Chat, copy, change: prospects and risks of ChatGPT in the teaching and learning process

Learning and teaching are two processes. By combining these two processes, a person armed with knowledge makes valuable contributions to society, fostering progress in various fields. Learning is also a basic human need but due to the human incapability of learning everything alone, Public Libraries can be introduced as a community institution that supports the three areas of formal, informal and non-formal education. That is, public libraries can be further introduced as a type of institution that provides information services to people of all ages, from young to old. The world considers educational development as a priority and supporting formal and informal educational activities can be stated as an objective of public libraries. However, there is limited literature regarding the impact of libraries on the learning process. The problem is to study how public libraries in Sri Lanka can enhance their timely contributions to the teaching learning-process in Sri Lanka. The study aims to determine the benefits that readers get through the public library. As it is very difficult to cover all public libraries in Sri Lanka, 104 persons were selected from four public libraries in the Kandy district under a random systematic sample. Qualitative research methodology was used for this study, and a questionnaire method was used to collect primary data. The objective of the study is to identify the contribution of public librarians to formal, informal and non-formal education, examine their contributions to the teaching and learning process, investigate the social mission to the learning and teaching process taking place in public libraries and to identify barriers and solutions to the teaching- learning process within the public libraries. The findings highlighted that public libraries make a significant contribution to the learning process and that the teaching process progresses at a slower pace. According to the findings, a minimum of 10% is contributed to the teaching process while 55% support the learning process. This study also identified that public librarians to contribute about 65% of formal, informal and non-formal education. Libraries support unemployed people to think differently in diverse ways but lack of technical knowledge and lack of understanding of library specialization among the public library staff were identified as major obstacles in the learning and teaching process. This study suggested that staff in collaboration with public libraries, school libraries and other educational institutions should be equipped with technical knowledge to provide services using new technology in public libraries.

Aim. The Erasmus+ project ‘QuILL – Quality in Language Learning’ was approved within the Strategic Partnerships for Digital Education Readiness as it proposes a new insight into the way digital open educational resources (OER) are made available to language lecturers teaching languages for specific purposes or as foreign languages and how they can maximise their use in a qualitative way. The project ended in February 2023. One of QuILL’s main goals is to provide higher education language lecturers with a substantial number of Open Educational Resources (OER) to assist them in the teaching and learning process. Apart from that, a training package has been developed to guide lecturers into the way they identify, use and create online resources. The guidelines brought into play in the e-book of the project concur with the core principles that guide higher education lecturers’ teaching practice: to make learners become motivated and engaged, unfettering them from narrowmindedness, fostering autonomy and critical thinking. Methods. The identification of the sources has been made by the experts of the project partnership following a bottom up approach and the participation of a relevant number of potential beneficiaries, focusing in particular on Language for Specific Purpose (LSP). Each resource is presented both in English and the target language through a review, a case study and a guideline on how to use it. The e-learning based package addressed to university LSP lecturers is specifically aimed to guide them in innovating their language teaching methodologies through the effective use of quality digital based OER teaching sources including 2 operative tools, 2 case studies and an interactive self-assessment test. A third outcome of the project is an e-book titled Implementation of Digital language Learning Opportunities. This publication brings together contributions from the six partners that integrate the QuILL project consortium. Therefore, it consists of six chapters. Results. In the QuILL portal, both language lecturers and learners will find many OERs for 18 European languages, already tested and validated by students in real teaching scenarios. The OERs used for LSP described according to quality indicators: comprehensive approach, added value, motivation enhancement, innovation, transferability, skills assessment and validation, adaptability. The content of the e-learning based training package is structured in 3 modules, each of which follows the same structure with the combination of a readable e-text, extensive use of links to existing resources and downloadable supplementary document. The e-book, containing important theoretical and practical guidelines, is aimed at Higher Education (HE) policy makers, as well as LSP lecturers, to improve the implementation of digital based language learning opportunities in higher education systems. It also intends to present, examine and reflect on the opportunities related to the use of digital technology in the language learning and teaching process. Conclusions. Most resources found on the Internet are targeted at learners of English. This is one of the issues that QuILL addresses. The publication, an e-book on digital language teaching addresses the process of language learning via digital resources and keywords such as “quality” “innovation”, and “digital education” are common to all of the six chapters. In the specific context of LSP, digital technologies equip teachers and students with more tools that will empower them during the learning and teaching process, so they continue to open as many doors as possible.

