Participation In Learning Activities Research Articles

DIGITAL TRANSFORMATION THROUGH COOPERATIVE LEARNING

In today’s complex world, a continuous upgrade of knowledge is crucial. Digital literacy, as one of the key competencies of the 21st century, is becoming more critical since it enables an efficient use of digital devices and tools. The European Union has set five key competencies for digital literacy, including informational and data literacy, digital content creation and communication and collaboration. In education, communication is widely accepted as a crucial skill for achieving common goals. Collaborative learning has proven to be a practical approach to teaching since it encourages the active participation of learners, provides many valuable and innovative solutions, and enables the development of key competencies. The collaborative workability can be further enhanced through cross-curricular integration, where learners are taught independent learning, information-seeking skills and critical thinking. In the school context, combining digital competencies, collaborative learning, and cross-curricular integration is key to preparing students for life in the modern world. This research presents an example of developing digital competencies in technology engineering lessons. The example above is offered in three stages and covers a period of ten school lessons. In addition to digital competencies, students are developing other competencies that will benefit their daily lives. Research is aimed at teachers who want to build digital competencies in their students through experiential learning, collaborative work, and cross-curricular integration, as well as prepare them for future challenges. Keywords: digital competences, digital literacy, cross-curricular approaches, cooperative learning, technology and engineering learning, technology and engineering literacy

How Motivation for Undergraduate Physics Interacts With Learning Activities in a System With Built‐In Autonomy

ABSTRACTSupporting student participation and learning in STEM involves motivating students to engage in the most effective learning activities. In this article, we study how student motivation interacts with learning activities, and we pay special attention to active learning and the Scandinavian context where participation in learning activities is largely voluntary. Twenty‐one undergraduate physics students at a large, research‐intensive university in Norway participated in nine focus group interviews at the beginning and end of the spring term of 2020. With self‐determination theory as a lens, our thematic analysis resulted in three themes: First, students' autonomous motivation came from mastery experiences and perceived learning, such as the joy of solving a problem. Second, active learning activities enabled students' autonomous motivation when these activities supported competence, for example through optimal challenge or with evident learning gains. In contrast, students experienced low or controlled motivation when excessive challenge and lack of mastery threatened their sense of competence. Third, students' sense of competence was strengthened by being part of a community of learners. The community ensured that help and mastery experiences were available, and interactions with the community made evident that other students struggle too. The emphasis on mastery and competence for these students is discussed considering how physics is associated with difficulty and extraordinary cleverness. We argue that the main threat for students who do not feel competent enough in physics is the threat of not belonging in physics due to this perceived lack of competence. Implications for teaching and research are discussed.

It’s all about the patients: a shift in medical students’ approach to learning during a novel distributed integrated clinical rotation

IntroductionTo ensure that pre-final year medical students at Stellenbosch University were able to resume clinical training during the COVID-19 pandemic, a 12-week integrated rotation was introduced, during which students were distributed across a widespread training platform in two provinces of South Africa, utilizing a range of health care facilities in both rural and urban areas, rather than the central academic hospital (CAH) in which they would have been doing clerkships. Called the Integrated Distributed Engagement to Advance Learning (IDEAL) rotation, this clerkship was based on supervised engagement in healthcare services, focusing on patient-based clinical training, self-regulated learning and student participation as integral members of clinical teams. The success of this emergency intervention has led to its formal incorporation into the medical curriculum. This study aimed to understand the factors that influenced learning among students undertaking the IDEAL rotation at multiple sites on a distributed training platform.MethodsUsing an interpretive paradigm, we sought to conduct focus group interviews with students who completed the first iteration of the IDEAL rotation in the year after they had undertaken it to understand their experiences. All 252 students who were eligible were invited to participate by email on several occasions. Ultimately three focus group discussions and two individual interviews were undertaken, based on volunteers. Using a semi-structured interview guide, these explored student perceptions of their learning and growth through the rotation. Inductive and deductive analysis was carried out to identify themes.FindingsStudent descriptions of their learning experiences coalesced in 6 themes. The rotation was an enabling learning experience, which was more practically focused and assisted students in developing confidence in their clinical skills. It was seen to be a humanizing learning experience with greater opportunities for the development of relationships with patients and families, as well as with health professionals, who made them feel part of the team, so it was also a more collegial learning experience. At the same time, it was a variable learning experience with a lack of standardization on a number of levels and challenges being experienced at particular sites regarding both logistics and the nature of the exposure. Students perceived it to be a very different learning experience from what they had encountered in the CAH in terms of relationships, the kinds of patients and problems they saw, and their active participation. Through this, they also learned more about themselves and their roles, making it a personal learning journey. The findings confirm the importance of the dimensions of person, participation and place for being and becoming a doctor in a clinical environment.ConclusionsStudent learning experiences in the IDEAL rotation emphasize the importance of context, reinforcing the value of a distributed training platform in developing health professionals who are responsive to their environment. They emphasize the vital role of active participation in learning and the centrality of relationships in medical training, helping to develop graduates who are human beings and not only human doings.

