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Sarana Aktivitas Dan Unggulan Guru

« VOL. XIII No.2 Desember 2019

IMPROVEMENT OF STUDENT LEARNING ACTIVITIES THROUGH THE CONTEXTUAL MODEL OF THE EXPANDING PANEL MODEL IN GEOGRAPHY LEARNING IN CLASS XII-IPS-2 ODD SEMESTER IN SMA 3 GGANJUK, NGANJUK REGENCY 2018/2019 ACADEMIC YEAR

: Eko Supriyono (SMA Negeri 3 Nganjuk Kab Nganjuk)
Abstrak
In cycle 1, the teacher's prominent activity in learning activities is to deliver the introduction (20%). This preliminary stage requires considerable time because there are several operational sub activities, namely (a) identification of students' initial abilities, (b) giving apperception, (c) convey the learning objectives, and (d) explain the stages of work to face to face at the meeting. Other teacher activities are checking student understanding and giving feedback to students who ask questions, and clarify material that is unclear (22.85%). It's just that in clarifying the material that is less clear the teacher seems to force understanding to students in line with the activities of the teacher in learning, students are active in listening to the teacher's explanation (21.42%). In cycle 2, the teacher's activities that were prominent in the learning activities were the introduction (17.50%). The preliminary stage still requires a lot of time because there are operational sub-activities as discussed in the first cycle. In cycle 3, the teacher's salient activity in the learning cycle was to provide guided training in small groups (25%). This is in line with the students' activities in presenting observations in the Expanding Panel group discussion (25%), reading LKS (15.62%), and demonstrating the activities in the LKS (15.62%). For this reason the teacher in linking the lesson now with the previous attempt to be made real, by not ignoring the prior student's prior knowledge. So that student activities in the learning process become Increased

Kata kunci : learning activities, contextual approach to the Expanding Panel model

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