Integrated Learning Materials Research Articles

Spiritual Approach to Improve Anti-Bullying Based Learning at MTs NU Nurul Huda Kudus

The recent rise in bullying cases that have hit various educational institutions at all levels has caused profound problems. More than that, Indonesia is currently ranked 5th in the world in cases of bullying in educational institutions. This research aims to examine spiritual approaches in learning to improve anti-bullying based learning. This research is qualitative field research with a case study approach. Data collection was carried out by interviewing school principals, teachers and students, observing the implementation of anti-bullying-based education with a spiritual approach and documenting school documents, like; lesson plans, report and school collaboration documents. Data analysis was carried out by sorting, grouping, coding and then looking for appropriate themes for interpretation. The research results show that a spiritual learning approach can be carried out by strengthening learning materials and integrating learning materials. Reinforcing learning has a greater impact compared to integrating learning. The importance of learning with a spiritual approach to the development of students is the internalization of noble religious teachings. So that it can form good behavior and keep students away from bullying behavior that currently still often occurs among Indonesian students.

Using a boundary crossing lens to understand basic science educator and clinical educator collaboration in instructional design

Purpose Collaborations between basic science educators (BE) and clinical educators (CE) in medical education are common and necessary to create integrated learning materials. However, few studies describe experiences of or processes used by educators engaged in interdisciplinary teamwork. We use the lens of boundary crossing to explore processes described by BE and CE that support the co-creation of integrated learning materials, and the impact that this work has on them. Materials and methods We conducted qualitative content analysis on program evaluation data from 27 BE and CE who worked on 12 teams as part of a multi-institutional instructional design project. Results BE and CE productively engaged in collaboration using boundary crossing mechanisms. These included respecting diverse perspectives and expertise and finding efficient processes for completing shared work that allow BE and CE to build on each other’s contributions. BE and CE developed confidence in connecting clinical concepts with causal explanations, and willingness to engage in and support such collaborations at their own institutions. Conclusions BE and CE report the use of boundary crossing mechanisms that support collaboration in instructional design. Such practices could be harnessed in future collaborations between BE and CE.

Pendidikan Agama Islam dan literasi Media Sosial dalam Menghadapi Era Informasi Bagi Generasi Muda Indonesia

This study examines the strategic role of Islamic religious education in enhancing social media literacy among young generations in the digital age. Using a qualitative approach through library research, the study explores how Islamic education can contribute to developing critical thinking skills, ethical behavior, and responsible use of social media platforms. The research findings highlight three main roles of Islamic education: shaping character and attitudes aligned with Islamic values in social media usage, integrating learning materials on social media ethics, and fostering awareness of the impact of social media on personal development and society. Furthermore, the study identifies key strategies for implementing social media literacy in Islamic education, including curriculum integration, utilizing social media as a learning tool, and developing critical thinking skills. The research concludes that Islamic education has significant potential in preparing young generations to face the challenges of the digital era by instilling Islamic principles such as tabayyun (verification), tadabbur (contemplation), and tabarruk (seeking blessings) in their online interactions. This holistic approach is expected to contribute to forming a generation of Muslims who are literate, critical, and responsible in their use of social media.

Effects of STEM-based learning materials on knowledge and literacy of students in science and physics learning: a meta-analysis

21st century education requires students to have literacy skills, broad insight, manage and solve problems in life. STEM education provides opportunities for teachers to guide students in facing the challenges of 21st century education. For this reason, STEM integrated learning materials are needed, especially in learning science and physics. However, the integration of STEM in learning materials has not been implemented properly in schools. The solution to overcome these problems is to analyse the effect of STEM-based learning materials on literacy and knowledge in science and physics learning. The purpose of this research is to see the effect size of STEM-based learning materials in terms of education level, types of learning materials, literacy, and knowledge. This type of research is meta-analysis. The research data comes from 20 national and international articles, as well as international proceedings. Based on the results of the research, it can be seen that STEM-based Physics learning materials are more effectively used at the high school level with electronic learning materials. The results of data analysis also revealed that STEM-based learning materials have a significant influence on the literacy and knowledge of students.

