Classroom Learning Activities Research Articles

Pengembangan Handout Digital Berbasis Aplikasi Ibis Paint X Pada Materi Pembuatan Desain Busana

One of the roles of technology in learning activities is to make it easier for teachers and students to access various educational resources. Technology integration in learning activities is a planned activity of using or combining technology in classroom learning activities to improve the quality of the learning process.In the era of digital transformation, conventional learning media became less practical to use. For instance, when learning how to make fashion designs, there were not many digital handouts available to study the use of drawing applications for learning activities to create fashion designs. To address this gap, this research aims to develop digital handouts based on Ibis Paint X. The research follows the ADDIE research design as part of its research and development (R&D) process. The results of the feasibility test by two media validators obtains an average score of 86.25% with very feasible criteria. The results of the feasibility test by two material validators obtains an average score of 95% with very feasible criteria. Based on the research results, it can be concluded that the digital handouts developed are very suitable for use in learning to make fashion designs.

An instructional model text mapping with poetry text description

The Indonesian language learning method at Junior High School (SMP) Negeri Padangpanjang was generally boring and traditional. A solution is required to create products that are successful, efficient and enjoyable to use in classroom learning activities. A solution is required to make goods that are effective, efficient and entertaining to use in classroom learning activities. The product trial took place at SMP Negeri 3 Padangpanjang. The 4-D development phase was done in this study. During the conceptualization and development phases of this study, junior high school teachers and students were involved. In addition, experts participate in the process of evaluating products. A variety of methods are used including tests, questionnaires, observations and interviews. The main syntax of OMEMPAT is created by the descriptive text mapping learning model with the help of poetry text such as (1) orientation (2) reading and listening to poetry (3) mapping the contents of the descriptive text (4) presenting the results of the descriptive text mapping and (5) reflecting on the learning process. The three criteria of validity, practicability and efficacy were used to assess the quality of the learning model. The descriptive text mapping learning model which is supported by poetry texts needs to be put into practice. Teachers must create learning models that enable students to engage in educational activities while enjoying.

Implementation of the Cooperative Learning Model to Develop Soft Skill Aspects in Elementary School Students

The current shift in the educational paradigm can be observed in Indonesia's emphasis on developing 21st-century skills. Soft skills are now a criterion for the quality of human resources, and their acquisition must be habitual. This can begin with classroom learning activities as well as supporting activities outside of the classroom. The purposes of this research were, therefore, to 1) analyze the learning process using the cooperative learning model, 2) apply the cooperative learning model to analyze supporting and inhibiting factors for learning activities, and 3) describe the impact of using the cooperative learning model on developing soft skills in class V students at the Islamic Integrated Elementary School of Irsyadul Ibad, particularly in the class of Hanzalah. In this study, descriptive methods were combined with a qualitative approach, and the data were gathered as a set of words and images. The data from observation, documentation, and interview sources were thus analyzed by the researchers in this study. The study's findings demonstrated that: 1) Students' soft skills can be developed in the classroom using the cooperative learning model. 2) Activities outside of learning, such as extracurricular activities, can help students develop their soft skills. 3) The cooperative learning model can be used to teach students basic skills like communication, self-confidence, cooperation, creativity, and critical attitudes.

Making in‐the‐moment learning visible: A framework to identify and compare various ways of learning through continuity and discourse change

AbstractSmall group interactions and interactions with near‐peer instructors such as learning assistants serve as fertile opportunities for student learning in undergraduate active learning classrooms. To understand what students take away from these interactions, we need to understand how and what they learn during the moment of their interaction. This study builds on practical epistemology analysis to develop a framework to study this in‐the‐moment learning during interactions by operationalizing it through the lens of discourse change and continuity toward three ends. Using video recordings of students and learning assistants interacting in a variety of contexts including remote, in‐person, and hybrid classrooms in introductory chemistry and physics at two universities, we developed an analytical framework that can characterize learning in the moment of interaction, is sensitive to different kinds of learning, and can be used to compare interactions. The framework and its theoretical underpinnings are described in detail. In‐depth examples demonstrate how the framework can be applied to classroom data to identify and differentiate different ways in which in‐the‐moment learning occurs.

