The Versatile Number Line

1993 ◽  
Vol 40 (8) ◽  
pp. 464-466
Author(s):  
Larry Buschman
Keyword(s):  
Learning Process ◽  
Number Line ◽  
Learning Model ◽  
Second Grade ◽  
Teaching Model ◽  
Lifelong Learners ◽  
New Knowledge ◽  
Teaching Learning ◽  
Grade Classroom

Teachers play many roles in the classroom. If we truly want our students to become lifelong learners, then one of these roles should be to encourage them to use strategies to construct new knowledge. The following activity demonstrates a teaching-learning model that the author uses in a second-grade classroom. When used as a teaching model, it serves as a prelude to the learning model that we want our students to adopt. Lt is my hope that by using such models, students will be able to experience more fully the learning process as well as its products.

scholarly journals Perbandingan Model Pembelajaran Reciprocal Teaching dengan Bamboo Dancing Berbasis Cooperatif Learning

2019 ◽  
Vol 4 (2) ◽  
pp. 37-50
Author(s):  
Roikhatul Machbubah ◽  
Khoirun Nisa'
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Learning Model ◽  
Reciprocal Teaching ◽  
Teaching Model ◽  
Learning Models ◽  
Language Style ◽  
The Difference ◽  
Teaching Learning ◽  
Speaking Style

This study aims to determine the comparison between Reciprocal Teaching learning models and Bamboo Dancing to find out which learning models are effectively used. The difference between Reciprocal Teaching and Bamboo Dancing learning models lies in the way the teaching and learning process is delivered. Reciprocal Teaching Model prioritizes language style or speaking style of students in delivering the material presented, while the Bamboo Dancing learning model prioritizes the activeness of a student in channeling what he gets then they exchange ideas with other friends.

scholarly journals The ICT and New Scenarios for Diversity

2020 ◽  
Vol 5 (3) ◽  
pp. p1
Author(s):  
José Manuel Salum Tomé, PhD.
Keyword(s):  
Educational System ◽  
Learning Process ◽  
New Technologies ◽  
Social Institution ◽  
Educational Needs ◽  
Special Educational Needs ◽  
New Knowledge ◽  
Teaching Learning

Research is a process aimed at seeking new knowledge, in this case, it will seek to find alternative ways in the field of new technologies that serve to support special educational needs. Society demands these technological contributions to solve problems and allow man to work with greater ergonomics; the school, a social institution, also needs these resources so that all students can build a functional and meaningful teaching-learning process. The Educational System proposes an education that meets the educational needs of all students; and from these pages it is intended that new technologies are a way of supporting that attend to diversity.

Proses Pembelajaran Anak Usia Dini

2020 ◽  
Vol 18 (2) ◽  
pp. 73-84
Author(s):  
Eny Munisah
Keyword(s):  
Early Childhood ◽  
Child Development ◽  
Learning Process ◽  
Learning Model ◽  
Basic Skill ◽  
New Knowledge ◽  
Learning Through Play

The learning process of early childhood emphasizes the process of learning through play, to practice basic skill acquired through play activities. Through play activities children can involve themselves and explore to strengthen the things they have and find new knowledge. The learning process carried out aims to optimize aspects of child development. The learning process by playing strategies are carried out is appropriate with the goals determined goals, and the learning model through play used is guided and directed play, because it tends to use props. The learning process tends to be classical with the same material and method simultaneously and applied to all children, and the learning process has not varied according to the uniqueness of each child, so that the learning process has not conditioned the child to choose the angle of play according to their interests and choices.

scholarly journals A Study of an Architecture Design Learning Process Based on Social Learning, Course Teaching, Interaction, and Analogical Thinking

2014 ◽  
Vol 2014 ◽  
pp. 1-8 ◽  
Author(s):  
Yun-Wu Wu ◽  
Chang-Fah Huang ◽  
Kuo-Hua Weng
Keyword(s):  
Social Learning ◽  
Learning Process ◽  
Analogical Reasoning ◽  
Learning Model ◽  
Future Application ◽  
Architecture Design ◽  
Analogical Thinking ◽  
Design Learning ◽  
The Social ◽  
New Knowledge

