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students’ weaknesses can be seen earlier so that
they will have enough time to improve their
student’ quality.
e. Classroom Action Research Parameters (PTK)
The success indication of this learning
improvement activity can be seen from the
students’ responses as PTK parameters, the
responses are in form of the result of the
questionnaires about their responses to the
learning improvements and practicum services
improvements that would have been done. If their
responses are positive and they pleased with the
improvements, so they are expected to be
motivated and become more passionate on
learning, and it can positively affect the outcome
result of the learning and also to the final grade
distribution.
3 RESULT AND DISCUSSION
According to the observation result and the available
RPS evaluations, then the improvements to RPS
especially on the learning form and value qualities are
done. Aside from that, we also improve the
composition of the teaching materials and the
expected final ability from each main discussion. The
learning form that we used is corresponding with the
requirements of each main discussion. The second
step of the planning improvements is by completing
and enriching the teaching materials in the form of
Power Point slides, reading materials (handouts),
films / videos, and group / individual assignments.
Teaching methods improvements to this
Livestock Nutrition Science subject has been done by
adding some learning methods, besides applying
regular lecture and group discussion (SGD), we also
applied Cooperative Learning (CL).
Small Group Discussion (SGD) is a method to
present the teaching materials where the students are
given several problems which could be in form of
problematic statements or questions that should be
discussed and solved together. The improvements on
this teaching strategy including 2 steps: the
preparation and the implementation. The preparation
step started by creating groups’ assignments
planning, and then randomly form small groups
consists of 5 person each group. The implementation
step started by deciding the topics (either statements
or questions that are problematic) for each groups,
formulating the aim of the discussion, the group
discussion implementation and choosing the
spokesperson for the presentation, and putting down
important points from the discussion in form of a
report. The subject lecturer monitored the discussion
and gave comments, responses, and questions. The
feedback can be given by a summary or material
affirmation.
Cooperative Learning (CL) is a part of learning
methods where the students were interacted each
other to gain and apply particular elements of a
teaching material and also find the general outcome
of the learning. The implementation of this CL
method is to choose which CL models that suit to
deliver the main topic. There are 9 learning models in
Cooperative Learning (CL), but only 3 of them that
were used on this research, they are: Think-Pair-
Share, Numbered Heads Together, and Three
Minutes Review.
Think-Pair-Share is a method where the lecturer
gives some statements or questions that require the
students to analyze, evaluate or synthesize, then the
students are given 3 minutes to think a fast response.
The students then back to their own group to share
responses. The scope of the discussion elevates and
all the students have a chance to learn by reflection
and verbalization. Numbered Heads Together
(Kagen) is a method where the lecturer gives a
question to group members. The question usually a
natural fact but needs a higher level of thinking. The
students discuss the problem and ensure that each
member know the discussed answer. Three-Minute
Review is a method where the lecturer provides some
times during a the learning process, the lecturer gives
3 minutes to the group to review what have been
discussed, ask a question, or clarify the answer.
The implementation of the designed RPS
improvements, learning method developments,
practicum services improvements, and grading
system developments are done by applying them to
the class that being taught. The lecturers, as
facilitators, motivated and gave some attentions,
cheers, and beliefs to the students that they were able
to reach the expected competences. The lecturers
should be capable enough to find a way to help the
students searching and finding the solution of each
problem on the related materials; also capable enough
to give feedbacks by monitoring and correcting the
idea or the result of the students’ performance in order
to reach the optimum target.
The success of this PTK can be seen from the
students’ score on Mid Semester Exam and Final
Exam from 3 classes that were given different
treatment. The result shows that there is an escalation
on the average score of Mid Semester Exam and Final
Exam from Class C which experienced the treatment
of the learning improvements and practicums services
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