Collaborative Classroom Research Articles

THE IMPLEMENTATION OF WHISPERING GAME TECHNIQUE TO ENHANCE THE STUDENTS’ LISTENING SKILL

The research was conducted in Collaborative Classroom Action at SMA Negeri 3 Bireuen. The aims of the research are: 1). To know Whispering Game Technique can improve the students’ listening skill to the eleventh-grade students of SMA Negeri 3 Bireuen. 2). To investigate the students’ response toward the implementation of Whispering Game Technique in learning listening skill. The subject of the research was the eleventh-grade students of SMA Negeri 3 Bireuen. The research data was collected from observation checklist, listening test, questionnaire and field note. The data was analyzed in qualitative and qualitative research. The researcher found some research results. The first, the result findings from the students’ listening test in cycle one was 48.81 and became to 77.72 in cycle 2. The second result finding was found from the observation of the teacher’s performance was 60% in cycle I and increase to 80%. Meanwhile, the percentage of students’ activities in the first cycle was found 53% and increase to 75%. The third result finding found that the result of students’ response toward the implementation of Whispering Game Technique. Based on the result, the students gave good (positive response) about the technique. It could be seen from the category of questionnaire result showed that in “strongly agree” category or in level 3.78. From the results findings above, it could be concluded that Whispering Game Technique improves the students’ listening skill.

Amplifying Proficiency: Unearthing the Impact of Extensive Listening on Student Listening Skills

In conventional language education, listening often receives less attention compared to the teaching of grammar and other language skills. Nevertheless, it is crucial to acknowledge that knowledge acquisition and assimilation primarily occur through listening. This study explores the enhancement of students' listening competency through extensive listening practices, utilizing the participatory action research method, specifically the Collaborative Classroom Action Research approach. The research was conducted at Junior High School in Medan, Indonesia and involved 31 Grade VIII students. The study incorporated pre-test and post-test listening assessments, and observation across three cycles: pre-cycle, cycle I, and cycle II. The results clearly demonstrate the positive impact of extensive listening on students' listening skills. Overall, there was a substantial improvement, with scores increasing from 49.35% in the pre-test to an impressive 85.16% in cycle II. Notably, individual progress also showed substantial growth, rising from 6.45% in the pre-test to a remarkable 77.4% in cycle II. These findings underscore the undeniable effectiveness of extensive listening in language education. They offer valuable insights for English teachers and provide robust support for the adoption of extensive listening as a potent means to nurture and elevate students' listening skills, which are a fundamental aspect of language acquisition.

Peningkatan Kemampuan Interaksi Sosial Anak Melalui Metode Bermain Peran

The ability of children's social interaction in group A RA Fatih Al-Baariq Central Java Village has a tendency for children to play alone, lack of children in socializing, not greeting each other, still rarely making eye contact when talking, and during the process is still centered on the teacher which causes the conversation to be dominated by the teacher. The purpose of the study was to determine the objective condition of children's social interaction skills before applying the role-playing method and the application of the role-playing method in improving children's social interaction skills. The research method used collaborative classroom action with professional role play. The subjects in the study amounted to 23 children. The result of the research is that children's social interaction abilities have increased in each indicator including children being able to greet, children being able to communicate verbally, children being able to ask for help, children being able to listen, children being able to ask questions and children being able to have conversations. The recommendations given improve children's social interaction as an interesting method, and motivate and involve children directly.

