Teaching And Learning Activities Research Articles

Correlation Between English Teachers’ Teaching Style and English 123 Performance of AIMS Maritime Students: Basis in the Strategic Development of Teaching and Learning Activities (TLA) in English

Many teachers widely apply teacher-centered methods than student-centered methods. However, in specialized writing classes, such as English 123, the former method is not a guarantee for students to learn the tenets of good and effective writing. Thus, this study aimed at determining if there exist a significant relationship between the present teaching styles of English 123 teachers and the English 123 course performance of the students of Asian Institute of Maritime Students (AIMS). Using the descriptive-correlation design, the study employed 273 freshmen maritime students and nine English 123 professors as respondents of the study. Most of the students found their professors to possess an “Expert” and “Personal Model’ teaching styles while majority of the professors have classified themselves to possess an “Expert” and “Formal Authority” teaching styles. Based on the frequently appearing style of teaching, it is equated that the professors have a teacher- centered teaching style. With the reflected teaching styles, only few gained a very good grade of 91 and above. At the most, almost one third of them gained a low grade of 80 and below which warrants an improvement of achievement in English 123. Greater frequencies of high grades are seen from students under the “Expert” (grade range from 86 to 91 and above) as well as from “Personal Model” professors (grades from 86 – 90) while low frequencies of high grades are observed under the “Formal Authority” and “Delegator” professors. Hence, a significant relationship between students’ English 123 performance and the professors’ teaching styles exists.

Pelatihan Media Pembelajaran dengan Teknologi Google Assistant sebagai Inovasi KBM Sekolah Luar Biasa di Jakarta

The development of IT-based learning media in the field of education continues to progress in order to create comprehensive and interesting Teaching and Learning Activities (TLAs). In accordance with the Master Plan for Persons with Disabilities (RIPD) of the Ministry of Social Affairs of the Republic of Indonesia, learning media innovations are also important to be implemented in special schools for students with special needs in Indonesia. Innovation in learning media at SLBN 01 Jakarta still encounters obstacles, especially related to the lack of understanding of user experience in the teaching and learning process between teachers and students with special needs. Therefore, the team from the Faculty of Computer Science, UPN Veteran Jakarta (UPNVJ) conducted community service activities (PkM) to provide Google Assistant-based Learning Media Training to the Teacher Group from SLBN 01 Jakarta. The results of the activity aim to enable the Jakarta SLBN 01 Teacher Group to be able to independently apply the Google Assistant-based Natasha Bot learning media based on directions and assistance from the PkM team. The results of the feedback obtained from the participants indicated that the activity was going very well. The results also show an increase in teachers' knowledge in Special Schools (SLB) in the application of Google Assistant-based trivia quiz learning media innovations for Indonesian language subjects at the 6th grade elementary school level.

Penerapan Model Discovery Learning Untuk Meningkatkan Keaktifan Belajar Siswa Saat Pandemi

The education sector is feeling the impact of the COVID-19 pandemic. During the pandemic, the procedure for teaching and learning activities (TLA) changes according to the circumstances, this greatly affects the level of student learning activity (SLA). The purpose of this study is to improve SLA using the discovery learning mode (DLM) which is accompanied by the TPACK approach in mathematics teaching and learning. The type of research used is classroom action research (CAR), in this CAR it uses two cycles and each cycle has two meetings. This PTK takes the research subject, namely students of class X MIPA 2 SMAN 1 Bantul in the even semester of the 2021/2022 academic year. The results of this CAR show that there is an increase in SLA in mathematics learning using MDL. The increase in the SLA value can be seen from the pre-cycle results with the percentage value of 62.8% increasing to 71.42% after going through the action during the first cycle, then during the second cycle there was an increase with the percentage value of 89.7%. In cycle II, all SLA indicators have reached the desired criteria. The desired SLA criteria are with a minimum score percentage of 75% with high criteria.Keywords: discovery learning, Classroom Action Research, Student Learning Activity

