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INDONESIA
MAJALAH ILMIAH PEMBELAJARAN
Published by Universitas Negeri Yogyakarta
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Core Subject : Education,
Education
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Articles 162 Documents
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IMPLEMENTASI MODEL PEMBELAJARAN KOLABORATIF UNTUK MENINGKATKAN KETRAMPILAN SOSIAL SISWA Nunuk Suryani
MAJALAH ILMIAH PEMBELAJARAN No 2 (2010): Jurnal Majalah Ilmiah Pembelajaran Edisi Oktober 2010
Publisher : MAJALAH ILMIAH PEMBELAJARAN

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Abstract

Collaborative learning is a philosophy and lifestyle interaction that makes cooperation as an interaction structure. This structure is designed to facilitate achieve common goals collectively. In every situation, when several people are in a group, the collaboration was a way to deal with mutual respect and appreciate the capabilities and contributions of each member of the group. In it there is division of authority and revenue responsibilities among the group members to carry out the action of group. The main idea underlying the collaborative learning is a consensus built up through cooperation among group members as opposed to a competition which put the benefits of the individual. The collaborative learning practitioners utilize this philosophy in the classroom, in committee meetings, in various communities, in families and is widely as a way of living with and interacting with others.Collaborative learning needs to be applied in schools. Collaborative ways of learning is more moving or encourage students to a active and interactive as well as cooperation in completing academic tasks in the classroom. Thus, collaborative learning is fundamentally different from conventional-traditional approach has been done, the better, "direct-transfer, or" one-way transmission "model. In this case the student becomes the sole source of knowledge or skills. Learning view more collaborative learning process as, "learner-centered" and not,, "teacher-centered." Knowledge is seen as a social construct, facilitated through the interaction between peer groups, evaluation and cooperation. Therefore, the role of learning changed from the information transmitter (transferring knowledge), "the stage on the stage" to be a facilitator in self-learners to construct knowledge,, "the guide on the side". There are some benefits of collaborative and cooperative learning are implemented in schools in order to prepare future students. The benefits that we can take through the learning of collaboration and cooperation, namely in terms: a) the recognition of difference, 2) individual recognition, 3) sense of responsibility, 4) develop cooperation to achieve common goals, 5) mutual aid and understanding the problem- problems faced and find solutions, 6) gave a positive response to the other party, 7) development of common views in collaborative work, and 8) the existence of mutual dependence on one another.
MENUMBUHKAN KETERAMPILAN BERPIKIR KRITIS SISWA SD MELALUI PENERAPAN PEMBELAJARAN TEMATIK Munawaroh, Isniatun
MAJALAH ILMIAH PEMBELAJARAN No 2 (2009): Jurnal Majalah Ilmiah Pembelajaran Edisi Oktober 2009
Publisher : MAJALAH ILMIAH PEMBELAJARAN

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Abstract

Cultivate skills think critical since the age of the Primary School is really enabled, considering skills to think about being when humankind is born. These skills can be provided in education especially in the process pembelajaran take place. One of the models pembelajaran that can be integrated to cultivate skills think critical in the Primary School am pembelajaran thematic. Lerning thematic is learning pack the material, learning him in the form of the theme and the flexible in his implementation. Meaning that giving the opportunity to use heterogenous the method and the media that are aimed to activate the student in studying. Learning thematic that is aimed to cultivate skills think critical am by using the discussions strategy and consultations, the child teaches the child or peer teachin, the show and direct sample, the exercise is led and the free.
MENDESAIN KOMPUTER SEBAGAI MEDIA ALTERNATIF BELAJAR MANDIRI Hardianto, Deni
MAJALAH ILMIAH PEMBELAJARAN No 2 (2007): Jurnal Majalah Ilmiah Pembelajaran Edisi Oktober 2007
Publisher : MAJALAH ILMIAH PEMBELAJARAN

