Active Learning Stories in Higher Education: Lessons Learned and Good Practices in STEM Education

Misseyanni, Anastasia; Papadopoulou, Paraskevi; Marouli, Christina; Lytras, Miltiadis D.

doi:10.1108/978-1-78714-487-320181004

Cited by 29 publications

(21 citation statements)

References 25 publications

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“…Salah satu tujuan dari penerapan strategi pembelajaran aktif adalah agar peserta didik menjadi termotivasi untuk mengambil bagian dalam proses pembelajaran, sehingga mereka menjadi lebih terlibat dalam kegiatan kelas (McClanahan & McClanahan 2002;Brame, 2019). Lebih lanjut lagi, Umbach dan Wawrynzki (2005) dan Misseyanni et al (2018) menyimpulkan bahwa mahasiswa dari perguruan tinggi yang menerapkan metode pembelajaran aktif mengalami peningkatan pada tingkat keterlibatan, perkembangan sosial, pengetahuan umum, dan keahlian praktis daripada mahasiswa yang belajar di lingkungan yang tidak menerapkan pendekatan metode. Lebih lanjut lagi, Ribeiro-Silva et al, (2022) mengungkapkan bahwa penggunaan metode pembelajaran aktif di pendidikan tinggi berdampak positif terhadap prestasi akademik, fisik, emosional, dan kehidupan sosial mahasiswa.…”

Section: Pendahuluanunclassified

Persepsi Mahasiswa Program Studi Manajemen terhadap Penerapan Student-Centered Learning dalam Upaya Pelaksanaan Pembelajaran Aktif

Nastiti

Normalina²

2022

JPEKA

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Penelitian ini difokuskan untuk menganalisis partisipasi aktif mahasiswa dan persepsi mahasiswa terhadap penerapan Student-Centered Learning untuk mendorong pembelajaran aktif. Penelitian ini merupakan descriptive study dimana penelitian dilakukan dengan menganalisa data yang didapatkan dari kuesioner. Subjek penelitian ini adalah mahasiswa program studi Manajemen di perguruan tinggi di Banjarmasin yang telah diajar dengan menggunakan strategi-strategi tersebut. Hasil penelitian menunjukkan bahwa mahasiswa menunjukkan persepsi positif terhadap strategi yang digunakan di kelas. Secara keseluruhan, mahasiswa menganggap bahwa dengan aktif berpartisipasi dalam diskusi atau mengajukan pertanyaan membantu mereka memahami materi dengan lebih baik. Saat bekerja kelompok mahasiswa dapat saling berdiskusi materi yang diberikan dan saling bertukar ide. Mahasiswa juga beranggapan bahwa berpartisipasi dalam diskusi dan studi kasus memberikan mereka kesempatan untuk mengenal lebih banyak mengenai dunia nyata. Mahasiswa juga menyatakan bahwa mereka belajar untuk berpikiran terbuka dan menerima kritik yang masuk akal melalui debat kelas. Selain itu, seperti yang diklaim mahasiswa, manfaat lain dari penerapan Student-Centered Learning antara lain membangun interaksi antara dosen dan mahasiswa, serta meningkatkan komunikasi lisan, berpikir kritis, dan keterampilan kerja tim.

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Section: Pendahuluanunclassified

Persepsi Mahasiswa Program Studi Manajemen terhadap Penerapan Student-Centered Learning dalam Upaya Pelaksanaan Pembelajaran Aktif

Nastiti

Normalina²

2022

JPEKA

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“…Active learners need to decide by themselves when they require particular information and whether they have already understood that information or not. Among active learning strategies may include in and out of class activities, cooperative and collaborative learning and it involve technology tools (Misseyanni, Papadopoulou, Marouli, & Lytras, 2018). Teachers who adapt active learning would be serve as facilitators where teacher would spend more time helping student develop their understanding and other skills which promote deeper learning instead of lecturing and transmitting information.…”

Section: The Advantages Of Ict In Educationmentioning

confidence: 99%

The Effects of ICT Towards Students’ Attitude

Hoesni

Hassan

Ajmain

et al. 2020

Khazanah Pendidikan Islam

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Advancement of Information and communication technology (ICT) rapidly transform many sectors and it does give and impact also to the educational field. Ministry of Education Malaysia starts to plan the curriculum to include ICT and teacher starts exploring different method and teaching style to develop students higher order thinking skills. Teacher plays an important role in designing lesson to integrate ICT as it will give effect to students’ attitude in learning. The purpose of this study is to determine the effects of ICT towards students’ attitude. The methodology of study utilized a systematic document analysis technique where issues related to effect ICT towards student attitude which have given impact to the teachers’ and students’ behavior in the form of any reference are analyzed. SAMR model will show that there is different level of degree of ICT integration that teacher can use and implement in class. Results shows that when ICT is use in class it will give an advantage in terms of student performances, motivation and efficiency. The student and classroom environment itself will be dynamic, active listening, collaborative learning, interactivity and communication will take place. Maximizing ICT potential can create and enhance learning to take place more effectively and transforming from teacher-centered to student-centered learning which are in line with the 21st century goals.

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“…Well known pedagogical approaches include passive learning and active learning. While traditional instructor-led lecture and problem-solving drives passive learning, active learning challenges the student to lead in solving problems, engaging in discussion, and reflecting on the learning (Bonwell and Eisen, 1991;Misseyanni et al, 2018). Students may recall and apply techniques to complete tasks and correct their mistakes through trial and error in an active learning assignment for instance.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Team-Based Active Learning and Embedded Tutors in the First Course in Accounting

2023

JHETP

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We evaluate the impact of teams-based active learning mode on student performance in the first course in accounting as compared to a traditional instructor-led passive mode. We find positive results for active learning mode, indicating its impact on the long-term knowledge retention. We also test the effect of embedded (in-class) peer-to-peer tutors in the active learning mode. The averages of all three exams of sections with embedded tutors are all significantly higher than those with no embedded tutors. When controlled for the time spent with traditional outside tutors, the role of the embedded tutors remains significant in Exam 1 and 2.

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Active Learning Stories in Higher Education: Lessons Learned and Good Practices in STEM Education

Cited by 29 publications

References 25 publications

Persepsi Mahasiswa Program Studi Manajemen terhadap Penerapan Student-Centered Learning dalam Upaya Pelaksanaan Pembelajaran Aktif

Persepsi Mahasiswa Program Studi Manajemen terhadap Penerapan Student-Centered Learning dalam Upaya Pelaksanaan Pembelajaran Aktif

The Effects of ICT Towards Students’ Attitude

The Effect of Team-Based Active Learning and Embedded Tutors in the First Course in Accounting

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