Penggunaan Discovery Learning dalam Meningkatkan Keterampilan Kolaborasi dan Berpikir Tingkat Tinggi

This research aims were to explore information about the use of discovery learning model in improving students’s collaboration and high order thinking skills (HOTS). The design used was a quasi experiment with nonequivalent pretest-posttest control group design. The research sample of this study were students of Junior High School 22 Bandar Lampung VIIA as control class and VIIB as experimental class taken used purposive sampling technique. Collaborative skill was obtained from collaboration observation sheet and high order thinking skill obtained from pretest-posttest scores. The results showed that the use of discovery learning could improve student collaboration skills with the collaboration score of experimental group categorized good and discovery learning model also significantly improved student's high order thinking skills with N-gain of experimental group's that was higher than control group. So it can be concluded that the used of discovery learning influenced the improvement of collaboration skills and significantly increased in high order thinking skills of students. Penelitian ini bertujuan untuk menggali informasi tentang penggunaan model discovery learning dalam meningkatkan keterampilan kolaborasi dan berpikir tingkat tinggi (HOTS) peserta didik. Penelitian ini merupakan eksperimental semu dengan desain pretes-postes kelompok non-ekuivalen. Sampel dalam penelitian ini adalah peserta didik SMP Negeri 22 Bandar Lampung kelas VIIA sebagai kelas kontrol dan VIIF sebagai kelas eksperimen diambil menggunakan teknik purposive sampling. keterampilan kolaborasi diperoleh dari lembar observasi dan keterampilan berpikir tingkat tinggi peserta didik diperoleh dari nilai pretes-postes. Hasil penelitian menunjukkan bahwa penggunaan model discovery learning dapat meningkatkan keterampilan kolaborasi peserta didik dengan kriteria baik dan model discovery learning juga meningkatkan keterampilan berpikir tingkat tinggi peserta didik secara signifikan dengan N-gain kelompok eksperimen lebih tinggi dibanding kontrol. Jadi, dapat disimpulkan bahwa model discovery learning berpengaruh terhadap keterampilan kolaborasi dan berpikir tingkat tinggi peserta didikKata kunci: discovery learning, HOTS, keterampilan kolaboras

SCIENTIFIC APPROACH OF 2013 CURRICULUM: TEACHERS’ IMPLEMENTATION IN ENGLISH LANGUAGE TEACHING

The research is aimed at investigating the teachers’ implementation of scientific approach in English Language Teaching in one state junior high school in Bandung Regency. In addition, this research discusses the conformation of the Scientific Approach implementation and the lesson plans based on the 2013 curriculum. This research employs a case study qualitative research design. The data were obtained from classroom observation and teachers’ lesson plan analysis and interview. The findings showed that the teachers implemented the scientific stages in English Language Teaching. They conducted observing, questioning, experimenting, associating and communicating in the sequence activities. Besides, the teachers can demonstrate the student-centered learning strengthened by collaborative, cooperative, active and meaningful learning. However, concerning the conformation of the implementation with lesson plans, based on the indicators, learning objectives, learning materials, learning media, scientific stages and Scientific Approach model (discovery learning, inquiry leaning, problem based learning and project based learning), the teachers still have to underline and mention the Scientific Approach model and state learning objectives. Furthermore, the other components have been presented well in both teaching and lesson plans.Keywords: English language teaching, lesson plan, scientific approach, teaching practice, the 2013 curriculu

Collaborative mind mapping in RICOSRE learning model to improve students’ information literacy

This research aimed to determine how the reading, identifying problem, constructing solution, solving problem, reviewing and extending problem solution (RICOSRE) learning model integration with collaborative mind mapping affects students’ information literacy in higher education institutions. This quasi-experimental study used a pretest-posttest non-equivalent control group design. There were 40 multiple-choice questions selected to assess student information literacy. All instruments have been validated and are reliable. The data were collected from 100 participants who were college students enrolled in the environmental pollution course of the biology education degree program at Siliwangi University, Indonesia. To analyze the research data, analysis of covariance (ANCOVA) was used at a 5% level of significance, followed by the least significance difference (LSD) test. The ANCOVA results showed that the RICOSRE-CMM learning model impacted students’ information literacy. LSD scores were significantly different in terms of students’ information literacy. It can be concluded that the RICOSRE-CMM model could enhance each component of information literacy as these components have been integrated into the learning model syntax, which involves a series of information discovery and analysis processes during group work to find a solution to a problem

