Classroom Atmosphere Research Articles

An Empirical Evaluation of the Impact of Moral and Law Course Teaching on the Effectiveness of University Students’ Ideals and Beliefs Education

The Moral and Law course serves as a critical platform for educating university students about ideals and beliefs, and it has a significant impact on the effectiveness of ideals and beliefs education. This paper establishes a mechanism through which Moral and Law course teaching influences the effectiveness of ideals and beliefs education and conducts an empirical evaluation. The results reveal that factors such as the relevance and applicability of the teaching content, the integration of theory and practice, the innovation, interactivity, and participation of teaching methods, as well as classroom atmosphere, teaching facilities, and campus culture, all have a significant positive impact on the effectiveness of ideals and beliefs education for university students.

Analysis of Effectiveness of Collaborative Pedagogy Practices

This study analyzes the effectiveness of collaborative teaching and learning strategies to enhance student's educational experience and learning results. Collaborative pedagogy converts the traditional teacher-centered paradigm into a more participatory, student-centered approach, promoting active participation via group work, debates, and collective problem-solving. This study examines existing literature, case studies, and empirical evidence to evaluate the impact of collaborative approaches on student accomplishment, motivation, and the development of fundamental abilities such as critical thinking, communication, and cooperation. The study found that collaborative teaching and learning approaches are essential for strengthening comprehension, increasing information retention, and cultivating superior social skills. The benefits of peer learning, active engagement, and instructor facilitation are highlighted in cultivating a dynamic classroom atmosphere. The study underscores other problems linked to implementing collaborative pedagogy, including resource constraints, dominant teacher-centered cultural norms, and substantial class sizes, especially in poor countries such as Nepal. The acceptance of collaborative pedagogy in Nepal is increasing owing to continuing educational reforms and curricular modifications; nonetheless, many obstacles hinder its extensive implementation. The document emphasizes the need for augmented teacher training, greater infrastructural support, and customized teaching methodologies to use the benefits of collaborative learning properly. The results demonstrate that, when properly implemented, collaborative teaching-learning methodology may substantially improve educational quality and prepare students to confront real-world difficulties.

Analysis of the Interpersonal Meaning in the Teacher Discourse in Competition Videos

This study, grounded in Systemic Functional Linguistics, examines the form and distribution of mood and modality in English classroom discourse by the winner of the Special Prize at the 12th "Foreign Language Teaching Society Cup" National College Foreign Language Teaching Competition (English Major Group). It reveals how interpersonal meaning is realized in the teacher's discourse and explores teacher-student relationships. The analysis shows a predominant use of the declarative mood, followed by interrogative and imperative moods. This balance reflects the teacher's dual role as both knowledge disseminator and facilitator of student participation, steering away from a wholly authoritative position. Minimal use of the imperative mood suggests discussions are mainly informational, reducing student pressure and promoting an equal and harmonious classroom atmosphere. Declarative moods serve multiple functions, whereas interrogatives stimulate student engagement. Modal preferences indicate a balance between directive and facilitative communication, emphasizing low modal values to foster respect and a student-centered approach. This strategy illustrates the teacher's respect for students, embracing roles such as guide and observer, and offers insights for creating inclusive and effective university English classrooms.

Novice EFL Teachers’ Belief and Emotional Regulation in Response to Students’ Misbehaviors in the Classrooms

This research report shares the findings that emerged from a qualitative study in which the main objective was to discover whether or not novice EFL teachers regulate their negative emotions during their initial teaching practice and, if so, how they do this. Semi-structured interviews, recorded classroom observations, collected the data, stimulated recall interviews, and wrote journals for reflections and explanations of why they expressed and regulated their emotions in those incidents. The participants were three novice teachers who have been teaching English at the same university for about five years. Data collection of student-teacher interaction was carried out during their teaching. The research findings reveal that teachers often experience negative emotions triggered by students' conduct in the classroom, such as discipline issues, lack of engagement, and incorrect responses. Teachers successfully used techniques to redirect their attention and reassess the situation to counteract annoyance and disappointment. Ultimately, these strategies replaced negative emotions with a new outlook through substitute teaching activities. These observations provide EFL teachers with insightful advice on dealing with negative emotions effectively, resulting in a more positive classroom atmosphere where English is taught.

