Self-development of Teacher Students through Problem-Based Learning

Polyiem, Titiworada; Nuangchalerm, Prasart

doi:10.5296/jei.v8i1.19880

Cited by 6 publications

(8 citation statements)

References 19 publications

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“…Namun, fakta di lapangan menunjukkan bahwa peserta didik memiliki motivasi yang rendah dalam pembelajaran fisika (Guido 2018). Mata pelajaran fisika dianggap sebagai suatu pelajaran yang sulit karena berbagai rumus yang kompleks untuk dipahami dan dihafalkan (Goh et al 2013;Mustofa 2018;Rivaldo et al 2019;Sa'diyah, Sarwanto, and Sukarmin 2017;Suarez et al 2017), kesulitan untuk memvisualisaikan konsepkonsep fisika yang abstrak (de Obaldia et al 2016;Sağlam-Arslan, Karal, and Akbulut 2020;Suarez et al 2017;Suciatmoko, Suparmi, and Sukarmin 2018), juga kesulitan dalam mengaitkan konsep fisika dengan kehidupan sehari-hari (Andayani, Hadisaputra, and Hasnawati 2018;Chu and Treagust 2014;Polyiem and Nuangchalerm 2022). Rendahnya motivasi belajar fisika dapat berdampak pada kurangnya partisipasi peserta didik dalam pembelajaran yang dilakukan, sehingga menghambat kemampuan peserta didik dalam memahami konsep fisika dan hasil belajar fisika yang rendah.…”

Section: Pendahuluanunclassified

Peningkatan Motivasi dan Hasil Belajar Fisika Dengan Penggunaan Teknologi Dalam Pembelajaran dan Pendekatan Berdiferensiasi Pada Peserta Didik Kelas X – 1 SMA Negeri 6 Kediri Tahun Pelajaran 2022/2023

Kurniawati,

Mustakim,

Hudha

2023

JPBPP

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Education is a process of developing the potential and ability of students in accordance with their characteristics to achieve meaningful learning. However, facts show that the motivation and learning outcomes of physics students in grades X – 1 are still low and incomplete category caused by monotonous and less varied physics learning. Therefore, the application of differentiated learning and the use of technology in learning is carried out as an attempt to increase the motivation and learning outcomes of physics students. The research was conducted using a type of collaborative classroom action research between researchers, subject teachers, and experts of physics. The subjects research is students of grades X – 1 SMAN 6 Kediri for the 2022/2023 academic year and were carried out for three months, starting from March to May 2023 with 2 learning cycles. The results showed that the differentiated approach and the use of technology in physics learning had a positive impact on increasing the motivation and learning outcomes of physics students. Abstrak: Pendidikan merupakan proses pengembangan potensi dan kemampuan peserta didik sesuai dengan karakteristiknya untuk mencapai pembelajaran bermakna. Namun fakta di lapangan menunjukkan bahwa motivasi dan hasil belajar fisika peserta didik di kelas X – 1 masih dalam kategori rendah dan belum tuntas yang disebabkan oleh pembelajaran fisika yang monoton dan kurang bervariasi. Oleh sebab itu, penerapan pembelajaran berdiferensiasi dan penggunaan teknologi dalam pembelajaran dilakukan sebagai upaya peningkatan motivasi dan hasil belajar fisika peserta didik. Penelitian dilakukan menggunakan jenis penelitian tindakan kelas kolaboratif antara peneliti, guru mata pelajaran, dan ahli bidang fisika. Subjek penelitian merupakan peserta didik kelas X – 1 SMAN 6 Kediri tahun ajaran 2022/2023 dan dilaksanakan selama tiga bulan, terhitung sejak Maret hingga Mei 2023 dengan 2 siklus pembelajaran. Hasil penelitian menunjukkan bahwa pendekatan berdiferensiasi dan penggunaan teknologi dalam pembelajaran fisika memberikan dampak yang positif terhadap peningkatan motivasi dan hasil belajar fisika peserta didik.

