Basic Lesson Research Articles

Influence Utilization of Social Media to Creativity Study Inner Students Civics Subjects

The use of social media for student learning creativity in Civics subjects is influenced by developments in the globalized world of education. Teachers must choose the right approach and media in the Civics learning process so that teachers are able to make the learning process smooth and able to make students more creative both at home and at school. The aim of this research is to determine the influence of social use on learning creativity, and also to determine the influence of media use social impact on student creativity. This research method uses a literature study approach sourced from journals, books and other sources that are related to the use of social media on student learning creativity in Civics subjects. The research results show that the development of teachers' teaching creativity is to foster students' interest in learning and teachers are expected to create a teaching strategy that is quite effective and creative, creativity in designing learning implementation plans to plan learning and carry out learning in according to educational objectives. Citizenship education is required to be studied starting from elementary, middle to tertiary levels. This aims to shape the character of the children of the Indonesian nation. The values of Pancasila are formed based on the culture of the Indonesian people, so that the character inherent in every child of the Indonesian nation is a character that is based on the values of Pancasila in their daily lives. That's why Civics is studied and applied to students since elementary school. Through this literature review, it can be concluded that PKN learning is a basic lesson for citizens to have good and virtuous national character. Therefore, education is very important to build creativity and be able to treat social media as learning material and not misuse it.

Development of Android-based virtual laboratory media at vocational school: effects on students’ cognitive skills

<span lang="EN-US">Vocational school students are not only required to master competency skills but also cognitive skills. Engineering mechanics learning is a basic calculation lesson that students should master. This research aimed to develop and identify the effectiveness of Android-based virtual laboratory (V-lab) media to improve students’ cognitive skills in learning engineering mechanics at vocational school in Surakarta. The subjects comprised 70 students of first grade vocational school majoring in civil engineering in Surakarta. This research was a research and development (R&D) study to develop an Android-based virtual laboratory media. Testing the N-Gain analysis in the experimental and control classes was to determine the effectiveness of virtual laboratory media in improving students’ cognitive thinking skills. Data were obtained from questionnaires and pretest and post-test test sheets. The developed virtual laboratory media was considered ‘very appropriate’ by media, material, and practitioner experts. The average value of N-Gain for the experimental class was 78.19% which was included in the effective category. Meanwhile, in the control class, the average N-Gain value reached 54.07%, which was included in the less effective category. This indicates that the use of Android-based virtual laboratory media for learning is more effective than conventional learning media.</span>

Upaya Meningkatkan Pendidikan Anak-Anak melalui KKN Mengajar

Education is an effort to increase human resources to create an advanced and competitive nation. We can measure the level of education in Indonesia as still lacking or not yet optimal. Millions of children in remote areas are still unable to access education. To deal with this problem, there needs to be strong regulations from the government to provide justice to all Indonesian people to get the same education between the rich and the poor, between the rich and the poor. The background to the preparation of this work program was students' concern for children who are still in PAUD, Kindergarten or Elementary School. Considering that nowadays, most children tend to watch cellphones more often than study. It could be said that children learn only during school hours. Learning in Kindergarten cannot be separated from the introduction of letters and numbers. Introducing letters and numbers is the most basic lesson taught by an educator. Knowing letters and numbers is very important for children, because it can stimulate children's ability to learn to read and count. "Learning as a child is like carving on stone and learning as an adult is like writing on water."

