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Ringkasan Jurnal 1 Melati

Ringkasan Jurnal 1 Melati

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Published by: Dedi Mukhlas on Feb 19, 2012
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Ringkasan Jurnal 1:Sumber Jurnal
Ruey S. Shieh, Wheijen Chang, Eric Liu Feng Zhi-. 2011. (Online)
Technology enabled activelearning (TEAL) in introductory physics: Impact on genders and achievement levels,
Australasian Journal of Educational Technology, 1082-1099
 
P
enyelaras
N
ama : Melati Kamilatillah
NI
M : 209121415732
Tugas Matakuliah
Literatur implementasi pembelajaran on-line /E-learning dalam bentuk jurnal1.
 
Sekilas tentang jurnal
Jurnal yang ditulis oleh Ruey S. Shieh, Wheijen Chang, dan Eric Liu Feng Zhi inimengeksplorasi dampak penggunaan Teknologi Pembelajaran Aktif (Teal) pada siswabelajar fisika umum, dengan fokus pada perbedaan antara jenis kelamin dan tingkatprestasi. Teknologi pembelajaran aktif sendiri merupakan pengajaran yang inovatif danstruktur, yang menampilkan multimedia yang lengkap untuk memfasilitasi kelas besarsiswa untuk belajar ilmu pengetahuan dan teknologi.2.
 
H
al yang menarik dan Fokus Jurnal
Teal menekankan kelompok pada diskusi dan interaksi selama proses instruksional.
I
nteraksi kelompok dan diskusi didukung oleh respon sistem pribadi (PRS), lebih dari 50studi dan menemukan bahwa penggunaan PRS sangat bermanfaat untuk meningkatkanmotivasi belajar, keterlibatan kognitif, dan interaktif dengan teman sebaya, sertamemfasilitasi penilaian formatif. Latar belakang teoritis Teal didasarkan padakonstruktivisme sosial.3.
 
Metode
Penelitian ini menggunakan kuasi-eksperimental yang dirancang untuk melakukanpenelitian. Pada tahun 2008, ada empat besar kelas siswa mempelajari Fisika pengantardi CCU. Tiga kelas, terdiri dari dua kelas masing- masing departemen, belajar kursus diStudio Teal dan dianggap sebagai kelompok eksperimen, sementara tiga departemenkelas belajar di pengaturan tradisional dianggap sebagai kelompok kontrol. Meskipunempat kelas diajarkan oleh instruktur yang berbeda, semua menggunakan bahan yangsama dan diuji dengan pertanyaan-pertanyaan ujian yang sama mulai dari jangkamenengah dan akhir.4.
 
K
esimpulan
Jurmal yang ditulis oleh Ruey S. Shieh, Wheijen Chang, dan Eric Liu Feng Zhi ini sangatcocok untuk meningkatkan pengajaran tradisional dengan metode yang lebih interaktif kolaboratif. Terutama untuk mengintegrasikan teknologi ke dalam konstruktivisberbasis pedagogi.
 
 
 Sumber :
Ruey S. Shieh, Wheijen Chang, Eric Liu Feng Zhi-.
Technology enabled active learning (TEAL) inintroductory physics: Impact on genders and achievement levels,
Australasian Journal of Educational Technology, 1082-1099
Jurnal Dalam Bahasa Inggris :Technology enabled active learning (TEAL) inintroductory physics: Impact on genders andachievement levels
Ruey S. ShiehKainan UniversitasWheijen ChangFeng Chia-UniversitasEric Liu Feng Zhi-
N
ational Central UniversityThis study explored the impact of 
Technology Enabled Active Learning
(TEAL) on studentslearning general physics, focusing on differences between genders and among variousachievement levels. A quasi-experimental investigation was conducted on two semesters of courses offered in 2008. Data sources consisted of pre-tests, posttests, self-report surveys, classobservations, and interview data. The test results indicate that the learning gain achieved bythe experimental group was 11% higher than that achieved by the control group in the first
 
semester, though the margin decreased to 1% in the second semester.
I
n the situation of thelow achievement level, there was no difference found in the learning gain achieved by the twogroups in the second semester. The qualitative data revealed that student academicperformances were disclosed to be associated with the following factors: the instructorsteaching styles and instructional skills, the students prior knowledge, their study habits, andthecohort atmosphere. That is, implementation of the innovative tool alone might not be sufficientto significantly improve student performance.
N
onetheless, theinteractive, collaborative instructional approach seemed to appeal to females more than it didto males, disclosing the potential of TEAL in narrowing the learning gap between genders.
Introduction
Technology Enabled Active Learning
(TEAL) was developed by Massachusetts
I
nstitute of Technology (M
I
T) in 2001, and is an innovative teaching and learning structure, featuring amultimedia-equipped studio to facilitate large classes of students learning science andtechnology related courses (Dori & Belcher, 2005, M
I
T Physics, n.d.). The goal of establishingTEAL is to involve students at a profound level with a more thorough understanding of thephysics subject matter, both conceptually and analytically (Belcher, 2001) through integratinglectures, problem solving, and handsonlaboratory activities in the instruction (Breslow, 2010). TEAL emphasises group discussion andinteraction during the instructional process. The group interaction and discussion is supportedby a personal response system (PRS), which some educators consider to be a powerful tool forteaching science courses and large classes (e.g. Beatty & Gerace, 2009; Beatty, et al., 2006b;Caldwell, 2007; Hancock, 2010; Ribbens, 2007). Kay and LeSage (2009) reviewed over 50 studiesand found that the use of PRS is beneficial to promote learning motivation, cognitiveengagement, and interactive with peers, as well as facilitate formative assessment.The theoretical background of TEAL is founded on social constructivism (Dori & Belcher, 2005).Many researchers believe that it is important to consider social, interactive, and culturalaspects of learning as part of the knowledge sharing andbuilding process (Hara & Kling, 2002). Wenger (1998) identified the importance of learning associal participation which has an emphasis on the negotiation of meaning rather than on themechanics of information transmission and acquisition (p.265).
I
t is through the routinenegotiation of meanings, rather than the information acquisitionand transmission, that members in the community learn, and thus continue their participationand engagement (Wenger, 1998). Therefore, group discussion becomes crucial in that the peerdialogue facilitates students to gradually negotiate and grasp the scientific meanings of terminologies, and to distinguish the difference between scientific definitions and daily lifeusages (Scott, 1998). Constructivist instruction, as opposed to the traditional transmissionmodel, is regarded as being more likely to result in meaningful learning and understanding.Accordingly, instructors need to provide context-rich questions, along with hands-on activities,and to allow students to observe, think, and elaborate on the underlying physical principles(Sokoloff & Thornton, 2004). Hake (1998) reported that the learning gain of students engagedin interactive instructional approaches (0.48±0.14) were much higher than those involved intraditional instruction (0.23±0.04) in learning physics. TEAL was introduced to a nationaluniversity in Taiwan in 2004.
I
n 2005, the physics department began to use the TEAL studio to

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