422,569 research outputs found
Implementation of the Student Facilitator and Explaining Model in Learning Skills of Reading Skills in SD
The purpose of this study was to determine the extent of the implementation of the Student Facilitator Model and Explaining learning model through the media of illustrated story books in improving initial reading skills for first grade students of SDN 01 Taman Kota Madiun 2018/2019 Academic Year. This research includes descriptive qualitative research. By using the phenomenology approach. Data collection techniques are based on data sources, namely RPP, syllabus, observation, interviews. Closed questionnaire. Documentation. The data analysis technique used is the data analysis model of Miles and Huberman. Based on the results of the study, it can be concluded that in the Implementation of the Student Facilitator and Explaining learning model using media illustrated storybooks in Indonesian language lessons are innovative. Based on the results of interviews, documentation, observation and giving questionnaires. Student responses are categorized as good, students' enthusiasm in learning Indonesian language lessons is increasing. Students become fond of learning and student collaboration is also formed in group activities so as to be able to foster a positive attitude towards students in their social interactions
THE IMPLEMENTATION OF STUDENTS FACILITATOR AND EXPLAINING MODEL THROUGH VIDEO BLOG (VLOG) TO ENHANCE SPEAKING SKILL
Student Facilitator and Explaining Learning Model is a learning model where students learn to present ideas / opinions to other fellow students. This learning model is effective for training students to speak to convey their own ideas or opinions. This learning model will be relevant if students actively participate in designing the learning material to be presented. By collaborating students' ideas into video blogs or digital content that can be uploaded on social media such as Instagram, YouTube or Facebook, it is hoped that students can improve their speaking skills and be able to motivate students in the language learning process. This study used a quasi-experimental method. The population of this study is the ninth grade of SMPN 35 Makassar in the academic year 2020/2021. This study uses cluster random sampling. The sample in the study consisted of 60 students who were in two groups; 30 students in the control group and 30 students in the experimental group. The research data were collected using speaking tests, which was analyzed descriptively, and inferential statistics through the SPSS version 22 program for Windows. The results of this study indicate that there was a significant improvement after the implementation of the Student Facilitator and Explaining Learning Model on students' speaking skills. Based on these results, it is hoped that teachers, principals and stakeholders with an interest in education development can apply this learning model in terms of improving students' speaking skills and increasing student motivation in learning languages
PENGAJARAN PRIBAHASA BAHASA INDONESIA MENGGUNAKAN MODEL PASANGAN MAKNA
This paper describes theoretical framework on (1) theoretical underpinning of paired meaning, (2) instructional activities explaining proverbs using paired meaning, and (3) identifying benefits and weaknesses of paired meaning techniques. This paper used content analysis to analyze data. The analyses showed that (1) paired meaning techniques are a techniques developed upon active teaching-learning. Its implementation integrates two techniques: play and discovery; (2) Teaching techniques are implemented through identifying paired meaning from the proverbs randomly. The search is developed through simulation from paired group or in group; (3) Model of paired meaning has benefits that it improves students’ motivation through games, but it is short of spending too much time in the implementation
THE USE OF COOPERATIVE LEARNING TO ENHANCE STUDENTS SPEAKING ABILITY IN ONLINE CLASSROOM
This study aims to describe students’ participants when the teacher implements cooperative learning in the classroom. Moreover, this study is aimed to investigate the effectiveness of cooperative learning that is used by the student to increase their ability to speak in English. This study used the qualitative method to get the data. The subject of the study is one group that consists of 5 senior high school students who are actively working in a group. The data were gathered through field notes which were used to take note of all of the information about how the teacher’s and the student's behavior in the classroom to discover the implementation of cooperative learning by the teacher. Then, the questionnaire followed by an interview session was used to get more data from the following question of the questionnaire. This research was conducted in two meetings. The finding of this study showed that cooperative learning is still not effective to implement by the teacher in the online classroom. it showed from fewer students who asked questions during the learning activity. In explaining the field note, the teacher only gives the assignment without monitoring the students’ group works. Then, students must use various media for groups working outside the online classroom that is less of teacher control. However, from the questionnaire followed by the interview, the student claimed that cooperative learning was helped them to reduce their problem of speaking. They stated that from cooperative learning, they could practice their speaking more and get feedback for the mistakes also motivation. They implement cooperative learning through virtual meeting applications and group chatting in WhatsApp features such as voice notes or video calls. The student also gives feedback and advice as a response to their participation in the cooperative learning activity. In sum, the finding of this study showed that the implementation of cooperative learning in an online class was still not suitable but, effective for students’ regular work-study.
