scholarly journals Editorial

2015 ◽  
pp. ii-iv
Author(s):  
Redaksi TEKNODIK
Keyword(s):  
Cooperative Learning ◽  
Web 2.0 ◽  
Project Based Learning

Sidang pembaca yang kami hormati, mengawali tahun 2015 segenap pengelola jurnal mengucapkan syukur alhamdulillah, berkat rahmat, kurnia dan ijin Allah SWT Jurnal Teknodik Volume IX nomor 1 edisi April 2015 dapat hadir di hadapan Anda. Seperti biasa, dalam edisi ini disajikan 10 artikel yang erat kaitannya denganmasalah teknologi pendidikan maupun teknologi informasi dan komunikasi (TIK) untuk pendidikan/pembelajaran. Sepuluh artikel yang kami sajikan berikut ini meliputi tulisan-tulisan yang berupa hasil penelitian maupun hasil kajian. Selamat menikmati, mudah-mudahan bermanfaat.Penyebarluasan pemanfaatanTIK untuk pendidikan/pembelajaran ke masyarakat luas merupakan salah satu misi yang diemban oleh jurnal Teknodik. Untuk mengawali edisi ini, Jurnal Teknodik menyajikan tulisan Saripudin yang berjudul Pengembangan Model Pembelajaran Abad 21 Dengan Menggunakan Teknologi Web 2.0. Menurutnya, perkembangan di bidang TIK yang begitu cepat menuntut adanya perubahan yang cepat pula dalam berbagai bidang kehidupan, termasuk di dalamnya bidang pendidikan/pembelajarn. Selanjutnya, Saripudin menyatakan bahwa karakteristik umum model pembelajaran abad pengetahuan berbeda dengan karakteristik pembelajaran abad industrialisasi. Model praktik pendidikan yang dianggap menguntungkan pada abad industrial, seperti belajar fakta, drill dan praktik, kaidah dan prosedur digantikan dengan belajar dalam konteks dunia nyata, otentik melalui problem dan proyek, inkuiri, discovery, dan invensi. Pola belajar yang diterapkan pada masa industrialisasi sudah dianggap tidak cocok lagi di abad pengetahuan, di mana perkembangan teknologi informasi dan komunikasi berkembang begitu pesat, dan teknologi tersebut kini menjadi katalis penting untuk gerakan menuju model pembelajaran di abad pengetahuan. Sehubungan dengan hal ini, Saripudin membahas tentang perancangan model pembelajaran abad 21 dengan cara mengintegrasikan model pembelajaran Project Based Learning, Project Oriented Learning, dan Cooperative Learning dengan teknologi informasi Web 2.0.

scholarly journals Kumpulan Abstrak

2015 ◽  
pp. v-xiv
Author(s):  
Redaksi TEKNODIK
Keyword(s):  
Information Technology ◽  
Cooperative Learning ◽  
Web 2.0 ◽  
21St Century ◽  
Rapid Development ◽  
Learning Model ◽  
Project Based Learning ◽  
Model Learning ◽  
Information And Communication ◽  
Drill And Practice

