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10 results on '"Mardiati, Yayuk"'

1. Employing Food Bank in Civic Education as a Pedagogical Tool in Project-Based Learning

Author

Mardiati, Yayuk and Leba, Katarina

Abstract

The purpose of the study is to employ food bank in civic education as a pedagogical tool in projectbased learning. Two classes of undergraduate students enrolled in required general civic education course in the odd semester of 2017 in the University of Jember participated in food bank project to help tackle impoverished community of Garahan village, Jember, East Java. The study employed qualitative research method. To implement food bank in civic education this research assessed and engaged students into seven essential components of Larmer and Mergendoller's meaningful projects; A Need to Know, A Driving Question, Student Voice and Choice, 21st Century Skills, Inquiry and Innovation, Feedback and Product, and A Publicly Presented Product. After investigating poor households, students planned and organized fundraising strategies in order to buy a large quantities of non-perishable food so that it looks like a bank to be distributed to those who were in need. Classroom components of the project included assigned readings on poverty, small groups discussion, and writing reflective journals. Students culminated the project publicly in a showcase. The result indicated that food bank project is effective civic pedagogical skill.

Published
2018

3. Fostering independent learning through arts-based instruction in elementary social studies.

Author

Mardiati, Yayuk, Suhartiningsih, Satrijono, Hari, Kristiana, Arika Indah, and Alfarisi, Ridho

Subjects
*SOCIAL sciences education, *ART, *ART materials, *MEDIA art, *LEARNING
Abstract

In line with the ministry of education and culture to promote students' independent learning (Ind: Merdeka Belajar) teachers should take advantage of arts as medium of instruction in elementary social studies classroom. The purpose of this study is to employ arts-based instruction in social studies to foster students' independent learning and higher order thinking skills. Built upon the previous research on arts integration approach this study offers a rationale for employing visual arts potential into social studies. With this approach it is presumed that both arts and social studies teachers benefit of aligning the arts and social studies. [ABSTRACT FROM AUTHOR]

Published
2022
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4. Employing higher order thinking skills-based instruction in history course: A history high school teacher's perspective.

Author

Handoko, Susanto T., Mardiati, Yayuk, Ismail, Raoda, Imawan, Okky Riswandha, Kristiana, Arika Indah, and Alfarisi, Ridho

Subjects
*HIGH school teachers, *HIGH school curriculum, *HISTORY teachers, *DATA reduction, *SECONDARY schools
Abstract

The purpose of this study was to describe the teacher's perspective on history learning based on higher order thinking skills in secondary schools. This research is a qualitative research using case study method. The subjects in this study were 16 history teachers spread across several districts and cities in Papua Province. Data was collected through observation, questionnaires, and interviews. The research data were analyzed using the Miles and Huberman Interactive Model which consisted of four stages, namely data collection, data reduction, data presentation, and conclusion drawing. The results showed that history teachers in Papua Province had a good perspective on the application of history learning based on higher order thinking skills in secondary schools. This perspective includes knowledge related to higher order thinking skills, readiness in preparing history learning tools based on higher order thinking skills, readiness in applying history learning based on higher order thinking skills, and readiness in evaluating the results of history learning based on higher order thinking skills in secondary schools. [ABSTRACT FROM AUTHOR]

Published
2022
Full Text
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8. Employing Food Bank in Civic Education as a Pedagogical Tool in Project-based Learning

Author

MARDİATİ, Yayuk and LEBA, Katarina

Subjects
lcsh:Social Sciences, lcsh:H, project-based learning, food bank, poverty, civic education, project-based learning,food bank,poverty,civic education, ComputingMilieux_COMPUTERSANDEDUCATION, lcsh:L7-991, lcsh:Education (General)
Abstract

The purpose of the study is to employ food bank in civic education as a pedagogical tool in project-based learning. Two classes of undergraduate students enrolled in required general civic education course in the odd semester of 2017 in the University of Jember participated in food bank project to help tackle impoverished community of Garahan village, Jember, East Java. The study employed qualitative research method. To implement food bank in civic education this research assessed and engaged students into seven essential components of Larmer and Mergendoller’s meaningful projects; A Need to Know, A Driving Question, Student Voice and Choice, 21st Century Skills, Inquiry and Innovation, Feedback and Product, and A Publicly Presented Product. After investigating poor households, students planned and organized fundraising strategies in order to buy a large quantities of non-perishable food so that it looks like a bank to be distributed to those who were in need. Classroom components of the project included assigned readings on poverty, small groups discussion, and writing reflective journals. Students culminated the project publicly in a showcase. The result indicated that food bank project is effective civic pedagogical skill.

Published
2018

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