Implementation Of Active Learning Strategies Research Articles

The Concept Of Implementing Active Learning Strategies In Islamic Religious Education Learning

This study aims to elaborate the concept of active learning strategy implementation in Islamic religious education learning, which will be divided into three main discussions, including: 1) the definition of active learning strategies; 2) components and supporting factors of active learning strategies; 3) various methods in active learning strategies; and 4) implementation of active learning strategies in Islamic religious education learning. This research uses a library research approach, to analyze the concept of implementing active learning strategies in Islamic religious education learning in Mel Silberman's book, Active Learning: 101 Strategies To Teach Any Subject. Data collection was carried out using documentation techniques, which were then analyzed inductively. The results showed that active learning strategy is a learning approach that invites students to engage directly through real experiences, empowering them to learn actively in various ways and strategies. Components such as experience, interaction, communication, and reflection are key in implementing active learning strategies. Factors such as teacher attitude and behavior play an important role in supporting active learning. The book "Active Learning: 101 Strategies To Teach Any Subject" by Silberman presents various strategies that can be adapted, including in the context of Islamic religious education learning, such as group resume method, learning starts with a question, information search, quiz team, everyone is a teacher here, and jigsaw learning. All of these will create a learning environment that motivates, engages, and improves students' understanding in Islamic religious education learning.

Implementation of Active Learning Strategies

The purpose of this research is to analyze the implementation of active learning strategies in the learning process in the classroom. This study uses the Library Research method, which is a literature study. The results of this study show that active learning strategies are a technique, strategy, or learning method that demands student activity, self-development, self-conceptualization, and meaning-building through various activities in the learning process so that learning objectives can be achieved effectively. In implementing this active learning strategy, the role of the teacher as an educator is very important. The position and role of the teacher are very strategic in active learning because the success or failure of students in learning is determined by the teacher's ability, creativity, and skills. If the educator is skilled and creative in teaching, it can be ensured that students will have a greater opportunity to be skilled, successful in learning, and thinking

Implementation of active learning strategies: The case of secondary schools: learning strategies

The purpose of this study was to investigate implementation of active learning strategies at secondary schools in Ethiopia. To conduct the study, descriptive survey design was employed. A total of 109 teachers were participated in the study through systematic sampling technique. The study was complemented by mixed method approach that employed both qualitative and quantitative data collection tools such as observation checklists, questionnaires and interviews. The quantitative data was analyzed using frequency, percentage, mean value, grand mean and mean ranking and the qualitative data was analyzed in organizing, summarizing and interpreting narrative description. The findings of the study reported that most of the respondents have perceived active learning strategies positively. In spite of their good perceptions, their practices of active learning strategies were low. The major factors affecting the effective implementation of active learning strategies were large class size, student lack of interest, shortage of time, teachers lack of commitment, students’ beliefs and perceptions and diversity of student interest were among the most influential factors hindering its implementation. Finally, it is recommended that responsible bodies should reorganize the conditions and facilitate necessary inputs for the implementation of active learning strategies.

Predicting implementation of active learning by tenure-track teaching faculty using robust cluster analysis

BackgroundThe University of California system has a novel tenure-track education-focused faculty position called Lecturer with Security of Employment (working titles: Teaching Professor or Professor of Teaching). We focus on the potential difference in implementation of active-learning strategies by faculty type, including tenure-track education-focused faculty, tenure-track research-focused faculty, and non-tenure-track lecturers. In addition, we consider other instructor characteristics (faculty rank, years of teaching, and gender) and classroom characteristics (campus, discipline, and class size). We use a robust clustering algorithm to determine the number of clusters, identify instructors using active learning, and to understand the instructor and classroom characteristics in relation to the adoption of active-learning strategies.ResultsWe observed 125 science, technology, engineering, and mathematics (STEM) undergraduate courses at three University of California campuses using the Classroom Observation Protocol for Undergraduate STEM to examine active-learning strategies implemented in the classroom. Tenure-track education-focused faculty are more likely to teach with active-learning strategies compared to tenure-track research-focused faculty. Instructor and classroom characteristics that are also related to active learning include campus, discipline, and class size. The campus with initiatives and programs to support undergraduate STEM education is more likely to have instructors who adopt active-learning strategies. There is no difference in instructors in the Biological Sciences, Engineering, or Information and Computer Sciences disciplines who teach actively. However, instructors in the Physical Sciences are less likely to teach actively. Smaller class sizes also tend to have instructors who teach more actively.ConclusionsThe novel tenure-track education-focused faculty position within the University of California system represents a formal structure that results in higher adoption of active-learning strategies in undergraduate STEM education. Campus context and evolving expectations of the position (faculty rank) contribute to the symbols related to learning and teaching that correlate with differential implementation of active learning.

