Group Learning Activities Research Articles

Didactic Aspects of Teachers’ Training for Differentiated Instruction in Modern School Practice in Ukraine

The paper describes modern approaches and principles for implementing differentiated instruction in school teaching and learning. New expectations of qualitative changes in school education depend on teachers’ personal and professional roles in this process. The paper reveals the core characteristics of “differentiated instruction” and its functions in teaching. The authors consider “differentiated instruction ”to increase the efficiency of education; as the means of individualized learning; as the educational principle; as a method to ensure cognitive students’ activities; as the technology for learning activities in different student groups. The main idea of research is to identify the appropriate pedagogical conditions to ensure the effectiveness of improving teachers’ mastery in differentiated instruction implementation. Specifically, this study examines English teachers’ use of differentiated instruction in school and explores the empirical results of their training in Ukraine. The authors suggest the ways to improve the content, organizational and technological components of teachers’ training for differentiated instruction in modern school practice.

Pembelajaran Active Learning Tipe Picture and Picture dan Motivasi Berprestasi Terhadap Hasil Belajar Mata Pelajaran Sejarah pada Siswa

The value of IPS-Historical material under the KKM (> 75) is experienced by students of MAN 2 Pasuruan, especially Class XI. Based on the documentation study conducted by researchers, cases of low value of subjects occurred during the last 2 years period. The purpose of this study was to determine: (1) Significant Influence between Active Learning Type Picture and Picture Learning Results with Historical Subjects in Students, (2) Significant Influence between Achievement Motivation with Student Achievement Results in Historical History, and (3 ) Significant influence between Active Learning Type Picture and Picture Learning, Achievement Motivation with learning outcomes of Student History subjects. The research design used in this study was an experimental design. Research location in MAN 2 Pasuruan Pasuruan Regency. The study population was all students of Class XI = 204 students. While the sample was taken 50% = 102 students. Data collection by instrument / questionnaire. The instrument validity and reliability were tested. Data analysis using Anova. The results showed: (1) There was a significant influence between Active Learning Learning Picture and Picture Types with Learning Results of Historical Subjects in Class XI Students in MAN 2 Pasuruan Pasuruan Regency. Therefore, based on the calculation of the hypothesis test it appears that the calculated F value obtained was 45.310 with a significance of 0,000. Because of the significance <0.05, it can be concluded that there is a significant difference in the learning outcomes History after treatment between groups of students who learn with Active Learning learning models and groups of students who learn with Conventional learning models, (2) There is a significant influence between Motivation Achievers with the Learning Outcomes of History Subjects in Class XI MAN 2 Pasuruan, Pasuruan Regency. Based on the analysis of the second hypothesis test, it was seen that the calculated F value obtained was 12,080 with a significance of 0.001. Therefore the significance <0.05, it can be concluded that there are significant differences in the learning outcomes History after treatment between groups of students who have high achievement motivation and groups of students who have low achievement motivation, and (3) Significant influence between Active Learning Type Learning Picture and Picture, Achievement Motivation with student history learning outcomes. The analysis shows that there is no influence between active learning and achievement motivation. But partially there is an influence between learning with learning outcomes and there is an influence between learning motivation with learning outcomes.

A tale of two instructional experiences: student engagement in active learning and emergency remote learning of biomechanics

ABSTRACT This study documents student engagement in face-to-face low-tech active learning and student perceptions of emergency remote instruction due to the COVID-19 pandemic in introductory biomechanics. Students in two classes received 8 weeks of face-to-face instruction with five low-tech active learning techniques and then received 6 weeks of emergency remote, online instruction. Learning was measured using pre-test and post-test administrations of the biomechanics concept inventory (BCI). A survey of engagement in active learning with additional questions on active learning and online instruction were collected with the post-test. No student perceptions of engagement in active learning or online instruction were correlated with learning measured by normalised gain. Student’s perception of the ‘value of group activity’ factor from survey was significantly correlated (r 2 = 12%) with the number of students typically in active learning groups. There was a significant correlation (r 2 = 46%) between student perception of reading the textbook before online video lessons and perception of value of the video lessons in the online portion of the course. Most students (59%) preferred face-to-face instruction in biomechanics. While up to 28% of students may have reported resistance to group-based active learning, low-tech active learning significantly improved mastery of biomechanics concepts above levels previously reported for lecture alone.

