Develop Lesson Plans Research Articles

Curriculum Management of Local Content in Fostering Religious Behavior: A Study at Madrasah Aliyah

This study investigates the management of local content curriculum in shaping religious behavior at MA Raden Paku Wringinanom. Specifically, the research addresses three key questions: (1) How is the local content curriculum planned to foster religious behavior at MA Raden Paku Wringinanom? (2) How is the local content curriculum implemented to shape religious behavior at MA Raden Paku Wringinanom? (3) What are the outcomes of the local content curriculum in fostering religious behavior at MA Raden Paku Wringinanom? The objectives of this study are to: (1) examine the planning of the local content curriculum, (2) explore the implementation process, and (3) analyze the outcomes in shaping religious behavior at MA Raden Paku Wringinanom. This research employs a qualitative method with descriptive analysis, utilizing an interactive model. The data analysis involves stages of data reduction, data display, and conclusion drawing. After collecting and categorizing the data, the researcher provides an in-depth description before concluding the findings based on available sources. The results of this study are as follows: (1) The planning of the local content curriculum involves adherence to the School Work Plan (RKT) and the Madrasah Work Plan and Budget (RKAM) to define local content programs, select subjects, assign teachers, and determine learning resources and funding. (2) The implementation phase includes syllabus review, lesson plan (RPP) development, and assessment. (3) The outcomes of the local content curriculum include program-specific local content initiatives and the evaluation of student learning outcomes.

Evaluation of content knowledge and instructor impacts in a middle school outreach program: lessons from Brain Explorers

Despite general agreement that science outreach is important, the effectiveness of science outreach programs on participants' learning often is not assessed. Brain Explorers is a neuroscience outreach program that allows medical students to partner with Biomedical Sciences faculty to develop lesson plans with learning objectives, interactive experiments for middle schoolers, and assessments of learning. These lessons are then implemented through a community-level intervention in which medical students teach their lesson plans to middle schoolers and assist them in performing activities to reinforce the concepts. Importantly, the efficacy of these active learning interventions is assessed. Throughout the program's evolution, a variety of different forms of assessment have been utilized to examine student understanding. While the goals of outreach programs are varied, here we have focused on the evaluation of content knowledge gains laying out three unique evaluation methods including post-event, immediate pre- and post-event, and spaced pre- and post-event evaluation. Specifically, using Brain Explorers lessons as examples we explore the practicality and feasibility of various learning assessments in outreach programs, begin to examine the impacts of participation in these programs on the medical school instructors and encourage others in the field to implement assessment of their programs.

Bilingual lesson planning in Taiwan: challenges and implications

ABSTRACT This study aims to investigate the planning of bilingual teaching by in-service teachers in elementary and junior high schools in Taiwan. Through individual interviews and a questionnaire survey, the author examines (1) the principles that bilingual teachers (including content teachers and English teachers) integrate into bilingual lesson planning; (2) how bilingual teachers’ integration of these principles differs considering the types of teachers, levels of schools, and bilingual teaching experiences; and (3) challenges facing teachers in planning bilingual teaching. The findings indicate that when planning bilingual lessons, the teachers frequently considered the principles regarding the dimensions of content, language, teaching methods, teaching activities, materials, assessment, and class arrangement. On the other hand, teachers’ integration of the principles differed between teacher groups, and teachers encountered various challenges when planning bilingual teaching. Based on the findings, suggestions are made for bilingual lesson planning and teacher professional development.

