Study on Development of Learning Media

The development of science and technology is increasingly encouraging renewal efforts in the use of technological outcomes in the teaching and learning process. The teachers are required to be able to use the tools that can be provided by the school, and it is also possible that the tools are in accordance with the development and demands of the times. The teachers can at least use inexpensive and unpretentious tools but is a necessity in the effort to achieve the expected learning goals. The development of instructional media is a plan to develop existing media or intermediary tools in order to improve the quality of information delivery in the teaching-learning process. Development activities learning media in broad outline must go through three major steps namely planning, production and penialian activities.

Download Full-text

Connecting the World: The Quality of Teachihg and Learning Process Reflected from Students’ Creativity on Micro Teaching Subject

TARBIYA Journal of Education in Muslim Society ◽

10.15408/tjems.v3i2.4062 ◽

2016 ◽

Vol 3 (2) ◽

pp. 227-241

Author(s):

Rohmat Rohmat

Keyword(s):

Learning Strategies ◽

Learning Process ◽

Teaching And Learning ◽

Lesson Plan ◽

Instructional System ◽

Islamic Education ◽

Learning Goals ◽

Education Major ◽

The World

Abstract This research is intended to see students’ creativity level on microteaching subject of Islamic Education Major Program Faculty of Tarbiyah and Teachers’ Training of IAIN Surakarta in 2015. This research was descriptive. The 6th semester students of Islamic Education Major Program were the participants of this research in micro teaching class. Interview and document were used as the instruments with the microteaching lecturer as the informant. Interactive analysis was applied for data analysis. The results show that the quality of students’ creativity in developing lesson plan as follows: (1)The lesson plan (RPP) developed before teaching improves learning quality (2)the interactive activities mentioned in the lesson plan (RPP) contain the learning strategies and facilities encouraging teaching and learning process (3)learning goals were achieved during the teaching and learning process. (4)the learning techniques is associated with the component of instructional system (5)teaching media was used to conduct conducive learning situation (6)some contents emphasized in the lesson plan (RPP) were suitable with the instructions existed in course book and curriculum (7)some specific activities done by the students in the learning process are their ways to master the materials they taught (8)The learning focus is emphasized on PAIKEM (Active, Innovative, Creative, Effective, and Fun Learning) and on evaluation to check the result, process, and comprehensible instruction. Abstrak Penelitian ini bertujuan untuk mengetahui tingkat kreatifitas siswa pada pembelajaran micro teaching pada jurusan Pendidikan Agama Islam, Fakultas Ilmu Tarbiyah dan Keguruan IAIN Surakarta tahun 2015. Penelitian ini menggunakan pendekatan deskriptif kualitatif. Populasi dalam penelitian ini adalah mahasiswa mata kuliah micro teaching semester VI. Instrumen penelitian yang digunakan adalah wawancara dan dokumen yang mana dosen mata kuliah tersebut menjadi informan penelitian. Hasil penelitian menunjukkan bahwa kreatifitas para siswa pada matakuliah micro teaching sebagai berikut: 1)Pembuatan RPP dapat meningkatkan kualitas pembelajaran. 2)kegiatan interaktif yang tertera dalam RPP berisi langkah-langkah strategi pembelajaran interaktif dan fasilitas yang mendukung proses belajar mengajar; 3)tujuan didapatkan dalam proses belajar mengajar. 4)teknik pembelajaran dilakukan dan disesuaikan dengan kandungan dari sistem instruksional. 5)penggunaan media ajar kondusif. 6)penekanan yang dipaparkan dalam RPP disesuaikan dnegan instruksi yang ada dalam buku dan kurikulum. 7)hal-hal spesifik yang dilakukan para mahasiswa dalam proses pembelajaran merupakan strategi untuk menguasai materi yang akan diajarkan. 8)fokus dalam pembelajaran ditekankan pada PAIKEM (Pembelajaran Aktif, Inovatif, Kreatif, Efektif, dan Menyenangkan) dan evaluasi untuk mengetahui hasil, proses, dan instruksi yang komprehensif. How to Cite : Rohmat. (2016) Connecting the World: The Quality of Teachihg and Learning Process Reflected from Students’ Creativity on Micro Teaching Subject. TARBIYA: Journal of Education in Muslim Society, 3(2), 227-241. doi:10.15408/tjems.v3i2.4062. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v3i2.4062

Download Full-text

Serious games in the context of people with cognitive disabilities: a case study (Preprint)

10.2196/preprints.9289 ◽

2017 ◽

Author(s):

William Manoel Menezes ◽

Jorge Correia Neto ◽

Moacyr Cunha Filho ◽

Guilherme Villar

Keyword(s):