Analisis Pengaruh Model Pembelajaran Examples Non Examples Terhadap Hasil Belajar Siswa Pada Kompetensi Dasar Tata Ruang Kantor (Studi Pada Siswa Kelas X OTKP SMK Pawiyatan Surabaya)

The purpose of writing this article is to describe the effect of the Example Non Examples learning model on student learning outcomes on the basic competency of office layout in class X OTKP SMK Pawiyatan Surabaya. The research sample of Class X OTKP 3 (experimental class) with Example Non Example method and Class X OTKP 2 (control class) is subject to conventional learning models, with the number of students in each class of 30 students. This type of research is a literature study. The results showed that the office spatial learning materials have used learning models that prioritize group learning activities to study the material. Examples of learning are not examples that can make students become more understanding of the material being studied than students who successfully analyze the images presented. In addition, non-example model examples can make students find themselves understanding the results of the analysis conducted, make the classroom learning process in which students become active participants rather than passive observers, and are responsible for their learning. based on the research that has been done, the suggestion that can be conveyed is to use the Cooperative learning model Project Based Learning type is expected to provide one of the variations of learning models on the basic competencies of office layout.

Assessing Pharmacy Students’ Scientific Reasoning After Completing a Physics Course Taught Using Active-Learning Methods

Objective. To assess the degree of change in the level of scientific reasoning in first-year pharmacy students by applying active-learning methods during a physics course. Methods. The efficiency of the active-learning methods of experimentation and discussion in the development of scientific reasoning in 90 pharmacy students was determined by comparing it to the efficiency of using traditional learning methods (eg, lecture) with 60 students. The Lawson Classroom Test of Scientific Reasoning was used to measure change. Results. The data from this five-year study showed that of all pharmacy students in the active-learning group who were functioning on a stable or transitional level of thinking at the time of the pretest, 28.6% achieved a shift towards a higher level of scientific thinking. The active-learning group also achieved better overall results in the course. Conclusion. Using active-learning methods (experimentation and discussion) in a physics course enabled pharmacy students to better master the content. By elevating students' level of scientific reasoning, a foundation for using evidence-based medicine was established.

Analisis Penerapan Model Pembelajaran Contextual Teaching And Learning (CTL) pada Mata Pelajaran Otomatisasi Tata Kelola Humas dan Keprotokolan Kelas XI OTKP di SMK Negeri 2 Tuban

This study aims to find an overview of the process of Contextual Teaching and Learning (CTL) learning models on the subject of automation in public relations and protocol XI OTKP protocol management at SMK Negeri 2 Tuban. This research uses the literature study research method. The results showed that in the learning process subject matter of automation of public relations and protocol management has used a learning model that prioritizes group learning activities to understand the material. Efforts to instill values are given through a cooperative approach, while the type is adjusted to the subject matter approach analyzed by educators and focuses on the use of the cooperative learning model itself with the dominance of the type of Contextual Teaching and Learning (CTL) learning model. The learning process of students is by experiencing and not memorizing by constructing the knowledge of the students themselves. Thus creating a class learning process in which student become active participants rather than passive observers, and are responsible for learning.

Development of Learning Activities to Promote Islamic Ethics for Muslim Youth in the Three Southern Border Provinces, Thailand

The objectives of the study were to investigate conditions of Islamic ethics promotion and to develop learning activities to promote Islamic ethics for Muslim youth in the three Southern border provinces. Data were collected through in-depth interviews, brainstorming and critique meetings with four groups of informants: Muslim youth, parents and guardians, Muslim leaders, and Muslim academics. The data were analyzed using content analysis and presented using descriptive analysis. The results were as follows. 1) Islamic ethics promotion faced the problems of lacking experts or knowledgeable persons to carry out Islamic ethics promotion, and family did not give importance to Islamic ethics promotion. As a result, Islamic ethics promotion was not successful, Muslim youth did not receive enough Islamic ethics promotion and some of them behaved against Islamic ethical principles and neglected Islamic practice. Even though Islamic ethics promotion is needed for Muslim youth to live their lives consistent with Islamic principles, some of them wanted to have group learning activities and Islamic ethics training camps to be organized regularly so that they could appropriately apply them in their everyday life. 2) There were seven types of learning activities to promote Islamic ethics among Muslim youth that the community could apply according to the needs of the target group and community context. They were group study activities, mind-resting activities and nighttime Islamic activities, Islamic ethics training camps, Anasyid activities (singing and chanting activities to raise awareness), social reflection plays, volunteering activities, and meet the Muslim youth of new generation activities.

