scholarly journals LEARNING COMMUNITY AS STRATEGY IN IMPROVING STUDENTS’ SPEAKING SKILL

2013 ◽  
Vol 4 (2) ◽  
pp. 146-157
Author(s):  
Syarfuni
Keyword(s):  
Learning Community ◽  
Teaching And Learning ◽  
Role Model ◽  
Assessment Process ◽  
Learning Assessment ◽  
Model Learning ◽  
Learning Group ◽  
Working Together ◽  
Contextual Teaching ◽  
Teaching Learning

The goal of this writing is to explore the learning speaking through learning community. Learning community is of element of contextual teaching and learning. Contextual teaching and learning (CTL) is approaches to be most effective in student learning, teachers must plan, implement, reflect upon, and revise lessons. Such plans are based on CTL principles and approaches that require teachers to serve in the following roles: facilitator, organizer of the teaching/learning/assessment process, role model, learning mentor, content specialist, and knowledge dispenser. A learning community is a model of teaching and learning that has been consistently shown to improve students’ speaking. The reason why learning community can enhance the students’ in expressing idea because it has the meaning as follows: 1).Group of learning which communicate to share the idea and experience, 2).Working together to solve the problem and 3).The responsibility of each member of learning group.

scholarly journals Pendekatan Contextual Teaching Learning Hubungannya dengan Evaluasi Pembelajaran

2012 ◽  
Vol 3 (1) ◽  
Author(s):  
Hasnawati
Keyword(s):  
Learning Community ◽  
Teaching And Learning ◽  
Contextual Teaching ◽  
Teaching Learning

Pembelajaran kontekstual (Contextual Teaching and Learning) merupakan konsep belajar yang membantu guru mengaitkan antara materi yang diajarkan dengan situasi dunia nyata siswa dan mendorong siswa membuat hubungan antara pengetahuan yang dimilikinya dengan penerapannya dalam kehidupan mereka sebagai anggota keluarga dan masyarakat. Model pembelajaran kontekstual tidak bersifat ekslusif akan tetapi dapat digabung dengan model-model pembalajaran yang lain, misalnya: penemuan, keterampilan proses, eksperimen, demonstrasi, diskusi, dan lain-lain. Pendekatan kontekstual dapat diimplementasikan dengan baik, dituntut adanya kemampuan guru yang inovatif, kreatif, dinamis, efektif dan efisien guna menciptakan pembelajaran yang kondusif.  Guru tidak lagi menjadi satu-satunya nara sumber dalam pembelajaran dan kegiatan telah beralih menjadi siswa sebagai pusat kegiatan pembelajaran serta peran guru hanya sebagai motivator dan fasilitator, maka semangat siswa dapat meningkat dengan menggunakan metode, materi, dan media yang bervariasi. Penerapan kegiatan mengkonstruk atau membangun sendiri pengetahuan pada siswa, membuat siswa terlatih untuk bernalar dan berpikir secara kritis melalui kegiatan inquiry atau menemukan sendiri masalah, kebebasan bertanya (questioning), penerapan masyarakat belajar (learning community) yaitu melatih siswa untuk bekerjasama, sharing idea, saling berbagi pengalaman, pengetahuan, saling berkomunikasi sehingga terjadi interaksi yang positif antar siswa dan pada akhirnya siswa terlibat secara aktif belajar bersama-sama.

scholarly journals Upaya untuk Meningkatan Hasil Belajar Matematika dan Ketrampilan Berpikir Kritis Siswa Melalui Penerapan Kontekstual dengan Model Learning Community

2019 ◽  
Vol 3 (2) ◽  
pp. 167
Author(s):  
Rani Laksmita
Keyword(s):  
Learning Community ◽  
Teaching And Learning ◽  
Model Learning ◽  
Contextual Teaching

