Search

Penerapan metode pembelajaran ditinjau dari segi kesesuaian dan keefektifannya terhadap karakteristik materi pembelajaran serta kondisi siswa. Penelitian ini untuk mengetahui: (1) cara kerja penerapan metode pembelajaran resitasi dan diskusi sehingga dapat meningkatkan hasil belajar siswa. (2) Pengaruh penerapan metode pembelajaran resitasi dan diskusi terhadap hasil belajar siswa.(3) apakah penerapan metode pembelajaran resitasi dan diskusi dapat meningkatkan hasil belajar siswa terhadap mata pelajaran Ekonomi Pokok Bahasan Perpajakan. Penelitian Tindakan Kelas dengan pendekatan Kualitatif. Populasi penelitian ini yaitu sebanyak 38 siswa. Pengumpulan data menggunakan metode Pre Tes dan Post Tes pada Siklus I dan Siklus II. Nilai Pre Tes sebagai acuan kemampuan dasar siswa sebelumi menerapkan metode pembelajaran resitasi dan diskusi, sedangkan nilai post tes digunakan untuk Refleksi hasil belajar siswa setelah diterapkan metode pembelajaran resitasi dan diskusi. KKM mata pelajaran Ekonomi di Kelas XI IPS Ma Abu Dzarrin Kendal Bojonegoro sebesar 75. Artinya siswa dinyatakan Tuntas (T) jika nilai tes sama dengan atau lebih dari 75, sebaliknya siswa dinyatakan Tidak Tuntas (TT) jika nilai tes kurang dari 75. Analisis data diperoleh hasil penelitian (1) Nilai pre tes siswa sebelum diterapkan metode pembelajaran resitasi dan diskusi sangat banyak yang belum memenuhi KKM sebesar 52,6%. (2) Hasil perbaikan pembelajaran siklus I dengan menerapkan metode resitasi dan diskusi hanya 60,5% siswa yang memenuhi KKM sedangkan 39,5% siswa memperoleh skor dibawah KKM. (3) Hasil perbaikan siklus II diketahui bahwa 92% siswa telah mencapai KKM. Peningkatan hasil belajar siswa pada siklus II sangat signifikan maka dinyatakan metode pembelajaran resitasi dan diskusi dapat meningkatkan hasil belajar siswa.

This research was conducted at SDN 03 Sukarasa on the material on the mind map material from nonfiction stories. This study uses a classroom action research method which is divided into 3 learning cycles. The research aims to improve student learning outcomes through learning using visual media. This study was applied to 8 samples with the duration of the study consisting of 6 meetings. Based on the value analysis shows that there is an increase in student learning outcomes both from cycle I, cycle II, and cycle III. This is because in cycle II learning activities by adding learning media in the form of visual media have a good effect on student learning outcomes, this is evidenced by the increase in the mean value of students. Likewise with the addition of learning media in the form of pictures and learning videos and discussions, question and answer with students in learning cycle III has had a very good influence on student learning outcomes, understanding of the subject matter being taught and the activeness of students and providing a different atmosphere in activities learning.

This research aims to determine the increase in learning outcomes in the subject of Automotive Basic Technology class X Department of Automotive Engineering SMK Negeri 1 Magelang 2018/2019 Academic Year using the application of cooperative learning models Think Pair Share (TPS) type. This research is a class action research. Data collection techniques used in this study used observation and tests. The steps undertaken in this study were begun with observations to find out the students' initial abilities in the material used, then implemented a Think Pair Share (TPS) type of cooperative learning model with a continuous learning cycle, and ended with a posttest at each end of learning. The results showed that the application of learning using the Cooperative learning model Think Pair Share (TPS) type can improve student learning outcomes in automotive basic technology subjects in class X OC SMK Negeri 1 Magelang. On observation, the average value of 55, in the first cycle the average student learning outcomes of 83, then in the second cycle the average student learning outcomes of 90, thus the average test in the first cycle increased by 28 points or by 56 , 6% compared to observations, the average test in cycle II increased by 7 points or 8.4% compared to the test in cycle I.

