Extracurricular Groups Research Articles

Students’ critical awareness of the internet and social media use as resources for Islamic learning in Indonesian public senior high schools

ABSTRACT The internet and social media as sources of learning have played a vital role in education. However, the use of the internet and social media-based materials for students learning about Islam in the school context has yet to be widely known. This study describes students’ attempts to maximise internet and social media to enlighten their understanding of Islamic learning materials at senior high schools. The authors collected data through face-to-face interviews with students who actively participated in school-based extracurricular organisations. The study suggested that the internet and social media have impacted learners’ approaches to learning about Islam in schools. Islamic teaching methods at school levels no longer centre on teachers; instead, they focus on students. The results further indicated that students search for the internet and social media-based Islamic learning resources and discuss them online in whatsApp groups or offline in extracurricular groups. Students also show their open and rational attitudes instead of being hypocritical and bound to one religious madzhab.

University Students, Social Media, and Purposeful Use

University students are frequent users of networked environments, such as social media, in their everyday lives. Although often associated with socialization and entertainment, their social media use is multifaceted, reaching across other life activities and contexts. This exploratory, qualitative study draws upon interviews with 25 university students in the United States, considering how they use social media across learning and professional contexts, and how they view their role in this setting. During the interviews, students participated in a card sort activity that presented them with 41 potential social media tasks they might engage in as well as two different ways of categorizing social media tasks.Findings showed that students use some social media tools, like Instagram, widely across contexts, while other tools are relegated to specialized use or contexts, largely driven by task. Instructors set the tone for using certain other tools, like X (formerly known as Twitter) or Diigo (a social bookmarking tool), whereas other tools are used to access resources but not to interact, like Pinterest and YouTube. Most students reported using social media to interact with others, but only within well-defined networks comprised of friends and classmates. Interactions with these individuals were focused on supporting friendship and accomplishing learning or extracurricular tasks, respectively. Beyond that, students reported a passive role on social media, consuming rather than producing content and leaving limited traces of their presence in the public sphere, with the exception of situations when students were leaders in extracurricular groups or using social media for their jobs. In those instances, the most common uses were related to posting event and promotional information. After engaging with the social media tasks and activity categories presented in the card sort, students offered two types of reflections. One group reflected on the limited nature of their personal social media use, whereas the other group indicated that there was a range of social media tasks and uses that they had not previously considered. The small group of students who did not offer any sort of post-activity reflection indicated that they had small networks with limited activities by design, and lacked interest in thinking further about them. These findings have implications for higher education institutions, where students might be offered learning, extracurricular, and career support opportunities to help them develop both awareness and skills related to common networked knowledge activities and corresponding digital skills.

Exploring cardiovascular and respiratory fitness: A comparative study of adolescents involved in extracurricular activitie

Background Problems: The critical importance of maintaining physical fitness among high school students to mitigate the potential health hazards associated with a sedentary lifestyle. Research Objectives: This study aims to explore the impact of futsal and hadang extracurricular activities on adolescent cardiovascular and respiratory fitness. Methods: This research used an experimental study with pre-post design and control group. Ninety students from Serang City high schools were divided into three groups: Futsal Extracurricular, Hadang Extracurricular, and Control. Initial assessments established baseline fitness levels, followed by an 8-weeks program and post-program evaluations. Findings and Results: The results showed an increase in aerobic capacity and respiratory capacity after 8-weeks extracurricular program in both groups. The futsal extracurricular group experienced a higly significant increase aerobic capacity and respiratory capacity compared to the baseline. Meanwhile, the hadang extracurricular group experienced a significant increase aerobic capacity and respiratory capacity compared to the baseline. Conversely, the control group appears to exhibit a decline in both aerobic and respiratory capacities, although it is important to note that these changes did not reach statistical significance in our study. Conclusion: In conclusion, this study provided valuable insights into how futsal and hadang extracurricular activities impact adolescent cardiovascular and respiratory fitness. These findings were relevant for educators and policymakers, highlighting the role of extracurricular programs in enhancing students' overall well-being. Additionally, it contributes to our understanding of how specific activities can influence the cardiovascular and respiratory health of adolescents.

