Model of Contextual Learning Media in Understanding the Knowledge and Skills of Learners

Agung Listiadi

doi:10.18535/ijsrm/v12i07.el03

Abstract

Abstract

The use of teaching methods in accounting education is still rare. This can lead to students having little or no interest, lack of motivation, and learning difficulties in understanding accounting because it is unclear. The importance of this research is to understand the production process of learning media models in accounting. Develop an understanding of knowledge and skills in accounting through learning experiences based on real-world situations. The method used in this study is the use of the research model (4D) developed by Thiagarajan, with definition (interpretation), design phase, development phase and dissemination phase (distribution). The results suggest that interpretation of existing data is not sufficient to support the use of the scientific method. All students are motivated to learn the curriculum in the classroom.

Keywords

contextual learningCooperative LearningActive Learning

References

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Rohrer D., (2010). Tests enhance the transfer of learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, Vol 36.pp.233-239.Google Scholar ↗
Silberman Mel. (2001). Active Training Techniques: Promoting Learning by Doing. San Francisco: Published by Pfeiffer An Imprint of Wiley.Google Scholar ↗
Schinske Jeffrey N. (2011). Taming the Testing/Grading Cycle in Lecture Classes Centered On Open-Ended Assessment... National Science Teachers Association (NSTA).Reprinted with permission from Journal of College Science Teaching, Vol. 40, No. 4, 2011.pp.46-52Google Scholar ↗

[refR-1] Abraham A. (2006). Perceptions of the Linkages between teaching Contexts, Approaches to Learning and Outcomes. Research Online institutional repository for the University of Wollongong. pp. 9-21.Google Scholar ↗

[refR-2] Belkaoui, A. R. (1992). Accounting theory. 3rd ed. New York: 5th ed. Boston.Google Scholar ↗

[refR-3] Hudson Clemente Charles. (2007). Contextual Teaching and Learning for Practitioners. Journal of Systemic, Cybernetics and Informatics Vol 6. pp. 54-58.Google Scholar ↗

[refR-4] Carroll Margaret Kelly. (2011). Fun and Games in Higher Education. Eastern Education Journal Vol 40(1) Spring. pp 23 – 32.Google Scholar ↗

[refR-5] Dale, E.(1969). Audiovisual methods in teaching. 3rd Ed. New York: Holt.Google Scholar ↗

[refR-6] Horton William. (2002). Speakers_ experiences and audience design: knowing when and knowing how to adjust utterances to addressees. Journal of Memory and Language 47.pp. 589–606Google Scholar ↗

[refR-7] Jones Karrie. (2008). Making Cooperative Learning Work in the College Classroom: An Application of the ‘Five Pillars’ of Cooperative Learning to Post-Secondary Instruction. The Journal of Effective Teaching, Vol. 8, No. 2.pp. 61-76Google Scholar ↗

[refR-8] Morable Linda. (2000). Using Active Learning Techniques. Exclusive copyright is retained by the U.S. Department of Education, the Texas Higher education Coordinating Board, and Richland College.Google Scholar ↗

[refR-9] Rohrer D., (2010). Tests enhance the transfer of learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, Vol 36.pp.233-239.Google Scholar ↗

[refR-10] Silberman Mel. (2001). Active Training Techniques: Promoting Learning by Doing. San Francisco: Published by Pfeiffer An Imprint of Wiley.Google Scholar ↗

[refR-11] Schinske Jeffrey N. (2011). Taming the Testing/Grading Cycle in Lecture Classes Centered On Open-Ended Assessment... National Science Teachers Association (NSTA).Reprinted with permission from Journal of College Science Teaching, Vol. 40, No. 4, 2011.pp.46-52Google Scholar ↗