scholarly journals Problematika Pembelajaran Matematika pada Pokok Bahasan Eksponen dan Alternatif Pemecahannya

2016 ◽  
Vol 5 (3) ◽  
Author(s):  
Ek Ajeng Rahmi Pinahayu
Keyword(s):  
Concept Mapping ◽  
Natural Environment ◽  
Meaningful Learning ◽  
Alternative Solution ◽  
Learning Difficulty ◽  
Arithmetical Operation ◽  
Daily Experience ◽  
Mathematics Skills ◽  
Alternative Solutions

<p><strong><em>. </em></strong>The aims of writing this article are to analyze the presumption regarding on exponent learning difficulty as well as to give alternative solution to resolve this problem. There are several presumptions of students’ difficulties in exponent learning difficulty, i.e. difficulty in comprehending concept, doing arithmetical operation, and students’ carelessness to do the tasks. Alternative solutions which teacher can provide to minimize the difficulties in doing  exponent task are re-emphasizing the evidences and explications of the nature of exponent, relating concept with students’ daily experience taken from their natural environment to create more meaningful learning, using parables or easily accessible and inexpensive props which are represented the situation, training students to make concept mapping to assist them in arranging concept and to avoid misconception, giving more variety task, re-emphasizing the arithmetical operation of fraction, always giving information of mistakes made by the students in doing the exponent task. A lot of practice in doing task will make students have more opportunity to develop their mathematics skills. However, in order not to make students bored in taking task of exponent problem, teacher can apply games during the leaning process. One of games that can be used is Domino for learning exponent. The aims of this game are to train students’ accuracy, intelligence, creativity, as well as to enrich students’ knowledge in mathematics.</p><p> </p><p> </p>

scholarly journals Computer-Based Concept Mapping as a Method for Enhancing the Effectiveness of Concept Learning in Technology-Enhanced Learning

2019 ◽  
Vol 11 (4) ◽  
pp. 1005 ◽  
Author(s):  
Gülsüm Aşıksoy
Keyword(s):  
Problem Solving ◽  
Concept Mapping ◽  
Concept Learning ◽  
Meaningful Learning ◽  
Control Group ◽  
Technology Enhanced Learning ◽  
Problem Solving Skills ◽  
Computer Based ◽  
Enhanced Learning ◽  
Experimental Group

Technology enhanced learning is a wide area that covers all uses of digital technology to support learning and teaching activities. The computer-based concept mapping has shown potential in enhancing meaningful learning in education. Concept mapping is an important tool that is used in the field of education to help students in understanding the basic concepts and the relationships between them. This research proposes a computer-based concept mapping (CBCM) environment combined with Google classroom to help students reduce their misconceptions and to improve their problem solving skills. Furthermore, it examines the effect of CBCM on the sustainability of concept learning according to student views. The participants were first-year engineering students. The study was conducted in a physics class, and a true-experimental design was used. The experimental group students learned with the Google classroom combined with computer-based concept mapping (CBCM), while the concept group students learned with Google classroom and the traditional method. Data were collected from a physics concept test, problem solving inventory, and semi-structured interviews. The research results indicated that teaching in the CBCM environment combined with Google Classroom provides meaningful learning by correcting the misconceptions of the students. Moreover, there was a significant increase in the problem solving skills of the experimental group as compared to the control group. According to the students’ views, it was determined that CBCM enhances the sustainability of concept learning. The results of this study can help educators and researchers to integrate computer-based concept mapping (CBCM) techniques into Google Classroom.

Meaningful Learning in College Biology through Concept Mapping

1991 ◽  
Vol 53 (4) ◽  
pp. 214-219 ◽  
Author(s):  
Carol Briscoe ◽  
Sarah Ulerick LaMaster
Keyword(s):  
Concept Mapping ◽  
Meaningful Learning ◽  
College Biology

scholarly journals CONCEPT MAPPING: A MEANINGFUL SELF-DIRECTED LEARNING TOOL FOR PROBLEM BASED LEARNING IN PHYSIOLOGY.

