Classroom Learning Activities Research Articles

Challenges in measurement of adolescent mental health: how are gender patterns affected when level of symptoms is analysed simultaneously with impairment?

BackgroundAdolescent mental health surveys in public health are sometimes questioned because of their main focus on self-reported symptoms, lacking data on impairment, e.g. the consequences on everyday life of the mental health problems. While public health studies typically reveal higher prevalence rates of internalising problems for girls than boys, there are indications that the gender pattern may change when self-reported data on symptoms are analysed simultaneously with impairment. The purpose is to determine how gender patterns of adolescent mental health solely based on symptoms are affected when level of symptoms is analysed simultaneously with impairment.MethodsQuestionnaire data on adolescent mental health were collected in schools by Statistics Sweden in the autumn of 2009 as part of a national total population study in grades 6 and 9 in Sweden. In this study only data from grade 9 students are used (n = 91 627; response rate = 80 per cent). Psychosomatic symptoms were measured with the Psychosomatic Problems scale including eight items. Impairment was measured with four items included in the SDQ impact supplement. The associations between these key constructs were analysed with logistic regression and contingency tables.ResultsWhen analysing variables on psychosomatic symptoms and impairment independently, the results are consistent with typical findings of gender patterns in adolescent internalising mental health. Girls report both more psychosomatic symptoms, and more negative consequences in everyday life, than boys. The gender patterns are, however, strongly affected when impairment is conditioned on level of psychosomatic symptoms. Except for the Home Life setting, in the settings of Friendships, Classroom Learning and Leisure Activities, the previously reported gender pattern favoring higher disturbances among girls becomes partly reversed implying that boys report more negative consequences than girls. Hence, while girls report a higher prevalence of psychosomatic symptoms, boys appear to suffer from such symptoms more than, or as much as, girls in three out of four everyday life settings.ConclusionsThe study confirms the insufficiency of solely including data on symptoms in the measurement of adolescent mental health. Regardless of the causes of the complex gender pattern shown in this study, the results highlight the importance of simultaneous inclusion of indicators of impairment as well as symptom counts and frequency in the measurement of adolescent mental health.

Development of Project-Based Teaching Modules to Improve Fine Motor Skills of Early Childhood

Educators have difficulty finding learning device guides that are easy to apply and can be modified. In fact, the ability of educators to organize learning activities and learning devices that suit children's needs is very important, in order to support the optimization of every aspect of development in early childhood. This study aims to develop a project-based teaching module to improve fine motor skills in early childhood. The research method is Research & Development with the ADDIE model ( Analysis, Design, Development, Implementation, Evaluation ). Validation was carried out by three expert lecturers and two teachers as justification when field validation was carried out. Data collection techniques used interviews, questionnaires, and observations. Data analysis the need for a preliminary study of teacher interview data was analyzed descriptively narratively, and validated with the results of observations of classroom learning activities and the results of the questionnaire of parents using the Likert method on a scale of 1-4. Qualitative data in the form of input, criticism, and suggestions put forward by media experts, material experts, and teachers to improve the product. Quantitative data was obtained from the answers to the questionnaire which were then converted into qualitative data by giving a score using a Likert scale to assess the feasibility of the teaching module according to the assessment criteria. The results of the feasibility test of the teaching module from material experts showed a value of 4.48 with good criteria, from the results of the teacher and parent questionnaires for the effectiveness of the value of 90.16 with very good criteria. Based on the results of this study, it has produced a project-based teaching module that is effective in developing the fine motor aspects of early childhood.