Peningkatan Hasil Belajar Fase E Kelas X Materi Bersikap Kritis dan Bertanggung Jawab terhadap Media Massa dengan Bantuan Platform Digital Menggunakan Model Pembelajaran Berbasis Masalah di SMA Negeri 1 Alasa, Kecamatan Alasa, Kabupaten Nias Utara

This study aims to improve student learning outcomes on the material "Being critical and responsible towards mass media" in Catholic Religious Education and Character Education learning in class X Phase E of SMA Negeri 1 Alasa using the Problem Based Learning method. The subjects of the study were six students who had difficulty with the material. This study was conducted in two cycles with four stages, namely: planning, action, observation, and reflection. The results showed an increase in student learning outcomes with an average score increasing from cycle I to cycle II. The implementation of the PBL method has a positive impact on student understanding of the material and active participation in learning. This study suggests the application of the PBL method to improve the quality of learning outcomes in other subjects.

Audio-Visual Media Learning in Arabic Language Acquistion

<p style="text-align: justify;">Audio visual media provides extensive interaction activities between students and learning materials that are easy to access anytime and anywhere. This is in accordance with interaction theory in second language acquisition which emphasizes the importance of response and active participation in learning activities. Through audio-visual media, students will more easily grasp the meaning of the material presented so that students are able to express it through spoken language. The aim of the research is to determine the suitability of using audio-visual media in second language acquisition for Arabic language students. The research uses the library research method, a data collection technique by reviewing books and articles related to the research topic. The results of library research on the use of audio-visual media in acquiring Arabic, students are more enthusiastic in learning Arabic, the process of learning Arabic is fun, students easily understand the material through audio-visual media with quality determination criteria. Several psychologists explain that the connection between second language acquisition and second language learning can improve memory and increase motivation in using audio-visual media.</p>

Penerapan Model Pembelajaran SETS (Science, Environment, Tecnology and Society) untuk Meningkatkan Hasil Belajar PLH

This research aims to improve student learning outcomes in Environmental Education (PLH) subjects through the application of the SETS (Science, Environment, Technology and Society) learning model. The research subjects were grade 2 students at SDN 221 Babakan Sentral. This study uses a classroom action research method which is divided into two stages. Each stage includes four steps: plan, implement, observe, and evaluate. Information is collected by observing and testing learning outcomes. The research results show that the application of the SETS model can improve student PLH learning outcomes. This increase can be seen from the increase in the average class score and the percentage of student learning completion from cycle I to the next cycle. Apart from that, the SETS model also increases students' active participation in learning and their ability to relate PLH concepts to science, technology and society. In conclusion, the SETS learning model is effective in improving learning outcomes and students' understanding of PLH material.

