Proses Konstruksi Pengetahuan Siswa Bertipe Belajar Visual Pada Pelajaran Biologi

This study aims to reveal construction process of visual learning type student in learning biology.We employ qualitative method to disclose the subject's learning process. The process ofknowledge construction was observed through observation, structured interview, and literaturereview. This research describes that the research subjects construct knowledge through theprocess of assimilation & accommodation. The form of knowledge construction demonstrate thatstudent's knowledge were on the dimensions of factual knowledge, conceptual knowledge,procedural knowledge, and metacognitif knowledge. That knowledge is constructed randomlythrough disequilibrium process to equilibration

Improving the Conceptual and Procedural Knowledge of Prospective Teachers through Multisensory Approach: Experience from Indonesia

Abstract. In mathematics, there is conceptual and procedural knowledge. Conceptual knowledge is about ideas or mathematics understanding but procedural knowledge is about procedure to solve mathematics problems. Multisensory approach involve many senses like kinaesthetic,  visual and auditory to gain knowledge. This research aims to find information about how to apply multisensory approach to improve conceptual and procedural knowledge of prospective teacher in Jakarta State University. This action research study used Kemmis and Taggart model and implemented in two cycles. The data were collected through questionnaires and observation sheets. Then, the data was analyzed descriptively.  The research results showed that the multisensory approach can enhance the conceptual and procedural knowledge of the prospective teachers. The Kinaesthetic approach was implemented in hands-on activity using concrete materials while the visual using images. The concrete materials and image provide different presentation but it helped to constructed concepts and abstraction. Furthermore, the auditory approach was developed along learning activities trough discussion to produce and clarify the ideas.   Keywords: Conceptual knowledge, Procedural knowledge, Multisensory approac

The Implementation of 5e Learning Cycle Model on the Topic ‘Structure and Function of Plants' to Improve the Scientific Literacy of the Second Year Students of a Junior High School in Pekanbaru

This study aims to improve student's science literacy skills by using 5E Learning Cycle model. The treatment was conducted collaboratively for the topic ‘Structures and functions of plants' involving Biology lectures, pre-service teachers, and the science school teachers of SMPN 21 Pekanbaru in August 2018. The focus of the observation was on science literacy and learning activities of students, both individually and in groups. Science literacy including scientific, procedural and epistemic knowledge was measured through worksheets. While the aspects of explaining scientific phenomena, evaluating and design scientific investigations, interpreting data, and the evidence were measured using an assessment sheet performance. Curiosity, scientific argumentation and environmental awareness were measured using the observation sheet. Learning activities carried out inside and outside the classroom had a positive impact on literacy skill science. The data showed the students individually or in groups could answer questions in the worksheet, more actively engaged, more enthusiastic and more curious when observing, identifying and grouping plants using real objects around school environment. Some questions arose from students when identifying corn and carrot plants about vegetative and generative structures. Overall, the implementation of 5E Learning Cycle model can improve students' scientific literacy in learning science at SMPN 21 Pekanbar

Seeing is as Good as Doing

Given the privileged status claimed for active learning in a variety of domains (visuomotor learning, causal induction, problem solving, education, skill learning), the present study examines whether action-based learning is a necessary, or a suffi cient, means of acquiring the relevant skills needed to perform a task typically described as requiring active learning. To achieve this, the present study compares the effects of action-based and observation-based learning when controlling a complex dynamic task environment (N = 96). Both action- and observation-based individuals learn either by describing the changes in the environment in the form of a conditional statement, or not. The study reveals that for both active and observational learners, advantages in performance (p < .05), accuracy in knowledge of the task (p < .05), and self-insight (p < .05) are found when learning is based on inducing rules from the task environment. Moreover, the study provides evidence suggesting that, given task instructions that encourage rule-based knowledge, both active and observation-based learning can lead to high levels of problem solving skills in a complex dynamic environment

