scholarly journals PEMBERDAYAAN MASYARAKAT PESISIR BERBASIS KELUARGA PERSEPEKTIF GENDER

2018 ◽  
Vol 2 (2) ◽  
pp. 267
Author(s):  
Dendi Sutarto
Keyword(s):  
Problem Solving ◽  
Learning By Doing ◽  
Self Evaluation ◽  
Self Selection ◽  
Self Development ◽  
Independent Variable

Kajian Pemberdayaan Masyarakat pesisir Batam, Karimun, dan Kepulauan Lingga berbasis keluarga bertujuan untuk mengetahui startegi, model dan faktor-faktor apakah yang mempengaruhi dalam pemberdayaan masyarakat pesisir. Analisis ini bermanfaat untuk memberikan rekomedasi solusi dan model untuk meningkatkan kemandirian dan pemberdayaan masyarakat secara berkenjutan. Kajian ini merupakan analsis metode deskriptif kualitatif dengan pendekatan gender. Faktor-faktor yang mempengaruhi pemberdayaan masyarakat secara berkelanjutan; Learning by doing, Problem solving, Self evaluation, Self development and coordination, Self selection, Self decisim independent variable. Konsep ini memberikan arah dalam pencapaian tujuan pemberdayaan masyarakat pesisi Batam, Lingga dan Karimun sebagai masyarakat pesisir kepulauan, dengan segenap potensi alam yang sangat besar, dengan itu semuan mereka membutuhkan sumber daya manusia sebagai kekuatan untuk mengelola potensi laut, perikanan, pertanian, home industry yang ada. Ada keyakinan besar dengan kekuatan sumber daya manusia sebagai word view atau cara mereka melihat dunia, potensi yang memiliki nilai sosial, ekonomis dan sebagainya sebagai kekuatan besar bagi mereka.

scholarly journals MEMBANGUN KARAKTER BANGSA MELALUI PEMBELAJARAN MATEMATIKA KURIKULUM 2013

2013 ◽  
Vol 14 (2) ◽  
pp. 73-80
Author(s):  
Wahyudin Wahyudin
Keyword(s):  
Problem Solving ◽  
Child Development ◽  
Character Education ◽  
Teaching Practice ◽  
Successful Implementation ◽  
Knowledge And Skills ◽  
The Core ◽  
Self Development ◽  
Points Of View ◽  
New Generation

The development of the character education still becomes the controversy among the educators, either from the theoretical or philosophical points of view. Actually, the core of the character education is not only viewed from philosophical difference, pedagogical ideology, or politics, but focused on the child development. Curriculum 2013 seeks to provide a problem-solving on the cultural matters and the national characters by integrating the characters / values /attitudes into the lessons, self-development, and the culture of the school. It is expected that a new generation of nation is developed in attitudes, knowledge, and skills. It has been clear that teachers thought, beliefs, and choices will influence their teaching practice. Therefore, it is necessary to build the views, beliefs, and positive selection within the teachers mind for the successful implementation of Curriculum 2013.   Perkembangan pendidikan karakter sampai sejauh ini masih penuh dengan kontroversi yang terutama berakar dalam berbagai perbedaan teoretis dan filosofis, meski sebenarnya inti dari pendidikan karakter tidak pada perbedaan filosofis, ideologi pedagogis, politik, dan sebagainya, melainkan tentang perkembangan anak. Kurikulum 2013 berupaya memberikan pemecahan persoalan budaya dan karakter bangsa dengan cara mengintegrasikan karakter/nilai/sikap ke dalam mata pelajaran, pengembangan diri, dan budaya sekolah, dengan harapan terbentuknya generasi baru bangsa yang utuh dalam sikap, pengetahuan, dan keterampilan. Dengan menyadari bahwa pandangan, keyakinan, dan pilihan para guru akan berpengaruh pada praktek pembelajaran, maka perlu dibangun pandangan, keyakinan, dan pilihan yang positif dalam diri para guru demi keberhasilan implementasi Kurikulum 2013.

Learning by Doing via Game Making

2011 ◽  
pp. 1354-1366
Author(s):  
Jae Yeob Jung ◽  
Hyung Sung Park
Keyword(s):  
Decision Making ◽  
Problem Solving ◽  
Learning Styles ◽  
Learning Community ◽  
Knowledge Construction ◽  
Game Design ◽  
Higher Order Thinking ◽  
Learning By Doing ◽  
Computer Based ◽  
Interactive Simulations

The purpose of this chapter is to explore how learning, by making games, can provide opportunities for higher-order thinking such as problem solving, decision-making, and knowledge construction in children. As the game design process involves students drawing on multiple intelligences, it often provides students who are typically not successful in school with a chance to see themselves as capable members of the classroom learning community. In the classroom, computer-based game-making activities give students the opportunity to create lively interactive simulations for any subject, for any grade level, and can be used by students with a wide variety of learning styles. Game making can be used as an alternative way for students to communicate information and demonstrate their knowledge and understanding.