The students in the vocational education of architecture design in Taiwan often face many learning obstacles, such as no problem solving ability and lack of creativity. Therefore, this study used a social learning model as a learning strategy in the architecture design learning process to solve related learning difficulties. Firstly, this study used cognitive development teaching activities and a learning process based on analogical thinking and analogical reasoning to build the social learning model. Secondly, the social learning model of this study was implemented in the teaching of a required course of architecture design for 120 freshmen in China University of Technology. The questionnaire survey results were then statically analyzed and compared to measure the differences in the students’ knowledge about architecture designs before and after the teaching in this study. In this study, the social learning model is proven helpful in inspiring the students’ creativity by converting new knowledge of architecture design into schemas and hence retaining the new knowledge for future application. The social learning model can be applied in the teaching of architecture design in other schools, while more research can be conducted in the future to further confirm its feasibility to promote effective learning.

scholarly journals EFEKTIVITAS PENERAPAN MODE LPEMBELAJARAN RECIPROCAL TEACHING TERHADAP MOTIVASI BELAJAR DAN PEMAHAMAN KONSEP MATEMATIKA

2019 ◽  
Vol 6 (1) ◽  
pp. 14
Author(s):  
Baharuddin Abbas ◽  
Sitti Mania ◽  
Wirda Raoda ◽  
Muhammad Rusydi Rasyid ◽  
Thamrin Tayeb
Keyword(s):  
Mathematical Concept ◽  
Learning Model ◽  
Learning Motivation ◽  
Reciprocal Teaching ◽  
Teaching Model ◽  
Concept Understanding ◽  
Analysis Techniques ◽  
Initial Learning ◽  
Teaching Learning ◽  
Initial Concept

AbstrakTujuan dari penelitian ini adalah meningkatkan motivasi belajar dan pemahaman konsep matematika siswa dengan menerapkan model pembelajaran reciprocal teaching. Data motivasi belajar dikumpulkan melalui angket dan data pemahaman konsep matematika dikumpulkan melalui tes.Teknik analisis data yang digunakan adalah statistik deskriptif dan statistik infrensial. Pengujian hipotesis menggunakan uji independent samplet T-test. Hasil penelitian menunjukkan bahwa setelah diterapkan model reciprocal teaching motivasi belajar siswa yang sebelumnya 35% berada pada kategori tinggi kemudian meningkat menjadi 95%, dapat pula dilihat peningkatannya dari rata-rata motivasi belajar awal siswa yaitu 68,35 kemudian meningkat menjadi 84,00. Pemahaman konsep matematika siswa juga meningkat setelah diterapkannya model reciprocal teaching yang sebelumnya 15% berada pada kategori tinggi meningkat menjadi 55%, dengan peningkatan rata-rata pemahaman konsep awal yaitu 46,50 meningkat menjadi 80,05. Dengan demikian penerapan model pembelajaran reciprocal teaching efektif terhadap peningkatan motivasi belajar dan pemahaman konsep matematika siswa.AbstractThe aims of this study were to improve the students' learning motivation and understanding mathematical concept by applying reciprocal teaching learning model. Data of learning motivation was collected through questionnaire and data of understanding mathematical concept was collected through tests. Data analysis techniques used were descriptive and infrential statistics. Hypothesis testing used was Independent Samplet Test. The findings showed that after the implementation of reciprocal teaching model, the students' motivation in learning improve from 35% to 95%. It could also be seen that the average of the students' initial learning motivation increased from 68.35 to 84.00. The understanding of the students' mathematical concept also improve after the implementation of reciprocal teaching model which previously was 15% in the high category increased to 55%, with an increase in the average of initial concept understanding from 46.50 to 80.05.  Thus, the application of reciprocal teaching learning model is effective to improve the students' learning motivation and understanding mathematical concept.

scholarly journals PENGEMBANGAN PERANGKAT PEMBELAJARAN KIMIA MODEL KOOPERATIF DENGAN PENDEKATAN INKUIRI UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS SISWA SMA

2017 ◽  
Vol 5 (1) ◽  
pp. 720
Author(s):  
Nurkhasanah Nurkhasanah ◽  
Tukiran Tukiran ◽  
Wahono Widodo
Keyword(s):  
Critical Thinking ◽  
Cooperative Learning ◽  
Learning Process ◽  
Lesson Plan ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Teaching Materials ◽  
Inquiry Approach ◽  
Teaching Learning

