Daily Lessons Research Articles

Integration of Islamic Values with Environmental Ethics in Pesantren Education: A Case Study at Darularafah Raya Pesantren

Purpose – This study aims to discuss the paradigm of environmental ethics education in pesantren, focusing on the integration of Islamic values and environmental awareness. The importance of this research lies in understanding how pesantren, as Islamic educational institutions, contribute to environmental sustainability through their teachings and practices, while addressing the empirical evidence gap regarding the effectiveness of such education. Design/methods/approach – Utilizing a qualitative case study approach, this research explores the Darularafah Raya Pesantren in Deli Serdang, North Sumatra. Data were collected through participatory observations, in-depth interviews with key stakeholders (including teachers, students, and pesantren administrators), and document analysis of curriculum materials and official records. Thematic analysis was employed to identify and analyze key themes related to the integration of Islamic values and environmental ethics. Findings – The study reveals a holistic approach at Darularafah Raya Pesantren, where Islamic teachings are closely integrated with environmental ethics. Key findings include specialized training for teachers to impart environmental values in daily lessons, extracurricular programs supporting environmental awareness, and the adoption of sustainable practices such as waste management and renewable energy use. The pesantren curriculum emphasizes concepts such as khalifah (stewardship) and amanah (responsibility), which are taught alongside practical environmental conservation activities. Research implications – These findings highlight the potential of pesantren as models for other Islamic educational institutions in promoting environmental sustainability. By integrating Islamic values with environmental ethics, pesantren can shape individuals who are both spiritually and environmentally conscious. Future research should focus on comparative studies across different pesantren and longitudinal studies to assess long-term impacts

The chain mediating effect of learning goal distress and excessive learning motivation from unknown locus of control on migrant middle school students' learning anxiety

The prevalence of learning anxiety among Chinese migrant middle school students is a notable concern in academia. There is a wealth of research on the effects of internal and external locus of control on learning anxiety, but there is still a lack of research on unknown locus of control. To grasp the situation of migrant middle school students in terms of learning anxiety, to understand the relationship between migrant middle school students' unknown locus of control and learning anxiety, this study surveyed 351 migrant middle school students, using Mental Health Test, Multidimensional Measure of Children's Perceptions of Control, Middle School Students Learning Motivation Scale to do the questionnaire survey. The data analysis conducted through SPSS software revealed the following findings: (1) There is a positive prediction of learning anxiety from an unknown locus of control (β = 0.139, p < 0.05). (2) Unknown locus of control indirectly influences learning anxiety through both learning goal distress and excessive learning motivation. Learning goal distress and excessive learning motivation partially mediate the relationship between unknown locus of control and learning anxiety. The total magnitude of the indirect effects is 0.15 (p<0.05). The effect is significant, but the size of the effect is small and the issue of generalizability should be considered. The research findings suggest that the unknown locus of control indirectly affects learning anxiety through difficulties with learning goals and excessive learning motivation. It is suggested that increasing opportunities for students to make independent choices and to develop their sense of self-control in daily lessons; guiding students to set appropriate learning goals, avoiding too high or too low, emphasizing refinement of goals and the combination of long-term and short-term goals.

The Use of Integrative Approaches in Lesson Planning in Mathematics

This study determined the integrative approaches used in the Daily Lesson Plans (DLPs) in Mathematics. Specifically, it answered the following sub- problems: 1. What are the integrative approaches used in the Daily Lesson Plans (DLPs) in Mathematics? 2. What is the level of usage of the integrative approaches along: activity, analysis, application, abstraction, and assignment? 3. Is there a significant difference on the level of usage of the integrative approaches between the Junior High School and Senior High School along the different parts of the lesson plan? 4. What are the problems encountered by the teachers on the use of integrative approaches? and 5. What lesson exemplar as model on the use of integrative approaches may be developed? The researcher employed the survey-comparative type of research. The integrative approaches used in the Daily Lesson Plans (DLPs) in Mathematics were identified and the level of usage to the different parts of the lesson. The hypothesis that there is no significant difference on the level of usage of the integrative approaches between the Junior High School and Senior High School along the different parts of the lesson plan were also tested. Likewise, the problems encountered by the teachers on the use of the integrative approaches determined and lesson exemplar was developed as model on the use of integrative approaches. The study has a total of 126 respondents but only 118 responses were retrieved or 94 percent retrieval rate. The data on the integrative approaches used in the Daily Lesson Plans (DLPs) in Mathematics was treated using frequency count and percentage. However, on the level of usage of the approaches in the lesson, frequency count and weighted mean were used. Frequency count and ranking were utilized to identify the problems encountered by the teachers.

