Research Participation versus Classroom Lecture: A Comparison of Student Learning

Elliott, Lisa Jo; Rice, Stephen; Trafimow, David; Madson, Laura; Hipshur, Malisa F.

doi:10.1080/00986281003626862

Cited by 26 publications

(22 citation statements)

References 8 publications

(7 reference statements)

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“…Keberhasilan pembelajaran tidak dilihat hanya dari hasil akhir saja, namun proses pembelajaran memiliki peran penting dalam keberhasilan pembelajaran (Semiawan). Proses pembelajaran bisa dilakukan dengan menciptakan pembelajaran yang menyenangkan (Enjoyfull Learning), dengan tujuan siswa merasa senang dan bahagia dalam proses pembelajaran (Elliott, 2010).…”

Section: Pendahuluanunclassified

Peningkatan Minat dan Hasil Belajar Fikih Tentang Haji Melalui Metode Pembelajaran Aktif di MTsN 1 Kota Blitar

Hakim

Muharina

2019

j. al-thariqah

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Success in learning not only seen from the final results, but the process of learning is also a determinant of success in learning. The learning process can be done by creating fun learning, with the aim that students feel happy in the learning process. Based on observations at MTsN 1 Blitar City it can be seen that there is a decrease in students' interest in studying Fikih as happened in class VIII D MTsN 1 Blitar City. Decreased interest in learning has an impact on student learning outcomes. The purpose of this research is to overcome the problems that occur in the field by applying active learning methods. The method in this study uses action research with research subjects in class VIII D MTsN 1 Blitar City. The results of this study, students' interest and learning outcomes experienced a significant increase after active learning methods were applied. Data of learning interest increased from pre-cycle by 7.4%, cycle I of interest in learning by 23.5%, cycle II of interest in learning by 33.1%, while for the average learning outcomes increased from pre-cycle of 54 , 70, the first cycle of learning outcomes by 80, the second cycle of learning outcomes by 84.61.Suggestions for other researchers to be able to make new innovations in the field of learning to solve problems that occur during the learning process.Abstrak:Keberhasilan pembelajaran tidak hanya dilihat dari hasil akhir saja, tetapi proses dalam pembelajaran juga menjadi penentu keberhasilan pembelajaran. Proses pembelajaran bisa dilakukan dengan menciptakan pembelajaran menyenangkan sehingga siswa merasa senang dan bahagia ketika belajar. Berdasarkan hasil observasi di MTsN 1 Kota Blitar dapat diketahui bahwa ada penurunan minat belajar siswa pada mata pelajaran Fikih. Penurunan minat belajar berdampak pada hasil belajar siswa. Tujuan dari penelitian ini adalah untuk mengatasi permasalahan yang terjadi dilapangan dengan menerapkan metode pembelajaran aktif. Metode dalam penelitian ini menggunakan penelitian tindakan dengan subjek penelitian siswa kelas VIII D MTsN 1 Kota Blitar. Hasil dari penelitian ini, minat dan hasil belajar siswa megalami peningkatan yang signifikan setelah diterapkan metode pembelajaran aktif. Hal ini terlihat dari data minat belajar Fikih meningkat dari pra siklus minat belajar sebesar 7,4%, siklus I minat belajar sebesar 23,5 %, siklus II minat belajar sebesar 33,1%, sedangkan untuk rata-rata hasil belajar Fikih meningkat dari pra siklus sebesar 54,70, siklus I hasil belajar sebesar 80, siklus II hasil belajar sebesar 84,61. Saran untuk peneliti lain agar bisa melakukan inovasi baru menemukan solusi permasalahan yang terjadi terkait pembelajaran.Penelitian dilakukan sebanyak dua siklus, dimana setiap siklus dilaksanakan selama satu minggu. Berikut ini skema langkah-langkah tindakan pada siklus I dan siklus II:Gambar 2 : Langkah-langkah tindakan pada siklus I Gambar 3 : Langkah-langkah tindakan pada siklus II

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Section: Pendahuluanunclassified

Peningkatan Minat dan Hasil Belajar Fikih Tentang Haji Melalui Metode Pembelajaran Aktif di MTsN 1 Kota Blitar

