Lesson Content Research Articles

The Possibilities of Improving School Textbooks “Music”

Music as a subject was introduced in the early 60s. For the first time, the presented article raises the urgent problems of teaching music in secondary schools of our republic. Searches in this direction begin with determining the time of music training in secondary schools and the first authors of textbooks. Further, a scientific excursion into the field of content and methodological problems covered in the textbooks on music by B. Gizatov, P. Momynov and O. Baydildaev takes place. A significant place is paid to the analysis and comparative study of these textbooks with samples of a later generation. In the field of view of the authors were textbooks on music for grades 1-4 of a comprehensive school, which were created at the dawn of independence. Various topics on music have been subjected to analytical study, games and their cognitive capabilities. At the same time, the methodological principles reflected in alternative programs "Yelіm" and "Mұrager" were considered. Textbooks of a new model intended for grades 1 and 2 of secondary schools of our republic did not remain out of attention. The positive aspects of textbooks are noted, which differ noticeably from previous publications in an abundance of interesting cognitive materials. All this shows that the time has come to revise the educational and educational content of music lessons in a comprehensive school.

Methodological foundations of the continuity of teaching the physics course in the "school-university" system

Relevance. The relevance of this study lies in the fact that ensuring the continuity of education plays an important role in the modernisation of the education system in the Republic of Kazakhstan and requires a detailed study of the updated content of physics lessons in the "school-university" structure. Purpose. The primary aim is to analyze the methodological foundations for ensuring continuity in physics education within the "school-university" system in Kazakhstan. This involves examining the educational standards and practices at both school and university levels to identify and implement effective methods for seamless educational progression. Methodology. The methodological basis of this study was formed by psychological, philosophical and pedagogical concepts of cognition of the educational process, and methodological foundations of physics and definitions of didactics, achievements and directions of theory and teaching methods of the modern physics course. Results. The study reveals a need for methodological adjustments in teaching physics to ensure a coherent educational trajectory from school to university. Key findings include the significance of developing educational programs that foster scientific thinking, adapt to students' physiological development, and incorporate modern technological advancements. The analysis also underscores the importance of interdisciplinary integration and the cultivation of critical thinking and problem-solving skills among students. Conclusions. The materials of this article can be used by teachers of universities of the Republic of Kazakhstan to prepare materials for teaching physics. The presented material may also be of interest to students in the direction of "Natural science disciplines" during preparation for seminars and practical classes that are preparing to teach physics as a science in the future.

Evaluating a school-based body image lesson in Indonesia: A randomised controlled trial

Negative body image is a common public health concern among adolescents, globally. The aim of the current study was to evaluate the effectiveness, implementation fidelity, and acceptability of a single session, school-based universal body image intervention in Indonesia. A total of 1926 adolescents (59.4 % girls) and 12 school guidance counsellors (lesson facilitators) from nine state junior secondary schools in Surabaya, East Java took part in a two-arm open parallel cluster randomised controlled trial. In response to the changing circumstances due to the COVID-19 pandemic, half of the lessons were conducted in person and half were delivered online. Results showed that the lesson did not significantly improve adolescent body image or secondary outcomes relative to the control, though there was no evidence of harm. There were no substantive findings regarding intervention effectiveness by gender. The mode of intervention delivery (online vs. in-person) did not significantly influence the main findings. Implementation fidelity varied widely, and the lesson content and pedagogy were largely acceptable, though there was a strong preference for in-person lesson delivery. Findings have implications for researchers aiming to improve adolescent body image in low- and middle-income countries. Lessons learned can inform future school-based efforts to support adolescent body image.

Effectiveness of My Alazka Application Learning Media in Improving Student’ Chemistry Learning Outcomes

Objective: This research aims to determine, analyze, and identify the effectiveness of the My Alazka Application learning media on the chemistry learning outcomes of 10th grade pupils. Method: This study used a quantitative method for experimental research. The subject of this study was a 28 Student in 10th grade, in accordance to the pretest-posttest design with a single group. This research uses instruments such as questionnaires that are used once before the investigation, known as the pre-test, and once after the experiment, known as the post-test. Result: Based on the Descriptive N-Gain Score data output, The data indicates the mean N-Gain score among students in 10th grade is 63.3074 or 0.63 which is included in the "moderate". The use of My Alazka can significantly enhance the effectiveness of the learning process in communicating messages and lesson content, also learning outcomes of chemistry subjects for student in 10th grade. Novelty: My Alazka application can be an alternative solution for educators and students during the implementation of the learning processes to improve chemistry learning outcomes for 10th grade student.

