Effective Learning Environment Research Articles

The Complexity Of School-Based Management In Improving Teacher Quality

This research discusses the complexity of school-based management as a strategy to improve teacher quality. In the ever-evolving era of education, the role of school-based management becomes crucial in creating an effective learning environment. The concept of complexity is applied to describe the dynamics, interactions and challenges involved in managing teachers together in an educational environment. This study uses a qualitative approach with a focus on the implementation of school-based management and its impact on co-teachers at SD Negeri 3 Tirtanadi. Data were collected through interviews, observation and document analysis related to education policy. The research findings show that the complexity of school-based management includes factors such as leadership, stakeholder engagement, professional development and organisational culture. The results provide deep insights into how schools can effectively manage these complexities to improve teacher quality. The practical implications of this research involve crafting education policies that support the implementation of school-based management, empowering school leadership and strengthening collaboration among stakeholders. As such, this research makes a significant contribution to the understanding of the complexities of school-based management as a strategic endeavour in improving teacher quality in the contemporary education era.

The Application of Cooperative Principle in Classroom Language between Teachers and Students

The Cooperative Principle, as proposed by H.P. Grice, has been increasingly applied in educational settings to enhance communication between teachers and students. This paper reviews the application of the Cooperative Principle in various educational contexts, highlighting its significance in fostering effective classroom interactions. The principle, which emphasizes the importance of cooperation in conversation, is analyzed through different studies focusing on questionnaires, childhood education, online education, and language instruction. The paper, using case studies on the application of the maxims of quantity and quality in language instruction. It suggests that teachers should provide concise instructions and offer corrective feedback to enhance student engagement and language acquisition. In conclusion, the Cooperative Principle plays a vital role in educational communication, yet its effectiveness is influenced by individual and regional differences. Teachers are encouraged to adapt their lesson plans to incorporate the principle, ensuring more effective and supportive learning environments.

Enhancing STEAM Education with AR: A Primary Education Teacher Training Study

This research delves into the influence of Augmented Reality (AR) on Science, Technology, Engineering, Arts, and Mathematics (STEAM) education within the domain of primary school teacher training at the university level. The core aim is to augment digital literacy within the primary education framework through inquiry-based teaching methods. This investigation was organized among students enrolled in the Faculty of Education, Comenius University in Bratislava. The empirical research is devoted to the contribution of AR technologies to the enhancement of STEAM education and its implications for future primary education teachers. Utilizing a qualitative research methodology, the study facilitated small-group project work among students, complemented by focus groups and interviews to garner comprehensive insights into their experiences and perceptions. The findings of this study illuminate the significant role of AR applications for enriching STEAM education, manifesting in motivation of future teachers and the advancement of specific STEAM competencies. The results indicate the advantage of the integration of AR technologies in educational settings as a tool for supporting digital, technical, and artistic skills among students. The research results are possible to use in the innovation of teacher training primary education study program. An interdisciplinary approach towards STEAM education can help future teachers to navigate and to understand a technologically driven world effectively. Furthermore, the study offers actionable recommendations for practicing primary school educators on the implementation of AR-based pedagogical strategies to enrich the learning experience. By doing so, it aims to bridge the gap between traditional educational methodologies and the demands of contemporary digital literacy, ultimately fostering a more engaging and effective learning environment for future generations. The research results will be implemented into the STEAM oriented subjects into the primary school teacher training at the university level and in the lifelong learning of the in-service primary school teachers from educational practise.

