Connecting the Dots from Professional Development to Student Learning

Teacher participation in professional development (PD) improved student learning compared with control teachers. Delivering neuroscience as a unit produced more student learning than when the content was sprinkled throughout the course. Despite commitment to enacting PD strategies, teacher decisions and implementation strategies influenced student outcomes.

UPAYA MENINGKATKAN HASIL BELAJAR MATEMATIKA PESERTA DIDIK DENGAN MENERAPKAN MODEL PEMBELAJARAN CYCLE LEARNING 5E

AbstrakTujuan penelitian ini adalah untuk mengetahui cara menerapkan model pembelajaran cycle learning 5E dalam meningkatkan aktivitas belajar, hasil belajar matematika serta mengukur respons peserta didik kelas VIII SMP Negeri 02 Kota Bengkulu. Jenis penelitian adalah Penelitian Tindakan Kelas (PTK). Penelitian ini dilakukan 3 siklus dengan alur perencanaan, pelaksanaan, observasi, dan refleksi. Subjek penelitian adalah peserta didik Kelas VIII C SMP Negeri 02 Kota Bengkulu tahun ajaran 2018/2019 sebanyak 34 orang. Pengumpulan data diambil berdasarkan lembar observasi aktivitas, lembar tes hasil belajar, lembar respons peserta didik. Berdasarkan hasil penelitian, disimpulkan aktivitas belajar, hasil belajar, dan respons peserta didik meningkat. Ini terlihat dari aktivitas peserta didik siklus I sampai siklus II dengan skor: 28,37; 36,62. Hasil belajar peserta didik ditingkatkan dengan cara: (1) tahap engagement, mengingat materi yang berhubungan dengan materi yang akan dipelajari; (2) tahap exploration, mengonstruksikan konsep; (3) tahap explanation, aktif dalam menyampaikan pendapat dan bertanya pada sesi diskusi; (4) tahap elaboration menerapkan konsep bersama kelompok; (5) tahap evaluation mengerjakan soal secara individu. Ini terlihat dari hasil belajar peserta didik dari siklus I sampai siklus II meningkat dengan skor: 60,69; 73,49; 82,07 dengan ketuntasan klasikal: 30,29; 30,50. Respons peserta didik dari siklus I sampai siklus II meningkat dengan skor: 30,29; 30,5.Kata Kunci: Cycle Learning 5E, Aktivitas Belajar , Hasil Belajar, Respon Peserta Didik AbstractThe aim of this research was to know how to apply cycle learning 5E model to improve mathematics learning activity and outcome and also measuring response from student Grade VIII State of Junior High School Number 02 Bengkulu City. The design of this research was classroom action research (CAR). This research did in 3 cycles with the steps were planning, acting, observing and reflecting. Subject of this research was student grade VIII C State of Junior High School Number 02 Bengkulu City. Data collection was done by student activity observation sheet, test sheet and response sheet. Based on this research cycle learning 5E model could improved student learning activity, outcome and response. Student learning activity improved from 1st cycle to 2nd cycle: 28,37; 36,62. Improved student learning outcome with: (1) Engagement step, remembering concept and combining with new concept; (2) Exploration step, constructing concept, doing experiment and group discussing; (3) Explanation step, student active talking the opinion and asking in discussion; (4) Elaboration step, applying concept with group; (5) Evaluation step, doing individually exercise. Student learning outcome improve from 1st cycle to 2nd cycle: 73,49; 82,07 with classical pass: 30,29; 30,50. Student Response improved from 1st cycle to 2nd cycle: 30,29; 30,5.Keywords: Cycle Learning 5E, Students Activities, Learning Outcome, Student Response.

The Effect of Various Learning Approaches on Mathematical Learning Outcomes based on the Multiple Intelligences of Students

The aim of this paper is to describe the research results on multiple intelligences in mathematics learning, using a descriptive approach. It also ascertains the influence of various learning models on mathematics learning outcomes based on students’ multiple intelligences. Student Teams-Achievement Divisions (STAD) and Team Games Tournament (TGT) learning models improved learning outcomes for students possessing logical-mathematical, kinesthetic, and interpersonal intelligences. Furthermore, Group Investigation (GI) and Numbered Head Together (NHT) learning models improved student learning outcomes with logical-mathematical intelligence. Two Stay Two Stray (TSTS) learning model with peer tutors improved student learning outcomes with linguistic, logical-mathematical, and interpersonal intelligences. Team Assisted Individualization (TAI) and Jigsaw learning improved student learning outcomes with linguistic intelligence. Also, TSTS and NHT learning models improved student learning outcomes with logical-mathematical, and interpersonal intelligences. Keywords: compound intelligence, learning model, mathematics

More Effective Assessment

Assessment effectiveness is an important topic for all educators. This study considers how assessment can be made more effective by addressing plagiarism by students in international undergraduate programs in Vietnam. The study included a change in assessment away from written reports and towards student presentations. 107 Vietnamese students, across two semesters, studying a BTEC HND business management subject in an international program at a large government-run university were assigned to give weekly group presentations rather than write 3,000 word reports. The first semester results indicate that this change practically eliminated plagiarism and improved student learning (measured by grades) by 33%. The second semester added local language tutorial sessions and improved student learning by 70% from the pre-study levels. Additionally, students reported greater satisfaction with the new assessment design.

IMPLEMENTASI PEMBELAJARAN PAKEM PADA MATERI LUAS DAN KELILING BANGUN DATAR

Implementation of PAKEM learning model in widespread material and periphery with a general overview of the activities are: at the beginning of the teacher's learning condition class, the teacher's core activities explain the material by using the song learning and game quickly responsive, at the end of the activity can be done by meriview and evaluate learning. Improved student learning outcomes PGMI 1 UIN-SU on the mathematics of widespread material and circumference increased evidenced by the results of learning obtained before the given action and after being given around 80%, it unravel from the beginning before the action up to 2 people who answered correctly and 33 the wrong answer, in cycle 1, 15 people answered correctly and 20 people answered wrong, in cycle 2, 30 people answered correctly and 5 people answered wrong.

Student Impression Management in the Classroom

<p><em>With the</em><em> </em><em>growing shift from lecture-style teaching methods to interactive and experiential group exercises, instructors need to know more about their students, such as</em><em> </em><em>their desired impressions, to adequately engage and support students’ social</em><em> </em><em>interactions. This study addresses this need by</em><em> </em><em>providing an overall understanding of the types of images that are important for students to project when interacting with others in a classroom. After a concise review of impression management literature and grounding our reasoning in cybernetic theory </em><em>(Bozeman &amp; Kacmar, 1997) </em><em>this study offers an insight of the positive impressions students desire to project in front of their peers and professors and the negative impressions students aim to avoid. With</em><em> </em><em>a two-part</em><em> </em><em>survey based on 269 responses, we measured students’ ranking of specific images</em><em> </em><em>and the effort level they exerted towards achieving or avoiding them. We offer suggestions of how these findings can be integrated into teaching for improved student learning and experiences. </em><em></em></p>