Development Of Learning Activities Research Articles

Conceptualizing and integrating intercultural communicative competence in the English Language Teaching

Numerous higher education institutions prepare students English skills for life and jobs in a globalized world in light of current developments in international education. For many universities, they entails expanding educational exchange opportunities for domestic and international students, internationalizing the curriculum and campus, and helping students achieve intercultural competency. This research explored the concept of intercultural communicative competence in the teaching of the English language. It articulated the Byram’s framework. This research was a literature study with descriptive qualitative research and the latest literature review to illustrate the importance of integrating intercultural communicative competence (ICC) to the instructor in English learning and teaching. Some collection and review of references through scientific literature sources related to ICC and the integration in English language teaching keywords were addressed. As for the author's reference sources, they were determined from 2015 to 2023. The results of the study showed that the promoting and conceptualizing ICC in English classroom practice to the teacher has an important role in helping students achieve and develop learning activities that can be practiced directly by students in everyday life. Moreover, it was also mentioned that integrating the framework of the proposed concept into English Language Teaching (ELT) could help students develop their linguistic, intercultural competence, and sociocultural skills to communicating in proper English in appropriate real-life situations, and raised the teachers’ awareness.

Creativity Development of Secondary School Students Using Four Thinking Activities Blended Inquiry-Based Learning

Creative thinking is more than just thinking; it is a practical ability based on knowledge and experience that allows a person to accomplish things better. The objectives of this research were to design science learning activities and promote the creativity of eighth-grade students who received four thinking activities with inquiry-based learning to pass the 70% requirement and to examine the satisfaction of grade 8 students toward blended learning management of four thinking activities with inquiry-based learning. A total of 31 eighth-grade secondary school students at a public school in Northeast Thailand were selected using purposive sampling in the first semester of 2022. The research tools were seven learning management plans using four thinking activities combined with inquiry-based learning on the topic of the human body, a creativity test, and a satisfaction questionnaire. The statistics used were mean, standard deviation, and percentage. The findings revealed that combining learning management with inquiry-based learning resulted in the development of learning activities. The average score for creativity was 16 (80%), from a total of 20 points. The standard deviation was 1.54, which passed the requirement of 70%. Students were satisfied with the four thinking activities and inquiry-based learning, with a mean value of 4.39, representing a high level of satisfaction. Keywords: four thinking activities, inquiry-based learning, creativity, science learning activities, action research

MANAJEMEN PENGEMBANGAN KEGIATAN BELAJAR MELALUI KECERDASAN KINESTETIK

The title was made in this study about management development learning activities through the kinesthetic intelligence against the background of the problem based on the application curriculum of the 2013 demand the liveliness of the learners in the learning process, because physical motion turned out to have major contributions as revealed based on venon magnesen research say that brain of the human quick to get information from visual modality moving. Learning by doing must be a priority, because student learns 20% by reading, 30% by listening, 40% by looking, 50% by speaking, 60% by doing and 90% by looking, speaking and doing. The goal for obtaining an overview of the steps of planning, implementation, brominated and solutions in developing management development learning activities through the kinesthetic intelligence. Then was able to muster an effective category learning activities as well as efficient or can we take apart that learning it the right grind and grind it correctly. While the research conducted using qualitative methods descriptive observational field as well as supporting documentation. As for the results of the research obtained by the researchers are learning activities through the kinesthetic intelligence methods actually build a very productive learning atmosphere, during the development of the visible learning activities learning well and learners are very enthusiastic for the contribute in learning activities. Then it can be inferred that learning must have a principle of motion, change and evolve, kinesthetic intelligence help the whole body more responsive learning activities, class as a learning space should be one place of learning, and the teacher is able to realize the needs of every learner in the learning. Problems encountered based on explanation of the findings above, it is likely to be passive learners when learning activities are less than creative categories. The recommendations could be given for teachers on request able to conceptualize the active learning activities.

Pemanfaatan Media Berbasis Power Point Untuk Menumbuhkan Antusiasme Siswa dalam Materi Pendidikan Agama Islam di Sekolah Dasar

The purpose of this research is to find out the learning of Islamic Religious Education with the use of power point-based media at Surya Menang Elementary School. This research was conducted at Surya Menang State Elementary School, in the odd semester of the 2022/2023 Academic Year. Source of data in this study using primary and secondary sources. Data collection techniques by interviews, while data analysis in this study is data reduction, data presentation, and conclusions. The technique of guaranteeing the validity of the research data is the source triangulation method. The results of the research, namely at Surya Menang State Elementary School, it can be seen that learning using power point-based media can improve the quality of learning in Islamic Religious Education material. Based on the development of learning activities and learning outcomes that were seen during the research, all of them have increased to trigger the enthusiasm and willingness of students to learn and learn Islamic Religious Education materials will also be liked so that they are easily understood and understood by students. This quality improvement can be seen in the process and learning outcomes of Islamic Religious Education materials.