Breast Cancer Detection System Using Machine Learning

This study, titled "Students' Attitudes in the Post-COVID Era: A Study on the Impact of Online Learning during the COVID-19 Pandemic," explores the effects of the rapid shift to online learning on students' attitudes, experiences, and future expectations in education. The COVID-19 pandemic forced educational institutions worldwide to adopt online learning models, which significantly altered the traditional dynamics of teaching and learning. This research investigates how students from diverse educational levels and backgrounds responded to these changes, examining both the positive and negative aspects of online learning. A mixed-methods approach was used, combining quantitative data from 400 students through surveys. Key findings reveal that while students appreciated the flexibility and convenience of online learning, many struggled with engagement, technical difficulties, and feelings of isolation. The study also highlights how socioeconomic factors and access to technology influenced students’ experiences, with those from underprivileged backgrounds facing greater challenges. A significant portion of students expressed a preference for blended learning models, which integrate both online and in-person elements. The research concludes that online learning has the potential to enhance education if critical challenges such as the digital divide, mental health support, and hands-on learning deficiencies are addressed. The study’s recommendations focus on adopting flexible learning approaches, improving digital infrastructure, and providing better support for both students and educators in the evolving educational landscape. This study provides valuable insights into the future of education post-pandemic and suggests that, with the right interventions, the digital transformation in education can lead to more inclusive and effective learning environments.

Mr. Tumbles’ Maya and the Multiplicity of Personas: Leveraging Illusion and Reality in Educational Game Design for SEN Language Learners

Educational research for Special Educational Needs (SEN) students has increasingly recognised the necessity for tailored approaches that accommodate diverse learning needs. Despite advancements, there remains a significant gap in the development of digital interventions, particularly video games, that cater to the language acquisition and communicative needs of SEN learners. This study explores how psychological paradigms from the popular children's television show ‘Mr. Tumble’ (made specifically for children with special educational needs) can inform the creation of language learning video games. By analysing the use of ‘Makaton’ a multimodal communication tool that combines signs, symbols, and speech the study highlights the potential of integrating similar techniques into game design to enhance accessibility and engagement for SEN learners. The philosophical understanding of Maya, which emphasises the illusory nature of multiplicity, serves as a theoretical framework to understand how a single character can embody multiple roles within a game, providing a consistent yet diverse learning experience. This approach not only aids in language comprehension but also fosters emotional and social development through relatable Non-Player Characters (NPCs) designed to interact meaningfully with learners. The study posits that incorporating these elements can create immersive, emotionally resonant educational experiences and the development of parasocial relationship between the learner and the digital intervention, that better meet the needs of SEN students, ultimately leading to more inclusive and effective language learning environments. Children simultaneously navigate multiple roles and perspectives, each reflecting a different aspect of reality in make-believe play. The critical importance of integrating this cognitive theoretical framework similar to that into the design of NPCs in educational video games is highlighted in this research. The paper argues that the paradigms of ‘multiplicity of mirrors’, when effectively incorporated into NPC design, can reflect different aspects of language, culture, and social interaction, offering learners a more immersive and multifaceted learning experience.

Ungrading’s Impact on Learning and Autonomy: Insights from an Empirical Study

Library and Information Science (LIS) is an interdisciplinary field that integrates principles from various disciplines, including computer science and the humanites, positioning itself uniquely within STEM. This paper explores the adoption of ungrading in STEM-focused LIS courses and challenges grading paradigms to foster more inclusive and effective learning environments. Through a mixed-methods study involving thirteen graduate students, the research examines the impact of ungrading on student engagement, learning effectiveness, and perceptions of the learning environment. The research is ongoing, but preliminary findings suggest that ungrading reduces stress, shifts focus towards mastery, supports interest-driven learning, and promotes student responsibility for their own learning. The effects align with Universal Design for Learning (UDL) principles, suggesting that ungrading can enhance educational access and equity. This study contributes to the discourse on pedagogical innovation in LIS education and advocates for a shift towards assessment methods that emphasize learning and improvement over traditional grading schemes.