Development of Malaysian Science Standard Document for Teaching Year Four Student according to Neoteric Approach Curriculum: A Concept Paper

Purpose: This paper discussed about the development of Neoteric Approach Curriculum concept and the mapping of the Science Standard Document. The objectives of study are to examine the benefits of integrated curriculum, to outline the mapping of the concept of Neoteric Approach Curriculum for Year Four and to discuss the significant of integrating Science, Health Education and Visual Art.
 Methodology: The development of the Neoteric Approach Curriculum for Year 4 Science Standard Document was generated from the idea of subject-integration. The mapping of the integration of Science, Health Education and Visual Art are needed to originate an integrated discipline that named as Learning Cluster of Human Development for Year Four. This learning cluster is grouped based on the intention to improve human personal development in terms of skills development and academic knowledge. 
 Findings: The Neoteric Approach is a new and modern approach for delivering the teaching and learning process that helps to strengthen the existing Malaysian National Curriculum. Neoteric Approach Curriculum acts as a solution to the modernization of education and pedagogy to produce a holistic student in terms of balanced physically, emotionally, spiritually and intellectually, as well as to be competitive to fulfil the needs of 21st century. The theories that supported the concept of Neoteric Approach curriculum are constructivism theory by Jean Piaget and progressivism theory by John Dewey. Based on the theories, the elements that emphasized are active learning and learning by doing which allows the students to learn by actively engage in the learning process and enhanced their learning experience.
 Unique contribution to theory, practice and policy: By having this approach, it could help to enhance the students-centred learning with integrated strategy and support active learning in classroom, cultivating students’ knowledge and skills development which will benefit them in the future.

Physics instructors’ knowledge and use of active learning has increased over the last decade but most still lecture too much

A survey of 722 physics faculty conducted in 2008 found that many physics instructors had knowledge of research-based instructional strategies (RBISs), were interested in using more, but often discontinued use after trying. Considerable effort has been made during the decade following 2008 to develop and disseminate RBISs in physics as well as change the culture within the physics community to value RBIS use and other forms of student-centered instruction. This paper uses data from a 2019 survey of 1176 physics instructors to understand the current state of RBIS use in college-level introductory physics, thus allowing us to better understand some of the impacts of these efforts on physics instruction. Results show that self-reported knowledge and use of RBISs has increased considerably and discontinuation is now relatively low. However, although the percentage of time lecturing is less than 10 years ago, many instructors still engage in substantial lecturing (i.e., more than one-third of class time). Relatedly, we find that the majority of RBIS use centers on pedagogies designed to supplement a primarily lecture-based classroom rather than pedagogies designed to support a primarily active learning classroom. This suggests that the physics education research community and beyond has done well promoting knowledge about RBISs and inspiring instructors to try RBISs in their courses. But, there is still room to improve. Based on available evidence about effective instructional practices, we recommend that change agents focus on supporting instructors to increase the percent of class time in active learning and to implement higher impact strategies. Published by the American Physical Society 2024

How to design ‘cultivated spaces’ in active learning classrooms: analysis of faculty reflections on learning space

How to design ‘cultivated spaces’ in active learning classrooms: analysis of faculty reflections on learning space

Persepsi Pengajar dan Pembelajar Bahasa Inggris Terhadap Penggunaan Artificial Intelligence (AI) untuk Literary Writing

