Holistic Learning Research Articles

Exploring the Cultural Fabric: A Study on Indonesia’s Unique Architectural Marvels for Ethno-STEAM Education System

This study delves into the rich cultural tapestry of Indonesia by examining ten distinctive architectural wonders, offering insights into Ethno-STEAM education for university students. The study aims to analyse ten unique architectural marvels, evaluate students' understanding of ethno-STEAM, and explore their perceptions. The findings of our investigation reveal a multifaceted understanding of the architectural heritage of Indonesia, as well as insights into the effectiveness of ethno-STEAM education in fostering holistic learning experiences. Student understanding of Ethno-STEAM has increased significantly after learning. Their perception of ethno-STEAM has a significant positive effect, particularly regarding their cultural perspectives, STEAM understanding, and appreciation of cultural diversity. Guided by the Ethno-STEAM framework, educational interventions are designed to ignite curiosity, nurture creativity, and deepen appreciation for Indonesia's architectural heritage among university students.

Resetting a heartbeat: Cultural transmission and holistic learning through Alaska Native dance

Resetting a heartbeat: Cultural transmission and holistic learning through Alaska Native dance

The Assessment of a Gradeless Residency Model for Software Engineering Education

The traditional practice of assessing academic performance through conventional letter and numerical grades has faced criticism for its limitations in promoting active engagement and curiosity among students. In response, the concept of gradeless education has gained traction, with the aim of fostering a more holistic learning experience. This work explores the implementation of the residency model, a form of gradeless education, in the context of engineering education. The model focuses on skill acquisition and competency demonstration while enhancing student wellness by minimizing assessment-related anxiety that students often face in graded assessments. This study evaluates the effectiveness of the residency model through a comprehensive survey conducted in a software engineering technology program at McMaster University. The survey investigates student perspectives on the model’s impact on motivation, learning experience, and attitudes towards learning. The results reveal a complex interplay of attitudes, with students acknowledging the importance of grades while appreciating the model’s rigorous assignments. The findings suggest that the residency model can encourage transformative learning experiences while warranting ongoing attention to optimize both learning outcomes and student well-being. Further research is recommended to assess the long-term impact and effectiveness of gradeless education models, emphasizing both their benefits and challenges.

The role of music in supporting young children’s holistic learning and wellbeing in the context of Froebel’s mother songs

Researchers have criticised the pragmatic focus on the value of music education for its contribution to the acquisition of children’s academic skills such as literacy and numeracy development in schools across the international contexts driven by neoliberalism. In the context of Froebel’s Mother Songs, this paper via documentary research focuses on a Froebelian approach to music education in early childhood context to counterpart the neoliberal pragmatism in educational landscapes. The Froebelian perspective brings in implications for early childhood practice, research and policy-making by addressing the important role of music in supporting young children’s holistic learning and wellbeing in responding to the neoliberal pressures on children and practitioners in the 21st century.

21 МАРТ СВЕТОВЕН ДЕН НА ГОРАТА

This article presents an innovative interdisciplinary open lesson conducted on March 21, 2024, in celebration of World Forest Day. The lesson aimed to provide students with comprehensive knowledge about forests and their ecosystems, including the processes of erosion, the diversity of plant and animal species, and the importance of environmental preservation. The methodology combines theoretical learning with practical activities, such as planting seeds and observing forest biodiversity, both in the classroom and in a real forest environment. The lesson was divided into two parts: the first part included a presentation on the significance of forests, interactive discussions, and creative tasks using artificial intelligence tools. The second part involved a field trip to a local forest park, where students engaged in hands-on activities like tree planting and cleaning up the forest. The expected outcomes were to enhance students’ understanding of the natural environment, instill a sense of responsibility towards nature, and develop practical skills in environmental conservation. The interdisciplinary approach, integrating subjects such as science, physical education, language arts, and technology, provided a holistic learning experience that emphasized the interconnectedness of different areas of knowledge and the importance of protecting our planet.

MULTIDISCIPLINARY EDUCATION: NEW PARADIGMS UNDER NEP 2020

The National Education Policy (NEP) 2020 signifies a transformative shift in India's educational framework by emphasizing multidisciplinary and holistic learning. This paper examines the new paradigms introduced under NEP 2020, exploring the benefits, challenges, and implications of embracing a multidisciplinary approach in higher education. It analyzes the policy's objectives, the integration of diverse fields of study, and the importance of flexibility in curriculum design. Additionally, the paper discusses the potential impact of these changes on students, educators, and the broader educational ecosystem in India.

