scholarly journals Student Work Sheet Development Based on Cooperative Learning Course Statistics and Probability in the University Pembinaan Masyarakat Indonesia

2019 ◽  
Vol 4 (2) ◽  
pp. 52
Author(s):  
Rini ST, MT ◽  
Yulia Tanjung Tiara
Keyword(s):  
Cooperative Learning ◽  
Small Groups ◽  
Learning Process ◽  
Teaching Methods ◽  
Group Structure ◽  
Learning Objectives ◽  
Learning Achievement ◽  
Student Work ◽  
Statistics And Probability ◽  
The University

To enhance the learning achievement of each student the lecturer of the course are required to find and implement appropriate teaching methods and effective in each of the learning process so that every learning objectives and teaching can work as expected. Cooperative learning is a form of learning by students to learn and work collaboratively in small groups whose members consist of four to six people with a heterogeneous group structure.

The Use of Applets in an Engineering Chemistry Course

2010 ◽  
pp. 108-118
Author(s):  
B.M. Trigo ◽  
G.S. Olguin ◽  
P.H.L.S. Matai
Keyword(s):  
Cooperative Learning ◽  
Learning Process ◽  
Chemical Engineering ◽  
First Year ◽  
First Semester ◽  
Software Applications ◽  
Engineering Department ◽  
Teachers And Students ◽  
The University

This chapter deals with the use of Applets, which are examples of software applications, combined with a specific methodology of teaching, based on Paulo Freire’s education concepts. According to his methods, co-creation between its participants is fundamental for the effectiveness of learning process. In that way, to promote a cooperative learning, the Applet should have interactive features. The Chemistry course of Polytechnic School of the University of São Paulo, in which students take in the first semester of the first year of the engineering course, was the case study. First, a research with the teachers of the Chemical Engineering Department was carried out, to identify the main problems and difficulties teachers and students face. Then, a topic was selected to be explored with the Applet, which was developed and applied to a small group of students. To identify the success of this experiment a questionnaire was created and the results are presented in this chapter. Some conclusions were drawn and the interactive features of the Applet received a positive feedback.

scholarly journals Working with Group-Tasks and Group Cohesiveness

2016 ◽  
Vol 9 (8) ◽  
pp. 105 ◽  
Author(s):  
Khoirul Anwar
Keyword(s):  
Learning Process ◽  
Group Work ◽  
Learning Objectives ◽  
Group Cohesiveness ◽  
Teaching English ◽  
Work Activities ◽  
Young Learners ◽  
The University

<p class="apa">This study aimed at exploring the connection between the use of group task and group cohesiveness. This study is very important because the nature of the learner's success is largely determined by the values of cooperation, interaction, and understanding of the learning objectives together. Subjects of this study are 28 students on the course Teaching English for Young Learners at the University of Muhammadiyah Gresik. After the application of group work activities during the learning process, all subjects are given questionnaires and some are interviewed to make sure the group cohesiveness. The results showed that the group work activities had settled the group cohesiveness mainly to the dominance of group pride, interpersonal attractions, and commitment to tasks of the group.</p>

scholarly journals Computer-aided instruction on an MBA programme

1982 ◽  
Vol 13 (3) ◽  
pp. 121-125
Author(s):  
Jonathan Miller
Keyword(s):  
Graduate School ◽  
Learning Process ◽  
Teaching Methods ◽  
Current Status ◽  
Computer Aided Instruction ◽  
Business Software ◽  
Computer Aided ◽  
Computer Based ◽  
University Of Cape Town ◽  
The University

The Graduate School of Business of the University of Cape Town (UCT) recently acquired a powerful mini-computer with interactive terminals and a range of educational and business software. This paper applies a particular model of the learning process in order to choose the most effective computer-based teaching methods for the MBA programme. It is argued that this choice must take into account characteristics of the learner, the learning environment, the material being learned and the stage of the learning process. These elements and the current status of computer-aided instruction on the UCT MBA programme are described and basic policy guidelines are presented.

