Classroom Learning Research Articles

Within the classroom doors: Unveiling the lived experiences of general education teachers in handling learners with special educational needs

General education teachers are professionals equipped to teach learners in general education classrooms. However, due to the insufficient number of qualified special education teachers and the rising number of students with disabilities, these teachers are compelled to handle learners with special educational needs (LSENs). This study aimed to explore and understand the lived experiences of general education teachers in handling learners with special educational needs. The study employed qualitative method, particularly phenomenological design. The participants were purposively selected and interviewed through in-depth interviews and focus group discussions. Thematic analysis was employed to identify themes in the data. The results showed that teachers collectively experienced challenges in instructional skills, negative attitudes toward work, uncooperative parents, behavioral issues, and the responsibilities of handling learners with special educational needs. An analysis of participants' responses revealed that teachers overcame challenges by self-upskilling through internet resources, demonstrating adaptability, utilizing support systems, and maintaining strong faith in God. The participants shared insights on the belief that teaching is a noble profession and the necessity for special education training and seminars for non-special education teachers. The results suggest that teachers lacking sufficient knowledge, skills, and experience in handling learners with special educational needs may face various challenges affecting their emotional stability, spiritual well-being, and physical condition. Accordingly, the Department of Education should strengthen its frameworks to safeguard teachers from learners with alarming behavior and offer additional support that empowers teachers' commitment to quality inclusive education.

Enhancing Students’ Participation in Learning Vocabulary Through Scrabble Game

This study focused on the learning activity in the classroom learning vocabulary to enhance students’ participation through the scrabble game. It was classroom action research. The research subject was SMP Negeri 4 Singkawang, especially the seventh-grade students of VII G class. The data was collected with tools, an observation checklist and field notes. The data was analyzed through Miles and Huberman's interactive data analysis techniques. The result showed that in the first cycle, several students were not actively involved in the learning process. However, in the second cycle, learning vocabulary through the scrabble game could enhance the students’ participation because they had fun, motivated, and engaging learning while playing.

The Relationship between Classroom Learning Engagement of Secondary Vocational School Students and Psychological Factors based on Video Analysis Technology

In the quest for quality improvement in higher education, student engagement in the classroom as a core element in evaluating the effectiveness of education has become increasingly important. In particular, the precise measurement and analysis of students' engagement in learning behaviors in the classroom have become a key area for combining learning engagement research with teaching practice in higher education institutions. This study focuses on the use of computer video parsing technology to detect the learning engagement of students in secondary vocational schools in Jiangsu Province (secondary students) and its application. The study analyses the video data generated by secondary students in the learning process, and extracts key information with the help of advanced computer video parsing algorithms, to accurately quantify students' learning engagement. The results of the study show that this technology can effectively monitor the learning engagement of secondary vocational school students, and provide an effective aid for teaching improvement and personalized learning guidance.

A big data dynamic approach for adaptive music instruction with deep neural fuzzy logic control

BackgroundMusic training for learners has improved greatly in recent years with the inclusion of information technology and optimization methods. The improvements focus on assisted learning, instruction suggestions, and performance assessments.PurposeAn adaptive instructive suggestion method (AISM) using deep neural fuzzy control (FC) is introduced in this paper to provide persistent assistance for technology-based music classrooms. This proposed method reduces learning errors by pursuing instructions based on the learner’s level. The instructions are adaptable depending on the error and level independent of different suggestions. The suggestions are replicated for similar issues across various music learning classrooms, retaining the constant fuzzification.Materials and methodsThe fuzzy control deviates at every new level, and errors are identified over the deviations from the instructions pursued. This control process verifies the input based on instruction deviations to prevent error repetitions. Therefore, the fuzzification relies on error normalization using common adaptive suggestions for different learning sessions. If the fuzzy control fails to match the existing instruction pursued, then new instructions are augmented to reduce errors that serve as the FC constraint. This constraint is pursued by unresolved previous errors to improve learning efficacy.ResultsThus, compared to other methods, the system improves adaptability by 13.9%, efficiency analysis by 9.02%, and constraint detection by 10.26%.

