The humanistic approach: An experiment in the teaching of biology to slow learners in high school—an experiment in class-room experimentation

1970 ◽  
Vol 54 (3) ◽  
pp. 253-262 ◽  
Author(s):  
Richard D. Kellough
Keyword(s):  
High School ◽  
Slow Learners ◽  
Humanistic Approach ◽  
Class Room

scholarly journals TINGKAT KENYAMANAN LINGKUNGAN BELAJAR SEKOLAH MENENGAH ATAS (SMA) NEGERI DI KOTA DENPASAR

2016 ◽  
Vol 10 (1) ◽  
pp. 22
Author(s):  
Ni Luh Gede Ambarawati ◽  
Wayan Arthana ◽  
I Wayan Suarna
Keyword(s):  
High School ◽  
Learning Process ◽  
School Environment ◽  
Student Perception ◽  
Quality Standard ◽  
Comfort Level ◽  
Public High School ◽  
Class Room ◽  
Almost All ◽  
The City

A healthy andcomfortable school environmentis necessary,besidessupporting the learning process, it can also improve student achievement. Noiseisdisturbingin the learning process, as well as theavailability offacilities and infrastructure will greatly affectthe comfort ofthe studentsinthe school. The purpose ofthis research is to determinethe comfort level ofstate senior highschoolstudyinthe city of Denpasarin termsofnoise levels, the availability andmanagement ofschool facilities and infrastructure and student perception against school envirumental level. The research methodused isdescriptivequantitativemethod. The locationof the research wasconductedin 8 State Senior High Schoolinthe city of Denpasar. Measurements ofnoise levelsateach schoolis capturedfromninesample pointsbyusing asound level meterand surveyof schoolfacilities and infrastructurethat are environmentally friendly. The comfort level of public high school learning environment in the city of Denpasar based on the level of noise has exceeded the qualty standard 55 dB, with the highest noise in the school yard of 73,0 dB, which motor vechicles as the main caused. Temperature and humidity do not affect the level of comfort, because they already meet the standards. Lighting of class room in eight public high school in the city of Denpasar very well. Because it meets the quality standard. Availability and management infrastructure is optimal and adequate to support mostly high school in the city of Denpasar. Support in the facilities and infrastructure have been seen in SMAN 3 Denpasar. Almost all students in eight high school in the city of Denpasar stated that the school environment is comfortable, even SMAN 3 Denpasar stated very comfotable at around 62,85 per cent.

scholarly journals PENDEKATAN HUMANISTIK PENDEKATAN HUMANISTIK DALAM PROSES BELAJAR MENGAJAR PENDIDIKAN AGAMA ISLAM DI SMA NEGERI 1 LUMAJANG

2021 ◽  
Vol 7 (2) ◽  
pp. 59-67
Author(s):  
Muhammad Hendra Firmansyah
Keyword(s):  
High School ◽  
Qualitative Research ◽  
High School Students ◽  
Character Education ◽  
Research Method ◽  
Negative Impact ◽  
Islamic Education ◽  
School Students ◽  
Humanistic Education ◽  
Humanistic Approach

ABSTRACT The concept of humanistic education is education that has principles to humanize humans such as education that explores, respects, serves, and helps students develop their potential with the aim of making students a generation that is intelligent, religious and has good character. Education has many obstacles and very complex problems. Various factors including the development of science and technology have led to changes in the behavior of adolescents, especially high school students, who commit crimes such as immoral crimes and so on. This moral degradation causes PAI teachers to try to educate students not to be carried away by the current of modernization which has a negative impact by instilling religious values. However, in reality, many people think that PAI is not important. A different phenomenon occurs in one high school in Lumajang City, namely SMAN 1 Lumajang. Where students really like PAI lessons because learning PAI at school is carried out with a humanistic approach. This journal discusses the implementation of the humanistic approach in Islamic Education lessons and also the constraints and reasons for using humanistic theory in Islamic Education learning. The research method used is qualitative research methods. Keywords: Approach, Humanistic, Pendidikan Agama Islam ABSTRAK Konsep pendidikan humanistik adalah pendidikan yang memiliki prinsip untuk memanusiakan manusia seperti pendidikan yang menggali, menghargai, melayani, dan membantu siswa mengembangkan potensi yang dimiliki dengan tujuan agar siswa menjadi generasi yang cerdas, religius dan berakhlakul karimah. Pendidikan banyak mengalami kendala dan permasalahan yang amat komplek. Berbagai faktor termasuk perkembangan IPTEK menyebabkan perubahan tingkah laku remaja khususnya siswa/siswi SMA banyak melakukan tindak kriminalitas seperti kejahatan asusila dan sebagainya. Degradasi moral inilah yang menyebabkan guru PAI berusaha untuk mendidik murid agar tidak terbawa dengan arus modernisasi yang membawa dampak negatif dengan menanamkan nilai-nilai keagamaan. Namun pada kenyataannya banyak yang menganggap pelajaran PAI itu tidak penting. Fenomena berbeda terjadi pada salah satu SMA di Lumajang yaitu SMA Negeri 1 Lumajang. Dimana para siswa sangat menyukai pelajaran PAI karena pembelajaran PAI disekolah tersebut dilakukan dengan pendekatan humanistik. Jurnal ini membahas mengenai implementasi pendekatan humanistik pada pelajaran PAI dan juga kendala serta alasan menggunakan teori humanistik dalam pembelajaran PAI. Metode penelitian yang digunakan adalah metode penelitian kualitatif. Kata Kunci : Pendekatan, Humanistik, Pendidikan Agama Islam

