Craft Learning Research Articles

Integration Of Independent Curriculum Competencies In Craft Learning Content In Junior High School

The Independent Curriculum is a curriculum that emphasizes the development of holistic competencies, creativity, and entrepreneurship of students to face the challenges of complex times more effectively. In secondary education, the application of the independent curriculum is able to have a significant impact on learning objectives, including the craft subject on the topic of processing. The research method used is qualitative by applying interview data collection, observation and field documentation studies. The results of the study found that the implementation of the independent curriculum at Nurul Huda Porong Sidoarjo Junior High School was carried out in stages from grade 7, with teachers who had received training to develop their own learning tools. The learning process for food processing crafts is interactive and fun, despite the lack of equipment and practice rooms. The integration of Independent curriculum in food processing craft in junior high schools produces students who are competent and knowledgeable in the culinary world.

Utilization of Available Learning Resources in Teaching and Learning of Mechanical Craft Practices in Government Technical Colleges in Rivers State

The study investigated utilization of available learning resources in teaching and learning mechanical craft practices in government technical colleges in Rivers State. The study population comprised 32 mechanical craft practice teachers and 61 students in the five government technical colleges in Rivers State. The entire populations were used as it was manageable, as such there were no samples carried out. Three research questions were answered and three hypotheses were tested at 0.05 level of significance. The instrument for the study was a survey questionnaire titled Utilization of Available Learning Resources in Teaching and Learning of Mechanical Craft Practices Questionnaire (UALRTLMCGTCQ) which was structured in a pattern of 4 point rating scale of Strongly Agree (SA-4), Agree (A-3), Disagree (D-2) and Strongly Disagree (SD-1). The instrument was faced and contents validated by two experts in the Department of Industrial Technical Education, Ignatius Ajuru University of Education Port Harcourt. Frequency, Mean and Standard Deviation were used to answer the research questions, and Z-test statistic was used to test the hypotheses. The study found among others that mechanical craft learning resources available among others include, machine tools, flip chat pictures etc, also it was deduce that some of the problems encountered by teachers in the effective utilization of the available learning resources include, overcrowded classrooms/workshops, limited time allocation, low teacher competence, lack of periodic update of knowledge and skills, etc finally, it was recommended that governments should provide adequate, funding, training facilities and qualified teachers for all mechanical craft programmes, make provision for periodic skill training for teachers to boost their effectiveness and efficiency towards the technological advancement of the State.

PERSEPSI GURU TERHADAP PENGGUNAAN ORIGAMI DALAM PEMBELAJARAN PRAKARYA DI SEKOLAH DASAR

The purpose of this study was to describe teachers' perceptions of the implementation of origami in craft learning in elementary school. This research is a qualitative research. Qualitative research is research that explores and understands the meaning of a number of individuals or groups of people originating from social problems. Respondents are elementary school teachers. Data collection through questionnaire. All data is collected and analyzed descriptively to obtain reliable and reliable findings. The results showed that teachers' perceptions are very positive towards the use of origami in learning crafts in elementary schools because origami really helps students in practicing motor skills and can foster students' curiosity.

Applying Cognitive Load Theory to eLearning of Crafts

Craft education and training are important for preserving cultural heritage and fostering artisanal skills. However, the pedagogical challenges in this domain are numerous. This research paper presents a comprehensive framework for applying Cognitive Load Theory to enhance craft education and training via eLearning platforms. In this study, practical guidelines based on CLT principles are provided to optimize the instructional design and content delivery. These guidelines scaffold craft learning experiences within eLearning platforms and encompass strategies to manage cognitive load, promote active learning, and facilitate gradual transition. Subsequently, the paper details the implementation of these guidelines within a popular eLearning platform, Moodle, emphasizing its adaptability and utility for craft education. It discusses the customization of Moodle courses to align with the cognitive load management principles, providing a practical blueprint for educators and instructional designers. The research culminates in a case study, wherein the guidelines are applied to a craft eLearning course using Moodle.

