scholarly journals PENDIDIKAN KRISTEN DI ABAD ERA GLOBALISASI: STRATEGIC TEACHING AND LEARNING YANG BERORIENTASI KEPADA STUDENTS-CENTERED

2021 ◽  
Vol 4 (2) ◽  
pp. 29-40
Author(s):  
Rufina Leong
Keyword(s):  
Christian Education ◽  
Learning Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Technological Development ◽  
Student Centered ◽  
Student Centered Learning ◽  
The Right ◽  
Abstract Learning ◽  
Process Strategy

Abstract: Learning strategies have the purpose of giving awareness to educators to increase their knowledge of technological development skills from the era of globalization. The question that arises: What is Christian Education? What are the effective Christian Education learning strategies? What are the challenges, constraints of implementing Christian Education, and how to overcome them? The answer is: (1) Christian education is a student-centered learning process based on elements of communication, collaborative, critical thinking, creativity, and the application of pure values and ethics. (2) Christian Education learning strategies can be done in accordance with the context of students in the classroom with the following rules: teachers determine the instructor learning process strategy, teachers give time and opportunity, teachers give clear instructions to students, teachers give trust and guidance to students and teachers give students the right to learn. (3) The challenges and constraints of implementing Christian Education and how to overcome it are: First, teachers (lecturers) need to be aware of the importance of diversifying teaching and learning methods to be in line with 21st century education in fulfilling their duties and responsibilities for students . Second, teachers should always be proactive, self-assessing, prepared, confident and take the initiative to strive to improve skills and produce effective teaching techniques that are able to attract students. Abstrak: Strategi pembelajaran mempunyai tujuan memberi kesadaran kepada warga pendidik meningkat pengetahuan keterampilan perkembangan tekonologipada era globalisasi. Persoalan yang timbul: Apa itu Pendidikan Kristen?  Bagaimanakah strategi pembelajaran Pendidikan Kristen yang efektif? Bagaimanakah cabaran, kekangan melaksanakan Pendidikan Kristen,  dan cara mengatasinya? Jawabnya adalah: (1) Pendidikan Kristen merupakn proses pembelajaran yang berpusatkan murid berteraskan elemen komunikasi, kolaboratif, pemikiran kritis, kreativiti, dan aplikasi nilai murni dan etika. (2) Strategi pembelajaran Pendidikan Kristen dapat dilakukan sesuai dengan konteks murid di kelas dengan kaidah-kaidah sebagai berikut: guru menentukan strategi proses belajar pengajar, guru beri masa dan peluang, guru memberikan arahan jelas kepada murid, guru memberi kepercayaan dan bimbingan kepada murid, dan guru memberikan hak murid untuk belajar.  (3) Cabaran dan kekangan melaksanakan Pendidikan Kristen  dan cara mengatasinya adalah: Pertama, guru-guru (pensyarah-pensyarah) perlu sadar akan kepentingan mempelbagaikan kaedah pengajaran dan pembelajaran agar selari dengan pendidikan abad ke-21 dalam menunaikan tugas dan tanggungjawab mereka demi kemenjadian murid. Kedua, guru harus sentiasa bersikap proaktif, menilai diri, bersedia, berkeyakinan dan mengambil inisiatif untuk berusaha meningkatkan kemahiran dan menghasilkan teknik pengajaran berkesan yang mampu menarik minat murid.

scholarly journals Inquiry Method in the Teaching and Learning Process

2020 ◽  
Vol 8 (3) ◽  
pp. 6-9
Author(s):  
Ganesan Shanmugavelu ◽  
Balakrishnan Parasuraman ◽  
Khairi Ariffin ◽  
Baskaran Kannan ◽  
Manimaran Vadivelu
Keyword(s):  
Learning Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Vital Role ◽  
Learning Activity ◽  
Student Centered ◽  
Student Centered Learning ◽  
Questioning Strategies ◽  
Inquiry Method