Recognizing Teachers as Health Workers in the Philippines

As we celebrate the 42nd UP Manila Day and the 45th Anniversary of the Health Sciences Center Autonomy, we find ourselves at a crucial intersection of education and public health. This year’s theme, “Pagdiriwang ng Kaalaman Tungo sa Pangkalahatang Kalusugan” (Celebrating Knowledge for Universal Health), highlights the essential role that knowledge plays in fostering a healthier society. The recent study, “Teachers as Health Workers in the Philippines,” serves as a compelling reminder that educators are not only disseminators of knowledge but also vital contributors to the health and well-being of our youth. This editorial reflects on the implications of this study, advocating for policy changes that recognize and support the healthrelated roles teachers play, while ensuring their well-being is not sacrificed in the process. The findings from this study reveal the extensive health-related responsibilities that public school teachers undertake, often without sufficient recognition or support. From administering vaccinations to addressing mental health concerns and providing first aid, teachers are on the front lines of health promotion within their communities. The World Health Organization underscores the transformative potential of educational institutions in promoting health and well-being, noting their significant influence on children’s or student’s health behaviors and outcomes. However, this potential remains largely unrealized when teachers are overwhelmed and unsupported. Historically, the systemic pressures placed on educators have gone unaddressed, resulting in chronic overwork and stress. As we reflect on these findings, it is imperative to advocate for changes that acknowledge and support teachers in their dual roles as educators and health workers. The Role of Teachers in Health Promotion The study illustrates that teachers regularly engage in health-related tasks, such as monitoring students’ health metrics and facilitating government health programs. These roles, while crucial, often come at a personal cost. Teachers reported feeling unqualified for these responsibilities and frequently sacrificed their own well-being to care for their students. This scenario is not unique to the Philippines; similar findings have emerged globally, indicating that teachers in various contexts are thrust into roles beyond their training. As we celebrate the achievements of UP Manila and its commitment to health sciences, we must also reflect on the challenges facing educators. The well-being of teachers directly impacts educational outcomes, and a healthier workforce contributes to a more effective learning environment. Policy Implications: Towards Sustainable Support for Educators In light of the study’s findings and the overarching theme of this year’s UP Manila celebration, it is imperative that we advocate for systemic reforms that recognize teachers as vital and transformative health workers. The Commission on Higher Education (CHED) as well as the Department of Education (DepEd) should consider developing a framework that outlines the health-related responsibilities of teachers while ensuring they receive the necessary training and resources. Integrating school health professionals, such as nurses and counselors, into the educational framework can alleviate the burdens placed on teachers. A study from the UK demonstrated that the presence of school nurses significantly improved health outcomes and reduced workloads for educators. Implementing similar models in the Philippines could enhance both teacher and student well-being, aligning with the principles of comprehensive health promotion championed by UP Manila. Celebrating Knowledge and Teacher Well-being The celebration of UP Manila’s milestones serves as an opportunity to reaffirm our commitment to the health and wellbeing of both educators and students. As we gather to honor these achievements, let us also champion the need for policies that prioritize the mental and physical health of teachers. Research consistently shows that healthier teachers contribute to better student performance and overall school success. By creating a supportive environment, we acknowledge that the well-being of educators is integral to achieving universal health—a key tenet of this year’s theme. The call for action is clear: we must advocate for educational policies that not only recognize teachers’ health-related roles but also equip them with the resources to fulfill these responsibilities without compromising their own well-being. By fostering an environment where educators are supported, we can ensure a healthier future for our students and, by extension, for our society as a whole. Conclusion: A Shared Responsibility for Health As we reflect on the 42nd UP Manila Day and the 45th Anniversary of the Health Sciences Center Autonomy, let us embrace the opportunity to reshape our approach to education and health. Recognizing teachers as vital and transformative health workers is a critical step toward creating a healthier educational environment. It is our shared responsibility— policymakers, educational leaders, and the community—to ensure that teachers are equipped and supported in their dual roles. Together, we can celebrate knowledge as a powerful tool for universal health and well-being, ultimately building a brighter future for all.

