Active Knowledge Sharing Research Articles

Peningkatan Hasil Belajar Teks Laporan Hasil Observasi Melalui Metode Pembelajaran Active Knowledge Sharing Resitasi Kelas X-8 SMAN 9 Surabaya

Through the use of repetition and the Active Knowledge Sharing learning approach, this study seeks to improve the learning outcomes of students in class X-8 SMAN 9 Surabaya when writing Observation Report Texts (LHO). Action research in the classroom was the methodology, and data was analyzed twice. The four phases of each cycle planning, action, observation, and reflection were designed to assess how well the applied learning approach worked. While learning outcomes were not at their best in the first cycle, there was an increase in students' active participation. All pupils attained learning completion after showing growth in the second cycle. This enhancement demonstrates that the Active Knowledge Sharing and recitation approach combination not only enhances students' engagement in the learning process but also significantly boosts their academic performance. Hence, this approach demonstrated efficacy in enhancing the caliber of education and pupils' learning results when composing Observation Report Texts.

Improving Student Learning Outcomes Through the Implementation of the Active Knowledge Sharing Learning Model at SMA Negeri 3 Langsa

Improving Student Learning Outcomes Through the Implementation of the Active Knowledge Sharing Learning Model at SMA Negeri 3 Langsa

Analisis Strategi Pembelajaran Active Knowledge Sharing Pada Mata Pelajaran Pendidikan Agama Islam Dan Budi Pekerti

This research is motivated because in the educational process an educator is required to improve the quality of learning in the classroom in using or creating strategies in learning to develop some of the material that must be conveyed by educators to their students, which in the Islamic Religious Education materials are not all materials that can be suitable in the use of Active Knowledge Sharing learning strategy material. The purpose of this study was to determine the analysis of active knowledge sharing learning strategies in the material of Muslim and Muslimah dresses as a mirror of personality and beauty. This research uses a literature study method or (Library research). Library research is a series of activities related to library data collection methods, reading and recording and processing research materials. The data analysis technique used is how the research data is developed and processed into a simple framework that involves a selection process and then draws a conclusion. The results of this research analysis are: The Active Knowledge Sharing learning strategy can or is suitable for use in Islamic religious education subjects in the material of Muslim and Muslimah clothing, a mirror of personality and beauty.

Implementasi Strategi Pembelajaran Active Knowledge Sharing Terhadap Penguasaan Konsep

The background of this research is because the students' academic scores are still below the KKM score. This is because students are passive in learning activities resulting in low student mastery of concepts. The purpose of this research is to apply an active learning strategy to share knowledge to improve students' mastery of concepts. research subjects namely students of class XI MIPA SMAN 1 Sukahaji. The research design used a pretest-posttest control group design. The research instrument was a multiple choice test with a taxonomy cognitive domain developed to measure students' mastery of concepts. The results of the research showed that the application of the active knowledge sharing learning strategy through the non-parametric Mann-Whitney statistical test obtained a Sig (2-tailed) value of 0.000<0.005, meaning there was a significant difference between the experimental class and the control class. This shows that the active knowledge sharing learning strategy can be used as an effort to increase students' mastery of concepts.
 Keywords: Active Knowledge Sharing, Mastery of Concepts

Improving Student Learning Outcomes Through the Active Knowledge Sharing Method Aided by Crossword Media

This study aims to determine the increase in student learning outcomes through the Active Knowledge Sharing method, assisted by crossword puzzles in economics class XII-IPS2 SMAN 3 LANGGAM. This research is a type of Classroom Action Research (CAR). The research subjects were 24 students of class XII-IPS2 SMAN 3 LANGGAM. The data collection is done through documentation and tests. The data analysis technique was performed using the parametric statistical method, namely the Paired Sample T-Test T-Test analysis technique. The results showed that: 1) The value of tcount in the calculation of the Pre-Test value to the Post-Test value of Cycle I was -6.086 with Sig. (2-tailed) 0.000. Because the value of Sig. (2-tailed) of 0.000 0.05, this indicates that there is a significant difference between the Pre-Test value and the Post-Test value of Cycle I. 2) The tcount in the calculation of the Pre-Test value against the Post-Test value of Cycle II is - 9,853 with sig (2tailed) 0,000. Because the value of Sig. (2-tailed) of 0.000 0.05, this indicates that there is a significant difference between the Pre-Test value and the Post-Test value of Cycle II. This means that there is an increase in student learning outcomes through the Active Knowledge Sharing method, assisted by crossword puzzles in economics class XII IPS2 SMAN 3 LANGGAM.