Meningkatan Kemampuan Berpikir Kritis Siswa Kelas X Melalui Model Pembelajaran Problem Based Learning di SMK Pertukangan Santo Yusup

This Classroom Action Research (CAR) aims to improve the critical thinking skills of Grade X students at SMK Pertukangan Santo Yusup by applying the Problem-Based Learning (PBL) model. The background for this research is the previously low critical thinking skills of students, who tended to be passive and less actively involved in the learning process. The method used is Classroom Action Research (CAR) divided into two cycles, Cycle I and Cycle II, covering the stages of planning, implementation, observation, and reflection. In the first cycle, observation results showed that most students were still in the low category of critical thinking skills, with only a few reaching the "Proficient" category. After improvements in the second cycle, there was a significant increase. The number of students able to think critically in the "Proficient" category rose to 47%, and many students began to analyze, evaluate, and argue more effectively. The study also proved that the application of PBL increased students' active involvement in learning. They became more engaged in group discussions, problem-solving, and independent problem analysis. The classroom atmosphere also became more dynamic, with more positive interactions between students and between students and teachers. In conclusion, the PBL model is effective in improving students' critical thinking skills. The recommendations are to strengthen the implementation of PBL, develop relevant learning materials, provide sufficient time for learning, and conduct regular evaluations to ensure continuous improvement. With proper implementation, PBL can be further developed to help students hone their critical thinking skills.

Meningkatkan Motivasi Belajar Peserta Didik Kelas XI Fase F PAKBP Materi Mengembangkan Budaya Kasih melalui Model Pembelajaran PBL SMKN 11 Malang

This study aims to improve the learning motivation of students in Grade XI Phase F of Catholic Religious Education and Character Education on the material of developing a culture of love by using the Problem Based Learning learning model. This study is a type of PTK research carried out in two cycles. The subjects of the study were 7 students of grade XI of SMKN 11 Malang. The data collection technique in this study used a comparative descriptive method by comparing the results from cycle 1 to cycle II. In cycle 1, the percentage of student learning motivation was 43% in the category of starting to develop and 57% in the category of developing according to expectations. While in cycle II it increased by 14% in the category of starting to develop and 86% in the category of developing according to expectations. The increase in student motivation in learning also has an impact on student learning outcomes, where in cycle 1 it obtained a percentage of 57%, while in cycle II it increased by 86%. The results of the study prove that the application of PBL also proves that students are more actively involved in learning. They become more active in group discussions, find solutions, and are involved in solving problems independently. The classroom atmosphere also became more lively, with more positive interactions between students and students with teachers. It can be concluded that by using the Problem Based Learning learning model on the material of developing a culture of love for class XI Phase F, it can help students improve their motivation and learning outcomes in the subjects of Catholic Religious Education and Character Education. In conclusion, this PBL model is effective in improving students' critical thinking skills. The recommendation is to strengthen the application of PBL, develop relevant materials, provide sufficient time for learning, and conduct regular evaluations so that learning continues to run well. With proper implementation, PBL can continue to be developed to help students develop their critical thinking skills.

DIFFERENT VARIATIONS OF TOTAL PHYSICAL RESPONSE ACTIVITIES AND THEIR BENEFITS IN TEACHING LANGUAGE

Total Physical Response (TPR) is a dynamic language teaching method that combines physical movement with verbal input to enhance language acquisition. This article examines various TPR activities, such as commands, storytelling, role-playing, and games, which engage students physically while they learn. These activities accommodate diverse learning styles, benefiting kinesthetic learners who excel with movement. The article emphasizes TPR's effectiveness in improving vocabulary retention, listening skills, and engagement. By linking actions to the language being taught, TPR reduces anxiety, creating a more enjoyable and less intimidating learning environment. Variations like group commands and interactive storytelling offer flexibility for different age groups and proficiency levels, making TPR a versatile method. Additionally, TPR promotes natural language acquisition by mirroring how children learn their first language—through listening and physical response before speaking. The article concludes that incorporating diverse TPR activities accelerates learning and fosters a dynamic, inclusive classroom atmosphere.

