Basically, effective moral education which concerns with affective aspect can prevent the immoral culture that occur around the community. The Education implemented in domiciliary, school, and society can influence and form one’s morality. The immoral culture, nowadays, that has spreaded in young generation, reflects to people’s live. The parents, the expert of education and those who concern with religion and social skill, lately, are confused with teenagers’ behaviour. They are uncontrollable, naughty, stubborn, trouble maker, immoral, brawls, drug, even piracy, rape, murder, and other abandoned acts. These problems need to be solved immediately. While theoritical moral education is not enough to overcome these such actions, but the teenagers require model as sample in their real life. This research in the form of content analysis is a series of activities relating to library data collection methods. A series of activities relating to the method of collecting library data, reading and recording and processing research materials. Data analysis in this study was carried out through a process of systematically searching and compiling data obtained. It reflects moral education is very crucial to be encouraged especially for early childhood
Merdeka belajar bertujuan untuk meningkatkan kompetensi lulusan, baik soft skills maupun hard skills, agar lebih siap dan relevan dengan kebutuhan zaman, menyiapkan lulusan sebagai pemimpin masa depan bangsa yang unggul dan berkepribadian. Pendekatan dalam penulisan ini menggunakan pendekatan kualitatif. Data dikumpulkan melalui metode library research. Hasil penelitian menunjukkan bahwa delapan bentuk program Merdeka Belajar Kampus Merdeka yang meliputi 1) pertukaran pelajar, 2) magang/praktik kerja, 3) mengajar diinstansi pendidikan, 4) proyek di desa, 5) penelitian/riset, 6) kegiatan kewirausahaan, 7) studi/proyek independent dan 8) proyek kemanusiaan.
Brain-based teaching model is a new paradigm that can facilitate students in optimizing student learning by the functioning the brain as a whole. Lessons are held today assume that all students equally so that learning provide the same services to each student in the class. With this model, the students are given different stimulation according to their abilities and needs. Base on brain learning theory-based teaching, the learning should pay attention to the five needs of the brain in general. The fifth factor is the need for a sense of comfort, the need for interaction, the need for knowledge, the need for the activity and the need for self-reflection. All these needs will be connected if the lecturers able to present emotional learning, social learning, cognitive learning, physical learning and teaching reflection.
This research is based on the existence of Covid 19 Outbreak, which forced face-to-face learning process changes into online. The change of lecture model from offline to online demands the mastery of technology. The evaluation model of online learning in micro teaching courses used Kirkpatrick evaluation model, which use four evaluation steps; reaction, learning, behavior, and result. The limitation of research problem was evaluation of online learning program in micro teaching course. The formulation of problem was how big the degree of additional and change of students’ knowledge after following online learning in micro teaching course. The aims of research was how big the degree of online learning in micro teaching course. The kind of research was evaluation research used Kirkpatrick evaluation model by using 4 evaluation steps; reaction, learning, behavior and result. The population was students who take micro teaching courses total of 575. Sampling techniques was accidental sampling, 450 people. The technique of data gathering used questionnaire by analyzing data using quantitative non-statistical analysis. The result of research are (1) 40,56 % students mentioned they were satisfied to the implementation of online micro teaching, (2) 32,1 % students stated there is increasing of the additional of knowledge, skill and change of students’ attitude after following micro teaching. (3) 49,33% students tell there is quite increasing on the change of students’ behavior after returning to their circle, and (4) 40,65 % impact on the change of work behavior to students’ work productivity after following online micro teaching.
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