VARK Whistle: A Multimodal Learning Model to Empower Students’ Communication Skill

2019 ◽  
Keyword(s):  
Communication Skill ◽  
Learning Model ◽  
Multimodal Learning

MENINGKATKAN KEMAMPUAN KOMUNIKASI MELALUI PEMBELAJARAN KOOPERATIF TIPE TARI BAMBU

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Idham Kholid ◽  
Dede Rohaniawati
Keyword(s):  
Cooperative Learning ◽  
Primary School ◽  
Communication Skill ◽  
Learning Model ◽  
Skill Assessment ◽  
Fifth Grade Students ◽  
Grade 5 ◽  
Teachers And Students ◽  
And Performance ◽  
Research Students

This research was conducted with the aim to know the application of cooperative learning model of bamboo dance type in learning social studies in every cycle and to know the improvement of student communication skill in every cycle. The method used in this research is classroom action research. Students who made the object of this study is the fifth-grade students of Islamic primary school AlMuawwanah in Subang District West Java Indonesia, which amounted to 30 consisted of 21 men and 9 women. The data collection techniques using teacher and student observation sheets and performance assessment sheets. The results of this study showed that the application of cooperative learning model of bamboo dance type can improve students' communication skills. The result of precycle student communication skill assessment is 42,83%. In the first cycle increased by 56.83% and more increased in cycle II reached 66.67%. The highest achievement occurred in the third cycle of 86.17%. This study shows that communication skill of grade 5 students of Islamic primary school in Al-Muawwanah has increased during the implementation of cooperative learning model of bamboo dance type in each cycle. The activities of teachers and students in the learning process also increased in every cyle.

ENHANCING STUDENTS’ SCIENCE COMMUNICATION SKILLS THROUGH MORE LEARNING MODEL

2020 ◽  
Vol 10 (1) ◽  
pp. 1844
Author(s):  
Taufanny Putri Pratiwi ◽  
Munasir Munasir ◽  
Nadi Suprapto
Keyword(s):  
Mixed Methods ◽  
Communication Skills ◽  
Mixed Method ◽  
Science Communication ◽  
Communication Skill ◽  
Learning Model ◽  
Physics Learning ◽  
Energy Concept ◽  
Learning Constraints ◽  
Work And Energy

A This study aims to analyze students’ science communication skills in the physics learning process especially in the Work and Energy concept using (Model-Observe-Reflect-Explain) MORE learning models. The research used a mixed method by utilizing test, questionnaires, and interviews with 10th and 11st grade students majoring in science, physics teachers and headmaster. The data was obtained by taking the physics scores of students in the work and energy concept who have received learning with the MORE learning model, then provides a questionnaire containing the obstacles faced by students in learning physics and interviews with students and teachers regarding learning constraints and science communication skills after learning using the MORE learning model. The findings indicated the MORE learning model helps students in practising science communication skills in learning with good student science communication skills will increase students’ understanding of Work and Energy concepts as seen from the students’ scores in the work and energy concept.  Keywords: science communication skill, MORE learning model, mixed methods, physics, cognitive ability                                                                                                                                                           Abstrak                                                                           Penelitian ini bertujuan untuk menganalisis keterampilan komunikasi sains siswa dalam proses pembelajaran fisika khususnya pada materi pembelajaran Usaha dan Energi dengan menggunakan model pembelajaran (Model-Observe-Reflect-Explain) MORE. Penelitian ini menggunakan mixed method dengan menggunakan tes, angket, dan wawancara yang diberikan pada siswa kelas 10 dan 11 jurusan IPA, guru-guru fisika dan kepala sekolah. Pengumpulan data dilakukan dengan cara mengambil nilai fisika siswa yang telah mendapatkan  pembelajaran pada materi Usaha dan Energi dengan model pembelajaran MORE, kemudian memberikan angket yang diisikan kendala-kendala yang dihadapi siswa selama proses pembelajaran fisika dan wawancara dengan siswa dan guru mengenai kendala-kendala selama proses pembelajaran untuk melatihkan keterampilan komunikasi sains dengan menggunakan model pembelajaran MORE. Hasil penelitian yang diperoleh, menunjukkan bahwa model pembelajaran MORE dapat membantu siswa dalam melatihkan keterampilan komunikasi sains dalam pembelajaran fisika. Meningkatnya keterampilan komunikasi sains siswa maka akan meningkatkan pula pemahaman siswa pada materi Usaha dan Energi yang terlihat dari nilai yang diperoleh siswa.  Kata Kunci: keterampilan komunikasi sains, model pembelajaran MORE, mixed methods, fisika, kemampuan kognitif 

scholarly journals Efektivitas Model Pembelajaran Kooperatif Tipe Think Talk Write (Ttw) Terhadap Kemampuan Komunikasi Matematika Siswa Kelas VIII MTs Negeri Godean