Our World, Our Futures: Transforming Education Through Environmental and Sustainability Education

Environmental and sustainability education is critical to the world we live in today. Our World, Our Futures, a small-scale, cross-cultural participatory study, explored what transformative environmental and global citizenship education might look like in primary schools across two contexts. The study aimed to explore how teachers innovate curriculum through a flexible, cross-curricular approach within the constraints of the existing formal school curriculum. Informed by a culturally situated, responsive approach to researching with students and teachers, the research team supported the teachers in developing learning activities that forefronted the students’ situated knowledge, ideas and concerns about the environment. The students were invited to create and share art and other texts reflecting their perspectives on local environmental issues, their aspirations for their future spaces and their active roles as global citizens. Teachers were invited to reflect on how, and the extent to which, ideas of global citizenship, environmental and sustainability education can be incorporated into the curriculum, exploring how the project supported teachers’ pedagogical praxis, autonomy and professional learning. Through these activities, data such as teacher interviews, classroom observations and artefacts of student work were gathered. The data were analysed to identify ways in which students’ cross-cultural dialogue developed along with teachers’ pedagogical development in integrating transformative and contextually relevant pedagogical approaches for delivery of environmental and sustainability education. The findings demonstrate the complexities and challenges of collaborating across distances, cultures and time zones, and of using virtual platforms. Finally, the findings present curriculum development as a lived, dynamic and experimental process that develops teacher autonomy and professional learning.

Kontribusi Pura Dasar Buana Amerta Jati Siwa Buda dalam Pengembangan Bahan Ajar Prodi Teologi Hindu STAHN Mpu Kuturan Singaraja

Dasar Buana Amerta Jati Siwa Buda temple is a temple located in Tajun Village, Kubutambahan District, Buleleng Regency. The location of this temple is between a cliff and a forest. However, the uniqueness of the temple is reflected in the presence of different cultures in one temple area. In the innards of the temple there is a Meru building as a symbol of Hinduism and a stupa as a symbol of Buddhism. Until now there are still Buddhists who are active in praying to Dasar Buana Amerta Jati Siwa Buda temple, especially when the piodalan day arrives. Thus Dasar Buana Amerta Jati Siwa Buda temple provides space for Hindus and Buddhists to develop an attitude of tolerance. Moving on from this, the Dasar Buana Amerta Jati Siwa Buda temple has contributed to the development of teaching materials at the Hindu Theology Study Program STAHN Mpu Kuturan Singaraja. Contributions can be seen in the development of teaching materials for Shiva Siddhanta, Social Theology, and Hindu Cultural History courses. With the Dasar Buana Amerta Jati Siwa Buda temple as a learning medium, students do not only learn in theory. Both lecturers and students find it easier to develop learning activities.

Postsecondary Students’ Social Stress and Learning Styles

Postsecondary students can experience anxiety or stress upon initial entry into large campus classrooms or education abroad settings. Social phobia scrutiny fears combined with social interaction anxieties may culminate in social anxiety disorder or social stress. Social stress may negatively affect one’s enjoyment and fulfillment of learning and one’s ability to learn. This study investigated relationships between students’ social stress, educational setting, learning style, and demographics using the Social Phobia Scale, Social Interaction Anxiety Scale, and the Learning Styles Inventory. Through a multiple correlational design, quantitative analysis revealed that social stress was positively associated with reflective observation and assimilative learning styles, but negatively associated with active experimentation learning styles for 144 students at a large southern US university. Females and on-campus students experienced more social stress than did males or those who participated in education abroad. Multiple linear regression revealed a significant increased level of social stress among minority students. About 18% of the variance in social stress was accounted for by significant independent variables (accommodative and convergent learning styles, being male, and Caucasian). Increased understanding of associations between social stress and learning style will help educators develop learning activities that promote inclusiveness for all. Continued research is needed to learn how to decrease social stressors in postsecondary education, especially for female and minority students to enable equitable learning spaces.

