Formal Learning Activities Research Articles

Role Play Technique to Improve Students' Speaking Skills

Abstract: This study aims to investigate the use of role-play in teaching speaking skills and to improve the quality of teaching English to students who need to be addressed. This study focuses on implementing role play in the first grade of vocational high school pupils because it can make learning enjoyable and stress-free. Also, it is quite memorable. Implementing role play as a form of active learning will positively affect the success of instruction because it motivates students. Using this method to teach speaking aspects of a language results in students who are highly motivated and enthusiastic about learning the language. The data was gathered based on observation, interview and questionnaire survey. The steps involved in implementing the role-play method in a speaking class are as follows: determining the topic for discussion, selecting the situation and writing the dialogue, teaching the dialogue, rehearsing the dialogue, modifying the situation and dialogue, and presenting the dialogue in front of the class. According to research findings and expert opinions, role play effectively enhances students' speaking skills

Pengembangan Kreativitas Siswa-I Sekolah Dasar 060830 Medan Melalui Kegiatan Lomba Menggambar dan Mewarnai Memperingati Hari Pendidikan Nasional Tahun 2023

In USU partner MBKM activities, it is necessary to have one form of program to be implemented in schools. This activity was chosen so that students can express the results of their imagination. So they can make creativity such as drawing and coloring which makes them happy and happy in the atmosphere of everyday formal learning activities. This activity also trains students so they can have creativity in drawing and coloring to give colors that match the image object. This activity is expected to improve students' ability to concentrate in carrying out future assignments. This activity was carried out to welcome the commemoration of National Education Day 2023.

Teaching (with) Artificial Intelligence: The Next Twenty Years

The advent of artificial intelligence and concerns over academic integrity have put instructors from every discipline on notice regarding the kinds of coursework we are assigning. But this is also a moment to deliver content in a manner that is clearer and more dynamic, use more active forms of learning, and improve the academic and professional outcomes of our students. This article surveys the most common themes and approaches from the pages of the journal and offers some suggestions for how AI and generative technologies can augment our teaching and allow instructors to focus on higher-level learning outcomes.

Learning strategies on ecosystem concepts and environmental change: A pedagogical study analysis

Human activity is one of the causes of environmental damage on earth. Prevention of environmental damage can be done by increasing ecological knowledge, problem-solving skills, and attitudes such as sustainability insights and environmental awareness. One way to improve these competencies is by learning about ecosystems and environmental change. This study aims to map out effective strategies for teaching ecosystems and environmental materials so that it can more optimally develop the expected competencies. The literature review method is used to map the learning strategies used to analyze patterns of effective strategy tendencies. Literature reviews were analyzed from scientific publications indexed by Google Scholar in the 2014-2023 range. The results of the analysis show that learning about ecosystems and environmental change is recommended (1) integrating technology; (2) raising the potential of local wisdom; (3) based on contextual problems; (4) improving problem-solving skills, ecological literacy and sustainable awareness; and (5) in the form of active learning. The recommended learning strategies for ecosystem materials and environmental change are environmental approaches and process approaches, problem-based learning models, learning methods in practice or field studies, and learning media in the form of real objects or phenomena that can be analyzed by students.

Analysis of Scientific Field Suitability and the Goal Achievement of Certified Independent Study Internship and Learning Activity Form for Undergraduate Students of Social Science Education at Universitas Negeri Malang

Form of Learning Activity (BKP) of certified independent study internship (MSIB) is an activity that is intended for students to get to know the current world of work. However, based on its implementation, the achievement of the objectives and suitability of BKP MSIB with the scientific field study programs becomes a real issue in the implementation of BKP MSIB. This paper aims to describe the achievement of the objectives of BKP MSIB for undergraduate students at the Social Science Education Study Program of UM, as well as the suitability of BKP MSIB followed by undergraduate students at the UM Social Science Education with the scientific field study program. The study uses a descriptive narrative study method to answer the formulation of the problem based on the students’ experience of BKP MSIB participants who came from S1 UM Social Science Education. The research results indicate the achievement of the objectives of BKP MSIB. Students get the right fulfillment to obtain experience in the implementation of BKP MSIB. The right fulfillment to obtain experience is evidenced by the experience of getting off the field for 1-4 months (for certified internships), as well as the real-world issues, which are raised to be reviewed in the classroom (for Certified Independent Studies). Based on its implementation on undergraduate students of UM Social Science Education, it turns out that BKP MSIB still has shortcomings. The shortcomings include the incompatibility between BKP MSIB taken by S1 students of UM Social Science Education with the scientific field study program. Furthermore, based on the research, it is still found students who have a sense of “compulsion” to undergo BKP MSIB MBKM.

