Instructional Development Research Articles

The Flipped-Classroom Instructional Procedure Development and Its Implementation Effectiveness in Improving Procedural Knowledge Learning Outcomes at Vocational High Schools

The students’ number limitation in a classroom and the compression of face-to-face time challenge teachers to present practical learning scenarios to achieve learning objectives. This study aims to develop student learning procedures with the flipped classroom (FC) instructional model and determine its use in improving student learning outcomes. The research was conducted at a public information technology vocational high school in Malang, East Java Province, Indonesia. The FC instructional procedure development approach is based on the ADDIE (analysis, design, development, implementation, and evaluation) phase. The FC instructional procedure was developed in conjunction with a constructivist instructional strategy, consisting of five primary stages: (1) perception, (2) exploration, (3) restructuring, (4) implementation, and (5) review and evaluation. FC instructional procedure effectiveness was tested using the Randomized Pre-test and Post-test Control Group Design research design. The control and experimental groups consist of 30 students with randomization. The research found that the learning outcomes of the experimental group (EGLO = 70.00) were greater than those of the control group (CGLO = 64.30). The normalized gain index of the experimental groups (g = 0.50) was more significant than the control groups (g = 0.41). The conclusion is that the FC procedures with a constructivist approach have proven more effective in improving student learning outcomes.

Science, Literacy, and Students with Disabilities: What Middle School Science Teachers Need to Support Students with Disabilities in Their Classrooms

Students with disabilities (SWDs) are being educated in the general education classroom more than ever before. As the nation moves toward increasing science education, more must be understood about how science teachers are supporting SWDs in their classrooms. The present study analyzed the responses of five middle school science teachers on how they embed literacy practices into their instruction, as well as the support they received to support SWDs in their classroom. Teachers reported a lack of professional development and support in this area, as well as difficulties explicitly naming literacy practices. Practical implications are offered for effective instruction and professional development.

Hearing the Difference: Theoretical and Practical Insights into Audio Script Usage in Language Testing for College Students

This article discusses audio scripts' complex role in language evaluation, providing theoretical and practical frameworks. It begins by tracing the evolution of hearing tests from simple listening exercises to complicated exams with multi-layered audio scripts. The study examines cognitive processing theories and audio script-based communicative language education methods for listening comprehension. Much of the research examines how audio scripts are used in language tests. This involves script creation, focusing on how authenticity and comprehensibility affect test performance and evaluation reliability. Teachers and test designers need help to provide compelling, real-world language-use audio resources. This paper addresses these issues. The study also investigates technological and pedagogical developments that affect audio script creation and consumption. Artificial intelligence and reputable media are used in these advances. Several empirical experiments were conducted to determine how varied audio scripts affect listening comprehension scores in distinct learners. The conclusion emphasizes how audio scripts improve listening exam instruction and reliability. This article recommends a systematic audio script development approach incorporating academic knowledge and language testing experience. Future research and development should improve listening assessment approaches, language acquisition, and evaluation.

Optimization of Teaching Innovation Path of Music Education in Colleges and Universities Based on the Stochastic Process Model

Abstract In this paper, byte-pair coding is used to automatically learn the optimal combination between notes and chords, so that there are stronger dependencies between notes and chords in the sliced music blocks. Based on byte-pair coding to encode the information of the main melodic part of the original music, and after matrix transformation of the sample songs to obtain the note transfer probability matrix, the Markov chain in the stochastic process model is utilized to design an automatic music generation model. After preprocessing, experimental simulation is conducted in light of the flaws in music creation, and the music generated using the stochastic process model is examined following the pertinent evaluation indices. The findings suggest that the music generation technique suggested in this thesis is effective, as the UPC index value stays consistent between 3 and 5 throughout the training phase. Using stochastic process model-based music generation makes it easier for students to acquire music knowledge. This study has successfully aided in the development of music instruction in colleges and universities and has generated a more significant function in supporting the teaching of music education in these settings.

