Journal articles on the topic '3-P model of learning and teaching'
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Handayani, Baiq Sri, and A. D. Corebima. "Model brain based learning (BBL) and whole brain teaching (WBT) in learning." International Journal of Science and Applied Science: Conference Series 1, no. 2 (August 14, 2017): 153. http://dx.doi.org/10.20961/ijsascs.v1i2.5142.
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<p class="Abstract">The learning process is a process of change in behavior as a form of the result of learning. The learning model is a crucial component of the success of the learning process. The learning model is growing fastly, and each model has different characteristics. Teachers are required to be able to understand each model to teach the students optimally by matching the materials and the learning model. The best of the learning model is the model that based on the brain system in learning that are the model of Brain Based Learning (BBL) and the model of Whole Brain Teaching (WBT). The purposes of this article are to obtain information related to (1) the brain’s natural learning system, (2) analyze the characteristics of the model BBL and WBT based on theory, brain sections that play a role associated with syntax, similarities, and differences, (3) explain the distinctive characteristics of both models in comparison to other models. The results of this study are: (1) the brain’s natural learning system are: (a) the nerves in each hemisphere do not work independently, (b) doing more activities can connect more brain nerves, (c) the right hemisphere controls the left side motoric sensor of the body, and vice versa; (2) the characteristics of BBL and WBT are: (a) BBL is based on the brain’s structure and function, while the model WBT is based on the instructional approach, neurolinguistic, and body language, (b) the parts of the brain that work in BBL are: cerebellum, cerebral cortex, frontal lobe, limbic system, and prefrontal cortex; whereas the parts that work WBT are: prefrontal cortex, visual cortex, motor cortex, limbic system, and amygdala, (c) the similarities between them are that they both rely on the brain’s system and they both promote gesture in learning, whereas the differences are on the view of the purposes of gestures and the learning theory that they rely on. BBL relies on cognitive theory while WBT relies on social theory; (3) the typical attribute of them compared to other models are that in BBL there are classical music and gestures in the form of easy exercises, while on the WBT model there are fast instructions and movements as instructions or code of every spoken word.</p>
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Gayanti, Nurfitriana, and Dewi Anggreini. "PERBEDAAN HASIL BELAJAR SISWA DITINJAU DARI MODEL SAVI DENGAN MODEL RECIPROCAL TEACHING." JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) 4, no. 2 (January 31, 2019): 84. http://dx.doi.org/10.29100/jp2m.v4i2.959.
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<p><em>This study aims to know about differences in student learning outcomes that are reviewed from the SAVI learning modelwith Reciprocal Teaching learning model on circle material. This quantitative quasi-experiment research carried in SMPN 1 Karangrejo with 348 population and sample takencluster random samplingso that there are 2 classes namely VIII D class as a SAVI learning model class with 32 students, and VIII B clas as a reciprocal teaching learning model class with 32 students. The data analize using t-test. After making a calculation with a significant level is 5% and dk 62 so obtained t<sub>count</sub>= 7,141765 > t<sub>table</sub>= 1,99897, its mean H<sub>0 rejected </sub> and H<sub>1</sub> received, so it was concluded that there was a significant difference between the learning outcomes of mathematics using the SAVI learning model and the Reciprocal Teaching learning model at the learning outcomes of mathematics on circle material at the students VIII class in SMPN 1 Karangrejo in the period 2017/2018</em><em></em></p><p><em>Â </em></p><strong><em>Keywords</em></strong><em>:mathematics learning outcomes, SAVI, reciprocal teachin</em>
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Ernati, Ernati. "PENINGKATAN KEMAMPUAN SPEAKING MELALUI MODEL “TRIPLE P”." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 2, no. 2 (July 1, 2009): 32. http://dx.doi.org/10.24036/ld.v2i2.3525.
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This article aims at describing the improving of students’ speaking skills trough PPP model (Triple P model). This model can encourage the students to speak English in the teaching learning process especially in speaking class. This is indicated by the improvement of students’ creativity on teaching learning process in speaking class, their ability to express their own ideas, and their ability to interact or communicate with their friends. This model covers three activities; presentation, practice and production. So, it is wise for the English teachers/lectures to consider implementing this “Triple P” model in teaching speaking. Key words/ Phrases: speaking, triple P model, English, presentation, practice, production
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Darmawan, Yohana Iskandar. "Meningkatkan Motivasi Belajar dan Hasil Belajar Siswa pada Pelajaran Matematika Melalui Penerapan Model Contextual Teaching and Learning [Improving Students' Learning Motivation and Learning Outcomes in Mathematics Through Implementation of Contextual Teaching and Learning Model]." Jurnal Teropong Pendidikan 1, no. 3 (October 6, 2021): 213. http://dx.doi.org/10.19166/jtp.v1i3.4188.
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<div><p class="1eAbstract-text">In this research study, teacher takes improvement action by using contextual teaching and learning to solve the students’ learning motivation and learning outcomes problems. This study aims to: (1) describe the implementation of contextual teaching and learning to improve students’ learning motivation and students’ learning outcomes; (2) analyze the development of students’ learning motivation; (3) analyze the development of students’ learning outcomes; (4) identify the obstacles during the implementation process and how to solve them. This study is called a Classroom Action Research (CAR) carried out in three cycles. The subjects were 21 students of class VI D Harapan Bangsa Primary School. Data was collected by using observation, field notes, interviews, written test, and analyzed with descriptive qualitative. The result showed: (1) the learning process is based on the 7 steps of the implementation of contextual teaching and learning; (2) there is 35% increase in students’ learning motivation; (3) there is 34% increase in students’ learning outcomes; (4) teacher overcomes the obstacles of the limitation of time, students who don’t work actively in groups, students who have less motivation and learning outcomes, and technical problem in learning video by creating a better time management, giving the motivation for students to participate actively in question and answer, including in discussion process, and downloading the learning video during the improvement action planning.</p></div><p> </p>
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Gunartati, G., Z. Zamroni, and Abdul Gafur. "Inculcating tolerance by multicultural based PPKn learning." Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi 5, no. 2 (February 27, 2018): 155. http://dx.doi.org/10.21831/jppfa.v5i2.18528.
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This study aims to: (1) describe the teaching conditions of multicultural-based PPKn implemented by SMA in DIY, (2) produce a feasible model of teaching PPKn based on multi-culture for inculcating tolerance for senior high school students , (3) find out the effectiveness of developed teaching model. This research was research and development adopting the procedural model of Borg & Gall. The procedures were divided into four phases, namely: (1) the needs analysis phase (2) the development stage of models and expert judgment (3) testing and refining the model, and (4) dissemination phase. The experiment was conducted at SMA Jetis, SMA 2 Bantul, and SMA 2 Wates. The Subjects were teachers and students of XI class of those SMAs. The data analysis used the descriptive analysis and t-test to determine the effectiveness of the product. The results of the reaseach are as follow. First, the teaching of PPKn in SMA in DIY is still conventional and not yet exploring multicultural values. Second, teaching model of multicultural-based PPKn declared eligible by material experts, instructional experts and assessment of the teachers. And the third, the teaching model developed is effectively used in the teaching and learning. This is indicated by the significant differences in learning outcomes between the experimental and control groups. The effectiveness is proved by using t test that the result is significant (p <0.05), and the mean of experiment group is higher than the mean of the control group.
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Fajar, Rezky Fauziah. "PROBING-PROMPTING LEARNING IN TEACHING SPEAKING." EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS 9, no. 1 (May 24, 2020): 86–95. http://dx.doi.org/10.26618/exposure.v9i1.3481.
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Based on the result of this study implementation of probing-prompting learning to the ability to speak and curiosity in learning English. That thing is shown by some conclusions as the following: (1) ability to talk about learning model probing-prompting achieve classic equipment; (2) capacity talk to students about models learning probing-prompting better than ability talk to students about models conventional learning; (3) curiosity students on the probing-prompting learning model better rather than a students curiosity about the model conventional learning.
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Sari Astiti, Ni Nyoman, I. Wayan Lasmawan, and Iyus Akhmad Haris. "PENERAPAN MODEL PEMBELAJARAN CONTEXTUAL TEACHING AND LEARNING, QUANTUM TEACHING TERHADAP MOTIVASI BERPRESTASI DAN HASIL BELAJAR IPS SISWA KELAS VII." Jurnal Pendidikan IPS Indonesia 1, no. 2 (October 1, 2017): 55–65. http://dx.doi.org/10.23887/pips.v1i2.2825.