Hakim

Muharina

2019

j. al-thariqah

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“…Sin embargo este es un rol sin beneficios directos para el estudiante y solamente algo intrínseco del método científico (World Medical Association). En el ámbito de la educación psicológica, la evidencia empírica que respalda los beneficios directos de la participación es escasa, así lo reporta Leentjens & Levenson (2013a) quienes muestran que el único estudio que compara la técnica activa de aprendizaje en psicología, no resultó ser más beneficiosa que la técnica pasiva de lecturas en clases (Eliott et al, 2010). Justificarlo como un beneficio para el estudiante es inapropiado y enfocado solamente en conseguir una muestra de participantes con el menor gasto de tiempo y recursos (Leentjens & Levenson, 2013a).…”

Section: Principio De Beneficenciaunclassified

Estudiantes de la Salud como Sujetos de Estudio en Investigación: Una Revisión Acerca de su Incorporación e Implicancias Éticas

2019

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“…Previous work in Experimental Psychology suggests that students learn more from participating in laboratory studies than they do from lectures in a classroom setting (Elliott, Rice, Trafimow, Madson, and Hipshur, 2010). The undergraduate education process alone is often insufficient to impart a complete understanding of research methods in Psychology and the scientific process as a whole.…”

Section: The Importance Of Research Experiencementioning

confidence: 99%

“…Previous work in Experimental Psychology suggests that students learn more from participating in laboratory studies than they do from lectures in a classroom setting (Elliott, Rice, Trafimow, Madson, and Hipshur, 2010). Information exists on how to configure a usability lab for a commercial practice, but little information exists on how to organize an academic usability lab for undergraduates.…”

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confidence: 99%

Teaching Undergraduates about Human Factors through Research in Usability

Elliott

2013

Proceedings of the Human Factors and Ergonomics Society Annual

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Educators in Human Factors face an important question: how to attract, educate and prepare undergraduate students for a future in Human Factors. Previous work in Experimental Psychology suggests that students learn more from participating in laboratory studies than they do from lectures in a classroom setting (Elliott, Rice, Trafimow, Madson, and Hipshur, 2010). Information exists on how to configure a usability lab for a commercial practice, but little information exists on how to organize an academic usability lab for undergraduates. This study describes the organization of one such academic lab which focuses on in vivo development projects. The report describes the configuration, practical advice, and lessons learned to date.In 1971, Jack Adams delivered the presidential address to Division 21 of the American Psychological Association: "the vigor of engineering psychology as an applied discipline in engineering and psychology is dependent upon the robustness of the scientific knowledge that it applies to the design of man-machine systems. Most of our members are productively engaged in government and in industry and these are often non research situations. When research opportunities occur, the call is for short term engineering research, like the comparing of A and B or the measure of performance in a test situation" (p. 4 and 5). Thus, we are facing a shortage of those who produce new knowledge.Educators in Human Factors face an important question: how to attract, educate and prepare students for Human Factors research. Research in traditional Psychology labs transfers the methodological rigor but often lacks practical application. Research in other departments may address practical application but often lacks the methodological rigor. Students from less rigorous labs may find it difficult to gain entry into top notch Human Factors graduate programs.This report outlines the methodological approach of one Human Factors educator in an effort to address this issue. The report includes a detailed description of the methods, the configuration of a lab and lessons learned. The Importance of Research ExperiencePrevious work in Experimental Psychology suggests that students learn more from participating in laboratory studies than they do from lectures in a classroom setting (Elliott, Rice, Trafimow, Madson, and Hipshur, 2010). The undergraduate education process alone is often insufficient to impart a complete understanding of research methods in Psychology and the scientific process as a whole. A lack of research experience can limit students' ability to produce methodologically sound experimental designs, contribute to publications, and gain entry into graduate school. The missing components in a student's education often does not become evident until the Fall semester of their senior year when students familiarize themselves with the graduate school application process. At that time, many students realize that they are unable to fulfill the research requirements for a graduate program.Unless Human Factors coursew...

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Research Participation versus Classroom Lecture: A Comparison of Student Learning

Cited by 26 publications

References 8 publications

Peningkatan Minat dan Hasil Belajar Fikih Tentang Haji Melalui Metode Pembelajaran Aktif di MTsN 1 Kota Blitar

Peningkatan Minat dan Hasil Belajar Fikih Tentang Haji Melalui Metode Pembelajaran Aktif di MTsN 1 Kota Blitar

Estudiantes de la Salud como Sujetos de Estudio en Investigación: Una Revisión Acerca de su Incorporación e Implicancias Éticas

Teaching Undergraduates about Human Factors through Research in Usability

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