<em><em><span lang="IN">Literary Writing focuses on writing literary works, such as poetry, drama, short stories and other types of literary writing. The practice of writing Literary Writing provides an experience that is not easy for English language learners. This research is a case study with the research subjects being English teachers and learners. Research data was taken from the results of the questionnaire. This research aims to identify the use of Artificial Intelligence (AI) for learning Literary Writing as seen from the perceptions of English language teachers and learners. The research results show that Artificial Intelligence (AI) helps English teachers to prepare learning plans and materials, create an interactive and </span></em></em><em>attractive learning atmosphere, and evaluate Literary Writing learning outcomes. Furthermore, research shows that the use of Artificial Intelligence (AI) for English learners is useful for developing ideas and improving writing skills, correcting English grammatical errors, and enriching vocabulary. Apart from that, there is a negative side to using Artificial Intelligence (AI), namely dependency which limits creativity and critical thinking skills for English language learners. Thus, English teachers must monitor the use of Artificial Intelligence (AI) when used in classroom learning activities.</em>

PELATIHAN PEMBUATAN SOAL KUIS MELALUI WEBSITE KAHOOT DALAM MENINGKATKAN KOMPETENSI GURU

In implementing the tri dharma of higher education, namely community service in sharing knowledge that has been obtained at Universitas Islam 45 Bekasi. Against the background of the problem of lack of teacher variation in using learning models in classroom learning activities. Therefore, there is a need for additions and changes in learning styles or learning methods. One of them is with training in making quiz questions by utilizing technology such as using the Kahoot website application, it is hoped that teachers can understand and understand in operating the Kahoot website as an alternative in learning variations in the classroom. The purpose of this program is that teachers can use technology as a supporting medium in learning activities and become competent in facing the world of education today has entered the era of society 5.0. The output of this program is to make a positive contribution to teachers at SDN Karangmulya 01 Karangmulya Village regarding variations in learning models using quiz question forms through the Kahoot website application which can later be applied as variations in learning methods.

TRANSFORMATION OF INDEPENDENT ISLAMIC EDUCATION SYSTEM IN THE MINORITY MUSLIM ENVIRONMENT OF DENPASAR, BALI

This research aims to analyze the implementation of the Islamic education system in public schools, specifically in public high schools and vocational schools (SMA/SMK Negeri) in Denpasar, Bali. Considering that Hindu communities predominantly inhabit Bali, it is essential to delve deeper into how the Islamic education system operates in educational institutions controlled by the Hindu community, namely SMA/SMK Negeri. The research is field research with a qualitative approach, focusing on Muslim teachers and students as the subjects. The findings of this research indicate that the Islamic education system, initially conducting traditional classroom learning activities, transformed response to the challenging conditions. This transformation involved strengthening the Islamic Education (PAI) curriculum by reinforcing faith, religious values, and religious practices. Furthermore, the transformation expanded various learning activities, spiritual practices, and other religious activities through intra and extracurricular organizations. As a result, the Islamic education system enhanced its image positively regarding extrinsic elements, including the school community and the wider society. This transformation also contributed to notable achievements, exemplified by the school's participation and success in the Halal Olympics organized by the Indonesian Ulama Council (MUI).

Promoting Eco-Friendly Consumption Behavior in Vocational High School Students: A Comprehensive Case Study of Educational Approaches

Background: Students can be taught eco-friendly consuming habits through classroom learning activities with the help of teachers and other school-related activities. The study's focus is a case study completed at a vocational high school. We seek to understand the broad-reaching consequences that this teaching strategy might evoke by examining the potential implications of integrating environmentally responsible consumption practices within an educational framework. Through a thorough case study, we aim to shed light on how incorporating environmentally responsible consuming practices into schooling could support more general educational goals and encourage sustainable habits. Internalizing this through character education entails setting models and developing routine behaviors based on school policies and extracurricular activities in addition to integrated environmental education. This supports the long-term integration of these ideals into students' personalities. Method: This research uses a survey methodology and is explanatory. The SPSS (Statistical Package for Social Science) was used to analyze the data. 95 respondents make up the sample size for the sampling method, which uses proportionate random sampling. Result: According to the research's findings, integrating character education and general education are impacted by internalizing environmentally responsible consumption habits.

