scholarly journals STRENGTHENING CHARACTER EDUCATION THROUGH SCHOOL CULTURE AT SMK SWASTA TELADAN TANAH JAWA

2021 ◽  
Vol 5 (2) ◽  
pp. 178
Author(s):  
Herman Herman ◽  
Dumaris E. Silalahi ◽  
Partohap Saut Raja Sihombing ◽  
Bloner Sinurat ◽  
Yanti Kristina Sinaga ◽  
...  
Keyword(s):  
School Culture ◽  
Character Education ◽  
Community Service ◽  
Group Discussions ◽  
Student Centered ◽  
Student Centered Learning ◽  
School Based ◽  
Working Groups ◽  
Descriptive Approach

Schools must recognize that school culture has an effect on the development of character in students. With the prevalence of numerous character flaws among students, it is expected that through school culture, students will be able to form their character through a school-based habit. Teachers at SMK Swasta Teladan in Tanah Jawa, Simalungun Regency, were the recipients of this community service. Thirty-three teachers were among those who took part in the socialization. This was a qualitative research project with a descriptive approach. The approaches used in this case are lectures and group discussions, with information being given first, followed by a question and answer session about the material. After having all methods provided, the results of the socialization through the school culture implementation possibly to be implemented to support the character education were: 1) cultivating religious tolerance values, 2) The implementation of school ceremonies, 3) implementation of working groups (PokJa) in schools, 4) The use of student-centered learning (student-oriented learning) during the learning process, 5) Using scouts in schools for students’ training to be more independent, and the last was prizes should be granted to students including all areas events, not only for academic areas. Last but not least, the role of school culture really can strengthen and support the character education for the students.

scholarly journals Student-Centered Learning in Oman: Challenges and Pitfalls

2012 ◽  
Vol 2 (5) ◽  
pp. 243 ◽  
Author(s):  
Ogadimma C. Emenyeonu
Keyword(s):  
Focus Group ◽  
Social Process ◽  
Attitudinal Change ◽  
Learning Context ◽  
Focus Group Discussions ◽  
Teaching Materials ◽  
Group Discussions ◽  
Student Centered ◽  
Student Centered Learning

Student-centered learning (SCL) is aimed at developing pedagogy that probes into students learning in regard to what they experience and how they engage in the learning context or environment. This paper aims to review what is meant by student-centered learning in the context of Oman, and how this can be achieved. It goes further to explore challenges that tend to deter the implementation of SCL with a view to providing recommendations to improve and enhance SCL in Oman. Following data collected from the focus group discussions, the study reveals that language, culture, lack of student exposure, exported teaching materials, poor perception of SCL by students, among others, is they major obstacles facing SCL in Oman. Based on the findings, the author recommends that for SCL to take root in Oman there should be attitudinal change on the part of students with regard to a better understanding of what SCL is and why it is desirable, and students of opposite genders should be encouraged to work together to articulate their ideas in a disciplined social process of inquiry.

scholarly journals Efektivitas Metode Kolaboratif Learning dan Kooperatif dalam Pendidikan Kesehatan Berbasis Komunitas

2014 ◽  
Vol 3 (1) ◽  
pp. 9
Author(s):  
Tita Hariyanti ◽  
Harsono Mardiwiyoto ◽  
Yayi Suryo Prabandari
Keyword(s):  
Cooperative Learning ◽  
Control Group ◽  
Memory Retention ◽  
Community Based ◽  
Student Centered ◽  
Student Centered Learning ◽  
Post Test ◽  
Quasi Experimental ◽  
Group Post

Background: The role of the learning methods is changing from teacher centered learning to student centered learning (SCL). One of the SCL methods is collaborative and cooperative learning. The past twenty years have seen an increase in collaborative and cooperative learning based pedagogies in colleges, but not in community based health education. The aim of this study is to identify the efectivity of collaborative and cooperative learning in community based health educationMethod: This research used quasi experimental non-randomized control group post test design. Respondent of the research are 111 geriatric cadres of Kecamatan Kepanjen and 72 geriatric cadres of Kecamatan Singosari.Results: Data shows that cadre’s knowledge in first training, 30 and 90 days after first training increased in both groups (p<0,001). There is no relationship between individual characteristic (age, education, occupation, time to work as a cadre, training) and increase of knowledge (p>0,05).Conclusion: Collaborative and cooperative method can increase cadre’s knowledge of stroke effectively and maintain memory retention longer than conventional method.