TECHNOLOGICAL INNOVATION AND TEACHING METHODS: PROBLEMS AND PROSPECTS AT THE UNIVERSITY OF FLORENCE

2001 ◽  
Vol 12 (04) ◽  
pp. 501-504
Author(s):  
MARIA CRISTINA RIBOLI
Keyword(s):  
Information Technology ◽  
Technological Innovation ◽  
Learning Process ◽  
Teaching Methods ◽  
Teaching Approach ◽  
Educational Technologist ◽  
Diffusion Of Information ◽  
Set Up ◽  
University Of Florence ◽  
The University

The wide diffusion of information technology brins generally changes in any field of society. In universities, the teaching approach must conform itself to these new needs adding the information technology tools into the learning process. A multi-disciplinary technical team of Florence University was set up a project involving technical staff developer, educational technologist and web developer and has pointed out issues concerning hardware, software, technical methods and knowledge required by these innovations.

scholarly journals TINJAUAN TERHADAP FAKTOR MOTIVASI YANG MEMPENGARUHI PROSES BELAJAR MENGAJAR DALAM PENDIDIKAN AGAMA KRISTEN

2021 ◽  
Author(s):  
Yonatan Joe Sumarto
Keyword(s):  
Learning Process ◽  
Teaching Methods ◽  
Student Motivation ◽  
Driving Force ◽  
Learning Motivation ◽  
Learning Activities ◽  
Learning Achievement ◽  
Christian Religion ◽  
The Face

Motivation in learning is the basis for encouragement, encouragement in the face of ongoing learning. Good motivation when you learn it can affect the state of students, that is, from not wanting to take lessons to want to learn. The role of motivation is to encourage individuals to do something in the learning situation.Motivation can occur in a child's life because of the influence in himself to achieve the goals to be achieved and the influence of others, in this case the teacher motivates students. Because of that the teacher must have a big contribution to motivate the child is not wrong, in following the lesson specifically following the Christian Religion Education.First, learning motivation can provide excitement or encouragement to someone in doing work to achieve something in accordance with what is desired and can provide direction for someone to establish learning activities. Secondly, the motivation of an activity contained in a person that can influence his behavior to carry out his learning activities. Third, motivating learning is important in the learning process, because it functions as a driving force, driving, and can direct learning activities, in this case the teacher who plays a role by preparing methods and materials effectively. Fourth, learning motivation has a tremendous influence on learning achievement, both from within and outside of the student's own influence. Fifth, the emergence of student motivation depends on how the role of a teacher in presenting lesson material to students and by using appropriate teaching methods, as well as PAK teachers.

scholarly journals TINJAUAN TERHADAP FAKTOR MOTIVASI YANG MEMPENGARUHI PROSES BELAJAR MENGAJAR DALAM PENDIDIKAN AGAMA KRISTEN

2021 ◽  
Author(s):  
Yonatan Sumarto
Keyword(s):  
Learning Process ◽  
Teaching Methods ◽  
Student Motivation ◽  
Driving Force ◽  
Learning Motivation ◽  
Learning Activities ◽  
Learning Achievement ◽  
Christian Religion ◽  
The Face

Motivation in learning is the basis for encouragement, encouragement in the face of ongoing learning. Good motivation when you learn it can affect the state of students, that is, from not wanting to take lessons to want to learn. The role of motivation is to encourage individuals to do something in the learning situation.Motivation can occur in a child's life because of the influence in himself to achieve the goals to be achieved and the influence of others, in this case the teacher motivates students. Because of that the teacher must have a big contribution to motivate the child is not wrong, in following the lesson specifically following the Christian Religion Education.First, learning motivation can provide excitement or encouragement to someone in doing work to achieve something in accordance with what is desired and can provide direction for someone to establish learning activities. Secondly, the motivation of an activity contained in a person that can influence his behavior to carry out his learning activities. Third, motivating learning is important in the learning process, because it functions as a driving force, driving, and can direct learning activities, in this case the teacher who plays a role by preparing methods and materials effectively. Fourth, learning motivation has a tremendous influence on learning achievement, both from within and outside of the student's own influence. Fifth, the emergence of student motivation depends on how the role of a teacher in presenting lesson material to students and by using appropriate teaching methods, as well as PAK teachers.

scholarly journals THE TEACHING AND LEARNING PRACTICE PERFORMED BY PRE-SCHOOL TEACHERS DURING COVID 19 OUTBREAK

2020 ◽  
Vol 3 (2) ◽  
pp. 89-94
Author(s):  
Sri Fatmaning Hartatik ◽  
Anis Na’il Fulka Bia’yuni
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Learning Objectives ◽  
School Level ◽  
School Teachers ◽  
Policy Makers ◽  
Student Work ◽  
Face To Face ◽  
Young Learners ◽  
Facilitated Learning

