Interactive Learning Model Research Articles

Модель интерактивного обучения: полиморфный подход

Introduction. The peculiarity of building a model of interactive learning lies in the polymorphism of the term “interactive”, which has different forms of realization. Interactivity is considered from two positions: a high level of activity of students and the technology of using information and communication technologies in distance learning. It is required to eliminate the contradictions existing in the perception and realization of interactivity in learning. The aim of the study is to develop a model of interactive distance learning, taking into account the polymorphic approach in interactivity. Methodology and methods: study of methodological literature of domestic and foreign authors on the issue of organizing interactive learning, acquaintance with the experience of leading educational institutions and large companies promoting interactive technologies. The obtained materials were subjected to theoretical and empirical methods of pedagogical research. Findings of the study. The author proposes to expand the informativeness of the interactive learning model. In the case of activation of classes in the classroom there is a contact model – “interactive learning”. For distance learning it is necessary to introduce the “model of interactive learning” and structure it by realized activity: a passive “model of interactive learning”, an active “model of interactive learning” and an interactive “model of interactive learning”. Conclusion. Interactive technology of distance learning has peculiarities. It is effective at alternation of small blocks of information and requires realization of “active learning strategy” – controlled change of learners' activity during classes.

Development of an Interactive Multimedia-Based IIMSE Learning Model: Accounting Learning

The purpose of this study is to ascertain whether the interactive multimedia-based IIMSE learning paradigm is feasible and beneficial for teaching accounting to students in class XI at Budisatrya Private Vocational School in Medan. This kind of research uses the ASSURE model in conjunction with R&D product creation. Based on the validation of learning material experts (86.4%), learning design experts (88.1%), and media experts (90.6%), who all fall into the very feasible category, the research's findings indicate that the interactive multimedia-based IIMSE learning model is appropriate for use. Field trials came in at 85.6%, small group trials came in at 81.7%, and individual trials came in at 77.1%, all falling into the extremely feasible category. The hypothesis submission results demonstrate that the interactive multimedia-based IIMSE learning model is appropriate for use in accounting courses and that the learning outcomes of students treated with the interactive multimedia-based IIMSE learning model differ significantly from those of students treated with the conventional learning model. This is demonstrated by the data processing findings, which show that tcount > ttable (5.63>1.63) at the significance level α = 0.05 with df obtained t table = 50. We can conclude that there are disparities in the learning results before and after therapy, with Ho being rejected and Ha being accepted. As a result, student learning outcomes are improved by the IIMSE learning paradigm, which is based on interactive multimedia in accounting education.

The Effect of Multilateral Economic Cooperation on Sustainable Natural Resource Development

The relationship between natural resource development and sustainable development has long been a focus in academia. In the context of a new global economic cooperation system, many scholars argue that such cooperation can lead to a “resource curse” effect in partner countries, hindering their sustainable development. This study analyzed panel data from 64 countries from 2008 to 2020, using the Belt and Road Initiative as a representative of multilateral economic cooperation (MEC) policies. The aim was to examine the actual impact of multilateral economic cooperation on the sustainable development levels of partner countries and to explore the underlying mechanisms influencing these outcomes. First, we measured and identified the sustainable development index (SDI) under natural resource development schemes and the “resource curse” effect in these countries. Then, we employed a double machine learning approach to evaluate the policy effects of MEC on sustainable resource development. We constructed an interactive double machine learning model to examine and validate the specific mechanisms of resource development effects. The results indicate that the level of sustainable resource development in MEC countries is relatively low, and a “resource curse” effect already exists. However, participating in MEC suppresses this “curse” effect. By promoting innovation cooperation, institutional improvement, structural optimization, trade openness, and pollution reduction, MEC effectively enhances the sustainable development levels of partner countries.

