active and learning achievement

Top PDF active and learning achievement:

THE COMPARISON OF LEARNING ACHIEVEMENT AND ACTIVITIES BETWEEN STUDENTS TAUGHT WITH GROUP AND INDIVIDUAL WORK OF PBLGRADE XI IA SMAN 1 MATAULI ACADEMIC YEAR 2012/2013.

THE COMPARISON OF LEARNING ACHIEVEMENT AND ACTIVITIES BETWEEN STUDENTS TAUGHT WITH GROUP AND INDIVIDUAL WORK OF PBLGRADE XI IA SMAN 1 MATAULI ACADEMIC YEAR 2012/2013.

Nowadays, learning models that expected can change the learning environment are available. Therefore, to increase student outcomes, teachers should able to select and use the suitable learning models, mainly student- centered models, that motivate students to be more active in learning process. One of the models is Problem Based Learning(PBL).Preliminary research on the development of learning tools based on Problem Based Learning model(Paidi, 2009), indicatesthat student’s achievement in biology is increased if thought with any student-centered models. Biology learning tools based on PBL model was able to improve the student’s ability to solve any problem and to enhance their critical thinking. Furthermore, Oguz - Unver and Sertac (2011) reviewed that there is no any study reporting significant negative findings on the students outcomes and skill related to PBL.
Baca lebih lanjut

17 Baca lebih lajut

THE EFFECTS OF RME APPROACHES ON MOTIVATION AND LEARNING ACHIEVEMENT OF STUDENTS THROUGH THEMATIC-INTEGRATIVE LEARNING

THE EFFECTS OF RME APPROACHES ON MOTIVATION AND LEARNING ACHIEVEMENT OF STUDENTS THROUGH THEMATIC-INTEGRATIVE LEARNING

own efforts (Supinah and Agus, 2009, p.6). Some things to note from the characteristics of RME approach is that realistic mathematics learning (Daitin Tarin, 2006, p.5): (1) Includes "active student learning" since learning of mathematics is done through "learning by doing," (2) Included student-centered learning because they memecakan problems of the world they correspond to their potential, while teachers could act as a facilitator. (3) Includes the guided discovery learning because students are conditioned to discover or rediscover the concepts and principles of mathematics; (4) Including contextual learning as the starting point of learning is contextual, which is drawn from the world of students; (5) Includes constructivism learning because students are directed to find their own knowledge of their problems and discussions. Schematic model of the learning process which is the process of developing ideas and concepts that start with the real world that is called mathematical conceptual by de Lange (Soetarto Hadi, 2005, p.19) is depicted in Figure 1
Baca lebih lanjut

9 Baca lebih lajut

The Effect of Inquiry Learning and Discovery Learning on Student Learning Achievement Viewed from Spatial Intelligence

The Effect of Inquiry Learning and Discovery Learning on Student Learning Achievement Viewed from Spatial Intelligence

These above findings were influenced by the characteristics of inquiry learning and discovery learning that direct students to think critically, creatively, and innovatively in order to find new things related to the subject matter being studied. Using inquiry learning, students can construct their own knowledge (Kourilsky in Oemar, 2001). Discovery learning used in a constructivist approach aims to guide the students to have more active role in the learning process. Cranton (as cited in Devi, 2014) explains that in active learning, students are immersed in an experience where they are involved in the manufacture, investigation, action, imagination, discovery, interaction, hypotheses, and personal reflection.
Baca lebih lanjut

13 Baca lebih lajut

IMPROVING THE SEVENTH GRADE STUDENTS’ STRUCTURE ACHIEVEMENT AND ACTIVE PARTICIPATION BY USING ROUND TABLE TECHNIQUE IN COOPERATIVE LEARNING AT SMPN 2 BALUNG-JEMBER

IMPROVING THE SEVENTH GRADE STUDENTS’ STRUCTURE ACHIEVEMENT AND ACTIVE PARTICIPATION BY USING ROUND TABLE TECHNIQUE IN COOPERATIVE LEARNING AT SMPN 2 BALUNG-JEMBER

The Students’ Structure Test Score in Cycle Two 10 Students’ Active Participation in the First Meeting in the First Cycle 11a Students’ Active Participation in the Second Meeting in the First Cycle 11b Students’ Active Participation in the First Meeting in the Second Cycle 12a Students’ Active Participation in the Second Meeting in the Second Cycle 12b The Students’ Previous Structure Test Score 13

