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Institutional Model Design for the Implementation of the Program Merdeka Belajar Kampus Merdeka (Merdeka Learning Program-Merdeka Campus or MBKM) Merdeka Belajar Kampus Merdeka (Merdeka学习计划-Merdeka Campus或MBKM)项目实施的制度模式设计
Pub Date : 2022-04-30 DOI: 10.46627/silet.v3i1.93
Defrizal, Appin Purisky Redaputri, Vonny Tiara Narundana, Nurdiawansyah, Yanuarius Yanu Dharmawan
MBKM program has been implemented by several universities, including at the Universitas Bandar Lampung. Universities need to determine policies that serve as guidelines for the study programs they cover, including support for cross-study learning and allocation of funds, as well as ensuring that the quality of graduates will not decrease by running this program. For this reason, in its implementation, it is necessary to form an institutional model for the implementation of Merdeka Learning Program - Merdeka Campus to see who has a role and how the relationship between these parties plays a role. This research uses a descriptive qualitative approach. In collecting the data, it applies literature studies and In-Depth Interviews with resource persons who are experts related to the Merdeka Learning Program - Merdeka Campus. The results in this study found that in the implementation of the Merdeka Learning Program - Merdeka Campus at the Universitas Bandar Lampung, there were internal and external stakeholders involved. Each stakeholder has its respective roles and relationships, both coordination and command relationships, both between internal stakeholders and between internal and external stakeholders. Everything is described in the institutional model of the Merdeka Learning Program - Merdeka Campus.
MBKM计划已在几所大学实施,包括南榜市大学。大学需要确定政策,作为他们所涵盖的研究项目的指导方针,包括支持交叉研究学习和资金分配,以及确保毕业生的质量不会因为运行这个项目而下降。为此,在其实施过程中,有必要对默迪卡学习计划-默迪卡校园的实施形成制度模式,看看谁起了作用,这些各方之间的关系如何发挥作用。本研究采用描述性定性方法。在收集数据时,它采用文献研究和深度访谈资源人员谁是与默迪卡学习计划-默迪卡校园相关的专家。本研究结果发现,在实施独立学习计划-南榜市大学独立校园的过程中,有内部和外部利益相关者参与。每个利益相关者都有各自的角色和关系,既有内部利益相关者之间的协调关系,也有内部利益相关者与外部利益相关者之间的指挥关系。默迪卡学习计划-默迪卡校园的制度模式描述了一切。
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引用次数: 4
Analysis of Online Community Services in Problem Solving Studying at Open University: A Case Study to Improving Problem-Solving Ability of PGSD 开放大学问题解决学习中的网络社区服务分析——以提高大学生问题解决能力为例
Pub Date : 2022-04-30 DOI: 10.46627/silet.v3i1.90
Pak Guru, Titik Setyowati, Suparti, Sulistyono, Widiasih
The purpose of this study is to analyze problems in online communities to help solve problems faced by Open University (OU) students in terms of topics discussed in online communities, problems that arise in online communities, the process of counseling guidance in online communities, improving student problem-solving skills after discussing in online communities. This research was conducted using a quantitative descriptive design. All Elementary School Teacher Education (PGSD) students who post on online community services, from January 2019 to December 2019 as research objects. Data were collected using the documentary method and a problem-solving ability test for students from the Bojonegoro study group. Data from the online community is described based on the proportions while the problem-solving ability with N-gain, sensitivity, and completeness. The results showed: (1) The topics discussed in the online community service were introductions, registration, tutoring/study, and grades/exams; (2) Problems that arise in online community services are registration, tutorials, grades, and exams; (3) The process of counseling guidance in online community services for student problems is karstic; (4) Students' problem-solving ability after discussing in online community services increases and is in high criteria.