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Penelitian ini adalah penelitian eksperimen semu, dengan rancangan post test only control group design, bertujuan untuk mengalisis perbedaan motivasi berprestasi dan hasil belajar IPS antara siswa yang mengikuti pembelajaran contextual teaching and learning dan quantum teaching siswa kelas VII, secara terpisah maupun simultan. Populasi dalam penelitian ini adalah semua siswa kelas VII. Setelah diadakan uji kesetaraan, diplih secara random 2 kelas sebagai sampel, 1 kelas menjadi kelas ekspeimen dan 1 kelas sebagai kelas kontrol. Data dalam penelitian dikumpulkan dengan kuesioner dan tes hasil belajar IPS dan dianalisis dengan anava dan manova. Hasil analisis menunjukkan bahwa: (1) ada perbedaan motivasi berprestasi siswa antara yang mengikuti pembelajaran dengan model pembelajaran Contextual Teaching and Learning dan Quantum Teaching dengan Fhitung = 52,613 (p = 0,000 < 0,05), (2) ada perbedaan hasil belajar IPS siswa antara yang mengikuti pembelajaran dengan model pembelajaran Contextual Teaching and Learning dan Quantum Teaching dengan Fhitung = 30,384 (p = 0,000 < 0,05), dan (3) terdapat perbedaan motivasi berprestasi dan hasil belajar IPS siswa antara yang mengikuti pembelajaran dengan model pembelajaran Contextual Teaching and Learning dan Quantum Teaching dengan F- Wilks' Lambda= 48,307 (p = 0,000 < 0,05). Dengan demikian dapat disimpulkan bahwa model pembelajaran Contextual Teaching and Learning dan Quantum Teaching berpengaruh signifikan terhadap motivasi berprestasi dan hasil belajar siswa kelas VII.Kata kunci: model pembelajaran contextual teaching and learning dan quantum teaching, motivasi berprestasi, hasil belajar IPS
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Głębocki, Rafał. "A model of education and a new culture of learning." Pedagogika. Studia i Rozprawy 28 (2019): 27–35. http://dx.doi.org/10.16926/p.2019.28.02.
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The reality of the early decades of the 21st century affects the participants of educational processes – students, their parents and teachers. Network societies are subject to constant change under the influence of information technology (IT). The existing model of education seems to be outdated. It does not answer the challenges of modern times. There is a need for a design, implementation, evaluation and improvement of new educational models. They should be flexible, that is easily adapted to the abilities and needs of students – digital natives. A new culture of learning can constitute the content of such models – at a pedagogical metalevel. Operationally, interactive (including online) and activating methods of teaching and learning will be needed.
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Li, Binbin, and Xiaochan Li. "Innovation and Practice of Online and Offline Hybrid PAD and PBL Teaching Model." Advances in Education, Humanities and Social Science Research 1, no. 1 (May 9, 2022): 343. http://dx.doi.org/10.56028/aehssr.1.1.343.
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The overall P-PAD-L teaching system of "1 body, 2 wings, 3 steps and 4D feedback" has been innovated: 1 body means PBL and PAD integration, 2 wings are online and offline classrooms, 3 teaching steps include teacher’ presentation, students assimilation, discussion and dialogue, 4D feedback comes from learning process and results, self-evaluation and peer evaluation. In the past three years,the teaching team has followed the educational action research of "problem-plan- implementation-reflection" steps to refine the teaching system.The effectiveness of teaching innovation system has been successively reflected and confirmed in student development and curriculum construction deepening.
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Septiana, Dwi, Mieke Miarsyah, and Ratna Komala. "THE EFFECT OF RECIPROCAL TEACHING LEARNING MODEL INTEGRATED MIND MAP AND PERSISTENCE ON STUDENT RETENTION OF KINGDOM ANIMALIA CONCEPT." BIOSFER: JURNAL PENDIDIKAN BIOLOGI 10, no. 2 (December 18, 2017): 35–41. http://dx.doi.org/10.21009/biosferjpb.10-2.5.
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The low score of students learning outcome on Kingdom Animalia concept indicate that there must an improvement of students retention. The aim of this study is to know the effect of reciprocal teaching learning model that integrated with mind map and persistence on students retention. The method that used in this research is quasi experiment with 2 x 2 factorial design. The instruments that used in this research are learning outcome test and persistence questionnaire. The subject of this study is students of X IPA 1 and 2 from SMAN 49 Jakarta totalling 72 students. Samples were taken using simple random sampling. Analysis of data used two way anova. The result showed that : 1) There is effect of reciprocal teaching learning model integrated mind map on students retention with p< 0,05, p = 0,03. 2). There is effect of persistence on students retention with p< 0,05, p = 0,00. 3) There is interaction between reciprocal teaching learning model integrated mind map and persistence on students retention with p< 0,05, p = 0,031.
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Rayanto, Yudi Hari. "Teaching Reading Comprehension through Focal Points on R2D2 Model." Journal of English Language Teaching and Linguistics 2, no. 3 (November 27, 2017): 215. http://dx.doi.org/10.21462/jeltl.v2i3.78.
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<p><em>The purposes of this research are to find out (1) college students’ response during the learning process on Reading comprehension, (2) college students’ learning achievement during the learning process on Reading comprehension. The data are gained from questionnaires and test given to 31 college students in 12 meetings. From 12 meetings, there were two college students did not attend the learning process. And automatically, the researcher only gets 29 questionnaires and answer sheets. All data are analyzed by using descriptive quantitative study. The result shows that college students’ response is categorized high, that is 0,93 (93%) and the result of college student’s learning achievement can be categorized high, all students get more than 90.</em></p><p><em>Keywords:</em><em> Teaching, Learning, Reading, R2D2, Focal points</em></p>
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Rodiah, Rodiah. "Implementation of Contextual Teaching and Learning Model ( CTL) to Improve Students' Learning Motivation in Grade 3 SDN Wanoja 01." Social, Humanities, and Educational Studies (SHEs): Conference Series 3, no. 3 (November 15, 2020): 48. http://dx.doi.org/10.20961/shes.v3i3.45687.
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<p><em>This research aims to find out the increased motivation of students in grade III SDN Wanoja 1 through ctl model in theme 3, knowing the increase in learning activities of grade III students at SDN Wanoja 1 through ctl model. This research was conducted in grade 3 of Wanoja State Elementary School 01. Data collection in this study uses test-shaped data collection techniques and with non-tests.. From all the data obtained in learning improvement activities through this class action research with the application of contextual teaching and learning approach, can be concluded as follows, the implementation of contextual approach can increase the motivation of Learning in grade 3 sdn Wanoja. This is characterized by the increasing quality of students' spirit and response in solving problems given by teachers, the increasing ability of communication and student work as well as the learning results obtained by students. These improvements include: (a) increasing student cooperation and helping students to solve problems in the learning process (b) increasing inter-student co-operation (c) increasing student involvement in the learning process, contextual learning, has given a new nuance in learning in theme 3 so that learning is more effective.</em></p>
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Safnowandi, Safnowandi. "Pengaruh Model Pembelajaran Contextual Teaching and Learning (CTL) Terhadap Hasil Belajar Kognitif dan Literasi Sains Siswa." BIO-EDU: Jurnal Pendidikan Biologi 6, no. 1 (April 30, 2021): 40–54. http://dx.doi.org/10.32938/jbe.v6i1.831.
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The objectives of this research are to: 1) determine the effect of the Contextual Teaching and Learning (CTL) learning model on cognitive learning outcomes; and 2) to determine the effect of the Contextual Teaching and Learning (CTL) learning model on students' scientific literacy. This type of research is a quasi experiment. The research design of pre-test-post-test non equivalent control group design. The population in this study were all class VII students of SMPN 1 Tanjung North Lombok Regency in the academic year 2017/2018 which consisted of 6 classes. The sampling technique used purposive sampling, in order to obtain class VII 3 as the experimental class and class VII 1 as the control class. The instruments used to collect data were multiple choice questions totaling 20 items to measure student cognitive learning outcomes and essay questions to measure content and the scientific context. Meanwhile, worksheets are used to measure the scientific process. The data analysis technique used two-way ANOVA with a significance level of 0.05% using SPSS 16 for Windows. The results showed that: 1) there was an effect of the application of the Contextual Teaching and Learning (CTL) learning model on cognitive learning outcomes (p <0.05); and 2) there is an effect of the Contextual Teaching and Learning (CTL) learning model on students' scientific literacy (p <0.05).
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Wahyuningtyas, Dyah Tri, and I. Ketut Suastika. "DEVELOPING OF NUMBERS LEARNING MODULE FOR PRIMARY SCHOOL STUDENTS BYCONTEXTUAL TEACHING AND LEARNING APPROACH." JPDI (Jurnal Pendidikan Dasar Indonesia) 1, no. 2 (October 31, 2017): 33. http://dx.doi.org/10.26737/jpdi.v1i2.264.
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<p>This study purposedto develop module of numbers learning by CTL approach. Through CTL strategies, students were expected to learn through 'experience', but not 'memorize'. This module included activities to create a meaningful relationship, presenting a problem in the form of open-ended, problem possing assembling, collaborating, presenting individually services through checking the understanding, and self-assessment. The development model used in this research were divided into three phases: (1) the initial investigation phase (2) the prototype phase, and (3) the assessment phase. The research instrument composed in this study consisted of; (1) questionnaire responses of experts and practitioners, (2) student questionnaire, (3) sheets and questionnaires observation, (4) the test sheet. This development product had fulfilled valid criteria by the achievement of the module validation was 3.31 (high criteria), Observation Students’Activities validation was 3.52 (high criteria), Students’ Questionnaire Response validation was 3.27 (high criteria), and Test Learning Result validation was 3.44 (high criteria). Based on the validation results, it could be concluded that the module and instrument which were developed was valid. <strong></strong></p>
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Shi, Xiuquan, Yanna Zhou, Haiyan Wang, Tao Wang, Chan Nie, and Shangpeng Shi. "Combined Application of Study Design and Case-based Learning Comprehensive Model in Epidemiology Teaching." Journal of Curriculum and Teaching 6, no. 2 (August 28, 2017): 52. http://dx.doi.org/10.5430/jct.v6n2p52.
