Using experiential learning model (ELM) to slow learner students in the science lesson

Rasmitadila, Rasmitadila and Widyasari, Widyasari and Megan Asri, Humaira and Reza, Rachmadtullah (2019) Using experiential learning model (ELM) to slow learner students in the science lesson. Journal of Physics: Conference Series, 1175. pp. 1-6. ISSN 1742-6588

Preview

Text Rekaptulasi_Using experiential learning model (ELM) to slow learner students in the science lesson.pdf Download (1MB) | Preview

Abstract

The purpose of this research is to explore the use of experiential learning model (ELM) in a science lesson. The research method used is a case study involving seven (7) slow learner students and one science teacher. Data were collected using interviews, observations, field notes and multiple choice test. Data analysis using qualitative analysis data model consisting of 3 stages, namely (1) thematic analysis of all participant (2) within-participant thematic analysis (3) cross-participant analysis. The results showed that the learning outcome in science, as many as four students had exceeded the score of mastery learning, while one student who gets the same score as the mastery learning score, and two students who have not been able to exceed the mastery learning score. The conclusion of the research can be stated that ELM can improve student learning outcomes. Improved learning outcomes due to the show empathy, problem solving, learning experience, communication of the use of ELM in science learning.

Actions (login required)

View Item