scholarly journals PENGGUNAAN DOKUMENTASI PORTOFOLIO SEBAGAI PENILAIAN UTS PADA ANAK AUTIS DI SEKOLAH INKLUSI

2016 ◽  
Vol 1 (3) ◽  
pp. 134
Author(s):  
Alvionita Widayanti ◽  
Roro Eko Susetyarini ◽  
Dwi Priyo Utomo
Keyword(s):  
Teacher Learning ◽  
Learning Outcomes ◽  
Writing Assessment ◽  
Alternative Assessment ◽  
Portfolio Assessment ◽  
Children With Autism ◽  
Know How ◽  
Assessment Tests ◽  
Written Test ◽  
The Impact

Abstract: Assessment is one of the important components that must be taken to determine the effectiveness of teacher learning outcomes. Children with autism have a bottleneck in terms of interaction and emotion. Reality on the ground for the assessment of autism is still using writing assessment tests. The impact of this written test parents do not know how big the changes that have occurred in children. Portfolio assessment is defined as a collection of facts and documents in the form of tasks in a systematic organization of the learning process. The results of the study can be used as an alternative assessment in children with autism to memaksimalakan educational services. Abstrak: Penilaian merupakan salah satu komponen penting yang harus ditempuh guru untuk mengetahui keefektifan hasil pembelajaran. Anak autis memiliki hambatan dalam hal interaksi dan emosi. Kenyataan di lapangan penilaian untuk autis masih menggunakan penilaian tes tulis. Dampak tes tulis ini para orang tua tidak mengetahui seberapa besar perubahan yang sudah terjadi pada anak. Penilaian portofolio diartikan sebagai kumpulan fakta dan dokumen berupa tugas-tugas yang terorganisasi secara sistematis dalam proses pembelajaran. Hasil penelitian dapat dijadikan alternatif penilaian pada anak autis untuk memaksimalakan pelayanan pendidikan. Kata Kunci: Dokumentasi portofolio, anak autis, penilaian

scholarly journals The Students' Perceptions on Teacher "Performances" in Teaching English

2020 ◽  
Vol 7 (1) ◽  
pp. 15-26
Author(s):  
Agus Setiawan
Keyword(s):  
Classroom Management ◽  
Teacher Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
English Learning ◽  
Effective Learning ◽  
Know How ◽  
The One

This study was conducted to find out how the students' perceptions on English teachers. The problem focuses on students' perceptions of the teacher's learning methods while learning the learning takes place, and an effective learning process with student learning outcomes gained. In this study the authors take respondents to get data that is as much as 4 respondents, where the one respondent is an English teacher and 3 other respondents are students. Researchers conducted interviews on each respondent. In this case, the teacher to know the methods used in the learning process and the students to know how performance teacher in the learning process. The method used in this research is descriptive design. This study reveals that teachers' performance in English learning is good, where teachers can apply motivation of students learning, learning model, classroom management, use of facilities, and student experience well. And for the learning method, the teacher does not use special methods in the learning process, but the teacher learning model is applied more to adaptation to the material taught to students. Nevertheless, the teacher will improve the methods in learning and innovate for the success of the learning process.

scholarly journals DEVELOPING STATISTICAL KNOWLEDGE FOR TEACHING DURING DESIGN-BASED RESEARCH

2017 ◽  
Vol 16 (2) ◽  
pp. 376-396
Author(s):  
RANDALL E. GROTH
Keyword(s):  
Teacher Learning ◽  
Learning Outcomes ◽  
Subject Matter ◽  
Statistics Education ◽  
Design Based Research ◽  
Know How ◽  
Knowledge For Teaching ◽  
Research Journal ◽  
Statistical Knowledge ◽  
The Subject