Experience of emergency medicine residents toward an implemented modified teaching approach.

Lecturing has always been one of the traditional instructional methods in medical education. It is cost-effective, especially when it comes to conveying a large amount of information to many students at once. However, disadvantages are plenteous, one of which is its passive way of knowledge delivery and learning. Active learning, on the contrary, has better students' engagement and longer retention, and it results in better students' achievement. The emergency medicine residency training program at KAMC-Jeddah has modified the educational activity to become more aligned with the end-of-year assessment in the form of active learning. This study aimed to explore the experience of the residents regarding the implementation of the new educational approach. An exploratory-qualitative study utilizing constructive grounded theory was conducted, collecting our data through an in-depth 1:1 interview using semi-structured open-ended questions. Purposeful sampling was used, and saturation was reached after interviewing 24 residents. The general perception of residents toward the new teaching modes slightly varied, highlighting the positivity of the new educational environment, the desired impact on their learning, the challenges they encountered, and finally their high satisfaction level and support for this new experience. It was asserted that such experience could be permanently implemented to increase the efficacy of teaching and learning.

Hackathon as an active learning format in higher education institutions

The article is devoted to the topical issue of foreign language teaching methods in higher educaton institutions - the creation of a modern methodological framework for the educaton and training of future specialists in any field of professional actvity.Therefore, we consider changes in methodological approaches in teaching to be appropriate and necessary. An analysis of scientific research on the above-mentioned problem is presented in the article and the need to find the latest formats for creating a methodical base during the professional training of a future specialist who is ready to work in the conditions of modern changes and new standarts is emphasized. The purpose of the article is to show the possibilities of using a hackathon as an effective learning format that promotes the development of critical thinking in higher education students, which in turn meets the requirements of the modern format of the professional training of a future specialist in any field.

Impact of Spatial Configuration on Promoting Lifelong Learning Development in Pathum Thani, Thailand

A “Learning City” uses its resources to enhance learning opportunities for individuals and communities that promote social cohesion, cultural prosperity and economic development. While the UNESCO network of learning cities provides guidelines for measuring social and economic prosperity, there have been no studies examining the current strengths and weaknesses of such cities in Thailand. The purpose of this study was to identify current strengths and opportunities for improvement in the Thanyaburi district of Thailand. We surveyed 400 residents to examine formal and informal learning activities, followed by layering the survey data using geographic information systems, to determine geographic differences in population size, density and transportation access. The findings show that formal and informal learning activities differ by the density and diversity of various geographical locations within the district according to urban centrality scores. The most popular activities were community-based, environmental and educational activities, respectively. However, various municipalities had few learning opportunities for local residents. Promoting lifelong learning opportunities is an essential response to establishing a vibrant environment for individuals, communities and cities and is a key driver to improving economic development (e.g., employment and education) and sustainability.

Internship Program in Virtual and Modular Instruction as Perceived by Students

Virtual classrooms use a number of media forms to present information, catering to a wide range of student skills and learning styles. Videos, presentations, slide shares, animations, digital whiteboards, and webinars are all examples. A virtual classroom is an online teaching and learning environment in which teachers and students can present course materials, engage and interact with other virtual class participants, and collaborate in groups. The study used descriptive quantitative research descriptive method. Descriptive survey is used to information or conditions with the use of questionnaire. The study found that Through Online and Modular internship, students have acquired indeed knowledge and skills that can be utilized in their field. Though the overall interpretation wasn’t that high enough, therefore, there is still a room to be improved in virtual internship. The existing challenges can be, first is the source of income, lack of gadgets to be used in the internship. However, these can be fixed in both helping hands. The Online respondents definitely encounter some challenges in a form of learning activities and learning patterns in which confusion is the concern, hence less is more. The brief the explanation, the more the students can under stance the process. It is recommend that instructors may maintain their competencies on teaching students to throughout the internship of the students, hence they will be challenged to push themselves to learn and improve their performance despite of the challenges. Some challenges in a form of learning activities and learning patterns were major challenges yet the clarity of the activities would lessen the burdens to the students so that they can show their full potential. Thus, clarity is a must. The educators and instructors may understand the student’s situation. It will help them to boost their self-confident so that they will not hold back to improve their performances.

