PENERAPAN MODEL DISCOVERY LEARNING UNTUK MENINGKATKAN RASA PERCAYA DIRI DAN HASIL BELAJAR PADA SUBTEMA PELESTARIAN LINGKUNGAN

Penelitian ini dilatarbelakangi oleh rendahnya rasa percaya diri dan hasil belajar siswa, yang diakibatkan pembelajaran kurang efektif, sehingga siswa kurang termotivasi untuk mengikuti pembelajaran yang diberik an oleh guru dikarenakan metode yang digunakan tidak bervariasi, pembelajaran hanya berjalan satu arah dengan menggunakan motode ceramah, yang mengakibatkan hasil belajar siswa masih banyak yang dibawah KKM. Oleh karena itu, perlu diterapkan model pembelajaran siswa yang dapat menumbuhkan rasa percaya diri serta hasil belajar siswa. Penelitian ini menggunakan metode Penelitian Tindakan Kelas (PTK) dengan menggunakan sistem siklus yang terdiri dari perencanaan, pelaksanaan, observasi, analisis dan refleksi. Penelitian ini dilaksanakan dalam 2 siklus dengan 6 pertemuan pada setiap siklusnya dan menerapkan model pembelajaran discovery learning, yang terdiri dari 6 fase, yaitu stimulasi/pemberian rangsangan, identifikasi masalah, pengumpulan data, pengolahan data, pembuktian, menarik kesimpulan. Penilaian yang digunakan pada penelitian ini adalah teknik tes untuk mengetahui hasil belajar siswa, penilaian aktivitas, lembar observasi RPP dan lembar observasi untuk mengetahui kegiatan guru dan siswa selama proses pembelajaran. Hasil penelitian ini menunjukkan hasil yang signifikan, hal ini terlihat dari peningkatan hasil belajar siswa pada subtema pelestarian lingkungan. Hasil belajar dalam setiap siklus mengalami peningkatan. Ketuntasan hasil belajar siswa pada siklus I sebesar 58%, kemudian meningkat pada siklus II menjadi 75%. Dengan demikian, penggunaan model discovery learning dapat menumbuhkan rasa percaya diri serta meningkatkan hasil belajar siswa. Kata kunci : Discovery Learning, Rasa Percaya Diri, dan Hasil Belajar

PENERAPAN MODEL DISCOVERY LEARNING UNTUK MENINGKATKAN RASA PERCAYA DIRI DAN HASIL BELAJAR PADA SUBTEMA PELESTARIAN LINGKUNGAN

Penelitian ini dilatarbelakangi oleh rendahnya rasa percaya diri dan hasil belajar siswa, yang diakibatkan pembelajaran kurang efektif, sehingga siswa kurang termotivasi untuk mengikuti pembelajaran yang diberik an oleh guru dikarenakan metode yang digunakan tidak bervariasi, pembelajaran hanya berjalan satu arah dengan menggunakan motode ceramah, yang mengakibatkan hasil belajar siswa masih banyak yang dibawah KKM. Oleh karena itu, perlu diterapkan model pembelajaran siswa yang dapat menumbuhkan rasa percaya diri serta hasil belajar siswa. Penelitian ini menggunakan metode Penelitian Tindakan Kelas (PTK) dengan menggunakan sistem siklus yang terdiri dari perencanaan, pelaksanaan, observasi, analisis dan refleksi. Penelitian ini dilaksanakan dalam 2 siklus dengan 6 pertemuan pada setiap siklusnya dan menerapkan model pembelajaran discovery learning, yang terdiri dari 6 fase, yaitu stimulasi/pemberian rangsangan, identifikasi masalah, pengumpulan data, pengolahan data, pembuktian, menarik kesimpulan. Penilaian yang digunakan pada penelitian ini adalah teknik tes untuk mengetahui hasil belajar siswa, penilaian aktivitas, lembar observasi RPP dan lembar observasi untuk mengetahui kegiatan guru dan siswa selama proses pembelajaran. Hasil penelitian ini menunjukkan hasil yang signifikan, hal ini terlihat dari peningkatan hasil belajar siswa pada subtema pelestarian lingkungan. Hasil belajar dalam setiap siklus mengalami peningkatan. Ketuntasan hasil belajar siswa pada siklus I sebesar 58%, kemudian meningkat pada siklus II menjadi 75%. Dengan demikian, penggunaan model discovery learning dapat menumbuhkan rasa percaya diri serta meningkatkan hasil belajar siswa. Kata kunci : Discovery Learning, Rasa Percaya Diri, dan Hasil Belajar

Why Are There So Few Female Leaders in Higher Education: A Case of Structure or Agency?

