Sports Learning Innovation Based on Digital Technology at The Indonesian School of Riyadh

This study aims to explore the implementation of differentiated learning in Islamic Religious Education (PAI) as a means of character development in the digital era at MI Al-Khoiriyah Banyuasin, South Sumatra. This study employs a descriptive qualitative approach aimed at analyzing the processes and dynamics of implementing differentiated learning in building students' character through Islamic Religious Education (PAI) in the digital era. This study employs a case study design to examine the implementation of differentiated learning in elementary schools. Data were collected through classroom observations, in-depth interviews with teachers, school principals, and students, as well as document analysis, including lesson plans and student work. The data were analyzed using Miles and Huberman's interactive model, which includes data reduction, data display, and conclusion drawing. This study concludes that the implementation of differentiated learning in Islamic Religious Education (PAI), supported by digital technology, effectively enhances students' character development. For example, through personalized learning tasks and digital platforms, students demonstrate improved discipline, responsibility, and collaboration skills, reflecting stronger character values. The use of digital media, such as educational apps and videos, enhances the understanding of religious values and fosters positive attitudes, such as discipline, empathy, and tolerance. This approach allows students to develop according to their potential, making character internalization more effective and relevant.

The majority of sectors are currently influenced by digital technology, including the education sector. Through the development of digital technology, a new learning model can be designed, namely hybrid learning. Hybrid learning can help the learning process, such as providing variations in learning, minimizing space and time limitations, and improving digital skills. Hybrid learning is a solution in higher education that has limited learning space but has facilities for implementing digital technology in hybrid learning. The research subjects were 36 students of educational informatics engineering department. The research method used was research and development, with ADDIE model (Analysis, Design, Develop, Implementation, and Evaluation). At the implementation stage, an effectiveness test was carried out to see the extent to which the application of digital technology in hybrid learning had an effect on the learning process. The research’s results were the implementation of digital hybrid learning technology which consists of combination face-to-face classes with e-learning moodle. Another result from this research was the value of effectiveness was obtained, which is 86.44% conducted from 36 subjects and was categorized as very effective for implementation in higher educational level.

Blended learning, a combination of face-to-face and online instruction, is seen as one of the most important advancements of this century and a natural evolution of the learning agenda (Thorne, 2003). Blended learning studies that compared traditional and blended foreign language classes showed no significant differences in learner outcomes and indicated student satisfaction with their learning experience. However, these studies did not allow for a sufficient description of what actually happens in an environment of a blended learning class because they lacked information about a number of characteristics such as teaching materials and methods, patterns of interaction, and participant roles. Moreover, some of the studies did not contain a theoretical base necessary to unify information about blended language learning. In view of these needs, this dissertation investigated a technology-enhanced blended learning in an ESL program. The study described the blended learning model using the framework for blended learning design proposed by Neumeier (2005). It also approached the investigation of blended learning as an innovation from two theoretical perspectives: Diffusion of Innovations theory (Rogers, 2003) and Curricular Innovation Model (Markee, 1997) by examining the innovation, its attributes, and stages of the innovation-decision process. Case study methodology was used to describe a hypothetical blended learning ESL class situated within the context of an Intensive English Program. The description of the case, the hypothetical lower-intermediate listening/speaking class, was based on the analysis of two actual listening/speaking classes which constituted two embedded units of analysis. Main participants in two classes included two teachers and their thirty-one students in addition to five other teachers and two administrators. Two classes used a commercially-available learning management system (LMS), MyNorthStarLab, to combine face-to-face classroom teaching and online learning in the computer lab and for homework. Both qualitative data (in-depth teacher interviews, class and lab observations, and student and teacher focus groups) and quantitative data (student surveys and student LMS records) were analyzed.

In the context of the digitalization of the economy, fundamentally new approaches are required in the training of engineers based on the capabilities of both modern digital technologies and the digital environment. The modern volume and quality of digital technologies create conditions for the development of new ways of their use in education, as well as the application of world experience in innovative solutions in the field of digitalization of education. One of the key peculiarities of open education is the widespread use of modern digital technologies in the learning process, open educational resources (OER), massive open online courses (MOOCs). There are two trends in the implementation of the concept of open education. The first trend is to use the advantages of OER and MOOCs to maximize access to the world’s highest quality educational services. To solve this problem, it is necessary to develop methods for the use of OER materials in education. The second trend is to create conditions for the design and constant updating of the personal educational environment of teachers and students based on modern digital tools. The use of OER and online learning technologies in the educational process have not become widespread yet. In fact, there is not enough attention which is paid to methodological support for the integration of both educational and digital technologies. These problems can be solved using blended learning technology, which allows combining the advantages of digital and pedagogical technologies, overcoming their disadvantages. Thus depending on the tools used in the digital educational environment, the nature of their application in the educational process, as well as on the degree of restructuring of the educational process, various options for the design and organization of blended learning can be developed. The obtained results of the study allowed us to propose the following recommendations: conducting an information campaign to reveal the prospects, advantages, strategies in the use of OER and MOOCs in higher education; creation of conditions for the development of innovative approaches to the use of digital technologies, the creation of methodological support for blended learning models, the processes of integrating both educational and digital technologies; for the continuous development and renewal of the competencies of teachers and students in the field of using digital resources.KeywordsIntegration of digital and pedagogical technologiesBlended learningOnline trainingMassive open online-courses

