scholarly journals IMPLEMENTASI LESSON STUDY PADA PROSES PEMBELAJARAN KAJIAN PROSA FIKSI MAHASISWA SEMESTER III STKIP MUHAMMADIYAH KOTABUMI TAHUN AKADEMIK 2017/2018

2018 ◽  
Vol 16 (1) ◽  
pp. 1-10
Author(s):  
Sri Widayati
Keyword(s):  
Cooperative Learning ◽  
Learning Strategies ◽  
Lesson Study ◽  
Assessment Instrument ◽  
Literature Study ◽  
Study Program ◽  
Plan Implementation ◽  
Planning Stage ◽  
Student Independence ◽  
Open Class

Implementation of Lesson Study in the third semester students of Indonesian Language and Literature Study Program STKIP Muhammadiyah Kotabumi academic year 2017/2018. The aims of this article is to improve the process of studying of fiction Prose. The undertaken activities are the activities of the Lesson Study team which are consisted of model lecturers and observers (observers). The lesson Study activities are conducted three times open class. Each open class consists of four stages of activity, namely: planning (plan), implementation (do), observation and reflection (see). Each planning stage produces a learning plan, an MFI, and an assessment instrument. The learning process was done through the application of cooperative learning strategies “cooperative learning model typed”. The results obtained from the implementation of lesson study, namely increasing the liveliness, creativity, and student independence. Students' understanding of the subject matter of fiction prose fiction was increased. The quality of learning also was increased.

scholarly journals Penerapan Model Pembelajaran Kooperatif Two Stay Two Stray (TSTS) Mata Kuliah Mikrobiologi untuk Meningkatkan Aktivitas Belajar Mahasiswa Melalui Kegiatan Lesson Study Di Jurusan Pendidikan Biologi FKIP UNIPA

2018 ◽  
Vol 2 (2) ◽  
pp. 209
Author(s):  
Insar Damopolii ◽  
I Iwan
Keyword(s):  
Lesson Study ◽  
Biology Education ◽  
Assessment Instruments ◽  
Lesson Design ◽  
Study Program ◽  
Plan Implementation ◽  
Biological Studies ◽  
Study Team ◽  
Open Class

Lesson study has been carried out on V semester students in microbiology courses in the Biology Education and Teaching and Education Faculty Study Program, University of Papua, in the odd semester of the 2017/2018 academic year. The lesson activity of this study aims to improve the process and quality of biology learning. The activities carried out were the activities of the lesson team of biological studies consisting of model lecturers and observers. Lesson Study activities are carried out as many as four open classes, each open class consists of four stages of activity, namely: plan, implementation, observation and reflection or see. Each stage of producing planning (Chapter Design, Lesson Design, RPS and assessment instruments). The learning process is carried out through the application of the Two Stay Two Stray type (TSTS) cooperative learning model. Data obtained through observations by observers. The results obtained in the open class activities show that: (1) increasing student activity, creativity and independence, (2) students' understanding of concepts that are considered difficult to improve, and (3) the quality of microbiology learning increases (4) Learning cooperative type TSTS through lesson study activities (LS) can enhance collaboration and discussion between members of the lesson study team in planning and implementing learning, as well as reflection on learning activities (5) Can improve lecturer professionalism because initially lecturer-centered learning turns into learning centered on college student

scholarly journals COOPERATIVE LEARNING STRATEGY IN CRITICAL READING ENGLISH TEXT THROUGH TEAM GAME TOURNAMENT (TGT) AND JENGA

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Fuzi Fauziyah ◽  
Siti Gina Meilani ◽  
Salsabila Salsabila
Keyword(s):  
Cooperative Learning ◽  
Learning Strategies ◽  
Hate Speech ◽  
Learning Strategy ◽  
Rapid Development ◽  
Critical Reading ◽  
Literature Study ◽  
English Reading ◽  
Team Game ◽  
Learning Team

The rapid development of information has the potential to spread negative content such as hoax news, hate speech, or issues of radicalism and intolerance. In this case, critical reading skills are needed. By reading critically, readers can become more objective, able to sort and not easily swayed. However, the learning implementation of critical reading is not easy, especially coupled with the students' low reading interest and ability, especially towards English reading texts. This narrative review aims to examine cooperative learning strategies in critical reading of English texts through Team Game Tournament (TGT) and Jenga. The method used is literature study by examining various sources from journal articles in various databases, proceedings, and official websites on critical reading, cooperative learning, TGT, and Jenga games. The selected data is then reduced, classified, analyzed, and concluded. The results of literature search show that in critical reading students not only understand the content of the text but also analyze and evaluate the text they read. In this case, cooperative learning facilitates students to critically exchange ideas about the insights, ideas, and points of view they get from the text. TGT, as a form of cooperative technique, has advantages of making students work together to try to improve critical reading scores quickly and accurately in groups. In practice, Jenga which is believed to have the superiority of cooperative, communicative, and effective aspects can be used by modifying and adding questions related to critical reading so that students try to understand and analyze the text accurately. Seeing the advantages of TGT as a cooperative learning strategy and the benefits of the Jenga in critical reading, the integration between the two can facilitate three important aspects, namely critical, fast and accurate so that it has the potential to develop students' critical reading skill in reading English text.Keywords: critical reading, cooperative learning, team game tournament (TGT), jenga 

