Holistic Learning Research Articles

Cultural threads in writing mastery: a structural analysis of perfectionism, learning self-efficacy, and motivation as mediated by self-reflection in Chinese EFL learners

BackgroundThe study explores language acquisition in Chinese English as a Foreign Language (EFL) education, where English proficiency is crucial for global opportunities. As China gains prominence, the demand for English skills rises beyond communication to include academic and business success. The Chinese education system emphasizes proficient English writing for further education and professional achievement. This research investigates the complex linguistic context for EFL learners in China, analyzing the intersection of psychological factors, cultural nuances, varied pedagogy, and individual experiences.MethodsStructural Equation Modeling (SEM) is utilized for analysis, enabling the creation of a metric set to explore intangibles such as perfectionism, learning self-efficacy, motivation, study habits, cultural influences, and introspection. The research utilizes a diverse sample from multiple universities across different regions of China, incorporating demographic factors to encompass the varied characteristics within the EFL learner community.ResultsResults reveal that perfectionism (β = 0.30, p < 0.001), learning self-efficacy (β = 0.25, p = 0.005), motivation (β = 0.35, p < 0.001), study habits (β = 0.20, p = 0.01), and self-reflection (β = 0.28, p < 0.001) significantly predict writing proficiency. Cultural effects (Beta = 0.15, p = 0.05) show a statistically significant, albeit minimal, impact. Mediation-moderation analysis underscores perfectionism as a mediator (Beta = 0.25, p = 0.005), emphasizing its influence on other predictors. Cultural factors act as moderators (Beta = 0.15, p = 0.01), shaping the link between predictors and writing skills. The combined mediation and moderation effects on writing proficiency are positively significant (Beta = 0.20, p = 0.02).ConclusionsThis study makes a significant theoretical contribution, enhancing existing models and providing practical insights for EFL educators and policymakers. Emphasizing the intricate relationship between psychological factors and cultural dynamics underscores the necessity for a sophisticated, culturally sensitive approach to language acquisition in Chinese EFL instruction. Beyond language skills, the research recognizes the importance of fostering a conducive environment that encourages personal development, socio-cultural awareness, and a holistic learning approach.

A step-by-step methodology for assessing students� functional literacy in basic school mathematics

Relevance. The relevance of the research is conditioned upon the rapid changes in the educational system, where the modernisation of the content, methods, means of control and assessment of learning outcomes reflect the key aspects of the development and implementation of students� competencies. Purpose. The purpose of the research work is to determine the specifics of children�s functional literacy development, in particular, mathematical literacy, and the specifics of the organisation of its assessment in the basic school. Methodology. The theoretical and methodological foundation of the research work was a qualitative combination of methods of structural and functional analysis of the problem of ensuring the learning process, and analytical research of the development of students� mathematical knowledge in the aspect of its activity character. In particular, the diagnostics of the development of students� functional literacy was conducted. Results. The research work presents the results reflecting the problem of children�s development of global competencies and creative thinking, which contribute to the development of their potential. In addition, the research discloses the issues of professional competence of a teacher in the context of their skills to provide holistic learning in mathematics lessons, considering interdisciplinary links. In addition, the components, conditions and approaches that allow the teacher to effectively influence the development of functional literacy of students were considered. Conclusions. The obtained data disclose the problem of developing diagnostic tools for assessing the quality of training of basic school students. The practical value of the obtained results of the research work lies in the possibility of using the highlighted approach to improve the methods of assessing students� functional literacy throughout their education in basic school. Keywords: modelling; pedagogical approach; diagnostics; learning activity; motivation; functional literacy

The Ushnus in the astronomy of the Inca culture

AbstractInferences are made about the relationship that existed between the Ushnus, pyramid‐shaped, terraced structures used by the Incas in the most important ceremonies of the Tawantinsuyo, and Inka Astronomy. We draw attention to Ayni, Kawsaypacha, Duality, and Tinkuy principles, multidimensional codes of conduct and wisdom that are at the root of the Andean cosmovision and on their perception of the world and the Cosmos. These principles, examined as postulates, allow to elaborate axiomatic propositions to identify the Ushnus with ancient Astronomy practices. In a complementary statement, starting from a bi‐conditional proposition, we may infer through reciprocal corollaries that the Inka earliest roots to a holistic learning and educational ambient in the Tawantinsuyo was not elitist, instead it was based on a epistemological construct that differs from the corresponding Western educational ambients. An epistemological and cognitive approach allows to identify an ancient elaborate process of knowledge construction, based on the four fundamental principles, corresponding to different levels of assimilation and comprehension. As a complementary aspect, we identify some of the most preserved Ushnus of the Inka “Empire.” Then we complement this contribution with a broader interpretation for the Ushnus.

