Classroom Conditions Research Articles

Spatial Analysis of Provincial Primary School Graduation Rates in Indonesia in 2023

classrooms (X2) as independent variables. A total of 34 samples were used, collected as secondary data from various Indonesian provinces during 2023-2024, accessed from the official website of the Ministry of Education, Culture, Research, and Technology. The results indicate that X1 is not significant (p-value=0.103), while X2 is significant (p-value=0.001) for the number of primary school graduates, indicating the significant influence of X2. The research findings suggest that the variable of the number of certified teachers (X1) does not significantly affect the number of primary school graduates. Conversely, the variable representing good classroom conditions (X2) is proven to significantly influence the number of primary school graduates. The policy recommendation is for the government and related institutions to prioritize the improvement and enhancement of school infrastructure, including conducive learning facilities and environments

Risk factors and integrated assessment of health disorders in teachers of rural comprehensive schools

Teaching is an occupation with high stress levels and extremely poor health indicators, which tend to decline as working records become longer. The aim of this study was to investigate risk factors able to cause health issues in teachers of rural comprehensive schools and to determine the significance of clinical and laboratory indices as early indicators. The work uses the results of hygienic, clinical and laboratory studies aimed at assessing health and working conditions of teachers employed at comprehensive schools in rural areas of the Republic of Bashkortostan. Sanitary and hygienic conditions in classrooms of rural comprehensive schools were assessed in conformity with the Guide R 2.2.2006-05. Medical check-ups resulted in 255 various somatic diseases diagnosed in 70 teachers, overall, 3.64 diseases per one examined teacher. Laboratory tests revealed elevated hemoglobin levels in 20.00 % of the examined female teachers and low ones in 8.57 %. Erythrocytosis was established in 64.29 % of the examined teachers. We also established some slight changes in hematocrit levels, which were elevated in 4.29 % and low in 8.57 % of the examined teachers. Accordingly, in case hemoglobin levels were low, erythrocyte indices MCV and МСН went down as well in 30.00–32.86 % of the female teachers. The number of workers with elevated glucose and cholesterol levels went up as their work records grew longer (the correlation coefficients were 0.94÷0.98). Examination of microflora found in the upper airway mucosa revealed clinically significant contamination, which was mostly represented by cocci bacteria, the most significant microorganisms being Staphylococcus epidermidis, Staphylococcus spp and β-hаemolytic streptococci. Our integrated study has shown that working conditions at workplaces of teachers in rural comprehensive schools do not conform to safety standards as per work hardness and work intensity (intellectual, emotional and sensory loads). The study results confirm high importance of diagnostic methods as indicators of health issues in teachers employed at comprehensive schools. Preventive measures aimed at protecting teachers’ health in rural areas should consider peculiarities of pathomorphosis that determines their health status.

Факторы риска и комплексная оценка нарушений здоровья педагогов общеобразовательных школ в сельской местности

Teaching is an occupation with high stress levels and extremely poor health indicators, which tend to decline as working records become longer. The aim of this study was to investigate risk factors able to cause health issues in teachers of rural comprehensive schools and to determine the significance of clinical and laboratory indices as early indicators. The work uses the results of hygienic, clinical and laboratory studies aimed at assessing health and working conditions of teachers employed at comprehensive schools in rural areas of the Republic of Bashkortostan. Sanitary and hygienic conditions in classrooms of rural comprehensive schools were assessed in conformity with the Guide R 2.2.2006-05. Medical check-ups resulted in 255 various somatic diseases diagnosed in 70 teachers, overall, 3.64 diseases per one examined teacher. Laboratory tests revealed elevated hemoglobin levels in 20.00 % of the examined female teachers and low ones in 8.57 %. Erythrocytosis was established in 64.29 % of the examined teachers. We also established some slight changes in hematocrit levels, which were elevated in 4.29 % and low in 8.57 % of the examined teachers. Accordingly, in case hemoglobin levels were low, erythrocyte indices MCV and МСН went down as well in 30.00–32.86 % of the female teachers. The number of workers with elevated glucose and cholesterol levels went up as their work records grew longer (the correlation coefficients were 0.94÷0.98). Examination of microflora found in the upper airway mucosa revealed clinically significant contamination, which was mostly represented by cocci bacteria, the most significant microorganisms being Staphylococcus epidermidis, Staphylococcus spp and β-hаemolytic streptococci. Our integrated study has shown that working conditions at workplaces of teachers in rural comprehensive schools do not conform to safety standards as per work hardness and work intensity (intellectual, emotional and sensory loads). The study results confirm high importance of diagnostic methods as indicators of health issues in teachers employed at comprehensive schools. Preventive measures aimed at protecting teachers’ health in rural areas should consider peculiarities of pathomorphosis that determines their health status.

