Analysis of the Student Learning Outcomes for the Liberal Arts Education Based on Core Competencies

2021 ◽  
Vol 2 (1) ◽  
pp. 105-127
Author(s):  
Eunhwa Chon ◽  
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Liberal Arts ◽  
Arts Education ◽  
Core Competencies ◽  
Student Learning Outcomes ◽  
Liberal Arts Education

scholarly journals Liberal Arts Student Learning Outcomes: An Integrated Approach

2007 ◽  
Vol 12 (4) ◽  
pp. 2-9 ◽  
Author(s):  
Patricia M. King ◽  
Marie Kendall Brown ◽  
Nathan K. Lindsay ◽  
Jones R. Vanhecke
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Liberal Arts ◽  
Integrated Approach ◽  
Student Learning Outcomes

Chemistry as if students matter: From student to student’s learning outcomes

2021 ◽  
Author(s):  
Leah Martin-Visscher ◽  
Kristopher Ooms ◽  
Peter Mahaffy
Keyword(s):  
Student Learning ◽  
Learning Community ◽  
Learning Outcomes ◽  
Undergraduate Students ◽  
Liberal Arts ◽  
Chemistry Education ◽  
Learning Experience ◽  
Student Learning Outcomes ◽  
Assessment Of Student Learning ◽  
Senior Students

As a tribute to the legacy of Dr. Margaret-Ann Armour, we report on an initiative that involves university undergraduate students directly and meaningfully in the articulation and implementation of student learning outcomes for their chemistry programs. Student learning outcomes describe what a student should know, do and value at the end of a learning experience. The initiative was carried out over several years at the King’s University in Edmonton, a small undergraduate liberal arts and science institution with a Chemical Institute of Canada accredited B.Sc. chemistry program. Senior students were involved in articulating their own learning outcomes for their chemistry program and mapping them onto the courses in the program. The resultant heat map provided an interesting visual tool to help the learning community assess strengths and gaps in coverage, as perceived by students. The authors then led a workshop at the Chemistry Education program of a Canadian Society for Chemistry national chemistry meeting to share experiences among Canadian chemistry programs on the diverse ways faculty and programs articulation, implementation, and assessment of student learning outcomes. We conclude with suggestions for steps that departments and programs can take to meaningfully implement student learning outcomes in the design, review, and modification of chemistry programs, including benchmarking those learning outcomes with international outcomes published as a result of an IUPAC project.

scholarly journals The Development of Aquaponic Props for Elementary School Grade V as an Integrated Thematic Learning Media

2021 ◽  
Vol 04 (08) ◽  
Author(s):  
Ayub, Rufi’i ◽  
Keyword(s):  
Elementary School ◽  
Elementary Education ◽  
Student Learning ◽  
Learning Outcomes ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Core Competencies ◽  
Student Learning Outcomes ◽  
Instructional Video ◽  
Thematic Learning

The development of integrated thematic learning media is still not much in elementary school. This condition is not in line with the 2013 KTSP approach in Indonesia. For this reason, it is necessary to develop a proper learning media for integrated thematic learning class V elementary school students. Aquaponic is one of the innovative media that is suitable for use in learning. This media can integrate several charge lessons to achieve core competencies in the current Grade V curriculum. The development model used is the Borg and Gall model. The trial steps of this media were carried out to 11 Grade V students of SDN Warungdowo I District Pohjentrek. There are two types of data obtained, namely qualitative data and quantitative data. Quantitative data is obtained from the Post Test value and the questionnaire deployment to the Grade V Students. Qualitative data were obtained from Teachers' interviews and suggestions, criticism, and responses from the validators. The validation carried out by the Material and Media experts was declared feasible. The validation score is 95% by a material expert, 98% by media expert, 100% by the colleagues' teachers, and 98% by the elementary education expert. It means that the feasibility level is excellent. The results showed that aquaponic props is perfectly suitable for the learning media of the respected school. This research is also supported by the existence of quantitative data from student learning outcomes after using the aquaponic props in learning shows the results of 100% of students can achieve basic competencies that exist in the linked lessons in integrated thematic learning. The use of appropriate learning media in Pancasila and civics education subjects will convey various concepts and facts so that students can use and remember longer the teacher's material. This research aims to develop instructional video media to assist students in learning Pancasila and civic education subjects. This research is development research that adopts the development stages of ADDIE. The results showed that the learning videos developed were easy for students to use and had a very high level of attractiveness, and could improve student learning outcomes.

