Participation In Learning Activities Research Articles

THE IMPACT OF INFORMATION TECHNOLOGY ON MIDDLE SCHOOL STUDENT ENGAGEMENT

The purpose of this research is to look into how middle school students' engagement is affected by information technology. The study will investigate how students' motivation, participation, and engagement levels are impacted by the use of technology in the classroom. This article will investigate the relationship between information technology and student involvement in middle school settings by doing a thorough literature review. Information technology has a variety of effects on middle school pupils' engagement. Research has demonstrated that integrating technology, especially in STEM education, can boost students' enthusiasm and interest in these subjects (Mohr-Schroeder et al., 2014). Furthermore, Yang et al.'s research from 2021 emphasizes the importance of supportive connections in raising student engagement by highlighting the favorable correlation between teacher support, emotional engagement, and academic success. Liu et al. (2023) discovered a favorable association among computer selfefficacy, learning engagement, and teacher support, highlighting the significance of teacher participation in promoting student engagement with technology in learning environments. All of these studies point to the possibility that using information technology to improve academic achievements and student engagement in middle school can be accomplished in concert with teacher support. Furthermore, Theoretical frameworks and innovations in school reform have an impact on students' participation in learning activities (Marks, 2000). Through the interaction of technological acceptability and learning motivation, teacher support has a strong correlation with students' engagement in their studies (Fu-hai et al., 2022). Students are much more interested and successful when technology is included into science classes in middle schools (Alghamdi, 2020). By using interactive technology to provide an inviting classroom and increase student engagement, teachers are crucial (Ibarra & Lu, 2021).

Pendidikan Kesehatan tentang Pemanfaatan Tanaman Herbal dalam Mengatasi Status Gizi pada Bayi dan Balita

Based on the weight for height index (WW/TB), the nutritional status of very thin toddlers is 3.5%, the nutritional status of underweight toddlers is 6.7%, and the nutritional status of obese toddlers is 8%. This service aims to provide health education about the benefits of herbal plants that pay attention to the nutritional status of babies and toddlers. This service method is participatory learning action, namely an approach to the learning process and interaction with the community or society. It is hoped that mothers can take advantage of these herbal plants because Moringa leaves, sweet potatoes and papaya contain many benefits, nutrients and vitamins that can improve the nutritional status of babies and toddlers. One of the benefits of papaya is that papaya can prevent digestive disorders in children's stomach organs which can affect their weight. The vitamin A content in Moringa leaf powder is 10 times higher than the vitamin A content in carrots and the vitamin C and iron content in sweet potatoes, making it beneficial for the growth and development of babies and toddlers. After implementing the PLA method service, the level of knowledge of mothers who had babies and toddlers with sufficient knowledge increased by 39% from 52% to 90.1%.

Student-Centered Learning Based on the Principles of Ki Hajar Dewantara in the Implementation of the Merdeka Curriculum: A Case Study of Elementary Schools in Indonesia

Student-centered learning through the Merdeka Curriculum is a breakthrough in education in Indonesia by integrating the values of Ki Hajar Dewantara. The challenge of implementing this integration is, of course, that it is necessary to formulate solutions for the implementation that has been taking place so far in order to ensure that education creates citizens who are independent, have integrity and are able to face future challenges. Therefore, this research aims to describe the application of the Merdeka curriculum to science and science learning based on the principles contained in the thoughts of Ki Hajar Dewantara, describing the obstacles and challenges faced during student-centered learning activities. This study is a qualitative research. The subjects of this research consist of teachers and school principals at the elementary education level. The data collection techniques used include interviews and observations. Research findings data was analyzed interactively and described to provide an overview of actual field events. The research results show that student-centered learning in science and science learning has adopted Ki Hajar Dewantara's principles. Besides that, the principal's statement is also very positive and committed to making student-centered learning a success by implementing these principles. However, its implementation cannot be separated from the various challenges faced. Therefore, it is hoped that the application of Ki Hajar Dewantara's principles in student-centered learning can have a positive impact on the development of student character and student participation in learning activities and can be used as a learning model that is still relevant to the implementation of the Kurikulum Merdeka.