Efforts to Protect Children Against Bullying at SDIT DAARUSSALAAM KAWALU, TASIKMALAYA CITY

Many cases of violent acts do not only occur outside and inside the school environment, even in schools labeled Islamic such as Integrated Islamic Elementary Schools, such as the Integrated Islamic Elementary School (SDIT) Daarussalaam in Kota Tasikmalaya. Acts of violence range from verbal intimidation to physical violence. These violent actions are commonly known as bullying. Ironically, the Quran in Surah Al-Hujurat verse 11 prohibits bullying, as does the Child Protection Law No. 35 of 2014. The research aims to understand: 1) the cases of bullying at SDIT Daarussalaam in Kota Tasikmalaya; 2) the factors causing bullying cases; 3) the efforts to address bullying; and 4) the efforts to prevent bullying at SDIT Daarussalaam in Kota Tasikmalaya. The research framework is based on the idea that bullying can occur due to various factors, including physical and social status factors. The research methodology is qualitative, employing a case study approach. Data collection techniques include interviews, observations, and documentation. The data analysis technique used are data reduction, data display, and verification. The study concludes that: 1) within the time frame of 2022, there were two cases of bullying at SDIT Daarussalaam in Kota Tasikmalaya, involving verbal and physical bullying; 2) factors contributing to the perpetrators include feelings of jealousy, mischief, and teasing, while the victims have low self-confidence; 3) victim mitigation efforts involve fostering self-confidence, and perpetrators are required to apologize to the victims; 4) bullying prevention includes instilling moral values, such as the practice of congregational Dhuha prayer before daily lessons and congregational Dhuhr prayer before leaving school. Additionally, rules prohibiting bullying and specifying punishments for perpetrators are enforced.

The Influence of Parental Migration on Left-behind Children’s Development in China

Both the number of migrant workers and the number of kids being left behind have substantially increased since the programme was opened up. This study attempts to show how parental migration affects children who are left behind and explore the causes of such negative effects. It turns out that when parents move away, it has a variety of repercussions on the children who are left behind, including their emotional health, academic performance, level of cooperation, and cognitive development. Governments must play a crucial role towards enhancing the living conditions for children who have been left behind in rural areas. This includes providing more opportunities for migrant workers to reunite with their families, providing greater opportunities and time for parents to watch their children, and emphasising relative caring policies in teachers' daily lesson plans. Rural families also have to change their mindset for degrees, and giving more expectations of their children’s learning.

Perceptions of secondary school students towards the use of Wakelet Students' Ambassador Programme

Blended learning is the integration of digital tools in supplement to teachers’ teaching in class. Although blended learning has been implemented in higher institutions for decades, blended learning has only been practised in Malaysian secondary schools since Movement Control Order (MCO). Teachers have started using technological platforms such as Google Meet, Google Classroom, YouTube, WhatsApp and Telegram to share information with students heavily since most of the daily lessons could only take place using online platforms at that time. Due to that, there are not many studies on the use of blended learning among secondary school students. Thus, this study investigates secondary school students’ perceptions regarding the use of blended learning and Wakelet Students’ Ambassador Programme. The subjects were a sample of 50 Form 3 students in Sekolah Menengah Kebangsaan Taman Universiti, Johor Bahru. Students’ perceptions regarding blended learning and the Wakelet Students’ Ambassador Programme were gathered through mixed mode methods that included observation, questionnaire and interviews. The findings of the study show that the majority of the respondents favoured blended learning and all of them liked to use Wakelet Students’ Ambassador Programme. Among the reasons they favoured the use of the Wakelet Students’ Ambassador Programme are that it is an interesting programme, they could learn a lot from their friends or online resources and they felt a sense of accomplishment by completing the project. To sum up, the Wakelet Students’ Ambassador Programme is indeed a wonderful programme that can be utilised in teaching all kinds of subjects. This is because the Wakelet Students’ Ambassador Programme is a student-centred approach that stimulates students’ thinking skills and promotes students’ collaboration. Hopefully, blended learning and the Wakelet Students’ Ambassador Programme will be widely practised in Malaysian secondary schools.

