Effective Learning Activities Research Articles

Penerapan Model Problem Based Learning Untuk Meningkatkan Kreativitas Berpikir dalam Pembelajaran Tematik di Kelas V SDN Jomerto 2 Patrang

The 2013 curriculum was one of the answers to previous curriculum changes. The change can be seen in learning activities that use a scientific approach with a combination of thematic learning. Mix in several subject matter into one theme. One way to improve the quality of learning, student-centered learning. Therefore, teachers are the spearhead in stimulating students to play an active role. This can be done by creating an effective learning activity process. One of the learning models that can stimulate students to play an active role in critical thinking is the Problem Based Learning (PBL) learning model in designing learning implementation plans. The type of method used in this writing is to use qualitative research. The observations made refer to the type of field research "field research" at SDN Jomerto 2.The goal is to find out how the students of SDN Jomerto 2 increase in learning activities in the classroom. The results of the study show that the implementation of thematic learning itself includes a description of the thematic learning implementation planning, a description of the implementation of thematic learning implementation, and a closing description of the implementation of thematic learning.

Technologies as Tools to Increase Active Learning During Online Higher-Education Instruction

Higher education (HE) faculty are increasingly teaching online. For many faculty, this represents a new instructional mode that comes with its own set of challenges but also with new instructional possibilities. One challenge is identifying innovative and effective active learning methods that academically engage online students. Along with other benefits, students learn more with instruction that includes active learning opportunities rather than simply passively attending, whether learning face-to-face or online. Fortunately, HE faculty have at their disposal numerous technology tools to increase active learning in their synchronous, asynchronous, and hybrid online courses. This technology presents several active learning technologies organized under these online instructional methods: content presentations, game-based and gamification activities, peer collaboration, and multimedia. Mostly, the technologies reviewed are free or relatively low-cost and easy to use, with some available within typical HE learning management systems.

English Phonological Modification of Teacher Talk for Indonesian Secondary School Students

Phonological modification of teacher talk is one of crucial things in teaching English as a foreign language for secondary school students. It aims at providing a comprehensible input and language model for students within the efforts of creating effective and meaningful teaching and learning activities designed. Therefore, this study is to explore the ways of employing English phonological modification and the reasons for using it for teaching secondary school students. To gain the data needed, the researcher applied descriptive qualitative research to explore the phenomenon in EFL classroom interaction involving three English teachers who perform their teaching at two different secondary schools in South Sulawesi, Indonesia; SMA Negeri 1 dan 2 Parepare. A direct classroom observation entailing audio recording and interview were utilized to gain the data and analyzed based on the conversational analysis framework. The data analysis reveals that EFL teachers regularly modify their English phonology by using four distinctive features, namely it is more extended pauses, slow rate of speech, exaggerate articulation, and clear articulation. Moreover, these modifications occurred in three numbers of reasons for emphasizing the presented materials, providing understandable and comprehensible input, and modeling the students to the target language. Those findings are taken into account that the use of phonological modification accelerated students’ comprehension in learning English.

Stimulasi Kemampuan Motorik Halus Anak Usia 5-6 Tahun Melalui Kegiatan Membuat Alat Permainan Edukatif

Early childhood is a unique individual who needs to given learning differently from children over their age. Early childhood learning is presented through playing or making toys. Through activity of making toys make children have good knowledge without them knowing it. Activities to make APE can stimulate various aspects of children's abilities. Fine motor abilities are one of aspects that cannot missed in the provision of stimulus. Purpose of this study is explore effective learning activities to stimulate fine motor skills of early childhood age 5-6 years in TK Negeri Pembina Abiansemal. This research was carried out using qualitative descriptive research methods. Results showed effective learning was carried out using interesting and fun learning methods. Obstacles experienced by teachers in developing stimulation of fine motor skills are factors from inside and outside the child. Impact of stimulating fine motor abilities of children aged 5-6 years through activity of making educational game tools shows positive and negative impacts. Data obtained, seen that positive impact more than negative impact so that stimulation provided also better. Teachers have tried resolve negative impact so this learning method can continue to be applied.