The aim of this study is to discuss the use of the inquiry method in the teaching and learning process. The inquiry method is a student-centered learning approach with the concept of students who are actively involved in the teaching and learning activity under the monitoring and supervision of teachers. This study describes how to implement the inquiry method in the classroom. Five aspects such as planning behavioral objectives, designing teaching materials, designing questioning strategies, designing teaching and learning strategies, and evaluating are emphasized in the designing of the inquiry method in the teaching and learning process. Teaching and Learning based on the inquiry method is an approach that helps students build their knowledge and understanding through research and exploration activities based on existing knowledge. The inquiry method requires higher-order thinking skills and critical thinking to make conclusions. Besides that, teachers play a vital role in the success of the inquiry method for the realization of educational reforms.

scholarly journals IMPLEMENTASI METODE PROBLEM-BASED LEARNING (PBL) UNTUK OPTIMALISASI STUDENT-CENTERED LEARNING (SCL) DI PERGURUAN TINGGI

2017 ◽  
Vol 3 (1) ◽  
pp. 76
Author(s):  
Putu Santi Oktarina
Keyword(s):  
Adult Learners ◽  
Learning Styles ◽  
Learning Process ◽  
Teaching And Learning ◽  
Social Activity ◽  
Problem Based Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Concrete Experience ◽  
Definition Of

<p><em>Students at higher education institutions are definitely adults who should be encouraged and given motivation </em><em>to be</em><em> the 'adult' learners. Each student has diverse characteristics that will make them ultimately bring different perspectives to the class (different types of backgrounds, learning styles, experiences, and aspirations). Therefore, educators are no longer possible to use conventional methods in cultivating the values to students to get them to be adult learners. The psychological condition of adults will encourage the teaching and learning process to be more directed to the Student-Centered Learning. This method is built on the principles of active learning constructive, some social activity, mental reflection, implementation of prior knowledge, and so forth. The learning process is a reflection cycle (about what happened), the idea of a thing (or something that needs to be tested), action (trial to do something), and outcomes (concrete experience). Problem-Based Learning method is an option that can be used to support the activities of Student-Centered Learning for the use of problems in the learning process can trigger the curiosity of students that will lead them to be able to solve their own problems by giving a definition of a certain problem and specify the collected information. In this way, students will try to associate the information they have and be able to specify the topics they will learn more.</em></p>

scholarly journals Enhancing Maritime Term-Based Communication Through Communicative Activities Amongs Students In Yogyakarta Maritime Academy

2018 ◽  
Vol 16 (2) ◽  
pp. 119-125
Author(s):  
Sri Sartini
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Communication Skill ◽  
Science Study ◽  
Study Program ◽  
Student Centered ◽  
Student Centered Learning ◽  
Maritime English ◽  
Speak Up ◽  
Academic Year

This research is aimed at getting to know the problem of cadets in Nautical Science Study Program academic year 2016/2017 in their second semester grade upon their way to master communication skill especially in the practice of using Maritime term-based communication. Knowing the problem, researcher scaffold the cadets as many as 30 cadets with the typically teaching and learning process which is much concerned to the learners. This research was conducted in an action research where it included some cycles that is teaching and learning cycles, diagnostic cycle, treatment or scaffolding and taking a conclusion. The result of the study shows that communicative approach taught by Maritime English lecturer which emphasizes cadets to speak is not that simple to be practically given to them. It is due to the different native speaking country or cultural background that does not customize them to speak up. Scaffolding them by implementing the use of Standard Marine Communication Phrases in class combined with the type of teaching approach which higlight to student-centered learning is proven giving better achievement of teaching and learning process.Thirteen out of the twenty three cadets or it is more than a half percentage of the class achieved better skill in communication in English especially in maritime context by the use of Standard Marine Communication Phrases.

scholarly journals Penerapan Model Student-Centered Learning di Lembaga Pendidikan Tenaga Kependidikan

