Buzz Group Research Articles

Efektifitas Ceramah Booklet dan Buzz Group dalam Upaya Pencegahan Pneumonia pada Anak

Background: In 2016 Kopeta Health Center was ranked the 4th highest number of cough disease not pneumonia and pneumonia cases from 23 Puskesmas in Sikka District. Health education on pneumonia in this health center has often been conducted, but it seems that the results have not been effective in improving the knowledge of mothers. This is due to the fact that it is only prioritized for mothers who come as their children’s illness and information provision has not been improving the knowledge of mothers on child pneumonia prevention. This study aims to compare the effectiveness of booklets provision and buzz group methods to increase knowledge, attitudes and practices of mothers in the prevention of pneumonia in children.Method: This study employed a quasi experimental design with non-equivalent control group. The sample of this study is the mothers who have children 0-5 years old, in Nangalimang and Kabor villages and 90 mothers were selected by using systematic random sampling technique. Data was collected using face to face interview by trained enumerators guiding with close-ended questionnaire that has been validated. Data were then analyzed by Chi-Square test and Manova Post Hoc Tukey.Results: Pneumonia lectures followed by giving booklets and buzz group discussion were effective in increasing maternal knowledge and attitudes in the prevention of children pneumonia. Whereas, buzz group were more effective in improving the practice of mothers in the prevention of pneumonia than the provision of booklets. This is because the buzz method makes mothers more actively participate and creative in solving pneumonia problems by looking at other mothers' experiences. It is recommended that using buzz group lectures as an alternative method in efforts to health education for mothers, especially in the prevention of children pneumonia.

Teaching Methods for Students Through Role-Playing and Buzz Group Learning Methods Based on Adult Learning Theory

Teaching Methods for Students Through Role-Playing and Buzz Group Learning Methods Based on Adult Learning Theory

PENINGKATAN KETERAMPILAN PRIMIGRAVIDA DALAM MERAWAT BAYI DENGAN PENERAPAN KOMBINASI METODE BUZZ GROUP DAN MODELLING

Introduction: First pregnancy is a critical period for mother life. Primigravida needs sufficient information on baby delivery preparation and baby care skill. This study aims at know the effect of combination buzz group and modelling methods on primigravida skill in taking care of baby. Method: Research design is true experiment using randomized subject, pre-test and post-test control group design. It was conducted at community health care of Poka Rumah Tiga Ambon. The samples of 24 respondents divided into two groups namely experimental and control group. Checklist containing items on bathing the baby, putting on diapers, umbilical cord care and technique of breastfeeding, are used to assess primigravida skill. The data obtained are then analysed using Paired t-test and Mann-Whitney U Test with α=0,05. Result and analysis : The finding shows that there is a significant difference in terms of primigravida skill from thosein before and after the use of combination method of buzz group and modelling (p=0,000). The average score difference was 46,271 (SD=3,758). In addition there was a significant difference between the experimental and control group (p=0,000). Discussion: The method involving pregnant mother in the form of buzz group and modelling an appropriate option for health practitioner in improving the health of mother and baby.

Exploring the Scope of Introducing Buzz Group in Teaching Community Medicine to Undergraduate Medical Students

Exploring the Scope of Introducing Buzz Group in Teaching Community Medicine to Undergraduate Medical Students

Pengaruh Metode Pembelejaran Diskusi Buzzgroup terhadap Keaktifan dan Prestasi Belajar Siswa

This study was conducted to determine the effect of buzz group discussion learning methods on the activeness and learning achievement of physics in class VIII of SMPN 4 Praya Barat Daya 2015/2016 Academic Year. The type of research used in this study is a kind of quasi-experimental research. The population in this study were all eighth-grade students totaling 38 people consisting of class VIII A totaling 20 people as the experimental class and class VIII B totaling 18 people as the control class with the sampling technique used was a saturated sampling technique. The instruments used are valid observation and test sheets both in content, construct, and empirical with a value of 3.34; 3.40; and 3.23, and reliable with the value of αCronbach = 0.608. The results of this study were also able to influence the achievement of learning physics. Based on statistical calculations using the ttest test, the value of tcount = 23.00 is greater than t table = 2.02 (t count = 23.00> t table = 2.02). Thus, it can be concluded that there is the influence of buzz group discussion learning methods on the activeness and learning achievement of physics in class VIII Praya Barat Daya SMP 4 2015/2016 Academic Year.