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Abstract

AbstractThe most important thing in learning process is the interaction between teacher and learner. This interaction creates knowledge transfer. Knowledge transfer is created in various modes and methods, and can be achieved through learning media. There are some failures in learning That is caused by obstacles in the interaction between teacher and learner. These obstacles are physiological, psychological, cultural and environmental.One of the solutions of this problem is to use computer as an interactive media. This is expected to stimulate brain, mind, attention and interest of the learner that learning can occur.Using computer as an independent learning media must consider instructional rules.Keywords : computer, media, independent learning
HAMBATAN PELAKSANAAN PROGRAM PENDIDIKAN JARAK JAUH MAHASISWA S-1 PGSD FIP UNY Mulyo Prabowo
MAJALAH ILMIAH PEMBELAJARAN No 1 (2009): Jurnal Majalah Ilmiah Pembelajaran Edisi Mei 2009
Publisher : MAJALAH ILMIAH PEMBELAJARAN

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Abstract

Tujuan Penelitian ini adalah untuk mengetahui faktor-faktor penghambat dan pendukung bagi para mahasiswa yang mengikuti perkuliahan Program S1 PGSD PJJ FIP UNY.Pendekatan penelitian ini menggunakan metode deskriptif kuantitatif. Subyek penelitian ini adalah mahasiswa S1 PGSD FIP UNY angkatan pertama yang berjumlah 100 orang. Namun demikian, angket yang kembali dan terisi dengan baik, sehingga dapat dianalisi berjumlah 62 (enam puluh dua). Penelitian ini menggunakan angket sebagai cara untuk untuk mengumpulkan data. Analisis data dilakukan dengan metode statistic deskriptif, meliputi distribusi frekuensi, persentasi, rerata dan modus.Berdasar hasil penelitian dapat disimpulkan: Secara umum perkuliahan mahasiswa S1 PGSD FIP UNY mengalami hambatan yang tidak berarti. Adapun faktor yang kadang-kadang menjadi penghambat adalah pemanfaatan teleconference, kerusakan sarana belajar jarak jauh, kegiatan belajar mahasiswa, kebijakan penyelenggara, dan pelaksanaan praktek belajar mahasiswa (praktek individu, kelompok, dan penyusunan laporan. Sedangkan faktor pendukung perkuliahan tersebut adalah keaktifan mahasiswa dalam mengikuti kegiatan perkuliahan, pelayanan administrasi yang memadau, kegiatan tutorial on line, dan pemanfaatan sarana komunikasi via telpon.
MERETAS SISTEM PEMBELAJARAN PARADIGMA BARU Pujiriyanto, Pujiriyanto
MAJALAH ILMIAH PEMBELAJARAN No 2 (2011): Jurnal Majalah Ilmiah Pembelajaran Edisi Oktober 2011
Publisher : MAJALAH ILMIAH PEMBELAJARAN

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Abstract

New educational paradigm is strongly needed for education reform inIndonesia. Educational system is influenced by the social system at macro,mezzo, and micro level as consequence education system must be respectiveand pro active to response the social system changes. The concepts ofworkplace, family, and society are change systematically. Industrial age isgoing to shif to information age society with different characteristic. Thereare two important aspects management and learning method. Educationmanagement should be more open to network for knowledge sharing. Thelearning methods should be change in order make the learner as the subjectof knowledge construction and be active participant in learning process. Theschool as education institution should develop partnership and networkwith others education institution.
PERAN SEKOLAH DAN PENDIDIKAN KESENIAN SEBAGAI PENGEMBANG ILMU PENGETAHUAN, TEKNOLOGI, MORAL, DAN AGAMA Sugeng Bayu Wahyono
MAJALAH ILMIAH PEMBELAJARAN No 2 (2007): Jurnal Majalah Ilmiah Pembelajaran Edisi Oktober 2007
Publisher : MAJALAH ILMIAH PEMBELAJARAN

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Abstract

Schools, as a formal education institution, are activities that are conscious, regular and planned to achieve certain goals. The role of school in building cultural awareness is highly expected. One way to achieve this is by developing continues and consistent art curriculum. Art is the expression of cultural processes. There are two types of cultural expression: progressive cultural expressions that are potential to advance science and technology and reflective cultural expressions that are potential to develop moral and religion value.
TEORI YANG MELANDASI PEMBELAJARAN KONSTRUKTIVISTIK Haryanto Haryanto
MAJALAH ILMIAH PEMBELAJARAN No 1 (2008): Jurnal Majalah Ilmiah Pembelajaran Edisi Mei 2008
Publisher : MAJALAH ILMIAH PEMBELAJARAN

