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Rindha Widyaningsih, Kuntarto, and Muhamad Riza Chamadi. "Strengthening Counter-Radicalism Through Santri Discussion Group." GANDRUNG: Jurnal Pengabdian Kepada Masyarakat 2, no. 1 (March 2, 2021): 106–14. http://dx.doi.org/10.36526/gandrung.v2i1.1187.
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The santri group discussion aims to strengthen the character of Pancasila and the santri knowledge about issues of radicalism and terrorism in order to avoid the radicalism ideology. The activity was held at the Darul Abror Purwokerto Islamic Boarding School with 50 participants. The community service method uses a combination of community education methods and group discussions. The activity was carried out in three sessions: providing educational material, in-group discussions, and inter-group discussions. In the first session, the method provides in-depth material on radicalism and Pancasila by the community service team. The method at the second session is in-group discussion. The second session's point was to improve the participants analytical skills in responding to radicalism and Pancasila issues. The method in the third session is inter-group discussion. The santri group discussion showed that the students in Darul Abror had increased knowledge about radicalism and terrorism and developed the character of Pancasila to prevent the threat of radicalism. Students sharpen hard skills through discussion activities in practice identification and analysis of problems and problem-solving. The development of participants' soft skills is a sense of respect for other people's opinions, tolerance, and culture of deliberation.
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Ulfah, Hana Rosiana, Moh Afandi, and Sri Sundari. "EVALUASI IMPLEMENTASI METODE PEMBELAJARAN SGD (SMALL GROUP DISCUSSION)." Jurnal Kebidanan 9, no. 01 (July 7, 2017): 25. http://dx.doi.org/10.35872/jurkeb.v9i01.305.
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AbstrakLatar Belakang : Mahasiswa sudah terpapar metode pembelajaran SCL khususnya pada mata kuliah KMB. Namun output yaitu hasil belajar belum maksimal. Mata kuliah ini membutuhkan pemahaman dan hafalan yang mendalam sehingga nilai A hanya didapatkan sekitar 10 % dari seluruh mahasiswa. Menurut observasi dan wawancara, metode pembelajaran yang sering digunakan adalah SGD (Small Group Discussion) namun pelaksanaannya belum optimal.Metode Penelitian : Strategi Penelitian Explaratory Sekuensial. Desain penelitian mixed method. Populasi dalam penelitian ini adalah mahasiswa aktif Keperawatan S1 semester 5 UMS (Universitas Muhammadiyah Surakarta) yang berjumlah 103 mahasiswa. Teknik pengambilan sampel dalam penelitian ini adalah total sampling.Hasil Penelitian : Hasil penelitian kualitatif didapatkan beberapa permasalahan terkait mahasiswa, proses metode pembelajaran, sarana prasarana dan juga SDM (sumber daya manusia). Hasil penelitian kuantitatif menunjukkan bahwa tidak adanya pembagian peran mahasiswa, peran tutor kurang maksimal, performa individu mahasiswa didominasi nilai tidak memuaskan dan tidak dilakukannya langkah formulating learning issue dan self study implementasi metode pembelajaran SGD.Kesimpulan : Berdasarkan evaluasi implementasi pada metode pembelajaran SGD didapatkan hasil bahwa terdapat permasalahan pada mahasiswa yaitu kurangnya partisipasi aktif mahasiswa, jumlah mahasiswa yang terlalu banyak. Permasalahan pada metode pembelajaran adalah tidak dilakukannya langkah self study dan formulating learning issue. Permasalahan pada sarana prasarana adalah penggunaan ruang kelas yang padat. Permasalahan pada SDM yaitu kurangnya fasilitator.Kata kunci : Metode pembelajaran SGD (Small Group Discussion), mahasiswaEVALUATION OF THE IMPLEMENTATION OF LEARNING METHOD SGD (SMALL GROUP DISCUSSION)ABSTRACTBackground: Students have been exposed to teaching methods SCL particularly in the subject of KMB. But the output of the result of learning is not maximized.This course requires a deep understanding and memorization so that the value of A is only about 10% of all students. According to the observations and interviews, the learning method often used SGD (Small Group Discussion) but still not optimal.Method: Sequential Explaratory Research Strategy. Mixed method research designs.Population in this research is active student of nursing S1 semester 5 UMS (Muhammadiyah University of Surakarta) which amounts to 103 students. The sampling technique in this research is total sampling. Results:Qualitative research results found some problems related to students, the process of learning methods, infrastructure and HR (human resources). The results of quantitative research showed that the distribution of the student's role, the role of tutor less than the maximum, the performance of individual student grades dominated unsatisfactory and does not issue a step formulating learning and self study learning method implementation SGD. Conclusion: Based on the evaluation of the implementation of the learning methods SGD showed that there were problems is the lack of active participation of students, number of students is too much. Problems on method of learning are of not done step self-study and formulating learning issue. Problems in infrastructure is the use of classrooms are crowded. Another problem is on the lack of human resources facilitator. Keywords: Teaching methods, SGD (Small Group Discussion) seven jump, studentABSTRAKLatar Belakang : Mahasiswa sudah terpapar metode pembelajaran SCL khususnya pada mata kuliah KMB. Namun output yaitu hasil belajar belum maksimal. Mata kuliah ini membutuhkan pemahaman dan hafalan yang mendalam sehingga nilai A hanya didapatkan sekitar 10 % dari seluruh mahasiswa. Menurut observasi dan wawancara, metode pembelajaran yang sering digunakan adalah SGD (Small Group Discussion) namun pelaksanaannya belum optimal.Metode Penelitian : Strategi Penelitian Explaratory Sekuensial. Desain penelitian mixed method. Populasi dalam penelitian ini adalah mahasiswa aktif Keperawatan S1 semester 5 UMS (Universitas Muhammadiyah Surakarta) yang berjumlah 103 mahasiswa. Teknik pengambilan sampel dalam penelitian ini adalah total sampling.Hasil Penelitian : Hasil penelitian kualitatif didapatkan beberapa permasalahan terkait mahasiswa, proses metode pembelajaran, sarana prasarana dan juga SDM (sumber daya manusia). Hasil penelitian kuantitatif menunjukkan bahwa tidak adanya pembagian peran mahasiswa, peran tutor kurang maksimal, performa individu mahasiswa didominasi nilai tidak memuaskan dan tidak dilakukannya langkah formulating learning issue dan self study implementasi metode pembelajaran SGD.Kesimpulan : Berdasarkan evaluasi implementasi pada metode pembelajaran SGD didapatkan hasil bahwa terdapat permasalahan pada mahasiswa yaitu kurangnya partisipasi aktif mahasiswa, jumlah mahasiswa yang terlalu banyak. Permasalahan pada metode pembelajaran adalah tidak dilakukannya langkah self study dan formulating learning issue. Permasalahan pada sarana prasarana adalah penggunaan ruang kelas yang padat. Permasalahan pada SDM yaitu kurangnya fasilitator. Kata kunci : Metode pembelajaran SGD (Small Group Discussion), mahasiswa EVALUATION OF THE IMPLEMENTATION OF LEARNING METHOD SGD (SMALL GROUP DISCUSSION)ABSTRACTBackground: Students have been exposed to teaching methods SCL particularly in the subject of KMB. But the output of the result of learning is not maximized.This course requires a deep understanding and memorization so that the value of A is only about 10% of all students. According to the observations and interviews, the learning method often used SGD (Small Group Discussion) but still not optimal.Method: Sequential Explaratory Research Strategy. Mixed method research designs.Population in this research is active student of nursing S1 semester 5 UMS (Muhammadiyah University of Surakarta) which amounts to 103 students. The sampling technique in this research is total sampling. Results:Qualitative research results found some problems related to students, the process of learning methods, infrastructure and HR (human resources). The results of quantitative research showed that the distribution of the student's role, the role of tutor less than the maximum, the performance of individual student grades dominated unsatisfactory and does not issue a step formulating learning and self study learning method implementation SGD. Conclusion: Based on the evaluation of the implementation of the learning methods SGD showed that there were problems is the lack of active participation of students, number of students is too much. Problems on method of learning are of not done step self-study and formulating learning issue. Problems in infrastructure is the use of classrooms are crowded. Another problem is on the lack of human resources facilitator. Jurnal Kebidanan, Vol. IX, No. 01, Juni 2017 25 Keywords: Teaching methods, SGD (Small Group Discussion) seven jump, student
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Fikri, Achmad Ali, Atmim Nurona, Latifatus Saadah, Lin Eflina Nailufa, and Viki Ismah. "TEACHER SKILLS IN GUIDING DISCUSSION IN CENTURY LEARNING 21." TANJAK: Journal of Education and Teaching 2, no. 1 (February 24, 2021): 1–7. http://dx.doi.org/10.35961/tanjak.v2i1.119.
