scholarly journals MODEL PENDIDIKAN ANTI KORUPSI DALAM PERSPEKTIF ISLAM: TAWARAN KONSEPTUAL TCW DI ERA MILENIAL

Al-Qalam ◽  
2019 ◽  
Vol 25 (1) ◽  
pp. 187
Author(s):  
Mukodi Mukodi
Keyword(s):  
Active Learning ◽  
Role Playing

<p><strong>Abstrak--</strong>Artikel ini lahir dari refleksi eklektif atas persoalan korupsi yang tumbuh kembang dengan subur di Indonesia. Dalam kesejarahan Islam, korupsi telah ada dimasa kenabian, dan pelakunya dikutuk keras. Bahkan, secara metaforis Nabi Muhammad Saw pun mencontohkan Siti Fatimah, putri Nabi sendiri, jika kedapatan mencuri akan dipotong tangannya.  Hanya saja, pelaku dan perilaku koruptif tetap saja terjadi-- di masa Nabi, sahabat, <em>Tabi’in-Tabi’in, Tabi’it-Thabi’it</em>--hingga kini. Hasil kajian ini menjelaskan bahwa model pendidikan anti korupsi dalam perspektif Islam secara aplikatif dapat diterapkan, sebagai berikut: (1) pendidikan dan pemberantasan korupsi harus dilakukan simultan dan berkelanjutan melalui konsep tripusat pendidikan, yakni mulai dari pendidikan keluarga, sekolah dan masyarakat; (2) pendidikan anti korupsi secara aplikatif dapat didesain melalui komunitas <em>Teenager Corruption Watch </em>(TCW) dengan menggunakan metode<em> role playing.</em> Secara teknis, TCW dapat diretas di lingkungan keluarga, sekolah dan masyarakat; (3) strategi dan implementasi pendidikan anti korupsi dapat dilakukan melalui model <em>active learning</em> sehingga tujuan pembelajaran dapat tercapai secara efektif. Dengan demikian, generasi mellenial akan dapat terhindar dari virus korupsi yang telah mendarah daging, turun temurun dari generasi ke generasi di Indonesia.<strong><em> </em></strong></p>

scholarly journals Student-produced video of role-plays on topics in cell biology and biochemistry: A novel undergraduate group work exercise

2019 ◽  
Author(s):  
Paul W. Young ◽  
Keyword(s):  
Science Education ◽  
Active Learning ◽  
Cooperative Learning ◽  
Group Work ◽  
Cell Biology ◽  
Role Play ◽  
Life Sciences ◽  
Protein Translation ◽  
Role Playing ◽  
Problem Solving Skills

Group work or cooperative learning is a form of active learning that has potential benefits that extend beyond just being an alternative or improved way of learning course material. For example, Shimazoe and Aldrich (2010) identified six proposed benefits of active learning to students, namely (1) promoting deep learning, (2) helping students earn higher grades, (3) teaching social skills & civic values, (4) teaching higher order thinking skills, (5) promoting personal growth and (6) developing positive attitudes toward autonomous learning. There is evidence for the effectiveness of role-plays both in achieving learning outcomes (Azman, Musa, & Mydin, 2018; Craciun, 2010; Latif, Mumtaz, Mumtaz, & Hussain, 2018; McSharry & Jones, 2000; Yang, Kim, & Noh, 2010), but also in developing desirable graduate attributes such as teamwork, communication and problem solving skills [4]. The importance of such skills is widely touted by employers of science graduates, sometimes more so than discipline-specific knowledge, arguing in favour of the incorporation of role-plays and other forms of cooperative learning into undergraduate science curricula. Role-playing is probably not as widely used in the physical and life sciences as it is in other academic disciplines. In science the most obvious role-play scenarios in which students play the roles of people might be in examining historical figures at the centre of famous scientific discoveries or debates (Odegaard, 2003). In addition, role-plays fit well at the interface between science and other discipline when exploring ethical, legal or commercial implications of scientific discoveries(Chuck, 2011). However, to apply role-play to core topics in science or mathematics the roles that must be played are not those of people but rather of things like particles, forces, elements, atoms, numbers, laws, equations, molecules, cells, organs and so on. The learning scenarios for science-based roleplays in which the characters represented are not people are less obvious, probably explaining why the use of role-plays in science education is less common. Nevertheless, focusing on the life sciences, role-plays in which the characters are organelles in a cell or enzymes involved in fundamental cellular processes like DNA replication, RNA transcription and protein translation have been described for example (Cherif, Siuda, Dianne M. Jedlicka, & Movahedzadeh, 2016; Takemura & Kurabayashi, 2014). The communication of discipline-specific templates and successful models for the application of role-playing in science education is likely to encourage their wider adoption. Here I describe a videoed group role-play assignment that has been developed over a ten-year period of reflective teaching practice. I suggest that this model of videoed group role-plays is a useful cooperative learning format that will allow learners to apply their varied creativity and talents to exploring and explaining diverse scientific topics while simultaneously developing their teamwork skills.