A significant gender imbalance remains at executive management level within higher education despite a number of initiatives to increase the number of women in the leadership pipeline and ensure they are better prepared for these roles. This article presents findings from a recent study on the appointment of deputy and pro vice chancellors in pre-1992 English universities that provide fresh insights into why this might be the case. These findings challenge the notion of women’s missing agency - characterised by a lack of confidence or ambition and a tendency to opt out of applying for the top jobs - as an explanation for their continued under-representation. Rather, they highlight the importance of three structural factors associated with the selection process: mobility and external career capital, conservatism, and homosociability. An approach of ‘fixing’ the women is therefore unlikely to be sufficient in redressing the current gender imbalance within university executive management teams

Transcendence over Diversity: black women in the academy

Universities, like many major public institutions have embraced the notion of ‘diversity’ virtually uncritically- it is seen as a moral ‘good in itself’. But what happens to those who come to represent ‘diversity’- the black and minority ethnic groups targeted to increase the institutions thirst for global markets and aversion to accusations of institutional racism? Drawing on existing literature which analyses the process of marginalization in higher education, this paper explores the individual costs to black and female academic staff regardless of the discourse on diversity. However despite the exclusion of staff, black and minority ethnic women are also entering higher education in relatively large numbers as students. Such ‘grassroots’ educational urgency transcends the dominant discourse on diversity and challenges presumptions inherent in top down initiatives such as ‘widening participation’. Such a collective movement from the bottom up shows the importance of understanding black female agency when unpacking the complex dynamics of gendered and racialised exclusion. Black women’s desire for education and learning makes possible a reclaiming of higher education from creeping instrumentalism and reinstates it as a radical site of resistance and refutation

Internationalisation and migrant academics: the hidden narratives of mobility

Internationalisation is a dominant policy discourse in higher education today. It is invariably presented as an ideologically neutral, coherent, disembodied, knowledgedriven policy intervention - an unconditional good. Yet it is a complex assemblage of values linked not only to economic growth and prosperity, but also to global citizenship, transnational identity capital, social cohesion, intercultural competencies and soft power (Clifford and Montgomery 2014; De Wit et al. 2015; Kim 2017; Lomer 2016; Stier 2004). Mobility is the sine qua non of the global academy (Sheller 2014). International movements, flows and networks are perceived as valuable transnational and transferable identity capital and as counterpoints to intellectual parochialism. Fluidity metaphors abound as an antidote to stasis e.g. flows, flux and circulations (Urry 2007). For some, internationalisation is conceptually linked to the political economy of neoliberalism and the spatial extension of the market, risking commodification and commercialisation (Matus and Talburt 2009). Others raise questions about what/whose knowledge is circulating and whether internationalisation is a form of re-colonisation and convergence that seeks to homogenise higher education systems (Stromquist 2007). Internationalisation policies and practices, it seems, are complex entanglements of economic, political, social and affective domains. They are mechanisms for driving the global knowledge 2 economy and the fulfilment of personal aspirations (Hoffman 2009). Academic geographical mobility is often conflated with social mobility and career advancement (Leung 2017). However, Robertson (2010: 646) suggested that ‘the romance of movement and mobility ought to be the first clue that this is something we ought to be particularly curious about.