PENINGKATAN HASIL BELAJAR SISWA PADA PEMBELAJARAN KIMIA MELALUI PENERAPAN MODEL PROBLEM BASED LEARNING PADA SISWA KELAS X DI SMAN 6 MATARAM

The purpose of this research is to improve students' learning outcomes in chemistry subjects by using Problem-based learning model in class X students of SMAN 6 Mataram. This study used the method of Collaborative Classroom Action Research (PTK) which took place with three cycles, where each cycle included several steps, including planning, implementation, observation, and reflection. In this study, the subjects were students of class X6 SMAN 6 Mataram which amounted to 34 students. The results of the research obtained are Problem Based Learning learning model can improve students' cognitive learning outcomes in chemistry. This can be seen from the average value of students' cognitive learning outcomes and the percentage of classical learning completeness. The average value of students in the first cycle was 48.84 with a percentage of classical learning completeness of 20.50%, in cycle two the average value of students was 78.78 with a percentage of classical learning completeness of 88.2%, while in cycle three the average value of students was 87.66 with a percentage of classical learning completeness of 97%. This research is expected to form a new solution to solve problems in learning activities, especially in chemistry subjects.

The Learning Outcome Improvement of Quadratic Function with NHT-Type Cooperative Learning Assisted by Geogebra and Flipbook

This Collaborative Classroom Action Research (PTKK) aims to improve learning outcomes of quadratic functions through the NHT (Number Head Together) cooperative learning model assisted by geogebra and flipbooks for class X-5 students of SMA N 3 Salatiga. The subjects of this study were students of class X-5 with a total of 34 students consisting of 11 male students and 23 female students. PTKK consists of two cycles, namely Cycle I and Cycle II, each consisting of four stages: planning, action, observation, and reflection. Data collection techniques in this study used student learning outcomes tests and observations during the learning process in cycles I and II. The research instrument used was a description test consisting of 3 questions for each cycle and learning observations, which consisted of the learning process and students' responses to learning. The data analysis techniques used consisted of two types, namely descriptive qualitative methods and descriptive statistics. The study's results showed that using the NHT learning model with the help of GeoGebra and flipbooks can improve student learning outcomes. This is indicated by the percentage of classical completeness, which also increased from the pre-cycle of 67.65%. In the first cycle, it increased to 73.53%; in the second, it increased to 91.18%. This shows that the use of media can make a big contribution to the world of education.

How well do collaboration quality estimation models generalize across authentic school contexts?

AbstractMultimodal learning analytics (MMLA) research has made significant progress in modelling collaboration quality for the purpose of understanding collaboration behaviour and building automated collaboration estimation models. Deploying these automated models in authentic classroom scenarios, however, remains a challenge. This paper presents findings from an evaluation of collaboration quality estimation models. We collected audio, video and log data from two different Estonian schools. These data were used in different combinations to build collaboration estimation models and then assessed across different subjects, different types of activities (collaborative‐writing, group‐discussion) and different schools. Our results suggest that the automated collaboration model can generalize to the context of different schools but with a 25% degradation in balanced accuracy (from 82% to 57%). Moreover, the results also indicate that multimodality brings more performance improvement in the case of group‐discussion‐based activities than collaborative‐writing‐based activities. Further, our results suggest that the video data could be an alternative for understanding collaboration in authentic settings where higher‐quality audio data cannot be collected due to contextual factors. The findings have implications for building automated collaboration estimation systems to assist teachers with monitoring their collaborative classrooms. Practitioners notesWhat is already known about this topic Multimodal learning analytics researchers have established several features as potential indicators for collaboration quality, e.g., speaking time or joint visual attention. The current state of the art has shown the feasibility of building automated collaboration quality models. Recent research has provided preliminary evidence of the generalizability of developed automated models across contexts different in terms of given task and subject. What does this paper add This paper offers collaboration indicators for different types of collaborative learning activities in authentic classroom settings. The paper includes a systematic investigation into collaboration quality automated model's generalizability across different tasks, types of tasks and schools. This paper also offers a comparison between different modalities' potential to estimate collaboration quality in authentic settings. Implications for practice The findings inform the development of automated collaboration monitoring systems for authentic classroom settings. This paper provides evidence on across‐school generalizability capabilities of collaboration quality estimation models.