This study aims to explore the dynamics of teacher-student interactions in the context of hybrid learning in elementary schools. Data were collected through classroom observations, interviews with teachers, and analysis of digital platforms used through a case study approach. Findings indicate that although digital technology provides flexibility in time and space and a variety of interactive tools, student engagement in online sessions tends to be low. Non-verbal communication is also limited, affecting the quality of interpersonal interactions. Digital literacy is key; teachers who can utilize technology well can improve student interaction and engagement, and the challenge of unequal access to technology widens the gap in learning. The implications of this study emphasize the need to improve digital literacy for teachers and students, as well as solutions to overcome technological barriers to support effective hybrid learning in the future.

The digital era demands significant adaptation in the field of education, including the implementation of digital literacy in the learning process. In the context of Islamic Religious Education (PAI), digital literacy plays an important role in creating relevant and effective learning. However, the implementation of digital literacy still faces various challenges, particularly related to teachers' readiness in operating and utilizing technology optimally. The rapid development of technology requires changes in both teaching methods and learning materials, prompting teachers and students to possess adequate digital literacy skills. This study aims to identify the problems faced by teachers in utilizing digital literacy in PAI learning, as well as to analyze the efforts that have been made to address these challenges. The research uses a descriptive qualitative method with data collection techniques including observation, in-depth interviews, and documentation. Primary data sources were obtained from the Principal, two PAI teachers, and ten eighth-grade students, while secondary data were collected from supporting documents related to the use of digital literacy. The findings reveal several problems, such as the low competency of teachers in using digital technology, limited supporting infrastructure, and low levels of student digital literacy, especially in terms of device access, application understanding, and critical information filtering. The efforts made include gradual improvement of facilities, teacher training although not yet conducted regularly and the habituation of using digital media in the learning process.

<p>Background: Indonesian schools are in the midst of implementing a new reform initiative, the 2013 Curriculum, mandated by the Indonesian Ministry of Education and Culture. The new curriculum requires a drastic change in instructional practices from the traditionally teacher-centered to student-centered instruction. As school leaders, principals play an important role in the implementation and enactment of the 2013 Curriculum in schools. This research explores the leadership practices of Indonesian school principals in facilitating the implementation of new reform policies and initiatives.</p> <p>Purpose: The study served two purposes. The first was to examine Indonesian public school principals’ enactment of agency within the boundaries set by the social systems around them as they implemented the 2013 Curriculum. The second purpose was to develop a framework that can be used as a lens to further study school leadership practices in the context of Indonesia. Two research questions guided this study: (1) What leadership practices are shaped by which social systems and values? and (2) How does principal agency manifest when implementing the 2013 Curriculum? Responses to the research questions were used to develop the framework.</p> <p>Data Collection and Analysis: A case study for theory development approach to qualitative research was used. The study took place in the northern area of a small island located in east Indonesia. The primary source of data came from multiple interviews with three public elementary school principals whose schools served as pilot schools for the 2013 Curriculum. In addition to principal interviews, interview with teachers, documents, and observation field notes served as data sources. The data collected were analyzed and manually coded following the data analysis procedures of grounded theory. In the first coding cycle, I coded the data by assigning descriptive and InVivo codes summarizing topics. The second coding cycle involved assigning concepts and categories based on the open codes from the first cycle with a focus on the principals’ actions in facilitating the implementation process. In the third cycle, I compared the concepts and categories to respond to the research questions and examined the relationships between the concepts and categories to develop the framework from the ground up.</p> <p>Findings: The data analyzed indicated there are three major systems shaped the principals’ leadership practices during the implementation of the 2013 Curriculum: the educational system, the local culture and community, and the school system. In addition to the three systems, the principals’ personal and professional values served to guide the way they led their schools in alignment with the goals of the 2013 Curriculum. The systems and values provided them with rules and resources on which the principals drew in deciding specific actions to perform in order to meet the written and unwritten expectations of their stakeholders. The principals’ enactment of agency was primarily in the form of complying with government orders and balancing expectations from multiple systems, which, then, led to the discovery of three leadership categories in the implementation process: (1) compliance, (2) negotiation, and (3) independence. Compliance refers to those practices the principals perform to satisfy government expectations. Negotiation refers to practices the principals perform in their efforts to juggle expectations and pressures coming from multiple systems. Independence refers to practices the principals perform as they respond to government policies and regulations, as well as community expectations, in a way that is aligned with their personal and professional values.</p>