Tujuan dari penelitian ini adalah untuk mengetahui bagaimana metode Contextual Teaching and Learning with Learning Community mampu meningkatkan hasil belajar matematika dan keterampilan berpikir kritis siswa di SDN Salatiga 05 dan mendeskripsikan penerapan metode Learning Community. Jenis penelitian adalah penelitian tindakan kelas kolaborasi. Dan subjek penelitian ini adalah siswa kelas IV di SDN Salatiga 05 yang terdiri dari 20 siswa. Penelitian ini dilakukan pada Maret 2019, yang terdiri dari pra siklus, siklus satu, dan siklus dua.. Instrumen penelitian untuk mengumpulkan data seperti lembar observasi dan tes evaluasi dianalisis secara kuantitatif. Hasil penelitian menunjukkan pembelajaran dapat meningkatkan hasil belajar bagi siswa. Dan itu menyetujui hasil akademik, dari pra-siklus ke siklus satu ada peningkatan 00%. Dan itu juga menunjukkan hasil yang signifikan pada siklus dua yang meningkat 00%.. Kondisi proses pembelajaran sedikit demi sedikit kondusif sampai siswa benar-benar menikmati dan penggemar bergabung dalam kegiatan. Para siswa menunjukkan peningkatan selama siklus satu ke siklus dua dengan melakukan pekerjaan yang baik pada peran mereka. Dengan demikian metode Learning Community diterapkan untuk siswa dan mendapatkan hasil yang baik untuk hasil belajar dan pemikiran kritis siswa.

scholarly journals Pengembangan Bahan Ajar Contextual Teaching And Learning (CTL) Berbantuan Media Komputasi Hyperchem Pada Materi Hidrokarbon

2015 ◽  
Vol 3 (2) ◽  
pp. 309
Author(s):  
Uswatun Hasanah ◽  
Ahmadi Ahmadi
Keyword(s):  
Teaching And Learning ◽  
Contextual Teaching ◽  
Teaching Learning

Tujuan dari penelitian ini adalah untuk mengetahui bentuk dan kelayakan bahan ajar Contextual Teaching Learning  (CTL) berbantuan media komputasi hyperchem pada materi hidrokarbon untuk SMA kelas X yang telah dikembangkan. Model pengembangan yang digunakan dalam penelitian ini adalah model pengembangan 4-D yang terbatas pada tahap define, design, dan develop, dan tidak sampai tahap disseminate dengan beberapa penyesuaian. Hasil dari penelitian ini adalah sebuah produk yaitu modul yang mengacu pada silabus kurikulum 2006. Hal ini ditunjukkan dari hasil validasi ahli oleh dosen kimia terhadap modul hidrokarbon menunjukkan persentase 74,99% yang berarti  layak, hasil penilaian guru diperoleh persentase sebesar 90%, dan pada uji coba kelompok terbatas terhadap 10 orang siswa SMAN 1 Sikur diperoleh rata-rata persentase kelayakan sebesar 81,24% dengan kriteria sangat layak. Jadi, dapat disimpulkan bahwa produk pengembangan bahan ajar telah berhasil dikembangkan dan produk yang dikembangkan layak untuk dipakai di SMA khususnya di SMAN 1 Sikur.

scholarly journals Improving Reading Comprehension Using Contextual Teaching and Learning (CTL)

2016 ◽  
Vol 3 (2) ◽  
pp. 174
Author(s):  
Yudha Aprizani
Keyword(s):  
Reading Comprehension ◽  
Direct Instruction ◽  
Teaching And Learning ◽  
Alternative Hypothesis ◽  
Control Group ◽  
Multiple Choice Questions ◽  
Contextual Teaching ◽  
Teaching Learning ◽  
Experimental Group ◽  
Instruction Approach

This study aimed to find out whether teaching-learning reading comprehension using Contextual Teaching and Learning (CTL) would get better results than using Direct Instruction approach. The research used a quantitative method. The population of the research was students from the Islamic University of Kalimantan Muhammad Arsyad Al-Banjari. The researcher used cluster random sampling to select two sample groups, the control group and the experimental group. The control group with 25 students was the class that continued to use the Direct Instruction approach. The experimental group, with 20 students, was the class tested using the CTL approach. The test was a written test with five multiple choice questions plus an essay test. The test was used to obtain the data. The students’ scores were the data for the study of reading comprehension comparing CTL and Direct Instruction. Based on the results of the study, the researcher found that CTL was more effective than Direct Instruction because the null hypothesis was rejected and the alternative hypothesis was accepted so that CTL was found to be better for teaching reading skills. CTL encourages materials that are related to the students’ surrounding so that it helps them use English related to their daily activities.