Group learning activities as a condition of implementing competence-based approach to students’ inorganic chemistry teaching at university

Group learning activities as a condition of implementing competence-based approach to students’ inorganic chemistry teaching at university

Students’ conception of set theory through a board game and an active-learning unit

We investigated whether two different learning interventions, Setarea board game and an active-learning unit, can promote the concepts of set theory in secondary students. Setarea was developed to help students learn set theory through the game’s components, mechanics, and missions. The game contained various decks of cards (collections), while its mechanics allowed players to perform different actions on the sets of cards (operations). The game’s missions required students to solve problems both individually and cooperatively. In the active-learning unit, a series of tasks related to set theory were provided. Students also cooperatively completed the provided tasks. The formal definitions and notations were introduced only in the active-learning unit. Seventh graders (have not learned), 9th graders (about to learn), and 11th graders (have learned) were recruited. For each grade, students were separated into two groups, engaging in the different learning interventions. We employed a pre-test–intervention–post-test design. In addition, we examined the students’ flow experiences which included three main dimensions: enjoyment, concentration, and control. A total of 183 Thai secondary students voluntarily participated in this study. The results revealed that both interventions significantly improved the students’ understanding, although no statistically significant differences between the two groups were found. Additionally, for each grade level, the students’ overall flow experiences from the board-game group were higher than those from the active-learning group, indicating that the board game was more immersive than the active-learning unit.

THE EFFECT OF ACTIVE LEARNING METHOD ON STUDENTS’ ATTITUDE TOWARDS MATHEMATICS

The world is changing so fast, and therefore education needs to adapt to the challenges of times. In order to update the content of school education in the Republic of Kazakhstan modern trends are going to be used. These trends contain pedagogical methods that can be used to preserve and even increase internal motivation, as active learning. Active learning method is an treatment where students participate or interact with the learning process, as opposed to passively taking in the information.The goal of this study is to identify the impact of active learning method on 10th grade students’ attitude towards mathematics of the students the second semester of the school year 2019-2020. More specifically, it attempted to determine and compare the attitude toward mathematics of students’ exposure to active learning and traditional teaching strategy. The Likert scale used to evaluate the attitude of students toward mathematics. Mean, Cronbach value, T-test were the statistical tools used in anatomizing and interpreting the research data. The discovering showed that the students in the active learning group had auspicious attitude than students in the conventional teaching group. According to the findings after research, we saw the direct relation between attitude and active learning. It is concluded that the students’ attitude toward mathematics was better by using active learning strategy. It is recommended that mathematics teacher should use active learning strategy in order to improve the attitude toward mathematics of the students.Keywords: attitude, mathematics, active learning

VSocial: a cloud-based system for social virtual reality learning environment applications in special education

Virtual Learning Environments (VLEs) are spaces designed to educate student groups remotely via online platforms. Although traditional VLEs have shown promise in educating students, they offer limited immersion that overall diminishes learning effectiveness. In this paper, we describe vSocial, a cloud-based virtual reality learning environment (VRLE) system that can be deployed over high-speed networks using the High Fidelity “social VR” platform. vSocial provides flexible control of group learning content and compliance with established VLE standards with improved immersive user experience for both instructor(s) and students. For our vSocial development, we build upon the use case of an existing special education VLE viz., iSocial that trains youth with Autism Spectrum Disorder by implementing the Social Competence Intervention (SCI) curriculum. The vSocial can be used to: (a) implement multiple learning modules using wearable VR technologies, (b) integrate cognitive state sensing devices, and (c) organize learning session data securely using web applications hosted on cloud resources. Our experiment results show that the VR mode of content delivery in vSocial better stimulates the generalization of lessons to the real world than non-VR lessons, and provides improved immersion when compared to an equivalent desktop version. Further, usability study results show that users can successfully use the web application features in vSocial for group learning activities with ease-of-use and consistency.