Kwamentara: Kwartet Ornamen Nusantara Sebagai Media Apresiasi

Values education through art education is an activity that specifically aims to instill certain values, such as religious values, moral values, and aesthetic values in the form of learning to appreciate and create art. In its application in formal schools, planting local cultural values can be done explicitly by providing interesting and fun media for art appreciation for students. One of them is kwementara, a quartet card containing ornaments in the archipelago, students are expected to appreciate ornamental objects in which there are noble cultural values of the nation. The method used in this research is research and development (R&D) which is a research method used to produce certain products and test the effectiveness of products by going through the stages of product development. In this section the use of cards as media can provide interesting information in the process of developing creativity, so that the learning process will be in demand and liked by students both formally and non-formally, in making this learning media attention and ability are needed in creating new motifs in a visual element, so that every composition and layout when carrying out the design process needs to be considered, so that the feasibility of this learning media work must pass several trials and validations so that it can be used. In its application, the kamentara card is used in formal, non-formal and informal learning activities, so that in daily activities students can use it as a medium for playing and learning in appreciating the ornaments of the archipelago.

Preparedness for dental practice in Australia: a qualitative study on the experiences of final-year students and new graduates

BackgroundLimited data exists regarding the perspectives of newly graduated dental practitioners (NGDPs) and final-year students (FYS) about their preparedness for dental practice. This information is crucial to inform developments in ongoing professional development for newly qualified dental practitioners and future reviews and development of accreditation standards, policies, and the professional competencies of newly qualified dental practitioners. Thus, the primary goal of this paper was to describe the perceptions of preparedness for dental practice of NGDPs and FYSs.MethodsIndividual semi-structured interviews were conducted between March and July 2020. All interviews were audiotaped, transcribed, and analysed using a thematic analysis.ResultsEighteen NGDPs and four FYS from across Australia participated in the qualitative interviews. A strong theme from the data was that respondents believed they were well prepared for common challenges in dental practice and patient care. A second prominent theme was participants’ awareness of specific areas of limitation in their knowledge and specific skills including (list them). This data highlights a high level of self-awareness and potential for self-directed learning of NGDPs. It also provides specific content areas for future curriculum developers.ConclusionsNewly graduated dental practitioner and final-year student participants were satisfied with the theoretical and evidence-based information in their formal learning and teaching activities to begin practicing as dental practitioners. In some areas, NGDPs felt underprepared, mostly attributed to limited clinical treatment exposure, and other contextual elements of clinical practice, and thought transitional support may be required. The research reinforces the value of seeking and learning from students’ and NGDPs’ perspectives.

Beyond the Classroom Walls: Activity based Learning for a Real-world Math Experience

Students and educators have reported that mathematics education in schools is in a poor state. Because of this, pupils' academic performance suffers, both in class and on standardised tests. Teachers' pedagogy is a significant impact on pupils' mathematical achievement. For the most part, educators in today's schools continue to use time-tested practises. Evidence from studies shows that this approach fails to get the desired results. So, we need to move away from the lecture-based model of education and toward more active forms of learning like project-based learning. However, many educators struggle to develop and implement efficient methods of activity-based learning for mathematical concepts. This study is belonging to activity-based learning in mathematics classrooms for students with constructivist approach. Methods such as guided exploration, hands-on activities, instructional technology, collaborative study in small groups, and classroom debate all figure prominently. The authors argue that mathematics education should shift from a focus on conventional approaches to one that emphasises activity-based learning.

