Make Learning Model And Match (Model Pembelajaran Mencari Pasangan)

This model is a model developed by Lorna Curran, 1994. Like other models, this model is a model of group learning (Learning Community). This model can generate with semangan student learners to engage actively in the learning process.
The division of the group Make Match And there are two groups of problems and holding group holding group answers. Make And Match can be made for all subjects and at all levels of education starting from elementary through high school.
Initial preparation to be done in this learning model to inform teachers on what to study at the next meeting. Thus students have a capital initial capital in learning. With initial capital of the subject matter of discussions in the learning process Make And Match can take place properly.

In detail the steps in learning Make And Match is as follows.

Step by step:
1. Teachers prepare some cards that contain several concepts or topics are appropriate for review sessions, one about the card section and other parts of the answer cards. These cards should be designed so that the card draw students. We can use the cartoons, or pictures from magazines, the Internet or other sources for the material. Teachers can also prepare the writings in which the card is designed in such a way that is easy to understand and be understood by students. Specify the language used should be tailored to the level of education. By default use Indonesian well right.
If the matter has to do with images, charts, schematics, made so clear.
The material can also be made in the form of questions or problems, related to SK or KD demands that have been determined. Problem arranged so gradually from C1 to C6 or from P1 to P4.

2. Each student received a card
Before cards are dealt you have to classify students into two groups who hold the card or the material issues and holds the answer card. Each of these groups ceased to be grouped according to ability and level of difficulty encountered problems. Students who have a high capacity cards will be distributed to the cognitive level higher, and vice versa.
The division of the card must be made randomly but regularly in accordance with their respective levels.

3. Each of the students think of an answer / question of cards held
At the time cards are dealt, give them the time between 10 minutes to 15 minutes to think about issues and answer each of the cards they hold. They can discuss with fellow group members cardholders, looking at books, internet, maps, globes, dictionaries, notes or other learning resources used at that time. Provide opportunities for all to think about and answer to every problem.

4. Each student find a partner who has a matching card with the card (about the answers)
After the problem solved, the students find a partner to each other. To avoid confusion in turn can be searched by providing opportunities to the students individually to read the question or issue or matter, after it was able to find their partner.
Search time is given when for example there are problems then the 10 points were given 10 s / d 1. Students who found the couple in the first 1 minute scored 10, on the first 2 minutes in gave the score 9, the first 3 minutes was given a score 8 and so on. Until the last 10 minutes. Or each pair can also find a pair that were scored 1.
5. Each student is able to match the cards before the deadline given points
Points can be awarded in accordance with the method above, by providing a multilevel score or the score 1 and 0, students can find a spouse in accordance with the time given in the given score 1 and is not able to find answers were scored 0.

6. After one round of cards to be disturbed again learners each get a different card than before. The next card in the whipped and given randomly according to the level of individual ability. Re given the chance in the group, if the members were more than 1 person. Then go back to step 4 and 5.
7. And so on, do it repeatedly until the learning is complete. Anyone who champions give their appreciation, so the next time better. Give the motivation for that has not been successful.

8. Conclusion / cover. When finished make a conclusion together.

Okay I'll see you again greetings from us in Banyuasin. Go on education in Indonesia.
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Make Learning Model And Match (Looking for Couple)

This model is a model developed by Lorna Curran, 1994. Like other models, this model is a model of group learning (Learning Community). This model can generate with semangan student learners to engage actively in the learning process.
The division of the group Make Match And there are two groups of problems and holding group holding group answers. Make And Match can be made for all subjects and at all levels of education starting from elementary through high school.
Initial preparation to be done in this learning model to inform teachers on what to study at the next meeting. Thus students have a capital initial capital in learning. With initial capital of the subject matter of discussions in the learning process Make And Match can take place properly.

In detail the steps in learning Make And Match is as follows.

