scholarly journals Penyuluhan google classroom dan google meet kepada guru sdn wonoayu dalam kegiatan kkn back to village

2021 ◽  
Vol 1 (2) ◽  
pp. 46-60
Author(s):  
Ihyana Lutfianda ◽  
Muhammad Bahrul Ulum
Keyword(s):  
Primary Schools ◽  
Direct Interaction ◽  
Learning Activities ◽  
Independent Learning ◽  
Or Practice ◽  
Success Indicators ◽  
Learning At Home ◽  
Teacher Assessments ◽  
Media Learning ◽  
Business Media

The COVID-19 pandemic that has spread across all countries requires humans to avoid crowds, affecting students' learning activities in primary schools. SDN Wonoayu is located in the Pilangkenceng sub-district, Madiun district, carrying out online learning activities for the semester 2019/2020 using the Whatsapp group. The teachers of SDN Wonoayu had difficulty in recapitulating their assignments. Also, some parents faced the same, particularly their challenges in utilizing Whatsapp for their child's learning media and their business media. Students were less able to understand because of independent learning. It required direct interaction to study the material or practice memorization. This program was expected to assist in uploading material, implementing assignment collection, and assisting teacher assessments of students during learning at home using Google Classroom. The Google Form's features were used as a medium for quizzes so that the grades automatically could be easily recapitulated by teachers. Using Google Meet could help learning media for both students and teachers to interact virtually to review material or memorization practices. The work program was carried out with the following steps: introduction (observation and problem identification), looking for literature and information that would be used as additional learning media, counsellingLearning Media learning media to teachers according to health protocols, applying learning media to students, and mentoring teachers. In summary, this KKN program could meet success indicators of> 70% based on questionnaire data given to Islamic Education Teachers, PJOK Teachers, and Grade 4 Student Samples.

MARKOV MATHEMATICAL MODEL OF DYNAMIC ADAPTIVE TESTING OF AN ACTIVE AGENT

2018 ◽  
pp. 29-35
Author(s):  
N. V. Brovka ◽  
P. P. Dyachuk ◽  
M. V. Noskov ◽  
I. P. Peregudova
Keyword(s):  
Mathematical Model ◽  
Finite State Machine ◽  
Active Agent ◽  
Adaptive Testing ◽  
State Machine ◽  
Learning Activities ◽  
Independent Learning ◽  
Complex Object ◽  
Total Reward ◽  
Finite State

The problem and the goal.The urgency of the problem of mathematical description of dynamic adaptive testing is due to the need to diagnose the cognitive abilities of students for independent learning activities. The goal of the article is to develop a Markov mathematical model of the interaction of an active agent (AA) with the Liquidator state machine, canceling incorrect actions, which will allow mathematically describe dynamic adaptive testing with an estimated feedback.The research methodologyconsists of an analysis of the results of research by domestic and foreign scientists on dynamic adaptive testing in education, namely: an activity approach that implements AA developmental problem-solving training; organizational and technological approach to managing the actions of AA in terms of evaluative feedback; Markow’s theory of cement and reinforcement learning.Results.On the basis of the theory of Markov processes, a Markov mathematical model of the interaction of an active agent with a finite state machine, canceling incorrect actions, was developed. This allows you to develop a model for diagnosing the procedural characteristics of students ‘learning activities, including: building axiograms of total reward for students’ actions; probability distribution of states of the solution of the problem of identifying elements of the structure of a complex object calculate the number of AA actions required to achieve the target state depending on the number of elements that need to be identified; construct a scatter plot of active agents by target states in space (R, k), where R is the total reward AA, k is the number of actions performed.Conclusion.Markov’s mathematical model of the interaction of an active agent with a finite state machine, canceling wrong actions allows you to design dynamic adaptive tests and diagnostics of changes in the procedural characteristics of educational activities. The results and conclusions allow to formulate the principles of dynamic adaptive testing based on the estimated feedback.

