Collaborative Planning as a Process

2017 ◽  
Vol 22 (7) ◽  
pp. 406-419
Author(s):  
Justin D. Boyle ◽  
Sarah B. Kaiser
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Conceptual Understanding ◽  
Collaborative Planning ◽  
Learning Goals ◽  
Procedural Fluency ◽  
Cognitively Demanding Tasks

All students should be provided with opportunities to develop conceptual understanding prior to procedural fluency (NCTM 2014; CCSSI 2010). To develop students' conceptual understanding, teachers must learn such skills as how to select, plan, and enact cognitively demanding tasks (CDT) (Lambert and Stylianou 2013; Smith, Bill, and Hughes 2008) and to evaluate evidence of student learning (Hiebert et al. 2007). Therefore, teachers need opportunities to develop these skills to maximize their students' learning outcomes. Starting with a well-designed CDT is essential. In other words, before planning the Justin D. Boyle and Sarah B. Kaiser enactment of a task, teachers should analyze the task and make revisions to align it with student learning goals that promote conceptual understanding (Hiebert et al. 2007; Smith and Stein 2011).

scholarly journals Advancing the Reference Narrative: Assessing Student Learning in Research Consultations

2020 ◽  
Vol 15 (1) ◽  
pp. 4-19 ◽  
Author(s):  
Doreen R. Bradley ◽  
Angie Oehrli ◽  
Soo Young Rieh ◽  
Elizabeth Hanley ◽  
Brian S. Matzke
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Search Strategy ◽  
Effective Means ◽  
Learning Goals ◽  
Strategy Development ◽  
Research Experience ◽  
Online Questionnaire ◽  
Consultation Process ◽  
Reference Services

Abstract Objective – As reference services continue to evolve, libraries must make evidence based decisions about their services. This study seeks to determine the value of reference services in relation to student learning acquired during research consultations, by soliciting students’ and librarians’ perceptions of consultation success and examining the degree of alignment between them. Methods – The alignment of students’ learning outcomes (reported skills and knowledge acquired) with librarians’ expectations for student learning during consultations was assessed. An online questionnaire was conducted to gather responses from students who had sought consultation services; 20 students participated. In-person interviews took place with eight librarians who had provided these consultations. The online questionnaire for students included questions about students’ assessments of their self-identified learning goals through consultation with a librarian and their success at applying the knowledge and skills gained. Librarian interviews elicited responses about students’ prior research experience, librarians’ objectives for student learning, librarians’ perceptions of student learning outcomes, and perceived consultation success. The responses of both the students and the librarians were coded, matched, and compared. Results – Students and librarians both considered the consultation process to be successful in advancing learning objectives and research skills. All students reported that the consultations met their expectations, and most reported that the skills acquired were applicable to their projects and significantly improved the quality of their work. Librarians expressed confidence that students had gained competency in the following skill sets: finding sources, search strategy development, topic exploration, specific tool use, and library organization and access. A high degree of alignment was observed in the identification by both students and librarians of “finding sources” as the skill set most in need of enhancement or assistance, while some disparity was noted in the ranking of “search strategy development,” which librarians ranked second and students ranked last. Conclusion – The data demonstrate that both students and librarians perceived individual research consultations as an effective means to meet student learning expectations. Study findings suggest that as reference models continue to change and reference desk usage declines, research consultations remain a valuable element in a library’s service model and an efficient use of human resources.

Faculty and Career Advising

2017 ◽  
Vol 45 (1) ◽  
pp. 24-31 ◽  
Author(s):  
Kristin M. Vespia ◽  
Stephanie D. Freis ◽  
Rebecca M. Arrowood
Keyword(s):  
Professional Development ◽  
Career Development ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Goals ◽  
Major Selection ◽  
Faculty Advisors ◽  
Career Advising

Psychology prioritizes students’ professional or career development by including it as one of the five undergraduate learning goals. Faculty advisors are critical to that development but likely feel less prepared for the role. Departments face challenges assessing associated student learning outcomes. We introduce an instrument programs can use to evaluate outcomes and advisors can use to measure students’ advising needs, perceptions, and preferences. We share results from an undergraduate sample ( N = 91) to illustrate potential data and uses. For example, these students viewed faculty as knowledgeable career advisors and expressed confidence in their major selection but simultaneously reported feeling unprepared for postgraduation life and thought the major was not highly marketable. We offer specific recommendations for using such data to promote professional development.

