Facilitative Learning to Improve Student Learning Creativity

Hardika, Hardika; Aisyah, Eny Nur; Gunawan, Imam

doi:10.2991/coema-18.2018.44

Cited by 19 publications

(19 citation statements)

References 7 publications

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“…Based on the other analysis results, it can be emphasised that the reasons why some learners do not have learning creativity include the following: (1) they do not obtain clear information on how to learn the correct learning strategies in higher education, (2) they do not understand the philosophy and learning objectives at higher education institutions that have different characteristics from school learning, (3) they do not have wide opportunities to improvise and enrich in determining the learning models and strategies according to their characteristics and (4) the learning model that has been applied so far is not sufficient for learners to improvise learning optimally using a multidirectional interaction system with various learning sources, so as not to produce creative and independent learners (Bovill & Woolmer, 2018;Hardika, 2016;Hardika et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

“…Based on these five learning scenarios, the learning process and activities must be designed and carried out on a disruptive basis, prioritising the learning transfer model and development of a wider society (Hardika et al, 2018). The pillar of the learning transfer model focuses on how to learn, thus allowing learners to study independently, creatively and intelligently in a manner that is adaptive to development (Hardika et al, 2020).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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Analysis of student learning outcomes’ standards in lecturers in the perspective of a disruptive era

Hardika

Razak

Soraya

et al. 2021

CJES

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In several universities in Indonesia, lecturers are accustomed to developing learning outcomes’ standards without the involvement of students in the formulation, although the students have many ideas about learning outcomes that are relevant to their needs. This study aimed to analyse the student learning outcomes’ standards in a disruptive era based on the students’ perspective from 9 faculties of several universities in Indonesia. The research method used was a quantitative approach, with 1059 student participants. Data were collected using a questionnaire with close-ended questions, and normality was analysed using the Shapiro–Wilk test and one-way analysis of variance test to determine the differences in learning outcomes’ standards between faculties. The achievements of disruptive learning at several universities in Indonesia are relatively high. However, there is an extreme distance in the level of disruptive learning achievement between faculties, due to the diversity of lecturers in understanding disruptive learning. Keywords: Learning outcomes’ standards, disruptive era, faculties

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Section: Discussionmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

Analysis of student learning outcomes’ standards in lecturers in the perspective of a disruptive era

Hardika

Razak

Soraya

et al. 2021

CJES

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“…Facilitators as individuals who assisting or managing the process of exchanging information between students [31]. A facilitator is an individual whose job is to help to manage a process of information exchange [32]. While an expert's role is to offer advice, particularly about the content of a discussion, the facilitator's role is to help with HOW the discussion is proceeding.…”

Section: Fig 1 Line Graph Learning Mindset Of Milenial Generation Based On Personalitymentioning

confidence: 99%

“…According to Havelock in the facilitation process, the facilitator must understand the group system, the target character and live up to the problems. Besides that, the facilitator must understand the organizational system and client system that is being faced for a change [33]. According to Carl Rogers, in the world of education need three attitudes that must be done by the facilitator, 1) understanding the reality of himself as a facilitator, (2) accepting, appreciating, and believing in students' opinions, and (3) having an understanding or empathy attitude towards students [34].…”

Section: Fig 1 Line Graph Learning Mindset Of Milenial Generation Based On Personalitymentioning

confidence: 99%

Transformation the Meaning of Learning for Millennial Generation on Digital Era

Hardika

Aisyah

Raharjo

et al. 2020

Int. J. Interact. Mob. Technol.

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This study aims to uncover and describe the transformation of the meaning of learning at the millennial generation mindset. The research approach used is a qualitative research method through a naturalistic phenomenological design. The research subjects consisted of 80 students at the State University which consisted of 3 groups of students from 7 faculties whose average age was 19-24 years: 1) active in student organizations (Ormawa), 2) active in Student Activity Units (UKM) ), and 3) students who are not active at all only attend lecture activities. The data comes from the results of interviews and observations that are analyzed through the stages of synthesis and selection of data, data display, data verification and conclusion, then tested its reliability through cross-checking data sources, comparison of results of literature review, extension of research time, academic feasibility audits through experts, and confirmation to the data source about the accuracy of the meaning of information. The results of this study provide an understanding that there is a transformation of the meaning of learning in the mindset of the millennial generation which is based on changes in students' self as learners and the learning transformation environment in higher education that can support changes in learning outcomes. Changes in students' self as learners in the form of: 1) Self Change, Self Experience, Creativity, motivation, orientation, maturation. A learning transformation environment in higher education that can support changes in learning outcomes, in the form of: 1) Innovation, 2) technology-based, 3) creative and 4) positive condition

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“…Smart in using and utilizing information technology in communication is a must for all Indonesian people, especially for educators and prospective educators in the educational environment. Educators are figures who directly become models in the implementation of the learning process for students so that, the ability of educators to control themselves to convey knowledge with good ethics and according to the rules of communication becomes an important part to be realized and understood in academic activities carried out daily in the interaction of academic communication directly or based on cyberspace [4]. The incidents of unhealthy academic communication, both verbal and written technology-based often have an impact on losses to one party when interacting.…”

Section: Introductionmentioning

confidence: 99%

The Cyber Ethics of Academic Communication Based on Early Childhood Education Student Perception in Universitas Negeri Malang

Aisyah¹,

Iriyanto²,

Hardika³

et al. 2020

Proceedings of the International Conference on Learning Innovation 2019 (ICLI 2019)

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This study aims to reveal the understanding and awareness of students in respecting and gaining knowledge during the e-learning process based on Cyber Ethics at the State University of Malang. Cyber Ethics-based academic communication includes (1) One-to-one communication, (2) One-to-many communications, and (3) Information Services. This research used a phenomenal approach. Analyzed by investigating to describe and explore information to 51 students from the Program study of early childhood education the Faculty of Education, State University of Malang. Data were collected by indepth interviews, observation, documentation study and Forum Group Discussion (FGD). The results showed very limited understanding of academic communication based on Cyber Ethics in early childhood education students of the Faculty of Education, State University of Malang, this was due to the lack of knowledge and skills needed in managing information in the cyber world. To increase students' knowledge, training and socialization are needed specifically to introduce the ethics of communication in the cyber world for students.

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Facilitative Learning to Improve Student Learning Creativity

Cited by 19 publications

References 7 publications

Analysis of student learning outcomes’ standards in lecturers in the perspective of a disruptive era

Analysis of student learning outcomes’ standards in lecturers in the perspective of a disruptive era

Transformation the Meaning of Learning for Millennial Generation on Digital Era

The Cyber Ethics of Academic Communication Based on Early Childhood Education Student Perception in Universitas Negeri Malang

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