Top PDF The Implementation of Role Playing Learning Model to Increase Student Learning Activities and Outcomes

The Implementation of Role Playing Learning Model to Increase Student Learning Activities and Outcomes

The Implementation of Role Playing Learning Model to Increase Student Learning Activities and Outcomes

Some instructional learning theories are as follows; 1) The exertion of teachers to form the intended behavior by providing an environment to make the relationship stimulus (environment) with the behavior of learners (Behavioristic); 2) how teachers provide opportunities for learners to think in order to understand what is learned (Cognitive); 3) provide freedom for learners to choose the materials and how to study them according to interests and abilities (Humanistic). Learning by the role-playing model is a way of mastering learning materials by developing their imagination and sense. Development of student’s imagination and sense can be done by acting as a living character or inanimate. This method is widely involved students and made them enjoy the learning. Moreover, this method has additional credit; (a) to ensure the participation of all students and give equal opportunity to demonstrate their ability to work together to succeed, and (b) the game is an enjoyable experience for students (Prasetyo, 2001).
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Implementation of Mind Mapping Learning Model to Improve English Learning Outcomes in Simple Descriptive Texts

Implementation of Mind Mapping Learning Model to Improve English Learning Outcomes in Simple Descriptive Texts

Writing is a linguistic activity that plays an important role in the dynamics of human civilization. Through writing activities, people can also benefit for their development. Unfortunately, English lessons at Ambulu 2 Junior High School showed indications of a decline. This is a classroom action research that aimed to find out how the implementation of mind mapping learning models can improve English achievement of the seventh grade students of Class VII-C at SMPN 2 Ambulu. The results showed that learning with the Mind Mapping model had a positive impact in improving student learning outcomes which was marked by an increase in student’s achievement in each cycle, that is cycle I (61.76%), cycle II (76.47%), cycle III ( 94.12%). Likewise, the application of the Mind Mapping model can improve student learning activities as indicated by the score of observations showing an increase in the percentage of student activity, that is cycle I (23.53%), cycle II (73.53%) and cycle III (91.18). This means that the mind mapping learning model is good to be applied in teaching and learning activities in English materials for Preparing Simple Descriptive Texts Keywords: Learning outcomes, Mind Mapping.
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Implementation Of Cooperative Learning Type STAD In Increasing Student Independence And Learning Outcomes

Implementation Of Cooperative Learning Type STAD In Increasing Student Independence And Learning Outcomes

This research is an experimental research to find out whether the STAD method can improve the independence and learning outcomes of mathematics. This study used a pre-experimental with one group pre-test - post-test design. This design includes only one group consisting of 66 students and does not use the control class. This research was carried out for three treatments for the sample class. Data collection is done by observation, questionnaires, and tests. In this study, the research team used research instruments which included (1) student activity observation sheets, (2) teacher activity observation sheets, (3) questionnaires, and (4) Tests (Essay questions based on realistic mathematical approaches). More detailed research activities can be seen in Figure 1. The pre- test value is obtained by giving a pre-test, then the pre-test results are tested through a normality test with the Chi-Square Test. After the post-test value is obtained, it is tested in three types of tests, namely the normality test, homogeneity test and paired sample test (t-test). The t-test aims to determine the significant differences in the value between the pre-test and post-test students. If the value of t-count > t-table, then there is a significant difference between the value of pre-test and post- test of students, which means there is an increase in independence and student learning outcomes.
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The Influence Of Role Playing Learning Model On Sumpah Pemuda Materials On Learning Results And Character Matter Of Nationalism For Students In Senior High School

The Influence Of Role Playing Learning Model On Sumpah Pemuda Materials On Learning Results And Character Matter Of Nationalism For Students In Senior High School

Various experts have conducted research related to learning with the Role Play learning model, there is a scientific influence in the use of film technology as learning media (Keles, 2015., Zorn At all, 2018., Diergarten, 2017), books as learning media (Barry, AL, Rice, S., & Mcduffi, 2013) The application of role play in learning can optimize learning activities (Erturk, 2015., Dobos, 2015), Enhancing moral values (Lumpkin, 2013), role play also shapes student character (Feeks, 2015), The use of film and video media in learning (Sheetal V. Desai, Shazi S. Jabeen, Waheed K. Abdul, Srinivasa A. Rao, 2018., Andaka, 2014., Furqon, 2016). However, previous studies have not specifically identified the effect of the Role Play Model on the character of patriotism and student learning outcomes, especially in the matter of youth oaths.
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The Influence of Problem Based Learning Model Toward Students\u27 Activities and Learning Outcomes on Financial Management Subject

