scholarly journals PENERAPAN METODE PEMBELAJARAN DAHSYAT “POWER TEACHING”

2019 ◽  
Vol 9 (1) ◽  
pp. 32-37
Author(s):  
I Wayan Suwirya ◽  
I Nengah Astawa
Keyword(s):  
Learning Outcomes ◽  
Teaching Method ◽  
High Impact ◽  
Whole Brain ◽  
Public And Private ◽  
Left Brain ◽  
Whole Brain Teaching ◽  
Left Brain Right Brain ◽  
Teaching Learning ◽  
The Brain

This article will discuss the Power Teaching Learning method which is more recently known as the Whole Brain Teaching method, which has the same concept as Brain Based Teaching. Power Teaching, in Indonesian can be said   "awesome learning"! While the phrase "whole brain teaching" - learning with the whole brain - implies that this learning optimizes the work of the brain of students, left brain, right brain, brain. In other languages, it might be said that this learning involves the aspects of students with 'high impact': cognitive, affective and psychomotor. How effective is this "whole-brain" learning? The writer has tried to apply this method in Public and Private Junior high schools Schools in Denpasar. The results are very encouraging and satisfactory to be able to increase the efficiency, effectiveness and learning outcomes of students. This method is a learning model that is able to focus students' attention on learning through varied activities by combining visual, verbal and kinesthetic aspects

The Implementation of Ice Breakers Toward Improvement Students' Motivation in Learning English at Software Engineering in SMK TI Garuda Nusantara Cimahi

2019 ◽  
Vol 2 (6) ◽  
pp. 913
Author(s):  
Annisa Annisa ◽  
Trisnendri Syahrizal
Keyword(s):  
Software Engineering ◽  
Student Learning ◽  
Learning Outcomes ◽  
Teaching Method ◽  
Student Learning Outcomes ◽  
Average Student ◽  
Tenth Grade ◽  
Teaching Learning ◽  
Office Software ◽  
Learning English

The purpose of this study is to find out the improvement students’ motivation using ice breaker in learning English at the tenth grade of software engineering major in SMK TI Garuda Nusantara Cimahi. The data obtained from the result of observation and students learning outcomes from the test (pretest and posttest). The result showed Students who were completed value with KKM > 70 in the pre-cycle has 28.60% and in the first cycle increased to 67.80% than in the second cycle improved to 100%. The average student learning outcomes in the first cycle amounted to 66.29 and the second cycle increased to 73.09 so the average student learning outcomes from cycle I to cycle II increased by 6.8. It means there was an improvement in students’ motivation after carried out classroom actions research. Based on the fact, the researcher concluded that the ice breaker was effective to improve students’ motivation in learning English at the tenth grade of office software engineering major in SMK TI Garuda Nusantara Cimahi. It was also proved by observation students when teaching-learning in the classroom. Students feel enjoy, be active, feeling happiness, focus on material and stay in the classroom during the learning process.Keywords: Teaching Method, Motivation, Ice breaker, learning process

scholarly journals Penerapan Metode Team Teaching Untuk Meningkatkan Hasil Belajar Siswa Dalam Mata Pelajaran PAI Kelas IX Di SMP Taman Siswa Teluk Betung Bandar Lampung

An Naba ◽  
2020 ◽  
Vol 3 (1) ◽  
pp. 19-29
Author(s):  
Maskur Ahmad
Keyword(s):  
Middle School ◽  
Learning Outcomes ◽  
Team Teaching ◽  
Teaching Method ◽  
Human Life ◽  
Descriptive Analysis ◽  
Student Learning Outcomes ◽  
Qualitative Descriptive ◽  
Observation Learning ◽  
Teaching Learning

The main necessity in one's life is education. Education is a very important factor in human life. Team teaching is basically a learning method carried out by two or more teachers who collaborate in teaching groups of students which are carried out jointly by several teachers. The team or teachers who present the lesson material with the team teaching method presents the same lesson material in the same time and purpose. The type of this research is the classroom action research. The subjects were class IX A students at Taman SiswaTelukBetung Middle School in Bandar Lampung, with a total of 35 students. The data collection techniques in this research used observation, learning outcomes tests, and documentation. This research consisted of two cycles with two meetings in each cycle. The data analysis techniques were using qualitative descriptive analysis. The research success criteria set for student learning outcomes are ≥ 80 reaching 80% based on KKM in schools. The results showed that the application of team teaching learning methods could improve the learning outcomes of class IX A students at Taman SiswaTelukBetung Middle School, Bandar Lampung. The number of students who have completed their study in the first cycle is 18 people or equivalent to 51%. In the second cycle, the number of students who completed study was 31 students or equivalent to 88%.