INVESTIGATING THE IMPLEMENTATION OF COLLABORATIVE STRATEGIC READING (CSR) IN EFL CONTEXT: PROFICIENCY AND PERSPECTIVES

The students are mostly unmotivated in the EFL reading classrooms since they have problems reading English texts. They feel stressed as they consider themselves alone, readers who cannot understand the text content well. This mixed-method study aimed to (1) investigate the significant difference between the mean scores of the pretest and the post-test in reading using Collaborative Strategic Reading (CSR) and (2) describe the students' reflections using CSR in the reading classroom. The data were collected by using a pretest-posttest and students' reflection sheets. The participants were 32 students from a private university in Indonesia. The pretest and post-test results indicated that CSR significantly improved students' reading skills in collaborative classrooms. The written reflections showed students were highly motivated to join collaborative reading, as the strategies were beneficial for improving their vocabulary, reading understanding, and critical thinking. This study greatly influences improving students' reading proficiency and social skills.

APPLICATION OF THE MODEL PROBLEM BASED LEARNING TO IMPROVE LEARNING OUTCOMES IN MATHEMATICS SUBJECT ADDING AND SUBTRACTING WHOLE NUMBERS

<em>This research is a collaborative classroom action research designed with the aim of knowing the learning outcomes of class IV students at SDN Julang, Bogor City regarding the application of the model.problem based learning in mathematics subjects, the material is addition and subtraction of whole numbers up to 1,000. This type of research is collaborative classroom action research which consists of 2 cycles. The subjects of this research were class IVA students. The results of this research show an improvement in the learning process, changes in student behavior and learning outcomes. Cycle I learning process with a percentage of 96 % then cycle II increased with a percentage of 97%, changes in attitudes of students in cycle I with a percentage of 88%, then cycle II with a percentage of 94% and the learning completion results of cycle I students were 48% which were completed, then cycle II increased by 92% which were completed . All aspects studied increased from cycle I to cycle II. Thus, it can be concluded that the application of the P modelroblem Based Learning can improve the learning outcomes of class IVA students at SDN Julang, Bogor City.</em>

PENDAMPINGAN PELAKSANAAN PENELITIAN TINDAKAN KELAS (PTK) KOLABORATIF UNTUK CALON GURU IPA SMP DI REGION GRESIK

Based on the observations, it was found that there were several problems experienced by students in schools in the Gresik region, province of East Java, Indonesia. Along with the assignment of professional science teacher candidates at the school, the authors provide a solution assisting the implementation of collaborative classroom action research as a form of community service. This activity was carried out in several junior high schools in the Gresik region in collaboration with local teachers. The objectives of this activity are 1) science teacher candidates could identify student problems and find appropriate learning actions at school, 2) evaluate the progress of science teacher candidates in each cycle, and 3) science teacher candidates could write scientific articles based on the implementation of collaborative classroom action research. With hybrid assisting methods online and offline, this activity can run smoothly and optimally. The results obtained are that PjBL is the most chosen learning model as an action to solve student learning outcomes. Then during the collaborative most chosen, all prospective teachers showed good progress in each cycle. The final result is that professional science teacher candidates can write scientific articles for publication in accredited national journals. Keywords: Teacher Candidates, Science, PTK

PENERAPAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL) UNTUK MENINGKATKAN HASIL BELAJAR IPS KELAS VI

The aim of this Collaborative Classroom Action Research (PTKK) is to find out and obtain data on how the Problem Based Learning (PBL) learning model can improve student learning outcomes in Class VI Social Sciences learning at Kawungluwuk State Elementary School, semester 1 of the 2023/2024 academic year. Classroom action research uses the Kemmis and Mc Tanggart model design. Stages of conducting research through planning, implementation, observation and reflection. The results of the research show that there is an increase in student learning outcomes from each cycle, where the gains in the pre-cycle were with an average value of 67.1. In cycle I with an average value of 75.37 and in cycle II with an average value of 84.63 with completion percentage 78%. It can be concluded that learning outcomes between pre-cycle to cycle I and cycle II have increased learning outcomes using the Problem Based Learning learning model.