Covid 19 outbreak have made all sectors to switch their performance from face to face interaction to virtual ones; from massive gathering and meetings to social distancing. This is also applied in education sector. This study was intended to describe how teaching and learning process took place during the Covid 19 outbreak. This study focused on the teaching and learning process in pre-school level as the researchers wondered how teachers facilitated learning for young learners. From the interview, the researchers noticed that all teachers used WhatsApp to get themselves connected to their students. In addition, they also send the student work book to their students’ houses. Next, two teachers needed to teach some students in the classroom as learning from home did not work for few students, the numbers of the students and the meetings of course were limited. The findings of this studies were expected to give insights to stake holders, policy makers, education experts, and scientist to help teachers and learners at pre-school level so that they still can achieve the teaching and learning objectives during the Covid 19 outbreak

scholarly journals TINJAUAN TERHADAP FAKTOR MOTIVASI YANG MEMPENGARUHI PROSES BELAJAR MENGAJAR DALAM PENDIDIKAN AGAMA KRISTEN

2021 ◽  
Author(s):  
Yonatan Joe Sumarto
Keyword(s):  
Learning Process ◽  
Teaching Methods ◽  
Student Motivation ◽  
Driving Force ◽  
Learning Motivation ◽  
Learning Activities ◽  
Learning Achievement ◽  
Christian Religion ◽  
The Face

ABSTRACTMotivation in learning is the basis for encouragement, encouragement in the face of ongoing learning. Good motivation when you learn it can affect the state of students, that is, from not wanting to take lessons to want to learn. The role of motivation is to encourage individuals to do something in the learning situation.Motivation can occur in a child's life because of the influence in himself to achieve the goals to be achieved and the influence of others, in this case the teacher motivates students. Because of that the teacher must have a big contribution to motivate the child is not wrong, in following the lesson specifically following the Christian Religion Education.First, learning motivation can provide excitement or encouragement to someone in doing work to achieve something in accordance with what is desired and can provide direction for someone to establish learning activities. Secondly, the motivation of an activity contained in a person that can influence his behavior to carry out his learning activities. Third, motivating learning is important in the learning process, because it functions as a driving force, driving, and can direct learning activities, in this case the teacher who plays a role by preparing methods and materials effectively. Fourth, learning motivation has a tremendous influence on learning achievement, both from within and outside of the student's own influence. Fifth, the emergence of student motivation depends on how the role of a teacher in presenting lesson material to students and by using appropriate teaching methods, as well as PAK teachers.

scholarly journals Peningkatan Hasil Belajar Akuntansi Keuangan Melalui Model Cooperative Learning Tipe Jigsaw

2017 ◽  
Vol 18 (1) ◽  
pp. 53
Author(s):  
Warneri Warneri
Keyword(s):  
Action Research ◽  
Cooperative Learning ◽  
Learning Process ◽  
Research Method ◽  
Financial Accounting ◽  
Learning Achievement ◽  
Comprehension Test

This research aimed is toimproving the students’ learning achievement and activitiesthrough improving accounting learning process by implementing jigsaw type cooperativelearning model.Using action research method, this research was done throughplanning, implementation, observation and reflection. This action research was conductedin two cycles. Every cycle was done in eight metings.The data of learning achievement werecollected through materials comprehension test before the action, after the first cycle action,after the second cycle action, and after all actions had been completed. The data of thestudents’ activities were collected through observations during the teaching and learningprocesses were administered. The research resulted in the improvement of learning achievementand activities in the process of learning accounting through the implementation ofjigsaw type cooperative learning model.Keywords: Learning Achievement,Financial Accounting,Cooperative Learning, JigsawType Tujuan penelitian ini adalah untuk meningkatkan hasil belajar dan aktivitas belajarsiswa dengan cara memperbaiki proses pembelajaran akuntansi dengan menerapkanmodel pembelajaran kooperatif tipe jigsaw di kelas XI IPS SMA Negeri 1 Bengkayang KalimantanBarat.Metode penelitian yang digunakan adalah penelitian tindakan dengan alurperencanaan, pelaksanaan, observasi dan refleksi. Penelitian tindakan ini dilaksanakan 2siklus, setiap siklus dilaksanakan 8 kali pertemuan.Data hasil belajar diperoleh melalui tespemahaman materi sebelum pelaksanaan tindakan, setelah tindakan siklus 1, setelah tindakansiklus 2 dan setelah pelaksanaan tindakan berakhir. Data keaktifan belajar siswa diperolehmelalui pengamatan pada saat proses belajar mengajar berlangsung. Hasil penelitiandiperoleh bahwa terjadi peningkatan hasil belajar dan aktivitas belajar siswa dalam prosespembelajaran akuntansi dengan menerapkan model pembelajaran kooperatif tipe jigsaw.Kata kunci: Hasil Belajar Akuntansi Keuangan dan Model Pembelajaran Kooperatif TipeJigsaw