The influence of active knowledge sharing strategies on fifth-grade students’ social studies learning outcomes

This study aims to determine the effect of using active knowledge-sharing learning strategies. The research location is one of the elementary schools in Bekasi, to be precise at the fifth-grade level during semester 2 of the 2021/2022 academic year, especially in social studies subjects. While the research method used is a quantitative research method with a Quasi-Experimental Design research design. The type of sample used was Saturated Sampling with a total of 70 participants divide into 2 class which is 35 at experimental class and 35 in a control class, with 30 questions given to participants. From the results of the calculation of the t test in the study, it obtained a value of t count = 5.8970 ≥ t table 1.999 which stated that there was a significant effect of learning using the Active Knowledge Sharing learning strategy on social subject learning outcomes in one of the elementary schools in Bekasi. The Active Knowledge Sharing learning strategy applied by teaching staff to their students can increase the level of creativity and courage of a student so that students can learn effectively and have fun, especially in this study the subjects taken were social subjects.

Variasi Model Pembelajaran Pada Siswa Di Sekolah Dasar

The purpose of this article is to outline the different types of current learning methods that are appropriate for pupils.. The learning model is a framework that offers a systematic explanation of how to conduct learning so that students may understand the precise objectives to be met. Research of this kind use descriptive qualitative methods.This article has several learning models. 1) Theory Based Learning Model, 2) Make-A-Match Learning Model, 3) Quantum Learning Model, 4) Value Clarification Technique (VCT) Learning Model, 5) Learning Based Learning Model, 6) STEAM Learning Methodology, 7) Model Peer Tutor Learning, 8) Contextual Learning Model, 9) Number Head Together Learning Model, 10) Active Knowledge Sharing Learning Model, 11) CORE Learning Model, 12) CSCL Learning Model, 13) Jigsaw Type Collaborative Learning Model. The learning model is also a learning design orIn order to implement learning effectively and efficiently, a process based on learning demands, objectives, and delivery methods must be used. This is done by reducing the learning-related challenges that students experience. This will serve as a reference for establishing yourself as a disciplined "person".

Implementation of Active Knowledge Sharing Strategy in Improving Arabic Writing Skills of Class X Students at Al-Ikhlas Islamic Boarding School Al-Ikhlas Ad-Dary DDI Takkalasi

The Arabic language learning strategy is a series of efforts made by the Arabic teacher to make the learning process run according to predetermined concepts. The concept that must be created by the teacher is learning that is effective, communicative, efficient, fun, innovative, and quality. To improve the development of learning Arabic in educational institutions, it is necessary to create innovative strategies from Arabic teachers so that learning objectives are achieved properly. The ability to communicate in Arabic is the main goal in language because the nature of language is speech or speaking, plus the demands of the world of work today, people must be able to communicate in foreign languages, one of which is Arabic. The research model used in this research is Classroom Action Research (CAR) using a qualitative descriptive approach that aims to improve the Arabic language writing skills of tenth tenth-gradents at Madrasah Aliyah Islamic Boarding School Al Ikhlas Addary DDI Takkalas by using an Active Knowledge Sharing Strategy which has unique characteristics. other strategies do not have, namely using a list of questions with various categories including defined words. MultipMultiple-choiceions about facts or concepts ask for possible attitudes or actions. Complete sentences or match. Teachers can include some or all of the categories in making a list of questions. In accordance with the type of research chosen, namely action research, this research uses the action research model from Kemmis and Taggart, which includes planning (planning), implementation (acting), observation (observing or monitoring), and reflection (reflecting or evaluating). These four main steps form a cycle. Action research is an ongoing strategy. Learning using the Active Knowledge Sharing strategy can improve students' writing skills in class X Madrasah Aliyah Pondok Pesantren Al Ikhlas DDI Takkalasi in Arabic subjects. This is shown by the data before it is applied and after it is applied, thus answering the action hypothesis in the research that has been done that the application of the Active Knowledge Sharing strategy can improve Arabic writing skills in class X Madrasah Aliyah Pondok Pesantren Al Ikhlas Addary DDI Takkalasi Barru Regency

Implementation of Active Knowledge Sharing Strategy to Improve Fikih Learning Outcomes