Mediation as Intercultural Communication: A Narrative Review

Written mediation is a critical skill that enables individuals from diverse languages and cultures to communicate with each other effectively. Developing written mediation skills is essential in language learning classrooms and is included as a component of the National Foreign Language Exam System (KPG) for advancing harmonious global societies. This narrative review explores written mediation as a form of intercultural communication in English language classroom contexts. The review provides insights into the nature and purpose of written mediation, the role of the mediator, and the competencies needed to fulfill the role with the objective of providing the information for language learning classrooms to develop and instruct written mediation skills effectively. This review goes beyond traditionally held views of mediators as interpreters primarily concerned with linguistic aspects and underscores the close relationship between and the need for a broader conceptualization of mediation that includes both language and culture. In particular, critical cultural awareness is emphasized as a primary driver of effective mediation, underscoring the importance of addressing cultural components within the English language teaching context. English language teachers have a vital role in promoting the development of learners' intercultural competence, ultimately ensuring they are competent mediators equipped to facilitate intercultural encounters.

Leveraging Classroom Learning: Strengthening Instructional Supervision to Foster Teacher Development

This study aimed to investigate the instructional supervision procedures of public elementary school administrators in District, Tawi-Tawi. The study examined the demographic characteristics of the teacher, the perceived effectiveness of supervisory methods, and the perception of instructional supervision. The research employed a descriptive design-quantitative methodology using a sample of 89 educators from seven institutions. Canada and Ukraine had once employed a modified variant of the supervisory practices tool. The statistical analysis of these variables was conducted utilizing frequency counts, percentages, and mean ranges. A majority of educators concurred that formal supervision was essential, and most indicated they had received regular classroom visits from district personnel involved with the schools. A study illustrated the most prevalent way of office appraisal. The majority of instructors expressed satisfaction with the volume and quality of supervision they receive, however they were somewhat dissatisfied with the degree of organization around collective input. Educators want to engage more intimately with the supervision activities and integrate them into their planning routines. The formality of teachers’ language in supervising teacher development is significant, as it facilitates discourse on the matter, including enhancing the consultations teachers participate in during supervision planning and establishing the frequency of supervision to meet individual teachers' needs effectively. Examples worthy of consideration include the gentle approach of colleague supervision and peer coaching, as well as providing teachers with tailored and individualized frequencies of supervisory experiences. This may result in professional growth and development, as well as the attainment of elevated educational goals for the pupils.

Game-Based Learning in ESL Classrooms: A Focus on Gimkit and Other Apps

Classroom teaching efficiency is influenced by a wide range of factors, including teaching strategies, classroom dynamics, and increasingly, the integration of technology. Among the technological tools available, video games have emerged as a compelling resource for fostering engaging and effective learning environments. This study aims to explore the role of video games in English as a Second Language (ESL) classrooms, focusing on their potential to enhance language acquisition, improve teacher-student interactions, and create enjoyable and meaningful learning experiences. Using a questionnaire-based approach, this research examines how video games can be integrated into ESL teaching to support cross-cultural language learning. By analyzing the impact of video games on classroom dynamics and learning outcomes, this paper contributes to the growing body of literature on technology-enhanced language education. It underscores the importance of leveraging video games as tools for immersive and interactive learning.

Like objects or like subjects? Effects of student–robot interaction (SRI) and mathematical ability on students learning outcomes

Learning interaction patterns is key to the explanation of learning outcomes. Different studies have reported the relationship between classroom process variables and learning outcomes in a traditional classroom setting. However, the advent of robotics and its attendant student–robot interaction moderated by students’ mathematical ability is yet to be widely discussed empirically. This constitutes the major reason why the study investigated the effects of student–robot interaction and mathematical ability on students' learning outcomes, particularly among Nigerian high school students where the robotics curriculum is at the early stage of implementation. The study was anchored on engagement theory. A mixed-methods explanatory sequential Quant-dominant approach was adopted. A total of 327 high school students who have been exposed to robotic lessons from the year 2021 including robotics subject teachers and learning managers were sampled for the study. Data collected was analyzed using descriptive and inferential statistics alongside thematic analysis for qualitative data. It was found that mathematical ability could not moderate the relationship between student–robot interaction and learning outcomes (behavioural: β = − 0.001, t = 0.028, p > 0.05, Affective: β = 0.105, t = 0.316, p > 0.05, cognitive engagements: β = − 0.08, t = 0.316, p > 0.05). Affective engagements have a significant influence on critical thinking (β = .126, t = 3.19, p < 0.05) while both affective (β = 0.28, t = 5.63, p < 0.05) and cognitive (β = .17, t = 4.65, p < 0.05) engagements could predict students’ problem-solving. The conclusion was made that learning robotics is a potential instrument to develop students who can think critically to solve some long-standing problems in society. Furthermore, the process requires a lot of affective and cognitive engagement of the students, and in this regard, both parents and teachers have a role to play in offering support to students.