PENGEMBANGAN MODEL PEMBELAJARAN ABAD 21 DENGAN MENGGUNAKAN TEKNOLOGI WEB 2.0THE DEVELOPMENT OF THE 21ST CENTURY LEARNINGMODEL USING WEB 2.0 TECHNOLOGYSaripudinDirektorat Teknologi Informasi dan KomunikasiUniversitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, [email protected] Abstrak: Perkembangan teknologi informasi yang sangat pesat pada abad ini membawa dampak yang sangat signifikan terhadap dunia pendidikan, di mana proses peralihan dari abad industrialisasi ke abad pengetahuan menuntut setiap bidang dalam kehidupan berubah sangat cepat dan harus dapat beradaptasi dengan cepat. Begitu pula dengan pendidikan, karakteristik umum model pembelajaran abad pengetahuan berbeda dengan dengan karakteristik pembelajaran abad industrialisasi. Model praktik pendidikan yang dianggap menguntungkan pada abad industrial, seperti belajar fakta, drill dan praktik, kaidah dan prosedur digantikan dengan belajar dalam konteks dunia nyata, otentik melalui problem dan proyek, inkuiri, discovery, dan invensi dalam praktik abad pengetahuan. Akan tetapi pola belajar yang diterapkan pada masa industrialisasi sudah dianggap tidak cocok lagi di abad pengetahuan, di mana perkembangan teknologi informasi dan komunikasi berkembang begitu pesat, dan teknologi tersebut merupakan katalis penting untuk gerakan menuju metode belajar di abad pengetahuan.Makalah ini akan membahas perancanganmodel pembelajaran abad 21 dengan cara mengintegrasikan model pembelajaran Project Based Learning, Project Oriented Learning, dan Cooperative Learning dengan teknologi informasi Web 2.0.Kata Kunci: Pembelajaran berbasis proyek, pembelajaran berorientasi proyek, pembelajaran berbasis masalah, pembelajaran kooperatif berbasis Web 2.0.Abstract: The rapid development of information technology in this century has brought a very significant impact on the education sector where the process of transition from century of industrialization to the century of knowledge in every aspect of life is changing and adapting quickly. Within the same manner in the aspect of education, the general characteristics of the learning model in the industrial century is different than in the knowledge century. Among many educational practices considered beneficial to the industrial age are learning facts, drill and practice, rules and procedures have been replaced by learning-in-realworld context through authentic problems and projects, inquiry, discovery, and invention in the knowledge century practice. However, the pattern of learning applied at the time of industrialization has been deemed to be unfit anymore in the age of knowledge in which the development of information and communication technology is evolving very rapidly, and the technology is an important catalyst for movement toward learning methods in the knowledge century.This paper will discuss the design of 21st century learning model, learning model design by integrating Projects Based Learning, Project Oriented Learning, and Cooperative Learning with information technology based on web 2.0.Keyword: Projectbased nearning, project orientedlearning, problem-based learning, Web 2.0 basedcooperative learning.

scholarly journals PENGEMBANGAN MODEL PEMBELAJARAN ABAD 21 DENGAN MENGGUNAKAN TEKNOLOGI WEB 2.0

2015 ◽  
pp. 001-011
Author(s):  
Saripudin Saripudin
Keyword(s):  
Information Technology ◽  
Cooperative Learning ◽  
Web 2.0 ◽  
Rapid Development ◽  
Learning Model ◽  
Project Based Learning ◽  
Model Learning ◽  
Industrial Age ◽  
Information And Communication ◽  
Drill And Practice

Abstrak:Perkembangan teknologi informasi yang sangat pesat pada abad ini membawa dampak yang sangat signifikan terhadap dunia pendidikan, di mana proses peralihan dari abad industrialisasi ke abad pengetahuan menuntut setiap bidang dalam kehidupan berubah sangat cepat dan harus dapat beradaptasi dengan cepat. Begitu pula dengan pendidikan, karakteristik umum model pembelajaran abad pengetahuan berbeda dengan dengan karakteristik pembelajaran abad industrialisasi. Model praktik pendidikan yang dianggap menguntungkan pada abad industrial, seperti belajar fakta, drill dan praktik, kaidah dan prosedur digantikan dengan belajar dalam konteks dunia nyata, otentik melalui problem dan proyek, inkuiri, discovery, dan invensi dalam praktik abad pengetahuan. Akan tetapi pola belajar yang diterapkan pada masa industrialisasi sudah dianggap tidak cocok lagi di abad pengetahuan, di mana perkembangan teknologi informasi dan komunikasi berkembang begitu pesat, dan teknologi tersebut merupakan katalis penting untuk gerakan menuju metode belajar di abad pengetahuan.Makalah ini akan membahas perancangan model pembelajaran abad 21 dengan cara mengintegrasikan model pembelajaran Project Based Learning, Project Oriented Learning, dan Cooperative Learning dengan teknologi informasi Web 2.0.Kata Kunci: Pembelajaran berbasis proyek, pembelajaran berorientasi proyek, pembelajaran berbasis masalah, pembelajaran kooperatif berbasis Web 2.0.Abstract:The rapid development of information technology in this century has brought a very significant impact on the education sector where the process of transition from century of industrialization to the century of knowledge in every aspect of life is changing and adapting quickly. Within the same manner in the aspect of education, the general characteristics of the learning model in the industrial century is different than in the knowledge century. Among many educational practices considered beneficial to the industrial age are learning facts, drill and practice, rules and procedures have been replaced by learning-in-realworld context through authentic problems and projects, inquiry, discovery, and invention in the knowledge century practice. However, the pattern of learning applied at the time of industrialization has been deemed to be unfit anymore in the age of knowledge in which the development of information and communication technology is evolving very rapidly, and the technology is an important catalyst for movement toward learning methods in the knowledge century.This paper will discuss the design of 21st century learning model, learning model design by integrating Projects Based Learning, Project Oriented Learning, and Cooperative Learning with information technology based on web 2.0.Keyword: Projectbased nearning, project orientedlearning, problem-based learning, Web 2.0 based cooperative learning.