(2021) Volume 2, Issue 4 Cultural Implications of China Pakistan Economic Corridor (CPEC Authors: Dr. Unsa Jamshed Amar Jahangir Anbrin Khawaja Abstract: This study is an attempt to highlight the cultural implication of CPEC on Pak-China relations, how it will align two nations culturally, and what steps were taken by the governments of two states to bring the people closer.

In this paper, we explore the concept of hybrid learning in the context of a project aiming to transform the master programmes at Gulu University in Uganda by incorporating problem- and project-based learning (PBL) and the use of digital technologies to prepare graduates to lead community transformation and improve employability. Teachers are experimenting and piloting PBL and digital technologies. Based on the teachers' experiences this paper provides insights into how PBL and hybrid learning are being enacted by teachers and learners in the context of a resource-constrained university environment. What are the challenges of bringing these principles of hybrid learning and PBL together in a resource-constrained environment? The paper understands hybrid learning as the development of a new quality of learning environments that goes beyond a mere mixture of elements, e.g. digital and analogue, on-site and off-site. In this paper we are particularly concerned with exploring how the new PBL hybrid practices are developing, with a interest in how digital tools are integrated into teaching and learning. This paper is based on the results of a co-construction workshop with teachers and researchers based on their experiences from the first pilot phase. The results of the study suggest that flexibility is a core concept in relation to PBL-hybrid. Hybrid learning involves flexibility in terms of how learners carry out educational activities, how PBL is implemented, the use of many different technologies and the use of both analogue and digital learning tools and spaces. Moreover, to achieve hybrid learning, the types of flexibility and technologies, as well as the mix of digital and analogue tools, depend on the specific context of the educational activities, as well as on the competences of learners and teachers. As such, hybrid learning needs to be seen as a concept in relation to the contexts in which it unfolds. This insight is important for networked learning, which cuts across contexts, actors, materials/spaces and digital/analogue modalities.

The purpose of this study is to look at the perceptions and application by Accounting teachers of blended learning as an alternative to learning in the 4.0 era.The research method used is qualitative with the type of case study research. Informants were determined by using a purposive sampling technique. The criteria are teachers who apply blended learning and students who receive blended learning at the Accounting Department of SMKN 2 Blitar. Primary data sources were obtained from teachers and students through in-depth interviews regarding the application of blended learning as an alternative learning in the Industry 4.0 era and secondary data obtained from teacher documentation, training activities and assistance in using technology in learning. Data collection techniques were carried out by means of interviews, observation and documentation. Data analysis was performed using data reduction, data presentation, conclusion and verification. Checking the validity of the findings was carried out using source triangulation techniques and technique/method triangulation techniques.The results of the study show that 1) accounting teachers and students give positive perceptions about the application of blended learning as an alternative for learning in the 4.0 era; 2) two accounting teachers have implemented blended learning, namely combining face-to-face learning with online e-learning such as Gnomio and Google Classroom, while five accounting teachers have not implemented blended learning due to several obstacles; 3) the perceptions of teachers and students show that the application of blended learning has an impact on student learning motivation, such as independent learning, being active in teaching and learning activities and collecting assignments on time.

This research aims to analyze the leadership strategies of school principals in improving teacher professionalism at Al-Yasiriya Brothers Educational Foundation. Using a descriptive qualitative research method with pedagogical and sociological approaches, this study involves school principals, teachers, and students as primary data sources. Data collection is conducted through direct observation, in-depth interviews, and documentary studies. Data analysis employs Miles and Huberman techniques, which include three stages: data reduction, data presentation, and conclusion drawing, with triangulation as a data validation method. The results reveal that school principals implement several key strategies to improve teacher professionalism. First, teacher competency development is carried out through ongoing professional training programs and workshops. Second, the creation of a collaborative working environment that fosters innovative learning. Third, the implementation of regular academic supervision to enhance teaching quality. Fourth, the application of performance-based reward systems to boost teacher motivation. The school principals also demonstrate transformational leadership by leading through discipline, integrity, and commitment to the foundation's vision. Despite facing challenges such as limited budgets and resistance to change, school principals have overcome these obstacles through effective communicative and collaborative approaches. This research concludes that the strategic leadership of school principals plays a fundamental role in improving teacher professionalism. Based on these findings, it is recommended to strengthen the synergy between school principals, teachers, and the foundation to create a quality and sustainable educational ecosystem

