International Journal of Active Learning
International Journal of Active Learning p-ISSN 2528-505X | e-ISSN 2615-6377 is an international, refereed publication for all those who teach and support learning in Higher Education and those who undertake or use research into effective learning, teaching and assessment in universities and colleges. The journal has an objective of improving the status of teaching and learning support as professional activity and embraces academic practice across all curriculum areas in higher education.
Articles
198 Documents
<![CDATA[Saintific Approach in 21st Century Learning in Indonesian Language Learning Vocational School of Pharmacy ]]>
<![CDATA[Chuntala, Angela Diyansih Wisesa]]>
<![CDATA[ International Journal of Active Learning Vol 4, No 2 (2019): October 2019 Article in press ]]>
Publisher : <![CDATA[International Journal of Active Learning ]]>
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DOI: 10.15294/ijal.v4i2.17181
<![CDATA[The current learning process has reached the 21st century where information is widely spread and technology is developing. The characteristics of the 21st century are marked by the interrelation of the world of science so that it synergizes faster (BNSP, 2010). The 21st century is also marked by the number of (1) information that is available anywhere and can be accessed at any time; (2) faster computing; (3) automation that replaces routine jobs; (4) communication that can be done from anywhere and anywhere (Litbang Kemendikbud, 2013). The things above are also in line with learning in Vocational High Schools (SMK). Muhadjir Effendy (Mendikbud) conveyed that the Vocational curriculum is in accordance with the needs of the business and industrial world (DUDI) and the Indonesian National Work Competency Standards (SKKNI). These things are also applied in learning Indonesian. Learning Indonesian based on a scientific approach aims to increase intellectual ability to think high-level students (Lutfiyah, 2015: 3). Indonesian subjects in the 2013 curriculum use a text-based approach (Lutfiyah, 2015: 4).]]>
<![CDATA[The Generic Science Skill Profile of Fourth Grade Students on Acid And Base Topic in Guided Inquiry Learning Model ]]>
<![CDATA[Yohana, Ismi]]>;
<![CDATA[Sudarmin, Sudarmin]]>;
<![CDATA[Wardani, Sri]]>;
<![CDATA[Mohyaddin, Siti Norasikin Binti]]>
<![CDATA[ International Journal of Active Learning Vol 3, No 2 (2018): October 2018 ]]>
Publisher : <![CDATA[International Journal of Active Learning ]]>
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DOI: 10.15294/ijal.v3i2.13485
<![CDATA[This research aims to find and identify the 4th level students science generic skill using guided inquiry learning in SMK Raja Permaisuri Bainun. This research method is descriptive qualitative method that explains the generic science skills indicators that have been studied through the Data taken from the research then Analyzed and summarized as research results. Profile of generic science skills valuation indicates that the indicator of student observation on acid and base material is high with the average of 81. Science Generic skills of symbolic language are classified with average of 73, while logical consistency and inference indicator are classified as high with average of 67 and 85 respectively. Overall, 4th Generic science skills of SMK Raja Permaisuri Bainin on acid and base material in guided inquiry learning is high enough with the average of 76.5. The analysis of students' cognitive learning outcomes guided inquiry learning was obtained in average of 73 and it indicated a high level of achievement. Furthermore, this result also indicated resources in the student's response to the guided inquiry learning that positively influences the students science generic skills. ]]>
<![CDATA[Students Errors in Reading Indonesian Poetry Aku (I) in Terms of Articulation and StressingIntonation ]]>
<![CDATA[Surastina, Surastina]]>
<![CDATA[ International Journal of Active Learning Vol 1, No 1 (2016): April 2016 ]]>
Publisher : <![CDATA[International Journal of Active Learning ]]>
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DOI: 10.15294/ijal.v1i1.7737
<![CDATA[Reading poetry aloud needs special skills, i.e articulating, stressing, and intonating skills, so that the poetry meaning can be well understood by listeners. Those skills must be trained to Indonesian primary student for achieving competencies standard in learning Indonesian poetry. This research aims to describe the students common errors in reading a famous Indonesian poetry entitled Aku by Chairil Anwar. This study was conducted to 120 primary students in Lampung Province, Indonesia which has been randomly chosen by using stratified random sampling technique. The result showed that most of students have low skills in reading poetry as indicated by high percentage of students doing errors. Error in articulating was mainly caused by different student dialect, meanwhile error in stressingintonation were affected by low ability in interpreting poetry and their tendency in reading with spesific pattern. This findings can be used as a reference to evaluate student skills in reading Indonesian poetry.How to CiteSurastina, S. (2016). Students Errors in Reading Indonesian Poetry Aku (I) in Terms of Articulation and StressingIntonation. International Journal of Active Learning, 1(1).]]>
