questions of this study, it has emerged that the use of the RT model has a positive effect on the first year students’ reading comprehension achievement in the experimental group; a fact that is reflected in the significant statistical difference when compared to the reading comprehension achievement of the students from the control group taught using the TM. It has also emerged that although the male students’ scores are better than the scores attained by the female students, the use of the RT remains of great benefits for both; male and female students. 

scholarly journals EVALUASI PRESTASI BELAJAR MAHASISWA PROGRAM KELANJUTAN STUDI JURUSAN PENDIDIKAN AKUNTANSI DITINJAU DARI IPK D3 DAN ASAL PERGURUAN TINGGI

2011 ◽  
Vol 9 (2) ◽  
Author(s):  
M. Djazari ◽  
Endra Murti Sagoro
Keyword(s):  
College Students ◽  
Construct Validity ◽  
Affective Domain ◽  
Learning Performance ◽  
Cognitive Domain ◽  
Whitney Test ◽  
Test Of Hypothesis ◽  
The Difference ◽  
To Come ◽  
Psychomotor Domain

This research examines the difference of students learn performance of cognitive domainpursuant to “IPK D3”, students learn performance of cognitive domain pursuant to comefrom college, students learn performance of affective domain pursuant to “IPK D3”, studentslearn performance of affective domain pursuant to come from college, students learnperformance of psychomotor domain pursuant to “IPK D3”, students learn performance ofpsychomotor domain pursuant to come from college.The subject of this research are 53 respondents. The data were collected by usingquestionnaires and documentation method. The validity of instrument was tested byimplementing construct validity. From computation, one item from learn performance ofaffective domain was not valid and all items from learn of psychomotor domain was valid.The reliability of instrument was tested by implementing the Cronbach Alpha. Fromcomputational, instrument of learn performance of affective domain and psychomotordomain was valid.The test of hypothesis will used Kruskal-Wallis test and Mann-Whitney test. Theresult of the research indicate: (1) there is significantly difference for learning performance ofcognitive domain pursuant to “IPK D3”, (2) there is not significantly difference for learningperformance of cognitive domain pursuant to come from college, (3) there is not significantlydifference for learning performance of affective domain pursuant to “IPK D3”, (4) there isnot significantly difference for learning performance of affective domain pursuant to comefrom college, (5) there is not significantly difference for learning performance ofpsychomotor domain pursuant to “IPK D3, and (6) there is not significantly difference forlearning performance of psychomotor domain pursuant to come from college.Keyword: cognitive domain, affective domain, psychomotor domain

scholarly journals Analisis Penerapan Pendidikan Karakter dalam Pembelajaran Matematika di SMP Negeri 1 Simpangkatis Kelas VIII dan MA Muhammadiyah Gantung Kelas X MIA

2020 ◽  
Vol 1 (2) ◽  
pp. 73-82
Author(s):  
Intan Juwita ◽  
Pendi P ◽  
Eka Rachma Kurniasi
Keyword(s):  
Character Education ◽  
Mathematics Learning ◽  
Affective Domain ◽  
Qualitative Approach ◽  
Learning Activities ◽  
Cognitive Domain ◽  
Qualitative Descriptive ◽  
Research Findings ◽  
Class Viii ◽  
Character Building

This study aims to discuss the analysis of the application of character education in mathematics learning at SMP Negeri 1 Simpangkatis class VIII and MA Muhammadiyah Gantung class X MIA. Mathematics learning is used as a medium and a vehicle for character building. By advancing character education in mathematics, Mathematics Learning is no longer to support the development of the cognitive domain but also to develop the affective domain. The research method used a qualitative approach with qualitative descriptive methods. Data collection used observation and interview sheets. The research findings show that character education has been applied in mathematics learning at SMP Negeri 1 Simpangkatis and MA Muhammadiyah Gantung. As for learning activities that can foster character values, including praying together, the teacher giving worksheets and students working in groups, students presenting the results of their work in front of the class. The character referred to is having a strong attitude, discipline, tolerance, solidarity, hard work, responsibility, competitiveness and sportsmanship.