Preparing future physical culture and sports specialists for fitness training

Nowadays, fitness is actively developing, in particular: functional training and personal training. Fitness coaches of sports teams use fitness means in general physical preparation. During the classes, various methods of structuring the session are used, including the EMOM regime. This is the performance of physical exercises in a mode where each subsequent exercise starts from a new minute, rest until the end of this minute, and then from the new next minute a new exercise in turn from the complex. The work presents outlines of training sessions where the given mode acts as a training influence. One of the features of the activity of a physical culture and sports specialist in professional activity, especially in fitness as a trainer, is the ability to compile a lesson plan. Therefore, at the current stage, a coach is a specialist who should be in constant diverse development, including in the context of theoretical-methodological and practical training, in particular fitness training and forming the ability to compile a lesson plan. Therefore, an important condition in the preparation of future specialists in the specialty 017 Physical culture and sport is the formation of this type of readiness in the process of education. The purpose of the work. Develop functional training fitness lesson plans that are relevant in the fitness training of future physical culture and sports specialists. Recommend the implementation of model fitness lessons in the presented outlines, both in personal training and in general physical preparation of athletes. The methodology of the study involved the use of the basics of sports training, analysis and synthesis, updating, description. Scientific novelty. The scientific novelty lies in the fact that the relevant aspects of functional training that are appropriate to apply in personal training and general physical preparation in sports have been singled out. Outlines of fitness lessons have been developed as theoretical-methodological preparation of future physical culture and sports specialists in fitness training. Materials and methods. During the collection of information, observations and development of lesson plans for fitness training of future physical culture and sports specialists, conversations with fitness trainers (n=32) were held. Conclusions. A coach in fitness is a certain type of role model. Thus, in addition to presenting a clear and professionally compiled lesson plan, the coach demonstrates exercises, makes adjustments, changes tasks, training impact, and so on. The process takes place permanently and requires constant self-analysis, self-development, and self-improvement. Therefore, in the process of obtaining education, learners should be trained not only physically but also methodically, for training to compile an outline as well.

Examining Pre-service Mathematics Teachers' Purposes of Using ChatGPT in Lesson Plan Development

Examining Pre-service Mathematics Teachers' Purposes of Using ChatGPT in Lesson Plan Development

EXAMINING TEACHERS’ READINESS TO IMPLEMENT THE KURIKULUM MERDEKA IN THE MADRASAH IBTIDAIYAH CONTEXT

The Indonesian government continues improving teachers’ readiness to implement the Kurikulum Merdeka. Teacher readiness plays an important role in supporting the implementation of the Kurikulum Merdeka. This study aims to examine teachers’ readiness to implement the Kurikulum Merdeka. This study used a descriptive quantitative approach. Data was mainly collected by distributing online questionnaires through the Whatsapp chat application. The questionnaire was used to collect data on teacher readiness in (1) understanding of The Kurikulum Merdeka policies, (2) understanding of curriculum structure, (3) understanding of the Pancasila Student Profile Strengthening Project (P5), (4) readiness to develop lesson plans, (5) readiness to deliver instruction, and (6) readiness to conduct instructional assessments. Forty Madrasah Ibtidaiyah (MI) teachers were involved as respondents. They were in-service teachers who were students of the Teacher Professional Education Study Program (PPG). They came from the provinces of East Java, South Sulawesi, West Nusa Tenggara, Southeast Sulawesi, West Java, South Kalimantan, East Nusa Tenggara, and Bali. The data were analyzed using the quantitative descriptive method. The results showed that measuring the six key aspects of the Kurikulum Merdeka showed that teacher readiness was in the high category. However, some respondents still get a medium score in learning and assessment. So, the research respondents are sufficiently ready to implement the Kurikulum Merdeka but still need to improve their readiness for learning and assessment.

When engineering design meets STEAM education in hybrid learning environment: teachers’ innovation key through design heuristics

ABSTRACT Implementing STEAM education in classrooms can be enhanced by incorporating other methods to bring students flexibility during learning, such as the engineering design process (EDP) and hybrid learning. We developed design heuristics to support teachers in enhancing the quality of STEAM lessons, emphasizing EDP within hybrid learning to assist teachers in developing lesson plans. The design heuristics were implemented in three groups of online professional development programs within educational design research, with a hundred and eighty-three teachers submitting their lesson plans. We scored the lesson plans and conducted the Kruskal Wallis H test procedure. The result showed that teachers who participated in this study were likely to incorporate the key principles of design heuristics in their lesson planning practices. However, we found that there is a necessity for further exploration, especially in the variation of assessment strategies and the exploration of problems or context for STEAM learning. Therefore, the result emphasized the significance of future exploration that defines and formulates problems for STEAM activities and its implications on teachers’ lesson planning. This study harmonizes technological advancement and pedagogical practices within hybrid learning by integrating emerging technologies into lesson planning and evolving a design approach into the STEAM curriculum.