The Effect of Buzz Group Technique and Clustering Technique in Teaching Writing at the First Class of SMA HKBP I Tarutung

This research held at SMA HKBP 1 Tarutung North Sumatra on the research result of test X12 and XI2 students, after they got treatment in teaching writing in recount text by using buzz group and clustering technique. The average score (X) was 67.7 and the total score buzz group the average score (X) was 77.2 and in clustering technique, the average score (X) was 74.5 it mean that there is an improvement of students score after they got treatment. From the score of the test, a calculation was made to find out whether the buzz group and clustering technique significantly affects students writing ability. In Buzz group allows everyone’s ideas to be expressed. Students learn to work in real-life situations where others’ opinions are considered., in BG sets the groundwork to get discussion, expressing opinions, it is good for dealing with controversial subject Buzz group is significantly effect writing skill of the students.

METODE BUZZ GROUP DISERTAI MEDIA KELERENG SEBAGAI UPAYA MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA KELAS I SD NEGERI 023898 BINJAI UTARA

This study aims to find out how to improve the results of mathematics learning on the subject of summing in integers through Buzz Group method along with media Kelereng on the students of class I SD Negeri 020580 Binjai. And how the creativity and ability of teachers in implementing learning in the classroom. The result of this research concludes that the result of student learning in learning through Buzz Group method is On cycle I the good categorization value reaches only 20%. That means that a small part of the first cycle is more increased than before the improvement of learning. Nevertheless, the less categorized students are still in the most process that is 40% and the categorized is as much as 40% that finally in the second cycle the number of students who are categorized moderate and less should decrease. In cycle II, good categorized value is much more and melngalami significant achievement increase that reaches 80%. then the students who get the category is 20%. After the main problems in the improvement of learning on the cycle I and II implemented, the authors were satisfied with the increase in student value on the implementation of improvement learning in cycle II seen in the moderate category decreased and the absence of students who got less value

Strategies Used by Lecturers in Teaching English Productive Skills at English Study Program of FKIP UIR

Teaching English productive skills was considered to become the most difficult lesson, the students needed to have good pronunciation, master structure, discourse and the social context of cultural competence. Besides, speaking and writing were difficult, more effort was required on the part of the students and lecturers. It was not enough for the students to listen only. This research tried to explore the strategies used by the lecturers and their influences in developing students’ cognitive academic language proficiency by working on students’ English productive skills. This research was a descriptive qualitative research. It consisted of only one variable, which the researcher wanted to explore the description of strategies used by the lecturers and their influences on students’ English productive skills at English study program of FKIP UIR. In this research, researcher only focused on exploring the strategies used by the lecturers and describing the influences from those strategies on students’ English productive skills. The result of this research showed that there were some strategies used by lecturers in teaching English productive skills at English study program of FKIP UIR, they were: (1) in the speaking classroom; Buzz group, think-pair-share, circle of voices, video recording method. (2) in the Writing classroom; collaborative writing technique. All of those strategies were suitable for teaching speaking or writing and gave description for reader to increase students’ English productive skills.

