Group Learning Processes Research Articles

The Influence of Dynamic Representations in Mobile Applications on Students’ Learning Achievements in Solving Multiple Integrals

In this paper, we describe the influence of the implementation of methodology for teaching and learning multiple integrals based on the constructivist approach and the interconnectedness of multiple representations (with an emphasis on dynamic representations) for different mathematical objects using GeoGebra’s applications Graphing Calculator and 3D Calculator. The empirical research was conducted at the University of Kragujevac, Serbia, with two groups (the experimental and the control groups) of second-year students. During the learning process of the experimental group, students created digital materials to visualize the domain of the integration for the concrete tasks, to set the integration bounds, to recognize in which situation they needed to introduce the switch of variables, and all that to solve double or triple integral problems. Students in the control group, on the other hand, didn't use technology of any kind, including the programs Graphing Calculator and 3D Calculator. The findings of the empirical study showed that students' use of these tools to create digital materials improved their academic achievement and their practical and theoretical knowledge of multiple integrals.

Analisis Keterampilan Berpikir Kritis Siswa Dengan Menggunakan Model Pembelajaran Problem Based Learning (PBL) Pada Mata Pelajaran IPS Terpadu Kelas VIII

This research aimed to analyze the critical thinking skills of class VIII students at SMP Negeri (State Junior High School) 2 Atinggola in the Integrated Social Science subject using the problem-based learning model. The data collection techniques applied were documentation, observation and interview. The research was classified as a qualitative descriptive research method, which depicted research variables in qualitative aspects of understanding. The research findings indicated that the students' critical thinking skills in Social Science learning at SMP Negeri 2 Atinggola in Ilomata Village, North Gorontalo Regency could be identified through PBL theory concerning learning innovation. As proof, the use of PBL students' skills was greatly optimized through a systematic group learning process so students can continuously empower, Bone, and develop their critical thinking skills.

Social Loafing Behavior of Students in the Group Learning Process in Faculty of Economics and Business Universitas Islam Bandung

Social loafing is influenced by factors like the absence of individual contribution evaluation, unclear responsibility distribution, and intrinsic motivation. Equity theory posits that individuals compare inputs and outcomes with others and respond to eliminate inequity. When one group member engages in social loafing, others may reduce their efforts to avoid being perceived as “suckers.” Conversely, if one member overachieves, others may free-ride on their efforts. This behavior threatens group productivity and should be balanced among members. A survey revealed that many students felt some group members were unproductive, indicating social loafing behavior. The study examined the impact of equity on social loafing behavior, hypothesizing that equity negatively affects social loafing. Linear regression analysis was employed, and data were collected from 106 students. The findings indicate a significant negative relationship between equity and social loafing, supporting the hypothesis. Inadequate equity perceptions can lead to the spread of social loafing, impacting group performance. In conclusion, equity plays a crucial role in mitigating social loafing behavior in group learning processes. Clear rules and guidelines for group assignments can help maintain equity perceptions among students, ultimately fostering a more productive and collaborative learning environment. Keywords: social loafing behavior, students, group work

The Rule of Civics Education Teachers to the Development of Students’ Moral Intelligence

This study attempts to define and clarify the role of Civics education teachers in the moral intelligence development of students. This study used a descriptive qualitative method to look at the phenomenon that the research subjects encountered. Data is collected through observation, interviews, and documentation. Nine people made up the study’s informants, who were chosen through the purposive sample method. The findings indicated that SMP Negeri Kendari 1 students had developed their moral intelligence through instruction in and reiteration of moral principles, discussion of and demonstration of concrete moral examples indirectly integrated with subjects and group learning processes, and encouragement of participation in extracurricular activities as a means of fostering students’ morale, particularly tolerance and self-control. Consequently, it can be said that Civics education teachers at SMP Negeri 1 Kendari actively contribute to students’ moral intelligence development by incorporating the inculcation of moral intelligence values into the learning process, discussing subject matter and associating it with moral intelligence values, encouraging extracurricular activities, and providing examples or models about people who have moral intelligence values. Civics education teachers play a crucial role in helping students acquire moral intelligence, which is necessary for the development of morally upright citizens who can build civilizations that uphold societal norms and values.