Students’ Perception toward Microteaching Class in Relation with Internship Program

Microteaching is one of the core courses required by English Language Education students before undertaking an internship program. To be a professional teacher, a teacher must have 4 competencies those are pedagogical competence, personality competence, social competence, and professional competence. Thus, microteaching is needed for students-teachers to help them improve their teaching skills. The purpose of this study is to highlight the students’ perception of microteaching courses on specific topics such as students’ experiences in improving their teaching skills through feedback given by their lecturer and friends, the importance of microteaching for students, and students' need during the process of the microteaching class. The research subjects were 35 undergraduate English Language Education students (2018 cohort) who have taken microteaching courses and internship programs. This research used a qualitative descriptive method using explorative case study. The instruments for the data collection were questionnaires and interviews. The result showed positive attitudes towards the microteaching course. This research discovers the usefulness of microteaching classes in 3 aspects which are enriching students' knowledge before they teach in a real situation in an internship program, improving teaching skills to be implemented in their internship program, and helping students get the basic knowledge from the lecturer for developing lesson plans and learning media. Moreover, it builds student-teachers’ self-confidence and increases teaching skills in peer-teaching.

Analisis Kebutuhan Pengembangan Kurikulum dalam Implementasi Meningkatkan Kemampuan Berpikir Kritis Siswa Sekolah Dasar

The independent curriculum represents a new educational paradigm aimed at addressing the challenges of the 21st century, focusing on the development of skills such as critical thinking, creativity, collaboration, communication, problem-solving, and digital literacy. Despite these goals, the practical implementation in elementary schools has proven challenging, with student engagement in lessons remaining low. This study seeks to analyze students' critical thinking abilities and teachers' expectations regarding these skills. Using a descriptive qualitative method, data were collected through interviews and observations at SD Negeri Karakan 01, Weru District, Sukoharjo Regency. The findings indicate several obstacles in implementing the Independent and K13 curricula, including inadequate development of ATP and lesson plans tailored to student needs, monotonous teaching models, and difficulties in time allocation for project-based learning. Although evaluation activities are conditionally conducted at the end of each lesson, the overall implementation of both curricula has not effectively enhanced students' critical thinking skills. This study highlights the need for more dynamic teaching approaches and better curriculum development to meet the educational demands of the 21st century.

Training Workshop on Teaching/Learning in Health Professions Education for Medical Teachers: Feedback of the Participants

Background: For enhancing teaching skills of faculty members, 3-day Training Workshop on Teaching/Learning in Health Profession Education was organized at Bilwal Medical College Liaquat University of Medical and Health Sciences Jamshoro Sindh Pakistan. Main objective of the study was to assess feedback of the participants at New World Kirkpatrick’s Model level 1 and 2. Methods: This was cross-sectional study conducted using self-administered questionnaire. The questionnaire had 5-parts; 1) Demographics; 2) Rating of participants on attributes of training workshop at scale 1-10 (1=poor, 10=excellent); 3) Confidence level of the participants on skills learned in specific session at Likert scale 1-4 (1=Not-confident, 4=Extremely-Confident) on retro-pre-questionnaire; 4) Open-ended questions on strengths of workshop and 5) areas for improvement. The data was analyzed for central tendency. The data of retro-pre-questionnaire was normally distributed, so, t-test used for comparison of means. Data of open-ended questions was sorted manually. Results: The rating on attributes of training workshop i.e. usefulness (8.59±1.18), content (8.53±1.12), relevance (8.59±1.23) and facilitation (9.18±0.95) was notable and overall (8.82±0.95) too. The perceived confidence level of participants was significantly (< 0.001) enhanced on five Skills Learned in Specific Sessions of Training Workshop: developing learning objectives (before 2.24±0.44, after 3.29±0.47 ); developing effective PowerPoint presentation (before 2.59±0.51, after 3.06±0.56), conducting large group teaching (before 2.53±0.72, after 3.12±0.60), developing lesson plan for teaching (before 2.12±0.60, after 3.18±0.64), and conducting small group teaching (before 2.76±0.75, after 3.41±0.51) Conclusion: Overall reaction of the participants was constructive and their confidence level was significantly enhanced on specific skills related to teaching/learning.

