Practical Learning Innovation: Real Condition Video-Based Direct Instruction Model in Vocational Education

Abstract

This study aims to improve student learning outcomes through the implementation of direct learning models that are supported by learning videos. Class action research refers to Kemmis and McTaggart's designs, which are carried out over two cycles. The subjects of the study were students of class X LVE 7 at VHS Dharma Bahari Surabaya. Data were collected using test and observation instruments. Test and observation data were analyzed descriptively based on standardized study completeness criteria. The results of this study found that student learning outcomes consistently increased from the pre-test scores, the value of the first cycle, to the value of the second cycle. Based on the pre-test score data, it is known that there are 16 or 53% of 30 students who reach the complete category. Learning outcomes are then improved in the first cycle, where there are 19 or 63% who reach the complete category. Meanwhile, in cycle II there were 23 or 77% of students who reached the complete category. This increase occurred consistently so that it was concluded that the use of direct learning models supported by learning videos was very effective for the learning of class X LVE 7 students at VHS Dharma Bahari Surabaya.

Problem Based Learning dan Argumentation Sebagai Solusi dalam Meningkatkan Kemampuan Berpikir Kritis Siswa SMK

“…Menurut Trianto (2007) setidaknya terdapat tiga manfaat dari penerapan PBL, diantaranya: (1) dapat membantu siswa dalam meningkatkan kemampuan berpikir kritis, memecahkan suatu masalah, dan meningkatkan kemampuan intelektual; (2) dapat membantu siswa belajar untuk belajar bekerja sama; dan (3) membantu siswa untuk melatih kemampuan berargumentasi berdasarkan bukti yang valid. Selain itu, Jones (2006) juga menyebutkan beberapa keuntungan menerapkan PBL, seperti: (1) meningkatkan kemampuan leadership, kerja tim, komunkasi, serta pemecahan masalah; (2) memfokuskan pembelajaran pada informasi inti yang relevan; (3) memfasiltasi siswa agar bertanggung jawab atas pembelajaran mereka sendiri; (4) medorong pendekatan pembelajaran yang lebih dalam dengan memaksa siswa mencari dan berinteraksi dengan informasi diberbagai tingkatan; dan (5) meningkatkan motivasi belajar dengan menfokuskan pada pembelajaran kehidupan nyata yang didukung dengan berbagai media pembelajaran (Warju, Ariyanto, Soeryanto, Hidayatullah, & Nurtanto, 2020).…”

Implementation of Online Learning During the Covid-19 Pandemic in Higher Education

“…From the identification results, a plan is made in the form of methods, strategies, approaches, and learning techniques that are relevant to the problem at hand. Besides, it is also necessary to prepare teaching materials and assessment instruments which will be used to measure the achievement of learning targets [14]. The second step is to act.…”

“…Second, create more innovative online learning scenarios so that student learning motivation can increase. Third, prepare more innovative learning resources in the form of uploading video tutorials via Youtube, both made personally and using videos uploaded by other people [14]. The next step is action, this step utilizes Youtube as an innovative step in learning, where the material presented is presented in the form of a video tutorial.…”

Pelatihan Pembelajaran Daring Sebagai Langkah Persiapan Guru SMK Dalam Melaksanakan Learning From Home Di Masa Pandemi Covid-19

“…Sesi ini menjadi menarik bagi para peserta karena penyampaian materi pembelajaran bisa bervariatif. Khusus untuk pembelajaran produktif, selama masa pandemi Covid-19 tentunya tidak akan ada kegiatan praktikum di sekolah sehingga guru pengajar dapat berinovasi dan memaksimalkan pelaksanaan pembelajaran dari dengan cara mengunggah video-video tutorial yang relevan dengan materi pembelajaran (Warju, Ariyanto, Soeryanto, Hidayatullah, & Nurtanto, 2020).…”