scholarly journals IMPLEMENTASI TUTOR SEBAYA DALAM KETUNTASAN BELAJAR MATERI BERWUDHU KELAS TINGKAT SEKOLAH DASAR

2019 ◽  
Vol 4 (1) ◽  
pp. 181
Author(s):  
Elia Sari
Keyword(s):  
Peer Tutoring ◽  
Teaching Methods ◽  
Teaching Method ◽  
Mastery Learning ◽  
Learning Needs ◽  
Educational Progress ◽  
Learning Situation ◽  
Learning Methods ◽  
Precise Method ◽  
Advantages And Disadvantages

Abstrack:The main purpose of educational progress was mastery learning. Although, sometimes mastery learning could not be reached maximally. It caused by the teacher used less precise method when they teach, student's lack of interest, uninteresting atmosphere, excessive student. However, it could be counter by teaching methods named “peer tutoring” this method placed students to teach other student in educational progress mastery teaching, in this method the teacher utilized the student’s potential as a kid and as a fellow student. In several studies, the effectiveness of peer tutoring to be used in learning methods so as improved mastery learning. Peer tutoring method in mastery learning worked as complement and assist, they did not replace the teacher’s duties, it made more flexible time for teacher so they could more focus on student’s learning needs. The application of peer tutoring in teaching method made learning situation more comfortable, interesting, active, and more prosocial interaction between students. The advantages and disadvantages are always present in every method, although with proper preparation the weakness could be minimized.

scholarly journals Establishing a Comprehensive English Teaching Pattern Combining the Communicative Teaching Method and the Grammar-Translation Method

2011 ◽  
Vol 4 (1) ◽  
pp. 76 ◽  
Author(s):  
Na Kong
Keyword(s):  
Teaching Methods ◽  
Teaching Method ◽  
New Method ◽  
Translation Method ◽  
English Teaching ◽  
Advantages And Disadvantages ◽  
Grammar Translation Method ◽  
Teaching Pattern ◽  
Definition Of ◽  
Communicative Teaching

Based on the current contradiction between the grammar-translation method and the communicative teaching method in English teaching, this paper, starting with clarifying the task of comprehensive English as well as the definition of the two teaching methods, objectively analyzes their advantages and disadvantages and proposes establishing a new method by fusing them with an elaboration on the reasonability of combining them in the practical teaching of comprehensive English with their complementary advantages.

Implementing Mastery Learning in the Social Work Classroom

2000 ◽  
Vol 6 (1) ◽  
pp. 123-140
Author(s):  
Christopher B. Aviles
Keyword(s):  
Education Research ◽  
Social Work ◽  
Teaching Methods ◽  
Social Work Education ◽  
Teaching Method ◽  
Mastery Learning ◽  
Essential Elements ◽  
Social Work Educators ◽  
The Social ◽  
Work Education

This article describes how the essential elements of the teaching method called mastery learning can be structured in the social work classroom. Mastery learning is a behavioral teaching method successfully used in social work education. Research studies on teaching rarely describe teaching methods in enough detail for instructors to discern how the teaching methods were implemented or how they may have been implemented differently. This can give social work educators a limited picture of what a teaching method could look like in their classrooms. The essential elements of mastery learning can be implemented in whole or part and can be structured in either simple or complex ways. Ways in which social work educators can implement mastery learning to better fit their classrooms are presented in this article.

scholarly journals Peer learning and ethics in nursing education

2017 ◽  
Vol 14 (3) ◽  
pp. 2999
Author(s):  
Buket Şimşek Arslan ◽  
Ahmet Göktaş ◽  
Kadriye Buldukoğlu
Keyword(s):  
Nursing Education ◽  
Teaching Methods ◽  
Teaching Method ◽  
Peer Learning ◽  
Peer Mentor ◽  
Ethical Problems ◽  
Advantages And Disadvantages ◽  
Professional Educator ◽  
The Individual ◽  
Day By Day

In order for nursing education to be effective, many teaching methods are used. One of these methods is peer learning. Peer learning is defined as assisting an individual who is from the same social group and is not a professional educator in the learning process of other individuals. The use of peer learning in the field of nursing is increasing day by day. The studies investigating the use of peer learning emphasize the advantages and disadvantages. Although there are many positive aspects of peer learning, it should not be forgotten that using peer learning in nursing education may lead to ethical problems if not well planned. These ethical problems can be confronted in terms of both the individual receiving care, the student and the peer mentor. Peer learning can be used as an effective teaching method in nursing education when well planned and audited.