Changes in Craft Education

In Latvia, the aim, content, and name of the subject of craft education have changed several times. The most recent transformation to “craft education” has been made following the general education reform, which has been gradually implemented since 2020. This study aims to investigate how the purpose and content of craft learning in Latvian comprehensive schools have changed as a result of this reform in comparison to the previous period. A qualitative study was carried out by analysing normative documents and interviewing design and technology teachers (N = 9) with at least 10 years of experience. The document analysis shows that the goal of teaching craft education has shifted from using craft as an opportunity to improve the quality of the living environment through creative involvement in techniques to producing valuable objects for oneself and society through the design process. The most significant change in the content is that craft is taught through the design process. Moreover, every pupil learns all the techniques; previously, students chose textile or woodwork and metalwork techniques from grade 5. According to the interviews, the skills acquired in each technique are at a lower level compared to the previous period, as the number of hours allocated to each technique does not allow pupils to pay in-depth attention to the tasks. The products made by the students have also become more straightforward. Finally, more time is spent on idea generation, planning, and evaluation.

Advanced student motivation in craft teacher education

This study investigates student craft teachers’ motivational issues within the course frameworks covering yarn crafts. The data consist of materials gathered from two bachelor-level university courses, which both utilized flipped learning as their pedagogy framework for learning and teaching crafts. Advanced-level student craft teachers participating in the courses (N=15+4) set their own learning objectives to reflect the general course targets defined by the course curriculum. The objectives, self-assessments, course work and course-end surveys were acquired as research data and analysed by thematical qualitative analysis, to obtain knowledge of extrinsic and intrinsic motivations. In line with Self-Determination Theory used as a theoretical framework of the study, the results suggest that possibilities to finetune course objectives to meet students' personal skills and resources were considered crucial for study motivation. Craft learning embraced realization of one’s effort, inner potential and values, resulting in student satisfaction about receiving personalized attention and instructions for their own study projects. Hence, the results enhance a more detailed understanding of student diversity and related motivational issues that can promote the equity of education.

Human–Material Dialogues Through the Use of Robotics

This research investigates and discusses an embodied craft learning situation in an educational context that aims to support students within architecture by applying human–material dialogues when using robotics. Initially, the students were introduced to traditional craftsmanship based on materials and tools in ceramics. Based on the gained experiential knowledge, the same tools and materials were applied and explored on a UR 5 robot. A sensor provided the students with the opportunity to interact with the mate­rial through the robot while it was operating. The learning situation showed the potential to teach the students about robotics based on human–material dialogues and embodiment through making. The sensor enabled the students to use their experiential knowledge to improvise and work intuitively and spontaneously while they were exploring patterning based on the tools attached to the robot and the responsive material.

The Effectiveness of Using Lectora Inspire-Based Media on Class XI Craft Subjects at Muhammadiyah Sidrap Vocational High School

Background. The population of this study were all grade XI students at SMKS Muhammadiyah Purpose. The sample of this study used the totality sampling technique, namely taking samples as a whole, so that researchers took samples from the entire population of 31 people. Method. This study uses quantitative methods with the type of experimental research that aims to determine the effectiveness of using Inspire Lectora-based media in Class XI Workshop Subjects at SMKS Muhammadiyah Sidrap. Results. The results showed that the average posttest result was higher at 83%, while the pretest result was 50.8%. Based on the results of data analysis, it is concluded that the learning outcomes of students who use Lectora Inspire-based media in Craft learning are better than the learning outcomes of students who do not use Lectora Inspire-based media in class XI SMKS Muhammadiyah Sidrap. Conclusion. This shows that the use of Lectora-based media in Class XI Workshop subjects at SMKS Muhammadiyah Sidrap is declared effective.

The Effect of Crafting and Entrepreneurship Learning on Students’ Entrepreneurship Interest at SMP Negeri 07 Rarowatu Utara, Indonesia

This study aims to determine the effect of craft learning on the interest in entrepreneurship in class IX students of SMP Negeri 07 Rarowatu Utara. This research is an Ex Post Facto research with a quantitative descriptive approach. The population in this study were 29 students of class IX at SMP Negeri 07 Rarowatu Utara. Data on craft learning was taken using a questionnaire instrument. Test the validity of the instrument using the Product Moment correlation and test the reliability using Cronbach's Alpha. Test the requirements of data analysis using the normality test and linearity test, while for testing the hypothesis using a simple regression analysis technique. The results showed that: (1) Crafts were in the very high category 6%, high category 17%, medium category 41%, low category 21% and very low category 15; (2) Interest in Entrepreneurship very high category 17%, high category 29%, Moderate category 33%, low category 15% and very low category 6%; (3) the results of testing the hypothesis show that there is a positive and significant influence between the effect of craft learning on interest in entrepreneurship.