Exploration and Practice of Project-based Classroom Teaching Reform with the Support of Knowledge Graph: A Case Study of the “Logic Algebra and Digital Circuits” Course

In response to the prominent issues in teaching the Logic Algebra and Digital Circuits course for undergraduate computer science students, such as insufficient student motivation, inadequate support for instructional design and organization, and ineffective project-based teaching, this study explores and implements innovative reforms in project-based classroom teaching supported by a knowledge graph. The reform is carried out by adopting the Outcome-Based Education (OBE) concept to design the course objectives, integrating and optimizing course resources, constructing a comprehensive and rich knowledge graph centered around key concepts, and developing a problem system that covers these key concepts. It establishes an individualized learning path to provide tailored and personalized services for students, creates a holistic learning environment that promotes intrinsic motivation with external support, and implements a 6-3-3 teaching organization strategy based on BOPPPS (Bridge-In, Outcomes, Pre-Assessment, Participatory Learning, Post-Assessment, and Summary). This approach stimulates a student-centered, eco-friendly teaching model through various methods. Through four rounds of teaching reform practice in the Logic Algebra and Digital Circuits course, significant improvements have been observed in student learning enthusiasm and engineering application abilities, and the outcomes have received broad recognition.

Analisis Implementasi Pendekatan Psikologis pada RPP Mata Pelajaran Al-Qur’an Hadist untuk Meningkatkan Efektivitas Pembelajaran Hadist

Teaching Al-Qur’an Hadith requires an adaptive approach to create a conducive and effective learning environment. This study aims to analyze the implementation of the Lesson Plan (RPP) using a psychological approach in Al-Qur’an Hadith instruction at MTs Al-Musaddadiyah Garut. Employing a descriptive qualitative research method with a case study design, the study involves teachers and students as the primary subjects. Data were collected through in-depth interviews, observations, and document analysis related to the RPP. The key findings reveal a gap between the planning and implementation of the RPP, influenced by factors such as student motivation and infrastructural limitations. However, the psychological approach has proven effective in enhancing student engagement and learning outcomes, provided it is applied flexibly and according to classroom conditions. This study contributes to the literature by offering new insights into the importance of adapting psychological approaches in the context of Islamic religious education. Nevertheless, this research is limited to one location and a relatively short duration, suggesting the need for further studies with a broader scope to reinforce these findings. The implications of this study include recommendations for the development of more responsive lesson plans that address the psychological needs of students, aiming to improve holistic learning outcomes.

Motivational Dynamics in Education: Exploring Current Learning Theories

This article explains the dynamics of motivation in education with an emphasis on contemporary learning theories. Motivation is identified as the main psychological factor that influences the learning process. This article also discusses contemporary educational theories, such as constructivism, connectivism, self-determination theory (SDT), and social cognitive theory. This research uses a literature study methodology to analyze concepts and determine their implications for student motivation in an educational context. Research findings show that SDT theory prioritizes autonomy, social competence, and interpersonal relationships as key components for increasing student motivation. In education, Social Cognitive Theory emphasizes observation and modelling, while Constructivism advocates active learning and the relevance of material to students' daily lives. Especially in the digital era, connectivism emphasizes the importance of information networks and collaboration in education. Integrating key aspects of these theories can provide a foundation for responsive and holistic learning strategies, creating learning environments that are stimulating, relevant, and motivating for students across the educational spectrum.

Trends and insights on multiple intelligences in Islamic schools: A bibliometric analysis

In this comprehensive study, we explore the intersection between Multiple Intelligences (MI) theory and Islamic educational systems, employing bibliometric tools like Descriptive analysis and Author Network Visualization to reveal the intricate contours of academic collaboration and research in this domain. An increasing trend in publications and cross-cultural collaborations, particularly involving the United States, Indonesia, and Turkey, underscores the global relevance of integrating modern psychological theories like MI with Islamic education. Through citation and keyword analysis, we highlight a significant divergence between research on Islamic schools and MI, as well as an emerging interest in applying MI in religious educational contexts. Furthermore, our research identified a seriously alarming gap in the academic literature at this intersection, emphasizing the need for future exploration. In synthesizing the findings, we conclude that the fusion of MI with Islamic pedagogy offers a robust approach to holistic learning in recognizing individual intelligence domains and fostering growth. The integration of these two fields promises to redefine education by melding traditional religious teachings with contemporary insights, creating a pathway for enhanced student understanding, progressive policy formulation, and innovative pedagogical strategies.