The technology of collaborative education as the implementation of collaborative mental activity: semantic aspects

This article discusses the modern pedagogical technology of collaborative education. Various educational institutions around the world, including Russia, starts using collaborative education. Learning in terms of this technology involves collaborative knowledge deepening by students in the scope of the studied disciplines. The relevance of collaborative education technology use is determined by the increasing project-based learning part and students' team projects in the implementation of which the issues of effective coordination of actions and deep knowledge acquisition need to be solved. The collaborative education concept, differences from similar learning formats, advantages, disadvantages, and factors of the successful collaborative education technologies implementation presented in foreign and national works were analyzed by the author. The study novelty consists in the collaborative education situation formation as formation stages of collaborative mental activity. students Learning activities in groups can be represented as their collaborative activities, but at the same time in-group education and collaborative education, it can only correspond to a mechanical combination of individual practical actions or collaborative practical activities, while the collaborative knowledge deepening with the immersion of students in the educational process and the interaction with each other, correspond to the full-fledged collaborative mental activity stage. In the second case, students' activities are characterized by a high degree integration actions and the general semantic fund formation. With co-education, presented as a collaborative mental activity, it becomes possible to identify specific aspects of students' semantic communication. As such aspects, the authors primarily consider semantic dialogue and the interpersonal meanings activity formation. It is concluded that understanding the collaborative education process as the students' collaborative mental activity formation and taking into account the semantic interaction aspects can increase the implementation effectiveness of this pedagogical technology.

PENINGKATAN KEMAMPUAN GARAP CIBLON IRAMA DADI DENGAN MODEL PEMBELAJARAN KOOPERATIF TIPE STAD PADA MAHASISWA SEMESTER II TAHUN AKADEMIK 2017/2018

This class action research was conducted to improve the ability of students in kendangan ciblon irama dadi in Karawitan Surakarta II. The mastery of kendangan ciblon irama dadi is considered very important for it is the foundation for kendangan ciblon irama wiled in the form of inggah ladrang, kethuk 4, and kethuk 8 in the next course. Kendangan ciblon irama dadithat are emphasized are gambyongan ciblon which has a high complexity. Therefore,it needs more attention. So far, there are still many problems encountered in the learning process of the course, especially in mastering kendangan ciblonduring the middle semester, namely semester III, IV, IV. The problems include the scheme of kendangan, sekaran ciblongambyongan and wiledan. It may happen because most sudents do not master well the ciblon irama dadi at the second semester. It needs an appropriate learning method. In order to increase the students’ abilities in kendangan ciblon irama dadi semester II, during this time, the method of speech, drill and demonstration seem insufficient to overcome the problem, so that it is necessary to use another method namely the Stad Type Cooperative Learning Model. This method is in fact very effective and useful to improve the students’ practical skills. This is indicated by an increase in group learning activities and a more live class and the good student achievement.Keywords: learning, ability, ciblon

Delirium Whodunnit?: A Mystery-Based Group Learning Activity to Facilitate Development of Clinical Problem Solving Skills (FR482E)

•Identify opportunities within one's own institution to develop educational games to facilitate clinical problem solving skills.•Discuss challenges inherent in implementing group-based educational games in the classroom setting.•Adapt a mystery-based group learning activity for use within one's own institution to facilitate clinical problem solving skills in delirium management. Gamification of classroom learning is becoming more common in health professional education and may be more effective in improving learner knowledge, skills, and satisfaction. However, there is no published use of educational games to teach palliative care. This innovative activity applies game principles to teach learners clinical problem solving skills relevant to delirium management in palliative care patients. To adapt and implement a group-based educational game at one's own institution. Educators interested in implementing game-based learning in the classroom Each participant is assigned a drug suspected of causing delirium in a patient case. Learners must request information about the patient case to determine which suspected drug is the culprit while proving to their peers that their assigned drug is not the culprit. Learners may accuse a drug of being the culprit as well as refute accusations made about their assigned drug. At the end of the activity, learners vote for which drug is the most likely cause of the patient's delirium. We emailed a follow up survey to assess how helpful learners found this activity. Eight third year pharmacy students completed the pilot Delirium Whodunnit? activity. Five participants completed the follow up survey. On a 6-point Likert scale, 80% strongly agreed and 20% somewhat agreed with the statement “The Delirium Whodunnit? activity helped me learn about medications that contribute to delirium.” This is an example of a game-based learning activity that promotes collaborative learning and development of clinical problem solving skills relevant to palliative care. This innovation is a low cost and engaging way to help learners develop clinical problem solving skills in symptom management that can be adapted for different types of learners and content. Next steps include formal evaluation of learner knowledge with pre- and post-tests in future iterations.