Step by step:
1. Teachers prepare some cards that contain several concepts or topics are appropriate for review sessions, one about the card section and other parts of the answer cards. These cards should be designed so that the card draw students. We can use the cartoons, or pictures from magazines, the Internet or other sources for the material. Teachers can also prepare the writings in which the card is designed in such a way that is easy to understand and be understood by students. Specify the language used should be tailored to the level of education. By default use Indonesian well right.
If the matter has to do with images, charts, schematics, made so clear.
The material can also be made in the form of questions or problems, related to SK or KD demands that have been determined. Problem arranged so gradually from C1 to C6 or from P1 to P4.

2. Each student received a card
Before cards are dealt you have to classify students into two groups who hold the card or the material issues and holds the answer card. Each of these groups ceased to be grouped according to ability and level of difficulty encountered problems. Students who have a high capacity cards will be distributed to the cognitive level higher, and vice versa.
The division of the card must be made randomly but regularly in accordance with their respective levels.

3. Each of the students think of an answer / question of cards held
At the time cards are dealt, give them the time between 10 minutes to 15 minutes to think about issues and answer each of the cards they hold. They can discuss with fellow group members cardholders, looking at books, internet, maps, globes, dictionaries, notes or other learning resources used at that time. Provide opportunities for all to think about and answer to every problem.

4. Each student find a partner who has a matching card with the card (about the answers)
After the problem solved, the students find a partner to each other. To avoid confusion in turn can be searched by providing opportunities to the students individually to read the question or issue or matter, after it was able to find their partner.
Search time is given when for example there are problems then the 10 points were given 10 s / d 1. Students who found the couple in the first 1 minute scored 10, on the first 2 minutes in gave the score 9, the first 3 minutes was given a score 8 and so on. Until the last 10 minutes. Or each pair can also find a pair that were scored 1.
5. Each student is able to match the cards before the deadline given points
Points can be awarded in accordance with the method above, by providing a multilevel score or the score 1 and 0, students can find a spouse in accordance with the time given in the given score 1 and is not able to find answers were scored 0.

6. After one round of cards to be disturbed again learners each get a different card than before. The next card in the whipped and given randomly according to the level of individual ability. Re given the chance in the group, if the members were more than 1 person. Then go back to step 4 and 5.
7. And so on, do it repeatedly until the learning is complete. Anyone who champions give their appreciation, so the next time better. Give the motivation for that has not been successful.

8. Conclusion / cover. When finished make a conclusion together.

Okay I'll see you again greetings from us in Banyuasin. Go on education in Indonesia.

BASE PROBLEM INTRUCTION (Problem Based Learning Model)

