Model based group approach (MBGA); an alternative approach for improving the quality of student learning in Universities
), (1) Universitas Negeri Padang
Indonesia
(2) Universitas Negeri Padang
Indonesia
(3) Indonesian Institute for Counseling, Education and Therapy, Padang
Indonesia
(4) Universitas Negeri Padang
Indonesia
Corresponding Author
Copyright (c) 2020 Taufik Taufik, Ifdil Ifdil, Rima Pratiwi Fadli, Afdal Afdal
DOI : https://doi.org/10.24036/0202091109992-0-00
Full Text:
Language : en
Abstract
This research is driven by the phenomenon of the poor quality of learning activities of new students in universities. This study tries to investigate the strength through the work of Model-Based Group Approach to enhance the quality of student learning activities. This research is a quasi-experimental research involved 206 students of Universitas Negeri Padang. The instrument used is IAKB (Activation Instrument Learning Activity) and analysis of research data using T-Test. The result from this research shows that there is an improvement of learning activity quality before and after application of the model that is 13.68 to 57.10. This shows a gain of 43.42%. Based on the results of research that has been done can be concluded that the development of this model is useful to improve the quality of student learning activities.
References
Alma, B. (2010). Guru Menguasai dan Terampil Mengajar: Bandung: Alfabeta.
Ashworth, P., Bannister, P., Thorne, P., & Unit, S. o. t. Q. R. M. C. (1997). Guilty in whose eyes? University students' perceptions of cheating and plagiarism in academic work and assessment. Studies in higher education, 22(2), 187-203.
Asmawi, M. R. (2010). Strategi meningkatkan lulusan bermutu di perguruan tinggi. Hubs-Asia, 10(1).
Atmatzidou, S., Demetriadis, S., & Nika, P. (2018). How does the degree of guidance support students’ metacognitive and problem solving skills in educational robotics? Journal of Science Education and Technology, 27(1), 70-85.
Babamohamadi, H., Fakhr-Movahedi, A., Soleimani, M., & Emadi, A. (2017). A Comparative Study on Critical Thinking Skills of Bachelor and Masterâ s Degree Students in Critical Care Nursing. Nurs Midwifery Stud, 6(2), e37464.
Bariyyah, K. (2015). The effectiveness of peer-helping to reduce academic-stress of students. Addictive Disorders & Their Treatment, 14(4), 176-181.
Burbach, M. E., Matkin, G. S., Gambrell, K. M., & Harding, H. E. (2010). The impact of preparing faculty in the effective use of student teams. College Student Journal, 44(3), 752-762.
Campbell, D. T., & Stanley, J. C. (2015). Experimental and quasi-experimental designs for research: Ravenio Books.
Chen, S. C., Yang, S. J., & Hsiao, C. C. (2016). Exploring student perceptions, learning outcome and gender differences in a flipped mathematics course. British Journal of Educational Technology, 47(6), 1096-1112.
Cheung-Blunden, V., & Khan, S. R. (2018). A modified peer rating system to recognise rating skill as a learning outcome. Assessment & Evaluation in Higher Education, 43(1), 58-67.
Christensen, L. B., Johnson, B., & Turner, L. A. (2011). Research methods, design, and analysis.
Eftekhari, M., Sotoudehnama, E., & Marandi, S. S. (2016). Computer-aided argument mapping in an EFL setting: does technology precede traditional paper and pencil approach in developing critical thinking? Educational Technology Research and Development, 64(2), 339-357.
Fadli, R. P., Alizamar, A., & Afdal, A. (2017). Persepsi siswa tentang kesesuaian perencanaan arah karir berdasarkan pilihan keahlian siswa sekolah menengah kejuruan. Konselor, 6(2), 74-82.
Fang, N., & Tajvidi, M. (2018). The effects of computer simulation and animation (CSA) on students' cognitive processes: A comparative case study in an undergraduate engineering course. Journal of Computer assisted learning, 34(1), 71-83.
Hakim, L. (2009). Perencanaan pembelajaran. Bandung: Wacana Prima.
Hernawan, A. H., Andriyani, D., Susilana, R., Chandrawati, T., & Mulyati, A. (2007). Pengembangan Kurikulum dan Pembelajaran Kimia.
Hung, I.-C., & Chen, N.-S. (2018). Embodied interactive video lectures for improving learning comprehension and retention. Computers & Education, 117, 116-131.