‘Swallow your pride and fear’: the educational strategies of high-achieving non-traditional university students

With more graduates, degree outcomes have a renewed significance for high-achieving students to stand out in a graduate crowd. In the UK, over a quarter of undergraduates now leave university with the highest grade – a ‘first-class’ degree – although students from non-traditional and underprivileged backgrounds are the least likely. This paper explores the experiences of high-achieving non-traditional (HANT) university students. Drawing on in-depth interviews with 30 final-year students who are on course to achieve a first-class degree from working-class, minority ethnic and/or mature backgrounds, we examine their pathways to academic success through identity works and negotiations. We argue that early successes are crucial for students to re-evaluate their self-expectations as students who can achieve in higher education, while self-esteem, pride or fear can prevent students from maximising their available resources and opportunities. Implications for practice and policy are discussed, including the reflective advice from HANT students toward academic success

Technical boys and creative girls: the career aspirations of digitally-skilled youths

Digital technology is increasingly central to our lives, particularly among young people. However, there remains a concern from government and businesses of a digital skills gap because many youths, especially girls, tend to be consumers rather than creators of technology. Drawing on 32 semi-structured interviews with digitally-skilled teenagers (aged 13-19), we investigate their digital career aspirations and examine how identities and discourses of gender can interact with the type of digital careers that are of interest to these youths. While we found digitally-skilled young people still articulate traditional gendered discourses of digital competence, especially around technical abilities, we highlight the growing importance of creativity as a career pathway into digital technology. Implications of the findings are discussed in relation to the new computing curriculum in England, which prioritises technical computing skills, and the discontinuation of Information and Communications Technology (ICT), which facilitates a broader usage of software and digital productivity

Internationalisation and religious inclusion in United Kingdom higher education

Although not new, the concept of internationalisation, the inclusion of intercultural perspectives and the development of cross-cultural understanding, has gained particular currency and support across the United Kingdom (UK) higher education sector over the last decade. However, within the academic literature, as well as within institutional policy and practice, there has been little disaggregation of the concept of ‘culture’; rather there appears to be a tacit belief that all aspects of students’ cultures should be valued and ‘celebrated’ on campus. Through the stories told by fifteen Sikh, Muslim, Jewish and Christian students studying at a UK post-1992 university the paper highlights the ways in which religion, a fundamental aspect of the cultural identity, values and practices of many students, is rarely recognised or valorised on campus. This lack of recognition can act to ‘other’, marginalise and isolate students and thus undermine the aims of internationalisation, in particular cross-cultural understanding. The paper concludes by arguing that religion should be considered within debates around internationalisation so that all students are represented within a multicultural institutional ethos and to ensure meaningful cross-cultural engagement for all students

‘I’m good, but not that good’: digitally-skilled young people’s identity in computing

Computers and information technology are fast becoming a part of young people’s everyday life. However, there remains a difference between the majority who can use computers and the minority who are computer scientists or professionals. Drawing on 32 semi-structured interviews with digitally-skilled young people (aged 13-19), we explore their views and aspirations in computing, with a focus on the identities and discourses that these youngsters articulate in relation to this field. Our findings suggest that, even among digitally-skilled young people, traditional identities of computing as people who are clever but antisocial still prevail, which can be unattractive for youths, especially girls. Digitally-skilled youths identify with computing in different ways and for different reasons. Most enjoy doing computing but few aspired to being a computer person. Implications of our findings for computing education are discussed, especially the continued need to broaden identities in computing, even for the digitally-skilled

By chance or by plan?: The academic success of nontraditional students in higher education

In the United Kingdom, a “good” undergraduate degree is understood to be a “first class” or an “upper second class,” which is achieved by three-quarters of students. The need to distinguish oneself from others is ever more important in an increasingly crowded graduate market, although a first-class degree is most likely achieved by privileged students. Informed by Bourdieu’s theory of habitus and capital, this study explores the educational experiences and trajectories of 30 final-year high-achieving nontraditional (HANT) students through in-depth interviews. These include working-class, minority ethnic, and/or mature students at university. We found that prior development in academic study skills and the desire to prove oneself, often in response to previous negative experiences, are key ingredients in academic success. Our HANT students also seem to find inspiration or support from significant others, an educational capital, although these resources are often by chance rather than by plan. Implications for policy and practice are suggested