scholarly journals ANALISIS SURAT AL-KAHFI AYAT 60-82 TENTANG KONSEP PEMBELAJARAN PENDIDIKAN AGAMA ISLAM

2021 ◽  
Vol 4 (2) ◽  
pp. 159-170
Author(s):  
Siti Lailiyah ◽  
Muhammad Saefullah
Keyword(s):  
Problem Solving ◽  
Active Learning ◽  
Library Research

Tujuan dilakukannya penelitian ini adalah untuk mengetahui konsep pembelajaran Pendidikan Agama Islam yang terkandung dalam surat al-Kahfi ayat 60-82 dan mengetahui nilai-nilai pembelajaran yang terdapat dalam Qur’an Surat al Kahfi ayat 60-82. Dalam penelitian ini peneliti menggunakan jenis penelitian murni deskriptif kualitatif  dengan alasan informasi yang digunakan dalam penelitian ini bukan berupa angka-angka melainkan berupa data-data baik dari buku, jurnal, majalah, atau surat kabar yang semua itu akan digambarkan secara jelas dan terperinci untuk mengembangkan teori pendidikan Islam. Dalam penelitian deskriptif kualitatif disini, peneliti menggunakan metode library research, yaitu suatu riset kepustakaan. Hasil penelitian menunjukkan bahwa konsep pembelajaran yang terdapat pada pembelajaran antara nabi Musa dan nabi Khidir lebih kepada metode diskusi, problem solving berbasis realitas. Pada kisah ini nabi Musa diminta untuk kritis memahami fenomena yang ada baru mengeluarkan statement, tidak langsung menyalahkan. Namun yang terjadi nabi Musa terlalu dini untuk mengambil kesimpulan bahwa yang dilakukan oleh nabi Khidir salah. Hal ini bukan berarti dilarang bertanya, tapi lebih tepatnya nabi Musa diminta untuk membaca proses secara keseluruhan, tidak langsung bertanya.  Ini merupakan salah satu strategi pembelajaran active learning.

Pengembangan Model Pendidikan Karakter Komunitas Anak Jalanan

2021 ◽  
Vol 3 (3) ◽  
pp. 350-361
Author(s):  
Siti Julaeha ◽  
Muhidin Muhidin ◽  
Aan Hasanah ◽  
Bambang Saeful Arifin
Keyword(s):  
Social Skills ◽  
Problem Solving ◽  
Character Education ◽  
Hypothesis Testing ◽  
Research Methods ◽  
Street Children ◽  
Qualitative Approach ◽  
Learning Models ◽  
Library Research ◽  
Character Building

This study tries to unravel the problems of street children related to character building, especially in the aspects of personal and social skills. So we need a model of character education that is considered suitable to be implemented in street children. This study uses a qualitative approach with library research methods. The results of this study conclude that, Among the character education models that can be implemented on street children are problem-based learning models, emphasizing more on the application of problem solving methods or problem solving which by John Dewey consists of six learning steps as follows: 1) formulating problems; 2) analyze the problem; 3) formulate hypotheses; 4) collect data; 5) hypothesis testing; and 6) formulate problem solving recommendations.  

scholarly journals Educational puzzles for understanding gastrointestinal physiology.

1999 ◽  
Vol 276 (6) ◽  
pp. S1 ◽  
Author(s):  
C M Bailey ◽  
C T Hsu ◽  
S E DiCarlo
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Active Learning ◽  
Small Group ◽  
Deductive Reasoning ◽  
Group Discussion ◽  
Small Group Discussion ◽  
Educational Tools ◽  
Problem Solving Skills ◽  
Gastrointestinal Physiology

We developed four innovative, creative, and fun educational tools to promote active learning, enhance problem-solving skills, and encourage small group discussion. Furthermore, the tools encourage deductive reasoning and critical thinking rather than passive memorization of material. The tools include crossword puzzles, hidden messages, word scrambles, and word searches. These tools were developed using two computer programs: the Crossword Construction Kit and The New Puzzle Factory. Instructors are encouraged to optimize the value of the tools by using the additional options presented at the end of each of the puzzles. The additional options encourage students to become active learners by creating their own tools. Although the principles of these four tools can be adapted to many disciplines, these specific games focused on gastrointestinal physiology. Our goal was to create tools that can be used either inside or outside the classroom to complement and enhance the lecture.

scholarly journals Development of Transferable Competencies in Academic Programs at King Saud University

2021 ◽  
Vol 33 (1-3) ◽  
Author(s):  
Norah Saad Al-Qahtani
Keyword(s):  
Problem Solving ◽  
Active Learning ◽  
Digital Technology ◽  
Analytical Approach ◽  
Academic Discipline ◽  
Academic Programs ◽  
King Saud University ◽  
Scientific Disciplines ◽  
Professional Environment ◽  
Random Method

ABSTRACT The study aims to identify the most important transferable competencies that academic programmes develop among students at King Saud University (KSU) and determine the most prominent methods of their development from their perspectives. It also intends to reveal differences that could be attributed to the variables of gender and academic discipline. A descriptive and analytical approach was used. 387 students from the scientific and humanitarian disciplines were chosen using the stratified random method. Results show that the most important transferable competencies that the academic programmes at KSU develop among their students are professionalism/ work ethics, teamwork/collaboration and digital technology. The most prominent methods of their development are project-based and problem-solving learning, immersion in the professional environment and active learning. No statistically significant differences are observed in the average responses of the participants attributed to the gender variable while there are significant differences ascribed to the academic discipline variable for scientific disciplines.