ICT Thematic Science Teaching Material with 5E Learning Cycle Model to Develop Students' 21st-Century Skills

Twenty-first-century learning should develop students’ 21st-century skills, including aspects of knowledge, attitudes, character, and 4C skills. These students’ skills need to be widely developed in science learning to handle the challenges of this century. The preliminary study results indicate that integrating learning materials in science learning and students’ 4C skills were low. Thematic science teaching materials integrated the 5E learning cycle model can solve the problem. The study aims to investigate the effect of thematic science teaching material integrated with the 5E on various aspects of students’ 21st-century skills, including knowledge, attitudes, and 4C skills. The research method is quasi-experimental, and the design is a randomized control group posttest-only, which is suitable for determining the effect of a treatment on a dependent variable. The knowledge aspect is measured using a written test sheet in multiple-choice, the attitude aspect using an observation sheet, and the 4C skills aspect using a performance assessment sheet. Data were analyzed using a comparison test for the two sample groups and the Mann-Whitney U test. The data analysis state that the application of thematic science learning material integrated with the 5E has a positive effect on students’ 21st-century skills, including aspects of knowledge, attitudes, and 4C skills: critical thinking skills, creative thinking skills, and communication skills. The study concludes that applying thematic science learning material integrated with the 5E learning cycle model effectively develops the three aspects of students’ 21st-century skills.

PENGEMBANGAN GAME ANDROID TEBAK GAMBAR BENDERA NEGARA SEBAGAI MEDIA PEMBELAJARAN SUBTEMA GLOBALISASI DAN MANFAATNYA

Learning from home activities during covid pandemic are mostly carried out online by using smartphone devices and generally, the embedded operating system is Android. The existence of these smartphones makes students tend to spend more time watching videos or playing games. Educators must try to restore the enthusiasm of students in learning. One of the efforts that can be done by educators is through gamification or integrating learning materials into a game. Therefore, this study aims to develop a game based on the Android operating system about the flags of countries in the world as an additional medium for educators in teaching material on the sub-theme of globalization and its benefits for elementary school students in grade VI (six). This research is development research with the development model used is ADDIE which consists of five stages, namely Analysis, Design, Development, Implementation, and Evaluation. Data analysis was carried out qualitatively. The results of the development show that the Android game guessing the images of the flags of countries in the world is suitable for use as a medium of learning in elementary schools on the sub-theme of globalization and its benefits as the validation results from media experts with a percentage of 81%, validation results from material experts with a percentage of 83%, as well as the response of students in small groups using the Android game (game) guess the pictures of the flags of the countries in the world with a percentage of 78%.

Development of Learning Materials Integrated of Social Aritmetic and Accounting

The development of integrated learning materials of social arithmetic and accounting was carried out with the aim of making prototypes of learning materials that integrated social arithmetic and accounting. The development combines social arithmetic material as a calculation process and accounting for the preparation of financial statements. This development uses the ADDIE model. The test of the effectiveness of learning materials as a result of the development was carried out by experimental research using posttest group design. The research subjects were students of Middle School 2 Gondang Bojonegoro East Java class VIII A as the experimental class and class VIII B as the control class. The research subjects consisted of 56 students. 28 students in the experimental class, 28 in the control class. The results of the study show that the learning materials developed are feasible and effective to be used in learning integrated social arithmetic and accounting. The results also showed that there were differences in student learning outcomes in the experimental class and the control class. This can be seen from the value of the average posttest in the experimental class is 95.89 in the control class is 87.67 so that the difference is 8.22.

Spaced Education Through e-Learning for Ongoing Professional Development.

The practice of emergency medicine has become increasingly complex. Constant advances in clinical practice, innovative technologies, patient safety and quality initiatives, and local and national policy changes continue to add to the cognitive load on providers. New and innovative professional development approaches are needed to help providers remain current despite busy and disparate clinician schedules. We used a Web-based, spaced education platform, to distribute questions to faculty and fellows within the Division of Emergency Medicine. Included content was prioritized within four subject areas: clinical practice, quality improvement, division and institution policies, and educational efforts. All questions were scenario-based (clinical or administrative), with multiple-choice responses. The platform provided real-time feedback on correct response, with explanations including integrated learning materials. Invited faculty developed the questions internally using standardized resources followed by peer review. Questions were delivered weekly. Metrics regarding engagement and performance were followed, including an anonymized leaderboard. Participants were also surveyed regarding perceptions of individual questions and the overall initiative. Every faculty member (n=55) and fellow (n=18) engaged in the program at some point. Ninety-two percent of participants completed all the questions. The overall correct response rate on first attempt was 65%. For the three most challenging questions, first attempt responses were correct 41% of the time, which increased to 90% on repeat testing. Qualitative analysis of survey comments revealed the following themes: enjoying the e-learning approach, the appreciation for the relevance of the content, and the value and quality of the explanations with integrated educational materials. We outline the use of a Web-based, spaced education curriculum for ongoing professional development in a large emergency medicine division. This initiative effectively engaged faculty members and trainees and was perceived to be of high value. The intervention successfully utilized the principles of spaced learning, test-enhanced learning, and gaming theory within a flexible and innovative professional development curriculum.