This research is a research development of teaching materials a model cooperative with inquiry approach on chemistry learning sub-subject factors that affect the rate of reaction, including: syllabus, lesson plans, student worksheets, student’s book and assessment sheet. This research was conducted at SMAN 5 Tuban through three stages: 1) Development of teaching materials with the model Thiagarajan, 2) Validation of teaching materials, and 3) Field try out with design One Group Pretest-Posttest Design. The results of this study are: 1) Teaching materials arranged by using cooperative learning model with inquiry approach are declared valid to be used in learning; a) the results of validation toward teaching materials that had been developed have good category and it can be used in teaching learning process; b) The level of difficulty for teahing materials developed are low and easy to be understood; c) Readability of instrument is high and the materials easy to understand by student; 2) The teaching materials is effective to be used in learning process, supported by: a) Learning outcome (product) is increase of high categories, b) student’s critical thinking skills is increase of with high categories, c) students responded positively to the teaching materials developed, and 3) The teaching materials developed is practical to be used in learning process shown by; a) the lesson plan used is in good category; b) The student’s activities are  dominated by forms of inquiry activities, presentations, and group discussions. Based on the results of this research can be concluded that the teaching materials with cooperative learning model with inquiry approaches that have been developed fulfills the validity, effectiveness, and practical, feasible to implement to improving students' critical thinking skills. Penelitian ini merupakan penelitian pengembangan perangkat pembelajaran model kooperatif dengan pendekatan inkuiri pada pembelajaran kimia SMA sub pokok bahasan faktor-faktor yang mempengaruhi laju reaksi, meliputi: silabus, RPP, LKS, Buku Ajar Siswa, dan Lembar Penilaian. Penelitian ini dilaksanakan di SMAN 5 Tuban melalui tiga tahap, yaitu 1) Pengembangan perangkat pembelajaran menggunakan model Thiagarajan, 2) Validasi perangkat pembelajaran, dan 3) Uji coba lapangan dengan rancangan “One Group Pretest-Posttest Design”. Hasil dari penelitian ini adalah: 1) Perangkat pembelajaran model kooperatif dengan pendekatan inkuiri dinyatakan valid untuk digunakan dalam pembelajaran model kooperatif dengan pendekatan inkuiri; a) hasil validasi perangkat pembelajaran yang dikembangkan berkategori baik dan dapat diterapkan dalam kegiatan belajar mengajar; b) Tingkat kesulitan perangkat pembelajaran yang dikembangkan rendah dan mudah dipahami siswa; dan c) Keterbacaan perangkat pembelajaran tinggi dan materi mudah dipahami oleh siswa; 2) perangkat pembelajaran dinyatakan efektif untuk digunakan dalam proses pembelajaran, yang didukung oleh; a) Tes hasil belajar produk meningkat dengan kategori tinggi, b) Keterampilan berpikir kritis siswa mengalami peningkatan dengan kategori tinggi,  dan c) Siswa memberikan respon positif terhadap perangkat pembelajaran yang dikembangkan, dan 3) Perangkat pembelajaran yang dikembangkan bersifat praktis untuk digunakan dalam pembelajaran yang ditunjukkan dari; a) keterlaksanaan RPP dalam kategori baik; b) Aktivitas siswa didominasi bentuk-bentuk kegiatan inkuiri, presentasi, dan diskusi kelompok. Berdasarkan hasil penelitian dapat disimpulkan bahwa perangkat pembelajaran model kooperatif dengan pendekatan inkuiri yang telah dikembangkan memenuhi unsur kelayakan, keefektivan dan kepraktisan, sehingga layak diimplementasikan untuk meningkatkan keterampilan berpikir kritis siswa.

scholarly journals Treffinger Learning Model in Teaching Speaking

2019 ◽  
Vol 7 (1) ◽  
pp. 18
Author(s):  
Rizqi Akbarani
Keyword(s):  
Learning Process ◽  
Research Finding ◽  
Learning Model ◽  
Tenth Grade ◽  
Speaking Skill ◽  
Teaching Learning

This research aims to find out how was the implementation of Treffinger learning model in teaching speaking skill. This research was applied for the tenth grade students of SMK Negeri 2 Madiun that consist of 26 students as sample in conducting the research. In collecting the data, research used observation to observe the implementation of Treffinger learning model during teaching learning process and used test to find the improvement of students’ speaking skill during implementation of Treffinger learning model.  The research finding showed that the implementation of Treffinger learning model can improve the students’ speaking skill. It can be concluded that Treffinger learning model is acceptable to be used as teaching learning model in teaching speaking.  

scholarly journals The Implementation of Quantum Teaching Learning Model to Improve Learning Outcomes of Class V Students SD Borong Jambu II of Makassar

2020 ◽  
Vol 2 (11) ◽  
Author(s):  
Bellona Mardhatillah Sabillah ◽  
Sukmawati Sukmawati
Keyword(s):  
Social Studies ◽  
Learning Outcomes ◽  
Learning Model ◽  
Outcome Data ◽  
Teaching Model ◽  
Class V ◽  
A Value ◽  
Analysis Technique ◽  
Field Note ◽  
Teaching Learning

