Introducing Mendelian Genetics through a Learning Cycle

1996 ◽  
Vol 58 (1) ◽  
pp. 38-42 ◽  
Author(s):  
Anton E. Lawson
Keyword(s):  
Learning Cycle ◽  
Mendelian Genetics

Peningkatan kinerja guru dalam pembelajaran di kelas melalui supervisi edukatif Kolaboratif secara periodik MIS Lawe kongker Tahun pelajaran 2019/2020

2020 ◽  
Vol 1 (3) ◽  
pp. 316-324
Author(s):  
Syukrani Kadir
Keyword(s):  
Student Learning ◽  
Performance Improvement ◽  
Teacher Performance ◽  
Learning Cycle ◽  
Learning Achievement ◽  
Educational Supervision ◽  
Average Action ◽  
Learning Plans

periodically in preparing learning plans, implementing learning, assessing learning achievement, carrying out follow-up assessments of student learning achievement that can improve teacher performance. This performance improvement is through periodic collaborative educational supervision. Based on the results of educational supervision in cycle I and cycle II, teacher performance increased, namely in cycle I, teacher performance in preparing learning plans in cycle I reached 71.98%, while cycle II was 92.44%. Teacher performance in implementing learning cycle I reached 72.44% while cycle II reached 93.81%. Teacher performance in assessing learning achievement in cycle Im reached 81.30% while cycle II was 90.56%. Teacher performance in carrying out follow-up assessments of student learning achievement in the first cycle reached 59.76% while the second cycle was 83.00%. Thus, the average action cycle II was above 75.00%. Based on the results of this study, it can be concluded that the teacher's performance has increased in preparing learning plans, implementing learning, assessing learning achievement, carrying out follow-up assessments of student learning achievement.

Building Adaptable Teams for Co-configuration

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Rael Glen FUTERMAN
Keyword(s):  
Core Values ◽  
Learning Cycle ◽  
Work Practices ◽  
World Views ◽  
Hands On ◽  
Team Alignment ◽  
Foundational Work ◽  
Functional Teams

In innovative organisations we are seeing an increase in cross-functional teams being built around projects. The diverse perspectives of collaborators draw from personal world-views and organisational roles, which contributes to radical collaboration across traditional boundaries of work. This hands-on workshop aims at testing a rapid team alignment activity in which teams propose core values and align these to the innovation learning cycle, synthesising them into foundational work practices for each phase. These are then reframed as the teams' innovation narrative.

PENINGKATAN HASIL BELAJAR IPS KELAS VI DENGAN MODEL PEMBELAJARAN KOOPERATIF TIPE EXAMPLES NON EXAMPLES DI SDN 007 TERATAK AIR HITAM KECAMATAN SENTAJO RAYA

2018 ◽  
Vol 2 (3) ◽  
pp. 368
Author(s):  
Yanson Yanson
Keyword(s):  
Social Science ◽  
Learning Outcomes ◽  
Learning Cycle ◽  
Daily Test

Social science subjects are arranged in a systematic, comrehensive, and integrated in the learning processtowards succes in the life in the community. With the approach it is expected that learners will acquire a broaderunderstanding and dept in the field of science related. This reseach method in classroom action reseach usingtwo cycle the end of each cycle is given daily test given to students in as musc as 19 persons in the class VI SDN007 Teratak Air Hitam sub-district Sentajo Raya. The reseach result obtained the result of the study preliminarydata 65,3 increase by an average of learning outcomes of IPS to 75 in cycle I. I the second cycle obtained anaverage of 90 with the learning cycle I is 14,58% and from cycle I to cycle II amounted of 37,89%. Activities theteacher looks at the cycle I the first meeting of 66,67% with enough categories, while at the second meetingincreased so that the average obtained by 75%, with good categories. In cycle II it turns out that teacherlearning has increased sothat the obtained average 83,3% with good categories, while at the second meetingcycle II obtained average to 91,67 % with very good categories. Data activity studens looks at the cycle I the firsmeeting obatined an average of 61,11 with lee categories, at the second meeting obtained an average 72,22%with enough categories. In the second cycle obtained an average of the first meeting of 80,56% with goodcategory, while in the second meeting with average to 91,67% with the cagory very well. So it can be concludedthat the applicatin of cooperative medel type example non examplescan improve learning outcomes IPS.

PERBAIKAN KUALITAS PEMBELAJARAN DAN HASIL BELAJAR SISWA DENGAN MODEL LEARNING CYCLE COOPERATIVE 5 FASE DALAM PENGAJARAN KIMIA

2015 ◽  
Vol 7 (1) ◽  
pp. 29-38
Author(s):  
Esti Munafiah ◽  
Agus Basir Ali Akbar S
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Mastery Learning ◽  
Learning Cycle ◽  
Model Learning ◽  
Classroom Action Research ◽  
Academic Year

The objective of this study is to see learning process using LCC model for chemistry course.  The study used classroom action research with three cycles each of which implements planning, acting, observing and reflection.  Subject of the study was 40 students of grade 8E of MTsN Blitar in the academic year 2009/2010. The findings of the study are as follows:  (1) Cycle I:  students participation 62.5%, mean score of worksheet 60, mean score of quiz 41,7, and mastery learning 3 students; (2) Cycle II: students participation 86.6%, mean score of worksheet 81, mean score of quiz 72.38, and mastery learning 26 students; (3) Cycle III:  students participation 100%, mean score of worksheet 89, mean score of quiz 72.44, and mastery learning 39 students.

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