scholarly journals PENINGKATAN KEMAMPUAN PENALARAN STATISTIS SISWA SEKOLAH MENENGAH PERTAMA MELALUI PEMBELAJARAN KONTEKSTUAL

2018 ◽  
Vol 6 (1) ◽  
pp. 129-140
Author(s):  
Iyam Maryati
Keyword(s):  
Secondary Students ◽  
Teaching And Learning ◽  
Contextual Learning ◽  
Statistical Reasoning ◽  
Learning Approach ◽  
School Students ◽  
Model Learning ◽  
Junior Secondary ◽  
Reasoning Skills ◽  
Contextual Teaching

Artikel ini menyajikan apa itu pembelajaran kontekstual dan apa saja karakteristiknya? Apa itu kemampuan penalaran statistis? Mengapa pembelajaran kontekstual dapat mengembangkan kemapuan penalaran statistis siswa Sekolah Menengah Pertama? Kemampuan penalaran statistis sangat penting dimiliki oleh siswa Sekolah Menengah Pertama, karena dengan kemampuan penalaranr statistis ini siswa dapat memiliki kompetensi dalam hal: 1) memahami informasi-informasi statistis yang tersurat maupun yang tersirat pada setiap permasalahan yang dihadapi. 2) Pemahaman yang baik terhadap bagaimana cara memilih, menyajikan, mererduksi, dan mempresentasikan data yang akan digunakan untuk menjawab permasalahan yang ada. 3) pemahaman dan penalaran yang baik terhadap proses statistis secara keseluruhan termasuk setiap perhitungan yang terlibat dalam proses tersebut. 4) pemahaman untuk memecahkan masalah secara statistis berdasarkan data yang ada, dan menginterprestasikannya dalam pengambilan keputusan yang dapat berlaku secara umum. Oleh karena itu untuk mengembangkan kemampuan penalaran statistis tersebut harus mempertimbangkan pendekatan pembelajaran yang digunakan untuk siswa Sekolah Menengah Pertama. Model pendekatan pembelajaran yang sesuai untuk siswa Sekolah Pertama salah satunya adalah pendekatan pembelajaran kontekstual (Contextual Teaching and Learning). Pendekatan pembelajaran kontekstual ini mengambil permasalahan-permasalahan dalam kehidupan sehari-hari atau permasalahan yang disimulasikan dengan dialog, diskusi,, tanya jawab, dan representasi. Aktivitas pengajaran kontekstual yang dikembangkan adalah: a) belajar berbasis masalah, b) belajar dengan multi konteks, c) belajar mandiri, d) penilaian otentik, dan e) masyarakat belajar.This article presents a contextual learning what it is and what are its characteristics? What is the statistical reasoning skills? Why contextual learning can develop statistical reasoning Traffic junior secondary students? Reasoning ability is very important statistical owned by junior high school students, because of the ability of these statistical penalaranr students may have competence in terms of: 1) understand the statistical information expressed or implied in any problems faced. 2) A good understanding of how to choose, present, mererduksi, and present data that will be used to address existing problems. 3) understanding and reasoning that both the statistical process as a whole including any calculations involved in the process. 4) understanding to solve the problem of statistically based on existing data, and interpret it in decision-making that can be applied generally. Therefore, to develop the statistical reasoning skills should consider learning approach used for junior secondary students. Model learning approach that is appropriate for school students first one of which is a contextual learning approach (Contextual Teaching and Learning). This contextual learning approach to take problems in daily life or simulated problems with dialogue, discussion ,, question and answer, and representation. Contextual teaching activities developed are: a) problem-based learning, b) learning with multi context, c) self-learning, d) authentic assessment, and e) a learning society.

scholarly journals Peningkatan Hasil Belajar Siswa Melalui Model Contextual Teaching Learning di Sekolah Dasar

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Rini Setyo Wardani ◽  
Ratna Nur Kumalasari
Keyword(s):  
Teaching And Learning ◽  
Contextual Teaching ◽  
Teaching Learning