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE NHT UNTUK MENINGKATKAN HASIL BELAJAR PKN SISWA KELAS V SD NEGERI 018 UKUI 1 KECAMATAN UKUI

2017 ◽  
Vol 5 (3) ◽  
pp. 591
Author(s):  
Narko '
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Civic Education ◽  
Preliminary Data ◽  
Primary Schools ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Learning Activities

This research was motivated by lack of civics student learning outcomes. Low learningoutcomes are caused by: (a) students do not really follow civics and they talk to each othersawaktu teacher explains the lesson; (B) students are not active in learning; (C) if the teacherasking questions, very few students who answered; and (d) very few students were askedabout the learning that has not been understood, in addition to the learning activities in theclassroom dominated by teachers and children are much more powerful. This study aims toimprove learning outcomes civics through cooperative learning model NHT. This study is aclass action, which was conducted in 018 primary schools Ukui 1 Subdistrict Ukui. This studyfocused on students' learning outcomes data civics. Based on the results of the study revealedthat the civic education learning outcomes of students has increased. This is evidenced by:Improved student learning outcomes at the preliminary data the number of students who passare 15 students (50%), increasing in the first cycle increased to 26 students (87%) and incycle II further increased up to 27 students (90 %).

Actualization of reflexive and didactic potential of students’ independent learning activities in the learning process

2021 ◽  
pp. 14-20
Author(s):  
Marina A. Fedorova
Keyword(s):  
Learning Process ◽  
Personal Development ◽  
Learning Activities ◽  
Independent Learning ◽  
Self Assessment ◽  
Pedagogical Research ◽  
The University ◽  
Relationship Of ◽  
Educational Paradigms ◽  
The Relationship

The change in educational paradigms has led to the need to define new methodological regulations that allow to consider the objects of pedagogical reality from a different angle. This led to the need to study traditional issues of pedagogy in an innovative context. The issue of forming students’ independent learning activities is not new for pedagogy. However, we present it from the perspective of an integrative-reflexive approach, which allowed us to identify its internal potential for personal development. The theoretical methods of pedagogical research used in the study: analysis, synthesis, comparison, generalization, method of causal relationships research, etc., which allowed to mentally penetrate into the essence of the studied pedagogical phenomenon and rethink it in a new educational reality. It is established that the educational independent activity accumulates the reflexive and didactic potential for professional and personal formation and development in the process of studying at the university. The possibilities of reflexive discourse as a way of realizing the reflexive-didactic potential of educational independent activity in the learning process are determined. According to the structure of the process of reflection in educational independent activity we distinguish the stages of reflexive discourse: reflexive-indicative, reflexive-presentative and reflexive-realizational. We consider the relationship of these stages of the discourse with various types of reflection and features of self-assessment, self-analysis, self-design and self-realization as structural components of educational independent activity.

scholarly journals Stymulowanie przez nauczycieli aktywności samokształceniowej uczniów klas 1–3 szkoły podstawowej – raport z badań

2021 ◽  
Vol 20 (2) ◽  
pp. 257-276
Author(s):  
Jolanta Flanz
Keyword(s):  
Primary School ◽  
Scientific Literature ◽  
Learning Activities ◽  
Independent Learning ◽  
Learning Approach ◽  
Primary School Students ◽  
School Students ◽  
Multi Level ◽  
Grade 3

The necessity of developing students’ competences concerning independent learning is easily noticeable in both Polish and international educational documents as well as in scientific literature. This article contains an attempted answer to a question in what way teachers stimulate independent learning activities of primary school students (grade 1 to grade 3). This was the aim of the research conducted with the help of selected group of teachers from Kuyavian-Pomeranian Voivodeship in Poland. The research checked for instance how the teachers encourage the students to independent learning, how they are formulating their homework tasks, and whether they apply the multi-level learning approach. The results of this study are presented in this report.

scholarly journals High Touch Approach and Its Relationship with Students’ Learning Outcomes at IAIN Bukittinggi

AL-TA LIM ◽  
2017 ◽  
Vol 24 (2) ◽  
pp. 165-173
Author(s):  
Darul Ilmi
Keyword(s):  
Action Research ◽  
Learning Outcomes ◽  
Learning Experience ◽  
Learning Activities ◽  
Independent Learning ◽  
Research Approach ◽  
Action Research Approach ◽  
Learning Skill ◽  
Student Center ◽  
Academic Year

Learning without students’ center tends to create less passionate students in following the lecture. They tend to ignore their lecturer. They have less attention, and try to create ineffective conditions, therefore, the learning atmosphere will become less effective to achieve the intended goals.  The purpose of the research is to determine the process of learning, the implementation of High Touch approach, and factors that influence its implementation. Classroom action research approach was used at  department of mathematics which involve students who enroll at academic year 2016/2017 IAIN Bukittinggi. The research was done in two cycles in which one cycle conducted three meetings. The instruments used were observation, essay questions, and tasks given to students. The results show that there is an improvement in students’ participation and activeness in learning when their lecturer builds learning experience through reinforcement, affection, guide, directive action, and good modeling by student–center andself-learning activities, and independent learning skill orientations showed in cycle I and II. It implies that implementing high touch may lead students to be more active, creative, and fun in learning.