The purpose of this research was to 1) develop teaching and learning in pre-engineering curriculum by using project-based learning process based on the MIAP learning model, 2) test the efficiency of the teaching and learning process for microcontroller applications of electrical engineering course. Research tools used in the research were lesson plans based on the project-based with the MIAP learning process, knowledge sheet, electronic slides, and learning achievement test. Moreover, the efficiency of teaching and learning process and students' satisfaction assessment were evaluated using a sample of secondary school' students in the academic year 1/2019 of electrical engineering preparation course of Satri-Nonthaburi School. The research results found that 1) the performance of the project-based learning process through the MIAP learning model, has an average efficiency of 86.84/70.78 percentage and 2) the learners' satisfaction with the developed learning and teaching process was at a high level (the average is 4.31). Therefore, the developed learning and teaching process can be applied to manage efficiently the teaching and learning in electrical engineering and the students can apply the knowledge to working in real life.

The teaching and learning process enables reflections on social and environmental contexts, among others, which directly interferes and in our lives and in the formation of critical sense, contributing to the change in behavior and attitudes in relation to the various relationships in the environment we inhabit. It is classified as a bibliographic study that was carried out from the teaching and learning process as an instrument in the teaching process in which it could point out elements for the identification and analysis of the dichotomy between (a) criticality and criticality, the transition from common sense to critical thinking and the elucidation of critical sense in the educational process. This study certifies the importance of interaction and inter-relationship of learning and the role of the teacher, for the manifestation of students' critical thinking, in which educators have a strategic and decisive role in school daily life, qualifying students for a critical position in the face of the numerous problems that afflict society today, with the horizon of transforming social habits and practices and forming a citizenship that mobilizes them to the issue of preservation and care for others in its most comprehensive meaning.

