Equality of Learning Services through ESD-Oriented RADEC in Elementary School

Article Overview. Service learning is a teaching methodology that combines community service with explicit academic learning objectives, preparation, and reflection. It is a formal program that fosters student service in the local community and coincides with the theme of a course or specific topic of discussion. Much of the research in service learning, however, has been conducted on undergraduate students. Despite educators' eagerness to incorporate service learning throughout university health professions education programs, there is a paucity of graduate-level outcomes research in evaluating the effectiveness of personal and professional development. This article synthesizes the available instruments to measure outcomes of service learning. It presents strategies for the use of qualitative and quantitative analyses in measuring the effectiveness of service learning within a physical therapist education program curriculum. Key Words: Service learning, Physical therapy, Graduate, Outcome assessment. INTRODUCTION A dynamic physical therapist (PT) interacts daily with people of all backgrounds, age groups, and heritages. To prepare students for this reality, educators are often challenged to design for them engaging cross-cultural experiences. Service learning is a pedagogy that combines community service with explicit academic objectives, preparation, and reflection,1 and it is an effective tool for linking academic learning with practical experience.2 Before adopting service learning as a mandatory experience within the curriculum, it is important to assess its effectiveness in promoting the skills necessary for successful physical therapist-patient/client interaction. This article will present our initial attempt to assess the benefits of service learning through quantitative and qualitative data collection. It will conclude with a discussion of strategies for assessment that include practical tools for implementation in planning for successful service-learning outcomes. Introduction to Lessons Learned in Assessment Our research exploring the use of various assessment strategies was conducted in 1999, when few instruments were available to measure service learning for graduate students. Therefore, both qualitative and quantitative research methods were used to analyze the integration of service learning into the curriculum of a graduate physical therapist education program. We hypothesized that graduate PT students who were educated using a service-learning model would demonstrate increased levels of civic responsibility when compared with graduate-level PT students who had not participated in a service-learning course. Ninety-two Master of Physical Therapy (MPT) students participated in the study at the initiation of the fall semester (1999) and at the completion of the spring semester (2000). All students were given a survey at the beginning of the fall semester and again in the spring, at the end of the academic year. They were also instructed to keep journals of their experiences on a regular basis and to write in them immediately after their service. Upon completion of the 30 hours, students were asked to write summaries of their entire service-learning experience. Faculty members teaching in the program were responsible for discussing service learning as it related to physical therapy interventions and physical therapist practice, thereby guiding students toward making connections between learning in the community and in the classroom or clinic. The Data Collection Instruments The guiding questions for this study included: 1. How does your experience affect the way you view service learning in the community? 2. How does service learning shape your role as a PT? 3 . Do you have a greater understanding of yourself as a result of service learning? The data were both quantitative and qualitative in nature. Qualitative data included journal entries and summary statements. …

<p style="text-align:justify">This study aimed to analyze the Research-Based Learning (RBL) model implementation in the natural sciences in improving students’ analytical thinking skills. This study employed a mixed-method with a sequential exploratory design. Data collection began with qualitative data and then continued with quantitative data. Qualitative data collection techniques used observation and interviews, while quantitative data collection used essay tests. Sampling was carried out before the research implementation. The samples were students of the PGMI IAIN Surakarta Study Program, Indonesia, which consisted of 34 pre-service elementary school teachers. The research was conducted in the odd semester of the 2019/2020 academic year. Quantitative data analysis techniques used a quasi-experimental design with one group pretest-posttest. Based on the results of four observations on the research treatments, the mean was 3.714, in which the values of preliminary activities were 3.625, core activities were 3.714, and closing activities were 3.75, used a rating scale (1-4) with the very good category. The RBL model implementation in the natural sciences in the concept of energy can improve the analytical thinking skills of students, as evidenced by the N-gain value was 56.57%in the medium category. This increase was obtained from the mean of the pretest score (46.84) and the post-test score (76.9), by using a rating scale (0-100). The research findings provide ideas to lecturers and researchers in improving the student's analytical thinking skills through the application of innovative learning models in the topic of the concept of energy.</p>

This research is a qualitative field research, where the aim is to analyze the implementation of the blended learning model in increasing the learning motivation of students in elementary schools and madrasah ibtidaiyah as well as supporting and inhibiting factors that affect the implementation of the learning model. The method used is the method of observation, interviews and documentation. Where samples are drawn randomly. Based on the results of the research, it shows that the implementation of the blended learning model in increasing the learning motivation of students in elementary schools and madrasah ibtidaiyah is carried out in three stages, namely learning design, material creation and material delivery. These three stages are of course applied inseparably from the media and methods used by the school and madrasah in accordance with the conditions. As for the supporting and inhibiting factors that affect the implementation of the learning model, it is seen by using a SWOT analysis at each stage. Where the supporting factors are indicated by the advantages and opportunities, and the inhibiting factors are indicated by the shortcomings and threats faced when the implementation of the learning model runs.