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Abstract

The discussion and study for constructivist-learning approach is usually interms of the how the theory is implemented. The study is usually pe1formedby comparing the differences between the constructivist approaches ll'ithother approaches, i.e.: behaviorist. The whys is still too far to answer. It isfor this reason, author is trying to describe some theory that is the basis olconstructivist theory to enrich references in constructivist learning. Somefundamental theories of constructivist learning are Piaget theOJJ' 011scheme, assimilation, accommodation and equilibration, Vygotsky theo1J'on Zone of Proximal Development (ZPD), Bruners theory on discove1J'learning, Ausubel theory on meaningful learning and semiotic interactions.
STUDENT CENTERED; PARADIGMA BARU INOVASI PEMBELAJARAN Wiwik Wijayanti
MAJALAH ILMIAH PEMBELAJARAN No 1 (2011): Jurnal Majalah Ilmiah Pembelajaran Edisi Mei 2011
Publisher : MAJALAH ILMIAH PEMBELAJARAN

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Abstract

School have seemed to proceed as though there were one standardslassroom situation suitable for all students: one textbook, one method,or one curriculum program. School should start with very differentassumption that individual students need very different type andqualities of instruction and require various types of aid, such as groupstudy, tutorial help, or variation in instructional materials that rangebeyond textbooks to acwide variety of printed and audiovisual material,academic games and so on. These are Student Centered Learning, aninstruction which suitable for individual different. Another variable isthe degree of perserverence of the learner. If he find his effort and feelsuccess in learning, his perserverence increase. Motivation is soimportant and so complex that teachers are well advised to seek out andemploy differentiated teaching techniques tailored to individual studentand designed to produce positive results.
MODEL PEMBELAJARAN TERPADU BERBASIS KECERDASAN MAJEMUK DI SEKOLAH DASAR Unik Ambarwati
MAJALAH ILMIAH PEMBELAJARAN No 2 (2008): Jurnal Majalah Ilmiah Pembelajaran Edisi Oktober 2008
Publisher : MAJALAH ILMIAH PEMBELAJARAN

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Abstract

Praktek pendidikan di sekolah dasar cendrung memisah-misahan ilmudan pengetahuan kedalam bentuk bidang studi, hal tersebut berdampakpada tidak utuhnya (holistik) kemampuan yang diperoleh oleh sisiwa.Siswa mengalami kesulititan untuk memahami dan menghubungkanantara konsep-konsep yang sederhana. Pembelajaran di sekolah dasarhendaknya dapat mengembangkan semua potensi yang dimiliki olehsiswa. Oleh sebab itu pembelajaran hendaknya dirancang denganmenggunakan pendekatan yang tepat untuk dapat mengemabangkanpotensi siswa secara optimal. Pembelajaran terpadu dipandang relevandan memungkinkan terjadinya pembelajaran yang bermuatanketerkaitan, baik inter maupun antar bidang studi. Pembelajaranterpadu didasarkan pada pendekatan inquiry, yaitu melibatkan siswamulai dari merencanakan, mengeksplorasi, dan brain storming. Praktekpembelajaran terpadu yang didasarkan pada kecerdasan majemuk(multiple intelegence) diharakpan mampu mengembangkan potensisiswa secara menyeluruh dan mendalam sehingga kualitas pendidikandi sekolah dasar menjadi lebih baik
METODE PEMBELAJARAN PARTISIPATIF UNTUK PENYELENGGARAAN PROGRAM PENDIDIKAN NON FORMAL DALAM MASYARAKAT Ibnu Syamsi
MAJALAH ILMIAH PEMBELAJARAN No 2 (2009): Jurnal Majalah Ilmiah Pembelajaran Edisi Oktober 2009
Publisher : MAJALAH ILMIAH PEMBELAJARAN

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Abstract

Target of this article is to extend firmanent and user knowledge in term of non formal education, and how study participative methode used to support non formal education programs, several things whichought to become most attention in use of study participative methode for non formal education is a group study methode. The methode and technique study.There are 10 step of model for participative training, the consideration for using participative methode. In study participative there are tripartite pursuant to activity which generating of, in term on how the strategy that teachers give to student. There are two part of study participative, and study participative which concentrated on studying.

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