DEVELOPING VIRTUAL LEARNING MODELS TO ENHANCE CRITICAL THINKING AND MATERNAL NURSING PRACTICE COMPETENCY

The COVID-19 pandemic has significantly impacted nursing education, necessitating the development of virtual learning models and media to improve critical thinking and maternal nursing competencies. This study aimed to develop an interactive virtual learning model based on problem-based learning and to assess its effectiveness in enhancing nursing students' critical thinking skills in maternal nursing practice. The development model (Define, Design, Develop, and Disseminate) was applied to create a virtual learning model. Data was collected using questionnaires to assess the validity and practicality of the developed model. The results demonstrated that the virtual learning model developed using the problem-based learning approach was valid for application in the learning process. After testing, the virtual learning model was found to be practical and effective in optimizing the implementation of learning and in improving student learning outcomes. The study concluded that the developed virtual learning model is a valid and practical tool for enhancing critical thinking skills and maternal nursing practice competencies. These findings contribute to addressing the knowledge gap in the literature regarding the effectiveness of virtual learning models in improving maternal nursing practice competencies, particularly in the context of critical thinking. This study highlights the importance of integrating technology and innovative learning approaches to adapt to the challenges posed by the COVID-19 pandemic and prepare nursing students for the demands of the 21st century.

Interactive Learning Model to Improve Student Activities and Learning Outcomes of SMP Negeri 29 Makassar

The educational process in higher education institutions no longer only prioritizes the acquisition of information, but rather focuses more on the development of skills and information processing. Therefore, it is necessary to increase student activity through group exercises or assignments and expression of ideas to peers. This has attracted the attention of researchers to observe how students learn in class when given an interactive learning model that is different from conventional methods. Based on the results of observations in class IX.6 SMP 29 Makassar, a problem was found where the monotonous learning process by the teacher and the initial pretest showed several students with low (D) and failed (E) scores. It can be concluded that the low learning outcomes are also influenced by the lack of student learning activities. This type of research is Classroom Action Research (CAR) with subjects of class IX.6 SMP 29 Makassar students. The research was conducted for two cycles with four meetings. The results of the study indicate that the application of an interactive learning model can improve student learning activities in the Introduction to Education course in Biology B class, Patompo University. The average percentage of student learning activities in cycle I was 56.55%, increasing to 81.55% in cycle II. Therefore, there was an increase of 25.00% from cycle I to cycle II. In addition, the use of interactive learning models also had a positive impact on student learning outcomes. The average post-test score of students in cycle I was 70, increasing to 81.43 in cycle II. Thus, there was an increase in the average value of learning outcomes of 11.43% from cycle I to cycle II.

Using an Interactive Learning Model of Teaching Physics Labs Due to Corona Virus

Using an Interactive Learning Model of Teaching Physics Labs Due to Corona Virus

Development of Social Interaction Learning Model in Instilling the Value of Discipline for Children

Development of Social Interaction Learning Model in Instilling the Value of Discipline for Children

Pengembangan Media Interactive Assisted Learning (IVAL) dalam Mata Kuliah Asesmen untuk Mahasiswa Tunagrahita Ringan

The development of an innovative interactive assisted learning (IVAL) model for mildly mentally retarded students is an effort to create solutions related to the need for digital-based media to stimulate mildly mentally retarded students in assisting the learning process, in this context, in early childhood learning assessment courses at the PG-PAUD STKIP Muhammadiyah Kuningan. In fact, it has not used digital media to help students with special needs due to limited innovation of digital-based media. Through the research and development process carried out, the results of this research creates an android application entitled "Interactive Assisted Learning (IVAL) which is suitable to be applied as a learning medium for students with special needs and mild mental retardation to stimulate students in receiving, processing and storing information in brain memory. The feasibility of IVAL media is proven from the validation results of software engineering experts 73.3%, media experts 80.8% and PAUD lecturer practitioners 71.4%. The evidence of effectiveness is proven from the results of trials in the PG-PAUD Study Program which shows that the ability of students with special needs mild mental retardation is up to 90.3% with a gain score of 0.70 in the medium category and in class of assessment subjects, it is increased to 90.1% with a gain score of 0.70 in the medium category.

Enhancing Students’ Geometry Learning Outcomes and Critical Thinking Skills through the Implementation of Problem Based Learning Model