scholarly journals Aplikasi Smartphone dalam Pembelajaran Biologi

2017 ◽  
Author(s):  
Iwan Setia Kurniawan ◽  
Topik Hidayat
Keyword(s):  
Online Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Conceptual Understanding ◽  
Species Conservation ◽  
Student Learning Outcomes ◽  
Smartphone Applications ◽  
Innovative Learning ◽  
Improve Student Learning ◽  
Better Than

AbstrakUlasan ini menginformasikan mengenai penggunaan aplikasi smartphone dalam pembelaja- ran. ulasan ini mencakup tiga bahasan utama yaitu: aplikasi smartphone, kemampuan iden- tifikasi dan literasi konservasi. Beberapa penelitian menunjukan bahwa penggunaan aplikasi smartphone yang diintegrasikan dalam pembelajaran lebih baik daripada pembelajaran dengan cara tradisional. Selain itu aplikasi smartphone efektif untuk meningkatkan hasil belajar siswa, meningkatkan kolaborasi, meningkatkan motivasi siswa dalam pembelajaran, meningkatkan pemahaman konseptual, meningkatkan kemampuan identifikasi siswa mengenai berbagai spesies dan meningkatkan literasi konservasi serta membantu memper- mudah akses materi pembelajaran secara online. Aplikasi smartphone yang dikembangkan dengan prosedur yang tepat akan membantu dalam pembelajaran. Dalam hal ini, beberapa penelitian menunjukan dengan menggunakan aplikasi smartphone siswa memiliki kemam- puan identifikasi yang baik, hal ini penting karena kemampuan identifikasi sangat dibutuh- kan dalam upaya konservasi. Pembelajaran inovatif sudah seharusnya mengembangkan teknologi khususnya smartphone untuk menunjang pembelajaran. Studi lebih lanjut diper- lukan untuk mengembangkan berbagai aplikasi smartphone dalam pembelajaran.Kata kunci: Aplikasi Smartphone, Inovasi Pembelajaran, Keterampilan Identifikasi, Literasi KonservasiAbstractThis review informs about the use of smartphone applications in learning. This review covers three main topics, namely: applications of smartphones, the ability of identification and con- servation literacy. Some studies showed that the use of smartphone applications that are integrated in learning is better than learning in a traditional way. In addition, smartphone applications are effectively able to improve student learning outcomes, collaboration, stu- dent motivation in learning, conceptual understanding, identification skill of students on a variety of species conservation, and promote literacy and facilitate access to online learning materials. Smartphone applications developed with proper procedures will assist in learn- ing. In this regard, several studies have shown using smartphone applications students have proper identification ability, this is important because the ability of identification is required in conservation efforts. Innovative learning should develop technologies to support learning, especially smartphone. Further studies are needed to develop a variety of smartphone ap- plications in learning.Keywords: Conservation Literacy, Identification Skills, Innovative Learning, Smartphone Applications

Analisis Miskonsepsi pada Materi Hidrokarbon Menggunakan Instrumen Two-Tier Diagnostic Test di SMA Pertiwi 1 Padang

2021 ◽  
Vol 2 (2) ◽  
pp. 55-64
Author(s):  
Yulia Mona Liza ◽  
Alizar Alizar ◽  
Zonalia Fitriza ◽  
Iryani Iryani
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Diagnostic Test ◽  
Conceptual Understanding ◽  
Diagnostic Tests ◽  
Multiple Choice ◽  
Student Learning Outcomes ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Concept Understanding