From Skill Development to Skill Duration: Three Strategies for Cultivating a Culture of Learning in Your Organization

This article discusses strategies for leaders to foster a culture of continuous learning within their organizations. It establishes that learning is a learned behavior that must be developed over time through reinforcement and environment. Left to chance, companies will not cultivate an effective learning culture. The article then presents three key steps leaders can take: make learning part of daily work through reflection sessions, identifying teachable moments, and recognizing achievements; support ongoing skill development with resources, peer learning, and skills gap assessments; and lead by example through participation in learning activities, promoting experimentation, and developing adaptability in hiring and coaching. It provides an example of implementing these strategies at a financial services firm and the positive outcomes it achieved. The conclusion emphasizes the integral role of leaders in socializing learning as a habit and competitive advantage through intentional culture design. A culture of continuous learning will help organizations adapt to future challenges.

Empirical Study of Data-Driven Learning and Generative AI in Enhancing Meta-Cognitive Resource Utilization: A Comprehensive Analysis

This study investigates integrating data-driven learning and Generative AI within the Meta-Cognitive Resource Utilization Framework (MCRUF) and its potential to enhance educational outcomes. It highlights how AI-driven tools can personalize learning experiences, foster meta-cognitive skill development, and offer real-time feedback to improve learner autonomy and engagement. However, the study identifies key challenges, such as over-reliance on technology, digital literacy gaps, data privacy concerns, and unequal access to AI resources. The findings suggest important implications for educators and policymakers, emphasizing the need for ethical guidelines, equitable access, and a balanced approach combining AI assistance with active learner participation. Future research should focus on long-term impacts and strategies to ensure responsible implementation of these technologies.

플립러닝 수업이 지식공유태도와 학습성과에 미치는 영향: 학습참여의 조절효과 중심으로

Objectives The purpose of this study is to apply flipped learning to general chemistry subjects and to examine the effect of knowledge sharing attitude and learning participation on the effect of flipped learning class on learning outcomes. Methods For this purpose, 110 students in the first to fourth grade who participated in the flipped learning class of applied chemistry major at K University in Busan were randomly sampled and selected. Using the final 98 copies, mediated regression analysis and hierarchical regression analysis were conducted using SPSS 29.0 program to analyze the mediating effect and the moderating effect. Results Flipped learning class had a positive effect on learning outcomes, and knowledge sharing attitude proved to have a partial mediating effect between flipped learning class and learning outcomes. The hierarchical regression analysis confirmed the moderating effect of learning participation between knowledge sharing attitude and learning outcome. Conclusions In the process of improving learning outcomes in the flipped learning class, students' attitudes of sharing knowledge and cooperating with each other are important, and students' active participation in learning strengthens learning outcomes by raising positive awareness of knowledge sharing. However, when learning participation was high, the negative effect on knowledge sharing weakened the effect of knowledge sharing attitude on learning outcomes. In order to maximize the effect of flipped learning, when learners have positive emotions through interaction between professors and colleagues, they can lead to active behavior in learning participation and promote knowledge sharing attitude.

The impact of workplace changes and supervisor support on employee learning: a nonlinear perspective

ABSTRACT In this study, we examine how workplace changes relate to employee participation in formal learning (i.e. participating in a course or training) and informal learning (i.e. learning from tasks and people at work). Drawing from work design principles, we propose a nonlinear relationship between workplace changes and employee learning, suggesting that multiple changes accelerate employee participation in learning activities. Additionally, we propose that supervisor support for learning moderates this relationship. We examined our hypotheses using survey data from a large subsample of employed workers who participated in the Netherlands Working Conditions Survey (NWCS) in 2018 and 2020. Results showed that workplace changes generally enhance both formal and informal learning. Specifically, we observed a nonlinear relationship for formal learning, however, the pattern of the curve was a decelerating rather than an accelerating one. Further, supervisor support for learning was positively associated with both formal and informal learning and outweighed the association of workplace changes with work-related learning: for employees who experienced high supervisor support, informal learning depended less on workplace changes, but for formal learning it enhanced the found nonlinear relationship and resembled a positive curve that gradually flattens. Results are discussed in light of their theoretical and practical contributions.