Difficulties of Teachers in the Contextualization of the Most Essential Learning Competencies

This descriptive study examined the teachers’ difficulties in contextualizing the most essential learning competencies (MELC) in a public elementary school under a medium-sized Division in an urbanized City in Central Philippines during the School Year 2022-2023. It used a validated and reliable self-made questionnaire to collect data from 86 teachers. The results showed that most teachers are younger, married, have taught longer, and hold bachelor’s degrees. Furthermore, data showed moderate teachers’ difficulties in contextualizing MELC according to curriculum and instruction, instructional materials, and assessment. When further grouped by four demographic groupings, teachers experienced moderate difficulties in contextualizing MELC based on the same three constructs above on curriculum and instruction, instructional materials, and assessment. Finally, no significant difference exists in teachers’ difficulties in contextualizing MELC based on the same four demographic groupings and three constructs. The findings suggest the need to equip teachers with the necessary tools and support to create a more engaging, relevant, and effective learning environment that enhances students’ understanding and appreciation of the subject. Keywords: Curriculum and instruction, instructional materials, assessment, Bacolod City, Negros Occidental, Philippines.

Implementation of and challenges in differentiated L2 language instruction: A systematic literature review (2014-2023)

In the realm of second language (L2) education, differentiated instruction (DI) has garnered significant attention as an adaptive approach to meeting diverse learner needs. This study systematically reviews the 2014-2023 research on the implementation and related challenges of DI in L2 instruction. Through a comprehensive analysis of empirical studies, the review highlights key DI strategies, and the obstacles faced in practical application. Findings suggest that while DI can foster more inclusive and effective L2 learning environments; however, challenges persist, such as resource constraints, teacher preparedness, and varying student motivation levels. This review synthesizes current knowledge to provide educators, policymakers, and researchers with valuable insights, ultimately aiming to enhance the efficacy of DI in L2 education.

Digital supervision in the clinical learning environment: Characterizing teamwork in the electronic health record.

Attending physicians in academic hospitals work in supervisory team structures with medical residents to provide patient care. How attendings utilize the electronic health record (EHR) to support learning through supervision is not well understood. To compare EHR behavior on teaching versus direct care, including evidence of supervisory calibration to learners. Cross-sectional study analysis of EHR metadata from 1721 shifts of hospital medicine faculty at a large, urban academic medical center, January to June 2022. Measures included total EHR time per shift, EHR time outside shift, and time spent on: note-writing, note review/attestation, order entry, and other clinical review. We assessed within physician differences across these service types and used multilevel modeling to determine whether these behaviors varied with resident physicians' experience, accounting for physician-specific signature behavior patterns. Attendings spent substantially less time in the EHR while on teaching service than on direct service (129 vs. 240 min; p < .001) and apportioned their work differently throughout the day. Physicians were less behaviorally consistent and varied more than their peers when on teaching service. Attendings calibrated their supervision to learners. Attendings logged 12.7% less EHR time when paired with more senior residents than postgraduate year 2 (PGY2) residents (137 vs. 120 min, p = .002). PGY1 presence was also associated with reduced EHR time, suggesting some delegation of supervision to senior trainees. EHR behaviors on teaching service are highly variable and differ substantially from direct care; a lack of consistency suggests important opportunities to establish best practices for EHR-based supervision and create an effective clinical learning environment.

Development and validation of teacher artificial intelligence (AI) competence self-efficacy (TAICS) scale

AbstractEvaluating teacher AI competence levels and building effective, safe, and healthy learning environment are crucial steps in transitioning to AI-based education. Current established digital competence frameworks may indirectly address AI competence but often overlook the impact of AI on society, ethics, and assessment. Research on teacher AI competence is at its first stage, primarily focusing on theoretical and professional discussions, along with qualitative investigations. This study aims to propose and confirm the reliability and validity of a scale measuring teacher AI competence self-efficacy (TAICS) in K-12 education. The scale was developed using a Delphi method, and includes six dimensions: AI knowledge, AI pedagogy, AI assessments, AI ethics, human-centered education, and professional engagement. Each dimension contains four items. The scale was evaluated on a sample of 434 K-12 teachers through confirmatory factor analysis and model comparisons. The analyses showed that the scale is consistent across male and female teachers, as well as scientific and non-science teachers. The completed TAICS scale consists of 24 items and encompasses six dimensions of AI competence. It can be used to examine interventions and correlational research, as well as to inform the creation of new strategies and policies for AI in relation to teacher AI competence development.

