Effects of Camera Placement on Undergraduates’ Peer Teaching Reflection

We investigated whether camera placement affects peer teachers’ focus of attention during reflection. Preservice music teachers ( N = 14) reflected on peer teaching videos that had been recorded simultaneously from a head-mounted camera and a tripod-mounted camera at the back of the classroom. Participants completed the teaching reflection cycle twice, providing their observation comments in response to open-ended prompts. Responses were coded, with a single sentence as the unit of analysis, and a three-way repeated measures analysis of variance (ANOVA) revealed a significant difference in comment frequencies according to comment type (student-focused or teacher-focused) but not according to camera placement or trial. Our results corroborate previous research indicating that undergraduate peer teachers focus more on themselves than on their peers, and suggest that placing the camera in a position that shows the students, rather than the teacher, does not seem to affect this tendency. We discuss the implications for peer teaching experiences in teacher education courses.

Open Social-Shared Animated GIFs for Peer-to-Peer Teaching and Learning

In the open-shared teaching and learning space, the complexity of the shared learning contents vary. These range from stand-alone items and digital learning objects to full learning sequences and sets of resources. One humble object is the animated GIF, lightweight motion images used in graphical user interfaces (GUIs), expressive memes and commentary, emoticons, and other applications. Animated GIFs are fairly easy to create; they may be integrated into learning documents (handouts, slideshows, articles) and other objects, and it plays offline (and without the need for any downloadable player). This work involves an analysis of some available animated GIFs for education in social imagery collections. Based on findings, this work explores the viability of animated GIFs for various open-shared learning applications globally and some potential strategies and tactics, given real-world limits.

Hubungan Strategi Pembelajaran Peer Teaching Dan Self Esteem Dengan Motivasi Belajar (Studi Kasus Pada Siswa SMK Boedi Oetomo Pontianak)

Tugas guru yang pertama dan terpenting dalam proses belajar mengajar adalah membangun motivasi belajar siswa. Salah satu strategi yang dapat digunakan guru dalam membangun motivasi belajar siswa yaitu strategi pembelajaran peer teaching. Selain itu self esteem pada diri siswa juga dapat mempengaruhi motivasi belajar siswa. Penelitian ini bertujuan untuk mengetahui apakah ada hubungan antara strategi pembelajaran peer teaching dan self esteem dengan motivasi belajar. Metode penelitian yang digunakan adalah metode penelitian kuantitatif. Subyek penelitian ini adalah siswa kelas X dan XI di SMK Boedi Uetomo Pontianak. Jumlah responden yang diteliti sebanyak 24 orang siswa yang terdiri dari satu (1) kelas dan hanya memiliki satu jurusan yaitu administrasi perkantoran. Penentuan jumlah sampel yang digunakan oleh peneliti dalam penelitian ini adalah metode sensus. Hal ini sering dilakukan bila jumlah populasi relatif kecil yaitu kurang dari 30 orang. Penentuan sampel dalam penelitian ini dilakukan dengan teknik non probably sampling. Hasil penelitian menunjukkan ada hubungan antara strategi pembelajaran peer teaching dan self esteem dengan motivasi belajar yang ditunjukkan dengan koefisien korelasi sebesar R= 0,509 dengan (p)=0,000 (p<0,01) dan sumbangan efektif sebesar 25,9% yang berarti sumbangan pengaruh variabel strategi pembelajaran peer teaching dan self esteem terhadap motivasi belajar sebesar 25,9% sisanya dipengaruhi oleh variabel lain

Near-Peer Teaching in Human Anatomy from a Tutors’ Perspective: An Eighteen-Year-Old Experience at the University of Bologna

The University of Bologna School of Medicine in 2003 adopted a near-peer teaching (NPT) program with senior medical students teaching and assisting younger students in human anatomy laboratories. This study aimed to evaluate the effectiveness and outcomes of this program—unique on the Italian academic panorama—from the tutors’ perspective. An anonymous online survey was administered to all those who acted as peer tutors in the period from 2003 to 2021; it evaluated tutors’ perceptions regarding the influence of the tutoring experience on their skillset gains, academic performance, and professional career. Furthermore, tutors were asked to express their views on the value of cadaver dissection in medical education and professional development. The overall perception of the NPT program was overwhelmingly positive and the main reported benefits were improved long-term knowledge retention and academic performance, improved communication, team-working and time management skills, and enhanced self-confidence and motivation. Most tutors strongly believed that cadaver dissection was an invaluable learning tool in medical education, helped them to develop professionalism and human values, and positively influenced the caring of their future patients. Nearly all the participants highlighted the importance of voluntary body donation for medical education and research. The present results supported the thesis that tutors themselves benefited from the act of teaching peers; this impactful experience equipped them with a wide range of transferable skills that they could draw on as future educators and healthcare professionals.

