Email this article Effect of Normal or Blended Funny Discussion on Development of Meta-reading Skills and The Ability to Choose Teaching Method
Abstract
Abstract Effect of Normal or Blended Funny Discussion on Development of Meta-reading Skills and The Ability to Choose Teaching Method. Objectives The present research aimed to investigate the effect of using the funny discussion strategy (conventional as compared to the blended discussion strategy) on the development of meta-reading skills and the ability to choose the appropriate teaching method among science teaching students in the faculty of education at Al-Aqsa University in Gaza. Method The researcher followed the experimental method and designed a questionnaire of meta-reading skills and a test of choosing the appropriate teaching method. Findings There were no statistically significant differences between the mean scores of the meta-reading skills of the students of the two experimental groups. However, the students of the two experimental groups outperformed the students of the control group in the ability to choose the teaching method. Conclusions funny discussion strategy can be employed independently or in combination with modern technology, and the strategy of funny discussion is suitable for teaching strategies for the students of the faculty of education.
Keywords strategy of normal funny discussion, the strategy of blended funny discussion, meta-reading skills, choice of the teaching method.
Abstrak Pengaruh Diskusi Lucu Normal atau Blended terhadap Pengembangan Keterampilan Meta-reading dan Kemampuan Memilih Metode Pengajaran. Tujuan Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan strategi diskusi lucu (konvensional dibandingkan dengan strategi diskusi campuran) terhadap pengembangan keterampilan meta-reading dan kemampuan memilih metode pengajaran yang sesuai di antara mahasiswa yang mengajar sains di fakultas pendidikan, Universitas Al-Aqsa di Gaza. Metode Peneliti mengikuti metode eksperimen dan merancang kuesioner keterampilan meta-reading dan tes pemilihan metode pengajaran yang sesuai. Temuan Tidak ada perbedaan yang signifikan secara statistik antara nilai rata-rata keterampilan membaca meta siswa dari dua kelompok eksperimen. Namun, siswa dari dua kelompok eksperimen mengungguli siswa kelompok kontrol dalam kemampuan memilih metode pengajaran. Kesimpulan strategi diskusi lucu dapat digunakan secara mandiri atau dikombinasikan dengan teknologi modern, dan strategi diskusi lucu cocok untuk strategi pengajaran bagi mahasiswa fakultas pendidikan.
Kata kunci strategi diskusi lucu normal, strategi diskusi lucu campuran, keterampilan membaca meta, pemilihan metode pembelajaran.
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