Aksiologi Pendidikan Islam: Penanaman Karakter Islami di MITQ Al Firdaus Wonogiri

Islamic education plays an important role in shaping the character and personality of individuals, with the aim of not only creating individuals who excel academically but also possess noble morals. Islamic education emphasizes the axiological dimension, which discusses the values and benefits of the knowledge being taught. Madrasah Ibtidaiyah Tahfizhul Quran (MITQ) Al Firdaus Wonogiri is an Islamic educational institution committed to instilling Islamic character in its students. This study aims to analyze how the instillation of Islamic character is applied at MITQ Al Firdaus, using an axiological approach to understand its relevance and impact on students. The research employs a descriptive qualitative method with data collection techniques including interviews, observations, and document studies. The results indicate that the instillation of Islamic character at MITQ Al Firdaus is carried out through integration in classroom learning, worship activities, and teacher role models. The impact is seen in the improvement of students' morals, making them more disciplined, honest, and caring towards others. Despite challenges such as differences in students' backgrounds and time constraints, the instillation of Islamic character remains effective through a holistic and sustainable approach.

Photograph taking in the classroom impairs memory of learned material

College students commonly take photographs with cell phones rather than making longhand notes during classes. Previous studies have found that this negatively impacts memory, with photographed objects being less well remembered compared to observed objects. This study examined the effect of taking photographs on college students’ classroom learning and the mechanisms of this effect. Experiment 1 examined whether taking photographs with cell phones during class negatively impacted the learning outcomes of college students, that is, whether this behavior led to the photograph-taking impairment effect. Experiment 2 examined the cognitive mechanisms underlying the photograph-taking impairment effect, comprising attentional disengagement caused by manual photograph taking, and cognitive offloading resulting from saving photographs. The results revealed that taking photographs with cell phones negatively impacted classroom learning and induced the photograph-taking impairment effect, which may be due to attentional disengagement caused by the manual capturing of photographs.

Analysis of the Use of AI (Artificial Intelligence) Based Learning Media in State Vocational High Schools (SMK) in Langkat Regency

The purpose of this study is to determine the extent of the use of AI (Artificial Intelligence) based learning media in Vocational High Schools in Langkat Regency. This is qualitative study with a descriptive approach. There are four State Vocational High Schools (SMK) in Langkat Regency namely SMK Negeri 1 Pematang Jaya, SMK Negeri 1 Serapit, SMK Negeri 1 Tanjung Pura, and SMK Negeri 1 Stabat which are the places of research. Totally there are 20 teachers from four schools became informants in this study. In this study, data collection used is in-depth interviews. The findings of the study show the use of AI in the classroom learning process as a teaching medium is still far from effective. Many teachers have not used AI as their learning media. Most teachers already know about AI generally, but the use of AI in education as a learning medium is still not widely known and implemented. Even some teachers still do not know what AI (Artificial Intelligence) actually is. Supporting facilities and infrastructure such as: Unstable or even lost internet connection, limited WIFI, Projectors, PCs that do not support are some of the reasons why AI is still not effective as a learning medium in the classroom. It is hoped that socialization, workshops and training on the use of AI for teachers can be carried out by the central education office and local education offices to increase awareness of technology.

Incidental Nonspeech Auditory Learning Scaffolds Phonetic, Category, and Word Learning in a Foreign Language Classroom

AbstractThere is considerable lab‐based evidence for successful incidental learning, in which a learner's attention is directed away from the to‐be‐learned stimulus and towards another stimulus. In this study, we extend incidental learning research into the language learning classroom. Three groups of adult second language (L2) learners (N = 52) engaged in structured classroom Mandarin learning took part in an 8‐week study. One group served as a classroom‐only control group. The second group underwent additional intentional auditory training involving Mandarin speech and explicit feedback. The third group underwent additional incidental learning combined with nonspeech “perceptual building block” categories—categories that share critical perceptual dimensions with target L2 speech categories but that are not perceived as speech. We demonstrate that when supplemented with structured classroom learning, incidental learning involving nonspeech analogs promotes phonetic, category, and word learning equivalent to learning from more traditional intentional auditory training.