Manifesting learning in the workplace: an activity theoretical study of professional learning in preschool using active learning classrooms

PurposeThe purpose of this study is the development of a methodology that draws on activity theory (AT) to assess educators’ and leaders’ professional learning in a pre-school setting.Design/methodology/approachThe paper reports on a case study of professional development in an active learning classroom (ALC) where 20 professionals participated in a one-day writing workshop. AT was used to analyse the writing workshop as well as data from reflective writing, video recordings, interviews and surveys.FindingsThe paper shows that professional development is significantly influenced by a range of mediating technologies used in educational spaces such as the ALC. The mediated practice breaks normal work practice in the pre-school activity system and division of labour roles, and hierarchical positions and professional relationships. Such a break is considered to facilitate a manifestation of professional learning. However, it also poses a risk for organisational disruptions emphasising the need for diagnostic understanding when an ALC should be used for capturing workplace learning.Practical implicationsStructured writing workshops – taking place in ALCs – provide a suitable forum that breaks with routines, accelerates collective reflections and articulation of negotiated meaning and produces a common ground across hierarchical roles supporting collective professional development in the activity system.Originality/valueUnlike previous research focusing on student perspectives, this study views these spaces as settings for professionals to recognise and solve developmental problems. It suggests that structured writing workshops in ALCs can accelerate collective reflection and support collective professional development across hierarchical roles.

A Building Designed as a Catalyst for Project-Based Learning: A Case Study in America

Higher education must adapt to a rapidly changing landscape of industries and knowledge. A university developing a new campus aims to transform education by designing its first academic building to promote active collaboration, project-based learning (PBL), and industry-relevant experiences, focusing on a student-centric approach. A well-designed facility is seen as crucial for success. The Active Learning Classroom has shown to positively impact students' perceptions of an inspiring environment, enhancing participation and idea generation (Park & Choi, 2014). PBL effectively connects academic knowledge with workplace experience (Guo et al., 2020). A case study assessed the building's design for PBL during its first operational year. Findings evaluated the design's effectiveness and identified necessary changes. Both qualitative and quantitative data revealed limited use of collaborative spaces and technologies, as well as insufficient PBL integration in the curriculum. Recommendations include aligning faculty practices with program goals and engaging students more with available educational technologies in the learning spaces, both inside and outside the classroom.

Using a Technology-Enhanced Active Learning Classroom to Teach English: A Help or Hindrance?

Educators view active learning as a pedagogical enabler for preparing students for the demands of today’s workplaces and equipping students with 21st century skills such as critical thinking, problem solving, collaboration, and teamwork. However, there seems to be a noticeable incongruity between the eagerness on the development of 21st century skills and the learning spaces where these skills are intended to be acquired. The significance of learning spaces and their potential for facilitating or impeding students’ active engagement should not be overlooked. Considering the indispensability of technology in today's world, its integration becomes crucial not only in today's pedagogy and curriculum but also in the design of learning spaces. This study aims to investigate teachers’ perspectives of teaching in a technology-enhanced active learning (TEAL) classroom by exploring their experiences of using the TEAL classrooms, the factors affecting their experiences, and how these factors shape teaching experiences from the viewpoint of teacher participants. This study adopts a mixed methods approach where quantitative and qualitative data collection and analysis are incorporated to address the research questions. Findings of the study suggest that the majority of classroom users had a positive overall impression of the TEAL classrooms with some discussing the challenges they encountered. Analysis of the data shows both classroom-related and non-classroom related factors influencing teachers’ teaching experiences. Classroom-related factors encompass aspects such as classroom layout and the technology embedded within the classroom environment. On the other hand, non-classroom related factors are classified into course-related, teacher-related, and student-related factors.

Teaching in Active Learning Classrooms at a Canadian University

This article describes an evaluation of a campus wide Active Learning initiative to examine instructors’ experiences teaching in Active Learning Classrooms (ALCs) at a Canadian University. ALCs at this university differ in size, layout, and audio-visual equipment. The participants were 21 instructors from different disciplines who had taught courses in various ALCs who were interviewed to explore their pedagogical decision-making, teaching experiences, and their access to ALC-specific, pedagogical and technological support. Instructors explained their classroom management strategies specific to ALCs, discussed how physical and technological features of different ALCs impacted the extent of necessary revisions to their courses, and highlighted logistical issues in being assigned to ALCs that may fit the requirements of their courses. Based on the findings, we pose a series of recommendations to offices responsible for classroom assignment, academic departments, and centres for faculty support and development. Overall, instructors would benefit from advance notice of ALC room assignment, just-in-time and self-directed opportunities regarding integrating Active Learning strategies in instruction, and access to orientation sessions and multimedia documentation developed for different types of ALCs.

