scholarly journals Fizičko vaspitanje u savremenoj nastavi

2019 ◽  
pp. 243-252
Author(s):  
Milica Gucanin
Keyword(s):  
Social Sciences ◽  
Physical Education ◽  
Relevant Literature ◽  
Project Based Learning ◽  
Learning Models ◽  
Innovative Teaching ◽  
Teaching Models ◽  
New Learning ◽  
Project Model ◽  
The Subject

The development of science and technology and their application in society, led to the overcoming of traditional models of learning and the introduction of new, innovative teaching models. Contemporary teaching of physical education is based on interdisciplinarity, which is a good basis for even greater application of new learning models, especially the project based learning. The project based learning puts students at the center, so that, through the realization of the project, they develop their own competencies. The aim of the paper is to present the results of the research in the teaching of physical education, in which project teaching is applied, as well as the interdisciplinary physical education. The work is based on a review of the relevant literature, i.e. analysis of the results of the research of the same. For the search of foreign works, the base of the academic journals JURN, ЕRIC, EBSCO, Taylor & Francis, Research Gate, which includes research in the field of social sciences was used. The advantages of applying the project model, the recommendations for applying it in teaching of physical education, and the increase in the number of research on the subject are highlighted.

scholarly journals PENGARUH MODEL PROJECT BASED LEARNING TERHADAP HASIL BELAJAR SISWA PADA MATERI POKOK FLUIDA STATIS

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Pintor Simamora ◽  
Masitoh Masitoh
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Project Based Learning ◽  
Learning Activities ◽  
Learning Models ◽  
Model Project ◽  
Class Average ◽  
The Subject ◽  
And Control

This study aims to determine the student learning outcomes and learning activities of students who are taught with a project-based learning models in the subject matter in a static fluid at Class XI Semester II in Madrasah Aliyah Negeri I Medan TP 2013/2014. This research is quasi-experimental. The study population was all students inclass XI Science Semester II Aliyah Negeri I Field which consists of 6 classes. Sampling was done by cluster random sampling, a class XI IPA1selected as the experimental class and the class as a class XI IPA 2 control. The instrument used is the achievement test in the form of multiple-choice and observation sheets that have done test requirements. Experimental class treatment given to the model project based learning and class room control with conventional learning models. Data on average 45.7 pretest experimental class and control class average of 43.8. pretest data testing showed that the ability of both classes of students at the beginning of the second class of the same. After completion of the study, the data obtained posttest with an average grade of 70.2 experimental and control class average of 65.4. Normality and homogeneity test showed that the two classes are normally distributed and homogeneous, then test the hypothesis that the data obtained post test tcount>t table(4.002>2.015) then His accepted that there is a significant difference due to the influence model of project-based learning on learning outcomes of students in the subject matter fluid static at class XI Semester II in Madrasah Aliyah Negeri I Medan TP 2013/2014. During the learning process, the average data of student learning activities in classes taught project-based learning modelis 77.5% with the active category. Keywords: project-based learning model, student learning outcomes

PELATIHAN GURU SEKOLAH DASAR PADA MODEL PEMBELAJARAN KURIKULUM 2013: PRO DAN KONTRA

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Mislinawati Mislinawati. ◽  
Suci Fitriani
Keyword(s):  
Qualitative Method ◽  
Lesson Plan ◽  
Learning Model ◽  
Learning Tools ◽  
Learning Models ◽  
Innovative Teaching ◽  
Teaching Models ◽  
Classroom Activities ◽  
Model Based ◽  
Banda Aceh

Most of teachers in Aceh have not applied innovative teaching models as suggested in the Curiculum 2013. Generally they teach without using curriculum models suggested in the 2013 curriculum. Teachers are not yet fully informed about the learning models, so teachers are difficulty and rarely apply in the learning process. Based on the problems experienced by these teachers, then the thing done to solve the problem is to provide training and mentoring activities. Subjects in this study teachers SDN Banda Aceh as many as 40 people. This study employed descriptive qualitative method. Training on the learning model based on the 2013 curriculum for two days includes: first day of theoretical training on learning model; The second day, the training to practice the learning model that will be developed. Further assistance in developing and practicing the model of learning in the classroom for four months. In the process of mentoring teachers guided from the process of making learning tools such as RPP, Media and LKS. The results showed that only 30% applied the models suggested in the curriculum 2013. Teachers' efforts in applying these models are demonstrated by the teacher's persistence from the process of making the lesson plan, it seems that the teachers who applied the models were enthusiastic in fixing model-based RPPs, looking at modules, designing the required media, and asking actively when something is poorly understood. Teachers are recommended to apply the 2013 curriculum learning models in order to have innovative classroom activities that can make the students active and enthusiastic. 

