Konsep Pembelajaran Tuntas

Judrah, Muh.

doi:10.47435/jpdk.v4i1.92

Cited by 3 publications

(4 citation statements)

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“…Setelah itu, ada tutorial individual dan materi penghubung (supplementary instructional connectives) untuk mahasiswa yang mengalami kesulitan. Di akhir pembelajaran akan dilaksanakan post-test untuk melihat keberhasilan pembelajaran mahasiswa; Ketiga tahap pelaporan tingkat penguasaan bahan, dimana M (mastery) berarti telah menguasai bahan, sedangkan NM (non-mastery) berarti belum menguasai bahan; Keempat tahap efektivitas program, melalui perbandingan hasil yang dicapai mahasiswa program pembelajaran tuntas dan yang tidak melaksanakan program pembelajaran tuntas (Judrah, 2019).…”

Section: Tindak Lanjut Hasil Asesmen Pembelajaran DI Pendidikanunclassified

Tindak Lanjut Asesmen Pembelajaran Kurikulum Outcome Based Education di Pendidikan Tinggi

Saptaputra¹,

Musthofa²,

Arifi³

et al. 2023

PAKAR

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Tindak lanjut hasil asesmen pembelajaran adalah tindakan yang perlu dilakukan pada satuan pendidikan, tidak terkecuali bagi pendidikan tinggi. Tindak lanjut akan memperbaiki segala kelemahan dan kekurangan pembelajaran. Penelitian ini bertujuan untuk mengetahui penerapan outcome based education (OBE) di pendidikan tinggi dan tindak lanjut hasil asesmen pembelajaran di pendidikan tinggi. Penelitian ini kualitatif jenis studi kepustakaan. Sehingga akan mengkaji beberapa literatur yang berasal dari artikel jurnal, buku, dan berbagai regulasi sehubungan dengan fokus penelitian, kemudian dianalisis dengan teknik analisis isi. Hasil kajian memperlihatkan implementasi kurikulum berbasis OBE pada pendidikan tinggi mengarah pada capaian pembelajaran lulusan (outcomes), dilaksanakan melalui tahapan OBC atau pengembangan kurikulum berbasis CPL, OBLT atau pelaksanaan pembelajaran sesuai CPL, serta OBAE atau evaluasi dan asesmen pembelajaran untuk CPL. Tindak lanjut hasil asesmen pembelajaran dilakukan berdasarkan jenis asesmennya. Apabila asesmen formatif atau penilaian di awal dan saat proses pembelajaran atau sebelum akhir semester, maka tindak lanjut yang diberikan yaitu problem-based learning dengan mengidentifikasi dan menyelesaikan masalah, pembelajaran tuntas dengan melaksanakan pembelajaran perunit, dan program pengayaan dengan pemberian bacaan materi selanjutnya. Sedangkan untuk asesmen sumatif atau penilaian di akhir semester, maka tindak lanjut yang diberikan yaitu program remedial dengan pengajaran ulang, serta program alternatif yaitu program akselerasi dengan lompat semester dan kampus merdeka dengan mengikuti magang, kampus mengajar, dan pertukaran mahasiswa.

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Section: Tindak Lanjut Hasil Asesmen Pembelajaran DI Pendidikanunclassified

Tindak Lanjut Asesmen Pembelajaran Kurikulum Outcome Based Education di Pendidikan Tinggi

Saptaputra¹,

Musthofa²,

Arifi³

et al. 2023

PAKAR

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“…Keunggulan model pembelajaran tuntas, yaitu siswa belajar lebih aktif dan dapat mengembangkan diri sendiri, siswa dan guru dapat bekerja sama, baik dalam proses belajar maupun dalam proses bimbingan terhadap siswa lainnya, meningkatkan kemampuan siswa dalam memecahkan masalah secara mandiri, dan dapat meningkatkan produktifitas hasil belajar siswa (Judrah, 2019). Berdasarkan uraian tersebut, maka dilakukan penelitian yang berjudul "Pengaruh Model Pembelajaran Tuntas (Mastery Learning) terhadap Minat dan Ketuntasan Belajar Siswa Kelas VIII MTs.…”

Section: Pendahuluanunclassified

Pengaruh Model Pembelajaran Tuntas (Mastery Learning) terhadap Minat dan Ketuntasan Belajar Siswa Kelas VIII MTs.

Ratnasari

2023

Panthera j. ilm. pendidik. Sains dan terap.

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This research is motivated by the low quality of education, such as the low interest of students in Biology, the low mastery of students in Biology, and monotonous learning. The purpose of this research is to increase students' interest and mastery learning through Biology learning based on mastery learning for class VIII MTs students. Darussalam Bermi, Gerung District, West Lombok Regency. The type of research used in this research is quasi-experimental (quasi-experimental). The population in this study were all students of class VIII MTs. Darussalam Bermi, totaling 112 people, while the sample in this study was class VIII B as an experimental class with 27 students and class VIII C as a control class with 29 students. The research design used in this research is Nonequivalent control group design. The data collection used in this study was in the form of a test technique, namely in the form of a pre-test and post-test to determine the initial ability and final ability of each student as well as a questionnaire technique to determine students' learning interest in Biology. The results of the study were pre-test and post-test data with an average value of 50.34 for the control class, increasing to 61.72 and for the experimental class, with an average value of 53.33, increasing to 77.41. As well as the results of the research in the form of data from a questionnaire on student interest in learning with the percentage of student interest in the control class reaching 81.18% with a very high interest category, and in the experimental class the percentage of student interest in learning reached 82.15% which is also included in the very high interest category. Based on the calculation results, it was found that tcount = 5.25 and ttable = 1.684. If t count > t table then the H0 hypothesis is rejected and Ha is accepted. This means that there is an influence of mastery learning model on student learning completeness.

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“…The educator's duty is to cultivate a learning ambiance that consistently nurtures effective and enthusiastic studying. Such an environment yields positive outcomes for optimizing learning achievements (Judrah, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…The educator's role encompasses fostering a learning milieu that fosters enduring and enthusiastic learning experiences. Attaining optimal learning outcomes yields positive ramifications for such an educational setting (Judrah, 2019). In the realm of education, the significance of educators cannot be overstated.…”

Section: Introductionmentioning

confidence: 99%

The importance of educators' role in applying the essence and principles of learning

Zahroh,

Alfian,

Maheswari

et al. 2023

j. curric. dev.

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In the education world, educators' roles must be considered. Educators are essential in directing and guiding students to achieve their best potential. This article aims to investigate and describe the vital role of educators in applying the nature and principles of learning to learn. Through this research, a deeper understanding of educators' critical role and contribution to student learning outcomes can be obtained. Researchers used the literature study method to collect and analyze relevant information about the role of educators in applying the nature and principles of learning. This research highlights the significant benefits of the educator's role in applying the essence and principles of learning. The role of educators in using the nature and principles of education is substantial. Effective educators can create exciting and meaningful learning experiences for students, adapt learning methods to suit students' needs and develop lifelong learning skills in students.

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Konsep Pembelajaran Tuntas

Cited by 3 publications

References 0 publications

Tindak Lanjut Asesmen Pembelajaran Kurikulum Outcome Based Education di Pendidikan Tinggi

Tindak Lanjut Asesmen Pembelajaran Kurikulum Outcome Based Education di Pendidikan Tinggi

Pengaruh Model Pembelajaran Tuntas (Mastery Learning) terhadap Minat dan Ketuntasan Belajar Siswa Kelas VIII MTs.

The importance of educators' role in applying the essence and principles of learning

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