scholarly journals Jigsaw technique as an active learning strategy in Physiology for I MBBS Students

Biomedicine ◽  
2021 ◽  
Vol 41 (3) ◽  
pp. 654-659
Author(s):  
Soundariya K. ◽  
Senthilvelou M. ◽  
Shivayogappa S. Teli ◽  
Deepika V. ◽  
Senthamil Selvi K. ◽  
...  
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Online Discussions ◽  
First Year ◽  
Feedback Questionnaire ◽  
Medical Undergraduates ◽  
Parent Groups ◽  
Active Learning Strategy ◽  
Jigsaw Technique

Introduction and Aim: Innovative learning strategies may be introduced along with the conventional methods to enhance active learning by the students. Jigsaw technique is a co-operative learning method, where students play a dual role as an active learner and teacher. Hence the present study aimed to introduce and assess the acceptability of the Jigsaw technique as an active learning strategy in Physiology for first year medical undergraduates.   Methods: Five parent groups were formed from 30 first year medical undergraduates with six members in each group. Each member in the parent group was allotted a sub-topic in “Immunity”. Members with the same sub-topic joined to from the expert groups. After three sessions of face-face and asynchronous online discussions spanning a duration of three weeks, facilitated by faculty, the students returned to their parent groups for peer teaching and presentation. The content of the presentation was evaluated by faculty with help of a checklist. Feedback questionnaire was administered to both the students and the faculty to assess their perceptions and acceptability of Jigsaw technique.   Results: Jigsaw method was addressed as an innovative method that favored active participation, high interaction and promoted communication skills and referral habits among the students. However. it was time consuming, and students expressed difficulty in adapting to the technique.   Conclusion: Students consider the learning process enjoyable and effective with Jigsaw technique in Physiology. However, owing to the time consumption and its complexity it may be sparingly used in routine curriculum.

scholarly journals Development and Validation of a Hybrid Active Learning Strategy for Teaching Direct Current Electricity Concepts for Secondary Schools in Nigeria

2015 ◽  
Vol 3 (8) ◽  
pp. 56-66
Author(s):  
Uche Connie Ofodile ◽  
Mangut Mankilik
Keyword(s):  
Active Learning ◽  
Secondary Schools ◽  
Learning Strategies ◽  
Direct Current ◽  
Learning Strategy ◽  
Relevant Literature ◽  
Poor Performance ◽  
Innovative Technology ◽  
Active Learning Strategy ◽  
Expert Validation

The study was carried out to develop and validate a Hybrid Active Learning Strategy (HALS) for teaching direct current electricity concepts (DCEC) in physics for secondary schools in Nigeria. The relevant literature reviewed revealed that the inappropriate use of relevant teaching strategies and the non-use of modern innovative technology in the teaching of physics result in lack of better understanding of concepts and hence, the poor performance of students in physics. In view of this, the HALS package which is a combination of active learning strategies including computer simulation was developed to help teachers to be more effective and students to understand DCEC concepts better. The developmental platform for the package is Microsoft visual basic 6. Other applications used during the design process include Adobe (macromedia) Director, Flash 8, Fireworks and Flash Player for animation, construction and display. The validation of HALS Package was done applying: subject content validation, computer expert validation, educational technology expert validation, personalized validation and group validation. The HALS package is generally perceived as very educative, comprehensive, adequate, relevant, user friendly and loaded with a lot of ingenuity.

scholarly journals PENERAPAN STRATEGI PEMBELAJARAN AKTIF TIPE TRUE OR FALSE UNTUK MENINGKATKAN HASIL BELAJAR PESERTA DIDIK PADA POKOK BAHASAN TEKS EKSPOSISI KELAS X MIPA 1 SMA NEGERI 2 PEKANBARU

Perspektif ◽  
2018 ◽  
Vol 9 (02) ◽  
pp. 48-54
Author(s):  
Nurmaini Nurmaini
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
Subject Matter ◽  
Learning Strategy ◽  
Active Role ◽  
Learning Activities ◽  
The Subject ◽  
Active Learning Strategy ◽  
Answering Questions