scholarly journals FUNCTIONS OF CODE SWITCHING IN AN ENGLISH CLASS

2016 ◽  
Vol 5 (2) ◽  
pp. 57
Author(s):  
Semi Sukarni
Keyword(s):  
High School ◽  
Student Interaction ◽  
Code Switching ◽  
Medium Of Instruction ◽  
English Teacher ◽  
Func Tions ◽  
Teacher Student ◽  
The World ◽  
Field Notes ◽  
Class Room

<p>Code Switching (CS) is shifting from one language to another in a conversation. It is a normal every day practice among people in the world for various reasons and usually an unconscious activity. This language switching might not be the whole sentence, but also can occur in brief phrases or words. Therefore, in this study, using CS as a medium of instruction was focused on. The objective of this study is to describe the functions of CS done  both by teacher and  students.</p><p>The data for this study were collected at State Junor High School 18 of Purworejo on 12th and 13th July, 2013. The researcher chose the eighth grade VIII G class of SMP Negeri 18 Purworejo. The data were taken twice (two meetings; 2x80 minutes). There are 40 students and one English teacher, Ms. Titik Kusumawati, S.Pd. The data of the study were collected in the form of recorded class- room interaction with videocamera and the observer’s field notes. The two types of database were examined in order to identify what kinds of activity were involved in the teacher-student interaction. The analysis of the data was adobted from Sert (2005). The func- tions of student CS includes equivalence, floor holding, reiteration, and conflict control. While the functions of  teacher CS include- schecking understanding, asking clarification, clarification, transla- tion, and socializing adobted from Flyman-Mattson and Burenhult (1999).</p><p>Code Switching (CS) is shifting from one language to another in a conversation. It is a normal every day practice among people in the world for various reasons and usually an unconscious activity. This language switching might not be the whole sentence, but also can occur in brief phrases or words. Therefore, in this study, using CS as a medium of instruction was focused on. The objective of this study is to describe the functions of CS done  both by teacher and  students.</p><p>The data for this study were collected at State Junor High School 18 of Purworejo on 12th and 13th July, 2013. The researcher chose the eighth grade VIII G class of SMP Negeri 18 Purworejo. The data were taken twice (two meetings; 2x80 minutes). There are 40 students and one English teacher, Ms. Titik Kusumawati, S.Pd. The data of the study were collected in the form of recorded class- room interaction with videocamera and the observer’s field notes. The two types of database were examined in order to identify what kinds of activity were involved in the teacher-student interaction. The analysis of the data was adobted from Sert (2005). The func- tions of student CS includes equivalence, floor holding, reiteration, and conflict control. While the functions of  teacher CS include- schecking understanding, asking clarification, clarification, transla- tion, and socializing adobted from Flyman-Mattson and Burenhult (1999).</p>

scholarly journals Role of Literature in Inclusive Education

2019 ◽  
Vol 9 (1) ◽  
pp. 5322-5324
Keyword(s):  
Inclusive Education ◽  
Teaching Strategies ◽  
Teaching Strategy ◽  
Innovative Teaching ◽  
Language Curriculum ◽  
Slow Learners ◽  
Curriculum Instruction ◽  
Common Learning ◽  
Class Room

Purpose of this paper is to help the teachers to implement pattern of teaching strategy based on inclusive Education, in the light of using literature as a class –room process. And this study examined relationship between teaching perception of inclusion and their teaching practices. So in this paper I am focusing on how language teacher can overcome the complex, issues, surrounds and challenging situations of inclusive Education in the class –room. Various aspects of learning Disability that can be interacted by intellectual teachers through their professional development. Potential implications of the teaching strategies will help the slow learners and reluctant learners. Every Teacher in the class-room can carry out proper inclusive Education in a common learning Environment. It is also considered to be the development of challenged students is possible based on particular syllabus. The elements of language curriculum, instruction and setting that can be modified for adaptation. I am highlighting the role of literature in inclusive education pertaining to the various aspects of innovative teaching strategies.

scholarly journals AUTHENTIC MATERIAL TO IMPROVE STUDENTS’ READING COMPREHENSION AT SENIOR HIGH SCHOOL LEARNERS

2020 ◽  
Vol 1 (02) ◽  
pp. 125-136
Author(s):  
SUKMAWATI SUKMAWATI SUKMAWATI
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Reading Ability ◽  
Authentic Materials ◽  
Authentic Material ◽  
Learning And Teaching ◽  
Standard Curriculum ◽  
Good Score ◽  
The Subject ◽  
Class Room