Documenting Learning Moments, Journeys, and Expeditions as Teachers’ Reflection: A Book Review of the Writing Teacher’s Guide to Pedagogical Documentation

Education is a dynamic and collaborative process where students play a pivotal role in their own learning journey. They surpass their traditional role as mere recipients of knowledge and become active partners in the learning process, inspiring and enriching educators’ practices. However, despite the immense value that lies within the activities that unfold within classrooms, these experiences often go undocumented and unnoticed. The documentation of classroom activities yielded pedagogical evidence, which served as data informing teachers’ decision-making and instructional practices. Pedagogical documentation is a tool for formative assessment to identify the students’ learning needs (Buldu, 2010; Rintakorpi, 2016). These needs can be generated from capturing classroom learning activities as data or documents for learning analytics (Jones & McCoy, 2020). By emphasizing practical processes, protocols, and tools for effective documentation, Stockman equips educators with the essential framework to capture and analyze the full spectrum of learning experiences. It also provides teachers with the necessary guidance to enhance their documentation practices and promote authentic and evidence-based learning for their students. It goes beyond theory, offering real-world case studies and examples from experienced documentarians who have harnessed the power of documentation in their own teaching contexts. It offers an opportunity to reimagine teaching practices and create inclusive and vibrant learning environments. This book is organized in three parts: 1) a comprehensive description of documentation, 2) how to plan and organize a documentation project, and 3) what tools and resources to document the students’ learning.

Comparing learning outcomes of two collaborative activities on random genetic drift in an upper-division genetics course

Abstract Background Random genetic drift is a difficult concept for biology undergraduates to understand. Active learning activities in a collaborative setting have the potential to improve student learning outcomes compared to traditional lectures alone and have been shown to help foster success for underrepresented students. However, few activities in this content area have been evaluated for effectiveness in improving student outcomes using peer-reviewed instruments backed by evidence of their validity and reliability. Our aim in this study was to use the Genetic Drift Instrument (GeDI) to evaluate and compare student learning gains in an upper division genetics course in which two different genetic drift activities, a faculty-developed collaborative exercise and a commercially published lab tutorial, were administered in an active-learning classroom with students working in small groups. Methods The GeDI was administered in both pre- and post-testing in two semesters (n = 95 and 98 students), with the semesters differing in which activity was assigned. Instrument dimensionality, person and item fit, and reliability were evaluated using Rasch analysis. Hierarchical Linear Models (HLMs) with two-way interactions were fitted to assess whether being in a certain Intervention Type, Race/ethnicity, Gender, or First Generation Status affected learning gains. HLMs with three-way interactions were used to assess whether the activities benefited students of all backgrounds equivalently. Results We found that the GeDI demonstrated unidimensionality, with high item reliability and relatively low person reliability, consistent with previous studies. Both the faculty-developed activity and the commercially available lab tutorial were associated with significant learning gains on genetic drift concepts. Students in the SimBio group had higher learning gains but the difference in effect size was small. No significant differences in learning gains were found between students from different demographic groups, and both activities appeared to benefit students of different backgrounds equivalently. Conclusions The GeDI instrument could be improved by adding items that more consistently differentiate students of different ability levels, especially at high ability levels. The greater impact on learning gains in the SimBio group while statistically significant does not translate into actual meaningful differences in student understanding. While students of different background variables in the sample have equivalent learning gains and are benefitted equivalently by the different interventions, our interventions did not ameliorate inequities in genetic drift understanding as measured by the GeDI that were uncovered in pre-testing.

