Andragogy and the Socratic Method of Instruction

This chapter focuses on the connection between the Socratic Method and the foundational elements of andragogy as defined by Malcolm Knowles. This chapter will also explore the benefits of implementing Knowles' two foundational elements of andragogy consisting of his six assumptions and his eight design processes. Also explored is the implementation of Knowles' learning contract within the Socratic Method as a way to enhance the adult learner learning experience. In addition, this chapter includes references to John Henschke and his Building Blocks of Adult Learning and how they also support the Socratic Method of instruction.

Practice-based Reflection: Considerations for Re-engineering Secondary Healthcare in New Zealand

<p>Re-engineering is the "buzz" word of the nineties. Re-engineering has been successful in industry. Now the principals of re-engineering are being applied to healthcare. Considerations for re-engineering secondary healthcare in New Zealand will be examined in this literature review, which is divided into two sections. The first section provides the aims of the literature review, my background interest and knowledge of the topic, it's relevance to nursing practice, plans for addressing the literature review, and proposed sources of information. Section two illustrates the learning contract to manage the task of conducting the literature review. It identifies timelines for managing the project and agreed arrangements for communication with my mentor. Finally, a report will address my progress in relation to my learning contract articulating insights gained and hopes and dreams for successfully incorporating process re-engineering in my area of nursing and midwifery practice in the future.</p>

Practice-based Reflection: Considerations for Re-engineering Secondary Healthcare in New Zealand

<p>Re-engineering is the "buzz" word of the nineties. Re-engineering has been successful in industry. Now the principals of re-engineering are being applied to healthcare. Considerations for re-engineering secondary healthcare in New Zealand will be examined in this literature review, which is divided into two sections. The first section provides the aims of the literature review, my background interest and knowledge of the topic, it's relevance to nursing practice, plans for addressing the literature review, and proposed sources of information. Section two illustrates the learning contract to manage the task of conducting the literature review. It identifies timelines for managing the project and agreed arrangements for communication with my mentor. Finally, a report will address my progress in relation to my learning contract articulating insights gained and hopes and dreams for successfully incorporating process re-engineering in my area of nursing and midwifery practice in the future.</p>

PENGARUH MODEL PEMBELAJARAN LEARNING CONTRACT TERHADAP HASIL BELAJAR TEKNIK PENGELASAN SISWA SMK NEGERI 1 KAKAS

Rumusan masalah penelitian adalah apakah terdapat pengaruh model pembelajaran Learning Contract terhadap hasil belajar teknik pengelasan siswa SMK Negeri 1 Kakas? Metode penelitian yang digunakan adalah metode kuantitatif dengan teknik uji – t yang bertujuan untuk mengetahui terdapat pengaruh model pembelajaran Learning Contract terhadap hasil belajar teknik pengelasan siswa SMK Negeri 1 Kakas. Populasi penelitian adalah seluruh siswa kelas X Jurusan TKR SMK Negeri 1 Kakas yang berjumlah 26 orang dan sampel penelitian yakni keseluruhan jumlah populasi yakni 26 orang, kemudian sampel penelitian dibagi dalam dua kelompok yakni kelompok eksperimen 13 siswa dan kelompok kontrol 13 siswa. Hasil penelitian adalah t hitung lebih besar dari t tabel yakni t hitung = 4,156 t tabel = 2,064. Berdasarkan kriteria pengujian jika t hitung lebih besar dari t tabel (t hitung tabel) maka Ho ditolak yang berarti HA diterima. Dengan demikian kesimpulan pengujian adalah hasil belajar teknik pengelasan siswa kelompok eksperimen yang diajar dengan model pembelajaran learning contract berbeda dengan hasil belajar teknik pengelasan siswa kelompok kontrol yang tidak diajar dengan menggunakan model pembelajaran learning contract. Kesimpulan penelitian adalah model pembelajaran learning contract dapat memberikan pengaruh positif terhadap peningkatan hasil belajar teknik pengelasan siswa kelas X Jurusan TKR SMK Negeri 1 Kakas.Kata Kunci: Model Pembelajaran Learning Contract, Hasil Belajar

Implementasi pendidikan karakter melalui mata pelajaran Pendidikan Pancasila dan Kewarganegaraan pada SMA Lokon St. Nikolaus Tomohon