2020 ◽  
Vol 4 (8) ◽  
Author(s):  
Anju Anand Asia ◽  
Abhay Mudey
Keyword(s):  
Concept Mapping ◽  
Concept Maps ◽  
Problem Based Learning ◽  
Meaningful Learning ◽  
Problem Analysis ◽  
Learning Tool ◽  
Self Directed Learning ◽  
Significant Difference ◽  
Post Test ◽  
Directed Learning

Background: Fostering meaningful and self-directed learning among medical graduates is essential to mold them into competent physicians. Concept mapping is one such educational tool facilitating meaningful learning by organizing and integrating information. In our study it was used as a learning tool for problem analysis in Physiology. Material and Methods: Students of the first MBBS Professional year were divided into groups of fifteen; a group facilitator was allotted to each group. After initial practice, students constructed concept maps in Problem based learning (PBL) sessions on case based scenarios; each group finalized a map and then designed charts based on these maps. Student’s analytical ability was determined through differences in score between MCQ based pretest and post test. Charts were evaluated and perception of students regarding effectiveness of concept maps designing was taken. Results:  One hundred and thirty two students completed the study. There was a   statistically significant difference in the pre and post test scores. The items in the Concept maps charts evaluation sheet were ranked as good or excellent in 75% of Charts except the item on horizontal interlinking and cross linking hierarchy which was ranked as satisfactory in 63% of Charts.  Students considered activity of collection of information, discussions, designing, active involvement and teamwork as useful. Conclusions: Self designed Concept maps can be a novel   approach for problem analysis in Physiology. Summary:  Concept maps are useful for summarizing information; integrating mapping in PBL can improve critical thinking ability of students and renew interest in a basic science subject like Physiology. Keywords: Concept map, Problem based learning, Meaningful learning, Analysis.

scholarly journals Aplikasi Seven Tools pada Perbaikan Mutu Roundness Bakso Unyil di PT X

2019 ◽  
Vol 14 (1) ◽  
pp. 54-61
Author(s):  
Tjahja Muhandri ◽  
Andika Putra Pratama ◽  
Dase Hunaefi
Keyword(s):  
Quality Improvement ◽  
Measuring Equipment ◽  
Poor Quality ◽  
Alternative Solution ◽  
Consumer Acceptance ◽  
Ishikawa Diagram ◽  
The Poor ◽  
Mixing Techniques ◽  
Alternative Solutions

The roundness quality of small meatballs, called Bakso Unyil, produced by PT X has been considered non-uniform and in-competitive. Hence, roundness quality improvement has been becoming one of the priorities for increasing consumer acceptance. This research aims to identify the causes of the poor quality of Unyil Meatballs roundness and find a solution. The improvement methods were: identification of the causes of low quality of roundness (Plan), improvement trials based on alternative solution (Do), and implementation of corrective actions (Action). A total of 60 meatballs samples were taken from three batches (for each batch of 20 samples). Ishikawa Diagram, and histogram were conducted and analysed. Implementation of alternative solutions to improve roundness quality that have been carried out as follows: 1). adjusting the amount of dough in mixing step, 2). the installation of temperature measuring equipment in the preheater, 3). Usage standardization of ice, 4). improvement of phosphate and salt mixing techniques, 5). removal of baking powder, and 6). turn of blades in mixing cake. Result showed that those improvements were not only improve the roundness quality of Unyil meatballs but also improve the smoothness and reducing wrinkle conditions on the surface of Unyil meatballs

scholarly journals HASIL PEMBELAJARAN MENGGAMBAR EKSPRESI DI LUAR RUANG KELAS: PENELITIAN TINDAKAN

2017 ◽  
Vol 13 (2) ◽  
pp. 117
Author(s):  
Taswadi Taswadi
Keyword(s):  
Action Research ◽  
Art Education ◽  
Research Method ◽  
Alternative Solution ◽  
Educational Researcher ◽  
Outdoor Learning ◽  
Learning Method ◽  
Learning Methods ◽  
Alternative Solutions ◽  
Drawing Method