Learning is a system that aims to help the learning process of students, which contains a series of events that are designed, arranged in such a way as to influence and support the learning process of students (Firdaus, 2012). According to Nasution (2000) the learning process is an interaction / process of communication between the teacher and students and between students and students. Intertwined communication should be reciprocal communication created in such a way, so that the message conveyed in the form of the subject matter will be effective and efficient. Students as the subject of learning must play an active role in learning. the activeness of students is assessed from their role in learning, such as asking questions, answering questions, giving responses and others. In addition, the activeness of students is a form of independent learning, namely students trying to learn everything about their own will and ability / business, so that in this case the teacher only acts as a mentor, motivator and facilitator. Therefore, the teacher needs to create an atmosphere of learning that can foster an attitude of collaboration between students and other students. The main problem in learning in formal education (school) today is the low absorption of students. The learning process to this day is still dominated by teachers and does not provide access for students to develop independently through discovery in the process of thinking. According to Dimyati and Mudjiono (2002) the dominance of teachers in the learning process causes students to be passively involved, students are more waiting for the presentation of the teacher rather than looking for and finding their own knowledge, skills and attitudes they need during the learning process. Therefore, it is necessary to apply new learning strategies that can make students actively participate in learning. One active learning strategy developed by Silberman (2011) is true or false active learning strategies. The learning steps in the true or false active learning strategy will activate students from the beginning of learning which will stimulate students to think and motivate students to play an active role in learning activities so that the teacher does not dominate the learning process. This strategy is marked by the teacher making statements that are in accordance with the subject matter, half right and the other half wrong. Then students discuss in their groups to state whether the statement is true or false. By discussing students can exchange opinions. According to Silberman (2011) by listening to various opinions, students will be challenged to think. our brain will do a better learning process if we discuss information with other people. When the learning process is passive, the brain cannot store information properly. In answering questions, students are required to give reasons why they answer correctly and why they answer wrongly. This is so that students do not guess when answering and will make students better understand the material. Then the results of the group discussion will be presented in front of the class, students are given the opportunity to ask questions, answer questions and respond or give opinions. This will activate students more in learning and can train students' courage. According to Silberman (2011), learning activities carried out with the activities of students themselves will cause a knowledge to be more meaningful and can last a long time in memory of students so that the learning outcomes achieved will be better. Based on the results of the study obtained values from the first and second cycles in a row - according (77.33%), and (80.00%).

scholarly journals THE EFFECT OF ACTIVE LEARNING STRATEGY USING THE THREE STAGE OF FISHBOWL DECISION TYPES ON THE RESULT OF HISTORY LEARNING

2013 ◽  
Vol 14 (1) ◽  
pp. 101
Author(s):  
Wahidul Basri
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Design Research ◽  
Learning Strategy ◽  
Control Group ◽  
Control Group Design ◽  
Active Learning Strategies ◽  
Historical Fact ◽  
Good For ◽  
Active Learning Strategy

The ability of students of SMAN 1 Bukittinggi in studying history, especially in interpreting the facts are still low. To overcome these problems the writer try to applied active learning strategies Three Stage of Fishbowl Decision types (TSFD). The purpose of this study is to determine the effect of the use of active learning strategies on learning outcomes of TSFD type in the result of studying history, especially in the interpretation of historical facts. This research is experimental with Pretest-Posttest Control Group Design research. The results showed that active learning strategies of the type of TSFD were good for interpreting historical fact. However, after further analysis based on the pattern of growth or movement changes, in the process of active learning strategies of TSFD type was suitable to be applied. Furthermore, for the facts are based on royal topics of TSFD strategy that has turned out as good for the material that is repetition. Based on the analysis conducted it is believed that active learning strategies of TSFD type is better used on materials that complete require repetition.

scholarly journals A STUDY REVIEW OF ACTIVE LEARNING STRATEGY IN IMPROVING STUDENTS' LEARNING MOTIVATION

2020 ◽  
Vol 1 (1) ◽  
pp. 8-15
Author(s):  
Ubabuddin
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Research Question ◽  
Problem Formulation ◽  
Learning Approaches ◽  
Active Learning Strategies ◽  
Active Learning Strategy