Statistical knowledge for teaching is not precisely equivalent to statistics subject matter knowledge. Teachers must know how to make statistics understandable to others as well as understand the subject matter themselves. This dual demand on teachers calls for the development of viable teacher education models. This paper offers one such model, which relies upon engaging teachers in design-based research. Teachers collaborate with a researcher to design, implement, and analyze instruction to pursue desired statistical learning outcomes for students. The researcher allows teachers enough autonomy to make and learn from mistakes during the process. Unpacking and addressing the mistakes has value as a means of teacher learning. The model and a specific instance of its implementation are described along with reflections on how productive mistakes during design-based research provide opportunities for fostering the development of statistical knowledge for teaching. First published November 2017 at Statistics Education Research Journal Archives

scholarly journals Implementing Portfolio Assessment in Lower-Secondary School

2013 ◽  
Vol 10 (1) ◽  
pp. 83-94
Author(s):  
Anna Czura
Keyword(s):  
Secondary School ◽  
Alternative Assessment ◽  
Research Study ◽  
Portfolio Assessment ◽  
Learner Autonomy ◽  
Lower Secondary School ◽  
Authentic Tasks ◽  
Research Results ◽  
Know How ◽  
Language Classroom

Since alternative assessment embraces highly authentic tasks consistent with classroom goals and instruction, its implementation in the language classroom is believed to promote collaboration with peers, transfer responsibility to the learners and, consequently, foster learner autonomy. This paper presents the results of a research study aiming to determine whether portfolio assessment contributes to the development of autonomy in adolescent learners. In order to collect the data, qualitative and quantative methods of research were applied. The research results reveal that the implementation of portfolio assessment failed to affect the overall level of learner autonomy. Introducing one selected pedagogical procedure does not suffice to foster learner autonomy. Teachers need to be ready to pass a portion of their authority to the learners, who, in turn, need to know how to use the new privileges judiciously.

Upaya Meningkatkan Hasil Belajar IPA pada Materi Keseimbangan Ekosistem melalui Penerapan Model Contextual Teaching And Learning (CTL) Siswa Kelas VI SD Negeri 1 Manggeng

2020 ◽  
Vol 1 (3) ◽  
pp. 333-340
Author(s):  
Syarifah Roswan
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Learning Outcome ◽  
Learning Model ◽  
Outcome Data ◽  
Contextual Teaching ◽  
Data Collection Technique ◽  
Written Test ◽  
Academic Year

The purpose of this study was to increase the learning outcomes of IPA in the Ecosystem Balance mate-rial through the application of the Contextual Teaching And Learning (CTL) learning model for class VI students of SD Negeri 1 Manggeng for the 2017/2018 academic year. The research methodology is Classroom Action Research (CAR) consisting of two cycles and each cycle consisting of two findings. Each cycle consists of planning, implementing, observing and reflecting. The data collection technique is to collect test scores that are carried out at the end of each lesson in each cycle using a question in-strument (written test). The learning outcome data were analyzed by means of percentage statistics. The results showed that the completeness of student learning outcomes increased from 66,67% in the first cycle and increased to 83,33% in the second cycle. The application of the Contextual Teaching And Learning (CTL) learning model can increase the learning outcomes of IPA in the Ecosystem Balance material of class VI SD Negeri 1 Manggeng for the 2017/2018 academic year

PENINGKATAN HASIL BELAJAR IPA SISWA MELALUI MODEL PEMBELAJARAN CTL (CONTEXTUAL THEACING AND LEARNING) DI KELAS V A SDN 021 TANJUNG PALAS

2017 ◽  
Vol 5 (3) ◽  
pp. 240
Author(s):  
Jenny '
Keyword(s):  
Action Research ◽  
Learning Outcomes ◽  
Mastery Learning ◽  
Learning Model ◽  
Fifth Grade ◽  
Science Students ◽  
Class V ◽  
Oral Test ◽  
Classroom Action Research ◽  
Written Test

The background of this study is the low result belaja fifth grade science students at SDN 021Tanjung Palas, out of 25 students only 8 students (32.00%), rendahnnya learning outcomes iscaused by: (a) students lack enthusiasm in learning; (b) students are not able to answerquestions that are of reason; (c) teachers do not involve students actively in learning; (d) lessthan the maximum in using props; and (e) the level of students' understanding of the subjectmatter IPA is still low. This research is a classroom action research (PTK), this study aims todescribe the results of learning through the use of learning model CTL. The subjects werestudents of class V A 021 SDN Tanjung Palas. This study was conducted by two cycles.Improved learning outcomes in terms of four categories, namely absorption, the effectivenessof learning, mastery learning completeness students both individual and classicalcompleteness and thoroughness of learning outcomes. The instrument used for data collectionis an oral test and a written test in the form of worksheets that do after the learning process.The results showed that the learning outcomes of science students has increased at eachcycle, as shown by the acquisition of mastery learning students, the first cycle the number ofstudents who pass are 15 students or 60% and the second cycle the number of students whopass are 22 students or 88% , It can be concluded that through CTL learning model canimprove learning outcomes a fifth grade science students at SDN 021 Tanjung Palas.