ENHANCING THE STUDENTS’ ABILITY IN WRITING RHYMES WITH THE INTEGRATED SURAH AL-QALAM SORT CARD METHOD

This research is based on the lack of application of learningmethods that are able to arouse student interest in learning which causesa lack of student activity in learning activities. During the teaching andlearning activities, students did not have the courage to express theirideas and ideas. Therefore, this study aims to describe the improvementof rhyme writing skills using the integrated sort card method of surahAl-Qalam in class VIIB students of SMP Negeri 4 Polewali. Thesubjects in this study were all VIIB students for the 2019/2020 schoolyear, totaling 31 people. Data collection techniques used in this studywere tests, observations, and interviews which were then analyzed usingquantitative and qualitative data types. The results showed that studentswho were taught using the sort card method obtained an average valuein the first cycle, namely 65.68, after carrying out the learning processin cycle II and correcting the errors that occurred in the first cycle, thestudents' average score increased, namely -average 87.23. As for theintegration of the value of surah Al-Qalam verses 1-4 in relation to thesort card method with students, it can have an influence on the aspectsof students' attitudes towards writing skills and add insight in terms ofreligious values that the benefits of writing are many, one of which isthe endless reward with creating written works. Thus it can beconcluded that there is a significant increase using the sort card methodon the ability to write rhymes of class VIIB students of SMP Negeri 4Polewali.

ENHANCING THE STUDENTS’ ABILITY IN WRITING RHYMES WITH THE INTEGRATED SURAH AL-QALAM SORT CARD METHOD

This research is based on the lack of application of learningmethods that are able to arouse student interest in learning which causesa lack of student activity in learning activities. During the teaching andlearning activities, students did not have the courage to express theirideas and ideas. Therefore, this study aims to describe the improvementof rhyme writing skills using the integrated sort card method of surahAl-Qalam in class VIIB students of SMP Negeri 4 Polewali. Thesubjects in this study were all VIIB students for the 2019/2020 schoolyear, totaling 31 people. Data collection techniques used in this studywere tests, observations, and interviews which were then analyzed usingquantitative and qualitative data types. The results showed that studentswho were taught using the sort card method obtained an average valuein the first cycle, namely 65.68, after carrying out the learning processin cycle II and correcting the errors that occurred in the first cycle, thestudents' average score increased, namely -average 87.23. As for theintegration of the value of surah Al-Qalam verses 1-4 in relation to thesort card method with students, it can have an influence on the aspectsof students' attitudes towards writing skills and add insight in terms ofreligious values that the benefits of writing are many, one of which isthe endless reward with creating written works. Thus it can beconcluded that there is a significant increase using the sort card methodon the ability to write rhymes of class VIIB students of SMP Negeri 4Polewali.

A Distributed Virtual Learning Environment (DVLE) for a Constructively Aligned Architectural Design Studio

In the last 30 years there has been extensive research about online teaching, outlining the importance of the interaction modes and the constructive alignment of the intended learning outcomes (ILO) and the teaching and learning activities (TLA) (Shuell, 1986), (Houghton, 2004), (Laurillard, 2012), (Biggs and Tang, 2011). Nevertheless, the literature about online teaching for architectural design is quite scarce and seems to ignore the recent findings of pedagogy (Rongrong, Gu, Skates and Feast, 2021), (Quintelli. Maretto, Prandi and Gandolfi, 2020), (Bologna and Trisciuoglio 2020). In order to update our syllabi for online teaching during the pandemics we established a dedicated research unit, named “Online Architecture”, at Özyeğin University, (Camiz, Verdiani, Özkuvancı and Alak, 2020). Therein we tested several online tools that could be used to constructively align the teaching and learning activities (TLA) and the intended learning outcomes (ILO) of our online architectural studios. After selecting the proper tools, we aligned them with the ILO and deployed them within a Distributed Virtual Learning Environment (DVLE). This paper illustrates the finding of such a research unit and describes the applications of the DVLE in the architectural design studios for the years 2020- 2021.

