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

Action Learning

{Excerpt} Conventional approaches to learning hinge on the presentationof knowledge and skills. Then again, knowledge is revealedthrough methods of questioning amid risk, confusion,and opportunity. Reginald Revans, the originator of actionlearning, recommended that one should keep away from experts with prefabricated answers. Rather, people shouldbecome aware of their lack of knowledge and be preparedto explore their ignorance with suitable questions and helpfrom others: finding the right questions rather than the right answers is important, and it is one’s perception of a problem, one’s evaluation of what is to be gained by solving it, and one’s estimation of the resourcesavailable to solve it that supply the springs of human action. Action learning is an educational process by which a person studies his or her own actions and experience to improveperformance. Put simply, it is about solving problems and getting things done. In action learning, a smallgroup of 5–8 persons (called action learning set) meets regularly for a day or half a day over at least 6 months and works collectively on a problem faced in ongoing practice. The action learning set helps a “presenter”work on a problem through supportive but challenging questioning. It encourages a deeper understanding of theissues involved, a reflective reassessment of the problem, and an exploration of ways forward. (Action learningrequires that actions be agreed at the end of each meeting.) By so doing, it provides a structured way of workingthat provide the discipline we often need to learn from what we do and improve practice as a result

Upaya Pembentukan Perilaku Belajar Demokratis melalui Model Pembelajaran Problem Solving

This classroom action research aimed to describe (1) problem solving lesson plan, (2) problem solving lesson implementation and (3) democratic learning behavior through problem solving model. This classroom action research conducted three cycles to establish democratic learning behavior. The data collecting techniques were observation, photo documentation and interview as base to interpret research result in each cycle. This research result showed (1) problem solving model lesson plan could establish democratic learning behavior, (2) problem solving lesson implementation could establish democratic learning behavior and (3) problem solving model lesson could establish democratic learning behavior.Penelitian tindakan kelas ini bertujuan untuk mendeskripsikan (1) perencanaan pembelajaran problem solving, (2) pelaksanaan pembelajaran problem solving dan (3) perilaku belajar demokratis menggunakan model pembelajaran problem solving. Metode yang digunakan yaitu penelitian tindakan kelas yang dilaksanakan dalam 3 siklus untuk membentuk perilaku belajar demokratis. Alat pengumpul data yaitu observasi, dokumentasi foto dan wawancara hal dilakukan sebagai dasar untuk menginterpretasi hasil penelitian di setiap siklus. Hasil penelitian ini menunjukkan (1) perencanaan pembelajaran model problem solving dapat membentuk perilaku belajar demokratis, (2) Pelaksanaan pembelajaran problem solving dapat membentuk perilaku belajar demokratis dan (3) pembelajaran model problem solving dapat membentuk perilaku belajar demokratis

Peningkatan Pemecahan Masalah Dan Hasil Belajar Matematika Melalui Aplikasi Exe(e-learning XHTML editor) Pada Siswa Kelas VIIIE SMP Negeri 1 Geyer Tahun Ajaran 2015/2016

This research aims to improve problem solving and learning outcomes in mathematics using e-learning with applications eXe (e-learning XHTML editor). Subjects recipient of action is class VIII E SMPN 1 Geyer with 28 students (14 male students and 14 female students), the teacher as the subject of the perpetrator, the researcher as an observer. Data collection method used are observation, field notes, interviews, documentation and testing. Data analysis techniques use reduction, data presentation and conclusion.Results ofthe studyare basedon indicators ofproblem solving and learning outcomes mathematics an increase was found that: (1) ability to demonstrate understanding of the problem, before the act of 13 students (46.429%) after the action increased to 25 students (89.286%), (2) ability to organize data and choose the relevant information in problem solving, before action 10 students (35.714%) after the action increased to 23 students (82.143%), (3) the ability to develop problem solving strategies before action 6 students (21.429%) after the action increased to 24 students (85.714 %), (4) the ability of the students do tests completed KKM before action of 12 students (42.857%) after the action increased to 28 students (100%)