인구감소지역 어린이집 원장의 보육정책에 관한 인식과 요구

Objectives The purposes of this study was to examine day-care center directors’ child-care policies in the depopulation areas.&#x0D; Methods To this end, it administered questionnaires to directors of 25 day-care centers located at the depopulation areas and conducted a descriptive statistical analysis on the responses.&#x0D; Results The findings are as follows: First, the reorganization of the child-care support system was positively recognized in terms of the management of day-care centers and extended class, the enhancement of child-care quality and users’ satisfaction. On the other hand, it did not contribute to the reduction of day-care teachers’ paperwork, preparation for daily lessons and increase of research time. The management of open child-care centers was positively recognized, while it was reported to increase day-care center teachers’ workload and make it difficult to encourage parents’ participation. The service satisfaction of the day-care center support system was generally higher. Second, it was found to be most difficult to ‘attract kindergartners’ in managing day-care centers in the depopulation areas. Vulnerable child-care services (young children with special needs and multicultural child-care) were in the strongest demand.&#x0D; Conclusions This study intends to provide basic data for developing and managing child-care policies proper and specific to the depopulation areas and suggestions for more substantial customized child-care policies.

Experiences and Challenges of Grades 7, 8 and 9 Araling Panlipunan Teachers in Promoting Students’ Civic Competence

Social Studies (Araling Panlipunan) educators play a crucial role in promoting civic competence, which is the academic content, critical thinking skills, and democratic values necessary for pupils to participate fully in society. Teachers of social studies continue to provide students with the knowledge, values, and attitudes they need to be productive and ideal members of society despite the difficulties they face. Although there is a study conducted in the Philippines revealing that Grades 7, 8, and 9 Social Studies subjects do not have direct discussions of civics and civic competency, there is still a shortage of published studies that address the experiences and challenges of Social Studies educators, specifically the grades 7-9 Araling Panlipunan teachers in promoting civic competence. The researchers used a transcendental phenomenological research design to examine the experiences and difficulties these teachers had in encouraging civic competency in their students. Following a demographic survey, they chose one teacher from grades 7, 8 and 9 of the Araling Panlipunan subject in a public high school and conducted interviews with them. The study revealed that they are motivated to promote civic competence because they aim to make their students acquire the values and responsibilities of an informed and active citizen in society. With that, they integrate the ideas of civic competence into their daily lesson/ discussion. However, they consider the complex topics in the grades 7-9 Araling Panlipunan curriculum as a hindrance to achieving their students' aims. Their challenges in promoting civic competence included difficulty preparing lessons, learners' diversity, and teachers' poor performance. The study also established specific effects on students when problems in promoting civic competence occur, such as poor civic competence development and students as irresponsible citizens.

Jarimatika method of daily prayer: Does it affect children’s spiritual intelligence?

Memorizing daily prayers has become a daily lesson in kindergarten. However, they find it challenging to memorize daily prayers without knowing the meaning, not understanding what is memorized, and they forget if not repeated and practiced by the teacher. This study aims to determine whether there is an influence between memorizing daily prayers by using the jarimatika method on children's spiritual intelligence at Malahayati Kindergarten, South Aceh. The jarimatika method of daily prayers relies on knuckles in memorizing daily prayers. Spiritual intelligence includes the development of awareness to build relationships with others in an ethical, moral and humane manner. This study used an experimental method with the number of samples taken in this study consisting of 11 children aged 5-6 years as the experimental class. The data analysis technique used is the t-test, hypothesis and normality test. The results of data analysis obtained tcount&gt; ttable;17.33&gt;1.812. Ha is accepted, and Ho is rejected. Therefore, the jarimatika method increases children's memorization of daily prayers and affects their spiritual intelligence.&#x0D;

