Conception Of Subject Matter Research Articles

Teams Games Tournament Learning Model to Improve Elementary School Students' Mathematical Creative Thinking Skills

The mathematical creative thinking skills of students are still relatively low and need to be improved. Thus, they need a learning model that can enhance their mathematical creative thinking skills. One of the solutions to this problem is the cooperative learning model using the Teams Games Tournament method. This research aims to analize the result of the Teams Games Tournament cooperative learning model on grade IV students' mathematical creative thinking skills. This study used a quasi-experimental design with a non-equivalent control group design. The population of this study consists of 251 students, selected using a cluster random sampling technique, with a description test used as the data collection method. Data on mathematical creative thinking skills, obtained from post-test results, were analyzed with descriptive statistical techniques and inferential statistical analysis, specifically the polled variance t-test. The polled variance t-test resulted in tcount (4.73539) > ttable (1.67528) with 5% significance level. According to the test results, it can be concluded that the Teams Games Tournament cooperative learning model significantly affects the grade IV students' elementary school mathematical creative thinking skills. The TGT cooperative learning method can help students understand the concept of subject matter through solving real problems with daily life, peer tutor activities to deepen understanding of the material, playing games, and tournament activities.

Core Skills and Competencies for Inclusion in the Curriculum for Effective Performance of Extension Professionals

Changing situations and developments in agriculture in the 21st century demands extension workers to be equipped with a diverse set of competencies. Extension workers’ ability to adapt, communicate effectively and combine technical expertise with participatory approaches can significantly influence their job performance and ultimately, contribute to the growth and sustainability of the agriculture industry. Hence, an attempt has been made to know the level of need of core skills and competencies required for extension professionals to perform their job effectively. A scale was developed to measure the level of need of the skills and competencies thatan agricultural extension professional requires to perform their tasks. Twelve broad areas of skills and competencies required for agricultural extension professionals were identified and grouped. Professionals presently working in Karnataka State Department of Agriculture, Karnataka State Department of Horticulture and Coffee Board are considered as respondents. The results revealed that soft skills were ranked first, followed by entrepreneurship development skills and communication skills. Planning and designing need based programs, building teamwork skills, agricultural value chain extension, use of modern communication methods and AV aids, use of computer applications, monitoring and evaluation of extension programs, designing training programs, problem solving skills, knowledge on subject matter concepts, motivating farmers, innovativeness and stress management are the individual skills ranked first respectively on the listed twelve broad areas of skills and competencies. Based on the findings of the study, it is recommended that equipping extension workers with the necessary skills during their undergraduate and postgraduate education is crucial to ensure they are well-prepared to meet the evolving demands of the agriculture industry. By reorienting and enhancing the curriculum, agricultural universities and institutions can play a significant role in developing competent extension professionals.

Education with Class League as A Strategy to Improve Student Learning Metacognition

This study aims to improve learning outcomes by applying the Education with Class League learning model which can make a major contribution to learning which will make students better understand their own abilities, be more active in asking questions, answering questions, giving responses or opinions, discussing well and being able to understand the concept of subject matter well. In addition, students can find various strategies to monitor and check their understanding. The achievement of the objectives of this study used a research and development model that used class XI students at SMA Negeri 6 Madiun using three different materials. Based on the results of trials that have been done, it can be concluded that the use of this ECL model can improve students' learning metacognition. This can be proven by looking at student learning outcomes that are better than before the use of the ECL model in the learning process. In addition, there was also an increase in the percentage of completeness both from the affective, psychomotor, and cognitive aspects. In the learning process, students also feel motivated and have high enthusiasm for participating in all learning activities, and students can measure their own ability to understand a learning material.

Core Skills and Competencies Essential for Agricultural Extension Workers to Meet Present Day Challenges

Agricultural extension contributes significantly for improving the welfare of farmers and others living in rural areas. Extension advisory services and programs strengthen the farmer’s capacity to innovate by facilitating farmers to access latest agricultural knowledge and adoption. The extension workers, therefore, not only advices farming families but also motivate them to use improved agricultural implements and adopt the modern agricultural technologies according to their socioeconomic status. The success of extension workers depends on the possession of skills and experiences gained in executing need based programs effectively. Hence, an attempt has been made in this study to assess level of importance of core competencies and skills required by extension workers to perform their job effectively. Mean index scores were calculated for each individual skills listed under twelve broad areas of skills and competencies selected for the study. The results revealed that, soft skills were ranked first followed by communication skills. Organizing/implementing agricultural development program, team building skills, formation and development of farmer organization and facilitation skills, use of modern communication methods and AV aids, use of computer applications, preparation of digital schedule/ questionnaire, knowledge on agricultural insurance policies and procedures, problem solving skills, proficiency on subject matter concepts, cultural intelligence, business planning and self-motivation are the individual skills ranked first respectively on the listed twelve broad areas of skills and competencies. Based on the findings of the study, it is recommended that the extension workers are required to be equipped with these skills during the undergraduate and postgraduate level itself by designing and reorienting the curriculum and enhance the competence of the agricultural graduates along with upgrading the skills of extension workers.