The Effectiveness of Jigsaw Cooperative Learning Model toward Thematic Learning Outcomes of Economic Activities

This research is motivated by the low achievement of student learning outcomes in the content of Social Science lessons. The aim of this study is to describe the effect of the Jigsaw Cooperative Learning (CL) Model so that the teaching and learning atmosphere is more fun, increasing student activity in asking questions and discussing. This study uses a quantitative approach with pre-experimental research methods, using a population of fourth grade students at SDN Pesanggrahan. This type of research is a one group pretest-posttest design. The research was conducted in three stages, namely pretest, treatment and posttest. Data collection technique is by test and questionnaire. The instrument in this study was an initial test (Pretest) and a final test (posttest). The results of this study can be concluded that 1) The ability to understand the material of Economic Activities Before using the Jigsaw Type Cooperative Learning (CL) Model for class IV at SDN Pesanggrahan is generally categorized as moderate with the class average score obtained by students with a value of 66.14. 2) The ability to understand the material of economic activities after using the Jigsaw Type Cooperative Learning (CL) Model for class IV at SDN Pesanggrahan is categorized as capable with the average score obtained by students with a value of 88.86. 3) The effect of learning on Economic Activities using the Jigsaw Type Cooperative Learning (CL) Model for class IV at Pesanggrahan Elementary School shows that there is an increase in the percentage of the pretest and posttest at 34.4%

Methods of Organizing the Teaching Activity in Multi-Grade Classes

In multi-grade classes, there are different versions of each type of lesson depending on the school subject, the manner of integrating the lesson contents and the content’s particularities, volume, and density, but also the age level of the students. From this point of view, the classification of lessons according to these criteria could be reconsidered as the teaching of the subjects is in a continuous dynamism marked by creativity and not by the usual rigors that would require different algorithms. This fact can also be supported by the integration within each lesson of recreational moments, lasting between five and fifteen minutes. Therefore, the stages of each lesson will be modified according to various factors related to the specifics of the activity in multi-grade education. The present study demonstrates how the organization and conduct of lessons differ from one case to another depending on the types of lessons that are combined; it also shows that, for the judicious distribution of time, it is necessary to carefully study the content of the lessons and compare the materials provided for each class. Less time can be allocated to direct activity in the younger class if the students are familiarized with certain concepts throughout previous lessons, which they can then deepen or expand through independent activity, while in the older class the material is entirely new and requires more in-depth explanation.

Nilai Pendidikan Karakter Peserta Didik dalam Pembelajaran Ilmu Pengetahuan Sosial di Sekolah Dasar

This research is related to the Character Education Values of Students in Social Science Learning at Elementary Schools. It is literature review research. Data collection in this study is conducted through a review based on several references, including journal articles, documents, and various teaching materials. The data collection process involves searching for sources and constructing information from various sources, such as books, journals, and previous research. The literature obtained from various references is critically and comprehensively analyzed with the aim of supporting the proposed propositions and ideas. Character education is based on the psychological totality involving all human potential (cognitive, affective, psychomotor). Through social science learning, character education values can be incorporated by integrating them into the content of social science lessons.

ENHANCING ENGLISH LANGUAGE LEARNING THROUGH MIND MAPPING: A CASE STUDY OF STUDENTS’ ENGAGEMENT AND EFFECTIVENESS

This qualitative case study investigated the impact of integrating mind mapping in English language learning, emphasizing student engagement and effectiveness. The study, guided by principles outlined by Yin (2014), involves 30 participants enrolled in an English class. The research aims to provide a comprehensive understanding of the potential benefits of mind mapping in language education. The methodology employed purposive sampling and data triangulation, incorporating observation, testing, and data processing. Findings from a questionnaire reveal overwhelmingly positive student opinions toward the implementation of mind mapping, with 88.7% finding it useful for learning English, 93.3% for summarizing lessons, and 92.2% for organizing lesson contents. Participants express a preference for mind mapping in group work (52.5%) and pair work (48.3%). Overall, 84.3% enjoy the use of mind mapping in English class. In conclusion, this research provided valuable insights into the benefits of incorporating mind mapping in English language learning, aligning with contemporary educational research advocating for interactive and student-centric approaches. The positive responses from participants underscore the potential of mind mapping to enrich the language learning experience, making it more engaging, effective, and tailored to the cognitive processes of learners.
 Keywords: English Language Learning, Mind Mapping, Students’ Engagement, Case Study

Retrieval-based learning versus discussion; which review practice will better enhance primary school students’ knowledge of scientific content?