PELATIHAN GURU SEKOLAH DASAR PADA PEMBELAJARAN KURIKULUM 2013: PRO DAN KONTRA

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Mislinawati Mislinawati. ◽  
Suci Fitriani
Keyword(s):  
Qualitative Method ◽  
Lesson Plan ◽  
Learning Model ◽  
Learning Tools ◽  
Learning Models ◽  
Innovative Teaching ◽  
Teaching Models ◽  
Classroom Activities ◽  
Model Based ◽  
Banda Aceh

Most of teachers in Aceh have not applied innovative teaching models as suggested in the Curiculum 2013. Generally they teach without using curriculum models suggested in the 2013 curriculum. Teachers are not yet fully informed about the learning models, so teachers are difficulty and rarely apply in the learning process. Based on the problems experienced by these teachers, then the thing done to solve the problem is to provide training and mentoring activities. Subjects in this study teachers SDN Banda Aceh as many as 40 people. This study employed descriptive qualitative method. Training on the learning model based on the 2013 curriculum for two days includes: first day of theoretical training on learning model; The second day, the training to practice the learning model that will be developed. Further assistance in developing and practicing the model of learning in the classroom for four months. In the process of mentoring teachers guided from the process of making learning tools such as RPP, Media and LKS. The results showed that only 30% applied the models suggested in the curriculum 2013. Teachers' efforts in applying these models are demonstrated by the teacher's persistence from the process of making the lesson plan, it seems that the teachers who applied the models were enthusiastic in fixing model-based RPPs, looking at modules, designing the required media, and asking actively when something is poorly understood. Teachers are recommended to apply the 2013 curriculum learning models in order to have innovative classroom activities that can make the students active and enthusiastic.

scholarly journals Implementasi Model Inkuiri dalam Pembelajaran Soccer Like Games untuk Meningkatkan Jumlah Waktu Aktif Belajar Siswa

2019 ◽  
Vol 3 (1) ◽  
pp. 28-34
Author(s):  
Irvan Hilmy Suryaman
Keyword(s):  
Action Research ◽  
Physical Education ◽  
Active Learning ◽  
Primary Schools ◽  
Learning Models ◽  
Learning Time ◽  
Low Level ◽  
The Subject ◽  
Classroom Action Research ◽  
5Th Grade

The background of this study was the low level of play skill and also the application of learning models of physical education at primary schools. In order to resolve those problems, the researchers applied a strategy called "The Implementation of Inquiry Model in Learning Soccer like games to Increase The Amount of Active Learning Time for The 5th Grade Students". The goal of this research was to know the increasing of the 5th grade students' skills at SDN 062 Ciujung, Bandung City in playing soccer like games. Classroom Action Research was used as the method of this research. The object of this research was SDN Ciujung Bandung City. There were 30 students participated as the subject of this research. The result of this achieved (80,00%) for the amount of active learning time at (76,00%). From the previous data, it could be concluded that there were some increasing for each cycles and actions and so the application of inquiry model for soccer like games could increase students' skill with the learning time. AbstrakStudi ini dilatar belakangi oleh rendahnya  waktu aktif belajar pada keterampilan bermain soccer like games dan kurangnya  penerapan model-model pembelajaran Pendidikan jasmani di Sekolah Dasar maka peneliti dalam upaya mengatasi permasalahan tersebut peneliti menerapkan salah satu strategi pembelajaran yaitu Implementasi Model Inquiri Dalam Pembelajaran Soccer like-games untuk Meningkatkan Jumlah Waktu Aktif Belajar (JWAB)  Siswa Kelas V SD yang bertujuan untuk mengetahui peningkatan keterampilan bermain Soccer like-games kelas V SDN 062 Ciujung Kota Bandung. Metode penelitian yang digunakan yaitu Penelitian Tindakan Kelas (PTK). Objek dalam penelitian ini yaitu Sekolah Dasar Negeri Ciujung Kota Bandung. Subjek dalam penelitian ini sebanyak 30 siswa. Hasil observasi menunjukan tingkat keterampilan bermain siswa mencapai (80,00%) dan pada jumlah waktu aktif belajar berjumlah (76,00%). Dari data hasil penelitian yang telah dilakukan dapat disimpulkan bahwa mengalami peningkatan presentase setiap siklus dan tindakannya sehingga dengan penerapan model inkuiri pada permainan Soccer like-games dapat meningkatkan keterampilan bermain siswa dengan waktu belajar.  