<p><strong>Abstract</strong></p><p>Indoor drawing learning methods system is still a tradition for a part of teacher in Indonesia. It is also the same methods used in  other countries. However , imdooor drawing method often restained student's idea and expression. It is a challenge to educational researcher and art education practices to have alternative solutions in order to change the habit. The goal is to open studen's idea and expression to have more creative artworks. In order to give the alternative solution, the researcher applied outdoor learning method. By applying action research method, this article explained outdoor learning method for expression drawing class. The result of outdoor learning methods is the increase of student's idea and expression and more creative artworks of the student</p><p> </p><p><strong>Abstrak</strong></p><p>Masih merupakan kebiasaan yang mentradisi pelaksanaan pembelajaran menggambar di dalam ruang kelas, bagi sebagian para guru di Indonesia.Hal yang sama dilakukan pula oleh beberapa guru di Negara lain. Padahal pembelajaran di dalam ruangan siswa menjadi terbelenggu gagasan dan ekspresinya karena dibatasi ruang. Merupakan tantangan bagi para peneliti pendidikan dan para praktisi pembelajaran seni rupa untuk  memberikan solusi alternatif untuk merubah  kebisaan tersebut, supaya gagasan dan ekspresi para siswa lebih terbuka, sehingga menghasilkan gambar yang kreatif. Untuk memberikan solusi alternatif, peneliti melaksanaan pembelajaran di luar ruang kelas.Dengan menggunakan metode tindakan,  dalam artikel ini peneliti menjelaskan bagaimana pelaksanaan pembelajaran menggambar di luar ruang kelas.Hasil penelitian tindakan mengajar menggambar di luar ruang kelas gagasan dan ekspresi siswa terbuka sehingga tampak hasil gambarnya kreatif.</p><p> </p>

scholarly journals Post Method Language Teaching Within the Implementation of 2013 Curriculum

2020 ◽  
Vol 4 (1) ◽  
pp. 77-87
Author(s):  
Hervina Hervina
Keyword(s):  
Learning Process ◽  
Curriculum Implementation ◽  
Teaching Method ◽  
Language Teaching ◽  
Alternative Solution ◽  
Low Level ◽  
Scientific Approach ◽  
Teachers And Students ◽  
Research Findings ◽  
Alternative Solutions

This research aims to find out know the problem in implementing the 2013 curriculum and offers an alternative solution to this problem by incorporating several principles of post method language teaching. The data were collected through the interview with the English teachers in SMPN 1 Malalak regarding the obstacles they faced in the 2013 curriculum implementation. The data were qualitatively analyzed and the principles of post method language teaching were descriptively incorporated into the problems found in order to provide their alternative solutions.  The research findings reveal that the problems of implementing the 2013 curriculum in this school are teachers’ unreadiness, students’ low level, and application of scientific approach and that the post method language teaching can serve as an alternative solution since it allows more flexibility in the learning process through involving students’ and teachers’ in the process. In conclusion, the issues in the implementation of 2013 curriculum come from the teachers’ and students’ as well as the teaching method required to be applied by curriculum. To overcome this, the teachers can apply the principle of post method language teaching in the learning process. Keywords: 2013 Curriculum, Implementation, Post Method Language Teaching

Confronting Critical Thinking Challenges “in” the College Classroom

2014 ◽  
pp. 140-156 ◽  
Author(s):  
Chigozirim Ifedapo Utah ◽  
Alexis Waters
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Concept Mapping ◽  
Meaningful Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teaching Tool ◽  
Learner Centered ◽  
University Instructors ◽  
New Knowledge

The goal of this pilot study was to develop a learner-centered teaching tool that would promote meaningful learning and enable higher education instructors to model critical thinking through concept mapping. Learner-centered approaches emphasize not only content, but the context, purpose, and process of learning. They also focus on the need for students to take responsibility for their own learning. However, students may not possess the foundational critical thinking skills necessary to be independent learners. Concept mapping allows university instructors to demonstrate basic critical thinking processes and provides students with the opportunity to practice the critical thinking that is essential to their success inside and outside the classroom. It can also facilitate meaningful learning by encouraging students to integrate new knowledge into prior knowledge structures.

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