![]() ![]() International Journal of Learning, Teaching and Educational Research, 16(6). A Development of Students’ Worksheet Based on Contextual Teaching and Learning. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 1(6), 1056-1066. Pengembangan Lks Bercirikan Problem Based Learning untuk Siswa SMP Ar-rohmah Malang Kelas VII. Pengembangan lembar kerja siswa matematika model problem-based learning untuk smk perkebunan bertemakan kopi dan kakao. ![]() International Journal of Training Research, 16(2), 122-144. Key contributing factors to learning through debriefings: commercial aviation pilots’ perspectives. Journal of Teacher Education, 68(1), 55-68. Preservice teachers’ learning to plan intellectually challenging tasks. Authentic conditions for authentic assessment: Aligning task and assessment. Task-based learning: the answer to integration and problem-based learning in the clinical years. Harden, R., Crosby, J., Davis, M., Howie, P., & Struthers, A. International Journal of Learning, Teaching and Educational Research, 17(6). Debriefing Program for Prospective Elementary School Teachers in Developing Learning Aids. Procedia-social and behavioral sciences, 191, 1865-1870. Problem-based Learning-An Efficient Learning Strategy in the Science Lessons Context. M., Cristea, S., Petrescu, A.-M., & Gorghiu, L. Issues in teachers' reinterpretation of a task‐based innovation in primary schools. Jurnal Pendidikan (Teori dan Praktik), 1(02), 96-106.Ĭarless, D. ![]() Strategi Lptk Dalam Pengembangan Kompetensi Pedagogik Calon Guru. Evaluation of simulation debriefing methods with interprofessional learning. The improved ability is related to: clarity in the use of written language, concept stages, context use, showing the authenticity of the task and the use of learning media.īrown, D. The results show that the debriefing program can lead to the college students' ability to develop LKS on context-based science learning. LKS products before and after debriefing are described based on several aspects and then analyzed to determine the effect of the debriefing program on improving college students' ability in developing LKS. This debriefing program was attended by 80 college students from preservice elementary school teacher level four at one university in the West Java region, Indonesia. The stages of the debriefing program consist of: giving initial assignments and understanding, implementing design, and workshops, reviewing/reflecting the design results (group discussions and presentations), and making improvement. ![]() This study aims to identify the ability of prospective elementary school teachers in developing worksheets on context-based science learning through debriefing programs. Prospective elementary school teachers need to be equipped with the ability to develop innovative LKS so that they can be used for learning process. The use of student worksheets (LKS, Lembar Kerja Siswa) can assist teachers in developing and implementing the learning process in the classroom. ![]()
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