International Journal of Active Learning
International Journal of Active Learning p-ISSN 2528-505X | e-ISSN 2615-6377 is an international, refereed publication for all those who teach and support learning in Higher Education and those who undertake or use research into effective learning, teaching and assessment in universities and colleges. The journal has an objective of improving the status of teaching and learning support as professional activity and embraces academic practice across all curriculum areas in higher education.
Articles
198 Documents
<![CDATA[Student Evaluations of Professors: Does A Professors’ Gender, Race, or Age Influence Student Ratings? ]]>
<![CDATA[ International Journal of Active Learning Vol 4, No 2 (2019): October 2019 ]]>
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<![CDATA[The purpose of this study is to examine and describe whether students’ ratings of professors are influenced by the professor’s gender, age, and race. A survey is used to collect data. The sample (n= 319) used in this study is drawn from 16 different undergraduate classes taught by 9 different instructors. Students in this survey are enrolled in required general studies courses from a large-size public university in Southwestern United States. Using analysis of variance and frequency distribution, the findings reveal that professors’ gender, race, and age are related to how they are rated by students. The findings also indicate that female and male students differ in rating their professors. Furthermore, the research findings suggest that professors’ attitudes and interactions, as well as whether or not they post student grade, or accept students’ assignments online affects student ratings of professors.]]>
<![CDATA[Effectiveness of Social Science Learning Based on Noble Values of Ki Hajar Dewantara’s Teaching to Strengthen the Students’ Character ]]>
<![CDATA[ International Journal of Active Learning Vol 2, No 1 (2017): April 2017 ]]>
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<![CDATA[The objectives of this research are: 1) to describe the reasons why social science learning based on the noble values of Ki Hajar Dewantara’s teaching is effective to strengthen the students’ character; 2) to describe the effectiveness of social science learning based on the noble values of Ki Hajar Dewantara’s teaching in to strengthen the students’ character; 3) to compare the effectiveness of the enhancement of the students’ character of social science learning through the noble values of Ki Hajar Dewantara’s teaching and conventional social science learning. This research used the mixed methods. The population was the students in Grade VIII of State Junior Secondary Schools in Solo Raya and its vicinity which encompasses Surakarta City, Boyolali Regency, Sukoharjo, Karanganyar, Wonogiri, Sragen, and Klaten. The data were collected through (1) test, (2) questionnaire, (3) in-depth interview, (4) observation, and (5) documentation. The data were analyzed by using the difference test. The results of research are as follows: 1) the reasons why social science learning process based on the noble values of Ki Hajar Dewantara’s teaching is effective to strengthen the students’ character 2) Social science learning based on the noble values of Ki Hajar Dewantara’s teaching is more effective in strengthen the students’ understanding of character education, and it is more effective than the conventional learning as indicated by the results of the difference test. ]]>
<![CDATA[The Influence of Comic Media on Students' Concept Understanding on Chemical Bonding Materials ]]>
<![CDATA[ International Journal of Active Learning Vol 6, No 2 (2021): October 2021 ]]>
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<![CDATA[Research is motivated by the lack of understanding of students on chemical bonding material so that it has an impact on low learning outcomes and the use of effective learning media has not been utilized optimally. This study aims to determine the effect of comic media on students' understanding of concepts. This research is a mixed method. The research subjects of SMA Muhammadiyah 1 Sumenep class X IPA I and II were 39 students divided into 25 males and 14 females. Research data obtained and analyzed. The results showed that the average level of concept understanding with pretest and posttest was 12.09% and 69.6%, the percentage increase was 57.51%, the pretest normality test was 0.513 ( 0.05), then the data was normal, while the posttest was 0.368 ( 0.05) then the data is normal. The t-test results of the pretest and posttest are the tcount value (27,042) ttable (1,686). The ttable value obtained with a confidence level of 95% and df 38, so it can be concluded that there is an effect of using comics media on the understanding of the concepts of Sumenep Private High School students on chemical bonds.]]>
<![CDATA[Students’ Errors in Reading Indonesian Poetry “Aku” (I) in Terms of Articulation and Stressing–Intonation ]]>
<![CDATA[ International Journal of Active Learning Vol 1, No 1 (2016): April 2016 ]]>
