Involvement In Learning Activities Research Articles

Application of Humanistic Learning Theory in Increasing Student Learning Motivation

The educational process must pay attention to the development of potential, character, and learning motivation, not just achieving academic results. The absence of student learning motivation, which can affect their achievement and their involvement in learning activities, is one of the main challenges faced by teachers during the learning process. In this context, humanistic learning theory offers a perspective that emphasizes how important it is to meet a person's psychological and emotional needs so that they can learn optimally and feel valued as individuals. The most important finding of this study is that humanistic learning theory has great potential to increase students' desire to learn. If this theory is applied more widely, it can help solve the problem of lack of desire to learn which has been a problem in the world of education. Theoretically and practically, this study makes a significant contribution to the advancement of science. Theoretically, this study strengthens the idea that the humanistic approach is still relevant in the world of modern education. Practically, this study offers direction to educators to concentrate more on students' emotional needs as one important way to increase their desire to learn. Although this study is very useful, the results cannot be generalized. To find out how humanistic learning theory can be applied to various educational contexts, further studies are needed. This will pave the way for additional research

Meningkatan Kemampuan Berpikir Kritis Siswa Kelas X Melalui Model Pembelajaran Problem Based Learning di SMK Pertukangan Santo Yusup

This Classroom Action Research (CAR) aims to improve the critical thinking skills of Grade X students at SMK Pertukangan Santo Yusup by applying the Problem-Based Learning (PBL) model. The background for this research is the previously low critical thinking skills of students, who tended to be passive and less actively involved in the learning process. The method used is Classroom Action Research (CAR) divided into two cycles, Cycle I and Cycle II, covering the stages of planning, implementation, observation, and reflection. In the first cycle, observation results showed that most students were still in the low category of critical thinking skills, with only a few reaching the "Proficient" category. After improvements in the second cycle, there was a significant increase. The number of students able to think critically in the "Proficient" category rose to 47%, and many students began to analyze, evaluate, and argue more effectively. The study also proved that the application of PBL increased students' active involvement in learning. They became more engaged in group discussions, problem-solving, and independent problem analysis. The classroom atmosphere also became more dynamic, with more positive interactions between students and between students and teachers. In conclusion, the PBL model is effective in improving students' critical thinking skills. The recommendations are to strengthen the implementation of PBL, develop relevant learning materials, provide sufficient time for learning, and conduct regular evaluations to ensure continuous improvement. With proper implementation, PBL can be further developed to help students hone their critical thinking skills.

The impact of self-determination theory: the moderating functions of social media (SM) use in education and affective learning engagement

This study attempts to explore the relationship between the two mediator variables effective learning engagement and educational social media (SM) usage and the study’s outcome measures, which include student satisfaction and learning performance. The distribution of a self-determination theory questionnaire with external factors to 293 university students served as the primary data collection method. King Saud University used a poll to personally collect data. Partial least squares structural equation modeling was then used to examine the data and assess the model in Smart-PLS. Students’ academic success and contentment at colleges and universities seem to be positively correlated, and their active involvement in learning activities and educational use of SM. It was shown that important factors influencing affective learning participation and the instructional use of SM for teaching and learning include perceived competence, perceived autonomy, perceived relatedness, information sharing, and collaborative learning environments. It was discovered that these connections were important. The self-determination theory provided confirmation that this model is appropriate for fostering students’ feelings of competence, autonomy, and relatedness in order to increase their affective learning involvement. This, in turn, improves students’ satisfaction and achievement in higher education.