Fostering Engagement Through Ice Breaking in Islamic Education

Background: Innovative pedagogical strategies are crucial for enhancing student engagement in Islamic education. Specific Background: This study examines the implementation of ice-breaking activities to address challenges of fatigue and disengagement during the final class period at an elementary school. Knowledge Gap: There is limited research on the application of ice-breaking techniques within Islamic education contexts. Aims: The research aims to evaluate the effectiveness of ice-breaking activities in fostering a conducive learning environment. Results: Findings indicate that these activities significantly improve students’ attention and comprehension, facilitating effective lesson delivery. Novelty: This study demonstrates how tailored ice-breaking exercises can alleviate classroom fatigue and promote engagement. Implications: The results suggest that integrating ice-breaking activities can serve as a practical strategy for educators to enhance student engagement and knowledge retention, thereby cultivating a dynamic classroom atmosphere. Highlights : Enhancement of Engagement: Ice-breaking activities significantly boost student focus and participation, especially during critical learning periods. Tailored Approaches: Specific ice-breaking techniques can effectively address classroom fatigue and disengagement in Islamic education settings. Practical Teaching Strategy: Integrating these activities offers educators a valuable tool for improving instructional delivery and student comprehension. Keywords: Islamic education, ice-breaking activities, student engagement, classroom strategies, teaching effectiveness.

Methodological strategies to extend the attention of the students of the sixth year EGB of the Educational Center "5 de mayo" in the teaching-learning process of the English language

This investigation delves into the efficacy of various methodological strategies in sustaining student attention within a sixth-grade English classroom in Chone City. With a class size of 62, maintaining student engagement presents a significant challenge. To address this, the study employed a bibliometric analysis to inform the research framework. A convenience sample of five English teachers with varying levels of experience was selected for in-depth interviews. Additionally, classroom observations were conducted to gather comprehensive data. The research findings illuminate the correlation between specific methodological approaches and their impact on student attention levels. By examining the perspectives of experienced educators and observing classroom dynamics, this study offers valuable insights into effective strategies for optimizing student engagement in large-scale classroom settings. The study also explores the role of interactive and participatory teaching methods, such as group discussions, multimedia presentations, and hands-on activities, in fostering a more engaging learning environment. By integrating these approaches, teachers can create a more dynamic and stimulating classroom atmosphere that caters to diverse learning styles and keeps students actively involved. Furthermore, the research highlights the importance of continuous professional development for teachers, enabling them to stay updated with the latest educational trends and techniques. This ongoing learning process empowers educators to implement innovative strategies that can effectively capture and maintain student interest. Ultimately, the findings of this study aim to provide a comprehensive understanding of the factors that contribute to student engagement and offer practical recommendations for educators seeking to enhance the learning experience in large classroom settings.

ANALISIS KENDALA EKSTERNAL DALAM PENULISAN KARYA ILMIAH SISWA

In the process of learning Indonesian scientific paper materials, one of the core competencies is the ability to compile and convey complete scientific findings through written papers. However, many students face difficulties when it comes to the writing process. This study aims to understand the learning process of scientific paper writing in the classroom, analyze the factors that contribute to students' struggles in developing scientific papers, and describe the challenges that students face. The research involved high school students who were studying scientific work materials. Qualitative research with descriptive analysis methods was used to gather data. The study revealed that external factors have a considerable impact on students struggling with writing scientific papers. These factors encompass a classroom atmosphere with insufficient learning support, an unsuitable learning environment for scientific paper writing, and inadequate provisions for planning and delivering appropriate learning materials.