2018 ◽  
Vol 15 (2) ◽  
pp. 7-19
Author(s):  
Elizar Elizar
Keyword(s):  
Active Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Project Based Learning ◽  
Learning Activity ◽  
Training Institution ◽  
Student Centered ◽  
Student Centered Learning ◽  
Active Teaching

Teaching model is important componen in education system. It helps education process in implementing the aim of education effectively an effeciently. So, every education must also be creative in selecting and using education model. Based on the past and todays experiences, quality of education in Indonesia showed that the quality of teaching and learning process done by teachers and students was still low. Learning paradigm still focused on a teacher only (teacher centered learning) that caused learning process unattractive and monotonous. There were some factors that made difficult to change teacher paradigm in teaching and learning activity, namely teacher’s low commitment and skill in implementing active teaching-learning process. Therefore, teachers training institution (LPTK) should prepare the students to have skills in implementing active teaching and learning. One of some efforts that could be done to improve students’ skill, as prospective teachers, in implementing an active learning was that by implementing SCL (Student Centered Learning). It covered modelling a lecturer as a model in implementing active learning in the class and it integrates active learning in small group discussion, role-play and simulation, case study, discovery learning, self-directed learning, cooperative learning, colloborative learning, contextual learning, project based learning, problem based learning and inquiry.

Estrategia didáctica para el perfeccionamiento del proceso de enseñanza-aprendizaje de los estudiantes de la Universidad Tecnológica Ecotec-Facultad de Marketing y Comunicación con enfoque constructivista

2021 ◽  
Vol 2 (5) ◽  
pp. 6575-6584
Author(s):  
Yeimer Prieto López ◽  
Beatriz Loor Ávila
Keyword(s):  
Learning Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Deep Understanding ◽  
Point Of View ◽  
Student Centered ◽  
Pedagogical Strategies ◽  
The One ◽  
Teaching Learning ◽  
Technological University

La Didáctica centrada en el estudiante exige la utilización de concepciones, modelos, alternativas, estrategias y métodos adecuados, en los que el proceso de enseñanza- aprendizaje se conciba cada vez más como resultado del vínculo entre lo afectivo, lo cognitivo, las interacciones sociales y la comunicación. La presente investigación científica ofrece elementos teóricos y metodológicos esenciales que permiten asumir posiciones bien fundamentadas y estructuradas acerca de las estrategias pedagógicas dirigidas a los docentes y los métodos de enseñanza y aprendizaje, lo que en ocasiones se aborda desde diversas posiciones, no siempre consistentes y con múltiples acepciones e interpretaciones. La Pedagogía se enfrenta a un gran reto en estos momentos, la dirección y conducción adecuada del proceso de enseñanza y aprendizaje en la Educación Superior con el empleo del Constructivismo, donde el estudiante sea quien produzca el conocimiento desarrollando un pensamiento crítico, reflexivo desde el punto de vista cognoscitivo, poniendo a su disposición estrategias de aprendizaje en un contexto donde lamentablemente predomina una Pedagogía Conductista. El presente artículo aborda las estrategias de enseñanza- y aprendizaje que permiten tanto al profesor como al estudiante, tener una comprensión profunda de este fenómeno dentro del proceso docente educativo en la Facultad de Marketing y Comunicación, de la Universidad Tecnológica Ecotec.   Student-centered Didactics requires the use of appropriate conceptions, models, alternatives, strategies and methods, in which the teaching-learning process is increasingly conceived as a result of the link between the affective, the cognitive, social interactions and the communication. This scientific research offers essential theoretical and methodological elements that allow us to assume well-founded and structured positions about pedagogical strategies aimed at teachers and teaching and learning methods, which is sometimes approached from different positions, not always consistent and with multiple meanings and interpretations. Pedagogy faces a great challenge at this time, the proper direction and conduction of the teaching and learning process in Higher Education with the use of Constructivism, where the student is the one who produces knowledge by developing critical thinking, reflective from the point of view. from a cognitive point of view, making learning strategies available to them in a context where, unfortunately, a Behavioral Pedagogy predominates. This article addresses the teaching- and learning strategies that allow both the teacher and the student to have a deep understanding of this phenomenon within the educational teaching process at the Faculty of Marketing and Communication of the Ecotec Technological University.