Implementasi Penyelenggaraan Program Pendidikan Profesi Guru (PPG) Pendidikan Agama Islam di LPTK UIN Serang Banten

Research on the Implementation of Teacher Professional Education for Islamic Religious Education Teachers at UIN Sultan Maulana Hasanuddin Serang Banten aims to find out the implementation of the Teacher Certification Program through PPG in position for GPAI with a qualitative method. The results of the study concluded that: (a) the PPG program has a very large role in improving the quality of PAI teachers, (b). The input component has been well proven by the readiness of participants, quality of lecturers, facilities and infrastructure that support the PPG program, c ) . Components of the learning process of the online learning system (online) and face to face directly through workshops, Peer Teaching, and PPL. Everything went well, although not optimally, (d). The output component of the PPG implementation was from 90 students that had participated in the PPL it was recorded that 100% of students passed the performance test. Meanwhile, in the knowledge test 58 participants (64%) passed and 32 people (36%) Abstrak Penelitian Implementasi Penyelenggaraan Pendidikan Profesi Guru bagi Guru Pendidikan Agama Islam di UIN Sultan Maulana Hasanuddin Serang Banten bertujuan mengetahui untuk mengetahui implementsi penyelenggaraan Program Sertifikasi Guru melalui PPG dalam jabatan bagi GPAI dengan metode kualitatip. Hasil penelitian menyimpulkan bahwa: (a) Program PPG sangat besar peranannya terhadap peningkatan kualitas guru PAI, (b) Komponen input sudah baik terbukti dengan kesiapan peserta, kualitas dosen, sarana dan prasarana yang mendukung program PPG, (c) Komponen proses pembelajaran melalui sistem pembelajaran Daring (online) dan tatap muka secara langsung melalui loka karya, Peer Teaching, dan PPL. Semua berjalan dengan baik meskipun belum maksimal, d) Komponen output dari penyelenggaraan PPG adalah dari 90 mahasiswa yang telah mengikuti PPL, tercatat 100 % mahasiswa lulus dalam uji kinerja. Sedangkan pada ujian pengetahuan peserta yang lulus adalah 58 orang (64%) dan yang tidak lulus atau harus mengulang sebanyak 32 orang (36%).

UPAYA MENINGKATKAN HASIL BELAJAR PESERTA DIDIK DENGAN MENERAPKAN MODEL PROBLEM BASED LEARNING

ABSTRAKPenulisan artikel ini bertujuan untuk mengetahui apakah penggunaan metode Problem Based Learning dapat meningkatkan hasil belajar dan motivasi peserta didik kelas VII-6 di SMPN 4 Mataram pada Mapel Informatika khususnya pada materi Algoritma dan Pemrograman. Pada pelaksanaannya, rendahnya hasil belajar peserta didik disebabkan karena beberapa faktor antara lain metode pembelajaran yang dipakai kurang bervariasi, peserta didik kurang serius dalam mengikuti proses pembelajaran. Model Problem Based Learning diterapkan dengan alasan model pembelajaran ini mampu meningkatkan rasa ingin tahu,rasa percaya diri, kreatifitas peserta didik,sehingga dapat melatih kemampuan peserta didik dalam memecahan suatu masalah.Adapun proses pelaksanaannya peserta didik yaitu peserta didik disajikan suatu masalah, peserta didik mendiskusikan dalam sebuah masalah kecil kemudian mengidentifikasi apa yang mereka butuhkan untuk menyelesaikan masalah.kemudian peserta didik saling bertukar informasi melalui peer teaching atas masalah tertentu dan menyajikan solusi atas masalah. Terakhir peserta didik mereview apa yang mereka pelajari dari proses pengerjaan selama ini. Metode Penelitian yang digunakan untuk penelitian ini adalah penelitian tindakan kelas dengan model spiral dengan melalui beberapa siklus tindakan dan terdiri dari empat komponen yaitu perencanaan (Planning), pelaksanaan (Action), observasi (Observation), dan refleksi(Reflection). Dari hasil penelitian ternyata diperoleh hasil di akhir siklus pada siklus II pertemuan II, adalah hasil belajar peserta didik mengalami peningkatan yaitu mendapatkan nilai rata-rata sebesar 80, 15 , hasil observasi peserta didik mencapai skor rata-rata sebanyak 4,51. Ini berarti indikator keberhasilan yaitu sebesar ? 4,0 dan KKM sebesar ? 75 telah terlampaui.