Enhancing the Engineering Curriculum: Defining Discovery Learning at Marquette University

This paper summarizes the results of our investigation into the feasibility of increasing the level of discovery learning in the College of Engineering (COE) at Marquette University. We review the education literature, document examples of discovery learning currently practiced in the COE and other schools, and propose a Marquette COE-specific definition of discovery learn-ing. Based on our assessment of the benefits, costs, and tradeoffs associated with increasing the level of discovery learning, we pre-sent several recommendations and identify resources required for implementation. These recommendations may be helpful in enhancing engineering education at other schools

The relation between prior knowledge and students' collaborative discovery learning processes

In this study we investigate how prior knowledge influences knowledge development during collaborative discovery learning. Fifteen dyads of students (pre-university education, 15-16 years old) worked on a discovery learning task in the physics field of kinematics. The (face-to-face) communication between students was recorded and the interaction with the environment was logged. Based on students' individual judgments of the truth-value and testability of a series of domain-specific propositions, a detailed description of the knowledge configuration for each dyad was created before they entered the learning environment. Qualitative analyses of two dialogues illustrated that prior knowledge influences the discovery learning processes, and knowledge development in a pair of students. Assessments of student and dyad definitional (domain-specific) knowledge, generic (mathematical and graph) knowledge, and generic (discovery) skills were related to the students' dialogue in different discovery learning processes. Results show that a high level of definitional prior knowledge is positively related to the proportion of communication regarding the interpretation of results. Heterogeneity with respect to generic prior knowledge was positively related to the number of utterances made in the discovery process categories hypotheses generation and experimentation. Results of the qualitative analyses indicated that collaboration between extremely heterogeneous dyads is difficult when the high achiever is not willing to scaffold information and work in the low achiever's zone of proximal development

Student-Centered Learning: Functional Requirements for Integrated Systems to Optimize Learning

The realities of the 21st-century learner require that schools and educators fundamentally change their practice. "Educators must produce college- and career-ready graduates that reflect the future these students will face. And, they must facilitate learning through means that align with the defining attributes of this generation of learners."Today, we know more than ever about how students learn, acknowledging that the process isn't the same for every student and doesn't remain the same for each individual, depending upon maturation and the content being learned. We know that students want to progress at a pace that allows them to master new concepts and skills, to access a variety of resources, to receive timely feedback on their progress, to demonstrate their knowledge in multiple ways and to get direction, support and feedback from—as well as collaborate with—experts, teachers, tutors and other students.The result is a growing demand for student-centered, transformative digital learning using competency education as an underpinning.iNACOL released this paper to illustrate the technical requirements and functionalities that learning management systems need to shift toward student-centered instructional models. This comprehensive framework will help districts and schools determine what systems to use and integrate as they being their journey toward student-centered learning, as well as how systems integration aligns with their organizational vision, educational goals and strategic plans.Educators can use this report to optimize student learning and promote innovation in their own student-centered learning environments. The report will help school leaders understand the complex technologies needed to optimize personalized learning and how to use data and analytics to improve practices, and can assist technology leaders in re-engineering systems to support the key nuances of student-centered learning

Hack the Experience: Scaffolding Codesign Processes for Organizational Innovation in Language Learning

Hackathons are collaborative gatherings where participants address a challenge that touches on a shared concern or problem. The hackathon event model is increasingly adopted by diverse types of organizations that involve an equally diverse set of participants. In this case study, we report on an online hackathon event that was adapted for an educational organization. The event was offered as an opportunity to build community and enhance innovation skills for a group of undergraduate language students from across the United States. In contrast to technology focused outcomes, participants in the event focused on designing and prototyping experiences common in language learning. The case study presents the elements and dynamics of the hackathon through the lens of codesign to illustrate how specific stakeholder design activity can be scaffolded and facilitated to produce actionable design artifacts. These artifacts capture the design process that subsequently informs organizational innovations and product discovery

Construction and abstraction: contrasting methods of supporting model building in learning science

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