Problem and Purpose: The continuous development of curriculums to meet the changing needs of the time is one of the fundamental factors of education systems to remain up-to-date. Therefore, countries, especially developed ones, have made every effort to increase the quality of their educational curriculums. In our country, Ministry of National Education has been carrying out studies to innovate and improve primary school curriculums to keep pace with these needs since 2004. With renewed primary school curriculum based on constructivist learning approach, an approach which is student-centered, activity-based, and gives importance to the integration of inside and outside classroom activities of the students is adopted. As a result of constructivist approach, students' involvement in learning process and their learning by doing and thinking have been aimed, and creating an environment in which students can improve their high-level thinking abilities such as critical and creative thinking, analyzing and evaluation have attempted to be provided. With constructivist approach, important changes have been made on goals/objectives, content, learning-teaching process and evaluation which are comprising the dimensions of the education program. Activities in learning and teaching process of previous curriculum were implemented with a teacher-centered approach which was mostly based on memorization in which high-level skills were not taken into consideration and asking question method was mostly used. In learning and teaching process of new curriculum, elements such as stimulating natural curiosity for learning to take place, student-centered activities, using what is learned in different environments and encouraging co-operation between students have been given importance. In Turkey, many studies regarding the new primary school curriculum were conducted. When these studies are analyzed, different conclusions were reached about the learning and teaching process. This study aims to evaluate the conclusions of these studies and understand the functionality of new primary school curriculum. It is considered that this study will provide a general overview of the learning and teaching process of new primary school curriculum. To this end, studies conducted on the learning and teaching process of new curriculum since 2004 were collected and analyzed. Method: Data were collected through scan model”. Scan models are defined as describing an existing or a past situation as it is or it was. 54 studies were collected, and meta and content analysis were used to evaluate them. Results: Depending on the analysis, it has been revealed that most of the studies were conducted with respect to teachers' views and studies with respect to students, parents, directors and inspectors' views are insufficient. It has been also revealed that most of the studies were conducted between 2006 and 2008; qualitative and descriptive research models were employed as the research model; questionnaires and interviews were preferred as the data gathering tool; teachers were determined as target groups and studies were mostly conducted in central and west districts. According to the teachers, the positive side of the new curriculum is that it directs students to research and think. However, they also indicated that time insufficiency, crowdedness of classrooms, lack of communication with families, and financial costs of the activities to parents and teachers were the negative sides of the new curriculum. Another finding from these studies was that teachers have a positive view on new approaches used in learning and teaching process, however, they do not have enough knowledge on them. Besides, in order to actively implement new curriculum, physical conditions should be appropriate and there should be enough equipment to employ the activities. However, there have been problems in learning and teaching process since these conditions have not been fulfilled. Some of the findings of these studies include that activities in the new curriculum lead students to think and research, there is an increase in the students' interests towards lessons and activities are effective in teaching the subject matter and contribute to the socialization of the students. In the conclusion section of this study, some suggestions are offered depending on the evaluation of the studies in the literature. Keywords: 2004 Primary School Curriculum, Learning-Teaching Process, Constructivism --- Ozet Ulkemiz, 2004-2005 egitim-ogretim yilinda egitimde bir devrim gerceklestirerek “ogretmen merkezli” anlayistan vazgecip “ogrenci merkezli” anlayisa gecmistir. Bu anlayisa dayali olarak tum ilkogretim programlari yapilandirmaci yaklasimi temele alarak degistirilmistir. Yapilandirmacilik, son yillarda egitim uygulamalarini en cok etkileyen yaklasimlardan biri olmustur. Yapilandirmaci yaklasim, egitim alaninda bilgi insasi anlaminda kullanilmaktadir. Bu yaklasimda, ogrenciler var olan bilgilerinin uzerine yeni bilgileri insa etmektedirler. Bu yaklasimla birlikte, ogrenme-ogretme kavramina farkli anlamlar yuklenmis ve bu farkli anlamlar ogretmen ve ogrencinin rollerinde degisikliklere yol acmistir. Yeni programlarin uygulanmasinda ogretmen rehber niteligindedir, yani bilgiyi veren degil, bilgiye giden yolu gosteren bir rehberdir. Yeni programlarda, coklu zeka, elestirel ve yansitici dusunme, aktif ogrenme, yaratici dusunme gibi ust duzey dusunme becerilerini gelistirecek cagdas yaklasimlara da yer verilmistir. Yapilandirmaci yaklasimla birlikte egitim programinin ogelerinde onemli degisiklikler yapilmistir. Bu arastirmada, 2004 ilkogretim programinin “ogrenme-ogretme sureci” boyutu ile ilgili yapilan arastirmalarin degerlendirilmesi amaclanmistir. Bunun icin arastirmada betimsel tarama modeli kullanilmistir. Arastirmalarin analizinde, meta-analiz ve icerik analizi kullanilmistir. Arastirmanin calisma kapsamini, 2004-2011 yillari arasinda yeni ilkogretim programlarinin degerlendirilmesine yonelik yapilmis olan ve arastirmacilar tarafindan ulasilabilen 29 bildiri ve 25 makale olusturmaktadir. Calisma kapsamini olusturan yayinlara Google, Akademik Google, ERIC, ASOS, Ulakbim gibi arama motorlari kullanilarak ulasilmistir. Yapilan degerlendirme sonucunda su sonuclara ulasilmistir: Arastirmalarin cogunun 2006-2008 yillari arasinda yogunlastigi, arastirma modeli olarak daha cok nitel ve betimsel arastirma modellerinin kullanildigi, veri toplama araci olarak anket ve gorusmenin secildigi, hedef gruplar olarak daha cok ogretmenlerin belirlendigi, yapilan arastirmalarin daha cok ic ve bati bolgelerde uygulandigi ortaya cikmistir. Bu calismada, ayrica yapilan arastirmalarin sonuc ve onerilerine de yer verilmistir. En son olarak da arastirmalara dayali olarak yapilan degerlendirmeler ve arastirmalarin sonuc ve onerileri de goz onune alinarak oneriler gelistirilmistir. Anahtar Sozcukler: 2004 Ilkogretim Programi, Ogrenme-Ogretme Sureci, Yapilandirmacilik.

Educational technology or learning technology is a tool to facilitate the teaching and learning process and improve performance through its use and management of technology. Educational technology can change the learning and teaching process in various school institutions, both elementary and middle level (SMA). Educational technology can make it possible to change students in learning both in various tasks or materials that they may not be able to see directly by the teacher. Technology is also a practice and development, utilization, and evaluation in the learning process. By incorporating educational technology into learning, students will find it easier to do school assignments. Educators can provide technology for students to provide learning experiences to students that may be able to realize student desires. The use of educational technology must be adapted to educational goals that involve the use of technology that can change the role of educators and students in improving thinking skills and solving problems. Educational technology really supports the teaching and learning process, because attractive learning media is a means to improve the quality of education. Educational technology has good facilities and educational media can improve the quality of education, make learning more efficient, effective and get maximum results from the teaching and learning process. Especially in this day and age the use of educational technology is very useful because it can make it easier for students when learning when they are not face to face and educational technology is now also growing rapidly. Educational technology is expected to increase learning innovation and can facilitate students in various learning problems. If learning is as effective, efficient and better, the learning process will be realized optimally.

