Hasil Pencarian  ::  Simpan CSV :: Kembali

"This book explains how Taylors University implemented a curriculum in their engineering program that prepares students to address challenges facing the world. Aim is to enable Engineers put their knowledge into application to meet the 14 challenges of the century as outlined by the National Academy of Engineering (NAE) of the United States.The research groups are organized around the 14 grand challenges for engineering The structure of their syllabi is organized in a way that they address the 5 core competencies: Research Experience, Entrepreneurship, Service Learning, Interdisciplinary Curriculum, Global Dimension. It uses the CDIO educational framework, a project-based learning approach that provides students with the big picture of engineering. Through this method, students are able to:Master a deeper working knowledge of the fundamentals of engineeringLead in the creation and operation of new products and system Understand the importance and strategic value of research work"

"Would you like to conduct effective Project Based Learning in your classroom, but feel unsure about how to start? Or have you tried "doing a project" but it didn't turn out the way you wanted? Or have you done PBL in the past, but you're looking for new ideas or a more systematic process for planning and managing projects, to meet the demands of today's world of standards and testing? If your answer is "yes" to any of the above, this book is meant for you. Designed for teachers of kindergarten through 5th grade students, PBL in the Elementary Grades contains down-to-earth, classroom-tested advice, including: seven sample projects from different grade levels, anchored in various subject areas, with integrated goals for literacy and math; Step-by-step guidance to take you from generating ideas for projects to project planning and successful implementation; tips from experienced practitioners; planning tools and online resources plus project-ready rubrics and handouts. - Back cover."

""Reinventing Project-Based Learning" offers educators an accessible guide for maximizing the benefits of project-based learning in today's technology-rich learning environment. This reader-friendly book speaks directly to educators, administrators, and professional development specialists who want to transform learning into a more active, student-driven experience, using technology tools for inquiry, collaboration, and connection to the world beyond the classroom. Examples from educators in many different countries showcase this new vision of instructional design. Features of the book include: (1) a guided process for designing and implementing effective projects; (2) collaborative activities in each chapter, appropriate for shared reading, lesson study, and other professional development activities; and (3) A focus on the essential learning functions of digital tools, the Internet, and Web 2.0."

"This book describes a project management approach and development process that i created to provide my company with a flexible structure to manage projects. This approach was born out of necessity and, in truth, developed in the school of hard knocks as i developed a successful consulting business, in which a repetable approach to developing training programs is essential to success."

"Perkembangan teknologi informasi yang sangat pesat pada abad ini membawa dampak yang sangat signifikan terhadap dunia pendidikan, di mana proses peralihan dari abad industrialisasi ke abad pengetahuan menuntut setiap bidang dalam kehidupan berubah sangat cepat dan harus dapat beradaptasi dengan cepat. Begitu pula dengan pendidikan, karakteristik umum model pembelajaran abad pengetahuan berbeda dengan karakteristik pembelajaran abad industrialisasi. Model praktik pendidikan yang dianggap menguntungkan pada abad industrial, seperti belajar fakta, drill dan praktik, kaidah dan prosedur digantikan dengan belajar dalam konteks dunia nyata, otentik melalui problem dan proyek, inkuiri, discovery, dan invensi dalam praktik abad pengetahuan. Akan tetapi pola belajar yang diterapkan pada masa industrialisasi sudah dianggap tidak cocok lagi di abad pengetahuan, di mana perkembangan teknologi informasi dan komunikasi berkembang begitu pesat, dan teknologi tersebut merupakan katalis penting untuk gerakan menuju metode belajar di abad pengetahuan. Makalah ini akan membahas perancangan model pembelajaran abad 21 dengan cara mengintegrasikan model pembelajaran Project Based Learning, Project Oriented Learning, dan Cooperative Learning dengan teknologi informasi Web 2.0."

"[ABSTRAKPenurunan kualitas lingkungan terjadi karena kelalaian, ketidaktahuan dan tiadanya etika serta moral terhadap lingkungan. PLH penting diajarkan pada murid SD. Penelitian ini bertujuan untuk (1) menganalisis metode yang digunakan di Sekolah Jepang dan Sekolah Adiwiyata dalam mengajarkan PLH; dan (2) menganalisis metode yang efektif dalam mengajarkan PLH. Metode yang digunakan adalah kuantitatif dengan analisis deskriptif. Penelitian dilakukan diSekolah Jepang Jakarta dan Bandung; dan sekolah penerima Adiwiyata di DKI Jakarta yaitu SDN Klender 22, SDN Benhil 12, SDN Menteng 02, dan SDN Sungai Bambu 05 serta SDN Sungailiat 05. Responden berjumlah 72 orang guru. Hasil penelitian menunjukkan bahwa metode yang digunakan oleh guru Sekolah Jepang dan Sekolah Adiwiyata dalam mengajarkan PLH adalah metode ceramah, metode pengalaman langsung dan metode diskusi. Pemilihan metode mempertimbangkan tujuan pembelajaran, situasi dan kesiapan pengajar sendiri. Metode yang efektif digunakan untuk mengajarkan PLH di sekolah dasar Adiwiyata dan sekolah Jepang adalah metode pengalaman langsung, metode diskusi dan metode ceramah.