Ṭuruq Ta’līm Kutub at-Turāṡ fi al-Ma’had al-Islāmī at-Taqlīdī al-Madīnah ad-Dīniyyah Aceh Dār al-Hudā Paloh Gadeng Syimāliyyah

2018 ◽  
Vol 7 (2) ◽  
pp. 262-291
Author(s):  
Syahrizal Syahrizal
Keyword(s):  
Teaching Methods ◽  
Teaching Method ◽  
Field Research ◽  
Islamic School ◽  
Advantages And Disadvantages ◽  
School Based ◽  
Technological Advances ◽  
Method Book ◽  
Research Findings ◽  
The Times

This paper describes the method used by the teacher in teaching the book of monotheism, the obstacles faced by the teacher and the solution, finding the weaknesses and strengths of the teaching method, and knowing the possibility of developing the teaching method of the book in Darul Huda Paloh Gadeng North Aceh traditional Islamic School. Based on the results of field research using interview, observation and documentation techniques, the research findings are the methods used by the teacher in the teaching of the books al-'aqīdah al-islāmiyah, tījan ad-durari, and hud hudi in general, namely the method of reading, translation, lecture, question and answer, repetition, and conclusion. The teacher's constraints in the use of teaching methods in each book of monotheism are different. This is due to differences in the ability of students to learn the teaching of the book al-'Aqīdah al-Islāmiyah, Tījan ad-Durari, and Hud Hudi. Those differences have their own advantages and disadvantages. The methods of teaching the tauhid book in the traditional Islamic School in Aceh still need development and renewal in accordance with the times and technological advances. Keywords: Teaching Method, Book of Tawheed, Traditional Islamic School Darul Huda Paloh Gadeng

scholarly journals TEACHERS’ TEACHING METHODS AND STUDENTS’ ACADEMIC PERFORMANCES IN IBARAPA EAST LOCAL GOVERNMENT AREA SECONDARY SCHOOLS

2015 ◽  
pp. 15-28
Author(s):  
Oke Abiodun
Keyword(s):  
Local Government ◽  
Secondary Schools ◽  
Effective Teaching ◽  
Teaching Methods ◽  
Teaching Method ◽  
Local Government Area ◽  
Learning Needs ◽  
Student Centered ◽  
Differential Relationship ◽  
Teacher Centered

This study was to investigate the differential relationship between teaching methods and students’ academic performances in Ibarapa East Local Government area Secondary schools. A sample of 100 students drawn from the Sciences, Commercial and Arts departments of all the secondary schools in the local government area were used for the study. Using the inferential statistics, students’ assessment test scores were derived from the internal class test prepared by some Measurement and Evaluation teachers. The differential relationship of the three major teaching methods on students’ academic performances was analysed using the General Linear Model based univariate ANOVA technique. The F(2, 107) statistic (= 10.13; p < 0.05 level of significance) and the Tukey HSD post-hoc results indicate that there is significant differences in the relationship between the three teaching methods and students’ academic performances. The mean scores results demonstrate that teacher-students interactive method was the most effective teaching method, followed by student-centered method while the teacher-centered approach was the least effective teaching method. Among the recommendations suggested were: New approaches to teaching – learning processes which connect to the learning needs of students should be put in place in order to reduce the menace of students performing poorly in school and eventually dropping out of studies. Student-centered learning environment should be encouraged in our secondary schools because it produces higher-level learning outcomes more efficiently than a traditional teacher-centered environment. There should be no bias in the selection of teaching methods by teachers in areas in which they possess exclusive monopoly knowledge to improve students’ academic performances in our secondary schools. Teachers should create an atmosphere conducive for learning in order to enhance the development of students’ learning experiences.

Effects of Participant Personality On Management Training Methods

1972 ◽  
Vol 22 (4) ◽  
pp. 251-266
Author(s):  
Howard A. Sulkin
Keyword(s):  
Adult Education ◽  
Learning Environment ◽  
Teaching Methods ◽  
Teaching Method ◽  
Management Training ◽  
Personality Characteristics ◽  
Training Methods ◽  
Learning Situation ◽  
Increasing Knowledge ◽  
Changing Attitudes

Many variables influence results in a learning situation. Any one who is to understand adult education fully should be aware of the effect of such factors as characteristics of the teacher and of the learner, the learning environment, and the teaching method used. Of these factors, teaching method has been studied probably more than any other variable. This study, however, investigated an aspect of teaching methods that has not often been looked at before: the extent to which personality characteristics of adults influence the success of teaching methods. This study attempted to determine whether certain teaching methods are more effective in increasing knowledge and changing attitudes of adults with specific personality characteristics than are other teaching methods.

scholarly journals STUDENTS‘ INDEPENDENT WORK IN A GEOGRAPHY LESSON: SOME USEFUL ASPECTS

2009 ◽  
Vol 6 (3) ◽  
pp. 44-48
Author(s):  
Laima Railienė
Keyword(s):  
Secondary School ◽  
Key Words ◽  
Teaching Methods ◽  
Teaching Method ◽  
Teaching Style ◽  
Teaching Process ◽  
Advantages And Disadvantages ◽  
Independent Students ◽  
Independent Work