Effects of group reflection variations in project-based learning integrated in a Web 2.0 learning space

2011 ◽  
Vol 19 (4) ◽  
pp. 333-349 ◽  
Author(s):  
Paul Kim ◽  
Ji-Seong Hong ◽  
Curtis Bonk ◽  
Gloria Lim
Keyword(s):  
Web 2.0 ◽  
Project Based Learning ◽  
Learning Space

scholarly journals PBL Teaching Method through Cooperative Learning

2017 ◽  
Vol 3 (1) ◽  
pp. 53
Author(s):  
Eduardo Dopico ◽  
Dolores Pevida
Keyword(s):  
High Schools ◽  
Cooperative Learning ◽  
Secondary School ◽  
Secondary School Students ◽  
Secondary School Teachers ◽  
Teaching Method ◽  
Knowledge Society ◽  
Project Based Learning ◽  
School Teachers ◽  
School Students

The challenges proposed by the knowledge society requires a change of mentality and routines of our students. Consequently, a shift is also needed in the role played by teachers in their education. 34 secondary school teachers from three Spanish high schools, from Ceuta, Madrid and Asturias, working as part of a network, began to introduce project-based learning (PBL) and cooperative learning to facilitate this change. We analyze the correlations between the beliefs and the attitudes of teachers when they were initiating a methodological transition in their patterns of teaching. At the same time, we compare the competencies and strategies related with PBL that 372 secondary school students from these high schools consider being personally important with those who they believe necessary to improve their learning or to be successful with academic requirements.

scholarly journals Exploring Learners' and Teacher's Participation in Online Non-Formal Project-Based Language Learning

2018 ◽  
Vol 8 (3) ◽  
pp. 73-90 ◽  
Author(s):  
Jessica Sampurna ◽  
Agnes Kukulska-Hulme ◽  
Ursula Stickler
Keyword(s):  
Content Analysis ◽  
Web 2.0 ◽  
Language Learning ◽  
Digital Technologies ◽  
Project Based Learning ◽  
English Learning ◽  
Educational Context ◽  
Online Data ◽  
Web 2.0 Tools ◽  
Google Docs

This article reports on the implementation of online project-based language learning in a non-formal educational context. Project-based learning may enable additional out-of-class language practice and digital technologies can support this activity, but little is known about whether learners will participate. Twenty-one tertiary learners from across Indonesia used multiple Web 2.0 tools to collaboratively create English learning materials for children as a project over the course of four weeks. Online data, learners' reflections, and interviews were analysed using content analysis. The study explores participation levels among learners and their teacher. Findings suggest that while learners' participation varied considerably, the teacher's participation was consistently the highest in all platforms except Google Docs. Learners had different attitudes towards their own and their peers' contribution, but generally valued the teacher's participation.

Project Based Learning Applied to Stamping Tribology of Automobile Frames

2016 ◽  
Vol 853 ◽  
pp. 69-72
Author(s):  
R. Plá-Ferrando Caballero ◽  
S. Sánchez-Caballero ◽  
M.A. Sellés ◽  
E. Pérez-Bernabeu
Keyword(s):  
Cooperative Learning ◽  
Mechanical Engineering ◽  
Project Based Learning

This paper shows the authors experience in the implementation of cooperative learning during the fourth year of the Mechanical Engineering Grade, having involved from the second to the fourth year. Difficulties encountered are discussed.

scholarly journals Combining Project Based Learning and Cooperative Learning Strategies in a Geotechnical Engineering Course