---

ABSTRACTThe degradation of environmental quality caused by human negligence, ignorance, lack of ethics/moral towards the environment. Environmental education is asignificant subject to be taught to elementary students.The aims of this study are(1) to analyze the teaching method on environmental education in JapaneseSchools and Adiwiyata-achiever Primary Schools; and (2) to analyze the effectiveteaching method on environmental education. The method of this research isquantitative method with descriptive analysis. The study has conducted inJapanese Schools located in Jakarta (JJS) and Bandung (BJS); and Adiwiyataachiever schools, which are SDN Klender 22, SDN Benhil 12, SDN Menteng 02,and SDN Sungai Bambu 05 also SDN Sungailiat 03. There are 72 respondents.The result shows that the teaching method used by the Japanese Schools andAdiwiyata-achiever schools are lecture, discussion, and experiential methods. Theselection of teaching method is based on the criteria of the objectives of the study,situation, and teacher itself. The teaching method on environmental educationused in Japanese Schools and Adiwiyata-achiever schools are experiential,discussion and lecture methods considered most effective.;The degradation of environmental quality caused by human negligence, ignorance,lack of ethics/moral towards the environment. Environmental education is asignificant subject to be taught to elementary students.The aims of this study are(1) to analyze the teaching method on environmental education in JapaneseSchools and Adiwiyata-achiever Primary Schools; and (2) to analyze the effectiveteaching method on environmental education. The method of this research isquantitative method with descriptive analysis. The study has conducted inJapanese Schools located in Jakarta (JJS) and Bandung (BJS); and Adiwiyataachiever schools, which are SDN Klender 22, SDN Benhil 12, SDN Menteng 02,and SDN Sungai Bambu 05 also SDN Sungailiat 03. There are 72 respondents.The result shows that the teaching method used by the Japanese Schools andAdiwiyata-achiever schools are lecture, discussion, and experiential methods. Theselection of teaching method is based on the criteria of the objectives of the study,situation, and teacher itself. The teaching method on environmental educationused in Japanese Schools and Adiwiyata-achiever schools are experiential,discussion and lecture methods considered most effective.;The degradation of environmental quality caused by human negligence, ignorance,lack of ethics/moral towards the environment. Environmental education is asignificant subject to be taught to elementary students.The aims of this study are(1) to analyze the teaching method on environmental education in JapaneseSchools and Adiwiyata-achiever Primary Schools; and (2) to analyze the effectiveteaching method on environmental education. The method of this research isquantitative method with descriptive analysis. The study has conducted inJapanese Schools located in Jakarta (JJS) and Bandung (BJS); and Adiwiyataachiever schools, which are SDN Klender 22, SDN Benhil 12, SDN Menteng 02,and SDN Sungai Bambu 05 also SDN Sungailiat 03. There are 72 respondents.The result shows that the teaching method used by the Japanese Schools andAdiwiyata-achiever schools are lecture, discussion, and experiential methods. Theselection of teaching method is based on the criteria of the objectives of the study,situation, and teacher itself. The teaching method on environmental educationused in Japanese Schools and Adiwiyata-achiever schools are experiential,discussion and lecture methods considered most effective.;The degradation of environmental quality caused by human negligence, ignorance,lack of ethics/moral towards the environment. Environmental education is asignificant subject to be taught to elementary students.The aims of this study are(1) to analyze the teaching method on environmental education in JapaneseSchools and Adiwiyata-achiever Primary Schools; and (2) to analyze the effectiveteaching method on environmental education. The method of this research isquantitative method with descriptive analysis. The study has conducted inJapanese Schools located in Jakarta (JJS) and Bandung (BJS); and Adiwiyataachiever schools, which are SDN Klender 22, SDN Benhil 12, SDN Menteng 02,and SDN Sungai Bambu 05 also SDN Sungailiat 03. There are 72 respondents.The result shows that the teaching method used by the Japanese Schools andAdiwiyata-achiever schools are lecture, discussion, and experiential methods. Theselection of teaching method is based on the criteria of the objectives of the study,situation, and teacher itself. The teaching method on environmental educationused in Japanese Schools and Adiwiyata-achiever schools are experiential,discussion and lecture methods considered most