This study examines the effects of activities developed with WEB 2.0 tools based on the 5E learning cycle model on the multiplication achievement of 4th graders. Nonequivalent control group pretest-posttest quasi-experimental design was employed in the study. Two of the three groups that were equivalent in terms of achievement were assigned as experimental group and one as control group. While multiplication activities developed with WEB 2.0 tools based on 5E learning cycle model were used in the math classes of the experiment 1 group, multiplication activities developed with WEB 2.0 tools were used in the math classes of the Experiment 2 group. The control group math class was taught according to the 4th grade math textbook approved by the Ministry of National Education. The study lasted 14 hours (three weeks). A semi-structured interview form was used to determine student views on WEB 2.0 tools. According to the study results, there was no significant difference between the pretest achievement scores of the experiment 1, experiment 2 and control group students. A significant difference was determined between the pretest and posttest scores of experiment 1, experiment 2 and control group students in favor of the posttest. A significant difference was found between the posttest achievement scores between the groups. This difference was in favor of the experiment 1 group between experiment 1 and control group and in favor of the Experiment 2 group between experiment 2 and control group. There was no significant difference between the experiment 1 and experiment 2 groups.

This study aims to determine whether there is an effect of the use of learning cycle-based science practicum instructions on the practical skills of fourth grade students of SDN 131 / IV in Jambi City. This research was carried out at SDN 131 / IV Jambi City with the research subjects were 13 grade students. This research is a quasi-experimental one group pretest posttest design. The results showed that the significance value of the pretest and posttest was -7.610 small from the alpha value of 0.05 (-7.610

This study investigated eight pre-service English teachers’ first experiences in conducting mini-research analyzed using four stages of Kolb Experiential Learning Cycle, consisting of Concrete Experience (CE), Reflective Observation (RO), Abstract Conceptualisation (AC), and Active Experimentation (AE) stages. It was conducted to fill the void in studies in the area of research methods instruction in the English as Second Language (ESL) context. The study used qualitative analysis on secondary data in the forms of student reflections. Through Thematic Analysis, this study found five themes. From three themes of experiences, it was found that the participants’ experiences were mainly in the first three stages of the cycle, CE, RO, and AC. Only two of the five themes suggested that the participants had achieved, to certain extent, AE stage, characterized with decision-making and problem solving, which may be attributed to the participants’ being beginner researchers who still needed more experiences in research.

Damage to the ecosystem and decline in the amount of biodiversity continues. Ecosystem damage due to human activities has become a global problem. This destructive activity reflects the low of the community’s environmental literacy. Environmental education can be a solution to improve community’s environmental literacy. The objectives of environmental education are (1) awareness; (2) knowledge; (3) attitude; (4) skills; and (5) participation. One effective method in environmental education is based on experiential learning. This article aims to explain the concept of environmental education based on experiential learning which can be an alternative integration of environmental education in schools. This article discusses the urgency of environmental literacy, how environmental education can improve environmental literacy, and detailed concepts of how to implement environmental education based on experiential learning in schools. Experiential learning-based environmental education means instilling Kolb’s learning cycle in learning and environmental education programs. The Kolb cycle consists of: (1) Concrete Experience; (2) Observation and Reflection; (3) Forming Abstract Concept; (4) Testing in New Situation. Experiential learning based environmental education will provide provisions for students to be able to design pro-environment actions or participate in providing solutions to environmental problems.

This research aims to describe the learning by applying peer tutor learning model as an effort to improve the learning outcomes in the linear program of fourth semester students in Mathematics education study program of FKIP UM Mataram. The research method used a class action research. The research population was fourth semester students of Mathematics education study program of FKIP UM Mataram, with as many as four students taken as samples. The instruments of the study were the observation results of the learning implementation and the final test result of students study. Analysis of research data on students test results was obtained from the final test result of the learning cycle. The test was said to succeed if 85% of the total students got a value of ≥ 65. Based on the results of the study, the application of peer tutor learning models could improve learning outcomes with the observation result of lecturers and student learning activities were in good criteria. And, the final test score of cycle I had achieved a classical learning standard with a percentage achievement reached 75%.