Pelatihan Penyusunan Asesmen Diagnostik dalam Kurikulum Merdeka bagi Guru di MTs dan MA Sekolah Cinta Ilmu

Merdeka curriculum was developed by the Government in order to improve the quality of education in Indonesia. Merdeka Curriculum, introduced by the Ministry of Education, Culture, Research and Technology (Kemendikbud Ristek), is a new curriculum that allows schools to adapt learning to the needs and characteristics of students. However, in its implementation, teachers experience several obstacles in implementing the independent curriculum, one of which is in designing assessments and evaluations. Teachers have difficulty in managing classroom conditions due to the lack of clarity in diagnostic assessments. This research aims to provide training in preparing diagnostic assessments to determine students' initial abilities before learning. The method used in this community service is Participatory Action Research (PAR). The subjects in this study were MTs and MA teachers at Cinta Ilmu School, totaling 18 people. Based on the data obtained during the training, the teachers felt enthusiastic and satisfied with the presentation of material that was in accordance with the needs and professional presenters so that the material provided could be easily understood by the participants. It is indicated by the average score index of overall participant satisfaction reaching 3.54, which is in the very satisfying category. While the satisfaction index in the reliability aspect reached a score of 3.7, the tangible evidence aspect reached 3.5, the responsiveness aspect reached 3.4, the guarantee aspect reached 3.5, and the service aspect reached 3.6.

Problem Based Learning Models on Problem Solving Ability and Science Learning Outcomes of Human and Environmental Concepts in Elementary Schools

This study examines the effect of the Problem-Based Learning (PBL) model on problem-solving skills and science learning outcomes in fifth-grade students in Gugus III Baranti District, Sidrap. The approach used in this research is quantitative, with a quasi-experimental design. The design used is the non-equivalent control group. The data collection techniques used in this study are as follows: First, pre-test and post-test, and second, observation. The observation sheet is used to obtain data regarding student activities during learning and classroom conditions during the learning process. Third, documentation is intended to get direct data from the research site. Based on the research results and data analysis, the following conclusions were obtained: First, Positive Effect on Problem-Solving Ability: The PBL model positively affects problem-solving skills on the material of the concept of humans and the environment. The significance value obtained is 0.000, more diminutive than 0.05, indicating that the PBL model effectively improves students' problem-solving ability. Second, Positive Effects on Science Learning Outcomes: The PBL Model also positively impacts science learning outcomes on the same material. The significance value obtained was also 0.000, confirming the effectiveness of the PBL model in improving students' understanding of the concept of humans and the environment. Applying the PBL Model effectively enhanced students' problem-solving skills and science learning outcomes. The significance value that is consistently smaller than 0.05 shows the consistency of the research results.

Differences in the Implementation of Physical Education (PE) Learning Management Based on Years of Work: Analysis of Differences in the Quality of Quality Assurance Culture