This Study aimed to describe the implementation of character education through Pancasila and Civics Education subject at SMA Lokon St. Nikolaus Tomohon, its driving and inhibiting factors. The implementation was done based on Pancasila Student Profile, school motto, and curriculum guidelines document. Character education through Pancasila and Civics Education subject was implemented in three stages: 1) Preparation stage: lesson plan and learning contract. 2) Implementation stage: curricular and extracurricular acitivies. 3) Evaluation stage: documentation and assesment. There were some driving and inhibiting factors. Driving factors of the implementations were boarding school system, teachers engagement, values of character were integrated with the subject’s content, method, learning environtment, and teacher’s creativity to help students solve their difficulties. Meanwhile, the inhibiting factors were some students lack of motivation to learn and teacher was lack of ability to use real life experience as a learning media. This study provided several recommendations: 1) Teacher needed to improve the planning of character education through Pancasila and Civics Education subject, such as prioritizing character’s values, describing each value’s indicators practically and measurable, choosing assesment method and its instrument. 2) Teacher and students needed to follow the learning contract they made together consistently. 3) All school stakeholders needed to cooperate regularly and consistently, 4) Teacher needed to improve her/his teaching skills by following training or worskhop organized by school management or by other institution.

Penerapan Strategi Learning Contract dalam Meningkatkan Hasil Belajar Siswa SMP

IPA merupakan cabang ilmu sains yang mempelajari tentang kehidupan. Dalam pembelajaran sains ditekankan adanya pengalaman langsung yang dialami siswa. Dalam konteks ini seorang siswa harus menggunakan metode-metode ilmiah yaitu menggali pengetahuan melalui penyelidikan atau penelitian, mengkomunikasikan pengetahuannya kepada orang lain, menggunakan keterampilan berpikir, menggunakan sikap dan nilai ilmiah. Tujuan dilakukannya penelitian ini adalah meningkatkan hasil belajar siswa dengan menerapkan strategi Learning Contract pada materi Listrik statis pada siswa kelas IX A SMP Negeri I Sumber Kabupaten Cirebon. Berdasarkan hasil penelitian yang didapatkan, penulis menarik kesimpulan sebagai berikut: 1). Bahwa strategi Learning Contract dapat dilaksanakan sebagai strategi pembelajaran pada materi pokok Listrik statis di kelas IX A SMP Negeri I Sumber Kabupaten Cirebon 2). Banyaknya siklus yang dibutuhkan untuk dapat meningkatkan kreativitas berpikir dan aktivitas belajar [PA siswa kelas IX A SMP Negeri I Sumber Kabupaten Cirebon adalah sebanyak 3 siklus. Beberapa saran yang dapat penulis ajukan antara lain: 1). Bagi pihak sekolah hendaknya lebih sering melakukan penelitian tindakan kelas (PTK) sebagai salah satu usaha untuk memperbaiki mutupembelajaran 2). Bagi dunia pendidikan, dapat dijadikan sebagai sumbangan bagi khazanah pengembanganpendidikan 3). Bagi Guru hendaknya dapat menerapkan strategi ini sebagai salah satu strategi pembelajaran alternatif untuk meningkatkan mutu pembelajaran.

Vygotsky’s Zone Of Proximal Development and The Students’ Progress in Learning (A Heutagogcal Bibliographical Review)

Inspired by the belief that Man’s power to change himself, that is, to learn, is perhaps the most impressive thing about him, the present study employs a library research with annotated bibliography to highlight the heutatgogical philosophy behind Vygotsky’s concept of Zone of Proximal Development. It is argued that the students’ learning progress results from the students’ personal experience, in which the students learn actively, establishing the students as the agents of learning. With this concept, it is believed that the students’ independent learning process can deliver them to the next level of their respective zone of potential development, from which process the zone of potential development will become the students’ zone of actual development, through which the students will enter their next zone of potential development, and so forth. This Heutatogical thinking is founded on the basic premise that (1) learning is centered and determined by the students, (2) the students’ capability in applying relevant skills in familiar and unfamiliar conditions, (3) the students’ reflective and metacognitive process, (4) multiple repetitions, and (5) non-linear learning. Learning process in Vygotsky’s concept Zone of Proximal Development can be applied in Heutatogical thinking through (1) the settlement of learning contract, (2) improving the learning activities, and (3) learning assessment with heutatogical deisgns, namely exploration, creation, collaboration, connection, sharing, and reflection. However, it is important to highlight in the implementation of this Vygotskian Heutogogical learning is that the students’ backgrounds and characteristics should be closely observed, with a close monitoring of the possible conflicts occurring during the learning process as they develop their sense of responsibility as they conduct their independent learning collaboratively, which might be novel for students accustomed with conventional learning.