Learning Activities Research Articles

Dampak Perilaku Fanatisme Game Online Terhadap Minat Membaca Al-Quran pada Siswa Sekolah Dasar

Online games have a sizable market in Indonesia. In recent years, the proliferation of online games has been quite rapid. One of the consequences of playing online games is addiction. Playing online games significantly impacts a child's daily activities, including social interactions, learning, and religious activities, leading to a decline in religious interests such as reciting the Qur'an or reading it because of the time spent

Осознанная саморегуляция и школьная вовлеченность как ресурсы субъективного благополучия обучающихся

<p>The results of an empirical study are presented within the framework of a topical problem of searching for psychological resources for the schoolchildren’ subjective well-being. The resource approach to the study of conscious self-regulation (SR) of achieving goals (V.I. Morosanova) served as the theoretical basis for research. The study had its purpose to assess the contribution of conscious SR and school engagement as resources for the subjective well-being of the 5-11 grade students (N=718). The study implemented the “Multidimensional scale of school engagement” (T.G. Fomina, V.I. Morosanova), Morosanova’s “Self-Regulation Profile of Learning Activity Questionnaire”, and “Multidimensional Students’ Life Satisfaction Scale” (O.A. Sychev et al.). It has been established that the level of conscious SR development and the level of school engagement make a significant contribution to maintaining the students’ subjective well-being in the educational environment. New data have been obtained to clarify that general level of conscious SR development and individual regulatory competencies (planning, modeling, programming, results evaluation) serve as the mediators of the school engagement influence on the students’ subjective well-being. Expanding the understanding of the determinants of students’ subjective well-being, the results obtained provide new arguments in favor of the previously developed idea that conscious SR as a meta-resource not only contributes to the success of solving various life problems, but also enhances the influence of other psychological resources on it. In practical terms, the study results substantiate the productivity of psychological and pedagogical interventions aimed at developing conscious SR and maintaining school engagement as significant resources for subjective satisfaction with the educational environment in adolescent students.</p>

Links between learning goals, learning activities, and learning outcomes in simulation-based clinical skills training: a systematic review of the veterinary literature.

In veterinary education programs it is important to have a balance between providing students with valuable hands-on experience and ensuring the ethical treatment and welfare of the animals involved. In the last years simulation-based veterinary education played an important role helping with the replacement of experimental animals in education and at the same time creating a safe learning environment offering endless options for training in a safe environment. The aim of this systematic review was to discern which type of learning outcomes are used to evaluate specific learning goals of clinical skills training and to grasp the impact of diverse simulator characteristics on the measured learning outcomes in clinical skills training. A systematic search from 1977 until November 2023 has been conducted resulting in 103 included papers. The categories, learning goals, learning activities, and learning outcomes in clinical skills training were used for data extraction of all included studies. This study investigated the interplay between learning goals, learning activities, and learning outcomes. Competence and knowledge were the most frequently described learning outcomes; static and screen-based simulators are the are most frequently used technologies. Static simulators are primarily used to train procedural steps and screen-based simulators are primarily used to train relevant knowledge and clinical reasoning. Notably, none of the reviewed studies made explicit connections between learning goals, learning activities, and learning outcomes. In simulation-based education it is important to provide a structured, constructively aligned process where students gain relevant and effective experience. The results of this study underscore the importance of aligning the learning process in simulation-based clinical skills training, and that alignment in the learning process is not always evident.

How much active teaching should be incorporated into college course lectures to promote active learning?

A long-standing controversy in the learning sciences involves the appropriate balance between more didactic forms of instruction (e.g., lecture) and those that involve more active teaching (e.g., student learning activities). There have been calls for second generation research that examines how much class time should be allocated to student learning activities and how much to lecture to maximize student learning in college courses—a question of the appropriate mix of instructor lecture and student activity. The purpose of the present study was to systematically compare the effects on learning outcomes of two mixtures of learning activities and lecture during a college course on research methods: mostly lecture (consisting of ∼67 % to 75 % lecture and ∼25 % to 33 % learning activities), and mostly activity (consisting of ∼67 % to 75 % learning activities and ∼25 % to 33 % lecture). In a between-subjects design, students in a research-methods in psychology course experienced in-class lessons that were mostly lecture or mostly activity across two different lessons. Participants in the mostly activity condition scored significantly higher on an assessment of learning than those in the mostly lecture condition for a lesson on single-case research designs (d = 0.38) which was less complex but performance between the two instructional conditions was similar for the lesson on direct observational methods which was more complex. Theoretical implications involve potential refinements to generative learning theory. Practical implications involve recommendations for when to provide high amounts of student learning activities during a class period.