PENERAPAN MODEL PROJECT BASED LEARNING BERBASIS LESSON STUDY UNTUK MENINGKATKAN HASIL BELAJAR ILMU PENGETAHUAN ALAM DAN SOSIAL KELAS V


 This study aims to enhance scientific knowledge and improve science learning outcomes among students in class V-A at Lawanggintung State Elementary School 2, located in Bogor City, during the odd semester of the 2023/2024 academic year. The research methodology employed in this study is Collaborative Classroom Action Research, based on the lesson study approach and utilizing the project based learning model. The present study was conducted through the establishment of collaborative partnerships between researchers and other stakeholders, with the aim of identifying issues, devising implementation strategies, and engaging in reflective practises pertaining to the learning process. The participants of this study consisted of 21 students enrolled in class V-A at SDN Lawanggintung 2, located in Bogor City. The sample comprised 11 female students and 10 male students. The primary objective of this study is to enhance the academic achievements of students in the fifth grade, namely in the fields of Natural and Social Sciences. This study presents the findings from the assessment of the first and second cycles. The acquisition of study data was facilitated by researchers through the utilization of direct tests, the observation of learning outcomes, and the observation of learning implementation. The presented statistics indicate a notable improvement in student learning outcomes after the implementation of the project based learning model. The evidence for this assertion is substantiated by the notable attainment of comprehensive learning objectives by students in cycle I and II, demonstrating significant improvement. During the first cycle, the learning completeness of pupils was recorded at 67%. In the subsequent cycle, the learning completeness increased to 86%. This accomplishment demonstrates a growth of 19% between Cycle I and Cycle II. The findings of this study indicate that the research conducted in class V-A of SDN Lawanggintung 2 Bogor City yielded positive consequences, namely in terms of enhancing students' learning achievements in Natural and Social Sciences courses through the implementation of the project based learning model.

Exploring the interpersonal, classroom relationships of mainstream teachers and special needs assistants in Irish primary schools

ABSTRACT Amidst changing sociocultural and political climates, limited economic resources and shifting educational policies, classroom teachers continue to hold a significant responsibility in educating an increasingly diverse student population. Balancing the requirement to support student variability within perceived everchanging contexts can be challenging for many teachers. To alleviate some of the pressures in educating diverse student populations, Special Needs Assistants (SNAs) have been deployed to support teachers in meeting the care needs of some children with special educational needs, arising from a diagnosed disability. Grounded in Bronfenbrenner’s Ecological System’s Theory (1974), the following study explored the interpersonal relationship of teachers and SNAs working in mainstream primary classrooms, in Ireland. Data from quantitative questionnaires and qualitative semi-structured interviews were collected with results from the questionnaires (N = 112) informing the questions for the semi-structured interviews (N = 8). Open-ended questions were used throughout the interview process to collect the nuanced experiences of classroom collaborations from both teachers and SNAs. Findings indicate that SNAs are a well-established and welcomed part of the school workforce. Difficulties with role confusion, a lack of structural guidance around SNA deployment and professional self-efficacy in SEN confirmed the existence of challenges, experienced by the two workforces, which lead to implications in practice for effectively collaborating in classrooms.