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This paper aims to conduct the SD-CBL (study design with the case based learning, SD-CBL) in Epidemiologyteaching and evaluate its effect. Students from five classes were recruited, and a combined comprehensive teachingmodel of SD-CBL was used in the “Injury Epidemiology” chapter, while other chapters in “Epidemiology”curriculum were using a teaching model of case based learning (CBL) only or single PowerPoint (ppt) teaching (itwas considered as a traditional teaching in many universities). In the final of the semester, the effects of these threeteaching models were compared in different majors and different students source. We found that SD-CBLcomprehensive teaching model was better than ppt only and CBL teaching methods (P<0.001, P=0.007), and thesignificant differences were found in the increased scoring rate between different majors and different studentssource (P<0.001, P=0.015). Thus, we concluded that the SD-CBL teaching model is effective and worth to promotein “Epidemiology” teaching, especial in chapters of epidemiology application. Moreover, it is recommended toconduct SD-CBL teaching model in students, who are major in medicine and have good science basis.
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Wen, GONG. "An Empirical Study of College English Smart Teaching Driven by Intelligent Technology." Asia-Pacific Journal of Humanities and Social Sciences 2, no. 3 (September 30, 2022): 165–72. http://dx.doi.org/10.53789/j.1653-0465.2022.0203.019.p.
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With the continuous integration of artificial intelligence technology and foreign language education, the entire educational ecology, including traditional foreign language education concepts, education models, management structures and governance systems, is undergoing profound changes. This study uses the Rain Classroom Smart Teaching Platform for online-and-offline foreign language teaching, providing a virtual intelligent learning environment for learners. This pedagogy supports the construction of a learning community through the establishment of an online learning space, which seamlessly connects different learning scenarios and forms a multi-way interactive relationship between teachers and students. The questionnaire survey showed that students were more satisfied with this hybrid smart teaching module (88. 78) and were significantly more motivated to learn English (87. 6). The results of the pre- and post-tests conducted before and after the teaching experiment showed a significant increase in students’ scores ( p<. 05), confirming the effectiveness of the teaching model. This study has implications for the practice of EFL teaching in higher education.
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Akçay, Nilüfer Okur. "Implementation of Cooperative Learning Model in Preschool." Journal of Education and Learning 5, no. 3 (April 25, 2016): 83. http://dx.doi.org/10.5539/jel.v5n3p83.
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<p>In this study, the effectivity of jigsaw method, one of the cooperative learning models, on teaching the concepts related to sense organs and their functions to four-five year-old children in nursery class was analyzed. The study is in the semi-experimental design consisting of experimental and control groups and pretest and posttest. The sample of this study consists of 38 children from the nursery class of Ministry of National Education in Ağrı city center, in 2015-2016 academic years. Two groups determined randomly have been formed. These are: Jigsaw Group (JG, N=20) and Control Group (CG, N=18). In the direction of the goals of this study, a data collection tool has been developed by the researcher to collect data. The test prepared by the researcher to determine the knowledge levels of the students about organs like ear, tongue, eye and skin and senses like hearing, smelling, tasting, seeing and sensing has been used. As a result of the obtained data, it has been determined that cooperative learning model is more effective in teaching the sense organs subject to the children compared to the traditional teaching method.</p>
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Putra, Anak Agung Kade Semara, I. Nyoman Pasek Nugraha, and Kadek Rihendra Dantes. "PENGARUH MODEL PEMBELAJARAN QUANTUM TEACHING TERHADAP HASIL BELAJAR GAMBAR TEKNIK OTOMOTIF SISWA KELAS X TKRO SMK NEGERI 3 SINGARAJA." Jurnal Pendidikan Teknik Mesin Undiksha 6, no. 3 (December 1, 2018): 152. http://dx.doi.org/10.23887/jjtm.v6i3.18590.
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Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Quantum Teaching terhadap hasil belajar gambar teknik otomotif siswa kelas X TKRO SMK Negeri 3 Singaraja yang signifikan antara kelompok siswa yang dibelajarkan dengan model pembelajaran Quantum Teaching dan kelompok siswa yang dibelajarkan dengan model pembelajaran konvensional. Populasi penelitian ini adalah siswa kelas X TKRO di SMK Negeri 3 Singaraja. Sampel penelitian ini yaitu siswa kelas X TKRO 1 dan siswa kelas X TKRO 2, yang ditentukan dengan teknik random sampling. Jumlah populasi dalam penelitian ini adalah 107 siswa dan jumlah sampel 72 orang siswa. Instrumen pada penelitian ini yaitu tes hasil belajar gambar teknik otomotif. Data yang diperoleh dianalisis dengan menggunakan analisis statistik deskriptif dan analisis statistik inferensial melalui uji ANOVA. Hasil penelitian menunjukkan bahwa Fhitung = 82,088 dan Ftabel = 3,98 (pada taraf signifikan 5%). Hal ini berarti bahwa Fhitung > Ftabel, H0 ditolak dan H1 diterima sehingga dapat dikatakan bahwa terdapat perbedaan hasil belajar gambar teknik otomotif antara kelompok siswa yang dibelajarkan dengan model Quantum Teaching dan kelompok siswa yang dibelajarkan dengan model pembelajaran konvensional. Dilihat dari rata-rata skor yaitu 26,19 > 16,69. Dengan demikian, model pembelajaran Quantum Teaching berpengaruh terhadap hasil belajar gambar teknik otomotif.Kata Kunci : Pembelajaran Quantum Teaching, hasil belajar This study aims to determine the effect of the Quantum Teaching learning model on the learning outcomes of automotive engineering drawings of class X TKRO Singaraja Vocational High School 3 which is significant between groups of students who are taught with Quantum Teaching learning models and groups of students who are taught by conventional learning models. The population of this study was the tenth grade students of TKRO at Singaraja State Vocational High School 3. The sample of this study was students of class X TKRO 1 and students of class X TKRO 2, which was determined by random sampling technique. The total population in this study was 107 students and a sample of 72 students. The instrument in this study is the test results of learning automotive engineering drawings. The data obtained were analyzed using descriptive statistical analysis and inferential statistical analysis through ANOVA test. The results showed that Fcount = 82.088 and Ftable = 3.98 (at a significant level of 5%). This means that Fcount> Ftable, H0 is rejected and H1 is accepted so that it can be said that there are differences in the learning outcomes of automotive engineering drawings between groups of students who are taught with Quantum Teaching models and groups of students who are taught with conventional learning models. Viewed from the average score of 26.19> 16.69. Thus, the Quantum Teaching learning model influences the results of learning automotive engineering drawings.keyword : Learning Quantum Teaching, learning outcomes
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Ramly, Amir Tengku. "Implementation of Personality Tests in the Learning Process in Era 4.0 Based on the Concept of Pumping HR Model for the world of Education in Indonesia." Jurnal Manajemen 13, no. 3 (October 1, 2022): 343. http://dx.doi.org/10.32832/jm-uika.v13i3.7135.
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<p><em>Understanding the character of learning is one of the important factors for success in learning and in the future. The era of 4.0 and the COVID-19 pandemic today has forced major changes in the teaching and learning system so that it is not disruptive. The learning process in the 4.0 era requires all-digital and effective breakthroughs. This condition is also supported by the COVID-19 pandemic which is predicted not to end soon. This study aims to (1) design a digital student character understanding test tool (2) develop students through a character approach to learning the Pumping HR Model concept, (3) develop teaching-learning techniques based on student character development through strengthening personality, competence and values. - spirituality values. The research method used is a qualitative study of literature and evaluation of the test equipment used for decades. The results of the study indicate that the implementation of personality tests (behavior and character) in the learning process in the 4.0 era greatly determines the effectiveness of the teaching and learning process. This effectiveness is strongly influenced by the implementation of three main components, namely (1) teacher integrity, (2) teacher competence, and (3) teacher personality in teaching, as part of the Pumping-HR Model framework.</em></p>
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Bennu, Sudarman, and Akina Akina. "Development of adversity quotient based geometry learning model for prospective teachers." International Journal on Teaching and Learning Mathematics 2, no. 2 (December 28, 2019): 60. http://dx.doi.org/10.18860/ijtlm.v2i2.9352.
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<p class="ABS-C">The objective of this research is to develop the adversity quotient-based and media-assisted model of mathematics teaching. The stages follow Plomp Model that involves (1) preliminary study, (2) designing (planning), (3) realization/ construction, (4) test, evaluation and revision, (5) implementation. Stages 1 through 3 were held in 2017, stages 4 and 5 completed in 2018 and 2019. Through the preliminary study, designing, and realization/construction, the researchers were able to construct the model in five components: syntax, social system, reaction principles, supporting system, and instructional and nurturing effect. The syntax of this model covers: introduction of learning objectives, motivating, the presentation of prerequisite material and the discussion structured task, student categorization based on adversity quotient, group discussion, group presentation, concluding the discussion, evaluation, and assigning structured-tasks individually and in groups.</p>
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Supa'at, Supa'at, and Khilman Rofi Azmi. "Learning Quality Improvement through the Metacognitive Keywords Model (MKM) Teaching Model in Islamic Learning." Ijtimā'iyya: Journal of Muslim Society Research 4, no. 1 (March 29, 2019): 102–15. http://dx.doi.org/10.24090/ijtimaiyya.v4i1.3022.
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The dynamics of developmental technology and information in the Postglobalization era has a significant impact in building the scientific method of education, especially for Islamic Education. The teacher or Tutor as the main actor in delivering the learning material in the classroom is required to be able to map and guide students in understanding and implementing Islamic value. This article aims to developing PAI learning models through the Metacognitive Keyword Model (MKM). A teaching method intended for teachers / tutors so that they can guide their own thoughts in delivering the material appropriately, effectively and efficiently. The term "Keyword" refers to the “stressing point” of every material taught. MKM consists of several stages including (1) refresh; (2) re-arrange the keywords; (3) creating positive self talk or affirmation; (4) review and (5) Reflect. MKM can also be applied specifically to students through the keyword mapping process of each material. Through this model it is hoped that it will improve the quality of the learning process of Islamic Religion in educational settings.
