Innovative Learning Strategies Research Articles

Strategi Guru PAI dalam Mengelola Kemampuan Critical Thinking Siswa untuk Menghadapi Banjir Informasi dan Hoaks di SMK Plus Nurul Hakim Kediri

This study aims to determine the strategy of PAI teachers in managing students' HOTS-based critical thinking skills to deal with a flood of information and hoaxes at SMK Plus Nurul Hakim Kediri. This study uses a qualitative approach with a descriptive type of research. This research was conducted at SMK Plus Nurul Hakim Kediri for two months, the subjects of this study were PAI teachers at SMK Plus Nurul Hakim Kediri, research informants were school principals, teachers and students. Data collection techniques used in this study were observation, unstructured interviews and documentation. To analyze data with three steps: condensing data, presenting data, and drawing conclusions. The results of the study show that (1) PAI teachers can implement HOTS-based critical thinking in the form of teachers participating in Subject Teacher Deliberation training, compiling HOTS-based curriculum 13 learning tools, preparing students' souls before learning, training students' critical power, training students' metacognitive skills, training reflective thinking students, train students' psychomotor domains, PAI teachers are admired and emulated, analyze appropriate and accurate information and activate correct thinking. (2) The PAI teacher's strategy in managing HOTS-based students' critical thinking to deal with a flood of information and hoaxes is: problem-based learning strategies, creative and innovative learning strategies, contextual teaching learning strategies and inquiry strategies. (3) The results of the implementation of the learning process carried out to manage HOTS-based students' critical thinking abilities to deal with a flood of information and hoaxes are managing critical thinking power so that students are able to choose valid information, are able to train kinesthetic compliance, increase student activity, teacher strategies in diverse learning, and the achievement of learning objectives.

PEMBELAJARAN MENULIS TEKS ULASAN PADA SISWA KELAS VIII DENGAN MENGGUNAKAN MODEL DISCOVERY LEARNING BERBANTUAN APLIKASI CANVA

Creating review texts that analyze and evaluate both literary and non-literary works. At the junior high school level, review text learning—which provides reviews and evaluations of literary or non-literary works—is studied. However, it occurs from the review text learning activities based on observations made during field experience practice that composing review texts is still done conventionally, necessitating the need for innovative learning strategies involving applications. The discovery learning methodology, supported by the Canva application, is one of them. The goal of this study was to ascertain how students responded and what they learned when they used the discovery learning methodology with the Canva software to write review texts. A program called Canva that supports learning has tools for making review texts more creative. The technique employed is a descriptive qualitative method, and tests and questionnaires are used to collect the data. The outcomes of assessments and questionnaires that use average values and satisfy the achievement markers can be used to determine whether learning has been successful. The test scores were 78.8 and the questionnaire was 63%, according to the research findings. So, the discovery learning paradigm supported by the Canva application can enhance students' learning to create review texts, based on student learning outcomes and student response results.

Implementing Innovative Teaching and Learning Strategies

Today's classrooms need to undergo a drastic transformation if we are to unlock the young of the nation's limitless potential. A nation like Saudi Arabia cannot afford to revert to the old ways of educating its citizens given the rapid technological advancements occurring around the world. Even more so now since Saudi Arabia is the country with the biggest number of young people in the entire globe. But if one is not properly trained to meet the challenges of the world and make a significant contribution to sustainable development, physical strength is pointless. By implementing new and engaging teaching and learning strategies for pupils, education today needs to undergo a transition. Without proactive measures, it would be challenging to keep up with the rate and direction of world development. The purpose of this essay is to investigate how, in this age of innovation and technology, institutions, classrooms, mentors, and teachers may work together to spark a revolution. It's not necessary to use the most advanced technology in the classroom in order to employ innovative teaching techniques. Instead, innovative teaching involves proactively implementing new pedagogical approaches and techniques in the classroom. These innovative teaching techniques are being used to raise academic standards, address pressing issues, and advance equitable learning. This youthful generation needs to be kept on the correct path and properly developed, and teachers and educational institutions have a big part to play in that.