Compared with other learning models this model is the most difficult models in the implementation. Why is it difficult? Here students are required to prepare themselves well before following the learning process associated with the Competency Standards (SK) and Basic Competency (KD) that will be studied.
But this model is unique in which, students are required to solve a problem based on the instructions that have been obtained either from the teacher, worksheets, lab or other sources that can be used. The more prior knowledge is known by the students will be better. This model basically provoke the students to construct their own knowledge based on facts obtained in the learning process. Teachers are required to provide a good stimulus that provoked the students to know what should be controlled.
Base Problem Intruction (Problem Based Learning Model) is shifting from the problems that arise first, then students are expected to provide solutions to the problem. For example currently being intensively-amid to save energy. Students are given tools in the form of candles, and a piece of paper or a Bunsen burner to heat the water in the beaker. Students were asked to make a computer that can heat the water in the beaker quickly, associated with energy savings.
Students must have a variety of ideas, in the formulation of energy-efficient compor accordance with their prior knowledge. Another example is a problem in a group of boy scout trip into the forest, the forest at the early hour, and seen the sun just rising on the right they are. When the boy scout was in the forest, and the late afternoon the day they are still in the woods. Their confusion to get out of the woods because they do not have a compass, which they perceive is the direction of the sun is now in front of them. They had to get out, the road which must be taken in order to get out of the woods.
Specifically steps Intruction Base Problem is as follows:
1. Teacher explains the competence to be achieved and mentioned facilities or equipment necessary support. Motivating students to engage in problem-solving activities selected.
As an initial milestone of learning we must always give SK, KD and indicators that must be achieved in the learning. Thus, the learning process into focus. Teachers must also provide an interesting motivation for learning momentum. Opening can be done with the matter, songs, demontransi, dance, or anything that can be obtained easily and associated with learning at that time. Research the classroom environment, schools, gardens, trash, or anything that can be used as a medium of learning opener. Make the "learner" like a restaurant that our customers have so that we provide the best service as possible.
2. Teachers assist students to define and organize learning tasks related to these problems (specify topics, tasks, schedules, etc..)
Encourage students to remember, mengkontruksi, issued opinions in accordance with the matter at hand. In this process the teacher provides the problem to be solved. Remember in this stage give the tools that are used as a tool.
4. Teachers encourage students to gather the appropriate information, an experiment to get an explanation, data collection, hypotheses, and solving problems.
After all the information about the issues facing the next step adalh obtained research, data collection to solve the problem. Teachers should always give encouragement and guidance to students about things that can be used as a tool to control and KD decree established. Urge students to find appropriate answers to the fact that meraka observed.
5. Teachers assist students in planning / preparing appropriate works such as reports and help them share the task with a friend
Ask the students, to assemble an answer to the problems faced. Thus the role of the teacher is to facilitate that process of making a no slip of indicators that have been determined.
6. Teachers help students to do reflection or evaluation of their experiments and processes they use
Do not forget in this effort, they invite us into the world and bring their world into our world. Enter the recesses of students' knowledge so that the conclusions, reflections in accordance with the decree, KD and indicators that have been determined.
Hahahaha .... Success untu you, may you all become a successful teacher. In for the teachers, education students, or all of the education watchdog. From us in Banyuasin who always wanted to share. Bye-Bye