Technology Integration in The Hannafin and Peck Model: Dynamic Transformation of Islamic Religious Education at Sdn Cilengkrang

This research adopts a qualitative approach, employing a case study method to explore the impact of technology integration in the teaching of Islamic Religious Education (PAI) at SDN Cilengkrang. Data collection is conducted through interviews, observations, and document analysis to gain deep insights into the experiences of teachers and students regarding the instructional model that incorporates technology. The research aims to provide a detailed understanding of how technology, including PAI software and online platforms, influences the engagement and comprehension of religious concepts among students. The data analysis process in this study is inductive, where researchers systematically explore patterns, themes, and relationships emerging from interviews, observations, and document analysis. Thus, the research aims to comprehensively describe the positive impact of technology integration in PAI learning. The findings of this research support existing literature and emphasize the potential of dynamic PAI learning, integrating cognitive aspects with religious values. The success of technology integration in PAI teaching at SDN Cilengkrang, despite facing challenges in teacher training, has significant positive implications. Serving as a foundation for improving the quality of PAI teaching, this research opens new opportunities for more dynamic and holistic learning experiences.

Effectiveness of the “Hand as Foot” teaching method in human physiology: A randomized controlled trial

BackgroundThe "Hand as Foot" teaching method, an innovative approach in medical education, utilizes hand gestures to simulate anatomical structures and functions. This study aimed to assess the effectiveness of the "Hand as Foot" teaching method compared to traditional method in the "Human Physiology" course. MethodsDuring the 2023 spring semester, a randomized controlled trial involved 84 health management students. Participants were randomly assigned to the "Hand as Foot” teaching group or the traditional teaching group. A self-designed Likert scale was used to evaluate students' perceptions of teaching effectiveness, covering dimensions such as engagingness, intuitiveness, facilitation of understanding, enhancement of memorization, and effortlessness of learning. Additionally, a knowledge assessment test was administered to measure knowledge acquisition. ResultsThe "Hand as Foot teaching method" group (41 students) reported significantly higher ratings for all dimensions of teaching effectiveness compared to the traditional teaching group (43 students) (p ≤ 0.01). Despite the lack of statistical significance, the experimental group's test scores were notably superior (Mean = 6.35 vs. Mean = 5.94). DiscussionThe "Hand as Foot" teaching method demonstrated superior effectiveness in engaging students, facilitating comprehension, and enhancing memorization. Its interactive and tangible nature provided a holistic learning experience, enabling students to visualize complex physiological mechanisms. Additionally, it fostered active student participation and a desire for deeper understanding. ConclusionWhile the "Hand as Foot" teaching method demonstrated strengths in engaging students and aiding comprehension, further researches with larger and diverse cohorts are needed to gauge its impact on learning outcomes and broader applicability.

Intentional Learning Theory: Validating Its Measurement

The purpose of this article is to describe and analyze the psychometric properties of the Learning Orientation Questionnaire (LOQ), which have not been previously published. Psychometric validation involves the accumulation of proper empirical evidence to confirm measurement of the intended construct, and to justify the intended uses of the scales. LOQ is based upon the intentional learning theory, which is a comprehensive, holistic learning theory. Through the expertise of the LOQ’s developer, educational researcher, and psychometrician, this article presents evidence of LOQ’s reliability and validity according to published best practices for scale development and validation. LOQ is a reliable and valid instrument determining where learners fall along the learning orientation continuum. Education researchers can use this information to support learners to move upward on the learning orientation continuum, improving their inclination to learn, high-order thinking, and life-long learning.

Research on the Application of Holistic Learning Methods in the Teaching of Basic Courses in Weapon Equipment

Research on the Application of Holistic Learning Methods in the Teaching of Basic Courses in Weapon Equipment

Priority Based Brainvita: A Philosophical Perspective of Critical Thinking for Algorithm Generation using Game-based Approach