Exploring the Impact and Innovative Application of Piano Art Instruction in the Context of Deep Learning

Abstract Social progress and technological development have brought sweeping changes to the field of art education. The innovative development of piano art instruction, as a part of art education, has a significant impact on students and the academic world. The study proposes a deep learning-based model for piano art instruction, taking into account the current state of piano art instruction, and investigates the impact of this model on students’ piano playing skills and appreciation of music art. The experimental group’s students improved their playing skills in the eight dimensions of fingering, timbre, pitch, rhythm, musical expression, emotional output, body language, and stage image. Except for timbre and stage image, the p-values of the experimental group and the control group in the other six dimensions of piano playing skills were less than 0.05, which effectively improved. In terms of music art appreciation, the total number of excellences in the three dimensions of aesthetic perception, artistic performance, and cultural understanding was 118, 131, and 126, respectively, and the total number of excellences in the experimental group was 32, 45, and 39. Obviously, piano art instruction based on deep learning has a positive impact on the students’ piano-playing skills and ability to appreciate music art.

ЕКОНОМІКО-МАТЕМАТИЧНЕ МОДЕЛЮВАННЯ ДИНАМІКИ ЕНЕРГОСПОЖИВАННЯ ЗБАГАЧУВАЛЬНОЇ ФАБРИКИ

The purpose of the work is to establish the dependence of electricity costs on the dynamics of energy consumption from the dynamics of ore supply to the beneficiation plant bunker, namely from the loading period and its duration, and to develop, on the basis of the identified patterns of organizational, technical and economic measures to reduce the energy component of the cost of production of iron ore concentrate at the mining enrichment enterprises. Economic-mathematical methods were used to develop models of the formation of electricity costs on the dynamics of energy consumption, namely: the theory of impulse processes for the development of a model of ore supply to the bunker of the beneficiation factory; operational calculation methods, ore beneficiation theory and power supply theory for the development of a dynamic beneficiation process line model and power consumption model; methods of spectral analysis to identify the dynamic component of active power and electrical energy consumed by the ore beneficiation process; Cost analysis methods were used to calculate electricity costs; economic-mathematical modeling of energy consumption dynamics was performed by computer modeling using the Mathcad software package. An economic-mathematical model of the energy consumption dynamics of the enrichment factory was developed. The regularities of influence of ore loading parameters of beneficiation factory bunkers on the dynamics of the formation of electricity costs during the production of iron ore concentrate have been revealed. Mathematical dependencies of costs for the dynamic component of electrical energy on the time parameters of the process of loading ore into the hopper of the beneficiation factory, namely on the period and time of loading, were obtained. Organizational and economic measures have been developed to load the bunkers of the beneficiation factory, which ensure the saving of electricity. The regularities of influence of ore loading parameters of beneficiation factory bunkers on the dynamics of the formation of electricity costs during the production of iron ore concentrate have been revealed. The principles of building a system of financial incentives for operational and dispatching personnel for saving electricity based on the results of economic and mathematical modeling have been developed. For the first time, it wa s established that the energy component of the production cost of iron ore concentrate depends not only on the quantity and quality of ore, but also on the dynamic parameters of the process of loading ore into the bunkers of the beneficiation factory, while this established dependence has a non-linear nature on the period and time of loading. The proposed measures to save electricity due to the implementation of rational modes of loading bunkers of the beneficia-tion factory with ore can be used in the development of energy saving plans and programs and the development of job instructions for the dispatching staff of the ore beneficiation factory, which will allow to reduce the energy component of the production cost of iron ore concentrate. A system of financial incentives for operational dispatching staff of the beneficiation factory has been developed, which takes into account the saving of electrical energy due to the management of the ore loading of the bunkers of the beneficiation factory and the intensity of the staff’s work.

Advancing Instructional Leadership: Instructional Coaching Skills Development Through Mixed Reality Experiences

Educational leadership preparation programs are tasked with advancing the development of future educational leaders’ instructional capacities, including the ability to engage teachers in instructional conversations through instructional coaching. The educational leadership program studied here includes a mixed reality experience designed to develop future educational leaders’ instructional coaching conversation skills. Therefore, the purpose of this research study was to examine future educational leaders’ perceptions of the development of instructional coaching conversation skills because of participation in the mixed reality experience. Findings indicated that, overall, participants held positive views of the mixed reality experience in supporting their development of instructional coaching conversation skills. Additionally, participants indicated development of other skills including, on-the-spot thinking, confidence, and reflection, among other skills. Results suggest that mixed reality experiences provide authentic, realistic learning opportunities to develop instructional leadership capacities.

