Student Interaction Research Articles

The Effect of Team Word-Webbing Toward Students’ Reading Comprehension at Tenth Grade of MAN Koto Baru, Dharmasraya

This study investigates the effect of the Team Word-Webbing technique on reading comprehension among tenth-grade students at MAN Koto Baru, Dharmasraya. Reading comprehension is critical for language acquisition and academic success, as it encompasses the ability to extract and interpret meaning from text. Despite its importance, many students struggle with reading comprehension due to various factors including limited vocabulary and insufficient engagement. To address these issues, the study employed a quantitative experimental design, using a quasi-experimental approach with an experimental group and a control group. The research involved a pre-test and post-test assessment to measure reading comprehension levels before and after the implementation of the Team Word-Webbing technique. The experimental group was taught using this technique, which involves organizing ideas visually to enhance understanding, while the control group received traditional instruction. The sample consisted of two classes selected through purposive sampling, with data analyzed using t-tests to compare outcomes. Results indicated that the Team Word-Webbing technique significantly improved reading comprehension compared to conventional methods. The experimental group demonstrated higher post-test scores, with statistical analysis revealing a significant difference (p < 0.05). This suggests that Team Word-Webbing enhances students' ability to understand and retain reading material by facilitating better organization of ideas and active engagement. In conclusion, the study supports the effectiveness of Team Word-Webbing as an instructional strategy to improve reading comprehension. This technique not only aids in comprehension but also promotes active learning and student interaction, making it a valuable tool for educators aiming to enhance reading skills in the classroom.

Teks Vista: Kemampuan Menyimak Siswa Melalui Media Pembelajaran TV Putar

This research evaluates the effectiveness of playback TV media in improving students' listening skills at SD 012 Kampung Panjang. Qualitative methods with classroom observations were used to collect data related to student interactions with this media. The research results show that rotating TV can increase students' motivation and involvement in listening learning. This media offers an interesting and realistic learning experience, even though there are obstacles. This research suggests the use of rotating TV and active interaction after listening as effective strategies in language learning.

Monitoring virtual interactions of teachers and students in social networks

In the era of digitalization, the study of interaction between teachers and students in social networks gains particular relevance. The aim of this research is to monitor these virtual interactions for a deep analysis of opinions, beliefs, preferences, and behavioral patterns regarding the culture of online communication and digital etiquette in online communities. The participants included 227 students (M = 21.59; SD = 2.03) and 114 teachers (M = 40.17; SD = 8.83) from three higher education institutions in Kazakhstan. Specially developed scales of digital etiquette level and online communication quality were used for analysis, and a SWOT analysis (identifying strengths, weaknesses, opportunities, and threats) was conducted based on respondent interviews. The results indicated that there was no significant difference in the level of digital etiquette between students and teachers; however, a substantial difference was found in the quality of online communication, with students exhibiting better performance. The correlational analysis did not reveal a statistically significant relationship between the level of digital etiquette and the quality of online communication. The study identifies important aspects of the relationship between digital etiquette and the quality of online communication, providing valuable data for practitioners in the current field and emphasizing the need for further research.

Digital Pedagogy Philosophy: Building Critical Awareness of The Role of Technology in Education

Technology integration in education raises the need for a philosophical foundation that guides the use of technology in learning contexts. The philosophy of digital pedagogy is an approach that provides an ethical basis and values that guide the application of technology in the educational process. This paper aims to explore the relationship between digital pedagogical philosophy, critical consciousness, and the role of technology in shaping contextual and adaptive learning experiences. This research uses a hermeneutic approach to describe the reality of Digital Pedagogical Philosophy in building critical awareness of the role of technology in education. This method involves elements of interpretation and description in analyzing and understanding the implications and significance of technology integration in the learning context. The philosophy of digital pedagogy provides a foundation for integrating technology into learning to support the formation of critical, creative, and responsible individuals. Critical awareness of the role of technology in education creates a deeper understanding of the challenges and opportunities faced in the digital environment. This approach can increase student interaction with course material, increase understanding of concepts, and promote critical thinking.

