Classroom Learning Activities Research Articles

Implementasi Kurikulum Merdeka dalam Pembentukan Karakter SD Negeri Kepadangan 2

Character education can instill character values ​​in students as a foundation for forming a quality generation that is able to live independently in everyday life. The problems at SD Negeri Kedangan 2 do not only cover classroom learning activities, but also extracurricular activities that play an important role in character development and support school culture. The purpose of this study is to describe the implementation of the Independent Curriculum at SD Negeri Kedangan 2. The BKP independent internship activity will be carried out individually and will start on September 2, 2024 to November 29, 2024. The independent internship activity at SD Negeri Kedangan 2 begins with an initial orientation where interns get to know the school environment, learn the organizational structure, and get information about: Study programs are introduced. The implementation of the MBKM Mandiri internship program at SDN Kedangan 2 provides a very valuable experience for both students and schools. The educational and extracurricular activities carried out make a positive contribution to the development of students' academic and personal skills. Innovative programs such as literacy visits, greening, and anti-bullying programs create a friendlier learning environment and support the goals of the Independent Curriculum.

Inclusive collaboration via class preparation

This paper explores the implementation and effectiveness of pre-class preparation modules in a large-scale linear algebra course for engineering students, aimed at promoting inclusion, and active participation in an active learning environment. The study investigates the impact of tailored pre-class readings and post-class materials on student engagement, preparedness, and overall performance. Through survey data collected during the fall 2023 semester, we analyze students' preferences for pre-class content delivery methods, their perceived preparedness for class, and the correlation between class preparedness and final exam grades. Our findings suggest that high-quality pre-class content positively contributes to the students experience in an active learning classrooms, with potential implications for mitigating hierarchical structures and addressing disparities in student engagement and achievement.

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.

Erasing the Line between Students and Instructors: The Influence of Classrooms and Online Learning Spaces on Student Engagement

This study investigated the influence of physical and virtual learning spaces on student engagement in a modern university setting. Qualitative analysis of an active learning classroom that employed the use of roundtables was conducted. Interview and focus group data from students and faculty, along with classroom observations, resulted in the finding that the circular arrangement of this active learning classroom positively influenced student engagement by promoting immediate exchange of feedback, agency, and a system of accountability. This study also resulted in the finding that virtual learning spaces influence student engagement and the amount of engagement is heavily moderated by instructor efforts to facilitate interpersonal immediacy. Both physical and virtual learning spaces influenced student engagement and the level of engagement was heavily moderated by students’ desire for engagement. Recommendations and suggestions for future research are provided.

Pengembangan Media Pembelajaran Puzzle Untuk Meningkatkan Keterampilan Menulis pada Pembelajaran Bahasa Indonesia Materi Teks Deskriptif di Sekolah Dasar

This research aims to develop learning media in the form of Puzzles to improve writing skills and find out the suitability of Puzzle media in class IV Indonesian language learning at Muhammmadiyah Cibinong Elementary School which is valid and practical for use in learning activities. The research method is R & D (Research and development), with the ADDIE development model used analysis, design, development, implementation and evaluation. Based on the results of research analysis obtained from material experts, they obtained a score of 88% in the "Very Decent" category and media experts obtained a score of 93% which met the "Very Good" criteria. Then the practical results of the small group of students with a score of 86.5% and the large group with a score of 87.5% with valid results. So it can be concluded that Puzzle media to improve writing skills in learning Indonesian descriptive text is suitable for use in classroom learning activities.

Частнодидактическо контекстно обучение на студенти педагози

Teacher education demands a change in the teaching system that leads to contemporary advances in the theory and practice of education. This study aims to summarize research in theoretical and practical experience on the subject of contextual learning – a modern educational approach. It is the process of learning the teaching profession in real contexts that makes it relevant to the profession itself with effective, engaging, and motivating students in classroom and extracurricular learning activities. A generalized model of application of contextual learning in private didactic training in primary technology and entrepreneurship education of student teachers is proposed.

Spatial pedagogy: exploring semiotic functions of one teacher’s movement in an Active Learning Classroom

Abstract A teacher’s use of classroom space via embodied movement enacts a specific spatial pedagogy and has a significant impact on the nature of teaching and learning that can take place. The ubiquity and large expenditure in renovating university learning environments have not been accompanied by well-informed research due to a tendency to background embodied movement in pedagogic investigations. This paper explores the semiotic potentials and pedagogic functions of one teacher’s embodied movement in an Active Learning Classroom in a tertiary setting. It maps out the interrelationship of embodied movement and space as an entanglement of materiality and practice, which complements existing research that relates movement to space only in terms of layout and composition. By conducting a nuanced multimodal analysis of one teacher’s co-patterns of movement and speech in a tertiary lesson, this paper finds that co-patterns of embodied movement and speech in the classroom can segment phases of pedagogic discourse into five secondary phases and that these phases congruently enact different types of space to modulate the teacher-student relationship and enact different pedagogic roles. The paper concludes with a discussion of the implication of embodied movement on classroom design and pedagogic practice.

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.

The Relationship Between Learning Style And Learning Independence With The Results Of Economics Learning In Xi Social Studies Class At Shs 1 Banyuke Hulu Regency Landak

Teachers are faced with the characteristics of various learning styles and independence of students. Not a few also experience learning difficulties in classroom learning activities. This statement is supported by an observation on April 27, 2024 conducted by researchers at Banyuke State High School. The results are that there is a varied delivery of student assignments, collecting assignments, some are fast and some are slow, the results of economic learning from the test in general answer economic material also varies. The condition is seen in the learning results that do not reach completeness. Low learning outcomes are related to students' learning style and learning independence. In addition to learning independence, the learning style factor is believed to be strongly related to learning outcomes, namely learning styles. The method used in the study is a correlational study through a quantitative research approach. The design form is correlational. The conclusions in this study are 1) the relationship between learning style and economic learning outcomes is relatively strong, 2) the positive and significant relationship between learning independence and economic learning outcomes is relatively strong, and 3) the positive and significant relationship between learning style and independence is relatively strong with economic learning outcomes. So that if the learning style and learning independence are done well, the economic learning outcomes will increase because of the seriousness of students in learning and thinking critically in doing assignments.

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.