Improving global competence in classroom-based experiential learning activities

The purpose of this research was to develop learning activities to improve global competence for a classroom-based course in the field of clothing and textiles and explore how those activities affected the global competence of college students. To achieve this goal, the researchers proposed the following objectives: (a) develop learning activities on global competence and (b) explore the influences of newly proposed learning activities on the global competence of college students. The authors analyzed students’ reflective essays to identify themes through constant comparative analysis. The authors found participants learned about the Japanese culture through diverse aspects of global competence—affective, cognitive, and behavioral dimensions—throughout the semester via these learning activities. The authors also found informal writing could work as a starting point, where students were slowly exposed to a different culture, and reflective essays worked as a final summarizing phase where students could think further about their learning process related to global competence. This research is significant in terms of providing an empirical example of how to increase global competence in classroom-based courses. Additionally, scholars and teaching practitioners can gain insights from this study on how to improve global competence for the future workforce in a global economy.

The Development of Mathematical Problem-Solving and Reasoning Abilities of Sixth Graders by Organizing Learning Activities Using Open Approach

The researchers found that sixth-grade students at Traimit Pattana Suksa School had limited problem-solving and mathematical reasoning skills, which was attributed to the way their learning activities were organized by their teachers. The traditional approach did not allow students the freedom to think and practice solving a variety of problems in unconventional ways that mirror everyday life. To address this, the researchers applied an open approach to organizing activities and developed learning activities that fostered problem-solving and mathematical reasoning skills of the students. The goal of the study was to achieve an average score of not less than 70% using action research based on the concepts of Kemmis and McTaggart. Data were collected using a Sub-test at the end of the operating spiral, Mathematical Problem-Solving Ability Test, Math Reasoning Ability Test, and student behavior observation form. The data were analyzed using descriptive statistics, including percentage, mean, and standard deviation. The findings showed that the open approach to organizing activities can effectively develop the mathematical problem-solving and reasoning capabilities of students. The students were able to create work pieces, explain different types of 3D geometric shapes, show how to find the volume of a rectangular shape from given problem situations, and provide reasons to verify their ideas.
 
 According to the test results, 13 students (81.25% of the total number of students) had the ability to solve mathematics problems at 70% or higher, and 15 students (93.75% of the total number of students) had mathematical reasoning ability that met the criteria of 70% or higher.

Upaya Mengembangkan Kompetensi Guru Penggerak di Sekolah Dasar Pada Kurikulum Merdeka Belajar

Curriculum changes that occurred during the Covid-19 pandemic made the government reformulate the existing national education “Kurikulum 2013” to become “Merdeka Belajar” Curriculum (independent learning). The schools and teachers became the important institutions in the Independent Learning Curriculum that focused on the character of the Pancasila Students Profile. The teacher competencies need to be improved to achieve the learning objectives through the Sekolah dan Guru Penggerak (the activator schools and teachers). The role of the activator teachers was to improve the teachers’ quality in implementing the Independent Learning Curriculum. The purpose of this study is to determine the efforts of the teachers in improving their competence through the predicate of the Activator Schools. The research was conducted referring to a descriptive qualitative approach. The research was carried out at one Activator School, which was the Elementary School 4 Koba in the Koba district. The purposive sampling technique was used. The primary data sources were obtained through observations and discussions with 7 female teachers in low and high grades. Meanwhile, the secondary data sources were obtained from the previous studies from international, Sinta 1, and Sinta 2 journal articles. The interview process was done in a semi-structured way by providing a form, then the data results were analyzed by reducing and concluding. The results of this study revealed that the activator school sought to develop learning activities that realizes the characters of Pancasila to the students. The components that needed improvements was the teachers’ ability to do innovation in the lesson plan that contains the characters of Pancasila. The concerns faced by the activator teachers was that the training activities were carried out online in a short time, that reduced the opportunity to train making indicators and the implementation. It is suggested the school look for information from relevant education agency sources.

Analysis of Critical Thinking Skills of Prospective Elementary School Teacher Student

Objective: Education is one of the basic needs of humans. The current educational challenge is to produce individuals who can compete in the 21st century. We can access various information freely via the internet, and there is no guarantee that the news we see is true. To use this information properly, individuals must evaluate data and information sources. Method: The type of research used is qualitative research. The population in this study is all ESTE FoE Unesa students, and the sample used is the 2018-2020 class. The sample used was class 2019, D, and F, totaling 84 students. The data collection method used in this study is the test. The instrument used in this study was a critical thinking skills test. Data analysis was carried out in percentage terms. Results: The results showed that the critical thinking skills of Elementary School Teacher Education Faculty of Education Unesa students were in a low category. The results of this study are expected to be used by lecturers or researchers to design and develop learning activities that can facilitate students to practice critical thinking skills. Novelty: Lecturers can design the implementation of learning in the classroom that trains critical thinking skills to become more qualified, effective, and efficient.

