Active Involvement Of Students Research Articles

Implementasi Pembelajaran Tematik Melalui Media Pembuatan Teh Bunga Rosela (Teburos) untuk Meningkatkan Keterampilan Wirausaha Siswa

This research aims to implement thematic learning through the medium of making roselle flower tea (teburos) to improve the entrepreneurial skills of class VI students at SD Negeri Rojopolo 06. The research method used was classroom action research involving 20 students as research subjects. The research steps involve planning, pre-test, implementation, observation, post-test and reflection. The implementation of this learning is a pre-test, providing thematic material, planting roselle plants, active involvement of students in making and packaging Teburos products, developing students' analytical skills in marketing Teburos products, as well as post-tests and reflections. The data collection method used was giving tests to students. From the research results, it is known that the implementation of thematic learning through the teburos media can show improvement. This increase can be seen from the comparison of the average pre-test and post-test scores of students, which experienced a significant increase of 65% from the pre-test score of 55.75, increasing to the post-test of 75.25. The application of thematic learning using Teburos media can improve students' entrepreneurial skills and have a positive impact on students' learning motivation.

Implementation of Honesty Canteen Program as Character Education Strategy in Elementary Schools

Integrity character, particularly the value of honesty, among elementary school students often faces significant challenges. Studies on cheating in exams and reports from teachers and school supervisors provide concrete evidence that this issue remains relevant and requires serious attention. The aim of this research is to describe the implementation of the honesty canteen program as a character education strategy at State Elementary School 10 Regol Garut. A qualitative approach using a case study method was employed in this research. Data collection techniques included observation and in-depth interviews. Data analysis followed the Miles and Huberman model, utilizing data condensation, data display, and conclusion drawing/verification techniques. The findings indicate that integrity character education in elementary schools is carried out through four activities: routine activities, spontaneous activities, exemplary activities, and conditioning, with the implementation of two systems, namely self-service and active student involvement. However, several challenges persist, such as some students' difficulty in practicing honesty, income disparities, and implementation constraints. Efforts to address these challenges include issuing warnings, providing guidance, and enhancing service quality and management. This study provides a comprehensive overview of the implementation of the honesty canteen program as part of efforts to enhance the integrity character of elementary school students.

Mathematics Games Creation by Using Block-Based Programming (Scratch) to Enhance Students Learning Experiences

The use of information technology in making teaching materials by teachers can improve students' learning experiences. One of learning methods that can be adopted with technology integration is game-based learning design. The problem is that teachers generally lack the ability to utilize technology in learning process. Through this service activity, the team provides assistance to teachers at MTsN 5 and MTsN 6 Padang in designing interesting learning process using game-based learning design. This approach produces active involvement of students in the learning process while increasing students' creativity and understanding.

Students’ Perceptions on Head Teacher Leadership Roles for Student Engagement at Secondary Schools in Bangladesh

The active involvement of students in the educational process is of utmost importance in guaranteeing the provision of high-quality education. Headteachers have the capacity to assume a substantial role in fostering student engagement in various school activities. The primary objective of this study was to investigate the perspectives of students regarding the role of the head teacher in promoting student engagement within secondary schools in Bangladesh. The research was conducted utilizing a qualitative approach. In order to accommodate the convenience of eight schools representing eight divisions in Bangladesh, a total of eight Focus Group Discussions (FGDs) were conducted. The findings of this study indicate that the leadership exhibited by head teachers has a discernible influence on the level of student engagement. The head teachers’ leadership positions encompassed several important responsibilities, such as overseeing and assessing the academic activities and progress of students, offering guidance and motivation, fostering active participation in teaching and learning, as well as involving students in extracurricular pursuits and decision-making processes within the school context. This study also unveiled specific detrimental characteristics exhibited by head teachers that served as demotivating factors for student engagement in school activities. In order to enhance the quality of education, it has been recommended that secondary level head teachers in Bangladesh should augment the range of activities aimed at fostering student engagement within the school setting. Teacher’s World: Journal of Education and Research, 49 (1), 137-154

Assessment of Factors Associated With the Acquisition of Competencies among Undergraduate Nursing Students in Ugandan Universities