A good teacher is one who always has innovation and variety in teaching in order to achieve good learning outcomes. Fikih learning in the class one intensive F is less than optimal, as we know the average value limit in this Boarding School is 4.9 but class 1 is intensive f only achieved a score of 4.48, there are 26 students out of 38 students who have not graduated or 68.42 % and only 12 students who have graduated or 31.57 %. This is because the teacher's teaching strategy is monotonous. Based on this problem the research want to discuss about Active Knowledge Sharing learning strategy to teach fikih lesson.1. For knowing enhancement liveliness study student KMI class 1 intensive F in fikih lesson, 2. For knowing enhancement results, study KMI class 1 intensif in fikih lesson. This type of study is called Classroom Action Research (CAR). By following Kurt Lewin's model. Classroom Action Research is implemented in 2 cycles: planning, implementation, observation, and reflection. Research results are 1. Implementing an Active Knowledge Sharing strategy can increase learning results, and 2. Active students. In the first cycle, the results of liveliness among students reached 77.27%, then increased in the second cycle by 79.15%. Learning outcomes in the first cycle reached 84.84%, and in the second cycle increased by 93.93%. Based on this study.

PENGARUH METODE ACTIVE KNOWLEDGE SHARING SELAMA PANDEMI COVID-19 TERHADAP HASIL BELAJAR SISWA KELAS VII IPS SMPN BEKUNGIN BEKASI

When a pandemic occurs, it finally makes us learn how to learn and teach student. One of them is the online and offline model. Conditions during the pandemic are not allowed face-to-face learning in class, so it is only allowed in small groups. The strategy of mapping the area adjacent to where you live and then grouping it can be the right choice. Active Knowledge Sharing learning method is a cooperative learning activity and then group members share tasks with each other to solve problems. Through the Active Knowledge Sharing learning method, it is hoped that each student can provide input to other group members according to their experience and knowledge. The Active Knowledge Sharing method can encourage students' motivation to be more active and will be able to..encourage..students..to..improv..mastery..of the..material. Sharing experiences with fellow group members and sharing with the whole class will motivate students to learn. So the..Active..Knowledge.Sharing learning.method is a..cooperative learning activity, students are placed in heterogeneous groups and then group members share tasks with each other to solve problems. Through the Active Knowledge Sharing learning method, it is hoped that each student can provide input to other group members according to their experience and knowledge.

ELABORATION OF ACTIVE KNOWLEDGE SHARING LEARNING MODEL TO IMPROVE HIGH ORDER THINKING SKILLS INTEGRATED 4C

This research is an experimental study through elaborates the Active Knowledge Sharing (AKS) learning model to improve students' High Order Thinking Skills (HOTS). The low ability of students to analyze, evaluate, and create is due to the lack of application of questions that deliver students to solve problems that contain HOTS. The four stages in the AKS will serve as a reference for students’ HOTS integrated 4Cs. The sample was a student in Chemical Engineering at the State Polytechnic of Ujung Pandang. The increase in the average aspects of HOTS (analysis, evaluation, and create) in the experimental class (N-gain = 94%) higher than the control class (N-gain = 57%). In the experimental class, the average score for HOTS of students was 37.7 and there was an increase in the average score in the posttest final measurement of 96.5 or an increase of 59 points with the average high-level thinking ability of students in the very good category. This indicates that the AKS learning model is effective in increasing the ability of HOTS as well as having an impact on students' 4Cs abilities.

Application of Treffinger Learning Model Combined With Audio Visual Media To Improve Basic Chemistry Learning Outcomes STKIP PI Makassar Students

The research is Classroom Action Research, which aims to improve basic chemistry student learning outcomes with the application of Treffinger's learning model with the help of audio visual media on colloidal system materials. Data collection techniques can be done with an observation sheet of student learning activities and evaluation at the end of each cycle. The collected data is analyzed using descriptive statistical analysis. The results showed that the application of Active Knowledge Sharing strategy with Buzz Group method can improve basic chemistry learning outcomes in STKIP PI Makassar students which is characterized by an increase in the average learning outcome of cycle I students by 63.33 and cycle II by 72.67 and an increase in the completion of learning outcomes in cycle I which is 9 people or 22.5% and cycle II 35 people or 87.5%.