Research on the Path of Enhancing Physical Education Teaching in Colleges and Universities Based on the Background of Deep Learning

Abstract This paper firstly summarizes the factors affecting the ability of physical education teaching from the four points of society, family, school and teachers, and puts forward the path of physical education teaching enhancement in colleges and universities in view of the current dilemma of physical education teaching. Secondly, in the context of deep learning, the use of deep learning for the calculation of the human center of gravity information can improve the efficiency of human center of gravity vector angle feature extraction while using the vector pinch angle cosine body force to obtain the human limb pinch angle features, followed by posture estimation method to obtain the body upper and lower body orientation features, and then through the improved Open Pose network model will be converted from video stream data to the human body key point coordinates data, and then the ALSTM-LSTM model will be applied to the video stream data. Then, the ALSTM-LSTM model was applied to the sports teaching movement analysis and empirically analyzed for sports teaching in colleges and universities. According to the findings, the ALSTM-LSTM model has the best performance in all indexes, while the SVM has the worst performance. In physical education, through quality practice in the classroom, the reinforcement of the sports club and the maintenance of the extracurricular group “Gudong” running, the students’ physical indicators have been improved. This study is conducive to improving the current decline in college students’ physical health and is also of great practical significance in effectively improving the overall level of college students’ physical fitness.

"Sukhomlinsky’s Practical Innovation and Enlightenment to School Labor Education"

Read Sukhomlinsky’s articles on labor and labor education, consult his important discussion on the status, value and organization of labor education, and find that Sukhomlinsky put forward in the teaching practice of labor education in primary and secondary schools that education should be combined with all-round development, that students should be promoted in collective labor, that long-term extracurricular group activities should be carried out, and that professional teachers should be equipped. At present, labor education in primary and secondary schools in China can learn from the practical enlightenment of Sukhomlinsky, such as labor education should be combined with production and all-round development, pay attention to collective, long-term and according to local conditions, and pay attention to multi-channel specialization to promote the construction of teachers. Sukhomlinsky’s exploration in labor education has the role of leading labor education practice, in the new era of China’s primary and secondary school labor education, seriously study Sukhomlinsky’s labor education thought content, China’s primary and secondary school labor education is still of practical significance.

Holding the Space: Individual- and Group-level Factors Predicting Member Retention in Gender-Sexuality Alliances.

Involvement in extracurricular groups is associated with positive outcomes for youth. Gender-Sexuality Alliances (GSAs) are school-based clubs that may provide benefits to sexual and gender minority (SGM) youth and their allies, yet little is known about what factors predict member retention. The current study explores individual- and group-level predictors of youth's sustained or discontinued membership in GSAs during a school year. Participants were 410 youth (Mage = 15.56; 83% sexual minority; 57% cisgender female; 70% White) and 50 advisors in 32 GSAs purposively sampled across Massachusetts who completed surveys at the beginning and end of the school year. Sexual minority youth and youth who took on more leadership roles at the beginning of the year were less likely to have left their GSA by the end of the school year. Youth who perceived higher levels of social support from their GSA trended less likely to leave their GSA as well, although the association was not significant. Youth who engaged in more advocacy were more likely to have left. Youth in GSAs with greater structure to their meetings were less likely to discontinue their membership; specifically, having a meeting agenda was uniquely predictive of member retention. Implications for GSA inclusivity and practices to promote retention within GSAs and similar social justice-oriented clubs are discussed.

Developing Development of Supplementary Book “Speaking One” to Teach English Speaking in Extracurricular Groups at the Senior High School of Raudlatul Ulum Gondanglegi

This study aims to develop a Speaking One supplement book to complement student learning in the Extracurricular Group at the Senior High School of Raudlatul Ulum Gondanglegi. and determine the feasibility of teaching materials in the form of the Speaking One Supplementary book. The English Featured Program at Raudlatul Ulum Gondanglegi High School is a subject that all students must follow. However, in reality, several deficiencies were found in teaching speaking English: (1) the teacher's teaching methods were less varied (2) the books used for learning activities were still global in nature, and (3) learning to speak seemed monotonous. and bored. Research and Development (R&D), or research used to make certain goods and evaluate their feasibility. This research and development uses the ADDIE research model developed by Dick and Carry (1996). book validation results from media experts by 90% and from learning experts by 82.5. %. while the results of product trials conducted in two meetings amounted to 74.0625% The research and development results show that there is a significant effect of using the speaking supplement one book on student learning in English. In conclusion, the supplement book is an effective learning medium to complement student learning material in learning English speaking.