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Skills to guide small group discussions conducted by teachers in 21st century learning , using descriptive methods in qualitative research. Descriptive method in research is research for the purpose of explaining or describing events, objects, circumstances, or variables that are explained using numbers and words. Type a descriptive method in research qualitative is a kind of library research ( library research ) literature documents from various sources related to the keter. Visible lead small group discussions conducted by the teacher in the 21st century learning. The skill of guiding small group discussions conducted by the teacher is the teacher trainee skills In teaching activities there are times when conducting group discussion activities. Discussion activities involve mental and emotional activities that can improve the ability of relationships between individuals. So that teachers' skills in guiding small group discussions are needed to ensure the continuity of discussions effectively. In this study, the learning environment was developed to skills of critical thinking and problem solving, collaboration, and communication , creativity and innovation. Skills include 21st century skills.
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Dadara, Astriliani, and Sudiyono Sudiyono. "THE EFFECTIVNESS TEACHING READING COMPREHENSION USING GROUP WORK DISCUSSION METHOD." PROJECT (Professional Journal of English Education) 4, no. 4 (July 12, 2021): 599. http://dx.doi.org/10.22460/project.v4i4.p599-603.
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This study aims at knowing how the effective teaching reading comprehension by using group work discussion method of the tenth grade students at SMKNPlered.The research design which is used in qualitative descriptive with one group. The subjects of this research were students from Industrial Automation Engineering 2 (TOI 2) of vocational high school Plered. The instruments used were interview, pre-test and post-test with the material recount text. From the reading skill test, the students’ pre-test mean score was 61.55 increasing to 81,89 in the post-test. So, it can be concluded that teaching reading by using group work discussion method an effective improve the students’ reading skill.
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Shahi, Mandira, Megh Raj Banjara, Jeny Kayastha, Amrita Chaulagain, Suni Pradhan, and Rikesh Pradhan. "Effectiveness of Teaching Methods : Comparative Outcomes." Journal of Ayurveda Campus 1, no. 1 (October 19, 2020): 16–25. http://dx.doi.org/10.51648/jac.4.
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Background: Instructional methods play an important role in developing nursing education. The objective of this study was to compare the effectiveness of lecture, small group discussion and mixed method to teach childhood diarrhea topic among 2nd year Proficiency Certificate Level (PCL) nursing students.
Methods: Over a one year period, 60 2nd year PCL nursing students were divided into three groups and provided educational sessions on childhood diarrhoea. Three methods; a lecture, small group discussions and mixed methods (lecture+ small group discussion) were used separately. At the beginning, students were informed about a research study with process and questionnaires on the content of childhood diarrhea were administered to each student for pre-test. After the completion of sessions, post-test was done. They also completed a session evaluation ranged from 1(Strongly Disagree) to 5 (Strongly Agree). Classroom observation result was collected by using "A 5-Point Likert Scale" ranging from 1(poor) to 5 (excellent) by the observer with feedback. The collected data were entered in MS Excel and analyzed using latest version of SPSS.
Results: Lecture method was most significantly effective for gaining factual knowledge while small group discussion was most significantly effective for gaining insightful knowledge. However mixed method is most significantly effective for learning both the procedural and insightful knowledge.
Conclusion: Nursing students learning about childhood diarrhoea preferred a mixed method of lecture and small group discussions (SGDs) over traditional lecture or discussion in groups.
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Afiyanti, Yati. "Focus Group Discussion (Diskusi Kelompok Terfokus) sebagai Metode Pengumpulan Data Penelitian Kualitatif." Jurnal Keperawatan Indonesia 12, no. 1 (March 24, 2008): 58–62. http://dx.doi.org/10.7454/jki.v12i1.201.
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AbstrakMetode Focus Group Discussion (FGD) merupakan pendekatan yang umum digunakan untuk mengumpulkan data/informasi pada penelitian kualitatif, tidak terkecuali penelitian keperawatan yang saat ini semakin populer menggunakan metode FGD sebagai metode pengumpulan data. Metode ini memiliki karakteristik utama yaitu menggunakan data interaksi yang dihasilkan dari diskusi diantara para partisipannya. Kekuatan utama metode FGD terbukti dapat memberikan data yang lebih mendalam, lebih informatif, dan lebih bernilai dibanding metode lainnya. Namun, pelaksanaan yang optimal dari metode ini masih menjadi perdebatan yang dilaporkan pada banyak literatur dan konsensus metode FGD sebagai metode yang ideal untuk pengumpulan data belum disepakati oleh banyak ahli penelitian. AbstractFocus Group Discussions (FGD) method is a common approach for data collection in qualitative research projects, without exception in nursing research in recent years. The primary characteristic of this method is to use interaction data resulting from discussion among participants. The primary strength of the FGD method is that it can provide rich data, more informative, and valuable insight which can not be discovered through other methods. However, the optimal execution of the FGD method has been debated in the literatures, and consensus related to ideal methodology has not been achieved by researchers.
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Rizwan, Muhamad, and Cynantia Rachmijati. "TEACHING READING COMPREHENSION USING GROUP DISCUSSION." PROJECT (Professional Journal of English Education) 4, no. 2 (March 15, 2021): 185. http://dx.doi.org/10.22460/project.v4i2.p185-192.
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English as the first foreign language in Indonesia has important learn. Some aspects in leaning English cover listening, speaking reading and writing. All aspects are crucial for learners to be mastered thus, reading can be the essential aspect of all. In English reading, the difficulties that occur during the lesson is the activity. It is necessary for teachers to establish a good reading activity to cover the teaching and learning activity. The author implemented group discussion to answer the problem in reading activity. The research is established by quantitative method quasi experimental design with pre test and posttest as the instrument of the research. The population is seventh grade students of SMP Negeri 4 CikalongWetan and the sample is 30 students of 7 A as experiment class and 30 students of 7 B as control class. The data collected is analyzed by SPSS using Mann Whitney U test with 0.05 level of significance. The result shows value of significance is 0.010 which is less than 0.05 coefficient level (0.010<0.05) which shows that the null hypothesis is rejected. In conclusion, there is significant difference between students’ reading comprehension in both class.Key Words : Group Discussion, Reading Comprehension
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Raut, Dr Sharmila S., Dr Mungal Shreechakradhar U, Dr S. R. More, Dr V. S. Rathod, Dr V. M. Gujar, Dr V. Nardele, Dr V. Rajhans, and Dr C. Kale. "Developing Competencies of Medical Students Using Group Discussion as TL Method." IOSR Journal of Dental and Medical Sciences 13, no. 1 (2014): 24–27. http://dx.doi.org/10.9790/0853-13142427.
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Кузнецов, В. Н., О. А. Харькова, К. К. Холматова, and А. М. Гржибовский. "Focus group discussion as a method of data collection in qualitative studies." Психическое здоровье, no. 1() (March 13, 2018): 3–7. http://dx.doi.org/10.25557/2074-014x.2018.01.3-7.
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Настоящая публикация представляет фокус-группу как метод сбора данных в качественных исследованиях. Рассматриваются определение фокус-группы, предмет изучения, рекрутирование участников исследования, медиатор и его роль в дискуссии, отличие индивидуального интервью от фокус-группы, а также преимущества и недостатки фокус-группы. This article presents a focus group discussion as a method of data collection in qualitative research. The definition of the focus group discussion, object of the study, recruitment of research participants, mediator and his/her role during data collection, differences between individual interview and focus group discussion, and advantages and disadvantages are discussed.
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Ahmad, Kamaluddin, and Siti Nurma. "Penerapan Metode Small Group Discussion Terhadap Motivasi Belajar Siswa." CIVICUS : Pendidikan-Penelitian-Pengabdian Pendidikan Pancasila dan Kewarganegaraan 8, no. 1 (March 31, 2020): 30. http://dx.doi.org/10.31764/civicus.v8i1.1792.
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Kurangnya minat atau motivasi belajar siswa pada mata pelajaran Pendidikan Pancasila dan Kewarganegaraan dikarenakan beberapa hal. Diantaranya; media pembelajaran yang digunakan guru kurang optimal, rendahnya motivasi belajar siswa membuat menurunnya prestasi. Tujuan penelitian ini adalah untuk mengetahui pengarauh pembelajaran metode small group discussion terhadap motivasi belajar. Pembelajaran small group discussion, small berarti kecil, group berarti kelompok, dan discussion berarti bertukar pikiran dan pendapat. Sehingga dapat disimpulkan bahwa small group discussion adalah tukar pendapat untuk memecahkan suatu masalah/mencari kebenaran di dalam kelompok kecil. Metode penelitian yang digunakan adalah penelitian kuantitatif, dengan sampel penelitian berjumlah 36 orang siswa, teknik pengumpulan data yang digunakan yakni observasi, angket dan dokumentasi. Sedangkan teknik analisis data yang digunakan adalah metode analisis deskriptif dan analisis regresi satu predokator. Hasil penelitian menunjukkan bahwa penerapan metode small group discussion terhadap motivasi belajar siswa dapat mempengaruhi motivasi siswa. Jadi adanya metode tersebut sangat membantu antusias siswa untuk belajar semakin giat dan aktif. Lack of interest or motivation to learn students in the subjects of PPKn, learning media used by the teachers of PPKn less optimal, low motivation to learn students make a decrease in learning achievement. The purpose of this research is to learn small group discussion of learning motivation. Small group discussion is small, group means group, and discussion means exchanging thoughts and opinions. So it can be concluded that Small group discussion is a brainstorm to solve a problem/find the truth in small groups. This method of research is quantitative research, research samples amounting to 36 students, data collection techniques such as observation, poll and documentation while the data analysis technique used method of descriptive analysis and regression analysis of one predozer. Based on the results shows that the implementation of small group discussion methods of learning motivation to students can affect the motivation of students. So there is a very helpful method for students to learn increasingly active and enterprising.