Re-evaluation acoustic quality in lecture halls using G and C50: University of Sharjah Case Study

In our previous studies, we focused on the common approach of measuring Reverberation Time (RT) for assessing acoustic quality in various types of lecture halls at the University of Sharjah (United Arab Emirates). The absorbing surfaces at the lecture halls at the University of Sharjah are limited to one surface (hanging ceiling), which has been shown in the literature to affect the accuracy in the description of the acoustic response as a result of the introduced uncertainty in the measured reverberation times. Because of these reasons, it has been highlighted in the literature that RT is considered not a good predictor of acoustic quality, namely speech intelligibility, in the lecture halls. Therefore, additional acoustic parameters need to be measured of calculated to accurately predict the acoustic response in lecture halls, especially speech intelligibility during activities that takes place within the lecture hall. The focus of our current research is to extend our precious work on RT to calculate additional acoustic parameters, namely the acoustic strength, G, and the speech clarity, C. Our goal is to investigate the practical use of G and C to describe acoustic response in the examined lecture halls. In addition to special variations with frequency, we will examine the effects source position, room dimensions at different locations within the lecture hall. The measurements were conducted in the same lecture halls under the same conditions including the acoustic absorbers and sound diffusers, which have shown to influence measured acoustic parameters. The results were compared to standards for the purpose of providing recommendations for range of acoustic parameters to support adequate speech communication during various teaching and learning activities in lecture halls.

Self-Reported Assessment of Outcome-Based Education in Philippine Otolaryngology - Head and Neck Surgery Residency Training Programs by Consultants and Residents

ABSTRACT
 Objective: To determine the self-reported assessment of initial implementation of the 3 domains of Outcome-Based Education in accredited Otolaryngology - Head and Neck Surgery residency training programs in the Philippines by consultants and residents and explore any associations between their demographic profiles and assessments.
 Methods:
 Design: Mixed Method Research Design
 Setting: Multicenter - 30 accredited ORL-HNS residency training institutions in
 the Philippines- National Capital Region (NCR) 19, Luzon 7, Visayas 2, and Mindanao 2.
 Participants: A total of 129 consultants and 82 second to fourth year residents in training were included in the study by convenience sampling. First-year residents who started their residency training in January 2020 were excluded. Respondents answered self-reported questionnaires to assess implementation of the 3 domains of OBE: intended learning outcomes (ILO), teaching and learning activities (TLA) and assessment tasks (AT) using the 4-point scale score from “fully implemented” (4) to “not implemented” (1). Results of questionnaires were confirmed using open-ended questions on the challenges of OBE with a focused group discussion among 4 consultants and 1 resident.
 
 Results: The self-reported assessment of respondents on OBE implementation was “fully implemented” in the 3 domains. However, low numerical scores were seen for “managing community health and social need” in the ILO and “laboratory activities and workshops” in the TLA for both consultants and residents, in the assessment task (AT “multisource feedback by nurses and administrative staff” for the consultants, and “direct observation of performance skills for patient encounter” for residents. Among the 7 modules, “research methodology” had the lowest score for both consultants’ and residents’ self-perception. Challenges of OBE revealed included “mastery,” “time” and “data keeping.” Consultants younger than 60 years of age who had been in the department longer than 3 years and residents who attended an OBE workshop / lecture tended to give higher scores
 Conclusion: Two years after distribution of the manual on OBE to ORL-HNS residency training institutions, the consultants’ and residents’ self-reported assessment on implementation in all the 3 domains of OBE was “fully implemented.”

Consequences and Adaptations in Medical Education during the COVID-19 Pandemic: Medical Students’ Perspective in a Malaysian Public Institution

The severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) has become one of the most disastrous health crises 
 of the present world.
 The COVID-19 pandemic imposes unprecedented challenges for medical education globally. We describe how the pandemic has disrupted the medical education landscape from the students' perspectives and how medical students from a public higher institution adapted to the changes made to comply with the various government agencies' guidelines to contain the spread of COVID-19 while fulfilling the course requirements. The utilisation of numerous innovative online applications enabled the students to participate in numerous teaching and learning activities (TLA) with more flexible scheduling of the classes, participated in a series of online case-based discussions, clinical practice guideline (CPG) discussions, case presentations and objective structured clinical examination (OSCE) simulations. Students also joined TLAs conducted by other institutions both locally and abroad. In addition, students had collaborated among themselves and students from other institutions to conduct online peer-teaching activities. Perhaps, the main challenges for online classes were being unable to perform medical procedures and technical issues, commonly the poor internet connectivity. In regard to physical examinations, students performed it on members of their household instead of real patients. Learning medicine from a distance also gave us an opportunity to 
 taste telemedicine which may be the future of medical practice. Students and academics should be adaptive, resourceful and resilient in facing these changes together. The institution needs to look at all stakeholders' perspectives to respond to the changes in the medical education landscape.

