共享与认知学习模式:对提高学生的学习活动和理解是否有效?

Aang Rohyana, Dicky Tri Juniar, Jusuf Blegur
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引用次数: 0

摘要

学习设计在理想上应该支持增加的学习活动和学生的理解,但实际上在实施过程中仍然存在各种问题,如学生注意力不集中,提问积极性不高,寻找信息的积极性不高。本研究旨在分析SHARK (Sharing and know)学习模式对学生学习活动和对《Musca Moston’s teaching style in sports Education learning》教材理解的改善。本研究采用定量实验方法,采用后验对照组设计,共41人。研究工具使用六种学习活动行为的指导方针来衡量学习活动和五个论文问题来衡量学生的理解水平。评价结果数据采用Microsoft excel和SPSS软件包分析进行描述性分析和独立样本检验。研究结果证明,与SHARK学习模型实验组相比,学生的学习活动和理解能力有了明显的提高。因此,SHARK学习模式对讲师来说是有效的,可以用来增加学生的学习活动和理解。这意味着以学生为中心的学习活动有助于他们更加热情,互动和负责小组作业,并增加学生在高阶思维过程中的知识和理解。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Sharing and Knowing Learning Model: Is it Effective in Increasing Student Learning Activities and Understanding?
Learning design should ideally support increased learning activities and student understanding, but in fact there are still various problems in its implementation, for example students lack concentration, are less active in asking questions, and are low motivated in seeking information. This study aims to analyze the improvement of the Sharing and Knowing (SHARK) learning model on student learning activities and understanding of the material "Musca Moston’s teaching style in Physical Education learning". This study used a quantitative experimental method using a post-test only control group design involving 41 participants. The research instrument uses guidelines for six learning activity behaviours to measure learning activities and five essay questions to measure student understanding levels. Assessment results data were analyzed descriptively and independent sample test using Microsoft excel and SPSS tool pack analysis. The results of the study proved that there was a significant increase in student learning activity and understanding from the SHARK learning model experimental group. Thus, the SHARK learning model is effective for lecturers to use in increasing student learning activities and understanding. The implication is that student-centered learning activities help them to be more enthusiastic, interactive, and responsible for group assignments, as well as increase students' knowledge and understanding in higher-order thinking processes.
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