scholarly journals Penggunaan Bahan Ajar Outdoor Learning Untuk Meningkatkan Kemampuan Pemecahan Masalah Matematis

2019 ◽  
Vol 4 (1) ◽  
pp. 90-95
Author(s):  
Wanti Asmara
Keyword(s):  
Outdoor Learning

IMPLEMENTASI PENGEMBANGAN KECERDASAN SPIRITUAL ANAK MELALUI METODE PEMBIASAAN DI SD ISLAM PLUS MASYITHOH KROYA KABUPATEN CILACAP

2018 ◽  
Vol 7 (2) ◽  
pp. 157-176
Author(s):  
Fita Tri Wijayanti
Keyword(s):  
Extracurricular Activities ◽  
Teaching And Learning ◽  
Field Research ◽  
Routine Activities ◽  
Spiritual Intelligence ◽  
Learning Activities ◽  
Outdoor Learning ◽  
Special Events ◽  
Grade 5 ◽  
Analysis Technique

This study aims to describe and analyze it critical about the implementation of the development of children's spiritual intelligence through habituation methods at SD Islam Plus Masyithoh Kroya, Cilacap district. This type of research is field research or field research. This research is presented in descriptive form with the aim to describe a process that occurs in the field. While the approach taken is a qualitative approach. Data collection techniques used: observation, interviews, and documentation. While the data analysis technique uses the Miles and Huberman Model, which consists of: Data Reduction, Data Display and Verification (Conclusion Drawing). The results of this study found that the forms of development of children's spiritual intelligence through habituation methods at SD Islam Plus Masyithoh Kroya were divided into two activities, namely: first, programmed habituation activities, including extracurricular activities scheduled every Saturday namely extracurricular tilawah, tambourine and calligraphy . In addition, outdoor learning, activities that have been scheduled each year for grade 5 (five) students, are religious tourism. Second, habituation activities are not programmed in the development of children's spiritual intelligence through habituation methods. a) routine activities, carried out continuously and scheduled. The routine activities include: morning munajat activities (asmaul husna, daily prayers, tartil juz 30, and memorizing selected hadith) which are carried out before teaching and learning activities, dhuha prayer, dzuhur prayer in congregation, and social service activities, b) spontaneous namely activities that occur when experiencing special events. In this case the spontaneous activities carried out included: greeting, apologizing before asking for help, always dhikr, and thanking, c) exemplary is a habituation activity shown by the teacher in daily actions. Exemplary here is shown by the performance of the teacher both in the classroom providing subject matter as well as outside the classroom.

DESIGNING FOR AUTISM: AN ASPECTSS™ POST-OCCUPANCY EVALUATION OF LEARNING ENVIRONMENTS

2018 ◽  
Vol 12 (3) ◽  
pp. 308 ◽  
Author(s):  
Magda Mostafa
Keyword(s):  
Learning Environments ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Built Environments ◽  
Outdoor Learning ◽  
Learning Spaces ◽  
Post Occupancy Evaluation ◽  
8Th Grade ◽  
Evaluation Of Learning

The objective of this paper is to demonstrate the application of the Autism ASPECTSS™ Design Index in the Post-Occupancy Evaluation of existing learning environments for children along the autism spectrum. First published in 2014 this index outlines 7 design criteria that have been hypothesized to support environments conducive of learning for children with autism spectrum disorder (ASD). Using the index as a framework, this paper outlines a case study of a Post-Occupancy Evaluation (POE) of an existing pre-K-8th grade public charter purpose-built school for children on the autism spectrum. The tools used for the evaluation were: the ASPECTSS scoring of the school through a survey of teachers and administrators; on-site behavioral in-class observation; and focus groups of parents, teachers, staff and administrators. The results informed a design retro-fit proposal that strived to assess any ASPECTSS compliance issues and implement the index across the learning spaces, therapy spaces, support services and outdoor learning environments of the school. This paper will outline the application of the index and the resultant design from this process. The results will strive to present a scalable and replicable methodology and prototype for improving existing built environments for learners with ASD.

scholarly journals ‘From lone-sailor to fleet’: Supporting educators through Wild Pedagogies

2021 ◽  
pp. 147821032098570
Author(s):  
Lewis Winks ◽  
Paul Warwick
Keyword(s):  
Professional Development ◽  
Continuing Professional Development ◽  
Training And Development ◽  
Educational Institutions ◽  
Outdoor Learning ◽  
Wild Pedagogies ◽  
Policy Shift ◽  
Social Gathering ◽  
The Uk ◽  
Practitioner Development

Enabling educators to meet new and challenging times requires fundamental shifts to ways of imagining and enacting their practice. A central yet often understated aspect of this educational change are the various ways in which educators receive training and development. From initial teacher training through to continuing professional development, cultures which underpin policy change in educational institutions emerge from the practices of educators. In this paper we examine educators’ experiences of a Wild Pedagogies gathering which took place over three days in central Devon in late spring 2019. Part workshop, part informal social gathering and mutual exchange, this continuing professional development event enabled conversations, sharing (and shaping) of practice, and imagination of the future of personal and institutional educational priorities. This paper positions itself as an account of a gathering of wild pedagogues – captured as reflection, discussion and activities – and brings the participants’ reflections into conversation with wider themes emerging from previous Wild Pedagogies gatherings. It makes the assertion that such dialogic continuing professional development, constructed on foundations of relational and place-responsive pedagogies, can underpin future practitioner development in the event of a policy shift toward greater availability of outdoor learning and nature connection in the UK. The paper ends with four principles for infusing new or existing environmental education continuing professional development with place-responsive and wild pedagogical approaches.

