The multimode programme as a variation of research-based teacher education

Kynäslahti, Heikki; Kansanen, Pertti; Jyrhämä, Riitta; Krokfors, Leena; Maaranen, Katriina; Toom, Auli

doi:10.1016/j.tate.2005.09.007

Cited by 38 publications

(35 citation statements)

References 8 publications

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“…Pembelajaran berbasis riset dapat dilaksanakan dengan berbagai macam metode pembelajaran, sehingga hasil belajar yang dimiliki oleh peserta didik berasal dari sebuah riset sederhana yang mereka lakukan melalui praktikum dan studi lapangan (Wardoyo, 2013;Griffith, 2008;Jyrhämä, 2008;Kynäslahti, 2006). Untuk mata pelajaran fisika, pembelajaran berbasis riset cenderung dilaksanakan dalam bentuk kegiatan praktikum.…”

Section: Salah Satu Tuntutan Kurikulum 2013 Adalah Pembelajaran Berpuunclassified

Pengembangan Modul Pembelajaran Fisika Berbasis Riset dengan Pendekatan Scientific untuk Meningkatkan Literasi Sains Peserta Didik

Usmeldi

2016

JPPPF

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Physics learning at SMA Negeri 1 Bukittinggi implemented through theory, practical work is rarely done. There are still many students who have not thoroughly studied physics. The students scientific literacy are still low. Scientific literacy must be mastered by students, as it relates to the environment. Scientific literacy consists of scientific process, scientific knowledge, scientific application, and attitudes of students towards science. Various efforts to improve the mastery of scientific literacy was indispensable, one through the use of modules in physics learning. Therefore develop the research-based learning modules with a scientific approach. The research aims to develop the research-based physics learning module with scientific approach that valid, practical, and effective. Research and development using the 4D model of Thiagarajan. The research instrument is the interview guides, observation sheets, sheet validation of learning modules, questionnaire responses of teachers and learners, and assessment sheets of scientific literacy. The results showed that the developed learning modules have been categorized as valid based on expert judgment. The learning modules have been categorized as practical based on the observation, responses of teachers and learners. The implemented of the research-based physics learning module with scientific approach, effectively improve the scientific literacy of students. Suggested to physics teachers to implemented the research-based learning modules with a scientific approach. Keywords: Research-based learning, scientific approach, scientific literacy AbstrakPembelajaran fisika di Sekolah Menengah Atas Negeri 1 Bukittinggi dilaksanakan melalui kegiatan teori, praktikum jarang dilakukan. Masih banyak peserta didik yang belum tuntas belajar fisika. Literasi sains peserta didik masih rendah. Literasi sains harus dikuasai oleh peserta didik, karena berkaitan dengan lingkungan hidup. Literasi sains dinilai dari empat dimensi, yaitu: Proses sains, pengetahuan sains, aplikasi sains, dan sikap peserta didik terhadap sains. Berbagai upaya untuk meningkatkan penguasaan literasi sains sangat diperlukan, salah satunya melalui penggunaan modul dalam pembelajaran fisika. Oleh karena itu dikembangkan modul pembelajaran berbasis riset dengan pendekatan scientific. Penelitian bertujuan untuk menghasilkan modul pembelajaran fisika berbasis riset dengan pendekatan scientific yang valid, praktis, dan efektif. Penelitian dan pengembangan ini menggunakan model 4D dari Thiagarajan. Instrumen penelitian adalah panduan wawancara, lembar observasi, lembar validasi modul pembelajaran, angket respon guru dan peserta didik, serta lembar penilaian literasi sains. Hasil penelitian menunjukkan bahwa modul pembelajaran yang dikembangkan sudah termasuk kategori valid berdasarkan penilaian ahli. Modul pembelajaran Naskah diterbitkan: 30 Juni 2016

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Section: Salah Satu Tuntutan Kurikulum 2013 Adalah Pembelajaran Berpuunclassified

Pengembangan Modul Pembelajaran Fisika Berbasis Riset dengan Pendekatan Scientific untuk Meningkatkan Literasi Sains Peserta Didik

Usmeldi

2016

JPPPF

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“…The learning process is the implementation of the combination of research and meaningful learning. Research-based learning is multifaceted, referring to various learning methods, so that all students' learning outcomes come from a simple research that they do, for example through experiments and field studies (Wardoyo, 2013;Griffith, 2008;Jyrhämä, 2008;Kynäslahti, 2006). Research-based learning provides opportunities for students to formulate problems, review theories, construct hypotheses, collect data, analyze data, and conclude the results obtained.…”