This study aimed to determine the effect of the Learning Cycle 5E model on junior high school students' science process skills. This study used the Quasi-Experimental Design study with Nonequivalent control group design. The instrument used a science process skills test. The research sample is students in class VII semester II of Junior High Scool 8 Pekalongan, which purposive random sampling technique. The data were collected by essay tests of science process skills, observation sheets, and documents. Analytical data were used instrument analysis, pretest, and posttest of science process skills, etc. Based on the value of n-gain from Learning Cycle 5E class were obtained 66.33 with moderate criteria, so the Learning Cycle 5E model is moderate in science process skills. The students' responses towards the Learning Cycle 5E model were positive, 14 of the 15 statement items included in the excellent category. It indicates that the learning cycle 5E can encourage students’ science process skills.

The argumentation ability plays an important role in the support of life skills required in the 21st century, but it has been recently found that this ability among students remains at a low level. This situation has asked for intervention to make the necessary skills improved. Thus, this study aims to examine students’ argumentation skills in written and oral senses by implementing the 5E Learning Cycle in a classroom setting and to analyze the effects of the implementation on ability the skills. The design of this study was pre-experimental research using one group pretest-posttest method. The learning materials used during the study were syllabus, lesson plans, handouts, worksheets, and exercises. Meanwhile, the ability of scientific argumentation skills was evaluated and assessed using pretest-posttest given and interviews in the form of descriptive questions and the corresponding guidelines. The results of the study are here reported as three separate findings. Firstly, the application of the 5E Learning Cycle in science learning allowed the students to practice their scientific argumentation skills. Secondly, direct observations found that most activities were well performed during classroom learning. Thirdly, group discussions in the 5E Learning Cycle have a good contribution to the students' scientific argumentation skills.

The aim of this study was to determine the effect of the 5E Learning Cycle model on critical thinking skills in Grade VII students of SMPN 9 East Kupang in the academic year 2019/2020. This study also aims to determine the level of significance of the two methods in improving critical thinking skills. One of the efforts to overcome this is by implementing the 5 E learning cycle (1 Engagement, Exploration, Exploration, Elaboration, Evaluation) learning model. This research is used quasi-experimental with a posttest-only control group design. The population is class VII, and the sample consist of class VIIA that the experimental class, and class VIIB is the control class. The instrument used was an essay test of critical thinking skills. The normality test used the Kolmogorov Smirnov test, and the homogeneity test used the homogeneity of variances test. Based on the t-test results using the Independent Sample Test with the assistance of SPSS version 25, there is a significant value of 0.000 or less than 0.05. , this shows that there is an influence on students' critical thinking.

Scientific reasoning is one of the 21 st century skills that are expected to be developed in learning which is used as an effort in physics to help understand concepts to explain phenomena that occur in nature with product of physics. However, based on observation results show that scientific reasoning has not been trained optimally in learning to support understanding of concepts. One of the way to train scientific reasoning in learning are using learning cycle 7E with HACL strategy. The aim of this study to look the effect of using learning cycle 7E with HACL strategy on scientific reasoning and Conceptual Understanding of Momentum and Impuls on high school student. The research method used was Quasi Experimental design with the Randomized Control Group Pretest-Posttest . Participants involved in this study amounted to 60 students of class X IPA at high schools in Cimahi. In this study two classes were uses as the control class dan the experimental class. The instruments used consisted of 16 multiple choice question to measure 15 aspect of scienctific reasoning, and 19 multiple choice question to measure 7 indicator of conceptual understanding. The result show that the improvement of scientific reasoning skills and conceptual understanding in the class using HACL-grouping was higher than the class using FCL-grouping. Overall student of experiment class provide pretty good attitude towards learning physics with learning cycle 7E with HACL strategy .

periodically in preparing learning plans, implementing learning, assessing learning achievement, carrying out follow-up assessments of student learning achievement that can improve teacher performance. This performance improvement is through periodic collaborative educational supervision. Based on the results of educational supervision in cycle I and cycle II, teacher performance increased, namely in cycle I, teacher performance in preparing learning plans in cycle I reached 71.98%, while cycle II was 92.44%. Teacher performance in implementing learning cycle I reached 72.44% while cycle II reached 93.81%. Teacher performance in assessing learning achievement in cycle Im reached 81.30% while cycle II was 90.56%. Teacher performance in carrying out follow-up assessments of student learning achievement in the first cycle reached 59.76% while the second cycle was 83.00%. Thus, the average action cycle II was above 75.00%. Based on the results of this study, it can be concluded that the teacher's performance has increased in preparing learning plans, implementing learning, assessing learning achievement, carrying out follow-up assessments of student learning achievement.