Effect of Speed Agility Training and Quickness on Speed Enhancement and Agility: an Experimental Study

This research was conducted at Senior High School 1 Wonogiri. The sample taken was the women's futsal extracurricular group of Senior High School 1 Wonogiri which totaled 17 students. The data collection technique used is the use of tests and measurements. As for the measurement test procedure, researchers use Speed and agility measurement tests. The test instruments used are the 30 meter running test and the shuttle run. Hasil of this study obtained the value of sig. (The 2-tailed) the treatment group was 0.000. The value of the sig. The (2-tailed) treatment group < 0.05 showed that there was a significant difference between the initial test and the final test. So it can be concluded that speed agility and quickness training affects the level of speed and agility of the women's futsal extracurricular group of Senior High School 1 Wonogiri.

Degrees of Equality: Abolitionist Colleges and the Politics of Race by John Frederick Bell

Bell’s remarkable book examines racial politics at three “abolitionist colleges” that offered interracial education in the nineteenth century—Oberlin College, Berea College, and the short-lived New York Central College (1848–1860), which was the most radical of the group. These schools were among the institutions in the United States most committed to multiracial democracy. According to Bell, although the schools were run largely by white men, the Black students were the ones continually pushing the colleges to honor their commitment to universal human equality. These colleges emerged when racist violence and prejudice were spreading and hardening in both the North and South. Black students also faced challenges on these supposedly enlightened campuses. The most progressive white allies were not immune to fears of amalgamation—interracial mixing—which clearly showed limits in white egalitarian thinking. As in the abolitionist movement generally, white paternalism and its emphasis on racial uplift also worked against the universalist equality that Black men and women advanced. Even white college leaders’ particular understanding of equality, as about opportunity and individual liberty, “could make whites oblivious to the continued significance of race” at these colleges (89). Ultimately, as Bell puts it, whites in these college “communities were more comfortable reforming specific racial injustices than reimagining race itself” (10).This shortsightedness had profound effects on the schools’ trajectories following the Civil War. Bell documents in incredible detail how practices of interracial sociability and exchange broke down at Berea and Oberlin. College officials no longer enforced social equality on campus. Students could choose to associate closely with students of other races—or not. Prior historians explain this declension as part and parcel of the emergent Jim Crow regime. Bell offers a more satisfying explanation. The pre-existing limitations of white collegians and college leaders’ egalitarian thinking, coupled with the feeling that they had won the big struggle—abolishing slavery—produced indifference to their institutions’ historic missions. Many whites at abolitionist colleges came to accept contemporary Darwinian ideas of social evolutionism, namely that humans developed in stages and that Black people were simply at an earlier stage. This notion deviated dramatically from the ideal of equality that Black students championed.Degrees of Equality is a mode of social and cultural history based on impeccable archival research. Bell mined student writings, institutional sources, public accounts of the colleges, and records of extracurricular groups to great effect, all of it allowing Bell to ground his arguments in evocative descriptions of students’ lived experience. Better still, Bell situates his case studies not only in the histories of race and higher education in the nineteenth century but also in sociological debates about how to foster egalitarian communities. Bell explicitly addresses how his study speaks to “contact theory,” which examines how intergroup interactions can challenge prejudice and produce shared feeling. He lends support to sociological critiques of color-blindness, which often sustain prejudice and inequality, as Bell shows that it did in the postbellum years. Chapter 3 draws especially well from sociological theory. By reading the experiences of four Oberlin alumnae in light of Black feminist scholarship, Bell uncovers the many subtle ways in which the college and abolitionists continued to indulge prejudice, and why radical challenges to these practices were so necessary.Bell ends by suggesting that this history offers much to modern university administrators, as they try to create racially egalitarian spaces on campuses. Degrees of Equality shows how deep and careful historical research can speak to larger interdisciplinary conversations within the present moment. This book demands the attention of historians of American education, abolition, and race in the nineteenth century.