The majority of performed scientific researches show that one of the most important aspects in a secondary school is how to make the teaching process more varied, not so boring and tiresome for students. Students appreciate not only dynamism of a lesson but also teacher‘s human features: subject competence, tolerance, understanding, sociability, etc. Geography in a secondary school is the most intergrated subject including the spheres of nature and people’s life. There is no absolutely useful or useless teaching method or style that could be effectively used or rejected in teaching geography in a secondary school. Any method and style is good if it helps to achieve teaching aim. Teaching methods and styles have to be co-ordinated in a geography lesson. One of such methods that could be used effectively in a geography lesson is students’ independent work. What are advantages and disadvantages of this method? How can it help students to get and consoli-date knowledge? All these items are discussed in this article. Key words: teaching method, teaching style, independent students’.

scholarly journals IDENTIFY METHODS OF TEACHING AND LEARNING TO CREATE INTEREST, SELF-STUDY, AND CREATIVITY OF STUDENTS

2020 ◽  
Vol 8 (3) ◽  
pp. 646-656
Author(s):  
Vu Hong Van
Keyword(s):  
Learning Strategies ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Initial Conditions ◽  
Strategy Development ◽  
New Paradigm ◽  
Learning Methods ◽  
Advantages And Disadvantages ◽  
Self Study ◽  
Teaching And Learning Strategies

Purpose: This research indicates the need to identify the right teaching and learning methods, ways to design teaching and learning methods for lecturers, and students in Vietnam's higher education system. From there, point out the limitations of current teaching methods and the advantages when teachers and learners design their new teaching and learning methods. Methodology: This research uses qualitative and quantitative research methods through interviews about teaching methods of lecturers and student learning methods; evaluation of lecturers and students about the advantages and disadvantages of the current teaching and learning method. Respondents included 1.000 students and 130 lecturers at several universities in the Ho Chi Minh City of Vietnam. Main Finding: Based on these data and analysis, this study shown a new paradigm in developing active teaching and learning methods for lecturers and students, optimal methods for achieving the expectations that teaching strategies and active learning by the instructors and students. Implications/Applications: This study contributes to the development of positive teaching and learning strategies, creating interest, and promoting students' self-study ability. The results will help lecturers, and students build proper teaching and learning strategies, creating funny, development capacity, and creativity of students. Novelty/Originality: The research, analyze and design the essential contents of the strategy development process for both teachers (lecturers) and learners (students). The main contributions of the research are the initial conditions necessary for teachers and students to develop effective teaching and learning strategies for themselves.

scholarly journals Dạy học tương tác ảo trong lớp học Kỹ thuật Robot

2017 ◽  
Vol 33 (2) ◽  
Author(s):  
Thanh Thi Nguyen
Keyword(s):  
Teaching Methods ◽  
Teaching Method ◽  
Learning Methods ◽  
Interactive Teaching ◽  
Teaching Activities ◽  
Virtual Interaction

Interactive teaching analysis reveals the differences and inclusiveness of interactive teaching methods in all teaching methods. The role and significance of this teaching method in teaching robotics in general and electronics in particular. In teaching activities, to promote learning methods to a higher level is to teach virtual interaction. Learners are not just the center, the focus is on the classroom transition.

scholarly journals Efforts to Improve Learning Outcomes of Tiger Jumping in Floor Gymnastics through Demonstration Teaching Methods

2020 ◽  
Vol 1 (1) ◽  
pp. 37-46
Author(s):  
Muhammad Dia ◽  
Afri Tantri ◽  
Dewi Maya Sari
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Teaching Methods ◽  
Teaching Method ◽  
Mastery Learning ◽  
Teaching Styles ◽  
Student Learning Outcomes ◽  
Average Value ◽  
Academic Year ◽  
Improve Student Learning

This study aims to determine the improvement of tiger jump learning outcomes through the application of teaching styles of demonstration teaching methods to class Xl MIA 1 SMA Negeri 3 Medan for the 2019/2020 academic year. This study was a student of class XI who became a sample with a total of 28 students who would be given action in the form of learning through the Application of the Demonstration Teaching Method towards the learning outcomes of floor gymnastics tiger jumping. The method used in this research is Classroom Action Research. To obtain the data in this study, a learning outcome test was carried out at the end of each cycle in the form of an application to assess the Learning Outcomes of Tiger Jumping, Floor Gymnastics. With the implementation of this research learning outcomes test is carried out for two weeks or two meetings. Data analysis was performed by data reduction and data exposure. Of the 28 students, there were 8 students (28.57%) who had reached the level of mastery learning with an average value of student learning outcomes of 55.17%. The results of the first cycle, there were 18 students (64.28%) of 28 students, who had reached the level of mastery learning with an average value of student learning outcomes 68.14%. In cycle II there are 25 students (89.28%) of 28 students who have reached the level of learning completeness with an average value of 79%. It can be seen that student learning outcomes from the initial test to cycle I and cycle II have increased, it can be said through the application of this demonstration teaching method can improve student learning outcomes.

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