Geography Teacher Receptiveness for the Implementation of CBC in Eastern Africa Secondary Schools. A Critical Literature Review

Purpose: The curriculum transition and implementation involves changing the perceptions of the tutors, lecturers, teachers, learners, parents and policy makers. The overall objective of this study was to examine Geography teacher receptiveness for the implementation of CBC in Eastern Africa secondary schools. A critical literature review
 Methodology: The paper used a desk study review methodology where relevant empirical literature was reviewed to identify main themes and to extract knowledge gaps.
 Findings: The findings of the study concluded that most of head teachers and geography teachers had limited understanding of the concept of the CBC. However, some of the respondents agreed that they were to an extent ready to implement the CBC in secondary schools if in-serviced in advance one year before actual implementation. It is therefore, concluded a situation analysis for teachers’ preparedness in other social science disciplines for the implementation of the CBC in secondary schools should be undertaken. Hence, there should be consistent re-training of teachers and schools’ administrators for effective implementation of the new curriculum.
 Unique Contribution to Theory, Policy and Practice: The study recommended that there is need to ensure that teachers are well motivated for classroom instruction. In addition, all secondary schools should have enough classes with adequate space, electricity and internet connectivity to allow effective teaching and learning activities. In that light, literature support that, there is need to assess how CBC will be implemented to gain an understanding on its effectiveness. Furthermore, effective curriculum implementation can only occur in the context of all components and aspects viewed and implemented in integrated ways.

Designing the content of religious education learning in creating sustainability among children with learning disabilities: A fuzzy delphi analysis.

Teachers found it is hard to figure out what are the best approach and strategies shall be employed to create an effective learning activity that can benefit the children. Children with learning disabilities have distinctive learning difficulties, depending on each individual. Therefore, this requires modification and adaptation in the learning activities to make sure they can learn effectively. Teachers need to make adjustment to the instructions, learning materials, assessments, and activities to accommodate the children with learning disabilities. Therefore, the objective of this research is to develop the content of religious education for children with learning disabilities using fuzzy delphi. This research used method of design and developmental research approach which have three phases. In this research, the researchers focus on the second phase of fuzzy delphi. There were 20 panel experts involved in this research to rank the elements in developing religious education model. Findings showed that, all the elements such as learning style, rights of people with disabilities manners and universal design were above 70% that considered suitable and applicable. It is hoped that this model can assist and guide teachers in teaching religious education for children with learning disabilities.

How EFL Teachers’ Pedagogical Content Knowledge (PCK) Grows Through Collaborative Learning: A Review Based on The Interconnected Model of Professional Growth (IMPG)

Since Shulman (1986b) argued that pedagogical content knowledge (PCK) should be a significant indicator of teacher knowledge for quality teaching, PCK has received enormous attention from researchers in the teacher education field. Nevertheless, little empirical and theoretical attention has been given to English as a Foreign Language (EFL) teachers’ PCK growth in teachers’ collaborative learning activities (Li et al., 2021). In practice, collaborative learning groups for EFL teachers are often adopted as an effective teacher learning activity as it always integrates observations and discussions of real EFL teaching practices such as English teaching pedagogies and subject matters, for example. However, how EFL teachers’ collaborative learning promotes their PCK growth is less explored by empirical or theoretical studies and some teacher professional growth models. Therefore, this review will mainly discuss via existing literature how EFL teachers could increase their PCK in collaborative learning based on one particular teacher professional growth model, called the Interconnected Model of Professional Growth (IMPG) summarized by Clarke and Hollingsworth (2002). Since IMPG only generally summarizes teachers’ professional growth, this article aims to specifically elaborate the various trajectories of EFL teachers’ PCK growth. The significant role of three essential factors, namely, EFL teachers’ initiatives to learn/share, reciprocal mindset, and reflective dialogues in EFL teachers’ PCK development are stated in the paper. Several recommendations are made to EFL teachers, EFL teacher trainers, and EFL education programs.

Pedagogical Implications of Gha͂tu Folk Dance in EFL Classes

This paper proposes teaching Gha͂tu folk dance as a performing art in EFL classes for effective teaching and learning activities. Like dance performance, language skills are also performing arts. The study examines the English language proficiency of intermediate students in general. Their performance is not as satisfactory as expected. One major finding of the study is that the relationship between teachers and students and students to students is not harmonious. Gha͂tu can play a catalytic role in maintaining the relations between teachers and learners. This cultural activity is the source of good human relations, good coordination, patience, group work, devotion, submissiveness and many more. This article explores how this cultural activity enhances the teaching-learning activities in EFL classes, what factors are affecting students’ performance, and how Gha͂tu inspires teaching-learning pedagogies. But it has not been studied from this perspective yet. So, Gha͂tu is to be introduced in the syllabus. The study employs the human relations theory to interpret and analyze this Gha͂tu cite and relate it to this research. Teaching Gha͂tu folk dance in EFL classes can create an exciting environment as it is a new teaching pedagogy. This makes all the students actively participate in teaching-learning activities. Gha͂tu can make classroom activities effective, active, and interactive if it is introduced in the syllabus. The active participation of both language and literature students enhances the English language proficiency in EFL classes.