Teaching materials development of role-play game-enhanced English vocabulary acquisition in primary school

This research aims to develop teaching materials using role-play game-enhanced English vocabulary acquisition in primary school. This research was conducted in one of the outstanding primary schools in Makassar, South Sulawesi, Indonesia. This study is formative research—developmental research to improve design theory for designing teaching practices or processes. The development of the material was based on three important steps: preliminary study, development, and validation by experts in learning and teaching materials. Before developing the teaching materials, the syllabus should be made to support the development of the teaching materials. The teaching material was developed based on the teaching objectives with the topics or themes related to the student's daily life. After developing the material, the material was evaluated by two experts in learning and teaching materials. The evaluation was done by giving the prototype of the teaching material and validation sheet to the experts. The result of the study is the teaching material of basic English vocabulary based on the role-play technique for the pupils. It was found that this developed material was categorized as good based on the evaluation of the experts of the learning materials. The basic English vocabulary teaching materials, lesson plans, and teaching materials were designed based on the needs of the students. It was discovered after analyzing the data. It is intended that because the contents of the materials apply to the student's everyday lives, they can read and comprehend them. Role-playing techniques are also used in the creation of instructional materials. For the pupils, this technique is engaging and enjoyable. However, the teaching material still needs to be developed regarding the content, language use, and appearance.

Construction and Application of a Human-Computer Collaborative Multimodal Practice Teaching Model for Preschool Education

This paper adopts the multimodal approach of human-computer collaboration to conduct an in-depth study and analysis of the practical teaching model of preschool education, and applies the designed model to the actual teaching process. The application of multimodal theory to preschool teaching is chosen to theoretically help expand the research scope of multimodal theory and enrich the research of preschool teaching, and practically help break through the previous single-modal teaching model, further enrich the theoretical guidance of preschool teaching, and improve the quality of preschool classroom teaching. Then, from the perspective of human-machine synergy, this paper analyzes the advantages of artificial intelligence technology and teachers in the English classroom, puts forward the new roles of teachers and learners in the human-computer cooperation teaching environment, and discusses the significance and value of applying the four main modules of human-computer cooperation teaching, human-computer gesture mapping and human-computer cooperation manipulator control in the preschool classroom. According to the physical structure of hand joints, the human hand joint angles are obtained through the inverse kinematic solution, and the human hand joint angles correspond to the dexterous manipulator one by one so that the dexterous manipulator can be controlled to imitate the human hand to complete flexible gesture movements and realize the vision-based collaborative human-machine control of the dexterous manipulator. Combined with Gagne's nine teaching events, a model of the English teaching process based on human-computer collaboration was constructed. Based on this model, the “EasyDotWise English Teaching System” was designed to combine the basic lesson types of preschool classroom teaching and the secondary objectives of the English curriculum standards, including “reading text–reading aloud evaluation,” “playing speech–sound recognition,” and “presenting text–selection.” We designed and implemented three types of teaching activities: “reading text–reading aloud assessment,” “playing phonetic sounds–sound identification,” and “presenting text–comprehension selection.”

Descriptive Analysis of Passive Voice Sentence Through Levels Of Semantic Analysis in the Story of A Study In Scarlet By Sir Arthur Conan Doyle

Learning English as Foreign Language is not that easy in Indonesia. Mostly learners will face some difficulties in learning it as people speak English as foreign language, and the opportunity to interact with English native speakers is very little. The function of English native teachers is to teach English naturally. Therefore, in this research, the researcher offers one of English grammar features to guide the EFL leaners understand English naturally. In this study, the researcher focusses on the level of semantic analysis which is actually a very basic lesson to learn English. The research methodology used is descriptive qualitative research. The data are passive voice constructions consisting of 42 passive voice sentences from a novel of Sherlock Holmes by the title “A Study in Scarlet”. The data are examined by the researcher herself through a software feature on online application. Afterward, the data are analyzed though levels of semantic analysis. There are three key themes which are analyzed: reference, sense relation and thematic role. In summary, the levels of semantic analysis is successful in analyzing the reference which naturally helps the learners memorize many new words also successful in both knowing the sense relation and thematic role which guide the learners think English word just like first language or second language learners.