PAIKEM Learning Model - Model Pembelajaran PAIKEM

Any learning process would be interesting if well packed. As teachers we must think as marketing, bank officer, waiter hotel or shop workers. Is not that when we visited the Bank of welcome, Mr. guard opened the door and get the queue number. By the time we breakfast at the hotel if we copy the message must go out sweet sweet coffee instead of tea or coffee. Or if the shop if the service is in the service of our vehicles.
So should we teach our students is the knowledge that customers do not all have a great interest in the lessons we are teaching. Even among those who had to go there because the curriculum should be so. As teachers we will be satisfied if we teach our students to understand or fully enthusiastic in participating in the learning process.
One way to attract the learning process is to use the model. Learners we face in general a very young age, is rapidly growing and volatile. Habits of this generation is to follow the trend that is happening. This trend will be a model to imitate his life and what is the idol of each side.
Filofosi that make learning models continue to attract many berkembangan and teachers. The more we master the learning model will be our teachers and professional interest. Fee, students will ask "WHY ARE YOU AA, MOM ii absent YES, KANGEN DEH" but we just did not go to class. Or at the time of his students learning forward because he wanted to close us because already with us and of course our subjects. Killer impression of teachers in the teacher must jauhhhh professional.
One needs to be done is to use a learning model, the model of the process of shared learning. Owned by students and teachers have, there should be a shift in paradigm that teachers are not the only source of knowledge that controls all the sciences. Involve them, according to Quantum Teaching "We Bring the World to the World They are, and bring them into the world of Our World".
The model is interesting that one of them is CLT (Creative Effective Active Learning and Fun) and develop further into PAIKEM (Creative Innovative Active Learning Effective and Fun). Although this model than other models and techniques have a way of implementing a very broad, this model requires that teachers always do 4 or five actions (Active, Creative, Innovative and Exciting)
Active: Learning should involve students directly, students are invited to work directly in the learning process. Thus, students feel an integral part of the process pembejaran. Learning must be a good activity of the teacher and the students. In the students' learning should be more active than the teacher. Here the role requires teachers to engage students to find materials, read, express opinions, argue or infer the learning according to their abilities. Each student has the means and techniques unique to learn something, so that we can not memaksanakan in only one way. Teachers should always try to have all students immerse themselves in the learning process at that time.
Indicators can be seen from the active involvement of students in the learning process, how their activities do matter, do the practice, express their opinions. Active is also marked by "a lively class".
Creative: As teachers we must also provide the opportunity for our students to develop creative ideas and thoughts in accordance with their respective capabilities. Creative characterized by beragamanya ways, techniques, methods students when answering questions, discussion, take notes, how to memorize, how to create a task and so on. They should be given the opportunity to develop talents and abilities of subjects respectively. Not even use the methods or techniques that we always provide. Techniques that we give only a small Part of "donkey bridge" in order to develop learners' abilities in accordance with the wishes in accordance with the demands of KKM (exhaustiveness Minimum Criteria) or the demands of SKL (Standard completeness Graduates)
Effective: pembelajarna process should proceed in an effective, targeted means in accordance with the indicators and objectives to be achieved in the learning process. Learning must be done in accordance with the plan (RPP) which have been prepared well. On the teachers are required to make preparations and plans to study the best. Planning a good learning will menghasilankan optimal PBM. All the materials, techniques, how to, questions, has been thought about before PBM progress. At the time of PBM progress if there are new ideas that can be done better with a record of changes to be widened PBM everywhere so that the real goal to be achieved remains to.
Innovative: As teachers we must be able to present lessons in ways that are new and not a monotonous techniques. Various ways to look for and use in order to reach students and graduation KKM specified. With innovative techniques, ways, methods, models, pembelajara be interesting. Teachers must always be innovative by learning a lot from the internet, libraries, books, or other learning resources in the neighborhood to support the learning process.
Creative and Innovative basically the same, except more emphasis on innovative things that new findings may be that we do. Creative is also a variety of ways, techniques, methods, models to be able to reach teachers and KKM predetermined graduation. The more teachers experience gained then will produce more and more techniques. To be a creative teacher then the teacher should always take part in training, seminars, workshops, symposium related to learning. Use your time like that to study and implement the learning in the classroom.
Fun: Teachers should be able menciptkan learning atmosphere "festive" in the classroom. Exciting interpret some will require low cost, but not so. To make learning fun we have mempersipakannya well. For example when we teach physics, teaching about circular motion we simply use an old bottle filled with water bound with rope, open the lid and the vertical movement and horizontal. Previously ask "Is the water will spill?, Estimate the results you Collect?"
To teach about Newton's 1st law we only need an empty glass table Lay on the lips of nearly fell, hard beneath Lay still good quarto. Make your students are worried that the glass will fall. Thus, learning will be centered. Pull the paper quickly, of course students will be relieved that the glass did not fall right?.
At the time learning about the roots upside Biology and fibrous roots, we do not need to create or display a picture of the roots on the board. However, they bring to the garden to the school garden, prepare the plant for a single rooted revoked and fibers., Remember not to damage the environment. From here students can immediately see the kind of root in accordance with the learning.
In Thematic learning, in elementary school we can take advantage of all that is in the class room to create activities, reasoning and thinking that they are active in learning.
Okay Deh many others, my tetepi must teach. So till here first. Go on education in Indonesia. Greetings from us at Banyuasin

