Microcomputer demonstrations in a mastery-based personalized system of instruction course

The use of demonstrations in a mastery-based Personalized System of Instruction (PSI) Introductory Psychology course is discussed. The specifics of fourteen computer demonstrations in current use is described, as well as how the demonstrations are used to stimulate student involvement in a mastery PSI format

PERBANDINGAN PEMAHAMAN KONSEP MATEMATIS SISWA YANG MENDAPATKAN METODE PEMBELAJARAN PSI DENGAN KONVENSIONAL

Abstrak: Penelitian ini menggunakan dua model pembelajaran yang berbeda yakni metode pembelajaran personalized system of instruction (PSI) dan model pembelajaran konvensional. Tulisan ini memuat kajian tentang perbandingan peningkatan kemampuan pemahaman konsep matematis antara siswa yang mendapatkan metode personalized system of instruction (PSI) dengan model pembelajaran konvensional. Dari hasil penelitian, diperoleh kesimpulan bahwa peningkatan kemampuan pemahaman konsep matematis antara siswa yang mendapatkan metode pembelajaran personalized system of instruction lebih baik dibandingkan dengan siswa yang mendapatkan model pembelajaran konvensional. Sikap siswa terhadap metode pembelajaran personalized system of instruction menunjukan sikap positif dan berinterpretasi baik. Kata kunci: Metode Personalized system of instruction, metode konvensional, konsep matemati

Perbandingan Pemahaman Konsep Matematis Siswa Yang Mendapatkan Metode Pembelajaran PSI Dengan Konvensional

This research used two models of learning they were methods personalized system of instruction (PSI) and the conventional learning models. This paper about contains a study on the comparison of mathematical concept understanding ability improvement among students who get a personalized system of instruction (PSI) methods with the conventional learning models. The results of this research, that increased the ability of understanding the mathematical concepts among students who get the personalized system of instruction methods learning is better than students who get conventional learning models. The attitudes of students about personalized system of instruction methods learning a positive indicated attitude and good interpretation

The Personalized System of Instruction: Review and Applications to Distance Education

The present paper (a) outlines the basic features of the Personalized System of Instruction (PSI); (b) provides a brief history of PSI; and (c) describes the application of PSI to distance education. Some common misconceptions about PSI are also addressed. PSI is presented as a helpful universally applicable set of instructional practices that are well suited to distance teaching and learning

Appendix A: The Use of the Personalized System of Instruction (PSI)

STUDY MODULES FOR THE USE OF THESE CBP MODULES Recommended 1. What is the Philosophy of PSI? 2. How Do I Manage This System? 3. The Care and Feeding of Student Tutors Optional 4. How to Plan the Content of a Keller Plan Course 5. How to Design a Study Module 6. How to Write Learning Objective

Digital Material Teaching: Learning Model and Learning Outcomes of Basketball

The purpose of this study is to see the difference in influence between the personalized system of instruction (PSI) model based on digital teaching materials and the scientific model based on You Tube video. The research method used was an experiment with a pre test post test control group design, while the sample in this study were 160 students of SMPN 8 Cimahi, 80 students in the experimental group and 80 students in the control group. The research instrument used to measure basketball learning outcomes was in the form of a basketball basic motion skills test instrument (ITKGD BB). Analysis of the data used to process research data by using independent T-test analysis to see the difference in the effect of the two models on basketball learning outcomes. The results showed that the average value in the PSI group was 30.25, while for the scientific model group was 23.37, the t-count value was 11.696 with a significance level of 0.00 <0.005 (significant). Therefore, the conclusion in this study is that there is a difference in the influence between the personalized system of instruction (PSI) model based on digital teaching materials and the scientific model based on video you tube. It has an effect on basketball learning outcomes

Public Health Instructors\u27 Attitudes Regarding Online Instructional Course Design: A Collective Case Study

The purpose of this collective case study was to describe instructors’ attitudes regarding Keller’s personalized system of instruction (PSI) for a sample of online master’s-level public health instructors at an institution of higher education. The central research question was how do public health instructors describe their attitudes regarding personalized system of instruction and online graduate education? The institution selected for this investigation was “University A.” The theory guiding this study was Keller’s personalized system of instruction (PSI), as it features five elements for student-centered course design in higher education learning. The elements include: (a) self-pacing, (b) unit mastery, (c) lectures and demonstrations to motivate students, (d) learning from assigned textbooks and written materials, and (e) use of proctors to assist with testing, grading, tutoring students and answering student questions. This study recruited 13 instructors for virtual, semi-structured interviews, in which participants shared their attitudes regarding the five elements of PSI. This study recruited a virtual focus group consisting of five instructors to explore attitudes further. This study featured document analysis of online master’s-level public health syllabi. Manual coding was used to develop themes from transcripts and documents. Six themes emerged from the triangulation of data: (a) time, (b) assessment considerations, (c) multiple sources of instruction, (d) instructor roles, (e) strategies to motivate students, and (f) personalized online education. The results may assist with the future design and development of flexible, personalized online master’s-level public health coursework

Learning Style Preferences and Academic Achievement Within the Basic Communication Course

Students enrolled in a basic communication course taught using the personalized system of instruction (PSI) were studied to determine the influence of learning style preferences on academic achievement. The twenty measures of the Canfield Learning Style Inventory (CLSI) were regressed with three measures of student academic achievement. Eight of the twenty were significant in at least one of the three equations. Two of the learning style measures (class organization and performance expectations) were significant with all three measures of achievement. Two applications of the findings for basic course instructors are presented

Peningkatan Kemampuan Pemahaman Konsep Matematis Siswa dengan Metode Pembelajaran Personalized System Of Instruction

This study used two different models of learning that are personalized learning method system of instruction (PSI) and the conventional learning model. This article contains a study of the comparative increasement in the ability of understanding mathematical concept among students who earn a method personalized system of instruction (PSI) with conventional learning model. From the research, we concluded that the increased ability of the understanding mathematical concept among students who get a personalized learning method of instruction system was better than students who received conventional learning model. Students\u27 attitude toward learning method personalized system of instruction showed a positive attitude and good interpretation