Implementation of Active Learning Strategies In Improving Arabic Language Skills for Students of STAI As-Sunnah Tanjung, North Sumatra

This study aims to describe the implementation of active learning strategies to speak Arabic as well as various supporting and inhibiting factors, and also to describe the results obtained after implementing active learning strategies to speak Arabic at STAI As-Sunnah Tanjung Morawa Deli Serdang. The research data obtained from primary data and secondary data. The primary data comes from key informants taken from purposive techniques, the data collection instruments used are interview guides, observation guides and match lists. While secondary data comes from journals, books, or magazines that are still related to the object of research. For check data validation using data triangulation. The results obtained from the study are STAI As-Sunnah using an active learning strategy based on the integration of 4 Arabic skills, namely speaking, listening, writing and reading skills. It was also found that there were supporting and inhibiting factors for active learning strategies. Supporting factors such as various lecturer methods that motivate students to be active in learning, the existence of a code of ethics regarding the use of Arabic as the main language, as well as the availability of facilities such as language laboratories. Meanwhile, the inhibiting factor is that there are still lecturers who do not understand active learning strategies, and the lack of commitment and seriousness of lecturers in implementing active learning strategies. The result of the active learning process itself is that 95% of the Language Preparation Program participants can graduate, there are also those who continue their studies in Arabic-speaking countries, there are students who are able to win the Arabic speech competition.

The Promoting Active Learning & Mentoring (PALM) Research Coordination Network Supports the Design and Implementation of Active Learning Strategies, while Increasing Educator Confidence

The Promoting Active Learning & Mentoring (PALM) Research Coordination Network supports current and aspiring biological science educators (PALM Fellows) who seek to incorporate active learning strategies into their undergraduate courses. Through the collaboration of professional scientific societies and educators, PALM Fellows are provided one‐on‐one guidance by PALM Mentors, educators experienced in curricular reform. This 4–12‐month mentorship includes PALM Fellows observing, either virtually or in‐person, PALM Mentors applying active learning strategies in their own classrooms. PALM Fellows work with their PALM Mentors to design, implement, and assess active learning course modules adapted to the needs of the PALM Fellows and their students. Additional mentorship and professional network development are provided to PALM Fellows in the form of regular journal club meetings and group gatherings with other current and former PALM Fellows and Mentors. Over five years, 54 PALM Fellows have received individualized mentoring and assistance in the development and implementation of active learning strategies. At the completion of one year as a PALM Fellow, participants (n=17) were surveyed to determine changes in their teaching approaches that can be attributed to the PALM Network. When asked to rate their confidence since starting their work with the PALM Network, 82% responded that they have more confidence (as indicated by the response of a 7 or 6 on a 7‐point Likert scale) in their understanding of active learning, 88% have more confidence in their ability to incorporate active learning in their teaching, and 71% have more confidence in their understanding of backward design. Additionally, after one year in the PALM Network, all participants (given the option of yes, no, or not sure) responded that they had developed an active learning course module, and 82% had implemented their active learning module in their own classroom. Therefore, the PALM Network successfully supports the design and implementation of active learning strategies in the classrooms of educators seeking to reform their teaching, as well as increasing educator confidence in their ability to do this work.

