Authors :
Abdul Murad; AsihMenanti
Volume/Issue :
Volume 8 - 2023, Issue 11 - November
Google Scholar :
http://tinyurl.com/3xk3h7x2
Scribd :
http://tinyurl.com/494fv3yf
DOI :
https://doi.org/10.5281/zenodo.10430457
Abstract :
This research aimed at validating and
creating ice breakingmodule in valid learning in
increasing pedagogic strip student’s academic resilience
inUniversitasNegeri Medan. Pedagogical student will be
next time to be teacher, more needing ice breaking
experiences in learning than non pedagogical students.
Research subjects as much as 6 classrooms numbers 240
students, module try out at learning group/small
classroom was one classroom (40 students), try out at big
classroom as much as 4 classrooms (160 students). The
instrument try out of academic resilience scale was done
at two classrooms (60 students). Module development
used Four-D Modeldeveloped by Thiagarajan, with
development process following phases of define, design,
develop, anddesiminate. Data analysis was done to
validator’s validation resulr module, lecturer’s response,
student’s response. Facing this condition, it was needed
learning applying ice breaking, which will loses or at
least prevents boring and surfeited in learning. In turn,
it grew confortable and happy learning atmosfer, that
impact on the appearance of student’s interest,
motivation, readiness to learn. The main contributions of
this research were 1) True aplication of ice breakingby
lecturer, will rise up student’s academic resilience, 2)
Lecturer had ice breakingimplementing module in
learning, 3) Enriching subject substances “Mata
KuliahDasar-DasarKependidikan”, and 4) Student had
learning resources. Pedagogic stripe student who next to
be going to be teacher, more needed ice
breakingexperiences in learning than student non
pedagogic.
Keywords :
Validation, ice breaking module, learning, student’s resilience.
This research aimed at validating and
creating ice breakingmodule in valid learning in
increasing pedagogic strip student’s academic resilience
inUniversitasNegeri Medan. Pedagogical student will be
next time to be teacher, more needing ice breaking
experiences in learning than non pedagogical students.
Research subjects as much as 6 classrooms numbers 240
students, module try out at learning group/small
classroom was one classroom (40 students), try out at big
classroom as much as 4 classrooms (160 students). The
instrument try out of academic resilience scale was done
at two classrooms (60 students). Module development
used Four-D Modeldeveloped by Thiagarajan, with
development process following phases of define, design,
develop, anddesiminate. Data analysis was done to
validator’s validation resulr module, lecturer’s response,
student’s response. Facing this condition, it was needed
learning applying ice breaking, which will loses or at
least prevents boring and surfeited in learning. In turn,
it grew confortable and happy learning atmosfer, that
impact on the appearance of student’s interest,
motivation, readiness to learn. The main contributions of
this research were 1) True aplication of ice breakingby
lecturer, will rise up student’s academic resilience, 2)
Lecturer had ice breakingimplementing module in
learning, 3) Enriching subject substances “Mata
KuliahDasar-DasarKependidikan”, and 4) Student had
learning resources. Pedagogic stripe student who next to
be going to be teacher, more needed ice
breakingexperiences in learning than student non
pedagogic.
Keywords :
Validation, ice breaking module, learning, student’s resilience.