scholarly journals PENERAPAN MIND MAPPING DALAM UPAYA PENINGKATAN KETERAMPILAN PROSES SAINS MAHASISWA PADA MATAKULIAH MIKROBIOLOGI MELALUI LESSON STUDY

2014 ◽  
Vol 1 (1) ◽  
Author(s):  
Muh. Waskito Ardhi
Keyword(s):  
Professional Development ◽  
Learning Strategies ◽  
Lesson Study ◽  
Collaborative Research ◽  
Mind Mapping ◽  
Plan Implementation ◽  
Learning And Teaching ◽  
Learning Plan ◽  
Study Results

<p>Lesson study is a model of professional development of educators through collaborative research and continuous learning based on the principles of mutual kolegalitas and learning to build community study. Lesson study can be implemented at various levels of education , including college. The level of implementation of the Lesson study done is learning plan, implementation of learning, and reflection. Lesson study cycle is done 4 times with the topic Fungi, Sterilization, Media Bacteria and Isolation, and Environmental Microbiology. Lesson study results showed an increase in the quality of learning that is Microbiology Subjects with variations learning methods , learning strategies, media variations, and how to evaluate, especially in the use of Mind Mapping . Lesson study is ongoing implementation will accelerate the implementation of professional development learning. Increased professionalism of lecturers will be followed by an increase effectiveness of learning and teaching and will indirectly have an impact on improving the quality of education at large.</p>

scholarly journals IMPLEMENTASI LESSON STUDY MELALUI MODEL PEMBELAJARAN KOOPERATIF TEAM GAMES TOURNAMENT (TGT) PADA MAHASISWA PRODI PBSI STKIP MUHAMMADIYAH KOTABUMI

2018 ◽  
Vol 16 (1) ◽  
pp. 84-90
Author(s):  
Windo Dicky Irawan
Keyword(s):  
Lesson Study ◽  
Data Retrieval ◽  
Research Process ◽  
Research Subjects ◽  
Study Program ◽  
Plan Implementation ◽  
Cooperative Model ◽  
Student Activities ◽  
First Semester ◽  
Team Games

This research is a qualitative descriptive research that aims to describe what it is about the activities of students study program in General Linguistics learning. Data collection is done by using planning stages (plan), implementation (do), and reflection (see) that focus on student activities. The subjects of this study are students of first semester of class A of PBSI study program. What is observed is the increase in student activity on each cycle. The research process is carried out with several stages: (a) conducting observations of research subjects, (b) performing data retrieval, (c) analyzing data on each cycle, (d) conducting discussion of the results of the analysis, (e) drawing conclusions of research results. The results showed that: 1) the implementation of learning through cooperative model Team Games Tournament can increase the activity, enthusiasm of students, 2) the implementation of learning with cooperative model Team Games Tournament can improve student ability.

Analysis of Pedagogic Competency of Mathematical Education Students in Microteaching Course at the Universitas Sembilanbelas November Kolaka

2018 ◽  
Vol 3 (2) ◽  
pp. 60-64
Author(s):  
Fitriyani Hali ◽  
Herlina Herlina
Keyword(s):  
Mathematics Education ◽  
Learning Strategies ◽  
Prospective Teachers ◽  
Lesson Study ◽  
Mathematical Education ◽  
Education Students ◽  
Study Program ◽  
Pedagogical Competence ◽  
The Impact ◽  
Alternative Solutions

One of the competencies that must be possessed by teachers or prospective teachers to become professional teachers is pedagogical competence. Pedagogic competence is the ability of a teacher to manage the learning process that relates to students. Therefore, pedagogical competence is very important for mathematics education students as prospective teachers. This study aims to determine the pedagogic competencies possessed by students, to know the strengths and weaknesses of students' pedagogical competencies, to identify the causes of weaknesses in students' pedagogical competencies, and determine alternative solutions to the weaknesses of students' pedagogical competencies. This research is a descriptive study with a qualitative approach. The subjects in this research are Mathematics Education Study Program students who took Microteaching courses. Data collection in this study was carried out through giving tests and interviews. Data was analyzed in quantitative and qualitative ways. The conclusion of the results of this study are 1) students' pedagogical competencies are in the low category; 2) The advantages of pedagogical competencies possessed by students are a) understanding the students' characteristics; b) mastering the concepts, principles, and procedures for developing curriculum or expertise programs; c) creating learning situations that are active, interactive, communicative, effective, and fun, as well as effective students guidance. While the weaknesses of pedagogic competence possessed by students are: a) mastering learning theory and learning principles; b) mastering theories, principles, and learning strategies; c) mastering the use of media, communication technology, and information, as well as reflective actions to improve the quality of learning; d) mastering concepts, principles, and learning assessment strategies; e) understanding the process and results and the impact of learning for students. 3) Factors that lead to the students' weak pedagogical competence are lack of students' motivation in improving and developing their pedagogical abilities and lack of tasks or exercises carried out by students in developing their pedagogical abilities, and lack of students' creativity in completing tasks. 4) Efforts that can be used as alternative solutions namely applying the Lesson Study approach and providing material reinforcement of pedagogic abilities.