Generating Recommendations for Medical Curricula to Reduce Stigma Towards Psychiatry From Medical Students

AimsIn 2021, we completed a project entitled: ‘Stigma Towards Psychiatry: Correlating Personal Experience with Existing Literature’ – ‘International Congress Award Winning’. We aim to use the themes generated from this to inform recommendations to medical educators to reduce stigma in their curricula towards psychiatry.MethodsUsing previously identified themes, we generated a set of recommendations aimed at the pre-admission, pre-clinical and clinical phases of learning. Pre-admission themes include: misconceptions of the role of the psychiatrist and disinterested medical applicants. Pre-clinical themes include: dissociation of psychiatry from medicine and clinical role modelling. Our final category, clinical, includes: cross-speciality support for psychiatry, pathophysiology in de-stigmatisation of psychiatric disease, discrimination of the aspiring psychiatrist, psychiatric exposure in training not seeing conversion of students to psychiatrists and the role of unofficial mentors in continuing enthusiasm for the speciality. Division in this way gave us multiple opportunities to look for areas of potential intervention in influencing medical student's views on psychiatry. Further influencing our recommendations was the feedback from a group of consultant psychiatrists this project was presented to.ResultsAddressing the themes driving stigma from the previous project saw us producing a list of recommendations targeted at each phase of medical school. (1) Pre-admission stage: selecting candidates who are more psychologically minded by recognition of A level psychology as a core subject; encouraging people with experience in mental health settings to apply for medical training (Srivastava et al, 2018); highlighting psychiatry as a medical career in the prospectus. (2) Pre-clinical stage: making students aware of their unconscious stigma towards psychiatry; clearer links made to psychiatry in early medical school to relevant biochemistry, anatomy, physiology and pharmacology (Mahli et al, 2003); tutor / doctor led psychiatry based extracurricular groups; highlighting mental health aspects of functional neurological disorders and disorders within rheumatology such as fibromyalgia. (3) Clinical stage: making clinicians aware of their unconscious stigma towards psychiatry; encouraging cross-speciality support for psychiatry; improving contact with psychiatrists on mental health placements (Archdall et al, 2013).ConclusionStigma towards psychiatry extends from medical school and into clinical practice. It feels important that medical school curricula should be altered in order to change students’ experience of psychiatry within medical school. The recommendations target each stage the themes were identified within. Our local medical school has agreed to let us present this at their curriculum meeting which may pave the way for further refinement and implementation of our suggestions.

Pengembangan Ketrampilan dengan Pelatihan Memasak Aneka Hidangan Ikan Guramekepada Kelompok Ekstra Kurikuler Tata Boga Siswa SMA Permai Pluit Jakarta

Skill Development with Cooking Training for Guramek Fish Dishes to the Extra-Curricular Group of Food Catering Students at Permai Pluit High School Jakarta. Cooking is an art to process raw materials into a ready eat the dish with proper cooking methods. To be able to cook well and properly, people need training the right way. Pelita Harapan School of Hospitality and Tourism carry out community service cooking training activities aimed at the cooking club at Permai Senior High School Pluit Jakarta. The purpose of this community service is to share cooking skill and knowledge with the member of the cooking club at Permai High School Pluit Jakarta since they need assistance to improve their cooking and food presentation skill. A pre-test was conducted before the training to find out the basic skill and knowledge of cooking especially gurame fish; the ending of community service activities was carried out in the post-test to determine the effectiveness of the gurame cooking training that had done. Cooking training activities to the member of the cooking class Permai High School Students has a positive influence because the cooking club member became more skillfully and understand in processing gurame into various Nusantara Recipes.

Сorporeality and bodily practices in educational projects of the pre-war USSR and Nazi Germany

This article examines the practices associated with corporeality and movement, which were an important part of the upbringing of the young generations in the USSR and the Third Reich. A comparative analysis of both educational projects shows that the Soviet one provided more opportunity for schoolchildren to model their corporeality than the Nazi one. The Soviet teachers tried to channel the hyperactivity of students into extracurricular study groups (kruzhki, studii, sektsii), into some kinds of social responsibility, competitions, performances, proms, and other events that allowed them to master different cognitive and motor skills. The pre-war Soviet schools provided greater sensory-motor experience and neural plasticity, which led to the high learning ability of young Soviet conscripts and the variability of their actions in the war compared to the Nazis. If the Soviet project of creating a new person was addressed to individuality, soul and will, the Nazi one was based on the barbaric romanticization of the right of the strongest and was predominantly biotechnological. It was initially aimed at raising a person with an iron will in a magnificent body and was against intellectualism—which could weaken conviction and the desire for power. For this reason the main educational functions were delegated to the Hitler Youth. Built on paramilitary activity (sports and drills, hiking, campfires and songs, and participation in Nazi party celebrations), the HY practice could provide limited and only monotonous military training which was insufficient in the space of total war.