MANAJEMEN TENAGA PENDIDIK BERBASIS KINERJA DI SEKOLAH LABORATORIUM PERCONTOHAN (LABSCHOOL)

Teacher management is very important in every institution in order to regulate the activities carried out, schools as educational organizations really need the management of teachers that are carried out properly. This study aims to review, analyze and describe the implementation of performance based teacher management oriented to improving the quality of teaching and learning activities (TLA). The method used is qualitative with research subjects are management officials, BPS (School Management), School Principal, Curriculum vice principal and classroom teachers and subject teachers. Research location at SD Labschool UPI. Data obtained through document review guidelines, interview guidelines, observation guidelines and self assessment. Data processing and analysis is done through the steps: data categorization and classification, data verification, data validation, member check, description of research results, and analysis and discussion of research results. The results showed that SD Labschool had the status of UPI academic supporting elements that developed educational innovations, educational management practices, and learning models, and carried out community service. SD Labschool is in the management of a one roof school management system and share authority and responsibilities between UPI and the Bandung Education Office (share authority and responsibility of school management system), teacher status is permanent teachers BPS (GT BPS), analysis of teacher needs based on on competence, teaching load, number of existing teachers, school programs, recruitment, distribution and placement of teachers is done at any time based on needs, the teacher shows good performance from preparation, implementation to evaluation of learning.

REVIEW ON THE DELIVERY OF GENERAL STUDY SKILLS MODULE: A TUTORS’ EXPERIENCE

Teaching delivery is an approach based on professional identity that creates a distinct classroom culture. Delivering General Study Skills (GSS) as a core modules in the Faculty of Foundation Studies (FFS) of Gulf College (GC) combines the difficulties of teaching with institutional expectations and students’ demand for quality instruction. This study aimed to assess the delivery of GSS module and its impact on the module outcomes for General Foundation (GFP) students. It also identified gaps in the delivery of the module that contributed to the performance of the students and came up with suggestions for improvement that would help programme leaders and module leaders modify the module descriptors and device teaching and learning activities (TLAs) suited to the level of the students. Looking at the module outcomes, of 325 students who took GSS for the Second Semester of AY 2017-2018, there were 237 or 69.8 percent passed the module and 66 or 20.4 percent failed. Of the total number of students, 32 or 9.8 percent did not submit the requirements for the module or no attendance at all. Using a Focused Group Discussion (FGD) among the participants, the researchers found six (6) important themes such as student’s motivation, students’ capability, challenging role, patience, heavy assessment methods and level of difficulty. In student’s motivation, the students are not serious in their studies and they are not attending their classes regularly as most of them are working students; in students’ capability, the students faced difficulty in understanding the lessons and can’t cope with the requirements of the module due to inability to understand English language; in challenging role, the teachers need to focus on teaching the basic of research as the modules requires a research-based outputs. A big challenge is that the tutors are expected to deliver the module in such a way that students should be able to come up with a portfolio containing 800 to 1,000 words research based written report subject for turnitin. Patience of the tutors is challenged in handling this module. Despite of this challenge, GSS tutors were able to transfer learnings as far as the required learning outcomes are concerned. They believed that patience played a vital role in teaching this module that helped a lot to deliver the module with maximum efficiency; in assessment method, three heavy assessments are expected for students which they find it difficult as it requires a lot of time, preparation and research skills. Thus, the tutors are challenged to meet a 100 percent module. The module’s level of difficulty is too high to the students’ level of intellect. Considering that, the students are still in the foundation level, yet they were bombarded with research-based activities which is already done by the undergraduate students in their terminal courses. GSS as one of the core modules of GFP is difficult on the part of the students. It implies that the module needs to be reviewed in terms of its expected learning outcomes, module assessment, teaching and learning activities. In addition, students’ level of communication skills and attitudes towards their studies need to take into consideration. To address the gaps, FFS with its Programme and Module Leaders should review the current curriculum of GSS to meet the desired outcomes. The module descriptors should need to be redesigned in such a way that it should meet not only the OAAA and the partner university requirements but also the needs of the GFP students. The teaching and learning activities (TLAs) particularly the activities included in the portfolio need to be reviewed and lowered its level of difficulty. Article visualizations:

Experiential learning in “innovation for sustainability”

PurposeThe urgent challenges of sustainability require novel teaching methods facilitating different types of learning. The purpose of this paper is to examine the important role of experiential learning in higher education programmes relating to sustainability and to evaluate a number of teaching and learning activities (TLAs) that can be used to leverage this approach.Design/methodology/approachBased on questionnaire surveys carried out for over seven years with students from a highly international master’s-level course, this paper describes the utility of experiential learning theory in teaching around “innovation for sustainability”. Drawing on Kolb’s theories and subsequent modifications, the paper reviews and evaluates the TLAs used in the course that have fostered experiential learning in the classroom, including role-play seminars, case study-based seminars and sessions centred around sharing and reflecting on personal professional histories.FindingsThe qualitative data and discussion illustrate the utility of experiential learning approaches in post-graduate education for sustainable development, especially in generating empathy and understanding for different sustainability perspectives and priorities from around the world. In particular, the paper offers novel insights into the strengths and limitations of the TLAs.Originality/valueThese insights are valuable to education for sustainable development practitioners dealing with international student intakes displaying variable levels of professional experience who are looking to foster experiential learning, reflection and inter-cultural empathy. They can inform the design of classroom-based TLAs that are capable of equipping students with not only the analytical skills for career success but also the inter-cultural sensibility required for international leadership in the sustainable development domain.

Improving engineering education for sustainable development using concept maps and multivariate data analysis

In education for sustainable development (ESD), the inclusion and handling of a multitude of perspectives and the interconnectivity of different dimensions of the world are often targeted. Based on the assumption that concept maps can capture notions of this learning, concept maps generated by students were used to complement a large number of other empirical data from several years of a master level course module in engineering education with a specific focus on ESD. Multivariate data analysis (MVDA) was used to find correlations between the many different variables. Empirical data included data on the background of students, on their participation in different teaching and learning activities (TLAs), and on their performance in different types of assessment, including concept maps generated before and after the course. According to the concept map results, the students seem to develop, in general, a more balanced and systemic view during the course. The use of MVDA was helpful in revealing both expected and unexpected co-variations. Results show that previous experiences (student background) is an important factor behind high performance and that TLAs in the course are providing complementary knowledge. The main focus of this paper is on how the innovative approach of combining the use of concept maps and MVDA can provide useful understanding of possible correlations between student characteristics, their participation in TLAs and their performance in assessments in an ESD course. The use of concept maps was seen as useful in capturing important notions of ESD while the MVDA enabled quick analysis of the large data set.

Musculoskeletal Anatomy Education: Evaluating the Influence of Different Teaching and Learning Activities on Medical Students Perception and Academic Performance

Medical schools have traditionally used a lecture and dissection-based approach for educating students about human anatomy. There is growing interest in the adoption of alternative teaching and learning activities (TLAs) that incorporate the use of cadaveric prosection and computer-based learning into musculoskeletal (MSK) anatomy curricula. The purpose of this investigation was to examine retrospectively how different TLAs influenced student perceptions about learning, and performance on MSK anatomy examinations. Pre-clerkship students from the same medical school were compared. One group completed 15hours of dissection-based laboratory instruction; another group completed 15hours of prosection-based laboratory instruction. All other aspects of the curricula were the same. Information was gathered about student perceptions using a standardized survey that compared six different TLAs on eight specific learning objectives. Academic performance on examinations was compared. Ninety-three medical students (50% of first year class/34% of second year class) participated. Only 27 had taken a MSK anatomy course prior to enrolling in medicine. Both groups rated learning via medical imaging and clinical case-based scenarios highly. While each group also ranked both methods of cadaveric teaching highly, only the prosection group thought there was a significant difference. No differences in academic performance were noted between groups. Data support the inclusion of cadaveric-based teaching, medical imaging and clinical case-based scenarios as key elements of a MSK anatomy curriculum, and suggest that academic performance is not influenced by the method of cadaveric instruction. These results should help guide the selection of effective MSK anatomy TLAs within undergraduate medical programs.