scholarly journals Integrating Teaching Models to Enhance Efl Students’ Interpersonal Communication Skill and Creativity

2018 ◽  
Vol 6 (4) ◽  
pp. 129
Author(s):  
Nazriani Lubis ◽  
Asnarni Lubis ◽  
Rido Imam Ashadi
Keyword(s):  
Experiential Learning ◽  
Interpersonal Communication ◽  
Quantitative Research ◽  
Communication Skill ◽  
Project Based Learning ◽  
Learning Models ◽  
Efl Learners ◽  
Teaching Models ◽  
Classroom Activities ◽  
Efl Students

This research aims to investigate the effectiveness of integrating project-based learning and experiential learning models toward students’ interpersonal communication skill and creativity particularly in using English. This research was conducted by applying quantitative research method with factorial design 2X2 ANOVA The subjects were English as a Foreign Language (EFL) students in English Department of Universitas Muslim Nusantara (UMN) Al Washliyah Medan, Indonesia.The instrument was a questionaire with Likert scale and used to measure each formulated indicator. The data were analyzed by using multivariate ANOVA (MANOVA) The finding of the research showed that project-based learning and experiential learning models had a significant effect on students’ interpersonal communication skill and creativit. Moreover, interaction was found between communication skill and creativity of students taught by implementing the models. It indicated that ELT classroom activities will be more creative integrating these teaching models. It allows EFL learners to explore knowledge and information independently and to use English as natural as they can either in speaking or writing.

Fakir Baykurt’un Almanya öykülerinde Türk göçmen çocukları

2016 ◽  
Vol 3 (1) ◽  
pp. 5-28
Author(s):  
Efnan Dervişoğlu
Keyword(s):  
Social Sciences ◽  
Migrant Workers ◽  
Life Experiences ◽  
Main Theme ◽  
Social Dimensions ◽  
Home Life ◽  
Literary Forms ◽  
The Social ◽  
The Subject ◽  
Life Education

Almanya’ya işçi göçü, neden ve sonuçları, sosyal boyutlarıyla ele alınmış; göç ve devamındaki süreçte yaşanan sorunlar, konunun uzmanlarınca dile getirilmiştir. Fakir Baykurt’un Almanya öyküleri, sunduğu gerçekler açısından, sosyal bilimlerin ortaya koyduğu verilerle bağdaşan edebiyat ürünleri arasındadır. Yirmi yılını geçirdiği Almanya’da, göçmen işçilerle ve aileleriyle birlikte olup işçi çocuklarının eğitimine yönelik çalışmalarda bulunan yazarın gözlem ve deneyimlerinin ürünü olan bu öyküler, kaynağını yaşanmışlıktan alır; çalışmanın ilk kısmında, Fakir Baykurt’un yaşamına ve Almanya yıllarına dair bilgi verilmesi, bununla ilişkilidir. Öykülere yansıyan çocuk yaşamı ise çalışmanın asıl konusunu oluşturmaktadır. “Ev ve aile yaşamı”, “Eğitim yaşamı ve sorunları”, “Sosyal çevre, arkadaşlık ilişkileri ve Türk-Alman ayrılığı” ile “İki kültür arasında” alt başlıklarında, Türkiye’den göç eden işçi ailelerinde yetişen çocukların Almanya’daki yaşamları, karşılaştıkları sorunlar, öykülerin sunduğu veriler ışığında değerlendirilmiş; örneklemeye gidilmiştir. Bu öyküler, edebiyatın toplumsal gerçekleri en iyi yansıtan sanat olduğu görüşünü doğrular niteliktedir ve sosyolojik değerlendirmelere açıktır. ENGLISH ABSTRACTMigration and Children in Fakir Baykurt’s stories from GermanyThe migration of workers to Germany has been taken up with its causes, consequences and social dimensions; the migration and the problems encountered in subsequent phases have been stated by experts in the subject. Fakir Baykurt’s stories from Germany, regarding the reality they represent, are among the literary forms that coincide with the facts supplied by social sciences. These stories take their sources from true life experiences as the products of observations and experiences with migrant workers and their families in Germany where the writer has passed twenty years of his life and worked for the education of the worker’s children; therefore information related to Fakir Baykurt’s life and his years in Germany are provided in the first part of the study.  The life of children reflected in the stories constitutes the main theme of the study.  Under  the subtitles of “Family and Home Life”, “Education Life and related issues”, “Social environment, friendships and Turkish-German disparity” and “Amidst two cultures”, the lives in Germany of children who have been  raised in working class  families and  who have immigrated from Turkey are  evaluated under the light of facts provided by the stories and examples are given. These stories appear to confirm that literature is an art that reflects the social reality and is open to sociological assessments.KEYWORDS: Fakir Baykurt; Germany; labor migration; child; story