Evaluation of the Effect of Training by Buzz Group Method on Nursing Diagnostic Skills of Nursing Students

Background and Purpose: Nursing diagnosis is the basis for nurses’ care plan; however, it is one of the most difficult responsibilities of nursing students. Therefore, selection of a proper method in order to facilitate the training process and increase critical thinking is of paramount importance. Materials and Methods: This quasi-experimental study with pretest-posttest design was conducted on 64 nursing students of seventh semester. After the conduction of the pretest, nursing diagnosis skills were taught to the students of the intervention group through Buzz group technique, whereas the subjects of the control group received normal learning processes. At the end of the classes, posttest was carried out for both groups. The applied questionnaire in this study contained two parts of demographic and scenario information of patients hospitalized in the CCU. Independent t-test was used to for inter-group comparison and the paired t-test for intra-group comparison. Results: In this study, the results of paired t-test revealed that mean scores of the intervention group were higher than the control group (P<0.001). Results of the paired t-test indicated an increase in mean scores of the intervention group after the training (P<0.001). Discussion: According to the results of this study, training with the Buzz group method had a positive impact on diagnosis skills of the nursing students and could improve their ability of critical thinking and performance. Therefore, it is recommended that this method be used to train nursing students.

Buzz Group And Self-Esteem on Teaching Listening In An Indonesian Efl Classroom

Banyak metode dan teknik telah diaplikasikan oleh guru untuk mengembangkan kemampuan mendengarkan siswa. Buzz group merupakan salah satu alternatif teknik yang bisa diaplikasikan dalam pembelajaran mendengarkan selain metode ceramah yang biasa digunakan. Selain itu, self-esteem sebagai salah satu aspek psikologis yang dapat mempengaruhi proses belajar siswa. Dalam penelitian ini, kombinasi keduanya antara teknik dan aspek psikologis dikomparasi dengan menggunakan studi eksperimental. Implementasi Buzz group dan metode ceramah dibandingkan dengan melihat tingkat self-esteem pada diri siswa. Multifactor Analysis of Variance (ANOVA) dan Tukey test dilakukan untuk menganalisa data yang didapat. Hasil penelitian menunjukkan bahwa siswa yang memiliki tingkat self-esteem tinggi yang diajar dengan menggunakan buzz group dapat belajar dengan bekerja sama dan berinteraksi satu sama lainnya dan berpartisipasi secara aktif. Sedangkan siswa dengan tingkat self-esteem rendah yang diajarkan melalui metode ceramah bisa belajar secara efektif karena mereka cenderung pasif. Dapat dikatakan bahwa efektifitas kedua teknik tersebut dipengaruhi oleh tingkat self-esteem siswa. وكان العديد من الأساليب والتقنيات المطبقة بالفعل من قبل المعلم لتطوير مهارة الاستماع لدى الطلاب. مجموعة الطنين يمكن أن يكون أسلوب بديل آخر لتطبيقها. ومع ذلك كانت تقنية أخرى أيضا لا تزال تستخدم على نطاق واسع مثل إلقاء المحاضرات. بجانب التقنيات، وكان يعتقد احترام الذات كما الجانب النفسي أيضا أن تكون عامل آخر أن تتأثر عملية تعلم الطلاب. في هذه الدراسة سيتم مقارنة تلك المجموعات بين التقنية والجانب النفسي باستخدام دراسة تجريبية. مجموعة الطنانة وإلقاء المحاضرات في عملية تعلمهم. واعتبرت تلك التقنيات من الثقة بالنفس لدى الطلاب. تم تطبيق التحليل المتعددة العوامل التباين (أنوفا) واختبار توكي. وأظهرت نتائج الدراسة أن الطلاب مع ارتفاع احترام الذات تدرس من قبل مجموعة الطنانة يمكن أن يتعلم من خلال التعاون والتفاعل مع بعضها البعض، وشاركت بنشاط. الطلاب مع تدني احترام الذات تدرس من قبل يحاضر أن نتعلم بشكل فعال لأنهم بعد ذلك ليكون السلبي. ويمكن القول أن فعالية تلك التقنيات اثنين تتأثر درجة الثقة بالنفس لدى الطلاب.