The Influence of Problem Based Learning Model Toward Students\u27 Activities and Learning Outcomes on Financial Management Subject

From the explanation above, it can be con- cluded that there was an influence of Problem Based Learning Model toward students’ learning activities and students’ learning results on Finan- cial Management Subject for undergraduate Ac- counting Education student. It is indicated by the value of t- count ≥ t- table ; i.e. 6.120≥1.9904. So it can be concluded that there was an influence shown by students’ learning activities and students’ lear- ning results between experimental class (students who were given PBL treatment) and control class (students who were given conventional learning / lecture). The average post test score for experi- mental class was 80.5 and 74.4 for control class. Furthermore; students’ learning activities at ex- perimental class were better than those at cont- rol class. The implementation of Problem Based Learning model was much better and gave the positive influence than the conventional one.
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The Implementation Of Flipped Classroom Models To Increase Self-Reliance And Motivation Of Student Learning

The Implementation Of Flipped Classroom Models To Increase Self-Reliance And Motivation Of Student Learning

Abstract: Student oriented physics learning is often affected by time allocation, but they should complete their learning. This situation makes teachers as educators think of appropriate teaching methods. One of the teaching methods to overcome this issue is the flipped classroom, where learning to explore and understand teaching is done outside of class, and interactive activities are carried out in the classroom. A new paradigm that demands education, learning must be able to establish students in learning (self-regulated learning). Learning motivation affects students' self-reliance learning. Students have low self-reliance learning because the environment does not accustom to self-study. Students are accustomed to learning to be guided by teachers in class. A learning approach that theoretically could potentially facilitate self-learning is a flipped classroom model. Information and communication technologies have an essential role in helping improve the teaching and learning process. This research aims to describe the extent to which flipped classroom models can make students learn independently and to improve the learning motivation of students. The sampling technique is a random sampling cluster. The instruments used are the motivation and self-reliance questionnaire sheets of students who have been validated and tested for reliability. The result showed that the flipped classroom could improve self-reliance and student learning motivation. Students become enthusiastic and interested in learning science with the flipped classroom. This result expressed on student's work on time, and students can study themselves without being tutored by the teacher.
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Student learning outcomes coordinators in the California community college system: focus on implementing student learning outcomes processes and accreditation

Student learning outcomes coordinators in the California community college system: focus on implementing student learning outcomes processes and accreditation

Coordinators and other SLO leaders to explore how California Community Colleges utilize the Student Learning Outcomes Coordinator positions on their campus, what barriers campuses face when trying to implement SLOs, how campuses have effectively addressed these barriers, and what role accreditation status plays in the role of implementing SLOs. This study found four primary differences between the Academic Senate for California Community Colleges (ASCCC) study conducted in 2007 and the current study: (1) Increase in the amount of reassigned time allocated to the SLO Coordinator positions; (2) More formal roles; (3) more colleges using a cooperative model for position selection; (4) support and training programs are still in demand. This study also found colleges are utilizing a multitude of strategies to both implement SLOs and reduce barriers to implementation. Additionally, a hierarchical system of SLO culture was found to exist on campuses consisting of resisters,
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Problem-Based Learning Application to Increase Critical Thinking Ability and Learning Result of Economic Student Learning

Problem-Based Learning Application to Increase Critical Thinking Ability and Learning Result of Economic Student Learning

This research aims to know the implementation of the Problem Based Learning model in critical thinking skill and student learning outcome to the Economy subject in the X IIS 3 class SMA Negeri 1 Garum. The research design used was classroom action research. This research was conducted in 2 cycles. Based on research results it was known that there was an improvement of student activity in the X IIS 3. It was showed the percentage of student critical thinking skills results in cycle I for 61,3% and in cycle II is improved for 77%. The improvement of student learning outcome could be seen from the completeness of student learning outcome in the cognitive domain with the post-test average score of students that improved from cycle I for 78,64% improved to be 91,61% in the cycle II. Therefore, it could be concluded that the implementation of Problem Based Learning could critical thinking skills and student learning outcomes in the X IIS 3 SMA Negeri 1 Garum. Suggestion for teacher of Economy The subject was this model could be made as an alternative to improve critical thinking skills and student learning outcomes. How to Cite
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The Implementation of Jigsaw Type Cooperative Learning Model to Improve Student Learning Outcomes of Senior High School Seulimun in Aceh Besar Regency