Understanding the developmental experiences of high-performance coaches in Northern Ireland: A collective case study from an ecological perspective

ABSTRACT The purpose of the present study was to examine the developmental experiences of high-performance coaches in Northern Ireland as a collective case study from an ecological perspective. Eight high-performance coaches from Northern Ireland were recruited and participated in semi-structured interviews. Each participant coached athletes at either World Championships, European Championships, Summer Olympic Games, Commonwealth Games, and/or professional levels. An ecological perspective was adopted to explore the barriers and supports for coaches at individual, interpersonal, organisational, and sociocultural levels throughout their coach development journeys. Data were analysed through theme development, refinement, naming, and triangulation. Findings are represented through the main themes and subthemes of: individual (previous athletic experience, engagement in experiential learning), interpersonal (networks, mentoring, non-sporting mentors), organisational (formal learning activities, varying levels governing body support, previous limitations of the high-performance system), and sociocultural (Northern Ireland’s unique political and geographical standing, dual nationality opportunities, and denominational perceptions of sports).

Interrogation in clinical supervision sessions: Exploring the construction of clinical psychology trainees’ professional identities

BackgroundProfessional socialisation is a complex process through which learners become healthcare professionals. This process occurs in relational spaces: learners are exposed to norms and expectations of them in interactions during formal and informal learning activities. Research exploring socialisation into the healthcare professions is extensive yet inadequately captures details of the actual processes of socialisation and forming of professional identity. Our study offers a moment-by-moment examination of clinical psychology trainee supervision to provide a deeper exploration of novice healthcare professionals’ identity development within formal educational interactions. AimsWe sought to explore how, and in what ways, supervision interactions impact clinical psychology trainees’ professional identity development. MethodOur data comprises 12 audio recordings of supervisor-trainee interactions in a clinical psychology training clinic. Initial data engagement identified 20 instances of interrogation instigated by supervisors (i.e., repetitive questioning, enquiry) as being key events in which identities are contested and re-negotiated. These sections were transcribed verbatim. Drawing on positioning, framing and impression management theories, we explored identity construction in interrogations using discourse analysis. ResultsSupervisors approached interrogations of trainees from either a quality control or a reflective frame focusing on the client or trainee respectively. These frames influenced the positions being made available to trainees. Reflective frame interrogations often defaulted back to quality control. Trainees employed impression management tactics to manage perceived face-threat. DiscussionFindings highlight challenges with maintaining a reflective space in supervision during interrogations. Supervisors had authority to initiate interrogations that could be taken up, negotiated or resisted by trainees, ultimately maintaining certain professional knowledge and truths. We illuminate the ways in which socialisation processes at the interactional level during formal learning activities ultimately make available (and restrict) certain ways for trainees to think, feel and be.

Multi-layered e-feedback anxiety: An action research study among Chinese learners using peer feedback activities in an academic writing course.

There is a gradual increase in the use of e-feedback in higher education, but issues regarding learners' anxiety remain unresolved. In light of the learners' anxiety, e-feedback would essentially become a formality if they are not proactive in providing constructive feedback. This action research examines three cycles of e-feedback activities performed by 12 doctoral students in an academic writing course in a public university in Macau, China. Specifically, the e-feedback activity involved a comprehensive use of various new educational technology tools, namely Moodle, WeChat and Rain Classroom. This study reveals that the causes of students' anxiety when using e-feedback are multi-layered, mainly from the use of smartphones as a communication medium for conducting formal learning activities and the lack of interpersonal and English skills for conveying their thoughts when providing e-feedback. The traditional Chinese culture about the importance of "face" and interpersonal harmony also has impacts on learners' e-feedback delivery. These findings shed new lights on pedagogical practice in higher education.

Keterampilan Abad 21 dalam Modul Ajar Bahasa Indonesia Kurikulum Merdeka di Sekolah Menengah Kejuruan

This study aims to describe 21st-century skills in Indonesian language teaching modules for class X semester I of the independent curriculum created by educators at SMK Negeri 3 Pekanbaru. It is important because educators must develop independent curriculum teaching modules that integrate with 21st-century skills to prepare students to face the 21st-century era through a learning process that has been designed. This study used a qualitative approach with content analysis methods. Content analysis was conducted to find data on 21st-century skills in the Indonesian language teaching module document for the independence curriculum. Data collection techniques using documentation. The research data is in the form of learning activities and practice questions in the Indonesian language teaching module document, the independent curriculum. Data were analyzed using content analysis techniques consisting of three stages: data reduction, data presentation, and drawing conclusions. The results obtained in this research are century skill consisting of critical thinking skill found 45 times at 35.1%, communication found 63 at 49.2%, collaboration found 13 at 10.1%, creative and innovative found 7 at 5.4%, which is included in the Indonesian language teaching module class X independent curriculum at SMK Negeri 3 Pekanbaru.