Generating multi-temporal landslide inventories through a general deep transfer learning strategy using HR EO data

Mapping of landslides over space has seen an increasing attention and good results in the last decade. While current methods are chiefly applied to generate event-inventories, whereas multi-temporal (MT) inventories are rare, even using manual landslide mapping. Here, we present an innovative deep learning strategy which employs transfer learning that allows for the Attention Deep Supervision Multi-Scale U-Net model to be adapted for landslide detection tasks in new areas. The method also provides the flexibility of re-training a pretrained model to detect both rainfall- and earthquake-triggered landslides on new target areas. For the mapping, we used archived Planet Lab remote sensing images spanning a period between 2009 till 2021 with spatial resolution of 3–5 m to systematically generate MT landslide inventories. When we examined all cases, our approach provided an average F1 score of 0.8 indicating that we successfully identified the spatiotemporal occurrences of landslides. To examine the size distribution of mapped landslides we compared the frequency-area distributions of predicted co-seismic landslides with manually mapped products from the literature. Results showed a good match between calculated power-law exponents where the difference ranges between 0.04 and 0.21. Overall, this study showed that the proposed algorithm could be applied to large areas to generate polygon-based MT landslide inventories.

Innovative Teaching Strategies in Teaching English as a Foreign Language

This study aims to explain innovative teaching strategies in teaching English as a foreign language. This research was conducted by following the stages of library research. Data was collected from accredited national and international journals and analyzed qualitatively. From the data collected, it was found that the innovative learning strategy is student-centered. In the learning process, students play an active role in building their knowledge. In addition, the implementation of innovative strategies aims to prepare students to master the skills needed in the digital and global era. Innovative learning strategies are proven to provide various benefits in the language learning process. Learning strategies often implemented in learning English as a foreign language are cooperative learning, problem-based learning, and project-based learning. In terms of assessment, innovative learning uses authentic research to ensure students can implement the knowledge gained in real situations.

Nature-based extended reality for inclusive learning in environmental design

As inclusive learning gains importance in higher education, can online education help make the virtual experience of nature and design in nature available to all? Too often, outdoor experiences such as field trips require resources beyond the reach of some students. But through the use of virtual reality headsets and related technologies, extended reality (XR) can create virtual nature-based educational experiences for all students. This is particularly important in environmental education, which centres on design for and understanding of natural environments. This paper proposes innovative online learning strategies and technologies in nature-based extended reality (NXR) courses for inclusive learning in environmental design. It describes the author’s planning of a NXR graduate architectural design course. It also offers a framework for structuring the ideas, activities and resources required to offer such NXR courses in an environmental design curriculum. A pilot NXR course has taken place in autumn 2022. Later publications will discuss the results of this experiment and evaluate its success. The pilot course is a graduate seminar in the author’s College of Design that has been taught for eight semesters. The pilot course can provide valuable lessons transferable to all of the design studio courses that form the backbone of a learner’s educational experience in the college. The pilot project is intended to create interactive, immersive, virtual experiences to all students on the course. NXR will allow the students to not only visit the site of a building design project and interact with design clients virtually, but also enable the students to design the project collaboratively in a virtual reality environment. This can be achieved without requiring students to buy or rent expensive equipment. More importantly, NXR learning makes these experiences available to all students regardless of ability and resources.

PRÁTICAS INOVADORAS NO ENSINO DA PSICOLOGIA DO DESENVOLVIMENTO

ABSTRACT This article aims to describe innovative teaching and learning strategies used in the disciplines of Developmental Psychology I and II of the Psychology course at a federal university in southern Brazil, as part of a project linked to the Programa de Iniciação à Docência (PID)2 of that university. Diversified activities and techniques adapted to the different contents have been proposed to ensure the participation and engagement of students, such as observation, creation of educational games, development of conceptual maps, analysis of audiovisual and artistic materials, narrative creation and discussion of cases. Carrying out these activities and techniques has proven to be effective in promoting theoretical-practical integration, considering the students’ reality, and in building psychological reasoning for understanding the multiple phenomena associated with human development.