Hubungan Interaksi Edukatif Guru terhadap Minat Belajar Siswa pada Mata Pelajaran Pendidikan Agama Islam di Sekolah Dasar Islam Terpadu (SDIT) Mutiara Rahmah Balikpapan

Interaction or communication is one of the challenges that often arise in the learning and teaching process in the world of education. Especially between teachers and students. When the teaching and learning process becomes less smooth, such as students are afraid and reluctant to actively participate in learning so that students do not understand the subject matter that has been explained, it is a negative impact of teachers who do not communicate well and clearly to their students, which will also affect students' interest in learning, especially in Islamic religious education subjects. The purpose of this study was to determine the relationship between teacher educational interaction and students on students' interest in learning in Islamic Religious Education subjects at SDIT Mutiara Rahmah Balikpapan. This study uses a quantitative approach with a correlation research type, namely to find the relationship between variable X, namely teacher educational interaction and variable Y, namely student interest in learning. Data collection methods used in this study were: observation, interviews, questionnaires with a population and sample of 50 respondents using saturated sampling. The findings of this study are supported by hypothesis testing, which is assisted by the use of IBM SPSS Statistics Version 25 software and the Pearson product moment correlation formula. The Sig. value was obtained. (2-tailed) of 0.000 and the level of significance of the study is known to be 5% or 0.05. Based on the predetermined standards, the results obtained are that the Sig. Value (2-tailed) < Significance Level, namely 0.000 < 0.05. The calculated r value> r table is 0.754> 0.279. The Pearson Correlations value between each connected variable has two asterisks, namely 0.754 **. So it can be concluded that there is a significant relationship between the educative interaction of teachers and students on students' learning interest in Islamic Religious Education subjects at SDIT Mutiara Rahmah Balikpapan.

A Study on Outdoor Thermal Comfort of College Students in the Outdoor Corridors of Teaching Buildings in Hot and Humid Regions

It is important to create a favorable environment for various student activities and interactions by improving the thermal comfort of semi-outdoor spaces in teaching buildings. However, there has been limited research focusing on the thermal comfort levels of college students in these areas, such as corridors (access ways connecting different buildings outdoors). This study aims to assess the thermal comfort levels of college students in the corridors of teaching buildings in hot and humid regions. Based on field measurements and questionnaire surveys, the study evaluated the thermal comfort levels of male and female college students. The findings indicate the following: (1) air temperature and air velocity are the primary thermal environmental parameters affecting college students in corridor spaces, regardless of gender; (2) physiological equivalent temperature (PET) and Universal Thermal Climate Index (UTCI) were used as indices to evaluate the thermal environment of outdoor corridor spaces. Males and females perceive the outdoor environment as hot when PET (UTCI) values reach 33.5 (34.5) °C and 33.3 (33.5) °C, respectively. When the PET (UTCI) values reach 39.0 °C (37.5 °C) for males and 37.7 °C (38.3 °C) for females, individuals in corridor spaces will face extreme heat stress; (3) females find it more challenging than males to tolerate hot outdoor environments. The unacceptable temperatures for males and females are 31.1 °C and 31.8 °C, respectively; and (4) in hot outdoor environments, females are more susceptible than males to experiencing fatigue and negative emotions. The results of this study provide valuable insights for the future design and renovation of teaching buildings on university campuses.

Making a revolution in physics learning in high schools with ChatGPT: A case study in UAE

This study aims to investigate the impact of ChatGPT on enhancing the learning outcomes and academic performance of high school students in physics, specifically focusing on its role in aiding the understanding of challenging topics such as Newton’s second law of motion. This study employs a quasi-experimental quantitative methodology that involves two groups from different schools in the United Arab Emirates (UAE) and comprises both genders of students. The research findings reveal that ChatGPT has significantly improved the academic performance of both male and female students, with a slightly greater improvement observed among the latter, as indicated by the pre-test and post-test scores. Moreover, the experiments demonstrate high student engagement and interaction, which have improved their learning and achievements. The contributions and implications for research and practical applications are highlighted and discussed.