Domains of Teaching

2005 ◽  
pp. 1-21
Author(s):  
Lawrence A. Tomei
Keyword(s):  
Instructional Technology ◽  
Motor Skill ◽  
Affective Domain ◽  
Cognitive Domain ◽  
Skill Area ◽  
Intellectual Abilities ◽  
Physical Skills ◽  
Psychomotor Domain

This chapter establishes the domains of teaching as one of two “pillars of instructional technology” and offers the necessary grounding in the history and evolution of cognitive, affective, and psychomotor teaching. The cognitive domain encompasses intellectual objectives that deal with “the recall or recognition of knowledge and the development of intellectual abilities and skills.” The affective domain takes in individual “changes in interest, attitudes, and values, and the development of appreciations and adequate adjustment.” Finally, the psychomotor domain embraces physical skills and the performance of actions involved in learning described as “the manipulative or motor-skill area” (Bloom, 1956).

scholarly journals General informatics teaching with B-Learning teaching model

2018 ◽  
Vol 4 (1) ◽  
pp. 85 ◽  
Author(s):  
Nguyen The Dung ◽  
Diani Fatmawati
Keyword(s):  
Teaching And Learning ◽  
Online Courses ◽  
First Year ◽  
Teaching Model ◽  
First Year Students ◽  
Face To Face ◽  
Teaching Context ◽  
Information And Communication ◽  
E Learning ◽  
Specific Teaching

Blended learning (B-learning), a combination of face-to-face teaching and E-learning-supported-teaching in an online course, and Information and Communication Technology (ICT) tools have been studied in recent years. In addition, the use of this teaching model is effective in teaching and learning conditions in which some certain subjects are appropriate for the specific teaching context. As it has been a matter of concern of the universities in Vietnam today, deep studies related to this topic is crucial to be conducted. In this article, the process of developing online courses and organizing teaching for the General Informatics subject for first-year students at the Hue University of Education with B-learning teaching model will be presented. The combination of 60% face-to-face and 40% online learning.

scholarly journals Constructing a Career Mindset in First Year Students: The Building Blocks for Curriculum Design

2019 ◽  
Author(s):  
Kate Kelly ◽  
Edward Lock
Keyword(s):  
Higher Education ◽  
Curriculum Design ◽  
Transformational Change ◽  
Building Blocks ◽  
First Year ◽  
Teaching Model ◽  
First Year Students ◽  
Engagement Strategies ◽  
Bachelor Of Arts ◽  
First Year University

Higher Education Institutions are under increasing pressure to produce competent and qualified graduates for the ever-changing labour market. However, this is no easy feat. This paper shows how a transformational change in Victoria University’s teaching model created an opportunity for teachers to redesign first-year, employability-related curricula. The approach to this challenge focuses on the development of a career mindset in first year university students. Through the examination of two courses, one from the Bachelor of Arts and one from the Bachelor of Psychological Studies, this paper demonstrates a number of active learning and engagement strategies that can be incorporated into the classroom to empower first year students to develop a career mindset that can help them to develop and integrate employability related skills throughout their degrees and beyond.

scholarly journals A Team-Teaching Model in an Informal Cooperative Learning Classroom

2019 ◽  
Vol 14 (20) ◽  
pp. 44
Author(s):  
Kamilah Radin Salim ◽  
Morina Abdullah ◽  
Habibah Norehan Haron ◽  
Noor Hamizah Hussain ◽  
Ruzana Ishak
Keyword(s):  
Cooperative Learning ◽  
Learning Process ◽  
Team Teaching ◽  
Traditional Method ◽  
Teaching And Learning ◽  
First Year ◽  
Teaching Model ◽  
Teaching Materials ◽  
First Year Students ◽  
Research Journal

Research has indicated that informal cooperative learning (ICL) can make the environment in a classroom more conducive for teaching and learning. Through ICL, students could focus their attention on the material taught in class and help each other in the learning process. However, implementing ICL may require more time and effort from the lecturers because they need to prepare teaching materials and different tasks for class activities. Some-times it may be difficult for the lecturer to monitor all students in the groups when implementing ICL. Thus, this study aimed to explore the im-plementation of team-teaching in ICL classroom. The action research meth-od was used in this study where the researchers themselves involve in im-plementing ICL through team-teaching, evaluate the process, do reflection and change the practice based on the evidence gathered. The participants were 32 first-year-students who were mainly exposed to the traditional method of lecture. Students and lecturers’ activities, behaviors, interac-tions, and reflections were recorded in a research journal and later analyzed to determine the students’ and lecturers’ experience in ICL classroom con-ducted through team-teaching. The findings showed that it was easier to monitor and facilitate the students as well as to manage the class by imple-menting ICL through team-teaching. In addition, the workload of the lectur-ers has reduced which in turn gave them more time to plan, prepare and or-ganize teaching materials.

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