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Meng, Fan Jun, Li Hong Liu, Yun He Zhang, Fei He, Yi He, Jun Gao, Ying Yu, and Hui Jun Chao. "Analysis Methods of QC Group Activity." Advanced Materials Research 909 (March 2014): 265–68. http://dx.doi.org/10.4028/www.scientific.net/amr.909.265.
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This article analysis QC group activity common method, including permutation diagram, causality diagram, countermeasure table, and discussion methods---brainstorming method. It grasp the design process and the actual value, point out the direction and laid a solid foundation for work of QC group activities in the enterprise effectively. It also create broad platform for innovation of enterprise product quality and increase of team cohesion.
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Tarigan, Amira Permata Sari. "EFEKTIVITAS METODE CERAMAH DAN DISKUSI KELOMPOK TERHADAP PENGETAHUAN DAN SIKAP TENTANG KESEHATAN REPRODUKSI PADA REMAJA DI YAYASAN PENDIDIKAN HARAPAN MEKAR MEDAN." Jurnal Ilmiah PANNMED (Pharmacist, Analyst, Nurse, Nutrition, Midwivery, Environment, Dentist) 10, no. 2 (January 28, 2019): 250–58. http://dx.doi.org/10.36911/pannmed.v10i2.312.
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The problems of the adolecent’s reproductive health show an escalation year by year. Based on the survey carried out in Yayasan Pendidikan Harapan Mekar Medan in February of 2010, found 4 (four) cases of Unwanted Pregnancy in 2009-2010 and there were 8 (eight) cases of unwanted pregnancy within 5(five) last year (2005 to 2010). One of the factors assumed to be causing of the problem was lack of adolescent’s knowledge about reproductive health. This study aimed to analyze the effectiveness of lecturing and group discussion methods on adolecent’s knowledge and attitudes regarding to reproductive health in Yayasan Pendidikan Harapan Mekar Medan in 2010. This type of research was the true experimental pretest-posttest control group design. Population were students of the Yayasan Pendidikan Harapan Mekar Medan. Sample of 90 people who were divided into three groups: experimental group I were treated with lecturing method as many as 30 people, experimental group II were treated with group discussions method as many as 30 people and a control group without treatment as many as 30 people. The results showed that the highest mean difference of knowledge score (6,30) occurred in the group treated through extension with group discussion methods with standart deviation of 2,96, while the mean difference of the score in the group treated through extension with lecturing methods was 4,03 with standart deviation of 2,14. In terms of the variable of attitude, the treatment of extension with group discussion methods showed a higher score improvement (13,60) with standart deviation of 7,77 compared to the score improvement of the group treated through extension with lecturing methods which reached 7,87 with standard deviation of 5,73. The result of ANOVA test and Tamhane’s T2 test further showed that the group discussion methods was effective in improving the knowledge and attitude about reproductive health among adolescents in Yayasan Pendidikan Harapan Mekar Medan.The health promotor is suggested to applied group discussion method when carrying out the extension on health in order to make the result desired can be optimally achieved.
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Hahn, Steven R., Lila G. Croen, Robin Kupfer, and Gilbert Levin. "A method for teaching human values in clinical clerkships through group discussion." Teaching and Learning in Medicine 3, no. 3 (January 1991): 143–50. http://dx.doi.org/10.1080/10401339109539499.
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Ping, Ng Sau, and Mahendran Maniam. "The Effectiveness of Facebook Group Discussions on Writing Performance: A Study in Matriculation College." International Journal of Evaluation and Research in Education (IJERE) 4, no. 1 (March 1, 2015): 30. http://dx.doi.org/10.11591/ijere.v4i1.4489.
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<p>Matriculation a pre-tertiary program offered by Ministry of Education for students who have completed their ‘Sijil Pelajaran Malaysia’s’ (SPM) examinations successfully. These excellent students will be required to sit for the Malaysian University English Test (MUET) before pursuing their studies in local colleges and universities. MUET comprises all the four language skills of listening, speaking, reading and writing. However, matriculation students are still unable to perform well in MUET examination especially the writing component. Researcher aimed to see whether Facebook group discussions can be used as a medium to improve writing skills of students. The main purpose of this study is to look at the effectiveness of Facebook group discussion in writing performance and college students’ perception of using Facebook discussion. This study tested the effect of Facebook discussions by comparing 2 groups of learners (a control group and an experimental group) on writing tasks. The scores of Pre and Post test for both groups will be compared after treatment method of Facebook group discussion on the experimental group. Learners’ attitudes towards the usage of Facebook group discussion and aspects of Facebook that help students to express their opinion. Discussions of the findings will include suggestions on whether Facebook discussions can be used to improve writing performance.</p>
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Nielsen, Kjetil L., Gabrielle Hansen-Nygård, and John B. Stav. "Investigating Peer Instruction: How the Initial Voting Session Affects Students' Experiences of Group Discussion." ISRN Education 2012 (April 26, 2012): 1–8. http://dx.doi.org/10.5402/2012/290157.
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Peer Instruction is a popular method of implementation when using Student Response Systems (SRS) in classroom teaching. The students engage in peer discussion to solve conceptual multiple choice problems. Before discussion, students are given time to think and give individual responses with a voting device. In this paper, we investigate how this initial voting session affects students’ experiences of the following discussion. The data is based on student interviews which were analyzed using analytical tools from grounded theory. The students emphasize the individual thinking period as crucial for constructing explanations, argumentation, and participation during discussions, and hence for facilitating learning. However, displaying the results from the initial vote can be devastating for the quality of the discussions, especially when there is a clear majority for a specific alternative. These findings are discussed in light of recent quantitative studies on Peer Instruction.
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Mualifah, Laily. "PENDIDIKAN KESEHATAN DAPAT MEMPENGARUHI PENGETAHUAN, SIKAP PRA REMAJA MENGHADAPI MENARCHE." Journal of Holistic Nursing Science 6, no. 2 (July 30, 2019): 31–41. http://dx.doi.org/10.31603/nursing.v6i2.2559.
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Menarche and menstruation is a physiological process that can cause physical discomfort, emotional and anxiety. SDN in Cluster 3 and 4 Districts Nanggulan there were 10 grade 5 and 6 are not yet menarche say not know about menarche and menstruation and not knowing what to do when menstruation occurs. This happens because there is no health education about menstruation health in the scope of elementary school. Objective: To determine the effectiveness of health education with group discussion and lecture method to the knowledge, attitudes pre teens to face of menarche. Methods: This study is quasy-experiment with approaches pre test-post test control group design. Subjects were 5th and 6th grade students of elementary school at Cluster 3 and 4 Districts Nanggulan Kulon Progo with as many as 111 (discussion method,n = 55 and lecture method,n = 56) who met the inclusion criteria. The instrument used questionnaire. The sampling technique purposive sampling. Statistical test using Friedman test, Wilcoxon test and Mann-Whitney Test. Results: Scores of knowledge and attitudes before and after treatment there were significant differences in group discussions and lectures with the p=0,00 (p <0.05). Increased knowledge and attitude scores in both groups were significantly different at p=0,00 dan p=0,02 (p <0.05). The increase in effective knowledge and attitude scores on the method of discussion on the first day, the third and fourteenth after health education. Conclusion: Health education with discussion method is more effective than lecture group in increasing knowledge and changing attitudes in the pra-puberty facing menarche.
Keywords: health education, group discussion method, menarche
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Arumugam, Balaji, and K. R. S. Sivapriya. "Hybrid problem based learning: An innovative teaching learning method – Reflective experience." Journal of Education Technology in Health Sciences 8, no. 2 (August 15, 2021): 68–73. http://dx.doi.org/10.18231/j.jeths.2021.014.
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The concept of Problem-based Learning (PBL) was first introduced at McMaster University in the late 1960s and was subsequently accepted widely by the medical schools throughout the world. hPBL has been intuitively viewed by many as a cocktail curriculum of McMaster style of small group discussion PBL (generally referred to as “pure PBL”) with the blending of variable amounts of traditional lectures, practical sessions and case-studies. Objectives: The study was done as an introduction of innovative teaching learning method and its learning experiences by students and faculty involved. The innovative teaching learning method was adapted during the year July – October - 2019 when the students were posted in the department of community medicine for four weeks. The TL methods included were blended lectures; case scenarios (clinico social case pertaining to community medicine subject), pre test and post test MCQs, case presentation and in small group discussion were done. The experiences were obtained as the reflective writing from the students and the faculty involved in implementation of h-PBL. Majority of the students expressed that the learning was useful, interactive, thought provoking, interesting and the group discussion paved the way for communication skill development among the peers. The students said that the learning happened actively and scope for self directed learning was also incorporated in the implementation of h-PBL. Faculties involved were very enthusiastic especially during the group discussions, because the sociogram was excellently represented that almost all the students took part in the discussion. The h-PBL can be a part of the regular curriculum during the clinical postings which can include case based learning with blended lectures.