The dynamic environment of education in the digital age is examined in this paper, which focuses on methods for empowering both students and teachers. The present research explores how teaching and learning might help students enhance their creativity, critical thinking, and problem-solving abilities by moving away from rote memorization and toward holistic learning. By investigating the fusion of technology, pedagogy, and learning processes, this study aims to navigate the evolving educational paradigm while ensuring meaningful and effective teaching and learning experiences. And connecting with navigating the teaching and learning process, presenting a comprehensive overview of key strategies that educators can employ to create meaningful and engaging learning experiences. By exploring the realms of learning theories, clear learning objectives, engaging content, classroom management, active learning, assessment and feedback, technology integration, culturally responsive teaching, lifelong learning skills, and reflection, this paper aims to provide educators with a holistic framework to enhance their teaching practices. NEP 2020, an ingenious policy framework to intensify the education sector and as a catalyst for amalgamation of technology in learning and teaching process. In conclusion the study provides perceptivity into the evolving landscape of education with the importance of harmonious blend of pedagogy with technology to foster the teaching learning process. In this paper author discuss various teaching-learning platform which is use in Indian and global perspectives.

Assessment is one of the basic elements of the teaching and learning process. With assessment, teachers can measure students' abilities. Teachers can measure the competencies that students achieve during the teaching process. In this pandemic era, the activity of the teaching process does not apply in the classroom. However, the teaching process can be applied online using technology. The objectives of this study are: (1) For the online voice assessment feature; (2) Investigate the implementation of online assessment of speaking skills in vocational schools; (3) Research the gaps and solutions to overcome the gaps in the implementation of online voice assessment in the pandemic era with 21st century skills. This study uses a qualitative model description to investigate the case design. The researcher collects data through interviews. The interview was conducted with an English teacher who teaches grade 12 of one of the SMKN in Kota Cirebon. The results of this study showed that the implementation of online speaking skills assessment is using WhatApp as a means of communication in the learning and assessment process, and speaking tasks are guided by using video dialogues and video presentations. The problems experienced by teachers in carrying out online speaking assessment are students' ability to think critically and responsibility to perform and fulfil the tasks; the limited media used in the online speaking skills assessment which is just WhatsApp, the kind of speaking task that is not compatible with 21st century skills. Then there are solutions to counter those problems are by teachers motivating students, guiding students in critical thinking and last but not least the role of government in developing and introducing how to use online platforms.

The subjects in this research is the Construction Building for PTB departement on UNG. The author concluded that most of the learning activity has a low presence, the same problem also occur in the students assigned tasks. This is due to a lack of enthusiasm, participation, and activeness of students. Therefore, we need an effort to overcome the problem of learning strategies which can improve student learning outcome. The Learning strategies applied in this study is a model of the Round Table. This study is a classroom action research that aims to improve learning result of students in the PTB department of Gorontalo State University through Round Table model. The Subjects are 17 students in the second semester. This study was conducted in two cycles. From the analysis it concluded that the results of the students outcome on the second semester in PTB departement at the subjects of Building Construction increased from cycle I to cycle II, after conducted Round Table model. The results of the qualitative analysis showed good progress in the attitude of students and student interest during the learning process. The quality of education in Indonesia still become unresolved problem and continues to be developed by education experts. We observe that many lecturer as spearheading a success in the teaching process still use the old method to find the material that will be presented to the student. The material also made based on the syllabus which does not consider the interactions process to make students understand better. Lecturers still use the conventional method without considering the mental development of students, so the knowledge is easily forgotten. There are still found lecturers who teach without consider new model or learning pattern that made good atmosphere in the classroom. In the learning and teaching process, students are expected to acquire the ability to manipulating social issues, ask and answer questions, propose to solve the problem, examine the various social phenomena and so on. So the students really involve in the learning process. Another phenomenon that also found is the lecturers provide much knowledge and it's only focused with student activity without regard to the essence of quality. It is rarely found the lecturers have good preparation and proper methodology in teaching. So we need to make a model or pattern that can make better condition in the classroom. After the learning process we expect the student can acquire the ability to try and examine more deeply about the material being taught, including asking questions, answering questions, and solving problems, so that students have an involvement in the learning process. The criticism also is the habit of lecturers to take a shortcut and easiest way to mastery a curriculum targets, regardless of the level of mastery of educational goals in particular, so it is necessary to develop a learning strategy in engaging students both physically and mentally for acquisition process and make it possible to achieve a more adequate educational purposes. This contrasts with the educational goals that the purpose of education is not only transfer the knowledge and skills to children, but more important is to create opportunities and allow the child to be able to hold its own investigations and discoveries. The emphasis in the teaching and learning process should be shown to the acquisition of learning outcomes. The concept of teaching which is conducted by lecturers is expected to interact actively with students, also the teaching material can be mastered and fully understood by the students. So, the better learning atmosphere can be achieved. As educational expectations that are intended to improve the ability of students, both in cognitive, affective, and psychomotor.