scholarly journals Students’ Perception on Cooperative Learning with Jigsaw Technique Applied in Prose Studies Classroom

2021 ◽  
Author(s):  
M Chairul Basrun Umanailo
Keyword(s):  
Data Collection ◽  
Cooperative Learning ◽  
English Literature ◽  
Sampling Procedure ◽  
Narrative Text ◽  
Learning Method ◽  
Literature Study ◽  
Study Program ◽  
Jigsaw Technique ◽  
Descriptive Qualitative

This research draws on the students’ perspective of the Cooperative Learning Method with the Jigsaw technique in the Prose Studies classroom. There are some reasons why this study is conducted. Some years ago, in the University of Flores English Literature Study Program, it was found that prose fiction's learning activities did not get a positive response from students. It is due to teaching that tends to be theoretical and lacks students' opportunities to appreciate literary works intensely. Another cause is the ability of academic lecturers, mostly prose fiction. Besides, the discussion pattern was less effective because each group member's contributions were not well controlled. As mentioned previously, the condition certainly needs to find described. One of the keys is changing the teacher-centered strategy to be student?centered. The cooperative method of studying partakes been proposed by way of the alternative to a widespread variety of instructive concerns. The subject is frequently quoted equally as a mode of emphasizing intellectual abilities besidesdeveloping higher-order understanding; for example, a solution about a grade of powers, restoration, or special education, making deals between races; and training students for an increasingly collaborative workforce. This study aims to determine the Jigsaw method's effect on learners' perceptions of cooperative learning in the Prose Studies schoolroom. It was a descriptive qualitative which the strategy is indeed a self-administer survey research. The number of samples is 31 respondents—a purposeful sampling is a sampling procedure used. The data collection process in this analysis is by collecting a questionnaire. Data collection is carried out by distributing questionnaires through the Google Form to the participants to determine students’ perceptions of cooperative learning with the Jigsaw technique. In analyzing the data, the researcher uses a descriptive qualitative approach. It is used to know students' perception in analyzing the intrinsic elements of narration text by using cooperative learning with the jigsaw technique. Furthermore, each item's percentage in the questionnaire is explained. The results of this study can be known from the counting recapitulation of participants' questionnaires. The students' perceptions in table 1 until table 19 toward cooperative learning with the jigsaw technique showed that the greatest of the students chose to agree and firmly approved with the questions raised. It means that collaborative learning with the Jigsaw technique made students more actively involved in the class. Also, it makes students more comfortable to understand the material which has been taught. From the findings, it can be concluded that collaborative studying with the jigsaw technique assists the learners in understanding the lesson. It can increase the students' achievement in learning literature, mostly narrative text and knowing cooperative learning with jigsaw technique in the narrative text. Such as novel is not enough to prove that it helps learn literature. Therefore, further study is suggested to use other material objects such as poetry, essay, or drama using cooperative learning method jigsaw technique as conducted in this study.

scholarly journals IMPROVING THE DEBATE ABILITY THROUGH INQUIRY METHOD AND AUDIO VISUAL LEARNING MEDIA IN COURSE OF SPEAKING SKILL (Lesson Study Results)

2018 ◽  
Vol 17 (2) ◽  
pp. 82-113
Author(s):  
Prima Gusti Yanti
Keyword(s):  
Lesson Study ◽  
Visual Learning ◽  
Assessment Instruments ◽  
Literature Study ◽  
Teaching Materials ◽  
Study Program ◽  
Advantages And Disadvantages ◽  
Study Results ◽  
Language And Literature ◽  
Inquiry Method