Background: Persons from a Christian tradition may have concerns that impede advance care planning for end of life. Sharing how Jesus practiced advance care planning may provide a pivot point to help ameliorate this problem. Objective: To present a novel approach to advance care planning from a Christian tradition. Evolution of the Novel Approach: Experiential learning that resulted in the novel approach is described using Kolb's learning cycle: proceeding from concrete experience to reflective observation followed by abstract conceptualization and then active experimentation. Results: The novel approach builds on events toward the end of Jesus' life to demonstrate how he practiced advance care planning: telling those close to him that he was going to die even though they did not want to hear this, participating in a celebration of his life on Palm Sunday, sharing a Last Supper with those close to him, showing them how he wanted to be remembered, asking his friends to pray with him in the garden of Gethsemane, and saying to his mother that John would care for her. Questions related to these events are posed for use by health and spiritual care professionals to innovatively engage persons in advance care planning. Discussion: This approach might be adapted for persons of other religious traditions by exploring their sacred teachings. It is proffered for others to explore, adapt, and evaluate for its utility in initiating and facilitating advance care planning.

Learning Natural Sciences in the Kepanjen II Elementary School Jombang District in class IV on the material Effect of Style on the shape and direction of motion of objects, experiencing problems in the form of the difficulty of understanding the material by students. From the results of the evaluation of learning shows that only 55% of 30 students scored above the specified KKM of 75.0. Based on problems occur, the researchers planned improvement of learning 2 cycles.At the planning stage the analysis is done by KI and KD making indicators and learning objectives continued Developing learning implementation plans and Developing learning assessment instruments and making learning media namely Augmented reality applications. At the Implementation stage of learning has increased both the activities of teachers and student activities. Overall the increase in teacher activity increased from 70% to 80%. Medium student activity increased from 72% to 90%. Learning outcomes before using the media card Augmented Reality 55% completeness classic. Student learning outcomes in classical learning cycle completeness 63% and cycle II increased to 84%.

Background Debriefing is considered to be where the bulk of learning takes place. Examination of debriefing is needed to help determine if facilitation methods effectively contribute to the learning process. More instruments are needed to evaluate all key debriefing elements, and no tools exist that evaluate participant engagement in the learning process. Method Kolb's experiential learning theory was used to inform tool development. The focus of the new instrument is behaviors that indicate engagement with the learning process as the learner moves through Kolb's learning cycle. A qualitative study of debriefing facilitators was performed, and a behaviorally anchored instrument was then created. A subject matter expert review process was used to help establish validity. Reliability was evaluated in a research study looking at inter-rater consistency. Results The new instrument is used to count learning and engagement behaviors that are exhibited in a debriefing session. Conclusion The instrument is ready for use in debriefing research studies, helping evaluate participant engagement in the learning process by identifying learning and engagement behaviors that they may exhibit during a debriefing.

