scholarly journals IMPLIKASI KEGIATAN PROGRAM DOSEN KE SEKOLAH (PDS) DI PERKULIAHAN PENDIDIKAN EKONOMI FKIP UNIVERSITAS SRIWIJAYA

2019 ◽  
Vol 6 (2) ◽  
pp. 148-154
Author(s):  
Ikbal Barlian
Keyword(s):  
Educational Research ◽  
Positive Impact ◽  
Inquiry Learning ◽  
Problem Based Learning ◽  
Learning Model ◽  
Economic Education ◽  
Project Based Learning ◽  
Discovery Learning ◽  
Face To Face ◽  
Statistics Courses

Abstract Learning activities carried out in educational research statistics courses in the FKIP Sriwijaya University economic education study program are an extension of the lecturer assignment program to schools (PDS) in 2018/2019. The learning model used in educational research statistics courses is in accordance with the 2013 curriculum guidelines, namely the discovery learning, inquiry, Problem Based Learning and Project Based Learning methods. The learning models are applied for 8 times face to face with details of 2 times face to face applying the learning model of discovery learning; 2 second face-to-face approaches to inquiry learning; 2 times the third face to face applying the learning model of problem based learning; 2 times face to face applying discovery learning learning model; 2 times the fourth face to face applying the project based learning model. The PDS program in higher education has a positive impact on prospective teacher students to be able to understand more deeply about the learning situation that occurs in schools, ranging from the need for continuous motivation to students from the beginning of learning to closing learning in the form of giving reinforcement.Key words: Lecturer to School Program, Economic Education Lectures AbstrakKegiatan pembelajaran yang dilakukan pada mata kuliah statistik penelitian pendidikan di  program studi pendidikan ekonomi FKIP Universitas Sriwijaya merupakan pengimbasan program penugasan dosen ke sekolah (PDS) di tahun 2018/2019. Model pembelajaran yang di gunakan pada mata kuliah statistik penelitian pendidikan sesuai dengan tuntunan kurikulum 2013 yaitu metode pembelajaran discovery learning, inkuiri, Problem Based Learning dan Project Based Learning. Model-model pembelajaran tersebut diterapkan selama 8 kali tatap muka dengan rincian 2 kali tatap muka menerapkan model pembelajaran discovery learning; 2 kali tatap muka kedua menerapkan model pembelajaran inquiry learning; 2 kali tatap muka ke tiga menerapkan model pembelajaran problem based learning; 2 kali tatap muka menerapkan model pembelajaran discovery learning; 2 kali tatap muka ke empat menerapkan model pembelajaran project based learning. Program PDS di perguruan tinggi memberikan dampak yang positif kepada mahasiswa calon guru untuk dapat memahami lebih mendalam tentang situasi pembelajaran yang terjadi di sekolah, mulai dari perlunya pemberian motivasi secara terus menerus kepada siswa mulai dari awal pembelajaran sampai menutup pembelajaran berupa pemberian penguatan-penguatan Kata-kata kunci : Program Dosen ke Sekolah, Perkuliahan Pendidikan Ekonomi

scholarly journals Pembelajaran Tematik di Sekolah Dasar dalam Pandangan Teori Konstruktivisme Vygotsky

2021 ◽  
Vol 3 (2) ◽  
pp. 163-174
Author(s):  
Listiana Dewi ◽  
Endang Fauziati
Keyword(s):  
Inquiry Learning ◽  
Problem Based Learning ◽  
Learning Model ◽  
Project Based Learning ◽  
Library Research ◽  
Student Center

Tujuan dari penelitian ini adalah untuk mendeskripsikan pelaksanaan dan model pembelajaran tematik di Sekolah Dasar dalam pandangan teori Konstruktivisme Vygotsky. Jenis Penelitian yang digunakan dalam penelitian ini yakni penelitian kualitatif, dengan metode deskriptif. Penelitian ini juga merujuk pada model studi kepustakaan (library research) yang mana objek yang di kaji pada penelitian ini berasal dari buku, catatan, Jurnal, transkrip, laporan penelitian dan dokumen lain yang dapat ditemukan dan terkait dengan teori belajar Konstruktivisme Vygotsky  dan pembelajaran tematik. Hasil penelitian menunjukkan bahwa pelaksanaan pembelajaran tematik di Sekolah Dasar dalam pandangan teori Konstruktivisme Vygotsky adalah melalui pendekatan scientific yang dilakukan melalui proses mengamati, menanya, mencoba, menalar, dan mengkomunikasikan. Model yang digunakan adalah model Pembelajaran Berbasis Masalah (Problem Based Learning), model Pembelajaran Berbasis Projek (Project Based Learning), dan model Pembelajaran Melalui Penyingkapan/Penemuan (Discovery/Inquiry Learning). Pembelajaran tematik lebih menghendaki peserta didik untuk bertukar fikiran atau diskusi dengan teman sebaya maupun orang yang lebih mampu untuk berkonsultasi, hal ini sesuai dengan implikasi teori belajar Konstruktivisme Vygotsky yang menghendaki pembelajaran yang menempatkan pembelajaran berorientasi pada student center.