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Fajarina, Maskhurin, and Sayid Ma’rifatullah. "MINI GROUP DISCUSSION: COOPERATIVE LEARNING IN TEACHING READING." Prosodi 15, no. 1 (April 24, 2021): 91–100. http://dx.doi.org/10.21107/prosodi.v15i1.10491.
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The aim of the research is to determine mini-group discussion as a cooperative learning in teaching reading. In the article, the method used is quantitative and descriptive qualitative which focus on teaching reading English text of Unhasy Students non-English department. It focus on some problems, those are How the implementation of mini group discussion (mindis) in teaching reading English and How the influence of (Mindis) into students’ enhancement in reading English comprehension. The researcher used test as an instrument and interview of the students. The result of the research are Mindis is easy to teach reading English in non-English department and it has significant influence into the students’ enhancement in reading English. Keywords: mindis, teaching reading, students’ enhancement
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Afanaseva, Olga Sergeevna, and Yanina Samvelovna Morozova. "PROBLEM OF USING GROUP DISCUSSION METHOD IN EDUCATIONAL PROCESS UNDER COVID-19 PANDEMIC." Vestnik of Astrakhan State Technical University 2021, no. 1 (May 31, 2021): 52–55. http://dx.doi.org/10.24143/1812-9498-2021-1-52-55.
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The paper considers the problem of using the method of group discussion in the educational process as one of the most important educational problems during the global pandemic Covid-19 in the context of the global lockdown. The group discussion proved a most effective tool in teaching foreign languages. There have been discussed the ways to solve the problem. The effectiveness of the introduction of online technologies into the educational process is stated. The practice of working with students in a distance mode using the Zoom program (March – December 2020) has been submitted. The advantages and disadvantages of the new teaching method are analyzed. The significant advantages of Zoom over other online platforms are the ability to use brainstorming methods, group discussion, case study, and dividing a group within a conference into microgroups. The disadvantages of using Zoom in teaching a foreign language are insignificant and solvable, they are mostly technical problems.
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Riyadi, Sujono, and Ferianto Ferianto. "Health promotion method of small group discussion effectively increases the behaviour of mosquito eradication in Gunungkidul Yogyakarta." Jurnal Ners dan Kebidanan Indonesia 9, no. 1 (May 27, 2021): 46. http://dx.doi.org/10.21927/jnki.2021.9(1).46-52.
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<p><strong><em>Background</em></strong><em>: In Indonesia, Dengue Hemorrhagic Fever (DHF) is a disease that is a public health problem, many areas have become endemic. This disease has become a global health problem. This disease is a recurring disease, so it needs serious handling. </em></p><p><strong><em>Objectives</em></strong><em>: The purpose of this study was to determine the effectiveness of the lecture method and small group discussions on community behavior in eradicating mosquitoes. </em></p><p><strong><em>Methods</em></strong><em>: This research is a survey method in the form of a quantitative design with a quasi-experimental type. The technique used is a time series control with a sample size of 400 people carried out in Gunungkidul Yogyakarta Regency in May-July 2020. A total of 200 subjects were given health promotion interventions with the lecture method, and 200 other subjects were given health promotion using the small group discussion method. Before being given the Health promotion, every resident's house was checked for the presence of larvae, and after being given the Health promotion, the presence of larvae was re-checked for three weeks. The data obtained were analyzed using the Mann-Whitney test using the SPSS program.</em></p><p><strong><em>Results</em></strong><em>: This research shows an effect of giving health promotion with lecture method or small group discussion method on community behaviour changes in eradicating mosquito nests with p-value <0.001. </em></p><strong><em>Conclussion</em></strong><em>: Health promotion using the small group discussion method is more effective than Health promotion using the lecture method. Health promotion using the small group discussion method effectively changes people's behaviour to eradicate mosquito nests.</em>
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Lestari, Ayu, Maridi Maridi, and Ashadi Ashadi. "The Importance of Appropriate Instructional Methods for Training Students’ Thinking Skill on Environmental Learning." IJPTE : International Journal of Pedagogy and Teacher Education 2 (April 3, 2018): 39. http://dx.doi.org/10.20961/ijpte.v2i0.19828.
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<p class="Abstract">Instructional method is an important aspect of teaching and learning to determine the activities of teachers and students. Appropriate instructional methods influence many motivational variables of learners such as a tendency to think critically. This research aims to determine the effects of usage of instructional methods for training students’ thinking skill on environmental learning. This study is the quasi-experimental design of post-test only. Two equivalent student groups in secondary school were offered a topic on environmental learning with different instructional methods. The instructional methods were laboratory method and discussion method. The teacher was given to the first group using laboratory method, while the second group was given using discussion method. The effectiveness of different instructional methods was measured quantitatively by an achievement test. The analysis result of post-test showed that there was significantly different between the first group and the second group at a significance level of 0.05 for the interest of the first group. According to these findings, we suggest applying laboratory method instead of discussion method for training students’ thinking skill on environmental learning.</p>
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Farhan, Ahmad, Fitria Herliana, Evendi Evendi, Nia Kurnia Devy, and Fida Mauliza. "The Implementation of “Guru Penggerak” (Organizer Teachers) Concept to Innovation of The Discussion Methods in Thermodynamics Course." Jurnal Penelitian & Pengembangan Pendidikan Fisika 7, no. 1 (June 30, 2021): 1–12. http://dx.doi.org/10.21009/1.07101.
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The thermodynamics lecture process in odd semester 2019/2020 at the Physics Education Department of FKIP Unsyiah is divided into three stages based on the lecture method used, namely; (1) lecture method, virtual experiments, and discussions, (2) assignments and group presentations, and (3) innovative discussions inspired by the idea of a “Guru Penggerak.” Modification from the innovation of the discussion method is carried out by the strategy of (a) not limiting the topic of discussion, (b) online discussion using WhatsApp (WA) group lectures. The study was conducted to determine the response of students to the innovations carried out. The research results are used to develop lecture method innovations, to improve the quality of the lecture process. Students’ perceptions of the ability of lecturers, the activeness of learning, the environment of learning, and the absorption of lecture material are the problems examined in this study. The research method used was quasi-experimental, and the student perception data were obtained using a questionnaire given to 20 students as respondents. In addition, qualitative methods are used to analyze student perception data. The analysis results used a score on a scale of 1-4, obtained an average score of students’ perceptions of the ability of lecturers by 3.78, learning activeness 3.15, learning environment 3.43, and absorption of lecture material 3.49. The conclusion is that lecturers’ ability to manage lectures is excellent, students are active in lectures, the learning environment is pleasant, and absorption of higher lecture material. Therefore, discussion method innovation can be developed to enrich the learning method to improve the quality of the Thermodynamics lecture process.
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Thompson, Roberta. "Online conferencing for focus group discussions with teenage girls." Qualitative Research Journal 19, no. 3 (July 24, 2019): 281–93. http://dx.doi.org/10.1108/qrj-12-2018-0020.
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Purpose The purpose of this paper is to examine the use of online conferencing platforms for focus group discussions with teenage girls. Design/methodology/approach The paper discusses the use of online conferencing for focus group discussions with Australian teenage girls aged 12–14 years who were participating in a study about their online interaction with friends. It examines both the practical application of online conferencing as a qualitative method as well as the inherent challenges of this context for youth research. Design decisions are explained and methods for ensuring rich contribution are detailed. Findings Online conferencing offers three distinct advantages for focus group work. First, the environment consciously engages participants in spontaneous interaction with other participants by using communication tools familiar to them. Second, elaborated discussion can be stimulated by introducing ideas and trends through visual mediums and artefacts. Third, the virtual setting provides remote access by the researcher which shifts power relationships so discussions flow more naturally between participants. Practical implications Outcomes indicate that online conferencing is an effective method for encouraging participants to share ideas and experiences about aspects of their lives that are often private and/or sensitive. Originality/value Technological advances in online collaboration tools have resulted in an increased use of online conferencing platforms across disciplines especially for teaching and learning contexts. However, application of online conferencing for focus group discussions with young people has not received much attention. Research presented here demonstrates that it is a useful tool for engaging teenage girls in focus group discussions.
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Wahyurianto, Ibnu. "USING GROUP DISCUSSION TO IMPROVE STUDENTS’ SPEAKING FLUENCY." Journal of English for Academic and Specific Purposes 1, no. 1 (June 26, 2018): 13. http://dx.doi.org/10.18860/jeasp.v1i1.5242.