Purpose: Like other developing countries, Uganda grapples with the critical challenge of equipping nursing students with essential clinical competencies. These competencies encompass vital nursing skills, knowledge, attitudes, and behaviors crucial for effective nursing practice. This study assessed student perceptions and confidence in applying acquired clinical skills among undergraduate nursing students in Ugandan universities.
 Methodology: A descriptive cross-sectional study was used to assess bachelor's in nursing students from central and western Ugandan universities. Data were entered into Excel and exported to SPSS version 22. Results were presented using frequencies, pie charts, percentages, and tables. Chi-square tests were conducted to assess associations of the variables in the study.
 Findings: The study showed that acquisition of clinical competencies is positively correlated with students’ perceptions (r=0.775) (p=0.000), Institutional factors(r=0.668) (p=0.000), clinical learning environment (r=0.556) (p=0.000), clinical feedback (r=0.439) (p=0.000). The study further shows that 69.9% (n=70) had adequate clinical learning experience, while 31% (n=31) had inadequate clinical learning experience. This implies moderate student supervision, feedback, and an unfavorable clinical learning environment. Competency acquisition in student nurses is positively influenced by the active involvement of students' perceptions, institutional factors, and a supportive clinical learning environment. A sufficient amount of clinical experience is pivotal in developing competent student nurses.
 Unique Contribution to Theory, Practice and Policy: Management should always invite experienced professionals to share career experiences to enhance realistic perceptions among nursing students. Students should be given more time to practice in clinical settings, and management should advocate for including student attitude tests in orientation programs across nursing and clinical training universities.

PAI Learning Model Based on Games Based Learning as an Interesting Learning Media for Students


 
 
 This research aims to describe and explore the PAI Learning Model Based on Games Based Learning as an interesting learning media for students. This learning design is expected to increase teachers understanding of interesting learning concepts, mastery of moral values and active involvement of students in applying religious teachings and enjoyable learning in everyday life. Educational games based learning media is used as the main framework in designing and implementing learning that is specifically designed with the aim of educating and teaching certain concepts. This type of learning media utilizes games elements to create an interactive learning experience. Qualitative research methods are used to collect data through interview observation and documentation analysis using library research methods in processing the data and information needed. The conclusions of this research provide a clear understanding an providing for further development in increasing creativity in the learning process.
 
 

The Process of Learning Through a Problem-Based Model Helps to Address and Correct Historical Misconceptions

The primary source of misunderstandings arises from learning conditions that disregard students' initial beliefs and varying ideas. This study addressed misconceptions by implementing a problem-based learning model that encourages active student involvement. The courses were carefully designed to offer a more focused approach, allowing students to understand historical concepts better. Action research served as the research methodology to tackle classroom learning issues. Data collection methods included interviews, observations, and documentation. In semi-face-to-face interviews, interviewers posed their inquiries and discussed various subjects. The data were analyzed through organization, segmentation, pattern recognition, selection of relevant information, and drawing of conclusions. Following the Miles and Huberman method, this interactive data analysis process continued until completion. In qualitative research, data analysis typically begins with data collection, followed by data reduction, data presentation, and, ultimately, the derivation of conclusions or verification. The findings revealed that students harbored misconceptions about historical information they had not fully comprehended. While several factors contributed to this, it became evident that the core issue identified through problem-based learning was students' inadequate grasp of the fundamental concepts. This became apparent when students encountered difficulties recalling information when asked questions. Problem-based learning typically consists of five crucial stages, starting with the teacher introducing a challenging scenario to students and concluding with the presentation and analysis of student work.

Student Involvement in Online Tutorial Activities for Environmental Chemistry Course

Distance education students learn through networks. This study aims to analyze student involvement in online tutorial activities. This research is a survey research to all students participating in the online tutorial of the Environmental Chemistry course. Data was obtained from 26 students who filled out and returned questionnaires from 42 students who participated in online tutorial activities for environmental chemistry courses. The instrument used is a questionnaire containing questions developed from 6 indicators of student involvement in learning. The data obtained are analyzed descriptively. The results obtained show that: 1) Students tend to be motivated to follow online tutorials (agree = 76.53%, strongly agree = 14.44%), 2) Students are able to collaborate with friends in tutorials (agree = 71.42%, strongly agree = 28.57%), 3) Students are able to solve cognitive problems (agree = 90.46%, strongly agree = 9.53%), 4) Students are able to interact with lecturers (agree = 88.56%, strongly agree = 11.44%), 5) Students feel supported by the community (agree = 92.85%, strongly agree = 5.36%), and 6) Students are able to manage their learning (agree = 76.17%, strongly agree = 21.92%). Other research results in the form of student expectations statements, namely: 1) Online tutorial materials should be made more innovative, 2) increase practice questions, 3) prefer if lecturers respond directly to the results of discussions in a faster time so that students can improve discussions and become more active. Other responses conveyed by students are: 1) students like to gain knowledge and open new interesting insights related to environmental problems, 2) students want to deepen the material, 3) students are motivated to find solutions to problems faced in the field, 4) tutors pay enough attention because they remind students of the deadlines for completing discussions and assignments.