Effects of pecha kucha presentation pedagogy on nursing students’ presentation skills: a quasi-experimental study in Tanzania

IntroductionIneffective and non-interactive learning among nursing students limits opportunities for students’ classroom presentation skills, creativity, and innovation upon completion of their classroom learning activities. Pecha Kucha presentation is the new promising pedagogy that engages students in learning and improves students’ speaking skills and other survival skills. It involves the use of 20 slides, each covering 20 seconds of its presentation. The current study examined the effect of Pecha Kucha’s presentation pedagogy on presentation skills among nursing students in Tanzania.ObjectivesThe aim of this study was to establish comparative nursing student’s presentation skills between exposure to the traditional PowerPoint presentations and Pecha Kucha presentations.MethodsThe study employed an uncontrolled quasi-experimental design (pre-post) using a quantitative research approach among 230 randomly selected nursing students at the respective training institution. An interviewer-administered structured questionnaire adopted from previous studies to measure presentation skills between June and July 2023 was used. The study involved the training of research assistants, pre-assessment of presentation skills, training of participants, assigning topics to participants, classroom presentations, and post-intervention assessment. A linear regression analysis model was used to determine the effect of the intervention on nursing students’ presentation skills using Statistical Package for Social Solution (SPSS) version 26, set at a 95% confidence interval and 5% significance level.ResultsFindings revealed that 63 (70.87%) participants were aged ≤ 23 years, of which 151 (65.65%) and 189 (82.17%) of them were males and undergraduate students, respectively. Post-test findings showed a significant mean score change in participants’ presentation skills between baseline (M = 4.07 ± SD = 0.56) and end-line (M = 4.54 ± SD = 0.59) that accounted for 0.4717 ± 0.7793; p < .0001(95%CI) presentation skills mean score change with a medium effect size of 0.78. An increase in participants’ knowledge of Pecha Kucha presentation was associated with a 0.0239 (p < .0001) increase in presentation skills.ConclusionPecha Kucha presentations have a significant effect on nursing students’ presentation skills as they enhance inquiry and mastery of their learning content before classroom presentations. The pedagogical approach appeared to enhance nursing students’ confidence during the classroom presentation. Therefore, there is a need to incorporate Pecha Kucha presentation pedagogy into nursing curricula and nursing education at large to promote student-centered teaching and learning activities and the development of survival skills.Trial registrationIt was not applicable as it was a quasi-experimental study.

Strategi Guru Mata Pelajaran Fiqh Dalam Peningkatkan Pemahaman Agama

This study examines the strategies employed by fiqh teachers to enhance students' religious understanding at MA Raden Rahmat Mojowarno Jombang. Using a descriptive qualitative approach, the research reveals comprehensive efforts made by fiqh teachers through a combination of classroom learning and extracurricular religious activities. The main strategies include planning and implementing routine religious activities such as congregational Dhuha prayer, Qur'an recitation, and other religious practices. In the classroom, teachers apply varied learning methods including expository, heuristic, and reflective approaches. Despite facing challenges such as time constraints and limited infrastructure, teachers demonstrate creativity in optimizing available resources. The holistic approach implemented encompasses cognitive, affective, and psychomotor aspects, aiming not only to enhance theoretical understanding but also to shape students' character and behavior in accordance with religious values. This study highlights the importance of collaboration among schools, families, and communities in supporting students' religious education. The research findings indicate that the applied strategies have the potential to address the challenges of religious education in the modern era, yet require continuous evaluation and systemic support for long-term effectiveness.