Purpose This study aims to investigate digital storytelling (DST) as a reflective practice in service learning (SL) focused on university social responsibility (USR) for education for sustainable development (ESD). Design/methodology/approach This study used interpretive phenomenological analysis. A DST workshop was conducted with 22 pre-service teachers based on their NGO volunteering experiences in SL. DST served as both a research context and a data collection tool. Findings The DST facilitated three types of reflection: descriptive, dialogic and critical. Pre-service teachers used descriptive reflection to narrate their experiences, including their roles, challenges and solutions. Dialogic reflection helped them explore their motivations, emotions and fostering personal and professional awareness and growth. Critical reflection allowed them to analyse their learning and its broader social implications, emphasizing how DST supports identity, culture and community contributions. They engaged with six SDGs beyond SDG 4, including SDGs 3, 8, 9, 10, 16 and 17. Practical implications This study shows how DST can be used as a reflective practice to gain insight into pre-service teachers’ volunteering experiences in SL focused on USR for ESD. Social implications This paper demonstrates that through DST and SL, pre-service teachers can enhance their social responsibility and community engagement, contributing to ESD. Originality/value The reflective dimension of DST enabled pre-service teachers to relate their volunteer experiences in SL to personal development, social contribution and ESD, thereby bridging the theory and practice of USR.

Natural disaster mitigation learning is inclusive education in elementary school. There for, this aims to express the responses and opinions of teachers about the implementation of the disaster mitigation learning model and to improve the ability of teachers in elementary schools. The study was conducted on three schools consist elementary schools in Mataram, Ampenan, and Sembalun in Lombok Island-West Nusa Tenggara-Indonesia. The method of research begins with a presentation of a learning model for natural disaster mitigation such as peer teaching by the research team. After that discussion with moderation technique regarding disaster mitigation learning structure applied in the previous presentation. The results of the study obtained 5 main ideas of strategies about the implementation of the natural disaster mitigation learning model, namely that 1) students must be conditioned to natural disasters in the learning process, 2) teachers must have the correct steps in providing the understanding of natural disasters and in conducting direct demonstrations so that students thoroughly understand, 3) teachers must have knowledge of earthquakes, tsunamis, landslides, floods, hurricanes and volcanoes, 4) teachers provide examples of disaster mitigation learning to students using tools such as videos, disaster mitigation tools, etc, 5) understanding risk, vulnerability, threat and capability of natural disaster. In general conclusion, teachers have to ability to use technology pedagogical and content knowledge strategies for natural disaster mitigation learning.

The purpose of this study was to develop a Project KOMPLIT learning model (computational, critical, creative thinking, and literacy for elementary school students) in science education in elementary schools and to test the validity of the model that has been developed. The method used in this study is the development of ADDIE, with the research subjects being experts in elementary school science learning materials, models and languages, and practical tests for teachers, the instruments used in this study were test instruments, observations and questionnaires that included questionnaires assessing learning models, language and materials used. The data analysis techniques used in this study were quantitative and qualitative data analysis techniques. The results of the study showed that the results of the needs analysis showed that most of the research on student computational, creative and literacy still needed to be improved so that the development of a learning model was needed. The learning model developed consisted of five steps based on complete thinking skills (Computational, critical, creative, and literacy) for elementary school students. The results showed that subject matter experts gave an assessment of 88%, learning model experts 90%, language experts 93% and the teacher 89%. The developed model is equipped with a teaching model book. Based on the results of the model development, it is known that the learning model is worthy of further testing in the student learning process to improve computational skills, creative thinking, and literacy in elementary school science education.

Teachers’ instructional beliefs and interests in Education for Sustainable Development (ESD) are related to holistic, pluralistic, and action-oriented instructional practices in ESD teaching. To explore this hypothesis, we examine teachers’ ESD teaching profiles based on their instructional beliefs, interests, and instructional practices in ESD. We apply a mixed method design using a survey (quantitative data) and vignettes with open accompanying questions (qualitative data). Our sample consists of 535 Flemish elementary and secondary school teachers for the scales. A subsample of 187 teachers responded to the vignettes. Our analysis indicates two teachers’ ESD teaching profiles: the lower ESD practice-oriented teachers who hold several instructional beliefs about holistic and pluralistic instructional practices, are interested in action-orientation in ESD, but do not apply the practices in class; and the higher ESD practice-oriented teachers who also have varying instructional beliefs about holistic and pluralistic instructional practices but are not very interested in action-orientation in ESD. However, they use holistic, pluralistic, or action-oriented practices in ESD teaching.