ABSTRACT Retrieval-based learning, using tests for content review, frequently proves more effective for knowledge retention compared to alternative methods. Extensive research has explored this with older students, often in contrast to more passive techniques like rereading or note rewriting, typically focusing on vocabulary content, in non-classroom settings and assessing knowledge retention within a week. In this study we conducted a classroom experiment to compare the efficacy of retrieval-based learning to another active method of reviewing content, namely discussion, in promoting long-term knowledge retention among primary school science students. Additionally, we assessed the students’ perceptions of these reviewing methods. A total of eighty-one primary school students participated in the study, which encompassed a lesson conducted at a zoo, followed by a review of the lesson content using either retrieval-based learning or discussion. Our findings indicated no impact of the method of reviewing on knowledge retention after either one week or four weeks. Nevertheless, notable effects were observed in terms of motivation, as students who employed retrieval-based learning for reviewing reported heightened levels of interest and enjoyment, along with perceiving greater benefits from the process. Additionally, boys in the discussion group reported increased curiosity, in contrast to girls who reported an inverse pattern.

TED Talks Video As Efl’s Public Speaking Learning Source

The subject of public speaking is fascinating and crucial since it helps students develop their communication abilities. A qualitative approach was used to acquire the data. Finding out how students feel about using TED Talks as a public speaking practice is the aim of this study. There were twenty respondents who were sixth semester English education majors in this study's sample. A questionnaire was used as the research tool. Item 8, which stated, "Watching TED Talks videos improves my comprehension of the lesson content in public speaking," received the highest score.19 students (95%) selected "agree," while 1 student (5%) selected "strongly agree." Item 5, which had the lowest result, had the following statements: "Watching TED Talks videos to learn public speaking is more effective than looking at a teacher's note." Of the students who responded, 3 (15%) strongly agreed, 11 (55%) agreed, and 6 (30%) disagreed. As the study's findings demonstrated, using TED Talk as a teaching tool for public speaking was a smart idea. Additionally, students thought that watching the TED Talk video improved their public speaking skills.

Implementation of Vocational College Lecturers Teaching Practice in Construction Technology Program

The research was conducted to identify practical teaching practices among lecturers of Construction Technology in Vocational College Malaysia. This research uses quantitative methods (questionnaires) and is supported by interview methods and observations for data collection and subsequently determines the answers to the identified research problems. There are three teaching practice components, namely pre-teaching practice, practice during teaching, and post-practice practice. The elements contained in the pre-teaching component of the lesson are the preparation of lesson plans, the provision of teaching aids and the preparation of lesson content. The current practice element of teaching is the teaching method and the element of post-practice practice is training and evaluation. The respondents involved were 46 Construction Technology lecturers at six Vocational College. The data obtained through pilot studies have been tested and demonstrated the reliability of Alpha Cronbach which is 0.819 high. An overview of the differences in pre-teaching practice, during teaching and post-lessons according to the experience and expertise category uses the T test with a significant level of 0.05. In overall, the findings show that all three components of pre-teaching practice, during teaching and post-teaching are at a high level. The findings also showed that there were no significant differences in pre-teaching practices, teaching and post-lectures based on the experience and expertise categories of lecturers.

Powerful or mediocre? Kindergarten teachers’ perspectives on using ChatGPT in early childhood education

ABSTRACT Guided by a sociocultural perspective, this study aims to explore the views of kindergarten teachers on ChatGPT, its potential benefits and challenges in education, and the support and training required for effective implementation. The study involved 10 teachers from several kindergartens in Hong Kong. Face-to-face interviews were conducted. The findings revealed that teachers had mixed opinions about ChatGPT, with some considering it a powerful tool while others seeing it as mediocre. Potential benefits of using ChatGPT in education were identified in the areas of lesson planning, pedagogical and content knowledge, and twenty-first-century skills. However, teachers also highlighted concerns regarding hardware issues, lack of resources, and accuracy. To facilitate the effective use of ChatGPT in teaching practices, teachers identified the need for policy and school support, as well as teacher training. It is crucial for policymakers and school administrators to recognize the potential of ChatGPT in enhancing teaching and learning and to provide resources and develop supportive policies accordingly. Moreover, providing teachers with adequate training on how to utilize ChatGPT effectively can boost their confidence and competence in incorporating this technology into their classrooms.