The Effect of Scramble Model on Student Activeness of Class VIII SMP Negeri 1 Pademawu

This research is motivated by the fact that student activity is quite crucial in the learning process which ultimately has an impact on increasing their learning activity. So, in order to increase students' active learning, social studies teachers can use models that are interesting and appropriate to students' needs. The aim of this research is to find out whether the scramble model has an effect on student activity. There are 2 problem formulations that are studied in this research, 1) What is the influence of the scramble learning model on student activity in class VIII social studies at SMP Negeri 1 Pademawu 2) What are the supporting and inhibiting factors for using the scramble model on student activity in social studies subjects class VIII at SMP Negeri 1 Pademawu. This research uses quantitative descriptive research methods with simple linear regression data analysis techniques used in this research is simple linear regression. The research results show that the scramble learning model can increase student activity in teaching and learning activities. This is shown by the results of a simple linear regression analysis test with a sig value smaller than the alpha value, namely 0.00 < 0.05, which means the scramble model has a positive and significant effect on student activity. influenced by the results of the coefficient of determination test which produced an influence value of 56% on student activity at SMP Negeri 1 Pademawu, while the rest was influenced by 44%. Next, it can be seen that the results of the calculated t are greater than the t table, namely 9.582 > 1.993, meaning that H0 is rejected and Ha is accepted. So this shows that the scramble.

Pengembangan E-Modul Fisika Berbasis PBL Untuk Meningkatkan Keterampilan Kolaborasi Peserta Didik

The study aims to: 1) develop of PBL-based e-module to improve students collaboration skills, 2) the feasibility of PBL-based e-module to enhance students collaboration skills, and 3) the effectiveness of the PBL-based e-module to enhance students collaboration skills. The research method used Research and Development (R&D) with ADDIE model by Dick and Carry (1996). Research procedures were carried out in four initial stages: analysis, design, development and implementation. The conclusions are: 1) an e-module based PBL characteristics has been successfully developed, 2) based on validation results, e-module meets the criteria to be utilized in learning activities, and 3) this e-module received N-Gain score 0,6053, indicating it is effective for enhancing students collaboration skills. Key words: e-module, PBL, collaboration skills

CONCEPTUALIZING DIGITAL ACCESSIBILITY FOR STUDENTS IN EDUCATION

The primary aim of education is to bring all-round and harmonious development of individuals in different aspects of their life and enable them to attain their full potentialities for performing any productive tasks. Hence, every individual has the right to receive equal opportunities for quality education irrespective of their physical, socio-cultural, and economic backgrounds. However, in the recent decades, the roles accomplished by modern technologies in the domain of education with respect to delivery of instruction, learning activities, teaching strategies, process of evaluation etc. are very much crucial and noteworthy. Thus, it is important to understand the necessity of equal access towards advanced technologies of all students at different stages of education. Therefore, the present paper aims to explore the very notion and issues of digital accessibility, recognizes its major provisions and practices that are designed for all learners so that they may perceive and utilize those digital media effectively. Finally, the researchers of the paper try to address various benefits and challenges besides examining the educational implications of digital accessibility for ensuring adequate students’ engagement in learning. KEYWORDS: Digital Accessibility, Provisions and Practices for all learners, Benefits and Challenges, Educational Implications

Exploring the concept of <i>language awareness</i> in the Curriculum in English in Norway: discussing the potential of picture books for enhancing young learners’ language awareness

This exploratory article provides an introduction to language awareness and discusses the potential of picture books as a textual resource to enhance young learners’ understanding of how language works. The construct of language awareness is investigated and discussed according to its three main components: the cognitive, affective and social dimensions. It is argued that language awareness represents a holistic approach to language teaching and needs to be naturally integrated into teachers’ pedagogical practices. Furthermore, the article looks at how the last revision of the English subject curriculum in Norway, introduced in 2020, involves language awareness and how this concept is communicated. The curriculum seems to reflect a language learning theory that correlates strongly with the theoretical basis for a language awareness approach. It is noted that the teacher’s knowledge of language and engagement with language are crucial factors for facilitating discovery-oriented learning activities, which are considered critical to scaffolding learners’ engagement with language. Picture books are considered a valuable resource in this respect; the qualities that make this literary genre such a useful resource are outlined and reflected on. The article ends by presenting some selected picture books and exploring their potential for using them in the English classroom to promote learners’ engagement with language and hence, contribute to cultivating their language awareness.