scholarly journals Pengembangan Model Pendidikan Karakter Komunitas Anak Jalanan

2021 ◽  
Vol 3 (3) ◽  
pp. 350-361
Author(s):  
Siti Julaeha ◽  
Muhidin Muhidin ◽  
Aan Hasanah ◽  
Bambang Saeful Arifin
Keyword(s):  
Social Skills ◽  
Problem Solving ◽  
Character Education ◽  
Hypothesis Testing ◽  
Research Methods ◽  
Street Children ◽  
Qualitative Approach ◽  
Learning Models ◽  
Library Research ◽  
Character Building

This study tries to unravel the problems of street children related to character building, especially in the aspects of personal and social skills. So we need a model of character education that is considered suitable to be implemented in street children. This study uses a qualitative approach with library research methods. The results of this study conclude that, Among the character education models that can be implemented on street children are problem-based learning models, emphasizing more on the application of problem solving methods or problem solving which by John Dewey consists of six learning steps as follows: 1) formulating problems; 2) analyze the problem; 3) formulate hypotheses; 4) collect data; 5) hypothesis testing; and 6) formulate problem solving recommendations.  

Active Learning, Mentoring, and Mobile Technology

2015 ◽  
pp. 760-778
Author(s):  
Dianna L. Newman ◽  
Jessica M. Lamendola ◽  
Meghan Morris Deyoe ◽  
Kenneth A. Connor
Keyword(s):  
Problem Solving ◽  
Active Learning ◽  
Learning Environments ◽  
Communication Skills ◽  
Mobile Technology ◽  
Interactive Effect ◽  
Stem Careers ◽  
Transfer Of Skills ◽  
Authentic Environment ◽  
Students Success

Educators are creating authentic settings that utilize active learning, mobile technology, and mentoring in efforts to promote students' success in developing 21st Century skills, motivation, and interest in STEM domains and STEM careers. Each of these approaches has been found to promote and transfer knowledge, as well as to develop problem-solving and communication skills in STEM. Little information, however, is available about the interactive effect of mobile technology and active learning in promoting learning in settings that use a hierarchical model of mentoring to promote the transfer of skills and knowledge. This chapter presents findings of a program that used mobile technology in active learning environments for five interrelated levels of an active, authentic environment, facilitated by mobile technology and hierarchical mentoring. Positive outcomes were documented at each level of participation; use of the mobile technology integrated within active learning settings supported by hierarchical mentoring increased learning in STEM content, skills, and affect.

scholarly journals Change of Awareness and Characteristics of Student Groups in Class Creating PowerPoint Slides to Introduce Books

2017 ◽  
Vol 7 (3) ◽  
pp. 29
Author(s):  
Isao Miyaji
Keyword(s):  
Problem Solving ◽  
Active Learning ◽  
University Students ◽  
Principal Components ◽  
Rating Scale ◽  
Computer Skills ◽  
Project Planning ◽  
Student Groups

This paper deals with the class where university students recommended books they are interested in by means of PowerPoint slides. In this course, they were required to create PowerPoint slides to introduce books by inserting animations and narrations. It applied active learning in combination with evaluation and revision activities to enhance their computer skills, to raise awareness towards various types of skills necessary for problem solving and to nurture active thinking. It particularly aims not only to acquire PowerPoint skills but also to develop their skills in expression, project planning and suggestion. This paper informs of the content of the course, proves change of awareness, and reports characteristics of student groups by classifying students according to principal components in rating scale values of awareness.

Using Active Learning in Lecture: Best of "Both Worlds"

2003 ◽  
Vol 1 (1) ◽  
Author(s):  
Marilyn H Oermann
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Active Learning ◽  
Communication Skills ◽  
Teaching Strategies ◽  
Nurse Educators ◽  
Integrated Approach ◽  
Creative Teaching ◽  
Approach To Teaching ◽  
Large Groups

Many creative teaching strategies have been developed in recent years in nursing and other fields to promote active learning. These strategies foster development of problem solving, critical thinking, and communication skills, and they encourage students to work collaboratively with peers. However, in nurse educators’ rush to embrace active learning, lecture has been viewed negatively by some faculty. Rather than positioning active learning against lecture, another approach is to integrate active learning within lecture, gaining the benefits of both methods. An integrated approach also takes into consideration the situation of teaching large groups of students. This article examines benefits of an integrated approach to teaching and presents strategies for active learning intended for use with lecture.

Using Active Learning Strategies to Motivate Students

2002 ◽  
Vol 8 (1) ◽  
pp. 48-51
Author(s):  
Kimberly R. Boyer
Keyword(s):  
Problem Solving ◽  
Active Learning ◽  
Learning Strategies ◽  
Mathematics Teacher ◽  
Early Years ◽  
Eighth Grade ◽  
First Year ◽  
Mathematical Connections ◽  
Eighth Grade Students ◽  
Active Learning Strategies

Icouldn't believe my ears when i heard a colleague make this statement during my first year of teaching: “Eighth grade is the year that the students' brains are turned off.” Was it true? Were eighth-grade students really that hopeless? In my early years of teaching, I was on a mission to be the best mathematics teacher I could be by incorporating problem solving, reasoning, communication, and mathematical connections into each lesson. I wanted to take time to involve my students personally so that they could see how mathematics directly affects their lives. However, I quickly learned that there is “no one way to be a topnotch teacher” (Harmin 1998, p. 2).

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