Peer Tutoring Activities Implementation in Arabic Language Development at Indonesian Islamic Universities

This study explores the utilization of peer tutoring activities to enhance Arabic language development in higher education, addressing challenges such as knowledge gaps and the lack of a conducive learning environment. Focusing on the Arabic Language Education Study Program at FTIK IAIN Palangka Raya, the research investigates the involvement of third and fifth-semester students in peer tutoring activities organized by HMPS PBA. Employing a qualitative approach, data collection involves interviews, observations, and documentation, with four Arabic tutors and lecturers serving as subjects and informants, respectively. Through analysis stages including data collection, reduction, presentation, and conclusion, the study examines the efficacy of peer tutoring in Arabic language learning. Findings reveal that tutors engage in preparatory steps, observation, and implementation to facilitate Arabic language development effectively. Students exhibit increased participation and enthusiasm, bolstering their confidence in learning Arabic. The research underscores the potential of peer tutoring to enhance Arabic language education in higher education settings, particularly within the Arabic Language Education Study Program at IAIN Palangka Raya.

Case Study on a Revised Career Fair at a Medical School Based on the Career Planning Process Model

Medical students’ career choices hold significant importance at both individual and national levels. Therefore, Chungnam National University College of Medicine aimed to systematize its revised career fair in 2022, basing its efforts on a career planning process model. Chungnam National University College of Medicine sought to formalize the design process by utilizing the ADDIE model (analysis design, development, implementation, evaluation model) in developing programs for the career fair program. Throughout the entire process, the student support center and student council actively collaborated, striving to incorporate students’ requests and opinions. They designed and developed a program for all stages of the career planning process. However, a new stage (“review & reflection”) was added to the existing 4-phase model, creating a transformed framework where this stage interacts with the original 4 phases. Each stage involved portfolios, career aptitude tests, career-related lectures, posters with introductory information about majors, and booths for each major. The revised career fair attracted double the expected participants (N=589). The program evaluation survey showed overall positive responses (N=135). Additionally, some factors in the Specialty Indecision Scale showed significant differences between before and after the career fair. The success of the newly developed career fair at Chungnam National University College of Medicine can be attributed to its systematic framework and the active involvement of students throughout the process. However, for aspects with long-term implications, such as “understand yourself” and “choose your specialty,” there may be a need for supplementary programs.

Teachers’ perceptions of active learning method in Afghanistan

Active learning has brought many changes in the educational context. The objectives of this study were to examine the perception of teachers towards the student-centered method and the challenges that hinder its implementation in two high schools in Kandahar, Afghanistan. A quantitative approach was employed, and the data was collected through a questionnaire. The participants were eighty-six teachers, and they were elected through a random sample. The findings revealed that instructors have a positive view regarding the student-centered method. Similarly, teachers support the active involvement of students, and persuade students during the teaching, and they are responsible for the learning of learners. Likewise, teachers connect new lessons with learners’ prior experiences, and they motivate them to provide comments about their learning to lecturers. The large number of students, deficiency of teaching materials, and lack of time were the challenges to the use of a learner-centered approach.
 Keywords: Active learning; challenges; perceptions; teachers

Re-examining our feedback model: strategies for enhancing student learning and cultivating feedback literacy through formative assessments

Distance education has increased steadily since the onset of Covid-19. As online offerings become a staple in programs of study, rather than the exception, it is important to consider how instructors design their courses to incorporate feedback as well as how they promote active student involvement in feedback processes. In this paper, the authors revisit a feedback model proposed for the online environment, which includes intentional strategies to alleviate potential pitfalls in the feedback cycle, first by conducting a citation analysis of how the model was interpreted and applied by others in their practice and scholarship, and then by describing how they adjusted the model for further inquiry with fully online graduate students. Finally, the authors detail how their model aligns to the four features of the feedback literacy framework. Findings discuss the importance of formative assessments within online coursework to provide space for the application of feedback as well as strategies for creating individualized dialogue with students around their feedback and learning. The findings warrant additional research regarding how the model may provide a structured approach to developing students’ feedback literacy.