Diversified Teaching Strategies for Ethnic Instrumental Music Courses in Colleges and Universities in the Information Age

Abstract The information age is an era of innovation. Instructional design and development tools make it easier and faster for teachers to organize teaching content; instructional evaluation tools make it more scientific and objective for teachers to evaluate teaching effects; and student management tools pay attention to individual differences of students and realize diversified evaluation perspectives for students. On the basis of the MIDI dataset, signal separation information filtering and other related operations are used to preprocess ethnic instrumental music signals, followed by the construction of an automatic composition model using deep learning technology. Based on the diversified teaching needs of ethnic instrumental music courses in colleges and universities, an instrumental music teaching system was designed by using the automatic composition model and computer programming language, and an empirical analysis of the informatization teaching of ethnic instrumental music courses in colleges and universities was carried out by using experimental comparative analysis. The results show that the overall level of ethnic music in the experimental group improved significantly P<0.05, indicating that the students in the experimental group made significant progress in ethnic music literacy. In contrast, the students in the control group improved but did not highlight, indicating that the proposed teaching system has a facilitating effect on the enhancement of the teaching performance of ethnic instrumental music courses. This study improves the teaching quality of ethnic instrumental music courses in colleges and universities and is of great significance in enhancing students’ music literacy and skills.

The Development of U-Learning Innovation to Promote Research Potential: Analysis by Advanced Statistics, Srinakharinwirot University, Thailand

Although the COVID-19 pandemic required teachers to adjust their teaching methods, there remains a lack of high-quality and inclusive instructional media for theoretical and practical content. This study analyzed the instructional management, design, and development of ubiquitous-learning (U-Learning) to promote the research potential: data analysis for advanced statistics course at Srinakharinwirot University, Thailand. The research participants were divided into three assessment groups: 10 graduate students, 5 statistics experts, and 20 course users. The qualitative data were analyzed using content analysis while the quantitative data were analyzed using arithmetic means and standard deviations. The study found that learning innovation (C-TAPE) was composed of five main components, namely, content, teaching, activity, practice, and evaluation. Additionally, the statistics experts and course users had the highest score for learning innovation efficiency among the assessment groups.

Authentic Assessment of Modular Distance Learning: Basis for Instructional Materials Development in Agriculture

Assessment can be viewed as a way to measure the process, the progress, and the product of learning. However, it is a complex concept within the teaching-learning process especially if it is implemented with the absence of face-to-face instruction. As observed, faculty members who are implementing modular distance learning (MDL) modality are confronted with the challenges of proper utilization of authentic assessment tools in Agriculture. Hence, this study sought the utilization of authentic assessment in Agriculture by Faculty members of state colleges in Northern Mindanao, Philippines in the academic year 2020-2021 and 2021-2022. This study employed a mixed-method research design to gather both quantitative and qualitative data from 139 participants who were given survey questionnaires in digital and print format. A focus group discussion (FGD) of 10 randomly selected participants was conducted virtually to find similarities in the participants’ opinions. Results revealed that the faculty members had positive perceptions of authentic assessment. However, most of them faced several challenges in the process of utilizing the assessment tools in terms of preparation, delivery, and evaluation. These challenges were used as a basis for the formulation of a handbook of authentic assessment.

Activity ordering task: conceptualization and development of a novel context-based working memory task with a metacognitive facet.

