Integrated Learning Activities Research Articles

Learners’ Grit, Self-Regulation, and Classroom Engagement

The complex interaction of personal characteristics and the learning environment has a substantial impact on learners’ educational experiences. This study aimed to determine how grit and self-regulation are associated with the learners' classroom engagement. It sought to find out the learners’ level of grit in terms of consistency of interest and perseverance of effort, self-regulation, and classroom engagement in terms of learner-learner, learner-teacher, and learner-class, and its significant relationships. The respondents were the 134 Grade 6 learners of the North-II District of Gingoog City. It utilized a questionnaire adapted from Duckworth’s Grit Scale survey and Moilanen’s Self-Regulation combined with a self-made questionnaire for engagement. The study made use of a descriptive correlational design utilizing a universal sampling among respondents. Moreover, it used Mean, standard deviation, and Pearson Product Moment Correlation (r) statistical techniques to treat the data of the study. Results revealed that learners' grit is Very High in terms of consistency of interest and High in perseverance of effort, and Very High in self-regulation. Moreover, the study concluded a significant relationship between learners’ grit and classroom engagement, and learners’ self-regulation and classroom engagement. Further, it recommended integrating learning activities in school programs such as homeroom guidance, Gender and Development, and Catch-up Fridays, as well as several learning areas that will enable the fostering of grit and self-regulation among learners.

Occupational therapy students’ experiences and perceptions of journal club participation

Background Journal clubs can be used as a learning activity for developing students’ skills in critical appraisal and are perceived as suitable for increasing students’ exposure to research methods. Aims/objectives To explore how undergraduate occupational therapy students experienced journal club and how they perceived their learning outcomes from participating in this learning activity. Materials and methods A mixed methods study comprised of a survey followed by two focus groups was conducted. Seventeen occupational therapy students completed the survey, four of whom also participated in a total of two focus groups. Results The participants perceived journal clubs as suitable and they suggested that emphasis on this learning activity be increased. Across the two focus groups, four integrated themes were identified: ‘organisational prerequisites’; ‘potential for learning’; ‘learning barriers’; and ‘journal club as an integrated learning activity’. Conclusions and significance Journal clubs were described as having the potential for increasing students’ learning regarding research methods, promoting skills in reading and critically reviewing research articles and having relevance for professional practice. Some barriers were identified, and changes are suggested for future educational practice.

Profil Pelajar dalam Kurikulum Merdeka Madrasah di Era VUCA

to face the VUCA era. The research method used in this study is descriptive qualitative with a literature review approach. Three main concepts are a reference for tracking data: the P3PPRA, P3, and VUCA World concepts. This study finds that the concept of Pancasila Student Profile and Rahmatan lil Alamin Student Profile (P3PPRA) is a renewal of character education, which philosophically refers to Ki Hadjar Dewantara's educational philosophy about independent humans. Second, the implementation of the Project for Strengthening Pancasila Student Profiles and Rahmatan lil Alamin Student Profiles (P3PPRA) can be carried out through integrated direct and indirect teaching because P3PPRA is an integrated learning activity and is carried out separately from intracurricular subjects. This study concludes that the concept and implementation of P3PPRA, which accommodates a multidisciplinary approach, is a strategy to prepare students who are adaptive to various rapid and spastic changes in life.

The development of Early Childhood intellectual Capacities in the Child Development Centers of the Local Administrative Organizations, Chaiyaphum

Background and Aim: The early stage of childhood is a crucial period that significantly impacts a child's learning and growth trajectory. Research has shown a strong connection between cognitive ability, developmental milestones during this phase, and future outcomes in adolescence and adulthood. Therefore, it is imperative for preschool learning programs to prioritize age-appropriate and holistic development. To enhance the intellectual capabilities of preschoolers, an integrated learning activity program was implemented and analyzed for its effectiveness in improving young learners' intellectual and other developmental factors. Material and Methods: This study used pre- and post-test experimental designs. Through a multi-stage random sampling procedure, 113 preschoolers were chosen from five sub-district centers in Nai Faai, Nai Sineun, Ban Lao, Tha Hinong, and Huen. Developmental Assessment Scales, developed by the researcher, were used to compare cognitive abilities and development levels of children aged 24, 36, and 48 months before and after the 8-week Integrated learning program. The reliability of the scales was 0.85, 0.80, and 0.83, respectively. The t-test was employed for comparison analysis. Results: The results indicated that the motor skills, language, problem-solving, and personal-social awareness of preschoolers aged 24, 36, and 48 months significantly improved at the .01 level after participating in the integrated learning activities. Conclusions: Integrated learning activities could effectively support and enhance intellectual capacities and age-appropriate development.