(Development of Biology Based Learning Media Flip Chart on Rhizophora Material for Class X High School Students)

The low percentage of students' test scores on rhizophora material shows that rhizophora material is included in material that is difficult for students to understand. Apart from that, the lack of learning resources and supporting facilities in delivering learning material is also a factor in the low grades obtained by students. One effective way that teachers can use to overcome this problem is by using learning media, one of which is Flip Chart media. This media was designed using the Adobe Photoshop application with the final result in the form of printed media. The aim of this research is to develop biology learning media in the form of a Flip Chart, and determine the feasibility and determine the perceptions of teachers and students towards the Flip Chart media. This research is development research (R&amp;D) which uses the ADDIE development model (analysis, design, development, implementation and evaluation). The final product produced is learning media in the form of a mushroom flip chart. Small group trials were carried out at SMA Negeri 8 Mataram City with test subjects of 9 class X students. The instruments used were open questionnaires and closed questionnaires. The types of data in this research are quantitative data and qualitative data. The validation results by media experts obtained a final score of 62 or 77.5% in the "very good" category, and the validation results by material experts obtained a final score of 57 or 89.1% in the "Very Good" category. The results of the small group trial obtained a score of 547 or 95% in the "Very Good" category. Meanwhile, the teacher's perception results obtained a score of 117 or 94.1% in the "Very Good" category. Based on the research results, it can be concluded that biology learning media in the form of Flip Charts using mushroom material is suitable for use in classroom learning activities or as an independent learning resource for students. The deficiencies in this media can be corrected in further relevant development research.

The Implementation of Read, Ask, Paraphrase Technique in the News Reading Comprehension

The purpose of this study is to investigate the significance of applying the RAP technique in learning activities in reading classrooms. The researcher employed a quantitative experimental research strategy for this study. The participants in this study were students in classes IX-A and IX-B at SMP Gajah Mada Medan who were in their ninth grade. Selecting samples, researchers used the term cluster random sampling by choosing two classes. There are 60 students total; there are 15 pupils in each class. Two groups of students were formed; the experimental group and the control group. The control group was instructed in traditional ways, whereas the experimental group received therapy (the RAP approach). An exam with multiple choice questions is the tool used to gather data. To assess the data, the t-test formula was used. The data was evaluated using the t-test procedure. The analysis's findings demonstrate that, at a significance level of 0.05 and with 28 degrees of freedom (df), those served exceed the t-table (3.86&gt; 2.44). This indicates that students' learning scores have been positively impacted by the use of the RAP technique in the teaching and learning process, particularly when it comes to the reading of news articles for class.

The experience of teaching in an active learning classroom: a positive/negative perception study

The experience of teaching in an active learning classroom: a positive/negative perception study

Efforts to Increase Motivation to Read Recount Text Through Playing Games for Elementary School Children at SDN Koli

Background. Traditional methods of teaching recount texts often struggle to engage students effectively. Educational games offer a potential solution to increase motivation and comprehension in language learning, particularly for primary school students. Purpose. This research aims to investigate the effectiveness of educational games in increasing motivation to read recount texts among students at SDN Koli. Method. The study employs a qualitative approach, utilizing QDA Miner software for data analysis. Data collection methods include in-depth interviews, participant observation, and document analysis of classroom teaching and learning activities. The research focuses on exploring students' and teachers' experiences, perceptions, and motivations regarding the use of games in learning. Results. The findings indicate that educational games significantly increase student motivation and engagement in learning recount texts. These games make the learning process more exciting and interactive, helping students better understand story structure and event sequences. In the affective domain, games foster reflection and humility, creating a positive learning environment. Cognitively, the games prove highly effective in improving writing skills and contribute significantly to reading and speaking abilities. While the psychomotor impact is smaller, the games still help students manage emotions and maintain focus. Conclusion. The integration of educational games in teaching recount texts not only enhances cognitive skills but also positively impacts students' affective and psychomotor aspects. This research underscores the importance of innovative learning methods in meeting students' needs in the digital era. By adopting such approaches, educators can nurture a generation of students who are more motivated, skilled, and prepared for future challenges in language learning and beyond.