ROLE OF ACTIVE KNOWLEDGE SHARING LEARNING METHOD IN IMPROVING ENGLISH LEARNING ACHIEVEMENT FOR STUDENT OF XII-IPA-1 CLASS AT SMA NEGERI 2 MADIUN CITY IN ACADEMIC YEAR 2019/2020

<p>This study aims to: (a) record the improvement of student achievement by applying the Active Knowledge Sharing Learning method; and (b) understand the effect of student learning motivation by applying the Active Knowledge Sharing Learning method. This research used class action research in three rounds. Each round consists of design, activities and observations, reflection, and revision. The onjectt of this research is student of the XII-IPA-1 Class at SMA Negeri 2 Madiun City in Academic Year 2019/2020. The data obtained by using formative test and observation. Results of the study reveal that the student learning achievement had increased from cycle I to cycle III, are cycle I (69.66%), cycle II (74.53%), and cycle III (83.09%). This study concluded that applying the Active Knowledge Sharing Learning method has a positive effect on the achievement and learning motivation for student.</p>

Active Knowledge Sharing Learning Model Assisted By Mind Mapping Media In Ppkn Competency

Learning that is still monotonous causes low student learning activities, especially in PPKn content. This study aims to prove empirically whether there is a significant difference in the knowledge competence of the PPKn group of students who are taught using the Active Knowledge Sharing learning model assisted by Mind Mapping media with groups of students who are taught conventionally in the fourth grade of elementary school. The research method used is a quasi-experimental design or quasi-experimental research with a non-equivalent pre-test post-test control group design. This design cannot fully control the variables from outside that affect the implementation of the experiment. The population in this study was 392 students from all grade 4 students in Gugus IV. The experimental class consisted of 35 students, and the control class totaled 34 students. The sampling method used cluster random sampling, in this technique, the draw is not an individual but a class that has been formed previously without researchers' intervention to create a new class. The data collection used a multiple-choice objective test instrument with one correct answer. The average gain score pre-test and post-test PPKn knowledge competence show the experimental group obtained a result of 0.611 higher than the average competency knowledge of PPKn control class that is 0.474. Hypothesis testing of pre-test and post-test data can be analyzed using the t formula gain score test. The results of tcount = 2.187 and ttable at a significance level of 5% df 67 = 1.996. Therefore tcount> ttable, H0 is rejected and Ha is accepted, meaning that there is a significant difference in the competence of PPKn knowledge between the experimental and the control group. So it can be concluded that there is a significant effect of the Active Knowledge Sharing learning model assisted by Mind Mapping media on the fourth-grade students' PPKn knowledge competency.

UPAYA MENINGKATKAN MINAT BELAJAR MATEMATIKA SISWA DENGAN MENGGUNAKAN PEMBELAJARAN ACTIVE KNOWLEDGE SHARING DI SMA NEGERI 2 SIABU

The purpose of this study was to increase students' interest in learning mathematics by using Active Knowledge Sharing learning on the subject matter of the composition of two functions and inverses of a function. This research is classroom action research (CAR). The subjects in this study were students of class XI IPA 2 Siabu High School consisting of 16 female students and 5 male students. The results of the study after using Active Knowledge Sharing learning were seen in the results of the questionnaire interest in mathematics learning for students in cycle I with an average of 60,23% while the average cycle II was 81,78%. Judging from the results of the cycle I mathematics learning test with a percentage of completeness of 38,10% while the second cycle the percentage of completeness was 85,71%. The results of the observations of student activities in the first cycle averaged 76,15% while the average cycle II was 89,80%. From the results of this study it can be concluded that using Active Knowledge Sharing learning can increase students' interest in learning mathematics in SMA 2 Siabu on the subject of the composition of two functions and the inverse of a function.

Implementation of Active Knowledge Sharing Strategy in Intermediate Level Dokkai through Scientific Approach

This study aims to determine the effectiveness and to find out the advantages and disadvantages of the Active Knowledge Sharing strategy through a scientific approach in the Dokkai. In learning Japanese, learners often encountered difficulties in reading comprehension or Dokkai. Based on a questionnaire, the difficulties including reading kanji, followed by vocabulary competence and grammar competence. On the other hand, the time limitation in class cause problems of learning method which teacher rarely provide an introduction step to students in the form of questions or vocabulary exercises related to the reading material they will deal with. To overcome this problem, we need a learning strategy that emphasize the cooperative learning among students to achieve the objective of comprehending a reading. We chose the strategy initiated by Silberman (2013), namely Active Knowledge Sharing, as a good way to introduce students to the subject matter that will be learned. In addition, by monitoring how students solving each other's problems in team, teacher can evaluate how much knowledge they have. In this study a scientific approach is complemented to support the active learning in this strategy. The study conducted using an experimental method with pretest and posttest design. The sample are 38 students of fifth semester students who take Dokkai III course. Based on the analysis of research data, it found that the Active Knowledge Sharing strategy through a scientific approach is effective in learning Dokkai III. The advantages are that students who are initially passive become actively participate in learning and students can also answer the meaning of vocabulary without depending on dictionary or smartphones, and students are encouraged to help each other in solving problems which help students to comprehend the contents of reading easier and faster. However there are the disadvantages of this strategy such as inability to enhance student’s critical thinking and less suitable for students who are more focused if studying alone.