PELAKSANAAN MODEL PEMBELAJARAN KOOPERATIF TIPE STAD UNTUK MENINGKATKAN HASIL BELAJAR PPKn SISWA SMP NEGERI 3 TELUK KUANTAN

2018 ◽  
Vol 2 (5) ◽  
pp. 789
Author(s):  
Maria Yulianti
Keyword(s):  
Cooperative Learning ◽  
Initial Data ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Learning Models ◽  
The Subject ◽  
High Level

The background of this study was the low student learning outcomes of PPKn, from 28 students who achievedthe completeness criteria at least only 11 students (39.29%). The low student learning outcomes are caused bythe high level of individuality between students so that the achievement of competence among studentsexperiences a very distant difference. Based on this, the researchers made improvements to student learningoutcomes through the application of STAD cooperative learning models. This research is a classroom actionresearch, with the subject of class VII of SMP Negeri 3 Teluk Kuantan. The data used in this study is PPKnlearning outcomes data. The results stated that after applying the STAD type cooperative learning model studentlearning outcomes had increased in the initial data the number of students who completed were 11 students, incycle I had an increase with the number of 18 students, and in cycle II the number of students who completedcontinued to increase by the number 22 student.

PENERAPAN STRATEGI PEMBELAJARAN GO TO YUOR POST UNTUK MENINGKATKAN HASIL BELAJAR IPS SISWA KELAS VI SDN 024 TARAI BANGUN KECAMATAN TAMBANG KABUPATEN KAMPAR

2017 ◽  
Vol 1 (1) ◽  
pp. 85
Author(s):  
Delfi Yendri
Keyword(s):  
Social Sciences ◽  
Data Collection ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Student Learning Outcomes ◽  
Student Activity ◽  
The Poor ◽  
The Subject ◽  
Data Collection Activity

This research is motivated by the poor results of Study Social Sciences (IPS) Student Class VI SDN 024 Tarai Bangun Kecamatan Tambang. This study aims to determine the resulting increase studying social sciences (IPS) student class VI SDN 024 Tarai Bangun Kecamatan Tambang through the application of learning strategies go to yuor post, which carried out for 1 month. The subjects were VI SDN 024 Tarai Bangun Kecamatan Tambang by the number of students as many as 38 people. Form of research is classroom action research. The research instrument consists of instruments and instrument performance data collection activity observation sheet form teacher and student activity. Based on the research, the conclusion to this study is based on the analysis and discussion in chapter IV can be concluded that the application of learning strategies go to yuor post can improve learning outcomes in the subject of social sciences grade VI SDN 024 Tarai Bangun Kecamatan Tambang. Evidenced by the increase in learning outcomes before action to the first cycle, to cycle II. Before the act of student learning outcomes classified as unresolved with an average of 59%, an increase in the first cycle by an average of 69%. While the results of student learning in the second cycle must be increased by an average of 75% with the category completed.