The Avoidance of Circularity

One of the earliest and most basic lessons that a legislative drafter learns is that circularity in a definition must be avoided at all costs because it literally renders the definition meaningless. Having absorbed that basic lesson, the neophyte drafter quickly learns that a definition may sometimes appear circular superficially, without actually being so: for example, a word that carries a sufficient natural language meaning to stand alone without definition, may be the subject of a definition that uses the word itself, but merely as a peg for a qualification or limitation (“‘vehicle’ includes any vehicle whether or not…”). Constructions using that kind of apparent circularity apart, there is never any excuse for real circularity in a definition, and every drafter is taught to check her or his work with particular attention to the possibility of a circularity having crept in unwittingly. When the courts spot circularity they are rightly...

Penyuluhan Pengelolaan Ekonomi Keluarga Pada Ibu-Ibu PKK Perumahan Villa Muka Kuning Batam

This study aims to provide teaching about managing the family economy which is very important in the household. Basic lesson to financial management needs to be socialized and applied to the families of PKK mothers in the Villa Muka Kuning Batam Housing because with increased knowledge of how to organize and apply family financial records properly and correctly from an early age, PKK mothers at Villa Muka Kuning Batam Housing can prevent and limit unimportant financial expenditures, so that in the future there is no waste. During the visit, discussion with the head of RT 01 and regarding the appropriate schedule and time for the implementation of counseling. The service method used is to provide material about an introduction to simple financial management and governance for families, and discussions and questions and answers. The provision of this material is expected to be able to create awareness for PKK mothers in Villa Muka Kuning Housing Area RT 01 to be able to manage family finances properly and appropriately.

REFLECTIONS OF TEACHERS AFTER USING THE FLIPPED CLASSROOM MODEL: AN ANALYSIS OF INTERVIEWS

The Flipped Classroom is a new model of teaching, under the Blended Learning strategy. It consists of the delivery of content to the students at their homes, using technology, and processing the content in the class, in the presence of teachers and peers. A lot of research worldwide has proved the effectiveness of Flipped Classroom in developing higher order thinking skills among students. The teachers need training to use the Flipped Classroom model in teaching as it is a new pedagogical approach and also needs a different skill set. There has not been much work regarding teacher training for Flipped Classroom in India. A teacher training program was conducted in June 2021 in order to equip secondary school teachers to use the Flipped Classroom model in subject teaching. It focused on building awareness about the model and its benefits, training teachers in technological skills, student engagement, and lesson planning, as well as building the motivation required for implementing the model. After the training, all the 32 teachers planned and conducted one lesson using the Flipped Classroom model. The researcher then selected 10 teachers out of the total 32 to understand their experience in depth. Semi-structured interviews of these The analysis of the interview responses show that the training program has been fairly successful in creating interest and eagerness among the teachers about using the Flipped Classroom model. It has equipped them with the basic technological skills and lesson planning skills required. The experience of one lesson has boosted their confidence and curiosity, triggering new ideas about the next lesson in their minds. At the same time, the responses show specific areas where more guidance is needed. A lot of insights for the betterment of the training program have emerged from the data.

A Systematic Review of Teaching Games for Understanding Intervention Studies from A Practice-Referenced Perspective

ABSTRACT According to the theory of practice architecture, every practice enacted in classrooms is a result of interaction between social, physical and spatial elements. In relation, from a practice-referenced perspective, it is necessary to know which teaching-learning implementation features could help teachers/coaches/researchers to assemble Teaching Games for Understanding (TGfU) interventions in relation to the institutional environment. Purpose: This review aimed to explore from a practice-referenced perspective how TGfU researchers reported their interventions based on the teaching-learning implementation features (intervention design as a function of the context, intervention length, lesson content, basic lesson elements, lesson alignment, teacher/coach experience with the approach, and lesson validation and treatment verification) and their association with learners’ outcomes. Results: We found 20 studies that included some of the teaching-learning implementation features, but none of the studies included all of these features. We also found that studies of TGfU measured and reported learners’ outcomes in a variety of ways. This creates difficulties for drawing conclusions about the relationships between the presence of teaching-learning implementation features and student learning outcomes. Conclusion: Further TGfU interventions should be planned to consider the following: (a) that lessons need to be designed as a function of the context; (b) the number of intervention lessons, their duration and the duration of each lesson task; (c) the concrete tactical and technique contents and goals per lesson; (d) the modified games, questions and achievable challenges as basic lesson elements; (e) the alignment between the basic lesson elements and the structure of lessons, based on the goals of each lesson; (f) that teachers/coaches need to have previous experience in TGfU and be trained on the specific study purpose; (g) that lessons should be validated before implementation and verified during intervention; (h) researchers should regulate the ways in which learners’ outcomes are measured and reported within TGfU studies.