VALIDITAS DAN KEPRAKTISAN PANDUAN LAPANGAN “KERAGAMAN BURUNG” DI KAWASAN PANTAI DESA SUNGAI BAKAU

Vidya Karya ◽  
2020 ◽  
Vol 34 (2) ◽  
pp. 193
Author(s):  
Maulana Khalid Riefani
Keyword(s):  
Direct Interaction ◽  
Learning Material ◽  
Learning Tools ◽  
Field Guide ◽  
Field Guides ◽  
Local Material ◽  
Vertebrate Zoology ◽  
Media Learning ◽  
Readability Test ◽  
Selection Of

Abstract. The control of the learning material needs to be supported by the availability of learning resources, media, learning tools, and selection of strategy accuracy. Direct interaction in the field can provide real experiences, motivate and enhance students' knowledge. Learning the concept of aves in the Vertebrate Zoology course still contains a small local material of wetland. The aim is to describe the validity of the field guide and activities of students for using the field guide. The field guide was developed based on the results of the study and validated by experts. The level of readability is tested, while practicality is seen from their activity. The validity of the field guide is very valid, while the readability test is very good. Products of field guides have been made interestingly, easily, and be able to be used by students. Keywords: validity, practicality, field guide, bird, vertebrate zoology Abstrak. Penguasaan materi perlu didukung ketersediaan sumber belajar, media, perangkat pembelajaran, dan pemilihan ketepatan strategi. Interaksi langsung di lapangan dapat memberikan pengalaman baru dan nyata, memotivasi dan meningkatkan pengetahuan peserta didik. Pembelajaran konsep aves pada matakuliah Zoologi Vertebrata yang dilakukan selama ini masih sedikit memuat materi lokal berbasis lahan basah. Tujuan penelitian untuk mendeskripsikan validitas panduan lapangan hasil pengembangan dan aktivitas peserta didik dalam menggunakannya. Panduan lapangan dikembangkan berdasarkan hasil penelitian dan divalidasi ahli. Tingkat keterbacaan diuji oleh peserta didik, sedangkan kepraktisan dilihat dari aktivitas dalam penggunaan. Validitas panduan lapangan termasuk sangat valid, sedangkan uji keterbacaan sangat baik. Produk pengembangan telah dibuat menarik, mudah dipahami dan digunakan peserta didik. Kata kunci: validitas, kepraktisan, panduan lapangan, burung, zoologi vertebrata

Independent Work of Pupils at the “The World Around US” Lessons

2019 ◽  
Vol 7 (4) ◽  
pp. 39-42
Author(s):  
Наталья Виноградова ◽  
Natalya Vinogradova ◽  
Г. Калинова ◽  
G. Kalinova
Keyword(s):  
Learning Activities ◽  
Independent Learning ◽  
Self Assessment ◽  
Self Monitoring ◽  
The World ◽  
Different Types ◽  
The Subject ◽  
Independent Work ◽  
Testing Work

The article discusses the organization of independent testing work of younger schoolchildren in the study of the subject “The World Around Us”. The authors discuss the implementation of the possibility of using different types of independent learning activities to clarify and systematize knowledge, their application in non-standard situations, improve universal learning activities, as well as the development of self-monitoring and self-assessment of students.

scholarly journals THE LANGUAGE EDUCATION IN PRIMARY SCHOOL IN GREAT BRITAIN AT THE BEGINNING OF THE SECOND HALF OF THE TWENTIETH CENTURY

2020 ◽  
Vol 1 (191) ◽  
pp. 246-249
Author(s):  
Marianna Chevelіuk ◽  
◽  
Keyword(s):  
Second Language ◽  
Public Schools ◽  
Primary School ◽  
Primary Schools ◽  
English Language ◽  
Language Education ◽  
Spoken Language ◽  
Independent Learning ◽  
Gifted Children ◽  
Reading And Writing

