Innovating science teaching with a transformative learning model

2020 ◽  
pp. 106-110
Author(s):  
Sandra Gudiño Paredes
Keyword(s):  
Transformative Learning ◽  
Science Teaching ◽  
Learning Model

scholarly journals Model Pembelajaran Berpusat pada Kristus untuk Transformasi Bangsa: Studi Deskriptif di Sekolah Cahaya Cemerlang

2021 ◽  
Vol 2 (1) ◽  
pp. 26-33
Author(s):  
Frans Pantan ◽  
Purim Marbun ◽  
Syanti D. Mulia
Keyword(s):  
Transformative Learning ◽  
Community Involvement ◽  
Social Transformation ◽  
Educational Institution ◽  
Holistic Approach ◽  
Learning Model ◽  
Young Generation ◽  
Learning Methods ◽  
Knowledge Community ◽  
New Findings

Christian education in Indonesia has not fully taken the role of educating the young generation to know God's will, changing its paradigm, and pursuing change, personal, group, and national reform. Sekolah Cahaya Cemerlang (SCC) is a Christian educational institution that was built in order to take on a role and fulfill its vocation, with the aim of raising the next generation of leaders who bring transformation to the Indonesian nation. The research focus in this qualitative descriptive study is to describe a Christ-centred learning model at SCC in terms of policy principles, objectives, curriculum, and learning methods, involving 19 teachers,155 students, and their families. Some of the new findings from the principles of the learning process at SCC are the use of the Bible Based curriculum, the principle of partnership with families and communities, training places for young missionaries, and SCC as a learning and knowledge-sharing community. The new findings are also a holistic approach with a spiritual foundation and teachers as shepherds according to the Jesus learning model and curriculum content based on God's Word. The 'Second Home School', Bloom's Spirit-led Taxonomy, the development of the Social Domain with individual learning, and group and community involvement, form the basis for the development of learning methods at SCC. Reflexive and Transformative Learning Methods for pedagogy are also developed for the purpose of social transformation, achieving a greater Indonesia.AbstrakPendidikan Kristen di Indonesia belum sepenuhnya mengambil peran untuk mendidik generasi muda mengenal kehendak Allah, berubah paradigmanya, dan mengupayakan perubahan, refor-masi pribadi, kelompok, dan bangsa. Sekolah Cahaya Cemerlang (SCC) adalah institusi pendi-dikan Kristen yang dibangun dalam rangka mengambil peran dan memenuhi panggilannya, bertujuan membangkitkan pemimpin generasi penerus bangsa yang membawa transformasi bagi bangsa Indonesia. Fokus penelitian dalam studi deskriptif kualitatif ini adalah menggam-barkan model pembelajaran berpusat pada Kristus di SCC dari segi prinsip kebijakan, tujuan, kurikulum dan metode pembelajaran, yang melibatkan 19 guru, 155 murid beserta keluarganya. Beberapa temuan baru dari prinsip proses pembelajaran di SCC adalah penggunaan kurikulum Bible Based, prinsip kemitraan dengan keluarga dan masya-rakat, tempat pelatihan misionaris muda, dan SCC sebagai learning and sharing knowledge community. Temuan baru dalam kuri-kulum dalam penelitian ini adalah pendekatan holistik dengan dasar spiritual dan guru sebagai gembala sesuai model pembelajaran Yesus serta konten kurikulum berbasiskan Firman Tuhan.  “Sekolah rumah kedua”, Spirit-led Taksonomi Bloom, pengembangan Ranah Sosial dengan pem-belajaran individual, dan kelompok dan keterlibatan masyarakat, menjadi dasar pengembangan metode pembelajaran di SCC. Metode Pembelajaran Refleksif dan Transformatif untuk pedagogi juga dikembangkan da-lam tujuan transformasi sosial, mencapai Indonesia Maju.        

scholarly journals SETS Based Science Teaching Materials with Guided Inquiry Learning Model to Improve Learning Outcomes in Optical Geometry Materials

2020 ◽  
Vol 7 (6) ◽  
pp. 10
Author(s):  
Pandu Prasojo ◽  
Tjipto Prastowo ◽  
Muslimin Ibrahim
Keyword(s):  
Science Teaching ◽  
Learning Outcomes ◽  
Scientific Literacy ◽  
Lesson Plan ◽  
Inquiry Learning ◽  
Cognitive Learning ◽  
Learning Model ◽  
Guided Inquiry ◽  
Teaching Materials ◽  
Cognitive Learning Outcomes

This study aims to analyze the effectiveness of SETS based science teaching materials with guided inquiry learning model to improve the students' cognitive learning outcomes. This research was conducted by using learning cycles. The teaching materials developed were tested in class VIII MTs Bilingual Muslimat NU Pucang Sidoarjo semester even 2018/2019 academic year with the design of one group pretest-posttest design. Teaching materials developed include: (a) syllabus (b) Lesson Plan, (c) student books, (d) Worksheet, and (e) Learning Outcomes Assessment Sheet. The research parameters measured were the effectiveness of learning materials. The research data was obtained through validation, observation and test methods. The results of the study were analyzed descriptively quantitatively and qualitatively. Science literacy abilities of students are analyzed by n-gain. The results showed that (a) the learning devices developed were categorized as very valid, (b) the learning activities were carried out very well, (c) moderate scientific literacy skills. Based on the results of the analysis and discussion, it was concluded that the science learning device guided inquiry model that was developed valid, practical, and effective was used to increasing students' cognitive learning outcomes.

