Online learning practices during the Covid-19 pandemic were completely carried out without being accompanied by face-to-face activities. This condition forces lecturers and students to adapt to new learning approaches by implementing online learning (e-learning). The research aims to develop a practical framework for Blended Learning (BL) implementation from best-practices and the concept of the flipped classroom (FC). The research method used is the ADDIE method (analysis, design, development, implementation, and evaluation). The research stage began with a survey of online learning service experiences had been using various online learning tools. The results of the inventory of best practices in online learning were used to compile the BL framework and integrate it with the FC framework as an alternative to vocational learning scenarios. The scenario of the BL framework was validated by the FGD technique. A vocational learning scenario called flipped training (FT) is applied in Online Classroom Management Training activities. The principle of implementing FT in online vocational learning begins with implementing project-based learning packaged in worksheets, class projects are presented in the LMS room and guided by video tutorials. After asynchronous delivery of project content, virtual face-to-face activities are carried out for confirmation and discussion of project execution preparation. At the end of the virtual face-to-face session, class participants were tested cognitively to ensure readiness for project execution. Production results are presented in video format, evaluated, and assessed on a rubric basis.
One of the advantages of digital technology (internet) as the 21st century characterizes learning is the availability and accessibility of teaching materials. The purpose of the study was to formulate specific competencies and measure the readiness of teachers to face 21st-century learning. Based on four teachers’ competencies and three TPACK components, it has been defined as a specific competency attribute for 21st-century teacher competences. The research phase begins with the FGD process and concludes with expert justification. 21st Century teacher formula tested through survey techniques to get the level of acceptance or readiness of teachers in the field. The survey was conducted on 360 teachers in North Sumatera. The level of teacher acceptance was descriptive analysis. The results of this study are the competency profiles of 21st-century teachers who are based on digital learning and are synched with the TPACK framework. The teachers in North Sumatera received and ready to face 21st-century learning. Data collection is done through online surveys. Data analysis using descriptive analysis. The results showed that teachers in North Sumatra were ready to face the demands of 21st-century learning.
The purpose of this research was to take inventory of teachers’ experiences and practices in online learning services during Covid-19 were aligned with the SAMR model (substitution, augmentation, modification, and redefinition) as a framework for the formulation of 21st Century Teacher competencies. Formulation of 21st-century teacher competency profiles is specifically developed based on competency standards for Indonesian Teachers, online learning practice experiences during Covid-19, and synergized with the SAMR framework. The 21st-century Indonesian teachers profile conceptually validated through the FGD technique (focus group discussion). The formulation of the specific competence of 21st-century Indonesian teachers refers to the SAMR framework is formulated successively in stages: 1) substitution; 2) augmentation; 3) modification; and 4) redefinition. Specific professional competences in developing content: 1) packaging and serving; 2) enrich; 3) adapting, and 4) creating. Specific pedagogical competencies in packaging and serving content: 1) offline; 2) online; 3) offline simulation; and 4) online simulations. Teacher position-specific social competencies: 1) instructor; 2) facilitator; 3) motivator; and 4) inspiration. Personality specific competencies in classroom communication: 1) passive; 2) active; 3) adaptive; and 4) interactive.
Pendahuluan: Human Immunodeficiency Virus (HIV) merupakan jenis retrovirus yang mempunyai kekhasan pada gejala dalam menginfeksi sel-sel dari sistem kekebalan tubuh dengan cara merusak atau menghacurkan limfosit T-helper atau disebut dengan limfotropik. Diketahui di Indonesia penderita HIV terjadi pada usia sekolah yaitu usia 5 – 14 tahun (1%). Di Kabupaten Cilacap penderita HIV/AIDS pada usia 5-9 tahun dari kurun waktu tahun 2013 – 2017 sebanyak 2 penderita baru setiap tahunnya sedangkan usia 10-14 tahun rata-rata 0,4% penderita per tahun. Oleh karena itu diperlukan suatu antisipasi dalam rangka penanggulangan HIV/AIDS berupa kegiatan ”Antisipasi Penularan HIV/AIDS Sejak Dini Melalui Edukasi Tentang HIV/AIDS dan Perubahan Pubertas Pada Anak Usia Sekolah Dasar di SDIT Buah Hati Cilacap”. Metode : Metode pelaksanaan dilakukan dengan alih teknologi yaitu transfer ilmu melalui kegiatan promosi dan preventif. Meliputi kegiatan memberikan materi HIV AIDS dan Perubahan Pubertas. Evaluasi dilakukan dengan membagikan kuesioner karakteristik sasaran, apersepsi dan evaluasi dengan kuis. Hasil : karakteristik sasaran diketahui mayoritas berusia 10 tahun, belum mengalami menstruasi namun telah mengalami pertumbuhan tanda pubertas sekunder berupa pertumbuhan payudara. Sasaran mengikuti pemberian materi dengan sangat baik dan ketika diakhiri dengan kuis, peserta dapat menjawab dengan sangat baik. Kesimpulan : Edukasi yang diterapkan berhasil meningkatkan pengetahuan sasaran. Kata kunci : Antisipasi, Edukasi, HIV/AIDS, Pubertas.
The research objective was to develop a learning model of Entrepreneurship Education (EE) in vocational secondary school (SMK). The development of a learning model was designed to Experiential Learning Theory (ELT), which is aligned with best practices in SMK. The research method used Research and Development (R & D) model consisting of three stages: preliminary study, model development, and classroom experiment. The results of a preliminary study of six SMK in Medan, Binjai and Deli Serdang showed that there were learning materials on theoretical entrepreneurship, learning methods with lectures and discussions, and learning evaluation which was conducted using a written test. The design of teaching materials "Craft and Entrepreneurship" was incompatible with the competency of vocational students. EE learning model that is suitable for vocational students is practical entrepreneurship of technopreneur, Experiential Learning Method, portfolio and observation base evaluation.
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