Effective teaching: The 20-20-10-10 model

Academic nurse educators in prelicensure registered nursing programs may find it challenging to create effective teaching and learning activities to promote student development of critical thinking skills that lead to safe clinical judgments. Many faculty are experienced clinicians who are experts in their fields of clinical practice but lack formal training in teaching and assessment of adult learners. This article describes a teaching framework called the 20-20-10-10 model that creates a dynamic, engaging environment and inspires students to seek active inquiry.

Transferring knowledge between topics in systematic reviews

In the medical domain, a systematic review (SR) is a well-structured process aimed to review all available literature on a research question. This is however a laborious task, both in terms of money and time. As such, the automation of a SR with the aid of technology has received interest in several research communities, among which the Information Retrieval community. In this work, we experiment on the possibility of leveraging previously conducted systematic reviews to train a classifier/ranker which is later applied to a new SR. We also investigate on the possibility of pre-training Deep Learning models and eventually tuning them in an Active Learning process. Our results show that the pre-training of these models deliver a good zero-shot (i.e., with no fine-tuning) ranking, achieving an improvement of 79% for the MAP metric, with respect to a standard classifier trained on few in-domain documents. However, the pre-trained deep learning algorithms fail to deliver consistent results when continuously trained in an Active Learning scenario: our analysis shows that using smaller sized models and employing adapter modules might enable an effective active learning training.

Pedagogical Principles in Learning and Its Impact on Enhancing Motivation of Students

Pedagogical principles are an important part of the learning and teaching process that is important for students to perform effective and efficient learning activities. The pedagogical principles are important for students to learn the curriculum more effectively and also help them to learn new skills conveniently. Implementing pedagogical principles in learning helps to motivate students towards their academic careers. There are different types of pedagogical principles that help to improve the overall learning process of students and help them to get success in their academic and professional life as well. Pedagogical principles enable students to think in different ways and act beyond the traditional method to get benefited in the academic field. Pedagogical principles are important to enhance productivity and creativity and increase critical thinking among students. This study aims to evaluate the pedagogical principles of learning and their impacts on enhancing motivation among students. This study also emphasises the importance of motivation among the students and also tries to determine different strategies to increase motivation among the students. Secondary qualitative research is followed here in this study to improve the authenticity of the study. Thematic analysis of the topic also gives a clear understanding and that helps to make decisions more relevant. Keyword :Academic Field, Enhance, Learning, Motivation, Pedagogical Principle, Students.

Impact of School Physical Facilities on Students’ Academic Performance in Senior Secondary Schools in Aba Education Zone of Abia State

This study carried out to determine the impact of school physical facilities on students’ academic performance in senior secondary schools in Aba Education Zone of Abia State. A descriptive survey research design was adopted by the study with the population of 47 respondents (29 male 18 female teachers) sampled purposively from the 11 secondary schools in Aba educational zone of Abia State. Two research questions and two null hypotheses guided the study. The instrument for data collection was a structured 27-items statement questionnaire developed by the researchers after an extensive literature reviewed sectioned A & B with rating scales of Strongly Agree (SA), Agree (A), Disagree (D) and Strongly Disagree (SD) assigned the numerical values of 4, 3, 2 & 1 respectively. The instrument was validated by research experts while the reliability index of 0.87 was obtained using Cronbach Alpha reliability estimate. Mean and standard deviation were used to answer the two research questions while the null hypotheses were tested using t-test statistics at .05 level of significance and appropriate degree of freedom. The result of the analyses revealed that library as a school physical facility has great impact on the students’ academic performance in senior secondary schools in Aba Education Zone. It was afterwards recommended that adequate school physical facilities should be provided by appropriate authorities to ensure effective teaching and learning activities. It is believed that if the facilities are available and adequate, there would be effective performance among students in senior secondary schools in Aba Education Zone of Abia State.