Enhancing descriptive writing of secondary school students through digital lesson contents in Zanzibar

This study aimed to find out whether there was a significant difference in descriptive writing enhancement among secondary school students who were taught through digital lesson contents (DLCs) or not. A quasi-experimental pre-test and post-test through single group design was used for the study. One hundred twenty (120) students from three selected secondary schools were drawn using a purposive sampling technique. First, they were given a pre-test, and then teachers used DLCs for teaching descriptive writing within one month. After that, students were given post-tests to determine the variation of the two test scores. A mixed method approach was applied to focus group discussions and student achievement tests. The data of students’ tests were analysed by inferential statistics using a t-test with the help of SPSS program version 25. However, data from focus group discussions were analysed thematically. The findings revealed that the performance of the students improved after the use of DLCs for teaching and learning descriptive writing. There is a decrease in the proportion of students with low marks (<2) from the pre-test to the post-test, while there is an increase in the proportion of students with high marks (2--5) from the pre-test to the post-test. The findings from participants revealed that DLCs had an impact on raising the students’ interest and motivation as well as improving students’ descriptive writing ability. The study concludes that using DLCs for teaching and learning is a catalyst because it supports and motivates students to achieve sufficient ability in descriptive writing. Based on the findings, the study recommends that effective availability of instructional materials such as computers, projectors and smart TVs should be highly considered for secondary schools to improve the quality of education.

An Analysis of the Place of the History of Science in Chemistry Textbooks

Many science educators have expressed the role and importance of the history of science in promoting scientific literacy. It is generally acknowledged that students should understand the social and cultural structure of science knowledge, in which students learn not only the concepts and principles offered by science but also the application areas of the information provided by science and the scientific knowledge they have created. From this point of view, the history of science emerges as a potential resource and a meaningful teaching strategy that can be used both in the teaching of scientific content and the nature of science. On the other hand, it is clear that textbooks are one of the essential components of science education, given their role in education. Textbooks are the primary source of information in the learning environment. It is the most important educational resource for students outside and beyond the teacher, and for the teacher, it is often the representative of the teaching program. Many teachers, especially novice teachers, construct the content and course of lessons according to the textbooks in their hands. From this point of view, this study investigates how much history of science is integrated in high school textbooks. For this purpose, appropriate textbooks (grades 9-12) taught by the Ministry of Education (MoNE) as a textbook in high school were examined. A qualitative research approach was followed in the study and document analysis was chosen as the study design. When each course book is examined, the sections containing the science history information are identified and taught carefully read. The quality of these sections in learning and teaching has been analyzed. Of the analyses, a scoring key was used, which allows scoring using a total of 13 criteria in conceptual, procedural, and contextual areas of the quality of science historical stories. As a result of the research, the history of science for conceptual, procedural, and contextual understanding has been included in high school chemistry textbooks, but this use is limited. While more importance is attached to scientific history for procedural understanding in books, it has been found that the use of the history of science is worthless for conceptual and contextual understanding.

Development of Contextual based Monopoly Media Branches – Traditional Sports of the Archipelago in Elementary School Students

This research is motivated by the large number of students who do not understand the material for traditional sports in PENJAS learning due to the absence of learning media used in the learning process. The purpose of this study was to develop media and find out students’ responses to monopoly learning media in PENJAS lesson content. This research is included in the research and development (R&D) directing the Borg and Gall research model. This research method uses ADDIE with five stages, namely: 1) Analysis, 2) Design, 3) Development, 4) Implementation, 5) Evaluation. The research subjects were 32 large group students and 5 small group students in class III at an elementary school. The results of the study show that monopoly media developed based on media experts get a "very decent" percentage score of 93%. In addition, the results of the material expert validation obtained a percentage score of 94%, placing it in the "very valid"category. The development test for the large group is 95%, and the small group is 92% in the "very feasible" category. Considering the consequences of data acquisition, it can be concluded that the development of monopoly media for traditional sports is very appropriate to be used as a learning medium for PENJAS class III in elementary schools.

Students’ Perceptions of Duolingo Mobile Assisted Language Learning (MALL) in Learning English Vocabulary

This study aimed to find out the students’ perceptions of Duolingo Mobile Assisted Language Learning (MALL) in learning English vocabulary. This study involved 32 seventh-grade students from SMPN 1 Pangkajene during the academic year 2022/2023. Descriptive quantitative was used to carry out the study. This study's data was analyzed using quantitative data from a questionnaire. The questionnaire consisted of 30 closed-ended questions. The study found that the Duolingo application positively impacted students' language learning, particularly in acquiring new vocabulary. Students are becoming more enthusiastic to learn and are practicing and using their language skills in everyday circumstances. Furthermore, after using the Duolingo app, students' vocabulary and ability to recall it rapidly improve, as do structure and pronunciation, making it easier for students to improve their English language acquisition. Students found the app easy, helpful, and enjoyable for their English language learning practice. They prefer it over traditional book-based homework due to its convenience, accessibility in various formats, especially mobile, and gamification. The application’s success is attributed to its varied prompts skill-interleaving lessons gamification aspects and diverse lesson content perceived by the students.