ANALISIS PENGGUNAAN METODE TABARAK DALAM MENGHAFAL AL-QUR’AN JUZ 30 DI MARKAZ TAHFIDZ BALITA RAUDHATU TILAWATIL QUR’AN DUMAI

The purpose of this study was to determine the implementation of the Tabarak Method in memorizing the Qur'an in Mataba Raudhatu Tilawtil Qur'an Dumai, as well as to determine the inhibiting and supporting factors in implementing the Tabarak Method in Mataba Raudhatu Tilawatil Qur'an Dumai. This study uses descriptive qualitative methods with data collection techniques in the form of interviews, observation, and documentation. The source of data comes from teachers as many as 2 people guiding the Tabarak method at the institution. Data analysis uses the Miles and Huberman model through the stages of data reduction, data presentation, and conclusion drawing. The research findings provide the following explanation: 1) In Mataba Raudhatu Tilawatil Qur'an Dumai, learning activities using the Tabarak method to memorize the Koran are led by the school principal and teachers who have attended several special trainings related to learning using the Tabarak method. The rote muraja'ah routine is followed by murattal audio in the form of MP3s which have been distributed to each santri. This media can also be used for muraja'ah activities at home with parents of students, and activities at this school also use other learning media such as; Speakers, Television, and others; 2) the supporting factors in the implementation of this learning are the role of the teacher as a fun educator for children who also have good tahsin and mastery of memorization, adequate facilities, and good cooperation from student parents and teachers in memorizing the Al Quran; 3) The inhibiting factors for this activity are the lack of focus of the child due to the child playing in class, the child being late or not coming to school, the lack of supervision of the student's guardian due to busyness outside the home, and there are still teachers who are not licensed. These findings have implications, indicating that student learning systems must be strengthened by school administrators and implementation teams. Teachers are also required to improve parenting skills and use creative and innovative learning strategies.

Dynamics of the Implementation of Experience-Based Religious Learning in Indonesian and Malaysian Senior High Schools

Purpose – This study describes implementing the experiential learning-based spiritual learning model for high school students.
 Design/methods/approach – This research adopts a qualitative methodology with a narrative approach, focusing on thirteen Islamic religion teachers from both public and private high schools in Indonesia and Malaysia.
 Findings – This study divides the findings into three, namely teacher understanding, forms of application and constraints in experiential learning. Teachers' understanding of experiential learning based on this research is not evenly distributed. meaning that the teacher in theory does not know much but some have practiced it. the application of learning is carried out using online media. while the constraints faced came from internal and external factors.
 Research implications/limitations – This research recommends the use of experiential learning to enhance religious education. Teachers need to develop innovative learning strategies, while students should actively participate in the learning process and apply their experiences. The study also suggests that schools should incorporate experiential learning methods in their curriculum to enhance the effectiveness of religious education. These recommendations provide practical insights into developing religious education based on experiential learning.
 Originality/value – The study found similarities in the application of experiential learning in religious education between Indonesia and Malaysia, including the use of video media to increase students' interest in the material. However, both countries face similar obstacles, such as the need to increase teacher competence in innovative learning strategies, the presence of noise in new learning, and the need for standard syllabi.

STRATEGI INOVATIF DALAM PEMBELAJARAN THAHARAH DI MI PIAT TANJUNG SETEKO

The quality of the learning process and good learning outcomes is the key to the success of an educator in delivering material. The importance of various skills that must be owned by a student, made researchers moved to conduct this research. The purpose of this study is to find out and describe the meaning of learning strategies, to find out the types of learning strategies and to find out how to develop innovative strategies in thaharah (cleanliness) learning. The method used in this study is to use a qualitative approach to the type of library research. Sources of data for this research come from articles, journals, books, and several other scientific works. The results of this study are by using innovative learning strategies the learning atmosphere becomes fun and can make students motivated and enthusiastic about participating in learning. There are several types of learning strategies including: expository learning strategies, inquiry learning strategies and cooperative learning strategies. This innovative learning includes uncleanness, hadast (large, medium, small) as well as procedures for ablution and tayammum. Innovative learning strategies used in thaharah learning can use games, show videos and practice. This can make students understand more about what is being studied.
 