12 Baca lebih lajut

IMPROVING THE SEVENTH GRADE STUDENTS’ STRUCTURE ACHIEVEMENT AND ACTIVE PARTICIPATION BY USING ROUND TABLE TECHNIQUE IN COOPERATIVE LEARNING AT SMPN 2 BALUNG-JEMBER

IMPROVING THE SEVENTH GRADE STUDENTS’ STRUCTURE ACHIEVEMENT AND ACTIVE PARTICIPATION BY USING ROUND TABLE TECHNIQUE IN COOPERATIVE LEARNING AT SMPN 2 BALUNG-JEMBER

Improving the Seventh Grade Students’ Structure Achievement and Active Participation by Using Round Table Technique in Cooperative Learning at SMPN 2 Balung-Jember; Yaumul Istiqomah; 050210491088; 36 pages; English Education Program of Language and Arts Department; The Faculty of Teacher Training and Education, Jember University.

13 Baca lebih lajut

THE DEVELOPMENT OF INNOVATIVE LEARNING MATERIAL REACTION RATE WITH ACTIVE LEARNING AND MULTIMEDIA.

THE DEVELOPMENT OF INNOVATIVE LEARNING MATERIAL REACTION RATE WITH ACTIVE LEARNING AND MULTIMEDIA.

Innovative learning are indispensable and can be obtained in the teaching materials that lead to optimal and efficient communication. Innovative learning as outlined in the teaching materials is very important to get a better learning outcomes and increase the effectiveness of learning towards renewal. Creating innovative teaching materials by using e-learning is also important in developing the teaching-learning process. Active learning using technologies can be effective to improve student achievement. Finally, e-learning material and high quality may be transported and used in different educational contexts or at different institutions. Because the kind of teaching material that is easy to share, the best examples can be adjusted wherever they are needed, at the level of training for beginners to post-graduate and even across international boundaries.
Baca lebih lanjut

31 Baca lebih lajut

IMPROVING THE SEVENTH GRADE STUDENTS’ STRUCTURE ACHIEVEMENT AND ACTIVE PARTICIPATION BY USING ROUND TABLE TECHNIQUE IN COOPERATIVE LEARNING AT SMPN 2 BALUNG-JEMBER

IMPROVING THE SEVENTH GRADE STUDENTS’ STRUCTURE ACHIEVEMENT AND ACTIVE PARTICIPATION BY USING ROUND TABLE TECHNIQUE IN COOPERATIVE LEARNING AT SMPN 2 BALUNG-JEMBER

Roundtable technique is one of Cooperative Learning’s strategies and it was applied in this research. Roundtable is a technique that can be used for brainstorming, reviewing, or practicing a skill. It is not only used as an inter-group competition, but also an excellent team building technique. In Roundtable, the multiple answers encourage creativity and deeper thinking (Kagan, 2000:3).

12 Baca lebih lajut

The Determinants of the Ict- Based O/Dl Program to Encourage and Support the Country's Economy |  | Proceeding of International Conference on Teacher Training and Education 7598 16022 1 SM

The Determinants of the Ict- Based O/Dl Program to Encourage and Support the Country's Economy | | Proceeding of International Conference on Teacher Training and Education 7598 16022 1 SM

Abstract: This research question is formulated as follows: 1). How is the success rate of Satya Wacana Christian University ICT-based O/DL program to encourage and support the country's economy? 2). what are the factors that determine (determinant) the success of ICT-based ODL program to encourage and support the country's economy? This study was conducted on the basis of the ITEP alumni assessment. The data sources are 52 ITEP graduates; Data were collected through a self-rating scale consisting of 30 items that have been proven valid and reliable; Data analysis used descriptive analysis and stepwise multiple regression models with SPSS for windows version 20. The performance the Satya Wacana Christian University ICT-based ITEP support and encourage the country's economy is at the high and very high level. There are three determinants of the success of the performance of the ITEP: 1) Lecturer Professionalism, Curriculum Development, and the Metacognitive, giving the influence variable of 78.30%. Other variables, namely, Leadership, Achievement Class, Networked Systems, Adoption of ICT into Teaching Learning Processes and Active, Creative, Joy Full and Effective Learning/ACJEL which are supported by the data do not affect the performance and success of conducting ITEP Distance Learning in the attempts to support and encourage the country's economy. T herefore, the development of distance learning should be focused on the lecturer; promoting lecturer is a more critical factor and it should be professionally based, such as curriculum developers and actors of teaching-learning process.
Baca lebih lanjut

