Group work as a creative learning process: an example from a French classroom

2004 ◽  
Vol 38 (1) ◽  
Author(s):  
Francesca Balladon
Keyword(s):  
Learning Process ◽  
Group Work ◽  
Creative Learning

scholarly journals Development of teaching materials based on learning video using movavi education set at Yayasan Perguruan Tunas Karya Batang Kuis

2021 ◽  
Vol 6 (1) ◽  
pp. 16-21
Author(s):  
Ivan Jaya ◽  
Mahyuddin K. M. Nasution
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Education Sector ◽  
Learning System ◽  
Learning Material ◽  
Teaching Materials ◽  
Face To Face ◽  
Creative Learning ◽  
E Mail

The COVID-19 pandemic that has recently hit various countries including Indonesia has resulted in major changes in various fields, including in the development of the education sector. The teaching and learning process has turned from face-to-face into an online method. However, there are several obstacles experienced by schools that implement an online learning system, one of them was the ability of teachers who do not understand various learning application platforms. In addition, the material provided by the teacher is not maximally acceptable to students because most teachers provide learning material from the pages of textbooks or teacher writings (scans, photos, or presentation files). For this reason, it is necessary to have variations in the provision of teaching materials to students by making interesting and creative learning videos using the Movavi Education Set. With learning videos, students can do lessons at home, repeat it, and can ask the teacher some points from it if they don't understand. By using Movavi Education Set, teachers are also free to be creative in making learning videos that can be shared through commonly used communication applications such as e-mail, WhatsApp, line, google classroom and other applications.

scholarly journals The use of literacy approach to teach writing of descriptive text at the seventh grade students of SMPN 1 Ngebel

2019 ◽  
Vol 7 (1) ◽  
pp. 15
Author(s):  
Tanti Yuliani
Keyword(s):  
Junior High School ◽  
Learning Process ◽  
Group Work ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Research Participant ◽  
Teaching Writing ◽  
Seventh Grade ◽  
Problems And Solutions ◽  
Teaching Learning

The main purpose of teaching learning English in Junior High School to develop the students’ competence and knowledge in four language skills, Speaking, Reading, Listening and Writing. One of the difficult skills is writing. In this research are describe how are the uses, problems, and solutions of the use of Literacy Approach to Teach Writing of Descriptive Text At The Seventh Grade Students of SMPN 1 Ngebel.  Literacy approach is one of the approaches used to teach writing especially in descriptive text because Literacy approach is the ability to read and write. There are some step of teaching writing, they are planning, composing, and revising. This research uses descriptive qualitative research. Participant/Informant of the research are the English teacher and the seventh grade students of SMPN I Ngebel Ponorogo. This research uses purposive sampling technique. The techniques which are used to collect the data are observation, interview, and documentation. Techniques of the data analysis are data reduction, data display and drawing conclusions. The result of the analyzing data indicates that the uses of literacy approach in teaching writing of descriptive text are divided into two steps. The first is preparation steps and the second is learning process. The learning process uses literacy approach includes introduce and giving explanation the descriptive text, give the modal of the descriptive text and have text to analyze, make group work to discussion the students’ ideas, give the chance to make students’ own product and also checking the students’ understanding about the material. Besides, the problem of the use literacy approach in writing of descriptive text are sometimes the students are noisy in the classroom and their vocabulary are still low. The students feel afraid to deliver their opinion and ideas in teaching and learning process. The solution of the use literacy approach in writing of descriptive are the students must make group work of the students’ worksheet, Teacher controls the students and gives scores for students.

scholarly journals Working with Group-Tasks and Group Cohesiveness

2016 ◽  
Vol 9 (8) ◽  
pp. 105 ◽  
Author(s):  
Khoirul Anwar
Keyword(s):  
Learning Process ◽  
Group Work ◽  
Learning Objectives ◽  
Group Cohesiveness ◽  
Teaching English ◽  
Work Activities ◽  
Young Learners ◽  
The University

<p class="apa">This study aimed at exploring the connection between the use of group task and group cohesiveness. This study is very important because the nature of the learner's success is largely determined by the values of cooperation, interaction, and understanding of the learning objectives together. Subjects of this study are 28 students on the course Teaching English for Young Learners at the University of Muhammadiyah Gresik. After the application of group work activities during the learning process, all subjects are given questionnaires and some are interviewed to make sure the group cohesiveness. The results showed that the group work activities had settled the group cohesiveness mainly to the dominance of group pride, interpersonal attractions, and commitment to tasks of the group.</p>

scholarly journals Synthesis of the technique of academic architectural drawing and architectural fantasy in composite openings as an invariant of professional training of future architects