Learning Process ◽

Serious Games ◽

Teaching And Learning ◽

Cognitive Disabilities ◽

Relevant Information ◽

Educational Game ◽

Social Aspect ◽

The Social ◽

Teaching Learning

BACKGROUND While traditional video games provide amusement, with the advent of serious games (SG), it has raised the potential and the results that can be achieved from the games, these artifacts, whose main differentials are the fact that they are naturally playful and motivators. While in the 1990s, the games aimed only at entertainment, nowadays teaching and learning combine with entertainment and become the main goals to be achieved through the SG. A strong example of SG application is for motivation and help in the formal or special teaching-learning process acting as a pedagogical tool. In this sense, the following question arises: What are the characteristics and interface resources considered adequate to compose the interface of a serious game that have educational objectives directed to people with Williams-Beuren Syndrome? Here's the motivation guide for this article. OBJECTIVE Elementary mathematics education for people with Williams Syndrome METHODS An exploratory and descriptive study,using qualitative and quantitative approaches. RESULTS The results portfolio obtained from the WBS user experience assessment presents the confidence rectangle within the "desirable" quadrant. This is what a project program is, since scientifically this is one of the biggest difficulties reported by unlock authors, it is not possible to teach content and maintain playfulness. CONCLUSIONS The prototype of the game here called SoundMath, was intended to meet a demand for learning elementary arithmetic for people with WBS, from a playful and immersive process. Through the results of the evaluations carried out, this work provides relevant information that can encourage the development of this game, as well as help companies in the educational segment, and contribute to the improvement of the quality of the applications targeted to this type of public. Other important point to be highlighted from this work is with regard to the social aspect that this work encompasses, because it is the development of a solution applied to a daily problem of this public. But we did not just develop; we decided to go beyond and document the entire process of engineering and gamification, based on data obtained throughout this study of design and design of a serious educational game prototype that contained in its layout the ideal characteristics to mediate a teaching-learning process from its use, as well as document and outline a methodological process that may serve as the basis for further studies. Thus, we believe that the results and reflections raised from this study may, in the future, broaden the knowledge about the design of serious games for people with cognitive disabilities. The prototype of the game here called SoundMath, was intended to meet a demand for learning elementary arithmetic for people with WBS, from a playful and immersive process. Through the results of the evaluations carried out, this work provides relevant information that can encourage the development of this game, as well as help companies in the educational segment, and contribute to the improvement of the quality of the applications targeted to this type of public. Other important point to be highlighted from this work is with regard to the social aspect that this work encompasses, because it is the development of a solution applied to a daily problem of this public.

Download Full-text

The Effect of E-Learning on Students’ Learning at the Varsity Level

KnE Social Sciences ◽

10.18502/kss.v5i4.8717 ◽

2021 ◽

pp. 622-628

Author(s):

Suerni .

Keyword(s):

Research Methods ◽

Learning Process ◽

Quantitative Research ◽

Teaching And Learning ◽

Learning Materials ◽

Quantitative Research Methods ◽

E Learning ◽

Teaching Learning ◽

Global World

The COVID-19 pandemic has spread worldwide, including Indonesia. The Indonesian government recommends all citizens to stay at home and to work and study from home. Therefore, most universities have implemented e-learning in their teaching and learning process. This research focused on the effect of e-learning on students’ interest and learning at the varsity level. Quantitative research methods were used. The data were collected from 176 students from two private universities in Medan, Sumatera Utara. The findings were that e-learning enabled the students to access the global world and distribute learning materials through WhatsApp. Assignments were marked promptly and e-learning helped students to set their own schedule. E-learning motivated the students to do their own work without others’ help, but the students did not agree that e-learning enhanced the quality of the teaching-learning process. Keywords: E-learning, teaching learning process, Varsity level, COVID-19

Download Full-text

Meningkatkan kinerja guru dengan supervisi pendidikan

10.31227/osf.io/qm6df ◽

2019 ◽

Author(s):

Keke Rahmanela Fitri

Keyword(s):

Problem Solving ◽

Learning Process ◽

Teaching And Learning ◽

Teacher Confidence ◽

Educational Supervision ◽

Case Conferences ◽

Effectiveness And Efficiency ◽

Teaching Problem ◽

Teaching Learning

The quality of teaching and learning process is strongly influenced by the quality of teacher performance. To improve the ability to carry out the learning process, attention is needed from the person in charge of the education system continuously. Supervision can be carried out through techniques 1) Class visits, 2) School visits, 3) Sudden exams, 4) Case conferences, 5) Document observations, 6) Interviews, 7) Questionnaire, 8) Reports. Teaching supervision is a professional job, which requires requirements as befits the other professional work. The job of a supervisor is to help, encourage, and give the teacher confidence that the teaching-learning process can and must be improved. Supervision activities are carried out through various processes of teaching problem solving and aim to improve the effectiveness and efficiency of the teaching-learning process. Supervision is assistance to teachers in improving the teaching-learning situation, educational supervision includes supervision of teaching and its supporting components. Teaching supervision is an activity that is directly related to teaching but not directly with students. Supervision activities carried out through various processes of teaching problem solving.