Pelatihan dan Pendampingan Pembelajaran Calistung dalam Meningkatkan Keterampilan Dasar Siswa Kelas 1 di SDN Kalitimbang II

This research aims to evaluate the effectiveness of training and mentoring in calistung learning (reading, writing and arithmetic) in improving basic skills in lower grade students at SDN Kalitimbang II. Using qualitative research methods, this research involved grade 1 students, as well as their teachers and parents. Data was collected through classroom observations, in-depth interviews with teachers and parents, as well as analysis of student learning outcomes before and after the intervention. The research results showed that calistung training and mentoring significantly improved students' basic skills. This improvement is reflected in better learning outcomes, increased interest in learning, and active participation in learning activities. These findings indicate that calistung training and mentoring is an effective strategy in improving the basic skills of lower class students.

Effectiveness of Digital Platforms in Improving Students' Writing Skills in Higher Education: Literature Review

Higher education is currently facing demands to integrate digital technology to improve the effectiveness of teaching and learning. The use of technology in education has been proven to increase access to information, learning flexibility, and innovation in teaching methods. This study aims to review the literature regarding the effectiveness of digital platforms in improving students' writing skills. The methods used include qualitative and quantitative approaches through literature reviews from trusted academic sources in the last 6 years. Research findings show that digital platforms such as Google Classroom, Moodle, Microsoft Teams, and collaborative applications such as Google Docs increase learning motivation, and interaction between educators and students, and facilitate inclusive and adaptive learning. In addition, digital feedback and collaboration in learning to write have also proven to be important. Qualitative analysis shows that the use of digital platforms has a positive impact on students' writing skills, including increasing productivity, writing quality, and active participation in learning. Based on these findings, the research emphasizes the importance of educational strategies and policies that support the comprehensive integration of digital technology to achieve more effective and efficient higher education in the future.

Pengaruh Sistem Full Day School Terhadap Motivasi Belajar dan Pembentukan Karakter Siswa di SD Nasima Semarang

This research aims to analyze the influence of the full day school system on learning motivation and character formation of students at SD Nasima Semarang. The research method used is descriptive quantitative with data collection through questionnaires given to students and teachers. The research results show that the implementation of the full day school system has a positive impact on student learning motivation, which is characterized by increased interest and participation in learning activities. Apart from that, this system also plays a significant role in forming student character, such as discipline, responsibility and cooperation. However, there are several challenges that need to be considered, such as student fatigue and the need for varied teaching methods. In conclusion, the full day school system at SD Nasima Semarang generally has a positive influence on students' learning motivation and character formation, although improvements and adjustments are still needed to optimize the results achieved.

Implementation of the Problem Posing Method in Increasing Student Learning Activities in Islamic Religious Education Class VIII at SMPIT Titian Ilmu Bekasi

Education is part of future investment, community investment as well as state investment to advance and educate the nation's life. The purpose of this study is to evaluate the effectiveness of the problem posing learning method in improving student learning activities in Islamic Religious Education (PAI) class VIII at SMPIT Titian Ilmu Bekasi. This study also aims to understand the influence of this learning method on students' involvement in class discussions, enthusiasm in completing assignments, and active participation in learning. This research was conducted through analytical techniques from the data that had been obtained during research activities and the researchers attempted to explain and explain rationally, objectively with the objectives and existing research problems. The method that the researcher uses in this research is a qualitative approach with the type of naturalistic phenomenological research, namely the type of research carried out by researchers to identify human experience about a certain phenomenon naturally. Research conducted from April 12 to May 20, 2024, at SMPIT Titian Ilmu Bekasi shows that the conventional learning method of PAI is less effective in attracting student interest and involvement, so innovations such as problem posing methods are needed which are proven to increase student learning activities. PAI has an important role in shaping students' character and morals by instilling values such as honesty, responsibility, and tolerance, but it must be more relevant to students' daily lives and integrated with religion-based extracurricular activities. In conclusion, to increase the effectiveness of PAI, it is necessary to have interactive, contextual, and integrated learning with relevant practical activities, so that it can answer the challenges of the times and help students develop strong moral values.