MODEL PEMBELAJARAN MITIGASI BENCANA TANAH LONGSOR DI SEKOLAH DASAR LERENG GUNUNG RINJANI

ABSTRAKArtikel ini adalah salah satu hasil penelitian pengembangan model pembelajaran mitigasi bencana bagi guru dan peserta didik di sekolah dasar. Hasil ini diterapkan didaerah pegunungan, pesisir dan kota. Sampel daerah pegunungan adalah SD Negeri 1 Sembalun yang terletak di lereng gunung Rinjani Lombok Timur, NTB. Penerapannya diawali dengan modeling pembelajaran mitigasi bencana tanah longsor, struktur pembelajaran mitigasi bencana dikaitkan dengan modeling, teknik moderasi untuk mengungkap tanggapan dan pendapat guru, peer teaching oleh guru dan terakhir monitoring, observasi, evaluasi dan refleksi. Hasil penelitian merekomendasikan model pembelajaran mitigasi bencana mempunyai 3 tahapan pokok pembelajaran yaitu kegiatan awal, kegiatan inti dan kegiatan pemantapan. Setiap kegiatan memiliki tujuan pembelajaran yang harus dicapai dengan berbagai alternatif kegiatan yang dapat dipilih guru. Hasilnya 100% guru memiliki keinginan untuk melaksanakan model pembelajaran mitigasi bencana yang berbasis peserta didik, 91,67 % model pembelajaran mitigasi bencana tepat untuk memenuhi kebutuhan peserta didik dalam meningkatkan kesadaran bencana di sekolah dan masyarakat dan 33,33% guru mengharapkan tambahan materi untuk buku model pembelajaran mitigasi bencana untuk guru sekolah dasar. Tambahan itu berupa lagu-lagu tentang bencana dan dikemas dengan kreatif supaya peserta didik senang dan lebih cepat mengerti. Kata kunci: model pembelajaran mitigasi bencana; tanah longsor; sekolah dasar. ABSTRACTThis article is one of the results of research on the development of disaster mitigation learning models for teachers and students in primary schools. These results are applied in mountainous, coastal and urban areas. The sample of mountainous areas is SD Negeri 1 Sembalun which is located on the slopes of Mount Rinjani, East Lombok, NTB. Its application begins with modeling of landslide disaster mitigation learning, disaster mitigation learning structure associated with modeling, moderation techniques to reveal teacher responses and opinions, peer teaching by teachers and finally monitoring, observation, evaluation and reflection. The results of the study recommend that the disaster mitigation learning model has 3 main learning stages, namely initial activities, core activities and stabilization activities. Each activity has learning objectives that must be achieved with various alternative activities that the teacher can choose. The result is that 100% of teachers have a desire to implement student-based disaster mitigation learning models, 91.67% of disaster mitigation learning models are appropriate to meet the needs of students in increasing disaster awareness in schools and communities and 33.33% of teachers expect additional material for books. disaster mitigation learning model for primary school teachers. The additions are in the form of songs about disasters and packaged creatively so that students are happy and understand more quickly. Keywords: disaster mitigation learning model; landslide; primary school.

Near-peer teaching in paramedicine education: A cross-sectional study of student experiences

Near-peer teaching (NPT) has been identified as a contemporary and valued pedagogical approach in higher education health programs, and it has recently gained momentum in paramedicine education. The objective of this study was to investigate the perceived experience of student paramedics involved in a near-peer teaching program over two academic trimesters. A cross-sectional study design was utilised in the form of an online questionnaire. The questionnaire contained a variety of questions that related to the experience of student paramedics involved in paramedicine near-peer programs. Of the 65 students enrolled, 34 completed the questionnaire (52.3% response rate). The results indicated that NPT was overwhelmingly considered a valuable and positive pedagogical method for use in paramedicine education.