The Use of Whole Brain Teaching Method in Improving Students’ Speaking Ability

2020 ◽  
Vol 11 (2) ◽  
Author(s):  
Trisilia Devana
Keyword(s):  
Statistical Analysis ◽  
Teaching Method ◽  
Whole Brain ◽  
Significance Level ◽  
Speaking Test ◽  
Tenth Grade ◽  
Post Test ◽  
Speaking Skill ◽  
The Mean ◽  
Whole Brain Teaching

The objective of this research was to find out the improvement of students’ speaking skill teaching through Whole Brain Teaching method. The design used in this research was pre experimental. The population of this research was at the tenth grade students of SMK Negeri 2 OKU and the sample were which consisted of 36 students. The researcher used purposive sampling in taking the samples. The pre-test and post-test were used as the techniques for collecting the data. Instrument in this research was an oral speaking test. Based on the result of the pre- test, the mean score of the pre-test was 56.28. The result of the post-test the mean score was 68.89. Based on the statistical analysis, the researcher found that the value of Sig.= 0,000 less than the value of Significance level (a=0,05 and df = 35). It means that  there was significantly improvement in teaching speaking by Whole Brain Teaching method at the the tenth grade students of SMK Negeri 2 OKU. 

scholarly journals PENGARUH TEAM TEACHING TERHADAP HASIL BELAJAR PEMROGRAMAN WEB SISWA KELAS X SMK MALAKA JAKARTA

2018 ◽  
Vol 1 (2) ◽  
pp. 1-7
Author(s):  
Arindy ◽  
Moch. Sukardjo ◽  
Aodah Diamah
Keyword(s):  
Learning Outcomes ◽  
Subject Matter ◽  
Team Teaching ◽  
Teaching Method ◽  
Hypothesis Test ◽  
Test Design ◽  
Text Format ◽  
Post Test ◽  
The Subject ◽  
Teaching Learning

Abstrak - Tujuan penelitian adalah untuk mengetahui pengaruh penerapan team teaching pada materi pokok format teks halaman web terhadap hasil belajar siswa kelas X TKJ 1 SMK  Malaka Jakarta.Penelitian yang dilakukan merupakan penelitian pra eksperimental dengan model one-group pre-test post-test design. Sampel penelitian diambil secara acak sebanyak 30 siswa. Perlakuan yang diberikan pada siswa yaitu siswa diajar menggunakan metode pembelajaran team teaching (tim pengajar). Sebelum diberi perlakuan, siswa diberikan pre-test untuk mengetahui kemampuan awal siswa, kemudian setelah diberi perlakuan siswa diberikan post-test untuk mengetahui sejauh mana peningkatan hasil belajar siswa. Instrumen pengumpulan data berupa tes, pada tes ini soal-soal diberikan dalam bentuk pilihan ganda.Instrumen pengumpulan data berupa tes, pada tes ini soal-soal diberikan dalam bentuk pilihan ganda. Dari hasil analisa data pada uji hipotesis didapat harga yaitu 25,15 dan  untuk satu pihak yaitu 2,462, bila dibandingkan antara  dan  maka  >  atau 25,15 > 2,462.Kesimpulan yang dapat diambil adalah terdapat pengaruh terhadap hasil belajar siswa yang diajar menggunakan metode pembelajaran team teaching, khususnya untuk materi pokok format teks halaman web. Kata Kunci : Metode, Pembelajaran, Pengaruh, Team Teaching, hasil belajar, SMK Malaka Jakarta.   Abstract - The purpose of this research is to know the influence of the implementation of team teaching on the subject matter of the text format of the web page to the learning result of the students of class X TKJ 1 SMK Malaka Jakarta. The research is an experimental pre experiment with one-group pre-test post-test design. The sample was taken randomly as many as 30 students. The treatment given to students is that students are taught using Teaching Teaching Method (Teaching Teams). Before being treated, students are given a pre-test to determine the students' initial ability, then after being given the students treatment is given a post-test to find out how far the improvement of student learning outcomes. Instrument data collection in the form of test, in this test the questions are given in the form of multiple choice. From the results of data analysis on the hypothesis test obtained price of  is 25,15 and for one party is 2.462, when compared between  and , then > or 25,15> 2,462. The conclusion that can be taken is there is an influence on the learning outcomes of students who are taught using teaching team teaching methods, especially for the subject matter of text format web pages. Keywords: Method, Learning, Influence, Team Teaching, learning outcomes, SMK Malaka Jakarta.

scholarly journals Efektivitas Metode Pembelajaran Peer Teaching Untuk Meningkatkan Aktivitas Dan Hasil Belajar Siswa Pada Mata Pelajaran Pendidikan Agama Islam Di SMA Negeri 22 Palembang

2019 ◽  
Vol 2 (1) ◽  
pp. 51-59
Author(s):  
Hayatun Lestari
Keyword(s):  
Learning Outcomes ◽  
Quantitative Research ◽  
Teaching Method ◽  
Field Research ◽  
T Test ◽  
Peer Teaching ◽  
Average Value ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Teaching Learning