Application of The TaRL Approach to Improve Science Learning Outcomes Students on Ecosystem Materials

This classroom action research aims to improve student learning outcomes by applying the Teaching at the Right Level (TaRL) concept to the ecosystem concept. TaRL is an approach to learning that aims to ensure that students understand the subject matter being taught. It focuses on identifying students' levels of understanding and aligning them with the appropriate level of learning. The research method uses descriptive language with two cycles. Data analysis techniques use qualitative and quantitative analysis. Each cycle consists of planning, implementation, observation, and reflection. The subjects of this research were 40 class XD students at SMAN 7 Banjarmasin for the 2022–2023 academic year. The learning process in TaRL groups students into three categories, namely students with intermediate, above, and below-average levels. Material and problems are given according to their level of learning, but still with the same learning objectives and outcomes. Student learning outcomes in learning activities increased from pre-cycle, showing a classical completeness of 32.5%; cycle I showed a classical completeness of 62.5%; and cycle II had reached the success indicator with a classical completeness of 87.5%. Research using the TaRL approach has improved the science learning outcomes of class XD students at SMA Negeri 7 Banjarmasin.

Self‐regulation and shared regulation in collaborative learning in adaptive digital learning environments: A systematic review of empirical studies

AbstractAdaptive learning technologies are closely related to learners' self‐regulatory processes in individual and collaborative learning. This study presents the outcomes of a systematic literature review of empirical evidence on adaptive learning environments to foster self‐regulation and shared regulation of learning in collaborative settings. We provide an overview of what and how adaptive technologies have been used to understand and promote self‐regulated learning in collaborative contexts. A search resulted in 38 papers being analysed. Specifically, we identified the seven main objectives (feedback and scaffolding, self‐regulatory skills and strategies, learning trajectories, collaborative learning processes, adaptation and regulation, self‐assessment, and help‐seeking behaviour) that the adaptive technology research has been focusing on. We also summarize the implications derived from the reviewed papers and frame them within seven thematic areas. Finally, this review stresses that future research should consider developing a converging theoretical framework that would enable concrete monitoring and support for self‐regulation and socially shared regulation of learning. Our findings set a baseline to support the adoption and proliferation of adaptive learning technology within self‐regulated learning research and development. Practitioner notesWhat is already known about this topic By providing personalized and learner‐centric adaptive learning environments (ADLEs), adaptive learning technology can support and foster self‐regulated learning (SRL) practices. It is possible to create a more student‐centred and effective learning environment by combining adaptive learning and collaborative learning. Socially shared regulatory activities can involve planning, monitoring, controlling and reflecting on a group's learning processes. What this paper adds Provides a systematic literature review of empirical evidence on ADLEs, SRL and socially shared regulation of learning (SSRL) in collaborative contexts. Summarizes the insights on (S)SRL through ADLEs in collaborative learning. Identifies challenges and opportunities for ADLEs to support (S)SRL in collaborative learning. Implications for practice and/or policy Learning analytics and educational technology researchers will be able to use the systematic review as a guide for future research. Learning analytics and educational technology practitioners will be able to use the systematic review as a summary of the field's current state.