scholarly journals PENDEKATAN CONTEXTUAL TEACHING AND LEARNING (CTL) BERBASIS JAS (JELAJAH ALAM SEKITAR) DALAM PEMBELAJARAN SAINS DI MADRASAH IBTIDAIYAH

2020 ◽  
Vol 2 (2) ◽  
pp. 64
Author(s):  
Ummu Khairiyah
Keyword(s):  
Learning Process ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Survey Methods ◽  
Group Discussion ◽  
Authentic Assessment ◽  
Student Centered ◽  
Student Centered Learning ◽  
Contextual Teaching ◽  
Scientific Skills

The research objective is to describe the activities of students during the learning process that uses the Contextual Teaching and Learning (CTL) approach based on Jelajah Alam Sekitar (JAS) and determine students' responses to learning using the JAS-based CTL approach. Research is a descriptive quantitative research that uses survey methods and literature studies. The learning activities with CTL approach based on the Jelajah Alam Sekitar (JAS) in science or IPA  is a group discussion, direct observation, practicum, game, and final/ test. Where through these activities in accordance with the principles of the JAS approach which consists of exploration, constructivism, the scientific process, learing community, bioedutainment and authentic assessment. So that the learning process based on Student Centered Learning is no longer Teacher Centered Learning which can make students 'scientific skills honed. Students' responses to learning with the CTL approach based on Jelajah Alam Sekitar (JAS) is 89% in the good category (interest and very interest).

scholarly journals Peningkatan Kemampuan Peserta Didik Kelas IV SD Negeri 2 Wates Kulon Progo Semester I Tahun Pelajaran 2018/2019 dalam Menyebutkan Nama dan Tugas Malaikat Allah Menggunaan Metode Smart Games

el-Tarbawi ◽  
2019 ◽  
Vol 12 (2) ◽  
Author(s):  
Fatkiyah Fatkiyah
Keyword(s):  
Student Achievement ◽  
Learning Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Thinking Skills ◽  
Design Activity ◽  
Match Type ◽  
The Right ◽  
Positive Effect

The success of the teaching and learning process in the classroom is determined by the learning strategy. Without being implemented through the right strategy, the components of teaching and learning process will not have meaning in achieving goals. Therefore, each teacher will be required to implement certain strategies or methods in the implementation of learning. The aim of this study is to improve thinking skills of the student achievement after the implementation of learning strategies. This research uses action research as much as three rounds. Each round consists of four stages: design, activity and observation, reflection, and refinement. The targets of this study were grade IV students. The data obtained were in the form of test results, observational sheets of teaching and learning activities. From the results of the analyst found that student achievement has increased from cycle I to cycle III namely, cycle I (68.00%), cycle II (80.00%), cycle III (92.00%). The conclusion of this research is the smart games method and the make a match type of cooperative learning can have a positive effect on student learning motivation, and this learning model can be used as an alternative to PAI learning.

scholarly journals PENGARUH MODEL PEMBELAJARAN DAN MOTIVASI BELAJAR TERHADAP HASIL BELAJAR KOGNITIF PESERTA DIDIK KELAS XI IPA MADRASAH ALIYAH SYEKH YUSUF SUNGGUMINASA (STUDI PADA MATERI LARUTAN ASAM DAN BASA)

2017 ◽  
pp. 73
Author(s):  
Felly Falentina Adam
Keyword(s):  
Factorial Design ◽  
Learning Process ◽  
Learning Model ◽  
Learning Motivation ◽  
Student Centered ◽  
Student Centered Learning ◽  
Direct Learning ◽  
The Right ◽  
Pbl Model ◽  
Low Motivation

