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All Journal IJIET (International Journal of Indonesian Education and Teaching) Jurnal Pendidikan Progresif
Jahjouh, Yahya Mohmmad Abu
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Education

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MODEL OF SOAP BUBBLES FOR SCIENCE TEACHING Jahjouh, Yahya Mohmmad Abu
IJIET (International Journal of Indonesian Education and Teaching) Vol 6, No 1 (2022): January 2022
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijiet.v6i1.4153

Abstract

This paper suggested a model of soap bubbles for science teaching. To be employed in various subjects of science, so to be being used in other study subjects. The model consists of five consecutive stages, engagement, exploration, explanation, elaboration, evaluation. The engagement phase focuses on stimulating students' thinking. In exploration phase, students are concerned with practical activities to solve scientific problems. While the explanation phase, seeks to getting students solve the problems and answers the questions. In elaboration phase, provide opportunities for students to verify their understanding, broaden their perception. In evaluation phase, ensuring that students understand the concepts learned or acquired skills. In addition, the model has basis, clarifies its principles, and has five rules: continuous stimulation of the learners, teaching based on learners' freedom, the integration of traditional methods with modern methods, mutual, equal and equilibrium cooperation of all groups, and a comprehensive, diverse and participation evaluation of all parties in the teaching. The researcher explained the conditions for his success, precautions to be avoided, characteristics, tasks of the learner, and the roles of the teacher, not to mention learning outcomes.
Effect of Normal or Blended Funny Discussion on Development of Meta-reading Skills and The Ability to Choose Teaching Method Jahjouh, Yahya Mohmmad Abu
Jurnal Pendidikan Progresif Vol 10, No 3 (2020): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Abstract

Effect of Normal or Blended Funny Discussion on Development of Meta-reading Skills and The Ability to Choose Teaching Method. Objectives: The present research aimed to investigate the effect of using the funny discussion strategy (conventional as compared to the blended discussion strategy) on the development of meta-reading skills and the ability to choose the appropriate teaching method among science teaching students in the faculty of education at Al-Aqsa University in Gaza. Method: The researcher followed the experimental method and designed a questionnaire of meta-reading skills and a test of choosing the appropriate teaching method. Findings: There were no statistically significant differences between the mean scores of the meta-reading skills of the students of the two experimental groups. However, the students of the two experimental groups outperformed the students of the control group in the ability to choose the teaching method. Conclusions: funny discussion strategy can be employed independently or in combination with modern technology, and the strategy of funny discussion is suitable for teaching strategies for the students of the faculty of education. Keywords: strategy of normal funny discussion, the strategy of blended funny discussion, meta-reading skills, choice of the teaching method. DOI: http://dx.doi.org/10.23960/jpp.v10.i3.202007
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