Taṭbīq al-Ta’līm al-Syumūlī fī Ta’līm al-Lugah al-‘Arabiyah bi al-Madrasah al-Mutawassiṭah

This research aims to explore the application of holistic learning in Arabic language learning at Muhammadiyah Ahmad Dahlan Middle School, Metro Lampung. The main focus of this research is to understand how a holistic approach can improve students' Arabic language understanding and skills, as well as identifying factors that support and hinder its implementation. This research uses a qualitative methodology with a case study approach. Data was collected through classroom observations, in-depth interviews with teachers and students, as well as analysis of documents related to the curriculum and teaching materials. This approach allows researchers to get an in-depth picture of learning processes and experiences in the field. The research results show that the application of holistic learning in Arabic language learning at this school has had a positive impact on increasing students' understanding and language skills. Students show greater interest and more active participation in the learning process. However, research also found several obstacles, such as limited resources and lack of training for teachers.

THE INTERNALIZATION OF RELIGIOUS CULTURAL VALUES IN SHAPING THE SPIRITUAL INTELLIGENCE OF STUDENTS AT SD ALAM PALEMBANG

This research examines the internalization of religious and cultural values at SD Alam Palembang and its impact on students' spiritual intelligence formation. The research results show that SD Alam Palembang has successfully integrated religious values into various aspects of school activities, both in the curriculum and extracurricular activities. This integration is carried out through holistic learning methods that link subject matter to religious values, moral and religious stories, and good interaction with nature. School facilitators play a crucial role in instilling religious values through creative and integrative approaches. Research also reveals that the internalization of religious and cultural values significantly contributes to the formation of students' spiritual intelligence. Students understand and apply religious concepts in everyday life through congregational worship, joint prayer, social activities, and love of nature, which refers to activities Green Lap SD Alam Palembang. This internalization process has proven effective in forming intellectually intelligent students with strong spiritual and moral depth

Pendampingan Kegiatan Memberantas Buta Huruf Al Qur'an Menggunakan Metode Dirosah dan Iqra Di SMA N 2 Limboto

Every Muslim is required to be able to read, write, and memorize the Al-Quran and this research aims to explore assistance in activities to eradicate Al-Quran illiteracy using the Dirosah and Iqra methods at SMA Negeri 2 Limboto. Against the backdrop of increasing awareness of the importance of Al-Qur’an literacy among students, this research examines the implementation of this method in the context of senior secondary education. This research method uses a qualitative approach by collecting data through participant observation, interviews, and document analysis. The findings show a significant increase in students' ability to read, understand, and memorize the Al-Qur’an after participating in mentoring using the Dirosah and Iqra methods. The implication of this research is the importance of introducing holistic learning methods in Al-Qur’an education in high schools to ensure deep understanding and strong skills in understanding the Islamic holy book.

How education policy actors interpret, portray and contest risk in children’s physically active play in schools: a framing analysis

ABSTRACT Children’s physical activity is low and play outdoors has been declining, coinciding with a greater preoccupation with risk in many countries. This study examines how policy actors frame the issue of risk in children’s active physical play in schools. Using a theory-informed, multi-method, qualitative case-study design, 30 participants from a range of sectors involved in policy relevant to children’s physical activity and play in schools participated in interviews and photo-elicitation. Data were analysed using reflexive thematic analysis. Four frames of active physical play in schools were identified. Two ‘risk averse’ frames (protection and productivity) dominated and were primarily expressed by policy actors inside the school system. These frames were characterised by a negative construction of risk, and concerns for adverse outcomes for children and schools. In contrast, two frames were ‘risk tolerant’ (development and flourishing), within which risk was constructed as ‘uncertainty’, which could lead to positive or negative outcomes in play, and supported a child’s holistic learning, development, and wellbeing. While there were some ‘real world’ examples of risk tolerant frames, more commonly they were expressed in the context of how things should or could be in schools. Findings indicate school policies that prioritise injury prevention and productivity goals, may involve a risk-benefit trade-off over other fundamental objectives, elevating some risks above less visible ones, such as the consequences of play and physical activity restriction. Implications for education policy are discussed. Future work should seek to improve understanding of forces contributing to risk averse frames of physically active play in schools and contribute evidence for the benefits of risk-taking for children.