The concept is an understanding of an individual or a group of people who is expressed in the form of a meaning that produces knowledge. Misconceptions of students that appear continuously will interfere with the formation of scientific conceptions and can affect student learning outcomes. Therefore it is necessary to analyze the misconceptions of students. One of the diagnostic tests that can be used is a two-tier multiple choice test or known as a two-tier multiple choice, the first level is the question being tested while the second level contains the reasons for the answer to the first level. This study aims to analyze misconceptions and determine the percentage of students' misconceptions on hydrocarbon material using descriptive methods. The subjects were 27 students of class XI IPA 2 in SMA Pertiwi 1 Padang. The research instrument was a Two Tier Multiple Choice diagnostic test by dividing students' conceptual understanding into the categories of conceptual understanding, misconception, and conceptual misunderstanding. The results showed that the percentage of students' conceptual understanding in the concept understanding category was 31%, misconception was 36%, and did not understand the concept by 34% on hydrocarbon material. Students' misconceptions on hydrocarbon material at SMA Pertiwi 1 Padang were categorized as moderate. Konsep merupakan pemahaman individu atau sekelompok orang yang diungkapkan dalam bentuk pengertian yang menghasilkan suatu pengetahuan. Miskonsepsi peserta didik yang muncul terus menerus akan mengganggu pembentukan konsepsi ilmiah dan dapat mempengaruhi hasil belajar peserta didik. Oleh sebab itu perlu dilakukan analisis miskonsepsi peserta didik. Salah satu tes diagnostik yang dapat digunakan adalah tes pilihan ganda bertingkat dua atau dikenal sebagai two-tier multiple choice, tingkat pertama merupakan pertanyaan yang diujikan sedangkan tingkat kedua berisi alasan atas jawaban pada tingkat pertama. Penelitian bertujuan untuk menganalisis miskonsepsi dan menentukan persentase miskonsepsi peserta didik pada materi hidrokarbon dengan metode deskriptif. Subjek penelitian ini adalah peserta didik kelas XI IPA 2 di SMA Pertiwi 1 Padang yang berjumlah 27 orang. Instrumen penelitian berupa tes diagnostik Two Tier Multiple Choice dengan membagi pemahaman konsep peserta didik dalam kategori paham konsep, miskonsepsi, dan tidak paham konsep. Hasil penelitian menunjukkan bahwa persentase pemahaman konsep peserta didik pada kategori paham konsep sebesar 31%, miskonsepsi sebesar 36%, dan tidak paham konsep sebesar 34% pada materi hidrokarbon. Miskonsepsi peserta didik pada materi hidrokarbon di SMA Pertiwi 1 Padang termasuk kriteria sedang.

scholarly journals PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TEKNIK CONCEPTUAL UNDERSTANDING PROCEDURES UNTUK MENINGKATKAN HASIL BELAJAR DAN AKTIVITAS SISWA

2014 ◽  
Vol 2 (2) ◽  
pp. 137
Author(s):  
Syifaul Gummah ◽  
Liza Hani Soraya ◽  
Sukainil Ahzan ◽  
Hardariyanti Hardariyanti
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Conceptual Understanding ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Research Approach ◽  
Study Test ◽  
Class Viii ◽  
Improve Student Learning

This study aims to improve learning outcomes and activities of students of class VIII SMPN 13 Mataram through Cooperative Learning Model Conceptual Understanding Procedures (CUPs). This research is a classroom action research consisting of 2 cycles containing planning, implementation, observation, evaluation and reflection. The population of this study is all students of class VIII SMP Negeri 13 Mataram which amounted to 3 classes. The sample of this research is the students of class VIII-E. Research approach used qualitative and quantitative. The research instruments used were obsevation and study test. Data obtained, analyzed by using analysis mastery learning. The results of the research, in the cycle I classical completeness of 72.09% (not complete). Teachers are categorized as 'very active' and students are categorized as 'active'. In the second cycle, the percentage of grade mastery is 86.04%. Teachers are categorized as 'very active' and active students are categorized as 'active'. Student learning outcomes increased by 13.09%. We conclude that applying cooperative learning model of Conceptual Understanding Procedures (CUPs) techniques can improve student learning outcomes and activities

scholarly journals PENGEMBANGAN PERANGKAT PEMBELAJARAN DENGAN MODEL SIKLUS BELAJAR 5E PADA MATERI KALOR UNTUK MENINGKATKAN HASIL BELAJAR SISWA

2017 ◽  
Vol 4 (1) ◽  
pp. 468
Author(s):  
Kamaluddin Kamaluddin ◽  
Bambang Soebali ◽  
Soeparman Kardi
Keyword(s):  
Data Analysis ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Student Learning Outcomes ◽  
Learning Goals ◽  
Average Score ◽  
Second Phase ◽  
Basic Competencies ◽  
Improve Student Learning