Indonesian Language Learning Based on Ecological Literacy in Improving Students Language Skills

Purpose of the study: This study investigates the integration of a contextual learning model based on ecological literacy in Indonesian language learning within vocational high schools. The aim is to enhance students' language skills and foster their active participation in learning Indonesian through contextual and relevant experiences. Methodology: The study employs a qualitative descriptive approach, analyzing classroom learning processes. Data sources include speech, actions, and supporting documents collected during the research. Purposive sampling was used to select teachers and students from class X of Vocational High Schools 1 Sawit Boyolali as participants. Research instruments consisted of observation records, interview lists, and documentation. Method triangulation was applied to ensure validity, incorporating observations, interviews, and analysis of classroom learning processes. Data were analyzed descriptively to present detailed findings and draw conclusions. Main Findings: The findings reveal significant improvements in students’ language skills through ecological literacy-based Indonesian learning. The contextual learning model aligns with students’ vocational expertise, enabling them to engage deeply with language in practical and meaningful contexts. This approach not only enhances reading and comprehension skills but also builds students' confidence in expressing ideas verbally and in writing. Novelty/Originality of this study: This study introduces a novel approach by integrating ecological literacy into Indonesian language education, addressing linguistic and environmental awareness. It provides new insights into how contextual learning tailored to students’ vocational fields can enrich language skills, bridging academic content with real-world applications. This research offers a valuable model for innovative and interdisciplinary education.

Implementasi Media Quizizz dalam Meningkatkan Hasil Belajar Mata Pelajaran Pendidikan Pancasila Materi Penerapan Pancasila dalam Kehidupan Sehari-Hari pada Peserta Didik Kelas VB SD Negeri 47 Palembang

This study aims to determine the effect of using Quizizz media in improving learning outcomes in Pancasila education subjects for class VB students at SD Negeri 47 Palembang, especially in the material on the application of Pancasila in everyday life. The research method used is classroom action research (CAR) consisting of two cycles. The subjects of the study were 30 class VB students, who were tested with a pretest before the implementation of Quizizz media and a posttest after cycle 1 and cycle 2. The pretest results showed that the average student score was 60 with 40% completion. After the implementation of Quizizz media in cycle 1, the average posttest score increased to 75 with 70% completion. In cycle 2, the average posttest score increased again to 85 with 90% completion. These findings indicate that the use of Quizizz media significantly improves students' understanding of Pancasila values ​​and their application in everyday life. Therefore, it is suggested that this interactive media be applied in learning other subjects to improve students' motivation and learning outcomes. Thus, the study can conclude that this Quizizz educational game-based learning media not only makes it easier for teachers to deliver learning materials, but can also improve students' learning outcomes and their understanding in classroom learning for students.

Effectiveness of the Flipped Classroom Learning Model in Improving Students' Mathematical Reasoning Abilities in the Application of School Mathematics Course

This research aims to measure the effectiveness of the flipped classroom learning model in improving students' mathematical reasoning abilities in the Application of School Mathematics course at the Universitas Terbuka. The research method used was quasi-experimental with a pretest-posttest control group design. The research sample consisted of 60 students, who were divided into two groups: an experimental group that used the flipped classroom (n=30) and a control group that used the conventional method (n=30). The results of data analysis show that the average score of students' mathematical reasoning ability in the experimental group increased from 58.2 (SD = 8.7) in the pretest to 81.4 (SD = 7.2) in the posttest, with an average increase (N -gain) of 0.64 which is included in the medium category. In contrast, the control group experienced an increase from 57.6 (SD = 9.1) to 70.3 (SD = 8.5), with an N-gain of 0.38 which is in the low category. The t test showed that the increase in mathematical reasoning ability in the experimental group was significantly higher than in the control group (t = 4.12, p &lt; 0.001). These results indicate that the flipped classroom is an effective learning model in improving students' mathematical reasoning abilities. These findings provide an important contribution to the development of distance learning, especially at the Universitas Terbuka. This research recommends implementing the flipped classroom integrated with active learning strategies for other courses in mathematics education programs.

The Trends of English Language Teaching After Pandemic Covid-19: A Review of Second Language Acquisition Methods for Online Approach

The study pursues the shift of trends in English language teaching (ELT) as a second language after COVID-19 in Pakistan. COVID-19 has changed the world in various means, similarly, the teaching methods are also changed. This study encounters the problems ELT teachers and students face following the procedures of Second Language Teaching i.e., English language teaching during online classrooms. For example, teachers need professional training to tackle many students creatively. It becomes challenging for them to follow second language approaches to teach specific skills to students. Teachers can create a natural and motivational environment for the learners in online classrooms if the online classrooms are fully equipped with resources. The aim is to highlight where developed countries enjoy the advantages of online teaching and learning, Pakistan faces disadvantages and several challenges due to poor infrastructure of technology in education and internet unavailability. The study uses a quantitative approach. The questionnaires were distributed among 30 English language teachers affiliated with well-known government/ private institutes of Pakistan, Sindh region. They were given close-ended questions related to their teaching styles and methods in online classrooms for four skills. The responses were analyzed. The results outcomes some key facts as a priority and challenges for the development of a Second language teaching and learning via online approach. The results also emphasize that English language teachers have trouble teaching grammar rules via an online approach. The finding concluded that the online teaching approach requires a bundle of resources i.e., quizzes, PowerPoint presentations, online games, and samples of the writing and reading tasks for sustaining students’ motivation for second language learning.

