learning activities using structured LKPD in pairs, Each pair has a different LKPD with the same activity instructions but a different theme
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learning activities using structured LKPD in pairs, Each pair has a different LKPD with the same activity instructions but a different theme
In class VII mathematics learning with the subject of algebraic forms, my hopes as an educator, Students can follow lessons and are able to explain algebraic forms. The ability to explain the algebraic form of certain situations or be able to determine the elements of known algebraic forms, and be able to determine examples of algebraic forms according to their abilities and be able to explain the elements of these algebraic forms.
However, in fact in some schools, Student responses to the learning process are very diverse. There are those who are enthusiastic about taking lessons, there are also students who only follow lessons with the principle "the important thing is there are grades" so that these students just follow the lessons and wait for assignments so they can get grades, there are even students who just come to school, sit down, diam, copying a friend's work, and go home. Students only come to fill out the attendance list, if learning takes place, Most students just sit around doing activities outside the learning process, like drawing, talking to my friends, or there are those who come in and out of class for various reasons, and the worst thing is if a student falls asleep in class.
The efforts made provide better results with the use of Student Worksheets (LKPD) structured. On student worksheets, activity steps are provided in a structured/guided manner, so that students can follow each step of the activity. At the beginning of the implementation of activities, The students were very enthusiastic but when applied to several meetings, There was a visible decrease in student enthusiasm in the form of student focus in working on LKPD. Some of the students were just waiting for the results of their friends' work who were still enthusiastic, then copy and collect or present as the result of your own work.
Facing this problem, I discussed with several students who often complained about the activeness of group members, finally decided to compile a Student Worksheet (LKPD) with similar activity instructions but different complexity of numbers for each pair of students according to the students' initial abilities. The idea of making different LKPD for each student was inspired by the attitude of students, most of whom chose to copy their friends' work and then present it as their own work.. Making different LKPD for each pair of students, requires students to focus on learning because they can no longer wait for other students' answers, even if there are students who choose to copy a friend's work, they still have to learn because their questions and activities are only similar but have different situations or different numbers.
The results of using student worksheets are different for each pair of students, turned out to be able to provide a more significant response until this good practice writing meeting. This is shown by the enthusiasm of students following the activity steps so that they are able to carry out the activities on the LKPD they obtain. Besides that, Their main goal is also to work on the LKPD to show their ability to complete their LKPD independently. In other words, The activity of working on LKPD becomes a place to prove themselves to their friends.
learning activities using structured LKPD in pairs, Each pair has a different LKPD with the same activity instructions but a different theme
In class VII mathematics learning with the subject of algebraic forms, my hopes as an educator, Students can follow lessons and are able to explain algebraic forms. The ability to explain the algebraic form of certain situations or be able to determine the elements of known algebraic forms, and be able to determine examples of algebraic forms according to their abilities and be able to explain the elements of these algebraic forms.
However, in fact in some schools, Student responses to the learning process are very diverse. There are those who are enthusiastic about taking lessons, there are also students who only follow lessons with the principle "the important thing is there are grades" so that these students just follow the lessons and wait for assignments so they can get grades, there are even students who just come to school, sit down, diam, copying a friend's work, and go home. Students only come to fill out the attendance list, if learning takes place, Most students just sit around doing activities outside the learning process, like drawing, talking to my friends, or there are those who come in and out of class for various reasons, and the worst thing is if a student falls asleep in class.
The efforts made provide better results with the use of Student Worksheets (LKPD) structured. On student worksheets, activity steps are provided in a structured/guided manner, so that students can follow each step of the activity. At the beginning of the implementation of activities, The students were very enthusiastic but when applied to several meetings, There was a visible decrease in student enthusiasm in the form of student focus in working on LKPD. Some of the students were just waiting for the results of their friends' work who were still enthusiastic, then copy and collect or present as the result of your own work.
Facing this problem, I discussed with several students who often complained about the activeness of group members, finally decided to compile a Student Worksheet (LKPD) with similar activity instructions but different complexity of numbers for each pair of students according to the students' initial abilities. The idea of making different LKPD for each student was inspired by the attitude of students, most of whom chose to copy their friends' work and then present it as their own work.. Making different LKPD for each pair of students, requires students to focus on learning because they can no longer wait for other students' answers, even if there are students who choose to copy a friend's work, they still have to learn because their questions and activities are only similar but have different situations or different numbers.
The results of using student worksheets are different for each pair of students, turned out to be able to provide a more significant response until this good practice writing meeting. This is shown by the enthusiasm of students following the activity steps so that they are able to carry out the activities on the LKPD they obtain. Besides that, Their main goal is also to work on the LKPD to show their ability to complete their LKPD independently. In other words, The activity of working on LKPD becomes a place to prove themselves to their friends.
Good practice before revised
Good practice elaboration
In class VII mathematics learning with the subject of algebraic forms, my hopes as an educator, Students can follow lessons and are able to explain algebraic forms. The ability to explain the algebraic form of certain situations or be able to determine the elements of known algebraic forms, and be able to determine examples of algebraic forms according to their abilities and be able to explain the elements of these algebraic forms.
However, in fact in some schools, Student responses to the learning process are very diverse. There are those who are enthusiastic about taking lessons, there are also students who only follow lessons with the principle "the important thing is there are grades" so that these students just follow the lessons and wait for assignments so they can get grades, there are even students who just come to school, sit down, diam, copying a friend's work, and go home. Students only come to fill out the attendance list, if learning takes place, Most students just sit around doing activities outside the learning process, like drawing, talking to my friends, or there are those who come in and out of class for various reasons, and the worst thing is if a student falls asleep in class.
The efforts made provide better results with the use of Student Worksheets (LKPD) structured. On student worksheets, activity steps are provided in a structured/guided manner, so that students can follow each step of the activity. At the beginning of the implementation of activities, The students were very enthusiastic but when applied to several meetings, There was a visible decrease in student enthusiasm in the form of student focus in working on LKPD. Some of the students were just waiting for the results of their friends' work who were still enthusiastic, then copy and collect or present as the result of your own work.
Facing this problem, I discussed with several students who often complained about the activeness of group members, finally decided to compile a Student Worksheet (LKPD) with similar activity instructions but different complexity of numbers for each pair of students according to the students' initial abilities. The idea of making different LKPD for each student was inspired by the attitude of students, most of whom chose to copy their friends' work and then present it as their own work.. Making different LKPD for each pair of students, requires students to focus on learning because they can no longer wait for other students' answers, even if there are students who choose to copy a friend's work, they still have to learn because their questions and activities are only similar but have different situations or different numbers.
The results of using student worksheets are different for each pair of students, turned out to be able to provide a more significant response until this good practice writing meeting. This is shown by the enthusiasm of students following the activity steps so that they are able to carry out the activities on the LKPD they obtain. Besides that, Their main goal is also to work on the LKPD to show their ability to complete their LKPD independently. In other words, The activity of working on LKPD becomes a place to prove themselves to their friends.
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