The Implementation Of Inquiry-Based Learning In Teaching Writing At The second Year pf SMPN I Nogosari Boyolali

This research aims at describing the implementation of inquiry-based learning in teaching writing at the second year of SMPN 1 Nogosari Boyolali. It is conducted to know the implementation of inquiry-based learning in teaching writing and the problems faced by the teacher in implementing the method at the second year of SMPN 1 Nogosari Boyolali. The writer gets the data of this research from event, informant, and document. The techniques of collecting data are the observation, interview and documentation in teaching learning process especially in teaching writing to clarify the implementation of inquiry-based learning and problem faced by the teacher implementing the method. The result of the analysis shows that: 1). the implementation of inquirybased learning in teaching writing at second year of SMPN 1 Nogosari consists of three stages namely, exploration, elaboration and confirmation. The implementation of method is less complete because the activities in standard process is not implemented in teaching writing process fully. 2). The problems faced by teacher implementing the method are lack of knowledge about inquirybased learning and how to implement the method, class management, limited time, and lack of teaching media

The Implementation Of Inquiry-Based Learning In Teaching Writing To The Seventh Grade Student Of SMP Negeri 5 Boyolali In 2013/2014 Academic Year

The objectives of this research are: (1) to know the implementation of Inquiry-based Learning consisting the objectives of teaching writing, the materials, and the the procedure of the Inquiry-based Learning (2) to describe the problem faced by the teacher in teaching writing using the Inquiry-based Learning at the seventh grade student of SMP Negeri 5 Boyolali. The writer uses descriptive research. The subject of this descriptive research is the seventh grade students of SMP Negeri 5 Boyolali in 2013/2014 academic year. The writer gets the data of this research from event, informant, and document. The method of collecting data are observation and interview about teaching writing using Inquiry-based Learning. The result of the analysis show that (1) the implementation of Inquirybased Learning in teaching writing at the seventh grade of SMPN 5 Boyolali that is conducted into five inquiry cycle process in the 2013 curriculum such as observing, questioning, collecting information or experimenting, associating or information processing, and communicating. The implementation of Inquirybased Learning in teaching writing was totally full and appropriate with the Inquiry-based Learning. But in the second and fourth meeting, that were not totally full all of the inquiry cycle. It didn’t pass the observing, questioning, collecting information or experimenting, associating or information processing stage. The teaching material is taken only from English book that was comprising such as definition, social function, generic structure, and grammar. Then the objective of teaching writing at the seventh grade student is to develop the student become more creative, and active in writing skill. And specifically in order the students can master in writing aspect: structure, spelling, punctuation, and vocabulary. 2) The problem faced by the teacher such as classroom management, limited time, strong students’ dominance, lack of teaching media, and the appropriate teaching technique choice

Using inquiry-based learning to support the mathematical learning of students with SEBD

This paper, which draws on action research methodology, explores the use of inquirybased learning (IBL) in the teaching of mathematics to students with social, emotional and behavioural difficulties (SEBD). The year-long study was conducted in a Form 3 secondary class that grouped 13 male students with SEBD in a Maltese secondary school. After first creating an IBL-friendly classroom environment in the initial months, the actual implementation of IBL pedagogy in class began in the second term and spread over a 15 week period. The data included teacher observations that were recorded in a reflective research journal, two sessions of in-depth interviews with students, student journal writing, samples of students’ work and student marks in the school-based halfyearly and annual mathematics examinations. The findings indicate that the use of IBL in the mathematics classroom can benefit students with SEBD in a number of ways. These include infusing a sense of enjoyment during lessons, improved student behaviour and motivation to learn, and facilitating the learning of mathematics which generally translated in higher achievement levels.peer-reviewe

A critical challenge: Developing student's critical abilities

The work of educators includes grappling with the challenges of bringing theoretical concepts and approaches into day-to-day physical education practice for quality programmes and the betterment of student learning. One of our most exciting challenges is in capturing the potential the Health and Physical Education in the New Zealand Curriculum (MoE, 1999) and the New Zealand Curriculum (MoE, 2007) present to us as physical educators. The curriculum has encouraged the development of socio-critical perspectives and inquirybased approaches to teaching and learning programmes (Culpan & Bruce, 2007; Fitzpatrick, 2010; Gillespie & Culpan, 2000; Wright, 2004). We (the writers) have tackled the theory to practice challenge of the development of student’s critical abilities from a range of positions within education. Our involvement in initial teacher education, teacher professional development, secondary physical education teaching and physical education advisory roles has meant we have needed to not only develop our own practice as educators, but also consider how to successfully enable secondary school students, teacher education students and practicing physical education teachers to understand and implement a socio-critical physical education curriculum. This paper focuses on processes, knowledge and understandings that support the development of student’s critical abilities

PENGEMBANGAN MEDIA VIRTUAL LABORATORY IPA MATERI FOTOSINTESIS BERBASIS INKUIRI TERBIMBING UNTUK MENINGKATKAN KEMAMPUAN ANALYTICAL THINKING PESERTA DIDIK KELAS VII SMP