Peran Guru Sebagai Administrator di Sekolah

Teachers have an important role in education, not only as teachers, but also as administrators in schools. This dual role requires teachers to have various competencies, both in pedagogy and management. As administrators, teachers have the responsibility to manage various important aspects of the school, such as: Developing lesson plans, assessing student learning progress, and making learning outcome reports. Managing classroom budgets, creating financial reports and applying for funds. Managing teacher and staff data, assisting with the recruitment process and resolving staffing issues. Maintain and care for school facilities and infrastructure, make damage reports, and apply for procurement of goods. Establish communication with parents, school committees and the surrounding community. In the context of education, the role of teachers as administrators in schools plays a very important role in managing various aspects of school activities. Teachers are not only tasked with teaching, but also as leaders in organizing school administration, including curriculum planning, supervising student activities and managing resources. With good administrative skills, teachers can create an effective and efficient learning environment, ensure all processes run smoothly, and make a positive contribution to the school's progress and overall student achievement.

Your Way AI Way: Let’s Meet Half-Way: Paradigm Shift in TEFL

With the use of modern technological advancements nowadays, a drastic shift can be clearly noticeable in Teaching English as a Foreign Language (TEFL) approaches. This change can be attributed to various factors related to the way learners adopt different strategies to attain learning and the way tutors adopt different approaches to develop the teaching/learning processes. This research study investigates the differences between lesson plans developed by Arab Open University (AOU) student-teachers in the light of their own preferred teaching styles and the ones produced by Artificial Intelligence (AI). The study investigates the impact of using Artificial Intelligence (AI) on targeted student-teachers’ performance in enhancing the developed lesson plans. The data has been collected from reviews of literature, the teaching styles inventory, and the in-class presentations of AOU student-teachers’ lesson plans. The analysis of the lesson plans developed by AOU student-teachers, and the ones created by AI app (ChatGPT) has resulted in concluding that nearly all the artificially created lesson plans lack human factor and interactive practices that meet the learners’ natural characteristic as being sociable, active, and curious. The researchers are suggesting a midway strategy that aims to aid AOU student-teachers in developing effective lesson plans by integrating the learned TEFL teaching methods with AI tools such as ChatGPT.

How Physics Teachers’ Pedagogical Content Knowledge is Captured: A Literature Review

We conducted a systematic literature review to find out how physics teachers’ PCK has been captured over the 10 years. Following identification and screening process using PRISMA flowchart method, we found 29 articles and conference proceedings are eligible. Three instruments often used by researchers to capture physics teachers' PCK are interview guidelines, CoRes and questionnaires. We explore the impact of physics teachers' PCK influences physics learning for students, we need to see teachers' enacted PCK in the classroom, observation sheet or learning video assessment sheet is required. Among factors that affect physics teachers' PCK is teacher development program. Things that should be considered in teacher's PCK development program are phases when teachers develop lesson plans (development phase) and phases when teachers perform the lessons (class enactment phase). The connection between capture physics teachers' PCK, correlation between physics teachers' PCK on students' learning, and physics teachers' PCK development program were discussed.