Pengaruh Metode Bermain Peran Terhadap Hasil Belajar PKn Pada Siswa Sekolah Dasar Di Kota Bekasi

The lack of use of methods and the lack of media involvement in learning activities carried out by teachers in the classroom, causing students to lose enthusiasm for learning and difficulty in understanding the material, resulting in decreased learning outcomes. The purpose of this study was to see if there was an effect of using the role-playing method on the learning outcomes of Civics Education in Class IV elementary school students. This type of research is quantitative using the Quassi Exsperimen model. The research subjects in this study were fourth grade students of Muktijaya VII Public Elementary School, Bekasi City, West Java Province. The sampling technique used saturated sampling technique. The analysis technique used pre-test and post-test techniques, hypothesis testing was carried out through the (t) test with the help of the SPSS version 25 programme. The results showed that learning in the Experiment group using the role-playing learning method was 86.00, while the control group got a learning outcome score of 63.33. The results of the T-test test resulted in a significant value of 0.000 which is smaller than 0.05, it can be stated that (Ho) is rejected, or the use of the role-playing method has an effect on the learning outcomes of Civics Education in Class IV elementary school students

PENGARUH MODEL PEMBELAJARAN PROBING PROMPTING PADA MATA PELAJARAN PENDIDIKAN PANCASILA DAN KEWARGANEGARAAN TERHADAP HASIL BELAJAR SISWA

This research is motivated by the very low student learning outcomes in citizenship education subjects. The reason for the low student learning outcomes is because teachers are only focused on applying conventional learning methods. To overcome these low student learning outcomes, it is necessary to apply an appropriate learning model, namely the Probing Prompting learning model. The purpose of carrying out this research is to determine the effect of the Probing Prompting learning model on student learning outcomes. This research uses a quantitative approach with a quasi-experimental method. The sample for this research was class VII-A with a total of 34 students and class VII-B with a total of 33 students. The instrument used is a learning outcomes test which is divided into two, namely the initial test and the final test and documentation. Based on the results of data processing that has been carried out and hypothesis test calculations, =5.4 and , =1.68. This shows that the value >, then Ho is rejected and Ha is accepted. So it can be concluded that there is an influence of the Probing Prompting learning model on student learning outcomes. This is because in the learning strategy there are several suggestions, namely 1) subject teachers should apply the Probing Prompting learning model because it can improve student learning outcomes. 2) there is student involvement in learning activities in class. 3) students are able to think actively

Increasing Students' Digital Literacy Through the Use of Google Cardboard Media on the Theme of My Dreams In Class IV of Elementary School

Purpose of the study: This research aims to determine and improve students' digital literacy using Google Cardboard media for class IV students at Elementary School and assessing the extent to which students' participation and involvement in learning activities using Google Cardboard can motivate them to actively learn.
 Methodology: This research is classroom action research. The subjects of this research were 25 grade IV students at Elementary School. The object of the research is to increase students' digital literacy through Google Cardboard media. Data techniques use tests and observations. The research instrument uses observation sheets and test questions or evaluation of learning outcomes.
 Main Findings: The results of the study showed that before the implementation of Google Cardboard media on the theme of my dreams, 5 students (20%) had completed it and 20 students (80%) had not completed it and the class average score was 60%. However, after learning using Google Cardboard media in learning the theme of my dreams in cycles 1 and II, data was obtained that student learning outcomes increased. With the increase that occurred in students who had reached 88%.
 Novelty/Originality of this study: The novelty of this research is that through the use of Google Cardboard with a focus on the theme "My Dreams", class IV students elementary school can develop their digital literacy skills while gaining a deeper understanding of technology and information, thereby increasing students' digital literacy. through more contextual learning experiences.

Manfaat dan Kesenjangan Alat Pendidikan di Era Digital

Educational programs are one of the crucial pillars in human life. Through education, individuals can acquire fundamental knowledge, skills, and attitudes to face various challenges in life. In addition, education also has a central role in shaping the character of the nation's children, creating individuals who are able to contribute to society. In the context of education, the use of educational support tools is a critical aspect that needs attention. Educational support tools include devices and materials that support the effectiveness and efficiency of the teaching and learning process. Its function involves delivering information in an interesting and interactive manner, facilitating the understanding of the material by learners, and increasing their active involvement in learning. However, along with technological advances, educational tools are experiencing rapid development. This provides opportunities for learning that are more accessible to various groups. However, challenges arise in the form of educational gaps. Schools in remote areas, for example, may face limited access to the internet, computers, or mobile devices that are essential to the learning process. Therefore, the role of educational tools is crucial in creating inclusive education, overcoming gaps, and ensuring that every individual can access learning in this digital era.