scholarly journals Flipped classroom and role-playing as active learning methods in the social work degree: randomized experimental study

2019 ◽  
Vol 39 (7) ◽  
pp. 879-892
Author(s):  
Mª José Gómez-Poyato ◽  
Alejandra Aguilar-Latorre ◽  
Mª Mar Martínez-Pecharromán ◽  
Rosa Magallón-Botaya ◽  
Bárbara Oliván-Blázquez
Keyword(s):  
Experimental Study ◽  
Social Work ◽  
Active Learning ◽  
Flipped Classroom ◽  
Role Playing ◽  
Learning Methods ◽  
The Social

A JOURNEY IN THE WORLD OF STRANGES AND THE WONDERFULNESS OF GERALD DARELLS HEROES – „MY FAMILY AND OTHER ANIMALS“

2020 ◽  
Vol 11 (2) ◽  
pp. 296-297
Author(s):  
Adelina Simitchieva ◽  
Keyword(s):  
Active Learning ◽  
Positive Emotions ◽  
Interdisciplinary Collaboration ◽  
Cognitive Activity ◽  
Interdisciplinary Approach ◽  
Sixth Grade ◽  
Role Playing ◽  
Role Playing Games ◽  
The World ◽  
Learning Flexibility

The article presents an interdisciplinary approach within a lesson in the sixth grade on Gerald Durrell’s „My family and other animals“. It draws attention to the possibilities of interdisciplinary collaboration between subjects, such as literature, biology and sports. The lesson combines the objectives of education in order to turn the compulsory learning content into an experience full of positive emotions. The lesson realizes important goals in all three disciplines – to enrich students’ experience in extracting moral messages from the studied text, to strengthen the importance of the role of man and animals in environmental terms, and to motivate the students to explain the relationship between movements in sports and animals and to make demonstrations. The change in the methods of traditional teaching and the educational environment are a prerequisite for a fuller understanding and empathy of the artistic text. Additionally, the implementation of interdisciplinary and sociocultural connections assists students in mastering knowledge about the world. The development of cognitive activity is stimulated by working on multimedia presentations, role-playing games as basic conditions for stimulating active learning. Flexibility and creativity are achieved through the application of an interdisciplinary approach and a variety of language, creative and research tasks: Interdisciplinary approach, interdisciplinary links, active learning.

Teaching from Lesson Plans

2017 ◽  
Author(s):  
Vicki Chandler ◽  
Stephen M. Kosslyn ◽  
Richard Holman ◽  
James Genone
Keyword(s):  
Problem Solving ◽  
Active Learning ◽  
Lesson Plan ◽  
Teaching Experience ◽  
Role Playing ◽  
Lesson Plans ◽  
Crucial Aspect ◽  
The Core ◽  
High Level ◽  
Interactive Exercises

Abstract A crucial aspect of the Minerva curriculum is the lesson plan, which is used to structure and guide every class session of the Cornerstone, Major Core and Concentration courses. This chapter describes how professors use these lesson plans and how they form the basis for dynamic, evolving class sessions while maintaining a high-level of structure and consistency over different sections of the same class. The lesson plans specify assigned readings and videos, exercises the students work through before class, quizzes at the beginning and end of class, carefully crafted sets of active learning activities, and more. The core of the lesson plans is the activities, which rely on problem solving, focused analyses in small breakout groups, polls together with discussions, role-playing scenarios, debates, Socratic relays where students take turns discussing a given topic, and many other interactive exercises. In all of this, the professor plays a central role, shaping the discussion, adapting to evolving circumstances, and providing expertise to ensure that students understand the class material. The professor keeps the class focused on the learning outcomes that are specified in the lesson plan and which inform every aspect of it. In every class, students must actively interact with the professor and with each other, which makes every session a dynamic and distinct teaching experience.

Technology-Enhanced Active Learning with Flipped Classroom on Otolaryngology Education

2021 ◽  
Vol 104 (7) ◽  
pp. 1159-1165
Keyword(s):  
Medical Students ◽  
Active Learning ◽  
Flipped Classroom ◽  
Role Playing ◽  
Traditional Group ◽  
Online Application ◽  
Assessment Scores ◽  
Fourth Year Medical Students ◽  
Didactic Lecture ◽  
Case Based