<![CDATA[Students Difficulties in Mastering Clauses ]]>
<![CDATA[Haryanti, Sri]]>;
<![CDATA[Setyandari, Ana]]>
<![CDATA[ International Journal of Active Learning Vol 3, No 1 (2018): April 2018 ]]>
Publisher : <![CDATA[International Journal of Active Learning ]]>
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DOI: 10.15294/ijal.v3i1.12197
<![CDATA[This study aims to know the students mastery on clauses of the fifth semester students of English Education Study Program, Teacher Training and Education Faculty, Widya Dharma University of Klaten in academic year 2016/2017 and the difficulties faced in comprehending clauses. The method of collecting data is the test. The method of analyzing data is statistics in the form of mean score. The results are the students mastery on clauses of the fifth semester students of English Education Study Program, Teacher Training and Education Faculty, Widya Dharma University of Klaten in academic year 2016/2017 is good; and the difficulties faced in comprehending clauses are identifying the functions of noun clause, determining the introductory conjunction, making adjective clause appropriately, selecting the appropriate verb, and determining the tense.]]>
<![CDATA[Implementation of Reading Guide Strategy in Global Climate Change Material for Enhancement of Student Learning Outcome ]]>
<![CDATA[Arozaq, Miftahul]]>;
<![CDATA[Aman, Aman]]>;
<![CDATA[Sunarhadi, M. Amin]]>
<![CDATA[ International Journal of Active Learning Vol 2, No 2 (2017): October 2017 ]]>
Publisher : <![CDATA[International Journal of Active Learning ]]>
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DOI: 10.15294/ijal.v2i2.10803
<![CDATA[The hierarchy of climate change learning concepts needs to be studied in schools. In the last four to five years, the issue of climate change has gained wider attention in the development of long-term government policy and programming so that it is necessary to integrate programs and action into learning materials in schools to mitigate the impact Global climate change. One of the learning strategies for integrating climate change into school materials through a reading guide. Reading guide is part of the application of active learning approach emphasizes the participation of higher learners so as to create a conducive learning atmosphere. Reading Guide aims to help students be more focused and easy to understand lessons delivered by teachers. The research objectives are; 1). How to study climate change material before using learning guide reading 2). What is the result of studying climate change materials after using learning guide reading. The research method is done by comparing the learning result of the students before and after using the learning of reading guide. As a testing group are students of class X IPS 2 in SMA Al-Islam 1 Surakarta a number of 36 students. The instrument used is a test, used to determine the effectiveness of learning reading guide consisting of 25 items. The result of this research is the result of study of climate change material before using the average reading guide learning is 41,22. After studying climate change materials using learning guide guidance, there is an increase of learning result to an average of 53.11. The conclusions obtained from this study indicate that learning using the reading guide is affective]]>
<![CDATA[Developing Problem High Order Thinking Type Application Volume Cube and Cuboid Based Problem Based Learning for Secondary School ]]>
<![CDATA[Marlina, Eli]]>;
<![CDATA[Putri, Ratu Ilma Indra]]>;
<![CDATA[Darmawijoyo, Darmawijoyo]]>
<![CDATA[ International Journal of Active Learning Vol 4, No 1 (2019): April 2019 ]]>
Publisher : <![CDATA[International Journal of Active Learning ]]>
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DOI: 10.15294/ijal.v4i1.15119
<![CDATA[This research aim to develop a valid and practical problem High Order Thinking Type Application Volume Cube and Cuboid based Problem Based Learning for secondary school. This is a development studies with formative evaluation type. Data collection technique include walk through, documentation, interview, test, and questionnaires. The prototype is valid qualitatively by validators that are expert. In aditonal expert have also stated that prototype is practical problem for. It has also been tested to eight grade student to know the quantitative validity and reliability of each item. This study result fifteen item exam high order thiking type application volume cube and cuboid based problem based learning for eight grade student.]]>
<![CDATA[Misconceptions Analysis on The Virus Chapter in Biology Textbooks for High School Students Grade X ]]>
<![CDATA[Saputri, Dyah Ayu Febrianna]]>;
<![CDATA[Widyaningrum, Trianik]]>
<![CDATA[ International Journal of Active Learning Vol 1, No 1 (2016): April 2016 ]]>
Publisher : <![CDATA[International Journal of Active Learning ]]>
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DOI: 10.15294/ijal.v1i1.7781