Combining bimodal presentation schemes and buzz groups improves clinical reasoning and learning at morning report

Morning reports offer opportunities for intensive work-based learning. In this controlled study, we measured learning processes and outcomes with the report of paediatric emergency room patients. Twelve specialists and 12 residents were randomised into four groups and discussed the same two paediatric cases. The groups differed in their presentation modality (verbal only vs. verbal + text) and the use of buzz groups (with vs. without). The verbal interactions were analysed for clinical reasoning processes. Perceptions of learning and judgment of learning were reported in a questionnaire. Diagnostic accuracy was assessed by a 20-item multiple-choice test. Combined bimodal presentation and buzz groups increased the odds ratio of clinical reasoning to occur in the discussion of cases by a factor of 1.90 (p = 0.013), indicating superior reasoning for buzz groups working with bimodal materials. For specialists, a positive effect of bimodal presentation was found on perceptions of learning (p < 0.05), and for residents, a positive effect of buzz groups was found on judgment of learning (p < 0.005). A positive effect of bimodal presentation on diagnostic accuracy was noted in the specialists (p < 0.05). Combined bimodal presentation and buzz group discussion of emergency cases improves clinicians’ clinical reasoning and learning.

PENINGKATAN KEMAMPUAN MENGANALISIS UNSUR INTRINSIK CERPEN MELALUI METODE DISKUSI JENIS BUZZ GROUP PADA SISWA KELAS VIII A SMP DWIJENDRA GIANYAR TAHUN PELAJARAN 2011/2012

This study is a classroom action research. It was conducted for the students at class VIII SMP DwijendraGianyar in the academic year 2011/2012. There were three cycles planned. There were 36 students. The object of the study was the improvement of ability in analyzing the intrinsic element of a short story through Buzz group discussion method. The results revealed that there was improvement in analyzing the intrinsic element of a short story after implementing Buzz group discussion method. It could be found from the mean score of the pretest was 4.2. It improved to 5.22 in the 1st cycle, then up to 6.22 in the 2nd cycle until achieving 7.38 in the 3rd cycle. It means that the standard-passing score (SKBM) that is 7.00 was achieved.

A health bridge to peace in the Middle East?

A health bridge to peace in the Middle East?

I Never Read Such a Long Story Before.

He wondered what he was doing in this room. How could he help these teachers learn about reading? He didn’t read too good himself. But Mr. Castillo had asked him if he would read a story for a bunch of teachers who were trying to learn about how kids read. Well, he knew he read lousy. He didn’t read much anyway except for magazines at the drug store. But Mr. Castillo had said he could be a big help. He would do anything for Mr. Castillo. Mr. Castillo was the junior high counselor. He had known him since seventh grade. Mr. Castillo was always helping him get back into class. He liked the buzz group Mr. Castillo held two times a week. He never missed that if he could help it. They talked about important things like why they had problems with teachers, about girls, problems with parents, even being Mexican. He only missed the buzz group when he had to take Mama to the hospital. She went to that shrink every week. He wondered if the shrink spoke Spanish. How would the shrink understand Mama without knowing Spanish? He got to the table. There was the lady Mr. Castillo had told him about. She was going to help the teachers learn about reading.

An Adaptation of Group Dynamics Techniques to Foreign Language Teaching

The main emphasis in much foreign language teaching is on helping the learner approximate the phonetic, morphological, and syntactic patterns of the language by means of pattern practice and similar drills. Although this is useful and may, indeed, be necessary, it is not sufficient. There seems to be something other than accuracy of patterns which allows a speaker to make himself understood. The sine qua non for the development of communication skills is communication itself. Group dynamics theory and practice provide language teachers with a methodology which may be generally useful in language classrooms. The basic technique employed in the current application of this methodology is the goal-oriented buzz group. Small groups of students attempt to reach a consensus on the solution to problems presented by the instructor. They may later attempt to arrive at a class consensus. These activities are especially useful in oversized classes since they permit participation in communication activities by all members of the class simultaneously.