Students’ Attitudes on The Role of Artificial Intelligence (Ai) In Personalized Learning

Educational institutions are increasingly incorporating new technologies into their classrooms, such as artificial intelligence (AI), enabling more innovative teaching methods and learning experiences. Unlike traditional teaching methods, where lecturers adapt their lectures to the needs of the average student, AI-powered educational platforms are more dynamic and productive, as they can be adapted to the preferences, learning styles and pace of each student, enabling personalized learning. The aim of this study is to gather information that will help educators, legislators, and AI developers optimize AI’s role in education for increased student achievement by examining students’ attitudes toward the implementation of AI in personalized learning. The findings of this study may have an immense effect on how AI is used in educational settings in the future, because they may provide better understanding that would enable students to receive more individualized instruction and autonomy while also increasing pedagogical opportunities and reducing an excessive amount of administrative work for educators. 219 students of Megatrend University in Belgrade participated in the research (all three study levels), to whom the questionnaire was sent by e-mail. The results indicate that students believe that: a) If the application of AI makes learning personalized, the greater the possibility for students to identify their abilities and creativity; b) If lecturers apply the most effective teaching methods using AI, they can significantly automate the monitoring of student progress; c) If innovative and interesting learning opportunities are applied in classes, the greater the interactivity of students in the teaching process; d) AI can examine past student performance to identify areas of difficulty and provide tailored assistance in those areas.

The effect of non-verbal cues on pupil participation during the teaching of Kiswahili by Tambach Trainee-Teachers

The main objective of this study was to analyze the effect of non-verbal cues on pupil participation during the teaching of Kiswahili by trainee-teachers. The research adopted a descriptive survey design, based on the Coordinated Management of Meaning (CMM) theory, and involved Kiswahili teachers, teacher-trainees of Kiswahili language and pupils of selected primary schools in Uasin Gishu and Elgeyo Marakwet, Kenya. A purposive sampling technique was used to single out Kiswahili tutors for a Focus Group Discussion. Stratified random sampling method was then used to select 234 trainee-teachers and 210 learners. Questionnaires, observation schedules and Focus Group Discussion (FGD) were used to collect the data which was then analyzed using SPSS to form descriptive statistics, frequencies and percentages. Lastly, the data was presented descriptively and graphically as tables, graphs and charts. The findings uncovered that the use of non-verbal cues actively encourages student interaction and draws their attention into the subject matter being addressed. Hence, this research is anticipated to help improve the teaching and performance of Kiswahili, build a suitable teacher-student bond in the language classroom, further develop the cognitive abilities and heighten the learning capabilities of pupils by using non-verbal communication.

The effect of social anxiety on student interactions in asynchronous online discussion forums as mediated by social presence and moderated by anonymity

The effect of social anxiety on student interactions in asynchronous online discussion forums as mediated by social presence and moderated by anonymity

Classroom Ethnographic Study: Teacher and Student Interaction in Sociology Learning in Class XI IPS MAN 1 Medan

Classroom Ethnographic Study: Teacher and Student Interaction in Sociology Learning in Class XI IPS MAN 1 Medan

Using PACS for teaching radiology to undergraduate medical students

BackgroundTraditional radiology education for medical students predominantly uses textbooks, PowerPoint files, and hard-copy radiographic images, which often lack student interaction. PACS (Picture Archiving and Communication System) is a crucial tool for radiologists in viewing and reporting images, but its use in medical student training remains limited.ObjectiveThis study investigates the effectiveness of using PACS (Picture Archiving and Communication System) for teaching radiology to undergraduate medical students compared to traditional methods.MethodsFifty-three medical students were divided into a control group (25 students) receiving traditional slide-based training and an intervention group (28 students) using PACS software to view complete patient images. Pre- and post-course tests and satisfaction surveys were conducted for both groups, along with self-evaluation by the intervention group. The validity and reliability of the assessment tools were confirmed through expert review and pilot testing.ResultsNo significant difference was found between the control and intervention groups regarding, gender, age, and GPA. Final multiple-choice test scores were similar (intervention: 10.89 ± 2.9; control: 10.76 ± 3.5; p = 0.883). However, the intervention group demonstrated significantly higher improvement in the short answer test for image interpretation (intervention: 8.8 ± 2.28; control: 5.35 ± 2.39; p = 0.001). Satisfaction with the learning method did not significantly differ between groups (intervention: 36.54 ± 5.87; control: 39.44 ± 7.76; p = 0.129). The intervention group reported high familiarity with PACS capabilities (75%), CT principles (71.4%), interpretation (64.3%), appropriate window selection (75%), and anatomical relationships (85.7%).ConclusionPACS-based training enhances medical students’ diagnostic and analytical skills in radiology. Further research with larger sample sizes and robust assessment methods is recommended to confirm and expand upon theses results