2020 ◽  
Vol 3 (1) ◽  
pp. 49-56
Author(s):  
Fety Risdiyati ◽  
Sri Endah Miyanti ◽  
Laela Sagita
Keyword(s):  
Cooperative Learning ◽  
Communication Skill ◽  
Active Role ◽  
Learning Model ◽  
Control Group ◽  
Group Discussions ◽  
Control Group Design ◽  
Cooperative Model ◽  
Model Type ◽  
And Control

The research aims to determine the effectiveness of cooperative learning model type Think Talk Write (TTW) and type Think Pair Share (TPS) toward the mathematic communication skill students of grade 8th in MTs N Godean. This type of research is comparative descriptive which aplies Pretest Posttest Control Group Design. An instrument used in this study there are two kinds of the instruments learning and instruments data collection. An instrument consisting of learning implementation lesson plans and sheets of student activity, instruments gather data consists of broad observation, questionnaire, a test (pretest and posttest) and documentation. Analysis of data on research use t test some help software Ms. Excel 2010 and SPSS 20. The results of research pretest and posttest show that experiment class with cooperative model type Think Talk Write (TTW) and control class with cooperative model type Think Pair Share (TPS) normal distribution, both classes are homogenous and both classes have the same initial capability. The cooperative learning model type Think Talk Write (TTW) is same effective with cooperative learning model type Think Pair Share (TPS) toward the mathematic communication skill students. The level of effectiveness cooperative learning model type Think Talk Write (TTW) is 0,30 with medium category and the level of effectiveness cooperative learning model type Think Pair Share (TPS) is 0,28 with low category. Cooperative learning model type Think Talk Write (TTW) is same effective with cooperative learning model type Think Pair Share (TPS) because the students are individually active role in group discussions and there is the same syntax for these two models namely stage think.Keyword: Cooperative learning model type Think Talk Write (TTW), cooperative learning model type Think Pair Share (TPS), mathematic communication skill students.

scholarly journals The Implementation of Advance Organizer Model on Mathematical Communication Skills in terms of Learning Motivation

2018 ◽  
Vol 3 (1) ◽  
pp. 41 ◽  
Author(s):  
Fredi Ganda Putra ◽  
Santi Widyawati ◽  
Ardian Asyhari ◽  
Rizki Wahyu Yunian Putra
Keyword(s):  
Communication Skills ◽  
Communication Skill ◽  
Learning Model ◽  
Learning Motivation ◽  
Advance Organizer ◽  
Learning Models ◽  
Mathematical Communication ◽  
Quasi Experimental ◽  
Communication Ability ◽  
Advanced Organizer

Students’ low mathematical communication skill is influenced by several factors such as learning models applied by teachers in the classroom and the students’ learning motivation. Advanced organizer Model is appropriate to improve the students’ low ability. This study aims to determine whether: (1) there is an influence of advance organizer model toward the mathematical communication skill; (2) there is an influence of learning motivation toward the students’ mathematical communication skill, and; (3) there is an interaction between learning model and motivation toward mathematical communication skill. This research employs quasi-experimental design and the statistical analysis used is the two-ways variance with unequal cells. The result of this research shows that: (1) there is an influence of advance organizer model toward mathematical communication skill; (2) there is an influence of learning motivation toward students’ mathematical communication skill, and ; (3) there is no interaction between learning model and motivation toward mathematical communication ability.

scholarly journals The contribution of local wisdom integrated science learning model to the students’ scientific communication skill on ecology learning

2020 ◽  
Vol 8 (3) ◽  
pp. 141
Author(s):  
Mochammad Yasir ◽  
Ana Yuniasti Retno Wulandari ◽  
Nur Qomaria ◽  
Binar Kurnia Prahani ◽  
Aushia Tanzih Al Haq
Keyword(s):  
Science Learning ◽  
Communication Skill ◽  
Scientific Communication ◽  
Learning Model ◽  
Integrated Science

scholarly journals Probing-Prompting Based On Ethnomathematics Learning Model: The Effect On Mathematical Communication Skill

2019 ◽  
pp. 799-814 ◽  
Author(s):  
Sitti Hartinah ◽  
Suherman Suherman ◽  
Muhamad Syazali ◽  
Heri Efendi ◽  
Rahmad Junaidi ◽  
...  
Keyword(s):  
Communication Skill ◽  
Learning Model ◽  
Mathematical Communication

scholarly journals MATHEMATICS LEARNING BY USING LEARNING MODEL TAPPS TO IMPROVE STUDENTS’ MATHEMATICAL COMMUNICATION SKILL