액션러닝 기반 종교교육의 설계 방향: 원광대학교 교양과목을 중심으로

[Objective] The purpose of this study is to explore the a design guideline of Action learningbased religious education. As a poetic study for teaching-learning design that can interact with learners in the era of de-religionization, it proposes a way for ‘Religion and Won Buddhism’, an essential liberal arts course at Wonkwang University, to achieve educational effects such as active participation of learners while conforming to the doctrinal basis and educational ideology of Won Buddhism. [Contents] This study explores the fundamental ideologies that should be referenced for the design of teaching-learning and establishing the tasks of religious education of Won Buddhism, focusing on ‘Il-Won (一圓)’, ‘Fourfold Grace (四恩)’, and ‘Four Essentials(四要)’ in this study. And based on this, the direction of operation of Action learning-based ‘Religion and Won Buddhism’ is explored. [Conclusions] Through action learning-based religious education, this study discussed the learner’s subjectivity as a ‘Il-Won’, the network of ‘Grace’ between educational members, and the role establishment of instructors and learners based on the ‘The Wise Mas First’. In particular, practical methods such as small group activities using Action learning were explored, and an educational direction was suggested to pursue religious knowledge through the daily life of learners.

Analysis of the Needs for Teaching Materials Text Report of Microblog Assisted Observations for Senior High School Students

The study investigates the adequacy and development methods of teaching materials, specifically textbooks, which are essential references for students. Despite their importance, current textbooks exhibit shortcomings in content sufficiency and development techniques. Given the technological inclinations of contemporary students, integrating technology into learning can enhance engagement and enjoyment. This research aims to analyze the necessity of microblog-based teaching materials for observation report texts to boost student enthusiasm and active participation in learning. Employing qualitative research methods, the study involved 96 students from three high schools in Takengon. Data were collected via Google Forms and analyzed descriptively. Findings indicate a significant demand for microblog teaching materials, with 80% of students responding affirmatively to the need for such resources. The study's implications include providing captivating teaching materials to enhance classroom learning and motivating teachers to create more engaging educational resources, thereby fostering greater student enthusiasm and participation.

Pembinaan Akhlak Santri di Pondok Pesantren Darussalam Sengkubang Tahun 2023

The objective of this research is to gather information on the Moral Development Model for Santri at the Darussalam Sengkubang Islamic Boarding School in 2023. The research aims to provide a description and analysis of the method of Moral Development at the Darussalam Sengkubang Islamic Boarding School, the implementation of Moral Development at the Darussalam Sengkubang Islamic Boarding School, and the evaluation of Moral Development at the Sengkubang Islamic Boarding School. This research utilizes a qualitative approach with a descriptive design. The primary sources of data are santri supervisors and female student supervisors, while the secondary sources of data are boarding school leaders, ustadz, ustadzah, and santri residing in dormitories. Data collection techniques involve conducting semi-structured interviews with prepared and developed questions based on the relevant literature. The findings of this research indicate the model for moral development of students at the Darussalam Sengkubang Islamic Boarding School in 2023. The researcher concludes that 1) The method for fostering students' moral development at the Darussalam Sengkubang Islamic Boarding School is consistently implemented through coaching by example, guidance, habituation, and rewards. These methods are employed by ustadz, ustadzah, and male/female student dormitories during the students' tenure at the Sengkubang Darussalam Islamic Boarding School. 2) The implementation of moral development for students at the Sengkubang Darussalam Islamic Boarding School is consistently and continuously carried out by ustadz, ustadzah, and male/female boarding school supervisors. 3) The evaluation of the implementation of students' moral development at the Sengkubang Darussalam Islamic Boarding School is consistently and continuously conducted by ustadz, ustadzah, and male/female student dormitory coaches. Evaluation takes the form of daily assessments during students' participation in learning activities. Monthly evaluations are conducted based on reports compiled by ustadz, ustadzah, while the students partake in academic and Islamic boarding school programs at the Darussalam Sengkubang Islamic Boarding School.