The study is to provide an alternative science learning model of an elementary school that can invite students to improve science literacy. As observations and questionnaires of researchers in a preliminary study at two elementary schools in the city of Cirebon, West Java, it was found that based on the average results of the initial analysis of scientific literacy tests of students from the two schools, an average of 85.7% showed negative results with the ability to answer the practice of science questions in the form of literacy, which means that students have not been able to answer literacy questions test. The research method uses model development the ASSURE development model starting with Student analysis; setting goals; choose a method, media / material, use media & material; activating student involvement as well as evaluations & revisions developed by Sharon Smaldino. As for the preliminary study conducted by analyzing 5th-grade students of Madrasah Ibtidaiyah (MI) PGM and Madrasah Ibtidaiyah (MI) An-Nur Cirebon as samples and also observing teachers from the two schools, so this research produces a SIBELPOLEN model for science learning, which consists of teaching syntax, teacher roles, support system, accompaniment impact, instructional impact and designing lesson plans that can improve Science literacy competence of elementary school students. Abstrak P enelitian ini bertujuan untuk memberikan alternatif model pembelajaran I lmu P engetahuan A lam (IPA) di sekolah dasa r dalam meningkatkan literasi sains pada siswa. Hasil observasi dan angket peneliti dalam studi pendahuluan di dua Sekolah Dasar di Kota Cirebon Jawa Barat diketahui bahwa berdasarkan rata-rata hasil analisis awal tes literasi sains siswa dari dua sekolah tersebut rata-rata 85,7% menunjukkan hasil negatif dengan kemampuan menjawab soal latihan soal IPA berupa literasi yang artinya siswa belum mampu menjawab soal tes literasi. Metode penelitian yang diterapkan pengembangan model ASSURE yang diawali dengan Student analysis; menetapkan tujuan; pilih metode, media / material, gunakan media & material; mengaktifkan keterlibatan siswa serta evaluasi & revisi yang dikembangkan oleh Sharon Smaldino. Adapun studi pendahuluan dilakukan dengan menganalisis siswa kelas V Madrasah Ibtidaiyah (MI) PGM dan Madrasah Ibtidaiyah (MI) An-Nur Cirebon sebagai sampel dan juga melakukan observasi terhadap guru dari kedua sekolah tersebut, maka penelitian ini menghasilkan model SIBELPOLEN untuk pembelajaran IPA. yang terdiri dari: sintaks pengajaran, peran guru, sistem pendukung, dampak pendampingan, dampak instruksional dan merancang rencana pembelajaran yang dapat meningkatkan k ompetensi literasi sains siswa sekolah dasar How to Cite : Syamsi, A, M. S. Zulela., Yufiart (2020). ). Improving Students’ Scientific Literacy through the Cycle-based Learning Model. TARBIYA: Journal of Education in Muslim Society, 7 (1), 133-142. doi:10.15408/tjems.v7i1.16941

Introduction Using simulation to train teams in out-of-hospital cardiac arrest management is recommended to improve team effectiveness. The aim of this study was to assess the impact of a specific cardiac arrest management simulation training program inspired by the principles of Kolb's learning cycle. Method All the staff in a medical prehospital emergency unit participated in this program. Both individual and team levels were evaluated: on an individual level, we assessed attitudes toward training and medical knowledge of cardiac arrest management; on a team level, we assessed team behavior during simulated cardiac arrest and learning transfer in clinical practice. Results In addition to the satisfaction of the participants, the results showed a positive effect on medical knowledge and team behavior and an improvement in the management of patients suffering cardiac arrest. Conclusions These findings confirm the usefulness of a simulation training program containing the 4 steps of Kolb's cycle for emergency teams.

This paper examined the principles of experiential learning theory (ELT) relevant to learning from experience and introduces examples which were applied to medical education from a theoretical perspective. The experiential learning theory encompasses the theories of Dewey, Kolb, and Schon, whose key ideas highlight the continuity of experience, interaction of experience, and reflection. According to ELT, growth is education, and education is a reconstruction of experience. Experiential learning is a way of thinking about the educational process by constructing meaningful learning through reflection-in-action. This paper examines the learning principles of ELT and presents practical examples of the application of ELT and its implications for medical education. An in-depth understanding and application of ELT could benefit the field of medical education.

5E learning cycle was suggested as a better option for students’ learning and has brought a positive impact on students learning education, particularly with theory and practice components. These method of learning is a student’s centre oriented learning model which solely prioritize on students own experiences, creates active participation and built creative critical thinking skills. 5E learning cycle consist of engagement, exploration, explanation, elaboration, and evaluation. This study is intended to determine students’ perceptions of 5E learning cycles in their learning activity and to explore the impact of 5E learning cycles towards student’s active learning. The discussion is based on the information gauged from an estimated number of 60 undergraduate students who will be enrolling in BPMM3013 Consumer Behaviour Class in UUM. Data will be collected qualitatively from various sources such as students’ reflections, lecturer’s reflections, peer feedback, lecturer’s feedback, and focus group interview. Meanwhile for quantitative method, a survey will be developed through Google form. The data will be analysed using transcribe technique and regression analysis.