scholarly journals Penerapan Pembelajaran Kooperatif Tipe Numbered Heads Together (NHT) Berbantuan Aplikasi Moodle untuk Meningkatkan Hasil Belajar Kognitif Peserta Didik di SMA Negeri Titian Teras Jambi

BIODIK ◽  
2019 ◽  
Vol 5 (1) ◽  
pp. 68-80
Author(s):  
Muhsin Chatib ◽  
Saleh Hidayat ◽  
Rusdy A Siroj
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Genetic Material ◽  
Cognitive Learning ◽  
Multiple Choice Questions ◽  
Group Discussions ◽  
Learning Achievement ◽  
The Right ◽  
Success Index

The ability of students to understand the biological material conveyed by the teacher is certainly different from each other, therefore we need the right learning model and media to be used in the learning process. The discussion method commonly used by teachers has not been able to improve learning outcomes to the fullest. This is evidenced by the low participation of students in group discussions. Discussion is dominated by only certain students. This affects the cognitive learning outcomes of participants, it can be seen that the results of the correct answers to the questions about Genetic Material at the first try out of UN and USBN in 2018 were 40.28%, the second try out was 64.18% and USBN 2018 was 40.12%. still far below the KKM for 3.3 KD, which is 75. One solution that can be done immediately is through PTK, by implementing NHT type cooperative learning assisted by the Moodle application to improve cognitif learning achievement of students. The research instrument used was a test with multiple choice questions in two cycles. The results of the first cycle test showed an increase in classical completeness from the pre-action results which was 20.83%, increasing to 70.83%. In cycle 2 classical completeness increased to 78.26% and has reached the limit specified in the Action Success Index of 75%. Keywords: Learning Achievement, aplikasi Moodle, Numbered Heads Together (NHT). Abstrak. Kemampuan peserta didik dalam memahami materi biologi yang disampaikan oleh guru tentu berbeda satu sama lain, oleh karena itu dibutuhkan model dan media pembelajaran          yang tepat untuk digunakan dalam proses pembelajaran. Metode diskusi yang biasa digunakan guru belum mampu meningkatkan hasil belajar secara maksimal. Hal ini dibuktikan dengan rendahnya partisipasi peserta didik dalam melakukan diskusi kelompok. Diskusi didominasi oleh peserta didik tertentu saja. Hal ini berimbas kepada hasil belajar kognitif peserta,terlihat bahwa hasil jawaban benar pada soal tentang Materi Genetik pada try out pertama UN dan USBN tahun 2018 sebesar 40,28%, try out kedua  sebesar  64,18% dan USBN 2018 sebesar 40,12% masih jauh dibawah KKM untuk KD 3.3 yakni 75. Salah satu solusi yang dapat dilakukan segera adalah melalui PTK, dengan menerapkan pembelajaran kooperatif tipe NHT berbantuan aplikasi Moodle untuk meningkat hasil belajar kognitif peserta didik. Instrumen penelitian yang digunakan adalah tes dengan bentuk soal pilihan ganda, dilakukan dalam 2 siklus. Hasil tes siklus 1 menunjukkan adanya peningkatan ketuntasan klasikal dari hasil pratindakan yakni 20,83% meningkat menjadi 70,83%. Pada siklus 2 ketuntasan klasikal meningkat menjadi 78,26% dan telah mencapai batas yang ditentukan dalam Indeks Keberhasilan Tindakan yakni 75%. Kata Kunci: Hasil Belajar, aplikasi Moodle, Numbered Heads Together (NHT).

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