An Analysis of English Teachers’ Perception of Merdeka Curriculum at Elementary Schools in Lubuklinggau

This research aims to determine the perceptions of Elementary Schools English teachers towards the implementation of Merdeka Curriculum. This research used a qualitative descriptive method. The data is collected by using questionnaires. This research involved 9 English teachers in Lubuklinggau Timur I of Elementary Schools. The results showed that English teachers have a positive perceptions of Merdeka Curriculum. In conclusion, Merdeka Curriculum has many positive impacts on students, teachers, and the teaching and learning process. The positive impact on students is that students became more active, independent, and improvement based on student interests. In addition, a positive impact on teachers are given self-independent in the teaching and learning process. The teachers are free to express ideas about how to teach and keep the classroom atmosphere more comfortable.

An Analysis of Factors Causing Students’ Reticence in Speaking Classes

This research describes factors causing many students in an EFL classroom struggle with speaking due to reticence, which significantly impacts their language learning and academic achievement. This study aims to identify and describe the factors causing students' reticence and propose possible strategies to cope with students' reticence in speaking classes in the English Education Department. It applied a descriptive qualitative approach, chosen specifically to offer a straightforward description of the phenomenon of the research. Data collection for this study was carried out using observation and interviews. This study involved 13 students as the sample of reticence students. The results revealed nine (9) key factors causing students' reticence in speaking classes. These include anxiety, personality (introverted), lack of confidence, lack of motivation, and low English proficiency. Additionally, fear of negative evaluation, unwillingness to participate, comparison with peers, and uncomfortable classroom atmosphere were identified as significant contributors to students' reluctance to engage in speaking activities. The findings also comprise the strategies to cope with students’ reticence in speaking classes involved classroom arrangements which refers to students’ seating position that makes students participate more and enjoy the class with their peers and using an appropriate teaching method.

Theoretical and Empirical Research on Foreign Language Anxiety and Foreign Language Enjoyment in SLA

This paper explores the theoretical and empirical research on Foreign Language Anxiety (FLA) and Foreign Language Enjoyment (FLE) in Second Language Acquisition (SLA). The study delves into the evolution of FLA, a situation-specific anxiety type, and FLE, an emerging focus in Positive Psychology, examining their impact on foreign language learning. By analyzing the findings from four empirical studies, the paper investigates the influence of FLA and FLE on academic performance, their interrelationship, and their sources. The results demonstrate that high levels of FLA can significantly hinder language acquisition, while FLE can enhance it by increasing motivation and participation and changing attitude towards target languages and FL teachers. Additionally, the interplay between FLA and FLE varies across different learners and contexts, necessitating a balanced approach that mitigates anxiety while promoting enjoyment. This research offers pedagogical implications aimed at enhancing foreign language learning by fostering a supportive and enjoyable classroom atmosphere, promoting learner motivation, and building strong teacher-student relationships.

Chill to Thrill: How Ice-breaking Transforms TOEFL Preparation and Student Engagement

This research explores students' roles and perceptions towards ice-breaking activities in the context of TOEFL preparation classes at one of the universities in East Java. The research employed a qualitative approach with data analysis conducted using NVivo 12. The study involved 20 TOEFL preparation class students who actively participated in ice-breaking activities. The research instruments used were observation and semi-structured interviews to collect data on student perceptions of ice-breaking. Data analysis was carried out by identifying thought patterns that emerged from student responses to the ice-breaking activity. The research results show that ice-breaking activities effectively create a livelier and more interactive classroom atmosphere, increase students' active participation, and reduce anxiety often experienced when preparing for the TOEFL test. In addition, the active role of mentors in facilitating these activities has proven to be very important in creating a supportive and inclusive learning environment. In-depth observations also revealed that ice-breaking strengthens social interaction and collaboration between students, increasing their understanding of the material being taught. Future researchers should explore the long-term impact of ice-breaking on students' academic performance in the TOEFL test.Keywords: Ice-breaking, Student perception, TOEFL preparation

Behavior Management Approaches and Teacher- Student Connectedness: A Quantitative Investigation