本研究的目的是分析网络社区中存在的问题,从网络社区讨论的话题、网络社区出现的问题、网络社区辅导指导的过程、网络社区讨论后提高学生解决问题的能力等方面,帮助解决开放大学学生面临的问题。本研究采用定量描述性设计。以2019年1月至2019年12月在网络社区服务上发帖的小学教师教育学生为研究对象。使用文献法和Bojonegoro研究组学生解决问题能力测试收集数据。来自在线社区的数据是基于比例来描述的,而解决问题的能力具有n增益、灵敏度和完整性。结果表明:(1)在线社区服务的讨论主题为介绍、注册、辅导/学习、成绩/考试;(2)在线社区服务中出现的注册、辅导课、评分、考试等问题;(3)网络社区服务中对学生问题的咨询指导过程不完善;(4)学生在网络社区服务中讨论后解决问题的能力有所提高,且处于较高水平。
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引用次数: 0
The Potency of Social Constructivism on Classroom Productivity in Universities 社会建构主义对大学课堂生产力的影响
Pub Date : 2022-04-30 DOI: 10.46627/silet.v3i1.97
B. Omodan, Bunmi, Isaiah Omodan
Various indications, including literature, have confirmed that university classrooms are still mostly inactive and undemocratic, dominated by instructors and lecturers. That is, little or no atmosphere is created for the student to be a socially active participant in generating knowledge which appears to have affected their sociality in the university and their lives after their university education. Some university lecturers still use a traditional or a systematic colonized way of teaching. This study responded by proposing unabridged Social Constructivism (SC) to create socially active university students towards becoming productive and active citizens. This was done by answering a general question: How can SC be projected in the university classroom to create active and productive students? This study was located within a transformative paradigm in order to transform students’ inactiveness in the process of generating knowledge. Conceptual analysis was used to design the study. This was done within the principle of thematic analysis by arranging SC's assumptions into themes and making sense of them. The study thus presents that SC possesses the acumen to assist lecturers in ensuring that their classrooms are socially active towards student productivity both in the schools and in the field of work.
包括文献在内的各种迹象证实,大学课堂仍然大多是不活跃和不民主的,由教师和讲师主导。也就是说,很少或根本没有为学生创造一种氛围,使他们成为社会上积极的参与者,以产生知识,这似乎影响了他们在大学里的社会性和他们在大学教育后的生活。一些大学讲师仍然使用传统的或系统的殖民教学方式。本研究通过提出完整的社会建构主义(SC)来回应,以使社会活跃的大学生成为有生产力和积极的公民。这是通过回答一个普遍的问题来完成的:如何在大学课堂上投射SC,以创造积极和富有成效的学生?为了改变学生在知识生成过程中的不活跃状态,本研究采用了一种变革范式。本研究采用概念分析设计。这是在主题分析的原则下完成的,通过将SC的假设安排到主题中并理解它们。因此,该研究表明,SC拥有帮助讲师确保他们的课堂在学校和工作领域对学生生产力的社会活跃的敏锐性。
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引用次数: 2
School-Related Irrational Beliefs as Predictor of Academic Motivation among Secondary School Learners 学校相关非理性信念对中学学习者学习动机的预测作用
Pub Date : 2022-04-30 DOI: 10.46627/silet.v3i1.99
Boitumelo Molebogeng Diale, Vera Victor-Aigbodion
Learners' thoughts are important for academic motivation and learning in secondary schools. Specifically, this study aims to determine the extent to which school-related irrational beliefs influence academic motivation among secondary school students. Using a multi-stage random sampling technique, 740 secondary school students of both genders were selected as a sample: 303 boys and 437 girls. The Irrational Beliefs Inventory (IBI) and the Academic Motivation Scale (AMS) were used for data collection. In order to answer research questions, mean scores, standard deviations, and Pearson product moment correlation analysis were used while the hypotheses were tested using regression analysis at 0.05 level of significance. A statistically significant relationship was found between irrational beliefs and academic motivation among secondary school learners. A key recommendation of the study is that secondary school psychologists should teach learners on the adverse impact of irrational beliefs.