The use of modern pedagogical techniques when introducing information technology students to entrepreneurship

This paper describes the design of teaching and learning activities (TLAs) in an entrepreneurship subject offered to Information Technology (IT) students. We describe the challenges that we have encountered. Within one teaching semester, the students are expected to achieve a high level of applied knowledge in an area where they have little theoretical knowledge. We introduce TLAs that are not common in an IT curriculum. These TLAs use experience as the basis of knowledge, collaboration as the focus of learning and a reflective approach to structuring knowledge. We identify our rationale for using these new TLAs to achieve the intended learning outcomes for the subject based on the existing literature. To evaluate the effectiveness of our design, we conducted an annual survey. The results of the survey support our design. Student feedback surveys and end of course assessment results indicate that the new TLAs have enhanced the students’ learning.

Pedagogical Principle-Based Experiential E-Learning Exploration in Construction Mediation Training

This paper reports an exploration of e-learning training for construction mediation. One of the most crucial prerequisites for successful implementation of e-learning is the careful consideration of the pedagogical principles, however, this is the most neglected aspect in implementation. In this paper, a pedagogical principle-based experiential e-learning framework is developed by reviewing the major guidelines for development of e-learning programs, pedagogical principles for e-learning, and Kolb’s experiential learning cycle. Nine parameters are detailed: intended learning outcomes (ILOs), content development (LCD), concrete experience (CE), reflective observation (RO), learning progress report (LPR), abstract conceptualization (AC), active experimentation (AE), learning assessment report (LAR), and learning interaction and student support (LISS). With a pilot study evaluation, it is found that in this online course the teaching and learning activities (TLAs) are aligned with the ILOs. The LCD designed an effective learning route to help students understand the best way to use the e-learning system and resources. CE, RO, AC, AE and LISS were developed in role-play exercises, which are effective to enhance students’ involvement, interactions, collaboration, exploration, and problem-solving abilities. LPR played an important role in tracking students’ feedback and learning progress. Finally the students’ learning outcomes were evaluated in LAR by the device of logrolling-difference degree (L-DD). With these nine parameters, the pedagogical principle-based experiential e-learning system is developed and explored to deliver effective online construction mediation training.

Evaluating Constructive Alignment Theory Implementation in a Power Systems Analysis Course Through Repertory Grids

Individuals perceive their environment in terms of their individual mental structures that in turn determine their attitudes toward that environment. This is the focus of personal construct theory (PCT), which states that experiences are meaningful only in relation to the way they are “constructed.” Within the higher education system, the “constructs” developed by students determine the way in which they perceive their learning environment and are used to judge or evaluate their learning experiences. To reveal the constructs developed by students, a structured interview methodology known as the repertory grid technique can be used. In this paper, the repertory grid technique is exploited to evaluate a consensus-based constructive alignment theory implementation in a M.Sc.-level power systems analysis course. The repertory grid technique is utilized as an approach to effectively gather feedback from students through interviews during course evaluation meetings. It is shown that the repertory grid technique provides much valuable, insightful quantitative and qualitative data. Experience in using this technique revealed shortcomings that are illustrated and discussed in detail. Various visual and statistical methods are applied to analyze the elicited repertory grids. These analyses, along with the other traditional feedback channels, gave insight into the teaching and learning activities (TLAs) involved in implementing Constructive Alignment Theory in a course and helped determine specific elements of the course design needing improvement for future course deliveries, thus helping to improve education in a cornerstone course of power systems engineering.