Using ChatGPT in Teaching Computer Programming and Studying its Impact on Students Performance

Given the recent emergence of artificial intelligence as an important topic that can contribute to improve curricula and lecture delivery, an increasing number of scholars are investigating its impact in various educational fields. The ChatGPT, which is an artificial intelligence model developed by OpenAI, represents a significant advancement in the generative artificial intelligence area. Since its announcement, integrating the ChatGPT into computer programming curricula - and into other scientific curricula - has yielded some challenges. The main challenge is clearly evident in the conduct of in-class tests and in-lab assignments, where the students are given specific tasks to be accomplished within a certain time frame. As they might seek help from ChatGPT, these types of assessments could be considered a potential threat to academic integrity and may be viewed as a form of academic dishonesty. This study aims at integrating ChatGPT into computer programming curricula, exploring its potential to enhance undergraduate education. It follows a mixed methods approach to examine the potential integration of ChatGPT in teaching computer programming as a supplementary tool. A quasi-experimental design is followed, in which an experimental group is allowed to use ChatGPT and compared to a control group that was not. A research sample of 26 undergraduate students (13 males, 13 females) from the College of Education at Sultan Qaboos University participated in the study. The methodology encompassed three research instruments: in-class exams, in-lab assignments, and semi-structured interviews. These research instruments were utilized to assess the impact of ChatGPT on students' academic performance, which served as both independent (use of ChatGPT) and dependent (student performance) variables. The quantitative analysis revealed a significant enhancement in students' performance, while the qualitative analysis of semi-structured interviews indicated that participants view ChatGPT as a valuable support for learning. Feedback from participants suggested combining ChatGPT with traditional teaching methods to optimize learning outcomes. This study highlights the feasibility and educational benefits of incorporating AI tools like ChatGPT into teaching methodologies. It suggests that such integration can provide a more engaging and effective learning environment, potentially revolutionizing computer programming education. This paper supports e-learning practice by integrating AI-driven tools like ChatGPT into the educational framework and advances the e-learning area by demonstrating these technologies' potential to improve student academic performance in the learning environments. However, the study also acknowledges the need for further research to explore the long-term effects of AI integration in educational settings and to address any emerging challenges. These findings propose a promising direction for future curricular enhancements and suggest an effective method for the integration of AI technologies to support and enrich traditional educational frameworks.

Implementation of Real-Time Audio-to-Text Conversion and Processing for Seamless Transformation in Classroom Environment

In modern educational settings, ensuring that all students effectively comprehend lecture content is a significant challenge, particularly when language barriers and varying levels of cognitive processing ability come into play. Traditional classroom instruction often fails to accommodate the diverse needs of all learners, leading to gaps in understanding and academic performance. This research explores the implementation of a real-time audio transcription system as a solution to enhance classroom inclusivity and comprehension. By leveraging mobile technology, students can access live speech-to-text transcriptions of lectures directly on their devices. This system is designed to assist students who struggle with listening due to language differences, hearing impairments, or other cognitive challenges. The study delves into the technological framework of the transcription service, evaluating its accuracy, latency, and usability. It also considers the practical implications of integrating such technology into various classroom settings, from elementary schools to higher education institutions. Through surveys and interviews with students and teachers, the research assesses the impact of live transcription on student engagement, participation, and academic performance. Preliminary findings suggest that live audio transcription can significantly bridge the comprehension gap, offering a practical tool to foster a more inclusive and effective learning environment. Additionally, the study explores potential challenges and solutions for widespread implementation, aiming to provide a comprehensive analysis of the benefits and limitations of this innovative educational tool.