在中学阶段,学习者的思想对于学习动机和学习是非常重要的。具体而言,本研究旨在确定与学校相关的非理性信念对中学生学业动机的影响程度。采用多阶段随机抽样的方法,选取740名男女中学生作为样本:男生303名,女生437名。采用非理性信念量表(IBI)和学业动机量表(AMS)进行数据收集。为了回答研究问题,采用均分、标准差和Pearson积差相关分析,并在0.05显著性水平上采用回归分析对假设进行检验。中学生非理性信念与学业动机之间存在显著相关。该研究的一个关键建议是,中学心理学家应该教导学习者非理性信念的负面影响。
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引用次数: 1
Science Technology Engineering Arts Mathematics (STEAM) Approach for Learning Science in Junior High School 初中科学学习的科学技术工程艺术数学(STEAM)方法
Pub Date : 2022-04-30 DOI: 10.46627/silet.v3i1.101
Arum Kismawardani, Tukiran, E. Hariyono
This study aims to determine how the application of the STEAM approach to science learning in junior high school. The research was conducted by giving questionnaires to science subject teachers at the junior high school level in Surabaya, Sidoarjo, and several surrounding areas. Based on the results of the questionnaire given to the science teacher, it showed that 72% of the STEAM approach had been understood by the science teacher, 12% said they did not understand the STEAM approach and the remaining 16% answered doubtfully whether they understood the STEAM approach in science learning. However, only about 50% of science teachers who understand carry out learning using the STEAM approach. As many as 28% stated the lack of supporting articles for implementing the STEAM approach. Another result stated that 56% of teachers had difficulty in referencing learning tools with the STEAM approach which had to be adapted to school conditions and another 16% needed training to apply the STEAM approach to be applied in learning. Based on the results obtained, the largest percentage needed by teachers to help implement science learning using the STEAM approach is the need for learning tools. Therefore, STEAM-based learning tools really need to be developed, especially for the science teaching and learning process.
本研究旨在探讨STEAM教学法在初中科学学习中的应用。该研究是通过向泗水、Sidoarjo和周边几个地区的初中理科教师发放问卷进行的。根据对科学教师的问卷调查结果显示,72%的科学教师理解STEAM方法,12%的科学教师表示不理解STEAM方法,其余16%的科学教师对是否理解STEAM方法表示怀疑。然而,只有大约50%的理解的科学教师使用STEAM方法进行学习。多达28%的人表示缺乏实施STEAM方法的支持性文章。另一项结果表明,56%的教师在参考STEAM方法的学习工具方面存在困难,这些工具必须适应学校条件,另有16%的教师需要培训才能将STEAM方法应用于学习。根据获得的结果,教师使用STEAM方法帮助实施科学学习所需的最大百分比是对学习工具的需求。因此,迫切需要开发基于steam的学习工具,特别是针对科学教学过程的学习工具。
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引用次数: 1
The Effectiveness of Science E-Magazine of Socioscientific Issues-Based Inquiry Model to Improve Critical Thinking Skill of Junior High School Students 基于社会科学问题探究模式的科学电子杂志对初中生批判性思维能力提高的有效性
Pub Date : 2021-12-30 DOI: 10.46627/silet.v2i3.72
Rika Dyanita Sari, Rudiana Agustini, Wahono Widodo
This study aimed to improve the students’ critical thinking ability through learning activities using a science e-magazine of socioscientific issues-based inquiry model on additive and addictive material. This study used a one-group pretest-posttest design. This study also investigated the validity, practicality, and effectiveness of the science e-magazine of socioscientific issues-based inquiry model on the students’ critical thinking abilities. Data collection techniques used validation, observation, and test. The average students’ critical thinking ability was seen from the overall n-gain score of 0.34 in moderate criteria. The data analysis technique was intended to find out the improvement of critical thinking using paired sample t-test with sig result that was 0.000, so that if H0 is rejected, it means there was an increase in the ability of critical thinking students on VIII A class at Junior High School 1 Pamekasan after the learning activities. Students’ responses and implementation were analyzed using descriptive analysis. E-magazine development was accompanied by the compiling of other learning tools such as syllabus, lesson plan, student worksheet, and critical thinking tests. E-magazine was saved in pdf format, making it easier for students to read them on smartphones or laptops. The average response of students to the learning activities was 80% and to the e-magazine was 80%.