Pemanfaatan Bangunan Cagar Budaya di Area Duizen Vierkanten Paal Kota Pontianak sebagai Sumber Pembelajaran Sejarah

2021 ◽  
Vol 5 (1) ◽  
pp. 15-28
Author(s):  
Haris Firmansyah ◽  
Keyword(s):  
Cultural Heritage ◽  
Outdoor Learning ◽  
Literature Study ◽  
West Kalimantan ◽  
Learning History ◽  
Interactive Analysis ◽  
Analysis Technique ◽  
Heritage Buildings ◽  
Historical Heritage ◽  
Colonial Government

One of the historical relics is a cultural heritage building. Cultural heritage buildings located around student are necessary and important to be introduced to them so that they will be interested in studying history. In the city of Pontianak itself, there are cultural heritage buildings that student need to study as a source of historical learning, namely the cultural heritage buildings located in the Duizen Vierkanten Paal area as a Dutch historical heritage. This study aims to identify the sites of cultural heritage buildings in the Duizen Vierkanten Paal area of Pontianak City and how to use them in learning history at SMA Negeri 3 Kota Pontianak City. This research uses descriptive research with a qualitative approach. Data was collected through literature study, observation, and interviews. The interactive analysis technique of the three components of the analysis used is data reduction, data presentation and conclusion drawing or verification. The results of this study are 1) Duizen Vierkanten Paal is the center of the Colonial government (Eropesche Bestuur) for Westersche Afdeeling van Borneo. There are several cultural heritage buildings left by the Dutch colonial government, including: The Old Bank Indonesia Building (De Javasche Bank Office Pontianak Branch), the Old Post Office (post telegraph office), the Kwarda Pramuka Building West Kalimantan and the Pontianak 14 State Elementary School (Holland Inlandsche School). 2) For the use of cultural heritage buildings located in the Duizen Vierkanten Paal area, teachers can implement it in the form of outdoor learning-based history learning. Salah satu peninggalan sejarah adalah bangunan cagar budaya. Bangunan cagar budaya yang terdapat di sekitar siswa perlu dan penting untuk dikenalkan kepada mereka sehingga meraka akan tertarik untuk mempelajari sejarah. Di Kota Pontianak sendiri terdapat bangunan cagar budaya yang perlu dipelajari oleh siswa sebagai sumber pembelajaran sejarah yakni bangunan cagar budaya yang terdapat di area Duizen Vierkanten Paal sebagai peninggalan sejarah Belanda. Penelitian ini bertujuan untuk mengidentifikasi situs bangunan cagar budaya yang terdapat di area Duizen Vierkanten Paal Kota Pontianak dan bagaimana pemanfaatannya dalam pembelajaran sejarah pada SMA Negeri 3 Kota Pontianak. Penelitian ini menggunakan penelitian deskriptif dengan pendekatan kualitatif. Pengumpulan data dilakukan melalui studi kepustakaan, observasi, dan wawancara. Teknik analisis interaktif dari tiga komponen analisis yang digunakan adalah reduksi data, penyajian data, dan penarikan kesimpulan atau verifikasi. Adapun hasil dari penelitian ini adalah 1) Duizen Vierkanten Paal merupakan wilayah yang pusat pemerintahan Kolonial (Eropesche Bestuur) untuk Westersche Afdeeling van Borneo. Terdapat beberapa bangunan cagar budaya peninggalan pemerintahan Koolonial Belanda yakni antara lain: Gedung Bank Indonesia Lama (Kantor De Javasche Bank Cabang Pontianak), Kantor Post Lama (post telegraf kantoor), Gedung Kwarda Pramuka Kalimantan Barat dan Sekolah Dasar Negeri 14 Pontianak (Holland Inlandsche School). 2) Untuk pemanfaatan bangunan cagar budaya yang terdapat di area Duizen Vierkanten Paal ini guru bisa melaksanakannya dalam bentuk pembelajaran sejarah berbasis Outdoor Learning.

Time to get back to nature

2021 ◽  
Vol 23 (3) ◽  
pp. 26-27
Author(s):  
Sian Marsh
Keyword(s):  
Best Practice ◽  
Early Years ◽  
Outdoor Learning ◽  
Best Practice Network ◽  
Practice Network

The sights, smells and sounds of early years outdoor learning are more important than ever in our post-lockdown world, says Sian Marsh of Best Practice Network.

scholarly journals Penerapan Outdoor Learning Process sebagai Implementasi Kurikulum 2013 Di Sekolah Dasar

2016 ◽  
Vol 17 (3) ◽  
Author(s):  
Suyadi Suyadi
Keyword(s):  
Learning Process ◽  
Outdoor Learning

Isu paling hangat  bidang pendidikan saat ini  adalah akan diberlakukan secara bertahap kurikulum  2013 pada  jenjang pendidikanSekolah Dasar sampai tingkat SLTA. Dalam ranah pendidikankeberadaan kurikulum mempunyai peran yang sangat strategis. MenurutUndang- undang nomor 20 tahun 2003, kurikulum adalah seperangkat rencana dan pengaturan mengenai tujuan, isi, dan bahan pelajaran sertacara yang digunakan sebagai pedoman penyelenggaraan kegiatanpembelajaran untuk mencapai tujuan pendidikan nasional. Kurikulum2013 merupakan kurikulum baru untuk menyempurnakan danmenggantikan kurikulum 2006. Sebagai penyempurnaan kurikulumlama, maka kurikulum 2013 memiliki kelebihan atau keunggulan yangdapat diketahui melalui ciri khasnya.

Sign in / Sign up

Export Citation Format

Share Document