There is a heightened concern over undergraduate students being over‐reliant on Generative AI and using it recklessly. Reliance behaviours describe the frequencies and ways that people use AI tools for tasks such as problem‐solving, influenced by individual factors such as trust and AI literacy. One way to conceptualise reliance is that reliance behaviours are affected by the extent to which learners consciously evaluate the relative performance of AI and humans, suggesting the potential impacts of critical thinking on reliance. This study, thus, empirically investigates the relationship between critical thinking and reliance behaviours. Critical thinking includes disposition and skills. However, limited empirical studies have investigated how critical thinking influences learners' reliance behaviours when solving problems with Generative AI. Hence, the current study conducted path analyses to investigate how critical thinking is associated with reliance behaviours and how it mediates the effect of individual factors on reliance behaviours. We collected 808 survey responses on critical thinking disposition and skills, reliance behaviours (a self‐developed and validated scale, including reflective use, cautious use, thoughtless use, and collaborative use), trust towards AI, and AI literacy from undergraduates after a problem‐solving task with Generative AI. The results indicate that (1) critical thinking is positively associated with the collaborative, reflective, and cautious use of Generative AI, suggesting that these three types of use of Generative AI could be considered desirable behaviours in human–AI problem‐solving; (2) trust positively predicts thoughtless use; (3) critical thinking can offset the influence of trust on collaborative, reflective and cautious use; and (4) critical thinking can amplify the influence of AI literacy on reflective, cautious and collaborative use. This study contributes new insights into understanding the role of critical thinking in fostering desirable reliance behaviours, including reflective, cautious and collaborative use, and provides implications for future interventions when applying Generative AI for problem‐solving. Practitioner notes What is already known about this topic? Generative AI tools can potentially enhance problem‐based learning (PBL) by supporting brainstorming and solution refinement. Reliance behaviours in human‐AI collaboration are influenced by factors such as trust in AI and AI literacy. Strategy‐graded reliance emphasizes the reasoning process leading to reliance behaviours, focusing on thoughtful engagement with AI tools, and this cognitive process can be captured by critical thinking. What this paper adds? Critical thinking is positively associated with the reflective, collaborative, and cautious use of Generative AI. Critical thinking mediates the effects of trust and AI literacy on reliance behaviours, amplifying reflective, cautious and collaborative use while mitigating the thoughtless use of Generative AI. The study introduces a nuanced understanding of reliance behaviours by applying a strategy‐graded framework, emphasising cognitive engagement rather than a purely outcome‐based understanding of reliance behaviours. Implications for practice and/or policy Educational interventions could consider critical thinking when integrating AI tools in problem‐solving contexts. Students' trust in AI needs to be balanced with critical thinking skills to reduce overreliance and enhance thoughtful engagement with AI tools.