Innovative Learning Strategies; Analysis of Study Books Using the PAILKEM Approach by Hamzah B. Uno

This study aims to examine innovative learning strategies; analysis of the study book with the PAILKEM approach by Prof. Dr. Hamzah B. Uno, M.Pd. The type of research used by the author is using a qualitative approach. The qualitative research method is literature study which uses books and literature as the main object related to innovative learning strategies. The conclusion from this study is that the learning strategy is a learning process designed in such a way, structured, and conditioned for students to learn. The relationship between teachers and students becomes a relationship of learning and mutual building. If the application of innovative learning is carried out by the teacher effectively, it can grow and even develop students who have self-creativity. The more creative, the higher the level of stimulation of students, so that it has a positive impact on their learning process. According to Hamzah B. Uno, a teacher must be able to create an atmosphere in such a way that students actively ask questions, question, and also express their ideas. Besides being active, learning should also be fun.

Enhancing Grade 10 Physical Sciences Teachers’ Self-Directedness in Implementing Blended Problem-Based Learning: Designing blended problem-based learning

The concept of self-directedness is a missing link in South African science classrooms, and as a result, science teachers are often not self-directed in employing innovative teaching and learning strategies such as blended problem-based learning (BPBL) that might enhance self-directed learning. Literature is replete with studies showing that science teachers in the United States, Indonesia, and South Africa, to name a few, lack the necessary technological skills to utilise simulations in the teaching and learning of Physical Sciences. This intervention-based explanatory mixed methods study was conducted in one of the nine education provinces of South Africa. Quantitative data were generated using a self-directed learning instrument (SDLI), the Physics Education Technology interactive simulations questionnaire, and a PBL questionnaire. Forty participants were sampled using both cluster and systematic random sampling techniques. Qualitative data were generated through a BPBL scenario, a reflective portfolio, and semi-structured interviews with two purposively selected participants. The quantitative data were analysed using descriptive and parametric statistics. The reflective portfolio was analysed using a performance standards scoring rubric adopted from Smith et al. (2001). The BPBL Scenario Evaluation Schedule and interviews were analysed using Saldaña’s (2013) code-to-theory analytical model. It was concluded that there was a significant difference in participants’ perceptions of PBL, self-directedness, and interactive simulations after attending a teacher professional development intervention (TPDI) and implementing BPBL. The findings show that the utilisation of interactive simulations and PBL in Physical Sciences classrooms were unknown to teachers – suggesting that teachers were not self-directed in implementing BPBL. This study presents a model for designing BPBL activities and an evaluation schedule for assessing those activities for self-directedness in educational practices.

Retracted: Internet of Things Application of Intelligent and Innovative Learning Strategies in the Higher English Education System

Retracted: Internet of Things Application of Intelligent and Innovative Learning Strategies in the Higher English Education System

ZuKon 2030: An Innovative Learning Environment Focused on Sustainable Development Goals

Global challenges such as the COVID-19 pandemic highlight the need for visionary innovations in chemical education. We recently deigned a new learning environment called “ZuKon 2030”, which addresses sustainability from a chemical perspective while simultaneously introducing students to the sustainable development goals (SDGs) of the United Nations Agenda 2030. It integrates modern and innovative learning strategies by creating a format that can be used in either face-to-face or distance learning settings. In addition to the modules designed as exit games embedded in the overarching narrative of a fictional science conference, the Future Conference, paper materials enriched with Augmented Reality are used in order to allow students to complete the modules independently. In this paper, we present the basic concept of the learning environment and concretely show the implementation of the concept. We use the module “The Mystery of Coral Death” as an example, and we report our results and experiences with the entire learning environment. In the preliminary study, the students rated the hybrid learning environment mostly positively in the areas of thematic content, realization of the learning environment, digital content, and game elements.