Preservice teachers' learning by design through space construction in the metaverse

AbstractTeachers who know what, how and why to teach are essential for successful student learning. However, many preservice teachers (PSTs) lack teaching experience and the ability to integrate theory and practice. To help bridge this gap, this study employed a learning‐by‐design project approach in which 22 Korean PSTs developed lesson plans for middle school English classes, constructed virtual classrooms in the metaverse based on their English lesson plans, and conducted microteaching in the virtual classrooms. The study used a qualitative research method and focused on an emic perspective with multiple data sets, including the PSTs' reflection papers and post‐interviews as primary data, and their lesson plans, virtual classrooms and recordings of microteaching as secondary data. The results showed that the project supported learning by design, and that it also helped PSTs understand learners and learning, redefine the teacher's role as a designer and facilitator, connect theories to practice and improve their teaching skills. The findings can be used as a reference for future teacher training. Practitioner notesWhat is already known about this topic Teachers' content, pedagogical and technological knowledge and skills are essential attributes for effective performance. Preservice teachers (PSTs) have difficulty transferring their knowledge to real classrooms because their knowledge often focuses on the ‘know‐what’ of teaching, but not on the ‘know‐how’. Microteaching in virtual environments helps PSTs connect knowledge and practice and prepare for real classroom situations. What this paper adds The study applied a learning‐by‐design approach to preservice teachers' microteaching to help them connect their pedagogical knowledge to classroom practice. The study focused on describing how the PSTs' virtual classroom design influenced the way they planned and implemented their microteaching. Implications for practice and/or policy Teacher educators can incorporate the design‐based approach into their teacher training modules to help teachers understand learner needs when planning and implementing English lessons. Teachers can develop technological literacy and positive attitudes about using technology in their classrooms.

DESIGN OF A LESSON PLAN IN THE CONTEXT OF STEM EDUCATION FOR PROSPECTIVE PRIMARY SCHOOL TEACHERS

his paper explores the issue of organization and implementation of the educational process in the context of STEM education. The relevance of the research arises from the need to train students who are capable of implementing interdisciplinary integration in the educational process, to master the ways and methods of teaching through STEM, and to identify the possibilities for establishing interdisciplinary communication through common topics. The main goal of the study is to develop a lesson plan in the context of stem education for prospective primary school teachers. Stages of developing lesson plans based on STEM include the issue of teaching through STEM, analysis of school textbooks, use of digital resources, STEM lesson planning, and so forth. These actions culminate in the creation of STEM-based lesson plans. This workshop aims to integrate STEM elements, utilize PhET stimulations, and stimulate interest in science subjects. The results of the study demonstrated that students developed skills in problem-solving, critical thinking, cooperation, and interdisciplinary communication. The results of quantitative data during the study were analyzed as descriptive statistics

Teaching English to Students with Autism Spectrum Disorder (ASD)

Students with autism spectrum disorder (ASD) typically show a unique pattern in their language learning. This fact has been documented in a number of earlier investigations. However, it was discovered that Indonesian teachers and educational institutions were insufficiently prepared to fulfill the needs of their students, both in terms of teaching strategies and the material development. This study then aimed at examining appropriate strategies of teaching English to ASD students as well as finding out the challenges faced by teacher in teaching English in the classroom. The research design of this study was case study research with qualitative approach. The participant of this study was English teacher at SLBN 01 Lombok Timur chosen using purposive sampling. The researchers used documentation, in-depth interviews, and observation to acquire data. The results revealed that the teacher faced some challenges in teaching ASD students, such as lack of focus and concentration during teaching and learning process and speech delay. To address these issues, the teacher and school principle used some strategies to teach children with autism, namely developing oral language comprehension and developing lesson plan with visual media to help the student learn English as a foreign language

Lesson Plan Design Process Develops STEM Design Thinking Through Science Grade 4

Within the context of fundamental STEM education, the primary objective of this article is to investigate the process of developing lesson plans specifically for the aim of fostering students' capacity for design thinking in the field of science. When it comes to the process of document gathering and analysis, the qualitative research approach is utilized. The outcomes of the study indicate that design thinking makes a substantial contribution to the development of students' creative activities and their ability to engage in problem-solving activities. In addition, it has been demonstrated that design thinking is an extremely efficient method for supporting students in their educational pursuits. Education in the fields of mathematics, science, technology, and engineering are all equally important. while it comes to the field of STEM education, it is essential to adhere to a particular method while developing lesson plans to encourage the growth of design thinking in students. In order to improve the efficiency of STEM education and to provide recommendations regarding areas that need additional research on the subject matter, the purpose of this article is to supply academics and teachers with resources that are pertinent to the subject matter.