To enhance students' critical thinking abilities, it is essential to adopt an interactive learning model where students actively participate, and the instructor acts as a facilitator. This can be achieved through the implementation of the Problem-Based Learning (PBL) model in the teaching and learning process. This study aimed to evaluate the improvement of learning outcomes and critical thinking skills through the application of the PBL model among students. Conducted as classroom action research, it involved 40 students from Yogyakarta State University. The research comprised two cycles, each consisting of two sessions. Instruments used included observation sheets for learning implementation, critical thinking assessment sheets, and tests. Data analysis was performed quantitatively using descriptive analysis methods. The findings revealed that (1) the learning process was effectively implemented, with observation data from both cycles rated as good, with a mode of 4 (good); (2) students' learning outcomes improved, with the average post-test scores increasing from 70.85 in Cycle 1 to 80.63 in Cycle 2; (3) students' critical thinking skills also enhanced, with the average score rising from 68.54 in Cycle 1 to 82.08 in Cycle 2. The conclusion of this study is that implementing PBL in the learning process can significantly enhance both critical thinking and learning outcomes. The research implies that teachers' professional competence can be developed through the application of PBL. It is recommended that teachers integrate the PBL model into their teaching practices to foster students' higher-order thinking skills, such as critical thinking, creativity, and scientific reasoning abilities.

IMPLEMENTASI NILAI BUDAYA GREBEG BESAR MODEL DISCOVERY LEARNING BERBANTUAN PPt INTERAKTIF UNTUK MENINGKATKAN HASIL BELAJAR IPS SISWA SDN JLEPER 2

This research was conducted in class IV of SD N Jleper 2 Mijen Demak and involved 19 students. This study aims to improve social studies learning outcomes and teachers' ability to teach social studies content by applying the cultural values of Grebeg Besar of Demak Regency through interactive PowerPoint media used by the Discovery learning model. In this study, students' social studies learning outcomes and teachers' teaching skills are the dependent variables. Grebeg Besar cultural values, interactive PowerPoint media, and discovery learning model are independent variables. Observation, interview, test, and documentation are the data collection methods. Quantitative and qualitative data analysis were used. The results of the teacher teaching skills research also increased, at 64% (sufficient) and 82% (good) in cycle I, and 57% (less) in cycle II. Thus, learning outcomes and teacher teaching skills in social studies content can be improved by applying the cultural values of Grebeg Besar of Demak Regency with the help of interactive PowerPoint media and Discovery Learning learning model.

Mengembangkan Keterampilan Komunikasi Melalui Model Pembelajaran AKIK untuk Guru PAUD di Kabupaten Katingan

Early Childhood Education (PAUD) is an important foundation in children's development, influencing their cognitive, social, emotional and motoric aspects. To improve the quality of teaching, PAUD teachers must develop effective communication skills. In order to achieve this goal, the Katingan District Education Office held an Integrative Holistic PAUD Technical Guidance event which aims to improve the communication skills of PAUD teachers through the AKIK (Active, Communicative, Interactive and Collaborative) learning model. This research uses a qualitative method with a descriptive approach, collecting data through observation, interviews and questionnaires. The research results showed that PAUD teachers participated more actively during the training, their communication skills improved, and they were able to design learning activities that were more communicative and collaborative. The application of the AKIK model has proven effective in creating an interactive learning environment, increasing teacher confidence in communicating, and strengthening collaboration between teachers.

Optimising Arabic Language Learning Management: Digitalisation Efforts

The background of this research includes the complexity of challenges in managing Arabic language learning, especially with limited resources and the massive development of digital technology. This study aims to identify the strategies and steps the Head of the study program took in utilizing technology to digitalize Arabic language learning. This research methodology uses a qualitative approach with data collection techniques through in-depth interviews with the Head of the study program and participatory observation of the digitalization efforts made. The results obtained from the research show that there are three stages of digitalization efforts. First, the collaboration between Arabic Language Education lecturers is planned to revise the curriculum and upgrade semester implementation plans. Second, implementation should be done using interactive Arabic learning models and technology-based learning media. Third, monitoring the learning process between lecturers and students, student learning progress, reviewing the results of midterm and final semester exams and facilitating communication between lecturers and students regarding learning problems. Hopefully, this research can provide recommendations for other educational institutions in optimizing Arabic language learning management.

Bibliometric Analysis: Interactive Learning Model Assisted by Digital Technology

The world of education is evolving rapidly alongside technological advancements, demanding educators to adapt to the changing times and leverage technology. Consequently, various teaching models have emerged, prompting an analysis to evaluate their effectiveness. This study employs meta-analysis, drawing data from multiple scholarly journals, to assess existing teaching models. Such models are indispensable in education, particularly in school settings. Notable examples include ASSURE, POE, ARIAS, PBL, virtual labs, and technology-based approaches such as online platforms like WhatsApp, Google Classroom, and YouTube applications. Each teaching model exhibits distinct characteristics, allowing educators to integrate or select them according to specific needs. This analysis aims to empower educators to make informed decisions regarding the adoption and customization of teaching models.