Development of Science Learning Activities Using Inquiry-Based Learning Management to Improve the Academic Achievement of Secondary School Students

The objectives of this research were as follows: (1) to develop learning activities in science and technology subjects using inquiry-based learning for seventh-grade students (12-13 years old); (2) to develop academic achievement for the topic of elements and compounds using inquiry-based learning management activities to meet the 70% requirement; and (3) to assess the satisfaction of seventh-grade students who are taught with inquiry-based learning management. The target group of this study was 24 seventh-grade students on the science and technology course. The research tools included seven inquiry-based learning management plans, an achievement test, and a satisfaction assessment. The results show that synthesizing the approach to learning management using inquiry-based learning led to the formulation of learning activities. Students had better academic achievement, with a mean score of 81.45%, which was above the 70% requirement. Students were satisfied with inquiry-based learning activities, with an average of 4.75 and a standard deviation of 0.48, which is the highest level.

Enhancing Teachers’ Resilience through Teacher Professional Development

Many studies have proven that teacher resilience is one of the fostering factors of teacher commitment to stay in their teaching career. Although many studies have been conducted around the topic of teacher resilience, there is still a gap in the literature on what teacher professional development was done by resilient teachers that contributed to their decision to stay in their careers. In filling the void, this narrative inquiry-designed research aimed at understanding the experiences and perceptions of teachers considered resilient in their teaching career's early years. In-depth interviews were done with four Indonesian teachers to answer two research questions: (1) What features of teacher professional development (TPD) learning activities in which resilient teachers participate? (2) What are teachers’ perceptions about their TPD? The findings show that the teachers undertook both formal and informal TPD programs, such as seminars and webinars, courses and workshops, dialogue with other teachers, observation visits to other schools, and professional literature reading. The teachers believe that teaching is their calling which makes them committed to the teaching profession. And TPD programs are believed to be the supportive factors of their resilience because they equip the teachers with the skills, knowledge, and understanding that they need to tackle teaching constraints.

Rethinking strategy on developing students’ levels of geometric thinking in Sokoto state, Nigeria

<span lang="EN-US">Geometric thinking skills remained a topical issue in mathematics education. The purpose of this research is to investigate the van Hiele levels of geometric thinking skills of the students in Sokoto state to provide a clear picture of the students’ levels for the appropriate development of learning activities, and better understanding. The study involves three mathematics teachers and 200 students (100 students each of basic and senior secondary school students). The samples of the teachers were purposely selected and students were randomly selected. There were two instruments used in the study; interviews for the mathematics teachers while a van Hiele test for geometric thinking was adopted to collect data for the students’ van Hiele levels of thinking. Thematic analysis (for teachers’ interview), descriptive, and Mann-Whitney U test for the analysis of students’ van Hiele levels of thinking was used. The result shows that all the teachers indicate that the traditional approach is the dominant method used in teaching and learning and that students in the state lack basic skills in school geometry. Also, the result indicated that the majority of students sample among Basic and Senior secondary schools in Sokoto state were operating at level 0 respectively. Furthermore, a significant difference between the two independent groups was found in favor of senior secondary school students. It is hoped that in the future, educational institutions could use the present research as a guide for the development and design of modules, learning activities based on the van Hiele levels to bridge the gap in the state.</span>

Pengaruh Model Blended Learning Tipe Flipped Classroom Terhadap Kemandirian Belajar Mahasiswa

The increasing role of information and communication technology in human life has an impact on the development of learning activities in educational institutions. Both lecturers and students are required to master and have insight regarding learning models that have been integrated with information and communication technology, one of the integrated models is the blended learning model. This study aims to determine the effect of the flipped classroom type blended learning model on the learning independence of Hasyim Asy'ari Tebuireng University students, Jombang. The research method uses a quantitative approach with a quasi-experimental research type (none equivalent control group design). The research subjects were 2 classes in semester 3 class of 2021 totaling 50 students, 2 class samples in the form of an experimental group, there were 25 children and a control group, there were 25 children. Collecting data using a Liket scale questionnaire related to learning independence. Data analysis used the normality test, then homogeneity test and hypothesis testing. The results of the study showed that there was a significant influence of the flipped classroom type model on the learning independence of Hasyim Asy'ari Tebuireng University students in Jombang significantly with the results of the independent sample t test value of 0.006.