Evaluating the impact of malleable factors on percent time lecturing in gateway chemistry, mathematics, and physics courses

BackgroundActive learning used in science, technology, engineering, and mathematics (STEM) courses has been shown to improve student outcomes. Nevertheless, traditional lecture-orientated approaches endure in these courses. The implementation of teaching practices is a result of many interrelated factors including disciplinary norms, classroom context, and beliefs about learning. Although factors influencing uptake of active learning are known, no study to date has had the statistical power to empirically test the relative association of these factors with active learning when considered collectively. Prior studies have been limited to a single or small number of evaluated factors; in addition, such studies did not capture the nested nature of institutional contexts. We present the results of a multi-institution, large-scale (N = 2382 instructors; N = 1405 departments; N = 749 institutions) survey-based study in the United States to evaluate 17 malleable factors (i.e., influenceable and changeable) that are associated with the amount of time an instructor spends lecturing, a proxy for implementation of active learning strategies, in introductory postsecondary chemistry, mathematics, and physics courses.ResultsRegression analyses, using multilevel modeling to account for the nested nature of the data, indicate several evaluated contextual factors, personal factors, and teacher thinking factors were significantly associated with percent of class time lecturing when controlling for other factors used in this study. Quantitative results corroborate prior research in indicating that large class sizes are associated with increased percent time lecturing. Other contextual factors (e.g., classroom setup for small group work) and personal contexts (e.g., participation in scholarship of teaching and learning activities) are associated with a decrease in percent time lecturing.ConclusionsGiven the malleable nature of the factors, we offer tangible implications for instructors and administrators to influence the adoption of more active learning strategies in introductory STEM courses.

Teacher Competences for Active Learning in Engineering Education

The implementation of active learning strategies in engineering education still encounters barriers when facing conventional teaching-learning practices. This work aims to contribute to the discussion on teachers’ pedagogical competences required for active learning. This contribution is developed from the perceptions of 205 engineering teachers of Brazilian higher education institutions, centered on significant teaching competences necessary for teachers of engineering courses and how to develop them in the active learning context. The results show that essential competences identified by the participants are (I) teamwork (teachers’ cooperation); (II) teacher–student relationships (empathy); (III) feedback about students’ performance throughout the learning process; (IV) information and communication technology (ICT) competences; (V) selecting and adapting the teaching-learning methodologies to the class context; and (VI) creativity. A complementary logistic regression model suggested that female Ph.D. full-time teachers are more likely to employ active learning. Differences in active learning adoption among Brazilian regions were also captured by the model. The identified competences are essential for the sustainability of the innovation of teaching practices in the context of active learning, which may be used to inform more effective professional training of engineering teachers in the current globalized scenario.

Active Learning Strategy on Higher Education Biology Learning: A Systematic Review

Student-centered learning intends to increase student participation. Biology subject is a broad scope and has a level of abstract concepts. Active learning has the potential to maximize the learning process of biology subjects. The purpose of the research is to describe the implementation and strategies of active learning applied to biology learning in higher education. The method used descriptive and systematic review. Selecting articles used the ERIC database. The search was carried out with predetermined categories, then a manual selection of the article to ensure the selected one. There are nine journals with nineteen articles analyzed at the higher education level of biology subject matter. This study's results, the implementation of active learning strategies, require support from lecturers and university stakeholders so that active learning runs effectively. An Active learning strategy used in biology material in higher education consists of the use of low-cost technology (virtual cell learning module) to high cost (SCALE-UP, clicker), low-cost learning without involving technology (card games, card organisms, kinesthetic physical models, 5E lesson plan, and pre-class reading guide) to outside the classroom (field training). The university's role and the understanding of lecturers in implementing active learning strategies have a crucial role in determining student learning outcomes. Lecturers and university stakeholders need to build cooperation, including a learning policy system and classroom implementation.