Physical Distance, Ethical Proximity

I develop Levinas’s analysis of “proximity” to explain how successful faceless class dialogues are possible despite physical social distancing during the COVID-19 pandemic. I first examine features of Levinas’s notion of proximity within his idiosyncratic approach to “ethics.” Second, I turn to Levinas’s examination of intentionality and questioning in relation to the hermeneutic priority of questioning. Third, I detail some successes and failures in attempts to embody Levinasian proximity in online or masked discussions with students. I draw out contrasts between experiences at two different institutions as well as between curricular and extracurricular experiences. I do this to expose my own vulnerability in this essay itself. Given pandemic conditions as well as Levinas’s theory of proximity, I found that many masked or virtual class discussions—but especially extracurricular group discussions, such as a philosophy club and the Black Student Union meetings—maintained a closeness of community despite social distancing.

Shared special interest play in a specific extra-curricular group setting: A Minecraft Club for children with special educational needs

AimTo gain practice-based insights, we evaluated outcomes from a science-themed Minecraft Club for children with Special Educational Needs over a four-year period. Science topics were introduced, followed by themed building in Minecraft in a multi-player setting. Particular focus was placed on the benefits of playing a shared-interest game in a social and educational context.MethodsMixed-methods interviews and surveys were used to gather feedback from children attending the club and their accompanying caregivers. Inferential statistics assessed the influence of individual differences and club attendance time on responses.FindingsChildren consistently enjoyed attending the club and most felt that they had developed their scientific knowledge. Social-communication skills and confidence were also positively impacted, as reported by both children and caregivers. The accepting and inclusive nature of the club was of high value.LimitationsSample sizes and data collection methods were necessarily restricted and mainly qualitative due to the purpose of the club and the nature of the attending cohort. However, valuable insights were gained from respondents.ConclusionsBoth children and caregivers communicated that Minecraft Club succeeds in providing a context through which children can develop social and communication skills, build confidence, make new friends, and learn about science. These insights have important implications concerning the potential social and educational benefits of Minecraft for children with Special Educational Needs, and the value of extra-curricular clubs that provide safe and supportive spaces for children to thrive.

Exposure to Urbanized Poverty and Attitude Change: A Longitudinal Case Study on Service-Learning with Rural Undergraduate Criminal Justice Students

Criminal justice departments recognize the value of connecting students to real-world problems through service-learning activities. Yet, challenges exist in exposing students to diverse populations. The current study stepped outside the classroom, involving an extra-curricular group of criminal justice students, in a unique service-learning project. Students from a rurally located university traveled to the most poverty-stricken area in Los Angeles, California, known as Skid Row. Students partnered with The Burrito Project, making and serving 950 burritos to people living on the streets. To assess the impact on exposure to poverty, students completed a pre and post-test utilizing the Undergraduate Perceptions of Poverty Tracking Survey. Four years later, follow-up interviews were conducted. Survey results suggest no significant changes pre/post project completion while longitudinal interviews yielded rich data on the project impact. Future directions including criminal justice students within service-learning projects are discussed, especially considering inclusion of students early within their academic careers.

Outcome-based education combined with inquiry-based teaching model in experimental teaching of medical microbiology

In this study, a new medical microbiology experiment teaching system, which was based on outcome-based education combined with inquiry-based teaching model, was developed and evaluated. According to the professional requirements of doctors, the objectives of emotion and comprehensive experimental ability were added, and the requirement for experimental operation skills was raised. In accordance with the concept of inquiry-based teaching, experimental contents were reorganized, and practical operation contents and comprehensive analytical experiments were increased to facilitate students' abilities of independent thinking and innovation. In addition, the proportion of microbiology laboratory examination was increased, experimental skill examination was focused, the assessment method was reformed, and extracurricular interest groups were established to deepen the learning. The teaching effect was evaluated by questionnaire, performance and follow-up survey. The result showed that the new model increased the students' course scores, improved their capability in innovation, academic writing and clinical working, and strengthened the weakness of traditional teaching in application and exploration, providing a new idea for the reform in medical microbiology experiment teaching. Key words: Outcome-based education; Inquiry-based learning; Medical microbiology; Experimental teaching

Greater Engagement in Gender-Sexuality Alliances (GSAs) and GSA Characteristics Predict Youth Empowerment and Reduced Mental Health Concerns.