This study aimed to determine the influence of behavior management approaches on teacher-student connectedness among public elementary school teachers at Jesus V. Ayala Elementary School, Binugao District, Davao City Division. Fifty students were identified using the universal sampling method. The study utilized a descriptive-correlational design, employing two survey questionnaires focused on behavioral management approaches and teacher-student connectedness for data collection. Statistical tools used included mean, Pearson r, and regression analysis. Results indicated that the level of behavioral management approach was high in the democratic approach and preventive approach, and moderate in assertive discipline and intervention approaches. Regarding teacher-student connectedness, levels were moderate in individualized personal interaction and support, and high in empathy and perspective taking. The findings also revealed a strong significant relationship between behavioral management approach and teacher-student connectedness (p < .05). Furthermore, democratic approach, assertive discipline approach, preventive approach, and intervention approach significantly influenced teacher-student connectedness. Specifically, for every unit increase in these domains of behavioral management approach, teacher-student connectedness increased by 1.908, holding other factors constant. Based on these findings, the study recommends that teachers engage in continuous professional development focused on adaptive behavior management strategies to effectively support student behavior and maintain a positive classroom atmosphere, thereby fostering a conducive learning environment for all.

STUDI KASUS PEMANFAATAN POJOK LITERASI PRAKTIK DEAR DI SMPN 5 KEPANJEN (KETERAMPILAN MEMBACA KRITIS SISWA)

This study aims to examine school efforts in instilling a culture of literacy and practice of DEAR (Drop Everything And Read) at SMPN 5 Kepanjen with critical reading skills, the benefits obtained from the literacy corner in class, the obstacles in practicing DEAR (Drop Everything And Read) and the utilization of the corner literacy that has not had an impact on students in SMP Negeri 5 Kepanjen classes and solutions to related obstacles in optimizing the use of class literacy corners at SMP Negeri 5 Kepanjen. This qualitative research uses a phenomenological type. The research informants involved all school members, namely students, teachers and the principal of SMPN 5 Kepanjen. The results of the study show that the school is trying to instill a culture of DEAR (Drop Everything And Read), which must be done every day by students at SMP Negeri 5 Kepanjen. By habituating students to visit literacy corners, creating literacy activity programs, applying critical reading skill and trying to bring in publishers to offer a wide selection of reading books to students to be used in literacy corners as literacy materials. The reading corner functions to create a new classroom atmosphere, can also be used as a place for casual reading, fosters student creativity and can be used as a place to channel hobbies. In addition, students enjoy reading under the guidance of the teacher, because they can learn and share ideas and experiences while learning. The obstacle to optimizing the function of the literacy corner is the low introduction of a reading culture, the solution to optimizing the function of the literacy corner is that the teacher participates in providing books to be read by students, adapts to the needs of students in class and tries to complete a collection of various readings, so that when students read they do not seem boring. When they are in the literacy corner, carrying out DEAR (Drop Everything And Read) activities can create critical thinking so that they finally like reading activities.

EXPLORATORY STUDY ON THE USE OF STORY METHODS IN INCREASING STUDENT INVOLVEMENT IN HISTORY LEARNING AT SMAN 1 MEDAN

This research aims to investigate the use of the story method in increasing student involvement in history learning at SMA Negeri 1 Medan. The story method is an approach that utilizes narrative to bring historical content to students in an interesting and engaging way. This research uses a qualitative approach with an exploratory study design. Data was collected through classroom observations, interviews with history teachers, and questionnaires given to students. Data analysis was carried out using content analysis techniques. The research results show that using the story method can increase student involvement in history learning. Students responded positively to the use of narrative in understanding historical content and felt more involved and enthusiastic in the learning process. The implications of this research provide encouragement for history teachers to consider using the story method as an effective learning strategy for increasing student engagement in history lessons. The story method also encourages students to think critically and reflectively. They are invited to see multiple points of view and understand the complexity of historical events, which helps them develop analytical and critical skills. The use of stories creates a more inclusive and enjoyable classroom atmosphere. Students feel more involved and valued, which in turn increases their motivation to study history. However, this research also identified several challenges in implementing the story method, such as the need for additional time to design interesting and relevant story material as well as differences in student learning preferences. However, these challenges can be overcome through collaboration between teachers and support from the school. Overall, this research concludes that the story method is an effective and innovative learning strategy for increasing student involvement in history learning. The recommendation put forward is to continue developing and perfecting this method, as well as providing training and workshops for teachers so that they are more skilled in implementing the story method. In this way, it is hoped that history learning in high schools can become more interesting, interactive and meaningful for students and help them develop a deeper understanding and appreciation of history.