The Implementation of Jigsaw Type Cooperative Learning Model to Improve Student Learning Outcomes of Senior High School Seulimun in Aceh Besar Regency

The learning model has a very important role in the process of teaching and learning activities and is one of the main parameters of the success of teachers in teaching. According to Kiswoyo in Ekawarna (2011: 62) states "The model in the context of learning is defined as a pattern of teacher-student activities to deliver changes that occur in students as a result of teaching and learning. Furthermore, Joni in Ekawarna added that the Model is a teaching and learning strategy, or teaching strategy. Meanwhile, according to Branly in Ekawarna (2011: 62) defines the learning model as a blueprint (basic framework) that can be used as a guide to make or arrange learning preparations and then implement them. Learning models can be used as teaching strategies that essentially try to explain the components of a set of teaching materials and procedures that will be used to present, describe, set examples, and provide training to students in order to achieve certain goals. The learning model used by the teacher greatly influences the achievement of learning goals so the teacher needs to choose the right learning model from many models. The choice of learning model is not only based on habits, but on how to make students become active and have high learning interest.
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Implementation of Problem Based Learning Model Based on Monera Kingdom to Increase the Learning Outcomes and Critical Thinking Skills

Implementation of Problem Based Learning Model Based on Monera Kingdom to Increase the Learning Outcomes and Critical Thinking Skills

Abstract: Permendikbud No. 65 of the standard curriculum in the learning process 2013 highly recommended approach is to use learning approaches that produce work. Based on these models are suitable is Problem Based Learning models. Problem Based Learning models is designed to help students develop thinking skills, problem-solving skills, and intellectual skills. This research aims to improve learning outcomes and critical thinking skills studentsSMA 5 Banjaramasin to the application of Problem Based Learning models. This research is a classroom action research conducted in two cycles, each cycle of 2 meetings. The subjects were students of class X MIA 4 SMA Negeri 5 Banjarmasin. Cognitive learning outcomes of students has increased of the first cycle of 36.2% and cyc le II of 90.7%, from the data obtained indicate achievement of classical completeness is set at ≥ 85%. Results of the assessment process is fair in every cycle. LKS assessment results classified as good in every cycle, the first cycle of 76.57% and 88.69% second cycle. Assessment of products / works has increased from 73.19% the first cycle and 83.59% second cycle. Affective student assessment results quite well on the assessment of character behavior and social skills in every cycle. Assessment of critical thinking skills of students has increased from 73.55% the first cycle and cycle II 82.11%, from the data obtained shows that the achievement of success indicators research students' critical thinking skills quite well. Students' response to the application of Problem Based Learning models showed high positive answer is 55.41% of students agreed. Under these conditions, the application of the model Pembelajaran Berdasarkan Problems can improve learning outcomes and the critical thinking skills of students on the Monera Kingdom Concept.
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Implementation of POE Learning Model with Worksheets Assistance to Improve Students’ Activities and Learning Outcomes

Implementation of POE Learning Model with Worksheets Assistance to Improve Students’ Activities and Learning Outcomes

Education is part of the process of state life. The quality of a country can be seen from the quality of Human Resources (HR) owned by the State, especially the young generation. One effort to improve the quality of human resources is by improving the quality of education. This is because the quality of education is a basic builder of human character, mentality, and spirituality so that it can be used as a benchmark for the quality of a country. Natural Sciences, especially physics in junior high schools (SMP) have an important role in preparing quality human resources, in other words if the activities and learning outcomes of students when learning science physics in SMP are low then the possibility for the next level will also be low.
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Lecture Model of Student Transfer Discussion Method to Increase Student’s Activeness and Learning Outcomes

Lecture Model of Student Transfer Discussion Method to Increase Student’s Activeness and Learning Outcomes

