Constructivism is defined as building one's own understanding. Constructivist instructional method requires that teacher should not be the one who informs but who facilitates the students learning. The purpose of this study is to obtain the students' perceptions on the implementation of constructivist instructional methods in Teaching and Learning course. A survey research methodology was used with first semester students who were taking teaching and learning course as the subjects of this study. Methods of collecting data were questionnaires with open ended questions, deep interview and documentation. A qualitative analysis technique was performed on data from the survey instrument and the interview to answer 4 research questions. A descriptive analysis technique was performed on data to answer 1 research question from the survey instrument and documents. The data analysis revealed that constructivism instructional methods were clearly experienced when they were required to answer a lot of probing questions, had discussion in the classroom, had Facebook online discussions with clear guidance to do so, created ted talks and debating.The study implies that the constructivist instructional methods experienced by the students in the class help them to better understand the constructivism theory and its implications.
Materi pengajaran, tingkat kompetensi, dan proses pembelajaran adalah bagian dari kurikulum yang standarnya diatur dalam peraturan pemerintah Indonesia nomor 19, 2005 tentang standar pendidikan nasional. Namun, siswa dengan latar belakang sosial ekonomi terpapar dengan kurikulum matematika yang berbeda dan pengalaman yang condong. Penelitian ini meneliti kurikulum matematika di tiga sekolah dasar dengan latar belakang sosial ekonomi yang berbeda. Tujuan dari penelitian ini difokuskan pada memeriksa materi matematika dan proses pembelajaran. Kelas sosial dalam penelitian ini diidentifikasi dari tingkat pendapatan orang tua. Studi kasus kualitatif digunakan dalam penelitian ini. Siswa dan guru interviu, diskusi kelompok terarah dan dokumentasi adalah teknik yang digunakan untuk mengumpulkan data. Data dianalisis dengan mengelompokkan kata-kata kunci dan mengembangkan tema. Data menunjukkan bahwa ada pengetahuan matematika yang berbeda diajarkan di ketiga sekolah serta pedagogi matematika yang berbeda diterapkan oleh guru. Materi pengajaran, tingkat kompetensi, dan proses pembelajaran adalah bagian dari kurikulum yang standarnya diatur dalam peraturan pemerintah Indonesia nomor 19, 2005 tentang standar pendidikan nasional. Namun, siswa dengan latar belakang sosial ekonomi terpapar dengan kurikulum matematika yang berbeda dan pengalaman yang condong. Penelitian ini meneliti kurikulum matematika di tiga sekolah dasar dengan latar belakang sosial ekonomi yang berbeda. Tujuan dari penelitian ini difokuskan pada memeriksa materi matematika dan proses pembelajaran. Kelas sosial dalam penelitian ini diidentifikasi dari tingkat pendapatan orang tua. Studi kasus kualitatif digunakan dalam penelitian ini. Siswa dan guru interviu, diskusi kelompok terarah dan dokumentasi adalah teknik yang digunakan untuk mengumpulkan data. Data dianalisis dengan mengelompokkan kata-kata kunci dan mengembangkan tema. Data menunjukkan bahwa ada pengetahuan matematika yang berbeda diajarkan di ketiga sekolah serta pedagogi matematika yang berbeda diterapkan oleh guru.