Penelitian ini dilatarbelakangi oleh rendahnya kemampuan matematika anak kelas I sekolah dasar dalam memahami konsep membandingkan dua bilangan. Tujuan dari penelitian ini untuk mendeskripsikan peningkatan hasil belajar matematika siswa kelas I melalui penerapan model contextual teaching and learning. Subjek penelitian ini adalah siswa kelas I C yang berjumlah 28 orang. Rancangan penelitian tindakan kelas ini menggunakan model Kemmis dan Mc Taggart. Teknik pengumpulan data dalam penelitian ini menggunakan lembar observasi, lembar tes, dan dokumentasi selama pembelajaran. Perkembangan proses pembelajaran dari siklus I ke siklus II mengalami peningkatan, baik dari segi aktivitas guru dan siswa selama pembelajaran maupun hasil belajar siswa. Aktivitas guru pada siklus I ke siklus II mengalami peningkatan sebesar 11,77% dari 76,47% menjadi 88,24% dan aktivitas siswa mengalami peningkatan sebesar 17,31% dari 67% menjadi 84,31%. Selain itu, ketuntasan hasil belajar siswa secara klasikal dari siklus I ke siklus II juga mengalami peningkatan sebesar 17,86% dari 75% menjadi 92,86%. Berdasarkan hasil penelitian tersebut, dapat disimpulkan bahwa model pembelajaran contextual teaching and learning dapat meningkatkan hasil belajar siswa pada muatan matematika Tema 5 Subtema 3

scholarly journals Effectiveness of DILA Learning Model Application on Applied Physics Course in The Department of Mining Engineering

2019 ◽  
Vol 15 (1) ◽  
pp. 46-51
Author(s):  
F. Fadhilah ◽  
Z. M. Effendi ◽  
R. Ridwan ◽  
M. Alias
Keyword(s):  
Learning Community ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Inquiry Learning ◽  
Learning Model ◽  
T Test ◽  
Applied Physics ◽  
Post Test ◽  
Contextual Teaching ◽  
Physics Course

There is the fact that the students' learning outcome in Applied Physics course related to the application of the mining industry is unsatisfactory. Based on the results of the final score, the rate of successful students was only around 40%. Moreover, students' understanding application is also not by the desired competencies. In this research, a learning model was developed from the Contextual Teaching and Learning Model (CTL), i.e., DILA model which consists of four syntaxes (Display, Inquiry, Learning Community, and Authentic Assessment). The effectiveness of the DILA learning model was investigated to improve students’ learning outcomes in the Applied Physics course. This research employed the quasi-experimental design where the experimental class was treated by DILA model based on Contextual Teaching and Learning; whereas control class was not treated by the model. Data were obtained from the results of the pre-test and post-test scores; then it was analyzed by a parametric with an independent t-test, related t-test, and the effect size. The results indicate that there was a significant increase in students’ learning outcomes in the experimental class compared to the control class. In conclusion, DILA model can improve students’ learning outcomes in the Applied Physics course effectively.Hasil belajar Fisika Terapan yang diperoleh mahasiswa yang terlihat dari nilai akhir semester dan penerapan pada industri pertambangan pada umumnya tidak memuaskan. Tingkat kelulusan mahasiswa hanya sekitar 40%. Sehingga pemahaman mahasiswa dalam penerapannya juga tidak sesuai dengan kompetensi yang diinginkan. Model DILA merupakan salah satu model pembelajaran yang dikembangkan dari Model Contextual Teaching and Learning (CTL). Model DILA terdiri atas empat sintaks yaitu: Display, Inquiry, Learning Community, dan Authenthic Assessment. Penelitian ini ditujukan untuk mengukur efektifitas Model Pembelajaran DILA guna meningkatkan hasil belajar mahasiswa pada matakuliah Fisika Terapan. Penelitian ini merupakan quasi eksperiment dimana kelas eksperimen diberikan pembelajaran dengan Model DILA berbasis Contextual Teaching and Learning. Data diperoleh dari hasil pre-test dan post-test dan diolah secara parametric dengan t test sample independent dan t test related serta effect sizenya. Hasil penelitian ini menunjukkan bahwa model pembelajaran DILA yang diterapkan pada matakuliah Fisika Terapan di Jurusan Teknik Pertambangan adalah efektif. Ini berarti model Pembelajaran DILA dapat meningkatkan hasil belajar mahasiswa pada matakuliah Fisika Terapan.