2021 ◽  
Vol 274 ◽  
pp. 01038
Author(s):  
Ilias Rafikov
Keyword(s):  
Learning Process ◽  
Professional Training ◽  
Architectural Drawing ◽  
Creative Learning ◽  
The Aesthetic

The article reveals the compositional specificity of architectural drawing from nature and from the standpoint of including the aesthetic category – «fantastic» in the creative learning process. In this regard, the content, methods and forms of teaching in the variety of compositional solutions of architectural drawing are considered.

scholarly journals The use of literacy approach to teach writing of descriptive text at the seventh grade students Of SMPN 1 Ngebel

2017 ◽  
Vol 5 (1) ◽  
pp. 15
Author(s):  
Tanti Yuliani
Keyword(s):  
Junior High School ◽  
Learning Process ◽  
Group Work ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Research Participant ◽  
Teaching Writing ◽  
Seventh Grade ◽  
Problems And Solutions ◽  
Teaching Learning

<p>The main purpose of teaching learning English in Junior High School to develop the students’ competence and knowledge in four language skills, Speaking, Reading, Listening and Writing. One of the difficult skills is writing. In this research are describe how are the uses, problems, and solutions of the use of Literacy Approach to Teach Writing of Descriptive Text At The Seventh Grade Students of SMPN 1 Ngebel in Schooling Years 2013/2014.  Literacy approach is one of the approaches used to teach writing especially in descriptive text because Literacy approach is the ability to read and write. There are some step of teaching writing, they are planning, composing, and revising. This research uses descriptive qualitative research. Participant/Informant of the research are the English teacher and the seventh grade students of SMPN I Ngebel Ponorogo. This research uses purposive sampling technique. The techniques which are used to collect the data are observation, interview, and documentation. Techniques of the data analysis are data reduction, data display and drawing conclusions. The result of the analyzing data indicates that the uses of literacy approach in teaching writing of descriptive text are divided into two steps. The first is preparation steps and the second is learning process. The learning process uses literacy approach includes introduce and giving explanation the descriptive text, give the modal of the descriptive text and have text to analyze, make group work to discussion the students’ ideas, give the chance to make students’ own product and also checking the students’ understanding about the material. Besides, the problem of the use literacy approach in writing of descriptive text are sometimes the students are noisy in the classroom and their vocabulary are still low. The students feel afraid to deliver their opinion and ideas in teaching and learning process. The solution of the use literacy approach in writing of descriptive are the students must make group work of the students’ worksheet, Teacher controls the students and gives scores for students.</p>

scholarly journals Pelatihan Pembuatan Herbarium Sebagai Media Pembejalaran di Sekolah Bagi Guru MTs Dharut Tayyibin Batu Jai Kabupaten Lombok Barat

2021 ◽  
Vol 2 (1) ◽  
pp. 43
Author(s):  
Sri Nopita Primawati ◽  
Baiq Muli Harisanti ◽  
Septiana Dwi Utami ◽  
Ika Nurani Dewi ◽  
Sumarjan Sumarjan
Keyword(s):  
Community Service ◽  
Learning Process ◽  
Biology Teachers ◽  
Training Activity ◽  
Main Target ◽  
Creative Learning ◽  
Service Activity ◽  
Biology Learning ◽  
Activity Method ◽  
Teacher's Knowledge

This community service activity aims to increase the teacher's knowledge of herbarirum learning media, and in the end the teacher can make a herbarium that can be used in the biology learning process. The main target of this dedication is biology teachers at MTs Dharut Tayyibin Batu Jai. The activity method in the form of training was then followed by making a herbarium from plants and samples brought by students from their homes or their neighborhoods. Based on the results of the evaluation and the responses of the teacher and students, they showed great enthusiasm for the activity and it was proven by the participation of students and teachers until this activity was completed. The teacher as the main target shows that their ability to make herbarium increases, the herbarium made with students can be used as biology learning that supports the learning process. The MTs students who participated in this process were very enthusiastic and active because it was such a fun new thing. It is hoped that in the future this training activity should be carried out not only in making herbariums but in making other creative learning media. The goal is to help students understand biology material and make biology lessons more fun.

scholarly journals MODEL PEMBELAJARAN KOLABORATIF DAN KREATIF UNTUK MENGHADAPI TUNTUTAN ERA REVOLUSI INDUSTRI 4.0

2020 ◽  
Vol 2 (1) ◽  
pp. 12-24
Author(s):  
Koko Adya Winata
Keyword(s):  
Learning Process ◽  
Creative Thinking ◽  
Industrial Revolution ◽  
Negative Impact ◽  
Rapid Development ◽  
Thinking Skills ◽  
Learning Models ◽  
Existing Problems ◽  
Learning Plan ◽  
Creative Learning