ABSTRABased on observations and teaching reflections I did as an internship student in grade II of Elementary School, I found that most of the students did not follow classroom's rules when I was teaching. During learning process, they chated each other, did not raise their hands before talking to the class and some students played w reward and consequence to help them showing expected behaviors. The purposes of this research was to know whether the use of reward and consequence could increase the students' discipline while I was teaching. Method used in this research was Classroom Action Research (CAR) that was held in two cycles. This research involved 24 students of grade II in ABC Christian School. Data were collected from observations, interviews and journal reflections. After anylizing the data d that implementation of reward and consequence increased the students' discipline behaviors. The reward and consequences worked on increasing the students's discipline by maintaining consistency of the implementation reward and consequence as well as using supporting non communications. KEYWORDS:reward, consequences, discipline behaviors PendahuluanPendidikan adalah salah satu lengan Tuhan dalam usaha pengembalian gambar dan rupa Allah dan persatuan kembali kepada Allah ( 250). Senada dengan itu, Van Brummelan (2006, hal.19) ABSTRACTBased on observations and teaching reflections I did as an internship dent in grade II of Elementary School, I found that most of the students did not follow classroom's rules when I was teaching. During learning process, they chated each other, did not raise their hands before talking to the class and some students played with their stuffs. I decided to use reward and consequence to help them showing expected behaviors. The purposes of this research was to know whether the use of reward and consequence could increase the students' discipline while I was teaching.in this research was Classroom Action Research (CAR) that was held in two cycles. This research involved 24 students of grade II in ABC Christian School. Data were collected from observations, interviews and journal reflections. After anylizing the data descriptively, it was found that implementation of reward and consequence increased the students' discipline behaviors. The reward and consequences worked on increasing the students's discipline by maintaining consistency of the implementation nsequence as well as using supporting non-verbal reward, consequences, discipline behaviorsPendidikan adalah salah satu lengan Tuhan dalam usaha pengembalian gambar dan rupa Allah dan persatuan kembali kepada Allah (Knight, 2009, hal, 250). Senada dengan itu, Van Brummelan (2006, hal.19) menekankan bahwa pendidikan Kristen sebagai salah satu agen penebusan adalah untuk membantu
This article examines the extent to which published Christian scholarship provides a foundation for Christian educators to critically assess and make grounded pedagogical decisions about technology. A literature survey of 26 Christian and religious journals from 1970 to 2016 reveals a limited body of scholarship that addresses the complex intersections of pedagogy, technology, and faith. The findings highlight emerging themes from the limited scholarship that does exist, and point to gaps in the literature. The discussion offers guidance to Christian audiences considering how to integrate digital technologies in educational settings ranging from P-12 to higher education, and establishes an agenda for future scholarship.
<p>The team teaching method is a teaching method that is carried out by more than one teacher in a group of similar students by distributing their tasks, watching over them with one and another, evaluating the lesson, and complimenting each other to increase the learning outcomes of the students. The aims of this research was to analyze the implementation of the team teaching method in mathematics learning at ABC Christian High School in Sukoharjo. Mathematics aims to deepen students' understanding of God's creation and how it helps them to fulfill their calling. The research was conducted from July 18, 2016, to November 4, 2016. The subjects were the vice principal, mathematics teachers, and 29 students. This research was a case study research about the implementation of the team teaching method in mathematics learning at ABC Christian High School in Sukoharjo. The research instruments used were interview and documents. The results showed that the implications of the team teaching method were a semi full team teaching, where the teacher teaches with a division of tasks, materials, and hours in learning mathematics. The team teaching method with material distribution and teaching hours helped to overcome the teachers' situation and the learning needs of mathematics at the school, but students found it difficult to follow the teaching team's method as they were studying two different topics in a week.</p><p><strong>BAHASA INDONESIA ABSTRAK: </strong>Metode <em>team teaching</em> adalah metode pembelajaran yang dilaksanakan oleh lebih dari satu orang guru pada sekelompok siswa yang sama dengan cara membagi tugas, bersama-sama mengamati siswa, mengevaluasi pengajaran dan saling mendukung untuk meningkatkan hasil belajar siswa. Tujuan penelitian ini untuk mengetahui penerapan metode team teaching dalam pembelajaran matematika di SMA Kristen ABC Sukoharjo. Matematika bertujuan untuk memperdalam pengertian siswa tentang ciptaan Allah dan bagaimana pengertian itu membantu mereka untuk memenuhi panggilan mereka. Penelitian dimulai sejak tanggal 18 Juli 2016 sampai 4 November 2016. Subjek penelitian yaitu wakil kepala sekolah bidang kurikulum, guru matematika sebanyak empat orang, dan siswa sebanyak 29 siswa. Penelitian ini merupakan penelitian kualitatif studi kasus tentang penerapan metode team teaching dalam pembelajaran matematika di SMA Kristen ABC Sukoharjo. Instrumen penelitian yang digunakan adalah wawancara, observasi sebanyak tujuh belas kali dan dokumen. Hasil analisis data menunjukkan bahwa metode team teaching yang diterapkan di SMA Kristen ABC Sukoharjo merupakan semi full team teaching, dimana guru mengajar dengan pembagian tugas, materi dan jam pada pembelajaran matematika. Metode team teaching dengan pembagian materi dan jam mengajar membantu mengatasi keadaan guru dan kebutuhan pembelajaran matematika di sekolah tersebut, namun siswa kesulitan mengikuti penerapan metode team teaching karena mempelajari dua topik yang berbeda dalam seminggu. </p>
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