TURKISH PRIMARY SCHOOL STUDENTS’ INVOLVEMENT IN CLASSROOM ACTIVITIES

Measuring students’ interest and involvement in classroom activities at all stages of education, from pre-school to upper secondary school, provides a better understanding of learning processes that enable the acquisition of abilities specific to a certain field. The purpose of this cross-age study was to investigate primary school students’ involvement level in classroom activities. The sample consisted of 560 students studying in the first, second, third, and fourth grades at primary schools affiliated with a city in Turkey’s inner Aegean area. The data were collected through “The Demographic Information Form” and “Leuven Involvement Scale”. The research revealed that students in the 1st, 2nd, 3rd, and 4th grades in primary school had a moderate involvement level. It was found that there was a significant difference between the involvement levels of primary school students and the gender, course type, and professional experience of the teacher, but there was no significant difference between the grade levels of the students. It was recommended to use current methods and strategies to increase the level of involvement of students in classroom activities and to make arrangements to improve involvement in the learning environment. Keywords: behavioral engagement, cross-age study, level of involvement, primary school, primary student

A framework for capturing student learning in challenge-based learning

Responding to calls for more future-oriented teaching and learning, an increasing number of institutions of higher education have recently implemented challenge-based learning (CBL). Through work on open-ended and real-life challenges, CBL aims to stimulate students to take the lead in their own learning, acquire and apply knowledge relevant for responding to the challenge and developing disciplinary and transdisciplinary skills. Prior research on student learning has suggested multiple advantages of such active involvement of students in their learning, which calls for integrating these insights into emerging CBL research. This paper therefore presents a framework for capturing the conditions, process and outcomes of student learning in challenge-based learning, paying specific attention to the distinct levels (microlevel or course context, mesolevel or institutional context and macrolevel or university, societal, local, national or international context) and content (social, physical, and formal) of the context in which CBL takes place. Use of the proposed framework is investigated with data from interviews with eight teachers experimenting with CBL in their courses. The analyses show that the framework is useful for capturing all aspects teachers consider and mention as relevant in implementing CBL courses. The data furthermore suggest interactions between some parts of the framework that need to be examined in future research.

Teacher Problems in Implementing the Independent Curriculum in Islamic Religious Education Subjects

This article explores the challenges faced by teachers in implementing the "Kurikulum Merdeka" (Independent Curriculum) in the subject of Islamic Religious Education (PAI). The study utilizes a literature review method to analyze relevant sources and gain a deeper understanding of the issues faced by teachers. The findings reveal several key challenges. Firstly, curriculum adaptation poses a major challenge, as it requires teachers to integrate Islamic teachings with the principles and demands of the Kurikulum Merdeka. Secondly, project-based learning within the curriculum demands additional effort from teachers in designing and managing active student involvement. Thirdly, holistic evaluation becomes complex for teachers as it involves assessing skills, attitudes, and religious knowledge. Additionally, resource limitations such as appropriate textbooks and learning materials aligned with the Kurikulum Merdeka hinder effective implementation. Insufficient training and support for teachers also influence the success of curriculum implementation. Recommendations include enhancing support and training for teachers, improving the availability of textbooks and learning resources, and fostering collaboration among teachers, schools, and communities to strengthen the implementation of the Kurikulum Merdeka.

Dongkrek Art in Co-Curricular Activities as a Manifestation of Differentiated Learning

The purpose of this research is to describe cocurricular learning by utilizing Dongkrek art as differentiated learning. The type of research is descriptive qualitative. The source of data is co-curricular activities with Dongkrek art. Data were collected through: observation, interview, and documentation study. The result of the research is that co-curricular learning by utilizing Dongkrek art is differentiated learning because it fulfills its components, namely: flexibility, grouping process based on needs, active involvement of students, appropriate challenges, and continuous formative assessment. The conclusion of the research is that Dongkrek art in co-curricular is a manifestation of differentiated learning.