This paper examines how learning models should be applied in schools to respond to the demands of the era of the industrial revolution 4.0 which has become a necessity. The industrial revolution 4.0 is an era that shows the rapid development of technology and has caused many jobs in the past to be distorted. The role of humans is taken over step by step by automatic machines, as a result the number of unemployment is increasing. In order to avoid the negative impact of the industrial revolution 4.0, educational institutions must be able to answer these challenges by selecting and applying learning models in schools that provide the skills or skills needed. The demand for skills that can answer the challenges of the 4.0 revolution era, must be prepared through a directed and comprehensive learning plan. This means that the learning process does not only think and move towards the academic dimension. In the learning process, often students are only prepared to have intellectual intelligence and very little learning gives equal opportunities to students to hone other intelligence. At the same time the learning method is more dominated by the authority of the teacher which is very central and rigid, while the students are positioned as objects that must accept what is presented by the teacher. As a result, students do not have the ability to develop their creativity and potential. Learning models that can answer the challenges of the revolution era 4.0 are collaborative and creative learning models. Through collaborative and creative learning, students are directed to be able to develop their potential and hone their creative thinking skills. The collaborative and creative learning model makes it easy for students to learn and work together and learn to solve problems together. Creative thinking to solve existing problems is a learning process needed to answer the challenges of the industrial revolution 4.0.

scholarly journals Schematization in Teaching Philosophy to Students With Non-Philosophy Majors

2020 ◽  
pp. 66-70
Author(s):  
Elena Aleksandrovna Fominykh
Keyword(s):  
Critical Thinking ◽  
Learning Process ◽  
Group Work ◽  
Critical Analysis ◽  
Educational Material ◽  
Philosophical Problem ◽  
Teaching Philosophy ◽  
Materials Development ◽  
Study Guides ◽  
Independent Work

The problem of using schemes and schematization for teaching philosophy is discussed in the article. The purpose of the article is to analyze methodical aspects of schematization when teaching philosophy to students with non-philosophy majors. Methods of research. During the study, the analysis of study guides containing schemes and tables was carried out. Some problems of schematization, its strengths and weaknesses are defined. Work with schemes at classes and independent work is considered. Special attention was paid to methodical recommendations on schematization. Based on the results of the study, conclusions were made about difficulty of using schemes when teaching philosophy. It is outlined that schematization can simplify a philosophical problem so far as to distort it, but it can also foster learning new educational material. Analysis of study guides containing schemes and tables presents a substantial difference between them as well as variations of applying them in learning process. Schematization can be used for systematizing learning materials, development of critical thinking, seeking and implementing solutions. The author emphasizes effectiveness of supplying schemes and critical analysis, making schemes by students at individual and group work. It is concluded that schematization is taken as an effective method of teaching philosophy to students with non-philosophy majors.

scholarly journals Students' Perception of the Application of Portfolio Assessment during the COVID-19 Pandemic

2021 ◽  
Author(s):  
Muh Syafei ◽  
Januarius Mujiyanto ◽  
Issy Yuliasri ◽  
Hendi Pratama
Keyword(s):  
Narrative Analysis ◽  
Learning Process ◽  
Group Work ◽  
Teaching And Learning ◽  
English Education ◽  
Portfolio Assessment ◽  
Language Assessment ◽  
Test Reliability ◽  
Distinctive Character ◽  
Difficulty Index

The Covid-19 pandemic has widely affected the administration of teaching, assessments, and the learning process at large. Online learning has been used predominantly during the pandemic. While portfolio assessment has empirically demonstrated a couple of positive points, investigations into the use of portfolio assessment during the Covid-19 pandemic can be hardly found. At the Department of English Education of Universitas Muria Kudus (EED UMK), Language Assessment Course administers the portfolio assessment consisting of (1) an individual summary of the language assessment concepts/theories, (2) group work to analyze facial and content validity, (3) group work to analyze test objects (focus tendency (mean, median, median, mode, and standard deviation, difficulty index, distinctive character, distractor effectiveness) and test reliability), and (4) individual work on developing a language test. This study aims to describe students’ perceptions of the portfolio assessment at EED UMK during the pandemic. Using an open-ended questionnaire, students will examine the consistency, benefits, and benefits of using portfolio assessment. Through the narrative analysis, the results show that most of the students (86%) express their consent to using Portfolio Scoring for reasons such as compliance with health protocols, process-oriented, active learning, better organization, time flexibility, and self-initiated learning. The results imply that the portfolio assessment made it easier for students to study online while following health protocols during the pandemic. Portfolio assessment also provides flexibility in maintaining the teaching and learning process, which is either synchronous or asynchronous during the pandemic. Keywords: portfolio, assessment, students’ perceptions, covid 19 pandemic

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