Abstract— India’s National Education Policy (NEP) 2020 is the lighthouse whose luminance guides our unrevealed paths, and it is ‘Philosophy’ who acts like the backbone who holds the entire structure of NEP 2020 in a single unit. Critical thinking will make its presence felt when it has a ‘philosophical backing’. Understanding the views of our contemporary Indian philosophers like Sri Aurobindo, the process of holistic learning is of utmost importance. This study focuses on the process of experiential learning rather than only targeting the achievement of the goal using a game-based approach. A traditional Brainvita game is modified using priority called ‘Priority based Brainvita’ to increase the complexity level of the gaming rules but maintain simplicity in the execution. The analysis of the activities in the study showcases how ‘expert’ versus ‘beginner’ Brainvita players show different attitudes, behavior and skill learning as dynamic situations arise on the game board. After the game-based development of critical thinking, a maze creation activity performed by the students which display how rules in algorithms and tasks can be generated. From the Artificial Intelligence perspective, Priority based Brainvita will enhance the ‘algorithm generation’ capacity in the students along with identifying rules in a game and correct strategies to achieve winning outcomes. Keywords— Algorithm; Brainvita; Critical-thinking; NEP 2020; Philosophy; Priority.

Perceptions of pre-service elementary school teachers toward education for sustainable development through character education

This study aims to explore the perceptions of pre-service elementary school teachers towards the concept of education for sustainable development through character education. This study is a descriptive research in which the object of research is 142 pre-service elementary school teachers at one of the universities in Surabaya, Indonesia. Data were collected through a questionnaire consisting of 6 structured questions and 1 open-ended question that was distributed through Google form. The data obtained were analyzed by descriptive statistics. Based on the results of data analysis, most of the respondents agreed that education for sustainable development through character education is very important in primary schools Introduction. In addition, aspects that need to be considered in implementing education for sustainable development through character education are the formation of attitudes and values, environmental awareness, social skills development, and holistic learning experiences.

Correlational Analysis of Academic Performance in General Education Courses During the Digital Learning Space

The integration of digital learning setups in higher education has revolutionized the educational landscape, necessitating a reevaluation of academic performance in General Education Courses (GECs). This correlational analysis study examines the interconnectedness of student grades across eight GECs during the transition to digital learning environments. By investigating the relationships between GEC subjects, the study sheds light on potential interdisciplinary connections and offers insights into overall academic performance trends. Findings reveal significant correlations between various GECs, highlighting the importance of fostering interdisciplinary learning experiences and promoting critical skills development among students in digital educational contexts. The study underscores the imperative of designing curriculum frameworks that encourage holistic learning experiences, prioritizing the development of communication skills, scientific literacy, and ethical reasoning. Additionally, it emphasizes the need for continuous evaluation and improvement initiatives to enhance the quality of education in digital learning environments. This research contributes to a deeper understanding of academic performance trends in GECs and informs pedagogical practices aimed at preparing students for success in an increasingly complex and interconnected world.

Humour-themed holistic learning processes in a Finnish primary school

Although humour in education has shown positive research results, its use in Finnish classrooms is not common and is not included in Finland’s curricula. In this study, pupils’ humour is utilised as part of a holistic learning process in Finnish primary education. Implementing holistic learning processes means focusing on child-centredness, dissolving subject boundaries and concentrating on learning-to-learn skills, overall growth and traditional subject-learning goals. As a framework for the learning process, this study follows the guidelines of the Narratives and Crafts model, which aims to connect arts-based activities with different themes. This study aims to investigate the role of humour in the context of an arts-based learning process and to assess opportunities for its more conscious use in learning. The data were taken from the outcomes of 36 pupils during a holistic learning process and were analysed using qualitative content analysis. The results indicated that creative or arts-based activities and humour worked well together as a means for pupils to incorporate their inner thoughts and personal perceptions into their assignments. Furthermore, humour can be a source of a long-term process, and expressions of pupils’ humour can be steered by assignments and preliminary materials, as well as by collaboration with other pupils and the teacher. However, teachers should have more research-based information about humour in the classroom and about the importance of humour in the community and for pupils.