The aim of the present study was to conceptualize and develop a novel context-based working memory (WM) task which would possess the potential to assess the context-based WM in an Indian scenario and incorporate a task-linked metacognitive facet to understand an individual's self-perception of performance. Employing the ADDIE instructional design model, comprising Analysis, Design, Development, Implementation and Evaluation phases, the present study focused on the initial four phases. In the Analysis-phase, the needs and objectives for creating a context-based WM task were identified. Design-phase included task conceptualization and content validation of the conceptualized context-based WM task. In the Develop-phase, the designed context-based WM task was developed in an animated video format. Five content experts and fifteen lay experts were involved in the content validation process. In the Implementation-phase, a pilot study was done on ten adults to assess the feasibility of the novel context-based WM task. The task obtained good content validation index and understandability scores on the Patient Education Materials Assessment Tool. Preliminary data trends from the implementation-phase revealed the task's potential to detect age-related WM differences. Significantly correlated with established WM tasks, the novel Activity Ordering Task (AOT) effectively measured WM-spans. Observed discrepancies between performance and prediction/postdiction spans during metacognitive facet administration highlighted the AOT's utility in evaluating metacognition. Addressing the limitations of context in traditional tasks, the AOT appears to be a promising tool that not only measures WM but also assesses metacognition, thereby enhancing its utility beyond an everyday WM assessment.

Трансдисциплинарность как механизм образовательных инноваций: обобщение опыта педагогической деятельности

Due to the relatively recent emergence of transdisciplinarity in the educational sphere, the mechanisms of innovations, whose philosophical basis it constitutes, remain insufficiently studied. The aim of this article is to present a systematic experience in which transdisciplinarity serves as a mechanism for educational innovations and contributes to achieving new quality educational outcomes or obtaining more reliable, convenient, and functional pedagogical developments. The results include the development of a training technology for future educators to create transdisciplinary educational products. The main techniques for developing transdisciplinary educational products are identified and described: digitization of traditional or existing didactic tools, application of the latest scientific achievements to obtain new quality educational outcomes in pedagogical practice, application of the theory of optimality, the trial and error method, as well as the implementation of general scientific approaches in educational practice. The experience presented in the article can contribute to the development of student pedagogical startups and improve the quality of innovations in education.

Practice in function of change, a factor for the development and training of students

Abstract Being organic and institutional, the connection between theory and teaching practice is at the same time a daily, concrete, useful connection, therefore, there is a wide theoretical, practical, and critical reflection. The professional practice is not only a simple exercise of the student, but it is also a deep test for the theoretical problems and their application in practice, it is an attempt to recognize the profession in the educational activity. There is a horizontal and vertical connection between theoretical knowledge and their application in teaching practice. In this context, the objective of the internship is for the student to get to know the secret of the profession closely and face the teaching strategy before starting work. The experience so far has shown that pedagogical practice is a valuable experience not only as the best way to learn and verify knowledge, but also as an important element of promoting the pedagogical development and professional career of the student. On the other hand, the quality realization of the practice is closely related to the increase in teaching effectiveness during his preparation for the teaching profession. So, the practice does not only aim at exercises, but also at introducing the student to work tactics and teaching strategies. Main objective of the paper is how does practice influence the development and training of students. The first argument is the functional connection of specific theoretical knowledge with concrete practical situations. The second one has to do with matching theoretical values with practical ones and the third argument with the verification of creative and professional skills. In this way, the relations between theory and practical activity should be understood as interconnected; while theory enables to express the intellectual processes, practice enables the concretization of the theory, so its generalizing force is its superiority. Theoretical knowledge without its proof in practice is empty, just as practical work without theoretical support is worthless.

Ресурсность профессионального мышления молодых педагогов в условиях непрерывного профессионального образования

The article deals with potential of professional thinking of young teachers in the context of professional skill competitions as a form of continuing unofficial professional development. It gives a broader view of the role of degree professional thinking of teachers. Arguments for the fact that there are two approaches to professional activities – object-formal and subject-personal – have been presented. The latter is in positive correlation with reflexive, activity, and social components of selfperception and is a variative one, viewed from a social role perspective implemented in teaching activities. The findings can become the basis for elaborating technological tools of individual educational routs of continuing pedagogical development.