scholarly journals IMPROVING TEACHER ABILITY IN MI (MADRASAH IBTIDAIYAH) TO MAKE PLAN OF LEARNING IN EAST DISTRICT OF JATITUJUH

2018 ◽  
Vol 2 (1) ◽  
pp. 53
Author(s):  
Eti Jaskarti
Keyword(s):  
Experimental Design ◽  
Curriculum Implementation ◽  
Model Problem ◽  
Problem Based Learning ◽  
Learning Model ◽  
Project Based Learning ◽  
Discovery Learning ◽  
Learning Problem ◽  
Study Population ◽  
Teacher Ability

The purpose of this study is to observe: 1) the final ability of MI teachers to make / compile RPP with discovery learning, problem based learning, and project based learning model according to the provision in the 2013 curriculum after being given the drill method using job sheet. 2) early ability of MI teachers to make / compile RPP with discovery learning model, problem based learning, and project based learning according to the provision in curriculum 2013 before being given practice / drill method using job sheet. Data collection during the workshop on Curriculum Implementation 2013 for 22 hours (3hari). Alternative strategy taken in this research using experimental method with Pre-Experimental Design form. While the design used One-Group Pretest-Posttest Design. In this design there are pretest before being treated, and posttest after being given treatment using drill method, the study population is all the participants of workshop on the implementation of curriculum 2013 which amounted to 34 MI teachers in one class. Posttest implemented towards the end of the workshop. Based on the results of the study and discussion are described as follows: 1) the final ability of MI teachers is good with average posttest 77,082 with variance 31,780 and Corelasi 0,934> 0,05. 2) the initial ability of MI teachers is still in doubt with pretest averages of 55.440 and variance of 12,678, better ending ability than initial ability and with Asymp.Sig (2-tailed) = 0.005 <0.05 means there is a difference in ability beginning and end. In the end, it can be concluded that the practice / drill method using job sheet in the workshop can improve the ability of MI teachers to arrange RPP with discovery learning, problem based learning, and project based learning model according to the provision in the 2013 curriculum, in other words the method of drill / drill classified effective in the preparation of RPP based on the provisions according to the curriculum 2013.

Pembelajaran Sejarah Abad 21

2021 ◽  
Author(s):  
Cahaya Melynia
Keyword(s):  
Inquiry Learning ◽  
Problem Based Learning ◽  
Project Based Learning ◽  
Discovery Learning ◽  
Itu Model

Pembelajaran sejarah Abad 21 tidak lagi menggunakan pembelajaran secara tradisional, dimana sejarah hanya dipelajari melalui hafalan dan ingatan. Pada abad 21 proses pembelajaran sejarah bertujuan untuk mengembangkan daya pikir kritis, kreatif, komunikasi efektif pada peserta didik. Artikel ini bertujuan untuk mendeskripsikan dan menginformasikan bentuk pembelajaran sejarah pada abad 21 melalui inovasi pembelajaran, materi pembelajaran, model pembelajaran, dan guru abad 21 guna mengembangkan keterampilan abad 21. Untuk mengembangkan keterampilan abad 21 dalam pembelajaran Sejarah, diperlukan model pembelajaran yang dapat menghubungkan materi pembelajaran Sejarah dengan kehidupan nyata peserta didik, terutama terhadap permasalahan sosial yang sedang terjadi di masyarakat. Selain itu, model pembelajaran dalam bingkai pendidikan abad 21 adalah model pembelajaran yang di dalamnya terdapat proses pengumpulan dan analsis data, pemecahan masalah, dan kolaborasi. Beberapa model yang memiliki orientasi ke arah keterampilan tersebut antara lain Problem Based Learning, Project Based Learning, Discovery Learning, dan Inquiry Learning; 2) Untuk mendukung keterampilan abad 21, diperlukan perubahan dari materi yang bersifat text menjadi materi ajar yang berbasis website. Dari segi isi, materi ajar berbasis masalah sosial dan berbasis nilai, menjadi penting untuk dikembangkan

scholarly journals Pengaruh Penerapan Model Pembelajaran Terhadap Sikap Religius Siswa pada Mata Pelajaran Pendidikan Pancasila dan Kewarganegaraan

2019 ◽  
Vol 4 (1) ◽  
pp. 37
Author(s):  
Emi Ramdani ◽  
Marzuki Marzuki
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Problem Based Learning ◽  
Learning Model ◽  
Project Based Learning ◽  
Discovery Learning ◽  
School Students ◽  
High Frequencies ◽  
Religious Attitudes ◽  
Very High Frequencies