Several methods are used to improve meaningful learning levels of students in learning environment during the social studies course learning-instruction process. The 5E instruction method is among these models. One of the constructivist instructional approaches, the 5E method is an ancillary and regulatory model for teachers who are the leaders in the learning-instruction process. This model, which is significant for teachers, includes a number of stages. Conducting active and effective activities during these stages depends on the organization and transfer of the course activities to the stages of this learning cycle. The aim of the present study was to determine the perceptions of social studies teachers on the use of the 5E learning cycle method in social studies courses. In the present study that aimed to tackle perceptual analysis with a qualitative approach, the phenomenology design that was deemed adequate for the nature of the study topic was utilized. A semi-structured interview form developed by the authors was used to collect the study data. The study group members, whose perceptions on the research topic were obtained with the semi-structured interview form, included social studies teachers employed in various public middle schools in Malatya province, Turkey. NVivo 11 analysis software was used to assess and analyze the study data based on the sub-themes. The study findings demonstrated that social studies teachers had interesting perceptions on the study topic.

The present study aimed at investigating the effect of the use of the five E’s learning cycle on the achievement in rhetoric of 10th-grade female students. To achieve this aim, the researchers prepared a rhetoric test and a teacher guidebook to use the five E’s learning cycle in rhetoric lessons. An expert jury reviewed both instruments to test their validity. The reliability was also calculated and was found to be (0.76), using Cronbach’ Alpha. The sample of the study consisted of 60 female students divided into two groups; an experimental group consisting of 32 female students who were taught using the five E’s constructivist learning, and a control group that consisted of 28 female students who were taught by the conventional way. Then, a test in rhetoric was conducted for both groups after the intervention. Data analysis revealed that there is a statistically significant difference at (α≤0.05) level between the experimental group and the control group in favor of the experimental group attributed to the use of the five E’s learning cycle. Moreover, the results showed that there is a statistically significant difference at (α≤0.05) level between the experimental group and the control group in favor of the experimental group in the following levels: remembering, understanding, and applying. In light of these results, the researchers recommended training the teachers on new strategies in rhetoric and use the five E’s learning cycle in different Arabic Language skills.

An inclusive and encompassing model that portrays the relationship between learning cycle and knowledge types has not been adequately covered in the relevant literature. Although both have been the...

Worksheets are often used during field trips and utilize a learning cycle with three stages (exploration, concept introduction and concept application) to engage learners in the learning activities...

This study was aimed at determining and comparing the effectiveness of project-based learning and 5E learning cycle instructional models in improving the acquisition of new biological knowledge related to the human immune system. This quasi experiment study with a pretest-posttest non-equivalent control group design was conducted in SMAN 1 and SMAN 8 Yogyakarta, Indonesia during the academic year 2018/2019. A cluster sampling technique was used to select 3 eleventh grade classes of natural science from each school. The criterion referenced essay test was used to measure the students’ learning achievements and the data collected were analyzed using SPSS version 23. The results show that both PjBL and 5E learning instructional models were effective to improve the students’ ability to acquire new biological knowledge related to the human immune system. PjBL model was more effective than 5E learning cycle model in improving the students’ ability to acquire new biological knowledge related to the human immune system.

This paper is about using a ‘Two-Eyed Seeing’ approach as the process of co-learning for incorporating elements of indigenous knowledge into school science teaching. Two groups of 150 Form 3 integr...

Problem-solving skill is required by students and a target in studying mathematics. However, the problem-solving skill of Indonesian students are lacking. One effort that can be done is applying the Model of Learning Cycle 5E. This research discussed the influence of the implementation of the learning cycle model on mathematics problem-solving skill viewed from students’ adversity quotient. This research used a quantitive approach, quasi-experimental study. The subjects were the 8th Grade students of SMP IT Ash-Shiddiiqi Jambi, consisting of two experiment classes and one control class. The instruments were post-test and adversity quotient questionnaire modified by Stoltz and had been validated by experts. Data analysis was conducted by Two-Way ANOVA. The results showed that there was no interaction between the learning cycle 5E model and mathematics problem-solving skill. This finding indicates that the model of learning cycle 5E affects problem-solving skills and can be applied to students with all types of adversity quotient.