Investigating the relationship between digital instructional material development self-efficacy, digital literacy and critical thinking disposition

The purpose of this study is to examine the relationship between pre-service teachers' digital instructional material development self-efficacy, digital literacy skills and critical thinking dispositions. The data were collected using the Digital Instructional Material Development Self-Efficacy Scale, Digital Literacy Scale and Critical Thinking Disposition Scale. Descriptive statistics, correlation analysis and regression analysis were used to analyze the data obtained from the study. According to the results of the study, digital literacy and critical thinking disposition are significant predictors of pre-service teachers' self-efficacy in developing digital teaching materials. In addition, the technical sub-dimension of digital literacy and the cognitive maturity sub-dimension of critical thinking disposition were found to be significant predictors of pre-service teachers' self-efficacy in developing digital teaching materials.

A Study of the Application of Local Skills in Classroom Instructions in Nepal

This study aims at identifying the prevalent status of the application of local skills in classroom instructions in study area in the context of government schools in Nepal and analyzes the reasons behind the available status of the application of local skills in classroom practices in study area. It also attempts to recommend some strategies for the development of local skills oriented classroom instructions for the development of practical education through functional or task-based classroom instructions. Based on qualitative method, the data have been generated through PRA, classroom observation, and semi- structured interview. The collected data have been analyzed by using thematic analysis under interpretative paradigm. The study has revealed a poor status of the application of local skills based classroom instructions in study area along with the issues of teacher development, administrative supervision, local need, examination system and also emphasizes on addressing the development of skill-oriented local curriculum for the development of task-based classroom instructions in study area and in general.

Teacher professional development and inquiry-based instruction: literature review

Innovative strategies can revolutionise student learning if implemented properly. Nonetheless, teachers need sufficient training to do this. Therefore, teacher professional development programmes should be reviewed to see if they provide sufficient training for teachers to effectively implement inquiry-based instruction, since it is considered one of these innovative methods. This paper synthesises the existing literature on teacher professional development for inquiry-based instruction from the fields of education and social science between 2001 and 2022. The EBSCO host library, Scopus, Science Direct, ProQuest Dissertations & Theses, Linked Papers, and Taylor & Francis data bases were used for this review. The titles, abstracts, keywords, and publication dates of the selected records were converted into Microsoft Excel, where they were then reviewed to identify the publications that were in line with the scope of the study. A total of 135 studies, including articles and dissertations, were reviewed for this study. The findings of this study provide insight into the gaps in the existing literature on inquiry-based instruction and teacher professional development, as well as suggestions for potential areas for further research.
 Keywords: education field; innovative methods; inquiry-based instruction; social studies; teacher development

Exploring the Philosophy of Happiness and the Good Life in Hinduism: Insights from Indian Scriptures

Abstract: Inclusive defines democracy in the education system, where everyone, regardless of disability, have equal opportunity in school and society. This is the new approach towards providing education to normal and disable children together under one roof or same school .As NEP 2020 and the Rights of person with disabilities (RPwD ),Act 2016 emphasis on inclusive education along with adaptation of digital technology , restructuring of curriculum and pedagogical perspective to create awareness towards inclusive and equitable society. The COVID-19 pandemic has proliferated the drive from basic to online and digital education around the world. This has provided new opportunities to all the learners from various backgrounds, However, this technology driven revolution has also alleviated the disparities in educational opportunities and outcomes This abstract explores the dynamic interaction of online and digital learning in an inclusive environment, highlighting how crucial it is to guarantee fair access to technology for the learners of all ages. Digital platforms must be built using universal design principles to make them universally accessible and to remove any obstacles that can prevent participation and help in providing individuals independence. In inclusive education setup, facilitators and educators can take advantage of the adaptability of digital tools to provide various forms of individualised instructions and evaluations. These tools aids students in their individual educational paths and accommodates a variety of learning characteristics. However, rigorous planning must go into how to modify and create online resources that are both inclusive and successful in addressing a variety of learning requirements. Indian Cultural and social diversity is a foundation of inclusive education, fostering understanding and respect among learners from various backgrounds. Integrating digital tools into this context offers a platform to showcase diverse cultural perspectives and foster cross-cultural collaboration. The most important challenge is the lack of social presence, which severely affects student motivation and participation. This is particularly urgent for underserved students, to ensure equitable use of technology, educators ensure culturally relevant content, which enriches the educational experience and also corroborate students' identities and their contribution. A essential component of successfully blend of technology and inclusiveness is educators’ professional development. In order for teachers to become qualified and capable, a proper professional development plan for educators must be prepared. While online and digital learning provides new potential, they also come with barriers for an inclusive education system. The digital divide continues to be a major obstacle, especially for disadvantaged populations. To bridge this gap, anticipatory steps must be taken to ensure that all students have equitable access to technology, internet and the resources they need to participate fully in online learning settings. This abstract depicts how the synergy between online and digital education and inclusive principles holds tremendous promise for transforming education into a space where every learner can thrive. Ensuring equitable use of technology within an inclusive education setup requires strategic efforts in areas such as accessibility, personalized instruction, cultural responsiveness, and professional development. This paper also proposes guidelines that help teachers make their online, hybrid or blended courses more inclusive.