Development of Scientific and Constructivism-Based Handouts on Social Arithmetic Materials

Purpose of the study: The purpose of this study is to combine a scientific approach and a constructivist learning model so that students can build their own knowledge through their experiences from the results of interactions with the environment using handout media.
 Methodology: In this research, development uses the ADDIE model (Analysis, Design, Development or Production, Implementation or Delivery and Evaluations). The subject of this development trial was a mathematics teacher at school to respond to handout teaching materials, and the intended users of this product were class VII students of SMP N 11 Muaro Jambi. The type of data used is the type of quantitative data.
 Main Findings: This research has produced a printed teaching material product in the form of scientific and constructivism-based Handouts on social arithmetic material, which can facilitate students to play an active role in the learning process, as well as make it easy for students to understand the concept of subject matter. Based on the results of the research and discussion, it can be concluded as follows: The development of scientific and constructivism-based Handouts on social arithmetic material is carried out in several stages, namely (1) Analysis, (2) Design, (3) Development, (4) Implementation and (5) Evaluation.
 Novelty/Originality of this study: The development of scientific and constructivism-based Handouts on social arithmetic material is carried out in several stages, namely (1) Analysis, (2) Design, (3) Development, (4) Implementation and (5) Evaluation.

Teaching Seventh Graders About the Digestive System Using Formative Assessment to Evaluate Comprehension Levels

Biology lesson is one of the leading lessons that the students at all educational levels encounter with difficulty in grasping the subject matter and the teachers in teaching it. The reasons for this situation can be identified as the methods and techniques used in the education process being traditional, the fact that some biology course’s subject matter concepts are abstract and the teachers have difficulties in concretizing while teaching them and the students having difficulties in grasping these abstract concepts. The purpose of this study was to investigate the effect of the formative assessment method on the conceptual understanding of 7th grade students about the digestive system in the "systems in our body" unit in the science course. The study was carried out with 105 seventh grade students. Formative assessment probes were given to both the experimental and control groups as pre-test and post-test. Formative assessment strategies were developed and applied in an attempt to replace the existing misconceptions with scientific concepts. A mixed method was used in the study. The findings illustrated that there was a significant difference about the digestive system between the conceptual understanding levels of the experimental group students and the control group students.

Synergies in subject parallels: Coteaching “music-drama”

AbstractThis case study contributes with a new coteaching design, in which experienced teachers from two different aesthetic subjects are planning, teaching and evaluating together in higher education, more specifically in general preschool teacher education. The aim of the study is to analyse how two drama teachers and a music teacher reflect on their coteaching. Coteaching, when teachers teach together with shared responsibility to meet their students’ learning needs, is a pedagogical approach to enable an active learning process. Research and practice in coteaching have emerged, mostly designed with coteachers within the same subject. However, more research is needed about teachers from different subjects coteaching together. The theoretical framework is sociocultural, with special emphasis on aspects of learning from ‘the other’ in praxis by working in a zone of proximal development (ZPD). Analysed data consist of field notes and audio-recorded teacher group conversations. Main findings show synergies in subject parallels, based on the analysis of coteachers’ reflections as learning processes within their ZPD. In conclusion, a major contribution in terms of synergy in coteaching appears in subject parallels related to specific subject matter concepts, where music and drama are intertwined in the classroom as “music-drama”, as a new dimension.

Orientation framework of primary school teachers teaching mathematics out-of-field– insights into a qualitative-reconstructive documentary method study

ABSTRACT The article focuses on teaching maths in German primary schools out-of-field. The concept of subject matter seems to stand in opposition to the equally pedagogically and administratively desired class teacher principle in primary school. In the contribution, negotiations are outlined on the basis of a qualitative-reconstructive-interview-study, to what extent subject matter exist by primary school teachers who teach mathematics out-of-field. The central question is, can out-of-field primary school teachers train and use biographical and communicative resources for their teaching activities despite the lack of a degree in the subject matter? The study shows that primary school teachers who teaching out-of-field gain biographical and communicative experience, but cannot always call it up as a resource. So that the responsibility does not lie with each individual teacher, but must be established as an institutional and collective anchorage in the system.