Peer teaching learning method is a way to present material to students by involving students as teachers after being selected by the teacher based on certain criteria. With the peer teaching method, it is expected to be able to improve student learning activities and outcomes. The purpose of this study is to look at the implementation and effectiveness of peer teaching learning methods in improving student activity and learning outcomes in PAI subjects at SMA Negeri 22 Palembang. This type of research is field research using quantitative research approaches and the design used is quasi-experimental. Data collection instruments were carried out by interview, observation, documentation and tests and data analysis using the T test. The sample in this study was class XI IPA 2 (experimental) and XI IPA 5 (control) each of 30 students. From the results of research on the experimental class posttest, which is classified as active, the initial percentage is 39% to 82%, while the initial percentage of learning outcomes is 43% to 87%. The average value of students has also increased from the pretest of 69.78% to 80.17%. After being calculated using the T test, then to be obtained for 14.41 is greater than t table both at the 5% level of 2.02 and 1% of 2.69. Then the hypothesis is accepted. Means between Variable X and Variable Y there is a significant difference in the increase. So the peer teaching learning model can be said as one of the effective learning models to improve the activities and learning outcomes of PAI in SMA Negeri 22 Palembang.  

scholarly journals THE EFFECT OF WHOLE BRAIN TEACHING METHOD TOWARD STUDENTS VOCABULARY ACHIEVEMENT OF SEVENTH GRADE AT SMP NEGERI 17 KEC. KEP. MASALOKA RAYA

2020 ◽  
Vol 5 (2) ◽  
pp. 133
Author(s):  
Nirmala Nirmala ◽  
La Ode Nggawu ◽  
Wa Ode Fatmawati
Keyword(s):  
Experimental Design ◽  
Quantitative Data ◽  
Teaching Method ◽  
Seventh Grade ◽  
Whole Brain ◽  
Paired Sample ◽  
Post Test ◽  
Whole Brain Teaching ◽  
Vocabulary Score ◽  
Vocabulary Achievement

The researcher investigated the effect of whole brain teaching method toward students vocabulary achievement at SMPN 17 Kec. Kep Masaloka Raya. The design of the research was pre-experimental design. The population of the research were all the seventh grade students of SMPN 17 Kec. Kep. Masalaoka Raya. In taking sample the researcher using purposive sampling then the researcher chose class VII A of SMPN 17 Kec. Kep. Masaloka Raya which are consist of 28 students. The research used three kinds of vocabulary instrument. The instrument were fill the blank, match word, and rearrange word. The vocabularies test consist of 10 items each test. The test complied by the researcher based on the material in English book in the seventh grade, entitled Ring of The bells. In this research, quantitative data was collected and analyzed by using paired sample t test in SPSS 16.0. the result of the analysis show that the probability value (p) was lower than alpha value (α) at the level significant 95% (0.000 ˂ 0.05). This finding result justified that there was significant differences between students vocabulary score on pretest and post-test or there was significant effect of applying whole brain teaching method toward student vocabulary achievement at seventh grade of SMPN 17 Kec. Kep. Masaloka Raya after treatment. The result prove that the hypothesis of the research was accepted H1 but H0 was rejected.

scholarly journals PENDIDIKAN KARAKTER ANAK DENGAN METODE WHOLE BRAIN TEACHING DALAM PEMBELAJARAN DI BIMBINGAN BELAJAR PENCIL GENERATION DI LINGKUNGAN V SIMALINGKAR B MEDAN TUNTUNGAN

2019 ◽  
Vol 3 (2) ◽  
pp. 178-185
Author(s):  
Juli Loisiana Butar-butar ◽  
Ferdinand Sinuhaji ◽  
Jenita Anjani Br. Sembiring
Keyword(s):  
Middle Class ◽  
Character Education ◽  
Community Service ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Whole Brain ◽  
Academic Improvement ◽  
Learning Groups ◽  
Lower Middle Class ◽  
Whole Brain Teaching

The environment greatly influences the establishment of human character and large urban suburbs are areas inhabited majority by the lower middle class. The main goal in community service is to provide character education through free tutoring for Mathematics and English  for primary school in course center Pencil Generation in Zone V Simalingkar B Sub-District Medan Tuntungan North Sumatera. The method used in process of the character education is the Whole Brain Teaching (WBT) method which is integrated during the teaching and learning process in the course center. The steps taken by the team in order to carry out this activity are as follows: (1). preparation for service activities, (2). provide guidance about characters, (3). forming learning groups based on class, (4). guide children to learn with the Whole Brain Teaching method, (5). sometimes play games related to Mathematics and English. The result of this service is  academic improvement in Mathematics and English. Beside the academic improvement, there is also an increase in character that is manners, perseverance, discipline, tolerance, and caring.