Evaluation of the Management Policy of BOS Funds in Elementary Schools

General background however, the effective management of these funds remains a significant challenge, particularly in certain regions. Specific background this study focuses on evaluating the management policy of BOS funds at an elementary school, highlighting the need for systematic assessment criteria that align with established standards. Knowledge gap despite the existence of frameworks for evaluating fund management, there is limited research on their practical application in specific educational contexts. The aim is to analyze the BOS fund management by employing evaluation indicators based on Wirawan's framework, which includes input, process, output, and impact assessments. The results reveal that while the school’s facilities and infrastructure are generally in good condition, delays in fund distribution have adversely affected maintenance efforts. Key factors influencing successful fund management include meticulous planning, effective coordination, and accurate reporting. Furthermore, the study finds that BOS funds significantly reduce operational costs, benefiting both educators and students. Novelty this research contributes novel insights into the evaluation process of educational funding, illustrating how structured assessments can improve management practices. The implications of this study suggest that better fund management can lead to enhanced educational outcomes and resource allocation, ultimately fostering an environment conducive to learning. Highlights: Evaluation of BOS fund management enhances accountability and resource allocation. Delays in fund distribution impact maintenance of school facilities. Structured assessments improve educational outcomes and support effective learning environments. Keywords: BOS , Educational Management, Evaluation, Operational Costs, Infrastructure

Building Inclusive Learning Communities in Multicultural Classrooms: The Role of the CTL Model in Learning Interpersonal Skills

This study explores the effectiveness and challenges of implementing the Contextual Teaching and Learning (CTL) model in multicultural classrooms, particularly focusing on its impact on interpersonal skills development. The primary aim is to investigate how the CTL model enhances student engagement by connecting academic content to real-world contexts and to identify the barriers that impede its effective application. This research utilized a qualitative approach with a case study method to examine the application of the CTL (Contextual Teaching and Learning) model in building inclusive learning communities and fostering interpersonal skills in multicultural classrooms. The data collection techniques used in this study included interviews, observations, and document analysis. The findings indicate that while the CTL model significantly enhances student engagement and fosters the development of interpersonal skills, its implementation is fraught with challenges. Key obstacles include insufficient teacher training, misalignment with existing curriculum standards, limited resources, and institutional barriers such as rigid schedules and lack of administrative support. Despite these challenges, the research highlights the importance of sustained professional development and a supportive learning community to overcome these barriers. By addressing these issues, educators can better leverage the CTL model to create inclusive and effective learning environments. Overall, this study underscores the potential of the CTL model to transform teaching practices and improve student outcomes in multicultural settings. It calls for a concerted effort to provide the necessary support and resources for educators to implement the CTL model successfully, thereby enhancing educational experiences and fostering inclusive learning communities.

Unlocking Potential: The Transformative Role of Gaming in Rural Higher Learning Institutions of South Africa - A Systematic Exploration

The aim of this study resonated with the pursuit of achieving enhanced engagement in teaching and learning that informs critical thinking, and knowledge retention among students. Despite the growing trend of technological integration in teaching and learning, however, there exists a lack of empirical evidence and comprehensive studies that investigate the effectiveness of gaming in promoting educational objectives within rural institution of higher learning in South Africa. To investigate this gap, a systematic review method was employed, which provides a comprehensive and logical analysis of existing literature on the significance of gaming in teaching and learning within rural institutions of higher education. Inclusion and exclusion criteria were used in the study to enhance the rigor and transparency of the research process, by providing a solid foundation for synthesizing and interpreting existing literature relevant to the study. The systematic review findings revealed that the significance of gamification in teaching and learning in rural higher education lies in its ability to overcome accessibility challenges, provide personalized learning experiences, address motivation and retention issues, and enhance digital literacy. It was recommended that by incorporating gamified approaches, rural higher educational institutions can create a more inclusive, engaging, and effective learning environment for students within the rural institutions of higher learning in South Africa.

Neurodivergent Students in English Language Lessons: Reflections at the Teaching Practicum

The inclusion of neurodivergent learners in English language lessons has gained significant attention to promote equitable and effective learning environments for all students. This article presents reflections stemming from my role as a mentor in an English language practicum. It is within this context, supporting student-teachers, that I have helped to develop lessons designed to embrace autism as a unique neurological diversity within the realm of English Language Teaching. Employing narrative inquiry as a research methodology, the transition from instrumental to humanizing perspectives regarding lesson planning is examined providing insights into meaningful practices for teacher education. The narratives inspected reveal the potential to contest normative curricula perpetuating oppression, silencing, and marginalization. Insights into challenges, opportunities, and meaningful practices associated with neurodiversity inclusion in English language teaching (ELT) settings are provided, along with implications for teacher education. The study underscores the adaptability of lesson planning to address the diverse needs of neurodivergent students and highlights how teaching practicum experiences enhance student-teachers’ abilities to cultivate inclusive and effective learning environments.