Interventions for Assessment and Enhancement of Pain Management Competencies among Healthcare Professionals

To pain management competencies among healthcare professionals is crucial for improving patient care and outcomes. Healthcare professionals must possess the necessary knowledge, skills, and techniques to effectively manage and treat pain in their patients. This includes understanding different types of pain, assessing pain levels, and utilizing appropriate interventions. By accurately assessing pain levels and implementing a multimodal approach to pain management, healthcare professionals can optimize patient outcomes and minimize risks. Effective communication skills and staying updated on the latest evidence-based practices are also essential. Continuous education and professional development are vital for healthcare professionals to enhance their pain management competencies and deliver the best possible care.Include training healthcare professionals in pain assessment techniques, educating them on the multidimensional nature of pain, providing resources and tools for accurate and comprehensive pain evaluation, encouraging interdisciplinary collaboration to enhance pain management strategies, fostering a patient-centered approach that values the individual's self-reporting of pain, promoting ongoing education and professional development to ensure up-to-date knowledge and skills, conducting regular assessments and evaluations to monitor the effectiveness of pain assessment training programs, and supporting a culture of continuous improvement and innovation in pain assessment practices. Additionally, technology-based solutions such as electronic pain diaries and telemedicine can be utilized to enhance pain assessment and monitoring capabilities.Include successful implementation and execution of transformative educational programs, catering to diverse learner needs. These initiatives foster holistic learning, instilling a love for knowledge in students. Outcomes show remarkable progress, enhanced critical thinking, creativity, and problem-solving abilities. Innovative teaching and cutting-edge technologies empower countless individuals, unlocking their potential and achieving academic excellence. Collaborative approach establishes a foundation for lifelong learning and personal development. Equipped with acquired knowledge and skills, individuals make a lasting impact in their fields, shaping a brighter future for themselves and society.Pain management is an incredibly crucial aspect of healthcare, and it is absolutely essential for healthcare professionals to possess the necessary competencies to accurately assess and greatly enhance their ability to provide highly effective pain management interventions. Ensuring that patients receive optimal pain relief and care should be a top priority for all healthcare providers, as it positively contributes to their overall wellbeing and enhances the quality of their medical treatment. Therefore, healthcare professionals must continuously invest time and effort in expanding their knowledge and skills related to pain management to ensure they can deliver the highest level of care to their patients. By doing so, we can strive towards a healthcare system that prioritizes pain management and empowers healthcare professionals to make a significant difference in their patients' lives.

Kreativitas Dan Kepercayaan Diri Siswa Melalui Kegiatan Drama di SMP Muhammadiyah Terpadu

Aims to examine the impact of drama activities at school on increasing students' creativity and self-confidence. Drama is an art form that combines various elements such as acting, expression and social interaction, which can provide a holistic learning experience for students. We provide motivation in the form of student creativity and self-confidence and analyze student participation in drama activities held at Muhammadiyah Integrated Middle School. The results showed that drama activities significantly increased students' creativity. They are better able to express new ideas, improvise, and develop stories and characters better. Additionally, participation in drama also shows a marked increase in students' self-confidence. Students become more confident in public speaking, show courage in trying new things, and participate more actively in class discussions. Drama activities also create an inclusive and collaborative learning environment, where students feel safe to express themselves without fear of judgment. This not only helps in the development of individual skills but also strengthens the sense of togetherness and teamwork among students. Thus, implementing drama activities in schools can be an effective strategy for developing students' creativity and self-confidence. The recommendation from this research is to include drama activities more intensively and structured in the school curriculum as part of efforts to improve the quality of education.

Implementasi P5 PPRA dalam Pengembangan Minat dan Bakat Siswa MI YMI Wonopringgo 03 Kabupaten Pekalongan

This study explores the implementation of the Pancasila Student Profile Strengthening Project (P5) and Rahmatan lil 'Alamin Student Profile (PPRA) within the Merdeka curriculum at MI YMI Wonopringgo 03, Pekalongan Regency. The research aims to address the challenges in nurturing and developing students' interests and talents at Madrasah Ibtidaiyah (MI). Initial observations identified several issues affecting student engagement, including laziness, lack of responsiveness, and a tendency to give up easily. These behaviors hinder the optimal development of students' potential. Through a comprehensive analysis, the study examines how innovative teaching approaches and collaborative planning can enhance student engagement and achievement. The findings highlight the significance of integrating religious practices with modern educational strategies to foster a holistic learning environment. The Merdeka curriculum's emphasis on religious habituation is found to be instrumental in motivating students and uncovering their latent talents. MI YMI Wonopringgo 03, known for its consistent student achievements at various levels, serves as a model for effective implementation of the curriculum. The study concludes that tailored educational models and methods significantly contribute to the development of students' interests and talents, leading to improved educational outcomes and the overall quality of the institution. This research underscores the importance of continuous innovation and personalized learning approaches in education, particularly within religious institutions. The successful integration of P5 and PPRA within the Merdeka curriculum at MI YMI Wonopringgo 03 offers valuable insights for educators and policymakers aiming to enhance student potential and academic performance in similar educational settings.