THE ROLE OF PASSIONARISM IN ENGAGING WITH THIRD-AGED STUDENTS

The article presents an overview of theoretical and practical insights into teaching foreign languages to third-aged students. This research highlights that in today's world, regular global changes necessitate constant adaptation for survival. Therefore, it is crucial to update continuously one's knowledge throughout life. The article updates the issue of continuing lifelong education at any age, even using simplified learning formats. The authors of the article set a goal to explore the meaning of passionarism in working with older people and solve such a problem as identifying the effectiveness of teaching a foreign language and stimulating the creative endeavors of students of the silver age by determining the level of involvement of the teacher himself in the educational process. It is well known that the third-age students are reserved and shy, which often impedes their ability to articulate thoughts openly and erects linguistic barriers during certain activities. According to the authors, the selection of material when working with adult students is important, since it is necessary to consider their different educational abilities. In this article, the authors have described the analysis and results of surveys conducted among teachers teaching foreign languages to older people. The survey results showed that the activity, engagement and commitment of teachers have a positive effect on the learning process in inclusive groups of third-age students. The authors concluded that passionate teacher, through their foreign language teaching, encourage elderly students to become more proactive, thereby instilling in them a newfound sense of purpose.

The Effectiveness of using Quizlet as digital learning to improve vocabulary mastery of junior high school students

The aim of this study is to determine the effectiveness of using Quizlet as a digital learning medium to improve the vocabulary mastery of junior high school students. This study applied a quasi-experimental design with pre-test and post-test. The population of this study consisted of the 8th-grade students of MTsN 1 Kota Makassar. Purposive sampling was utilized by the researchers to choose 80 students as a sample and divided them into two classes, experimental and controlled classes. This study used a vocabulary test as the instrument. The vocabulary test was used to determine whether the 'students' vocabulary mastery had improved following the treatment or not. The result of the study shows that there was improvement of 'students' vocabulary after using Quizlet as digital learning media. This is evidenced by the t-test significant value 0.000<0.05, which means that H1 is accepted and H0 is rejected. Therefore, using Quizlet as digital learning media is effective to improve 'students' vocabulary mastery. Quizlet is one of application that can be used as digital learning media with many features that can support the learning process in individuals and groups. Quizlet can also be used in online and offline situations.

Efforts to Increase the Effectiveness of Learning the Qur'an By Using the Group Tutor Method

The purpose of this study is to find out the method of group tutors can improve children's ability to read the Qur'an according to tajwid in Sidoharjo village to find out the extent to which the group tutor method can improve the ability of children to read the Qur'an according to tajwid in Sidoharjo village. This type of research uses quantitative methods. Meanwhile, data analysis uses cumulative frequency analysis. The subjects in the study were children in Sidoharjo village based the results of the study showed that the group tutor method in the learning process that by using the group tutor method to increased the effectiveness of learning the Qu'ran. The increase in effectiveness occurs due to the management of the learning process in groups with heterogeneous backgrounds of children with abilities Learning using the group tutor method can increase the effectiveness of children, the average effectiveness time reaches 71.9%.

IMPROVING STUDENTS' LANGUAGE SKILLS THROUGH GROUP LEARNING

The study aims to find out how to improve students' language skills by using a group learning model. The development of language skills can be done with a variety of techniques, one of which is the application of group learning techniques. The province of group learning is viewed from two paradigms, namely psychological and social paradigms. In this group learning process, the teacher acts as a motivator, facilitator, mediator, and evaluator. The stages used in this group learning are the group formation stage and the presentation stage. The presentation stage includes preparation and preparation of learning units (Planungsphase), implementation stage (Durchfuehrungsphase), and summary and feedback stage (Anwendungsphase). The application of group learning techniques was carried out on 3rd semester students in the German language education study program in the Sprechfertigkeit course using the Netzwerk B1 textbook. Based on the results of the study, it shows that the group learning model can improve students' language skills.

Effectiveness of PBL STEM to Improve Problem Solving Skills

STEM PBL emphasizes integrating several aspects of science, such as technology and design, where in this aspect, there will be an innovative engineering process based on science and mathematics that aims to carry out innovation and problem-solving. The research design is a non-equivalent pre-test and post-test control group design—the tests conducted by pre-test and post-test of the learning process in experiment and control groups. The experiment and the control group were conducted in two classes with different treatments; the experiment class used the PBL STEM model, while the control class was treated using a conventional model. The results present that the average percentage of the student’s problem-solving in the experiments class increased after implementing the STEM PBL model. More students were experts in all aspects of problem-solving in the post-test compared with the pre-test.