Peran Orang Tua/Wali Murid SDN Pondok Pinang 01 Pagi dalam Implementasi Kurikulum 2013

This research aims to determine the role played by parents or guardians of students at Pondok Pinang 01 Pagi State Elementary School (SDN) in supporting and involving themselves in the implementation of the 2013 Curriculum. The active role of parents is considered a factor in the successful implementation of this curriculum. This research use desciptive qualitative approach. Qualitative, descriptive research is a problem formulation that guides research to explore or photograph the social situation that will be studied thoroughly, broadly and in depth. The method used to obtain data is research by distributing questionnaire forms through an approach that allows researchers to collect data from respondents through written questionnaires. The results of the research show that parents are actively involved in supporting their children's learning, both through participation in learning activities at home, support for student project assignments, and through collaboration with teachers. Children who have active support and involvement from parents tend to show improved academic achievement. This support can include helping with homework, providing positive reinforcement, and motivating the child to learn.

Penerapan Metode Belajar Partisipatif dalam Meningkatkan Kemampuan Membaca Siswa di SDN 064960 Medan Polonia

In this era of increasingly rapid development and progress, there are so many learning resources and styles that can be applied by teaching staff to increase students' interest in learning and enthusiasm. However, even so, the current learning system still often finds cases where students will just sit listening to the teacher deliver learning material and only follow what is conveyed by the teacher without understanding what the teacher is conveying. Therefore, the teacher is expected to be able to foster students' interest in being directly involved in the learning process. Participatory learning can be interpreted as an effort by educators to involve students in learning activities. Participatory learning activities imply the participation of students in learning activities so that they can achieve the goals of the learning itself. The purpose of this study was to improve students' reading skills at UPT SDN 064960 using a participatory method. This activity is a field work practice in collaboration with campus programs teaching USU partners for approximately four months of assignment. The method used by researchers is a social work method at the mezzo intervention level with a groupwork approach. From the results of the implementation of participatory learning methods in improving students' reading skills, it was concluded that they could achieve predetermined goals in this program, namely increasing students' reading skills.

Penerapan Penilaian Pembelajaran Kurikulum 2013 Dalam Meningkatkan Partisipasi Aktif Siswa Siswa Di Sekolah Dasar

Learning assessment is an important part of the learning process. Appropriate assessment can provide accurate information about student competency achievement. The 2013 curriculum (K-13) learning assessment emphasizes authentic assessment, namely assessment that reflects actual learning. Authentic assessment can increase students' active participation in learning. This research aims to determine the inhibiting and supporting factors for implementing the 2013 curriculum learning assessment in increasing students' active participation. The research uses descriptive qualitative methods using a literature study approach. Based on the research results, the implementation of the 2013 curriculum learning assessment in increasing students' active participation can be carried out well. This is proven by the existence of assessment variables based on indicators for assessing attitudinal competence, knowledge competence and skill competence that students have fulfilled. Apart from that, the implementation of learning assessment in the 2013 curriculum is considered quite influential in increasing students' active participation because it can be seen in students' attitudes, knowledge and skills when receiving or implementing the learning material provided.

Character education and early childhood creativity strategies through educational games in Megamendung village

This dedication aims to emphasize the role of educators in shaping the character and creativity of early childhood. It goes beyond theoretical discussions during meetings or face-to-face classes, but involves active creation using instructional instruments and learning techniques that utilize direct teaching media. Innovation must be maximized as it can enhance children's reasoning abilities. All thoughts within teenagers can be created through creative activities. Creative activities provide valuable opportunities to express feelings and perspectives, fostering creativity in children. Educators are expected to continuously demonstrate innovative strategies. This technique brings children into active participation in learning cultivating their excellence effectively. The activity was carried out on July 15-16, 2023, at Camp Ground Lentemland, Curug Panjang Subdistrict, Bogor Regency, West Java, involving 20 elementary school children and 30 students from the Department of Islamic Education, 45 Islamic University, Bekasi. Based on the results of the dedication, it can be concluded that education strategies for the character of early childhood through learning while playing, engaging in learning activities, playing, and developing artistic souls can provide a new impression on children and enhance their creativity. Additionally, children begin to interact with their peers and accompanying students, creating a sense of enthusiasm and synergy