<![CDATA[Source of learning is something that can not be separated from the learning activities. One source of learning is learning materials. The book is one example of teaching materials from learning resources. The book is one source of information for learning. Problems often occur in the textbook is a misconceptions. This study aimed to analyze misconceptions on the virus chapter in biology textbook grade X. This research is a qualitative descriptive study provides the interpretation of data obtained in a rational and objective. This research subject is the content of the biology textbook for high school students grade X. While the object under study is the truth of the concept virus chapter biology textbook for high school students grade X. The results showed that the textbooks studied Biology class X are misconceptions which are divided into five categories, namely Misidentifications, Overgeneralizations, Oversimplications, Obsolete Concept and Terms and Undergeneralizations. Percentage of misconceptions found in every of biology textbook students grade X on the virus chapter that is 11.10% on the textbook A; 21.05% on the textbook B; and 31.03% on the textbook C. Criteria misconceptions most commonly found on the virus chapter in biology textbook students grade X is Oversimplications as much as 36.73%.]]>
<![CDATA[The Effectiveness of The Scientific Approach to Improve Student Learning Outcomes ]]>
<![CDATA[Firman, Firman]]>;
<![CDATA[Baedhowi, Baedhowi]]>;
<![CDATA[Murtini, Wiedy]]>
<![CDATA[ International Journal of Active Learning Vol 3, No 2 (2018): October 2018 ]]>
Publisher : <![CDATA[International Journal of Active Learning ]]>
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DOI: 10.15294/ijal.v3i2.13003
<![CDATA[The purpose of this research is to analyze the effectiveness of the scientific approach of Economics with modules that have been developed to improve the learning results of high school students. This research is the development of research based on the model of the Borg with Gall & i.e. stage introduction, development, and testing phase. The subject in this study is the SMA Negeri Mandailing Natal. Data collection techniques are used namely observation, interview, questionnaire, documentation, and test the results of the study. Data processing is carried out using SPSS. Operational field test using the design of one group pretest posttest design. Analysis of student learning test results in analysis using t-test test (independent samples test). The results showed that: the effectiveness of the economic lesson module with scientific approach showed that the average results of experimental classes after using the learning modules developed of 85.00 from earlier amounted to 65.00, and the control classes scored an average of 78.00 from previous 66.00. These values indicate that the developed modules can improve student learning result effectively.]]>
<![CDATA[Active Learning Through Discussion in E-Learning ]]>
<![CDATA[Wahyuningsih, Daru]]>
<![CDATA[ International Journal of Active Learning Vol 1, No 1 (2016): April 2016 ]]>
Publisher : <![CDATA[International Journal of Active Learning ]]>
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DOI: 10.15294/ijal.v1i1.7733
<![CDATA[Active learning is generally made by a lecturer in learning face to face. In the face to face learning, lecturer can implement a variety of teaching methods to make students actively involved in learning. This is different from learning that is actuating in e-learning. The main characteristic of e-learning is learning that can take place anytime and anywhere. Special strategies are needed so that lecturer can make students play an active role in the course of e-learning. Research in order to obtain the result that certain strategies can make an active student in course of e-learning was conducted using quasi-experimental research. This study is imposed on three courses in Study Program of Physics Education (Program Studi Pendidikan Fisika) of Sebelas Maret University (Universitas Sebelas Maret) that are the Geophysics, Learning Technology, and Measurement courses. In all three subjects, the researchers apply a strategy and then analyzed the results through statistical data of each course of e-learning. Based on the research, it is showed that students can conduct active learning by means of discussions in e-learning.How to CiteWahyuningsih, D. (2016). Active Learning Through Discussion in E-Learning. International Journal of Active Learning, 1(1).]]>
<![CDATA[Social, Psychological, and Emotional: Autism Children Factors by Case Study within Face to Face Approach ]]>
<![CDATA[Satrianawati, Satrianawati]]>
<![CDATA[ International Journal of Active Learning Vol 3, No 1 (2018): April 2018 ]]>
Publisher : <![CDATA[International Journal of Active Learning ]]>
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DOI: 10.15294/ijal.v3i1.10879
<![CDATA[The problem of many autism children in Yogyakarta. With an overall ratio of approximately 11 children to 43 students, there is a substantial quantity of autism. However, these are many children with special needs. Autisms is commonly disordering seriously. This condition creates abnormal repeatedly of DNA basis sequence to chromosome X so impair that one gene is known by inheritance mum to the baby. The method is qualitative approached using case study within social, psychological, and emotional factors. Collected data by interview, participant observations, and documentation. The object is an autism student in Mrisi Muhammadiyah Elementary school. The result showed that there are three factors causing autism students, such is social, psychological, and emotional.]]>