scholarly journals MEMIKIRKAN MODEL PENDIDIKAN LITERASI BERBASIS KESURABAYAAN UNTUK TAMAN BACA MASYARAKAT (TBM) DI SURABAYA

2021 ◽  
Vol 5 (1) ◽  
pp. 65
Author(s):  
Kukuh Yudha Karnanta, S.S., M.A
Keyword(s):  
Community Service ◽  
Significant Contribution ◽  
Field Trips ◽  
Project Based Learning ◽  
Discovery Learning ◽  
Junior High Schools ◽  
Main Theme ◽  
Service Program ◽  
Student Centered ◽  
Student Centered Learning

This community service program aims to develop a creative writing model based on Surabaya’s local values. Surabaya’s local values refer to identity and common worldview of ‘arek Suroboyo’ such as egalitarianism, urban, and multicultural. Those values are tied in the main theme a revitalization of Surabaya Identity. Participants are 115 junior high schools in Surabaya. The community service program is conducted through student-centered learning, while the strategies are discovery learning and project-based learning using inquiry technique. Learning materials are collected from archives such as photos, videos, and field trips to certain places. This community service program give a significant contribution to cultivating a cultural understanding of the Surabaya, as exposed in participants' literary works.

scholarly journals Gender and teacher attitude toward digital literacy programme in Kisii county primary schools

2021 ◽  
Vol 10 (4) ◽  
pp. 383-390
Author(s):  
Edwin Obwoge Makworo ◽  
George Morara Nyakoe ◽  
Teresa Kwamboka Abuya
Keyword(s):  
Digital Literacy ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Learning Experiences ◽  
Digital Technologies ◽  
Simple Random Sampling ◽  
Literacy Programme ◽  
Student Centered ◽  
Student Centered Learning

Digital technologies have been associated with improved and enriched learning experiences which include more student-centered learning. These technologies have made teaching and learning experiences more interesting. In view of the crucial role of digital technologies in enhancing learning, this study sought to assess teacher attitudes towards the Digital Literacy Programme (DLP) in Kisii County based on gender differences. Does the gender of the teachers involved in the Digital Literacy Programme in Kisii County affect their readiness to uptake and implement the program? A survey research design was applied in the study. The population of the study constituted of 1,420 standard one and two teachers selected from randomly sampled schools of the county. The sample size was determined using the Fisher formula and the sample consisted of 302 standard one and two teachers. Purposive sampling was used to select the specific teachers. Simple random sampling was used to select the specific schools to include in the study and proportionate sampling was used to determine the number of respondents from each school. Self-administered questionnaires were used to collect data. To ascertain the reliability of the research instruments, a pilot test was carried out and a Cronbach’s alpha coefficient of 0.76 was realized. Data were analyzed quantitatively using descriptive statistics in SPSS. The study established that difference in gender has no effect on the teachers’ attitude to the Digital Literacy Programme.

scholarly journals Pengembangan Model Pembelajaran Meaningful Investigation Laboratory (MIL) untuk Meningkatkan Keterampilan Representasi Verbal, Grafik, dan Matematis (R-VGM) pada Pembelajaran Fisika SMA Di Jawa Timur

2020 ◽  
Vol 8 (2) ◽  
pp. 280-291
Author(s):  
I Ketut Mahardika ◽  
Sri Astutik ◽  
Alfido Fauzy Zakaria ◽  
Aris Doyan ◽  
Susilawati Susilawati
Keyword(s):  
21St Century ◽  
Learning Model ◽  
21St Century Learning ◽  
Learning Activities ◽  
Group Discussions ◽  
Student Centered ◽  
Student Centered Learning ◽  
Physics Learning ◽  
Scientific Investigations ◽  
Physical Phenomena

The need for learning innovation is indispensable as a result of the development of the 21st century. In the 21st century learning there is a shift in student-centered learning from teacher-centered learning including physics learning. Physics learning requires innovation by not only doing learning activities in the classroom. Learning that is always done in class will make students become bored. Innovation of learning activities can be done in the laboratory as an appropriate alternative compared to conventional learning in the classroom. On the other hand in learning physics the skills that students must possess are skills in verbal, graphic and mathematical representations (R-VGM). Meaningful Investigation Laboratory (MIL) Learning Model is a 21st century learning innovation. The 21st century learning model has precondition, investigation, report, and reinforcement syntactic. In the first syntax, precondition, the R-VGM skill is developed from the opening question of physical phenomena. In the second syntax, namely investigation, R-VGM skills can be developed from scientific inquiry. In the third syntactic report, R-VGM skills can be developed from reporting the results of scientific investigations in and group discussions. In the fourth syntax, namely reinforcement, R-VGM skills can be developed from the matter of reinforcement. And in the fifth syntactic, reflection, R-VGM skills can be developed from the connection and reinforcement of the learning completed.