ПУТИ ОПТИМИЗАЦИИ УЧЕБНОГО ПРОЦЕССА В МЕДИЦИНСКОМ ВУЗЕ

The article is devoted to the organizational and hygienic features of the design of the educational process at a medical university based on the subjective assessments of students of various faculties. The difficulty of mastering academic disciplines, the duration of self-study, teacher requirements, satisfaction with the schedule of lectures and practical classes, etc., were studied. The analysis made it possible to develop a set of practical recommendations. To optimize classroom learning activities, it is necessary to take into account the difficulty of the studied disciplines and correlate it with the physiological patterns of the dynamics of daily and weekly performance of students, to make greater use of modern pedagogical technologies that contribute to the development of communication and predictive skills. To increase the effectiveness of students' independent training, it is necessary to actively use the solution of case problems and project activities using online technologies, to promote individual psychological consultations and trainings for intra-group self-regulation, stress management and success technologies to ensure the psychological well-being of students during the session.

DIDACTIC POTENTIAL OF YOUTUBE CHANNELS FOR ENHANCED ENGLISH LANGUAGE LEARNING IN NON-LINGUISTIC PROGRAMS

The article is devoted to the didactic potential of English-language YouTube vlogs for learning English as a foreign language by students of non-philology programs. Modern teachers of foreign languages, working in non-philological specializations, face the challenge of diversifying didactic materials. The emergence of Web 2.0, technological advancements, and the information age present a plethora of opportunities to facilitate engaging, efficient, and high-quality English language learning for both educators and students. The purpose of the article is to provide an in-depth analysis of English-language YouTube vlogs encompassing a diverse range of topics, intended for learners of various demographics, including age, gender, socioeconomic background, and English proficiency level. The study explores the potential of integrating these YouTube channels into classroom and independent learning activities for students enrolled in non-philological programs. Methodology. The research employed a multi-pronged approach. An analysis of existing literature on the research topic provided insights into the current state of mobile learning research, both domestically and internationally. A descriptive method enabled the researchers to synthesize the experiences gained during the exploratory phase. Finally, the synthesis of the gathered data facilitated the formulation and execution of the research concept. The study investigates the didactic potential of eleven YouTube channels for fostering English language learning (as a second foreign language) among students in non-philological programs. A selection of English-language vlogs has been analysed, encompassing categories such as everyday life (The Cottage Fairy), education (Lindie Botes, Ruri Ohama, RealLife English), culinary arts (Delish), popular science, (Geography Now, Smarter Every Day, Vsauce, Thomas Frank, Matt D’Avella), and culture and arts (Chris Stuckmann). These vlogs cater to a broad audience, varying in terms of age, English proficiency level, thematic focus, subscriber count, viewership statistics, and uploaded video content. The analysis revealed that the proposed materials can be seamlessly integrated into the learning process for first-year students categorized as elementary, pre-intermediate, and intermediate learners. A unifying characteristic across the examined YouTube channels is the “edutainment” concept. This approach emphasizes the achievement of educational objectives by combining a gamified learning experience with the instructional content itself. The sheer variety of English language learning vlogs empowers learners to select topics that align with their personal interests, preferred language complexity, and desired level of visual engagement. Additionally, the content offers valuable knowledge for overall development. For educators, the primary advantage of YouTube channels lies in their ability to illustrate key lesson topics with engaging video content delivered by native speakers or individuals who, like the students themselves, have learned English and can offer practical advice. Visual content ranks among the most effective pedagogical tools. Strategically chosen YouTube vlogs can significantly enhance students’ vocabulary development, facilitate the acquisition of idioms and colloquial speech patterns, improve pronunciation, strengthen linguistic competencies, and refine listening and speaking skills. Furthermore, the broad thematic range of the content contributes to an expanded worldview. Students gain exposure to diverse cultural aspects of other countries, acquire new knowledge about the world, develop effective time management skills, and glean a wealth of valuable and engaging information. Conclusion. The integration of English-language YouTube vlogs into the curriculum of non-philological programs presents a promising avenue for enriching the foreign language learning experience. The “edutainment” approach fosters a stimulating and interactive learning environment, catering to diverse learning styles and facilitating the acquisition of essential language skills and knowledge. Further research is necessary to explore the long-term efficacy of this approach and its impact on student learning outcomes.