PENINGKATAN HASIL BELAJAR IPAS PESERTA DIDIK MELALUI PENDEKATAN TPACK BERBANTUAN MEDIA AUGMENTED REALITY KELAS V SD

This Collaborative Classroom Action Research (PTKK) aims to find out and get data on how to improve IPAS learning outcomes about the human visual system for grade V students of SDN Kawung Luwuk in semester 1 of the 2023/2024 academic year through the TPACK approach and Augmented Reality media.This research departs from the results of observations of the problems of grade V students at SDN Kawungluwuk, namely there are several concepts in the subject matter that are still considered difficult or abstract for students. This can be a challenge for educators in explaining the material effectively and ensuring students' understanding. The value of media effectiveness is obtained from the response of students or respondents when using the media and comprehension tests after getting the material of the human visual system and ecosystems with Augmented Reality media. Learning outcomes obtained by students in each cycle. In cycle I with the average value of learning outcomes obtained by 71 and in cycle II the average value increased to 85. As for the presentation of completeness in cycle I 63% and in cycle II reached 88% exceeding the predetermined research success indicator of 85%. Based on research that has been conducted by researchers at Kawungluwuk State Elementary School on the Application of the TPACK approach and Augmented Reality media to Improve Learning Outcomes of IPAS subjects, it is generally concluded that the application of the learning model has succeeded in providing an increase in learning outcomes in class V-A students of SDN Kawungluwuk.

The Application of Cooperative Learning (Talking Stick) with Multimedia to Improve Javanese Reading Skills to Fifth Grade Students of SD Negeri 1 Panjer in Academic Year of 2022/2023

<p><em>The study aimed to improve Javanese script reading skills to fifth grade of SD Negeri 1 Panjer in academic year of 2022/2023 through the application of Talking Stick with multimedia. It was a collaborative Classroom Action Research conducted in three cycles. The subjects were teachers and students of fifth grade at SD Negeri 1 Panjer in academic year of 2022/2023. The data were qualitative and quantitative. Data collection techniques were observation, interviews, and tests. Data validity used triangulation of sources and triangulation of sources techniques. Data analysis included data reduction, data presentation, and drawing conclusions. The percentages of students’ passing grades in Javanese script reading skills were 72% in the first cycle, 80% in the second cycle, 92% in the third cycle. It concludes that the application of Talking Stick with multimedia improves Javanese script reading skills to fifth grade students of SD Negeri 1 Panjer in academic year of 2022/2023.</em></p>

The Perspective of Thammislam Foundation School Thailand Students on the Teaching of Non-Native Speaker Teachers

This study investigates students' perceptions of teachers teaching Non-Native Speakers at Thammislam Foundation School Thailand. This study uses descriptive research methods by collecting data through interviews and interviews given to class students at the school. The tables presented in this study cover various aspects of teaching Non-Native Speaker teachers, such as the using language, humor, multi-modal tools, group discussion groups, and assessment of student class participation. This study’s results indicate the most positive perceptions of Non-Native Speaker teachers. th Most students agree that Non-Native Speaker teachers provide the subject matter in a fun way and can interact with students in class. In addition, most students agree that Non-Native Speaker teachers use body language, humor, and multi-modal tools to facilitate teaching. This shows that Non-Native Speaker teachers at Thammislam Foundation School Thailand successfully created an interesting, interactive and fun learning environment for students. Furthermore, most students agree that Non-Native Speaker teachers design discussion groups and solve problems in class. These activities are considered to increase student participation and develop critical and social thinking skills. In addition, the majority of students also agreed that Non-Native Speaker teachers assess student class participation. Class participation assessments effectively encourage student engagement in learning and build a collaborative classroom environment.

UPAYA MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH SISWA KELAS VII B SMP NEGERI 2 SALATIGA PADA MATERI PENYAJIAN DATA MELALUI MODEL PROBLEM BASED LEARNING (PBL)