Pengentasan Buta Aksara melalui Program Keaksaraan Dasar di Desa Selebung Ketangga Lombok Timur

Basic Literacy Education (KD) is an important program to resolve the problem of illiteracy in Selebung Ketangga Village. The KD program is one of the educational services outside of school to develop community members' reading, writing and arithmetic skills in Indonesian. Therefore, it is important to know the motivation and benefits of the KD program for society. This research uses a descriptive qualitative approach. Through observation, interviews and documentation. The researcher looked at how the illiteracy eradication program was in Selebung Ketangga Village. Data collection was carried out using purposive sampling, namely the researcher interviewed research informants. The observation results show that in the process of mastering basic understanding the participants routinely participate in learning activities for three hours from 14:00-16:00 and every day the participants have learning goals that must be achieved. Meanwhile, during the activity which lasted for several days, participants had different memory abilities, such as participants' memory which was very low and there were also some participants who had quite good memory, this was due to the age of the participants and the inhibiting factors found by The researcher said that some participants were unable to take part in learning activities because they were busy with other things, namely work. Based on the results of interviews and document analysis, it is known that there is a development of abilities that take part in KD activities, especially in daily activities and active participation in learning activities.

PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE NHT DENGAN BERBANTUAN MEDIA PEMBELAJARAN PAPAN PINTAR PANCASILA UNTUK MENINGKATKAN KEAKTIFAN PESERTA DIDIK KELAS I SDN PODOREJO 02

This research aims to find out whether the application of the NHT learning model can increase the active participation of class 1 students at SDN Podorejo 02 in learning activities. The research method used is quantitative descriptive, namely a type of research that describes variables as they are, supported by data in the form of numbers generated from the actual situation. Data collection techniques were carried out using unstructured interviews with class teachers and observation. The results of the research resulted in the application of the NHT-type cooperative learning model which can increase students' active participation in learning. At the first meeting, the active presentation of students was 72% which was in the good classification and at the second meeting it increased to 86% which was in the very good classification.

Differentiated Learning Strategies for Children's Religious-Moral Values in the Kurikulum Merdeka

The Merdeka Curriculum emphasizes the freedom of students to determine the course of learning according to their interests, needs and potential. However, it should be recognized that each student has a different level of understanding and ability in learning Islam. This study aims to analyze how the application of differentiation learning strategies for children's religious-moral values in the independent curriculum. The research method used is experimental research. The results showed that the results of the T-Test paired sample correlation test using the SPSS application can be concluded that the average post-test score of experimental class students is 30% with a significance value of 0.062, and sig (2 tailed) whose value is smaller than 0.05 which shows that there is a significant difference between pre-test and post-test scores. Differentiated learning enhances early childhood religious values by following this learning model showing significant increases in concept understanding, active participation in learning, and high learning motivation. The differentiated learning model is an effective approach, providing a more relevant and engaging learning experience by accommodating each individual's differences.

A Machine Learning Based Method to Evaluate Learning in Gamification Practices

With the integration of advanced methods and technologies in higher vocational education, educational gamification has emerged as a new approach to encourage students’ active participation in learning. However, it is difficult to accurately evaluate student participation in this environment and delve into the process of interactive evolution. Most existing research methods primarily focus on qualitative analysis, while attempts to conduct quantitative analysis are often constrained by traditional statistical methods. Moreover, these methods frequently fail to consider the interactive dynamics that occur between teachers and students. This study proposes a method to evaluate learning participation in educational gamification. K-means clustering was used, and a framework for educational gamification was constructed using a process interaction evolutionary game. By conducting a thorough analysis of the interactive dynamics between teachers and students, this study offers practical guidance and strategies for educators.