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Hardi, Alif Aryadi, and Syahruddin Syahruddin. "The Influence Of The Peer-Teaching Learning Model On Student Responsibility Attitude In Physical Education." Jp.jok (Jurnal Pendidikan Jasmani, Olahraga dan Kesehatan) 4, no. 2 (December 20, 2021): 277–89. http://dx.doi.org/10.33503/jp.jok.v4i2.1721.
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The research problem is the students' low attitude of responsibility. The research intends to find out how much influence the peer tutor learning model has on students' responsible attitudes in physical education. The type of research is a real experiment, the treatment variables are the peer tutor learning model (MTS) and the direct learning model (MTB). The dependent variable is the attitude of responsibility (STJ). The population in this study were all students of class VIII SMP Negeri 13 Makassar as many as 418 people, with a sample of 76 people who were divided into two groups, namely 38 people in the control group and 38 people in the experimental group. The study lasted for seven meetings in seven weeks, with details of the treatment in five meetings and before and after the treatment was given a pretest and posttest. The data were analyzed by paired t-test. The results showed that (1) there was a significant effect of MTB on students' STJ in physical education learning (p<0.05) (2) there was significant influence of MPL on students' STJ in physical education learning (p <0.05) (3) MTB is better at improving students' STJ in physical education learning than MPL (p<0.05). In conclusion, MTB is very good at improving STJ..
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Ali, Asif, Najma Baseer, Zilli Huma, Yasar M. Yousafzai, Inayat Shah, Asad Zia, Mohammed Alorini, and Nick Sethia. "Mixed reality model for learning and teaching in anatomy using peer assisted learning approach." European Journal of Anatomy 27 (January 2023): 129–38. http://dx.doi.org/10.52083/trad3516.
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The objective of this study was to evaluate the effectiveness of mixed reality models in anatomy teaching and learning at Kirkpatrick’s level I, using Peer Assisted Learning approach. This study was based on a single group, post-test study design and was carried out at three affiliated medical schools of Khyber Medical University, Peshawar, over four months. A total of 97 first- and secondyear medical students from three medical schools were enrolled. All students received a basic introduction to the use of Hololens (Microsoft), the mixed-reality simulator-based course on the anatomy of the heart and liver via peer-assisted learning (PAL) method. Student satisfaction was evaluated at Kirkpatrick Level I of program evaluation using a validated and structured PAL questionnaire. Most students agreed or strongly agreed to the effectiveness of questions (mean ± SD 4.3±0.2, percentage 86±4.4%). There was no difference between the satisfaction scores of male and female students (p=0.34), whereas a slight difference was seen between 2nd- and 1st-year students’ satisfaction scores (88% versus 85%, p=0.03). There was also a statistically significant difference of perceptions between different medical schools’ students’ scores (p=.000). Students appear to be satisfied with the use of the mixed reality model for learning anatomy. A randomized trial to directly compare the satisfaction levels between traditional methods and mixed-reality model may be conducted and the effects of mixed-reality models on learning should be assessed.
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Syamsuyurnita, Syamsuyurnita, and Dewi Kesuma Nasution. "Development of Indonesian language book using glasser model." Journal of Applied Studies in Language 1, no. 1 (December 18, 2017): 13. http://dx.doi.org/10.31940/jasl.v1i1.666.
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This study aims to describe the process of developing teaching materials by using Glasser model in the Indonesian language course in FKIP UMSU. The sample of the research is 34-second semester A morning students in the Study Program of Language and Literature of Indonesia, Faculty of Teacher Training and Education, University of Muhammadiyah, Sumatera Utara. The questionnaire instrument was used to determine the student's response and activeness to the developed teaching material, the observation sheet used to know the condition of the students in the learning process, and the validation sheet instrument used for the development of teaching materials based on SAP using Glasser model. The result of descriptive research on student's response shows that 100% of students were happy about the teaching materials of Bahasa Indonesia (Teaching Materials, Guided Exercises and Lecture Strategies) and 91.66% of students think that the teaching materials are new to them. After using the teaching materials developed by the researcher and following the teaching and learning activities, students (100%) are interested in following the next lesson, the readability of the language of the learning material is easy to understand (91.66%) and the guidance given by the lecturer is clear (100%). While the self-employed activity is fun for students (91.66%). Students activity in learning activities was shown by their involvement in problem solving, his involvement in carrying out learning tasks, assessing his ability, digging and developing his own knowledge. Based on the validation sheet on the test of learning result 1 obtained information that from the 3 learning objectives formulated in SAP I and SAP II there is 1 learning objectives that have not yet completed. Based on the results of descriptive analysis of the test results of learning 2 it was obtained that the 3 learning objectives formulated in SAP III and SAP IV was finished learning objective.
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Trisnawati, Yulia Ika, Sudargo Sudargo, and Dina Prasetyowati. "Efektivitas Model Contextual Teaching and Learning dan Model Problem Based Learning untuk Meningkatkan Kemampuan Pemahaman Konsep Matematis Siswa SMP." Imajiner: Jurnal Matematika dan Pendidikan Matematika 1, no. 5 (October 1, 2019): 190–200. http://dx.doi.org/10.26877/imajiner.v1i5.4468.
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Penelitian ini merupakan Penelitian eksperimen yang bertujuan untuk mengetahui efektivitas model Contextual Teaching and Learningdan model Problem Based Learninguntuk meningkatkan kemampuan pemahaman konsep matematis siswa SMP Negeri 28 Semarang pada materi penyajian data. Populasi penelitian ini adalah siswa kelas VII SMP Negeri 28 Semarang tahun pelajaran 2018/2019. Sampel Penelitian ini yaitu kelas VII A sebagai kelompok kelas kontrol (Konvensional), VII B sebagai kelompok kelas eksperimen 2 (PBL) dan VII D sebagai kelompok kelas eksperimen 1 (CTL). Teknik pengumpulan data meliputi tes kemampuan pemahaman konsep, observasi lembar keaktifan dan dokumentasi. Hasil penelitian menunjukkan bahwa (1) Ada perbedaan kemampuan pemahaman konsep matematis siswa yang menggunakan model Contextual Teaching and Learning, model Problem Based Learningdan model pembelajaran konvensional; (2) Kemampuan pemahaman konsep matematis siswa yang menggunakan model Contextual Teaching and Learningsama dengan model Problem Based Learning; (3) Kemampuan pemahaman konsep matematis siswa yang menggunakan model Contextual Teaching and Learninglebih baik dari model pembelajaran konvensional; (4) Kemampuan pemahaman konsep matematis siswa yang menggunakan model Problem Based Learning lebih baik dari model pembelajaran konvensional; (5) Ada pengaruh keaktifan terhadap kemampuan pemahaman konsep matematis siswa yang menggunakan model Contextual Teaching and Learningdan model Problem Based Learning; (6) Kemampuan pemahaman konsep matematis siswa sesudah menggunakan model Contextual Teaching and Learningdan model Problem Based Learningdapat mencapai KKM
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Setyaningsih, Nining, Sri Rejeki, and Naufal Ishartono. "Developing Realistic and Child-friendly Learning Model for Teaching Mathematics." JRAMathEdu (Journal of Research and Advances in Mathematics Education) 4, no. 2 (August 13, 2019): 79–88. http://dx.doi.org/10.23917/jramathedu.v4i2.8112.
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This study aims to develop a learning model based on the theory of realistic mathematics education and child-friendly learning for teaching mathematics in junior high school. This research is conducted using Plomp’s educational design research that consists of four development phases: 1) preliminary investigation, 2) designing, 3) realization, and 4) revision, evaluation. In addition, this study also tests the mathematics instructional model prototype being developed and validated by an expert. Based on the analysis, it can be concluded that: 1) the teacher’s learning management in the implementation of realistic and child-friendly learning model can be classified “very good”, 2) the prototype model is categorized “very good” in improving students’ activities , and 3) the students’ responses toward the developed mathematics instructional model are "positive”. Moreover, the syntaxes of realistic and child-friendly learning model for teaching mathematics in junior high school have been formulated, namely: 1) explaining learning objectives and motivating students, 2) providing contextual problems students familiar with, or horizontal mathematization, 3) processing abstraction or vertical mathematization, 4) devising strategies, 5) communicating solution in a discussion, and 6) giving inferences of mathematics subject-matter.
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Putri, Nizmi, Reh Bungana Br Perangin-angin, and Daulat Saragi. "INFLUENCE OF CONTEXTUAL TEACHING AND LEARNING MODELS AND SOCIAL SKILLS ON STUDENT LEARNING OUTCOMES AT SD NEGERI 101788 MARINDAL I." Jurnal Ilmiah Teunuleh 2, no. 1 (March 6, 2021): 1–10. http://dx.doi.org/10.51612/teunuleh.v2i1.36.