Examining the child observation in preschool and teacher observation in preschool in community-based child care centers

Previous research indicates that the Child Observation in Preschool (COP) and Teacher Observation in Preschool (TOP), a companion set of observational tools used to assess the quality of preschool classrooms, capture important aspects of the preschool environment that are associated with children's growth (Farran et al., 2017; Nesbitt et al., 2015; Spivak & Farran, 2016). This study is the first to assess the convergent and predictive validity of these tools in community-based child care centers and compare the tools to the Classroom Assessment Scoring System Pre-K (CLASS Pre-K), a widely used classroom observation tool. We collected COP-TOP and CLASS Pre-K data in 138 classrooms in Georgia as part of a validation study of Georgia's Quality Rated and Improvement System. We also collected child assessment data from 583 preschool-aged children in those same classrooms. Over half of the COP-TOP classroom processes were moderately correlated with at least one of the three CLASS Pre-K domains. COP-TOP classroom processes related to time spent in transition, time spent engaging in sequential activities, involvement in learning activities, and opportunities for math learning were associated with children's math skills, preliteracy skills, and socioemotional development at the end of the year, after controlling for their scores at the start of the year and demographic characteristics. All three CLASS Pre-K domains were significantly associated with children's socioemotional development. We discuss the implications of these results for assessing quality in early care and education programs.

Investigating Interactive Learning's Effects on Guard Duty Course Learning Outcomes for Cadet Students

The learning results of cadet students taking the guard duty course are examined in this study to determine the effectiveness of interactive learning. Results of post-test data analysis using a sample of 46 students and the pre-experiment approach revealed a significant improvement in learning outcome scores. The median score grew from 80.3 to 82.5, while the mean score went from 80.5 on the pretest to 83.3 on the posttest. Also noticeably rising were the minimum and maximum scores. This research suggests that interactive learning enhances students' comprehension and knowledge. The constructivism learning theory, which emphasizes the value of active involvement in learning, is in accord with the ideas of this advancement. However, it is also essential to consider other elements like the caliber and drive of the instructors. The findings of this study offer a framework for creating more interactive and participatory learning processes in educational situations.

Investigating Interactive Learning's Effects on Guard Duty Course Learning Outcomes for Cadet Students

The learning results of cadet students taking the guard duty course are examined in this study to determine the effectiveness of interactive learning. Results of post-test data analysis using a sample of 46 students and the pre-experiment approach revealed a significant improvement in learning outcome scores. The median score grew from 80.3 to 82.5, while the mean score went from 80.5 on the pretest to 83.3 on the posttest. Also noticeably rising were the minimum and maximum scores. This research suggests that interactive learning enhances students' comprehension and knowledge. The constructivism learning theory, which emphasizes the value of active involvement in learning, is in accord with the ideas of this advancement. However, it is also essential to consider other elements like the caliber and drive of the instructors. The findings of this study offer a framework for creating more interactive and participatory learning processes in educational situations.

Analysis of Availability of Case-Based Reasoning Approaches on Physics Textbooks Class X Semester 1

Learning is strengthened by using an approach to learning. In the 2013 curriculum, it is recommended to use an approach to learning, one of which is the Case-Based Reasoning (CBR) approach. One approach similar to the current process standards is the CBR approach, which helps teachers provide more student involvement in learning activities. There are many physics textbooks that many publishers have circulated, so It is vital to investigate whether or not these books have provided a CBR approach to learning to improve reasoning skills and higher-order thinking as suggested in the 2013 curriculum. This research was done to analyze the CBR approach. CBR is in a physics textbook for class X, semester 1, at Public High Schools in the City of Padang. The research carried out included descriptive research using a qualitative approach. The research population consisted of all physics textbooks for class X high school published in Indonesia and used in the city of Padang. The research samples were three Physics textbooks for Class X High School Semester 1: ER, IP, and TS. The research results showed that no CBR approach was found in the three physics textbooks analyzed. Hence, we concluded that no textbooks are currently available that provide a CBR approach.