Process oriented guided inquiry learning (POGIL) is a specific type of active learning centered on a learning cycle where students first explore a concept through scientific models, followed by a c...

This study is designed to find the effectiveness of Learning Cycle Model (LCM) on students learning in physics at the secondary school level. To achieve this objective, null hypotheses were tested. All physics students of Haripur district Khyber Pukhtunkhwah Pakistan at secondary level were included as the population. Eighty (80) physics learners of grade 9th of Hazara Public School and College (HPSC) were chosen as sample of the study. True experimental research design was employed. The pupils were divided uniformly into experimental and control groups such that 40 students included in each group. Physics Academic Achievement Test (PAAT) of reliability coefficient 0.82 was utilized. Experimental and control groups were instructed through LCM and Traditional Teaching Method (TTM) for twelve (12) workweeks. Statistical outcomes showed that pupils instructed via LCM were found more effective learners in Physics than the pupils instructed via TTM.

Vocational high school aims to develop the students’ competence of job career that must appropriate with the necessary of company. Therefore, required a program of teaching strategy in order to obtain better result of learning process. The purpose of this study was to know the learning different result from mechanics learning using conventional learning and learning cycle in vocational high school. The method used in this study is comparative quantitative, by using the simple random sampling, sample that used in this study is the students of mechanics program from vocational high school. Testing-T used to know the learning different result from two different learning models. The result of this study shows that learning process in mechanics program of vocational high school using learning cycle is more effective than conventional method. This learning model would be effective to develop scientific abilities, explore material, find concepts and apply these concepts to the other problems, thus the learning results by using this model was increase.

Over the past several decades, empirical support for inquiry-based forms of science teaching has accumulated. Critical voices, however, also exist, claiming that minimally guided teaching approaches might be less effective than guided forms; they might even be harmful, particularly for novice students, due to the production of cognitive overload. In this study, a more guided type of inquiry-based forms of instruction was therefore selected, which can be traced back to Alfred N. Whitehead: the so-called learning cycle approach. This approach was applied to science classes with 280 socioeconomically disadvantaged students in lower secondary education at low-track schools in Austria. Using a pre-test post-test experimental-control group design, this study investigated the effects of this instructional approach not only concerning students’ cognitive development but also concerning their state and trait emotions, their behavioral engagement in class, and their academic self-concept. The results indicated that the application of the learning cycle approach had a positive impact on most of the measured students’ trait emotions and state emotions during the romance and generalization phases of a full learning cycle. It further improved the students’ behavioral engagement during lessons and strengthened their academic self-concept. Finally, it was found that the learning cycle approach positively affected the students’ cognitive development after the 2-year treatment. Suggestions for improving the implementation of this teaching approach in science classes are given; some proposals for optimizing future research on learning cycle teaching are also made.

Studies focusing on pre-service teachers have shown that the inclusion of the learning cycle model in a methods course result in improvement in understanding of and attitude toward the learning cycle model of inquiry. However, pre-service teachers’ understanding and beliefs about the learning cycle model may remain varied and inaccurate and their implementation may be inhibited due to their beliefs about teaching and learning and roles as teachers. In this article, we will discuss our extended 5E learning cycle model introduction approach consisting of active engagement and immersion of preservice teacher in the process of learning about the 5E model.

Tujuan penelitian ini adalah Untuk mengetahui efektifitas pembelajaran konstruktivis dengan model siklus belajar terhadap aktifitas siswa pada mata pelajaran Bahasa Inggris siswa kelas XI ATPH SMK Negeri 1 Woja tahun pelajaran 2018/2019. Metode yang digunakan dalam penelitian adalah kualitatif deskriptif. Subjek penelitian adalah siswa kelas XI ATPH SMK Negeri 1 Woja tahun ajaran 2018/2019. Data yang digunakan hasil hasil tes, dan wawancara. Hasil penelitian menunjukan bahwa menunjukan bahwa aktivitas curah pendapat dapat meningkatkan keterampilan siswa di dalam menggunakan bahasa Inggris lisan yang berterima khususnya untuk mengungkapkan monolog descriptive. Terbukti dari analisis data secara kuantitatif menunjukkan bahwa nilai hasil belajar siswa pada umumnya diatas Kriteria Ketuntasan Minimal (KKM) bahasa Inggris yaitu 70.