Area Learning Model of Conectivism based in Fine Art and Craft Learning to Improve Social, Metacognitive Skills in Elementary School Students

This research aims to test area learning model of connectivism based in art and craft learning to improve social and metacognitive skills in second grade of elementary school students. This learning model is a learning model that gives students the freedom to choose learning activities in the area they interest (learning area). It consists of drawing, shaping, and craft areas. By starting to read material and to select material are activities to select the learning area. Moreover, for work appreciation activities use IT as a basis for connectivism. This learning model is one of the solutions to overcome the problems of learning which is monotonous manner. It tends to be a large amount of intervention in students’ work processes, which makes them to be less able to develop their social and metacognitive skills. After the treatment was carried out on the students, the results on the social skills variable obtained the calculation data using the N-gain score with the criteria: 0.63 (N-Gain score 0.3 < N-gain < 0.7, included in the medium category), whereas if N-Gain score > 0.7 (High category). The results obtained from the combination of the pretest-posttest scores on the aspect of social skills were classified as high criteria for 22 students, while at a moderate increase of 2 students, the metacognitive data obtained test data 1 and test 2 on pre-test scores and post-test scores on improvement moderate as many as 3, while in the high improvement category there were 21 students out of 24 students.

Governing Police Discretion Through a Craft Learning Model

In this article, we build on some of our previous empirical research to develop the value, logic and nature of the craft learning model, as an alternative to the dominant, administrative rulemaking paradigm for governing patrol officer discretion. We do this by conceptualizing the craft model in relation to Egon Bittner’s observations on two distinct mechanisms of police organization and control: legality and workmanship. Second, we illustrate the largely overlooked potential of body-worn cameras for learning about and advancing craft knowledge and skills. And third, we address three challenges to what we propose and consider how these might be mitigated or overcome: (1) resistance from the police culture; (2) the limited role of first-line supervisors; and (3) the current lack of community participation in guiding street-level decision-making. Our overarching purpose is to encourage advocates of police reform to explore new models that account for the complex technical and normative dimensions of everyday policing and facilitate more reasoned, transparent and principled decision-making on the front lines.

More than visual: The apprenticeship of skilled visions

AbstractSkilled vision is more‐than‐visual because the enskilment of vision happens in intersensorial contexts and because it pertains to the broader formation of aesthetic and ethical sensibilities. Sensory and social apprenticeship coexist in practice. I dwell on the intersensoriality of learning to see in an analytical way and on the sociality and morality of skilled visions, using ethnographic examples from my fieldwork with food gardeners in the Netherlands and from other scholars who use a skilled‐visions approach, notably Judith Willkomm on skilled listening in bioacoustic field research in Germany, Tom Martin on craft learning as perceptual transformation in maritime carpentry in the United States, and Jonathan Hankins on the apprenticeship of traditional upholstery in the United Kingdom. Each example shows how the realignment of visual perception in one's learning environment (with other senses, with technical apparatuses, and with human and nonhuman others) mediate the acquisition of perspicuity, namely the perceptual and aesthetic realization of each detail in their proper function and as appropriate to their context.