11 Baca lebih lajut

IMPROVING THE EIGHTH GRADE STUDENTS' ACTIVE PARTICIPATION AND THEIR VOCABULARY ACHIEVEMENT

IMPROVING THE EIGHTH GRADE STUDENTS' ACTIVE PARTICIPATION AND THEIR VOCABULARY ACHIEVEMENT

In teaching English, there are language skills and language components that must be taught to the students. One of the most important language components is vocabulary which is needed to be mastered in learning English because without mastering vocabulary, it will be hard for the students to master English. Tarigan (1989:2) says that the quality of students’ language skill depends on the quantity and the quality of their vocabulary. In addition, Wilkins (in Thornbury, 2002:13) says “Without grammar very little can be conveyed, without vocabulary nothing can be conveyed”. It becomes the reason why vocabulary is very important to be learned and to be mastered.
Baca lebih lanjut

3 Baca lebih lajut

IMPROVING THE VII-A GRADE STUDENTS’ DESCRIPTIVE TEXT READING COMPREHENSION ACHIEVEMENT AND THEIR ACTIVE PARTICIPATION THROUGH SKIMMING AND SCANNING TECHNIQUES AT SMP NEGERI 2 BALUNG JEMBER

IMPROVING THE VII-A GRADE STUDENTS’ DESCRIPTIVE TEXT READING COMPREHENSION ACHIEVEMENT AND THEIR ACTIVE PARTICIPATION THROUGH SKIMMING AND SCANNING TECHNIQUES AT SMP NEGERI 2 BALUNG JEMBER

Based on the results of the first cycle above, the second cycle was necessary to be conducted. Some revisions had been made to solve the problems found in the first cycle. The revisions were: 1) explaining the procedures of Skimming and Scanning more clearly and gave more examples how to apply the Skimming and Scanning techniques in reading, and 2) encouraging the students to be more active in the discussion session by giving rewards to the students who actively involved in the discussion. The classroom observation and reading comprehension test in the second cycle showed an improvement. In the classroom observation, the students’ active participation showed that 78% in meeting 1 and 83% in meeting 2 of the students actively participated in the teaching learning process. So, the result of the observation in meeting 1 and meeting 2 had achieved the criteria of success of the research. In the reading comprehension test, the percentage of the students who got score ≥ 70 in the reading comprehension test was 29 students, or 80.56% out of 36 students. Based on those results, it can be concluded that the actions in the second cycle were successful because the results of classroom observation and reading comprehension test had achieved the criteria of success of the research.
Baca lebih lanjut

15 Baca lebih lajut

IMPROVING THE VII-A GRADE STUDENTS’ DESCRIPTIVE TEXT READING COMPREHENSION ACHIEVEMENT AND THEIR ACTIVE PARTICIPATION THROUGH SKIMMING AND SCANNING TECHNIQUES AT SMP NEGERI 2 BALUNG JEMBER

IMPROVING THE VII-A GRADE STUDENTS’ DESCRIPTIVE TEXT READING COMPREHENSION ACHIEVEMENT AND THEIR ACTIVE PARTICIPATION THROUGH SKIMMING AND SCANNING TECHNIQUES AT SMP NEGERI 2 BALUNG JEMBER

Based on the results of the first cycle above, the second cycle was necessary to be conducted. Some revisions had been made to solve the problems found in the first cycle. The revisions were: 1) explaining the procedures of Skimming and Scanning more clearly and gave more examples how to apply the Skimming and Scanning techniques in reading, and 2) encouraging the students to be more active in the discussion session by giving rewards to the students who actively involved in the discussion. The classroom observation and reading comprehension test in the second cycle showed an improvement. In the classroom observation, the students’ active participation showed that 78% in meeting 1 and 83% in meeting 2 of the students actively participated in the teaching learning process. So, the result of the observation in meeting 1 and meeting 2 had achieved the criteria of success of the research. In the reading comprehension test, the percentage of the students who got score ≥ 70 in the reading comprehension test was 29 students, or 80.56% out of 36 students. Based on those results, it can be concluded that the actions in the second cycle were successful because the results of classroom observation and reading comprehension test had achieved the criteria of success of the research.
Baca lebih lanjut

15 Baca lebih lajut

d ipa 0601547 bibliography(1)

d ipa 0601547 bibliography(1)

Akınoglu, O. dan Tandogan, R.O. (2006). Effects of Problem-Based Active Learning in Science Education on Students’ Academic Achievement, Attitude and Concept Learning. Eurasia Journal of Mathematics, Science & Technologi Education, 2007. 3 (1), 71-81. Tersedia http: www.ejmdte.com. (Februari 2007)