DEVELOPMENT MIND MAP LEARNING MEDIA FOR APPLICATION-ASSISTED ENGLISH COURSES

In classroom learning activities, the presence of media is essential to pay attention to. If selected and used according to class conditions, various alternative uses of learning media will provide optimal results. This research aims to develop learning media using the Freemind application in English courses to produce learning media that is valid, practical, and has potential effects. The results obtained from the development stages carried out by researchers showed that the mind map media with the developed Freemind application was declared to have proven its practicality. The score of learning outcomes for English courses in the medium category determined the effectiveness of the mind map media with the Freemind application. This was based on The results of calculating the N gain value in material 1, which was 0.4708 (effective in the medium category), and the calculation of N gain was 0.4882 in material 2 (effective in the medium category), so the average score was 0.4795. However, the basic comparisons used as research material in this study were only obtained from 2 materials.

THE ICE BREAKING INFLUENCE AGAINST STUDENT LEARNING MOTIVATION IN SMP TERPADU DARUL DAKWAH

This research aims to determine the effect of icebreaking on student learning motivation at Terpadu Darul Dakwah Junior High School which will be carried out in the 2023/2024 academic year. Ice breaking is a straightforward, light and concise action that is able to change stiffness, determination, fatigue or lethargy in learning activities so that it can create a learning atmosphere that is full of energy and fun. The type of research used is quantitative. The population in this study was 200 students at Terpadu Darul Dakwah Junior High School with a sample of 62 students in grades 7, 8, 9. The instrument used in this research is a learning motivation number. Researchers also used data collection techniques using learning motivation questionnaires which were given to students in the form of questionnaires before and after icebreaking in learning to determine the effect of this activity on students' learning motivation. The results of the research show that the presence of icebreaking during classroom learning activities has an effect on students' learning motivation. Keywords: Ice breaking, Motivation, Influence

Application of Kahoot Game Application Based Assessment in Class Discussion Learning Model Action to Improve Students' Arabic Learning Outcomes

The more advanced the times, the more sophisticated the development of technology. No exception to the technology that should be utilized as much as possible by educators in teaching and learning activities in the classroom. possible by educators in teaching and learning activities in the classroom. One of them is of which is that educators can apply the Kahoot application as an assessment tool for learning in the classroom as an effort to create a learning atmosphere so that learning in the classroom as an effort to create a conducive learning atmosphere and conducive and save time in the process of assessing student learning outcomes.This research aims to overcome the problems that occur in the classroom during teaching and learning activities. classroom when teaching and learning activities take place as an action taken to improve students' learning outcomes. to improve the learning outcomes of Arabic language of class X students by applying Kahoot game-based assessment in the action model. Kahoot game-based assessment in the action of Class Discussion learning model. This research uses the Classroom Action Research (PTK) method which was implemented in SMA Muhammadiyah 25 Setiabudi Pamulang, South Tangerang. This research was conducted in two cycles. First, the pre-cycle stage and cycle 1 in its implementation using the Classroom Discussion learning model which learning model consisting of 5 phases (Clarifying the purpose and estabilishing the set, Focusing the Discussion, Controlling the Discussion, Ending the Discussion). Discussion, Controlling Discussion, Ending Discussion, Debriefing)The results of the study found that students' Arabic language learning outcomes The pre-cycle stage to the cycle 1 stage. the completeness of student learning outcomes only reached 47% while the cycle 1 stage the completeness of student learning outcomes has increased. Motivation of students to learn and foster the spirit of challenged students to participate in classroom learning activities

Efficacy of Formative Assessment Practices in Social Studies Instructions: A Case Study of Holy Child College of Education in Ghana

