Student-centered introductory biology course: evidence for deep learning

Tal, Tali; Tsaushu, Masha

doi:10.1080/00219266.2017.1385508

Cited by 8 publications

(7 citation statements)

References 23 publications

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“…This should be followed by an increase in the quality of existing human resources. One effort to make it happen is through high quality education given to the next generation, so that it can position students as the center of learning, not just being passive recipients of the material presented by their teachers (Tal & Tsaushu, 2017). Students are enthusiastic in learning if the lessons they learn are related to the experiences they get in everyday life (Asri et al, 2017b).…”

Section: Introductionmentioning

confidence: 99%

Project Based Learning and Academic Procrastination of Students in Learning Physics

Santyasa¹,

Rapi²,

Sara³

2020

INT J INSTRUCTION

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Learning physics at SMA, does not only involve memorizing facts, but it also engages the students in solving more problems without delay and attaining a real learning achievement. This study aimed to analyze the effect of project-based learning (PjBL) compared with direct instruction (DI) and student procrastination on student cognitive achievement in learning physics. This quasi-experimental study used a pretest-posttest non-equivalent control group design, involving 9 classes or 278 students of class X MIPA SMAN 1 Singaraja. The study sample consisted of 4 classes or 124 students. Data on student achievement and academic procrastination were obtained from the scores of a learning achievement test and an academic procrastination questionnaire. The data were analyzed descriptively and the two-way covariance analysis. The results of the study revealed that, first, there was a significant difference of academic achievement between students learned in the PjBL and DI models. Higher academic achievement was achieved by the students who learned with the PjBL model. Second, there was a significant difference of academic achievement between students who had high academic procrastination (HAP) and low academic procrastination (LAP). Higher learning achievement was achieved by students who had a LAP. Third, there was an interactive effect between the learning model and academic procrastination on the student academic achievement. Strong interaction occurred in low procrastination for both learning models.

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Section: Introductionmentioning

confidence: 99%

Project Based Learning and Academic Procrastination of Students in Learning Physics

Santyasa¹,

Rapi²,

Sara³

2020

INT J INSTRUCTION

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“…Numerous education systems around the world have introduced SCE/LCE into their curricula, for example in China (Wang, 2011), India (Brinkmann, 2019), Sub-Saharan Africa (Lattimer, 2015) the United States (Dunn & Rakes, 2010) and Europe (Sin, 2015). SCE/LCE is not subject-specific, and has been mentioned in a wide range of disciplines, for example in Maths (Eronen & Kärnä, 2017), Science (Tal & Tsaushu, 2018), Nursing (Oyelana et al, 2018), Languages (Kassem, 2019) and the Creative Arts (Costes-Onishi & Caleon, 2016). Schweisfurth (2013) suggests that there may be three overlapping 'justificatory narratives' for introducing SCE/LCE: 'cognition'the idea that SCE/LCE approaches are more likely to help students learn effectively; 'emancipation'the idea that SCE/LCE may lead to positive social change; and 'preparation'the idea that SCE/LCE is necessary in order to prepare learners for the skills they are likely to need in a rapidly changing world.…”

Section: Introductionmentioning

confidence: 99%

The multiple meanings of ‘student-centred’ or ‘learner-centred’ education, and the case for a more flexible approach to defining it

Bremner

2020

Comparative Education

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“…Mereka secara kolaboratif mengerjakan percobaan dan hasilnya dikomunikasikan dalam kelompok kecil dan presentasi di depan kelas. Kegiatan belajar siswa yang bermakna yaitu dengan melibatkan mereka dalam kerja kolaboratif dengan kelompok kecil (Tal & Tsaushu, 2018). Siswa dalam kelas TAI terlibat dalam proses komunikasi, mengerjakan tugas sebagai bentuk tanggung jawab bersama, dan akhirnya meningkatkan hasil belajar siswa (Tinungki, 2015).…”

Section: Hasil Dan Pembahasanunclassified

Team assisted individualization (TAI): The effect on students' cognitive learning outcomes

Rengiar¹,

Budirianto²,

Krey³

2018

Inornatus Biol. Educ. J.

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This research aims to see the effect of Team Assisted Individualization (TAI) learning on students' cognitive learning outcomes. Experimental research has been carried out with a pretest-posttest design on 66 high school students. They were divided into two groups (33 students in the TAI class and 33 students in the non-TAI class). Students' cognitive abilities were measured using twenty multiple-choice questions. Data analysis using t-test until free. The findings showed p > 0.05 for pretest data and p < 0.05 for posttest data. This research found that students' initial abilities were the same, but students' final abilities were different. This experimental research concludes that the achievement of cognitive outcomes of students in the TAI class is better than the achievement of cognitive outcomes of students in the non-TAI class. The differences in learning that occurred in the two classes caused the final results to be significantly different.

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Student-centered introductory biology course: evidence for deep learning

Cited by 8 publications

References 23 publications

Project Based Learning and Academic Procrastination of Students in Learning Physics

Project Based Learning and Academic Procrastination of Students in Learning Physics

The multiple meanings of ‘student-centred’ or ‘learner-centred’ education, and the case for a more flexible approach to defining it

Team assisted individualization (TAI): The effect on students' cognitive learning outcomes

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