Education for Sustainable Development (ESD) is a key instrument in transforming societies towards sustainable development, which can play a crucial role in the achievement of Agenda 2030 Sustainable Development Goals. The main purpose of this paper is to explore the current status and problems of implementation of Education for Sustainable Development by examining the sustainability-related knowledge content included in the higher education curriculum, with a special focus on the Massive Open Online Courses (MOOCs). We used both qualitative and quantitative data collection and analysis methods, including keyword analysis of selected MOOCs’ syllabuses, to capture the nature of the studied phenomenon and enable assessment of the degree to which the sustainable development goals are integrated into the learning content. We found that most of 17 SDGs are reflected in the MOOCs learning content, but in case of some learning topics, such as “Zero hunger” and “Peace, Justice and Strong Institutions”, a bigger effort should be made to include them more broadly in the curricula. The research results can support educators’ efforts in identifying and incorporating challenging issues within the processes of curriculum development, indicating the need for a holistic and interdisciplinary approach, in which sustainability should be mainstreamed into all aspects of education.

The purpose of this study is to investigate the perceptions of elementary and secondary school teachers on sustainable development education and to provide educational implications for "Education for Sustainable Development (ESD)" execution in schools. The two hundred fifty five elementary and secondary school teachers from all over the country were participated in the survey. The questionnaire consisted of queries about the necessity of ESD, the possibility of ESD to resolve problems caused by public education, the willingness to execute ESD, the value of ESD, the prerequisites for executing ESD, the way to implement ESD (time and area), the barriers to implement ESD, the effects of ESD (on students, teachers, parents, and educational environment). The sustainable development presupposes changes in values and philosophy of individuals, society and nation. Therefore it is very important to approach in terms of education. On the basis of results, it is expected that the implications to introduce ESD in the schools will be attained.

The purpose of this study is to look at the elementary school teachers’ practical experiences of change and knowledges in promotion of Education for Sustainable Development(ESD) process with Community of Practice(CoP) of teachers and Biographical Approach. ESD project of ‘S’ elementary school was started by Principal’s recognition of further and that was practiced with a common theme over the course through various experiences in educational field with teachers’ involvement and finally came to the changes in teachers’ personal life and lifelong cognition. Through Community of Practice teachers could look the concept of ESD to a wide field of view and tried various activities in the classroom with students and also, as a further, were able to equip new professional competency with skills. Through the process of learning and experience teachers accepted the ESD philosophy as the engine of life and experienced that their long-term recognition was extended to the whole personal life and the global community.Key words : Teachers’ experiences, Education for Sustainable Development, ESD, Community of Practice, CoPCorresponding author : 051-510-2632, crosskh@hanmail.net

The main aim of this article is to discuss the factors a researcher should take into account when selecting the appropriate research design or method (i.e. qualitative, quantitative, and mixed-methods). The article also discusses sample size determination and sampling procedures in qualitative and quantitative research. Further, the paper has provided an examination of qualitative and quantitative data collection and analysis methods. The study used online desk research to collect data from online public access scholarly databases such as Google Scholar, ResearchGate, Academia, and many more freely accessible electronic books in research methods. Search terms that were used included, among many, the following: qualitative research, quantitative research, mixed-methods, qualitative and quantitative data collection, qualitative and quantitative data analysis; descriptive and inferential statistics. A wealth of relevant and timely scholarly literature was downloaded, read, and used to write this paper, and draw the conclusion provided. Keywords: Qualitative Research; Quantitative Research; Mixed-Methods Research; Qualitative Data Collection Techniques; Quantitative Data Collection Techniques; Qualitative Data Analysis Techniques; Quantitative Analysis Techniques; Descriptive Statistics; Inferential Statistics. DOI: 10.7176/JMCR/87-06 Publication date: November 30 th 2022

This study aims to improve students' learning discipline in the Qur'an Hadith subject through the implementation of the Cooperative Learning learning model. This study is a classroom action research that uses four steps, namely planning, action, observation, and reflection. The subjects of this study were 25 students of class VII MTs Babussalam Lanci 1 Dompu, as well as the Qur'an Hadith subject teacher who acted as a facilitator in the learning process. The data for this study were obtained using test and observation techniques. Tests are used to measure student learning outcomes, while observations are used to analyze teacher and student learning activities during the implementation of the Cooperative Learning learning model. The data analysis techniques used in this study are qualitative and quantitative descriptive analysis, which aims to see the development of student discipline before and after the implementation of the learning model. The results of the study showed that the implementation of the Cooperative Learning learning model was able to significantly improve student learning discipline. In the first cycle, student learning discipline began to show improvement, but there were still some obstacles in student active participation. After improvements were made in the second cycle, student discipline increased significantly with more students actively participating, completing assignments on time, and showing responsibility in learning. Thus, the use of the Cooperative Learning learning model can be used as an effective learning strategy in improving students' learning discipline in the Qur'an Hadith subject. This model not only increases student involvement in learning, but also helps them develop cooperation skills and responsibility in the learning process.