Application of Contextual Strategy with Audio Visual Media to Increase Interest in Learning Indonesian Language in Students

In learning Indonesian, the study of practical problems regarding language in everyday life is very useful for a child or student in living and living now and in the future. With the hope that these students will later be able to realize and understand that they cannot live without the contribution of language in every action, but living in a large environment is very difficult when the language used is not appropriate to the context, if you want to live a decent life then language is one of the tools to be able to connect good communication with others. The next problem is related to the choice and learning approach, which has not generated much student activity and creativity. This is because they still often use conventional approaches, where learning is centered on the teacher, so that students become passive. If the learning can activate students, it will be interesting and the large amount of material can be quickly absorbed by students. Because they are enthusiastic, want to learn seriously. Based on the problem above, we are interested in implementing a contextual learning model which is seen as being able to help students be active in learning and teaching activities. The aim of this research is to find out the influence of contextual learning on increasing students' interest in learning Indonesian. To find out whether there is an increase in students' interest in learning Indonesian. To determine the simultaneous influence of contextual learning and student interest in learning on the learning achievement of class IX students at SMP Negeri 3 Bawolato. The method used in this research is a quantitative method by applying an experimental approach to class IX students at SMP Negeri 3 Bawolato, data collection using research instruments, (1) attention to learning, (2) participation in learning activities, (3) effort in completing assignments, (4) interest in learning material. The results of the research show that there is a simultaneous influence of contextual learning and student interest in learning on the learning achievement of class IX students at SMP Negeri 3 Bawolato. Students' perceptions of the contextual learning model have a greater effective contribution to increasing students' interest in learning Indonesian, although not yet to its full potential.

ENHANCING INTRINSIC MOTIVATION AND LISTENING SKILLS THROUGH INTEGRATING AUTHENTIC LEARNING MATERIALS

Authentic learning materials (ALM) are recognized for providing meaningful and engaging educational experiences. However, there is a lack of extensive research examining the relationship between authentic learning materials, students’ intrinsic motivation, and their listening skills. This study addresses this gap by employing a quantitative method through the distribution of a 35-item Likert scale questionnaire to junior high school students in Batam. The questionnaire aimed to assess students’ attitudes and perceptions regarding the use of authentic materials in their English classes. The results from 30 students indicated that authentic learning materials positively influence student engagement, intrinsic motivation, and cultural awareness. These materials were found to enhance students' interest and participation in learning activities by making the content more relatable and applicable to real-life situations. The study also highlighted some challenges, such as difficulties in comprehension and issues with classroom dynamics, which could impact the overall effectiveness of these materials. Despite these challenges, the data suggest that authentic learning materials effectively bridge the gap between classroom learning and real-world language use. This connection fosters a sense of achievement and satisfaction among students, as they can see the practical application of their language skills. Thus, incorporating authentic materials into the curriculum can provide significant benefits, enhancing the overall learning experience and motivation of students in the English classroom.

Participation for learners with cognitive disabilities in class activities during the pandemic in UAE: issues and barriers

The study examines issues related to achieving meaningful participation in class activities as an element of social inclusion of learners with cognitive disabilities aged 14–19 years that are enrolled in educational institutions (schools/centres) during COVID-19 in United Arab Emirates. The paper relied on a qualitative approach with 5 sessions of virtual observation and 18 semi-structured virtual interviews with learners themselves and their care givers/parents as the main methodological tool given lack of access to physical means at the time of data collection during the global pandemic (2021–22). The analysis was thematic, focusing on explored and extracted main issues that impact one important aspect of the social inclusion of such learners, which is their active participation during a difficult time. The results showed that learners with cognitive disabilities faced additional several issues in addition to what members of the surrounding community dealt with during the disaster. Data revealed that they were immensely affected by the pandemic, with another layer of social isolation, lack of peer interaction as well as family restriction that is directed at them with additional measures than everyone in the household. It also showed that despite the efforts and programmes designed by schools/institutes that were in place to support their engagement in academic and social activities, participation as an important social aspect of their school lives was badly impacted. Despite calls for prioritizing such learners, the study revealed that learners with cognitive disability were constructed as ‘last on the list’ among class community members in terms of their participation and active engagement in different class activities. The data were purposefully collected at a time that is unlikely to be replicated for many years to come (a global pandemic), the purpose was to give a reflection on the status allocated to such individuals during hard, unusual and/or difficult times for any future practice. The paper forwards recommendations to support educational institutions to promote active participation of learners with cognitive disabilities.