An investigation of the approaches for integrating learning materials and digital games: a prior ability perspective

Learning materials are integrated into digital games in digital game-based learning (DGBL). There are two types of contexts to present such integration, i.e., tightly coupling context (TCC) and loosely coupling context (LCC). These two types of contexts have different strengths and weaknesses. On the other hand, prior abilities have great effects on DGBL. Accordingly, this study aims to examine the effects of the TCC and LCC on DGBL from a prior ability aspect. Regarding the TCC, low-ability students and high-ability students obtained similar gain scores. On the other hand, the post-test scores of high-ability students were significantly better than their pre-test scores in the TCC while such a significant difference was not found for low-ability students. Regarding the LCC, high-ability students acquired significantly higher gain scores than low-ability students. Furthermore, students’ post-test scores were significantly higher than their pre-test scores in the LCC, regardless of low-ability students or high-ability students. Implications for system design are also discussed.

Evaluating Contextualized Content and Language Integrated Learning Materials at Tertiary Level

Evaluacion de materiales de aprendizaje integrado de contenidos y lenguas extranjeras contextualizados a nivel de educacion superiorAvaliacao de materiais de aprendizagem integrada de conteudos e linguas estrangeiras contextualizados a nivel de ensino superiorThe Content and Language Integrated Learning (CLIL) approach has been broadly adopted and extensively researched at different educational levels across European contexts. It is also becoming popular in Asian settings due to its dual focus on developing both language skills and content knowledge. It aims to empower learners with high mobility and employability in the globalized job market. However, successful implementation of CLIL in these countries has been difficult for various reasons, including lack of suitable CLIL-based curricular materials. This study reports how an English for Specific Purposes (ESP) teacher, who is also a CLIL practitioner, worked collaboratively with an English learner who has professional, industrial internship experience, to produce contextualized CLIL learning materials for tertiary education. It also examines to what extent the self-designed CLIL materials satisfy standards of good quality. In total, 47 English-major first-year students joined the study in a national polytechnic university in Taiwan. The results reveal that CLIL learners have a fairly high expectation of quality materials, and our design received 5%–25% lower agreement than the criteria. Moreover, learners’ gender, language proficiency and previous secondary school major were factors that affected how they perceive the criteria of quality and our own CLIL materials. This demonstrates complexities of designing CLIL-based curricular materials addressing learners’ individual differences (especially in terms of needs and expectations) in a polytechnic university with pedagogic implications.To reference this article (APA) / Para citar este articulo (APA) / Para citar este artigo (APA)Yang, W. (2018). Evaluating Contextualized Content and Language Integrated Learning Materials at Tertiary Level. LACLIL, 11(2), 236-274. DOI: 10.5294/laclil.2018.11.2.4Received: 11/09/2018Apporved: 30/11/2018

Analysis of teachers need in developing integrated science text book IPA adaptation system human body to temperature change using integrated 21st century learning

In science learning there needs to be a learning resource that is an integrated IPA text book that in accordance with 21st century learning. The propose of this study is to find out the needs of science teachers in junior high school in the face of 21st century learning. The method used in this research is descriptive method. Data analysis qualitatively and quantitatively. The result of the research show that the problem of integrated science learning in SMP Pasaman wets is, 1). The implementation in integrated type integrated science learning is not optimal yet at west Pasaman, 2). Have not been able to provide integrated science learning materials that are integrated with 21st century learning abilities, 3). The absence of science teacher books developed in accordance with 21st century skills. Based on the result of research is very important to do the development of integrated science text book with the theme. The adaptation system of the human body to temperature changes using integrated integration type 21st century learning to deliver learners have 21st century learning abilities.

An augmented reality‐based learning approach to enhancing students’ science reading performances from the perspective of the cognitive load theory

AbstractReading has been regarded as a medium for learning science, revealing the importance of enhancing learners’ reading competence in science education. The critical features of science texts are their multiple representations, such as text and visual elements, which assist the representation of science concepts. A multimedia learning environment can present relevant materials in various formats and help students to process the materials in meaningful ways, for example, by integrating learning materials with relevant prior concepts, and organizing them into a consistent and coherent cognitive structure. However, some issues with multimedia instructional design have been proposed, such as students’ cognitive load and learning motivations. In this study, an augmented reality‐based science learning system was developed based on the contiguity principle of multimedia learning in order to promote students’ science learning. Moreover, an experiment was conducted on a natural science course in an elementary school to assess the effectiveness of the implemented system on students’ learning. The experimental results display that the students learning with this approach found made significant gains in their learning achievements and motivations compared to those learning science with conventional multimedia science learning; moreover, their perceptions of extraneous cognitive load were significantly reduced during the learning activity.