Section: Introductionmentioning

confidence: 99%

The Development of Research-Based Learning Model with Science, Environment, Technology, and Society Approaches to Improve Critical Thinking of Students

Usmeldi

Amini

Trisna

2017

JPII

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Learning physics in SMAN 1 Bukittinggi was conducted through theories and practicum that verified the theories. The preliminary survey on the implementation of physics learning showed that teachers had not yet applied research-based learning. There were still many students who had not yet mastered the learning of physics. Supporting facilities such as physics laboratory and the equipment had been available, but they are not yet optimally utilized. Research-based learning model is one of learning models that can improve critical thinking skill and students' learning outcome. The research is aimed at developing research-based physics learning model with Science, Environment, Technology, and Society (SETS) approaches which was valid, practical, and effective to improve students' critical thinking. This research used a 4D model from Thiagarajan. The instruments of the research were interview guidance, observation sheets, validation sheet of the learning model and the instructional materials, questionnaire response of teachers and students, critical thinking skill test, and assessment sheet of skills and attitudes. The result of the research showed that the developed learning model and the instructional materials belonged to the category of valid which was in accordance with the expert judgment. The learning model and the instructional materials belonged to the category of practical based on the result of the observation, and the response of teachers and students. The implementation of Research-based Physics Learning with SETS approach was effective in improving critical thinking skills and learning outcomes of the students.

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“…Moreover, pedagogy students have the opportunity to verify their own experience of their favorite educational applications with the reception of the latter by school pupils in the classroom and to gain new methodological experience in the reality of direct educational contact with the pupils (Kynaslahti et al 2006;SüleymanNihat and Göktaş 2014). This situation requires them to change their way of thinking to that of the pupil, and his/her educational needs and expectations.…”

Section: Introductionmentioning

confidence: 99%

Selected aspects of conditions in the use of new media as an important part of the training of teachers in the Czech Republic and Poland - differences, risks and threats

et al. 2015

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The paper presents the complex problems of preparation of pedagogy students to work as teachers in the context of their readiness to use ICT in the didactic process. The complexity of this subject matter has been proved by the current, ongoing, discussion about the direction of the expected transformations of contemporary schools and the prospective teachers education system in the age of prevalent digitization. Considering the complexity of conditions, the main research problem has been formulated as follows: Conditions of what type affect the preparation of prospective teachers Educ Inf Technol (2017) to use new media in learning and teaching process?. Thus, the empirical analysis conducted in the paper focuses on the following issues: the style of using new media by students, identification of students' attitudes towards media, subjective (from the students' point of view) assessment of how university level schools are prepared to shape modern media competences among their students and self-evaluation of media and IT competences in the group of prospective teachers. Czech and Polish students, despite being the so called digital natives, do not present homogeneous styles of using new media. They also reveal different attitudes toward applying digital solutions to the didactic process. Factors such as: low evaluation of one's own competences or lack of evaluation in this area, lack of creative approach to the use of new media, lack of education in the area of new applications, lack of skills necessary to handle basic digital tools (e.g. interactive board, e-learning platforms) negatively affect, in most cases, the attitude toward the active use of ICT tools in future didactic work. On the basis of the gathered empirical data and inductive qualitative analysis a typology of students attitudes toward new media was developed. It consists of four categories: technooptimist, techno-realist, techno-pessimist and techno-ignorant. The whole of analyses has the character of comparative research and involves two neighboring countries of the Visegrad Group: Poland (N = 466) and Czech Republic (N = 168).

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The multimode programme as a variation of research-based teacher education

Cited by 38 publications

References 8 publications

Pengembangan Modul Pembelajaran Fisika Berbasis Riset dengan Pendekatan Scientific untuk Meningkatkan Literasi Sains Peserta Didik

Pengembangan Modul Pembelajaran Fisika Berbasis Riset dengan Pendekatan Scientific untuk Meningkatkan Literasi Sains Peserta Didik

The Development of Research-Based Learning Model with Science, Environment, Technology, and Society Approaches to Improve Critical Thinking of Students

Selected aspects of conditions in the use of new media as an important part of the training of teachers in the Czech Republic and Poland - differences, risks and threats

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