ANALISIS SENTIMEN PADA KOLOM SARAN INDEKS KEPUASAN MAHASISWA TERHADAP KINERJA DOSEN

Satisfaction from students can affect performance, because if students are not satisfied then there is something lacking with the performance of a lecturer. The purpose of this study is to determine student satisfaction with lecturer performance using sentiment analysis method. Using descriptive quantitative methods, the population of this study is active RMIK students, both regular and parallel students who have filled out a questionnaire at the end of each semester totalling 2,436 comments on the IKMKD suggestion column for 3 academic years, namely from 2020-2023. Student satisfaction with lecturer performance for positive sentiment the percentage decreased from 85% to 81%, for neutral sentiment remained 6%, and for negative sentiment the percentage increased from 9% to 13%. For neutral sentiments with comments “enough” and “no suggestions,” and for negative sentiments related to offline lectures, lack of explanation, and tight deadlines, affecting student interaction, understanding, and time. The period in this study is from 2020-2023. Samples taken directly from active students in the Medical Records and Health Information program. Using Azure Machine Learning Application to process data. The percentage of student satisfaction with lecturer performance for positive sentiment in the 2020-2021 academic year is 85% (943 comments), the 2021-2022 academic year is 82% (553 comments), and the 2022-2023 academic year is 81% (538 comments).

PERANCANGAN MEDIA PEMBELAJARAN PENGENALAN BENDERA PADA ANAK KELAS 1 SDIT EL FATAH BERBASIS CONSTRUCT 2

This study aims to design and develop a learning application focused on introducing flags to first-grade students at SDIT EL Fatah. The application is designed using the Construct 2 platform, a tool that allows the development of interactive applications without requiring deep programming skills. This application integrates various interactive features that include learning materials, quizzes, user profiles, and usage instructions. The learning materials are presented in engaging and easy-to-understand slides, while the quizzes are designed to test and reinforce students' understanding of the material they have learned. The user profile feature allows students to track their learning progress, and the usage instructions provide clear guidance for navigating the application.The research method used is Research and Development (R&D), which includes steps such as identifying potential and problems, data collection, product design, design validation, design revision, product testing, product revision, and mass production. The results of this study indicate that this flag introduction learning application is effective in increasing students' interest and understanding of historical material. The application also received positive responses from teachers and students, indicating that the use of technology in learning can enhance student interaction and engagement.Therefore, this application is expected to become an innovative and effective learning solution, particularly in the context of primary education in Indonesia. This study also contributes to the development of technology-based learning methods that can be applied to various other subjects in primary schools

A Flipped Classroom Learning Model Based on Social and Emotional Learning to Improve the Pancasila Student Profile Values in Science and Environment Learning

This research is motivated by the low Pancasila student profile values in elementary school students, caused by suboptimal learning processes that need to facilitate active student interaction, provide more time for individualized approaches, support 21st-century skills, focus on character development, and leverage technology. Hence, there is a need to develop a learning model that addresses these aspects. This research aims to develop a flipped classroom learning model based on social and emotional learning that is valid and effective in improving the Pancasila student profile values in elementary school students. This research employs the ADDIE model for development and involves nine validators and 200 elementary school students. The research instruments include observation sheets, validation questionnaires, and Pancasila student profile questionnaires. Data analysis techniques include descriptive statistical analysis and T-test statistical analysis using the JAMOVI application. The results of this study demonstrate that the developed flipped classroom learning model based on social and emotional learning is valid and effective in improving the Pancasila student profile values in elementary school students. The implications of this research can serve as a foundation for developing and enhancing the Pancasila student profile values in elementary school students.

