Efektifitas Implentasi Metode Presentasi Untuk Meningkatkan Keaktifan Mahasiswa dalam Proses Perkuliahan di Unit MKDK-MKDU STKIP PGRI Sumbar
| Main Authors: | Zulkifli, Zulkifli, Fifi, Yasmi, Asril, Asril |
|---|---|
| Format: | Proceeding PeerReviewed Book |
| Bahasa: | ind |
| Terbitan: |
, 2015
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| Subjects: | |
| Online Access: |
http://repo.stkip-pgri-sumbar.ac.id/id/eprint/5043/1/Prosiding%20ACER-N%202015.pdf http://repo.stkip-pgri-sumbar.ac.id/id/eprint/5043/ |
Daftar Isi:
- In the lecture students should be more work than heard. They have to read, write, discuss, and participate in problem solving. Students are actively involved in lectures, use higher thinking skills in tasks such as analysis, synthesis and evaluation. Presentation methods are often used and believed to be effective to enhance the activity of the students. However, in practice found most lecturers have not implemented properly. Therefore, the researchers interested in conducting this research aimed to see how the effectiveness of the implementation of the method of presentation. This study is a qualitative research with a naturalistic approach model to see the implementation of the method of presentation in the lecture to enhance the activity of the students. Naturalistic study model shows that the implementation of this research occurs naturally, in a normal situation that is not manipulated circumstances and conditions, and emphasizes the natural description. The informants were determined through purposive sampling method that is taking informants based on their specitic purposes. The informants were lecturers and students who attend lectures with presentation methods. Techniques and instruments of collecting data of this study were observation and interviews. The results of the research conclude that the effectiveness of the implementation of the method of presentation by the group was not implemented effectively, especially to the activity of the students participating in the discussions was already performing well, but is was need to be improved , especially in the aspect of activeness in making inferences of material discussed by the group. Lectures were expected to manage the discussion, group presenters had to prepare and present papers by considering the time and control the classroom atmosphere, and the participants were expected to make conclusion of material discussed by the group.