An early parenting intervention focused on enriched parent-child interactions improves effortful control in the early years of school.

This study examined long-term mediating effects of the smalltalk parenting intervention on children's effortful control at school age (7.5 years; 2016-2018). In 2010-2012, parents (96% female) of toddlers (N = 1201; aged 12-36 months; 52% female) were randomly assigned to either: standard playgroup, smalltalk playgroup (group-only), or smalltalk playgroup with additional home coaching (smalltalk plus). Multi-informant data indicated that smalltalk plus had unique indirect effects on children's effortful control, through parents' capacity to 'maintain and extend' children's focus during joint interactions. Possible mediating pathways via parent verbal responsivity, home learning activities, and descriptive language use were not supported. When parents received a structured playgroup program with additional home coaching, sustainable benefits were evident in children's self-regulation, assessed in the early school years.

Developing Preservice Biology Teachers' Creative Thinking Skills Through Integrating E-Books into Problem-Based Learning

Developing Preservice Biology Teachers' Creative Thinking Skills Through Integrating E-Books into Problem-Based Learning. This research aims to find a low solution quality of teachers in North Maluku Province, Indonesia. One alternative proposed is integrating e-books into problem-based learning to see the impact on preservice biology teachers' creative thinking skills. Pre-experiment-bookstall research methodology and one group's pretest-posttest design are used. This research was carried out in 2024, and the research location was the Study Program for Biology Education, University of Khairun, Indonesia. The research subjects were preservice biology teachers. The selection of research subjects was based on the initial ability level (high, medium, low), so the number of research subjects was 6 (2 groups). The research results concluded that integrating e-books into a problem-based learning model was very effective in improving the creative thinking skills of preservice biology teachers. Further research also makes it possible to see the differences in the effect of providing learning activity links (e-books) before or after offline lectures are conducted.

Investigating Factors Responsible for More Boredom in Online Live EFL Classes

Although recent years have seen a growing interest in students’ experiences of boredom in foreign language learning, scant attention has been paid to this negative emotion in online live classes. With a mixed-methods approach, this study investigated what factors were responsible for student boredom in online live classes and what made Chinese students majoring in English more bored in online live classes than in traditional in-person classes. Data were collected through a questionnaire and focus group interviews. Quantitative and qualitative data analyses revealed that the main factors responsible for this negative emotion in online live settings were teacher-centered classes, less engagement and interaction, high task challenges, monotonous and long learning activities, textbook-based activities, students’ lack of self-discipline, peer influences, the absence of emotional support, unreliable internet connection, physical fatigue, a locked-down campus, and a dormitory learning environment. Students’ greater boredom in online live settings than in-person settings arose from student-related factors, technological factors, and environment-related factors. This study sheds light on how to alleviate student boredom in foreign language learning in online live settings.

Learning and Development Program’s Admission Requirements and Student Engagement as Success Determinants in Accountancy

This study focuses on the admission criteria of a bachelor of accountancy (BAcc) degree program as one of many factors influencing students’ success in graduating in the regulated time frames. The present study used constructivist learning and student engagement theories as connected lenses to explore the effect of admission criteria on first-year-level students’ academic performance. The research findings emanate from a mixed methods methodology using logistic regression, one of the choice models in the International Business Machines (IBM) Statistical Package for Social Scientists (SPSS), and semi-structured interviews. A sample of 43 was randomly selected from the list of 91 students with NSC-level accounting to match the number of 43 students who did not do NSC-level accounting offered in South African high schools. This gave the researchers a study sample 86, which reduced 81 following incomplete data submission by five students. The study’s findings suggest a sensitive understanding of students’ engagement with program materials and admission criteria. The admission criteria embraces prior high school knowledge reflected in the NSC-level admission points score (APS) and NSC-level mathematics. In addition, student dedication is a dimension of student engagement that we explored. The value of the study is a contribution to the reconsideration of student engagement alongside program admission requirements, leading to the integration of constructivist learning and student engagement theories. Prior studies have not integrated constructivist learning and student engagement theories into their research design. We recommend the continued use of the NSC-level APS score and mathematics in the admission requirements of the BAcc learning and development programs. We also recommend using teaching and learning activities that bring out student dedication. More research should be done on all aspects of student engagement premised on graduating students.