This research intents on developing learning Package with 5E model on heat to improve student learning outcomes. The research was conducted in two phases. The first phase was developing learning instrument by adapting the model of Dick & Carey. It included analyzing the basic competencies, analyzing concepts, analyzing students, formulating learning goals, developing instruments, developing learning strategies, and compiling learning Package. The second phase was testing the instruments on 10 students of SMPN 1 Dukun Gresik. The draft of implementation in the classroom used pretest and posttest design and descriptive qualitative data analysis. Based on the result of data analysis, the research showed that learning instrument that was developed had average score of validation categorized as good. The description of the result on feasibility of lesson plans categorized as good overall. The outcomes of students’ cognitive after given 5E model of learning showed that all students competent, As well as students' motivation for followed 5E model of learning is high. In conclusion, the learning instrument of science with 5E model is decent used to improve student learning outcomes. Penelitian ini bertujuan mengembangkan perangkat pembelajaran dengan model 5E pada materi kalor untuk meningkatkan hasil belajar siswa. Penelitian dilakukan dalam 2 tahap, yaitu tahap pertama mengembangkan perangkat pembelajaran dengan mengadaptasi model Dick & Carey  antara lain menganalisis kompetensi dasar, menganalisis konsep, menganalisis siswa, merumuskan tujuan pembelajaran, mengembangkan instrumen, mengembangkan strategi pembelajaran, serta menyusun perangkat pembelajaran. Tahap kedua mengujicobakan perangkat pembelajaran pada 10 siswa SMPN 1 Dukun Gresik. Rancangan implementasi di kelas menggunakan desain pretest dan posttest serta analisis data secara deskriptif kualitatif. Berdasarkan hasil analisis data, penelitian menunjukkan bahwa perangkat pembelajaran dan instrumen pembelajaran yang dikembangkan memiliki rata-rata skor validasi berkatagori baik. Deskripsi hasil penelitian keterlaksanaan RPP secara keseluruhan berkatagori baik. Hasil belajar kognitif siswa setelah diberikan pembelajaran dengan model 5E menunjukkan bahwa semua siswa tuntas. Serta motivasi belajar siswa selama mengikuti pembelajaran model 5E ditagorikan tinggi. Kesimpulan penelitian adalah perangkat pembelajaran dengan Model 5E layak digunakan untuk meningkatkan hasil belajar siswa.

Investigating How to Support Improvements in Student Learning Outcomes in a Fundamental Materials Engineering Course

2011 ◽  
Vol 1364 ◽  
Author(s):  
Kathleen L. Kitto
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Outcomes ◽  
Prior Knowledge ◽  
Conceptual Understanding ◽  
Research Work ◽  
Student Learning Outcomes ◽  
Individual Student ◽  
Materials Engineering ◽  
And Mathematics

ABSTRACTFor many engineers and technologists, their only exposure to materials engineering principles occurs within a single fundamentals course. Within that course, the students must conceptualize a wide variety of interdisciplinary topics drawn from chemistry, physics, engineering, and mathematics. Often, the students consider this fundamentals course challenging because it is likely that this is the first time that they are to develop understanding in such an interdisciplinary environment. Research studies in engineering education, which are based in social and cognitive constructivism, indicate that students build scaffolds from existing cognitive structures to new information when the students are able to make connections to their existing knowledge and experiences. It is also known that prior learning heavily influences this learning and that motivation plays a key role in the time that students devote to acquiring new knowledge. Research has also shown cooperative learning, understanding of individual student learning styles, and inductive teaching practices are important components that lead to improved Student Learning Outcomes (SLOs). The only way to truly understand effective practice is to implement constructively aligned strategies, problems, and concept learning opportunities, and then measure the SLOs. Additionally, an in-depth study of prior knowledge, conceptual understanding, and experiences is absolutely essential as key research questions are probed.This paper describes research work underway at Western Washington University to understand how to improve SLOs in a fundamental materials engineering course by investigating students’ prior knowledge and conceptual understanding, measuring individual learning styles, measuring the effectiveness of different constructively aligned course modules based upon ‘WHERETO” principles with collaborative problem sets or design problems, investigating the effect of pre-exam quizzing, measuring term-long conceptual gains, and developing Information Communication Technology (ICT) enabled applications to support and enhance student learning. Future investigations will probe how more personalizable instruction that allows for student differences might be accomplished with ICT applications, especially for large lecture classes.

Preparing Stakeholders for the School Librarian’s Instructional Partnership Role

2013 ◽  
pp. 67-81
Author(s):  
Judi Moreillon
Keyword(s):  
Literature Review ◽  
Student Learning ◽  
Learning Outcomes ◽  
American Association ◽  
Collaborative Planning ◽  
Student Learning Outcomes ◽  
University Faculty ◽  
Preservice Education ◽  
School Librarians ◽  
School Librarianship

Although the American Association of School Librarians and researchers in the field have identified the instructional partner role as critical to the future of school librarianship, many school librarians report that their colleagues and administrators are unaware of the importance of this role, and that they are reluctant to practice or support it. Other library stakeholders report that school librarians themselves are not adequately prepared to effectively practice this role. While many practitioners believe it is the university’s job to prepare preservice educators and administrators to participate in collaborative planning, teaching, and assessment, some university faculty believe that until classroom-library instructional partnerships are consistently practiced in the field, preservice education efforts to instill this model will fall flat. This chapter reports on an in-depth literature review of the research-based evidence for the value of successful instructional partnerships and the barriers that have been identified in enacting them. An analysis of the literature suggests a comprehensive effort on the part of all stakeholders—both in the field and the academy—is necessary to ensure that the work of school librarians is integrated into the classroom curriculum where it can make a measurable impact on student learning outcomes.