Trends of Instructional Design Development: A Bibliometric Analysis

<p class="abstrak">Instructional design, as part of educational technology, is very useful in planning the desired direction of teaching and learning activities. Designers need to have a direction that can relate to the rapid development of the times. Researchers conducted a bibliometric study to review the current direction of instructional design development. This study is characterized by being analytical across time, as it is based on analyzing files in the time period (2013-2023) collected in Google Scholar database of 1000 articles. Then the article data obtained was analyzed to see what retention had developed. The results of the review show that there are various instructional design directions relevant to various constructs, such as (1) online learning, (2) blended learning/instruction, (3) project-based learning, (4) gamification, (5) instructional modules, (6) computer-assisted learning, and (7) simulation-based learning. These four results have signaled that the current paradigm is within the scope of e-learning. These results can be used as an illustration for educators and other designers to see the latest emerging instructional design trends.</p><p class="abstrak"><em>Desain pembelajaran, sebagai bagian dari teknologi pendidikan, sangat berguna dalam merencanakan arah kegiatan belajar mengajar yang diinginkan. Desainer perlu memiliki arah yang dapat berhubungan dengan perkembangan zaman yang begitu cepat. Peneliti melakukan studi bibliometrik untuk meninjau arah pengembangan desain pembelajaran saat ini. Studi ini memiliki karakteristik analitis lintas waktu, karena didasarkan pada analisis file dalam periode waktu (2013-2023) yang dikumpulkan dalam basis data Google Scholar sebanyak 1000 artikel. Kemudian data artikel yang diperoleh dianalisis untuk melihat retensi yang telah berkembang.</em><em> Hasil tinjauan menunjukkan bahwa terdapat berbagai arah desain pembelajaran yang direlevansikan dengan berbagai konstruk, seperti (1) online learning, (2) blended learning/instruction, (3) project-based learning, (4) gamifikasi, (5) modul pembelajaran, (6) pembelajaran berbantuan komputer dan (7) pembelajaran berbasis simulasi. Keempat hasil tersebut telah menandakan bahwa paradigma saat ini telah berada pada lingkup pembelajaran berbasis elektronik (e-learning). Hasil ini bisa dijadikan sebagai gambaran bagi pendidik maupun desainer lainnya dalam melihat tren desain pembelajaran terkini yang telah berkembang.</em><em></em></p>

Validitas dan Efektivitas Petunjuk Praktikum Elektronik Keanekaragaman Hayati untuk Meningkatkan Keterampilan Berpikir Kritis Siswa SMA

Increasingly tight competition in the 21st century requires students to be able to think well. Students are required to have critical thinking to be able to compete superiorly in increasingly fierce competition in the 21st century. One innovation in biodiversity learning that can be adopted is the development of electronic biodiversity practicum instructions in inquiry learning. The development procedure used consists of five stages, including: 1) assessment/analysis which consists of two phases, namely needs assessment and front-end analysis; 2) design (design); 3) development (development); 4) implementation (implementation); and 5) evaluation. Biodiversity electronic practicum instructions after being validated have very valid validity and are effective in improving critical thinking skills.