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<![CDATA[Reading poetry aloud needs special skills, i.e articulating, stressing, and intonating skills, so that the poetry meaning can be well understood by listeners. Those skills must be trained to Indonesian primary student for achieving competencies standard in learning Indonesian poetry. This research aims to describe the students’ common errors in reading a famous Indonesian poetry entitled “Aku” by Chairil Anwar. This study was conducted to 120 primary students in Lampung Province, Indonesia which has been randomly chosen by using stratified random sampling technique. The result showed that most of students have low skills in reading poetry as indicated by high percentage of students doing errors. Error in articulating was mainly caused by different student dialect, meanwhile error in stressing–intonation were affected by low ability in interpreting poetry and their tendency in reading with spesific pattern. This findings can be used as a reference to evaluate student skills in reading Indonesian poetry. How to CiteSurastina, S. (2016). Students’ Errors in Reading Indonesian Poetry “Aku” (I) in Terms of Articulation and Stressing–Intonation. International Journal of Active Learning, 1(1). ]]>
<![CDATA[The Suitability of Video Learning Media on Youtube with Poetry Writing Learning Materials Curriculum ]]>
<![CDATA[ International Journal of Active Learning Vol 6, No 1 (2021): April 2021 ]]>
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<![CDATA[This research is motivated by the large number of video learning media teaching materials to write poetry texts taken from Youtube without any adjustment and filtering of the content contained. The purpose of this study was to analyze the results of the suitability of video learning media on Youtube with the curriculum of writing poetry in class X SMA. The method used in this research is descriptive qualitative with research data sources obtained from Youtube. The results of this study refer to the indicators of the suitability of writing poetry in the curriculum by paying attention to the building blocks, namely theme, diction, language style, image, structure, and appearance. The results of the analysis show that in the discussion of the poetry theme there are four videos that are in accordance with the 2013 revised curriculum. One of the videos did not describe the theme material in detail. The diction material is discussed in all videos analyzed by the researcher. Furthermore, the language style is presented in all videos with a variety of different explanations according to the development of each presenter. In the presentation of image material, only one video describes it in detail, namely the video entitled Poetry Writing Learning Videos. In the material physical and mental structure, the physical and mental structure of the poetry is described as a whole. These structures are conveyed in all the indicator points of this research analysis which are part of the physical and mental part of the poetry. In the form or typography presented in four videos explaining the lyrics, good, and characteristics.]]>
<![CDATA[The Generic Science Skill Profile of Fourth Grade Students on Acid And Base Topic in Guided Inquiry Learning Model ]]>
<![CDATA[ International Journal of Active Learning Vol 3, No 2 (2018): October 2018 ]]>
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<![CDATA[This research aims to find and identify the 4th level students’ science generic skill using guided inquiry learning in SMK Raja Permaisuri Bainun. This research method is descriptive qualitative method that explains the generic science skills indicators that have been studied through the Data taken from the research then Analyzed and summarized as research results. Profile of generic science skills valuation indicates that the indicator of student observation on acid and base material is high with the average of 81. Science Generic skills of symbolic language are classified with average of 73, while logical consistency and inference indicator are classified as high with average of 67 and 85 respectively. Overall, 4th Generic science skills of SMK Raja Permaisuri Bainin on acid and base material in guided inquiry learning is high enough with the average of 76.5. The analysis of students' cognitive learning outcomes guided inquiry learning was obtained in average of 73 and it indicated a high level of achievement. Furthermore, this result also indicated resources in the student's response to the guided inquiry learning that positively influences the students’ science generic skills.]]>
<![CDATA[The Effects of Ethnoscience Integrated STEM E-Book Application on Student’s Science Generic Skills in Chemical Equilibrium Topic ]]>
<![CDATA[ International Journal of Active Learning Vol 5, No 1 (2020): April 2020 ]]>
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<![CDATA[This study aims to know the effects of the application of ethnoscience integrated STEM e-book on learning outcomes and student's science generic skills on chemical equilibrium topic. The research method that used is experiment and the research design that used is Pretest- posttest Control Group Experiment. The sample of this research was taken by cluster random sampling technique, there are XI IPA 4 as an experimental class and XI IPA 3 as a control class. Data collection techniques are carried out with a reasonable multiple choice test to measure learning outcomes and student's science generic skills, questionnaires to find out students' responses to the e-book that used as teaching materials. Data analysis techniques that used is the average difference test, analysis of the effects between variables, and the stipulation of the determination coefficient. The research results obtained by the average cognitive learning outcomes of students in the experimental class and control class respectively 78.64 and 51.21. Analysis of the effects between variables shows a biserial coefficient is 0.90. Calculation of the determination coefficient shows the implementation of ethnoscience integrated STEM e-book accounted for 82%. While the average science generic skills of students in the experimental class and control class were 77.81 and 35.58, respectively. Analysis of the effects between variables shows a biserial coefficient is 0.97. Calculation of the determination coefficient shows that the application of ethnoscience integrated STEM e-book contributed 95%. Based on the results of the study it can be concluded that the application of ethnoscience integrated STEM e-book has an effect on learning outcomes and students' science generic skills in chemical equilibrium topic]]>