MODELS OF LEARNING AND PICTURE PICTURE

One of the current model of learning is popular in LEARNING MODEL AND PICTURE PICTURE this model is one form of cooperative learning model. This image is suitable for learning English, Indonesian and Mathematics. But this model can be used in appropriate other subjects with the packaging and creativity of teachers.
Since the populerkan around the year 2002, the model of learning began to spread among teachers in Indonesia.
By using a specific learning model the learning becomes fun. So far only the teacher as actor in front of the class, and as if the teacher is the only source of learning.
The development of information and communication technology has such a way, where each person can get information from around the world only in the room alone with internet services, widespread publication of teachers and other resources that we do not expect.
Modern learning characterized Active, Innovative, Creative, and quality. Any model used always emphasized active learners in any learning process. Innovative each study should provide something new, different and always attract learners. And creative, each pembelajarna should lead to learners' interest to produce something or to solve a problem using the methods, techniques or methods controlled by the students themselves are derived from the learning process.
Picture And Picture model for the SMA is the most suitable for the study three subjects mentioned above, while in elementary and secondary school level almost all subjects can use this model.
Each model we must prepare well to the learning process can take place effectively, without preparation of any learning will make students become saturated. The model must also be alternated in a few meetings to PBM is not monotonous.
This learning model relies on images as a medium in the learning process. The drawings are a major factor in the learning process. So prior to the learning process the teacher has prepared an image that will appear either in the form of cards or in the form of large carta. Or if the school is using ICT in using Power Point or other software.
The steps in the PICTURE AND PICTURE is as follows:
1. Teachers convey competence to be achieved
In this step the teacher is expected to convey what the basic competencies related subjects. In this way, students can measure the extent to which that should be mastered. In addition, teachers also have to convey indicator, which reached KD indicators, so to which a predetermined KKM can be achieved by the learner.

2. Presenting the material as an introduction
Serving as an introduction to the material something very pentin, from which teachers provide learning early momentum. Success in the learning process can start from here. Because teachers can provide interesting motivation for students who are not ready. With the motivation and good technique in the provision of material will appeal to students to learn more about the material studied.

3. Teacher shows / showed the pictures of activities related to the material
In the process of presenting materials, teachers teaching students actively involved in the learning process by examining each image displayed by the teacher or by a friend. In learning English or Indonesian students can mencerikan chronology, the story or purpose of the image shown. In mathematics lesson can be drawn about the cubes, triangles or other from here can be described on the diagonal, diagonal space, high or wide area.
In Geography lessons can be shown how to process the rock. Remember that IF BE visualize why must use the words. With Picture or image we will save our energy and the students will more easily understand the material being taught.
In a further development as a teacher you can modify or replace the image with a video image or the demonstration that certain activities such as making coffee, frying tempeh and so on.

4. Teachers pointed to / call the students in turn set / sort the pictures into a logical sequence.
In this step the teacher should be able to innovate, because the direct appointment of less effective and sometimes students feel punished. One way is by lottery, so that the students felt it had to perform tasks that must be provided.
The pictures that have been requested by the students there to diurutan, created, or modified. If menyusunan bagaiaman susunananya. If you complete the picture where the image or shape, length, height or angle.
Keep in mind it should be uratan the right as examples in math to draw a diagonal space are steps that must be done properly to find the diagonal spaces.
To tell you the picture in English or Indonesian there are sequences that must be done.

5. Teacher asks the reason / rationale for the image sequence
After that invite students to find the formula, height, plot, or the demands of KD with indicators to be achieved. Ask as many roles that students and other friends to help that process of discussion in the PBM more interesting. Okelah Kalau Begitu Kata OVJ (Opera Van Java)

6. Of the reason / order of the image of teachers start instilling concepts / materials in accordance with the competencies to be achieved
In the process of discussion and reading of these images should provide the teacher emphases on what is achieved by asking other students to repeat, writing or other forms with the aim of students know that they are important in achieving KD and indicators that have been established.
Make sure that the student has mastered the established indicators.

7. Conclusion / summary
Hoo hooo's great, do not feel the learning end quickly. And it plans only 2 JP kurannggg eh. This plan only 1 sheet 3 pages so ehhhh. Go on education in Indonesia. Greetings From Us in Banyuasin.