Metaphorical Perceptions of Other Branch Teachers Towards Physical Education Teachers and Lessons

This study aimed to explore the perceptions of other branch teachers towards education teachers and lessons through metaphors. A qualitative research model was used in this study. Two hundred twenty-one teachers working in various types of schools and branches in the 2018/2019 education year in Burdur, Turkey, constituted the study group. For data collection, the teachers were asked to fill in the blanks in the metaphor form, including the sentences physical education lesson is like…, because … and physical education teacher is like…, because… The data were analyzed using the content analysis method. As a result of the analysis, the teachers produced 118 metaphors for the perception of education lessons and 120 different metaphors for the perception of education teachers. Metaphors for education lessons were gathered under the themes of expected and beloved lesson, unifying factor, disciplinary tool entertaining, relaxing and health-improving lesson, gathering, discovering and directing different talents, mobility, free environment, and basic lesson. The teacher produces metaphors for education teachers under the themes of hard-working and versatile, physical strength element, exploring and guiding, providing control and discipline, savior, student-friendly, comfortable and active personality, and health-giving. Consequently, the metaphors that the branch teachers produced both for the education lessons and education teachers were similar, and it was seen that the branch teachers had positive perceptions about both the lesson and teacher.

Sobre el regreso de Carroll, el convencionalismo y los fundamentos de la lógica

Propongo que el argumento carrolliano de Quine en “Truth by Convention” no refuta una variedad especialmente genuina de convencionalismo acerca de la lógica. También argumento que la lección carrolliana básica acerca del convencionalismo es que la introducción de convenciones o tesis aceptadas acerca de qué es lógicamente correcto no puede por sí sola instaurar las disposiciones inferenciales correspondientes. Apoyándome en mi discusión del regreso carrolliano, indico finalmente que hay cuando menos ciertos límites carrollianos a la manera en que las “leyes lógicas” podrían ser “sustituidas” y, en contra de ciertas consideraciones de Alberto Moretti, que hay también otros límites no estrictamente carrollianos a la sustituibilidad de las leyes lógicas.

What Still Matters in a City. The COVID-19 Pandemic Offers a “Teachable Moment” Illustrating that Public Spaces Must Simultaneously Connect us, and Protect us too

Various commentators have sought to assess the long-term impact of the COVID-19 pandemic on urban form and public space, with predictions ranging from “the end of urban density,” to a new impetus for auto-encapsulated sprawl, to exacerbation of the effects of urban inequality, to an explosion of digital surveillance, to a return to relative normalcy with new protective strategies. Here we tease out a more basic lesson about public space: that it is far from one amorphous thing, but it has both connective and protective characteristics. Its structure has a profound impact upon the life of the city and the health and well-being of its residents. Furthermore, it is up to us, as practitioners at the interface of science and policy, to chart the very real choices emerging for a better generation of public space and urban form.

Errors Analysis of Directive Speech Act and Politeness Strategy in Kaiwa Chukyu Learning

The research aimed to explain types of directive speech act encompassed meirei (order), irai (plea), kinshi (prohibition), kyoka (permit), and teian (suggestion) in the Japanese language. Directive speech acts were common for students in the kaiwa chukyu zenhan level (basic intermediate speaking lesson). The present research employed a listening method with the basic technique, i.e., tapping method. Further, involved and uninvolved conversation observation techniques, note-taking, and recording were applied to collect the data. The data object was the documentation of student conversations in class. The data, consisting of the directive speech act of the politeness principles in the conversation during the Japanese course kaiwa chukyu zenhan, were analyzed using an identity method. In conclusion, the research identifies several directive speech acts that are used during the class. Those are zenhan (order, three data), requesting (two data), suggesting (one data), prohibiting (one data), and permitting (one data). Moreover, the honorifics used include the teineigo and kenjogo. Among the nine data, directive speech acts are identified in the class, and only one data indicates the indirect speech act.