Beyond the Acronym: Entwining STEAM Education, Self-Regulation, and Mindfulness

This study examines the philosophical constructs of Science, Technology, Engineering, Art, and Mathematics (STEAM) curricula entwined with self-regulation and mindfulness to afford students holistic learning. STEAM education is often presented as STEM, resulting in the loss of blended arts integration. The researchers present rationale for including the arts to provide students with interdisciplinary and transdisciplinary curricula that promotes increased creativity and emotive connections to learning. Blending of the arts in STEAM provides students with a greater depth and breadth of critical-thinking, creative-thinking, and social-emotional connections to content. The social capital and emotive connections students construct in STEAM learning present educators with opportunities to entwine mindfulness practices to empower students to develop confidence and competence in their STEAM abilities. Entwining STEAM, self-regulation, and mindfulness provides both a canvas and laboratory of aesthetic, holistic learning of the mind and spirit. The researchers provide instructional and clinical professional practices as well as recommendations for STEAM as a construct for not only providing opportunities for students to engage in cognitive progression, but also to assist learners in developing social, emotional, and behavioral skills for lifelong regulatory and mindfulness learning.

Holistic Learning: Integrating Knowledge for Lifelong Benefit Through Natural Human Learning Processes

Background and Aims: Integrating knowledge through natural human learning processes promotes lifelong learning because it aligns education with how people naturally acquire and apply knowledge. This approach promotes adaptability and personal growth, ensuring that learning is relevant and applicable throughout life. This paper aims to explore Integrating Knowledge for Lifelong Benefit Through Natural Human Learning Processes. Methodology: The methodology for this paper is a systematic review of academic databases and theoretical texts. The analysis combines common themes, theoretical frameworks, and empirical evidence to compare holistic and traditional learning models, emphasizing the lifelong benefits of holistic education. Results: The finding found that the study of holistic learning reveals that it combines cognitive, emotional, and practical dimensions, providing learners with critical thinking, emotional intelligence, and real-world problem-solving abilities. Successful programs, such as Montessori and Reggio Emilia, demonstrate the effective application of these principles, fostering holistic development. Conclusion: The study of holistic learning demonstrates that it incorporates cognitive, emotional, and practical dimensions, providing learners with critical life skills. Montessori and Reggio Emilia programs are prime examples of how these principles can be successfully applied to promote well-rounded development.

Pemberdayaan Literasi Dan Numerasi Untuk Meningkatkan Prestasi Siswadi Sd Negeri 17 Tanjung Selamat

The literacy and numeracy empowerment program implemented at SD Negeri 17 Tanjung Selamat was designed to directly address the challenges faced by students in essential reading, writing, and mathematics skills. The program was developed with an active learning approach that prioritizes direct student engagement through various innovative teaching methods. In addition, the program also emphasizes the use of media and technology to enrich the teaching and learning process and involvearents and the community in creating a holistic and supportive educational environment. The methods used include teacher training, provision of learning aids and interactive programs designed to motivate students.The program results showed significant improvements in students' literacy and numeracy skills, with better test scores after the program was implemented. Teachers and parents also engaged more, creating a supportive and holistic learning environment. Technology has proven effective in making learning more exciting and interactive. At the same time, community support helps enrich educational resources. In conclusion, the program has succeeded in improving the quality of education at SD Negeri 17 Tanjung Selamat through a comprehensive and collaborative approach, providing a solid foundation for students' academic development and critical thinking skills

The potential of collaborative online international learning as a border thinking third space for global citizenship education