Exploring barriers and facilitators to knowledge transfer and learning processes through a cross-departmental collaborative project in a municipal organization

PurposeThis study aims to explore barriers and facilitators for knowledge transfer and learning processes by examining a cross-departmental collaborative project in the municipal organization. It is based on a R&D collaboration between University West and a Swedish municipality.Design/methodology/approachTo explore the barriers and facilitators, the data collection was made through observation of the project implementation process, as well as 20 interviews with public servants and external actors. To conduct a systematic qualitative-oriented content analysis, the article constructs and applies a theoretical analytical framework consisting of different factors influencing knowledge transfer and learning processes within a municipal organizational setting.FindingsThis study explores the facilitators and barriers to knowledge transfer and learning processes, specifically focusing on strategic communication, individual roles, common goals, time pressure, group learning, trust and relationships and absorptive capability. Lack of communication affected the group learning process, while the close relation between time pressure, group learning and trust in colleagues is also pointed out as crucial areas. Trust developed through dialogue efforts helped overcome project fatigue. Coaching with a human rights-based approach improved organizational absorptive capabilities.Originality/valueThe study gives important insights into organizational learning within a municipality in Sweden for the successful implementation of collaborative projects. Knowledge must be transferred for the organization to learn to develop and tackle future challenges and its complex responsibilities. The theoretical analytical framework provided in this article has proven to be effective and is therefore transferable to other organizations in both the public and private sectors.

The Effectiveness of Using the Scramble Method on the Efficiency in Mastering of vocabulary for the Arabic Language (Students of the Seventh Grade D in the Islamic At-Taufiqiyah Secondary School)

  The scramble method is a group learning process by matching the question cards and answer cards that have been provided by the teacher according to the questions and is one of the language games that can acquire certain skills in a fun way. By implementing this method it can make it easier for students to understand Arabic vocabulary, so that an increase in students' understanding can be seen during the learning process. The purpose of this study was to find out how the process of implementing the scramble method was and to find out how effective the use of the scramble method was on the Arabic vocabulary comprehension skills of students in class VII “D” MTs Pondok Pesantren At-Taufiqiyah Aeng Bajaraja Bluto Sumenep 2020/2021 Academic Year. This research uses a quantitative approach with the type of Quasi Experiment research using the Nonequivalent Control Group Design research design. Based on the results of the calculation of learning outcomes data obtained -ℎig(18.851) >- (2.040) Then seen from the significance level is 0.000 which indicates a significance of 0.000 <0.05. This indicates that 0 is rejected and 1 is accepted. From the explanation above it can be concluded that there is a significant effectiveness between the use of the scramble method on the skill of understanding Arabic vocabulary. 0.05. This indicates that 0 is rejected and 1 is accepted. From the explanation above it can be concluded that there is a significant effectiveness between the use of the scramble method on the skill of understanding Arabic vocabulary. 0.05. This indicates that 0 is rejected and 1 is accepted. From the explanation above, it can be concluded that there is a significant effectiveness between the use of the scramble method on the skill of understanding Arabic vocabulary.

DEVELOPING LANGUAGE ASPECTS IN MENTIONING LETTER SYMBOLS IN GROUP B OF NURUTTAQWA KINDERGARTEN BANJARMASIN

This research was motivated by the lack of development of children's ability to mention letter symbols caused by the media used by teachers in the learning process to recognize letters that did not attract children's hearts, thus making children less enthusiastic and not eager to participate in learning activities. The purpose of this study is to improve and improve the quality of the learning process of group B in Nuruttaqwa Kindergarten Banjarmasin. This research approach uses qualitative and quantitative approaches with the type of classroom action research (PTK) held 4 meetings. Techniques for collecting observations of teacher activities, observation of children's activities, children's learning outcomes, language skills. The results showed that teacher activity increased with a score of 25 criteria "Very Good" at meeting 4. Children's activity at each meeting increased with a percentage of 84.62% of the criteria being very active at meeting 4. Children's language development with a percentage of 92.31% or 30 children successfully developed at meeting 4.