Perceived knowledge needs of occupational therapists for evaluating seniors with cognitive impairments

Aims This study describes the knowledge and tool needs identified by occupational therapists to improve their evaluation of older adults facing cognitive impairments and identify their preferred strategies for knowledge translation. Methods A descriptive qualitative study design was used. Four focus groups were conducted with 16 occupational therapists working with cognitively impaired older adults in institutional and community care settings. An inductive approach was used to analyze the thematic content of the interviews. Results Occupational therapists identified a need for up-to-date knowledge of cognitive systems and disorders and knowledge related to legal capacity and protection regimes. A need for short standardized performance-based tests was also identified. Preferred knowledge translation strategies included a combination of formal learning activities and peer interactions. Conclusion Occupational therapists require an up-to-date knowledge base and specialized tools to assess this population. Strategies to translate existing standardized performance-based instruments into practice may contribute to meeting these needs.

PENGEMBANGAN KERANGKA SISTEM PELATIHAN BERBASIS KOMPETENS I SECARA DARING UNTUK PERSIAPAN UJI KOMPETENSI RUMPUN ILMU KOMPUTER

The success of the digital digitization process is influenced by various factors, including the competence of national human resources in the digital field. Learning or training activities to increase competency as a preparation for potential competency test participants, cannot be included in a formal learning activity, because in a training, participants come from various diverse backgrounds, will have various obstacles and problems in participating in formal learning or training. Development of an online training system framework that can be used to improve the competence of prospective workers or competency test participants at a training institution or institution where competency tests are held, especially in the field of computer science. The framework structure developed includes: a) Determination of competency unit achievements in accordance with the competency test scheme to be followed, b) Online presentation of material divided into competency units, c) Initial self-assessment, d) Online independent learning, e) Discussion and f) Final independent assessment. In addition to developing the framework, an online training application was also developed as a tool in the implementation of the developed training system framework. The practicality test results for using the application for 33 respondents were an average percentage of 91%. The effectiveness value obtained after carrying out the initial independent assessment for 18 experimental class participants was: 48% competent, and became 94% in the final assessment

Peran TIK bagi Pendidik dalam Dunia Pendidikan

Data communication technology (ICT) is currently influencing every aspect of people's lives. They play a significant position in the place of activity, business, education, and entertainment. Also, many people identify ICT as a driving force for change; changes in activity situations, prosecution and data alteration, learning methods, approaches to teaching and learning activities, objective research, and in accessing data communication technology. In this digital age, the use of ICT in categories is important for providing opportunities for students to practice and practice the necessary 21st century skills. ICT enhances learning and teaching and learning activities and their importance for teachers in carrying out their role as inventors of pedagogical fields. ICT helps a teacher to convey his teaching in an interesting and learnable way for teaching participants at every level of the educational program. In making educational nursery upgrading programs useful and interesting as ICT. Data and Communication Technologies (ICT) exemplified by the internet and interactive multimedia are clearly an important focus for future education and need to be integrated effectively into learning and formal teaching and learning activities, especially in teacher education institutions.

A Simple, Fast, and Facile Demonstration of a Photochemical Redox Reaction Using Visible Light

Photochemical reactions are the reactions that are induced by light. Many of these reactions are found in natural processes, including photosynthesis and the formation and decomposition of ozone in the atmosphere. Classroom demonstrations are effective in enhancing students’ learning and retention. Herein, we have developed a simple demonstration of a photochemical redox reaction, which can be performed in a classroom or laboratory setting in schools and universities. This demonstration can be performed in both traditional and active-learning formats. A light-yellow solution containing ferric chloride, 2,2′-bipyridine, and sodium pyruvate, when exposed to visible light, produces a pink color that can be discerned within 3 min. The same reaction mixture kept in the dark does not produce a change in color, indicating that light is essential for this reaction. In the presence of light, pyruvate ions reduce ferric ions to ferrous ions, which then form a complex with 2,2′-bipyridine molecules, resulting in the production of a pink color. The intensity of the pink color increases with time, indicating the accumulation of products. This demonstration is simple, does not require a special source of light, and gives an excellent example of a photochemical redox reaction.