<![CDATA[Students’ Difficulties in Mastering Clauses ]]>
<![CDATA[ International Journal of Active Learning Vol 3, No 1 (2018): April 2018 ]]>
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<![CDATA[This study aims to know the students’ mastery on clauses of the fifth semester students of English Education Study Program, Teacher Training and Education Faculty, Widya Dharma University of Klaten in academic year 2016/2017 and the difficulties faced in comprehending clauses. The method of collecting data is the test. The method of analyzing data is statistics in the form of mean score. The results are the students’ mastery on clauses of the fifth semester students of English Education Study Program, Teacher Training and Education Faculty, Widya Dharma University of Klaten in academic year 2016/2017 is good; and the difficulties faced in comprehending clauses are identifying the functions of noun clause, determining the introductory conjunction, making adjective clause appropriately, selecting the appropriate verb, and determining the tense.]]>
<![CDATA[A Comparison of The Learning Outcomes Resulted from Jigsaw and TSTS Learning Models Viewed from The Students’ Self Regulated Learning ]]>
<![CDATA[ International Journal of Active Learning Vol 4, No 2 (2019): October 2019 ]]>
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<![CDATA[This is a quasi experimental research aiming to compare the learning outcomes resulted from Jigsaw and Two Stay Two Stray learning models in the context of self regulated learning. The objectives of this research are to investigate (1) whether there is an influence of the learning model on the learning outcomes, (2) whether there is an influence of self regulated learning on the mathematics learning outcomes, and (3) whether there is an interaction between the learning models (Jigsaw and TSTS) and self regulated learning. The population of this research was the eleventh graders of SMA 1 Bringin having the mathematical induction lesson. By employing the cluster random sampling technique, two MIPA (math and science program) classes were selected to be the research subjects. The XI MIPA 2 class was set to be the experimental class, and XI MIPA 4 as the comparison. This research employed the Randomized Control Pretest-Posttest Design Group, the Kolmogorov-Smirnov method to test normality, Leven's method to test homogeneity, and Independent Sample T-Test to test the initial balance of ability. The statistical test program used in this research was SPSS version 24 with 5% significance level. The results of hypothesis testing concluded that (1) there were no differences in the learning outcomes resulted from the cooperative learning model implementation, (2) there were differences in the learning outcomes in the context of self regulated learning, and (3) there was no interaction between the learning models and self regulated learning.]]>
<![CDATA[Implementation of Reading Guide Strategy in Global Climate Change Material for Enhancement of Student Learning Outcome ]]>
<![CDATA[ International Journal of Active Learning Vol 2, No 2 (2017): October 2017 ]]>
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<![CDATA[The hierarchy of climate change learning concepts needs to be studied in schools. In the last four to five years, the issue of climate change has gained wider attention in the development of long-term government policy and programming so that it is necessary to integrate programs and action into learning materials in schools to mitigate the impact Global climate change. One of the learning strategies for integrating climate change into school materials through a reading guide. Reading guide is part of the application of active learning approach emphasizes the participation of higher learners so as to create a conducive learning atmosphere. Reading Guide aims to help students be more focused and easy to understand lessons delivered by teachers. The research objectives are; 1). How to study climate change material before using learning guide reading 2). What is the result of studying climate change materials after using learning guide reading. The research method is done by comparing the learning result of the students before and after using the learning of reading guide. As a testing group are students of class X IPS 2 in SMA Al-Islam 1 Surakarta a number of 36 students. The instrument used is a test, used to determine the effectiveness of learning reading guide consisting of 25 items. The result of this research is the result of study of climate change material before using the average reading guide learning is 41,22. After studying climate change materials using learning guide guidance, there is an increase of learning result to an average of 53.11. The conclusions obtained from this study indicate that learning using the reading guide is affective]]>