Self-Study and Discussion Promote Students’ Science Learning

AbstractMany have investigated the effectiveness of teaching methods across different disciplines. In a previous study, we found the superior effectiveness of a two-part learning sequence consisting of self-study followed by discussion in humanities education. To examine the possibility of similar findings in science education, we compared that sequence with a traditional lecture–based teaching. Results indicate that self-study combined with discussion yields higher test scores, demonstrating its potential as a beneficial teaching strategy in science education. In Experiment 1, undergraduate students from various disciplines studied introductory biology under five different conditions: self-study and discussion, lecture and discussion, lecture and review, self-study and review, and self-study and review with additional learning materials. Results indicated that the self-study and discussion condition yielded higher test scores than both the lecture and discussion condition and the three review groups. There were no significant differences in scores among the three review groups. These results demonstrate that discussion is an effective learning method and that self-study enhances the benefits of discussion. In Experiment 2, which involved science and engineering majors, we successfully replicated the design of Experiment 1 using physics for the two discussion conditions: self-study or lecture. We also performed in-depth analyses of student interactions during the discussions. Among the two discussion groups, the self-study and discussion group exhibited more active and constructive engagement in sharing unknowns, leading to enhanced learning. These findings suggest that integrating self-study with discussion can significantly enhance learning outcomes in science education. This approach not only improves test performance but also fosters deeper student thinking. Thus, educators might consider adopting this method to create more interactive and effective learning environments in science courses.

Revolutionizing Education: The Impact of AI-Enhanced Teaching Strategies

In recent years, the integration of Artificial Intelligence (AI) into educational settings has revolutionized traditional teaching methodologies, leading to the development of innovative teaching strategies. This paper explores how AI-enhanced approaches are transforming education by personalizing learning experiences, improving student engagement, and optimizing instructional methods. Through adaptive learning platforms, AI tailors educational content to meet individual student needs, fostering a more inclusive and effective learning environment. Intelligent tutoring systems provide real-time feedback and support, enabling students to progress at their own pace and achieve mastery in various subjects. Additionally, AI-driven analytics offer educators valuable insights into student performance and learning patterns, facilitating data-informed decisionmaking and targeted interventions. By leveraging AI technologies, educators can create dynamic, interactive, and studentcentered classrooms that cater to diverse learning styles and preferences. This paper discusses the potential benefits and challenges of AI-enhanced teaching strategies and highlights the importance of integrating AI thoughtfully and ethically to maximize its positive impact on education.

Pendampingan Anggota Igra dalam Melaksanakan Proses Belajar Mengajar Kreatif dan Menyenangkan Berbasis Konten Kreator

Education is an effective way to combat poverty, with teachers playing key roles as facilitators, motivators, and guides in the learning process. In early childhood education, particularly in Raudhatul Athfal (RA), teachers play a crucial role in instilling values of faith, independence, and good moral character in children during their golden age (0-5 years old). This research aims to empower RA teachers in Kecamatan Turen to create social media-based learning content as an innovative method to enhance student engagement.The research method employed is Participatory Action Research (PAR), involving 13 RA institutions in Kecamatan Turen, with a focus on training teachers to produce digital learning content. The findings reveal that most teachers already use digital tools in teaching, but there are still challenges in developing digital content that aligns with the cognitive development of young children. Additionally, the study emphasizes the importance of creating official social media accounts and websites for each RA, integrated into a unified platform at the district level.The outcomes of this program are expected to enhance teachers' abilities in utilizing social media as an interactive and engaging learning tool. Thus, empowering teachers to create educational digital content is key to improving the quality of education, especially for early childhood. Continuous evaluation through feedback allows for the refinement of teaching methods, fostering a more effective and creative learning environment.