Designing the Classic Teaching Session for Architectural Student via New BOPPPS Model with the Spirit “S” or Seventh Seal

Purpose is to analyze BOPPPS as a model for participatory learning and development (PLD) activities for architectural students. 
 Methodology. The methods of analysis, classification, and descriptions are used. 
 Results. BOPPPS model consists of the following components: Bridge-in: An opening session to introduce the topic, participants, and objectives of the PLD activity. Objectives: Defining the specific goals and outcomes that the PLD activity aims to achieve. Post-test: An evaluation tool used to assess participants' knowledge and understanding of the topic prior to the PLD activity. Participatory Learning: A process where participants actively engage in learning activities, such as group discussions, role-plays, and hands-on exercises, to acquire new knowledge and skills. Post-assessment: An evaluation tool used to assess participants' knowledge and understanding of the topic after the PLD activity. Summary: A closing session where the facilitator summarizes the key takeaways from the PLD activity and highlights areas for further improvement or follow-up. The BOPPPS model is designed to ensure that PLD activities are well-structured, participatory, and effective in promoting learning and development. By incorporating evaluation tools such as pre- and post-tests, the model allows organizers to measure the impact of the PLD activity and assess its effectiveness. The addition of the "S for Spirit" in the BOPPPS model emphasizes the importance of designing PLD activities with the spirit, or the essence and guiding principle, of the project. This means that the PLD activity is not only structured and evaluated effectively, but also aligns with the purpose, values, and vision of the project. Designing with the spirit can add a more meaningful and personal touch to the PLD activity, creating a more impactful learning experience for participants. 
 Conclusions. The updated BOPPPS model could include one more component Spirit (S). They are as followings: Bridge-in, Objectives, Post-test, Participatory Learning, Post-assessment, Summary, and definitely Spirit (S) – the guiding principle and essence of the project that shapes the PLD activity.

토의·토론을 적용한 서양음악사 교과목 운영사례 연구

Objectives This study sought to provide an effective teaching direction through practical examples of applying the discussion and discussion method to Western music history subjects and conducting classes with learner-cen-tered teaching methods. At the same time, the purpose is to conduct a learning effect and satisfaction survey for discussion-centered classes for students, analyze the results, prove the effectiveness of the discussion and dis-cussion teaching method, and present a learner-centered teaching model for music colleges in the future.
 Methods While conducting a class on the history of Western music in the 2022-2 semester at the Department of Music at S University in Seoul, we attempted various class activities such as flipped learning, discussions/debates, quiz games, and reflection journal writing using a three-stage model of before class, during class, and after class. After completing the 15th week of classes, a learner satisfaction survey was conducted on 24 students who took the class to determine the effectiveness of the class method and learners' perception and satisfaction, and the results were analyzed.
 Results First, the learner-centered teaching method using discussion and discussion has developed various competencies in the learners. Second, through various learning activities and the use of learning materials, the in-terest and interest of learners were improved. Third, through various activities such as flip learning, PPT lectures, discussion and discussion activities, and writing a reflection diary, the learner's understanding was improved. Fourth, through the formation of mutual closeness with the learners, it was possible to expect the active appear-ance of the learners. Fifth, the learners' satisfaction with the overall class was high.
 Conclusions By applying the discussion and discussion method to the Western Music History course, which is a major subject of the College of Music, the learning effect and class satisfaction were increased, and the active participation of learners was drawn. Through this, the effect of the discussion and discussion teaching method was revealed and the way forward for learner-centered teaching was suggested.

