Social skills are the skills we use to Communicate and Interact with Each Other, both verbally and non-verbally, through gestures, body language and our personal appearance. Human beings are sociable creatures and we have developed many ways to Communicate our messages, thoughts and feelings with others. Social skills as the cognitive functions and specific verbal and nonverbal behaviors that an individual Engages in when interacting with others, Including both verbal and nonverbal skills. Behavior contained in the learners are not fully passed on just like that. When students think harder to solve problems, ask better questions, explain the answer in a more logical or hear with more attention, means that learners are in the process of learning. Problem inability of learners in social skills can be trained with Superflex® learning model where students are invited to become a social detective invited to do your own search problems regarding their behavior so as to become a social thinker and solve social problems.
The 2013 curriculum aims to produce students to have three competencies: attitude, knowledge and skills. Competence of attitude is divided into two, namely spiritual and social. Competence of social attitude is done during the learning process and assessment. But not on all subjects, the process and attitude assessment is done by the teacher. Assessment of attitudes in primary schools is done by classroom teachers, teachers of religious instruction lessons, PJOK, and extracurricular coaches. Social attitude is an integral part of social thinking because attitude is the fruit of thought. Learning Superflex® is a model developed in 2008 in the United States and in this research is adapted to help address issues related to social attitudes. This research uses descriptive analysis method. Some of the data is taken from the results of research that the author did and still runs until this year. The data is collaborated with the data obtained from the literature to produce this study. The conclusion of this study that innovative learning model depends on the creativity of teachers in generating motivation learners. The Superflex® learning model can be an inspiration for teachers as one of the innovative learning models that can build students' social attitudes.
In this study, an obstacle unlikely faced by teacher is the lack of innovation in the learning model employed. The teachers are still being the center of learning resources so that they are made to correct the perception by creating a learning model that students prefer. This study aims to provide a new design in environment-based-learning (EBL) to improve geographical skills and to encourage students to think critically, innovatively and to come up with solutions. This research was development study of environment-based-learning in geography teaching. Learning media used covered syllabus, lesson plans, student modules and EBL teaching materials. Samples consisted of 32 students aged 13-14 years who were purposively selected. Data collection techniques were a compilation of observation, interviews, questionnaires documentation, and test. Data were analyzed from the syllabus, study plan, and student module validation along with instructional media, teacher and student response questionnaire, teacher and student interviews, student observation sheets, and students' learning outcomes. EBL model design consisted of 5 steps, encountering the problem, problem analysis, discovery and reporting, presentation, and review and evaluation. The students' learning outcome that asses by a test base on geographical skill indicator revealed that students' geographical skills increase. The indication are the students able on thinking critically about changes taken place in their environment, so they could present environmentally friendly measures. Besides, students preferred the new design of EBL as they were welcomed to think in a critical, innovative, and solvable way of solving problems in their environment to improve their geographical skills. Those provided students a belief in loving geography education from an early age.
This paper was taken from the results of research conducted by researchers in 2016 and 2017 at Cimahi inclusion school. The purpose of this study is to produce a learning model to help teachers in overcoming students who have emotional and behavioral disorders (EBD). Background teachers from general education for teachers apply the same education to EBD students in the classroom. Research is done by using research and development method. In 2016 resulted in an agreement with teachers to conduct a limited model trial. In 2017 conducted a limited trial in three Cimahi inclusion primary schools. Based on the results of the research, found the character value that can be raised after doing the superflex learning model. The values of the characters that appear are honest, curiosity, communicative, social and responsibility. This character can help EBD students to be more confident in associating with their environment.
The purpose of writing this paper is to look at the function and role of social studies teachers in an era of disruption and abundance. The era of disruption and abundance demands a paradigm shift in producing graduates. A teacher must be able to prepare students to be great people and be able to adjust to the era in which he will take part. Innovative ways of teaching and learning, student-centered learning, the use of technology with unlimited reach, and unlimited access to new knowledge should be developed in education in Indonesia. Novelty can be obtained by various approaches in learning activities, so that the teacher must have comprehensive knowledge about religion, science and social humanities in order to build strong character of students, not give up easily in the face of all changes instead more adaptable or even become agents of change with give new ideas. In order for students to get the knowledge and skills that are able to help them face the era of disruption and the era of abundance, the teacher needs to change the way of teaching in accordance with their roles and functions. Learning can be done using the principle of connectivity so that it is able to present a learning model that recognizes major changes in society because learning is no longer an internal activity but can be done outside of oneself.
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