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(searched for: nuansa:)
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Nuansa
Bayu Segera
SOSIO DIDAKTIKA: Social Science Education Journal, Volume 2; doi:10.15408/sd.v2i1.1349

Abstract: The end of twentieth century left the impact of life for people around the world. Changes that very large in a century that changed a manifestation of the world which was the residence and human life.The earth as if more fragile in sustains human life with all its activity. Developing countries like indonesia not separated from the condition of this difficult department. Efforts to meeting the needs of food, energy, transportation, psychology has harvested more people are a real threat. This challenge ought to be answered to the development in many sectors with the approach of sustainable. Planting sustainable value has to be introduced from the outset, one way is by introducing ESD (education for sustainable development) in schools, in the hope of school tuition having values the sustainability of it so that it be able to retain the conservation of the natural environment, social and cultural. Permalink/DOI: http://dx.doi.org/10.15408/sd.v2i1.1349
Ryan
Nuansa
Dirga
CENDEKIA: Journal of Education and Teaching, Volume 10, pp 101-108; doi:10.30957/cendekia.v10i1.86

Abstract: This paper describes innovation of lietarure teaching in Germanic for SMA students. Curriculum change has an immense effort for teachers to promote adaptation on their teaching. In the 2013 Curriculum for SMA, in this context of analysis, innovation for teaching materials and teaching methods used are required as the inquiry based teaching is prominent in this context. The problems of curriculum innovation requires teachers creativity in terms of instructional designs, including: syllabus, lesson plan, teaching materials, methos of teaching and assessment. This paper argues that innovation in teaching Germany for SMA students should start from the instructional design that puts emphases on teaching materials and teaching methods using for exapmle: project-based teaching, inquiry-based teaching.
Citrasmara Galuh
Nuansa
, Wahyu Widodo
Published: 21 February 2018
E3S Web of Conferences, Volume 31; doi:10.1051/e3sconf/20183109021

Nuansa
Bayu Segara, Enok Maryani, Mamat Ruhimat
First Indonesian Communication Forum of Teacher Training and Education Faculty Leaders International Conference on Education 2017 (ICE 2017); doi:10.2991/ice-17.2018.80

Chanira
Nuansa
, Suryadi Suryadi, Darsono Wisadirana
Journal of Indonesian Tourism and Development Studies, Volume 2, pp 82-85; doi:10.21776/ub.jitode.2014.002.02.07

The publisher has not yet granted permission to display this abstract.
Nuansa
Bayu Segara, Enceng Yana, Yopi Nisa Febianti
International Educational Research, Volume 1; doi:10.30560/ier.v1n1p43

Abstract: Performance evaluation of an oral presentation in the lecture process should be valid and accountable to avoid subjectivity and bias on the assessment. Based on ADDIE models, the researcher makes an oral presentation instrument for peer assessment, developed, implemented and tested statistically. Teacher candidates participate directly in the evaluation process based on the oral presentation rubric. The rubric became a guide for students in determining the criteria and performance measurement scale oral presentation of his colleagues. Statistical tests performed with Second Order Confirmatory Factor Analysis (CFA) Order using the Smart PLS 3.0. This instrument was built based on three dimensions of oral presentation: content, delivery, and collaboration. As a result, all three of it were found to be statistically valid and reliable, meeting the criteria so that it can be used for peer assessment of oral presentation.
Zona
Nuansa
Antariksa, Dian Ultra, Aldani Malau, Tejo Sukotrihadiyono
International Petroleum Technology Conference; doi:10.2523/iptc-18005-ms

Nuansa
Bayu Segara, Enok Maryani, Nana Supriatna, Mamat Ruhimat
Published: 28 August 2018
Geosfera Indonesia, Volume 3, pp 146-162; doi:10.19184/geosi.v3i2.7808