Supervisi Akademik dalam Peningkatan KBM Efektif di MA Raden Rahmat Mojowarno Jombang

The existence and development of MA Raden Rahmat Selorejo, Jombang Regency, which is important to note is how to improve the quality of education. Implementation of academic supervision of teacher professionalism in Teaching and Learning Activities. The implementation of academic supervision becomes a benchmark for the development and improvement of the quality of education at MA Raden Rahmat Selorejo. This research is descriptive qualitative research. Implementation of Academic Supervision is also an effort to increase effective teaching and learning activities. Constraints faced during the implementation of Academic Supervision in Increasing Effective Teaching and Learning Activities, namely: the complexity of the managerial tasks of a principal, Lack of preparation from supervised teachers, The element of subjectivity of supervisory teachers is still high, Frequent changes of principals, Facilities and infrastructure that are inadequate limited, Lack of discipline of teachers, and There is still a lack of knowledge of teachers about the effective management of the teaching and learning process.

PENGARUH BELAJAR DARING PADA MASA PANDEMI COVID- 19 TERHADAP KEAKTIFAN SISWA PADA SISWA KELAS III UPT SDN 1 WATES

During the current pandemic, effective learning activities that are currently being carried out by all levels of school, whether primary, secondary, or tertiary, are online. The purpose of this study was to describe the effect of learning the online system on student activity during the pandemic in grade III students of UPT SDN 1 Watesn, Pringsewu Regency. This study uses a causal associative quantitative method model. The subjects in this study were grade III elementary school students with 24 students. This study found that there was an effect of online learning on student activity well, because learning was going well and also active students in learning got a significant score of 0.000 <0.05 for a significant level of 5%. the value of tcount is 4,364 while ttable is 2,073 (tcount > ttable) which means that HO for this study is rejected and for Ha is accepted. And based on interviews conducted by researchers, the strategy was carried out by teachers, there is a process carried out by classroom teachers to the process of the current pandemic period, effective learning activities carried out at this time by all levels of schools, both elementary schools, middle schools, and universities are carried out by way in the network (online). The purpose of this study was to describe the effect of learning the online system on student activity during the pandemic in grade III students of UPT SDN 1 Watesn, Pringsewu Regency. This study uses a causal associative quantitative method model. The subjects in this study were grade III elementary school students with 24 students.

Efforts to Develop Fine Motor Skills in Early Childhood in PAUD Kartini, Marga Mulya Village, Sinar Peninjauan District, Ogan Komering Ulu Regency

This research has a clear aim, namely to determine the improvement in fine motor skills of children aged 5-6 years through cutting activities. The problems identified in the research are also very relevant and can be the basis for developing more effective learning activities to improve children's fine motor skills. Apart from that, factors such as lack of facilities and infrastructure, as well as the use of inappropriate methods in the learning and teaching process also need to be considered so that learning can run more effectively. This research can make an important contribution to early childhood education and development, especially in improving children's fine motor skills. In the long term, improving children's fine motor skills can have a positive impact on children's learning abilities and cognitive development. Therefore, cutting activities can be an effective way to facilitate the learning process in early childhood.

Technology-Supported Active Learning in a Flexible Teaching Space

Active learning is increasingly of interest within Higher Education. The use of technology provides, in theory, the opportunity for more effective active learning, but in practice the majority of learning technology usage is still for “traditional” approaches. Conventional staff training is failing to address this. The authors’ university has provided an experimental technology-rich teaching space (the Teaching Grid) for supporting teachers as they experiment with the delivery of innovative, technology-based teaching. This study investigates teachers’ experiences of trialling active learning approaches within the Teaching Grid using four case studies. The results suggest that the Teaching Grid can be effectively used to support teacher professional development, and the experience of using the facility encourages teachers to integrate technology into their future teaching plans. Five factors are identified which contribute to the promotion of active learning. Teachers’ perceptions of their experience indicate not only the intention to use technology more but also an increased awareness of its potential and openness to adopt more active, student-focused approaches. The broader significance of this work is to identify an alternative model for teacher development which, in contrast to most current approaches, has a demonstrable positive impact on fostering innovative, technology-based pedagogy.

Learning by explaining after pauses in video lectures: Are provided visuals a scaffold or a crutch?