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<span class="fontstyle0">Being able to speak in target language is considered as the indicator that<br />every language learner is mastering the target language. Likewise in<br />English, the learners are regarded mastering English when they can<br />produce the sound of English itself in the form of good communication<br />toward the others. Nevertheless, teaching English is a complex process,<br />since it involves some activities started from preparation until evaluation.<br />In addition, there are some barriers regarding teaching speaking, i.e the<br />number of students, teacher’s competence, and even students’ problems.<br />Although teaching speaking is a kind of difficult job, still there is a way to<br />overcome some stated problems; group discussion. So, this research is<br />aiming at the implementation of group discussion to improve students’<br />speaking fluency. To achieve the research objectives, the design of the<br />research is classroom action research which involves four steps, they are<br />planning, implementing, observing, and reflecting. The subject research is<br />the students of </span><span class="fontstyle2">Bahasa Indonesia </span><span class="fontstyle0">Department semester II of University of<br />Muhammadiyah Malang who have different English proficiency<br />background. Data collection method used is preliminary observation,<br />indepth interviews, participatory observation, and documentation. The<br />data gathered will be analyzed by using the qualitative analysis involving<br />reducing data, displaying data, verifying data and taking conclusion. Based<br />on the results, it can be stated that the implementation of group<br />discussion in speaking course can improve the students’ speaking fluency.</span>
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S, Nettath. "Comparison of Lecture and Group Discussion as a Teaching Learning Method in Medical Education." Journal of Physiology and Pharmacology Advances 6, no. 7 (2016): 887. http://dx.doi.org/10.5455/jppa.20160916044706.
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Nettath, Sunil. "Comparison of lecture and group discussion as a teaching learning method in medical education." National Journal of Physiology, Pharmacy and Pharmacology 4, no. 3 (2014): 198. http://dx.doi.org/10.5455/njppp.2014.4.020120141.
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Zacharia, Balaji, Puneeth Katapadi Pai, and Manu Paul. "Focus Group Discussion as a Tool to Assess Patient-Based Outcomes, Practical Tips for Conducting Focus Group Discussion for Medical Students—Learning With an Example." Journal of Patient Experience 8 (January 1, 2021): 237437352110342. http://dx.doi.org/10.1177/23743735211034276.
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Patient-based outcomes (patient-reported outcomes) of any intervention can change according to factors like age, gender, region, culture, education, and socioeconomic status. Most of the available outcome measuring tools have a surgeon-related bias. Focus group discussion (FGD) is a simple and effective way to assess the outcome of an intervention. In FGD, people from similar backgrounds and experiences discuss a specific topic of interest. Our objective is to discuss the problems of common outcome measuring tools for patient satisfaction and to understand the method of conducting an FGD. We have set our own published article on patient-based outcomes after total knee arthroplasty (TKA) as an example for explaining the method of conducting an FGD. The planning, advantages, disadvantages, practicalities, and problems of conducting an FGD are explained. In conclusion, many of the tools used for assessing patient satisfaction is surgeon-centered. Focus group discussion is simple, cost-effective, requiring a small number of participants, and can be completed in a short period. It is an effective tool for assessing patient-based outcomes in TKA.
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Makarskaitė-Petkevičienė, Rita, and Jurgita Pitrėnaitė. "METHOD OF DISCUSSION DURING LESSONS OF SURROUNDING WORLD LEARNING: THEORY, POSSIBILITIES AND RESULTS." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 6, no. 2 (August 15, 2009): 19–30. http://dx.doi.org/10.48127/gu-nse/09.6.19a.
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Discussion in the process of teaching refers to a more sophisticated form of conversation, which is more frequently applied working with senior school learners. Problems rather than facts or phenomena are discussed. The question rises if the method of discussion is relevant in lessons of surrounding world learn-ing and whether it enables school learners to acquire knowledge, facilitates its memorisation or allows to ar-rive at solutions to urgent problems. The research involved 18 second formers, 15 school learners of fourth form and 13 students. All the groups of respondents discussed the same problem. Different roles were assigned to the participants in the discussion (a number of respondents represented heads of waste management company, whereas the rest assumed roles of residents of area where waste dump was being set up) and they involved in discussions of issues related to waste management and waste dump establishment. A considerable difference in the results of questionnaires provided to the participants before and after the discussion was observed. It is obvious that the respondents not only gained knowledge but also acquired a different perception and understanding of the problems analysed in the discussion. However, the compari-son of all the results of the survey revealed a stronger educational role of the discussion teaching fourth for-mers. This confirms theoretical statements that this method is more effective with senior school learners. The group of students also found the discussion useful. Key words: primary education, teaching of surrounding world learning, teaching methods, discussion.
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Sudirman, Ade. "The Influence of Teaching Tenses through Group Discussion Method towards Student's Achievement In Tenses Mastery." Journal of English Education Studies 1, no. 2 (November 30, 2018): 108–17. http://dx.doi.org/10.30653/005.201812.22.
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This research aims to investigate the influence of teaching English tenses through group discussion method towards student’s achievement in tenses mastery at 1st semester students of English department of Mathla’ul Anwar University, Banten. In this research, writer employs the quantitative approach that based on the result of proposing item tests to respodents of the research. Meanwhile design with the characteristics of experimental method, here the researcher conducted test as an instrument. The research done through three steps: first, the writer selected students of Mathla’aul Anwar University as subjects, second, the writer taught tenses through group discussion method at experimental class, while control class taught by giving homework. The treatment is processed by a pretest, treatment, and ended by posttest. It is done to know which one is more effective towards students’ achievement in tenses matery. After that, the writer calculated and analysed the data. The last step is reporting the result. The result of posttest show us that the mean of experimental class is higher than at control class. The result of calculation of t-test shows that tcount (2,63) is higher than tcritic (1,67) in 5% level significant. These tell us that teaching tenses through group discussion method is effective to improve the students’ achievement in tenses matery. The research hypotheses is “there is significance influence of using group discussion method in teaching tenses towards students’ achievement in tenses matery”. From all the data above, the writer concludes that his hypotheses is justifiable.
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Amin, Saiful, and Siti Khotimah. "PENERAPAN METODE DISKUSI SYNDICATE GROUP UNTUK MENINGKATKAN KEAKTIFAN BELAJAR SISWA KELAS V SDN BERU 02 WLINGI." J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial) 2, no. 2 (June 30, 2016): 135. http://dx.doi.org/10.18860/jpips.v2i2.6843.
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This study aims to apply the syndicate group discussion method to increase students' learning activeness of fifth class in SDN (public elemantary school) Beru 02 Wlingi on legislation central and local levels matter. This type of research is a classroom action research. Collecting data using observation sheet and field notes. Data were analyzed using descriptive analysis. The results of study showed that the syndicate group discussion method can increase students' learning activeness, with increase the average score from the first cycle to the second cycle is 23.67. The suggestion that need to regulate the allocation of time on discussion and better manage classes with the implementation of learning.<br /><strong>Keywords:</strong> syndicate group discussion method; students' learning activeness<span class="fontstyle0">This study aims to apply the syndicate group discussion method to increase students'<br />learning activeness of fifth class in SDN (public elemantary school) Beru 02 Wlingi on<br />legislation central and local levels matter. This type of research is a classroom action<br />research. Collecting data using observation sheet and field notes. Data were analyzed<br />using descriptive analysis. The results of study showed that the syndicate group<br />discussion method can increase students' learning activeness, with increase the average<br />score from the first cycle to the second cycle is 23.67. The suggestion that need to<br />regulate the allocation of time on discussion and better manage classes with the<br />implementation of learning.<br /></span><span class="fontstyle2">Keywords: </span><span class="fontstyle0">syndicate group discussion method, students' learning activeness</span>
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Yuberti, Yuberti. "Online Group Discussion pada Mata Kuliah Teknologi Pembelajaran Fisika." Jurnal Ilmiah Pendidikan Fisika Al-Biruni 4, no. 2 (October 27, 2015): 145. http://dx.doi.org/10.24042/jpifalbiruni.v4i2.88.
