Pendampingan Tutor dengan Model Icare untuk Peningkatan Mutu Pembelajaran

Suminar, Tri; Arbarini, Mintarsih; Shofwan, Imam; Setyawan, Novi

doi:10.15294/abdimas.v25i2.33310

Cited by 2 publications

(2 citation statements)

References 7 publications

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“…According to Cullen et al (2015), food literacy includes knowledge of the food impacts on people's health and wellness, the connection between the production process up to waste management, and food system knowledge that provides for the social, cultural, economic, political, and environmental aspects. Teachers can adopt one of the food literacy aspects as a refreshment material for students interested in food technology because, according to Suminar et al (2021), teachers with limited knowledge of matters related to student interests will experience obstacles in developing students' potency. Nanayakkara et al (2018) stated that it is essential to contribute professionals who understand food technology as knowledge and practice to fulfill students' needs for food literacy and develop the curriculum and program held by the schools.…”

Section: Introductionmentioning

confidence: 99%

Enrichment learning method in STEP-food technology at SMAK Santo Hendrikus Surabaya

Darmoatmodjo

Kaharso²,

Kusumawati³

et al. 2023

ABDIMAS J. Pengabdi. Masy. Univ. Merdeka Malang

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The Student and Teacher Empowerment Program of Food Technology (STEP TP) is one of the flagship intracurricular programs at SMAK Santo Hendrikus Surabaya. However, the teachers who assist the STEP TP do not have any background in food technology, thus limiting their ability to provide comprehensive food technology learning materials to the students. This community service aims to assist the teachers in creating STEP TP learning materials in the form of teaching modules and videos, conduct a guest lecture, and hold a food processing workshop guided by food technology lecturers. The methodologies included conducting a focus group discussion with the school’s principal and teacher, surveying students’ interests and school facilities providing guest lectures and workshops, designing learning instruments, and evaluating the activities. The survey showed that most students were enthusiastic to learn about bread and cake processing, followed by beverage processing. In addition, the guest lecturer on the subject of food packaging was delivered to supplement the teachers' and students' knowledge other than food processing technology. Furthermore, students and teachers were taught to make pumpkin flour, which is applicable to bread and cake. Overall, the community service was fully supported by the partner's contribution. Modules and video had accepted by the school’s partner.

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Section: Introductionmentioning

confidence: 99%

Enrichment learning method in STEP-food technology at SMAK Santo Hendrikus Surabaya

Darmoatmodjo

Kaharso²,

Kusumawati³

et al. 2023

ABDIMAS J. Pengabdi. Masy. Univ. Merdeka Malang

View full text Add to dashboard Cite

show abstract

“…The ability to understand concepts and learning outcomes is also increased through the use of this model (Alfiano et al, 2018;Musri, 2020;Mufidah, 2020). ICARE can also facilitate activities in the classroom (Mazidah, 2020;Suminar, 2021). Learning outcomes can also be increased through the paradigm of reflective pedagogy approach (Wahana, 2016;Ignasius et al, 2020;Kamarudin, 2021).…”

Section: Introductionmentioning

confidence: 99%

The Practicality of Model Introduction, Connection, Application, Reflection, and Extension-Paradigm of Reflective Pedagogy with BioPhy Magazine for Optimizing Learning

Ita

Fitriah

2022

JPSI

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Learning outcomes in basic physics courses still show a low average score for students. This shows that the learning process has not achieved the expected target. It was necessary to innovate to overcome these problems by developing models and teaching materials. The purpose of this study was to describe the practicality of the introduction, connection, application, reflection, and extension-paradigm of reflective pedagogy learning model and the practicality of using biophy magazine teaching materials. This research is part of educational design research to the stage of formative evaluation test on a one-to-one, small group and field test. Data on the practicality of the learning model were obtained through observations of the implementation of learning carried out by two observers. Data on the practicality of teaching materials were obtained from questionnaires given to students. Based on these results, practicality of models and teaching materials were then categorized into five categories, very practical, practical, quite practical, less practical, and very less practical. The results showed that the lecturers had carried out each stage very well so that the results of the observer's assessment showed a very practical category in individual, small group and field tests. Student activities were classified as very practical in individual tests and field tests, while in small group trials, they were quite practical. Therefore, ICARE-PPR learning was classified as very practical. Biophy Magazine's teaching materials based on the floating market as a result of development are also classified as very practical with easy, efficient, useful and attractive for students

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Pendampingan Tutor dengan Model Icare untuk Peningkatan Mutu Pembelajaran

Cited by 2 publications

References 7 publications

Enrichment learning method in STEP-food technology at SMAK Santo Hendrikus Surabaya

Enrichment learning method in STEP-food technology at SMAK Santo Hendrikus Surabaya

The Practicality of Model Introduction, Connection, Application, Reflection, and Extension-Paradigm of Reflective Pedagogy with BioPhy Magazine for Optimizing Learning

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