Scope: Learning approaches that are considered effective and feasible to be applied in the current learning process are active learning strategies. By using an active learning strategy, students will be invited to always be involved and motivated to do their best in each learning process, so that students will become excited in participating in learning. Objective: This qualitative study presented the results of literature reviewed gathering from various theories, including national, international journals, books, internet and other literature to answer the problem formulation. Method: A serial of literature on active learning strategies that actively applied in most modern education were reviewed and presented to answer the research question. Findings: based on many experts in the fields of teaching and learning, the findings of this study were First, Active learning starts with questions, card short, the power of two, jigsaw, Index card match, picture and picture, cooperative script, problem based instruction, students team achievement devision, etc. Significance: The findings of this literature rewiewing has promoted students better thoughtful and understanding on material presented as participants engaging themselves with the lesson cores not simply just follow teacher's instruction. These findings are also so useful insight to keep student's concentration and improving learning achieving to the higher learning outcomes as demanded by instructional curriculum. Recomendation: Monotonous and teacher-focused learning is increasingly in demand and continues to be abandoned because it makes students bored and boring. With an effective approach it is hoped that learning objectives can be optimally achieved.

Active learning strategies for solving the cold user problem in model-based recommender systems

2021 ◽  
pp. 1-15
Author(s):  
Tomas Geurts ◽  
Stelios Giannikis ◽  
Flavius Frasincar
Keyword(s):  
Active Learning ◽  
Recommender Systems ◽  
Learning Strategies ◽  
Matrix Factorization ◽  
Learning Strategy ◽  
Choice Overload ◽  
Model Based ◽  
Active Learning Strategies ◽  
Product Recommendations ◽  
Active Learning Strategy

Customers of a webshop are often presented large assortments, which can lead to customers struggling finding their desired product(s), an issue known as choice overload. In order to overcome this issue, recommender systems are used in webshops to provide personalized product recommendations to customers. Though, model-based recommender systems are not able to provide recommendations to new customers (i.e., cold users). To facilitate recommendations to cold users we investigate multiple active learning strategies, and subsequently evaluate which active learning strategy is able to optimally elicit the preferences from the cold users in a matrix factorization context. Our model is empirically validated using a dataset from the webshop of de Bijenkorf, a Dutch department store. We find that the overall best-performing active learning strategy is PopError, an active learning strategy that measures the variance score for each item.

scholarly journals Increasing youth awareness of local culture through active learning

2021 ◽  
Vol 16 (4) ◽  
pp. 1582-1601
Author(s):  
Silvia Rosa ◽  
Ivonne Olivia ◽  
Satya Gayatri ◽  
Tira Nur Fitria ◽  
Ahmad Ridho Rojabi
Keyword(s):  
Active Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Role Play ◽  
Student Learning Outcomes ◽  
Local Culture ◽  
Participatory Techniques ◽  
Active Learning Strategies ◽  
Active Learning Strategy

This study aims to determine the influence of practice-based active learning on students' interest and response in learning local culture in drama classes. The research was conducted at public universities in Indonesia using two active learning strategies. Qualitative methods using participatory techniques, interviews, and observations were carried out in collecting data for this study. The sample of this research is fifty drama class students. The analysis of data was done after the drama classes ended, which was marked by the process of assessing student learning outcomes through stage performances. This study showed a statistically significant increase in students' interest and response to learning local culture through collaborative learning methods and role-play in drama classroom learning. This study recommends adopting an active learning strategy in teaching local cultural materials to students. Further research is recommended on designing different active learning strategies with other variables and in different locations.     Keywords: Scriptwriting; classroom drama teaching; teaching local culture; active learning.

scholarly journals TEORI PEMBELAJARAN BAHASA DAN IMPLEMENTASI STRATEGI PEMBELAJARAN AKTIF

2017 ◽  
Vol 19 (2) ◽  
pp. 194
Author(s):  
Hisyam Zaini
Keyword(s):  
Active Learning ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Academic Community ◽  
Student Centered ◽  
Student Centered Learning ◽  
Emotional Aspects ◽  
Active Learning Strategy ◽  
Learning Language

Learning language theory and implementation of active learning strategy is expected to show one picture and motivation for the academic community by inviting the learner to actively do or perform any process of learning language based on the theory and strategy of active learning. This method is included in student-centered learning approach or student-centered learning. The author also wants to illustrate the mistaken implications of the implementation of learning strategies and change the paradigm, that language learning is not only a necessary cognitive factor but involves all elements of learning that include the cognitive, physical, mental and emotional aspects. In addition, in the process of language learning it is not enough to rely on one strategy and one method but to use diverse methods and strategies. Because, every method and strategy has their respective advantages