Pembelajaran Terintegrasi Berbasis Kecerdasan Majemuk Pada Anak Usia Dini

Integrated learning based on multiple intelligences in early childhood is a learning activity that is oriented towards maximizing the growth and development process of early childhood through integrated and holistic activities. This study aims to describe Integrated Learning Activities Based on Multiple Intelligences in Early Childhood Education in Banyumas. This study uses a descriptive research method with a qualitative approach. Data was collected through observation, interviews and documents. The subjects of this study were school principals, teachers and students as well as parents' representatives. This research resulted in the following description: Integrated learning activities are carried out systematically through teacher activities based on planning aspects in the form of daily learning activity plans with reference to aspects of competence and child intelligence. Children's learning towards maximizing their potential is carried out by involving the role of parents in children's learning activities at home, by making daily activities and learning resources utilizing what is at home as learning material.
 Keywords: Integrated Learning, Multiple Intelligences, parents

Students’ Environmental Care Attitude: A Study at Adiwiyata Public High School Based on the New Ecological Paradigm (NEP)

Environmental care attitude is an important factor in protecting the environment. The Adiwiyata Award is presented as the highest recognition for implementing an environmental care attitude. The aims of this study are to (1) evaluate the execution of the environmental curriculum in Adiwiyata schools; (2) to analyze the students’ environmental care attitudes in Adiwiyata schools in the Pati Regency using the new ecological paradigm (NEP) scale; and (3) to examine the students’ environmental care attitudes in Adiwiyata schools in the Pati Regency related to gender differences. Based on the criteria of Adiwiyata schools, they were used as research subjects. The research subjects were chosen using a purposive sampling technique. A questionnaire was utilized as a data collection instrument. The new ecological paradigm (NEP) scale was used to assess environmental care attitudes. This study used a Likert scale to assess environmental care attitudes. The Mann-Whitney test was used to identify gender differences in environmental care attitudes. The results found that (1) Adiwiyata schools in the Pati Regency supported the implementation of environmental education in the curriculum, as well as participation in environmental activity programs and the use of greenhouses; (2) the environmental care attitudes of students from the SMA Negeri Pati Regency were in the moderate category; and (3) there was a gender difference based on environmental care attitudes, which found that female students have a higher environmental care attitude than the male students. Environmental education plays an important role in gender differences because the Adiwiyata school has integrated learning activities with the environmental education curriculum, and participatory-based environmental activities can improve students’ environmental care attitudes. The potential implication for policy and practice in the field is that humans will consciously prevent environmental problems from occurring.

The Value of Solidarity in Learning Activities Integrated with Traditional Games

The role of technology has affected the value of student solidarity, so it is necessary to integrate learning activities with traditional games. The purpose of this study was to formulate cooperative learning activities of the TGT type integrated with traditional fortification games to increase student solidarity's value. This type of research is descriptive qualitative. The subjects of this research were 20 students of class V. Data collection in the study was carried out using observation, interview, and documentation methods with research instruments in the form of interview guides, guidelines for observing the implementation of student solidarity values, and documentation of learning tools. The collected research data were analyzed thematically. The results show that the teacher's learning activities could be more optimal. Indicators of solidarity values, togetherness, mutual respect, and helping each other have yet to be fulfilled properly. Cooperative learning of the TGT type is integrated with traditional games of fortifications, which should be carried out consisting of opening learning with religiously charged activities, providing apperception and motivation, conveying titles and subject material, dividing groups by suit, discussion, questions overtakes, evaluation of material, awarding, review, as well as providing reflection and motivation. The formulation of the TGT-type cooperative learning activities integrated with traditional fortification games can be a solution to increasing the value of student solidarity.

Perspektiv på handledning och den handleddes roller i lärarutbildningens verksamhetsförlagda delar

Within teacher education supervision of teacher students is a central and appreciated element. It is also witnessed as a dilemma when the academy meets supervisors in schools with different perspectives and expectations. The area of interest of the present study is to identify different perspectives on supervision roles among supervisors and teacher students in relation to expectation, power and influence. The question is how we can describe and understand the roles of teacher students from different supervision perspectives during work integrated learning activities at schools. A conceptual starting point has been taken from Foucault’s power perspective and empirical data is related to analysis of interviews and documents. The results from the study shows that the roles of teacher students can be understood on the basis of subordinated management and a lower degree of scientific approach and are referred to roles as assistants and apprentices. Secondly, the roles can be understood as equal management based on a higher degree of scientific approach and be referred to as colleagues and co-researchers. One conclusion is that the four ways of understanding the different roles of teacher students are something that should be understood over time and that the roles can vary from situation to situation.