Development of Virtual Reality Application to Increase Student Learning Motivation with Interactive Learning in Vocational Education

In Vocational Education, learning by doing is very important to complement the concept of learning with technical introduction to maximize the results of the material received. However, in various subject areas, learning is still carried out conventionally and students are unable to apply their knowledge practically even though they have theoretical understanding. This is closely related to the lack of motivation from students in the classroom because there is no interactive course content required for visualization of concepts in each subject area. Even during the COVID-19 pandemic, teaching and learning activities had to be carried out online at their respective homes. So that further limits the scope of student practice to maximize learning outcomes. As a result, it is not possible for students to understand more in-depth concepts of subject matter using conventional learning methods. Students’ motivation to learn will increase if students are provided with practical tools so that they can be visually involved and engage with what they teach in class. The development of practical tools with Virtual Reality technology, which can visualize 3D models can be a solution to meet this goal. The main objective of this paper is to create and use Virtual Reality as an immersive learning medium and its contribution to student motivation to understand the definition of subject matter in various fields.

Implementation of Guided Inquiry Model Based on Visual Cartoon Media Towards Skills of Science Process and Mastery of Concepts

This research is motivated by the science process skills of students who are still low. Factors causing low science process skills are mastery of students' concepts of subject matter is still low. The purpose of this study is 1) to describe the feasibility of learning by implementing guided inquiry model based on visual cartoon media on science process skills and mastery of the concept of environmental pollution, 2) to obtain data on guided inquiry model based on visual cartoon media can improve environmental pollution science process skills, 3) to find out the implementation of guided inquiry model based on visual cartoon media can improve mastery of the concept of environmental pollution, 4) to uncover student responses by implementing guided inquiry model based on visual cartoon media on science process skills and mastery of the concept of environmental pollution. The method used in this study is a mixed method (mixed methods research design). The sampling technique using cluster random sampling was obtained by 2 classes, each of which amounted to 40 students for the experimental class and 40 students for the control class. The research instrument used was task and rubric science process skills, mastery concept essay tests, student response questionnaires to learning and observation sheets of teacher and student activities. The data analysis technique used is the normality test, homogeneity test and hypothesis test. Based on the results of the analysis of the hypothesis test shows the value of t = 4.476 with Sig. 0.001 <0.05 means that the implementation of guided inquiry model based on visual cartoon media can improve students' science process skills in the concept of environmental pollution. Based on the results of the test analysis shows the value t = 8.486 with Sig. 0.001 < 0.05 means that the implementation of the guided inquiry model based on visual cartoon media can improve the mastery of the concept of environmental pollution.

Development of High Print Image Media as a Source Learn on the Beautiful Theme of My Country

The aim of this research is to develop teaching material products in the form of image media high print as a learning resource on the theme of the beauty of my country sub theme diversity of animals and plants in the art is subject about steps to make high print images, mathematics which is about adding decimal parts and civics, namely explaining the benefits of animals and plants in high print images. This type of research is development research using ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation). This research produces highly printed images as learning resources which can facilitate students to play an active role, as well as provide convenience for students to understand the concept of subject matter. Based on the research results obtained, (1) questionnaire results from learning experts 85% (Very good), questionnaire results from Image Media experts 78% (Good) validated by experts, the researchers tested it on 6 class IV students Elementary School with an interview method where the results are that each student has a response positive. This research has produced a teaching material product in the form of image media high print as a learning resource on the theme of the beauty of my country that can be facilitate students to play a more active role in the learning process, as well as make it easier for students to understand the concepts of the subject matter.

Implementasi Model Pembelajaran Advance Organizer Berbasis Peta Konsep Terhadap Aktivitas Belajar Dan Hasil Belajar Siswa