Implementation of Daily Lesson Log (DII) to the Teaching-Learning Process of Senior High School Teachers: Basis for Enhanced Teaching Plan

Implementation of Daily Lesson Log (DII) to the Teaching-Learning Process of Senior High School Teachers: Basis for Enhanced Teaching Plan

Positive Establishment of a Digital Working Alliance with a Prescription Digital Therapeutic in Patients with Migraine (P11-12.004)

<h3>Objective:</h3> Obtain evidence for a digital working alliance (DWA) between participants with migraine and an investigational precursor of a prescription digital therapeutic (PDT). <h3>Background:</h3> Recommended migraine treatments including cognitive behavioral therapy, biofeedback, and muscle relaxation are underutilized. PDTs can standardize such approaches to migraine treatment and overcome utilization barriers including provider availability and cost. A therapeutic alliance, which identifies patient goals, builds rapport, and establishes patient commitment to treatment, is a critical factor in successful face-to-face treatments. A digital working alliance (DWA), akin to the therapeutic alliance, is likely to be necessary in an effective PDT. Development of an effective DWA has not been assessed in participants with migraine. <h3>Design/Methods:</h3> Single-center, exploratory, single-arm, 2-week study of a precursor version of a PDT in individuals (18–64yrs) with physician-diagnosed migraine (N=60). Participants were asked to complete a lesson each day. DWA was interpreted on a 7-item Likert scale (Mobile Agnew Relationship Measure [mARM]) at end of treatment. <h3>Results:</h3> Correlating with real-world prevalence, Participants were majority female (90%) with a median age (IQR) of 38 years (34, 49). Most (73.3%) had episodic migraine and reported a median (IQR) Migraine Disability Assessment Scale score of 32.5 (18, 45.3). Participants completed a median (IQR) of 14 (13, 14) lessons and a total of 204 therapeutic skill modules. The median (IQR) overall mARM score was 5.9 (5.4, 6.2). <h3>Conclusions:</h3> This is the first study to report that participants with severe migraine related disability form a positive DWA with a PDT. Consistent with this, most participants completed a majority of daily lessons and therapeutic skill modules available to them. This evidence supports further development of PDTs for migraine and is a first step towards refinement and assessment in randomized controlled trials to evaluate clinical efficacy and safety in migraine. <b>Disclosure:</b> Dr. Snipes has received personal compensation for serving as an employee of Click Therapeutics. Dr. Snipes has received publishing royalties from a publication relating to health care. Dr. Kuka has received personal compensation for serving as an employee of Click Therapeutics. Miss Besedina has received personal compensation for serving as an employee of Click Therapeutics Inc.. Laura Taraboanta has received personal compensation for serving as an employee of Click Therapeutics. Laura Taraboanta has stock in Click Therapeutics. Mr. Hare has received personal compensation for serving as an employee of Click Therapeutics, Inc.. Dr. Gupta has received personal compensation for serving as an employee of Click Therapeutics. Dr. Lakhan has received personal compensation for serving as an employee of Zogenix, Fern Health, Thriveworks, The Learning Corp, Click Therapeutics. Dr. Lakhan has received personal compensation in the range of $500,000-$999,999 for serving as a Consultant for Shaheen Lakhan, MD. Dr. Lakhan has received personal compensation in the range of $100,000-$499,999 for serving on a Scientific Advisory or Data Safety Monitoring board for Neurocrine, Fern Health, Lin Health. Dr. Lakhan has received personal compensation in the range of $500,000-$999,999 for serving as an officer or member of the Board of Directors for Click Therapeutics, SpineThera. Dr. Lakhan has stock in Zogenix, NeuroSport, Click Therapeutics, SpineThera.