Methods and strategies to promote academic literacies in health professions: a scoping review

BackgroundUniversities enroll students from diverse backgrounds every year, with 300 million students expected in higher education by 2025. However, with widening participation, increasing numbers of students enrolling in higher health education and future health professions will be underprepared to meet demands of academic literacies, i.e. ability to read, interpret and critically evaluate academic texts and communicating the understanding verbally or in writing. The aim of this scoping review was to describe and explore methods and strategies to promote development of academic literacies.ResultsThirty-one relevant studies were included and analyzed according to scoping review guidelines. The results showed four strategies: (1) integrating learning activities to develop academic literacies in the regular curriculum, (2) changing the course design with new methods for teaching and learning, (3) establish collaborations amongst academics and librarian faculty, and (4) adding courses or foundation year focusing on development of academic literacies. The results are discussed in light of the United Nations Agenda 2030 Sustainable Development, Goal 4, Quality Education, and widening participation.ConclusionsAspects of widening participation and inclusion in higher education have been debated, and increasing numbers of students from diverse backgrounds are expected to enter health studies in higher education. We encourage integration of teaching and learning activities targeting parallel learning of course materials and development of academic literacies, beyond study skills. Embracing epistemic complexity and diversity as well as choosing strategic work with academic literacies may provide a starting point toward realizing sustainable development goals and widening participation.

Enhancing Digital Skills of Early Childhood Teachers Through Online Science, Technology, Engineering, Art, Math Training Programs in Estonia

Teacher professional development programs, including mid- and long-term Science, Technology, Engineering, Art, Math (STEAM) courses, have recently moved from in person learning at university premises to an online environment. Whether it is a temporary change in learning methods caused by the COVID-19 restrictions or whether it will become a new normal is currently under discussion in many teacher training institutions around the world. The aim of this study was to design and implement time- and money-saving synchronous online teacher training format for conducting co-design courses for early childhood teachers in the theme of STEAM integrated learning activities. Based on Tallinn University’s curriculum of in-person training courses on the same topic, with the volume of 40 contact hours, we delivered the content in two different formats: in 11-months (as it used to be in pre-COVID period) and in 4-months, adapted to participants’ needs. We used a self-assessment survey, based on DigCompEdu framework, to assess the increase of digital competences in the two formats. The long-format course had 31 participants and the short-format course had 50 participants. The assessment was based on pre- and post-test and we used structured live video presentations to let participants retrospectively describe their learning experiences. Results indicate that the participants of both courses had improved their digital competences and achieved the learning outcomes set by course content. There was no significant difference in increase of digital competences or the way the course was perceived between participants of both courses. This brings us to the cautious consideration that it is possible to achieve desired outcomes of STEAM courses even in a shorter period when conducting them online compared to the in-person courses. There is a need for further research where results from participants of in-person and online teaching courses are compared.

INTEGRATION DOMINANCE IN MODERN PRIMARY SCHOOL EDUCATIONAL PROCESS: PSYCHOLOGICAL AND PEDAGOGICAL ASPECT

The article theoretically substantiates the transition to an integrated educational process in primary school due to its modernization, primary school children’s psychophysiological characteristics, the integrity of their worldview, and socio-cultural needs. The influence of integration processes on all spheres of a primary school child’s psyche, namely intellectual, emotional, motivational, and demanding, is revealed.
 The author notes that designing the implementation of an integrated approach in the educational process, we assume that it should be focused on a child’s holistic development and their adaptation to a modern dynamic society. It should be based on every child’s abilities, and promote personality development. Under this approach, the training content involves knowledge acquisition and its direct practical application in search and independent activities. The learning process becomes problematic and creative so that pupils can progress at their own pace, depending on their abilities, interests, and needs. A pupil becomes a real subject of the educational process. A teacher acts as an organizer of learning, a consultant who provides individualization of learning in form and content. Systematic use of specific integrated learning activities, which are aimed at cognitive abilities development, expands children’s worldviews, promotes their mental development, allows them to confidently navigate the laws of reality, and actively use the acquired knowledge in everyday life.

