The Ingrated Learning Model Type of “Connected”  in Increasing the Students’ Learning Creativity and Ability

Syahputri, Diani; Elfrianto, Elfrianto Elfrianto

doi:10.30575/2017/ijlres-2018010406

Cited by 2 publications

(2 citation statements)

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“…The learning process can also be assessed by looking at it from a creative, critical, active, collaborating, computational thinking, and compassionate perspective. So it can be said that there are limitations in the Basic English and Linguistics courses in giving assignments to students because they do not have a juridical basis and conceptual framework for project-based learning, so it is necessary for institutions to have a legal basis and conceptual framework in order to implement project-based learning properly (Abidin et al, 2020;Syahputri & Elfrianto., 2018).…”

Section: Discussionmentioning

confidence: 99%

Technology-Based Project-Based Learning in Teaching Content Subjects in University: A Study of Need Analysis

Untari

Padmadewi

2023

JPBI

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Technology plays an important role in the 21st century. Technology-based project-based learning is needed by lecturers in teaching content courses and analyzing learning characteristics. Therefore this study aims to analyze the conceptual framework for implementing technology-based project-based learning needed in teaching content courses in tertiary institutions. The subjects of this study were several lecturers at the STKIP Agama Hindu Singaraja which included four lecturers who taught content courses. This study used a mixed methods approach paradigm with a mixed methods explanatory design, in which the qualitative research design was more dominant. The instrument used in the data collection process is a questionnaire for quantitative research. Whereas qualitative research uses interview guidelines in which the questions to be asked have been prepared and there is also an analysis of documents such as syllabus, semester lesson plans, and lecture contracts. In analyzing the data, the researcher also uses the OEM (Organizational Elements Model) and CIPP models which analyze data based on context, input, process, and product. Researchers analyze based on current conditions and expected conditions so that the needs of each lecturer are known when teaching content courses. The results of the research that has been collected are the lack of readiness between lecturers and students in implementing project-based learning in the classroom. Therefore, institutions need a conceptual framework regarding the implementation of technology-based project-based learning so that the content provided must be in accordance with 21st century skills where the focus of this learning is students.

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Section: Discussionmentioning

confidence: 99%

Technology-Based Project-Based Learning in Teaching Content Subjects in University: A Study of Need Analysis

Untari

Padmadewi

2023

JPBI

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“…An increase in learning outcomes can be seen from the average score of writing skills and the presentation of the completeness results in each cycle [43]. The importance of learning outcomes is a benchmark to determine students' skills and to improve learning strategies [44]. Students' writing skills must continue to be trained from various elements, both external elements and elements of their language.…”

Section: Increase Of Students' Narrative Writing Skills By Using the ...mentioning

confidence: 99%

Digital-Based Roundtable Cooperative Learning Model on Narrative Text Teaching Materials

Palupi,

Huda,

Pratiwi

2023

Advances in Social Science, Education and Humanities Research

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This study aims to (1) describe the application of the roundtable cooperative model on narrative text teaching materials, (2) describe students' responses to the application of the roundtable cooperative model on narrative text teaching materials, (3) describe the increase in students' knowledge of narrative text teaching materials. The type of research used was classroom action research. Data collection techniques were observation, interviews, questionnaires, tests, and documentation. The data in this study were in the form of application, response, and increase in students' knowledge of implementing the roundtable cooperative model on narrative text teaching materials. Data were analyzed using interactive techniques, including data reduction, presentation, and concluding. The data validation technique used data and method triangulation. The study results show that (1) applying the roundtable cooperative model to narrative text teaching materials can improve students' understanding and writing skills. These improvements include structure, storyline or sequence of events, writing development, and completeness of information according to the theme; (2) students' responses to the application of the roundtable cooperative model show that 90.3% agree to use the cooperative model in narrative text teaching materials and 9.7% do not agree; (3) there is an increase in student learning outcomes. Before applying the roundtable cooperative model, the students get an average score of 56, and after applying it, they get an average score of 69. The results show that the roundtable cooperative model can be used in the learning process by using media that supports the roundtable cooperative model and teaching materials.

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The Ingrated Learning Model Type of “Connected” in Increasing the Students’ Learning Creativity and Ability

Cited by 2 publications

References 0 publications

Technology-Based Project-Based Learning in Teaching Content Subjects in University: A Study of Need Analysis

Technology-Based Project-Based Learning in Teaching Content Subjects in University: A Study of Need Analysis

Digital-Based Roundtable Cooperative Learning Model on Narrative Text Teaching Materials

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