Analysis of Teacher Problems Related to Learning Devices Using the Mikir Approach of SMP Students

In science subjects students must master knowledge well so that they are able to think critically to be able to solve problems related to the material, therefore learning tools are needed that can accommodate student activities so that learning objectives can be achieved. The aims of this research are: (1). To get an overview of the constraints experienced by teachers in preparing learning tools with the MIKiR approach (2). To get an overview of the extent of the teacher's constraints in recognizing and implementing active learning with the MIKiR approach in training students' critical thinking skills (3). To obtain an overview of the application of the type of assessment carried out by the teacher in measuring student learning outcomes and critical thinking skills. The data collection technique used observation with a survey method in the form of a questionnaire distributed to 6 schools in Muara Badak with 10 science teachers as respondents. Researchers obtained data from the recapitulation of answers to all respondents' questionnaires, namely 1) The teacher had difficulty compiling learning tools so that they had implications when using learning devices in teaching and learning activities. From the survey results, it was obtained that 80% of respondents had difficulty compiling learning tools and 50% had difficulty using them in learning. 2). The teacher only knows active learning with the MIKiR approach but does not implement it in learning because he does not know the implementation steps. Data obtained 100% of respondents already know the MIKiR approach, but only 30% of respondents implement the MIKiR approach and 67% experience problems in implementing it. 3) The teacher's lack of ability to assess critical thinking skills is caused by a lack of knowledge of critical thinking indicators. It was found that 80% of respondents knew a small proportion of critical thinking indicators but only 30% implemented these indicators. From the observation results, it was also obtained data that 100% of respondents felt the need and 80% of respondents were willing to implement the MIKiR approach in their schools. The need for assistance in the preparation of tools and modeling the MIKiR approach in training students to think critically in the hope that an increase in science learning outcomes will be obtained

Traditional Teaching About Angles Compared To An Active Learning Approach That Focuses On Students Skills In Seeing, Measuring And Reasoning, Including The Use Of Dynamic Geometry Software: Differences In Achievement

This research was about an intervention developed for students at the junior high school level, in which the researcher was teaching the concept of angles through paper exercises as well as dynamic geometry software (DGS), using an active learning approach. This research was to find out the impacts of the use of such an approach on students in their learning activities. The researcher compared two parallel classes at the same level, which were the first level of junior high school (age 13-14 years old). The experimental class was taught by the researcher according to the designed intervention. Meanwhile, the control class was taught by the collaborative teacher according to her regular teaching method without using DGS. The data were collected by means of tests (pretest and the posttest), questionnaires, and interviews. Analysis of the pretest scores shows that the experimental class did better than the control class did, but there was initially no significant difference. After the intervention, analysis shows that the experimental class did better than the control class in the end, and the difference was significant. Key words: Active learning, DGS, Student’s achievement, Traditional teachin

Cognitive load theory, educational research, and instructional design: some food for thought

Cognitive load is a theoretical notion with an increasingly central role in the educational research literature. The basic idea of cognitive load theory is that cognitive capacity in working memory is limited, so that if a learning task requires too much capacity, learning will be hampered. The recommended remedy is to design instructional systems that optimize the use of working memory capacity and avoid cognitive overload. Cognitive load theory has advanced educational research considerably and has been used to explain a large set of experimental findings. This article sets out to explore the open questions and the boundaries of cognitive load theory by identifying a number of problematic conceptual, methodological and application-related issues. It concludes by presenting a research agenda for future studies of cognitive load

Measuring the collective intelligence education index

War games and sports games always seek glory and excellence in an environment where participants enjoy what they do. Success is guaranteed in the degree of effective collaboration and coordination within the team members, as well as the strategy used by teams, such games or war strategies are generated since the birth of humanity. In this sense, the following questions emerge in the field of education: Is it possible to design learning activities that use this principle applied to collaborative work in the classroom? Which are the conditions of application of team competition strategy using ICT tools and how to measure it? This research explores the application of a web tool called Choose the Best (CTB). CTB implements a strategy that fosters competitiveness among the teams of a class, as well as the coordination and collaboration within the same, these types of strategies contribute to the development of Collective Intelligence levels. It's measured through a group of implemented metrics. Based on the results, we consider that the use of new forms of teaching and learning based on the emerging paradigms is necessary. Therefore, CTB is a tool that could become an effective way to measuring the group's performance according to Collective Intelligence paradigms.Postprint (author's final draft

Assessing and enhancing quality through outcomes-based continuing professional development (CPD): a review of current practice

Numerous professional bodies have questioned whether traditional input-based continuing professional development (CPD) schemes are effective at measuring genuine learning and improving practice performance and patient health. The most commonly used type of long-established CPD activities, such as conferences, lectures and symposia, have been found to have a limited effect on improving practitioner competence and performance, and no significant effect on patient health outcomes. Additionally, it is thought that the impact of many CPD activities is reduced when they are undertaken in isolation outside of a defined structure of directed learning. In contrast, CPD activities which are interactive, encourage reflection on practice, provide opportunities to practice skills, involve multiple exposures, help practitioners to identify between current performance and a standard to be achieved, and are focused on outcomes, are the most effective at improving practice and patient health outcomes

Review of CCAFS Scaling Activities

This review was commissioned by CCAFS Learning Platform for Partnerships and Capacity Building for Scaling Climate Smart Agriculture, with the aim to reflect on CCAFS project portfolio to highlight good practices and gaps in implementation of CCAFS Scaling Activities. The review was undertaken with a systemic approach, using the concepts of design thinking and system thinking throughout its methodology and analysis. 21 practitioners throughout CCAFS regional, flagship and learning platform portfolios were interviewed between March and May 2019. The results are presented in a way that allows CCAFS to identify areas to deepen systematically upon; areas for CCAFS’s further strategic or conceptual support, and areas that require more research by CCAFS. The systemic analysis shows that CCAFS has the potential to consciously transform into a learning organization and an innovation environment, thereby fostering and increasing its performance, relevance and overall impact in changing and challenging circumstances. The results were discussed and validated with the CCAFS Core Team (CT) in the frame of a CCAFS CT Workshop on Scaling on 15th May in Madrid. In open learning formats, the CT prioritized its next step. The review report further contains a set of recommendations, derived from both the review and the CT Workshop on Scaling, which shall help CCAFS to transform into both a learning organization and an innovation environment