Pendampingan Guru Madrasah Ibtidaiyah dalam Mengimplementasikan Pembelajaran dan Asesmen Kurikulum Merdeka Menuju Madrasah Mandiri Berprestasi

The Merdeka Curriculum is a new curriculum aimed at improving the quality of education through a holistic approach, emphasizing the development of character, creativity, and multiple-intelligence of students. However, the implementation of the Merdeka Curriculum in Lamongan Regency faced several challenges, one of which was the limited understanding of teachers regarding the concepts and learning methodologies contained in the curriculum. To address these challenges, mentoring was provided to Madrasah IbtidaiyahI (Islamic Elementary School) teachers (a case study in Brondong Subdistrict, Lamongan). In this mentoring program, the subject of PKM (Community Service Program) was the teachers in 35 Madrasah Ibtidaiyah (MI) under the Working Group of Madrasah Ibtidaiyah (KKMI) in Brondong Subdistrict, Lamongan Regency. The assets (figuratively speaking) as the implementers of this program totaled 70 teachers, with two representatives from each madrasah. The mentoring method used the Asset Based Community Development (ABCD) approach, aiming to maximize the assets and potential of the madrasah, while involving active participation from all teachers. The mentoring results showed a significant increase in teachers' understanding of the Merdeka Curriculum, reaching 71.43%. Teachers were also able to develop lesson plans that align with the principles of flexibility and contextualization, and implement active learning methods through practical activities reinforcing the Pancasila Student Profile Project and the Rahmatan lil Alamin Student Profile (P5-PPRA). This mentoring provided benefits and positive outcomes for the madrasah and students. The madrasah became more independent and achieved better performance, while students obtained higher-quality and more meaningful learning experiences.

Enhancing E-learning in the Clinical Sciences Phase of the Medical Programme

The COVID-19 pandemic served to catalyse and enhance the digital transformation of the clinical medical curriculum at the International Medical University (IMU). This transformation was implemented in three stages; Stage 1: enhancement of the learning management system (LMS), including development of lesson plans and review of learning resources; Stage 2: quality assessment of lesson plans; and Stage 3: curation and creation of learning resources. This systematically implemented transformation received encouraging feedback from students.

Analysis of Learning Objectives Lesson Plan for Low Class Indonesian Thematic in the Implementation of the 2013 Curriculum

This research is motivated by the obligation of a teacher in making a Lesson Plan (RPP in Indonesian language) prior to conducting instructional activities. Consequently, it is imperative for prospective teachers, specifically students enrolled in the PGSD programme at Ngudi Waluyo University, to possess the ability to effectively and accurately develop lesson plans in accordance with relevant regulations. The primary objective of this study is to examine the learning objectives of the theme RPP (Rencana Pelaksanaan Pembelajaran) in the Indonesian Language and Literature Learning course within the elementary school curriculum of 2013, specifically focusing on the low grade level. The participants in this study were randomly selected fourth-semester thematic RPP 3 students of PGSD at the University of Ngudi Waluyo. These students were enrolled in the Low Class Elementary School Indonesian Language and Literature Learning course. The employed methodology is the descriptive qualitative approach. Based on the findings derived from the analysis of the three thematic lesson plans, it can be deduced that there exists a congruence between the learning objectives outlined in the implementation of the 2013 curriculum and the objectives stipulated in the relevant laws and regulations. Each lesson plan demonstrates alignment with the analysed aspects, specifically: 1) the learning objectives under scrutiny, which encompass the intended learning outcomes as prescribed. The Core Competencies (KI) encompass various components, including spiritual attitudes, social attitudes, knowledge, and abilities. 2) The learning objectives are aligned with the Basic Competencies (KD). 3) The learning objectives incorporate Operational Verbs. 4) The learning objectives encompass the ABCD components.