Kim, J. e., Park, H., Jang, M., & Nam, H. (2017). Exploring flipped classroom effects on second language learners’ cognitive processing. Foreign Language Annals, 50(2), 260-284.
LaDage, L. D., Tornello, S. L., Vallejera, J. M., Baker, E. E., Yan, Y., & Chowdhury, A. (2018). Variation in behavioral engagement during an active learning activity leads to differential knowledge gains in college students. Advances in physiology education, 42(1), 99-103.
Latipah, E. (2015). Strategi self regulated learning dan prestasi belajar: kajian meta analisis. Jurnal Psikologi, 37(1), 110–129.
Liu, X., Li, L., & Zhang, Z. (2018). Small group discussion as a key component in online assessment training for enhanced student learning in web-based peer assessment. Assessment & Evaluation in Higher Education, 43(2), 207-222.
Loes, C. N., & Pascarella, E. T. (2017). Collaborative learning and critical thinking: Testing the link. The Journal of Higher Education, 88(5), 726-753.
McCabe, D. (2005). Cheating: Why students do it and how we can help them stop. Guiding students from cheating and plagiarism to honesty and integrity: Strategies for change, 237-246.
McWilliams, S. C., & Barrett, A. E. (2018). “I hope I go out of this world still wanting to learn more”: Identity work in a lifelong learning institute. The Journals of Gerontology: Series B, 73(2), 292-301.
Molle, D., & Lee, N. (2017). Opportunities for academic language and literacy development for emergent bilingual students during group work. International Journal of Bilingual Education and Bilingualism, 20(5), 584-601.
Moreno, A. J., Shwayder, I., & Friedman, I. D. (2017). The function of executive function: Everyday manifestations of regulated thinking in preschool settings. Early Childhood Education Journal, 45(2), 143-153.
Nasution, H. F. (2016). Hubungan metode mengajar dosen, keterampilan belajar, sarana belajar dan lingkungan belajar dengan prestasi belajar mahasiswa. Jurnal Ilmu Pendidikan, 8(1).
Ning, H. K. (2018). Singapore Primary Students’ Pursuit of Multiple Achievement Goals: A Latent Profile Analysis. The Journal of Early Adolescence, 38(2), 220-237.
Pawlak, A., Irving, P. W., & Caballero, M. D. (2018). Development of the Modes of Collaboration framework. Physical Review Physics Education Research, 14(1), 010101.
Pokay, P., & Blumenfeld, P. C. (1990). Predicting achievement early and late in the semester: The role of motivation and use of learning strategies. Journal of educational psychology, 82(1), 41.
Prayitno. (2007). Pengembangan potensi mahasiswa: Universitas Negeri Padang (UNP) Press.
Shyr, W. J., & Chen, C. H. (2018). Designing a technology‐enhanced flipped learning system to facilitate students' self‐regulation and performance. Journal of Computer assisted learning, 34(1), 53-62.
Slameto, B. (2010). Belajar dan faktor-faktor yang mempengaruhi. Rineka Cipta.
Suganda, T. (2006). Perihal Plagiarisme dalam Artikel Ilmiah. Agrikultura, 17 (3), 161-164.
Taufik, T., Ifdil, I., & Ardi, Z. (2013). Kondisi Stres Akademik Siswa SMA Negeri di Kota Padang. Jurnal Konseling dan Pendidikan, 1(2), 143-150.
Tindell, D. R., & Bohlander, R. W. (2012). The use and abuse of cell phones and text messaging in the classroom: A survey of college students. College Teaching, 60(1), 1-9.
Wang, S., Yang, Y., Culpepper, S. A., & Douglas, J. A. (2018). Tracking skill acquisition with cognitive diagnosis models: a higher-order, hidden markov model with covariates. Journal of Educational and Behavioral Statistics, 43(1), 57-87.
Wildemuth, B. M. (2016). Applications of social research methods to questions in information and library science: ABC-CLIO.
Wulandari, S. (2014). Hubungan Antara Konformitas dengan Perilaku Menyontek pada Siswa SMP N 1 Selo Boyolali. Universitas Muhammadiyah Surakarta.
Article Metrics
Abstract Views : 507 times
PDF Downloaded : 76 times
Refbacks
- There are currently no refbacks.
Copyright (c) 2020 Taufik Taufik, Ifdil Ifdil, Rima Pratiwi Fadli, Afdal Afdal
This work is licensed under a Creative Commons Attribution 4.0 International License.