A Design of Personal Learning Network on Social Networking Tools with Gamification for Professional Experience

This research aimed to design a novel teaching and learning process in the professional experience training. The Successive Approximation Model (SAM) was applied in the design steps. The attainment of the designed framework derived from numbers of theoretical reviews, as well as the analytical data collected from the expert interviews. The proposed framework included the components of a Personal Learning Network (PLN), the process of PLN, and the professional experience procedure. The components of PLN were: learning resources, learning tools, learning content, and learning activities. In addition, the process of PLN consisted of Creation, Connection, Cognition, and Contribution. The professional experience incorporated nine main activities particularly, enrolling in the course, joining three compulsory seminars, doing two major periods of internship, mentor visiting, submitting assignments, and completing the course. These three concepts were combined into the framework of integrated learning activities, which occurred in social networking tool, Course Networking (CN). It operated as the learning tool utilized the newly created addable badges as a part of gamification features. The assessment results from the eleven experts revealed that the teaching and learning practice using personal learning networks on social networking tools with gamification in the professional experience proved to have high levels of standard evaluation, innovative attributes, design process, teaching and learning procedure, and teaching and learning activities.

Effects of an Instant Response System integrated learning activity on EFL students’ learning achievement and perceptions

A growing body of evidence supports the effectiveness of instant response systems (IRSs) in fostering learning, but related studies in foreign language education are scarce. This study aims to fill this gap by examining the efficacy of IRS question-and-answer learning activities in the context of large English as a foreign language (EFL) classes for beginner students with elementary-level English proficiency. A series of question-and-answer activities based on IRS using the peer instruction (PI) is created for helping students promote their learning. A total of 102 university students participated in a quasi-experiment; 52 were assigned to an experimental group and learnt with an IRS-integrated activity, while 50 were in a control group and learnt with a non-IRS activity. The data were gathered using an achievement assessment instrument, a perception questionnaire, and individual interviews. The collected data were then analysed to examine students' learning achievements and learning perceptions. Results show that IRS can effectively promote students’ learning, and foster positive perceptions of learning. Future implementations on IRS-integrated learning activities are thus recommended for educators.

Junkyard Planet: Using Stories to Teach Managerial Accounting with a Sustainability Theme

ABSTRACTTheme-based learning suggests a relatable theme can make course content more applicable, engaging, and memorable. This article discusses how sustainability was integrated into an accounting class using Adam Minter's (2013) book Junkyard Planet, and smaller stories including cases and discussion boards. The stories introduce students to the role businesses have in influencing sustainable development. The stories allow for the consideration of managerial accounting concepts including direct material costs, the tradeoffs between fixed automation costs and variable labor costs, as well as the exploration of ethics, sustainability and the common good. The assignments reflect the principles of liberal learning, which strive to prepare students for work and life through an integrated curriculum. Survey results document students' interest in sustainability and their perceptions of their understanding of accounting concepts increased following the course. This suggests integrated learning activities can enhance both comprehension of accounting content and students' appreciation for sustainability.

What Psychology Students Want From Service-Learning

Background: Limited research has examined how service-learning (SL) outcomes align with learning goals proposed for the undergraduate psychology major by the APA Board of Educational Affairs Task Force on Psychology Major Competences. Objective: To obtain student perspectives of SL, and to evaluate learning and inform curriculum development of SL specific to psychology learning goals. Method: Undergraduate psychology students ( N = 400) participated in a concurrent mixed-methods survey examining empathy, civic engagement, and professional identity between students who had and had not taken an upper-division SL course. Results: SL students reported increased engagement with APA learning goals of Ethical and Social Responsibility and Professional Development compared to students who did not take SL. SL students scored higher on civic engagement behaviors and professional identity. Students reported wanting more exposure to a range of psychology subdisciplines, various service opportunities, and multicultural diversity to support professional development. Conclusion: SL is a high-impact teaching practice that aligns with psychology learning goals. Teaching Implications: Findings informed the development of a generalist psychology SL course that introduced students to different domains of psychology. We discuss how to integrate learning activities to increase multicultural and other awareness, motivate social justice action, enhance career clarification, and increase professional self-efficacy.

The Utilization of Moodle-Based Learning Management System (LMS) in Learning Mathematics and Physics to Students’ Cognitive Learning Outcomes

This study aims to determined whether there was an increase in student cognitive learning outcomes through the use of a Moodle-based Learning Management System in mathematics and physics learning.. This type of research uses a pre experimental design. The population in this study were students of Babussalam SMKS, while the sample was class XI students of the Babussalam North Aceh Islamic Boarding School. Based on the results of the analysis and discussion of research data, The percentage of the number of students who met the completeness criteria in the physics class was 67% while in the mathematics class it was 91%. The average N-gain of cognitive learning outcomes for mathematics class was 0.6, higher than the N-gain average for Physics subjects, 0.475. This is because physics learning is not sufficiently taught through the delivery of material through Moodle, but must involve students in learning with a scientific approach. In this study, Moodle has not optimally integrated learning activities with a scientific approach so that cognitive learning outcomes have not reached the expected targets in physics subjects and learning is not sufficiently taught through the delivery of material through Moodle, but must involve students in learning with a scientific approach. In this study, Moodle has not optimally integrated learning activities with a scientific approach so that cognitive learning outcomes have not reached the expected targets in physics subjects.. In this study, Moodle has not optimally integrated learning activities with a scientific approach so that cognitive learning outcomes have not reached the expected targets in physics subjects.