本研究旨在透过科学电子杂志的社会科学问题探究模式,提高学生的批判性思维能力。本研究采用单组前测后测设计。本研究还考察了基于社会科学问题探究模式的科学电子杂志对学生批判性思维能力的有效性、实用性和有效性。使用验证、观察和测试的数据收集技术。从中等标准的总n-gain得分0.34来看,学生的批判性思维能力一般。数据分析技术的目的是通过配对样本t检验来发现批判性思维的提高,sig结果为0.000,如果H0被拒绝,则表明在学习活动结束后,帕梅卡桑初中一年级的VIII A班学生的批判性思维能力有所提高。使用描述性分析分析学生的反应和实施情况。在开发电子杂志的同时,还编写了其他学习工具,如教学大纲、课程计划、学生工作表和批判性思维测试。电子杂志以pdf格式保存,方便学生在智能手机或笔记本电脑上阅读。学生对学习活动的平均反应为80%,对电子杂志的平均反应为80%。
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引用次数: 4
Students’ Perceptions on Participating in Remote Learning Activities in the Time of Covid-19 Pandemic 新冠肺炎大流行时期学生参与远程学习活动的看法
Pub Date : 2021-12-30 DOI: 10.46627/silet.v2i3.81
F. M. Nawastheen, S. Perera
The present study aimed to assess Sri Lankan school students’ perceptions on the experience of participating in remote learning activities (RLA) available to them during the time of COVID-19 pandemic. This study was conducted as a survey. Using the exponential non-discriminative snowball sampling technique, data were collected from 613 school students through a questionnaire administered as a Google Form. Data were analyzed as mean values, standard deviations, and percentages. Analysis of data revealed that majority of respondents (92%) were well aware of the various RLA. Majority of the respondents (62.6%) used mobile internet and 69.5% used prepaid services. The main challenges they faced were related to affordability, heavy load of educational content presented through RLA, and concerns on cyber security when engaging with RLA. To make opportunities for learning more accessible to learners, it is recommended that mobile data be made available to school students at low costs and all educational programs should be made available to them free of charge. In addition, devices such as tablets should be provided to all students in order to ensure equality of access to education. Further, studies on parents’ and teachers’ experiences with their children’s and students’ learning through RLA would complement the findings of this study.
本研究旨在评估斯里兰卡学生在2019冠状病毒病大流行期间参与远程学习活动(RLA)的体验。这项研究是作为一项调查进行的。采用指数非判别滚雪球抽样技术,通过谷歌表格形式的问卷调查收集了613名在校学生的数据。数据以平均值、标准差和百分比进行分析。数据分析显示,大多数受访者(92%)非常了解各种RLA。大多数受访者(62.6%)使用移动互联网,69.5%使用预付费服务。他们面临的主要挑战与可负担性、通过RLA提供的繁重教育内容以及与RLA合作时对网络安全的担忧有关。为了使学习者更容易获得学习机会,建议以低成本向学生提供移动数据,并向他们免费提供所有教育项目。此外,应向所有学生提供平板电脑等设备,以确保平等接受教育。此外,家长和教师对孩子和学生通过RLA学习的经验的研究将补充本研究的结果。
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引用次数: 2
Survival with Technology: Elderly Teachers’ Perspective Towards Emergency Online Learning During the COVID-19 Pandemic in the Philippines 技术生存:菲律宾2019冠状病毒病大流行期间老年教师对紧急在线学习的看法
Pub Date : 2021-12-30 DOI: 10.46627/silet.v2i3.87
Faramarz Samifanni, R. L. Gumanit
This study analyzed the content of YouTube news clips on elderly teachers concerning emergency online learning during the COVID-19 pandemic. Using traditional content analysis, the included news videos were transcribed, interview segments were translated and familiarized, dominant words were identified, data were coded, categorized, and themed. Four dominant words were highlighted: online, students, teachers, and pandemic. Three themes on technical challenges and support needs, health issues, and resilience emerged in the analysis. Results show that elderly teachers are persistent to adapt to emergency online learning despite the struggles they are facing. The analysis also highlights the negative effects of the sudden shift to emergency online learning on the physical and psychological health of elderly teachers. Furthermore, the elderly teachers, are ensuring students’ access to education even at their own cost. Implications to the country’s quality of education and suggestions of providing better technical and psychological health support to elderly teachers were presented.