Keywords: cooperative learning, Senior High School, Speaking.
 
ANALISIS KETERAMPILAN DASAR MENGAJAR GURU DALAM PEMBELAJARAN DI KELAS IV SD NEGERI 03 NGLEBAK TAWANGMANGU
Habib Try Basuki / A510130261. Basic Skills Analysis Teaches Teachers in Learning in Grade IV SD Negeri 03 Nglebak Lessons Year 2016/2017. Essay. Faculty of Teacher Training and Education, Muhammadiyah University of Surakarta. October, 2017.
This research is to describe: 1) Implementation of basic teaching skill of basic teacher teaching teacher what is often used in learning in class IV SD Negeri 03 Tawangmangu, 2) The extent to which the criteria of the implementation of basic teaching skills of teachers implemented in the learning in the fourth grade of SD Negeri 03 Nglebak Tawangmangu. Type and Design of this research is qualitative and descriptive qualitative research. Data collection techniques through observation, interviews, and documentation. The results of this study show that: 1) Implementation of basic teaching skills of teachers and basic skills that are often used in learning has largely been running optimally. a) Skills open and close the lessons of teachers have been carrying out prenuctive activities, apresepsi and conclude learning activities. b) Teachers already carry out questioning skills by asking questions based on humor material and questions to make learning activities not tense. c) Explaining skills have been implemented teachers in learning by explaining the material from the easiest to the difficult. d) Teachers have implemented individual teaching skills and small discussions by conducting learning activities with group models. While the basic skills of teaching teachers to manage the class, holding variations and skills to guide small group discussion is still lacking in implementation in the learning process on learning activities to III and IV skills to hold variations and manage the class has not been implemented by teachers. 2) The extent to which the implementation of basic teaching skills is carried out, the findings from the observation study of basic skills of teaching teachers are categorized as good in the learning activities. a) Skills open and close the lesson of achievement of indicators have been good teachers have done the activities of praying and question and answer activities. b) The skill of explaining the indicator is good by explaining the material by hurting it with daily activities. c) Asking skills of teacher achievement indicator is good by asking the question who who raised the finger faster can answer. d) Individual and small group teaching skills, and good reinforcement, teachers have implemented indicators in these skills. While the skills to hold variety, manage the class and guide small group discussion of teacher achievement indicators are still lacking. 3) In the planning process of learning teachers sometimes do not make the design of learning process before the learning process, because according to the most important teacher in learning that the achievement of subject matter in each semester
Improving Students Group Activity In Mathematics Learning Through Cooperative Learning Community(CLC) Approach Using Peer Teaching
This research objective are: (1) improve students groups activity in mathematics learning through Cooperative Learning Community (CLC) approach using peer teaching, (2) improve learning outcomes/student achievement in mathematics learning through CLC approach using peer teaching so as to achieve the minimum passing grade. Subjects receiving action is student class VIID of SMPN 1 Surakarta totaling 26 students, the subject of implementing of action is researchers and helping subjects implementation are mathematics teachers and the principal. Techniques of collection data are test method and observation method as a principal method, as well as supporting method that include interviews, documentation and review. In this classroom action research, data analysis is descriptive qualitative. The results of this study showed a improving students group activity in mathematics learning. It can be seen from: (1) students learning cooperation currently before action of 50% , cycle I 76,92% and cycle II increase 100%, (2) the ability of students to understand the problem before action 57,69%, cycle I 76,92% and cycle II increase 88,46%, (3) questioning activity/expressionof the material received before action 50% , cycle I 69,23% and cycle II increase 84,62%, (4) students activities on doing task 46,15%, cycle I 65,38% and cycle II increase 88,46%, (5) the ability of students in presenting/explaining problem solving in front of class before action 30,77%, cycle I 50% and cycle II increase 76,92%. The conclusion of this study is that the application of this Cooperative Learning Community (CLC) approach using peer teaching can improve students groups activit y in mathematics learning