AbstractExplaining after pauses in a video lecture can be an effective learning activity, yet students need support to generate comprehensive explanations. This study tested whether providing students access to the visualizations from the video enhances explanation comprehensiveness and transfer performance. Undergraduates (n = 112) watched a 5‐part lesson on the human kidney consisting of explanations and drawings. After each part, students typed an explanation without access to information from the video (explain group) or with access to the visualizations from the video (explain‐visuals group), or they studied the visualizations and transcript from the video (restudy group). Students who explained significantly outperformed the restudy group on the transfer test (d = .47). The explain‐visuals group generated significantly more comprehensive explanations during learning than the explain group (d = .54), but this did not result in significantly better performance on the subsequent transfer test (d = .09), suggesting the visuals may have served as a crutch more than a scaffold.

EXPLORING THE SCIENTIFIC SKILLS AND LEARNING STYLES OF FUTURE SCIENCE MENTORS: A SPRINGBOARD IN ENGAGING EFFECTIVE SCIENCE TEACHING PEDAGOGY

Fundamental competencies, skills, and styles of learning among students are the basis of planning an effective teaching-learning activity. Since most of the enrollees in the Bachelor of Secondary Education major in Science were graduates of non-Science, Technology, Engineering and Mathematics (STEM) strand, there is a must to address the gap between the student’s competencies and skills from their chosen field by identifying their level of scientific skills and learning styles to effectively meet the demand of the mandated competencies in the major courses offered in the aforesaid program. In this study, the level of scientific skills and its components and the learning style of future science mentors were determined together with the correlation between the level of scientific skills and learning style. The research instrument used in this study was the researcher-made questionnaire for scientific skills which was subjected to reliability and validity testing and an adopted survey questionnaire developed by Kolb (1984) for learning style. Thus, it was determined that future science mentors as an entire group possess a “proficient” level of scientific skills and in terms of scientific inquiry and practical skills, both were determined as “proficient” in terms of processing data, it was determined as a “developing” level. Also, the learning style of future science mentors was an “activist” style of learning. A significant relationship was determined between the level of scientific skills and the learning style of future science mentors with a medium positive correlation. This study as well concluded that social constructivism and pragmatism science teaching pedagogies were the best-fit pedagogies among future science mentors in designing their learning landscape which the researchers recommend among science professors to be the reference in formulating effective strategies and learning activities to efficiently and effectively transfer learnings among their students. KEYWORDS: Competencies, Experiential Learning, Learning Style, and Scientific Skills

Concept maps in immunology: A metacognitive tool to promote collaborative and meaningful learning among undergraduate medical students.

Introduction: Concept maps are graphical representations of knowledge that connect concepts, ideas, and relationships. The present study aims at assessing the perception of medical students in utilization of concept maps as a tool to foster their lifelong learning skills in immunology.Methods: The current study was approved by Institutional Ethics and Review Committee. Third-year undergraduate (MD3) medical students of the academic year 2021-22 were sensitized about the concept map study and included after obtaining their informed consent. The students worked in teams to find answers and link the different words or phrases of the concept maps. At the end of the immunology course, students’ perception on concept map-based learning strategy was assessed. A pre-designed, self-administered questionnaire, pre-validated by subject experts for relevance and feasibility, was used for the study. The questionnaire included some quantitative questions assessed by using 3-point Likert Scale and an open-ended question to receive students’ comments on concept map-based learning strategy. The responses were collected and analyzed using SPSS version 22. Descriptive statistics was used for the quantitative variables, tabulated as numbers and percentages while the qualitative data was analyzed by thematic analysis. The quantitative data results were prioritized but supported by students’ comments on open ended question.Results: Out of 133 eligible participants, 109 students who volunteered and completed the study were included. Majority of our participants (>80%) welcomed the concept map-based learning strategy. Almost 4 out of 5 expressed that concept maps are interesting and enjoyable, encourage active participation, peer discussion, and enhance critical thinking and problem-solving skills. More than 80% of the students agreed that concept maps promoted deep understanding of the topic and lifelong learning. Nearly 3 out of 4 students suggested including concept maps in many immunology topics in future. Majority of students penned down positive comments indicating concept map tool facilitates metacognitive skills.Conclusion: From the study, it can be concluded that concept maps are effective active learning strategies to improve the metacognitive domain of medical students in immunology course, thus assisting them to become better lifelong learners.

Embedded Questions and Targeted Feedback Transform Passive Educational Videos into Effective Active Learning Tools

Embedded Questions and Targeted Feedback Transform Passive Educational Videos into Effective Active Learning Tools