Active learning strategies to develop research competences in engineering education

PurposeThe purpose of this paper is to implement and evaluate active learning strategies to support engineering students in the development of research competences, contributing to the growing need for a closer relationship between research and teaching.Design/methodology/approachThis study was developed using an action research approach. The data were collected through observations, questionnaire and focus group in order to evaluate the active learning strategies used in the context of the study, based on students' perceptions.FindingsThe results show that the implementation of active learning strategies, such as research-based learning and think-pair-share enhance the development of research competences, namely critical thinking and written communication. Additionally, this approach enables students to develop further their capstone projects, using the standards demanded in research process.Research limitations/implicationsThe study was based mainly on teacher's observation and the participants are undergraduate engineering students enrolled in the course “Scientific Methodology” during 1 academic year.Practical implicationsTwo levels of implications can be identified in this study: (1) for teachers' practice, who can adapt the step-by-step descriptions of the implemented approaches and (2) for research, contributing to the discussion about how to explore the teaching-research relationship in undergraduate courses.Originality/valueThe course of “Scientific Methodology” is part of the curricular structure of most undergraduate engineering programs offered by Brazilian Higher Education Institutions, and this study is a contribution for the improvement of knowledge on how this course may be conducted in an effective and engaging way.

Obstacles Overcome: A Universal Guide to Active Learning

The active learning concept is increasingly attracting attention in the education environment. This paper includes information about the obstacles that instructors might face in active learning, and provides several activities to overcome obstacles. Evidence suggests that active learning increases engagement, student motivation, and comprehension of material. However, the literature revealed that several obstacles exist that may prevent the implementation of active learning strategies. Therefore, understanding how to overcome obstacles and successfully implementing active learning strategies is beneficial for both the instructor and student.

Design and implementation of active learning strategies to enhance student understanding of foundational concepts in biochemistry.

For many students biochemistry is a demanding course because they are expected to apply previously learned foundational concepts to new biological contexts. These foundational concepts serve as a scaffold onto which to build threshold concepts such as the physical basis of interactions. Unfortunately, many students possess misconceptions or gaps in knowledge of these foundational concepts which hinder their understanding of new information. This paper describes the implementation of an iterative process to improve student foundational concept learning in an introductory biochemistry course. The process includes pre-assessment of foundational concept knowledge, introduction of interventions targeting low performing concepts and re-assessment of student learning gains. Diverse active learning strategies such as problem-based worksheets, tactile learning activities, review activities and learning cycle activities were introduced to target concepts including hydrogen bonding, pH/pKa, bond energy and chemical equilibrium. While all active learning strategies resulted in improved posttest scores compared to pretest scores, no one strategy appears to be more beneficial than another. Survey results suggest students recognized the value of utilizing the various active learning strategies in the classroom to enhance critical thinking skills, engagement during class time, and collaboration skills. The process allows instructors the breadth and flexibility to introduce diverse active learning strategies tailored to their specific student needs in an effort to improve student foundational concept learning.

Which conditions facilitate the effectiveness of large-group learning activities? A systematic review of research in higher education

ABSTRACT Large-group activities have increased in higher education since 2000. Research focused on the possibility to have positive effects on students’ learning, regardless of the number of students by identifying facilitating factors. Hence, the achievement of learning results is used as a criterion of effectiveness. This review summarises the findings of research studies on conditions that determine the effectiveness of large-group learning activities in higher education contexts published from 1996 to 2016. The PRISMA declaration for conducting literature reviews was followed. Articles were searched through the ERIC, Web of Science, SCOPUS, SCIELO, and EBSCO databases, including additional sources. A total of 78 articles met the inclusion criteria and were selected for thematic analysis. These studies came from a wide range of disciplines, types of institutions, and locations. Five themes emerged as conditions that facilitate the effectiveness of large-group learning activities: (1) student–teacher and student–student interaction, (2) implementation of active learning strategies, (3) classroom management, (4) students’ motivation and commitment, and (5) the use of online teaching resources. The discussion is centred on the conditions by which large-group activities can be effective learning strategies in terms of student’s achievement of learning outcomes.

Practical implementation of active learning strategies into Maritime English course

Practical implementation of active learning strategies into Maritime English course

Teachers’ perceptions, practices and challenges of active learning strategies utilisation at secondary schools in Ethiopia