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Nowadays, gadged just like handphone and notebook more reachable so the quantities of the users are increase in Indonesia. It is common for us to see the students, employees, enterpreneurs until housewives using gadged anywhere and anytime. This phenomenon is spread widely along with the internet wifi and hotspot in many places start from official educational institute, government, and office centre, to the tourism object and shopping center. Also with internet café (Warnet) compete tightly with offering various facilities, and services with compete price. All cellphone service is also giving internet access in order to attract users. Some phenomena show more and more people who use the Internet and make it as a lifestyle for berintaksi, socialize, learn and get information. Widespread use of the Internet can be a great potential in the development of online learning system allows learners to access the information flexibly without limitation of time and place. Discussion no longer occur face to face, but can continue even in the virtual environment. As the implementation of other virtual learning methods. Implementation of online discussion itself is basically adopting the method of learning face to face discussionHarga gadged seperti handphone dan dan notebook kian hari kian terjangkau sehingga jumlah penggunanya di indonesia terus meningkat. Bukan lah suatu yang asing jika kita menjumpai para siswa, mahasiswa, karyawan, pengusaha hingga ibu rumah tangga menggunakan gadged di mana saja dan kapan saja. Fenomena ini diiringi dengan meluasnya jaringan internet nirkabel seperti hotspot dan wifi di berbagai tempat mulai dari institusi resmi pendidikan, pemerintahan, dan perkantoran, hingga tempat wisata,dan pusat perbelanjaan. Tidak mau ketinggalan warnet (warung internet) ikut bersaing ketat dengan menawarkan berbagai macam fasilitas, dan layanan dengan harga bersaing. Seluruh layanan seluler ponsel juga terus memberikan penawaran akses internet yang menggiurkan demi menarik minat penggunanya. Beberapa fenomena tersebut menunjukkan semakin banyak kalangan yang memanfaatkan internet dan menjadikanya sebagai gaya hidup untuk berintaksi, bersosialisasi, belajar dan mendapatkan informasi. Meluasnya pemanfaatan internet bisa menjadi potensi besar dalam pengembangan pembelajaran dengan sistem online memungkinkan pebelajar untuk mengakses infromasi secara fleksibel tanpa terbatas waktu dan tempat. Diskusi tidak lagi terjadi secara tatap muka, namun dapat terus berlangsung meskipun dalam lingkungan maya. Sebagaimana pelaksanaan metode pembelajaran maya lainnya. Pelaksanaannya diskusi online itu sendiri pada dasarnya mengadopsi dari metode pembelajaran diskusi tatap muka.
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Tandel, Mehul, Daxa Kanjiya, Neeraj Vedi, Deepak Sharma, and Praveen Singh. "Introduction of Group Discussion as a Teaching—Learning Method in Dissection Hall for the First MBBS Students." National Journal of Clinical Anatomy 08, no. 02 (April 2019): 066–70. http://dx.doi.org/10.1055/s-0039-1692301.
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Abstract Background Human cadaveric dissection is considered as a core teaching tool and plays a major role in active learning process of students. However, students’ active participation and self-directed learning in dissection hall has declined over the period of time. Group discussion in dissection hall allows students to participate actively, engage in cooperative interaction, communicate effectively, and utilize self-directed learning. Therefore, group discussion has been introduced and assessed as a teaching-learning method in dissection with the aim of improving participation, learning, and communication skill of students in dissection hall. Methods This study was conducted on 100 students of Pramukhswami Medical College, Karamsad, Anand, Gujarat, India, during the 2018–2019 academic year. Students were divided in 10 groups for dissection. Group discussion was introduced as a teaching-learning method and assessed during dissection. Data were collected through anonymous feedback and then statistically analyzed. Result There was significant increase in active participation of most students during dissection: 79% students rated this method as good or excellent; 51 to 74% students agreed that this method helped them in better understanding of subject, improving dissection skills and communication; and 68% students agreed that working in group is better as compared with traditional method of dissection. The Cronbach's alpha of feedback questionnaire was 0.816. Conclusion Students perceived that the group discussion during dissection not only helped in creating active participation and better understanding of subject but also helped improve learning, communication, and dissection skills.
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Arisman, Rizal, and Irda Sriyanti Haryanti. "USING SMALL GROUP DISCUSSION TO IMPROVE STUDENTS’ READING ACHIEVEMENT ON NARRATIVE TEXT." English Community Journal 3, no. 1 (July 15, 2019): 325. http://dx.doi.org/10.32502/ecj.v3i1.1698.
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Objective of this research was to find out significant difference of reading achievement between students who are taught using Small Group Discussion and those are taught using conventional method. The research used quantitative approach by applying quasi experimental design of nonequivalent group design. Population of this research was the grade eight students of SMP Negeri 2 Pasarwajo in school year of 2017/2018. Number of populations were 118 students. Samples of this research were class VIII.A as experimental class which consisted of 30 students and VIII.B as the control class which consisted of 29 students. Instrument of this research was test and it was analyzed using Independent Sample T Test. This research concludes that there was a significant difference of reading achievement between the class whom is taught by using Small Group Discussion method and the class whom is taught by using conventional method.
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Jaras1, Mitra, Mohammad Reza Mansoorian, Ali Delshad Noghabi, and Hossein Nezami. "Comparison of Effectiveness Self-care Returns Two Methods of Focus Group Discussions and Teach-back on Lifestyle of Pregnant Women." Quarterly of the Horizon of Medical Sciences 26, no. 1 (January 1, 2020): 94–107. http://dx.doi.org/10.32598/hms.26.1.2761.
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Aims: This study aimed to compare the effects of self-care education using focus group discussion and teach-back method on the lifestyle promotion of pregnant women. Methods & Materials: In this randomized field trial, participants were 90 pregnant women referred to the community health centers in Gonabad, Iran with no history of physical and psychological problems that can affect their self-care. They were randomly selected from among the three health centers and divided into three groups of focus group discussion, teach-back, and control. The data collection tools were a demographic form, and Walker’s Health-Promoting Lifestyle Profile (HPLP) questionnaire completed before and one month after the intervention. The collected data were analyzed in SPSS v. 20 software using independent t-test, paired t-test and ANOVA. The P-value <0.05 was set as the significance level. Findings: There was no significant difference between the three groups in terms of educational level (P=0.029), occupation (P=0.090), income (P=0.099), and gestational age (P=0.741), and they were homogeneous. After intervention, all aspects of health-promoting lifestyle (except stress management) in two groups of teach-back (P<0.001) and focus group discussion (P<0.001) were significantly improved compared to the control group (P=0.66). In comparing the two educational methods, focus group discussion had a more significant impact on the lifestyle than the teach-back method. Conclusion: Focus group discussion method is recommended for the self-care education of pregnant women.
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Nur Jannah, Endah Syamsiyati. "Penerapan Metode Pembelajaran “Active Learning-Small Group Discussion” di Perguruan Tinggi Sebagai Upaya Peningkatan Proses Pembelajaran." FONDATIA 3, no. 2 (September 30, 2019): 19–34. http://dx.doi.org/10.36088/fondatia.v3i2.219.
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The active learning approach that is carried out in the subject of Student Development in the Faculty of Islamic Sciences majoring in PAI at the Islamic University of Indonesia in the 4th semester, aims to improve student learning activeness with non-monotonous learning strategies. With this learning method, students can actively explore themselves by finding the main ideas in solving a problem, or students can apply what is learned in real life. Several learning methods can be used as alternatives to increase student activity during the learning process, one of them is "Active Learning Methods-Small Group Discussion". This study uses a qualitative descriptive analysis by collecting data through observation and documentation. The results of this research method of active learning with a group discussion or small group discussion can increase learning activeness involving fourth-semester students of class D in the subject of the development of PAI FIAI UII Yogyakarta students in terms of the theories put forward by experts.
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Sinabariba, Merlina. "PENGARUH PENDIDIKAN KESEHATAN MELALUI METODE CERAMAH DENGAN METODE DISKUSI TERHADAP PENGETAHUAN DAN SIKAP TENTANG NARKOTIKA, PSIKOTROPIKA, ZAT ADIKTIF (NAPZA) PADA SISWA SMU SWASTA RK DELI MURNI DISKI KECAMATAN SUNGGAL KABUPATEN DELI SERDANG TAHUN 2016." Elisabeth Health Jurnal 2, no. 1 (June 12, 2017): 29–37. http://dx.doi.org/10.52317/ehj.v2i1.211.
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From the observation, it was found some students of Private High School of RK Deli Murni comsumed Narcotics, Psychotropica, Addictive Substances (NAPZA). This was caused by lack of knowledge and attitudes about NAPZA, so it is necessary to do health education to increase student’s knowledge and attitude. Health education can be done by using lecture and discussion methods. The research objective was to understand the effects of health education through lecture and discussion method on knowledge and attitudes about NAPZA among students of Private High School RK Deli Murni Diski, Sunggal Subdistrict, Deli Serdang District. The type of research was quasi experimental design with Pretest-Posttest Group Design. The population included all the students in Private High Schools of RK Deli Murni. The samples were 60 students and divided into two groups: 30 students were in lecture group and 30 students were in discussion group. The analysis of the data used Independent t-test. The result of the research showed there was an effect of health education through lecture and discussion method toward knowledge (p = 0.031) and the attitude (p=0,011). The mean of knowledge in lecture group was 5,03 with deviation standard was 1,75 and the mean of knowledge in discussion group was 5,93 with deviation standard was 1,39. The mean of attitude in lecture group was 7,07 with the deviation standard was 3,06 and the of attitudein discussion group was 8,93 with deviation standard was 2,41. It is suggested to School Master of Private High School of RK Deli Murni to use discussion method in delivering message about NAPZA to the students because it was proved more excelent than lecture method to increase student’s knowledge and attitude. It is needed to make collaboration with health office to give health education especially about NAPZA.
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Mahir, Mahir. "Improving Students' Motivation in Learning Physics through Group Discussion Method at SMA Negeri 16 Makassar." Jurnal Pendidikan Fisika 7, no. 1 (January 29, 2019): 117–28. http://dx.doi.org/10.26618/jpf.v7i1.1737.