Download Full-text

THE 3P AND DEDEPRO MODELS AS RESEARCH HEURISTIC

International Journal of Developmental and Educational Psychology Revista INFAD de psicología ◽

10.17060/ijodaep.2014.n1.v4.599 ◽

2016 ◽

Vol 4 (1) ◽

pp. 155

Author(s):

Jesús De la Fuente ◽

Lucía Zapata Sevillano ◽

Paul Sander ◽

María Cardelle-Elawar

Keyword(s):

Learning Process ◽

Teaching And Learning ◽

Process Development ◽

Self Regulation ◽

Learning Approaches ◽

Learning Context ◽

And Performance ◽

Teaching Learning ◽

3P Model ◽

Process Product

Abstract.There are different heuristics that study the teaching-learning process; in this investigation we will explore the confluence of Biggs’ 3P model and the DEDEPRO model. These two complementary models offer us a framework for the analysis of teaching-learning situations with greater specificity and a better understanding of the structure of the research studies and the variables they study. In this manner, by incorporating both the general processes of teaching and learning, as well as the specific variables that are related to them, more or less analytical studies can be developed. Biggs adopted the 3P model to represent the student’s perspective in the teaching-learning process. The ways students learn are explained through the interaction of three moments in time that become the components for which the model is named: 1) Presage, where we find student characteristics and characteristics of the learning context; 2) Process, referring to the way that learning tasks are undertaken; and 3) Product, which includes learning outcomes. All the components that make up this model (Presage-Process-Product) tend toward equilibrium, and a change in any of them affects the system as a whole. In complementary fashion, the DEDEPRO model has established the need to further specify, within the Biggs model, the moments of Design (planning), Development (execution) and Product (satisfaction and performance), in terms of both teaching and learning. The DEDEPRO model assumes personal self-regulation, and is interactive with regulation in teaching, thereby giving rise to different levels of performance and personal satisfaction. In an overall sense, both models give us the opportunity to organize our variables over the teaching-learning process. We would emphasize the joint structure of the two models in relation to the variables in this study: Personal self-regulation, Stressful context (Presage); Learning approaches, Coping strategies, Self-regulated learning and Regulatory teaching (Process-Development); and Performance and Satisfaction with the learning process (Product).Palabras Clave: Biggs’ 3P Model, DEDEPRO, Teaching-Learning process

Download Full-text

Meningkatkan Kinerja Guru dengan Pelaksanaan Supervisi Pendidikan

10.31219/osf.io/mg85k ◽

2019 ◽

Author(s):

Keke Rahmanela Fitri

Keyword(s):

Problem Solving ◽

Learning Process ◽

Teaching And Learning ◽

Teacher Confidence ◽

Educational Supervision ◽

Case Conferences ◽

Effectiveness And Efficiency ◽

Teaching Problem ◽

Teaching Learning

Download Full-text

STUDENT CENTRIC TEACHING LEARNING PROCESS AND ROLE OF TEACHER

BSSS Journal of Social Work ◽

10.51767/jsw1204 ◽

2020 ◽

Author(s):

Kavita Kumari ◽

Sadhana Singh Bisen

Keyword(s):

Learning Process ◽

Teaching And Learning ◽

Quality Of Education ◽

Motivating Factors ◽

Secondary Sources ◽

Education In India ◽

Teaching Learning ◽

Self Learning

Teaching in contemporary times requires a shift from teacher centric to student centric processes. The present paper is based on secondary sources of data. It is an attempt to debate on the quality of education in India, depicting the problems faced by students within India and outside upon perusal of higher studies. It also illustrates the different methods of teaching and learning and explores the motivating factors behind self-learning.