Model Pembelajaran Teams Games Tournaments (TGT) untuk Meningkatkan Hasil Belajar Siswa

2019 ◽  
Vol 3 (2) ◽  
pp. 110
Author(s):  
Suwarno Suwarno
Keyword(s):  
Social Capital ◽  
Academic Success ◽  
Service Learning ◽  
Learning Outcomes ◽  
School Effectiveness ◽  
Social Trust ◽  
Building Blocks ◽  
Learning Model ◽  
Committee Report ◽  
The Impact

<p><strong>A</strong><strong>bstract</strong><strong>. </strong>This study aims to determine the effectiveness of the Teams Games Tournament (TGT) learning model to improve student learning outcomes. This research is important because the lecture learning model makes learning meaningless so it impacts on low learning outcomes. This research uses quasi experiment using control class and experimental class. Respondents in this study were students of class X SMK 8 Semarang Academic Year 2017/2018. Sample selection using random sampling, class X1 is <em>used</em> as a control class and X2 is an experimental class. The experimental class was given an intervention by learning Teams Games Tournaments (TGT), while the control class used lecture learning. The effectiveness of the model was measured by the student test analysis method. then analyzed by completeness test and average difference test. The findings of this study are the learning outcomes of experimental class students achieving better learning outcomes than classes using the lecture method.</p><p><strong><em>Keywords</em></strong><em>: Learning Model, Teams Games Tournaments (TGT)</em><em>. Students</em></p><p><strong><br /></strong></p><p><strong>Daftar Pustaka</strong></p><p align="center"> </p><p>Bofota, Y. B., &amp; Bofota, Y. B. (2017). <em>The impact of social capital on children educational outcomes : the case of Tanzania The impact of social capital on children educational outcomes : The case of Tanzania</em>.</p><p>Cahuc, P., Shleifer, A., &amp; Algan, Y. (2014). <em>Teaching Practices and Social Capital</em>. (6052).</p><p>Catts, R., &amp; Ozga, J. (2015). <em>What is Social Capital and how might it be used in Scotland ’ s Schools ?</em> (36).</p><p>Flint, N. (2017). <em>Full report Schools , communities and social capital : building blocks in the ’ Big Society ’ Contents</em>.</p><p>Goddard, R. D. (2016). <em>Relational Networks , Social Trust , and Norms : A Social Capital Perspective on Students ’ Chances of Academic Success</em>. <em>25</em>(1), 59–74.</p><p>Eddy Prasongko, 2017. Team Game Tournament. Bandung. Jawa Barat</p><p>Endang Poerwanti, dkk. 2008. <em>Asesmen Pembelajaran SD.</em> Jakarta: Direktorat Jendral Pendidikan Tinggi Departemen Pendidikan Nasional</p><p>Hargreaves, A. (2015). <em>School Social Capital and School Effectiveness</em>. <em>37</em>, 119–136.</p><p>Kurnia, Inggridwati. dkk. 2018. <em>Perkembangan belajar peserta didik</em><em>.</em> Jakarta: Direktorat Jendral Pendidikan Tinggi Departemen Pendidikan Nasional</p><p>Purwanto. M Ngalim. 2015. <em>Psikologi Pendidikan</em>. Bandung: PT Remaja Rosdakarya</p><p>Siddiq, M. Djauhar. 2018. <em>Pengembangan Bahan Pembelajaran SD</em>. Jakarta: Direktorat Jendral Pendidikan Tinggi Departemen Pendidikan Nasional.</p><p>Sugiyono, 2005. Metode Penelitian Kuantitatif, Kualitatif dan Rn D, Bandung Aftabeta</p><p>Lash, D., &amp; Belfiore, G. (2017). <em>5 Essentials in Building Social Capital Report 4 of the MyWays Student Success Series</em>. (October).</p><p>Mikiewicz, P., Jonasson, J. T., Gudmundsson, G., Blondal, K. S., &amp; Korczewska, D. M. (2011). <em>Comparative research between Poland and Iceland</em>.</p><p>Schlesselman, L., Borrego, M., Bloom, T. J., Mehta, B., Drobitch, R. K., &amp; Smith, T. (2015). An Assessment Of Service-Learning In 34 US Schools Of Pharmacy Follow Up On The 2001 Professional Affairs Committee Report. <em>American Journal of Pharmaceutical Education</em>, <em>79</em>(8). https://doi.org/10.5688/ajpe798116</p><p><em><br /></em></p>