Entrepreneurship Education

2021 ◽  
pp. 107-132
Author(s):  
Francisco Banha ◽  
Sandra Saúde ◽  
Adão Jesus Gonçalves Flores
Keyword(s):  
Problem Solving ◽  
Group Work ◽  
Daily Life ◽  
Entrepreneurship Education ◽  
Learning By Doing ◽  
Active Citizenship ◽  
Work Planning ◽  
Creative Spirit ◽  
Common World ◽  
Planning Division

This chapter is based on the assumptions, methodologies, and results of two intermunicipal entrepreneurship education projects carried out in Portugal, specifically in Dão Lafões and Baixo Alentejo regions. It analyzes and demonstrates how, in formal and/or non-formal educational contexts, developing work methodologies that promote entrepreneurship consolidate competencies of creativity, proactivity, group work, planning, division of tasks, focus on problem solving, which are fundamental to full and active citizenship. The projects undertaken, supported on learning by doing methodology involved different agents of the communities beyond the schools, are and/or have been valuable contributions to the formation of more autonomous and proactive citizens with a democratic, pluralistic, critical, and creative spirit. Entrepreneurship is a competence for life. Taking initiative, mobilizing others, and getting them on board with ideas and/or solutions to problems are useful skills for daily life in our society and contribute to the sustainability of our common world.

scholarly journals Students’ Task Understanding during Engineering Problem Solving in an Introductory Thermodynamics Course

2018 ◽  
Vol 11 (7) ◽  
pp. 43
Author(s):  
Oenardi Lawanto ◽  
Angela Minichiello ◽  
Jacek Uziak ◽  
Andreas Febrian
Keyword(s):  
Problem Solving ◽  
Learning Strategies ◽  
Engineering Students ◽  
Self Regulation ◽  
Engineering Problem ◽  
Prior Learning ◽  
Self Regulated Learning ◽  
Self Evaluation ◽  
Significant Difference ◽  
Task Interpretation

Understanding problems or tasks is a critical step in any problem-solving activity and the heart of self-regulated learning. When encountering a problem, students draw upon information available in the environment, along with knowledge, concepts, and perceptions derived from prior learning experiences, to interpret the demands of the task. Interpretation of tasks is, therefore, a key determinant of the goals set while learning, strategies selected to achieve those goals, and the criteria used to self-assess and evaluate outcomes. The purpose of this study is to better understand engineering students’ self-regulation in task interpretation processes while engaged in problem solving in an introductory engineering thermodynamics course. Two research questions guided the study: (1) What are the gaps, if any, between the instructor’s and students’ interpretation (explicit and implicit task features) of a problem-solving task?; and (2) How do students’ task interpretation (explicit and implicit) change after engaging in self-evaluation of their problem-solving processes? One hundred twelve (112) second year engineering undergraduates voluntarily participated in the study. Analysis of the data collected revealed a significant difference between the instructor’s and students’ task interpretation of the assigned problems. Furthermore, the analysis showed that students’ had a higher ability to identify the explicit parts of problem tasks than implicit ones. Students were able to grasp 63 to 77 percent and 39 to 49 percent, respectively, of the explicit and implicit information that was presented to them while engaged in problem-solving activities.

Teaching General Mathematics: A Semi-laboratory Approach

1970 ◽  
Vol 63 (7) ◽  
pp. 571-577
Author(s):  
Jack Wilkinson
Keyword(s):  
Problem Solving ◽  
Mathematics Teacher ◽  
Learning By Doing ◽  
Laboratory Experiences

There is no shortage of advice and counsel to the mathematics teacher. Teach mathematics classes with proper motivation. Use a problem-solving approach. Provide variety. Emphasize learning by doing. Provide laboratory experiences. Keep the mathematics honest.

Technology Tips: Multiple Representations and Connections Using Technology

1998 ◽  
Vol 91 (1) ◽  
pp. 62-67
Author(s):  
Charles Vonder Embse ◽  
Vernon W. Yoder
Keyword(s):  
Problem Solving ◽  
Mathematics Teacher ◽  
Functional Relationship ◽  
Multiple Representations ◽  
Problem Situation ◽  
Dynamic Nature ◽  
Static Picture ◽  
Independent Variable ◽  
The Difference

George Polya's famous four-step problem-solving method begins with understanding the problem through various means, including identifying the unknown, establishing the conditions of the problem, separating the conditions into more convenient parts, and drawing a figure or picture (Polya 1945). As a mathematics teacher, the first question I often ask students when they seek help in doing a problem is “Did you draw a picture?” Many times, the answer to my questions is “Yes, but it didn't help.” The difficulty might be that the picture representing the problem, although correct, does not really represent the dynamic nature of the problem situation. Drawing a static picture representing one state of a functional relationship does not guarantee that students will “see” how changes in the independent variable produce corresponding changes in the dependent variable. A better situation would be to draw several pictures representing various stages of the problem. An even better situation would be to draw a dynamic picture in which the drawing changes as the independent variable changes. Like the difference between a videotape of a football play and a newspaper picture of the play, a dynamic picture can be used repeatedly as a tool to investigate in detail what really happens.