An Argument for the Necessity of Craft Learning in Liberal Education

An Argument for the Necessity of Craft Learning in Liberal Education

PELATIHAN DIVERSIFIKASI PANGAN LOKAL BERBAHAN DASAR JAGUNG UNTUK MENUNJANG PEMBELAJARAN PRAKARYA BAGI GURU SMA NEGERI 3 SERAM BARAT

Corn is one of the local food sources that can be developed into various processed products. The purpose of this program was to provide information about the techniques for making local corn-based processed food products, and to determine the level of participants' satisfaction with the training activities including the benefits in supporting the craft learning of Senior High School 3 West Seram Regency. Activities were carried out in three stages, namely preparation, implementation, and evaluation. At the implementation stage, it was divided into two, namely counseling and training. At the evaluation stage, a questionnaire was given to measure the level of participants' satisfaction with the activities carried out. The results obtained showed that the participants were very enthusiastic in participating in the training activities from the preparation, implementation and evaluation. The results of measuring the level of satisfaction showed that participants were very satisfied with the activities carried out both from the competency aspect of the resource persons (90%), the material presented (87.5%), the results obtained (89.37%), and the benefits of the results to support craft learning. (91.45%). Thus, it can be concluded that the participants were enthusiastic about participating in the training on diversification of local food products made from corn. Participants received additional information and new skills that support craft learning, participants were very satisfied with the training activities carried out, and the training activities carried out were very supportive in learning crafts by teachers at Senior High School 3 West Seram Regency

Exploring a Craft Learning Model for Reviewing Patrol Officer Decision-Making in Encounters with the Public

Since the 1960s, police departments have turned to rules and procedures to help control how patrol officers, as legal decision-makers, exercise their discretionary authority. The logic of the administrative rulemaking model depends on the development and enforcement of bureaucratic rules and regulations. The public outcry over high-profile incidents of police abuses of authority has renewed interest in this approach. This article conceptualizes a complementarycraft learning modelto supplement rulemaking. This model harnesses patrol officers’ knowledge and skills, learned through experience, to the development of criteria for assessing and guiding how they use their discretion in less dramatic encounters with the public. Using in-depth interviews with thirty-eight patrol officers reacting to a video clip of a fairly routine and low-key neighbor dispute, we derive seven evaluative standards (accountability, lawfulness, problem diagnosis, repair of harm, economy, fairness, and safety and order). We then explore how these standards could be used by first-line supervisors to structure reviews of patrol officer decision-making through a process of reflection-in-action. Our purpose is to imagine a reform strategy that tries to account for the complex technical and normative dimensions of everyday police work to facilitate more deliberate, transparent, and principled decisions.

Peran Guru dalam Menanamkan Jiwa Kreatif dan Inovatif Berwirausaha Peserta Didik melalui Pembelajaran Prakarya di Sekolah Dasar

This research determined the teacher's role in instilling the creative and innovative spirit of entrepreneurship in students through craft learning. This research uses descriptive research with a qualitative approach. The data is used in the form of qualitative data. The subject of this study was the fifth-grade teacher at SDN Malingping, Sumedang. The procedure carried out in this study starts from the description, reduction, and selection stages. Data collection techniques and instruments are interviews, observation, and documentation. The data analysis used is reduction, data display, conclusion, and drawing/verification Based on the results of the study, it was found that the teacher's role in cultivating a creative and innovative spirit of entrepreneurship is reflected in learning crafts. Craft learning is carried out in line with the applicable curriculum. In craft learning, the attitudes that are developed are skilled, creative, and innovative attitudes that can continuously foster the entrepreneurial spirit of students.

Policies that Affect Art and Craft PTE Performance of PTTCs of Rift Valley Region of Kenya

Even though the government of Kenya has not only expanded enrolment of teacher trainees, but also introduced new teacher training colleges to cater for the teacher learner ratio in primary school sector as a result of free primary education, there was still dismal performance of Art and Craft of PTTCs at Primary Teacher Examination. Thus, the purpose of the study was to investigate the influence of art and craft learning on primary teacher examination art and craft performance of public teacher training colleges of rift valley region in Kenya. The objective of the study was to establish which policies affect Art and Craft PTE performance of PTTCs of Rift Valley Region of Kenya. The study used a descriptive research design. A stratified sampling of colleges to determine the location of the research was extended to arts and crafts teachers and students, college administrators, and officials from the Ministry of Education. Research data was collected using questionnaires, interview schedules, and document analysis and observation checklists. The study used construction verification techniques, in which two verification tools were provided to observers. Then determine the reliability of the equipment through a pilot study; use the Cronbach α coefficient. Quantitative data is analyzed using descriptive, frequency tables, graphs, and inference statistics, and presented in calculated frequency tables, while qualitative data is analyzed across disciplines, in descriptive forms, percentages, and social sciences. Spearman rank correlation uses K statistical package (SPSS). Version 6. The consistency of the confidence level is accepted within the error range of 0.05. The research results show that curriculum policy, learner policy, teaching policy and practice policy have an impact on the performance of arts and crafts. The results of the research are useful for TTC managers who adopt results-based implementation methods, teachers who do better in results-oriented implementation, and teachers who perform better in PTE arts and crafts exams due to student-friendly implementation strategies. This research can also form the basis for further research.