Student Learning Outcomes for Biblical Studies in the Liberal Arts

2012 ◽  
Vol 15 (3) ◽  
pp. 262-283 ◽  
Author(s):  
Jane S. Webster ◽  
Erin Runions ◽  
Eugene V. Gallagher ◽  
Davina C. Lopez ◽  
Sheila E. McGinn ◽  
...  
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Liberal Arts ◽  
Student Learning Outcomes ◽  
Biblical Studies

scholarly journals Minding the Gap: Using an Applied Research Center to Improve Student Learning

2019 ◽  
Vol 13 (1) ◽  
pp. 58-73
Author(s):  
Adrianna Smell ◽  
Josh Packard
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Liberal Arts ◽  
Applied Research ◽  
Student Learning Outcomes ◽  
Research Center ◽  
Integral Role ◽  
Social Science Education ◽  
Depth Interviews ◽  
Improve Student Learning

Universities are under increasing pressure both internally and externally to demonstrate student learning outcomes generally and in the liberal arts and social sciences specifically. Internally, students and others often complain about the lack of direct connection between what they learn in the classroom and what happens, or what they perceive happens, in the real world. In addition, universities are often required to demonstrate to state and federal authorities the value of liberal arts and social science education. In this study, we use in-depth interviews to demonstrating the value of an Applied Research Center (ARC) to help communicate value to stakeholders, close learning gaps, and foster university-community partnerships. Our findings suggest that an ARC can play an integral role in reinforcing student learning outcomes, increasing student career success, and establish disciplinary value to a variety of constituents.

The Effect of Jigsaw Methode and Motivation on Students’ of Learning Outcomes

2020 ◽  
Vol 3 (1) ◽  
pp. 20-30
Author(s):  
Yunita Yunita ◽  
Hidayat Hidayat ◽  
Harun Sitompul
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Motivation ◽  
Learning Approaches ◽  
High Learning ◽  
Average Value ◽  
The Difference ◽  
Low Motivation

This study aims to: (1) investigate the effect of Jigsaw cooperative learning on students learning outcomes; (2) find the difference in learning outcomes between high and low learning motivation and (3) find the interaction between learning approaches and learning motivation towards learning outcomes. The population of the study is students of grade IVa, IVb, IVc at SD Kasih Ibu Patumbak and the sample in this study is grade IVa with 35 students and grade IVb with 35 students. The results show that: (1) the average student learning outcomes of jigsaw cooperative learning is 28.40 while conventional is 24.14. Thus, students learning outcomes that get cooperative learning of jigsaw type are higher than conventional learning, (2) Students who have high motivation get an average value = 30.74, while low motivation is 22.72. Thus, it can be concluded that there are differences in student learning outcomes having high learning motivation and low learning motivation, and (3) students learning outcomes  taught by jigsaw cooperative learning are high learning motivation groups (32.94), and low learning motivation groups (24.58), while students taught with conventional learning are high learning motivation groups (28.40 ), and low motivation groups (20,95). Thus, there is no interaction between learning approaches and learning motivation towards learning outcomes.

PENERAPAN MODEL PEMBELAJARAN PAKEM DALAM MENINGKATKAN HASIL BELAJAR PADA MATERI SEPAK BOLA SISWA KELAS IVB SD NEGERI 013 MEKARSARI

2017 ◽  
Vol 6 (2) ◽  
pp. 472
Author(s):  
Aslinda Aslinda
Keyword(s):  
Data Collection ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Oral Tests ◽  
Class Iv

This study aims to describe learning outcomes through the application of PAKEM learning model. The subjects of the study were the students of grade IVb SD Negeri 013 Mekarsari. Improvement of learning outcomes in terms of four categories, namely the ability to absorb, the effectiveness of learning, mastery of student learning both mastery of individual and classical completeness and mastery of learning outcomes. Instruments used for data collection are oral tests and written tests in the form of LKS conducted after the learning process. The results showed that the percentage of student completeness increased from 19.40% to 55.40% categorized well, the effectiveness of learning is categorized very effective with an average of 88.46%. While the completeness of student learning outcomes expressed. Based on the results of the study, it can be concluded that the application of PAKEM learning model can improve learning outcomes on the material of the students of class IV B grade SD Negeri 013 Mekarsari.

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