2021 ◽  
Vol 11 (9) ◽  
pp. 467
Author(s):  
Francisco Javier Torrijo ◽  
Julio Garzón-Roca ◽  
Guillermo Cobos ◽  
Miguel Ángel Eguibar
Keyword(s):  
Cooperative Learning ◽  
Learning Strategies ◽  
Soft Skills ◽  
Project Based Learning ◽  
Team Working ◽  
Term Retention ◽  
Long Term Retention ◽  
Performance Results ◽  
Direct Feedback

This paper presents the implementation of a learning methodology following a student-centred approach. The methodology is based on the use of project based and cooperative learning and mainly consists of commissioning students to prepare a presentation on a topic of their subject. Students work in groups, and later must deliver a real lecture to their colleagues. The proposed methodology was applied across 7 years and its implementation was monitored via day-to-day observations, annual surveys, the gathering of direct feedback as well as by analysing the students’ academic performance. Results show the ability of the proposed learning methodology to enhance motivation and engagement of students, facilitate the improvement of four soft skills (team-working, practical thinking, effective communication and critical thinking), eliminate absenteeism and facilitate long-term retention of the knowledge and skills acquired in a subject.

scholarly journals IMPLEMENTASI PAIKEM PENGARUHNYA TERHADAP KOMPETENSI, KUALITAS, EFISIENSI DAN EFEKTIVITAS PEMBELAJARAN

2019 ◽  
Vol 17 (2) ◽  
pp. 312
Author(s):  
Indrayati Indrayati
Keyword(s):  
Cooperative Learning ◽  
Project Based Learning ◽  
Learning Effectiveness ◽  
Student Centered ◽  
Student Centered Learning ◽  
Effective Learning ◽  
Learning Efficiency ◽  
Creative Learning ◽  
Class Room ◽  
Learning Competence

The research aimed at developing and implementing the PAIKEM method with Student centered learning, Project Based Learningand cooperative learning, effective learning, fun Learningso the learning in the accounting department  able to produce high quality human resources so able to compete  in the global  or international market. The research method was quantitative with data collection by using interview, questionnaire, documentation, triangulation from class room action  research.  Analysis method done with Manova to know the influence of the Paikem method implementation toward competence, quality, efficiency, and effectiveness of learning. The results showed that student centered learning, cooperative learning, fun learning influence insignificantly toward learning competence, while project based learning, creative learning, effective learning influence significantly toward learning competence.  Then student centered learning, cooperative learning, fun learning influence insignificantly toward learning quality, while project based learning, creative learning, effective learning influence significantly to the learning quality.  Then student centered learning, creative learning influence insignificantly toward the learning efficiency, while project based learning, cooperative learning, effective learning influence significantly toward learning efficiency. Toward learning efficiency.  Then student centered learning,  creative learning, effective learning influence insignificantly toward learning effectiveness, while project based learning, cooperative learning, fun learning influence significantly toward learning effectiveness.

scholarly journals EFEKTIVITAS MODEL PEMBELAJARAN BERBASIS PROYEK (PROJECT BASED LEARNING) TERHADAP KEAKTIFAN DAN KEMAMPUAN BERPIKIR KREATIF SISWA KELAS X SMA N 2 SEMARANG

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Lilin Triani Putri ◽  
Harto Nuroso ◽  
Nur Khoiri
Keyword(s):  
Cooperative Learning ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Control Group ◽  
Control Group Design ◽  
Test Analysis ◽  
Group Design ◽  
Quasi Experimental ◽  
Equivalent Control

This study aims to determine the effectiveness of project-based learning for the student’s activeness and creative thinking skills of students of Class X SMA N 2 Semarang. This research is experimental study with method of Quasi Experimental Non-equivalent Control Group Design. The data in this study is the result of creative thinking skills and student’s activeness. Data were analyzed using two-sample t test analysis. Research shows that 1) there is no difference in the early of ability between class that follows of project based learning process and the class that follows the cooperative learning (tresult = 0,4089 < ttable = 1,6663), 2) there is a difference between the results of creative thinking skills of  the students that follow of project-based learning (tresult = 10,12 >  ttable = 1.6663) and students who follow cooperative learning, 3) there is a difference between the student’s activeness of students that follows project-based learning (tresult = 49,56 > ttabel = 1,6663) and student who follow cooperative learning. Based on the results of this study, it can be concluded that the project-based learning is more effective than cooperative learning in improving learning results in the form of the student’s activeness and creative thinking skills.

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