Developing transferable management skills through Action Learning

There has been increasing criticism of the relevance of the Master of Business Administration (MBA) in developing skills and competencies. Action learning, devised to address problem-solving in the workplace, offers a potential response to such criticism. This paper offers an insight into one university’s attempt to integrate action learning into the curriculum. Sixty-five part-time students were questioned at two points in their final year about their action learning experience and the enhancement of relevant skills and competencies. Results showed a mixed picture. Strong confirmation of the importance of selected skills and competencies contrasted with weaker agreement about the extent to which these were developed by action learning. There was, nonetheless, a firm belief in the positive impact on the learning process. The paper concludes that action learning is not a panacea but has an important role in a repertoire of educational approaches to develop relevant skills and competencies

Peningkatan Kemampuan Pemecahan Masalah Matematika Melalui Model Problem Based Learning (PBL) Pada Pokok Bahasan Trigonometri (PTK di kelas X SMA Muhammadiyah 1 Surakarta Tahun Ajaran 2014/2015)

The aim of research increased problem solving skill through the Problem Based Learning models. The type of research was action research in classroom of SMA Muhammadiyah 1 Surakarta. The subject recipier of action research was student of class X MIA 2 SMA Muhammadiyah 1 Surakarta which amounted to 38 students, and the subject of implementing measures was researcher and teacher of mathematics class X MIA 2. Techniques of data collection was done by observation, documentation, test methods, and field notes. Triangulation technique has used ensure the validity of the data. The validity Technics of check data have done by increasing students mathematical problem solving skills views of indicators: (1) Identify the elements that are known and asked before action 31,58% increased to 84,21% at the end of the action. (2) Strategy resolve the problem before action 26,32% increased to 84,21% at the end of the action (3) Explain/ corrections prior to interpret the results of action 24,68% increased to 78,95% at the end of the action. This study suggested that the application of the Problem Based Learning models can improve the ability of problem solving

Penerapan Problem Based Learning Dalam Pembelajaran Matemtika Untuk Peningkatan Kemampuan Pemecahan Masalah Pada Siswa Kelas VIII Semester II SMPN 1 Teras Tahun 2014/2015

The purposeof research to describe the increase in problem solving ability math through learning strategies Problem Based Learning (PBL) with students of SMP Negeri 1 Teras C class VIII 2014/2015 year.The type of research is kualitatif approach with classroom action research desain. The research to perform in SMP Negeri 1 Teras. The technique of collecting data through observation, testing, field notes, and documentation. The data obtained in the form of scores in the cycle I and cycleII. Data analysis techniques performed by the method of flow. In crease student in mathematical problem-solving ability: 1) the studentis able to understand the problem before action 43,75%; the firs cycle 84,375%; and second cycle 93,75%, 2) students are able to plan the settlement of the problem before action 34,375%; the first cycle 78,125%; and the second cycle 84,375%. 3) the studentis able to carry out the appropriate problem resolution before the action plan 28,125%; the first cycle 87,5%; and second cycle 90,625%. 4) students were able to see back for all the steps before the actions 21,875%; the first cycle 78,125%; and second cycle 84,375%. Based on the description above concluded that the application of learning strategies problem based learning can improve math problem solving ability

Peningkatan Pemecahan Masalah Dan Kreativitas Belajar Matematika Melalui Pendekatan Scientific Dengan Model Discovery Learning Pada Siswa Kelas VII Semester Genap SMP Negeri 1 Pati Tahun 2014/2015

The goal of this research is to increase problem solving and creativity to learn math through a scientific approach by applying a model discovery learning to students of VII G class SMP N 1 Pati. The kind of research is a classroom action research conducted in collaboration between teacher and researcher. The students of VII G grade as recipients subject while teachers as a subject of action giver action. Data collection techniques used ware the observation, test, documentation, and field notes. Data analysis techniques used is the data reduction, data presentation, and verification. The result of this research is to increase the ability of problem solving and creativity in learning mathematic that can be seen from the indicators of : 1) understanding the problem, before action 10 students (28,57%), after action 29 students (85,29%); 2) devising a plan, before action 10 students (28,57%), after action 28 students (82,35%); 3) carrying out the plan, before action 7 students (20%), after action 28 students (82,35%); 4) looking back, before action 7 students (20%), after action 27 students (79,41%); 5) fluency, before action 5 students (14,3%), after 29 students (85,29%); 6) flexibility, before action 7 students (20%), after action 25 students (73,53%). Based on the above description can be concluded that the application of the scientific approach to discovery learning model can increase the ability to learn mathematics problem solving creativit