SELF-EVALUATION METHODOLOGY OF PROGRAMMERS' COMPETITIVENESS IN THE CONTEXT OF LIFELONG EDUCATION AND PROFESSIONAL SELF-DEVELOPMENT

2019 ◽  
Vol 5 ◽  
pp. 169
Author(s):  
Edgars Katans ◽  
Irēna Katane ◽  
Gatis Vītols
Keyword(s):  
Social Sciences ◽  
Professional Development ◽  
Wilcoxon Test ◽  
Evaluation Methodology ◽  
Lifelong Education ◽  
Assessment Methodology ◽  
Self Assessment ◽  
Self Evaluation ◽  
Self Development ◽  
Professional Self

Contemporary social sciences, including pedagogy and psychology, carry out researches in the field of competitiveness. The more competitive each member of the society is, the more competitive is the society as such. The aim of research was: experimentally approbate the developed methodology for evaluating the competitiveness of programmers. Research methods were: survey as pedagogical experiment, projective method for data obtaining; Wilcoxon test for data processing. The results of the  pedagogical experiment testify that: during the pedagogical experiment,  research participants changed their competitiveness self-assessment. Therefore it is very important to know self-evaluation indicators of professional development because it significant impacts both: programmers notions about professional self-development and competitiveness as result of this development, changing competitiveness self-assessment as well. During the experiment, the participants of the research gained new experience of reflection, reflecting on their professional development, including professionalism, career, in past, present and future, and this reflection experience can serve as a basis for programmer's professional development and adequate competitiveness self-assessment. The experimentally approbated self-assessment methodology of professional development and competitiveness is valid and can be used in further research. 

A Computer-Aided Instructional Environment

1987 ◽  
Vol 15 (3) ◽  
pp. 281-301 ◽  
Author(s):  
Peter B. Henderson
Keyword(s):  
Problem Solving ◽  
Learning By Doing ◽  
Discovery Learning ◽  
Algorithmic Problem ◽  
Instructional Environment ◽  
Modular Software ◽  
Introductory Computer Science ◽  
Instructional Activities ◽  
Wide Range ◽  
Computer Aided

A computer-aided instructional environment which is based primarily upon the direct manipulation paradigm to promote learning by doing, or discovery learning is described. This environment has been implemented and used in an introductory computer science course to teach algorithmic problem-solving. It has been developed as a modular software system which is easily adapted for a wide range of instructional activities and student populations. It provides a simple, adaptable, and conceptually uniform approach to the development of a class of practical CAI systems. Several important characteristics of this computer-aided instructional environment include guiding students toward understanding a concept without being too obtrusive, introducing example tasks and subtasks so students can discover concepts on their own by generalizing from examples, providing meaningful graphical and/or verbal feedback to students, recognizing and gently correcting misconceptions, and knowing when to terminate a tutoring session.

scholarly journals PROFESSIONAL SELF-DEVELOPMENT OF LANGUAGE AND LITERATURE TEACHERS AS PERCEIVED BY POSTGRADUATE PEDAGOGICAL EDUCATION COURSES ATTENDEES

2021 ◽  
pp. 211-223
Author(s):  
Iryna Shynhof
Keyword(s):  
Professional Development ◽  
Personal Development ◽  
Learning By Doing ◽  
Language And Literature ◽  
Self Development ◽  
Professional Self ◽  
Development Of Language ◽  
Democratic Principles ◽  
Methodological Principles ◽  
Definition Of

The article studies the language and literature teachers’ understanding of the characteristics and stages of professional self-development, their ability to plan their career growth. Attention is paid to the democratic principles and human-centered approach. The novelty of this article lies in the definition of the leading determinants of self-education as a factor of personal growth and professional development, the formation of a culture of personal development, emotional and volitional self-regulation. The methodological basis of the study is identified by the following approaches: acmeological, axiological, anthropocentric, learning-by-doing, competence, culturological, personal, synergetic, systematic. The subject of the study is language and literature teachers’ understanding of their professional development and postgraduate pedagogical education. Thus, this research demonstrates the relevance of the issues raised in this article. Future research needs to clarify the problems that hinder the creativity of teachers to deepen the knowledge about the theoretical and methodological principles of professional self-development, stimulate teachers to improve their professional competencies, focus on the creation of their trajectory of personal development.

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