9 Baca lebih lajut

IMPROVING THE SEVENTH GRADE STUDENTS’ ACTIVE PARTICPATION AND PREPOSITION ACHIEVEMENT THROUGH INDIVIDUAL AND COMPOSITE PICTURES AT SMP NEGERI 1 SUMBERASIH PROBOLINGGO IN THE 2013/2014 ACADEMIC YEAR

IMPROVING THE SEVENTH GRADE STUDENTS’ ACTIVE PARTICPATION AND PREPOSITION ACHIEVEMENT THROUGH INDIVIDUAL AND COMPOSITE PICTURES AT SMP NEGERI 1 SUMBERASIH PROBOLINGGO IN THE 2013/2014 ACADEMIC YEAR

Improving the Seventh Grade Students’ Active Participation and Preposition achievement through Individual and Composite Pictures at SMPN 1 Sumberasih Probolinggo in the 2013/2014 Academic Year; Lailatun Nazilah, 090210401089; 2013: 65 pages; English Language Study Program, Language and Arts Education Department, Faculty of Teacher Training and Education, Jember University.

16 Baca lebih lajut

pertemuan 3 active learning

pertemuan 3 active learning

Konvensional Pembelajaran Aktif Teacher centered Learner centered Product centered Process centered Guru sebagai penghantar pengetahuan Guru sebagai pengorganisir pengetahuan Guru s[r]

13 Baca lebih lajut

Teori active learning PPM

Teori active learning PPM

 Bonwell and Eison define active learning as "instructional activities involving students in doing things and thinking about what they are doing.Bonwell dan Eison define aktif belajar [r]

18 Baca lebih lajut

135Plus Metode Active Learning

135Plus Metode Active Learning

Bilamana terdapat jumlah yang tidak sama dalam kategori yang berbeda, ijinkan lebih dari satu orang dari satu kelompok untuk membentuk regu dengan seorang siswa dari kelompok lain.. Peri[r]

254 Baca lebih lajut

Pengaruh Pendekatan Active Learning Metode Poster Comment Terhadap Hasil Belajar IPS Siswa di SDN Sunter Agung 11 Pagi Jakarta Utara

Pengaruh Pendekatan Active Learning Metode Poster Comment Terhadap Hasil Belajar IPS Siswa di SDN Sunter Agung 11 Pagi Jakarta Utara

Dalam pendidkan saat ini, guru seringkali mendapatkan kesulitan dalam pembelajaran. Misalnya: siswa merasa bosan ketika pembelajaran berlangsung karena tidak ada yang membuat semangat dalam pembelajaran tersebut. Hal ini menyebabkan kurang aktifnya siswa dalam kegiatan pembelajaran, apalagi pada pelajaran yang dianggapnya sulit. Oleh karena itu, peneliti mencoba membuat siswa lebih aktif di dalam kegiatan pembelajaran, dan meningkatkan semangat belajar dalam diri siswa. Dalam penelitian ini peneliti menggunakan pendekatan active learning dengan metode poster comment. Peneliti berharap dengan metode ini bisa menumbuhkan motivasi belajar siswa dalam pembelajaran.
Baca lebih lanjut

195 Baca lebih lajut

KOMUNIKASI DALAM ACTIVE LEARNING tipe

KOMUNIKASI DALAM ACTIVE LEARNING tipe

Respons yang Dipelajari Belajar adalah proses yang aktif sehingga, apabila siswa tidak dilibatakan dalam berbagai kegiatan belajar sebagai respons siswa terhadap stimulus guru, tidak mu[r]

15 Baca lebih lajut

ACTIVE LEARNING SEBAGAI MODEL PEMBELAJAR

ACTIVE LEARNING SEBAGAI MODEL PEMBELAJAR

selain definisi di atas, active learning juga memiliki konotasi constructivism, yaitu belajar secara aktif dan dikonstruksi dalam konteks sosial. kelompok constructivism berpandangan bahwa pengetahuan siswa tidak akan diperoleh dari sumber eksternal, misalnya melalui metode ceramah atau hanya transfer pengetahuan dari guru terhadap siswa, akan tetapi pengetahuan dihasilkan melalui aktivitas siswa. Belajar atau usaha memperoleh pengetahuan merupakan proses perbandingan antara pengetahuan baru dengan pengetahuan yang sudah dimiliki siswa, yang berfungsi memperkuat apa yang sudah diketahui sebelumnya, yang dalam istilah Piaget terjadi proses adaptasi terhadap pengetahuan tersebut.
Baca lebih lanjut

2 Baca lebih lajut

Show all 10000 documents...