Application Grouping Skills : Learning Methods to Support Student Talent Interest Based on Experiential Learning

Grouping skill learning activities make students motivated to carry out learning persistence like other students. Of course, the role of the teacher as a facilitator cannot be looked down on and discriminated against in this learning activity, but a process for teachers in learning that must be able to combine knowledge, skills and values through direct experiences.This study aims to determine how the application of grouping skills: learning methods to support student interest in talent based on experiential learning at MI Al-Iman Bulu, Kraksaan Probolinggo. This study uses a qualitative case study approach. The result of this research is the Experiential Learning-based skill grouping model at MI Al-Iman Bulu Kraksaan Probolinggo is applied by grouping students based on their abilities. The learning process goes through several strategic steps, namely training students' self-preparation in an open-minded manner, actively and reflectively exploring experiences, and conceptualizing knowledge and experience in a representative manner. The application of this learning model is able to increase students' interests and talents as evidenced by the student's learning mindset that is open, collaborative, exploratory, active, and representative. So this research is one of the studies that can be used as a development in the group learning process that is concrete and rich in analytical-critical activities

ОСОБЛИВОСТІ ОРГАНІЗАЦІІ НАВЧАННЯ ІНОЗЕМНОІ МОВИ У РІЗНОРІВНЕВИХ ГРУПАХ СТУДЕНТІВ НЕМОВНИХ СПЕЦІАЛЬНОСТЕЙ

There are many strategies that can be put into practice to meet the needs of all students, but unfortunately, no "magic method" will guarantee every student's academic success. Today, most schools have students of different levels and abilities, which is a challenge for teachers. The teacher's goal is to reach all students by observing them in a variety of ways to achieve effective learning. Almost most students think of English as a subject they have to learn in school and do not realize that English is a language of communication that is used all over the world. A systematic approach is needed to solve these problems. Education should be aimed not at knowledge, but at skills. The article is devoted to the organization of the foreign language learning process in groups of students with different levels of foreign language proficiency. The reasons for the appearance of such groups, as well as the problems that may arise when studying in such an educational environment, are considered. The problem of heterogeneity of groups is successfully solved by using a special technology of multi- level training. In this study, it is noted that in the conditions of teaching foreign language communication of students of higher educational institutions, this technology involves diagnosing the initial level of each student and building individual learning trajectories of students in the zone of their immediate development. Methodical strategies for the implementation of multi-level differentiation are proposed, which will contribute to the effective learning of a foreign language by students of non-linguistic majors. The form of group interaction of students, which will be effective in the learning process in this format, has been determined. The expediency of using educational materials of different levels of complexity during teaching foreign language students in groups of different levels has been confirmed. The article also states that this format of work aroused interest among students, most students began to respond more actively in class. As a result, their foreign language skills improved.

Video Didactic Preparation Augments Problem-Based Learning for First Year Medical Students.

Problem-based learning (PBL) utilizes a self-directed strategy. This process relies on group participation to succeed. Students without a background in biology or medicine can feel overwhelmed by the complexity of the subject matter and unable to participate in the group learning process. We incorporated curated educational videos in the PBL curriculum to help address this situation. First year medical students participated in this study in the form of a typical PBL session. They were then assessed on basic and clinical science knowledge and their learning experience. Student basic science and clinical knowledge were similar between the student groups. However, the students given a list of suggested videos scored higher in their learning experience, perception of feeling prepared, and participating in the group PBL experience than students who were not given the video list. Results from this study indicate that videos can be utilized to enhance the PBL process.