Abstract. This research aims to determine the implementation of Physical Education (PE) learning management related to 21st-century skills based on the service length of PE teachers in various schools with different quality assurance cultures. The sample in this study was secondary school PE teachers in Southeast Sulawesi Province, Indonesia. This research employed descriptive statistics and inferential factorial one-way Anova to analyze the data. One-way Anova test results in Sig. 0.009 < 0.05 means a significant difference in the average of the three PE learning outcomes between teachers with work periods of 1-7, 8-15, and 16 years or more. Firstly, the Tukey post hoc test Sig value is 0.024 < 0.05, meaning there is a difference in PE learning outcomes between 1-7 and 8-15 years of service. Testing the two Sig values ​​is 0.983 > 0.05, meaning there is no difference in PE learning outcomes for working years 1-7 and 16 years and above. Test the three Sig values. 0.016 < 0.05, so there is a difference in PE learning outcomes between 8-15 and 16 years of service. This research concludes a significant difference in the average PE learning achievement between teachers with tenure of 1-7, 8-15, and 16 years or over. Thus, it can be concluded that the service length of PE teachers influences the effectiveness of implementing learning management containing 21st-century skills. Teaching experience plays a role in implementing teaching methods and techniques that suit the demands of 21st-century skills, including critical thinking, collaboration, communication, and creativity. This underlines the importance of continuous professional development for teachers, especially in improving teaching skills relevant to the student's needs in the current era of the 21st century. The results of this research can assist policymakers, school administrators, and teachers in designing and implementing more effective PE programs in classroom conditions and prioritizing needs according to the conditions of each school.

Learning Mahaarah Al-Qiraa'ah Using Hijaiyyah Card Media in Islamic Elementary Schools

Mahaarah al-qiraa`ah plays an essential role in a person’s life, especially for students, so learning is also needed to help with teaching and learning activities. This research investigates the supporting and inhibiting factors in learning maharajah al-qiraa`ah using hijaiyyah letter card media. This research uses a qualitative approach with a case study method. Data was collected using interviews, observations, and documentation. The collected data in words is analyzed by reducing data, presenting data, and drawing conclusions. The results show that students' high enthusiasm and motivation support learning. The inhibiting factor is the lack of time for learning using hijaiyyah letter card media; classroom conditions were less conducive because some students interfered with other students.

Post-secondary classroom teaching quality evaluation using small object detection model

The classroom video has a complex background and dense targets. This study utilizes small object detection technology to analyze and evaluate students’ behavior in the classroom, aiming to objectively and accurately assess classroom quality. Firstly, noise is removed from the images using a median filter, and the contrast of the images is enhanced through histogram equalization. Label smoothing is applied to reduce the model’s sensitivity to labels. Then, features are extracted from the preprocessed images, and multi-scale feature fusion is employed to enhance semantic expression across multiple scales. Finally, a combination loss function is utilized to improve the accuracy of multi-object recognition tasks. Real-time detection of students’ behaviors in the classroom is performed based on the small object detection model. The average head-up rate in the classroom is calculated, and the quality of teaching is evaluated and analyzed. This study explores the methods and applications of small object detection technology based on actual teaching cases and analyzes and evaluates its effectiveness in evaluating the quality of higher education classroom teaching. The research findings demonstrate the significant importance of small object detection technology in effectively evaluating students’ learning conditions in higher education classrooms, leading to improved teaching quality and personalized education.

The effect of task-supported and task-based teaching on the use of Russian verbs of motion

The goal of this investigation is to determine to what extent task-supported (TS) and task-based (TB) language teaching approaches are effective for learning Russian verbs of motion. To this aim, an experimental study was carried out under real classroom conditions as a part of Russian language courses at the University of ***. Participants were organised into two groups that received a TS and a TB treatment, respectively. The implementation of the didactic strategies subsumed in the design of the TB treatment by means of a Learning Management System (Moodle), the benefits and key features of which facilitate task-based instruction, are analysed. The study follows the pre-test, post-test and delayed post-test design. In the light of the results obtained, it is safe to say that the two approaches are beneficial for learning verbs of motion since both groups showed a significant improvement in all the measured aspects, that is, the correct use of verbs both in the oral and written production and in the grammar tests (fill in the blanks, multiple choice and grammaticality judgement tests). Nevertheless, the TB group performed significantly better than the TS group in the oral tasks, and in most delayed post-tests

Classroom architectural design evolution: Acoustic evaluation of public-school classrooms in Malaysia

