PENGARUH MODEL PEMBELAJARAN FASILITATOR AND EXPLAINING TERHADAP KEAKTIFAN BELAJAR SISWA
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Published:
Nov 30, 2024
Keywords:
keaktifan belajar, siswa, Model Pembelajaran Student Facilitator And Explaining.
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Abstract
Pengaruh Model Student Facilitator And Explaining Terhadap Keaktifan Belajar Siswa di dalam ruangan pada saat proses belajar dan mengajar berlangsung. Ada beberapa masalah yang saya hadapi pada saat melakukan penelitian tersebut masalah utamanya yaitu, dalam penelitian ini adalah bagaimana pengaruh model Student Facilitator And Explaining terhadap keaktifan belajar siswa. Penelitian ini bertujuan untuk mengetahui pengaruh model Student Facilitator And Explaining terhadap keaktifan belajar siswa. Jenis penelitian ini adalah penelitian Pre-Experimental Design.
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How to Cite
Siagian, N., & Siregar, N. (2024). PENGARUH MODEL PEMBELAJARAN FASILITATOR AND EXPLAINING TERHADAP KEAKTIFAN BELAJAR SISWA. International Journal of Curriculum Development, Teaching and Learning Innovation, 3(1), 29–32. Retrieved from https://trigin.pelnus.ac.id/index.php/Curriculum/article/view/109
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Kpolovie, P. J., Joe, A. I., & Okoto, T. (2014). Academic achievement prediction: Role of interest in learning and attitude towards school. International Journal of Humanities Social Sciences and Education (IJHSSE), 1(11), 73–100.
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Niemi, H. (2002). Active learning—a cultural change needed in teacher education and schools. Teaching and Teacher Education, 18(7), 763–780.
Reeve, J. (2013). How students create motivationally supportive learning environments for themselves: The concept of agentic engagement. Journal of Educational Psychology, 105(3), 579.
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STUDENT, O. N. H. V. U. M. (2019). Creative thinking skills of students on harmonic vibration using model student facilitator and explaining (SFAE). Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 8(1), 77–88.
Thyer, B. A. (2010). Pre-experimental and quasi-experimental research designs. The Handbook of Social Work Research Methods, 183.
Zulhulaifah, A. (2018). The Application of Describing Objects to Improve Students’ Vocabulary Development (Pre-Experimental Research at The Second Year Of MTsN 1 Bireuen). UIN Ar-Raniry Banda Aceh.
Bada, S. O., & Olusegun, S. (2015). Constructivism learning theory: A paradigm for teaching and learning. Journal of Research & Method in Education, 5(6), 66–70.
Cheung, C. L. (2014). Application of scaffolds in genre-informed approach to second language (L2) writing instruction: A case-study of EFL students with low proficiency. The Chinese University of Hong Kong (Hong Kong).
Govindasamy, T. (2001). Successful implementation of e-learning: Pedagogical considerations. The Internet and Higher Education, 4(3–4), 287–299.
Hannafin, M., Land, S., & Oliver, K. (2013). Open learning environments: Foundations, methods, and models. In Instructional-design theories and models (pp. 115–140). Routledge.
Hew, K. F., & Cheung, W. S. (2008). Attracting student participation in asynchronous online discussions: A case study of peer facilitation. Computers & Education, 51(3), 1111–1124.
Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16, 235–266.
Hmelo-Silver, C. E., & Barrows, H. S. (2006). Goals and strategies of a problem-based learning facilitator. Interdisciplinary Journal of Problem-Based Learning, 1(1), 4.
Imron, A., & Rohman, A. (2018). THE IMPACT OF PSYCHOLOGICAL LEARNING IN ACTIVE LEARNING FOR STUDENTS IN MADRASAH IBTIDAIYAH. UNIVERSITY-COMMUNITY ENGGAGEMENT October 8-10, 2018, 3(1), 64.
Istunıngsıh, W., Baedhowı, B., & Sangka, K. B. (2018). The effectiveness of scientific approach using e-module based on learning cycle 7e to improve students’ learning outcome. International Journal of Educational Research Review, 3(3), 75–85.
Kpolovie, P. J., Joe, A. I., & Okoto, T. (2014). Academic achievement prediction: Role of interest in learning and attitude towards school. International Journal of Humanities Social Sciences and Education (IJHSSE), 1(11), 73–100.
Mascolo, M. F. (2009). Beyond student-centered and teacher-centered pedagogy: Teaching and learning as guided participation. Pedagogy and the Human Sciences, 1(1), 3–27.
Niemi, H. (2002). Active learning—a cultural change needed in teacher education and schools. Teaching and Teacher Education, 18(7), 763–780.
Reeve, J. (2013). How students create motivationally supportive learning environments for themselves: The concept of agentic engagement. Journal of Educational Psychology, 105(3), 579.
Sciences, N. A. of, Behavioral, D. of, Sciences, S., Education, B. on S., Behavioral, B. on, Sciences, S., II, C. on H. P. L., Science, T., & Learning, P. of. (2018). How people learn II: Learners, contexts, and cultures. National Academies Press.
STUDENT, O. N. H. V. U. M. (2019). Creative thinking skills of students on harmonic vibration using model student facilitator and explaining (SFAE). Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 8(1), 77–88.
Thyer, B. A. (2010). Pre-experimental and quasi-experimental research designs. The Handbook of Social Work Research Methods, 183.
Zulhulaifah, A. (2018). The Application of Describing Objects to Improve Students’ Vocabulary Development (Pre-Experimental Research at The Second Year Of MTsN 1 Bireuen). UIN Ar-Raniry Banda Aceh.
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