In this article, we examine the potential of collaborative online international learning as a borderland third space for global citizenship education. Border thinking is used as a mode of critical questioning and reflection of ways of relating to the world, of feeling, acting, living and inhabiting the world that emanates from plural knowledges disrupting modernity and repositioning alternative knowledge traditions. After discussing the central concepts of collaborative online international learning and global citizenship education, and unpacking border thinking and third space as a lens, we provide four illustrative autoethnographic vignettes from which we then discuss collaborative online international learning and global citizenship education critically. We conclude that by bringing together students to engage in a collaborative learning task that they would be unable to complete on their own, participants have a personal and collective opportunity to appreciate each other’s microsocial realities better. We argue that the potential for becoming in the collective borderlands of collaborative online international learning can deepen students’ learning and understanding of global citizenship education as inclusive, decolonising, Indigenising, critical and transformative. However, collaborative online international learning for global citizenship education should not be deployed uncritically as an online pedagogy, assuming inclusivity. Rather, it can be a core component of holistic learning practice, if it is deliberately used as a borderland third space where valuable learning through reflection and openness to discomfort advances a global mindset.

MENINGKATKAN KEMAMPUAN BAHASA ANAK USIA DINI 5-6 TAHUN (Studi tentang Pra dan Post Penerapan Metode Labatu di Kelompok Bermain Santo Vincentius A Paulo Kupang)

This research aims to evaluate children's language abilities before and after implementing the Labatu method, identify supporting and inhibiting factors, and measure the effectiveness of the method. This research uses a qualitative method with a descriptive approach to describe the influence of the Labatu method in improving the language skills of young children aged 5-6 years in the Santo Vincentius A Paulo Kupang Playgroup. Data collection techniques include observation, interviews, and documentation, and data analysis. The research results showed that before implementing the Labatu method, children experienced limited vocabulary, difficulty in forming sentences, and low understanding of expressive and receptive language. On the other hand, after effectively implementing the Labatu method, it was proven that children's language skills had significantly increased in terms of vocabulary, speaking ability and understanding of instructions. This method is considered to really support holistic learning, creating a pleasant learning environment and encouraging social interaction as well as the active role of parents and teachers in supporting the language development of children aged 5-6 years at the Santo Vincentius A Paulo Kupang Playgroup.

STRINGS OF INNOVATION: EXPLORING GUZHENG PEDAGOGY THROUGH THE 'INTERNET +' LENS

This study explore the evolving landscape of Guzheng pedagogy in the "Internet +" era, exploring the integration of traditional teaching methods with digital innovations. Applying Uses and Gratifications Theory (UGT) and social constructivist principles, the research examines how online platforms like "ChinaGuzheng.com" and Douyin cater to learner motivations and facilitate knowledge construction within a community-driven environment. Through a mixed-methods approach, the study analyzes user demographics, satisfaction data, and behavioral engagement metrics from both platforms. Findings reveal that digital platforms effectively address the diverse needs of Guzheng learners, offering flexible learning pathways, fostering social interaction, and promoting cultural preservation. However, challenges remain in terms of platform usability and catering to individual learning styles. The study proposes an integrative enhancement that merges the strengths of both platforms, creating a holistic learning experience that embraces the core principles of UGT and social constructivism. This model has the potential to serve as a blueprint for the future of Guzheng pedagogy, ensuring the instrument's cultural legacy thrives in the digital age.

The Noteworthiness of Constructive Feedback and Student-Reflection to Approach Competence-Based Curriculum: An Explanatory Study of Medical Schools in Indonesia

Background: Competence-based medical curriculum requires the acquisition of complex abilities that should be assessed longitudinally. The programmatic assessment model can facilitate a complete picture of students' competencies. The five components of learning, assessment, supporting activities; and intermediate to final evaluation provide holistic learning experiences for students and mentors to participate in the learning strategies. We aim to assess the application of longitudinal components of the programmatic assessment model to the current assessment system based on student perceptions.Methods: This study used a cross-sectional mixed-method sequential explanatory design at six medical schools in Surabaya, East Java of Indonesia. The instrument was 43 items of validated questionnaire based on the five components and the focus group discussions. Results: This study obtained 442 respondents. The results reflected high reliability with a Cronbach alpha value of 0.969, and the validity test showed R arithmetic > R table (R table 0.128 for n 442). The current assessment system was perceived as ‘good’, with 3.9 on 5 points Likert scale; but the ‘supporting activities’ where reflection and feedback lied; was at the lowest score although insignificant. Students underlined the lack of formative aspects (reflection, feedback, mentorship, and middle evaluation).Conclusion: The overall assessment system is well-perceived by the students; however, the 'supportive activities' component has been minimally applied. So the 'assessment of previous learning' is still prominent in the current assessment system.