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This study aims to analyze: (1) the influence of the Contextual Teaching and Learning Model is higher compared to the Direct learning model; (2) PPKn learning outcomes of students who have high social skills are higher than students who have low social skills (3) interactions between contextual teaching and learning models and social skills in influencing PPKn learning outcomes of grade 4 students. Research in the form of Quasi-Experimental Design with factorial 2x2. The instruments used are PPKn learning results test and Social Skills instrument. Data analysis using two-lane anava. The results showed: (1) There is an influence of Contextual Teaching and Learning Model on the learning outcomes of PPKn students in grade IV SD Negeri 101788 Marindal I; (2) PPKn learning outcomes of students who have high social skills are higher than students who have low social skills; (3) There is an interaction between contextual teaching and learning models and social skills towards the learning outcomes of PPKn Siswa at SD Negeri 101788 Marindal I.
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Wahyuni, Lilik, and Sugeng Riyanto. "Model Sekolah Adiwiyata Melalui Program Asistensi Mengajar Berbasis Pembelajaran Experiential." Jurnal Paedagogy 9, no. 4 (October 21, 2022): 616. http://dx.doi.org/10.33394/jp.v9i4.5673.
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The study aims to get descriptions of (1) collaboration between teachers and students; (2) the development of Adiwiyata school model; and (3) optimizing Adiwiyata schools through a teaching assistance program based on experiential learning. This study used a qualitative descriptive method with a survey and development research design. The data sources of this research were the residents of SMP 12 Malang and students of the teaching assistance program at the Faculty of Agriculture, Universitas Brawijaya. The key instrument of this research was the researcher, assisted by using a questionnaire instrument and observation and interview guidelines. Data analysis was carried out through the stages of (1) data review, (2) data category and classification, (3) data reduction and codification, and (4) drawing conclusions. The research showed (1) students and teacher collaboration in an experiential learning-based teaching assistance program was the students manage the learning in the Concrete Experience and Active Experimentation stages while the teacher manages the learning in the Reflective Observation and Abstract Conceptualization stages; (2) the development of the Adiwiyata school model through the experiential learning-based teaching assistance program was carried out by reviewing the school's vision, mission, and goals, developing a learning plan using the experiential learning method, and developing an environment-based learning arena; and (3) optimization of Adiwiyata schools through experiential learning-based teaching assistance programs was carried out through habituation with a participatory approach.
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Umam, Khoirul, Harjito Harjito, and Ngasbun Egar. "Pengembangan Bahan Ajar Menulis Poster Dengan Model Pembelajaran Problem Based Learning Pada Siswa Mts Di Jepara." Teks: Jurnal Penelitian Bahasa, Sastra, dan Pengajarannya 6, no. 2 (January 31, 2022): 53–66. http://dx.doi.org/10.26877/teks.v6i2.7166.
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Abstrak”Pengembangan Bahan Ajar Menulis Poster Dengan Model Pembelajaran Problem Based Learning (PBL) pada siswa MTs di Jepara”. Penelitian ini merupakan jenis penelitian pengembangan atau RND. Penelitian ini dilatar belakangi oleh kurang tersedianya bahan ajar yang dapat membantu guru dan siswa dalam menulis poster dengan menggunakan model pembelajaran Problem Based Learning. Tujuan penelitian ini adalah : 1) Merumuskan kebutuhan bahan ajar menulis poster dengan model pembelajaran Problem Based Learning menurut guru dan siswa, 2) mengembangkan prototype menjadi bahan ajar menulis poster dengan model pembelajaran Problem Based Learning. Sekolah tempat pengambilan data yaitu MTs NU Papasan dan MTs GUPPI Banjaran Bangsri Jepara. Instrumen yang digunakan yaitu berupa angket untuk isian ahli, guru pengampu, dan peserta didik. Prototipe hasil pengembangan bahan ajar menulis poster dengan model pembelajaran Problem Based Learning ini adalah : 1) bahan ajar sebagai media pembelajaran. 2) cakupan bahan ajar sesuai silabus, dan RPP. dan 3) data persepsi siswa tentang penggunaan bahan ajar sebagai media pembelajaran. Simpulan dari penelitian ini adalah siswa dan guru membutuhkan bahan ajar sebagai media pembelajaran langsung dengan kompetensi menyimpulkan poster dari berbagai sumber. Saran dari penelitian ini : 1) Siswa hendaknya menggunakan bahan ajar sebagai media pembelajaran langsung sebagai penunjang belajar; 2) Guru hendaknya menggunakan bahan ajar sebagai media pembelajaran; dan 3) Peneliti yang lain hendaknya melakukan penelitian lanjutan guna penyempurnaan bahan ajar sebagai media pembelajaran kompetensi menulis poster.Kata kunci : Bahan ajar, menulis poster, model pembelajaran Problem Based LearningAbstract"Development of Learning Materials for Writing Posters with Problem Based Learning Models (PBL) for MTs Students in Jepara". This research is a type of development research or RND. This research is motivated by the lack of available teaching materials that can help teachers and students in writing posters using the Problem Based Learning model. The purpose of this study are: 1) Formulating teaching materials for writing posters with Problem Based Learning models according to teachers and students 2) Developing prototypes as teaching materials for writing posters with Problem Based Learning (PBL) models. The school where the data was collected was MTs NU Papasan and MTs GUPPI Banjaran Bangsri Jepara. The instrument used is in the form of a questionnaire for the content of experts, teachers, and students. The prototype of the results of the development of teaching materials for writing posters with the Problem Based Learning (PBL) model are: 1) Teaching materials as learning media. 2) Coverage of teaching materials according to syllabus, and lesson plan, and 3) Data on student perceptions about the use of instructional materials as learning media. The conclusion of this study is that students and teachers need teaching materials as learning media directly with competencies to conclude posters from various sources. Suggestions: 1) Students should use teaching materials as a direct learning media as a learning support; 2) Teachers should use teaching materials as learning media; and 3) Other researchers should conduct further research to improve teaching materials as a poster learning competency media. Keywords: Problem Based Learning (PBL) models , teaching materials, writing posters
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Wen, Ju-May, Hai Dung, Eric Zhi Feng Liu, Chun-Hung Lin, and Shihping Kevin Huang. "Learning Chinese in a Role as News Broadcaster." International Journal of Online Pedagogy and Course Design 11, no. 1 (January 2021): 15–35. http://dx.doi.org/10.4018/ijopcd.2021010102.
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This study was based on the vicarious learning theory, and the teaching model included learning, practice, self-assessment, and peer-assessment. The authors conducted the study in a spiral manner. There are three research questions in this study: 1) Can learners' achievement be elevated by news video production teaching model? 2) Can learners' oral presentation be elevated by the news video production teaching model? 3) Will the learning outcomes be affected by self-assessment and peer-assessment? The teaching period was 18 weeks, and the study objects were six foreign learners from the current Chinese course in one university. The study results revealed 1) the whole semester teaching model promoted students attaining learning outcomes, 2) the whole semester teaching model enhanced the learners' oral presentation abilities, 3) self-evaluation and peer-evaluation affected the learners' learning achievement. In future studies, the authors suggest caring for the learners' learning bottlenecks in any moment and infusing real material into Chinese teaching.
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Aristi, Amalia Febri. "THE EFFECTS OF COOPERATIVE LEARNING MODEL GROUP INVESTIGATION AND MOTIVATION TOWARD PHYSICS LEARNING RESULTS MAN TANJUNGBALAI." Jurnal Pendidikan Fisika 3, no. 2 (December 1, 2014): 1. http://dx.doi.org/10.22611/jpf.v3i2.3166.
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This study aimed to determine: (1) Is there a difference in student's learning outcomes with the application of learning models Investigation Group and Direct Instruction teaching model. (2) Is there a difference in students' motivation with the application of learning models Investigation Group and Direct Instruction teaching model, (3) Is there an interaction between learning models Investigation Group and Direct Instruction to improve students' motivation in learning outcomes Physics. This research is a quasi experimental. The study population was a student of class XII Tanjung Balai MAN. Random sample selection is done by randomizing the class. The instrument used consisted of: (1) achievement test (2) students' motivation questionnaire. The tests are used to obtain the data is shaped essay. The data in this study were analyzed using ANOVA analysis of two paths. The results showed that: (1) there were differences in learning outcomes between students who used the physics model of Group Investigation learning compared with students who used the Direct Instruction teaching model. (2) There was a difference in student's learning outcomes that had a low learning motivation and high motivation to learn both in the classroom and in the classroom Investigation Group Direct Instruction. (3) There was interaction between learning models Instruction Direct Group Investigation and motivation to learn in improving learning outcomes Physics.
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Jimry, James. "MENINGKATKAN KUALITAS PEMBELAJARAN DAN PENGAJARAN MELALUI MODEL KURIKULUM YANG EFISIEN." Excelsis Deo: Jurnal Teologi, Misiologi, dan Pendidikan 2, no. 2 (November 23, 2020): 13–24. http://dx.doi.org/10.51730/ed.v2i2.49.