Download Full-text

AN INVESTIGATION OF THE TEST SCORES IN THE CHINESE LISTENING TEST

VNU Journal of Foreign Studies ◽

10.25073/2525-2445/vnufs.4533 ◽

2020 ◽

Vol 36 (2) ◽

Author(s):

Dinh Thi Hong Thu

Keyword(s):

Learning Process ◽

Test Scores ◽

Teaching And Learning ◽

Foreign Languages ◽

Elementary Level ◽

Listening Test ◽

Subsequent Test ◽

Teaching Learning

: In teaching-learning in general, and teaching-learning foreign languages in particular, tests and exams are amongimportant forms to assess students' learning results in the learning process. A quality test can provide feedback for teaching and learning, help teachers and learners to promptly make necessary adjustments to improve the effectiveness of their teaching and learning. This research would preliminarily evaluate the quality of the test in Chinese listening for students at elementary level of proficiency based on the analysis of test papers and test scores of SC1, SC2. The research consists of 2 main parts: 1. Description and analysis of the tests; 2. Analysis of students’ test scores, and determination of the validity, reliability and difficulty of the tests using SPSS and Excel. The research results provide more feedback for subsequent test development and improvement.

Download Full-text

MODIFIKASI MODEL PEMBELAJARAN AUDITORY INTELECTUALY REPETITION DENGAN STRATEGI PEMBELAJARAN TUGAS DAN PAKSA

Prosiding Seminar Nasional Pendidikan KALUNI ◽

10.30998/prokaluni.v2i0.101 ◽

2019 ◽

Vol 2 ◽

Author(s):

Anisa Farida ◽

Nadia Rizky Harisuna ◽

Septianna Nurida

Keyword(s):

Student Learning ◽

Learning Outcomes ◽

Learning Strategies ◽

Learning Process ◽

Teaching And Learning ◽

Learning Strategy ◽

Student Learning Outcomes ◽

Learning Goals ◽

Quality Of Learning

The purpose of this writing is to provide innovation in learning in the classroom by using varied learning models. So that the quality of learning in the classroom increases and is more interesting. In addition, it can also improve student activity, foster a spirit of learning and completing tasks well. The problem of learning in Indonesia is a problem that must be taken seriously, especially by the teacher. Therefore, teachers must be able to inspire students to be actively involved in the learning process of selection and determination of learning strategies that are most appropriate to the characteristics of students. With the existence of this writing, the background of the difficulties in understanding the material is also the lack of enthusiasm of students in learning the material and completing the assignments given by the teacher which have an impact on student learning outcomes that are still low. The low student learning outcomes, of course, many factors that cause, for example the classic problem about the application of learning methods that are still teacher-centered, so students tend to passively listen to the teacher's explanation. So, the choice of methods and strategies in teaching and learning in class is very important because it can affect the results of teaching and learning in the classroom and obtain the desired learning goals. For this reason, the teacher can use the Auditory Intellectually Repetition (AIR) learning method which is modified by the task strategy and force. The learning model of Auditory Intellectually Repetition (AIR) is a method that is focused on providing direct and enjoyable learning experiences. Experience learning directly by learning to listen or listen (auditory), learn intellectually and learn with repetition. Meanwhile, the Task and Forces strategy is a learning strategy that has little effect on students to complete tasks until they are completed and on time. If it does not complete the assignment given by the teacher, then there is a penalty for students who do not do their duties according to the previous agreement. So that students will be motivated in listening, understanding the material conveyed by the teacher and doing the task on time. This strategy can also improve the quality of student learning to reduce the level of student laziness and provide good learning outcomes. By combining this method it is hoped that it can make students become more disciplined and responsible for the tasks given. Therefore, combining these models and strategies is needed in the learning process so that the learning process is interesting and the quality of learning increases.

Download Full-text

Improvement Exposition Writing Skill through Contextual Approach

International Journal of Multidisciplinary and Current Research ◽

10.14741/ijmcr/v.6.4.11 ◽

2018 ◽

Vol 6 (04) ◽

Author(s):

Fani Lastianti Tiarasari ◽

MS Zulela ◽

Gusti Yarmi

Keyword(s):

Elementary School ◽

Learning Process ◽

Teaching And Learning ◽

Action Observation ◽

Fifth Grade ◽

Contextual Approach ◽

Writing Skill ◽

Field Notes ◽

Teaching Learning

This objective of this research was to improve the exposition writing skill through the contextual approach on fifth grade student of Kalisari 02 Elementary School East Jakarta. This research uses an action research method consisting if two cycles. Each cycle consists of four phases: planning, action, observation, and reflection. The subjects of the research were the students on fifth grade of Kalisari 02 Elementary School East Jakarta as many as 32 students. Data were collected through observation for each student during action of learning, field notes, and documentation. The result obtained average values of exposition writing skill are 64,69 at pre-research, increase to 67,19 the first cycle and 80,13 in the second cycle, whereas the student's score of all exposition writing indicators show significant improvement. The conclusion of this research was contextual approach is very effective to improve exposition writing skill. Not only that but applying contextual approach also can improve the quality of teaching-learning process and can improve student’s actively so it can build the active and pleasant situation in the teaching and learning process.

Download Full-text