Countering Zeitgeist of Self-Centered through Role Playing Methods among Junior High School Students

Ariawan, Sandy

doi:10.31764/ijeca.v2i3.2143

Cited by 7 publications

(4 citation statements)

References 4 publications

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“…The more remarkable improvement in experimental group students taught by the role-playing method shows that this method has better potential for student learning outcomes. Other researcher confirmed the same findings on improvement of learning outcome [10][11][12]. These findings discussed the role-playing in many levels and field of studies.…”

Section: Discussionsupporting

confidence: 74%

The Impact of Applying the Role Playing Method on Social Studies Lessons in Fourth Grade Student

Manan¹,

Mastul²

2023

JPES

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This study aimed to determine the effect of the role-playing method on student learning outcomes in social studies. The subjects of this study were fourth-grade students who were grouped into experimental and control groups. Methods of data collection using observation, tests and documentation. The research instrument is the learning outcomes test's validity and the observation sheet's validity. The data analysis technique used is descriptive qualitative, and quantitative. The results showed a significant effect of learning methods on learning outcomes. Students who get the role-playing method get higher learning outcomes than student who takes lessons with various lectures. The results of observations on the affective domain in the experimental group were in the score range of 18.71 (high), and the control group was in the score range of 11.9 (low). The average increase in learning outcomes was 19.1 in the experimental group and 9.35 in the control group.

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Section: Discussionsupporting

confidence: 74%

The Impact of Applying the Role Playing Method on Social Studies Lessons in Fourth Grade Student

Manan¹,

Mastul²

2023

JPES

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“…It was impossible to get proper education process in pandemic era. Even a year before pandemic, a research proved that teachers needed an extra hard effort to design the learning process so that students are interested in participating in teaching and learning activities [1]. It was found that role playing method influenced 34,8% on the result.…”

Section: Introductionmentioning

confidence: 99%

Building Critical Thinking in Covid-19 Pandemic Era: Impossible or I am Possible?

Ariawan¹,

Malang²

2020

IRJASH

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This study aimed to examine the influence of blended learning on critical thinking of Indonesian Christian students during the covid-19 pandemic era. Blended learning was a mixture of traditional learning and online learning. It was a method that students were freely to study the subject matter independently by utilizing the materials available online or conducting discussions with teachers or other students outside the hours of face-to-face, and teachers could add enrichment materials through internet facilities, might have students read the material or did the tests performed before the study. This method produced a critical thinking, which was a consideration of viewpoint, interpretation and withdrawal of conclusions, assumptions, implications, and consequences, open minds, collecting, assessing and translating relevant information. This study was a quantitative research, using simple linier regression. A hundred and twenty students were randomly selected from schools in Malang East Java Indonesia. The result reveals that blended learning influenced 81.6% adjustment of critical thinking of students. In this regard, Ministry of Education and Culture of Indonesia should on regular bases organize workshops on blended learning for teachers.

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“…According to Djamarah, and Zain, the method of discussion was "how the lesson was presented, in which students were faced with an issue which can be a problematic statement or question to be discussed and solved together." [2] Inside this method of discussion virtually was expected to have interactions between two or more individuals involved, exchanging each other's experiences, giving information, solving problems and expected everything was active, there was nothing passive as a listener only, especially in Christian education [3].…”

Section: Starting Virtual Discussionmentioning

confidence: 99%

Virtual Discussion for Improving Motivation: A Christian Education Strategy against Covid-19 Pandemic Effect

Ariawan¹,

Kristyana²,

Nurprasetyaningsih³

et al. 2020

IRJASH

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There was a big question about the transition to online learning on around the world, could it motivate student as good as the traditional methods? This study is aimed at finding out the effectiveness of virtual discussion for improving motivation of students during the Covid-19 pandemic. A total of sixty Christian students of State Vocational High School Malang were involved in the study, separated in two classes. The first class was treated with virtual discussion method and the other class as a control class. This study used a quasi-experimental research design, and analyzed using a paired sample t-test. The result obtained sig. 0.000 less than 0.05, showed a significant difference in the mean scores, indicated that virtual discussion was effective for improving motivation of students. From the finding, it is recommended to use virtual discussion in Christian education, against Covid-19 pandemic effect.

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Countering Zeitgeist of Self-Centered through Role Playing Methods among Junior High School Students

Cited by 7 publications

References 4 publications

The Impact of Applying the Role Playing Method on Social Studies Lessons in Fourth Grade Student

The Impact of Applying the Role Playing Method on Social Studies Lessons in Fourth Grade Student

Building Critical Thinking in Covid-19 Pandemic Era: Impossible or I am Possible?

Virtual Discussion for Improving Motivation: A Christian Education Strategy against Covid-19 Pandemic Effect

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