The purpose of this study was to investigate teachers’ perceptions, practices and challenges of active learning strategies utilisation at secondary schools in Ethiopia. Its specific purposes were to examine the perception of teachers towards active learning strategies utilisation, to explore whether active learning strategies utilisation are being practiced by teachers or not and to identify factors that hinder teachers in implementing active learning strategies in secondary schools. To conduct this study, descriptive survey design was employed. A total of 109 teachers participated in the study through systematic sampling technique. The study was complemented by the mixed method approach that employed both qualitative and quantitative data collection tools, such as observation checklists, questionnaires and interviews. The quantitative data were analysed using frequency, percentage, mean value, grand mean and mean ranking, and the qualitative data were analysed by organising, summarising and interpreting narrative description. The findings of the study reported that most of the respondents perceived active learning strategies positively. In spite of their good perceptions, their practices of active learning strategies were low. The major factors affecting the effective implementation of active learning strategies were large class size, students’ lack of interest, shortage of time, teachers’ lack of commitment, students’ beliefs and perceptions and diversity of student interest, which were among the most influential factors hindering its implementation. Finally, it is recommended that responsible bodies should reorganise the conditions and facilitate necessary inputs for the implementation of active learning strategies. Keywords: Active learning, challenges, perceptions, practices, secondary schools, strategies, utilisation.

Active Learning Strategies Implementation in Arabic Teaching at Senior High School

The aim of this study is to find out the implementation of active learning strategy in Arabic teaching at a senior high school in Palu city. This study used a qualitative research method. The data was collected through observation, interviews, and document analysis. The data, then, was anallysed using grounded theory approach. The results of the study illustrates that iImplementation of active learning strategies in Arabic teaching is intended as a means to deliver students to achieve Arabic learning competencies, namely: al-Istima 'competence, al-Kalaam competence, al- Qira'ah, the competence of al-Kitaabah. with the implementation of learning as follows: first, the Planning stage which contains the stages of learning planning that becomes a guide for achieving learning outcomes. Second, the Implementation stage. The teaching emphasis on the learning process which includes activities and creativity of students in gaining knowledge, skills, values, and attitudes during Arabic learning. During evaluation phase, the teacher actively measure students’ behavior changes that is used as a benchmark for planning and learning development which is aimed at assessing cognitive, affective, psychomotor aspects. The implications of the study are expected for teachers to know and apply active learning to maximize the potential and improve students’ learning outcomes.

Editorial Preface

International Journal of Contemporary Islamic Education volume 2 issue 1 offers six articles covering topics of Islamic education studies. Various issues relating to Islamic education interestingly presented to contribute to the body of knowledge and practices. Academia and practitioners in Islamic education studies may gain insight from reading the articles.
 
 The first article is titled “Active Learning Strategies Implementation in Arabic Teaching at Senior High School” written by Asmawati Asmawati, Asy’ari Asy’ari, and Malkan Malkan from Postgraduate studies Institut Agama Islam Negeri Palu. This paper discusses the implementation of active learning strategy in Arabic teaching at a senior high school in Palu city. The second article is titled “ Teachers’ Strategy in Improving Students’ Learning Achievement of Al-Qur’an and Hadits at Madrasah Tsanawiyah” written by Mardiah Mardiah, Askar Askar, and Rustina Rustina. The paper discussed the strategies of teachers of the Qur'an and hadith subjects in improving the learning achievement of students in Madrasah Tsanawiyah (MTs) Al-Khairaat Biromaru. The third article is titled “Contribution of Islamic Education Values in Marriage Tradition of Banggai Ethnic, Indonesia” written by Oyan D. Taufik, Sagaf S. Pettalongi, and Sidik Sidik. The paper discusses the contribution of Islamic education values in marriage according to the customs of the tribe in district of Banggai Bulagi. The fourth paper is tittled “The Role of Environment in Improving Learning Quality: A Case Study of Al-Istiqamah Modern Islamic Boarding School” written by Rara Pratiwi, Kamaruddin Kamaruddin, and Adawiyah Adawiyah. The paper discusses the role of learning environment in improving the quality of learning students in modern boarding school Al-Istiqamah Ngatabaru. The fifth article is titled “Effectiveness the Use of Audio Visual Media in Teaching Islamic Religious Education” written by Winarto Winarto, Ahmad Syahid, and Fatimah Saguni. The paper discussed the effectiveness of using audio visual as media in improving learning achievement of a Islamic Junior high school. The last paper is title “The Role of Islamic Education Teachers Competency in Improving the Quality of Education” written by Zuhaeriah Zuhaeriah, Moh. Ali, and Yusra Yusra. The paper discusses the urgency of the competency of teachers on the subjects of Islamic religious education.
 