scholarly journals PENGARUH PENDEKATAN ACCELERATED LEARNING MELALUI METODE WHOLE BRAIN TEACHING TERHADAP HASIL BELAJAR FISIKA SMP MATERI USAHA DAN PESAWAT SEDERHANA

2020 ◽  
Vol 1 (2) ◽  
Author(s):  
Febri Ekasari ◽  
Effendi Effendi ◽  
Siti Anisatur Rofiqah
Keyword(s):  
Teaching Method ◽  
T Test ◽  
Accelerated Learning ◽  
Average Score ◽  
Learning Approach ◽  
Test Results ◽  
Whole Brain ◽  
Class Average ◽  
Conventional Methods ◽  
Whole Brain Teaching

This study aimed to determine whether there is an effect on the results of learning physics uses the accelerated learning approach with the whole brain teaching method on work and simple plane material at SMP Terpadu Pondok Pesantren Nurul Huda, 2020/2021 academic year. This research was a quantitative research. The population in this study were students of class VIII at the Nurul Huda Integrated Junior High School, which consisted of 5 classes. The sample in this study was carried out randomly. The experimental class conducted learning by applying the accelerated learning approach through the whole brain teaching method,while the control class used conventional methods. Data collection techniques to determine student learning outcomes using test instruments, and testing the hypothesis using the t-test. Based on the test results, the experimental class average score is 73 and the control class average is 71. The t test results show that tcount = 2.53 and ttable = 1.68, so that H0 is rejected and Ha is accepted. So, it can be concluded that there is a significant effect or difference in the average score between the class with accelerated learning approach with the whole brain teaching method and the class with conventional methods.

A Meta-Synthesis of WBT and Active Learning Pedagogies

2016 ◽  
pp. 85-102
Author(s):  
David George Brobeck ◽  
Alan J Digianantonio ◽  
Michelle J Elia
Keyword(s):  
Professional Development ◽  
Active Learning ◽  
The Body ◽  
College Classroom ◽  
Practical Application ◽  
Learning Methods ◽  
Whole Brain ◽  
Whole Brain Teaching ◽  
Development Literature ◽  
The Brain

The primary purpose of this chapter is to contribute to the body of professional development literature on the practical application of active learning methods for a variety of content-rich lessons. An examination on current research on the brain and learning provides a framework for exploring how Whole Brain Teaching can actively engage learners. Specific examples demonstrate Whole Brain Teaching in the college classroom and adult-leaning situations. Readers will be able to apply ideas and emerge as engaged participants capable of investigating their own practice, as well as develop strategies to adapt.

scholarly journals Model brain based learning (BBL) and whole brain teaching (WBT) in learning

2017 ◽  
Vol 1 (2) ◽  
pp. 153
Author(s):  
Baiq Sri Handayani ◽  
A. D. Corebima
Keyword(s):  
Prefrontal Cortex ◽  
Limbic System ◽  
Learning Process ◽  
Learning Model ◽  
The Body ◽  
Learning System ◽  
Whole Brain ◽  
Whole Brain Teaching ◽  
Brain Based Learning ◽  
The Brain

<p class="Abstract">The learning process is a process of change in behavior as a form of the result of learning. The learning model is a crucial component of the success of the learning process. The learning model is growing fastly, and each model has different characteristics. Teachers are required to be able to understand each model to teach the students optimally by matching the materials and the learning model. The best of the learning model is the model that based on the brain system in learning that are the model of Brain Based Learning (BBL) and the model of Whole Brain Teaching (WBT). The purposes of this article are to obtain information related to (1) the brain’s natural learning system, (2) analyze the characteristics of the model BBL and WBT based on theory, brain sections that play a role associated with syntax, similarities, and differences, (3) explain the distinctive characteristics of both models in comparison to other models. The results of this study are: (1) the brain’s natural learning system are: (a) the nerves in each hemisphere do not work independently, (b) doing more activities can connect more brain nerves, (c) the right hemisphere controls the left side motoric sensor of the body, and vice versa; (2) the characteristics of BBL and WBT are: (a) BBL is based on the brain’s structure and function, while the model WBT is based on the instructional approach, neurolinguistic, and body language, (b) the parts of the brain that work in BBL are: cerebellum, cerebral cortex, frontal lobe, limbic system, and prefrontal cortex; whereas the parts that work WBT are: prefrontal cortex, visual cortex, motor cortex, limbic system, and amygdala, (c) the similarities between them are that they both rely on the brain’s system and they both promote gesture in learning, whereas the differences are on the view of the purposes of gestures and the learning theory that they rely on. BBL relies on cognitive theory while WBT relies on social theory; (3) the typical attribute of them compared to other models are that in BBL there are classical music and gestures in the form of easy exercises, while on the WBT model there are fast instructions and movements as instructions or code of every spoken word.</p>

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