Assessment has become the foundation of all levels of education. This study aimed to examine the efficacy of formative assessment practices in Social Studies instructions at Holy Child College of Education in the Western Region of Ghana. A qualitative approach and a case study research design were adopted for this study. The case study focused on the teacher-trainee's views and roles of formative assessment in the teaching and learning process in Social Studies lessons. The population for this study included all seventy-five (75) final-year teacher-trainees offering a general programme for a Bachelor of Education in Social Studies in the Holy Child College of Education in the Western Region of Ghana. Purposive and convenience sampling techniques were used to select the College of Education and participants for the study. A purposive sampling technique was used to sample the college and municipality in the Western Region. Twenty (20) teacher trainees on teaching practice were conveniently sampled for the study. A semi-structured interview guide was the main tool used in data collection. The data was analysed using the interpretative technique based on the themes arrived at during the data collection. It was revealed that assessment for learning is a gradual engagement that takes place endlessly throughout ongoing classroom learning activities to offer immediate feedback for assessors and assesses to close the gap identified in the ongoing learning situation. Therefore, mentoring institutions like the University of Education, Winneba, University of Cape Coast and others should collaborate with the Ghana Teacher Education Commission to organise continuous professional development for colleges of education teachers on efficacy and implementation of formative assessment.

Creation of A Mixed-Reality Simulator Professional Development Module to Attend to the Unique Needs of International Teaching Assistants in Active Learning Classrooms

International teaching assistants (ITAs) bring cultural perspectives and language diversity to university programs. However, ITAs can be underserved through traditional professional development initiatives. A mixed-reality teaching simulator module was created to attend to the unique needs of chemistry ITAs and prepare them for active learning instruction. To create the module, seven ITAs were interviewed about their professional development needs. ITAs most commonly wanted to practice asking and answering student questions, engaging disengaged or disrespectful students, and navigating language difficulties with students. The mixed-reality simulated teaching module provided opportunities for ITAs to rehearse one or more of the three focus areas. Three ITAs tested the simulator and reported that using the simulator for professional development with cultural and linguistic layers would be beneficial both to existing and new ITAs. These research findings set the foundation for generating a transformative set of training materials that institutions can use to reduce teaching anxiety and increase the effectiveness of ITAs in the classroom, thus enhancing student learning through more effective active learning instruction.

Pendidikan dan Pelatihan Pembuatan Lesson Plan untuk Mengoptimalisasikan Kegiatan Belajar Mengajar Bahasa Inggris bagi siswa TK dan PAUD

Lesson plans can improve the quality of learning and professional development of educators. Through the Amikom Mitra Masyarakat scheme, service activities are carried out to optimize the ability and quality of teachers in English language learning activities by providing education and training in making lesson plans. The partner of this activity is a tutoring institution called Glory Learning Center (GLC). This institution provides English language learning services as an extracurricular activity for kindergarten and PAUD students in the Banyumas, Purbalingga, and Bumiayu areas. Teacher recruitment at GLC focuses more on how to deal with children in the classroom, so English teaching skills are an additional requirement for classroom learning activities. Seeing this problem, dedication is carried out by providing education and training in making lessons as one of the supporting factors for the success of teaching and learning activities in the classroom. Teachers are given an understanding of the importance of lesson plans and how to make a good lesson plan, so that teaching and learning activities can run well, clearly and structured. Thus, this service activity has a good impact on teachers, especially for those who have non-language scientific backgrounds, and increases the selling value of the guidance institution because it has quality resources that support learning activities

Integrated Instruction to Develop Information Literacy Skills of Undergraduate Students

This study designed a technologically integrated course to develop the information literacy skills of 100 first-year students from the Faculty of Arts, Silpakorn University, Thailand. The Technological Pedagogical Content Knowledge (TPACK) model was integrated into an information literacy skills instructional design. A pre-and post-test design was adopted to measure the students’ information literacy skills. During the sessions, interactive open sources were employed as the technology-integrated instruction for the online classroom learning activities. After the course completion, participants retook the test, from which it was found that the post-test information literacy scores were significantly higher than the pre-test scores for all information literacy components. However, the low-performing students’ pre-and post-test scores for information evaluation showed no statistically significant differences. Therefore, developing the information evaluation skills of this group should be considered. This study’s findings could be beneficial for instructors and learning designers seeking to design courses that develop the information literacy skills of undergraduate students.