Starting the Conversation: Initial Listening and Identity Approaches to Community Cultural Wellness.

Inclusion of multiple viewpoints increases when teams are diverse and provides value in scientific communication and discovery. To promote retention and raise the critical mass of underrepresented persons in science, all voices must be heard “at the table” to include “ways of knowing” outside the dominant institutional culture. These community-based inclusive concepts promote hearing all diverse perspectives for inclusive recognition of deeper socio-historical cultural wealth—collectively termed cultural wellness. When undergraduates and graduates in active-learning groups in class, or faculty collaborative teams on campus, start a project too quickly on task, opportunities are missed to be inclusive. While beginning a larger science project, we, student and faculty co-authors, first addressed this challenge —the need for greater inclusion of diverse perspectives—by starting a conversation. Here, we share ideas from our inclusive process. Based on social constructivist theories of co-constructing learning interpersonally, we co-mentored each other, learning from one another in community. We experientially considered how to inclusively collaborate across a demographically, geographically, and structurally heterogeneous group including multiple academic tiers from multiple ethnic backgrounds, cultural experiences, and institutions. Through an asset-based process grounded in several frameworks, we documented our introduction process of listening deeply, being mindful of identities including invisible cultural identities, recognizing each other with mutual respect, applying inclusive practices, and developing mutual trust and understanding. Building community takes time. Initial conversations can, and should, go deeper than mere introductions to build trust beyond social norms for relationships promoting cultural wellness.

Small Group Learning is Associated with Reduced Salivary Cortisol and Testosterone in Undergraduate Students

Small group learning activities have been shown to improve student academic performance and educational outcomes. Yet, we have an imperfect understanding of the mechanisms by which this occurs. Group learning may mediate student stress by placing learning in a context where students have both social support and greater control over their learning. We hypothesize that one of the methods by which small group activities improve learning is by mitigating student stress. To test this, we collected physiological measures of stress and self-reported perceived stress from 26 students in two undergraduate classes. Salivary cortisol and testosterone were measured within students across five contexts: a) pre-instructional baseline, b) following a traditional lecture, c) after participating in a structured small group learning activity, d) following completion of multiple choice, and e) essay sections of an exam. Results indicate students have lower salivary cortisol after small group learning activities, as compared to traditional lectures. Further, there is no evidence of a relationship between physiological measures of stress and self-reported perceived stress levels. We discuss how structured small group activities may be beneficial for reducing stress and improving student learning outcomes.

Student Perceptions Regarding Group Learning Activities in a Hybrid Medical Curriculum.

Problem- and team-based learning strategies have been introduced in the revised integrated curriculum of our medical college. This study aims to assess perceptions of students regarding recently introduced group learning activities into our hybrid curriculum. This descriptive cross-sectional study has used a pre-validated questionnaire to find out the perceptions of medical students studying at College of Medicine, Imam Abdulrahman Bin Faisal University (IAU). The response of students on the questionnaire was recorded by using a 5-point Likert scale. The data was analyzed by using one-way ANOVA. Mean and standard deviation were calculated. Additionally, three open-ended questions were asked to assess the merits and demerits of these newly implemented group learning approaches. Out of 736 students, 190 (25.81%) completed the questionnaire. Among the 190 respondents, 64 were from second year, 65 were from third, and 61 were from fourth. Overall, the results show a positive response of students and that they favor the introduction of group learning instructional design in the hybrid curriculum. Students perceived group learning to be helpful in developing their critical thinking, socialization, motivation, and communication skills. This study concludes that group learning activities introduced in a hybrid curriculum have remained successful in promoting group dynamics and overall satisfaction of students toward group learning. However, some issues have been reported too. The views of the students recorded in this study might be helpful in evaluating the implemented hybrid curricula and in optimizing the group environment and function.