The role of counselors in shaping students' self-happiness in inclusive schools

This study aims to look at the role of counselors in shaping students' self-happiness in inclusive schools at Muhammadiyah Curup junior high school. Self-happiness is an important thing that must exist in inclusive group rooms; therefore, counselors need to understand the characteristics of students to unite normal children and children with special needs with the same curriculum and learning process. In inclusive schools, it is found that bullying of children with special needs still occurs, and the learning process in inclusive groups is relatively slow and constrained, making ordinary students bored and upset. The approach used is qualitative with a grounded theory design. The data will be interpreted in a naturalistic way to overcome the problems in this study. Data interpretation and a naturalistic approach will provide answers related to the counselor's role in developing students' self-happiness in the inclusion group of Muhammadiyah Curup junior high school. The research subjects were counselors, subject teachers, principals, normal children, children with special needs, and parents of children with special needs. Data collection was done voluntarily by building good interactions without coercion and carefully selecting informants. Data were analyzed using three levels of analysis: open coding (forming categories of information about the event or phenomenon under study), axial coding (solving for core themes during qualitative data analysis), and selective coding (selective coding to find significant categories). The results revealed that the role of counselors is to build collective consciousness with the quality and quantity of empathy, positive relationships, emotional attachment and connection, and meaningfulness of life for oneself and others.

THE EFFECT OF SELF-REGULATED STRATEGY DEVELOPMENT (SRSD) ON STUDENTS' WRITING MOTIVATION IN RECOUNT TEXT

The study deals with an experimental research design which seeks for the effect of Self-Regulated Strategy Development (SRSD) on students’ writing motivation in recount text. 52 students at the tenth grade students of MAS Al Washliyah 29 Binjai on the first semester in academic year 2021/2022 were taken as the samples of the study. The research instrument used by the writer in collecting data was post-test. It was conducted in order to know the flexibility on students’ writing ability material between learning process with small group discussion and learning process through Self-Regulated Strategy Development (SRSD). The final data then was analyzed by using Paired-Samples T Test analysis shown that the significance (sig) 2-tailed value 0.000000 was lower than the significance level (0.05) and determined that coefficient of tcounted was 24.787 signifying higher than the ttable coefficient (2.05954) with significance level (α) = 0.025 (2-tailed) with degree of freedom (df) = 25. This means that there is a significant effect of Self-Regulated Strategy Development (SRSD) on students’ writing motivation in recount text at the tenth-grade students of MAS Al Washliyah 29 Binjai in academic year of 2021/2022. Therefore, Ha was accepted and H0 was rejected.

Future Competencies and E-Tutor Competencies: A Chance for Higher Education Institutions to Support Their Student Staff

Purpose: E-tutors often participate in collaborative online international learning (COIL) settings and guide students in group work and related learning processes. They moderate, organize, and observe the group and individual learning processes and are often students’ first point of contact. This support requires several competencies, which are also largely reflected in the so-called future skills. Thus, it seems sensible to examine these competencies more closely and promote them to enhance the course experience and support for students in COIL settings on the one hand and to make student e-tutors fit for the modern working world on the other. Study design/methodology/approach: As a starting point for this project, a comprehensive systematic literature analysis on e-tutor competencies and qualifications was conducted in Langesee (2023). A competency ranking and task-based competency profile for e-tutors in higher education were developed during this research. To investigate the validity and practicability of these artifacts, an evaluation was conducted with 16 international experts and practitioners (e-tutors) using a questionnaire. Findings: The competencies identified in Langesee (2023), the ranking, and the profile created were recognized as helpful and practical. Additional comments from respondents allowed both artifacts to be revised and expanded. The three most relevant competencies of the nine detected are communication, pedagogical and social competencies. Originality/value: The resulting artifacts can be used in the next step as a basis for a self-evaluation tool (SET), enabling e-tutors to assess their competence equipment. Based on this, individual instruments will be recommended to initiate possible improvements.