Penelitian ini bertujuan untuk: (1) mengembangkan media virtual laboratory IPA berbasis inkuiri terbimbing yang layak pada materi Fotosintesis untuk meningkatkan kemampuan analytical thinking peserta didik kelas VII SMP; (2) mengetahui respon peserta didik terhadap media virtual laboratory IPA; dan (3) mengetahui peningkatan kemampuan analytical thinking perserta didik setelah menggunakan media virtual laboratory IPA pada materi Fotosintesis. Penelitian ini merupakan penelitian pengembangan dengan mengadaptasi model 4-D Thiagarajan & Semmel. Model 4-D terdiri dari empat tahapan yaitu Define (pendefinisian), Design (perancangan), Develop (pengembangan) dan Disseminate (penyebaran) namun tahap ini tidak dilakukan. Instrumen yang digunakan meliputi lembar validasi media virtual laboratory IPA, angket respon peserta didik terhadap media virtual laboratory IPA, lembar keterlaksanaan pembelajaran inkuiri terbimbing, lembar observasi analytical thinking, dan soal pretest-posttest. Penelitian ini melibatkan 2 dosen ahli dan 3 guru IPA sebagai validator, serta 33 peserta didik kelas VII F SMP 1 Jetis Bantul sebagai subjek penelitian. Teknik analisis data menggunakan analisis kualitatif dan kuantitatif. Reliabilitas kelayakan media virtual laboratory IPA melalui Uji Borich, gain score analytical thinking, dan persentase analytical thinking. Hasil penelitian ini adalah: (1) Produk media virtual laboratory IPA berbasis inkuiri terbimbing dinyatakan layak dengan kategori sangat baik (A) oleh validator. (2) Respon peserta didik terhadap media virtual laboratory IPA memperoleh skor dengan kategori sangat baik (A). (3) Media virtual laboratory IPA pada materi Fotosintesis dapat meningkatkan kemampuan analytical thinking dengan hasil perhitungan gain score sebelum dan setelah menggunakan media dalam kategori sedang. Persentase kemampuan analytical thinking peserta didik melalui observasi meningkat dari kategori cukup baik menjadi baik. Kata kunci: Analytical Thinking, Inkuiri Terbimbing, Media Virtual Laboratory IPA This study aims: (1) produce a guided inquiry-based science virtual laboratory learning media in Photosynthesis material to develop analytical thingking skill of seventh grade junior high school students; (2) investigate student’s response toward science virtual laboratory learning media, and (3) investigate improvement of student’s analytical thinking skill using science virtual laboratory learning media. This research is a research development using 4-D model adapted from Thiagarajan & Semmel. 4-D model consists of four steps, which are Define, Design, Develop and Disseminate but nothing . The Instruments used in this research are science virtual laboratory learning media validation sheets, student response of science virtual laboratory learning media sheets, feasibility of the guided inquiry lesson sheets, analytical thinking observation sheets, and pretest-posttest sheets. Furthermore, this research involves two lecturers and three science teachers as validators, and thirty-three seventh grade students of SMP N 1 Jetis Bantul as the research subjects. The analysis technique used in this research is quantitative and qualitative analysis. Borich assessment, gain score analytical thinking, and percentage of analytical thinking. The research result shows that: (1) Science virtual laboratory based on guided inquiry learning media which is revealed decent on categories very good (A) by validators. (2) Student’s response toward science virtual laboratory learning media with a score on categories very good. (3) Science virtual laboratory learning media in Photosynthesis material could improve students’ analytical thinking skills with the gain score calculation on medium category. The percentage of students’ analytical thinking skills is increasing from insufficient category to good category

Spectrum, volume 31, number 05

Thomas announces plans to retire as UM-Rolla chancellor in 2005 -- eMINTS National Center transforming classrooms -- UM executive vice president Turner to retire -- Lehmkuhle named senior vice president for academic affairs -- UMC and UMKC form cooperative pharmacy program -- Floyd appoints UM-Rolla chancellor search committee -- University of Missouri System briefs -- Caruso announces retirement as vice president for information systems

When Educational Technology Meets New Pedagogical Methods

This thesis speaks about the The RIBGHE (Rhode Island Board of Governors of Higher Education), formally known as Eisenhower grant. The Science and Mathematic faculty at Salve Regina University have been working under the Eisenhower and RIBGHE Partnership Grant for the past 8 years. It had multiple benefits. It was through the RIBGHE, that there were three cornerstones the driving force behind this senior thesis; 1) introducing technology in the high schools in R.I. 2) introducing new pedagogical methods in science education and 3) training teachers to develop inquiry-based curricular materials. PACO Scientific, which is one of the new major manufactures of state-of-the art educational technology, linked the grant program to develop guided inquiry curriculum for high school science teachers and served as an excellent tool for the training of the high school teachers. But it was also through this experiment that it was realized how much the grant did for the local community. The RIBGHE grant provided a service to the local high schools. It introduced new teaching methods to Rhode Island schools that need improvements with its curricular standards. The grant also helped professional development and certification of high school science teachers that might not normally be able to do so on their own. But probably most importantly for the students, the grant delivered the latest technology to high schools that might normally be able to afford such lab equipment. However overall, the grant allowed the expertise of the joined faculty- student team help bring high school science education to the 21st century in the local community

Pri-Sci-Net - a project promoting inquiry-based learning in primary science : experiences of young children inquiring

The project Pri-Sci-Net has received funding from the European Union Seventh Framework Programme (FP7 2007 /13) under grant agreement No.266647. Any opinion expressed is solely of the authors and does not reflect that held by the European Commission.One of the challenges of Science Education in the 21st century is that of engaging learners in meaningful learning. Learning science from books does not equip them with the skills and competences necessary to become scientists. The European Commission has recognized this challenge and advocated inquiry-based learning as the main pedagogy to be adopted for teaching science. This paper presents the work in progress of the FP7 project Pri-Sci-Net which aims to promote inquirybased learning approaches at primary level of education with children from age 3-11 years across Europe. There needs to be a shared understanding among teachers of inquiry with reference to young children, and consequently identifying the required pedagogical skills. In addition, teachers needresources which they can gain through sharing their experiences with other teachers. The paper puts forward a vision for inquiry-based learning, highlights the need for the training teachers, and explores the potential of a virtual platform which can promote CPD for the use of IBSE among teachers.peer-reviewe