本研究分析了新冠肺炎大流行期间YouTube上老年教师应急在线学习新闻短片的内容。采用传统的内容分析方法,对纳入的新闻视频进行转录,对采访片段进行翻译和熟悉,识别优势词,对数据进行编码、分类和主题化。重点突出了四个关键词:在线、学生、教师和流行病。分析中出现了关于技术挑战和支助需求、健康问题和复原力的三个主题。结果表明,尽管面临困境,老年教师仍坚持适应紧急在线学习。分析还强调了突然转向紧急在线学习对老年教师身心健康的负面影响。此外,老年教师甚至自费确保学生接受教育的机会。会议提出了对国家教育质量的影响,并建议为老年教师提供更好的技术和心理健康支持。
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引用次数: 7
Profile of Analytical Thinking Skills Through Inquiry-Based Learning in Science Subjects 探究性学习对科学学科分析思维能力的影响
Pub Date : 2021-12-30 DOI: 10.46627/silet.v2i3.83
Alifia Suryatin Ramadani, Z. Supardi, Tukiran, E. Hariyono
The 2013 curriculum aims to form students who are ready to face the 21st century so that the 2013 curriculum is not only taught about aspects of knowledge but also aspects of skills. Thinking skills are the skills used in the 2013 curriculum, where one of the thinking skills students need is expertise in analytical thinking. These skills are necessary for science learning. Analytical thinking skills can be improved if the teacher trains them correctly, both from the learning model and learning strategies. This study examines learning models and learning tools that can improve analytical thinking skills. Learning based on inquiry learning is expected to improve students' analytical thinking skills. The findings of this study, it is known that inquiry-based models and tools can improve analytical thinking skills because they start from a problem. The problems given are then discussed with the group to find information that fits the situation and find ways to solve the problem nicely by conducting experiments or observations, then summing up the results obtained and communicating them well. Analytical thinking skills are closely related to problem-solving. So with analytical thinking skills, students will quickly identify and solve a problem.
2013年的课程旨在培养准备好面对21世纪的学生,因此2013年的课程不仅教授知识方面的知识,还教授技能方面的知识。思维技能是2013年课程中使用的技能,其中学生需要的思维技能之一是分析思维的专业知识。这些技能对于科学学习是必要的。如果教师从学习模式和学习策略两方面进行正确的训练,分析思维能力是可以提高的。本研究探讨了可以提高分析性思维能力的学习模式和学习工具。研究性学习旨在提高学生的分析思维能力。根据这项研究的发现,众所周知,基于探究的模型和工具可以提高分析思维能力,因为它们是从一个问题开始的。然后与小组讨论给出的问题,以找到适合情况的信息,并找到通过进行实验或观察来很好地解决问题的方法,然后总结所获得的结果并很好地沟通。分析性思维能力与解决问题密切相关。因此,有了分析性思维能力,学生将很快发现并解决问题。
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引用次数: 6
The Effectiveness of Problem Based Learning (PBL) Based Socioscientific Issue (SSI) to Improve Critical Thinking Skills 基于问题的学习(PBL)基于社会科学问题(SSI)提高批判性思维技能的有效性
Pub Date : 2021-12-30 DOI: 10.46627/silet.v2i3.71
Muflichatu Nur Fita, B. Jatmiko, E. Sudibyo
The purpose of this research was to see how effective the Problem Based Learning (PBL) based Socioscientific Issues (SSI) is at improving critical thinking skills. The sample used was grade seven in SMPN 4 Lamongan with 2 classes and each class contains 15 students. The design of the learning materials trial used  One-Group pre-test post-test design. Tests of critical thinking skills and student answer sheets were used to collect data. Techniques of data analysis used N-gain, paired t-test, and independent t-test. The result of this research is as follows: The effectiveness in terms of the critical thinking skills test the category increase is high, there is a significant difference between the test before and after learning with PBL based SSI and there is no difference N-gain in the two group classes and students' responses are classified as very good. Based on data analysis, it can be concluded that PBL with SSI is effective to improve critical thinking skills. The implications of this study are PBL-based SSI has the potential to be an innovative solution and alternative for improving critical thinking skills.
本研究的目的是了解基于问题的学习(PBL)基于社会科学问题(SSI)在提高批判性思维技能方面的效果。本研究的样本为拉蒙干小学七年级,共2个班,每个班15名学生。学习材料试验的设计采用一组前测后测设计。批判性思维能力测试和学生答题纸被用来收集数据。数据分析技术采用n增益、配对t检验和独立t检验。本研究的结果如下:批判性思维技能测试的有效性类别增加较高,基于PBL的SSI学习前后的测试有显著差异,两组班级的n -增益无差异,学生的反应被归类为非常好。通过数据分析,可以得出PBL + SSI对批判性思维能力的提高是有效的。本研究的意义是基于pbl的SSI有潜力成为提高批判性思维技能的创新解决方案和替代方案。
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引用次数: 3
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Studies in Learning and Teaching
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