2018 ◽  
Author(s):  
Ely Syafitr ◽  
Eva Margaretha Saragih ◽  
Dewi Astuti
Keyword(s):  
Social Sciences ◽  
Educational Technology ◽  
Communication Skill ◽  
International Workshop ◽  
Mathematics Learning ◽  
Learning Model ◽  
Mathematical Communication ◽  
Learning By Using

This paper has been presenting at The 11th International Workshop And Conference Of Asean Studies In Linguistics,Islamic And Arabic Education, Social Sciences And Educational Technology 2018 in Kisaran, North Sumatera, Indonesian on 7 May 2018.

scholarly journals Efektivitas Model Pembelajaran Fisika “PRODUKSI” terhadap Peningkatan Aspek-aspek Keterampilan Berkomunikasi Sains

2017 ◽  
Vol 2 (1) ◽  
pp. 83-94
Author(s):  
Wirawan Fadly
Keyword(s):  
Knowledge Representation ◽  
Communication Skills ◽  
Research Method ◽  
Communication Skill ◽  
Scientific Communication ◽  
Learning Model ◽  
Scientific Writing ◽  
Moderate Level ◽  
Inferential Statistics ◽  
Purposive Sampling

This research to determine the effectiveness of the application of PRODUKSI learning model to improve aspects of scientific communication skills. The research method used was experiment with one-group pretest-posttet design which replicated at three schools. The sample was chosen by purposive sampling. Data were collected by using tests that were then analyzed based on data characteristics. The analysis used is descriptive quantitative using N-Gain analysis and inferential statistics. The results showed that learning model of PRODUKSI efectively and significantly helped to improve the scientific communication skill, including aspects of scientific writing, scientific reading, observation, knowledge representation, and presentation in a moderate level.

scholarly journals The Cooperative Learning Comparison of Student Teams Achievement Division Type and Teams Assisted Individualization type Toward The Students’ Mathematical Communication Skill

2020 ◽  
Vol 8 (2) ◽  
pp. 175
Author(s):  
Mutmainnah Tahir ◽  
Thamrin Tayeb ◽  
Muh. Rusydi Rasyid ◽  
Fitriani Nur ◽  
Munawarah Munawarah
Keyword(s):  
Statistical Analysis ◽  
Cooperative Learning ◽  
Junior High School ◽  
Communication Skill ◽  
Learning Model ◽  
Mathematical Communication ◽  
High Category ◽  
Class Viii ◽  
The Mean ◽  
Very High

Abstract:The study aimed to compare the cooperative learning model of Student Team Achievement Division (STAD) and Team Assisted individualization (TAI) types on the mathematical communication skill of class VIII students of State Junior High School 3 Sungguminasa of Gowa Regency. It was quasi-experimental research with non-equivalent control group design. The study population was all the students of class VIII of State Junior High School 3 Sungguminasa. Descriptive and inferential statistical analysis with independent sample t-test were used in analysing the data. Based on the results of the descriptive statistical analysis, the mean score of the students' mathematical communication skill using cooperative learning model of STAD type was about 65.63% at the high category and the rest score was at the very high category; while the mean score of the students’ mathematical communication skill using the cooperative learning model of TAI type was about 62.5% at the high category and the rest score was at very high category. Based on the inferential analysis, it was obtained the results that there were the differences of the mean scores of the students’ mathematical communication skill who possessed the STAD and TAI learning types, and TAI learning type was more effective than the STAD learning type to enhance the students' mathematical communication skill.

scholarly journals IMPLEMENTATION OF COOPERATIVE LEARNING MODEL NHT TO TRAIN STUDENTS COMMUNICATION SKILL IN ACID BASE MATTER

2021 ◽  
Vol 5 (1) ◽  
pp. 12
Author(s):  
Lelly Puspitasari ◽  
Muchlis Muchlis
Keyword(s):  
Cooperative Learning ◽  
Research Design ◽  
Communication Skills ◽  
Communication Skill ◽  
Case Study Research ◽  
Learning Model ◽  
Research Data ◽  
Acid Base

The aim of this research is to description the implementation of cooperative learning model NHT, students activity and practice communication skills through material of acid base. The research design used is “One Shoot Case Study”. Research data obtained include (1) Implementation of cooperative learning model NHT to get a score at meetings 1, 2, and 3 of 3,86, 3,90, and 3,95 with very good category. (2) The percentage of students activities that are relevant is greater than the of activities that are irrelevant. (3) Communication skills of students who are trained obtain sufficient criteria on the quantity of questions with a percentage for three consecutive meetings of 25%; 44,44%; and 55,56% and the quantity of opinion students get a good assessment criteria of 41,67%; 61,11%; and 75%. On the quality of asking students get an excellent title for three consecutive meetings 8,33%; 11,11%; and 25% and the quality of opinion students of 5,56%; 25%; and 27,78%.

Sign in / Sign up

Export Citation Format

Share Document