Implementation Based Strategy Management School in Enhancement Quality of Education at Leading State Elementary School 1 Morotai Island

Research purposes This is, to know implethe mentation Management Based School (MBS) in DN Unggulan 1 Pulau Morotai. Type of research used is qualitative descriptive. Data collection using source of primary data obtained through interviews, observations and documentation. Analysis of the data that is with data collection, data reduction , data display, and retrieval conclusion . Research result show that the implementation of MBS has been implemented Superior Elementary School 1 Morotai Island with do three movement inspirational namely (1) Management program school open with do approach with committee and parents students , and (2) SIMAK program or Synergy Interaction Monitoring Active Classroom Learning .​ With the existence of an MBS program is expected can realize objective education in a way effective and efficient.

The intraindividual dynamics of university students' motivation and emotions: The role of autonomy-supportive learning climates and learning activities.

The motivation and emotions of students are context dependent. There are specific moments when students may find their coursework more or less motivating, resulting in stronger or milder emotional responses. Identifying factors directly controllable by teachers empowers them to effectively address challenging situations characterized by lower motivation and increased negative emotions. We aimed to investigate how learning activities and students' perception of teaching practices fostering autonomy relate to competence and value beliefs, and emotions in the context of course participation within higher education. Seventy-seven Taiwanese university students provided 762 learning reports associated with their course participation experiences. The experience sampling method (ESM) was used. Participants responded to ESM surveys on their phones for 14 days, reporting motivational beliefs, emotions and contextual characteristics of the course if they indicated active participation in a course upon receiving notifications from their phones. A significant portion of the variation is attributed to situational fluctuation, suggesting that academic emotions and competence and value beliefs vary within students across measurements. An increase in students' perception of an autonomy-supportive learning climate correlates with higher competence beliefs, intrinsic value and positive emotions, coupled with reduced perceived costs and negative emotions. In contrast to lectures, engaging in independent hands-on work, participating in group collaborative projects or interactive discussions appear to inspire motivation or evoke stronger emotional responses in students. Teachers' teaching practices and classroom learning activities play a pivotal role in shaping students' situational motivation and emotions.

Utilizing communication strategies to enhance reflective learning in Ethiopian EFL classrooms

Various studies have extensively examined classroom communication patterns in active language learning classrooms at higher education levels. However, research in the Ethiopian context is limited. While these studies contribute significantly to the field, they neglect to explore classroom communication patterns in reflective classroom practices. This study aimed to evaluate the communication patterns used by English as foreign language instructors in facilitating reflective learning within the Communicative English Language Skill Course at Hawassa University. Guided by constructivist theory, the research adopted a descriptive qualitative case study design within the interpretative paradigm. Ten certified Higher Diploma Program instructors teaching the course were purposefully selected for data collection through classroom observation and semi-structured interviews. Both datasets were audio-recorded, transcribed, and thematically analyzed. The findings revealed three communication patterns: instructorto-student, student-to-student, and student-to-instructor. The instructor-to-student pattern was the most commonly observed across all classes, characterized by instructors posing questions and students engaging in individual and collective reflection. However, the student-to-student pattern was rarely observed, particularly during group activities, and students often struggled to express their views due to time constraints. Additionally, there was limited communication between students and instructors, even when students had the opportunity to ask questions or give feedback. Despite instructors' efforts to establish rapport with students, reflective learning was not adequately facilitated through student-to-student and student-to-instructor communications. In conclusion, communication patterns in fostering reflective learning faced limitations, primarily due to insufficient opportunities for student reflection and inadequate time allocation for the reflection process, impacting its effectiveness.