The learning model which always used by the teacher was direct learning model with teacher centered characteristic, nowdays the learning model which was more suggested was student centered learning model which centered to the students such as Problem Based Learning (PBL). The choosing of the right model, should considered the students psychology condition such as learning motivation which encouraged the learning process, so the learning result could be maximal. The research was Queasy Experiment which involved two classes XI IPA which consisted of 36 students with factorial design 2 x 3. The data was obtained through learning motivation questionnaire and learning result test which analyzed by using SPSS 21 application through Two Way Anova test with mistake level 5% (α = 0,05). The result of research showed that (i) there was a difference of the students’ learning result after being taught by using PBL and direct learning model; (ii) there was no difference of learning result of the students who had high, medium and low motivation; and (iii) there was a difference of learning result of the students who had high, medium and low motivation after taught by using PBL model and direct learning model.

Online Course Design Principles

2011 ◽  
pp. 99-118 ◽  
Author(s):  
Lance J. Richards ◽  
Kim E. Dooley ◽  
James R. Lindner
Keyword(s):  
Instructional Design ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Management Tool ◽  
Learning Approaches ◽  
Student Centered ◽  
Student Centered Learning ◽  
Online Orientation ◽  
Effective Delivery ◽  
Learning Principles

The premise of this chapter is that technology for course delivery will change, but effective delivery of content is dependent upon use of appropriate instructional design techniques. The authors take a practical approach by providing guidelines for designing online courses and programs. These guidelines include: (1) designing or selecting a course management tool, (2) course planning and organization, (3) “chunking” content, (4) using interactive teaching and learning strategies, (5) applying adult learning principles, (6) considering self-directed and student-centered learning approaches, (7) using authentic assessment strategies, (8) providing online orientation and technology training, and (9) providing information about appropriate infrastructure for learner support. We use a graduate course, Advanced Methods in Distance Education, as “the case” to provide specific examples of the instructional design components. By following these approaches, you can develop a successful online learning environment.

scholarly journals Pelaksanaan Student Centered Learning Berbasis Daring pada Pembelajaran Sosiologi Siswa Kelas X IPS SMA PGRI 4 Padang pada Masa Pandemi Covid-19

Horizon ◽  
2021 ◽  
Vol 1 (4) ◽  
pp. 647-657
Author(s):  
Muhammad Hafiz Ardyanli ◽  
Sofia Edriati ◽  
Irsyadunas Irsyadunas
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Deep Understanding ◽  
Student Centered ◽  
Student Centered Learning ◽  
Face To Face ◽  
Descriptive Research ◽  
The Individual ◽  
Research Type

The background of the problem in the study is as follows: On March 17, 2020, the principal and head of the Padang city education office and the head of the West Sumatra 1 regional education office branch held a meeting in which one of the results was the dismissal of all levels of education and the teaching and learning process was shifted from face to face to face-to-face. online learning. The approach in this study is a descriptive research type Descriptive research type is a method to understand the individual that is carried out in an integrative and comprehensive manner in order to obtain a deep understanding of the individual and the problems he faces with the aim of solving the problem and obtaining improvement. good self-esteem (Rahardjo et al., 2011). The informants of this study were the curriculum representatives and Mr. Sociology subject teacher for class X, namely those who taught in class X IPS 1, 2, SMA PGRI 4 Padang. The results of the study were carried out with Sociology Teachers, the online learning process lasted for 5 weeks at SMA PGRI 4 Padang. Therefore, for 5 weeks, he carried out student centered learning based on online learning. The researchers concluded that Student Centered Learning could be implemented but it was not effective by using WhatsApp groups only, teachers should also use other applications, such as Google Classroom, Zoom, Telegram, Email, Telegram, Web Links provided by the school. So that the learning process can take place better

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