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Section: Pendahuluanunclassified

Peningkatan Motivasi dan Hasil Belajar Fisika Dengan Penggunaan Teknologi Dalam Pembelajaran dan Pendekatan Berdiferensiasi Pada Peserta Didik Kelas X – 1 SMA Negeri 6 Kediri Tahun Pelajaran 2022/2023

Kurniawati,

Mustakim,

Hudha

2023

JPBPP

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“…ISSN 2377-22632022 -The same culture, occupation, language, and beliefs -Awareness of the members -Learning and working network (6) The mechanism of co-creating built environment for sustainability is based on the financial system and social system, including the funding, saving, welfare, loan, rules, and enforcement.…”

Section: Journal Of Educational Issuesmentioning

confidence: 99%

“…Ban Moh together with the sample cases represent the built environmental development in various scales and processes. The study will identify key success factors of the co-creation process, the problems, and obstacles of co-creating built environment from these cases (Polyiem & Nuangchalerm, 2022). The analysis finally leads to guidelines for the co-creation of community built environment knowledge for sustainable development.…”

Section: Introductionmentioning

confidence: 99%

“…Journal of Educational IssuesISSN2377-22632022 to the true needs of the people involved. Then adjusted to become the type of a dream hospital.Co-creation has been applied for finding the solution in community development like co-create Chum Saeng in 2016 organized by The Community Architects Network (CAN), a network of architects, planners, researchers, and institutions across Asia that work on community-driven projects.…”

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confidence: 99%

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Co-Creating Built Environment Knowledge for Sustainable Development: Case Study Report from Thailand

Prompen

Arunotai

Nuangchalerm

2022

JEI

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Co-creation has been used widely in many fields of development. Many development projects in Thailand apply co-creation as an approach to development. However, the academic knowledge about co-creating built environment in Thailand is limited and remains unclear about how to involve the community in co-create the built environment for sustainable development. Therefore, this study aimed to describe the processes and the practices of co-creating built environment as appeared in the context of Thailand through the description and analysis of cases. A case study of Ban Moh is described and analysed in details and study comparatively with other four well-known case studies in co-creating built environment knowledge for sustainable development. The result of the study includes the processes and practices of co-creating built environment in Thailand, it can be used for educational purposes. It also identifies key success factors, problems, and obstacles in the implementation of co-creation concept learning.

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“…An innovator is someone who has a strong sense of self-motivation, the capacity to probe for the root of the issue, is imaginative, dedicated, and patient. They are knowledgeable about both their personal experiences and networks, and they utilize them to link them in order to develop methods for addressing problems or coming up with new ways to leverage them to boost productivity (Dyer et al, 2011;Polyiem & Nuangchalerm, 2022).…”

Section: Introductionmentioning

confidence: 99%

The Need Assessment in Developing Teacher Innovator’s Skills under the Office of the Basic Education Commission

Pusri

Chansirisira

2023

JEI

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The primary research goals, as set forth by the Office of the Basic Education Commission, were to 1) examine the elements and indicators of secondary school teachers’ innovative talents. 2) To examine the requirement for secondary school teacher innovation skills development within the Office of the Basic Education Commission. The findings were validated and confirmed by nine specialists. In the northeastern zone of the Office of the Basic Education Commission, 540 school principals and teachers were selected as the sampling group using a multi-stage random sampling process. Mean, standard deviation, and the Priority Needs Index were used to analyze the data. The findings indicated that school teachers’ innovator skills consist of 5 celements, including initiative skills with five indicators, questioning skills with 6 indicators, observation skills with 6 indicators, experimental skills with 6 indicators, and 5) networking skills with 5 indicators. The degree of appropriateness for the components and indicators is quite high. Need assessment for building teacher innovators’ skills revealed that the aspect with the greatest demand was questioning skills, with initiative skills, observation skills, experimental skills, and networking skills coming in second and third, respectively. The overall state of the Office of the Basic Education Commission’s secondary school teachers’ innovative skills is currently at a medium level; the component with the highest average score was networking skills, followed by trial skills, initiative skills, questioning skills, and observation skills, in that order. The aspect with the highest average score was trial skills, followed by questioning skills, initiative skills, observation skills, and networking skills in that order, which are all at the highest degree of desired condition.

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Self-development of Teacher Students through Problem-Based Learning

Cited by 6 publications

References 19 publications

Peningkatan Motivasi dan Hasil Belajar Fisika Dengan Penggunaan Teknologi Dalam Pembelajaran dan Pendekatan Berdiferensiasi Pada Peserta Didik Kelas X – 1 SMA Negeri 6 Kediri Tahun Pelajaran 2022/2023

Peningkatan Motivasi dan Hasil Belajar Fisika Dengan Penggunaan Teknologi Dalam Pembelajaran dan Pendekatan Berdiferensiasi Pada Peserta Didik Kelas X – 1 SMA Negeri 6 Kediri Tahun Pelajaran 2022/2023

Co-Creating Built Environment Knowledge for Sustainable Development: Case Study Report from Thailand

The Need Assessment in Developing Teacher Innovator’s Skills under the Office of the Basic Education Commission

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