THE CULTURAL TYPES AND IDENTITY OF SUNAN KALIJAGA TEMBANG DOLANAN LIR-ILIR ANALYSIS OF DENOTATION AND CONOTATION

Most of the surviving cultural arts are representations of the real life of the community, the higher the cultural values and messages offered, the longer they last across generations. This study aims to determine the moral values contained in Tembang Lir-ilir as a means of preaching Sunan Kalijaga during the spread of Islam in Java. This study uses an ethnographic approach in data collection, as well as a discussion of the Theory of Cultural Types, Cultural Identity and General Semantics. The results of the study show that Tembang Dolanan Lir-ilir has survived to the present day as follows: 1) Efforts to preserve Tembang Dolanan Lir-ilir by using educational facilities to sing this song either in daily lessons or at certain events at school; 2) Efforts to utilize regional arts and religious facilities; 3) Efforts to develop using popular arrangements among the public, dissemination of songs via the digital channel Youtube to spread songs. The people of Demak Regency have a passion for supporting the existence of Tembang Dolanan Lir-ilir. There needs to be outreach to the public in understanding the philosophical values of Javanese culture contained in the lyrics of Tembang Dolanan Lir-ilir.

The multimodality of lesson guides and the communication of social relations

Curriculum resources such as textbooks and lesson guides communicate messages about the social relations between the teacher, students, artefacts, and the mathematics. Because of their implicit nature, these messages can be hard to surface and perhaps therefore are not frequently covered in curriculum resource analysis. Tackling this shortcoming, we examine mathematics lesson guides or the daily lesson descriptions written for elementary teachers. Drawing on multimodality and activity theory, we characterize the social relations messaged in the lesson guides in terms of two constructs: authority and distance. We present and illustrate an analytical approach to uncovering these messages in lesson guides from Sweden, USA, and Flanders. Our analytical approach enabled us to distinguish configurations of social relations that vary primarily across the three educational contexts, which strengthens our argument for viewing the configuration of social relations as a cultural script.

Oaxaca Resurgent: Indigeneity, Development, and Inequality in Twentieth-Century Mexico

In Oaxaca Resurgent, A. S. Dillingham explores the paradoxes of Mexican indigenista education and development in the Mixteca Alta. Indigenista thought “simultaneously cast the ‘Indian’ as the origin of national identity, a barrier to be overcome, and a source of inspiration for a multicultural future” (4). Indigenismo sought to recognize Native communities, but their resistance defied expectations. Triqui women of San Andrés Chicahuaxtla frowned and stared at the ground in the photographs of anthropologist Frederick Starr. Decades later, an elderly Mixtec man scolded a teacher: “Damn, Ramón. We sent you to Mexico [City] to learn la castilla [Spanish] so you could return and teach it to us. Now it turns out you want to teach us in our own language?” (58). Throughout the mountainous western region, the teachers, agriculturalists, and other promotores bilingües like Ramón joined Indigenous communities to engage, reject, and reshape state initiatives to modernize living standards.Dillingham captures the dissonant voices and visions that indigenistas represented. Early chapters explore economic development and inequality during the sexenios of Adolfo Ruiz Cortines (1952–58) and Adolfo López Mateos (1958–64), Spanish literacy campaigns, and land and labor systems. Anthropologists of the Instituto Nacional Indigenista (INI) Julio de la Fuente and Alejandro Marroquin, and the economist Moisés de la Peña, associated Indigeneity with colonialism. They reported that local mestizo elites, mine owners, forestry officials, merchants, coffee estate coyotes, and parasitic agraristas exploited Mixtecs at the Tlaxiaco market. For its short-wave radio broadcasts in both Spanish and Mixtec, INI hired Ramón Hernández López of San Agustín Tlacotepec and fifty other radio auxiliary teachers (nine were women) to educate Mixtecs over the radio station XEINI. The broadcasts invoked declarations that God or the devil spoke Mixtec. Two-hour daily lessons covered languages, literacy, and math and reached forty-nine schools at a time when children traveled miles to classrooms with a week’s worth of tortillas and no formal sleeping arrangements. In 1963, INI resettlement of Mixtecs to Oaxaca’s Costa Chica erupted into racial violence that required federal intervention.Dillingham devotes later chapters to Third Worldist development strategies, dissident trade unionism, and anti-colonial multiculturalism. The Oaxaca State Institute of Social Research and Integration (IIISEO) adopted anti-colonialist pedagogies during Luís Echeverría’s presidency (1970–76). Leading critics of indigenista policy, Guillermo Bonfil Batalla, Margarita Nolasco, and Mercedes Olivera deployed INI to politicize Indigenous claims to rights and autonomy. University students seized coordinating centers and demanded professional training. IIISEO director Gloria Ruiz de Bravo Ahuja hired Nolasco and recruited Indigenous children and young adults to promote their culture. IIISEO educators embraced the New Left, formed the Coalición de Promotores Culturales Bilingües (CPCB), and coordinated strikes until the PRI shuttered the organization in 1977. A year later, Santiago Salazar, Eva Ruiz, and the Coalition of Indigenous Promoters of Oaxaca (CMPIO) occupied the SEP building until President José López Portillo (1976–82) and the national teacher’s union Sindicato Nacional de Trabajadores de la Educación (SNTE) honored their demands. Dillingham argues that Oaxacan teachers who declared their own multicultural visions for rural education, development, and equality predated the critique of neoliberalism and the Zapatista uprising in 1994. The rise of the Pátzcuaro Ethnolinguistic Program, decline of the SIL, and publication of school textbooks in twenty-two Indigenous languages (including Tutu sa’an ñuu savi, my first-grade Mixtec book) further valorized bilingual teachers. CMPIO’s resurgent anti-colonial agenda blossomed into the 2006 Oaxacan social movement, which “drew on decades of teacher activism and the strength of Oaxacan community ties” (187).Dillingham’s research on the Mixteca Alta presents myriad perspectives over decades, granting vast dimensions to a subject difficult to historicize and problematize. With exceptional gifts in interpretation, empathy, and exposition, he might consider producing an authoritative study of nineteenth-century Indigenous Oaxaca.