MODIFIKASI MODEL PEMBELAJARAN AUDITORY INTELECTUALY REPETITION DENGAN STRATEGI PEMBELAJARAN TUGAS DAN PAKSA

2019 ◽  
Vol 2 ◽  
Author(s):  
Anisa Farida ◽  
Nadia Rizky Harisuna ◽  
Septianna Nurida
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Student Learning Outcomes ◽  
Learning Goals ◽  
Quality Of Learning

The purpose of this writing is to provide innovation in learning in the classroom by using varied learning models. So that the quality of learning in the classroom increases and is more interesting. In addition, it can also improve student activity, foster a spirit of learning and completing tasks well. The problem of learning in Indonesia is a problem that must be taken seriously, especially by the teacher. Therefore, teachers must be able to inspire students to be actively involved in the learning process of selection and determination of learning strategies that are most appropriate to the characteristics of students. With the existence of this writing, the background of the difficulties in understanding the material is also the lack of enthusiasm of students in learning the material and completing the assignments given by the teacher which have an impact on student learning outcomes that are still low. The low student learning outcomes, of course, many factors that cause, for example the classic problem about the application of learning methods that are still teacher-centered, so students tend to passively listen to the teacher's explanation. So, the choice of methods and strategies in teaching and learning in class is very important because it can affect the results of teaching and learning in the classroom and obtain the desired learning goals. For this reason, the teacher can use the Auditory Intellectually Repetition (AIR) learning method which is modified by the task strategy and force. The learning model of Auditory Intellectually Repetition (AIR) is a method that is focused on providing direct and enjoyable learning experiences. Experience learning directly by learning to listen or listen (auditory), learn intellectually and learn with repetition. Meanwhile, the Task and Forces strategy is a learning strategy that has little effect on students to complete tasks until they are completed and on time. If it does not complete the assignment given by the teacher, then there is a penalty for students who do not do their duties according to the previous agreement. So that students will be motivated in listening, understanding the material conveyed by the teacher and doing the task on time. This strategy can also improve the quality of student learning to reduce the level of student laziness and provide good learning outcomes. By combining this method it is hoped that it can make students become more disciplined and responsible for the tasks given. Therefore, combining these models and strategies is needed in the learning process so that the learning process is interesting and the quality of learning increases.

scholarly journals STUDI KOMPARATIF HASIL BELAJAR BIOLOGI DIDASARKAN PADA PERSEPSI SISWA TERHADAP IKLIM KELAS (CLASSROOM ENVIRONMENT SCALE/CES): STUDI EX POST FACTO PADA SISWA DI SMAN 1 JAKARTA

Biosfer ◽  
2018 ◽  
Vol 9 (2) ◽  
pp. 23-28
Author(s):  
Diana Vivanti Sigit ◽  
I Made Putrawan ◽  
Claudia Sulfitania
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Classroom Environment ◽  
Classroom Climate ◽  
Student Learning Outcomes ◽  
Learning Goals ◽  
Environment Scale ◽  
Ex Post ◽  
Ex Post Facto ◽  
Student's Perceptions

Learning is closely associated in determining student learning outcomes. In the process of teaching and learning, teachers have an important role in the achievement of learning goals. One indicator of achievement learning goals can be seen from the results of student learning outcomes. Teachers belonging to the environmental conditions or climate. Student’s perceptions of classroom climate greatly affect student learning outcomes. The purpose of this research was to determine differences in biology of learning outcomes based on student’s perceptions of classroom climate (Classroom Environment Scale/CES). This research was held in 1 High School Jakarta on April-May 2016. This type of research was quantitative with ex post facto method through comparative studies. The subjects of research were students of class X IPA with a total sample of 54 students were selected by Simple Random Sampling. Data collection techniques by using achievement test biological and Classroom Environment Scale (CES). The analysis prerequisite test was used the test for normality with the Kolmogorov-Smirnov test and homogeneity test with F-test. Based on the calculations, data were normally distributed and homogeneous. Hypothesis testing was done through t-test. The results of the t-test for biology learning outcomes shows that there was differences between biology learning outcomes both positive and negative student’s perceptions of classroom climate (Classroom Environment Scale/CES).

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