PERAN PEMBELAJARAN SENI TARI MUATAN SENI BUDAYA DAN PRAKARYA DALAM PENGEMBANGAN KEMAMPUAN MOTORIK SISWA KELAS IV DI MI DARUL ULUM MERKAWANG TAMBAKBOYO TUBAN TAHUNPELAJARAN 2020/2021

Dance learning has a role in the development of motor skills, because the basic substance in dance learning is motion, and motion is the main element in the development of motor skills. Dance learning needs to be taught at the elementary school level because it has benefits for the growth and development of students, one of which is to hone motor skills. The aims of this study were (1) to find out the learning of dance, cultural arts and crafts for fourth grade students of MI Darul Ulum Merkawang? (2) To know the development of motor skills of fourth grade students of MI Darul Ulum Merkawang? (3) To determine the role of learning the art of dance, cultural arts and crafts in developing the motor skills of fourth grade students at MI Darul Ulum Merkawang?. This study uses a qualitative approach with descriptive analysis of the data that has been collected through interviews and observations. The results of the analysis show that students' motor skills can be developed by dancing, both gross motor skills and fine motor skills. There are factors that influence dance learning in developing motor skills, including human resources, infrastructure, environmental conditions, students' physical conditions, gender, motivation, and talents.

Development of Board Game Media in Art Culture and Craft Learning at 5th Grade of Elementary School

Indonesia has a variety of cultures including traditional dances that students must know and which need to be socialized in learning. This socialization is carried out through education that is packaged as attractively as possible, namely media in the form of games (board game), especially for students. This study aims to introduce and memorize the dance culture of Indonesia in fifth grade at the elementary school level. To find out how the process of media development and how the quality of the media. This research is a type of ADDIE model research proposed by Tegeh which consists of four stages, includes analyze, design, implementation, and evaluation stage. The research subjects were fifth grade elementary school students in the academic year 2021/2022, based on field trials the results of expert validity research were in the very valid category with an overall average of 89%. The results of these student responses show a total score of 47 out of a maximum total score of 52. After being analyzed and presented as a percentage, the score is 90% with a very valid category. Based on field trials, researcher conducted tests on students with the results of classical learning completeness as much as 86%. Based on the results of data analysis in general, it can be concluded that SBdP learning using the Board Game media that has been developed greatly supports the learning process. With this, it can also be seen from the number of students who have completed the trial test on the material about traditional dance in Indonesia.

Developing Craft in the Ballet Class

The ballet class is a complex pedagogical phenomenon in which an embodied tradition is transmitted in practice from one generation to the next, shaping not just the dancing but the attitudes and perceptions of dancers throughout their careers. This paper emerges from observations and experience of recent and current ballet class practice, and theoretical investigations into embodied learning in the arts. It outlines the influential role of large hegemonic institutions in shaping how ballet is currently taught and learned; and the effect of this on the class's evolving relation to ballet's repertoire of old and emerging dances as artworks. It notes the increasing importation into ballet pedagogy of thinking rooted in sports science, engendering the notion of the dancer as athlete; and of historic attitudes which downplay the agency of the dancer. I propose an alternative model for understanding the nature of learning in the ballet class, relating it to what Donald Schön calls ‘deviant traditions of education for practice’ in other performing and visual arts ( Schön 1987 p16). I look at the dancer's absorption via the class of ballet's danse d’école, its core technique of academic dance content. I suggest how this process might more constructively be understood through the lens of craft learning and the development of craftsmanship via apprenticeship, the dancer learning alongside the teacher as experienced artist practitioner who models behaviours that foster creativity.