 I hope the articles presented in this issue add further empirical evidence to the growing body of research that examines various fields from Islam perspectives. The articles could trigger other research to study other field of study with Islam perspectives Islamic institutions in Indonesia. 
 
 Nurdin Nurdin
 Editor-in-Chief
 IJCIED: International Journal of Contemporary Islamic Education
 Volume II, Issue 1

Testing the Rhetoric: Application of Active Learning Strategies in Logic and Critical Thinking Classrooms– Lessons from University of Gondar, Ethiopia

The purpose of this research was to examine the implementation of Active Learning Strategies (ALSs) in logic and critical thinking classrooms by focusing on freshman students of Gondar University. For this purpose, a concurrent triangulation mixed approach and case study design were employed. The data were collected through questionnaires (n=361), interviews and document analysis. Accordingly, the utilization of ALSs in logic and critical thinking classrooms is found to be negligible. Though buzz group discussions and presentations were found to be preferable as compared to other ALSs, they are utilized in a rare manner. Factors related with the directives of the Ministry, motivation of the instructors and students were found to have an influence on the utilization of ALSs. This implies though the Ministry claims that it is committed for the utilization of ALSs, its directives are not found to be complimentary with its rhetoric for the utilization of ALSs.
 Int. J. Soc. Sc. Manage. Vol. 7, Issue-2: 78-85

PELAKSANAAN STRATEGI PEMBELAJARAN AKTIF OLEH GURU PAI DALAM MENINGKATKAN MOTIVASI BELAJAR SISWA DI SMPN 5 BATUSANGKAR

This study aims to find out how the implementation of active learning strategies in learning PAI in improving students' motivation in SMPN 5 Batusangkar. The method used in this research is qualitative research method by using descriptive approach, which become the source of data in this research is the teacher of religion which is the key informant, while the technique to test the validity of data of researcher use triangulation. The results of this study found data in the form of general findings and special findings. Specific findings in the form of implementation of active learning strategies by teachers in improving student motivation PAI in SMPN 5 Batusangkar. Specific findings of the implementation of this active learning strategy starts from the first: doing learning planning that consists of objectives, indicators, syllabus, design methods and strategies used. Second: the implementation consisting of the implementation of active learning strategies, media and evaluation are used, third: control consists of assessments made.

Initial implementation of active learning strategies in large, lecture STEM courses: lessons learned from a multi-institutional, interdisciplinary STEM faculty development program

BackgroundA faculty development program was implemented over four years at a 4-year regional comprehensive university and two partnering community colleges. This project was focused on improving student learning in introductory Science, Technology, Engineering, and Math (STEM) courses at each institution, by helping faculty adopt inclusive, student-centered pedagogies. Survey data were combined with data from classroom videos, faculty interviews, and student questionnaires collected during the first two years of the project to give insight into how faculty initially implemented the theory and strategies they learned and how the students perceived instruction from participating faculty.ResultsThese data sources were combined to generate four overall themes to characterize our project and guide future projects. These are: (1) implementation of student-centered learning took a variety of forms; (2) quality implementation of student-centered teaching practices lagged behind understanding of the theory behind those practices; (3) the most robust perceived barriers to implementation of student-centered teaching stayed constant, while more moderate barriers were ranked differently from year 1 to year 2; and (4) faculty perceptions of student-centered learning practices were not always the same as students’ perceptions. These themes build from the extant faculty development literature in that they are drawn from the unique context of a multidisciplinary, multi-institutional project, and that they represent an “on the ground” perspective from case studies combined with “big picture” findings from surveys.ConclusionsThis paper describes the faculty development project, as well as our collection and interpretation of data from surveys and case studies, to ultimately develop the four themes. Recommendations deriving from these themes are also described. These include modeling a variety of pedagogies; adopting realistic expectations for faculty change; institutionalizing faculty development so it can take place over multiple years; being transparent with faculty about known barriers and aligning supports with those barriers; and helping faculty develop strategies for transparency with students about student-centered pedagogies.