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Abstract: Learning is a relatively permanent change in behavior or potential behavior as a result of experience. Learning is the interaction between stimulus and response. These issues are very useful when reviewed as follows: What is the meaning of Learning and Teaching? What are the methods for improving the Quality of Learning and Teaching? How to Improve the Quality of Learning and Teaching through an Efficient Curriculum Model? The answers to the problems are: (1) the notion of learning and teaching is a different concept even though it is a process of change in the learning structure, which involves teachers, students and educational infrastructure. (2) methods to improve the quality of learning and teaching are to improve the quality are: communication of learning and teaching, collaboration, and developing various forms of learning. (3) improving the quality of learning and teaching through efficient curriculum models are: the Ralp W. Tyler curriculum model, the Hilda Taba curriculum model, the Peter Oliva curriculum model, or the Muray Print curriculum model.Abstrak: Belajar merupakan perubahan yang relatif permanen dalam perilaku atau potensi perilaku sebagai hasil dari pengalaman. Belajar adalah interaksi antara stimulus dan respon. Persoalan-persoalan tersebut sangatlah berguna bila dikaji kembali sebagai berikut: Apakah pengertian Pembelajaran dan Pengajaran? Bagaimanakah kaedah-kaedah untuk meningkatkan Kualitas Pembelajaran dan Pengajaran? Bagaimanakah Meningkatkan Kualitas Pembelajaran dan Pengajaran melalui Model Kurikulum yang Efisien? Jawaban persoalan adalah: (1) pengertian Pembelajaran dan Pengajaran merupakan suatu konsep yang berbeda meski menjadi proses perubahan dalam struktur belajar, yang melibatkan pengajar, pelajar, dan prasarana pendidikan. (2) kaedah-kaedah untuk meningkatkan kualitas pembelajaran dan pengajaran adalah dengan meningkatkan kualitas adalah: komunikasi pembelajaran dan pengajaran, kolaborasi, dan mengembangkan bentuk pembelajaran yang bervariasi. (3) meningkatkan kualitas pembelajaran dan pengajaran melalui model-model kurikulum yang efisien adalah: model kurikulum Ralp W.Tyler, model kurikulum Hilda Taba, model kurikulum Peter Oliva, atau model kurikulum Muray Print.
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Kurniasih, Deni. "Implementasi Model Pembelajaran Contextual Teaching And Learning (CTL) Dalam Pelajaran IPA Di Sekolah Dasar." Social, Humanities, and Educational Studies (SHEs): Conference Series 3, no. 4 (July 17, 2021): 285. http://dx.doi.org/10.20961/shes.v3i4.53345.
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<p><em>In learning science, the problem that arises is how to make learning and presenting science concepts fun for students. For success in learning, learning must be fun, namely the material presented to students already exists in their daily lives. Contextual Teaching and Learning (CTL) is a learning approach that links the material being taught with students' real world situations and encourages students make connections between the knowledge learned and its implementation in their daily lives. The application of the Contextual Teaching and Learning (CTL) learning model in science learning is to apply a learning that includes all the components contained in Contextual Teaching and Learning (CTL). In the implementation of learning, the teacher maximizes the learning process so that learning objectives can be achieved in accordance with the Competency Standards and student conditions. Through learning using the Contextual Teaching and Learning (CTL) approach, it is hoped that students can find solutions to problems from the knowledge they have, and it makes students play an active role when the teaching and learning process takes place.</em></p>
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Zhang, Bing, and Marilyn Goodwin. "IMPLEMENTATION OF OBE TEACHING CONCEPT BASED ON EMOTIONAL BEHAVIOR CHANGE IN COLLEGE ENGLISH CURRICULUM." International Journal of Neuropsychopharmacology 25, Supplement_1 (July 1, 2022): A18. http://dx.doi.org/10.1093/ijnp/pyac032.024.
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Abstract Background The teaching concept based on psychoanalysis is not only an important part of OBE teaching, but also a research method rising in recent years. Based on OBE College English autonomous learning model, we can effectively use modern information technology to change a single teaching method. Combining mobile learning, ubiquitous learning, online learning and traditional learning to optimize the autonomous learning model is conducive to greatly improve the group's English comprehensive ability and autonomous learning ability, and have a positive and negative impact on the group's English learning attitude and emotional behavior. This provides some enlightenment for College English teaching practice and the cultivation of students' autonomous learning ability. Subjects and methods Four classes were selected as the control group. 1. Class 2 adopts the traditional teaching mode. 3. Class 4 implemented OBE teaching method based on psychological needs analysis. After a semester of teaching comparison, the learning investment, learning enthusiasm and learning effect of classes 3 and 4 are better than classes 1 and 2. In classes 3 and 4, teachers use online teaching means such as appreciation class and app to communicate with students in time, which will be the basis of teaching method reform in the next stage. In recent years, China's major newspaper media have launched a new “MOOC” teaching model, which has had a wide impact. Based on blended learning theory and humanistic theory, this study makes an in-depth study on the construction and effectiveness of English learning theory. Using structural equation modeling software and structural equation model, the interaction between eflm under the new mode is analyzed. The experimental results show that the College English autonomous learning model based on Mou is conducive to greatly improve the group's English comprehensive level and autonomous learning ability, and has a positive and negative impact on the group's English learning attitude. It lays a solid foundation for the realization of intelligent learning. Results OBE teaching concept is a novel and practical teaching model. In teaching, through the analysis of students' psychological needs, teachers can more effectively grasp students' learning dynamics, choose appropriate teaching methods, give feedback in time and evaluate the teaching effect. In the face of testing whether the teaching task is successful or not, the subjects' depression state is induced Since the control group did not carry out any emotion regulation in the frustration task, we can test whether the induction of negative emotion after frustration is successful by comparing the emotional states of the control group in the baseline stage and the frustration induction stage The two factor repeated measurement ANOVA of PA index at population level (depression, non depression) * stage (Level 2: baseline, frustration) showed a significant stage main effect (f (1116) = 32.84, P < 0.001, η P2 = 0.36) and population main effect (f (1116) = 14.87, P < 0.001, η P2 = 0.20), but the interaction between stage and population was not significant (f (1116) = 0.02, P = 0.90) The PA score of the control group in the frustration inducing stage was significantly lower than that in the baseline stage Regardless of the stage, the PA score of depressed people was significantly lower than that of non depressed people The same two - factor ANOVA was used for Na index The results showed a significant stage main effect (f (1116) = 13.70, P < 0.001, η P2 = 0.19) and population main effect (f (1116) = 13.10, P < 0.05, η P2 = 0.18), but the interaction between stage and population was not significant (f (1116) = 0.03, P = 0.87) The Na scores of the control group in the frustration inducing stage were significantly higher than those in the baseline stage No matter what stage, the Na scores of depressed people were significantly higher than those of non depressed people The above results show that the frustration task did successfully induce the subjects' negative emotional state, and the depressed people have stronger negative emotional intensity than the non depressed people regardless of the experimental stage. Conclusion OBE teaching concept is a novel and practical teaching model. In teaching, through the analysis of students' psychological needs, teachers can more effectively grasp students' learning dynamics, choose appropriate teaching methods, give feedback in time and evaluate the teaching effect. Using the method of classroom appreciation in college teaching can improve teachers' teaching efficiency, but teachers need to make a large number of classroom appreciation materials. At the same time, when making appreciation teaching materials, we should analyze the psychological needs of teaching objects and take the OBE teaching concept as the guidance. In short, we should carry out relevant combination of industry and education according to our own advantages and characteristics. Clarify the incentive objectives through examples, regularly hold successful example sharing, experience introduction, project display and other activities, set a successful example, clarify the specific objectives of the concept, form a strong psychological motivation, stimulate the internal potential and help the realization of positive behavior. Strengthen professional guidance, give full play to the advantages of professional talent concentration, high IQ and professional knowledge in the business field, and give full play to the intellectual advantages of talents. Experts and scholars can be organized to establish a professional guidance team, give full play to the role of professional experts and scholars, and solve the key problems of relevant projects in the business projects of this discipline.
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Gumay, Ovilia Putri Utami, Nindya Heidi, and Ahmad Amin. "Efektivitas Model Pembelajaran Quantum Teaching terhadap Hasil Belajar Fisika." Science and Physics Education Journal (SPEJ) 2, no. 1 (December 28, 2018): 36–41. http://dx.doi.org/10.31539/spej.v2i1.465.
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This study aims to determine the completeness of learning outcomes and student learning activities on learning physics with Quantum Teaching learning model. The method used is experiment. The population to be used in this research is all students of class X computer network technique. Class X computer network technique 1 as a sample in this study. Data collection techniques used are test and observation techniques. Data were analyzed using t-test. based on result of t-test analysis obtained tcount> ttable = (4,206>1,6973) which means Ha accepted. So it can be concluded that the Use of Learning Model Quantum Teaching effective against Physics Learning Outcomes Students class X vocational high school state 3 Lubuklinggau Lesson year 2017/2018. Student learning activity in good category.
Keywords: Student learning activities, Physics Learning Outcomes, Quantum Teaching
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Delawati, Denna. "KETERAMPILAN BERPIKIR KRITIS: MODEL BRAIN-BASED LEARNING DAN DAN MODEL WHOLE BRAIN TEACHING." Jurnal Bidang Pendidikan Dasar 3, no. 2 (July 5, 2019): 9–14. http://dx.doi.org/10.21067/jbpd.v3i2.3356.
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Penelitian ini bertujuan untuk mengetahui perbedaan keterampilan berpikir krtitis siswa dengan menggunakan model pembelajaran Brain-Based Learning dan model Whole Brain Teaching pada muatan IPA kelas V SDN 3 Senggreng Kecamatan Sumberpucung. Jenis penelitian ini adalah Pra-Eksperimental Design dengan rancangan The Static Group Pretest-Posttest Design. Sampel yang digunakan adalah seluruh kelas 5A sebagai eksperimen 1 dan kelas 5B sebagai eksperimen 2. Instrumen penelitian yang digunakan berupa tes untuk menguji berpikir kritis siswa. Hasil analisis data menunjukkan bahwa keterampilan berpikir kritis dengan menggunakan model Whole Brain Teaching lebih tinggi dibandingkan menggunakan model Brain-Based Learning. Data yang diperoleh menggunakan analisis Uji-t. Dari hasil Uji-t diketahui bahwa sebesar 2,127 dan 2,122, lebih besar ttabel (> 2,020) dan nilai signifikasi 5% menunjukkan bahwa nilai 0,039 dan 0,040 (< 0,05), oleh karena itu hipotesis alternatif diterima. Dengan demikian terdapat perbedaan model Brain-Based Learning dan model Whole Brain Teaching pada keterampilan berpikir kritis IPA kelas V SDN 3 Senggreng Kecamatan Sumberpucung. Diharapan dengan menggunakan model berbasis otak ini, siswa akan lebih mudah memahami materi dan dapat menyelesaikan permasalahan dalam kehidupan sehari-hari.