Developing a flipped learning approach to support student engagement: A design‐based research of secondary school mathematics teaching

AbstractThe overarching goal of this research project is to develop a set of theoretical and empirical based design principles to support student engagement in flipped mathematics learning. We used a design‐based research approach in which a series of studies was conducted in a secondary school. First, an analysis of practical problems was performed via exploratory studies (Studies 1A and 1B), randomized experiments (Studies 2A and 2B), and a literature review (Study 3). Second, a basic flipped lesson prototype was developed based on our empirical findings and relevant theoretical work of student engagement and self‐determination theory. Third, we refined and evaluated our practice with two empirical studies (Studies 4 and 5). Finally, we reflected on each stage of our research project to produce a set of design principles for future practice. This study thus contributes to our knowledge of methods to support student engagement in flipped mathematics learning.

The Central Force Problem in n Dimensions

The motion of a particle moving under the influence of a central force is a fundamental paradigm in dynamics. The problem of planetary motion, specifically the derivation of Kepler’s laws motivated Newton’s monumental work, Principia Mathematica, effectively signalling the start of modern physics. Today, the central force problem stands as a basic lesson in dynamics. In this article, we discuss the classical central force problem in a general number of spatial dimensions n, as an instructive illustration of important aspects such as integrability, super-integrability and dynamical symmetry. The investigation is also in line with the realisation that it is useful to treat the number of dimensions as a variable parameter in physical problems. The dependence of various quantities on the spatial dimensionality leads to a proper perspective of the problems concerned. We consider, first, the orbital angular momentum (AM) in n dimensions, and discuss in some detail the role it plays in the integrability of the central force problem. We then consider an important super-integrable case, the Kepler problem, in n dimensions. The existence of an additional vector constant of the motion (COM) over and above the AM makes this problem maximally super-integrable. We discuss the significance of these COMs as generators of the dynamical symmetry group of the Hamiltonian. This group, the rotation group in n + 1 dimensions, is larger than the kinematical symmetry group for a general central force, namely, the rotation group in n dimensions.

WAYS OF DEVELOPING SPEAKING SKILLS IN FUTURE EFL TEACHERS

The article deals with the analysis of the basic ways of developing speaking skills of future EFL teachers. It presents the most used set of exercises and tasks, which are oriented to enhance foreign speaking skills and presented in educators’ manuals of Uman State Pedagogical University. It proves that the group discussion is the best way of speaking in English classes.The aim of the article is to analyze the main ways of developing and enhancing speaking skills; to indicate the set of exercises and tasks used by educators in Uman State Pedagogical University, as well as to find the stages of speaking activities.There are four main groups of exercises and tasks to develop speaking skills. It proves that the development of speaking skills is closely connected to «fluency», «accuracy» of the speech, as well as to «confidence» in speaking. The article reveals that the main idea of the communicative tasks and exercises is to teach students communicating in English. It points out the main problems and obstacles the educator and students can face with while speaking in English classes. The conducted research indicates the importance to arrange some stages in speaking into a basic lesson sequence: set task, plan the speaking, rehearse the speaking, do the task, feedback, add and correct, redo the task.The research is conducted on the assumption that oral and written tasks with illustrated materials for discussing the experience or some particular things teach students speaking and communicating in English. Taking into account this fact, the development of speaking skills can be done in three different ways: possibilities to retell and repeat the speech; possibilities to use language in a real life; possibilities to intensify various parts of speech. All the aforementioned ways of speaking help students to speak fluently in different real situations.