Transforming Technology Purpose and Integration

2022 ◽  
pp. 153-173
Author(s):  
Susan German ◽  
Christine Anne Royce ◽  
Beverly R. DeVore-Wedding
Keyword(s):  
Transformative Learning ◽  
Professional Learning ◽  
Learning Theory ◽  
Learning Model ◽  
Just In Time ◽  
Transformative Learning Theory ◽  
Use Of Technology

While the shift to emergency remote teaching was sudden and caught many off-guard, the reality exists that we need to better prepare faculty to utilize technology in a meaningful way and integrate it into lessons. This chapter provides an overview of two aspects: 1) preparing faculty for use of technology through a modified transitional learning model so that they are supported with just-in-time professional learning and 2) introducing them to the PICRAT technology framework to assist them in the design of their lessons. Both the model and the framework are constructivist in nature and align with transformative learning theory. Examples of what each of these structures look like are provided within the narrative.

scholarly journals Being a Teacher of Holistic Profession: A Perspective of Transformative Learning

2019 ◽  
Vol 1 (2-3) ◽  
pp. 472-487 ◽  
Author(s):  
Xudong Zhu ◽  
Jian Li
Keyword(s):  
Adult Learning ◽  
Transformative Learning ◽  
Critical Reflection ◽  
Practical Experience ◽  
Learning Model ◽  
Learning Processes ◽  
The Core ◽  
Core Subject ◽  
Learning Development ◽  
Core Idea

This study explores how to be a teacher of holistic profession from a perspective of transformative learning. Cultivating holistic profession in transformative learning involves the process of changes in communicative and instructional learning, the process of learning practical experience, and the process of critical reflection. These transformative learning processes contribute to the construction of teachers’ holistic profession contextually. The rationales of applying a perspective of transformative learning concentrate on three major reasons. Cultivating teachers’ profession as one type of adult learning is the core subject of transformative learning. Development serves as core idea of teachers’ holistic professional consciousness. The learning transformation occurred from semi-profession to holistic profession. In this sense, the transformative learning model for teachers’ profession is initially proposed to identify a special lens to shape an explicit pathway of being a teacher of holistic profession. In this model, transformative learning involves identifying “learning being professional”. Transformative relationship focuses on “teaching being professional”. Transformative context view concentrates on contenting being professional. Transformative context view involves contenting being professional. The conclusion and remarks are offered to summarize the rewards of being a teacher of holistic profession.

scholarly journals Transformative learning model and its application to a global master's program in health and sustainable development

2014 ◽  
Vol 80 (3) ◽  
pp. 177
Author(s):  
B.K. Singh ◽  
M. Damaj ◽  
A.L. Dengo ◽  
E. Dumit ◽  
R. Afifi ◽  
...  
Keyword(s):  
Sustainable Development ◽  
Transformative Learning ◽  
Learning Model ◽  
Master's Program

scholarly journals Pengembangan media komik IPA model PBL untuk meningkatkan kemampuan berfikir analitis dan sikap ilmiah

2016 ◽  
Vol 2 (2) ◽  
pp. 145 ◽  
Author(s):  
Devy Indah Lestari ◽  
Anti Kolonial Projosantoso
Keyword(s):  
Science Teaching ◽  
Junior High School ◽  
Problem Based Learning ◽  
Learning Model ◽  
Control Group ◽  
Scientific Attitude ◽  
Control Group Design ◽  
Group Design ◽  
Analytical Thinking ◽  
Thinking Ability

Penelitian ini bertujuan untuk mengetahui: (1) karakteristik, (2) kriteria kelayakan, dan (3) keefektifan media komik model PBL pada pembelajaran IPA di SMP kelas VII dalam meningkatkan kemampuan berfikir analitis dan sikap ilmiah. Penelitian ini merupakan penelitian dan pengembangan yang mengadaptasi model Borg & Gall yang terdiri dari lima tahap. Subjek coba pada penelitian ini adalah siswa kelas VII di SMP Negeri 1 Sentolo. Pengujian lapangan menggunakan kuasi eksperimen nonequivalent control group design. Hasil penelitian menunjukkan bahwa media pembelajaran IPA berbentuk komik: (1) memiliki karakteristik: alur cerita sesuai sintaks PBL, judul komik merupakan integrasi dari KD 4.3, KD 7.3, dan KD 7.4, cerita dalam komik memuat indicator berfikir analitis, tokoh dalam komik diperankan melalui sikap ingi tahu dan berfikir terbuka, (2) layak digunakan dengan kriteria sangat baik dan (3) efektif untuk meningkatkan kemampuan berfikir analitis dan sikap ilmiah siswa.Kata Kunci: media komik, kemampuan berfikir analitis, dan sikap ilmiah Developing Science Comic Media Using the Problem-Based Learning Model to Increase the Analytical Thinking Ability and Scientific Attitude  AbstractThis research aims to knows: (1) the characteristic, (2) feasibility, and (3) effectiveness of natural science teaching media in the form of comic using problem-based learning model to increase the analytical thinking ability and scientific attitude of grade VII students of junior high school. This study was research and development adapting the model from Borg & Gall consisting of five steps. The research subjects were grade VII students of SMP N 1 Sentolo. The main try out used quasi-experimental with the nonequivalent control group design. The results of this research show that (1) the characteristic of comic media are: has a stories according the syntax of Problem Based Learning model, integrated title of KD 4.3, KD 7.3, and KD 7.4, the stories in comics load indicator analytical thinking ability, and the characters in the comics through scientific attitude of curiosity and open minded thinking, (2) the developed science teaching media in the form of comic is in a very good quality category, and (3) it is feasable to use to increase the students’ analytical thinking ability and scientific attitude. The effectiveness of the developed media to increase the analytical thinking ability and science attitude.Keywords: comic media, analytical thinking ability, and scientific attitude

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