Pelatihan Pengenalan Model-model Pembelajaran di Sekolah Dasar di Kabupaten Magetan
Keywords:
Training learning models, elementary schools, project-based learning, cooperative learningAbstract
This study aims to analyze the effectiveness of training on introductory learning models in elementary schools in Magetan Regency. Various learning models can help improve the quality of learning in elementary schools by adapting methods to student characteristics and teaching material needs. This training was designed to introduce several effective learning models, such as project-based learning, problem-based learning, and cooperative learning, to elementary school teachers. This study used a qualitative approach with a descriptive design, where data were collected through direct observation, interviews with teacher participants, and analysis of documents related to the training. The results showed that this training improved teachers' understanding and skills in implementing innovative learning models that are tailored to student needs. Teachers reported improvements in student engagement and learning outcomes after implementing the introduced learning models. This study recommends that such training be implemented on an ongoing basis and involve more teachers to improve the quality of learning in all elementary schools in Magetan Regency.
Downloads
References
Arends, R. I. (2012). Learning to teach (9th ed.). McGraw-Hill Education.
Brookfield, S. D. (2015). The skillful teacher: On technique, trust, and responsiveness in the classroom (3rd ed.). Jossey-Bass.
Chong, S. Y., & Lee, M. H. (2017). Contextual teaching and learning: A model for 21st-century education. Springer.
Johnson, D. W., Johnson, R. T., & Holubec, E. J. (2008). Cooperation in the classroom (8th ed.). Allyn & Bacon.
Kauchak, D. P., & Eggen, P. D. (2017). Introduction to teaching: Becoming a professional (7th ed.). Pearson Education.
Miller, R. (2013). The holistic teacher: Developing a curriculum for student-centered learning. Taylor & Francis.
Slavin, R. E. (2014). Cooperative learning and academic achievement: Why does groupwork work? Journal of Educational Psychology, 106(4), 1071–1083. https://doi.org/10.1037/a0037018
Yunus, M. M., & Said, N. (2016). Integrating technology in education: Models, theories, and applications. Springer
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
1. Copyright on any article is retained by the author(s).
2. The author grants the journal, right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work’s authorship and initial publication in this journal.
3. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal’s published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
4. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
5. The article and any associated published material is distributed under the Creative Commons Attribution-ShareAlike 4.0 International License