SDBL-Prodeo (Self-Directed Belended Learning-oriented Prodeo) Design and Validation to Improve Digital Literacy Chemistry Teacher Candidate Students

The influence of advances in information and technology causes changes in all aspects of life, including aspects of education or teaching. The ease of accessing digital or internet information through search engines such as Google should be able to be used properly in the learning process and can make students become independent and creative learners. In fact, the condition of students, especially chemistry education students, has not utilized digital resources properly, therefore it is necessary to increase digital literacy for prospective teacher students as their provision to become professional teachers, technology literate and according to the demands of the times. Digital literacy is a skill that not only involves the ability to use technology, information, and communication devices, but also social skills, learning skills, and having attitudes, critical thinking, creative, and inspirational as digital competencies. These abilities can be developed if educators apply innovative learning strategies and are based on the learning independence of students. This study aims to design and validate the Prodeo-oriented Self-Directed Belended Learning (SDBL) (Video Project) or SDBL-Prodeo learning model that can improve the digital literacy of prospective teacher students. The components of the learning model developed consist of a description of the model, theoretical basis, syntax, reaction principle, social system, instructional impact, supporting impact. The SDBL model is an integration of the Self-Directed Learning (SDL) model with Belended Learning. This proposal is a development of previous research that has known the effect of learning chemistry through the creation of videos and images based on social media. The method in this research is RnD research following the 4D development pattern (Define, Design, Development, Disseminate). This research is limited to the development stage, namely the revision of the validation results. The results of the validation of the SDBL-Prodeo model design are in the valid category, which means that the SDBL-Prodeo model can be applied to chemistry learning which aims to improve students' digital literacy.

Reimagining Education Towards Sustainability. “Project X” – an Innovative Learning Strategy from Poland

The paper presents arguments on profound and diverse student-teacher education concentrated on sustainable development as a rational way to combat Anthropocene damage and destruction. It means coping with destructive ecological changes and, more widely, with social deformations that revised educational approaches and paradigms may heal. They refer to the concept of reimagination in education. Thus, there is a considerable need to work out some valid, understandable and socially accepted teaching-learning pedagogies that would make the process of student-teacher education comply with contemporary and future expectations and challenges. Making the idea of “Think globally, act locally” practically achievable, present and future teachers should learn to perceive each school/academic topic as a multifaceted issue, referring to the four pillars of sustainable education. It entails using some new concepts of professional development, like deep learning or experiential learning, along with the awareness of the future of education. A new social contract for education considers the circular process of human development and eco- logical regrowth, which needs to introduce truly “holistic strategies”. They refer to six global competencies (Character, Citizenship, Collaboration, Communication, Creativity, and Critical Thinking) and five principles of student-teacher growth (Combination of pedagogies, Connoisseurship of expert teachers and learning communities, Content inherent in all teaching and learning, The reach of context, and Making change happen) as well as to some earlier sustainability transformation concepts included in sustainable development documents from previous decades. While the conviction of teachers’ undeniable role in building a more balanced life is constantly increasing, processes of student-teacher education for sustainability are too slow. They have to accelerate and receive priority. Such approaches need to rethink course curricula and syllabi and “make” teachers assume a new and varied perspective on planning, implementation and assessment. One of them is the eponymous “Project X”, which refers to the concept of Project Y suggested in some UNESCO teacher manuals and first mentioned during DESD. It enlarges the three-dimension perspective by adding the cultural pillar. The issue of perceiving a teaching-learning problem simultaneously from four perspectives (natural, cultural, social, and economic) enhances the range of possible questions and interpretations, evokes deeper individual reflection, and refers to students’ life experiences and expectations. Planning such a highly complex and complementary teaching-learning strategy motivates students (present-day and prospective teachers) to engage them in learning and makes the work more intriguing and challenging. The presentation of a sample of the “Project X” realisation as an example of an innovative learning strategy proves education’s strength and creative possibilities for sustainable development in teacher learning as constructive, beneficial and fruitful pedagogical approaches

Anatomy education beyond the Covid-19 pandemic: A changing pedagogy.