Utilization of Computer-Based Testing Technology to Optimize Cognitive-Based Assessment Literacy in the Learning of Islamic Elementary School Students

The focus of 21st-century learning is on developing students' critical thinking, real-world application of knowledge, mastery of information technology, communication, and collaboration skills. Therefore, it is important to integrate information technology into the learning process and assessment of learning outcomes. This research aims to explore how Computer-Based Testing (CBT) can enhance the quality of cognitive assessment procedures based on literacy and improve learning evaluations for students at Islamic Elementary School. This study adopted a qualitative case study design and was conducted at Islamic Elementary School Al Wathoniyah 10 East Jakarta in the second semester of the 2023/2024 academic year. The researcher used interviews, observations, and documentation as data collection methods. The findings of this research show that literacy-based cognitive assessment using CBT can optimize the quality of learning evaluation. Teachers and students are accustomed to using information and communication technology devices in learning activities. There are five stages of the procedure in literacy-based cognitive assessment using CBT to optimize the quality of learning evaluation, including the planning stage, item question development stage, validation stage, implementation stage, and evaluation stage. The investigative conducting procedure truly optimizes the quality of learning evaluation. Islamic Elementary School Al Wathoniyah 10 utilizes CBT, which has literacy-based characteristics. CBT used in learning evaluation is equipped with meaningful stimuli and various forms of questions. The questions in CBT are made as similar as possible to the national assessment questions. The educational report results in the 2023 national assessment, especially in the cognitive domain, have shown improvement. The literacy and numeracy skills of students at Islamic Elementary School Al Wathoniyah 10 have achieved good and moderate results. Both have obtained top rankings nationally.

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.

The role of personal and contextual factors when investigating technology integration in general and vocational education general and vocational education

This study aims to investigate the extent to which perceived personal and school-related factors influence the quality of technology integration in teaching at the upper secondary level and how this differs between general and vocational education. The quality of technology integration was operationalised through the different activities supported by technology according to the ICAP model. We used data from a survey of 1660 teachers from 106 upper secondary schools in Switzerland to construct structural equation models of the interplay between school-related factors, teacher-related factors, and technology integration. Apart from confirming that technology integration is generally high across all school types, the study shows that among school-related factors, goal clarity is a significant predictor of constructive learning activities and of all the three personal factors considered in the study: teachers’ positive beliefs, technological knowledge, and technological pedagogical content knowledge. Moreover, these personal factors, in turn, constitute significant predictors of all the four types of learning activities. Both full-time and dual vocational schools integrate constructive and interactive activities more than general schools, and vocational teachers report significantly higher beliefs and lower technological pedagogical content knowledge than general school teachers. These findings confirm the importance of considering the interplay between personal and school-related factors when training teachers in technology integration, with interesting differences across school types that seem to depend more on the contextual culture than on the curriculum organisation.

Revision of the Essential Core Competencies: Domains of Competence and Associated Competencies for Pediatric Physical Therapy Professional Education.

The purpose of this Special Communication is to describe the processes of Education Summit III, sponsored by the Academy of Pediatric Physical Therapy, with an emphasis on the review, update, and integration of contemporary language and the Competency-Based Education framework into a revision of the Essential Core Competencies (ECCs). The Academy of Pediatric Physical Therapy has consistently supported pediatric professional education, including sponsoring 3 Education Summits in 2012, 2016, and 2023. The most recent summit focused on a revision of the ECCs and the development of materials to support their implementation. These revised domains of competence and associated competencies will support and guide pediatric physical therapy education for professional students. Educators are encouraged to use their creativity and resources to integrate these into teaching and learning activities.