Application of Video Game Algorithm Based on Deep Q-Network Learning in Music Rhythm Teaching

The difficulty of music rhythm teaching makes its teaching effect limited. Some game algorithms show problems of stuttery and unclear picture when they are introduced into teaching, which greatly restricts the development of teaching content. Therefore, it is proposed to activate the deep Q network and improve the filter to improve the processing performance of game image data and the integrity of information retention. The model fuses the extracted features and processes them through the neural network. According to the performance characteristics and forms of music rhythm, constant Q transformation, dynamic programming algorithm and hidden Markov model are proposed to analyze and design music signal, beat point analysis and signal traveling speed, so as to realize the identification and matching of music rhythm. The performance test and application analysis of the proposed fusion improvement algorithm are carried out: the video game algorithm can effectively extract data feature information, and its accuracy rate is basically 90% or above. The improved Deep Q-network (DQN) and Artificial Fish Swarms Algorithm (AFSA) algorithms can maintain an accuracy of over 75%, followed by the ABC algorithm, which maintains an accuracy of over 70%, but exhibits significant fluctuations in the curve changes and nodes. The recognition accuracy of music signal feature extraction is over 70%, and it is less affected by signal-to-noise ratio. The improved activation function showed that the highest game score exceeded 10 points, while the scores of Rectified Linear Unit (ReLU) function and Hyperbolic tangent function (Tanh) function were basically hovering below 5 points, and the overall score curve fluctuated significantly. The recognition accuracy of music signal features extraction is above 70% and is less affected by Signal to Noise Ratio. The algorithm has a good effect of music rhythm teaching, the students' interest in classroom learning is more than 45%, and the learning weakness is less. The average score of students in music style judgment, rhythm division and index is 85 points and 90 points respectively, which is much higher than the 40 points and 63 points of traditional teaching. The proposed algorithm can better combine video games with music teaching and help students improve their learning effect under the gamification teaching method, and has good application value

Integrating ARCS Motivation Model with Flipped Classroom in Foreign Language Teaching and Learning: A Systematic Literature Review

Integrating ARCS Motivation Model with Flipped Classroom in Foreign Language Teaching and Learning: A Systematic Literature Review

Social Media Data Analysis for Enhancing Student Evaluation of Teaching Styles

In the realm of education, understanding the impact of different teaching styles on student engagement and satisfaction is essential. Recent advancements in sentiment analysis provide new avenues for evaluating student feedback, particularly through informal channels such as social media. While formal student evaluations offer structured feedback on teaching styles, they may not fully capture the nuanced opinions and sentiments expressed by students in informal settings, such as social media. This research aims to address the gap by integrating sentiment analysis of social media data to evaluate teaching effectiveness across various styles and comparing it with formal evaluation results. This study employs sentiment analysis using the VADER (Valence Aware Dictionary and sEntiment Reasoner) tool to analyze student posts on social media platforms. The analysis includes the extraction of sentiment distributions, identification of common keywords, and tracking of sentiment trends over time. Additionally, formal student evaluations (Likert scale) are collected to offer a direct comparison. The teaching styles analyzed include lecture-based teaching, project-based learning, flipped classrooms, online learning, hybrid learning, and traditional exam-based learning. The findings demonstrate that student sentiment varies significantly across teaching styles. Flipped classrooms and project-based learning received the highest positive sentiment scores, while traditional exam-based teaching showed the most negative sentiment. Social media feedback tended to align with formal evaluations for certain teaching styles, such as the flipped classroom and hybrid learning but showed divergence in others, like online learning, which received higher sentiment in social media feedback. Trends over time reveal evolving sentiments, with fluctuating satisfaction as the academic semester progressed. The integration of social media sentiment analysis provides a more dynamic and real-time understanding of student experiences, offering deeper insights into teaching style effectiveness.

Classroom learning behavior recognition method for English teaching students based on adaptive feature fusion

Classroom learning behavior recognition method for English teaching students based on adaptive feature fusion