effective.;The degradation of environmental quality caused by human negligence, ignorance,lack of ethics/moral towards the environment. Environmental education is asignificant subject to be taught to elementary students.The aims of this study are(1) to analyze the teaching method on environmental education in JapaneseSchools and Adiwiyata-achiever Primary Schools; and (2) to analyze the effectiveteaching method on environmental education. The method of this research isquantitative method with descriptive analysis. The study has conducted inJapanese Schools located in Jakarta (JJS) and Bandung (BJS); and Adiwiyataachiever schools, which are SDN Klender 22, SDN Benhil 12, SDN Menteng 02,and SDN Sungai Bambu 05 also SDN Sungailiat 03. There are 72 respondents.The result shows that the teaching method used by the Japanese Schools andAdiwiyata-achiever schools are lecture, discussion, and experiential methods. Theselection of teaching method is based on the criteria of the objectives of the study,situation, and teacher itself. The teaching method on environmental educationused in Japanese Schools and Adiwiyata-achiever schools are experiential,discussion and lecture methods considered most effective.;The degradation of environmental quality caused by human negligence, ignorance,lack of ethics/moral towards the environment. Environmental education is asignificant subject to be taught to elementary students.The aims of this study are(1) to analyze the teaching method on environmental education in JapaneseSchools and Adiwiyata-achiever Primary Schools; and (2) to analyze the effectiveteaching method on environmental education. The method of this research isquantitative method with descriptive analysis. The study has conducted inJapanese Schools located in Jakarta (JJS) and Bandung (BJS); and Adiwiyataachiever schools, which are SDN Klender 22, SDN Benhil 12, SDN Menteng 02,and SDN Sungai Bambu 05 also SDN Sungailiat 03. There are 72 respondents.The result shows that the teaching method used by the Japanese Schools andAdiwiyata-achiever schools are lecture, discussion, and experiential methods. Theselection of teaching method is based on the criteria of the objectives of the study,situation, and teacher itself. The teaching method on environmental educationused in Japanese Schools and Adiwiyata-achiever schools are experiential,discussion and lecture methods considered most effective.;The degradation of environmental quality caused by human negligence, ignorance,lack of ethics/moral towards the environment. Environmental education is asignificant subject to be taught to elementary students.The aims of this study are(1) to analyze the teaching method on environmental education in JapaneseSchools and Adiwiyata-achiever Primary Schools; and (2) to analyze the effectiveteaching method on environmental education. The method of this research isquantitative method with descriptive analysis. The study has conducted inJapanese Schools located in Jakarta (JJS) and Bandung (BJS); and Adiwiyataachiever schools, which are SDN Klender 22, SDN Benhil 12, SDN Menteng 02,and SDN Sungai Bambu 05 also SDN Sungailiat 03. There are 72 respondents.The result shows that the teaching method used by the Japanese Schools andAdiwiyata-achiever schools are lecture, discussion, and experiential methods. Theselection of teaching method is based on the criteria of the objectives of the study,situation, and teacher itself. The teaching method on environmental educationused in Japanese Schools and Adiwiyata-achiever schools are experiential,discussion and lecture methods considered most effective., The degradation of environmental quality caused by human negligence, ignorance,lack of ethics/moral towards the environment. Environmental education is asignificant subject to be taught to elementary students.The aims of this study are(1) to analyze the teaching method on environmental education in JapaneseSchools and Adiwiyata-achiever Primary Schools; and (2) to analyze the effectiveteaching method on environmental education. The method of this research isquantitative method with descriptive analysis. The study has conducted inJapanese Schools located in Jakarta (JJS) and Bandung (BJS); and Adiwiyataachiever schools, which are SDN Klender 22, SDN Benhil 12, SDN Menteng 02,and SDN Sungai Bambu 05 also SDN Sungailiat 03. There are 72 respondents.The result shows that the teaching method used by the Japanese Schools andAdiwiyata-achiever schools are lecture, discussion, and experiential methods. Theselection of teaching method is based on the criteria of the objectives of the study,situation, and teacher itself. The teaching method on environmental educationused in Japanese Schools and Adiwiyata-achiever schools are experiential,discussion and lecture methods considered most effective.]"