This article aims to describe the effect of applying learning models (discovery learning, problem-based learning, and project-based learning) for   students’ religious attitudes. The study used a quantitative approach, that a sample of 120 junior high school students in the Bantan District. Data collection using a questionnaire with 72 questions. Data analysis uses multiple linear regression. The results of the study indicate that the application of the discovery learning model and project-based learning have very high frequencies. The problem-based learning model has a high frequency. The learning model which has the greatest influence on the religious character of students is discovery learning with a sig value of 0.000<0.05 and a calculated t value of 5.38>1.98. The second sequence is project-based learning with a sig value of 0.001 <0.05 and t value of 3.32>1.98. The problem-based learning is in third place with a sig value of 0.01 <0.05 and t value of 2.63>1.98.

scholarly journals Studi Komparasi Penerapan Model Guided Discovery Learning dan Inquiry Learning terhadap Retensi Matematika

2019 ◽  
Vol 19 (3) ◽  
pp. 524
Author(s):  
Lilik Masfiyah ◽  
Rufi'i Rufi'i ◽  
Harwanto Harwanto
Keyword(s):  
Inquiry Learning ◽  
Learning Model ◽  
Discovery Learning ◽  
P Value ◽  
Retention Data ◽  
Guided Discovery ◽  
Significance Level ◽  
Significant Difference ◽  
Written Test ◽  
Academic Year

This study aimed to examine the differences in mathematics retention of grade V Primary school between students who were taught using guided discovery learning model and inquiry learning model. The method in this study was a quasy experimnetal method. The population in this study was all students in grade V at SDN Pongangan and SDN Sukomulyo in 2018/2019 academic year which in total were 202 students. Samples were selected by purposive random sampling. The sample was divided into two group which are experiment 1 and experiment 2. The instrument used to collect mathematics retention data was a written test. The Data was analysed using descriptive statistic analysis and t-test. The results of data analysis at 0,05 significance level and df = 130 showed that t-count (2,276) > t-tabel (1,978) and also p-value (2-tailed) 0,024 < 0,05. So, it mean that there was a significant difference in mathematics retention between students who were taught using guided discovery learning model and inquiry learning model.

scholarly journals Assessing Collaborative, Project-based Learning Models in Introductory Science Courses

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Kristin Huysken ◽  
Harold Olivey ◽  
Kevin McElmurry ◽  
Ming Gao ◽  
Peter Avis
Keyword(s):  
Student Performance ◽  
Cell Biology ◽  
Problem Based Learning ◽  
Learning Model ◽  
Project Based Learning ◽  
Learning Models ◽  
Collaborative Project ◽  
First Semester ◽  
Student Teams ◽  
Introductory Biology Course

Collaborative, project-based learning models have been shown to benefit student learning and engagement in the STEM disciplines. This case study evaluates the use of highly collaborative project- and problem-based learning models in introductory courses in the geosciences and biology. In the geosciences, we developed project-based modules with a strong local focus. Student teams worked on three project-based laboratories dealing with the local geology/geomorphology, water quality of a local stream, and local flooding issues. These replaced traditionally taught laboratories on topographic maps and rivers and streams. Student teams presented project results in lieu of taking a traditional laboratory practical. In biology, we designed a collaborative learning model that incorporated three problem-based learning modules into a first-semester introductory biology course. Students were assigned topics in evolution, cell biology and genetics to research independently during the course of the semester, with each module culminating in a brief presentation on the topic. Modules were designed to mirror concepts being covered in the lecture. Preliminary results suggest that student performance and attitudes towards course material benefitted from this learning model. The authors consider outcomes, benefits, and challenges to students and instructors.

scholarly journals Project and problem based learning on students' critical thinking skills at cell material

2020 ◽  
Vol 5 (2) ◽  
pp. 127-139
Author(s):  
Isti Citra Wulandari ◽  
Nuri Dewi Muldayanti ◽  
Anandita Eka Setiadi
Keyword(s):  
Critical Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Average Value ◽  
Cell Material

Based on observations when apprenticed at SMAN 7 Pontianak it was known that students' critical thinking skills are still low. Therefore, a variety of learning models are needed to improve students' critical thinking skills. The purpose of this research was to determine the differences and effective learning model in improving students' critical thinking skills between students taught using the project-based learning model and the problem based learning model. The research method used was a quasi-experiment with a nonequivalent control group design. The data collection techniques used were measurement. The results showed a significant value of the T-test was 0.000<0.05. This means that there are differences in students' critical thinking skills taught using the project-based learning model and problem-based learning. The average value of N-Gain in the project-based learning model was 0.69 (moderate) while the problem-based learning model was 0.58 (moderate), so the project-based learning model is more effective than the problem based learning model on students' critical thinking skills.Keywords: Critical thinking skills, problem-based learning, project-based learning, cell material

scholarly journals Manajemen Pembelajaran Jarak Jauh pada Mata Pelajaran PAI dan BP SMP di Kota Tegal