MATHSANAY: School initiatives on bridging learners’ numeracy gap: A proposed math literacy project

This action research aims to determine the effectiveness of MATHSANAY Numeracy Project in bridging the numeracy gap and skills focusing on four fundamental operations in mathematics namely addition, subtraction, multiplication and division in among 49 identified non-numerate Grade 7 students of Bagbag National High School District of Rosario The study used the purposive sampling procedure. Numeracy Test was given to identify the non-numerates from grade 7 entrants as subject of intervention activities which is one hour face-face tutorial session every 5th day of the week and supported practice drill cards in daily lesson. It was conducted during the whole period of first quarter using Dependent T-test of two sample means. The pretest and posttest results were found “Highly Significant” where in the computed p-value is 0.00.with T value of -10.55. Moreover, the student-participants gained a notable improvement in their numeracy skills which moved its category from non-numerate group to moderately numerate group .Hence the utilization of MATHSANAY project is effective intervention in bridging the numeracy gap and skills which translated into a higher learning outcome of students and achievement in Mathematics.

Effectiveness of Computer-Aided Instruction on Students’ Conceptual Understanding in Life Science

The study aimed to determine the effectiveness of computer-aided instruction (CAI) on students’ conceptual understanding in Life Science. The objectives of the study is to develop lesson plans with computer-aided instruction packages; assess the developed lesson plans in terms of congruency of objectives, learning experiences, assessment of learning outcomes, features of computer-aided instruction packages, and to determine the effect of CAI on students’ conceptual understanding. The study utilized the pre-experimental method. The study involved 27 students who took a Bioenergetics Achievement Test (B.A.T) before and after CAI. It was found out that developed daily lesson plans are excellent; congruency of lesson objectives (WM = 4.80), learning experiences (WM =4.76), assessment of learning outcomes (WM =4.79), and features of computer-aided instruction (WM =4.39). The test of the difference between the pre-test and post-test scores showed a significant result (t26=-14.30, p&lt;0.01), and it was supported with the positive increase on the Learning Gain Score (LGS=3.18) which showed an increase in conceptual understanding and mastery in the learning competencies. Hence, there is sufficient evidence to show that the students’ scores improved significantly after being taught in computer-aided instruction. Therefore, the developed lesson plans with the integration of computer-aided instruction are excellently and effectively improved the students' conceptual understanding and mastery of the learning competencies.