The Analyses of Learning Strategies in English as a Second Language: Theoretical Classification and Measurement Test

2020 ◽  
Vol 4 (2) ◽  
pp. 118-129
Author(s):  
Asti Gumartifa ◽  
◽  
Indah Windra Dwie Agustiani
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Process ◽  
English Learners ◽  
English Language ◽  
Point Of View ◽  
Effective Learning ◽  
The Impact

Gaining English language learning effectively has been discussed all years long. Similarly, Learners have various troubles outcomes in the learning process. Creating a joyful and comfortable situation must be considered by learners. Thus, the implementation of effective learning strategies is certainly necessary for English learners. This descriptive study has two purposes: first, to introduce the classification and characterization of learning strategies such as; memory, cognitive, metacognitive, compensation, social, and affective strategies that are used by learners in the classroom and second, it provides some questionnaires item based on Strategy of Inventory for Language Learning (SILL) version 5.0 that can be used to examine the frequency of students’ learning strategies in the learning process. The summary of this study explains and discusses the researchers’ point of view on the impact of learning outcomes by learning strategies used. Finally, utilizing appropriate learning strategies are certainly beneficial for both teachers and learners to achieve the learning target effectively.

MODIFIKASI MODEL PEMBELAJARAN PROBLEM POSING DENGAN STRATEGI PEMBELAJARAN TUGAS DAN PAKSA

2019 ◽  
Vol 2 ◽  
Author(s):  
Lita Amalia ◽  
Alda Dwiyana Putri ◽  
Alfajri Mairizki Nurfansyah
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Learning Strategy ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Problem Posing ◽  
Reasoning Skills ◽  
The Impact ◽  
Answering Questions

The purpose of this paper is to describe the Problem Posing learning model with Task and Forced Strategy. As for the background of this writing is because of difficulties in understanding the material and also lack of enthusiasm of students in learning the material so that the impact on student learning outcomes is still low. The low student learning outcomes are, of course, many factors, one of which is the problem of applying a learning model that is still teacher-centered, so students tend to be passive. For this reason, the teacher can use the Problem Posing learning model that is modified by the task and force strategy (Task and Forced). Problem Posing learning model is a learning model that requires students to develop their systematic reasoning skills in making questions and answering questions. While the task and force strategy (Task and Forced) is a learning strategy that has little effect on students to complete the task until it is completed and on time to avoid the punishment given by the teacher as a consequence. So that students will be motivated in listening, understanding the material delivered and doing assignments on time. By combining this model and strategy can be a solution so that the learning process becomes quality.

The Right to Information in India Implementation and Impact

2015 ◽  
Vol 2 (1) ◽  
pp. 17
Author(s):  
_______ Naveen ◽  
_____ Priti
Keyword(s):  
Public Life ◽  
Public Authorities ◽  
The Public ◽  
Know How ◽  
The People ◽  
The Government ◽  
Right To Information ◽  
The Right ◽  
The Impact

The Right to Information Act 2005 was passed by the UPA (United Progressive Alliance) Government with a sense of pride. It flaunted the Act as a milestone in India’s democratic journey. It is five years since the RTI was passed; the performance on the implementation frontis far from perfect. Consequently, the impact on the attitude, mindset and behaviour patterns of the public authorities and the people is not as it was expected to be. Most of the people are still not aware of their newly acquired power. Among those who are aware, a major chunk either does not know how to wield it or lacks the guts and gumption to invoke the RTI. A little more stimulation by the Government, NGOs and other enlightened and empowered citizens can augment the benefits of this Act manifold. RTI will help not only in mitigating corruption in public life but also in alleviating poverty- the two monstrous maladies of India.

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