Education transformation greatly emphasises curriculum modification to produce impactful future generations and yet often disregards the impact of classroom design in achieving desired education outcomes. The prioritisation of optimal acoustic quality in classroom design is crucial due to the inherent reliance on auditory abilities in the process of teaching and learning. Therefore, a comprehensive acoustic standard guideline for classrooms, ANSI Standard 12.60, was launched in 2002 and adopted for school classrooms in the USA. However, the scenario might be different in Malaysia, as there is no acoustic standard guideline established. Therefore, this study seeks to identify the actual acoustic conditions of classrooms that were constructed in the post-independence era. On-site acoustic measurements were performed to evaluate significant acoustic parameters, including reverberation time (RT), background noise level (BNL), speech transmission index (STI), and sound pressure level (SPL). The findings revealed that the RT for both classrooms was within the recommended value, while the BNL and STI of both classrooms failed to comply with the established recommended guidelines. In a similar vein, these findings translate the degree of awareness among the education institutions and construction sector of the importance of classroom acoustics in providing a better learning experience among students.

Building a real-time convolution system for assessing vocal health of teachers

Due to prevalent vocal health issues in teachers, the acoustics of K-12 classrooms has become a common topic of study in acoustics. One way to understand the impact of a classroom’s acoustics on speech is through real-time convolution of speech with a binaural room impulse response (BRIR). This is done by having a talker seated in an anechoic chamber and their vocal effort can be assessed while using the real-time convolution system to simulate the acoustics of a variety of classroom conditions. Keeping the talker in one physical space provides more control over the testing environment. A system that can successfully execute convolution in real-time requires parameters to be fine-tuned, an optimized algorithm, and appropriate hardware. Current efforts and lessons learned during the development of this system are shared. Goals for a finished real-time convolution system include specific testing to determine the effects of background noise and reverberation on a teacher’s vocal effort.

“When anybody speaks, we all need to be involved”: Classroom conditions that support dialogic space

ABSTRACT This article discusses classroom conditions that support the co-creation of dialogic space—where our different ideas and perspectives are in conversation with others such that we might take in what other people are saying and be open to it affecting our thinking. Drawing on ethnographic case study data, we provide context to illustrate ways this classroom community was committed to practicing behaviors that support the likelihood of dialogic space. We then focus on a whole-class lesson to elucidate ways 2 related discourse practices—response-able talk practices and language of possibility—signal a dialogic discourse modality that supports exploration of differences in ways that can deepen and widen our understandings.

Impact of Classroom Resources on Academic Performance in Public Primary Schools: Case study of Belgut Sub County

The significance of class resources regarding primary schools' academic performance cannot be understated. However, the performance of pupils has persistently remained dismal and continues to be on a downward trajectory. Despite the government's concerted efforts to improve conditions in classrooms, furniture, playgrounds, and libraries through initiatives such as the Constituency Development Fund (CDF), how physical resources influence academic performance is yet to be determined. This study aimed to evaluate the influence of class resources on academic performances in public primary schools in Belgut sub-county, Kericho County, Kenya. The production function theory guided the study. The study utilised a descriptive research design. The accessible population comprised 931 individuals, including one sub-county education director, 84 head teachers, and 846 teachers. The sample size was 272 teachers, 84 head teachers, and the sub-county director of education. Teachers were picked using simple random while the head teacher and sub-county director of education were purposefully chosen. The primary data collection methods were structured questionnaires. The qualitative data obtained through interviews was examined using a content analysis approach to identify the underlying meanings and implications expressed by the respondents. The quantitative data was coded, cleaned, and analysed using the Statistical Package for Social Science (SPSS version 24) to produce descriptive statistics. The results show that classrooms impact not only the pupils who use them but also the teachers who wish to improve their skills. The findings indicate that for pupils and teachers to improve their skills and academic performance, the class features must be well managed, developed and maintained so as to use them to the maximum and optimum results. The researcher recommended that stakeholders work together to ensure adequate physical resources are available in schools. Furthermore, there is a need for ICT infrastructure integration to reduce the requirement for class facilities; school administration must ensure that the available class resources are properly utilised through proper management and replacement of outmoded equipment

Child-adult speech diarization in naturalistic conditions of preschool classrooms using room-independent ResNet model and automatic speech recognition-based re-segmentation.