This research is motivated by students' science process skills that are still low. Factors that cause low science process skills are low mastery of students' concepts of subject matter. The purpose of this study is 1) to describe the implementation of learning with the implementation of an advance organizer model based on concept maps on learning activities and student learning outcomes, 2) to determine the implementation of the advance organizer model based on concept maps can improve student learning activities, 3) to determine the implementation of the model advance organizer based on concept maps can improve student learning outcomes on the concept of the reproductive system, 4) to find out the response of the students to the implementation of the advance organizer model based on concept maps of learning activities and student learning outcomes. The method used in this study is mixed methods research. The sampling technique is cluster random sampling in two classes, namely the experimental class and 40 students for the control class. The research instrument used is the student activity task and rubric, concept mastery essay test, student response questionnaire on learning and teacher and student activity observation sheets. Data analysis techniques used are normality test, homogeneity test and hypothesis test. Based on the results of hypothesis testing statistics shows the value of Sig. amounting to 0.415> 0.05, with a value of t = 4.855 with Sig. 0,000 <0,05 means that the implementation of the advance organizer model based on concept maps can improve student learning activities on the concept of the reproductive system in class XI of SMA Negeri 1 Lumbung, Ciamis Regency. Based on the results of hypothesis testing statistics shows the value of Sig. amounting to 0.422> 0.05, with a value of t = 8.336 with Sig. 0,000 <0,05 means that the implementation of the advance organizer model based on concept maps can improve student learning outcomes in the concept of the reproductive system in class XI of SMA 1 Lumbung, Ciamis Regency. The conclusion in this study is the implementation of an advance organizer model based on concept maps can improve student activity and learning outcomes on the concept of reproductive systems in class XI of SMA Negeri 1 Lumbung, Ciamis RegencyKeywords: Advance organizer model; Concept map; Activity and student learning outcomes

The Learning Process in The Classroom Through the Mind Mapping Approach from The Philosophy of Progressivism

Education plays a role in human life to prevent people from poverty, underdevelopment, and ignorance so that it is necessary to change the way of thinking of humans themselves to overcome these problems. The progress of the human mindset is a form of change and cannot be separated from the achievement of creativity. This article aims to describe and explain the use of mind maps in mathematics learning from a progressivism point of view through the learning process carried out from the primary and secondary education levels to produce creative products that can help students improve learning achievement through the role of the teacher as a facilitator and students as a learning center. This article uses literature study method, data is collected and analyzed as secondary data including books, journals and proceedings relevant to the topic. The results showed that the mind map method could be used by teachers and students to change the concept of thinking through active student involvement through the making of mathematics learning materials, addition and building space and the area of a circle in an attractive graphic form. Progressivism views that progress in thinking is a process of change and through the mindmaping learning method the concept of subject matter can be visualized in the form of a graphic infrastructure that can stimulate the right and left brains so that it can be useful to free students from the snare of rules when starting to learn. The conclusion of this study is a change in mindset that is in line with the viewpoint of progressivism philosophy is through a mind map learning model that can produce student creativity products and the role of the teacher as a facilitator can occur.

ENGLISH TEACHING ASSISTANTS IN BRAZIL: CONCEPTIONS OF SUBJECT MATTER, TEACHING AND LEARNING TO TEACH

This paper aims at analyzing the conceptions of subject matter, teaching and learning to teach of two English Teaching Assistants from the United States who work in Brazil at the CAPES/ Fulbright Program, named English Teaching Assistants (ETA), which supports Languages Without Borders. The theoretical bases are teacher cognition (or teacher thinking) and conceptions (PRATT, 1992, FREEMAN, 1996, BORG, 2003, LAM & KEMBER, 2006; BURNS ET AL, 2015). The data were collected through interviews and the analysis is based on Freeman (1998), whose elements are to naming, grouping, finding relationships and displaying. These elements are used to avoid what is called the "impulse to teach", since the teacher educator is also the author of the study, and intends to do an analysis without any previous interpretations. The results show the way the conceptions of the interviewed teachers are related to each other, revealing aspects of their practices and previous educational experiences.

Teaching CLIL?

CLIL (content and language integrated learning) is an educational approach where a classroom subject is taught through a second language. However, its core features are ambiguously interpreted. Research on CLIL teaching has consistently shown that teachers focus their methodological efforts on the teaching of subject matter concepts and take any language related aspects mostly as by-products of such an approach. This has led to only sparsely planned methodological efforts when it comes to the teaching of language. Contrary to this, it is argued in this hermeneutical study that thinking and language acquisition are inextricably intertwined and CLIL teachers are therefore by definition also language teachers. Following this, the author reports on a pedagogical CLIL model, named SALT, that was devised for and successfully implemented in CLIL training courses to support subject teachers on their way to becoming language-aware CLIL teachers. Pedagogical procedures of the model's principles and concepts are also presented.