Effects of Field Trip and Peer Tutoring Instructional Strategies on Students’ Science Process Skills Acquistion in Basic Science and Technology in Junior Secondary Schools in Osun State

The study investigated the effects of field trip and peer tutoring instructional strategies (as against the conventional method of teaching) on secondary school students’ science process skills (observation, classification, communication, measurement, inference and prediction) acquisition in Basic Science and Technology in Junior Secondary Schools (JSS) in Osun State. These were with a view to provide information on usability of the strategies to enhance the students’ development of science process skills through Basic Science and Technology lesson in Osun State classrooms. The study employed the pretest, post-test control group quasi experimental research design. The population for the study comprised all junior secondary school students in Osun State. The study sample consisted of 315 Junior Secondary II (JS II) students in nine intact classes selected from nine schools using simple random sampling technique. The instrument used for data collection was Science Process Skills Performance Test (SPSPT). Data collected were analysed using mean, standard deviation and Analysis of Covariance (ANCOVA). The results of the study showed that there was significant effect of the treatment (use of field trip and peer tutoring) on science process skills of secondary school students as follow: Observation (F=1.030, p<0.05), classification (F=3.529, p<.05), communication (F=1.326, p<0.05), measurement (F=6.623, p<0.05), inference (F=12.310, p<0.05) and prediction (F=21.210, p<0.05); with peer tutoring leading in observation, classification, communication and measurement skills of students in Basic Science and Technology with x̄=30.6000, x̄=31.3429, x̄=24.9429 and x̄=25.3714 while students exposed to field trip strategy, exhibited higher students’ inference and prediction skills in Basic Science and Technology with x̄=22.9714 and x̄=27.4847 respectively. The study concluded that field trip and peer tutoring instructional strategies are effective and innovative teaching methods in improving students’ science process skills acquisition in Basic Science and Technology in secondary schools in Osun State, Nigeria.

ALADDIN AS AN IMMORAL ETHICIST IN ALADDIN AND THE MAGIC LAMP

This study delves into the tale Aladdin and the Magic Lamp as the excerpt of the Middle Eastern folk tales collection One Thousand and One Nights rather than the popular Disney version. It problematizes the figure of Aladdin and rebrands him as an immoral ethicist as opposed to Disney hero who seeks strength within himself and the other text versions of him as a changed man. This problematizing essentially entails a critique of the Westernized moral figure and its basic universal lesson in the text to argue his being immoral. To do this, the methodology of the paper follows from a philosophical reading that subjectivizes the protagonist into the question of ethics. Specifically, it takes from ieks elaboration of the Nietzschean version of an immoral ethics that remains consistent with the fidelity to ones desire. The paper shows how the plot reveals Aladdins immoral ethics that is founded on strength and constant activity but presupposing the voluntary knowledge and cleverness of his existential choice. To back this, the study finds three distinct features, namely: 1) disregard to authority, 2) love beyond good and evil, and 3) negative will to power.DOI:10.24071/ijhs.2019.030108

Colombia – Measures Relating to the Importation of Textiles, Apparel and Footwear (DS461)

In this paper, we examine the recent WTO dispute “Colombia – Measures Relating to the Importation of Textiles, Apparel and Footwear (DS461).” The dispute centers on the appropriate use of trade measures to target trade-related money laundering, the WTO consistency of such measures, and an ancillary question of appropriate time for remedies to be applied. The economics of the measures employed do not directly target the ostensible justification for the measures, while Colombia failed to convince the panel and Appellate Body of key points related to the necessity of the measures taken. There has been success targeting trade-related money laundering following from cooperation of customs authorities and financial regulators to more directly target the agents involved. There may be a role for the WTO, in the form of steps taken to encourage such cooperation (as in DS453). The basic lesson is that blunt, second best, blunt, and likely misdirected policies are not easily justified at the WTO, though more direct measures may be.