Program Kampus Mengajar Sebagai Usaha Peningkatan Adaptasi Teknologi untuk Siswa di SMP Nathania Palangka Raya

The Kampus Mengajar Program is an initiative of Merdeka Belajar Kampus Merdeka that provides opportunities for students to participate in teaching assistance and support the learning process in Junior High Schools located in various villages and cities. One of these schools is SMP Nathania Palangka Raya. In this program, students are tasked with supporting teaching activities and helping students adapt to technology. Additionally, they are responsible for improving students' morals as well as motivating and fostering their interest in learning. This program aims to enhance students' social awareness of their surroundings, develop critical thinking skills in collaboration with teachers and students from various fields of study to solve problems, as well as expand their knowledge, build character, and refine their soft skills. During this activity, a participatory approach is applied, where students interact directly with the pupils to understand the needs and challenges they face. The program employs an interactive and practical learning model to ensure that students can apply the knowledge they have gained. The results of the service show a significant improvement in students' ability to use technology. Students became more confident and actively participated in learning activities. The program also successfully raised students' social awareness about the importance of their contributions to society. This program has achieved its objectives and made a positive impact on both students and schools.

Development Of An Interactive Compensatory Learning Model To Improve The Reading Comprehension Ability Of Grade Xi High School Students In Southeast Maluku Regency And Tual City, Maluku Province

Reading is one of the important competencies in English. So far there are still many high school students who cannot read English texts properly and correctly. Various efforts from the government to improve the quality of education in the field of English through updates to the curriculum, improvement of facilities and improvement of teacher quality. But this is still felt to be unanswered. This research aims to produce a reading learning model product that suits current and future needs in high school. This study used an approach Research and Development. The subjects of the study were 11 teachers and students in 10 schools in the research site. Data collection techniques were carried out using questionnaires, interviews, observations, documentation and tests. Data analysis techniques are carried out using qualitative and quantitative analysis techniques (statistical tests). The results showed that there were differences in students' English learning outcomes for the three groups of good, medium and less who used the learning model interactive Compensatory and conventional learning. This is shown statistically using the t test, where the group of both tcount values (22.58) > ttable (2.02); medium group t valuecount (17.19) > table (2.02); The group lacks tcount value (10.26) > ttable (2.02). Statistically it can be seen that learning using models Interactive Compensatory More effective in improving capabilities reading comprehesion rather than conventional learning. Reading techniques scanning, skimming, bottom-up, top-down In this study produced a reading model Interactive Compensatory.

Pengenalan cita-cita melalui fun learning untuk meningkatkan minat belajar siswa taman kanak-kanak

This community service aims to enhance students' interest in learning at TK Karitas V, Surabaya, by introducing future goals through fun learning. Early childhood education, which falls within the golden age phase, requires teaching methods that can enhance children's focus, considering that children often face emotional instability during this period. In an effort to achieve this goal, the introduction of future goals is implemented through an engaging and interactive learning model, utilizing playful activities and musical movements to create an enjoyable and meaningful learning experience, thus enhancing the students' learning interest. The method used in this community service is service learning, involving direct interaction with children to create strong emotional bonds and interactions. The results of this community service show changes before and after participation among TK Karitas V students. Students demonstrate increased enthusiasm and eagerness to learn in pursuit of their dreams. Students also show improvement in their ability to understand and interpret aspirations related to their future.

New interactive machine learning tool for marine image analysis.

Advancing imaging technologies are drastically increasing the rate of marine video and image data collection. Often these datasets are not analysed to their full potential as extracting information for multiple species is incredibly time-consuming. This study demonstrates the capability of the open-source interactive machine learning tool, RootPainter, to analyse large marine image datasets quickly and accurately. The ability of RootPainter to extract the presence and surface area of the cold-water coral reef associate sponge species, Mycale lingua, was tested in two datasets: 18 346 time-lapse images and 1420 remotely operated vehicle video frames. New corrective annotation metrics integrated with RootPainter allow objective assessment of when to stop model training and reduce the need for manual model validation. Three highly accurate M. lingua models were created using RootPainter, with an average dice score of 0.94 ± 0.06. Transfer learning aided the production of two of the models, increasing analysis efficiency from 6 to 16 times faster than manual annotation for time-lapse images. Surface area measurements were extracted from both datasets allowing future investigation of sponge behaviours and distributions. Moving forward, interactive machine learning tools and model sharing could dramatically increase image analysis speeds, collaborative research and our understanding of spatiotemporal patterns in biodiversity.

