Enhancing the Teaching-Learning Process through Collaborative Learning

Bhat, Sathyendra; Raju, Ragesh; Bhat, Shreeranga; D’Souza, Rio

doi:10.16920/jeet/2020/v33i0/150140

Cited by 13 publications

(14 citation statements)

References 7 publications

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“…The combination of activities may have appealed to a more diverse group of children, hence potentially contributing to greater changes in the overall intervention outcomes. It is well documented that primary school-aged children have a number of different learning styles and it is important for teachers and educators to differentiate to ensure that all students have the opportunity to learn and achieve [ 53 , 54 ]. The multiple practical and theory components implemented in the more successful studies in this review may have enabled broader learning and engagement from all students involved in the intervention.…”

Section: Discussionmentioning

confidence: 99%

The effect of experiential learning interventions on physical activity outcomes in children: A systematic review

Varman,

Jones,

Kelly

et al. 2023

PLoS ONE

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Background This systematic review examined the effectiveness of experiential learning interventions for improving children’s physical activity knowledge, attitudes, and behaviours. It also aimed to identify intervention characteristics that resulted in the greatest impact. Methods Four databases: Education Research Complete, Scopus, Web of Science and PsychINFO were searched from database inception to January 2023. Eligible studies: (1) included children 0–12 years; (2) assessed the effect of physical activity outcomes on children’s physical activity knowledge, attitudes or behaviour and (3) were randomised controlled trials conducted in any setting. Study risk of bias was assessed by two independent reviewers using the Cochrane risk of bias tool. Intervention approaches were categorised, and effect sizes were compared across studies for each outcome. Results Twelve studies were included in the review: ten in school age and two in below five years. For behavioural outcomes, six of eight studies showed medium to large effects (effects size (ES) range: 0.3–0.9), two of the three studies that assessed attitudinal outcomes displayed medium effects (ES range: 0.4–0.5) and both studies that assessed knowledge outcomes displayed medium to large effects (ES range: 0.4–1.3). The two experiential learning interventions among children < 5 years demonstrated small to medium effects on behaviour change (ES range: 0.2–0.5). Effective interventions combined enjoyable practical activities (fitness activities, games and challenges), with behaviour change techniques (goal setting, and self-monitoring), were underpinned by a behaviour change theory, and were often of short duration (< 4 months) but intense (several sessions/week). Moderate to high statistical heterogeneity was observed for behaviour outcomes and risk of bias across studies was generally high. Conclusions This review provides some evidence supporting the effectiveness of experiential learning interventions in improving physical activity outcomes in school-aged children. Additional evidence is needed in children <5 years old. Future experiential learning interventions need to strengthen the evidence with rigorous methodological quality and clear reporting of the experiential learning components.

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Section: Discussionmentioning

confidence: 99%

The effect of experiential learning interventions on physical activity outcomes in children: A systematic review

Varman,

Jones,

Kelly

et al. 2023

PLoS ONE

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“…Peserta didik yang mempunyai kreativitas yang diatas rata-rata mendapatkan hasil belajar matematika yang lebih baik daripada peserta didik yang memiliki kreativitas dibawah rata-rata. Adapun sesuai dengan yang disampaikan oleh Bhat et al (2020) peserta didik lebih antusias terhadap pembelajaran dan pemahaman secara berkelompok, daripada belajar secara mandiri di luar jam pelajaran dalam meningkatkan hasil belajar peserta didik pada mata pelajaran matematika. Hasil penelitian ini juga senada dengan Hawa et al (2020) bahwa dengan model STAD peserta didik dapat mendiskusikan materi yang belum dipahami secara bersama-sama dengan pembagian anggota kelompok secara heterogen.…”

Section: Hasil Dan Pembahasanunclassified

Regresi Probit Untuk Perbandingan Pengaruh Model Pembelajaran Flipped Classroom Dan Kooperatif Tipe Stad

Yunitha

Marlena

2021

AJPM

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Tujuan penelitian ini untuk mendapatkan peningkatan hasil belajar matematika setelah penerapan model pembelajaran Flipped Classroom dan STAD. Jenis penelitian yang dipakai adalah penelitian kuantitatif eksperimen semu (Quasi-Experimental). Sampel penelitian sebanyak 2 kelas yang penerapannya dengan model pembelajaran Flipped Classroom dan STAD. Data dikumpulkan dari hasil tes pada materi statistika. Analisis yang dipakai yaitu Regresi Probit. Berdasarkan analisis data dengan regresi probit diperoleh peluang keberhasilan dalam meningkatkan hasil belajar peserta didik menggunakan STAD 17,4% lebih tinggi daripada model pembelajaran Flipped Classroom. STAD merupakan model pembelajaran yang dapat melatih peserta didik untuk berkomunikasi, berinteraksi, bekerja didalam kelompok dan bertukar pikiran dengan orang lain, sehingga dapat mengatasi beberapa kesulitan dalam proses pembelajaran. Kata kunciFlipped classroom; kooperatif tipe STAD; regresi probit.

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“…The rapid advancement of technology has affected daily life, such as the economy, politics, culture, art, and education [4,5]. The rapid development of technology in the 21st century is changing education and the educational process [6][7][8]. These technological developments play a significant role in improving the modern education system at various levels of learning, be it school, college, or university education [9].…”

Section: Introductionmentioning

confidence: 99%

“…In its implementation, e-learning or online learning requires electronic devices such as tablets, smartphones, laptops, and computers and requires an internet connection and other media such as websites and applications [18,19]. In addition, a stable and up-todate system, cost-effective [20], and easy to adapt [6] is also required. One of the popular systems to support online learning is the Learning Management System (LMS).…”

Section: Introductionmentioning

confidence: 99%

The Use of Google Classroom in Physics Course: Students' Perception

Furqon,

Sinaga,

et al. 2024

KSS

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The use of the learning management system (LMS) in online learning has impacted the development of science and technology in the field of education. One of the major LMS that is frequently used today is Google Classroom. This study intends to evaluate student impressions of utilizing Google Classroom as an LMS in online physics learning. The method utilized by the researcher is the qualitative method. A total of 12 physics education students from one of the universities in Indonesia were involved as respondents in the interviews performed. The interview data were evaluated through the stages of organization, transcription, exploration, coding, theme formulation, and description based on the theme. The conclusions in this study consist of advantages, disadvantages, challenges, and suggestions for Google Classroom as an LMS relating to accessibility, connectivity, features, navigation, notifications, data plans, bandwidth, device memory, and display. A further study employing more respondents or from a teachers’ or lecturers’ perspective can be undertaken to provide a more comprehensive understanding of student perceptions of using Google Classroom as an LMS. Keywords: google classroom, physics course, students’ perception

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Enhancing the Teaching-Learning Process through Collaborative Learning

Cited by 13 publications

References 7 publications

The effect of experiential learning interventions on physical activity outcomes in children: A systematic review

The effect of experiential learning interventions on physical activity outcomes in children: A systematic review

Regresi Probit Untuk Perbandingan Pengaruh Model Pembelajaran Flipped Classroom Dan Kooperatif Tipe Stad

The Use of Google Classroom in Physics Course: Students' Perception

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