Teaching Philosophy through a Role-Immersion Game

2018 ◽  
Vol 41 (2) ◽  
pp. 175-198 ◽  
Author(s):  
Kathryn E. Joyce ◽  
Andy Lamey ◽  
Noel Martin ◽  
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Teaching Philosophy ◽  
Educational Role ◽  
Active Learning Strategies ◽  
General Skills ◽  
Collaboration And Communication ◽  
Active Learning Strategy ◽  
User Friendly

A growing body of research suggests that students achieve learning outcomes at higher rates when instructors use active-learning methods rather than standard modes of instruction. To investigate how one such method might be used to teach philosophy, we observed two classes that employed Reacting to the Past (hereafter, Reacting), an educational role-immersion game. We chose to investigate Reacting because role-immersion games are considered a particularly effective active-learning strategy. Professors who have used Reacting to teach history, interdisciplinary humanities, and political theory agree that it engages students and teaches general skills like collaboration and communication. We investigated whether it can be effective for teaching philosophical content and skills like analyzing, evaluating, crafting, and communicating arguments in addition to bringing the more general benefits of active learning to philosophy classrooms. Overall, we find Reacting to be a useful tool for achieving these ends. While we do not argue that Reacting is uniquely useful for teaching philosophy, we conclude that it is worthy of consideration by philosophers interested in creative active-learning strategies, especially given that it offers a prepackaged set of flexible, user-friendly tools for motivating and engaging students.

scholarly journals Teaching Membrane Transport Concepts Using Flipped Teaching & Dramatizations

2021 ◽  
Vol 83 (5) ◽  
pp. 337-340
Author(s):  
Patricia A. Halpin ◽  
Chaya Gopalan
Keyword(s):  
Active Learning ◽  
Membrane Transport ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Teaching Method ◽  
Facilitated Diffusion ◽  
Student Centered ◽  
Simple Diffusion ◽  
Biological Concepts ◽  
Active Learning Strategy

Cell membrane transport is an important topic discussed in the biology classroom from the middle school to the graduate level. Membrane transport is complex, and students are often confused between different types of transport mechanisms. Dramatization is an active-learning strategy to engage students in learning. The flipped teaching method is designed to introduce lecture content prior to class meeting, thus creating time during class to adapt active-learning strategies such as dramatization. In this work, students were given a pretest prior to the dramatization activity. As each type of membrane transport was discussed, which included simple diffusion, osmosis, facilitated diffusion, and active transport, students were assigned specific roles to demonstrate the movement. The dramatization activity triggered many questions related to the topic, and these questions were addressed immediately. A posttest was conducted at the end of the dramatization activity. Our results demonstrated increases in the students’ understanding, engagement, and confidence level. The combination of flipped teaching and dramatization thus serves as a student-centered active-learning strategy for teaching difficult biological concepts.

scholarly journals Active Learning Strategy on Higher Education Biology Learning: A Systematic Review

2021 ◽  
Vol 6 (1) ◽  
pp. 75-86
Author(s):  
Essy Dian Pratiwi ◽  
Mohammad Masykuri ◽  
Murni Ramli
Keyword(s):  
Higher Education ◽  
Systematic Review ◽  
Active Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Low Cost ◽  
Lesson Plan ◽  
Active Learning Strategies ◽  
Biology Learning ◽  
Active Learning Strategy

Student-centered learning intends to increase student participation. Biology subject is a broad scope and has a level of abstract concepts. Active learning has the potential to maximize the learning process of biology subjects. The purpose of the research is to describe the implementation and strategies of active learning applied to biology learning in higher education. The method used descriptive and systematic review. Selecting articles used the ERIC database. The search was carried out with predetermined categories, then a manual selection of the article to ensure the selected one. There are nine journals with nineteen articles analyzed at the higher education level of biology subject matter. This study's results, the implementation of active learning strategies, require support from lecturers and university stakeholders so that active learning runs effectively. An Active learning strategy used in biology material in higher education consists of the use of low-cost technology (virtual cell learning module) to high cost (SCALE-UP, clicker), low-cost learning without involving technology (card games, card organisms, kinesthetic physical models, 5E lesson plan, and pre-class reading guide) to outside the classroom (field training). The university's role and the understanding of lecturers in implementing active learning strategies have a crucial role in determining student learning outcomes. Lecturers and university stakeholders need to build cooperation, including a learning policy system and classroom implementation.

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