PERAN BAHASA INDONESIA DALAM PEMBELAJARAN TEMATIK TERPADU MELALUI PENDEKATAN SAINTIFIK

2017 ◽  
Vol 5 (2) ◽  
pp. 171
Author(s):  
Yusnawarni Yusnawarni
Keyword(s):  
Social Studies ◽  
Social Life ◽  
Primary Schools ◽  
Knowledge And Skills ◽  
New Learning ◽  
Scientific Approach ◽  
The Subject ◽  
Thematic Learning ◽  
Bahasa Indonesia

To commemorate the 21st century, a new learning model was designed in 2013 curriculum, in which there is a shift from teachers give knowledge to students become student must actively seek out knowledge from a variety of learning resources. In this case, the teacher acts as facilitators. Thus, language is a very central role, because the language should be in front of all other subjects. Curriculum 2013 imposed a thematic integrated learning which is no longer based subjects. Various subjects for primary schools (such as: Religion, Civics, Indonesian, Mathematics, Science, Social Studies, and so on) are integrated intoone book. The subject matter is not presented in textbook, but it presented in book thematics lesson, the themes are about nature, social life and culture. In this new curriculum, learning process is implemented by applying a scientific approach (observing, questioning, experimenting, associating, and networking) that includes three aspects such as attitudes, knowledge, and skills. So, how is the role of Indonesian in an integrated thematic learning by applying scientific approaches in primary schools in 2013 curriculum? By appying the method, the object of this paper is to gain preview about the role of Indonesian in 2013 curriculum that uses integrated thematic learning by scientific approach in primary schools.AbstrakUntuk menyongsong abad ke-21, model pembelajaran baru dirancang dalam Kurikulum 2013, yang di dalamnya terdapat pergeseran dari siswa diberi tahu menjadi siswa harus aktif mencari tahu ilmu pengetahuan dari berbagai sumber belajar. Dalam hal ini, guru berperan sebagai fasilitator. Dengan demikian, peran bahasa menjadi sangat sentral, karena bahasa harus berada di depan semua mata pelajaran lain. Kurikulum 2013 memberlakukan pembelajaran tematik terpadu yang tidak lagi berbasis mata pelajaran. Berbagai mata pelajaran untuk sekolah dasar (seperti: Agama, PPKN, Bahasa Indonesia, Matematika, IPA, IPS, dan sebagainya) diintegrasi menjadi satu buku. Materi pelajaran tidak disajikan dalam buku mata pelajaran, tetapi dalam buku tema pelajaran, baik tema alam, sosial, maupun budaya. Proses pembelajaran dalam kurikulum baru ini diimplementasikan melalui pendekatan saintifik (mengamati, menanya, menalar, mencoba, dan mengomunikasikan) yang mencakup tiga aspek, yaitu sikap, pengetahuan, dan keterampilan. Lalu, bagaimana peran bahasa Indonesia dalam pembelajaran tematik terpadu melalui pendekatan saintifik di sekolah dasar pada Kurikulum 2013 ini? Melaluimetode deskriptif, yang menjadi tujuan penulisan ini adalah mendapatkan gambaran mengenai peran bahasa Indonesia dalam Kurikulum 2013 yang menggunakan pembelajaran tematik terpadu melalui pendekatan saintifik di sekolah dasar.

Rhythm

2018 ◽  
Author(s):  
Lexi Eikelboom
Keyword(s):  
Social Sciences ◽  
Twentieth Century ◽  
Human Existence ◽  
Embodied Experience ◽  
Giorgio Agamben ◽  
The Social ◽  
Contemporary Philosopher ◽  
The Subject ◽  
The Difference ◽  
Theoretical Category

This book argues that, as a pervasive dimension of human existence with theological implications, rhythm ought to be considered a category of theological significance. Philosophers and theologians have drawn on rhythm—patterned movements of repetition and variation—to describe reality, however, the ways in which rhythm is used and understood differ based on a variety of metaphysical commitments with varying theological implications. This book brings those implications into the open, using resources from phenomenology, prosody, and the social sciences to analyse and evaluate uses of rhythm in metaphysical and theological accounts of reality. The analysis relies on a distinction from prosody between a synchronic approach to rhythm—observing the whole at once and considering how various dimensions of a rhythm hold together harmoniously—and a diachronic approach—focusing on the ways in which time unfolds as the subject experiences it. The text engages with the twentieth-century Jesuit theologian Erich Przywara alongside thinkers as diverse as Augustine and the contemporary philosopher Giorgio Agamben, and proposes an approach to rhythm that serves the concerns of theological conversation. It demonstrates the difference that including rhythm in theological conversation makes to how we think about questions such as “what is creation?” and “what is the nature of the God–creature relationship?” from the perspective of rhythm. As a theoretical category, capable of expressing metaphysical commitments, yet shaped by the cultural rhythms in which those expressing such commitments are embedded, rhythm is particularly significant for theology as a phenomenon through which culture and embodied experience influence doctrine.

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