Newly Emerged Online Educational Framework in Nursing Major during the Pandemic of COVID-19

The pandemic of COVID-19 has globally interrupted the education systems. Many countries includingJordan forcefully moved to online education. This study is designed to build an innovative Framework toovercome the concerns and challenges of online clinical teaching.A cyclical module of the Online Clinical Training Pathway (OCTP) was created to provide an opportunity forstudents to document their learning, in the form of a reflection guide. Each module aims to attain the intendedlearning outcomes through a set of four integrated learning activities. OCTP success was assessed by regularevaluation parallel with semi-structured interview targeted faculty members and students across courses andstudent levels. The results emerged a new framework of the teaching and learning of synchronous distancelearning among participants. Technical limitations were also observed with regards to internet-connectionspeed and reliability. Quality indicators of the synchronous and asynchronous online environment wereissues that need to be addressed. Creating opportunities to enhance online engagement through the use ofnew framework methodology provides a promising direction to bring experiential education into the onlinecontext.

Values Education in Teaching of Social Studies in Junior High School Indonesia

Aims: This study aims to describe the efforts of teachers in implementing values education in social studies learning
 Study Design: This research was designed using a qualitative approach with a case study method.
 Place and Duration of Study: The study was conducted in 2018 from November to April 2019, in Yogyakarta Indonesia.
 Methodology: Subjects were 20 social studies teachers in Yogyakarta. Data collection techniques using interviews, observation, and documentation. Data validity is done by source triangulation. Data analysis using Creswell's analysis model.
 Results: The results showed that; Values ​​education in social studies learning is done by identifying values ​​that are relevant to the material and learning strategies, incorporating them in learning tools, integrating learning activities, and through social studies learning assessments. The teacher identifies values ​​by linking general learning achievements, school vision and mission, learning material, and learning methods. In the curriculum in Indonesia, several basic values ​​are included in the learning outcomes. The inculcation of values ​​in learning activities is carried out directly by linking the material with values, and indirectly by providing learning activities to students which also provide student learning experiences.
 Conclusion: Values education in social studies learning starts from learning planning, learning implementation, and learning assessment. Values education in social studies learning is done indirectly.

EXPERIENTIAL LEARNING: TOOL FOR JOYFUL LEARNING

In this paper attempt is made to investigate the impact of Art Integrated Learning on the academic achievement of grade 5 students in mathematics. Total 80 students participate in the study, 40 students in the Experimental group and 40 in the control group. Two different Art Integrated Learning activities are designed for experimental group. The same teacher teaches both the experimental and the control group. The teacher uses Art Integrated Learning methods for teaching grade 5 students and traditional chalk and talk method for control group students. At the end of each unit (four tests), Mathematical Achievement Test (MAT) is administrated to determine the difference between the knowledge of the students in the experimental group and the control group. The result of all four tests is consistent. Art Integrated Learning has improved the academic achievement of students of experiential group.

KEEFEKTIFAN PENDEKATAN COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) DALAM PEMBELAJARAN MEMBACA SASTRA

(Title: Effectiveness of Cooperative Integrated Reading and Composition (CIRC) Approaches in Literature Reading Learning) Learning to read literature based on the CIRC approach is an active and integrated learning activity that involves students and instructors as principals of learning. The ability to read is one of the abilities that requires ongoing learning. Applying the CIRC approach in learning to read literature becomes one of the solutions for teachers when learning activites begin. This study aims to (11) test the effectiveness of the CIRC approach in learning to read literature in PBSI Universitas Muhadi Setiabudi Brebes Students in semester 1 of the 2018/2019 school year in reading subjects. This research is a quasi experimental research by comparing two approaches in learning, namely the conventional approach and the CIRC approach. The subject of the trial was PBSI UMUS students in semester 1 of the 2018/2019 school year. The research procedure had three stages, namely (1) the testing phase of the instrument of assessment and normally testing, (2) the learning phase, (3) the final test stage. Data collection using test techniques. The CIRC approach is more effective than the conventional approach, it is based on the resulting different test scores.Keywords: cooperative integrated reading and composition, reading, literature.