Hasil Pencarian  ::  Simpan CSV :: Kembali

"Penelitian ini berawal dari permasalahan pada pembelajaran IPA yang cenderung “content transmission” dan “teacher centered”. Pembelajaran demikian mengakibatkan proses penalaran siswa menjadi terbatas. Hal itu mendorong dilakukan penelitian dengan tujuan meningkatkan keterampilan berpikir kritis. Seanjutnya disusun rancangan penelitian strategi pembelajaran berbasis inkuiri dengan siklus belajar 5E untuk meningkatkan keterampilan berpikir kritis. Metode penelitian yang digunakan adalah kuasi eksperimen dengan desain penelitian pretest-postest control group design. Hasil analisis uji hipotesis diperoleh kemampuan berpikir kritis kelompok eskperimen lebih baik dari pada kelompok kontrol setelah pembelajaran. Dengan demikian pembelajaran berbasis inkuiri dengan siklus belajar 5E sangat signifikan dalam meningkatkan ketrampilan berpikir kritis dibandingkan dengan pembelajaran konvesional."

"Tujuan utama kajian ini ilah untuk mengenal pasti keberkesanan teknik pembelajaran 6 langkah iaitu langkah 'priview, question,read,retice, reflect dan review' (PQ4R) terhadap pemahaman membaca teks"

"The objective of this research was to know: the effect of learning strategy, academic ability, as well as the interaction of learning strategy and academic ability on metacognitive ability and learning outcome. The statistic analysis used were Anacova and LSD. Learning strategy process consistency test was similarity test of regression equation. The conclusion of the research were: (1) learning strategy didn’t affect metacognitive ability, (2) learning strategy affected cognitive learning outcome, in this case multistrategy was the most constructive. (3) academic ability didn’t affect metacognition and cognitive learning outcome, (4) the interaction of learning strategy and academic ability did not affect metacognitive ability, but the best interaction was PBMP combine with Script with and academic ability, and (5) the interaction of learning strategy and academic ability did not affect cognitive learning outcome, but the best interaction was PBMP combine with TPS and low academic ability."

"This research was conducted in order to develop the teaching materials for teaching of students PBL and PBL+SM strategies for improving the learning achievement consisting of metacognitive awareness, problem solving skill, and subject matter master. For this purpose, there were 2 types of research, developmental and experimental research. Developmental research was to produce the valid and reliable teaching material. The experimental research was to test the effectiveness of the teaching material to the learning achievement."

"Research on the impacts of the ‘requirement system’ on student learning is still rare, however the system is still widely applied by Dental Schools in many countries. The major consequent of this system is the unpreparedness of students’ learning prior to presenting patients with particular complaints. Objective: This study aimed to explore the effect of the ‘requirement system’ on students’ learning strategy in Dental Education University of Jenderal Soedirman, Purwokerto, Indonesia. Methods: This was a qualitative-phenomenography study. The collection of data was through observations and interviews. The number of subjects was 13 students of the same batch in a clinical education level, determined by purposive sampling. Observations by 2 clinical teachers were done in advance and lasted for six weeks, followed by in-depth interviews. The analysis followed the phenomenography method. Results: Interviews revealed that application of the ‘requirement system’ had prompted the students to get the patients and to learn or not learn correspondingly to the specified cases. Students will have adequate preparation to learn if they are motivated to discuss with the teachers, having previous experiences, and if the patient is perceived to be special. Inadequate preparation of learning occurred when students felt tired, insufficient time between patients’ arrival and presentation in front of clinical teachers, and repetition of the case. Observations revealed that preparation for learning did not consequently lead to students’ performance in doing clinical work. ‘Well-done’ up to ‘less than expected’ performances were found in both single-cases as well repetition-cases. Conclusion: ‘Requirement system’ driven students’ preparation for learning. However, number of cases did not. Modifying the ‘requirement system’ and improving the quality of clinical supervision are two important things suggested by this study."

"The challenge to do more with less and in less time is the mantra of every organization. Accelerated learning is the training professionals answer to this business reality. This Infoline offers you a short course in the principles, process, and techniques of accelerated learning. You will learn how to use whole brain techniques that allow learners to acquire information and skills more efficiently and to retrieve, recall, or respond with confidence."

"Contextual teaching and learning in cooperative learning of TGT strategy was used to increase science process skills and science learning outcome. The problems of this research was the low science process skills and learning outcome of the students. Type of this research was CAR. The source of data in this reseacrh were students of class VII MTS Tarbiyatun Nasyiin Pemekasan. The result of the research shows the students' science process skilss and learning outcome were increased. Contextual teaching and learning combined with cooperative learning of TGT strategy could also gain positive response."