Effect of Analogy Based Teaching on Students ‘Chemistry Learning at Secondary School Level

Main objective of the study was to investigate the effect of analogy-based teaching on students ‘chemistry learning at secondary school level. 21st century education ranks students’ skills for higher order thinking and flexible reasoning over memorization of disciplinary fact in science subjects. To create interest and constructive environment, effective and student-centered teaching methodologies support the better learning abilities of students. The study was conducted through true experimental pretest posttest control group design. Two equal science groups from a public school having 40 participants in each were selected through random sampling. Intervention was comprised of analogy-based teaching of selected content of chemistry book of grade 9th published by Punjab Curriculum and Text Book Board, Lahore. During 12week period of intervention, each group was received an equal amount of teaching. CG was taught through conventional teaching method and EG through analogy-based teaching. Pretest posttest were administered for data collection. Chemistry Learning Achievement Test (CLAT) was developed by the researcher to find the difference of learning between control group and experimental group. Data was analyzed through SPSS. The difference of scores of pretests and posttest was apparent from the results of ANCOVA. There was no significant difference between both groups in pretest scores. While the post-test result as significant between two groups showed the positive effect of intervention on experimental group. Important findings of the study proved that teaching with analogies supported the improvement of student’s analyzing, applying, synthesizing and evaluating skills by developing understanding of abstract concepts of chemistry. The results revealed the effectiveness of analogy - based teaching so it was suggested to science teachers to include analogies in their daily lesson plans to make teaching learning process effective, constructive and meaningful.

THE DEVELOPMENT OF MARBLE TRADITIONAL GAME BASED-PROTOTYPE CURRICULUM

The lack of understanding of the benefits of traditional games for children's growth and development is the background of research, thus causing the extinction of traditional games from the community. In fact, traditional games have many benefits for children's growth and development, especially games played outside the home. Besides being played in the community, traditional games can also be used as learning media for children at school. However, this has not been done much because traditional games are still limited to local content where the implementation is returned to the school concern. The purpose of this study was to develop a prototype curriculum based on the traditional game of marbles to develop the growth and development of early childhood. This study uses a qualitative approach and the research method used is Design Based Research (DBR). The research instrument is the researcher and the participant. The steps taken in data analysis in this study were data reduction (organizing data), data display (making detailed descriptions), and conclusion drawing/verification (interpreting and drawing conclusions). The result of this research is the development of learning tools in the form of RPPH (daily lesson implementation plan) based on the traditional game of marbles.

Exploring EFL Students’ Experience in Developing Daily Lesson Plan for Teaching English for Toddler

Planning English for Toddler lesson is a sophisticated process faced by English as Foreign Language (EFL) students. The lesson plan should be available before implementation to increase the effective teaching process. By having a different lesson plan template to a regular lesson plan, this study explores EFL student experience in developing daily lesson plans for teaching English to toddlers. A narrative approach was employed in this study. The subjects of this study were 6th semester EFL students who took English for Toddler course. Drawing on semi-structured interview data, we found that students face several challenges in developing daily lesson plans for teaching English to toddlers. Participants experienced challenges in preparing content in a lesson plan, learning media, model, teaching method, and assessment. This study emphasizes the importance of training of developing a lesson plan for teaching English for toddler. Further studies will facilitate EFL students' skills to develop a lesson plan for teaching English for Toddler.

Evaluation of Daily Lesson Planning Competency of Physical Education and Sports Teachers

This research aims to evaluate the daily lesson planning competency of physical education and sports teachers. A qualitative research method, phenomenology pattern, was used in the study. Maximum variation and convenience sampling, among the purposive sampling methods, were used to determine the participants during the study. Data of the study were obtained by examining the original daily plans of 23 volunteer physical education and sports teachers working in Istanbul, Sakarya, Duzce, and Kastamonu. Two faculty members obtained daily plans through document analysis with deductive approach using “Daily Lesson Plan Evaluation Form- Physical Education and Sports” developed by the researchers. The results have shown that teachers do not care about curriculum and achievements, focus mainly on the activities, and use various methods to practice activities. Still, they do not include sufficient detail in their plans for the context of methods while planning. Besides, it may be stated that they do not pay much attention to the assessment part and reflection. In conclusion, measures should be taken to improve the planning skill, which is thought to have an important contribution to the quality of the course.