When mind, heart, and hands meet: communication design and designers

Hong Kong’s transformation from a manufacturing to a knowledge-based economy has prompted the local government to promote the city as a regional design center. The 2008 Policy Address delivered by Hong Kong’s Chief Executive calls for the creation of a large pool of creative and knowledgeable talent. The government recognizes that, in addition to disciplinary knowledge and skills, the high-quality workforce demanded by the economic transition requires creativity and broader competences. The University Grants Committee of Hong Kong considers outcome-based education (OBE) the best approach to developing a workforce qualified to meet the demands of the professional marketplace and, accordingly, is strongly encouraging its deployment in all higher education institutions. This article investigates the effects of the OBE approach on the curriculum revision, implementation, and evaluation of a two-semester undergraduate-level communication design course that was selected for an OBE pilot study at the author’s university. To establish stronger linkage between the academic and professional contexts, it was deemed necessary to seek the opinions of experienced design practitioners about the attributes they expect of graduates and the methods they employ in training junior designers. The author conducted in-depth interviews with 13 art/creative directors from 11 design agencies in Hong Kong in 2007. Their opinions were incorporated into the formulation of intended learning outcomes (ILOs), teaching and learning activities (TLAs), and assessment tasks (ATs) for the revised outcome-based course curriculum, which was then implemented in the 2008–2009 academic year. This article reports the findings of the aforementioned interviews and discusses the design of the revised curriculum with illustration from samples of students’ creative projects. It also provides a preliminary evaluation of the effectiveness of the course design and student learning, as revealed in quantitative and qualitative feedback from students and in the course designer’s self-reflection.

IMPLEMENTASI PETA PIKIRAN (MIND MAP) DALAM MENINGKATKAN HASIL BELAJAR IPS SISWA SMP DI KOTA SEMARANG

The 2006 curriculum known as KTSP demands the change of paradigm in theworld of teaching and learning including in learning social science. Some teachingand learning activities done by the teachers are still using the lecturing method whichpositioning the teachers as the centre of information. Therefore, as the writers of thisresearch, we try to apply a learning method by using in order to stimulate thestudents' activities and critical thinking. This research was aimed to find out whetherthere was a significant difference in the result of social science learning of junior highschool students which was done through lecturing method and mind map, especiallytoward certain material such as The research method conducted for thispurpose was an experiment using research designThe variables consisted of independent variable (i.e. theimplementation of mind map method toward learning process about ),and dependent variable (i.e. students' activities and test result). The population for thisresearch was the VIII (eighth) grade students of State Junior High School 30,Semarang.As the sample of research, we chose two classes randomly. One was taughtby using a mind map method treatment and another, control class, by using variedlecturing method. The result of this research showed that the learning result oftreatment/experiment class was 76.67 in average, with the highest score 90.00 and thelowest 60.00. This was significantly different from the control class which scored72.83 in average, with the highest score 86.67 and the lowest 60.00. Thus, the result ofthe experiment classwas better than the control class. Kata kunci: Mind map,KTSP, pembelajaran IPS

PETA KONSEP SEBAGAI UPAYA UNTUK MENINGKATKAN MAKNA PEMBELAJARAN IPS GEOGRAFI DI SEKOLAH

The aplication of curricullum which is based on Competence Standart (SK) andCompetence Based (KD) demands the student to be independent, in order for them tobe able to develop their ability in their ways of thinking and to be independenly active.There fore, teachers as motivators need to create a condusive atmosphere in teachingand learning activities. For example they may apply new teaching methods whichallow the student to think creatively, actively and independently. The newest teachingand learning methods or models suggest the teachers to apply a conceptual map withinthe material given. Through a conceptual map, both the students and the teacher willbe assisted to get the “meaning” of the related material. Besides, it can also give asystematical guidance based on geography subject according to the topic, sub topicand other related topics in order to keep the material going on the right track. Theconcept map may be applied to analyze students acquisition toward the learnedconcept in more detailed than a test, such as the amount of the acquired concept, thedepth, the extention, and the entive of acquisition of a topic. The point is, the conceptmap may function as an effective evaluation device.Kata kunci: peta konsep, makna pembelajaran, geografi.