Learning Basic Addition Facts Through Sense-Making And Understanding

The traditional diagnostic and remedial approaches which are based on the behaviourist framework of learning might not facilitate students in acquisition of conceptual understanding and procedural knowledge. This research was intended to help students with mathematics learning difficulties improving their mathematical knowledge of basic addition facts through an instructional model for remedial intervention of mathematics. This model involves application of concrete materials, application of a mixed instructional approach, delivery of conceptual and procedural knowledge, and use of problem-solving activity. Using a case study design, a remediation class teacher and four students at a suburban elementary school were involved. Data was collected using observation, students’ work, and interview. Qualitative data was analysed using a qualitative approach. Research findings indicate that concrete materials could be used as a tool for sense-making or counting by students. It depends on the individual differences of students and the instructional approach of teacher. In general, a teacher-directed learning process was carried out but because students were allowed to make their decisions in problem-solving, some students managed to construct their knowledge rather than follow procedures prescribed by their teacher. Learning of both conceptual and procedural knowledge was facilitated through problem-solving activity and incorporation of some constructivist approaches. Mathematical knowledge of students was improved in the remedial intervention which was based on the instructional model. For remedial intervention, teachers should reduce the use of behaviourist approaches gradually, and incorporate more student centred approaches, based on the student individual differences and usual practice

A taxonomy for interactive educational multimedia

Learning is more than knowledge acquisition; it often involves the active participation of the learner in a variety of knowledge- and skills-based learning and training activities. Interactive multimedia technology can support the variety of interaction channels and languages required to facilitate interactive learning and teaching. We will present a taxonomy for interactive educational multimedia that supports the classification, description and development of such systems. Such a taxonomy needs to embed multimedia technology into a coherent educational context. A conceptual framework based on an integrated interaction model is needed to capture learning and training activities in an online setting from an educational perspective, describe them in the human-computer context, and integrate them with mechanisms and principles of multimedia interaction

Challenging the role of implicit processes in probabilistic category learning

Considerable interest in the hypothesis that different cognitive tasks recruit qualitatively distinct processing systems has led to the proposal of separate explicit (declarative) and implicit (procedural) systems. A popular probabilistic category learning task known as the weather prediction task is said to be ideally suited to examine this distinction because its two versions, '' observation '' and '' feedback,'' are claimed to recruit the declarative and procedural systems, respectively. In two experiments, we found results that were inconsistent with this interpretation. In Experiment 1, a concurrent memory task had a detrimental effect on the implicit (feedback) version of the task. In Experiment 2, participants displayed comparable and accurate insight into the task and their judgment processes in the feedback and observation versions. These findings have important implications for the study of probabilistic category learning in both normal and patient populations

Work Place Learning Among Successful Professionals: A Case Study of Selected Television Producers in a Public Television Station

The study describes the learning experiences of successful Television Producers in A Public Television Station (PTS). Specifically the study sought to determine how these professionals acquire knowledge and expertise at their workplace. Professionals are people with knowledge who offer special services for the orderly functioning of the society. TV producers are professionals in the television industry. These professionals need to continually learn to develop their expertise. How they learn, especially in the context of their ever changing busy workplace, is important to continuing professional education. The study is guided by the following research questions. 1) How do successful TV producers learn and acquire expertise at their workplace? 2) What contextual factors shape learning among successful TV producers? 3) How do personal characteristics and attributes facilitate learning among successful TV producers? Data were collected mainly through interviews using a semi structured question guide, observation and document analysis. Nine producers were selected purposively using criteria-based selection. Copies of documents such as program reports, annual reports and minutes of meetings were gathered to corroborate information provided by the respondents. The researcher was guided by the constant comparative analysis method. Three aspects of learning at the workplace emerged from the study. Successful producers acquire knowledge and expertise by, 1) The professional learning processes of formal and informal learning strategies. All respondents agreed to the importance of formal in-service training that they had to undergo when they are inducted into their profession. Benefits of such training are limited by resources, it is pertinent for producers to continuously seek learning opportunities on their own. 2) Learning through the understanding of broadcasting contexts, a distinct learning area emerging with the changing forms of broadcasting. Broadcasting contexts basically constitute the various stakeholders who occupy meaningful roles and even exert substantial influence on producers creating complex workplace procedures. 3) Learning through the development of personal characteristics and qualities imperative to learning among successful TV producers. These producers acquire the necessary attributes to learn from the workplace. Workplace learning emphasizes procedural knowledge of techniques and skills, and academic knowledge of facts and concepts. But learning has often overlooked dispositional knowledge of attitudes, values and interest that help professionals make well thought out decisions