scholarly journals The Learner-Centered Syllabus: From Theory to Practice in Allied Health Education

2005 ◽  
Author(s):  
Kimberly Peer ◽  
Malissa Martin
Keyword(s):  
Athletic Training ◽  
Allied Health ◽  
Educational Process ◽  
Successful Implementation ◽  
Learning Paradigm ◽  
Allied Health Education ◽  
Student Centered ◽  
Student Centered Learning ◽  
Learner Centered

The national focus in higher education in shifting from the instructional to the learning paradigm where the emphasis on student-centered learning is of paramount importance. Instructional paradigms focus on “providing instruction” with distinct emphasis on the role of the teacher. Under this structure, students are typically passive listeners and the instructor is the center of teaching and instruction. The learning paradigm, on the other hand, focuses on the outcomes of the educational process thereby “facilitating learning”. The role of the student is one of an active participant who is encouraged to become engaged in the learning process through various interactive activities facilitated by the instructor. The learning paradigm strives to produce an empowered, informed, and responsible student by putting the student at the center of the classroom. This learner-centered process theoretically embraces continued improvement in the quality of learning. The learner-centered syllabus is a productive tool that can facilitate this transformation from teaching to learner-centered classrooms. The purpose of this manuscript is to integrate theory into practice as faculty shift towards more learner-centered practices. Deeply rooted in the literature, this manuscript provides suggestions for the implementation of a learner-centered syllabus from a specialized allied health care perspective – athletic training. A brief overview of student-centered learning theory coupled with a framework for constructing a syllabus that fosters an environment which focuses on learning is presented. Particular emphasis is placed upon successful implementation and integration of the syllabus throughout the entire semester to promote student success.

scholarly journals COMMUNITY SERVICE TEACHER WORKING GROUP (KKG) VALUES OF THE NATION IN BUILDING CHARACTERS IN THE ELEMENTARY SCHOOL OF BANDUNG CITY

2019 ◽  
Author(s):  
Siti Sholiha Nurfaidah ◽  
Devi Rahmiati ◽  
Azis Lukman Praja
Keyword(s):  
Elementary School ◽  
Character Education ◽  
Community Service ◽  
Working Group ◽  
Learning Activities ◽  
School Students ◽  
Knowledge And Skills ◽  
The Impact ◽  
Traditional Game

Education that integrates character education in the learning process oriented towards the formation of the child as a whole human being. Therefore, character education can not be excluded. As for the impact of rapid globalization, it is resulting in decreased values ​​of the nation's character. Upaya solving these problems is to guide in enhancing the ability of educators in shaping the role of the nation's values ​​of elementary school students. The goal of this activity is the Teachers Working Group (KKG) in SD BPI and KKG in SDN 208 Luginasari.The method used in the form of seminars and workshops in the way of knowledge and skills to carry out learning activities that include character education through the medium of the traditional game. Then do the teacher mentoring to ensure that they practiced with good results briefing in seminars and workshops has done. Mentoring is beneficial because of many-intertwined transfers of knowledge between teachers and the Service Team. PKM activity can be said to have contributed to the development of the character values ​​of the nation. However, such actions still need to be disseminated to a broader audience.

The Peer Instruction Flipped Learning Model

2016 ◽  
pp. 285-307
Author(s):  
Troy Faulkner ◽  
Jennifer Green
Keyword(s):  
Learning Process ◽  
Flipped Classroom ◽  
Learning Model ◽  
Peer Instruction ◽  
Learning Approach ◽  
Flipped Learning ◽  
Group Discussions ◽  
Student Centered ◽  
Student Centered Learning ◽  
Traditional Lecture

Peer instruction flipped learning blends the concepts of flipped classroom and peer instruction in order to maximize the strengths of both techniques. Peer Instruction, a student-centered learning approach developed by Eric Mazur of Harvard University, engages students in the learning process through small group discussions. Flipped classroom, credited largely to Jon Bergmann and Aaron Sams, reverses the roles of traditional lecture and “homework” in order to maximize student learning. This chapter discusses the research on peer instruction and flipped learning, the details of implementing the peer instruction flipped learning model, and the benefits of using a peer instruction flipped learning model. This chapter also details one high school's experiences with these strategies.

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