Analisis Motivasi Belajar Siswa Kelas X.3 dengan Menggunakan Model Pembelajaran Tutorial pada Mata Pelajaran Informatika di UPT SMA Negeri 3 Maros

The use of the tutorial learning model in Informatics subjects is the focus of attention in efforts to create a learning environment that motivates and encourages active student involvement. This research aims to provide a holistic understanding of the effectiveness of using the tutorial learning model in class X.3 at UPT SMA Negeri 3 Maros. This research uses quantitative descriptive research methods. The results of this research show that students' learning motivation in using the tutorial learning model is in the high category with an average percentage of 79.1%, so it can be concluded that the tutorial learning model is quite effective for use in informatics learning.
 

A review on modern teaching and learning techniques in medical education

Education is an ever-evolving and active process that requires periodic refinement. The absence of innovative teaching techniques in academics leaves medical curricula inadequate to take significant strides towards the future. The objective of this review is to define and evaluate alternative methods of teaching and learning that can supplement or serve as alternatives to didactic lectures. These methods aim to promote active student involvement and expedite a smooth flow of information. A literature review was conducted using PubMed, OVID and EBSCO, utilizing keywords such as "learning," "didactic lectures," "alternative techniques of learning," "modern learning techniques," and "medical education." Database searches identified 300 studies, with 250 selected for further screening based on inclusion and exclusion criteria. Articles were surveyed for relevance and significance to our study objectives, encompassing both qualitative and quantitative studies. Various modern learning methodologies were identified, including Case-Based Learning, Evidence-Based Medicine, Problem-Based Learning, Simulation-Based Learning, e-learning, Peer-Assisted Learning, Observational Learning, Flipped Classroom, and Team-Based Learning. These methods address individual learning differences, allowing students to broaden their thinking and professional knowledge. Early introduction of integrative approaches develops student competency and leadership, preparing them for a seamless transition into clinical practice. This study emphasizes the significance and challenges of modern learning systems. Given technological advancements and the broader implications of medical information, students require innovative skills through inter-professional learning. It is imperative to introduce and implement flexible medical curricula that accommodate distinct modern teaching methodologies to address the evolving needs of medical education.

Analisis Kebutuhan Modul Ajar Pemanasan Global Berbasis PBL untuk Meningkatkan Keterampilan Pemecahan Masalah dan Self-Efficacy Siswa

Global warming is a global challenge that requires deep understanding and active involvement of students in developing sustainable solutions. In an effort to support students' active involvement in the learning process, the government provides textbooks for teachers and students to use. However, the book still has shortcomings so it has not been maximized properly. This research aims to obtain information regarding the need for a global warming teaching module based on problem based learning to improve students' problem solving abilities and self-efficacy. The research method used was exploratory descriptive with research subjects namely 15 Tangerang City physics teachers and 30 students at Yuppentek 1 Tangerang High School. Data collection was carried out through distributing teacher and student needs questionnaires, problem solving skills tests, and student self-efficacy questionnaires via Google Form. The analysis technique used is quantitative. The results show that more than 50% of students have low problem solving abilities and self-efficacy. In addition, 50% of teachers and students need teaching modules to present material more clearly in the implementation of learning, providing a more systematic competency. So, it can be concluded that it is necessary to develop a problem-based learning-based global warming teaching module that can improve students' problem-solving abilities and self-efficacy.

A Case Study of Students’ Motivation in Learning Human Excretion System

This research investigates the influence of problem-based learning (PBL) on students' motivation within the context of the excretory system topic in the classroom. Despite introducing various innovative teaching models, student motivation still needs to improve to learn science, prompting the need for practical pedagogical approaches. This study used a case study design, utilizing validated observation sheets and questionnaires as instruments for data collection. With 25 students and one science teacher involved as a sample, qualitative and quantitative data are collected and analyzed through narrative descriptive and transcript analysis and the Rasch model, specifically employing Wright Map and Scalograms value. The findings indicate inadequate implementation of problem-based learning in the teaching excretory system, resulting in persistently low student motivation. Instead of implementing a problem-based learning model, the teacher adopts a teacher-centered approach to deliver the excretory system topic. This leads to minimal active student involvement and engagement in teaching and learning.