Recently, deep neural networks (DNNs) have become the mainstream strategy for speech enhancement task because it can achieve the higher speech quality and intelligibility than the traditional methods. However, these DNN-based methods always need a large number of parallel corpus consisting of clean speech and noise to produce noisy data for the training of the DNN in order to improve the generalization of the network. As a result, this implies that many noisy speech signals that are collected in real environment cannot be used to train the DNN because of the lack of corresponding clean speech and noise. Additionally, as we know, noise varies with the time and scenario, so we cannot obtain parallel speech and noise due to infinite noise data and some limited speech data. Thus, the network training with unparallel speech and noise data is essential for the generalization of the network. To address this problem, we propose a novel parallel-data-free speech enhancement method, in which the cycle-consistent generative adversarial network (CycleGAN) and multi-objective learning are employed. Our method is also able to make best use of the benefits of multi-objective learning. On the training stage, we utilize two different encoders to encode the features of clean speech and noisy speech, respectively. Then, two forward generators are immediately used to predict the ideal time-frequency (T-F) mask and log-power spectrum (LPS) of clean speech. Two inverse generators are applied to map the magnitude spectrum (MS) and LPS of noisy speech, respectively. In addition, four discriminators are used to distinguish the real speech features from the generated features. Two encoders, four generators and four discriminators are simultaneously trained by using adversarial, identity-mapping, latent similarity and cycle-consistent loss. On the test stage, we directly utilize the forward generators and encoders to acquire the enhanced speech. The experimental results indicate that the proposed approach is able to achieve the better speech enhancement performance than the reference methods. Moreover, the proposed method is also effective to improve speech quality and intelligibility when the networks are trained under the parallel data.

IntroductionPopulation Health Management initiatives are increasingly introduced, aiming to develop towards sustainable health and wellbeing systems. Yet, little is known about which strategies to implement during this development. This study provides insights into which strategies are used, why, and when, based on the experiences of nine Dutch Population Health Management initiatives.MethodsThe realist evaluation approach was used to gain an understanding of the relationships between context, mechanisms and outcomes when Population Health Management strategies were implemented. Data were retrieved from three interview rounds (n = 207) in 2014, 2016 and 2017. Data was clustered into guiding principles, underpinned with strategy-context-mechanism-outcome configurations.ResultsThe Dutch initiatives experienced different developments, varying between immediate large-scale collaborations with eventual relapse, and incremental growth towards cross-sector collaboration. Eight guiding principles for development towards health and wellbeing systems were identified, focusing on: 1. Shared commitment for a Population Health Management-vision; 2. Mutual understanding and trust; 3. Accountability; 4. Aligning politics and policy; 5. Financial incentives; 6. A learning cycle based on a data-infrastructure; 7. Community input and involvement; and 8. Stakeholder representation and leadership.ConclusionDevelopment towards a sustainable health and wellbeing system is complex and time-consuming. Its success not only depends on the implementation of all eight guiding principles, but is also influenced by applying the right strategies at the right moment in the development.

This development research aims to produce worksheet chemical bonds based on Learning Cycle 7E, to know the validity level of the worksheet according to the validators, to know the practicality level of the worksheet according to the teacher, and to know the attractiveness level of the worksheet according to students. The development model follows the plomp model. Plomp consists of the preliminary investigation phase, the design phase, realization or construction phase, the test phase, evaluation and revision, and the implementation phase. Based on the results of product validation by three validators, the results obtained with the category valid from five aspects, namely the feasibility of the content, Learning Cycle 7E characteristics, language, presentation, and graphics with the percentage of 91.67%, 92.71%, 94.44%, 91.66%, and 88.89%. Teachers 'response as worksheet users based on the Learning Cycle 7E category is very practical with a percentage of 88.15%, and students' responses to worksheet based on the Learning Cycle 7E category are very interesting with a percentage of 89.99%.