This study assessed teachers' perceptions and attitudes regarding integrating tablet computers into the teaching and learning process. A mixed-methods approach and a descriptive design were employed. The Technology Acceptance Model (TAM) was used to assess teachers' perceived usefulness, ease of use, behavioral intention to use, attitudes toward tablet computers, and challenges associated with the use of tablet computers in the learning and teaching process. Sixty-four (64) respondents participated in the study and were selected through purposive sampling during a face-to-face session held in December 2023 at Morogoro-Campus. Data in this study were collected using questionnaires and interviews. Quantitative data were analyzed using descriptive statistics, while qualitative data underwent thematic analysis. The findings revealed that teachers generally perceived tablets as effective teaching tools and expressed satisfaction with their use in the teaching and learning process. However, the study highlighted a lack of training for teachers on incorporating tablet computers into classroom. Key barriers included insufficient technical support, connectivity issues, and time constraints. 76.6% (f = 49) of the respondents believed that providing clear and appropriate information on how, when, and where to use tablets would enhance their effectiveness in teaching. Respondents also emphasized the importance of training teachers in the use of tablet computers to ensure that they are equipped with the necessary skills to integrate technology effectively into their teaching practices. The study recommends providing in-service training for teachers on utilizing tablet computers in education.

This research investigates the impact of students' dependency on AI tools in an Indian indigenized context. As AI technologies such as intelligent tutoring systems and automated writing aids become increasingly prevalent, it is crucial to assess their influence on student learning and cognitive development. The study explores whether AI tools enhance educational efficiency and academic performance or if they contribute to reduce critical thinking, problem-solving skills, and overall academic engagement. By analyzing both the benefits and potential drawbacks of AI dependency, the research aims to provide insights into how these tools affect students' learning processes and outcomes. The findings are intended to guide the effective integration of AI tools, balancing technological support with traditional learning methods to foster holistic educational development.

Nowadays in higher education it is important integration of new information and communication technologies into the learning and teaching process. Fastest development of computer technologies and the Internet as a communication platform has motivated higher education institutions to start to think about integration of e-learning system on teaching and learning process on their university. E-learning is becoming progressively more important in higher education environment. Teacher is one of the most important stockholder for integration of e-learning. The purpose of this paper is to analyze the perception of teachers' attitudes towards e-learning. In this study were analyzed 49 teachers teaching in 2 major faculties in University of Tetovo, in Macedonia. The results show that a significant number of teachers agree about the plan to blend the present teaching method with e-learning, on the other hand, a great number of teachers not agree to replace traditional teaching method with e-learning. The results show that the number that prefer using traditional teaching method is the same with those that not agree. There is no any significant correlation between teacher' attitudes towards various e-learning according to gender and faculty. Results shows that teachers' attitudes have important role towards e-learning in teaching process. These results can be a good example for creation a platform or framework for the implementation of e-learning environment in the teaching and learning process on higher education. In addition, the results of the study can serve as an important factor for the improvement and development of the educational process supported by the use of technology, thus implementing an e-learning system in order to help and facilitate the students in their studies.

Learning media is one of the key components of education which plays an important role in the teaching and learning process. The use of learning media is an important part that requires special attention from teachers in learning activities. There is a need to create learning media that aims to create an orderly, conducive classroom atmosphere and enable effective learning. The aim of the research is to identify teachers' abilities in creating teaching media materials. It is hoped that if teachers have the ability to create teaching material media, the teaching and learning process can run according to plan. This research uses a qualitative method based on library research, the main data sources come from books, magazines and the latest journal articles related to the theme of this research. The results of this research show that the majority of teachers are still not creative in creating learning media, this is indicated by the large number of teachers who still use the lecture method in the learning and teaching process, so that the teaching and learning process seems monotonous in only one direction. So it is hoped that the publication of this article will help encourage teachers to be creative in making interesting learning media even though they are made with simple media.

Learning media is one of the key components of education which plays an important role in the teaching and learning process. The use of learning media is an important part that requires special attention from teachers in learning activities. There is a need to create learning media that aims to create an orderly, conducive classroom atmosphere and enable effective learning. The aim of the research is to identify teachers' abilities in creating teaching media materials. It is hoped that if teachers have the ability to create teaching material media, the teaching and learning process can run according to plan. This research uses a qualitative method based on library research, the main data sources come from books, magazines and recent journal articles related to the theme of this research. The results of this research show that the majority of teachers have not been creative in creating learning media, this is indicated by the fact that many teachers still use the lecture method in the learning and teaching process, so that the teaching and learning process seems monotonous in only one direction. It is hoped that the publication of this article will encourage teachers to be creative in making interesting learning media even though they are made with simple media.