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Segara, Nuansa Bayu, Enok Maryani, Nana Supriatna, and Mamat Ruhimat. "INVESTIGATED THE IMPLEMENTATION OF MAP LITERACY LEARNING MODEL." Geosfera Indonesia 3, no. 2 (August 28, 2018): 146. http://dx.doi.org/10.19184/geosi.v3i2.7808.
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This article presents the results of the first implementation of map literacy learning model in middle school classes - this is the preliminary test. The implementation of this learning model will gain optimal results when it is conducted by following all the component of the model such as the syntax, theoretical framework, social system, teachers' roles, and support system. After the model implementation has been completed, the results showed that there was significantly different in students' spatial thinking skills before and after the treatment. However, the implementation also revealed that the model has some technical issues and thus to be improved. In a social system revision, the teacher has to be flexibly provide scaffolding every time he/she sees that the students need it. Teacher's book is significantly important to help a teacher lead the learning process. After improvement of the model has been completed, then it is ready to be implemented in the main field testing stage.
Keywords: map literacy, social studies learning, spatial thinking
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Bujuri, Dian Andesta, Natasya Ananda, Agra Dwi Saputra, and Tutut Handayani. "PENGEMBANGAN BAHAN AJAR TEMATIK BERBASIS MODEL PEMBELAJARAN CONTEXTUAL TEACHING AND LEARNING DI MADRASAH IBTIDAIYAH SWASTA." SITTAH: Journal of Primary Education 3, no. 2 (October 31, 2022): 117–32. http://dx.doi.org/10.30762/sittah.v3i2.495.
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Teaching materials in thematic learning based on learning models are not yet available. This underlies researchers' development textbooks integrated into the Contextual Teaching and Learning (CTL) learning model. The material developed in the textbook is the theme of 3 sub-themes 1 class IV at MI Azizan Palembang. This type of research is the ADDIE model's research and development, which includes the stages of analysis, design, development, implementation, and evaluation. The research and development process that researchers carry out gets positive results. Developing thematic teaching materials based on the CTL learning model on theme 3 subtheme 1 grade 4 at MI Azizan Palembang is categorized as valid with the validation assessment of design experts 73%, linguists 75%, and very good categories on material experts 92%. The results of the responses of grade 4 students and teacher assessments in the use of teaching materials are categorized as very practical. In the group trial stage, the percentage of scores reached 93%, field trials obtained a percentage score of 90%, and teacher assessments obtained a percentage of 93%. This shows that thematic teaching materials based on the CTL learning model on theme 3 sub-theme 1 grade 4 at MI Azizan Palembang are suitable for use in the implementation of learning.
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Syahrir, Sulastri. "THE IMPLEMENTATION OF INNOVATIVE LEARNING MODELS BASED ON 2013 CURRICULUM AT SMAN 5 JENEPONTO." English Language Teaching Methodology 2, no. 2 (August 30, 2022): 92–97. http://dx.doi.org/10.56983/eltm.v2i2.9.
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The purpose of this study was to find out (1) the learning models implemented by English teachers and (2) how do the English teachers implemented of identified innovative learning models in teaching learning English at SMAN 5 Jeneponto. The subjects are 3 English teachers. The object of this research is implemented of five innovative learning models in teaching learning English. The instrument of this research is direct observation class to answer two objectives of this research.The findings of this research indicated that there were 3 innovative learning models implemented by English teachers, namely; Discovey learning, Problem-based learning, and Project-based learnin. The implementation of innovative learning models; (1) Discovey learning model, the steps are the teacher selection to the material, students to discovery and investigated of the problem, and self-analyzed the discovery data. (2) Problem-based learning, the teacher explained the material, students to find problem, students to presentation of the result, students provided reflection, and result of the investigation. (3) Project-based learning, the steps are students make a project related of material learning and solving of problem.
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D, Zuhri, Maimunah Maimunah, and Putri Yuanita. "The Development of Math Learning Tools for Elementary Based on 2013 Curriculum in Coastal Area." Journal of Educational Sciences 4, no. 1 (January 27, 2020): 133. http://dx.doi.org/10.31258/jes.4.1.p.133-145.
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K13 has not been implemented optimally, one of them is caused by the inability to develop learning tools that apply the scientific approach. Student-environment contexts rich in learning resources can not be utilized by teachers. This condition encourages us to conduct a study in developing K13-based elementary school educational devices by utilizing coastal area contexts. Learning tools developed are lesson plans, learning media and teaching materials. The purpose of this study is to produce lesson plans, learning media and teaching materials that are scientifically designed coastal areas are valid so feasible to use. In the development of these learning tools, the researcher uses a 4-D framework model. The research data was collected using a validated questionnaire. Validation results indicate that: (1) the validity test of lesson plans are in a very valid category; (2) validity test of valid category media; and (3) the validity test of the teaching materials is in a very valid category.
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Erviana, Ria, Novi Susanti, and Neni Lismareni. "EFEKTIVITAS PEMBELAJARAN MATEMATIKA DENGAN MENGGUNAKAN MODEL RECIPROCAL TEACHING PADA SISWA SMP NEGERI 3 PAGARALAM." Jurnal Math-UMB.EDU 9, no. 1 (February 1, 2022): 36–42. http://dx.doi.org/10.36085/math-umb.edu.v9i1.3005.
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AbstrakTujuan penelitian ini adalah untuk melihat keefektifan penggunaan model Reciprocal Teaching dalam pembelajaran matematika di SMP Negeri 3 Pagaralam. yang ditinjau dari aspek (1) hasil belajar siswa, (2) aktivitas siswa, (3) respon siswa. Metode penelitian yaitu penelitian kuantitatif dengan desain penelitian deskriptif dimana pengumpulan data menggunakan metode tes, observasi, dan angket. Populasi dalam penelitian ini adalah seluruh siswa kls VII SMP Negeri 3 Pagaralam, dan  Sampel penelitian adalah siswa kelas VII.A yang dipilih secara random sampling ? acak. Analisis data dilakukan secara deskriptif kuantitatif. Hasil analisis aktivitas siswa dalam 3 pertemuan diperoleh rata-rata 82,6% yaitu dalam kategori baik, sedangkan analisis hasil belajar siswa yang tuntas yaitu sebesar 87% termasuk kategori baik. Dan hasil analisis respon siswa dengan rata-rata 4 termasuk dalam kategori baik. Dari hasil penelitian dan analisis data diperoleh informasi bahwa aktivitas pembelajaran siswa setiap aspek yaitu aktivitas siswa selama pembelajaran, hasil belajar siswa dan respon siswa setelah mengikuti pembelajaran memenuhi kriteria baik. Dapat disimpulkan bahwa pembelajaran matematika dengan menggunakan model Reciprocal Teaching adalah efektif.Kata kunci: Efektivitas, Reciprocal Teaching, Hasil Belajar AbstractThe goal of this study was to see how efficient the Reciprocal Teaching methodology was in helping students learn mathematics at SMP Negeri 3 Pagaralam. which considers (1) student learning outcomes, (2) student activities, and (3) student replies.The data gathering methods are test, observation, and questionnaires, and the research approach is quantitative research with a descriptive research design. The study's population consisted of all seventh-grade students at SMP Negeri 3 Pagaralam, with the research sample consisting of grade VII.A students chosen at random. Quantitative descriptive analysis was used to analyze the data. The examination of student activities in three meetings yielded an average of 82.6 percent, which is considered good, while the analysis of student learning outcomes yielded an average of 82.6 percent, which is also considered good. which is in the good group, whereas the total study of student learning outcomes, which includes the good category, is 87 percent. Also in the good category are the findings of the study of student replies with an average of 4.According to the findings of the research and data analysis, every area of student learning activities, including student actions during learning, student learning outcomes, and student replies after participating in learning, fulfilled good criteria. It may be concluded that employing the Reciprocal Teaching paradigm to learn mathematics is effective.Keywords: Effectiveness, Reciprocal Teaching, and Learning Outcomes
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Sugiarta, Komang, Cening Ardina, and Made Ariana. "Hybrid Learning Model in the Teaching and Learning Process Basic Accounting Practice." international journal of Education, Learning and Development 10, no. 10 (September 15, 2022): 48–56. http://dx.doi.org/10.37745/ijeld.2013/vol10n104856.
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This research is aimed at designing an efficient hybrid learning model in learning Basic Accounting Practices. This learning model is expected to be used as a guide by lecturers who support courses in planning, implementing and evaluating their learning activities. The hardware used is a Laptop, Web Camera, Bluetooth Headset, LCD Projector, while the software is Google Meet. Research activities are carried out through 3 stages, namely: program planning, development and implementation, evaluation. The target subjects are students of the Bali State Polytechnic Accounting Department in semester 2, the target object is a learning device for the Basic Accounting Practice course. The results show that this simple hybrid learning model can be applied effectively in learning Basic Accounting Practices. This is indicated by the level of student satisfaction with the reliability of the learning model (material, design, media) using the 5 scale is an average of 4.0 (Satisfied) with an average learning outcome value of 81.01 (A). Suggestions from students are the need for reliable Wi-Fi and LCD projector facilities in every classroom.
