Knowledge Learning Outcomes Research Articles

The Implementation of Problem-Based Learning Model to Improve Student Learning Outcomes

Objective study This for know Application Model Learning Problem Based For Increase Results Study Computer And Network Base class X TKJ State Vocational School 1 Bitung. The research method used is classroom action research (PTK). The research took place in 2 cycles consisting of 8 meetings. Every cycle consists of planning action, implementation action, observation, and reflection. The subjects in the research were students of class X TKJ SMK Negeri 1 Bitung consisting of 32 person students. The data intake in a study covers data on student learning outcomes from the knowledge (cognitive) domain and the psychomotor (skills) domain. The research results show that the application of the problem-based learning model can improve computer and basic network learning outcomes for classroom students X TKJ vocational school Country 1 Bitung. This can prove that there is an enhancement in student learning outcomes in each cycle. In cycle I the percentage of completeness of students' knowledge of learning outcomes was 72%, while in cycle II the percentage of completeness of learning outcomes knowledge students increased become 94%. Then For cycle I the percentage of completeness of students' skills learning outcomes was 75%, while in cycle II the percentage of completeness of students' skills learning outcomes increased to 100%. Based on the results obtained, it can be concluded that the application of the problem-based learning model can improve computer and basic network learning outcomes for class X TKJ SMK Negeri 1 Bitung students.

MENINGKATKAN KETERAMPILAN PROSES DAN PENGUASAAN PENGETAHUAN SISWA KELAS XI IPA MELALUI METODE IMPROVE

The purpose of this study is to improve the process skills and mastery of students' knowledge in linear program material through the improve method in class XI IPA 4 SMA Negeri 1 Pandaan. This research is a classroom action research (CAR) with the Kemmis and McTaggart models, through two stages: (1) the initial observation stage (pre-action); and (2) the implementation phase of the action. Data instruments used were (1) an observation sheet to assess students 'learning process skills, and (2) written test questions sheets in the form of a post test to conduct an assessment of the mastery of students' learning outcomes. The data analysis technique used is the triangulation technique. The results showed there was a significant increase in the learning process skills and the mastery of students' learning outcomes knowledge. Based on the results of these achievements, it is necessary to take alternative actions in implementing appropriate and effective improve methods.

Evaluation of Teachers’ Knowledge of the New Teaching, Learnig and Assessment Methodologies in Selected Primary Schools

The aim of the research was to evaluate teachers’ knowledge of new teaching, learning and assessment methodologies. This study was underpinned by constructivist theory. It involved an analysis of the merits and demerits of the implementation of the new teaching, learning and assessment methodologies by teachers in selected primary schools. Qualitative method was used to gather information from the different categories of participants on how teaching, learning and assessment methodologies are implemented. Data were analysed by selecting, comparing, synthesising and interpreting information to provide explanation. It has been established in this study that teachers lack knowledge of learning outcomes and assessment standards. Teachers could not mention the learning outcomes and assessment standards they have planned to address in their lesson plans. The findings revealed that teachers tried to assess learners continuously during lesson presentations. The teacher should know the content, be able to decide on method or teaching approach, level of the learners as well as the learning and teaching support materials to be used in the lesson. Teachers should strive to establish how learners should learn, what teaching and learning activities they will use and how they will check learners’ understanding. DOI: 10.5901/mjss.2013.v4n14p75

A Model for Curricular Quality Assessment and Improvement

The article describes a systematic assessment model and its potential application to a college's ongoing curricular assessment activities. Each component of the continuous quality improvement model is discussed, including (1) the definition of a competent practitioner, (2) development of the core curricular competencies and course objectives, (3) students' baseline characteristics and educational attainment, (4) implementation of the curriculum, (5) data collection about the students' actual performance on the curriculum, and (6) reassessment of the model and curricular outcomes. Over time, faculty members involved in curricular assessment should routinely reassess the rationale for selecting outcomes; continually explore reliable and valid methods of assessing whether students have reached their learning goals; get legitimate support for assessment activities from faculty members and administration; routinely review curricular content related to attitudinal, behavioral, and knowledge-learning outcomes; and determine what to do with the collected assessment data.