One possible method to overcome the problem is the lecture model with student’s transfer discussion method which is expected to increase motivation, participation. And student’s learning results, more specifically on the basics of sociology. Basically, the method of discussion of student transfer discussion is the development of discussion method developed by the researcher. Discussion methods have an advantage if applied in learning, various studies explain that the discussion method is able to improve communication skills (Siswandi, HJ 2006), improve knowledge, attitude and motivation (Handayani, S., Emilia, O., & Wahyuni, B. 2009 ), learning results (Ulfah, M. 2012), independence (Teguh, W. 2012), activities and learning results (Hayati, Z. 2013), Students participate in learning (Morgan, R. L., Whorton, J. E., & Gunsalus, C. (2000), problem solving (Koen, B. V. 2003). In addition, the methods of student transfer discussion consist the steps of lectures in general, namely the division of heterogeneous students with different materials, each student has a coupon of talk, percentage
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Assessing Student Learning Outcomes: Institutional Examples

Assessing Student Learning Outcomes: Institutional Examples

throughout the college are not only regionally accredited by the Higher Learning Commission but also maintain national and professional accreditations. The college is recognized for its extensive involvement in student professional organizations at the local, state, and national levels. The Education and Human Services Residential College, now in its third year of operation, brings together students selecting majors in any of the college’s programs and has been very successful in bringing together students with common interests, allowing them to share introductory courses and participate in Service Learning activities and field trips. Through a broad range of technological and human services, the College and its graduates, in collaboration with the constituencies they serve, will be proactive forces for improving the quality of life in the twenty-first century. For more information go to www.ehs.cmich.edu.
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Assessing Embedded Geospatial Student Learning Outcomes.

Assessing Embedded Geospatial Student Learning Outcomes.

Term projects and capstone management plans from four courses were evaluated (Table 2.8). Five capstone management plans from a senior forest inventory and planning course were evaluated. The plans frequently referenced maps of derived data with little discussion of the hardware, software, or spatial analysis methods used to create them – the mechanics underlying analysis are not appropriate for inclusion in these management plans. Common analysis tasks included identifying cover types, stand boundaries, riparian buffers, wildlife plots, and area calculations. The quality of the work was quite high, and indicated that students were operating at the application and analysis levels of the cognitive process dimension. The forestry capstone plans satisfied the 80% performance standard for the skills- based and conceptual knowledge outcomes; however, these documents did not produce assessment data for metacognitive or affective outcomes.
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The Intervention of Active Learning Strategies to Increase Nursing Student Self-Directed Learning

The Intervention of Active Learning Strategies to Increase Nursing Student Self-Directed Learning

The scope of this capstone project involved a descriptive and quasi-experimental study using a pre-test and post-test design that asked nursing students at a Midwestern community college to rate their SDL on a scale using the Self-Rating Scale of Self-Directed Learning (SRSSDL) tool (Williamson, 2007). The pre-test was given at the beginning of the semester, and the post-test was given at the end of the semester. The interventional groups were nursing students in terms one and four who were enrolled in a lab course that used guided practice, an active learning strategy. The two control groups were nursing students in terms two and five who were not enrolled in a lab course. The significance of the results would impact how nursing is taught at a Midwestern community college in upcoming semesters. This outcome was student sensitive, teacher sensitive, and organizational sensitive, as it impacts the learning needs of the student, the format a nursing instructor uses to teach information, and it will probably impact a change in teaching methods across the nursing program at a Midwestern community college (Kane & Radosevich, 2011).
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Mobile Learning Quality of Education and Increase in Student Discipline

Mobile Learning Quality of Education and Increase in Student Discipline

The educator and those interested in the education and learning should think in the time of technology, what technology gives to the educational process, and how to convince students that technology is the best way to teach, Mobile learning technologies offer teachers and students a more flexible approach to learning. Computer labs are great, but do students use technology in the classroom, in the school garden, in the study hall, in the gym, or on field trips? With mobile learning devices, you can do all this, and more (Nordin, Hamzah, Yunus, & Embi, 2010; Wylie, 2009). This has a profound effect on the ways in which children learn. They are more en- gaged in learning when using the latest technological gadgets, because it is what they are most used to interact- ing with. Students do not just want mobile learning, they need it.
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Inquiry: A Learning Model To Improve The Learning Outcomes Of Character