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Chenglin, Huan, and Chen Jianwei. "Research on Blending learning Design for Promoting Deep Learning." Journal of Educational Research and Reviews 9, no. 7 (July 13, 2021): 173–78. http://dx.doi.org/10.33495/jerr_v9i7.21.137.
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Under the background of further promoting the construction of "golden class" in universities, how to use teaching innovation and promote the cultivation of learners is the focus of educational researchers. Guided by the theory of deep learning, based on MOOC resource platform and teaching management platform, this study constructs a "3-stage-2 platform" blended learning mode for deep learning in three stages: before class, in class and after class, puts forward teaching strategies to promote deep learning, and based on this mode, takes the computer network course as an example to carry out the blended teaching design and practice. The results show that the model has a certain role in promoting learners' knowledge mastery and ability training, and good emotional experience is conducive to learners' deep learning. Keywords: Deep learning, mixed teaching, teaching design.
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Syaefudin, Mohamad, Emzir Emzir, and Ninuk Lustyantie. "The Learning Model of Happiness through French Literature Appreciation." Language Circle: Journal of Language and Literature 12, no. 2 (April 24, 2018): 143–52. http://dx.doi.org/10.15294/lc.v12i2.14173.
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his study aims to (1) develop learning models of happiness in learning French through literary works, and (2) to describe the application of learning models of happiness in learning French through literary works. The study applied a qualitative approach with two designs in exploratory research (1) to produce a learning model of happiness and (2) action research to evaluate the implementation of the learning model in the field. Data collection techniques are conducted through (1) in-depth interviews with French experts, (2) literary experts; and (3) psychologists to gain an important point of learning happiness. Then from the results of in-depth interview was compiled draft learning model of happiness through focus group discussion This research was conducted at Universitas Negeri Semarang, with research time from March to October 2017.The results of this research are the model of happiness teaching with ASSURE model which includes analyzing the students, formulating specific learning objectives, choosing methods, media, and teaching materials, utilizing media and teaching materials, requesting student response, and evaluation.
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Kurnianto, Fahmi Arif, Bejo Apriyanto, Elan Artono Nurdin, and Fahrudi Ahwan Ikhsan. "THE INFLUENCE OF GROUP INVESTIGATION LEARNING TOWARDS THE LEARNING MOTIVATION OF STUDENTS ON ENVIRONMENTAL GEOGRAPHY IN SENIOR HIGH SCHOOL." Geosfera Indonesia 1, no. 1 (December 14, 2017): 6. http://dx.doi.org/10.19184/geosi.v1i1.6188.
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Geography Learning in XI Social Science Classes still dominated by conventional teaching methods that make students become unmotivated in learning. Therefore, it is necessary to apply a model of learning that can foster activity and student’s motivation. The Group Investigation Learning model (GI) has several advantages. Advantages of Group Investigation Learning model among others: (1) increase the ability to think critically, (2) creating a learning environment that is democratic, (3) enhance the development of soft skills, (4) may improve social solidarity, dan (5) improve student’s motivation to learn.The purpose of this study to analyzethe influence of group investigation learning model towards the learning motivation of Geography students in senior highschool. The type of research is the quasi-experimental study with nonequivalentcontrol group posttest only design. The subject of the study consisted of class XI Social Scienceare selected based on the score of Middle Semester Exam (UTS) 2 on 2014-2015 teachings year that had an average of almost the same (homogeneous).The results of this study are showed significant influence of GI models on Geographymotivation to learn of students. It was based on the results of the Independent Sample T-Test analysis showed a p-value of 0.000 level. P-level value is smaller than 0.05 (p <0.05). The average score student’s motivation to learn geography experimental class is higher with a score of 208, while the control class with a score of 177. That's because the investigations conducted the mangrove forest, teachers simply deliver early learning problems, frequent interaction between students during learning, and students investigate different sub-themes.
Keywords: Group Investigation Learning, Learning Motivation, Geography
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Milfayetty, Sri. "Innovation in Teaching and Learning Through Creative Art Model." European Journal of Social Sciences Education and Research 10, no. 2 (May 19, 2017): 119. http://dx.doi.org/10.26417/ejser.v10i2.p119-124.
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The aim of this study was to develop an innovation in teaching and learning, called creative art model. The method used was research and development by adapting Borg and Gall model. This model was developed based on students’ self, social competences, and cooperation among students. The procedures in this study were as follows: 1. premilinary survey was conducted to produce software to be used in assesing students’ needs: 2. the creative art model chart was designed: and 3. the model was implemented and evaluated. Data were collected by identifying and analyzing how the creative art model improved the quality of teaching and learning process. The results indicated that the creative art model could improved the quality of the teaching and learning by developing lesson plans. It also has been found that students’ self and social competences were improved due to the improvement of cooperation among students.
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Li, Yao. "Practice of Autonomous Learning Mode in the Course of “Web Design and Production”." Journal of Networking and Telecommunications 2, no. 4 (January 31, 2021): 70. http://dx.doi.org/10.18282/jnt.v2i4.1375.
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<p>The autonomous learning model is one of the dominant learning models in the era of “Internet + education”. It is sought after by teachers and students in universities. The learning style of college students is shifting from passive to active learning. And the traditional teaching model in the course of “Web Design and Production” is easy to cause the problems of poor learning enthusiasm of students and low teaching effect. According to the characteristics of the course, this article explores how autonomous learning can stimulate students’ learning motivation and improve the learning effect of this course. It also designs a corresponding autonomous learning instructional model to mobilize students’ learning enthusiasm, and to improve the instructional efficiency of the course.</p>
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Wahida, Siti, Marnala Tobing, Dina Ampera, Astrid Sitompul, and Yudhistira Anggraini. "Development of Better Teaching and Learning Models in the Competence of Basic Teaching Skills of Students." International Journal of Islamic Educational Psychology 3, no. 2 (December 31, 2022): progress. http://dx.doi.org/10.18196/ijiep.v3i2.16051.
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The objectives of this study are: (1) to develop a Better Teaching and Learning model that can foster character, increase student interest, activity, and learning outcomes in teaching exercises, and determine the validity, effectiveness, and practicality of the Better Teaching and Learning model. This research is a research development (RD). The research was carried out in three stages: (1) Theoretical exploration and expert research on the Better Teaching and Learning model. (2) Empirical test to empirically validate the Better Teaching and Learning model. (3) The implementation stage to determine the effectiveness and practicality of the Better Teaching and Learning model. The results showed that the Better Teaching and Learning model was developed to integrate the basic teaching skills and was presented in eight stages of teaching skills. This model is declared valid by the validator and supported by empirically validated results through field trials. This model has also been tested for its effectiveness in fostering character and increasing student interest, activity, and cognitive learning outcomes. The practice of implementing the Better Teaching and Learning model has also been tested through observations of the ability of prospective teachers in classroom learning, learning responses to the ease with which prospective teachers use the Better Teaching and Learning model, and student acceptance responses to the Better Teaching and Learning model applied by a pre-service teacher. The final result shows that the Better Teaching and learning model developed has met the criteria of validity, effectiveness, and practice.
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Murley, Lisa D., Rebecca R. Stobaugh, and Charles S. Evans. "Introducing the Co-teaching Model in Teacher Education Clinical Practice." Educational Renaissance 3, no. 1 (December 29, 2014): 7–20. http://dx.doi.org/10.33499/edren.v3i1.77.
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With national and state regulatory changes related to clinical practice within teacher education programs a reality, one university examined the outcomes of co-teaching model trainings required for stakeholders, both higher education faculty and P-12 educators. The training participants indicated the co-teaching model could increase student teacher preparedness while also positively impacting P-12 student learning. Nearly a year after the co-teaching training, one university surveyed student teachers on their co-teaching experience prior to and during student teaching. While there were increase mean scores of all the co-teaching models, results pointed to questions of whether teacher candidates were engaged in lower-level impact co-teaching models, which involved teacher candidates observing and assisting.
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Alhaddad, Idrus, Yaya S. Kusumah, Jozua Sabandar, and Jarnawi A. Dahlan. "ENHANCING STUDENTS' COMMUNICATION SKILLS THROUGH TREFFINGER TEACHING MODEL." Journal on Mathematics Education 6, no. 1 (April 2, 2015): 31–39. http://dx.doi.org/10.22342/jme.6.1.1856.31-39.
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This research aims to investigate, compare, and describe the achievement and enhancement of students' mathematical communication skills (MCS). It based on the prior mathematical knowledge (PMK) category (high, medium and low) by using Treffinger models (TM) and conventional learning (CL). This research is an experimental study with the population of all students of Mathematics Education Department who took Discrete Mathematics subject matter of one university in the city of Ternate. The results show that (1) the achievement and enhancement of MCSÂ students that used TM are higher than the students learning using CL; (2) Based on the categories of PMK, the achievement and enhancement of MCS of students using TM are also higher than those learning with CL; and (3) There was no interaction effect between learning (TM and CL) and PMK to the achievement and enhancement of MCS of the students.Keyword: Communication Skills, Prior Mathematical Knowledge, Treffinger Model