Exploring Science Teachers’ Belief towards Inquiry Based Teaching Learning Activity at Grade –VI

The National Curriculum of Bangladesh (2012) recommends student-centric IBT (IBT) learning activities in the science classroom. However, teaching science in Bangladesh is hardly follows the instructions of curriculum, and most teachers are found not to place adequate emphasis on involving the students in the inquiry process. A possible reason might be science teachers’ belief. The focus of the research questions is to find out firstly, the beliefs of both urban and rural sixth grade science teachers and secondly, the differences between genders and lastly to explore the challenges of IBT. Thereby, a sequential explanatory mixed method was adopted for this study. The participating teachers were from both rural and urban areas. An interview was taken to support statistical and quantitative data for an in-depth explanation. The result revealed that teachers from both urban and rural areas have positive beliefs towards inquiry, and there is no significant difference between urban-rural and male-female teachers. In the case of urban teachers, the challenges were time and classroom management, but not for rural teachers. This study recommends that stakeholders use the inquiry instruction, reshape the training, and provide the teachers with the necessary opportunities for professional development programs in an effective way. Teacher’s World: Journal of Education and Research, 49 (2),135-149

Science Fun Learning for the Students Affected of Natural Disasters

Fun learning will attract students to classroom learning activities learning, especially for victims of natural disasters. Students who experience natural disasters fear doing various things at home and outside the home (school). This study aims to find out whether fun science learning carried out by planting plants can improve students' understanding of learning science. This quantitative descriptive research uses test instruments to measure students' knowledge of family medicinal plant material. The population in this study was elementary school students who were victims of the earthquake natural disaster earthquake in 2022, while the research sample was 15 elementary school students. This sampling is done randomly. The data obtained were analyzed descriptively to determine improved student understanding of learning science. The results of data analysis showed that science fun learning applied through outdoor learning activities by planting family medicinal plants can increase students' understanding related to science material. However, the improvement is categorized as low based on the N-gain score 0.2. The recommendation of this study is to improve student understanding of when fun science learning should be supplemented with other methods by referring to the local wisdom of participants. Thus, the feeling of trauma that saddens the survivors will be slightly forgotten with fun activities and education.

When religion meets mathematics: From mathematical anxiety to mathematical well-being for minority group student

The mission of positive psychology is to mitigate negative emotions while bolstering positive ones, thereby influencing student engagement in classroom learning activities, including mathematics. This study elucidates the Realistic Mathematics Education (RME) approach within the framework of Islamic teachings—specifically, inheritance law and charity—in the context of fractions and number operations. Its objective is to alleviate mathematics anxiety, a prevalent negative emotion, and enhance well-being during mathematical learning. Drawing upon flow theory from positive psychology, the research endeavors to optimize mathematical well-being by crafting appropriately challenging questions. Employing a descriptive qualitative methodology, the study focuses on an Indonesian mother and her ten-year-old son, residing in Uithoorn, Amsterdam, Netherlands, belonging to minority groups in ethnicity and identity, with religion being a significant aspect of their lives. Data collection involves observation, interviews, tests, and documentation, with analysis employing data reduction, presentation, triangulation, and verification techniques. The study utilizes socio-religious problems as a context, one of the characteristics of RME, such as inheritance division, to design mathematical challenges. The findings demonstrate a marked transition from math anxiety to math well-being, manifested through heightened enthusiasm and cheerfulness in learning mathematics, particularly by the mother. Noteworthy transformations include increased engagement, generous gestures towards the teacher, and frequent smiling, contrasting with previous instances of math anxiety during learning sessions. Furthermore, the results indicate that RME facilitates comprehension of mathematical concepts and fosters understanding of the intersection between mathematics and Islamic life among minority groups, as detailed in this article.