QUALITY ◽  
2021 ◽  
Vol 9 (1) ◽  
pp. 23
Author(s):  
Indah Kurniawati ◽  
Abdul Wachid B.S
Keyword(s):  
Distance Learning ◽  
Religious Education ◽  
Management System ◽  
Learning Management System ◽  
Problem Based Learning ◽  
Project Based Learning ◽  
Discovery Learning ◽  
The Subject ◽  
Learning Management ◽  
And Training

<strong></strong><p class="05Abstrak">Abstract</p><p class="06IsiAbstrak">Research on Distance Learning Management (PJJ) in the subject of Islamic Religious Education and Characteristics aims to identify distance learning management conducted on Islamic Education and BP SMP teachers in Tegal City. The distance learning management studied includes the Learning Management System (LMS) and PJJ Applications, the approaches and methods used, as well as the implications for competency attainment and the problems encountered. The Learning Management System and applications used are Google Classroom, WhatsApp, Google Form, Google Meeting, Zoom Cloud Meeting, and AGPAII Digital. The approach used is a scientific approach with the method of Problem Based Learning, Project Based Learning, Inquiry, and Discovery Learning. The implication of distance learning that is carried out is related to the achievement of students' competencies, including Attitude, Spiritual, Social, Knowledge and Skill Competencies. The training was carried out to overcome the problems faced, namely training on the use of LMS and PJJ applications, training on distance learning methods, and training on making ICT-based teaching materials. Effective communication with parents is needed in order to achieve competency attainment.</p><p class="061AbstrakIndonesia">Abstrak</p>Penelitian Manajemen Pembelajaran Jarak Jauh (PJJ) pada mata pelajaran Pendidikan Agama Islam dan Budi Pekerti ini bertujuan untuk mengidentifikasi manajemen pembelajaran jarak jauh  yang dilakukan pada guru PAI dan BP SMP di Kota Tegal. Manajeman pembelajaran jarak jauh  yang diteliti meliputi Learning Management Sytem (LMS) dan Aplikasi PJJ, pendekatan dan metode yang digunakan, serta  implikasi terhadap ketercapaian kompetensi dan permasalahan yang ditemui. Learning Management Sytem dan aplikasi yang digunakan adalah Google Classroom, WhatsApp, Google Form, Google Meeting, Zoom Cloud Meeting, dan AGPAII Digital. Pendekatan yang digunakan adalah pendekatan saintifik dengan metode Problem Based Learning, Project Based Learning, Inquiry, dan Discovery Learning. Implikasi dari pembelajaran jarak jauh yang dilakukan berhubungan dengan ketercapaian kompetensi peserta didik, meliputi Kompetensi Sikap, yakni Spiritual dan Sosial, Pengetahuan, dan Ketrampilan. Pelatihan dilakukan untuk mengatasi permasalahan yang dihadapi, yaitu Pelatihan penggunaan LMS dan Aplikasi PJJ, Pelatihan metode pembelajaran jarak jauh, dan pelatihan pembuatan bahan ajar berbasis TIK. Komunikasi efektif dengan orang tua diperlukan guna mencapai ketercapaian kompetensi.

scholarly journals EFEKTIVITAS PROBLEM BASED LEARNING DAN PROJECT BASED LEARNING DITINJAU DARI KETERAMPILAN BERPIKIR KRITIS SISWA SD

2020 ◽  
Vol 3 (1) ◽  
pp. 51-56
Author(s):  
Retno Triningsih ◽  
Mawardi Mawardi
Keyword(s):  
Critical Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Significant Difference ◽  
Quasi Experimental

The purpose of conducting this research is to compare the effectiveness of the Problem Based Learning learning model and the Project Based Learning learning model in terms of the critical thinking skills of elementary students. This type of research used in this research is Quasi Experimental with experimental design of Post test-Only Control Group Design. The population in the study were 164 five grade students in Diponegoro Salatiga Cluster, while the sample is 111 students of five grade students in SDN Mangunsari 01, SDN Mangunsari 03, and SDN Mangunsari 05. The results obtained from this study are based on descriptive statistics where the average implementation of the Problem Based Learning learning model is 92.46, while the average implementation of the Project Based Learning learning model is 85.15. the results of critical thinking skills in the Problem Based Learning model are higher than the Project Based Learning learning model reinforced by the T test results obtained by the Sig. (2-tailed) of 0, 047 0.05 thus there is a significant difference between the two groups.

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