Abstract: This article presents the results of the first implementation of map literacy learning model in middle school classes - this is the preliminary test. The implementation of this learning model will gain optimal results when it is conducted by following all the component of the model such as the syntax, theoretical framework, social system, teachers' roles, and support system. After the model implementation has been completed, the results showed that there was significantly different in students' spatial thinking skills before and after the treatment. However, the implementation also revealed that the model has some technical issues and thus to be improved. In a social system revision, the teacher has to be flexibly provide scaffolding every time he/she sees that the students need it. Teacher's book is significantly important to help a teacher lead the learning process. After improvement of the model has been completed, then it is ready to be implemented in the main field testing stage. Keywords: map literacy, social studies learning, spatial thinking References Abbasnasab, S., Rashid, M., & Saad, M. (2012). Knowledge with Professional Practice A Sociocultural Perspective on Assessment for Learning : The Case of a Malaysian Primary School ESL Context, 66, 343–353. http://doi.org/10.1016/j.sbspro.2012.11.277 Adeyemi, S. B., & Cishe, E. N. (2015). Effects of Cooperative and Individualistic Learning Strategies on Students’ Map Reading and Interpretation. International Journal of Arts & Sciences, 8(7), 383–395. Bednarz, S. W., Acheson, G., & Bednarz, R. S. (2006). Maps and Map Learning in Social Studies. Social Education, 70(7), 398–404. http://doi.org/10.4324/9780203841273 Brophy, J., & Alleman, J. (2009). Meaningful social studies for elementary students. Teachers and Teaching, 15(3), 357–376. http://doi.org/10.1080/13540600903056700 Cohen, L., Manion, L., Morrison, K., & Wyse, D. (2010). A Guide To Teaching Practice (5th ed.). London and New York: Rotledge. Churcher, K. M. A., Downs, E., & Tewksbury, D. (2014). “ Friending ” Vygotsky : A Social Constructivist P edagogy of Knowledge Building Through Classroom Social Media Use, 14(1), 33–50. Durmuş, Y. T. (2016). Effective Learning Environment Characteristics as a requirement of Constructivist Curricula: Teachers’ Needs and School Principals’ Views. International Journal of Instruction, 9(2), 183–198. http://doi.org/10.12973/iji.2016.9213a Fani, T., & Ghaemi, F. (2011). Implications of Vygotsky ’ s Zone of Proximal Development ( ZPD ) in Teacher Education : ZPTD and Self-scaffolding. Procedia - Social and Behavioral Sciences, 29(Iceepsy), 1549–1554. http://doi.org/10.1016/j.sbspro.2011.11.396 Gauvain, M. (1993). The Development of Spatial Thinking in Everyday Activity. Developmental Review, 13, 92–121. Hribar, G. C. (2015). Using Map-Based Investigations with Elementary Students. In ESRI Education GIS Conference (pp. 1–26). Huynh, N. T., & Sharpe, B. (2013). An...
Nuansa
Bayu Segara, Gurniwan Kamil Pasya, Enok Maryani
Published: 28 March 2016
Jurnal Geografi Gea, Volume 12; doi:10.17509/gea.v12i2.1782

Abstract: Proses pembelajaran geografi mengalami pergeseran orientasi, pembentukan sikap dan perilaku keruangan tidak lagi menjadi prioritas, karena prioritas utama pembelajaran geografi saat ini untuk meluluskan peserta didik dari ujian nasional. Begitu pula yang terjadi di Kota Cirebon, padahal dalam lima tahun terakhir ini Kota Cirebon berkembang pesat sebagai pusat pertumbuhan. Sehingga sikap dan perilaku penduduknya dalam memperlakukan ruang harus dibentuk sejak dini dengan proses pembelajaran geografi. Pemahaman konsep merupakan salah satu aspek yang dibentuk dalam proses pembelajaran geografi, sehingga perlu diketahui seberapa besar pemahaman konsep berkontribusi terhadap sikap dan perilaku keruangan peserta didik? Untuk menjawab pertanyaan penelitian tersebut perlu mengukur variabel-variabel yang terkait. Pemahaman konsep geografi diukur dengan instrumen tes dengan indikator translasi, interpretasi dan ekstrapolasi yang dikaitkan dengan konsep lokasi, jarak dan interaksi. Sedangkan untuk mengukur sikap dan perilaku keruangan menggunakan instrumen non tes dengan skala rating. Hasil identifikasi dan analisis data didapatkan beberapa hal yang menjawab pertanyaan penelitian. Pemahaman konsep geografi berkontribusi rendah terhadap sikap dan perilaku keruangan. Selain itu, sikap keruangan berkontribusi cukup rendah terhadap perilaku keruangan. Hasil tersebut membuktikan teori postulat konsistensi tergantung bahwa hubungan sikap dan perilaku sangat situasional sehingga banyak faktor yang mempengaruhi. Kata kunci: pemahaman konsep, sikap keruangan, perilaku keruangan
Syahrullah Syahrullah
Al-Bayan: Jurnal Studi Ilmu Al- Qur'an dan Tafsir, Volume 1, pp 131-138; doi:10.15575/al-bayan.v1i2.1597

Abstract: Abu Zahrah adalah salah seorang mufasir kontemporer. Tulisan ini bersumber dari karya tafsirnya yang berjudul Zahrah al-Tafasir. Dengan menggunakan pendekatan deskriptif-analisis, tulisan ini mengurai empat contoh persoalan fiqhiyah yang dibahas dalam karya tafsir tersebut. Simpulan dari tulisan ini adalah bahwa metode yang digunakannya terbilang sederhana dengan tidak banyak mengurai perbedaan pendapat ataupun terjerembab dalam uraian kebahasaan. Meski latar keilmuan penulisnya lebih banyak tentang syariah atau fikih, namun
nuansa
fiqhiyah tersebut tidak selalu tampak dalam penafsirannya.
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