Speech and language development are early indicators of overall analytical and learning ability in children. The preschool classroom is a rich language environment for monitoring and ensuring growth in young children by measuring their vocal interactions with teachers and classmates. Early childhood researchers are naturally interested in analyzing naturalistic vs controlled lab recordings to measure both quality and quantity of such interactions. Unfortunately, present-day speech technologies are not capable of addressing the wide dynamic scenario of early childhood classroom settings. Due to the diversity of acoustic events/conditions in such daylong audio streams, automated speaker diarization technology would need to be advanced to address this challenging domain for segmenting audio as well as information extraction. This study investigates alternate deep learning-based lightweight, knowledge-distilled, diarization solutions for segmenting classroom interactions of 3-5 years old children with teachers. In this context, the focus on speech-type diarization which classifies speech segments as being either from adults or children partitioned across multiple classrooms. Our lightest CNN model achieves a best F1-score of ∼76.0% on data from two classrooms, based on dev and test sets of each classroom. It is utilized with automatic speech recognition-based re-segmentation modules to perform child-adult diarization. Additionally, F1-scores are obtained for individual segments with corresponding speaker tags (e.g., adult vs child), which provide knowledge for educators on child engagement through naturalistic communications. The study demonstrates the prospects of addressing educational assessment needs through communication audio stream analysis, while maintaining both security and privacy of all children and adults. The resulting child communication metrics have been used for broad-based feedback for teachers with the help of visualizations.

Analisis Implementasi Pendekatan Psikologis pada RPP Mata Pelajaran Al-Qur’an Hadist untuk Meningkatkan Efektivitas Pembelajaran Hadist

Teaching Al-Qur’an Hadith requires an adaptive approach to create a conducive and effective learning environment. This study aims to analyze the implementation of the Lesson Plan (RPP) using a psychological approach in Al-Qur’an Hadith instruction at MTs Al-Musaddadiyah Garut. Employing a descriptive qualitative research method with a case study design, the study involves teachers and students as the primary subjects. Data were collected through in-depth interviews, observations, and document analysis related to the RPP. The key findings reveal a gap between the planning and implementation of the RPP, influenced by factors such as student motivation and infrastructural limitations. However, the psychological approach has proven effective in enhancing student engagement and learning outcomes, provided it is applied flexibly and according to classroom conditions. This study contributes to the literature by offering new insights into the importance of adapting psychological approaches in the context of Islamic religious education. Nevertheless, this research is limited to one location and a relatively short duration, suggesting the need for further studies with a broader scope to reinforce these findings. The implications of this study include recommendations for the development of more responsive lesson plans that address the psychological needs of students, aiming to improve holistic learning outcomes.

The interplay between perceived teacher support, grit, and academic engagement among Chinese EFL learners

Learning English as a foreign language (EFL) is a challenging, demanding, and lengthy process that puts a lot of pressure on learners. To deal successfully with these pressures, language learners should actively engage in the academic environments. As pointed out by the self-determination theory (SDT), learner academic engagement is an integral part of meaningful learning that may be influenced by inner motivational resources and classroom conditions. Drawing on this theory, several L2 researchers have studied language learners’ academic engagement in relation to classroom conditions and their inner motivational resources. To pursue this thread of research, the present quantitative study examined the association between classroom conditions (teacher support), inner motivational resources (grit), and academic engagement. This study also measured the role of teacher support and grit in predicting Chinese EFL learners’ academic engagement. In doing so, 313 Chinese EFL learners were conveniently selected from different educational institutions in China. Data were collected using three reliable measures of the variables. The results of structural equation modeling (SEM) indicated strong, positive association between perceived teacher support, grit, and learner academic engagement. The SEM outcomes also demonstrated that Chinese EFL learners’ academic engagement can be meaningfully predicted by both perceived teacher support and grit. The findings of this investigation may enrich the existing literature on the role of inner motivational resources and classroom conditions in English language learners’ academic behaviors, notably academic engagement.