Analysis of the types of reflection of cross-curricular learning topics in 2015 revised elementary school music textbooks

학교 교육에 대한 국가‧사회의 다양한 요구는 국가 수준의 교육과정을 추구하는 우리나라에서 범교과 학습 주제를 통해 반영된다. 차기 교육과정인 2022 개정 교육과정에서도 10개의 범교과 학습 주제를 각 교과의 내용에 맞게 반영하기를 요구하고 있다. 따라서 이 연구는 음악 교과의 관점에서 초등학교 음악 교과서에 반영된 범교과 학습 주제의 현황과 유형을 분석함으로써 시사점을 도출하는 것을 목적으로 하였다. 이를 위해 첫째, 범교과 학습의 개념을 정립하고 우리나라 교육과정에서 범교과 학습 주제가 어떻게 제시되어 있는지 살폈다. 둘째, 초등학교 음악 교과서에 반영된 범교과 학습 주제별 현황을 분석하였다. 셋째, 초등학교 음악 교과서의 범교과 학습 주제의 반영 유형을 분석하였다. 연구 결과, 초등학교 음악 교과서의 범교과 학습 주제 반영 현황에서 인성 교육이 가장 많은 비중을 차지하였으며, 경제‧금융 교육은 전혀 반영되어 있지 않았다. 범교과 학습 주제의 반영 유형은 크게 제재곡 반영 유형과 학습활동 반영 유형으로 나눌 수 있었는데, 음악 교과서가 포함하는 다양한 악곡과 학습활동이 다양한 범교과 학습 주제와 조화를 이루어 제시되어 있었다. 향후 음악 교육에서의 범교과 학습 주제의 구현을 위하여서는 범교과 학습 주제의 개념과 범위, 음악 교과 교육의 방향에 적합한 정보가 제공되어야 한다는 점, 주제별로 적합한 제재곡 발굴과 학습활동 개발 등의 후속 연구가 이루어져야 함을 제안하였다.In Korea, which pursues a national-level curriculum, various demands of the country and society for school education are reflected through cross-curricular learning topics. The next curriculum, the 2022 revised curriculum, also requires that 10 cross-curricular learning topics be reflected according to the contents of each subject. Therefore, the purpose of this study is to derive implications by analyzing the current status and types of cross-curricular learning topics reflected in elementary school music textbooks from the perspective of music subjects. To this end, first, the concept of cross-curricular learning was established and how the cross-curricular learning topics were presented in the national curriculum. Second, the current status of each subject of cross-curricular learning reflected in elementary school music textbooks was analyzed. Third, the types of reflection of cross-curricular learning topics in elementary school music textbooks were analyzed. As a result of the study, personality education was the most reflected among the topics of cross-curricular learning in elementary school music textbooks, and economic and financial education was not reflected at all. The types of reflection of cross-curricular learning topics could be largely divided into the type of reflection of sanctioned songs and the type of reflection of learning activities. Through this, various music and learning activities included in music textbooks were presented in harmony with various cross-curricular learning topics. In order to implement cross-curricular learning topics in music education in the future, the concept and scope of cross-curricular learning topics should be presented, information suitable for the direction of music education, and follow-up studies such as finding suitable songs for each topic and developing learning activities should be conducted.

Promising research studies between mathematics literacy and financial literacy through project-based learning

Financial literacy is a knowledge and attitude about finance and is a 21st-century skill. As a knowledge, a cognitive factor of a person will impact their financial literacy skill. Through a bibliometric analysis study of 274 documents published from 1994 to 2022 in the Scopus database, we found that mathematics literacy is the cognitive factor of one's financial literacy skill. The OECD and several studies offer intertwined concepts, financial literacy and mathematics, to be presented in the mathematics curriculum in primary and secondary schools. After we got the bibliometric results, we surveyed several junior high schools in Yogyakarta to learn more about this issue. A total of 15 mathematics teachers participated in this survey, randomly chosen in junior high school. We got information stating that mathematics teachers used financial terms as a social arithmetic context, did not teach financial knowledge and attitudes, and never heard 13 from 17 financial terms in the survey. Furthermore, we present a framework for implementing financial literacy in mathematics through three dimensions, content, context, and process. The dimension content consists of mathematics' and financial content. On the other hand, the dimension context is related to education and work, home and family, and individual and societal. As a cognitive process, the dimensions of the process are based on Bloom's Cognitive stages. The potential for future research is developing learning activities and implementing them in the independent curriculum, which impacts schools' ability to use project-based learning, which is the most approach to implementing financial literacy in mathematics classes.