Teaching and Learning to Support Climate-Neutral Transitions: Exploring Opportunities and Challenges for Interdisciplinary Design Courses

Students’ individual and collective learning processes in interdisciplinary teaching and learning activities that integrate prototype-oriented courses present an opportunity for further exploration. This is particularly relevant given the broader need for capacity-building to support climate-neutral transitions. This contribution draws on an exploratory workshop-in-workshop (WiW) approach to understand and evaluate students learning experiences in an experimental and interdisciplinary design course setting. This experience was embedded in the ENHANCE Alliance, a European network cooperation to innovate research and education in science and technology. The inductive analysis and results from the WiW approach draw upon surveys, group discussions, mapping exercises, and reflections with students. These indicate strong appreciation for problem-based and prototype-oriented teaching along with learning experiences as a part of their individually differentiated but collectively shared learning trajectories. The final insights acknowledge the method as an effective way to enhance instructor-student relationship dynamics and interdisciplinary opportunities. Future improvements to the interdisciplinary design format are discussed and highlight students desires for open and safe learning environments that are more transdisciplinary in nature.

Implementasi Kegiatan Pembelajaran Bahasa Arab Pada Boarding School SMA Muhammadiyah 2 Sidoarjo

This research discusses the implementation of Arabic language learning using the boarding school system at SMA Muhammadiyah Sidoarjo, which discusses learning planning, namely an Arabic learning plan including activities to develop learning objectives and planning the flow of lessons for learning Arabic, implementation of learning, namely learning plans. that have been developed, as well as a continuous process of teaching and learning activities that focus on school activities to achieve educational goals, learning evaluation is one of the important stage activities that educators must carry out to determine the effectiveness and efficiency of learning. In the Arabic language learning planning at Muhammadiyah Sidoarjo High School, currently there is a learning curriculum, learning tools and an Arabic language competency skills upgrading program implemented for teachers and students. In the learning implementation there is formal and non-formal learning. Evening diniyah formal learning. Meanwhile, non-formal learning takes the form of giving mufrodat, muhadoroh, and language drama. In learning evaluation there are 3 assessment components, namely daily assessment, daily test assessment and final pre-school assessment which are test and non-test based.

HANDS-ON FLUIDIZED BED CLASSROOM IMPLEMENTATION AND ASSESSMENT

In this study we examined the first-time use of a miniaturized fluidized bed module in a chemical engineering classroom. Learning activities were developed to foster learning at the higher levels of Bloom's taxonomy and within the ICAP framework to provide interactive, constructive, and active engagement to promote a deeper understanding of concepts. A hands-on activity facilitated by a desktop-scale fluidized bed and reinforcing printed worksheet materials was deployed within a 50-min class to encourage student engagement. Results from module performance tests compare well to predictions based on theoretical models suggesting this tool can effectively demonstrate fundamental concepts related to pressure loss in a packed bed, minimum fluidization velocity, constant pressure drop in a fluidized bed, bed expansion and repacking below a top screen. Pre- and Posttests 1 and 2 show student learning was significantly improved after pre-homework and the hands-on activity compared to the learning after the lecture alone. Student responses to two open-ended questions on Pre- and Posttests 1 and 2 allowed us to identify persisting student misconceptions about packed and fluidized beds. Suggestions for future work to repair these misconceptions are included in this study. Tweetable AbstractA hands-on fluidized bed learning tool enabling visualization of packed and fluidized beds in a chemical engineering classroom, and associated impacts on conceptual learning and student engagement.

Management Roles in Promoting Safety Awareness Among Teaching Staff in TVET Institutions

The recent government focus on Technical Vocational Education and Training (TVET) underscores its pivotal role in developing a highly skilled workforce. TVET institutions primarily offer diploma and certificate courses in technical and vocational fields, which involve teaching and learning activities in workshops and laboratories. These settings pose inherent hazards which present risks to both students and staff. Therefore, ensuring safety awareness is essential to prevent industrial accidents. This quantitative cross-sectional study examines the impact of the management's roles in promoting safety awareness among teaching staff in selected Government TVET Institutions. The study focuses on three critical independent variables representing the management's duties: safety policy, safety and health committee functions, and safety training. Data were collected through self-administered questionnaires distributed to 119 teaching staff across four institutions in the central, northern, and east-coast regions of Peninsular Malaysia. The findings highlight the significant role of management in shaping safety awareness among teaching staff within Government TVET Institutions. Based on these results, it is recommended that institutions prioritize implementing robust safety policies, enhancing the effectiveness of safety and health committees, and investing in comprehensive safety training programs to further increase safety awareness levels among staff members.