The coronavirus disease 2019 (Covid‐19) pandemic has induced multifaceted changes in anatomical education. There has been a significant increase in the employment of digital technologies coupled with the upskilling of educators' capacity and altered attitudes toward the digitalization process. While challenges remain, learners have demonstrated capabilities to adapt to digital delivery, engagement and assessment. With alternative and innovative teaching and learning strategies having been trialed and implemented for almost two years, the key question now is what the pedagogy will be for anatomy education beyond the pandemic. Here we discuss some of the changes in anatomy education that have taken place as a result of the Covid‐19 pandemic and importantly present some outlooks for evidence‐based anatomy pedagogy as the world enters the post‐pandemic phase and beyond. The authors conclude that the anatomy discipline is ready to further modernize and has the opportunity to use digital technologies to evolve and enhance anatomy education to ensure students are provided with the learning experience which will prepare them best for the future.

The Use of Toolkits to Increase Student Engagement in a Virtual Course.

Encouraging student-to-student engagement during virtual courses is challenging, yet important for students to learn skills they will need as nurses. Toolkit activities were developed as an innovative active learning strategy. Students were provided a toolkit: a bag full of clinical items, images of items, clinical documents, or sample data that corresponded to six different toolkit activities. Students completed the toolkit activities in groups of eight; each member of the group had different items, which required students to engage with other group members to complete the activity. Students completed anonymous surveys at midterm and at the end of semester. Most of the students indicated toolkit assignments promoted engagement of group members (91.6% at midterm and 92.4% at the end of the semester). The toolkit activities encouraged student-to-student engagement and provided students with hands-on learning they could apply to the clinical setting. [J Nurs Educ. 2022;61(11):654-656.].

Perbedaan Keterampilan Berpikir Kritis melalui Model Pembelajaran Group Discovery Learning (GDL) Ditinjau dari Kemampuan Akademik Siswa

Critical thinking skills include the ability to reason, analyze, make decisions, assess, explain, and self-regulate. This study was to determine the effect of Group Discovery Learning (GDL) on students' critical thinking skills in terms of academic abilities. This was a quasi-experimental research design using a post-test only with a non-equivalent control group design. The population was students of class X MIPA SMA Negeri 1 Sukoharjo. The subjects were taken using simple random sampling which met the normality and homogeneity tests. The sample was class X MIPA 5 as the control class and X MIPA 2 as the experimental class. Data were collected using essay tests, documentation, and observation. The hypothesis was tested with two-way ANOVA followed by the LSD test. The results show that: (1). Students' critical thinking skills were affected by the group discovery learning model. (2). There is a significant difference between students' academic abilities on critical thinking skills between control and experiment classes. These results can be used for further research in building active and innovative learning models and strategies

Innovative online learning strategies for the successful construction of student self-awareness during the COVID-19 pandemic: Merging TAM with TPB

The ongoing Corona Virus Disease 2019 (COVID-19) pandemic presents several challenges to the education system including technical, cognitive, managerial, and behavioral ones. As a result of these pressures, education systems are undergoing dramatic changes. The persistent state of the pandemic leading to anincrease in connectivity between teachers and students' devices, and the growth of online learning, is changing how students learn and the risks they have to manage themselves. The education sector typically employs some technical models to assess students' attitudes. Moreover, there is an ongoing intention to use online learning. In addition to technological factors, psychological factors were incorporated into the assessment. And intentions and attitudes are from a cognitive standpoint. Based on empirical research on online learning conducted among university students under epidemic normalization, the main goal of this paper is to examine the relationship between self-awareness and the willingness to use it continuously. During COVID-19 pandemic, the research framework created for this study was tested on 429 college students. The integrated Technology Acceptance Model (TAM) and Theory of Planned Behavior (TPB) model's hypotheses were empirically examined. It was found that self-awareness and the intention to use online learning during the epidemic are consistently related. Self-awareness profoundly and significantly impacts the decision to continue using online learning. The study's findings can gauge participants' intent to continue. This study's result can help assess the intention to continue to use online learning during COVID-19.This can help provide more valid assessment results beneficial for the management of online learning.