AbstractThis study aims to apply the model of professional development of lesson study in Speech Skills course through debating ability of student of lndonesian language and literature study program of Faculty of Teacher Training and Education of Muhammadiyah University Professor Dr. Hamka. This lesson study program involves various elements, namely the lecturers team of lesson study, lecturers of speech skills students and semester III students of Indonesian Language and Literature Studies Program FKIP UHAMKA. This research uses Classroom Action Research which consists of (1) Plan stage, is development of teaching materials that is debate. (2) Do stage in the form of activities or implementation in the classroom by the model lecturer in the form of learning to students of the third semester, and (3) See stage or joint reflection between the model lecturer and the observer team about the advantages and disadvantages of teaching materials and processes that have been implemented. Lesson Study activities are designed in two cycles, each cycle consists of 2X meetings, at each meeting will be Plan, Do, and See stages in each learning process. The purpose of phasing in each cycle is to improve the students 'ability to speak which was previously passive, but continuously improved by using appropriate methods and media can improve students' ability in expressing their arguments so that students can improve their ability to argue. The results of this study indicate that: (1) the implementation of lesson study has given satisfaction to lecturer model and observer and student. (2) the are able to produce lessons (RPS, LKM, teaching materials, learning media, and quality assessment instruments) as they are made together with model lecturers and lecturers observer teams) (3) Dean of FKIP Uhamka’s support and its staff on lesson study activities for the improvement of lecturers professionalism that will ultimately improve the quality of education.Keywords: Ability, Inquiry, Media, Speech Skills

scholarly journals Developing ERIES Learning Model to Improve Students-Teacher Basic Teaching Skills Through the Implementation of Lesson Study

2018 ◽  
Vol 1 (1) ◽  
pp. 29
Author(s):  
Eri Sarimanah
Keyword(s):  
Lesson Study ◽  
Learning Strategy ◽  
Research Result ◽  
Model Development ◽  
Learning Model ◽  
Teaching Skills ◽  
Literature Study ◽  
Study Program ◽  
Model Research ◽  
Teaching Learning

<em>This study is aimed at developing ERIES learning model to improve semester V student-teacher’s basic teaching skills in Teaching Learning Strategy lecture in Indonesian Language and Literature Study Program. Through the implementation of Lesson Study, ERIES model was developed by Exploration, Reflection, Interaction, Elaboration, and Summary steps. The method applied in the study is Research and Development and the approach used is qualitative and quantitative. Qualitative data were gained from needs analysis and response to the developed product, while quantitative data were gained from the test of the product and the effectiveness of the model. Research result shows that ERIES learning model is needed by student-teacher. Structurally this model is valid, relevant and fit the principles of learning model development both in its substance and its structure. Based on the try-out result from experimental research, ERIES learning model is effective to improve student-teacher’s basic teaching skills. The achievement is better than non-ERIES learning model.</em>

scholarly journals Strategi Cooperative Learning Tipe Student Teams Achievement Division (STAD) pada Mata Pelajaran Bahasa Arab

2021 ◽  
Vol 2 (3) ◽  
pp. 197-205
Author(s):  
Muhammad Wahyudi ◽  
Abdul Rasyid Hidayat
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Motivation ◽  
Literature Study ◽  
Student Centered ◽  
Cooperative Strategies ◽  
Student Teams ◽  
Motivation And Learning

The Student Teams Achievement Division (STAD) strategy is very important in learning Arabic because this method is student-centered, active, cooperative, and helps each other complete assignments through discussion. The purpose of this study was to explore the literature on the STAD method in Arabic subjects. This paper was a literature study. The data showed that the STAD is simpler than other cooperative learning strategies; it is a good model for teachers who are just starting to apply cooperative strategies in learning. The teachers should give attention to each stage in STAD in innovative ways so that students do not feel bored and can increase their learning motivation and learning outcomes.

scholarly journals The Betterment of Group Dynamics in Theory of Translation Class through Lesson Study

2019 ◽  
Vol 6 (2) ◽  
pp. 86-97
Author(s):  
Magfirah Thayyib
Keyword(s):  
Group Dynamics ◽  
Lesson Study ◽  
English Language ◽  
Language Education ◽  
English Language Education ◽  
Study Program ◽  
Group Activities ◽  
Class 1 ◽  
In The Beginning ◽  
Open Class

The understanding of group dynamics is a challenging field. It is quite often that the interaction and energy between students in the group present in negative pattern or less healthy. Lesson study is considered to be a suitable way to cope with that group dynamics problem. The objectives of this research are to describe the pattern of group dynamics in Theory of Translation class and outline the efforts done for the betterment of group dynamics through Lesson Study. The research was conducted in class 3A of third semester of English Language Education Study Program. The data of group dynamics were obtained from the observers’ sheets. While the data of the efforts done for the betterment of group dynamics were obtained from plan and reflection discussion notes, and a checklist of application. In analyzing the data, the first data were presented descriptively and made into inferences. The second data were grouped and described; then their effectiveness was analyzed qualitatively. Based on the result of the research, it is found that the group dynamics in Theory of Translation class from open class 1 – 4 went through a betterment. The efforts done for the betterment of group dynamics were distributing job and responsibility within group, delivering the whole instruction of group activities in the beginning and checking for students understanding, and providing worksheet for group work and learning media for each group.

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