The structure of the parameters and the methodology of the application of the model for forming the learning profile “Diamond of Personality”

The article describes the structure of the parameters of the evaluation of the educational result and the methodology of applying the model of the learning profile of the personality “Diamond of Personality” in organizations of general and additional education of children. The model is designed considering the balance of complexity and productivity of the measuring instrument.The relevance of the article is due to the new challenges facing the education system in the form of parameters of the national project “Education”, where it is necessary to develop individual learning technologies, identify and develop gifted children, and enter the top 10 world leaders in comparative indicators. In the world today, emphasis is placed on competence-type tasks that require an active approach. There are already many tools for the formation and development of active learning behavior, but not all of them work well. The authors propose a convergent model for the formation of an learning profile that claims to be effective for solving these tasks.The purpose of the research described in the article is to develop a model of the learning profile of a person for managing learning activities and developing personal potential, suitable for supporting learning subjectivity.The novelty of the model is determined by its structure (based on a combination of formal and informal (reflexive) assessment parameters) and the methodology of application, ensuring the balance of “complexity-usefulness of the tool”, as well as the focus on the development of learning activity (subjectivity, agency). Atypical are the use of qualitative assessments of the educational result for formal evaluation, as well as the evaluation process itself based on specially described (tagged) educational tasks (instead of evaluating “for compliance with the sample”). At the same time, the model can be applied simultaneously with traditional assessment systems and does not contradict them.The practical significance of the “Diamond of Personality” model lies in of additional tools for assessing the educational result, which appear because of processing formal assessments of the proposed model. In the informal part, the traditionally difficult task of organizing reflection is facilitated by the presence of a supporting structure. The effectiveness and productivity of the model is currently being tested by the participants of the pilot project. The model is assumed to be the basis of a digital learning profile of a mixed type — formal-reflexive.

Pengembangan Lembaga SLB YPPC Banda Aceh dalam Meningkatkan Daya Saing di Era Modernisasi

Development as an effort to improve one's technical, theoretical, conceptual and moral abilities in accordance with needs, is associated with the school of course through education and the need to achieve educational goals. In the world of education, school principals together with stakeholders strive to increase competitiveness. The purpose of this research is to describe the concept of developing SLB YPPC Banda Aceh in increasing competitiveness in the modernization era. This study uses a descriptive qualitative approach, namely a narrative description of the subject's behavior process in accordance with the focus of the problem under study. Data collection techniques using the method of observation, interviews and documentation. The results of the study show that YPPC Banda Aceh SLB, in developing schools to increase competitiveness is in accordance with the concept of the vision, mission and goals of the school. The quality of learning is in accordance with the national curriculum. In developing SLB YPPC Banda Aceh human resources in collaboration with parents of students, official agencies and other agencies. Facilities and infrastructure in support of human resource development activities and the development of learning activities that are real are adequately adapted to the times and technology, and SLB YPPC Banda Aceh maintains good relations with the local community and always involves the community in school activities.

Gamification Supporting Small Business Owners’ Work-Based Learning

Aim/Purpose: This study attempts to apply gamification to support the training of small business owners in business web development from a work-based learning perspective. Background: Web design describes the process of creating a website and embodies many different aspects, such as webpage layout, content production, and graphic design. However, there are many obstacles that small business owners face when developing their websites, such as time and budget constraints, lacking technical skills, and difficulties with content creation. Methodology: Based on the literature review, a gamified training program was developed for website development. The new website design and development training method was compared with the traditional lecture training method from small business owners’ perspectives in the specific work-based learning context. Contribution: This study contributes to the field of work-based learning by developing an innovative gamified training program for small business owners in website development learning. Findings: The results confirm that the gamified training program improved learning outcomes and satisfaction. The results of this study help advance the understanding of work-based training program design and provide insights to support small business owners in learning new technologies. Recommendations for Practitioners: Results confirm that this new training system is superior to the traditional lecture training method. While much attention has been directed to website design and development learning or business activities of small business owners, this study emphasizes the need for work-based learning in such a context. Recommendation for Researchers: This study also shows a potential way for future research by combining technology education and small business owners’ needs. Impact on Society: The results of this study show the advantages of gamified training programs. For their future training program selections, small business owners should pay more attention to gamified training and education systems in the market. Furthermore, gamified training and education systems not only help small businesses but also could be adopted by mid-size or even large companies in their training programs. Future Research: Future research should be conducted to investigate to what extent gamification improves work-based learning and how to design gamification to improve work-based learning.