This study aims to analyze the use of digital technology learning media in elementary schools in the Cileunyi District. Digital technology is one proof of the development of technological progress in the 21st century. These technological advancements have influenced several fields, one of which is education. In this digital era, technology is involved in the field of education, especially in the learning process. Digital technology is now used as a learning medium. The use of digital technology as a learning medium means that the teacher has balanced knowledge with the technological advancements that occur. The research was conducted with a qualitative study by distributing questionnaires to 17 elementary schools in the district of Cileunyi. From the findings, it was known that all teachers have used digital technology as a medium of learning in elementary schools with different usage scales. The use of digital technology as a learning medium had an impact on teachers and the learning process undertaken. There were teachers who felt learning to be effective and innovative, yet there were still difficulties in using digital technology and felt the use of digital technology in elementary schools was less effective.

Digital film technology has constantly transformed and enhanced the fundamental aesthetic elements in the traditional aesthetic categories of film aesthetics during its gradual penetration into the film art system, enabling these fundamental aesthetic elements to take on new forms and appearances that enrich the artistic communication of film and mark This is a sign of artistic advancement. The fusion of old and new technologies in synergy with the original film system has also accelerated the development of digital film technology as an aesthetic model, and in adapting to the original film art system, digital film aesthetics has produced aesthetic implications that transcend the original system, in terms of virtual images, spatial and temporal concepts, narrative modes, sound and picture relationships, and movement characters. They all exhibit new aesthetic characteristics that are distinct from traditional film aesthetics in terms of virtual images, spatial and temporal concepts, narrative modes, sound and image relationships, movement characteristics, and interactive methods. When one examines existing discussions on digital cinema in China and globally, it is easy to see that they primarily focus on expanding the audiovisual expression of images and on the study of the expressive power and image effects of digital special effects, while research on expanding film concepts and expanding film aesthetics is superficial, or even nonexistent. From a film aesthetics standpoint from the standpoint of film aesthetics, as digital technology has gradually displaced traditional modes of film production and concepts, audience viewing styles, and human aesthetic concepts, the aesthetics of digital film under the new digital technology can be a new construction in terms of time and space, reality, narrative techniques, virtual reality, and aesthetic acceptance. Based on established film theories and aesthetic notions, this study will seek to develop film aesthetics in the digital era, highlighting the study's uniqueness and systemic character in light of shifting aesthetic categories and the incorporation of new aspects in digital cinema.

Modern theories of foreign language teaching are getting developed. The constant society digitalization influences it. Generation Z students closely associate their lives with technology. Moreover, teachers must find ways to apply effectively information and communication technologies in the learning process. In our opinion, one of the ways is the concept of blended learning. It implies the optimal combination of traditional pedagogical technologies and distance, online learning. The purpose of our research is to examine the effectiveness of the concept of blended learning in the process of learning a foreign language for students of non-philological majors. For this purpose, we conducted a pedagogical experiment. It assumes the introduction of the concept of blended learning in the educational process of higher education. The research was carried out with Ukrainian students of non-philological majors during the study of English (offline and online). Also, international students who are studying Ukrainian as a foreign language were involved. Comparative analysis of students' readiness to learn using different blended learning tools was used. Methods of mathematical statistics (nonparametric Kruskal-Wallis and Mann-Whitney criteria) were utilized to analyse and process the experimental data. The results of the study indicate the effectiveness of blended learning technology usage in the process of foreign language teaching. Nevertheless, they show that the proposed tools help students better master a foreign language. Besides, students are both in active learning and passively reinforcing their knowledge using digital technologies during education. The authors consider it indisputable that blended learning tools should be used to some extent for students of all majors. The authors understand that the proposed tools are not exhaustive and definitive. Their list should be extended, and the use of specific tools depends on the teacher, students, the course, and other factors.

Every day, in Universities across the globe, more and more courses are being created to embrace blended learning approaches. Classes are now being ‘flipped’ in the pursuit of more effective learning and better student outcomes. However, the concept of blended and flipped learning in Malaysia is relatively new. This paper outlines an exploratory study of blended learning in a higher education institution (HEI) in Malaysia. The focus of this paper is an investigation of the pedagogical processes associated with blended and flipped learning in a Higher Education context. The paper provides a discussion of the implementation challenges associated with delivering a new blended learning programme. The paper concludes that there are significant benefits to students from learning in a learning environment that uses blended and flipped approaches.