Objective: To determine the learning outcomes in otolaryngology education, comparing the traditional lecture-based classroom with the flipped classroom combined with a case-based approach. Materials and Methods: The participants were fourth year medical students and divided into two groups, the traditional classroom group and the flipped classroom group. The topic “vertigo” was chosen for the content of the present study. The traditional groups were assigned to attend a didactic lecture. The flipped group were assigned to watch the video lecture and answer the quizzes on the online application “Edpuzzle”, and they used time during the in-class activity for case-based discussion and role playing involving the doctor-patient interaction. All participants completed a questionnaire, and the final assessment scores. Results: Two hundred thirty-nine medical students were enrolled. Some 113 students participated in the traditional group, and 126 students participated in the flipped group. The knowledge assessment in the flipped group had significantly higher scores than those from the traditional group (p=0.042 and <0.001 respectively). Objective structured clinical examination scores and the score of some items in the questionnaires were also significantly higher in the flipped group than in the traditional group (p<0.001). Conclusion: The implementation of the flipped classroom consists of pre-class activities using an instructor-developed video and a free online application, combined with a case-based approach during the in-class activity appears to be more effective in terms of medical students gaining knowledge and skills on otolaryngology education compared with the traditional instruction method. Keywords: Flipped classroom; Otolaryngology; Vertigo; Technology; Active learning

scholarly journals MP24: Contagion: An innovative approach to learning the Orange Book and Choosing Wisely Canada guidelines around antimicrobial treatment

CJEM ◽  
2020 ◽  
Vol 22 (S1) ◽  
pp. S50-S51
Author(s):  
M. Khalid ◽  
S. Shah ◽  
S. Bala ◽  
M. Luterman
Keyword(s):  
Active Learning ◽  
Video Game ◽  
Large Scale ◽  
Medical Training ◽  
Clinical Symptoms ◽  
Clinical Skills ◽  
Real Life ◽  
Role Playing ◽  
Choosing Wisely ◽  
Orange Book

Innovation Concept: The Orange Book (OB) identifies drugs approved on the basis of safety and effectiveness by the FDA and serves as the gold standard reference for correct pharmacological therapies. It ties in closely with Choosing Wisely Canada (CWC) modelling good stewardship in antimicrobial prescriptions. The book focuses on passive didactic learning instead of active learning, which was shown to have a greater influence on prescribing behaviour. Educational video games, a form of active learning, have been shown to improve clinical skills in medical training. Contagion is a role-playing video game providing an active way of teaching antimicrobial components of the OB and CWC guidelines. Method: Phase I of Contagion was qualitatively tested on students and physicians at McMaster University for teaching effectiveness, applicability to real-life scenarios, and enjoyability. Post-game play 12 participants scored different aspects of the game on a Likert scale. Curriculum, Tool, or Material: The player is a rural physician treating infections in various communities. Each round, the player is given a crate of antibiotics. As communities are infected, the player is provided with clinical symptoms the patients present with. The player must identify the pathology and then correctly treat the communities. The player can treat empirically or order tests to identify the infectious organism. The player strategically navigates which communities to treat as there are limited actions per turn and the player must prevent communities from dying or infecting neighboring regions. Communities tend to build antibiotic resistance over time making first-line treatments unviable, thus careful strategizing and stewardship is essential. Active learning will occur when players are tasked with finding the correct answer to different presentations. After each turn, players will learn about the infecting organism, its phenotypes, and common infectious symptoms. This is considered passive learning. Conclusion: Contagion was well-received by physicians and medical students as an active learning tool to teach the OB and CWC guidelines. On preliminary user testing Contagion scored 5 in effectiveness in teaching treatments and 4.6 in teaching stewardship. An objective of this project is to perform large scale testing across schools to demonstrate the effectiveness of the learning components of the game. We hope to eventually create a tool that can be incorporated in continuing medical education for physicians.

Using Active Learning Strategies to Promote Deep Learning in the Undergraduate Paleontology Classroom

2012 ◽  
Vol 12 ◽  
pp. 135-154 ◽  
Author(s):  
Margaret M. Yacobucci
Keyword(s):  
Active Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
New Technologies ◽  
Role Playing ◽  
Learning Approaches ◽  
Research Areas ◽  
Active Learning Strategies ◽  
Improving Student Learning ◽  
Improved Learning

In the most effective learning environments, undergraduates go beyond memorization to become more deeply engaged with the material. Active learning approaches, in which students participate in activities that result in improved learning, promote this sort of deep experience. Educational theories such as constructivism and recent research in cognitive and learning sciences demonstrate the importance of allowing students opportunities to confront misconceptions, reason out solutions, work collaboratively, and construct their own understandings of key concepts. Numerous studies have documented improved learning in classes using active learning approaches when compared to traditional class formats. Various obstacles to implementing active learning strategies exist, such as student and faculty resistance to such practices and the academic reward structure, which penalizes faculty who invest time in innovative teaching. These obstacles, however, are not insurmountable—effective communication of the benefits of active learning for improving student learning outcomes and the recruitment and retention of STEM majors can help. Paleontology instructors have a wide variety of active learning techniques to choose from, including some that make use of our field's uniquely visual and temporal characteristics (e.g., concept sketches, timelines), current research areas (e.g., textual analysis, case studies, guided inquiry), and classic controversies (e.g., role-playing, debates, and panel discussions). New technologies, such as classroom response devices and Web 2.0 tools, can facilitate many of these activities both in and out of the classroom. Incorporating active learning approaches into paleontology courses can help instructors clarify their course goals and learning outcomes while empowering students to succeed.

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