Participatory Minecraft mapping: Fostering students participation in disaster awareness

Scholarship suggests video games are one of several innovative tools to foster students’ participation in learning. However, research indicates that teaching pedagogies employing social group-based activities are required to enhance the strength of video games for learning. This study explores how academics, teachers, students and local emergency management personnel co-designed a teaching pedagogy, involving several social group-based activities and a geo-referenced Minecraft world, to engage students in learning about disaster and disaster risk reduction within their local area. The research/ teaching approach subsequently informed three classrooms of students in creating three geo-referenced Minecraft worlds. Each class experienced a variation in teaching approach (guided, targeted, hands-off). Analysis of the outcomes of their Minecraft worlds (including game content, game mechanics, skills, motivations and social interactions) illustrate how the teaching approach influences students’ active participation in learning. Ultimately, Minecraft is not the critical component in the teaching and learning process but rather one portion of the bigger picture in fostering students engagement. This study therefore demonstrates the potential for Minecraft as a learning tool to foster student participation in learning about disasters and disaster risk reduction when connected to an appropriate teaching pedagogy and learning theory.

Engaged pedagogy in teacher education: A literature review

The structures of North American school systems are often based in what bell hooks called rote, assembly-line teaching that includes top-down instructional practices. As a result, teacher educators often serve in an authoritarian role, making the decisions about what knowledge is important and how it should be learned. By comparison, engaged pedagogy promotes collaboration, whereby teachers and students transgress educational norms and become active participants in learning. The purpose of this review of literature is to understand how researchers in the field of education use engaged pedagogy in their teaching practice. It highlights three themes found throughout the literature: (re)designing courses, critical reflection, and sharing stories. Following each theme, a critical discussion contextualized within related research in music education provides practical implications for how music teacher educators can use engaged pedagogy in the classroom. Finally, the potential for issues of using engaged pedagogy in preservice music teacher education are illuminated for the reader, along with recommendations for future research in music education.

직소( Jigsaw) 협동학습을 적용한 자기소개서 교육 방법 및 사례 연구

This study examines the efficacy of an educational plan centered on Jigsaw Cooperative Learning as an effective teaching method for writing self-introductions within a a university-level writing class K University. As writing self-introductions has became necessary for employment, the need for writing self-introduction education in university writing classes began to increase in the mid-2000s. Nevertheless compared to other writing learing the participation rates and achievements in writing self-introduction learing have been low. In reponse to these challenges, this study present Writing Self-Introduction teaching plan by applying Jigsaw Cooperative Learing. Jigsaw Cooperative Learing is a cooperative learning model and a teaching method that fosters knowledge exchange among group peers, thus enabling collaborative and independent learning among students emphasized by Fisher&Frey(2021).
 The application of Jigsaw Cooperative Learning took place over two weeks in the first semester of 2023 at K University’s University Writing Class. The structured sequence encompassed ‘professor description→Jigsaw Cooperative Learning Step1→Jigsaw Cooperative Learning Step2→Jigsaw Cooperative Learning Step3→Individual Practice’. The end of semester survey revealed that 64.5% of participants wanted to learn how to write self-introduction: 69.7% stated that writing self-introductions was particulartly helpful. Additionally 27.8% of the classes were instructor lectures without applying Jigsaw Cooperative Learning. The findings demonstrate that writing self-introduction teaching using Jigsaw Cooperative Learning, which enables learners to learn efficiently on their own by collaborating with colleagues, is more effective than unilateral lecture-style methods. As writing self-introductions for employment is practical and strategic writing with a clear purpose, Jigsaw Cooperative Learning can be used to increase the learning effect through the active participation of learners.

2 Medical student learning in the operating room: Through the lens of the surgical teacher

Abstract Aims and Objectives The aims were to deduce surgeons' experiences and challenges of teaching medical students in the operating room and solutions to overcome them. The objectives to achieve this was using pre-existing published and grey literature relating to surgeons' experiences teaching medical students in the operating room. Methods A systematised literature review based on a comprehensive search strategy, including quality assessment, was conducted. Two databases, MEDLINE and EMBASE, were searched since inception until March 2022. Grey literature was searched for in The Royal College of Surgeons in Ireland (RCSI) bulletin, as they publish relevant manuscripts related to surgical education. Title and abstract review was performed by two reviewers on 220 papers. The identified studies were then assessed against the eligibility criteria. Results A total of 8 papers were included in this review. Following the analysis of the literature, the commonalities captured were categorised into themes for thematic analysis. Themes included student preparation and organisational aspects, attitudes towards active participation of learner, student learning priorities, undergraduate curricula awareness and learning objectives, educational environment of the operating room and teaching techniques and engagement in the operating room. Conclusion Numerous commonalities were captured in the literature, replicable in multiple countries, highlighting the need for a standardised undergraduate surgical curriculum. Many of the challenges of teaching identified by surgeons are modifiable, therefore more initiatives need to be in place to extract the educational potential in the operating room.