AI to the rescue: Exploring the potential of ChatGPT as a teacher ally for workload relief and burnout prevention

This research investigates the effectiveness of AI generative ChatGPT as a teacher assistant to reduce workload and prevent burnout in secondary schools. Lesson planning and content development were significant contributors to teacher burnout. In response, ChatGPT was tested with tailored queries for English, science, and math subjects, utilising an explanatory research approach to assess ChatGPT’s capabilities in personalised planning and content development, given that there is limited available information around this topic. The study highlights ChatGPT’s benefits in personalised planning through task-specific prompts and AI-human collaboration. Aligned with UAE’s AI integration objectives, the study emphasises balanced use and educational reform potential. Integrating AI tools optimises teacher planning, enhances instructional support, and refines resource allocation, contributing to AI’s academic potential while stressing burnout mitigation’s importance for educational advancement.

PjBL Learning Training Based on Science Practicum Tools for Vernier Calipers and Screw Micrometers at Pondok Pesantren Attohiriyah Alfadiliyah Bodak

PjBL learning training based on practicum tools and learning videos on caliper material and screw micrometers at the Attohiriyah Alfadiliyah Islamic Boarding School, Bodak, Central Lombok. Measurement using a screw micrometer and caliper is one of the materials taught in high school physics subjects. The problem faced is the tool's small size, making it difficult for students when the teacher demonstrates the tool. The solution that can be offered is to watch the learning videos on how to read caliper calipers and screw micrometers on a computer or mobile phone and can be demonstrated directly with measuring instruments. The use of visual aids and videos in learning really helps the effectiveness and efficiency of delivering messages and lesson content. The use of tools and videos of caliper and screw micrometer visual aids in learning effectively increases the average student understanding of the concept of measurement

Development and piloting of a primary school-based salt reduction programme: Formative work and a process evaluation in rural and urban Malawi.

Excess salt intake is a major modifiable risk factor for cardiovascular disease. Promoting salt reduction as part of routine school-health programming may be a pragmatic way to address this risk factor early in the life course but has not been tested in sub-Saharan Africa (SSA). Here we describe the formative work with stakeholders and process evaluation of pilot work to develop a school-based salt reduction programme for children aged 11-14 years, in preparation for a cluster-randomised trial in rural/urban Malawi. Collection of observational data and documentary evidence (meeting minutes/field notes) from the earliest key stakeholder engagement with Malawi Ministries of Health, Education, Local Government and Rural Development and Malawi Institute of Education, and non-governmental stakeholders; and a series of semi-structured interviews and focus groups (with head teachers (n = 2); teachers (n = 4); parents (n = 30); and learners (n = 40)). Data was analysed thematically and conceptualised through a Normalization Process Theory lens. Formative work illustrated a range of administrative, technical, and practical issues faced during development of the programme; including allocation of stakeholder roles and responsibilities, harmonisation with pre-existing strategies and competing priorities, resources required for programme development, and design of effective teaching materials. While participants were positive about the programme, the process evaluation identified features to be refined including perceived challenges to participation, recommended adaptations to the content and delivery of lessons, and concerns related to quantity/quality of learning resources provided. This study demonstrates the importance of comprehensive, sustained, and participatory stakeholder engagement in the development of a novel school health programme in SSA; and highlights the factors that were critical to successfully achieving this. We also demonstrate the value of detailed process evaluation in informing development of the programme to ensure that it was feasible and relevant to the context prior to evaluation through a cluster-randomised trial.

Pedagogical conditions for the development of cognitive independence in physical education lessons

Cognitive Independence (CI), which physical education has a high potential for fostering in students, is characterized by a developed set of cognitive skills, an ideal level of knowledge, a strong value attitude towards cognition, and competencies related to the ability and willingness to take the initiative and engage in professionally responsible activities. However, the biggest challenges for physical education teachers stem from a lack of program material that clearly defines the content of lessons for the development of students’ CI as well as the stages of their entrance into the educational process. The purpose of the study is to theoretically justify and methodologically support the process of developing students’ CI in physical education lessons. The methodology used in the study comprises a quasi-experimental pretest-posttest research design. The study participants included 210 students in grades 10 and 11 from two secondary schools in the city of Atyrau (the Republic of Kazakhstan) and teachers acting as experts. The study findings revealed substantial variations in the dynamics of students’ CI in the control and experimental groups, confirming the efficiency of the application of the built-in model and technology. Despite the limitations, which lie in the fact that not all aspects of the development of students’ CI in physical education lessons were considered, this study has provided the theoretical justification and methodological support for development of students CI in physical education lessons that might contribute to efficient specialists’ training.