Character Education in Developing the Careers of Children Special Needs in Vocational Providers School Inclusive

This research aims to study and compile data is comprehensive, ranging from the new data and actual integrated on character education in developing the careers of children in need of special vocational education, then perform verification and validation data to identify where children in need of special vocational schools are there in having a good character in the development of his career as the blind children, deaf children and autistic children. They are capable of learning to follow suit with his talent and his interest in achieving careers in the future. Character education has always been integrated in every learning process in school either in a honesty, working, responsibility, confidence, persevering, meticulous and others. External research during the first year are learning implementation plan and the integrated learning materials on character education for individual learning in vocational secondary schools as education providers Inclusion in The City Of Padang.

Teaching materials for English in the primary education – also for the pre-school education?

The objective of the article is to analyse some selected materials for teaching English as a foreign language, designed mainly for grade 1–3 of the primary school, with the goal to answer the question whether these materials could be also used successfully and efficiently with 3–5-year old children. Early English learning materials are compared with Polish integrated learning materials. The analysis results in some conclusions for the didactic process in kindergartens. In accordance with the theoretical issues some principles for the shaping of didactic materials, teaching forms and activities, adequate tasks and contents of a language lesson are described.

Task-based learning and content and language integrated learning materials design: process and product

Content and language integrated learning (CLIL) represents an increasingly popular approach to bilingual education in Europe. In this article, we describe and discuss a project which, in response to teachers’ pleas for materials, led to the production of a significant bank of task-based primary and secondary CLIL units for three L2s (English, French and German) distributed to all bilingual section teachers in Southern Spain and freely available online (see http://www.juntadeandalucia.es/educacion/webportal/web/aicle/contenidos/). These units, covering natural and social science; mathematics; music; technology and physical education, were designed by expert bilingual content teachers in tandem with researchers providing pedagogical and linguistic support. Reflecting upon the process of their production provides insights into the difficulties content teachers can have in integrating language into their subject teaching and reviewing these materials results in a taxonomy of activity types suitable for each stage of a CLIL task.

Designing Content-Language Integrated Learning Materials for Late Immersion Students

Immersion education, a variant of content-based instruction, is characterised by the dual curriculum goals of content and language learning. The content and language learning goals become increasingly complex and challenging at the late immersion level. One way to help students achieve these goals is by planning content and language learning objectives that guide the design of content-language integrated learning materials. This article reports how content teachers and an ESL teacher educator in Hong Kong collaborated to design materials to support late immersion students' integrated content-language learning. The learning materials were designed by reference to a pedagogical framework that uses knowledge structures and text structures to link content and language learning objectives. The author presents sample learning materials and explains their design. Student achievements in using the history materials in a collaborative action research project, as well as the students' and the teacher's views of the materials, demonstrate some effectiveness of the design. Challenges to the content-language integration design are discussed.

Spatially distributed instructions improve learning outcomes and efficiency.

Learning requires applying limited working memory and attentional resources to intrinsic, germane, and extraneous aspects of the learning task. To reduce the especially undesirable extraneous load aspects of learning environments, cognitive load theorists suggest that spatially integrated learning materials should be used instead of spatially separated materials, thereby reducing the split-attention effect (Sweller & Chandler, 1994). Recent work, however, has suggested a new distinction between two common formats of spatially separated displays: spatially distributed versus spatially stacked (Jang & Schunn, 2010). Moreover, a distinction between instructions and learning task materials has rarely been made. Across two studies with 106 college students (56 in Study 1 and 50 in Study 2), we compared spatially distributed (multiple sources of information are placed side by side) versus spatially stacked (only one at the top is visible) instructions, without changing the learning task materials, on both task performance and learning. With materials more typical of practice, Study 1 showed that the distributed-display instructions led learners to more efficient learning; learners finished the task faster and scored higher in the overall learning test. With materials more tightly controlled for spatial format per se, Study 2 replicated the effect and found that the benefit of the distributed instructions appeared to be associated with changes in cognitive load. Implications for educational practice are discussed.