TGT Learning Model

TGT is one type of cooperative learning that place students in groups - groups whose members study 5 to 6 students who have the ability, gender and race syllable or different. Teachers present material, and students working in their groups - each. In group work the teacher provides worksheets to each group. Assignments undertaken together - together with members of the group. If any of the group members who do not understand the task given, then the other group members are responsible for providing an answer or explain, before asking the question to the teacher.
Finally, to ensure that all members of the group has mastered the lesson, all students will be given academic game. In the academic game students will be divided in the table - table tournaments, where every table tournament consists of 5 to 6 people who are representatives from each group - each. In each table games have endeavored to keep participants coming from the same group. Students are grouped in a single table tournaments are homogeneous in terms of academic ability, meaning the ability of a single table tournament, each participant tried to be equal. This can be determined by looking at the value they receive at the pre-test. Score obtained, each participant in the academic game is recorded on the score sheet recorder. Score obtained by summing the scores - scores obtained by members of a group, then divided by the number of members of the group. Group score is used to give a team award certificate with a specific predicate lists.
According to Slavin type TGT cooperative learning consists of the 5-step stages: stage presentation of the class (class precentation), learning in groups (teams), games (geams), game (tournament), and perhargaan group (team recognition). Based on what is revealed by Slavin, the cooperative learning model has a characteristic type TGT - the following characteristics.
a) Students Working in Groups - Small Group
Students are placed in groups - groups whose members study 5 to 6 people who have the ability, gender, and ethnic or different races. Given the heterogeneity of the group, is expected to motivate students to help each other among more capable students with less-capable students in mastering subject matter. This will cause the growing sense of self-awareness in students that cooperative learning is fun.
b) Tournament Games
In this game every student who is the representative of the competing group. Students who represent the group, respectively - each placed in a table - table tournaments. Each table was occupied tournament 5 to 6 participants, and endeavored so no participant from the same group. In each table tournaments each participant homogeneous cultivated. This game begins by telling the rules of the game. After the game begins by distributing cards - about to play cards (cards over and put the key on the table upside down so the key question and unreadable). At each table game tournaments conducted by the following rules. First, each player in each table to determine once and readers about the first player by lottery. Then the player who wins the lottery took the card containing lottery numbers matter and given to the reader about. The reader will read about the matter in accordance with the lottery numbers drawn by the players. The next question is done independently by the players and challengers in accordance with the time specified in the problem. After the time to do the problems over, then the player will read the results of his work that will ditangapi by the challenger in a clockwise direction. After that readers will unlock the question answers and scores are given only to players who answer correctly or challenger who first gave the correct answer.
If all the players to answer one of the cards left alone. The game continued on the card the next question until all the cards were read out questions, which the player played the position in a clockwise direction so that each participant in a single table tournament can serve as a reader question, players, and the challenger. Here, the game can be done over and over - once with the condition that each participant must have the same opportunity as the players, challengers, and reader questions.
In this game the reader about the only duty is to read the questions and answers unlocked, must not answer or give an answer to the other participants. After all the cards over missed, every player in a single table to calculate the number of cards received and determine how many points are earned based on the tables provided. In addition, each player returned to the original group and report the points obtained based on tables that have been provided. In addition, each player returned to the original group and report the obtained points to the head of the group. Chairman of the group include points earned in the table group members who have provided, then the criteria for the award received by the group.
c) Appreciation Group
The first step before giving the award is to calculate the average score of the group. To select the average score of the group is done by adding the scores obtained by each - each member of the group divided by divided by the number of members of the group. Award is based on the average - average points obtained by the group.
In the implementation of cooperative learning model types there are several stages TGT is to be implemented, namely:
(1) Teaching (teach)
Mempersentasekan or presenting material, delivered goals, tasks, or activities that need to be students, and provide motivation.
(2) Study Group (study team)
Students work in groups of 5 to 6 people with academic ability, gender, and racial / ethnic different. After the matter to inform teachers, and learning objectives, discussion groups using LKS dengen. In the group discussions to solve problems together, each correct answer and if there are any members of the group in answering.
(3) Games (tournament games)
The game was followed by members of their groups - each group is different. The purpose of this game is to find out whether all group members have mastered the material, where the questions - questions that relate to the material provided that have been discussed in group activities.
(4) Award the group (team recognition)
Awards (rewards) based on the average points obtained by the group from the game