This study aims to enhance students' problem-solving skills and learning outcomes on data presentation and interpretation in the form of pie charts and measures of the center of the data in the single data. This research is a collaborative classroom action research (PTKK). The study employs the Problem-Based Learning (PBL) model, conducted at SMP Negeri 2 Salatiga in class VII B with 32 students. The results indicate an improvement in students' problem-solving abilities for each indicator. In cycle I, the student's ability to understand the problem was 36.2 %, which increased by 42.2 % to 78.4 % in cycle II. Furthermore, students' making a plan skill in cycle I was 51.2 %, increasing by 26.9 % to 78.1 % in cycle II. The student's ability to execute the plan increased by 19.6 % from 55.7 % in cycle I to 75.3 % in cycle II. The student's ability to look back and reflect in cycle I was 42.2 %, and in cycle II, it was 75 %, an increase of 32.8 %. The study also showed an improvement in learning outcomes. In cycle I, the classical student mastery level was 40.6 %, with an average learning outcome of 67.2. In contrast, in cycle II, the classical student mastery level was 75 %, with an average learning outcome of 78.2. In this case, the classical student mastery level increased by 34.4 %, with an average student learning outcome increase of 11. Based on these results, the Problem-Based Learning (PBL) model can enhance students' problem-solving abilities

C5-LMS design using Google Classroom: user acceptance based on extended Unified Theory of Acceptance and Use of Technology

ABSTRACT Changes in the educational landscape due to the COVID-19 pandemic open opportunities to create instructional materials that will make teaching and learning easier. The use of a learning tool such as Learning Management System (LMS) as the online classrooms of students is one of the essentials in an online learning environment. Utilizing an action research design, this study aims to assess the designed Cloud-based Centralized Collaborative Classroom and Communication – Learning Management System (C5-LMS) using Google Classroom. The assessment of C5-LMS was anchored on the extended Unified Theory of Acceptance and Use of Technology (UTAUT) model. The respondents of the study were the faculty members, supervisors, and students of a certain college that utilized the pilot of C5-LMS design. Findings of the study revealed that the C5-LMS via Google Classroom gained “acceptability” among the respondents in terms of extended UTAUT constructs. Users’ overall acceptance of the C5-LMS when grouped according to their roles revealed that the teacher-respondents’ rating is highly acceptable, nevertheless, the superior and students’ assessment is acceptable. Moreover, all the respondents confirmed that the C5-LMS has the following capabilities that corroborate the initial findings: collaboration, communication, facilitation tasks, usefulness, easy navigation, and monitoring system.

Integration of Technology in Education and its Impact on Learning and Teaching

This study seeks to understand the effects of technology on education: teaching and learning. All the data used in this study comes from secondary sources. Information was gathered from several sources, including peer-reviewed journal papers, published and unpublished dissertations, online and print textbooks, and encyclopaedias. Findings: Evidence on the effects of technology is contradictory, according to a review of the relevant literature. Thanks to information technology developments, classroom collaboration between teachers and students is more efficient than ever. It broadens their academic and intellectual horizons, making students more versatile in the classroom. Due to the internet's accessibility, remote learning may now be supported by technological means. Students can use search engines to conduct research. Hardware failures, software incompatibilities between home and school, or non-existent internet connections, and outdated program versions are just some of the dependability problems that students and teachers face in the classroom. Because of developments in technology like graphical calculators, high-tech gadgets, and small cameras, dishonest students may now easily gain an edge over their classmates. Distractions in modern life may be traced back in large part to technological advancements. Students' health might be negatively impacted by excessive technology usage.

Students’ Engagement in Digital Mind Mapping-Supported Collaborative Learning during the Post-Pandemic Era

Previous research has demonstrated the effectiveness of digital mind-mapping in improving student learning outcomes, creativity, critical thinking skills, and motivation. However, past studies rarely focused on student engagement when exploring the implementation of collaborative digital mind mapping in higher education. This study explored student engagement in a digital mind-mapping-supported collaborative classroom. The study was qualitative descriptive in nature, involving twenty fourth-semester students from a private university in Indonesia. The data were collected through observation and interview. The findings showed that students engaged cognitively, emotionally, and behaviorally in the collaborative mind-mapping activity. The findings mostly describe student-student and student-task engagement. Therefore, further investigations are needed to examine student-teacher engagement in a mind-mapping-supported collaborative learning setting.

Redefining liberal arts education in the twenty-first century

Redefining liberal arts education in the twenty-first century