Understanding from Machine Learning Models
Simple idealized models seem to provide more understanding than opaque, complex, and hyper-realistic models. However, an increasing number of scientists are going in the opposite direction by utilizing opaque machine learning models to make predictions and draw inferences, suggesting that scientists are opting for models that have less potential for understanding. Are scientists trading understanding for some other epistemic or pragmatic good when they choose a machine learning model? Or are the assumptions behind why minimal models provide understanding misguided? In this paper, using the case of deep neural networks, I argue that it is not the complexity or black box nature of a model that limits how much understanding the model provides. Instead, it is a lack of scientific and empirical evidence supporting the link that connects a model to the target phenomenon that primarily prohibits understanding
Project-based Learning to Raise Students\u27 Speaking Ability: Its\u27 Effect and Implementation (a Mix Method Research in Speaking II Subject at Stain Ponorogo)
This research tries to attempt to know the effect of Project-based learning toward speaking ability and its\u27 effective implementation. The design of the research sequential was designs in which data that are collected and examined in one stage inform the data collected in the next phase. This research applied a quantitative design for the first stage. It is categorized into causal comparative method, or ex post facto research design and the second stage is qualitative design. Population in this research was the 2 STAIN Ponorogo. The total numbers of the students are 85 students and the sample was 70 students. The researcher used questionnaires, test, observation and interview as data collection. Since the hypothesis is intended to find the effect of the Project-Based Learning toward students\u27 speaking ability, the Simple Linier Regression by using SPSS 19.00 for Windows was applied. The second phase, the result of observation and interview were analyzed by Miles and Huberman\u27s view of qualitative data analysis consisting of data reduction, data display, and drawing conclusion. The result of analysis showed that there was significant effect of Project-Based Learning toward students\u27 speaking ability. Moreover, the effective procedures for the implementation of Project-Based Learning are (a) dividing the class into group, (b) explaining the project and (c) performing the project. At last, the students showed significantly positive attitude toward the implementation of Project-Based Learning in speaking class. semester of English Department Students in STAIN Ponorogo. The total numbers of the students are 85 students and the sample was 70 students. The researcher used questionnaires, test, observation and interview as data collection. Since the hypothesis is intended to find the effect of the Project-Based Learning toward students\u27 speaking ability, the Simple Linier Regression by using SPSS 19.00 for Windows was applied. The second phase, the result of observation and interview were analyzed by Miles and Huberman\u27s view of qualitative data analysis consisting of data reduction, data display, and drawing conclusion. The result of analysis showed that there was significant effect of Project-Based Learning toward students\u27 speaking ability. Moreover, the effective procedures for the implementation of Project-Based Learning are (a) dividing the class into group, (b) explaining the project and (c) performing the project. At last, the students showed significantly positive attitude toward the implementation of Project-Based Learning in speaking class
Democratic Education In The Egyptian Higher Education: Investigation Of Tutors’ Perception Of Democratic Education In The Egyptian Higher Education
Democratic education (DE) sees young people not as passive recipients of knowledge, but rather as active co-creators of their own learning and valued participants in a learning community. This study investigates tutors’ understanding and implementation of DE in the Egyptian Higher Education (HE). It investigates HE tutors’ conception about learners controlling their educational process by being fully embedded in it. Data for this qualitative paper was collected from 20 tutors from two Egyptian universities via one-to-one interviews and focus groups. This study highlighted the inference of political events in Egypt, since 2011, on HE students in their way of thinking and reflecting and addressed the need of DE to be a part of the educational paradigm. This paper concluded that DE is based on placing students in the centre of their learning and empowering them. Also, tutor-student dialogic approach and tutor-student trust are essential approaches to implement DE
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