In public schools, the English language has long been subordinated to the classics. The first schools for the poor focused on teaching children to read the Bible. Later, they aimed to teach them the minimum skills of reading, writing, and encryption that would suit them for modest and rewarding employment in the short term before they went to work. Spoken language plays a central role in learning. By talking to their children, parents help them find words to express their needs, feelings and experiences. With the help of language, children can turn their active reaction to the environment into a more accurate form and learn to manipulate it more economically and effectively. Schools tried to make speaking a separate subject, a conversation lesson, and a period of "news"; there were many schools where the day was played in games, accompanied by conversations between the teacher and the children, both individuals and groups, and sometimes the whole class. Traditionally, one of the first tasks of primary school was to teach children to read, because reading was the key to most learning and to the possibility of independent learning. In many primary schools, reading and writing were treated as an extension of spoken language. The children were introduced to reading the daily events and the atmosphere in the classroom. Notices of return home, letters to sick children, signs to return materials and tools to the proper place - all encouraged reading and writing. The children, together with the teachers, developed homemade books, which they then read individually or in small groups. These books helped them see the meaning of reading and understand the purpose of written writings. As for modern languages, for many years in primary schools there have been sporadic, individual and rather inconsistent attempts to teach children, almost always French. The age at which boys in independent preparatory schools started Latin and French showed that there were no fundamental difficulties in learning a second language, at least for some younger students. It was unknown whether a second language could be taught to all or most children. Typically, these experiments were dedicated to the most gifted children in the fourth year of primary school, and were conducted through the appearance among the staff of someone who was well "fluent" or "loved" the French language.

scholarly journals PKM Bimbingan Belajar Siswa SD Negeri 057239 Sekoci Langkat Sumatera Utara di Masa Pandemi Covid-19

2021 ◽  
Vol 1 (2) ◽  
pp. 58-64
Author(s):  
A Mahendra ◽  
Elseriani Nainggolan ◽  
Tiurmaduma Situmorang ◽  
Putri Sri Yosepha Br Sinaga
Keyword(s):  
Community Service ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Insufficient Time ◽  
Doing School ◽  
Learning At Home ◽  
North Sumatra ◽  
At Home

The program to help students learn is a community service carried out at SD Negeri 057239 Sekoci, Besitang District, which is located at Sukaramai Hamlet, Sekoci Village, Langkat Regency, North Sumatra. for 1 month starting from March 31, 2021 to May 6, 2021. The activities carried out in this service are teaching and learning activities at home and helping students in doing school assignments which are carried out for 1 month. The material comes from thematic books and guidebooks from schools. In the implementation of this Community Service there are several obstacles such as: The distance to teaching at home between classes 3,4 and 5 is very far in insufficient time, Lack of attention from students in learning at home, students' awareness of their responsibility in doing assignments is still lacking, lack of communication and parental attention to their children.

scholarly journals Infographics and independent learning for English learning in the secondary level context

2021 ◽  
Vol 11 (2) ◽  
pp. 250-274
Author(s):  
Fiorentina Dewantari ◽  
I Gusti Ayu Lokita Purnamika Utami ◽  
Made Hery Santosa
Keyword(s):  
Secondary Level ◽  
Visual Media ◽  
Learning Activities ◽  
Independent Learning ◽  
Teaching Skills ◽  
English Learning ◽  
Design Development ◽  
Design And Development Research ◽  
9Th Grade ◽  
Library Research

Visual media are still ineffective in covering all learning focus and learning activities to support independent learning. Independent learning guides students to learn the material by themselves, but it is still not supported by the existing visual media. Infographics are a medium that underlies transformative skills in teaching because they can provide a complete learning focus in each material. This study was aimed at developing English teaching media for the 9th grade. A Design and Development research (DnD) proposed by Richey and Klein (2005) was used in this study, including design, development, and evaluation. Initial observations have been carried out at one of the junior high schools in Buleleng, Bali, Indonesia. Data collection was carried out by library research relating to the development of infographics and the nature of independent learning, document analysis by doing syllabus analysis, and expert judgment. The results obtained from the research are infographics are considered to be very good as a medium for teaching English for independent learning. This research implies that teachers' technology-based teaching skills can be assisted by developing this infographic teaching media.

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