PENDAMPINGAN IMPLEMENTASI DIGITAL MARKETING PADA UMKM GAPOKTAN MANDIRI JAYA DI DESA CIKARAWANG

The widespread of Covid-19 has extensive repercussions, particularly on the economy and societal well-being. The Institute for Research and Community Engagement (LPPM) of IPB University, through the IPB Goes To Field (IGTF) Program, collaborates with the IPB Vocational School to contribute to the revival of Micro, Small, and Medium Enterprises (MSMEs) affected by pandemic. One of them is UMKM Gapoktan Mandiri Jaya. A substantial decline in sales has been experienced post-pandemic, particularly given the reliance on conventional sales methods involving face-to-face interactions and direct marketing. The IGTF program’s objective is to assist MSMEs in enhancing their sales by leveraging technological advancements, specifically through digital marketing. This initiative aims for business operator not only to acquire technical understanding but also to become proficient in autonomous operations after the program’s completion. The method employed in this undertaking is Participatory Learning Activity (PLA). Intensive mentoring will be provided to business operators during the knowledge dissemination process, culminating in operational simulations. The implementation of digital marketing guidance unfolds across various stages, beginning with awareness campaigns, followed by digital marketing planning, photo product session, digital marketing mentoring, and immersive simulation. Sustainable digital marketing provisions are delivered in two stages: writing pocket guidebook and provision of photos and videos resources.

ПРОЕКТНА ФОРМА НА РАБОТА ЗА ПРОЕКТИРАНЕ И РАЗРАБОТВАНЕ НА ЕЛЕКТРОННИ ИГРИ ЗА УЧЕНИЦИ КАТО WEB-БАЗИРАНА УСЛУГА

The development of information technologies helps to build modern games that support learning. Computer games are typically executable programs or web-based applications in which the software platform runs the game content. The characteristics of serious computer games that make them effective for educational purposes, such as being motivating, engaging and fun, are often associated with active learning. Active learner participation is one of the inherent strengths of computer games. Serious computer games provide an environment for active learning. Computer games are integrated into learning in the form of an innovative educational paradigm. This is the so-called game-based learning, where computer games are a medium for delivering learning content.

PENERAPAN MODEL PROBLEM BASED LEARNING UNTUK MENINGKATKAN KEAKTIFAN BELAJAR SISWA PADA PELAJARAN IPA KELAS V SDN NGALE 01

This study aims to explore the application of the Problem Based Learning (PBL) Model to increase student learning activeness in Natural Sciences (IPA) lessons in class V SDN Ngale 01. The PBL method involves students in solving real problems that are relevant to the context of everyday life, thereby encouraging active engagement and better understanding of concepts. This study used a quantitative approach with a pretest-posttest control group research design. The research sample consisted of two randomly selected classes, namely the experimental class that applied the PBL model and the control class that applied conventional learning methods. Data on student activeness was collected through observation and statistical analysis was used to compare differences in active learning between the two groups. The results showed that the application of the PBL Model significantly increased students' active learning in science lessons. Students who engage in the PBL Model show more active participation in learning, including group discussion, problem solving, and critical thinking. They also showed greater interest in science lessons and the ability to relate concepts to real situations.This research has important implications for education practitioners and science teachers in elementary schools in increasing student learning engagement. The PBL model can be used as an alternative effective learning method to encourage student participation and a deeper understanding of concepts. Future research can involve a larger sample and see the impact of applying the PBL Model on student learning outcomes as a whole.