Music Composition and Kyosei

2019 ◽  
pp. 194-213
Author(s):  
Michele Ellen Kaschub
Keyword(s):  
Music Education ◽  
Learning Community ◽  
Music Composition ◽  
Teaching And Learning ◽  
Program Planning ◽  
Teacher Educator ◽  
Project Based Learning ◽  
Professional Relationships ◽  
School Students ◽  
Teaching Learning

The spirit of cooperation central to kyosei is a critical component in the creative corners of American music education. This chapter will describe a project that involved the creation of a hybrid space where a music teacher-educator and practitioner worked with pre-service teachers and middle school students to explore teaching and learning music composition. By recasting who is considered an expert, rethinking institutional boundaries, and immersing in project-based learning on multiple levels, teacher education programs and schools can better identify their challenges and explore possible solutions. Though not part of initial program planning, the principles of kyosei were evidenced in the evolution of complex understandings developed prior to and throughout the project, in the inclusive nature of project-based learning by pre-service teachers and music students, and in the professional relationships—and, ultimately, the friendships—that emerged as the teaching-learning community matured.

Teaching and Learning With Artificial Intelligence

2021 ◽  
pp. 73-98
Author(s):  
Libi Shen ◽  
Irene Chen ◽  
Anne Grey ◽  
Anchi Su
Keyword(s):  
Artificial Intelligence ◽  
Teaching And Learning ◽  
Learning Assessment ◽  
Modern World ◽  
Learning And Teaching ◽  
Curriculum Assessment ◽  
Education Major ◽  
Fast Speed ◽  
Artificial Intelligence In Education ◽  
Teaching Learning

Artificial intelligence (AI) is developing at a fast speed and has incessantly impacted the modern world for decades. AI technologies are beneficial for all kinds of industries, including businesses, economics, transportation, hospitals, schools, universities, and so forth. Many researchers have investigated the development of artificial intelligence in education (AIEd), specifically on how AI assists teaching, learning, assessment, references, and collaboration. Several questions arise. What impact do AI technologies have on education? How do AI technologies assist teaching (e.g., curriculum, assessment, student learning, and teaching practices)? How do teachers cope with AI Technologies in education? What are the ethical concerns of AI technologies? What are the barriers of AI-based learning in education? The purpose of this chapter is to explore the evolution and the challenges of AI technologies in education. Major research on AI from 1999 to 2019 will be reviewed. Problems with AI in education will be raised and solutions for solving the issues will be recommended.

scholarly journals Pair programming: more than just working together in pairs.

2012 ◽  
Vol 31 (1) ◽  
Author(s):  
Elsa Mentz
Keyword(s):  
Teaching And Learning ◽  
Learning Strategy ◽  
Tertiary Education ◽  
Pair Programming ◽  
Tertiary Level ◽  
Effective Manner ◽  
Working Together ◽  
Improved Learning ◽  
Quality Programming ◽  
Teaching Learning

Pair programming originated in the industry where focus is placed on the development of a programme at the most costand time-effective manner, and within the parameters of quality. In this context, a specific programming code is not developed individually; rather, two people work together in order to ensure a higher quality programming code and to motivate each other to work at a faster pace. The problem with this approach was that novice programmers lacked the social skills to work in pairs as they had not been exposed to this sufficiently at tertiary level. The demand of the industry, especially in terms of programmers needing to be able to programme together, led to the incorporation of pair programming at tertiary level in the late nineties. The pedagogical principles on which any teaching-learning strategy should be built were, however, largely overlooked during this process. This article firstly looks into the semantic and ontological differences between co-operative and collaborative learning and secondly argues that pair programming, within the context of a social constructivist approach to teaching and learning, can be seen as a co-operative teaching-learning strategy. Pair programming is more than just allowing two students to work together on a programming task. The more structured way, in which pair programming needs to be implemented, concur with the principles of co-operative learning. The article concludes that the correct pedagogical application of pair programming as a co-operative teaching-learning strategy in tertiary education will result in improved learning capital.

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