A syntactic features and interactive learning model for aspect-based sentiment analysis

The aspect-based sentiment analysis (ABSA) consists of two subtasks: aspect term extraction (AE) and aspect term sentiment classification (ASC). Previous research on the AE task has not adequately leveraged syntactic information and has overlooked the issue of multi-word aspect terms in text. Current researchers tend to focus on one of the two subtasks, neglecting the connection between the AE and ASC tasks. Moreover, the problem of error propagation easily occurs between two independent subtasks when performing the complete ABSA task. To address these issues, we present a unified ABSA model based on syntactic features and interactive learning. The proposed model is called syntactic interactive learning based aspect term sentiment classification model (SIASC). To overcome the problem of extracting multi-word aspect terms, the model utilizes part-of-speech features, words features, and dependency features as textual information. Meanwhile, we designs a unified ABSA structure based on the end-to-end framework, reducing the impact of error propagation issues. Interaction learning in the model can establish a connection between the AE task and the ASC task. The information from interactive learning contributes to improving the model’s performance on the ASC task. We conducted an extensive array of experiments on the Laptop14, Restaurant14, and Twitter datasets. The experimental results show that the SIASC model achieved average accuracy of 84.11%, 86.65%, and 78.42% on the AE task, respectively. Acquiring average accuracy of 81.35%, 86.71% and 76.56% on the ASC task, respectively. The SIASC model demonstrates superior performance compared to the baseline model.

The Pancasila and Citizenship Education Model as a Constitutional Education in Elementary/Islamic Elementary Schools

The purpose of this research is to investigate the role of Pancasila and Civic Education (PPKn) in enhancing constitutional awareness among students at the elementary school/madrasah ibtidaiyah level, and to elucidate effective teaching methods to achieve this goal. The research methodology employed is literature review method, analyzing various relevant literature pertaining to the research topic. The important findings of this research are that cooperative learning models such as Numbered Heads Together and Think Pair Share can be used to improve students' understanding and learning outcomes in Civics. In addition, interactive learning models such as Role Playing, Broken Triangle, Square and Heart, and digital citizenship can also increase constitutional awareness among students. Teachers play a significant role in implementing Civics and cultivating constitutional awareness in each student, with the purpose of making Civics implementation in elementary schools/madrasah ibtidaiyah an effort to shape individuals in Indonesia who possess strong personalities and a sense of responsibility towards their country. By using effective learning methods, Civics can be an important instrument in building constitutional awareness and student character.

IMPROVING STUDENTS’ DISCUSSION SKILLS AND LEARNING OUTCOMES THROUGH THE IMPLEMENTATION OF THE TSTS TYPE COOPERATIVE LEARNING MODEL IN SMA NEGERI 5 TERNATE CITY

There are many ways to develop students' learning potential, one of which is being able to apply innovative learning models in the classroom. Innovative and interactive learning models can attract students' interest in collaborating and actively discussing in class. One of them is by implementing the TSTS-type cooperative learning model. This research aims to improve discussion skills and student learning outcomes using the Two Stay Two Stray type cooperative model in class X IPS 4 SMA 5 Ternate City. The subjects in this research were class X IPS 4 students at SMA Negeri 5 Ternate City. 30 students. This research method is the classroom action research method (PTK). Based on the research results, it is known that the improvement in discussion skills in cycle I cannot be said to have increased because there were still several group members who were passive during group discussion activities. Then, after making improvements from the results of reflection by looking at the shortcomings of learning in cycle 1, in cycle II there was an increase in discussion skills. This is based on the results of observations, where group members are active in expressing opinions, mastering problems, and speaking fluently. Meanwhile, for the learning outcomes of students using the two stay two stray type cooperative model in geography subjects with the main material Hydrosphere Dynamics, it is known that in cycle I, 11 students completed it with a percentage of 37%. Meanwhile, 19 students did not complete with a percentage of 63%. Then the learning outcomes of students in cycle II were 25 students who completed it with a percentage of 83%, while 5 students who did not complete it had a percentage of 17%.