Value of Information Analysis via Active Learning and Knowledge Sharing in Error-Controlled Adaptive Kriging

Large uncertainties in many phenomena have challenged decision making. Collecting additional information to better characterize reducible uncertainties is among decision alternatives. Value of information (VoI) analysis is a mathematical decision framework that quantifies expected potential benefits of new data and assists with optimal allocation of resources for information collection. However, analysis of VoI is computational very costly because of the underlying Bayesian inference especially for equality-type information. This paper proposes the first surrogate-based framework for VoI analysis. Instead of modeling the limit state functions describing events of interest for decision making, which is commonly pursued in surrogate model-based reliability methods, the proposed framework models system responses. This approach affords sharing equality-type information from observations among surrogate models to update likelihoods of multiple events of interest. Moreover, two knowledge sharing schemes called model and training points sharing are proposed to most effectively take advantage of the knowledge offered by costly model evaluations. Both schemes are integrated with an error rate-based adaptive training approach to efficiently generate accurate Kriging surrogate models. The proposed VoI analysis framework is applied for an optimal decision-making problem involving load testing of a truss bridge. While state-of-the-art methods based on importance sampling and adaptive Kriging Monte Carlo simulation are unable to solve this problem, the proposed method is shown to offer accurate and robust estimates of VoI with a limited number of model evaluations. Therefore, the proposed method facilitates the application of VoI for complex decision problems.

LEARNING MOTIVATION AND MATHEMATICAL UNDERSTANDING OF STUDENTS OF ISLAMIC JUNIOR HIGH SCHOOL THROUGH ACTIVE KNOWLEDGE SHARING STRATEGY

This study aims to analyze and describe learning motivation, mathematical understanding and activities of students' and teachers at Islamic Junior High School (Madrasah Tsanawiyah/MTs) through Active Knowledge Sharing strategy. The research is conducted in MTs. Al-Mukhlisin Bandung Indonesia. The method of this research is a mixed method with Classroom Action Research (CAR). The instruments used were motivation questionnaires, observation sheets, mathematical understanding tests and observation sheets. The results of the research indicate that learning motivation, mathematical understanding and activities of teachers and students through the Active Knowledge Sharing strategy increase in each cycle. Students' learning motivation is shown from the result of the questionnaire, states that the average percentage of motivation indicator increase in each cycle, those are 70,35% (cycle I), 71,17% (cycle II ) and 72.15% (cycles III), student mathematical understanding indicated from the test results states that the average value increases in each cycle and the end of the cycle has reached the classical completeness, that is 79.41%, the activities of students and teachers during teaching- learning increased in each cycle of 60.95% (cycle I), 73.33% (cycle II) and 86.67% (cycles III).

THE INFLUENCE OF ACTIVE KNOWLEDGE SHARING STRATEGIES ON LEARNING OUTCOMES

The purpose of this study was to influence of active knowledge sharing strategies on learning outcomes on limas and prisma. This type of research is experimental study with kuantitatif approach. Desain is a Posttest Only Control Group Design with active knowledge sharing strategies models on experimental class and conventional models on control class. Sampling with purposive sampling technique, while the determination of experimental class and control class at cluster random sampling, so that VIII-A is a experimental class and VIII-B is a control class. Data collection technique is direct observation techniques, test nultiple choice and dokumen akademik. Data were analyzed by t test where t (count) = 3,175 and t (table) = 2,025 means t hitung > t tabel hypothesis H 1 accepted. It can be concluded that there are significant use of Active Knowledge Sharing models for matematics student learning outcomes. Recommended to teachers can use Active Knowledge Sharing Model in the learning process

Active Knowledge Sharing in Online Group Work

Active Knowledge Sharing in Online Group Work