This study aims to improve social studies learning outcomes in grade V at SD Borong Jambu II Makassar by implementing the quantum teaching-learning model. This research is a Classroom Action Research (PTK), which is divided into two cycles with four stages, namely: planning, acting, observing, and reflecting repeatedly. The subjects of this study were students of grade V at SD Borong Jambu II Makassar, totaling 30 students. The instruments used to obtain data in this study consisted of tests, observation sheets, and questionnaires. This data analysis technique was carried out by analyzing learning outcome data, analyzing data from interviews, and analyzing field note data. The pre-action results were 33.33% who got a value of ≥75, then after learning using the quantum teaching model increased to 60% in cycle I increased to 30 students or all students earned a score of ≥75 in cycle II. It can be concluded that learning using the quantum teaching model by doing variations shows that the criteria for success in the study are fulfilled. This can be seen from the increase in grade V students in social studies score at SD Borong Jambu II of Makassar.

Penerapan Metode Probing Promting Pada Mata Pelajaran Fiqih Dalam Meningkatkan Motivasi Belajar Siswa Kelas VIII MTs Tarbiyah Waladiyah Pulau Banyak

2019 ◽  
Vol 1 (1) ◽  
pp. 103-128
Author(s):  
Ahmad Fuadi ◽  
Usmaidar Usmaidar ◽  
Yuliana Yuliana
Keyword(s):  
Learning Process ◽  
Learning Model ◽  
Learning Motivation ◽  
Learning Method ◽  
Thought Process ◽  
Learning Achievement ◽  
New Knowledge ◽  
Question And Answer ◽  
Definition Of

    Ahmad Fuadi1 , Usmaidar2, Yuliana3 Sekolah Tinggi Agama Islam Jam’iyah Mahmudiyah Tanjung Pura1,2,3 Email : [email protected] , [email protected]     ABSTRACT The learning method of Probing Promting is "Learning by means of the teacher presenting a series of statements that are guiding and digging so that a thought process occurs which links each student's knowledge and experience with the new knowledge that is being learned. With this learning model the question and answer process is carried out by randomly assigning students so that each student inevitably has to participate actively, students cannot avoid the learning process, at any time they can be involved in the question and answer process. With this learning model the question and answer process is carried out by randomly assigning students so that each student inevitably has to participate actively, students cannot avoid the learning process, at any time they can be involved in the question and answer process. The definition of motivation is the change in energy in a person which is marked by the emergence of feelings and is preceded by a response to a goal. A series of activities carried out by each party or individual is actually motivated by something or what is generally called motivation. Motivation is what encourages them to carry out an activity or job. it is this motivation that a person will be more successful in a lesson. So, motivation will always determine the intensity of learning efforts for students. And it needs to be emphasized that motivation is closely related to goals. To support the interest in learning for each individual, there must be motivation in learning, because that motivation will move the person to do something, in this case, learning. With diligent effort and primarily based on motivation, someone who learns will be able to produce good achievements. The intensity of a student's motivation will greatly determine the level of learning achievement. Keywords: Probing Promting Method, Learning Motivation, Fiqh Lessons

Incorporating Research in Chemistry Courses: Research Data-Based Learning

2018 ◽  
Vol 7 (2.29) ◽  
pp. 476 ◽  
Author(s):  
Is Fatimah ◽  
Argo Khoirul Anas
Keyword(s):  
Physical Chemistry ◽  
Learning Outcomes ◽  
Learning Process ◽  
Learning Outcome ◽  
Research Data ◽  
Teaching Model ◽  
Student Learning Outcome ◽  
Improving Student Learning ◽  
Teaching Learning ◽  
Standard Learning

Kinetic Chemistry and Catalysis Chemistry courses were conducted. Aim of the project is to evaluate the effectivity of the model in improving student learning outcome in both courses which are included in the physical chemistry scheme. The courses are getting important attention in difficultness level since those are topics with the abstract and mathematically delivered. In the program students have some individual and group tasks based on research data-simulations to be finished until pass the such level for the completion standard learning outcome and for brief application of the topics in both lecturers visiting professor lectures were given. The teaching model was evaluated based on the difficultness level of each topic and also the percentage of student passing learning outcomes. The results showed that the model was sufficiently give positive impacts. In this project, a teaching-learning model of research data-based learning (RDBL) model for to the students and teaching learning process since more than 80 % were successfully passed the standard. The program was recommended for other courses.

Sign in / Sign up

Export Citation Format

Share Document