IMPLEMENTASI KOMPETENSI INTI SATU DAN DUA KURIKULUM 2013 DALAM PEMBELAJARAN BAHASA INDONESIA SISWA KELAS VIII SMPN 1 KECAMATAN PONDOK KELAPA KABUPATEN BENGKULU TENGAH TAHUN PELAJARAN 2016/2017

The purpose of this study is to describe the implementation of the core competencies one and two Curriculum 2013 in learning Indonesian students class VIII SMPN 1 Kecamatan Pondok Kelapa Central Bengkulu District Lessons 2016/2017. The method used in this research is descriptive qualitative method. The subject of this research is one Indonesian teacher who teaches in class VIII SMPN 1 Kecamatan Pondok Kelapa, Central Bengkulu Regency. Technique of collecting data using observation and interview. Data analysis techniques used are Miles and Huberman which includes data collection, data reduction, data presentation, and data verification. Test the validity of the data using credibility test conducted by triangulation. The results showed that the teacher has implemented the core competence of one / spiritual attitude through the activity of saying and responding greetings, praying together, performing the prayers at school and keeping the environment around the school. While the two core competencies / social attitudes are integrated through group learning activities, not cheating or plagiarism, speaking honestly, working on and collecting tasks on time, obeying school rules, performing individual duties well, daring to perform in class, be responsible and accept The risks of action, respect for the elderly, not forcing opinions, helping each other to achieve mutual success, taking an active role, asking, answering, not despairing, daring to accept others politely and politely fellow.

Students' perspectives of early and gradual transitioning between simulation and clinical training in dentistry and their suggestions for future course improvements.

Students' perspectives on their learning environment are essential for course development and to enhance the educational experience. In dentistry, there is limited understanding of how students perceive their early clinical training. This study presents students' views on their gradual progression from simulation to patient care and describes the approaches they followed to adapt during this transitioning phase. A qualitative study design was employed, drawing on focus group discussions conducted with students from the Division of Dentistry at the University of Manchester. The discussions were transcribed verbatim. Data collection and coding process followed the principles of thematic analysis and the inductive approach. The sample was comprised of 28 undergraduate students, across four focus groups. Thematic analysis generated three key categories: students' immediate perspectives of early clinical training, students' approaches to adapting to the transitioning period and students' suggestions for future improvement. Further, subthemes emerged describing the positive gains which students recognised from their early and gradual clinical involvement and training. Despite experiencing stress and uncertainty, related to insufficient knowledge and immature multitasking skills in the early years of dental training, students were motivated by the clinical environment and identified several ways to adapt to it and enhance their learning. These included additional self-learning resources and simulation opportunities; inter-year group learning activities and further peer support and mentoring. The current study provided insights into students' experiences of learning through early clinical involvement and gradual transitioning between simulation and clinical environments in dentistry. The findings revealed that whilst students appreciated being involved in the clinic at an early stage, they had to adopt a variety of approaches to link their knowledge, learning and skills between the simulation and clinical environments. Students' suggested additional activities to link the learning gap between the two environments and to enrich their learning.

Upaya Meningkatkan Ketuntasan Belajar Memastikan Kebutuhan Akan Dokumen Melalui Penerapan Pembelajaran Koopratif Model Student Teams Achievement Divisions (STAD) Pada Siswa Kelas XII APK-1 SMK Negeri 1 Magetan Pada Tahun Pelajaran 2010/2011

<p><em>One of the topics of discussion among teachers, especially in the Office Administration Expertise Program of SMK Negeri 1 Magetan is the problem of managing learning by grouping students who sometimes experience obstacles and do not carry out as expected. This resulted in the results of group work becoming less than optimal and only a small percentage of students understood the group assignment material. As a result, when there is a test, there are still many students who get less grades from KKM or have not yet finished learning and classical learning completeness has not been achieved. This research is planned in three cycles. Each cycle consists of four stages, namely (1) planning, (2) implementation, (3) observation, and (4) reflection. The results of the study were obtained (1) The application of STAD model cooperative learning can improve learning completeness to ensure the need for documents in class XII APk-1 SMK 1 Magetan in the academic year 2010/2011, (2) Application of STAD model cooperative learning can improve group learning activities in ensuring the need for documents in class XII APk-1 students at SMK Negeri 1 Magetan in the academic year 2010/2011, and (3) the application of STAD model cooperative learning is fun and can encourage students of class XII APK-1 at SMK Negeri 1 Magetan in the 2010 school year / 2011 to diligently study on basic competencies Ensuring the Need for Documents.</em></p>