Strategi Pembelajaran Inkuiri (SPI) dan Penerapannya dalam Pembelajaran Bahasa Indonesia

This writing aims to explain Learning Strategy Inquiry (SPI) and its application in learning Indonesian. Learning is not just memorizing and not just remembering, but learning is a process marked by a change in a person. Inquiry learning strategies will help teachers bring students to understand the concept of subject matter. In addition, it will also bring students in learning that emphasizes the critical and analytical thinking process to seek and find answers to a questionable problem for learning outcomes. Inquiry learning strategy is a student centered learning strategy that is very demanding of student activities. Initially this inquiry learning strategy is widely applied in the natural sciences (natural science). But demilkian, social sciences education experts adopted inquiry strategies that later became called social inquiry. From the characteristics of inquiry as described above, the application of social inquiry in Indonesian language learning is not different from the application of inquiry in general. The difference lies solely in the problem under study. Thus, the application of inquiry learning strategies in learning Indonesian, will certainly examine the subject matter in the Indonesian language

Faglighed – kvalitet, æstetik og undervisning

In mainstream educational trends and in particular in public debate, one might perceive a rather superfi cial/uncritical handling of the concept of ‘subject matter’ (Danish: faglighed), a handling which infl uences political decisions considerably. This article sets out to analyze the concept of ‘subject matter’ and makes the point that it is both intimately connected to a one dimensional idea of utility and that it as concept marginalizes teaching’s nature of encounter and dialogue, and hereby narrows ‘school’ to ‘learning’ and to some few basic subjects. Furthermore the argument is made that by comparing this narrow utility-like concept to the aesthetics the concept of subject matter can be qualifi ed as closely bound to a form-content side and this in turn opens up to the aspect of character formation (Danish: dannelse; German: Bildung).

Students’ and Instructor’s Attitudes and Receptions of the Viability of Using A Flipped Classroom Instructional Model In A Technology-Enabled Active Learning (TEAL) Classroom

The flipped classroom is an instructional model in which the students are initially exposed to subject matter concepts outside classroom through instructor-provided video lectures or other pre-class learning materials, and utilize classroom time for active learning, such as problem solving and group work. The Technology-Enabled Active Learning (TEAL) classroom is a small capacity classroom equipped with multimedia projectors, white boards, laptops, and tablets, and that utilizes modular tables for flexibly configured working arrangement. This paper reports the initial findings from interviews with five students and the instructor about their experiences, attitudes, and perceptions regarding the Flipped-TEAL instructional approach, which is the use of a flipped classroom instructional strategy in a TEAL classroom. This paper also reports the participants’ suggestions for improving the teaching and learning efficiency in the Flipped-TEAL course.

Symbolic Meaning of Agate Stone as a Local Knowledge of Agate Fans Community for Learning Resource Development of Social Studies

Research focus on agate symbolic meaning for fans and how they act on the meaning of it. Does the construction of agate symbolic meaning as the sociology of knowledge can be developed for learning resource of social studies ? The purpose of research is to find the relevance between agate symbolic meaning and the concepts of subject matter in social studies so that they can be developed for learning resource of social studies. The method used is phenomenology. The analysis technique used is Miles and Huberman models. The results of the study are agate symbolic meaning as esotericism and exoteric phenomenon. Agate esotericism phenomenon related to the function of fetish. Agate exoteric phenomenon related to the function for accessories. Agate amulets worn by the fans for the sake of power, dignity, leadership, and authority. This action is magic. Agate accessories associated with symbols of modernity. Agate is physically associated with the type of rock and rock characteristics. Agate symbolic meaning has scope sociology, geography, and anthropology, so agate can be developed into a theme for learning social studies as an integrated lesson. DOI: 10.5901/mjss.2015.v6n3s1p527

Teaching Vocabulary and Morphology in Intermediate Grades

Direct vocabulary instruction of Tier 2 and Tier 3 words in intermediate-grade curricula is an important tool of literacy instruction because English is a language grafted from many roots and has not developed a one-to-one phoneme–grapheme correspondence. In addition to knowing graphemes and phonemes, students must formally learn words that cross domain knowledge and introduce subject-matter concepts. Intermediate-grade teachers can deal with these curricula demands and help their students advance their reading ability and their subject learning by combining vocabulary instruction with word recognition skills and by incorporating the meaning of vocabulary words with subject knowledge. Teaching vocabulary and morphology improves students’ comprehension of text because knowledge of meaningful word components, syllabication, and academic vocabulary improves both word recognition skills and subject specific understanding. In addition, teaching content terminology and Latin and Greek stems improves students’ word recognition skills, increases students’ academic vocabulary knowledge, and helps students meet Common Core State Standards. Cloze exercises and learning opportunities that engage students in using their newly acquired vocabulary are helpful teaching techniques and support all students’ annual reading growth.