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The research included Classroom Action Research with the aim knew increased motivation learning physics through group discussion method. Classroom Action Research was carried out at The Eleventh MIA 1gradeof sixteen state senior high school of Makassar. The research consisted of two cycles. The first cycle consisted of two actions and the second cycle also consists of two actions. The procedure carried out in each cycle consists of planning, implementation, observation, and reflection. For getting the data used the observation sheet and the results of test scores in each cycle. The data analysis technique used is descriptive analysis and qualitative analysis. The results showed that the learning motivation of students in physics learning at The Eleventh MIA 1grade of sixteen state high school of Makassar could be improved by using group discussion methods. Based on the results of the questionnaire the motivation learning physics students in the second cycle of learning motivation to learn physics began. Students look more cheerful, enthusiastic in participating in learning. Evidently in the work of the LKPD, all group members jointly worked on the activities that existed at the LKPD, each group competing asked when there was something that was not yet understood in the LKPD, because all groups wanted the best group.Keywords: Learning Motivation, Group Discussion, Classroom Action ResearchPenelitian ini termasuk Penelitian Tindakan Kelas dengan tujuan untuk mengetahui peningkatkan motivasi belajar fisika melalui metode diskusi kelompok pada peserta didik. Penelitian Tindakan Kelas dilaksanakan di SMA Negeri 16 Makassar kelas XI MIA 1. Penelitian ini terdiri dari dua siklus. Siklus pertama terdiri dari dua tindakan dan siklus kedua juga terdiri dari dua tindakan. Prosedur yang dilaksanakan pada setiap siklus terdiri dari perencanaan, pelaksanaan, observasi, dan refleksi. Untuk mendapatkan data digunakan lembar observasi dan hasil nilai tes pada setiap siklus. Teknik analisis data yang digunakan adalah analisis deskriptif dan analisis kualitatif. Hasil penelitian menunjukkan bahwa motivasi belajar peserta didik pada pembelajaran fisika di kelas XI MIA 1 SMA Negeri 16 Makassar dapat ditingkatkan dengan menggunakan metode diskusi kelompok. Berdasarkan hasil angket motivasi belajar fisika peserta didik pada Pada siklus II motivasi belajar fisika peserta didik mulai terlihat. Peserta didik terlihat lebih ceria, antusias dalam mengikuti pembelajaran. Terbukti dalam pengerjaan LKPD, semua anggota kelompok secara bersama-sama mengerjakan kegiatan yang ada pada LKPD, setiap kelompok berlomba-lomba bertanya ketika ada sesuatu yang belum difahami pada LKPD, karena semua kelompok menginginkan gelar kelompok terbaik.Kata kunci: Motivasi Belajar, Diskusi Kelompok, Penelitian Tindakan Kelas
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Aryani, N. P., and Supriyadi. "Implementation of small group discussion as a teaching method in earth and space science subject." Journal of Physics: Conference Series 983 (March 2018): 012039. http://dx.doi.org/10.1088/1742-6596/983/1/012039.
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A., Velavan, Saravanan V, Joy Bazroy, and Zile Singh. "Assessment of innovations in tutorial method of teaching among medical students." International Journal of Research in Medical Sciences 5, no. 9 (August 26, 2017): 4155. http://dx.doi.org/10.18203/2320-6012.ijrms20174002.
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Background: The main focus of a tutorial is to make learning more interactive. Enthusiasm and innovations of tutors make tutorials more effective. This study was done to assess the usefulness of few innovative approaches applied during a tutorial session among medical students.Methods: A total of 84 medical undergraduate students were divided in to seven groups with 12 students in each group with a faculty as a facilitator. A pretest was conducted among the students to assess their knowledge and understanding on the topic of discussion. Then the students were given a review article on the topic of discussion to read followed by group discussion. After this each group was assessed by the way of a quiz programme and individually by a post test.Results: The mean scores obtained in the pretest increased significantly in the post test from 53.6% to 83.7%. Most of the students agreed upon the various advantages of this method of teaching. About 97% of the students rated this method of teaching as good and above.Conclusions: Tutorials are effective methods of teaching medical graduates. The innovations used in this study were well appreciated by the students.
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Haq, Taufiq Ziaul. "METODE DISKUSI PADA PEMBELAJARAN PENDIDIKAN AGAMA ISLAM." TA'DIBUNA: Jurnal Pendidikan Agama Islam 2, no. 2 (December 7, 2019): 15. http://dx.doi.org/10.30659/jpai.2.2.15-24.
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The use of discussion methods in Islamic religious education in SMP N 1 Demak. The purpose of this study is the effectiveness of the method in the learning of Islamic religion and its effect on learning in Kes XI SMP N 1 Demak. From data analysis to field research methods and data collection using interviews and observations, as well as literature studies. The results show that the method of discussion conducted at school in Islamic subjects has been effective and also affects students, students like learning that is fun and involved in learning. The effects of learning using group discussion methods are as diverse as increasing achievement, increasing social interaction, increasing activity, and increasing emotional intelligence.
Keywords: Discussion Methods, Student Activeness, Benefits of Discussion
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Zhigitbekova, B. D., and M. Serikbay. "GROUP COHESION AS A FACTOR OF SOCIAL IDENTIFICATION." BULLETIN Series Psychology 65, no. 4 (December 22, 2020): 214–18. http://dx.doi.org/10.51889/2020-4.1728-7847.38.
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Resumes In the article come into question basic methods of the psychological training. Concrete mechanisms and features of the use of psychotherapy methods come into question. Positive approaches, sent to the change of life of client, the processes sent tothe aims are examined. In works И. В. Вачкова will in detail come into question problems of methods of the group training and all-round analysis. At the discussion of problem of psychological practice specialists mark that not a single psychological method can work out social problems. In particular, two types of objects are individual and group. Then he analyses possibility of classification of training methods as oriented to the separate participants and oriented to general work.
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Tran, Nhan Thi Mai. "Promoting the effect of presentation skills - group discussion method in teaching Vietnamese literature to foreign students." Science and Technology Development Journal 16, no. 3 (September 30, 2013): 160–66. http://dx.doi.org/10.32508/stdj.v16i3.1656.
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Currently, in the training curriculum of Bachelor degree in Vietnamese Studies (for an audience of foreign students), Vietnamese Literature is one of the compulsory subjects. This is an interesting subject, but hard for foreign students due to limited language skills nad capacities. Therefore, how to motivate foreign students to excitedly learn Vietnamese Literature and thoroughly understand literary works of Vietnamese literature? This paper raises some experiences in the application of the group discussion method based on the hierarchical theory of Benjamin Bloom's thinking when we teach Vietnamese Literature to foreign students, particularly fulltime regular students (in the formal system) studying at the Faculty of Vietnamese Studies, University of Social Sciences and Humanities – Vietnam National University, Ho Chi Minh City. This method helps teachers to maximize the motto “learnercentered”, and also helps students to make effective use of P.O.W.E.R studying methods (initiated by Professor of Psychology Robert S. Feldman, University of Massachusetts) in order to promote active, positive and creative learning.
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SHIRKOV, D. V. "RENORMALIZATION GROUP IN MODERN PHYSICS." International Journal of Modern Physics A 03, no. 06 (June 1988): 1321–41. http://dx.doi.org/10.1142/s0217751x88000564.
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Renormalization groups used in diverse fields of theoretical physics are considered. The discussion is based upon functional formulation of group transformations. This attitude enables development of a general method by using the notion of functional self-similarity which generalizes the usual self-similarity connected with power similarity laws. From this point of view we present a simple derivation of the renorm-group (RG) in QFT “liberated” from ultra-violet divergences philosophy, discuss the RG approach in other fields of physics and compare “different” RG’s.
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Syafrizal, Syafrizal, and John Pahamzah. "A Comparative Study between the Use of Role Play and Discussion Method in Teaching Speaking Ability." IJET (Indonesian Journal of English Teaching) 9, no. 2 (December 31, 2020): 227–41. http://dx.doi.org/10.15642/ijet2.2020.9.2.227-241.
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The study aims to investigate if role play and discussion methods can improve students’ speaking skills significantly. The researcher also attempts to investigate whether role play or discussion method that better enhancing the students’ speaking performance after the teaching-learning process conducted. To achieve these aims, the quasi-experimental research design is employed. The data were gathered from 60 students of twelfth grade in one of the vocational high schools in Pandeglang, Banten. Students from two classes were taken randomly and divided into experimental and control groups. Some instruments like pre-test - post-test were employed to collect the data. At the end of the study, many advantages were found to improve the students’ speaking skill including vocabulary, grammar, and pronunciation aspect. Both groups indicated to experience improvement, but the experimental group showed more advanced enhancement indicated by their achieving to reach the ‘good’ category in speaking. While none of the students from the control group could get that. Conclusively, students taught by the discussion method show more improvement with 19.93 as their mean score. While students by role-play method have 13.73 as their mean score. It is significantly different from both methods indicated by the significance value score of 0.14 which is less than 0.05. Hence, the discussion method is more effective than the role-play method in improving students’ speaking ability. For that reason, it is recommended for teachers to use discussion method to improve students’ speaking comprehension.