Smart Classrooms: Mengintegrasikan IoT dan AI untuk Pembelajaran yang Lebih Interaktif dan Terukur

This study examines the impact of integrating the Internet of Things (IoT) and Artificial Intelligence (AI) in Smart Classrooms on interactivity, personalization, and learning evaluation. Using a descriptive qualitative method, data were collected through in-depth interviews, participatory observation, and document analysis in schools implementing this technology. The findings show that IoT and AI enhance student and teacher interaction, enable personalized learning tailored to individual needs, and provide more measurable and data-driven evaluations. Although challenges in technology adaptation and data security were identified, this study affirms that Smart Classrooms have the potential to become a more effective and responsive model of future education, aligned with technological advancements in education. These findings are supported by relevant educational theories, such as Vygotsky’s social learning theory and Bloom’s data-driven evaluation. They are further reinforced by related literature demonstrating that these technologies can significantly enhance the quality of education.

Exam scheduling under pandemic conditions: A mathematical model and decision support system

The scheduling of university exams is a complex task that involves various constraints such as administrative limits, pedagogical needs, student volume, and different courses. The emergence of Covid-19 and future pandemics has added new constraints related to infection prevention and contact tracing. To address these challenges, this study proposes a multi-objective mathematical model that considers university resources, reduced classroom occupancy, and minimized student interaction. The model aims to minimize violations of pandemic-related constraints and categorize exams by difficulty. To facilitate scheduling for entire faculties or universities, a Genetic Algorithm based web-based decision support system is developed. With these tools, the study successfully created an optimal schedule for eight departments simultaneously.

Desenvolvendo o Conhecimento Pedagógico do Conteúdo de Botânica na Licenciatura: Uma Experiência Transformadora Durante o Ensino Remoto Emergencial

We share a transformative experience in the subject “Strategies and Resources for Teaching Botany” during a peculiar and challenging situation: Emergency Remote Teaching (2021). The context impacted the aims and the teaching strategies. However, through the interaction of teachers, monitors and students, the initial doubts and challenges were transformed into opportunities for innovation and improvements. We evaluate that the initial aims were achieved and that the subject contributed to the development of the Pedagogical Content Knowledge of Botany by the students, who were protagonists of their learning, mainly on the process of group work developed during the subject.

Edukasi Permainan Balok Susun Guna Mengembangkan Kemampuan Interaksi Sosial Pada Anak

Interaction ability and Improvement of a person's personality and character can be encouraged through stimulus with learning strategies that foster children's interest, for example introducing stacking block games in early childhood. Students at Boh Hate Ma Kindergarten are very enthusiastic about stacking block games. Each student cooperated with each other and built communication to choose the appropriate color for the building they were going to shape. The stacking block game is an educational game and is not bound by rules so that students can freely form buildings according to their wishes. The stacking block game is an educational game because it has a positive impact on building interaction for students in Kindergarten Bo hate Ma

Patterns of contingency and non‐contingency in teacher–student scaffolding interactions: A case of novice and experienced language teachers

AbstractTeacher contingency, in which teachers adapt their support to the learner's level of understanding is assumed to be the distinguishing characteristic of scaffolding. Yet, classroom studies on the topic scarcely exist. The current study examined the process of contingency in classroom settings. Three novice and three experienced English language teachers were video‐recorded to compile a 9‐h corpus. The model of contingent teaching was used to code the different stages of scaffolding. Conversation analysis was applied to provide an emic perspective of each stage. The results indicated different contingent and non‐contingent teaching patterns for novice and experienced teachers. The non‐contingent teaching of novice teachers was characterized by skipping the diagnosis stage, failing to adapt the support to the learners' level of understanding by using high‐support moves, and failing to check learners' understanding. The experienced teachers mainly diagnosed their learners' understanding, checked their diagnosis, and used a wider array of strategies to provide interventions. Their non‐contingent teaching stemmed from maladjustment of support to their learners' level of understanding. The implications for theory and practice are then discussed.