Extracurricular groups can promote healthy development, yet the literature has given limited attention to indirect associations between extracurricular involvement and mental health or to sexual and gender minority youth. Among 580 youth (Mage =15.59, range=10-20years) and adult advisors in 38 Gender-Sexuality Alliances (GSAs), multilevel structural equation models showed that greater engagement in GSAs over the school year predicted increased perceived peer validation, self-efficacy to promote social justice, and hope (baseline adjusted). Through increased hope, greater engagement indirectly predicted reduced depressive and anxiety symptoms at the year's end (baseline adjusted). GSAs whose members had more mental health discussions and more meetings reported reduced mental health concerns. Findings suggest how groups addressing issues of equity and justice improve members' health.

Working hard and playing hard: multiple group membership, exercise and cognitive performance in boys and girls

Participation in sport and exercise has been linked to enhanced academic performance, and though girls’ participation in sport is known to decline during adolescence, girls continue to outperform boys academically at school in many Western nations. Drawing on evidence that social identities are linked to a range of health and cognitive benefits, we investigated the potential positive effects of shared group memberships associated with team sports and other extracurricular group memberships on the cognitive performance of a nationally representative sample of adolescents in Ireland. Using the Growing up in Ireland Survey (GUI), we explore the impact of reported participation in group activities on the cognitive performance of 13 year old boys and girls (N = 7525) over and above exercise participation. The findings indicate significant interaction between gender and social group membership on various indicators of cognitive performance, while controlling for exercise. Further, the findings indicate that while exercise underlies the positive effects of group membership on cognitive performance for boys, this is not the case for girls. The theoretical and policy implications of these findings are discussed.

A survey of the genesis of stress and its effect on the academic performance of midwifery students in a college in Ghana

ObjectiveThis study assesses the genesis of stress among midwifery students in Ghana and its impact on their academic performance. DesignA contextual cross-sectional design was used, and data were drawn from a 17-modified-item response from the College Undergraduate Stress Scale (CUSS), a rating of students’ academic performance and stress management techniques. SettingThe study took place at the Saint Michael's Midwifery Training School located at Pramso, within the Bosomtwe District, Ashanti Region, Ghana. MeasurementsThe data was analysed using descriptive statistics, factor analysis, χ2 test and ordinal logistic regression models. FindingsResult indicates that academic stressors (schoolwork and less vacation), interpersonal stressors (extracurricular groups, family obligations), intrapersonal stressor (bills/overspending) and environmental stressor (mistakes with expecting mothers) are direct stressors among midwifery students. The study discovered a statistically significant difference in stress management techniques among the study participants (p < 0.05). The multivariate analysis found that respondents’ reactions when stressed had a significant effect on their academic performance. However, after adjusting for the stressors, having less vacation had significant effect on respondents’ academic performance. Meanwhile, the interaction term significantly strengthens for respondents who had sufficient resting time during vacation. ConclusionsConsidering the extensive and intense nature of midwifery training per the prescribed curriculum, there is the need for orientation of students on the effect of stress on their academic performance and effective coping mechanisms. Implications for practiceRegulation and planning of midwifery curricula in the future should incorporate adequate vacation periods to facilitate synthesis of knowledge among students.

‘What I thought university would be like … ’ close reading as collaborative performance

ABSTRACTThis article develops an account of an extracurricular reading group convened in a small theatre/performance department, consisting of postgraduate and honours students. The origins of the group in a formal seminar/class are discussed, including a shift in syllabus design based upon breadth of reading/content to one based upon depth, taking up the practice of reading as a core classroom activity. This activity is understood as a technē: an aided bringing forth of disclosure, revealing reading to be a constructive, temporal, embodied labour, rather than a cognitive function, involving simply the decoding or retrieval of meaning from written language. Drawing upon the reflections of participants in the reading group, the article documents the rich outcomes of such a practice, arguing that, notwithstanding the apparent costliness of such a model of pedagogy for university classes, the benefits are palpable, and worth arguing for.