As value of observation in the class room the students have score 6.0. This score is as a poor category. In this research the aim is to solve this problem until the students have a good score, while the standard curriculum is 6.5. This research aimed to improve the students’ reading comprehension at eleventh grade students of SMAN 10 Makassar. This research used Classroom Action Research (CAR). The research was conducted in two cycles. Each cycle consisted of four stages that is planning, acting, observing, and reflecting stages. Data were collected through test namely multiple choices and essay. The subject of research was 32 students of SMA Negeri 10 Makassar. Authentic material was obtained by internet, magazine and newspaper. The result of the study showed that there was improvement of students’ reading comprehension after being taught by using authentic materials. There was a significant improvement of the students’ reading ability, after getting the implementation of action among 2 cycles, and the finding was 18 students (56,25 %) in the first cycle and 28 students (87,5%) in the second cycle who can pass minimum completeness criteria (KKM). Therefore, the application of authentic materials in learning and teaching process can improve the students’ reading comprehension and has reached the instruction targeted in curriculum at that school. The students are more active to participate in learning reading by applying authentic materials.

Algebra in the Elementary Schools

1912 ◽  
Vol 4 (4) ◽  
pp. 136-143
Author(s):  
James H. Shipley
Keyword(s):  
High School ◽  
Elementary Schools ◽  
School System ◽  
The Other ◽  
First Year ◽  
The Real ◽  
Common Fractions ◽  
Class Room ◽  
The City

I have never yet heard of a high school teacher’s being satisfied with the first-year pupil’s knowledge of common fractions, and the other day a I. A. girl frankly admitted that she could not multiply 12⅔ by 15¾ because she had skipped one grade, had then had algebra and geometry, and the review didn’t touch on mixed numbers. Of course, this was not the fault of any teacher, but the fault of a system which is trying to crowd too many things into too small a space. The real efficiency of the schools does not depend upon their being housed in million-dollar buildings, under a well-organized administrative force, excellent equipment, etc.; it depends upon two things,—what is taught, and how it is taught; and more especially upon the latter; for every teacher of mathematics knows that a pupil can derive as much permanent good from the study of a very few topics or theorems, so presented as to be pleasing to the pupil, or at least interesting, and at the same time make him think, as he can from ten times the amount of material “rammed home” with the sole object of being reproduced at examinations. The policy of standardizing everything by examinations is doing our expensive school system an untold injury; the report of the city superintendent compares the schools according to the number of their pupils who pass the examinations, and the principal warns the teacher that he is rated according to the number of his pupils that pass, and this pressure is passed on to the pupil. Until some method of close class-room observation and supervision is introduced with a view to allowing free rein to a teacher’s individuality and originality even at the expense of his pupil’s failing the conventional examinations, it is hardly worth while suggesting other changes.

A Few Class-Room Devices to Stimulate Interest in Mathematics

1927 ◽  
Vol 20 (6) ◽  
pp. 328-333
Author(s):  
Sara B. F. Rabourn
Keyword(s):  
High School ◽  
Class Room

In the writer's capacity as supervisor of mathematics in the Fresno High School, many interesting plans and methods in the class-room have been brought to her attention; and it is the purpose of this paper to recount a few of the devices which teachers and writer have used on various occasions to stimulate an interest in mathematics.

Teaching Mathematics Then and Now: Algebra in the Elementary Schools

2007 ◽  
Vol 13 (5) ◽  
pp. 244-247
Author(s):  
James H. Shipley
Keyword(s):  
High School ◽  
Elementary Schools ◽  
School System ◽  
Grade Level ◽  
The Other ◽  
First Year ◽  
Teaching Mathematics ◽  
Common Fractions ◽  
Class Room ◽  
The City

I have never yet heard of a high school teacher's being satisfied with the first-year pupil's knowledge of common fractions, and the other day a 1. A. [a specific grade level] girl frankly admitted that she could not multiply 12 2/3 by 15 3/4 because she had skipped one grade, had then had algebra and geometry, and the review didn't touch on mixed numbers. Of course, this was not the fault of any teacher, but the fault of a system which is trying to crowd too many things into too small a space. The real efficiency of the schools does not depend upon their being housed in million-dollar buildings, under a well-organized administrative force, excellent equipment, etc.; it depends on two things,—what is taught, and how it is taught; and more especially upon the latter; for every teacher of mathematics knows that a pupil can derive as much permanent good from the study of a few topics or theorems, so presented as to be pleasing to the pupil, or at least interesting, and at the same time make him think, as he can from ten times the amount of material “rammed home” with the sole object of being reproduced at examinations. The policy of standardizing everything by examinations is doing our expensive school system an untold injury; the report of the city superintendent compares the schools according to the number of their pupils who pass the examinations, and the principal warns the teacher that he is rated according to the number of his pupils that pass, and this pressure is passed on to the pupil. Until some method of close class-room observation and supervision is introduced with a view to allowing free rein to a teacher's individuality and originality even at the expense of his pupil's failing the conventional examinations, it is hardly worth while suggesting other changes.

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