INTERWEAVING INDONESIAN LOCAL WISDOMS AND SYNCHRONIZED VIRTUAL LEARNING: STUDENTS’ EXPERIENCE IN ESP

The research delves into integrating Indonesian local wisdom, specifically Pancasila, within synchronized virtual learning for English for Specific Purposes (ESP), aiming to unveil students' experiences and assess the impact on presentation skill development. Thirty students participated in a 13-session Business English presentation course, with Pancasila embedded in the virtual learning mode. Data encompassed closed questionnaires and pretest/post-test scores, analyzed qualitatively and quantitatively. The findings underscore the intervention's efficacy, notably enhancing students' comprehension of Pancasila's cultural significance and augmenting their presentation skills. Notably, improvements were observed in structure, delivery, and gesture, affirming the approach's success in deepening cultural understanding while refining practical abilities. Quantitative analysis revealed shifts in presentation skill scores pre and post-intervention. While medium scores declined, low and high score categories exhibited marked changes, indicative of substantial advancements in presentation proficiency across skill domains. In conclusion, merging Pancasila into synchronized virtual learning yielded notable benefits, aligning cultural content with skill-focused education. This integration not only enriched cultural appreciation but also honed crucial presentation skills. These outcomes accentuate the potential of targeted educational strategies in harmonizing cultural knowledge and skill development within higher education settings, fostering holistic learning experiences. The study advocates for continued exploration and implementation of similar integrative approaches, emphasizing their value in enhancing both cultural understanding and practical skill acquisition among students in specialized learning contexts.&#x0D;

Tambourine Art as a Da'wah Strategy in the Actualization of Islamic Values in Islamic Religious Education Learning

Purpose of the study: The purpose of this research is to determine the art of tambourine as a da'wah strategy in the actualization of Islamic values in Islamic religious education learning.&#x0D; Methodology: This research uses a qualitative approach with a case study method. The instrument used in data collection was an interview sheet. This research data analysis will use a qualitative data analysis approach by Miles and Huberman which includes data collection, data reduction, data presentation, and drawing conclusions.&#x0D; Main Findings: The results of this research are the integration of local wisdom values, especially through Tambourine Art, in Islamic Religious Education learning which has a positive impact in strengthening students' understanding of local religious and cultural values. Learning that is contextual and relevant to students' lives can make a significant contribution to the formation of strong character rooted in noble religious values.&#x0D; Novelty/Originality of this study: The use of Tambourine Art as a Da'wah Strategy in Islamic Religious Education learning provides a holistic learning approach, combining aspects of art, culture and religion in one container. This can enrich students' learning experience and help them to better understand Islamic teachings as a whole.

Art as Communication: Its Relevance In Education

Art as a form of commination plays a crucial role in education by enhancing students’ ability to express and interpret complex ideas. This abstract explores the significance of integrating art into educational practices to foster critical thinking, creativity, and emotional intelligence. By engaging with various artistic mediums, student develop a deeper understanding of diverse perspective and cultural context, enhances problem-solving skills, and encourage personal and collective reflection. By incorporating art into education practices, educators can create a more holistic learning experience that nurtures students’ cognitive and emotional development. This exploration underscores the necessity of valuing art as a core component of education to enrich the learning process and support diverse forms of student expression and comprehension. Aims Research Journal Reference Format: Ogunmola, M. O. (2023): Art as Communication: Its Relevance In Education. Advances in Multidisciplinary and Scientific Research Journal Vol. 9. No. 4. Pp 83-90. www.isteams.net/aimsjournal. dx.doi.org/10.22624/AIMS/V9N2P8

Integrating the Whoop It Up Strategy with the AIR (Auditory, Intellectually, Repetition) Learning Model in Arabic Language Learning

This research comprehensively describes implementing the "Whoop it Up" strategy in Arabic language learning integrated with the AIR model (Auditory, Intellectually, Repetition) Learning Model in Arabic Language Learning at MTs Bilingual NU Pucang. The research employs a qualitative descriptive approach through detailed observation and analysis, enhancing active student engagement, peer interaction, and reflection on the learning material. Within the AIR model, Arabic language learning goes beyond a passive process, involving students actively in language use, encouraging peer interaction, and fostering reflection on their understanding of the material. The combination of these two approaches offers diverse advantages. It can create a more engaging and interactive learning experience. At the same time, the AIR model provides additional structure and resources to support student understanding to create a dynamic learning environment, motivating students to participate actively and providing a holistic learning experience in comprehending and using the Arabic language. This research contributes valuable insights to develop innovative and effective teaching methods in the context of Arabic language learning.

Exploration of the Reform of a Blended Teaching Model Under an Outcome-Based Approach

This paper, proposes practical teaching recommendations based on the integration of blended teaching and outcome-oriented education through a case study. Through an in-depth exploration of projects such as creating individual resumes, the study reveals that the blended teaching model, while providing a personalized learning experience, complements the philosophy of outcome-oriented education. Utilizing online learning platforms to stimulate students’ interests in self-directed learning and continuously optimizing teaching methods through a comprehensive performance assessment and practical skill development provide students with a more practical and holistic learning experience. This research offers valuable insights and guidance for future educational practices, presenting actionable teaching approaches for schools and educational institutions.