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Santoso, Bedjo, Endah Aryati Eko Ningtyas, and Diyah Fatmasari. "Improving Elderly�s Dental Hygiene Through Nursing Home Staff�s Dental Health Education at the Nursing Home." Jurnal Kesehatan Masyarakat 12, no. 2 (March 14, 2017): 189–98. http://dx.doi.org/10.15294/kemas.v12i2.8461.
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Stomatitis often occurs in elderly at nursing home. They need nursing home staff assistance to maintain their dental and oral health. Therefore, nursing home staff need dental health education. Lecture or discussion methods, which are more effective to improve knowledge, attitude and skill of nursing home staff was the purpose of this research. The research design was quasi-experiment research and pretest-posttest with control group. The sample was 42 nursing home staffs and 74 elderlies, divided into two groups, consisted of 18 nursing home staffs and 33 elderlies using lecture method. Another group consisted of 24 nursing home staffs and 41 elderlies using discussion method. Validity was tested with product moment. Questionnaire of knowledge, attitude and skill correlation was 0.4725 0.6853; 0.47720.6962 and 0.31000.4916. Reliability test with Alpha Cronbach was 0.9292; 0.9273; 0.792. Research result was lecture and discussion methods were effective to improve knowledge, attitude and skill of nursing home staff to increase elderlys dental hygiene. The research concludes that discussion method is effective to improve knowledge while lecture is more effective to improve attitude and skill of nursing home staff.
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Olson, Judy, Lesha Broomes, Scott Drzyzga, Geoffrey Jiunn Der Duh, Lisa Dygert, Jill Halden, Amy Lobben, Alison Philpots, Ian Sims, and Jennifer Ware. "Teaching and Learning Focus Group Skills: A Classroom Example Evaluating Map Design." Cartographic Perspectives, no. 31 (September 1, 1998): 26–36. http://dx.doi.org/10.14714/cp31.648.
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As a group learning experience in a graduate cartography course, a focus group study was performed of a recently-redesigned map of the Michigan State University campus. The learning process involved two parts. Part one was a 75-minute focus group discussion during regular class time with the instructor as the moderator, one student as the assistant and notetaker, and the other members of the class as the subjects. After instructions were given, everyone studied the map for a brief period and then discussed a set of issues focused on the design of the map. Discussion was orderly but lively and packed with relevant comments. Part two occurred at the next class session. Students discussed the experience, the results, the assigned readings on the method, and relevance of the method to other projects. A written report was then prepared for the producers of the map. Reactions to the learning experience were highly positive, and several participants have since used qualitative methods in other research. An actual study proved an effective means of learning the fundamentals of focus group research.
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Nkhoma, Mathews, Narumon Sriratanaviriyakul, and Huy Le Quang. "Using case method to enrich students’ learning outcomes." Active Learning in Higher Education 18, no. 1 (March 2017): 37–50. http://dx.doi.org/10.1177/1469787417693501.
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There is a need to examine the effect of using discussion cases to enrich students’ learning outcomes. A research framework was created to study this multidimensional relationship, via the instruments of interactivity, students’ time devotion and students’ engagement in order to find which factors could improve learning outcomes, including positive group interaction and individual learning performance. The findings from three cohorts of undergraduate students of the same course indicated that interactivity with peers and with the lecturers during the case discussion in classes improved emotional engagement, which in turn positively influenced positive group interaction and individual learning performance. The study also found that students’ emotional engagement was a significant factor in enriching outcomes. Although there was a lack of direct impact of interactivity on learning outcomes, there were many reasons attributed to it. The time that students devoted to the task, as a result of interactivity with the lecturer, was a significant predictor of emotional academic engagement, but it did not predict desirable learning outcomes.
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Cherednik, Anna. "Pedagogical conditions of preparation of future rehabilitation specialists to work in conditions of inclusive students 'training." Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 66, no. 3 (2019): 255–61. http://dx.doi.org/10.33310/2518-7813-2019-66-3-255-261.
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The article substantiates pedagogical conditions of preparation of future rehabilitation teachers to work in the conditions of inclusive teaching of students. It is revealed that the realization of the first condition (formation of students of stable positive motivational orientation to inclusive learning through the use of interactive forms and active teaching methods) was ensured through the use of interactive forms (psychological-pedagogical practicum, lectures-discussions) , panel talk (panel debate), panel discussion, closed discussion in microgroups, small group work, psycho-gymnastics), active teaching methods (question-answer here, the “half-voice discussion” method, the clinic method, heuristic questions, the reproduction of the professional situation, business games, game therapy, relaxation exercises, selection and creation of individual portfolio, scenario method, brainstorming, gateway method a holistic view of students' level of motivation was used by the “Map of Social Motives Development”. socio-pedagogical work with children with special educational needs) provided for updating the content of disciplines ("Fundamentals of inclusive education" "Correctional psychopedagogy", "General pedagogy", "Psychological and pedagogical bases of correctional and educational work); use of organizational forms (seminar, discussions, debates, abstracts, research, pedagogical practice, out-of-class activities), methods (roleplaying games, analysis of pedagogical situations, performance of creative tasks, complex of psychological and pedagogical exercises, planning of rehabilitation) . It is proved that the realization of the third pedagogical condition (realization of quasi-professional activity aimed at mastering the ways and experience of performing specific professional actions during inclusive student learning) was carried out with the use of technologies: game technologies, technologies of correction and rehabilitation work, technology of formation of technology.
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Situmorang, Benny Andreson, and Kristina L. Silalahi. "PENGARUH FOCUS GROUP DISCUSSION TENTANG PELAKSANAAN UJI KOMPETENSI TERHADAP TINGKAT KECEMASAN MAHASISWA." JUMANTIK (Jurnal Ilmiah Penelitian Kesehatan) 4, no. 2 (October 6, 2019): 220. http://dx.doi.org/10.30829/jumantik.v4i2.5612.
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<p><em> </em>The<em> Indonesian National Competency Test </em><em>(INCT) </em><em>is carried out with the aim of equalizing the quality standards of graduates at each educational institution. For </em><em>INCT </em><em>students is a challenge that must be faced because to apply for a job a health worker must have a registration certificate</em><em> </em><em>(RC)</em><em>. </em><em>The registration certificate</em><em> is obtained if a student is declared a graduate (competent) in the implementation of Competency Test. The purpose of this study is to obtain information on the problems being faced by professional nurses who will face the Indonesian National Competency Test through the implementation of Focus Group Discussion (FGD). This type of research is qualitative research with a quasi-experimental research design with one group pretest-posttest design. Stages of Research Methods will be carried out using the design of the quasi-</em><em>e</em><em>xperiment(quasi-experimental) with the target of all nurses in the final semester of totaling 51 people. Data collection method with guided interview guidance. The data analysis method uses dependent t-test. Where in the paired groups, the same subject was examined before and after the intervention (design before and after) and at the same time. Based on the results of the t-test calculation, the value of Z -4,472 with (p = 0,000) <0.05 so that the decision of the hypothesis Ha is accepted then H0 is rejected. It was concluded that there was an influence between FGD (Focus Group Discussion) on the Implementation of Competency Tests on the anxiety level of Nurse Profession students at FKK UNPRI Medan in 2019. It is expected that students who will face competency tests to prepare themselves more by following guidance both on campus and outside campus so have good preparation in facing the Competency Test</em></p><p><em> <strong><em>Keywords: </em></strong><em>Focus Group Discussion, implementation, competence, test, anxiety level</em><br /></em></p>
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Timiyatun, Endar, I Made Moh. Yanuar, Uut Dewi Asrifah, and Eka Oktavianto. "The Effective Small Group Discussion to Improve Adolescent Knowledge on HIV/AIDS Prevention." Caring: Indonesian Journal of Nursing Science 3, no. 1 (July 18, 2021): 38–46. http://dx.doi.org/10.32734/ijns.v3i1.6006.
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The incidence number of HIV/AIDS is the most worrying case globally, and the number keeps increasing. The highest risk factor affecting adolescents to have HIV/AIDS is lack of information. Thus, it is necessary to provide proper health education on HIV/AIDS using the small group discussion method. This study aims to determine the effect of HIV/AIDS education using the small group discussion method on teenagers' HIV/AIDS prevention knowledge. This research used a pre-experimental design, no control one-group pretest-posttest design. There were 55 respondents as samples obtained by using simple random sampling. They were divided into five small groups. Each group was provided the identical material, namely HIV and its prevention, for three hours with two sessions. The first session lasted for two hours consisted of knowledge sharing based on trigger cases. The second session lasted for one hour consisted of continuing and reviewing the material given in the first session. A questionnaire was handed out to collect adolescent knowledge about HIV/AIDS and analyzed the data using paired t-test. The result showed that adolescent knowledge scores on HIV/AIDS increased after being provided with health education on HIV/AIDS. The paired t-test value of a knowledge is p = 0.000 (p-value<0.05). The implication in this study is that providing health education on HIV/AIDS using the small group discussion method has proven to be effective in expanding adolescent knowledge on HIV/AIDS prevention.