Indonesia social progress: the role of access to basic education in escaping from poverty trap

As Indonesia enters the post-pandemic world, it faces high uncertainty, especially in terms of access to basic education. According to the Central Bureau of Statistics (BPS), the education sector grew by 0.42%, the second-lowest of all sectors. However, its contribution to economic growth was the highest at 3.02%, surpassing six other sectors with higher growth. Despite this potential, access to education remains low. This research aimed to examine the role of access to basic education in alleviating poverty in Indonesia with the social progress perspective. The analytical framework for this research was based on the approach of Amartya Sen, who view poverty as capability deprivation. This research used educational data from BPS in 2022 from 34 provinces in Indonesia. The data were used to construct a social progress index, which measures access to basic education. The index was developed using nine indicators, namely primary school enrolment, secondary school attainment, population with no schooling, gender parity in secondary attainment, teacher-student ratio, teacher qualification, school proportion, classroom condition, and availability of water and sanitation. The index of access to basic education was then regressed along with other variables that are relevant to capability deprivation, as proposed by Hick. These variables include the Happiness Index, Democracy Index, Level of Health Inequality, and Crime Rate. The results indicated that all these variables had a significant impact on the poverty level. Among all the variables, access to basic education demonstrated the greatest influence compared to the other four variables. This suggests that access to basic education plays a critical role in poverty reduction. The research findings highlight the potential of using the Social Progress Index as a comprehensive metric for development, which offers a more inclusive understanding of progress. This index encompasses a broad framework comprising 60 indicators, and does not rely solely on GDP measurements.

Thermal Comfort Analysis in the Classrooms of the Faculty of Islamic Education and Teacher Training at UIN Raden Intan Lampung

Thermal comfort in the classroom environment serves as a crucial factor influencing the quality of the teaching and learning process. Preliminary research reveals that a significant number of students at UIN Raden Intan Lampung have expressed complaints regarding excessively hot classroom conditions, lacking adequacy in creating comfort. The primary objective of this study is to assess the extent to which the level of thermal comfort can be achieved in the classrooms within the Faculty of Islamic Education at UIN Raden Intan Lampung. The research methodology applied in this study is qualitative and descriptive, with a focus on variables such as temperature, humidity, wind speed, and lighting levels. The purposively selected sample indicates that the classroom conditions in the Faculty of Islamic Education at UIN Raden Intan Lampung have not yet met the desired standards of thermal comfort.

Does Universal SEL Promote Academic Success? Examining Learner Outcomes Under Routine Conditions in First-Grade Classrooms

Although proponents suggest that universal social-emotional learning (SEL) programs promote academic achievement, few studies have directly tested these outcomes under routine conditions in schools. Forty first-grade classrooms participated in an effectiveness trial in which schools (N = 13) were randomly assigned to implementation of a universal SEL program (SSIS SEL CIP) or control (business-as-usual practices) conditions within sites/regions. Teachers in the treatment condition prepared for and implemented the program in accordance with their typical local practices. There were no statistically significant main effects on teacher-rated student engagement, motivation, and academic skills. Effect sizes, however, were medium to large and positive for academic engaged time and math achievement. Students with lower teacher-rated academic motivation at pretest also were more likely to improve after program exposure. These findings help identify considerations for further studying the potential academic outcomes resulting from implementing universal SEL under typical conditions.

Ergonomic analysis of the classroom using the LiDAR system

This article presents an innovative method of using LiDAR technology to analyze and measure the current ergonomic conditions of a university classroom. The purpose of this research is to provide a detailed analysis of the working environment and to identify collision points, proposing changes and improvements to meet the rules and standards of ergonomic correctness. The outcome of this analysis is a 3D model containing detailed information about the current state of the environment. This model was subsequently utilized to identify ergonomic deficiencies, which formed the basis for proposed modifications. The article also discusses the applications of modern LiDAR technology, its functions, and accessibility for ordinary users, as well as accessibility on individual software platforms.