This research highlights the challenges in Arabic language learning at Madrasah Tsanawiyah Negeri 3 Palu City, especially the lack of learner involvement and their difficulty in linking learning materials with daily life. To overcome these problems, the implementation of Contextual Teaching and Learning model is expected to build learners' engagement, to connect learning materials with real contexts, and to motivate learners in developing Arabic language skills. This research uses a qualitative method which aims to find out how the implementation of Contextual Teaching and Learning learning model in Arabic language learning and what are the inhibiting and supporting factors for the implementation of Contextual Teaching and Learning learning model in Arabic language learning which focuses on class VIII A at Madrasah Tsanawiyah Negeri 3 Palu City. Data were collected through interviews, observations, and documentation. The results showed that the implementation of the learning model had a positive impact with several supporting factors such as good relationships between teachers and students, high teacher interest in interactive learning, and active participation of students. However, constraints such as the lack of facilities and technology, as well as the disparity of learners' Arabic language ability, also affect the learning process.

Students’ success in learning mathematics can be measured from the learning process. By learning mathematics, it is expected that students can improve their thinking ability that includes the ability to reason, solve problems, communicate, and respect the usefulness of Mathematics. However, preliminary observation had showed that students’ achievement in learning mathematics is relatively low due to conventional methods of instruction. This research aims at; 1) finding out the students' responses to the application of thematically integrated learning in Mathematics, 2) finding out students’ reasoning skills in the composition of the two functions and inverse functions, and 3) finding out the effect of thematically integrated instruction in Mathematics on students’ reasoning ability. It is expected that the implementation of this learning model would improve students’ Mathematic achievement. The results demonstrate a regression equation of Y = 15.477 + 0,714X, a regression coefficient is positive of 0.714. This can be interpreted as a response to the implementation of thematic learning model thet the better it will improve students’ reasoning ability. Number R Square of 0,151. Meaning that the level of reasoning ability of students’ affected by the high and low stundents’ response to the implementation of thematic learning model 15,1%. The implementation of thematic learning model in the study of mathematics can be see from the results of the regression coefficient test showed thet significant value 0,007 < 0,05. Therefore, Ho is rejected. This result illustrates that there is a significant effect of the implementation of thematic learning model in teaching mathematics on students' reasoning ability. Keywords: Thematically Integrated Instruction, Ability, Reasoning

Our presentation reported on the vital role of Education for Sustainable Development (ESD) (UNESCO, 2023) in fostering learners equipped with the knowledge, skills, and attitudes essential for a sustainable future. Despite the emphasis on inclusive and equitable human development through ESD, achieving equitable learning outcomes for all students remains a persistent challenge in the context of UK higher education. Our project explored the benefits and challenges of enabling all students to engage with ESD. We made recommendations for learning developers to effectively support students developing understanding and competencies for sustainability. We explored this through considering the challenges and gaps in inclusive pedagogies, professional development opportunities, curricula integration, and external partnerships. The objective of the project was to address this issue by investigating how equity concerns in ESD can be effectively tackled through the integration of community-based learning and teaching (CBLT) approaches into university curricula (Salam, et al., 2019). Also referred to as service learning, the growing effort in implementing these approaches involves students engaging in organised activities benefiting local communities, enhancing academic knowledge, and fostering civic responsibility. This has important implications for learning developers and the support students need to engage effectively in what may be an unfamiliar form of learning and development. Collaborating with a student researcher, the project employed a multi-faceted methodology, including a literature review, mapping exercise using sustainable development goals (SDGs) and qualitative examination of module descriptions at University College London (UCL) and Queen Mary University of London (QMUL), both based in East London. In the presentation, we shared our existing practices combining ESD and community-based learning that included: Our mapping of the integration of ESD and community-based learning in our university curricula. Gaps and challenges in achieving equitable learning outcomes using a qualitative analysis of curriculum design and implementation. Our initial recommendations for the learning developer community in supporting students to engage with ESD, and gain vital knowledge, skills and competencies for a sustainable future. We also provided a short evaluation of our work as a research collaboration of learning development approaches involving students, academic developers and educators from two universities.