CRITICAL THINKING SKILLS OF GRADE 5 STUDENTS ON SCIENCE LESSONS IN THE INDEPENDENT CURRICULUM

This research is motivated by the fact that in the 21st century, the learning process is no longer centered on educators (teacher-centered learning) but is centered on students (student-centered learning), learning consists of skills known as "The 4C Skills". Indonesia's low ranking in the PISA results designed by the OECD in 2018, was ranked 71st in the science category. Students' critical thinking abilities are needed in the learning process, especially in science learning in the independent curriculum, but each student has different essential thinking abilities. In the independent curriculum, the learning process is to meet the needs of the students, both in terms of planning learning and conditioning the classroom atmosphere and giving freedom to students to be active in learning. This research aims to determine the critical thinking abilities of grade 5 students in science lessons in the independent curriculum at SDI Al Azhar 27. The research method uses a combination research method with a concurrent triangulation design model. The instruments used in this research were tests, observations, and interviews. The results of the research show that students' critical thinking abilities before using the independent curriculum and students' critical thinking abilities after using the independent curriculum have increased. Quantitative analysis using the Paired Sample T-Test using SPSS 26 for Windows shows that the average value ranges from 85.00 to 90.90. Thus, it can be concluded that there is a significant increase in students' critical thinking abilities.

Exploration of Oral English Teaching in Junior High School from the Perspective of Positive Psychology

Under the requirements of oral English in junior high school, the improvements of teaching method are necessary. Positive psychology aims at studying the meaningful parts of human life. This study explores the integration of positive psychology principles into the teaching of oral English in junior high schools. It emphasizes creating a positive classroom atmosphere, fostering supportive teacher-student interactions, designing engaging oral activities, and employing positive psychological interventions. By focusing on students’ strengths, promoting positive emotions, and encouraging social interactions, the approach aims to boost students’ confidence, motivation, and language proficiency. The findings suggest that this method not only enhances academic performance but also contributes to students’ overall personal development and well-being, providing a valuable framework for effective oral English teaching.

PENGEMBANGAN E-BOOK “NADA BUKHU” (Nabi Adam Dan Buah Khuldi) Berbasis Web Pada Pembelajaran PAI Kelas 1 SD di SDN Karapyak I Sumedang

In this era of technological progress, of course, its use cannot be avoided both in daily activities and learning activities. With the development of the web-based e-book learning media "NADA BUKHU" (Prophet Adam and the Fruit of Khuldi), it can be used as a preference in teaching and learning activities. Based on the results of research on grade 1 students at SD Negeri Karapyak 1, Sumedang. The results showed that student's ability to understand the material could increase, as well as make students focus their attention on the material due to the attractive designs and images. The aim of creating and developing the e-book learning media "NADA BUKHU" is to help teachers and students make learning activities more effective and make the classroom atmosphere conducive and interactive. The method used in developing this media is Design and Development (D&D) and the research results use descriptive qualitative. The results of this research are 1) students are helped in understanding the material, 2) practice questions in interactive e-books, 3) the appearance of e-books is attractive to students, 4) students are active when using learning media in class. The implications of this research activity include: 1) increasing the accessibility of learning materials, 2) utilizing technology in learning activities, 3) providing support for thematic teaching in elementary schools. 4) foster the development of digital literacy and technological competence. 5) carry out evaluation activities on improving learning content.