Inquiry: A Learning Model To Improve The Learning Outcomes Of Character

The inquiry teaching model is another teaching model that has been developed to teach students how to think [2]. This model is based on three interrelated components: (1) input consists of curriculum information and assessment, (2) interventions representing educational procedures and materials, and (3) outputs signifying learning achievement [8]. [9] suggested that stakeholders should make policies that support inquiry learning environments to increase student interest in learning, which not only affect student outcomes in cognitive assessment but also in affective and psychomotor assessments. The author believes that this is broader and more comprehensive.The Community of Inquiry (COI) framework will help educators better understand the use of e- learning as an effective pedagogical platform [10]. [11], recommends that to enhance the students' level of knowledge construction, teachers should design case-based discussions that are combined with social events or life experiences that integrate authentic aspects of personal life rather than pure theory or debate issues. Such a truly reflective inquiry model needs to be firmly grounded in critical theory by incorporating the application of principles, not procedures, in the investigation of social issues [12]. The author suggested developing understanding through inquiry by conducting a self- designed, open-ended, systematic inquiry that required autonomous learning involving metacognitive skills and time management skills [13].
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INSTITUTIONAL PLAN FOR THE ASSESSMENT OF STUDENT LEARNING OUTCOMES

INSTITUTIONAL PLAN FOR THE ASSESSMENT OF STUDENT LEARNING OUTCOMES

Open and ongoing dialogue among faculty across the University is crucial for the meaningful application of outcomes assessment results. UMUC is working to increase faculty engagement in the assessment process. To do so, the University leadership is increasing the number of organized assessment events, including meetings, forums, and discussions designed to support faculty engagement and buy-in by providing opportunities for education about the continuous improvement process, including how it benefits faculty, programs, the schools, and the broader institution. To further increase faculty buy-in and engagement, expanded opportunities for all faculty members to engage in the continuous improvement process, from planning through analysis and decision-making, are being created. Enabling all faculty, including adjuncts, to participate in the process supports improvement efforts because they may provide broader perspectives on the effects of decisions on programs and students that may not otherwise be contributed. Increased faculty involvement is expected to support their feelings of commitment to the institution or connection to a given program. Based on the recommendations of the Eduventures audit, among the methods being implemented to increase faculty engagement are:
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Improving Student Learning Outcomes through Contextual Approach based on Learning Community

Improving Student Learning Outcomes through Contextual Approach based on Learning Community

Classroom action research has stages of activities such as (1) planning, where at this stage the preparation of the lesson plan (RPP) is carried out, preparing an observation sheet for the implementation of learning, making a student worksheet (LKS), designing an evaluation tool in the form of multiple choice tests, planning the analysis of test results, (2) implementation by implementing the tools provided in the planning stage, (3) observing and evaluating the implementation of actions using observation sheets and giving multiple choice tests, and (4) reflection, where the processes that have been carried out evaluated its implementation and identify the obstacles found to be made further improvements in future learning.
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Student Characteristics and Learning Outcomes in a Blended Learning Environment Intervention in a Ugandan University

Student Characteristics and Learning Outcomes in a Blended Learning Environment Intervention in a Ugandan University

Abstract: This paper explores the design of a blended learning environment in a transition from face-to-face and seeks to determine whether learner characteristics and background together with blended learning design elements are significant factors for learning outcomes such as intrinsic motivation, satisfaction, knowledge construction and learning performance in blended learning. It is aimed at examining the learner characteristics and backgrounds such as age, gender, self- regulation, attitudes, family and social support as well as the management of workload in blended learning. It is again to find out the levels of use and satisfaction with blended learning design features such as interactions, learning management system tools and resources, face-to-face support and technology quality by learners. Students from three schools and one directorate were involved in a face-to-face set up in the first part of a seventeen week semester and in an online set up in the second part. They finally had a face-to-face at the end to review their work after which they took end of semester examinations. A questionnaire survey was administered to 270 respondents in this group to gather data on student characteristics and background, design features and three of the outcomes. The examination results were used as a measure of the performance variable in the learning outcomes. We applied the online self-regulated learning questionnaire for data on students’ self-regulation, the intrinsic motivation inventory for data on motivation and other self- developed instruments to measure the other constructs. Descriptive statistics showed that the identified learner characteristics manifest strength for blended learning design and the learners’ involvement with design features was found to be high and satisfactory. ANOVA results showed no significant differences between age groups in performance and t- test results showed no significant differences between male and female students. Regression analysis results showed learner attitudes as predictors of learner satisfaction and motivation while workload management is a significant predictor for learner satisfaction and knowledge construction. Among the design elements, regression results showed only learner interactions as significant predictors of knowledge construction and satisfaction. As a consequence, a number of learner characteristics and design features are seen to be important for blended learning design and the non-significant ones remain a focus for future research.
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