The effectiveness of learning mind maps on Matrix Operations in SMK Darur Rahmah

A mind map is a note-taking method that involves laying out ideas on a sheet of paper and branching out along the lines of one's thought processes. With mind mapping, learning will be easy to describe, and material that is quite difficult can be easily understood or simplified. This study aims to describe the effectiveness of mind mapping learning in matrix operations material in grade 11. Three indicators of learning effectiveness are: 1) teacher management of learning; 2) student involvement in learning activities; and 3) the proportion of students who successfully complete learning objectives. This study uses observation, tests, interviews, and documentation to collect data for a qualitative descriptive analysis. Class XIA SMK students Darur Rahmah was used as the research sample. Based on the findings and discussion of the research, class XIA SMK Darur Rahmah studied matrix operation material effectively using activities in mind mapping. The results showed that three indicators were fulfilled: 1) effectiveness, namely the teacher's ability to determine the very good category; 2) 11 students whose activities were classified as active; 16 students were very active; and 3) individual completeness of 25 students with a learning completeness level of 92.6%.

An Instrument to Measure Perceived Cognitive, Affective, and Psychomotor (CAP) Learning for Online Laboratory in Technology and Engineering Courses

The effectiveness of student learning in an online laboratory environment requires appropriate measurements from the cognitive, affective, and psychomotor (CAP) domains. However, current self-reporting perceived CAP instruments are general and focused on non-technical fields, hence unsuitable for comprehensively measuring and evaluating technology and engineering (TE) online laboratory courses. This work aims to develop and validate a new instrument to measure perceived CAP learning domains in technology and engineering (TE) online laboratory courses. An initial instrument with 22 questions to assess CAP attributes was developed based on adaptation and expert consultation. About 1414 questionnaires were deployed and obtained a response rate of 25%, which meets the requirement of a confidence level of 90% with a 5% error. Principal Component Analysis (PCA) and Exploratory Factor Analysis (EFA) were used to further reduce the items to 13. Items reliability was verified using Cronbach Alpha. The finalized items consist of 5 cognitive, 4 affective, and 4 psychomotor items. For cognitive, the five items relate to students’ perception of self-directed learning, reproducing study guides for future students, organizing their tasks and solving problems, relating lab works with fundamental concepts and theories, and completing all tasks. The four affective items are associated with students’ perception of active involvement in learning, communication of findings, collaboration with team members, and awareness of safety and requirements. The four psychomotor items are linked to students’ perceived attainment in performing the experiment, visualizing the procedure, demonstrating technical skills, and operating the equipment. The tool is verified to self-measure CAP attainment for online laboratories.

Educational interventions involving physical manipulatives for improving children's learning and development: A scoping review

AbstractPhysical manipulatives (PMs) are concrete objects used during hands‐on learning activities (e.g., building blocks, fraction tiles, counters), and are widely used in primary‐school teaching, especially during maths instruction. This scoping review collated studies that have examined the effectiveness of educational PM interventions with pre‐primary and primary‐age children. A total of 102 studies met the inclusion criteria and were synthesised in the review. Most studies included a sample of children aged 4–6 years and were conducted in a school setting. They spanned 26 different countries, but almost all took place in high‐ or middle‐income contexts, mainly in the USA. Interventions were grouped into three main learning domains: maths, literacy and science. Considerable heterogeneity was identified across the review studies in terms of the PMs and hands‐on activities used (e.g., block building, shape sorting, paper folding, enactment with figurines). Evidence relating to effectiveness of the intervention programmes was synthesised, with the most promising findings identified in the maths domain. Benefits to children's spatial, literacy and science skills were also reported. Overall, however, the evidence was mixed: other studies found that PMs were not associated with learning benefits, and many were hindered by methodological shortcomings. This calls for caution when drawing conclusions about the overall effectiveness of PM interventions. Nevertheless, the findings illustrate the many ways hands‐on PM activities can be incorporated into children's early learning experiences. Recommendations for further research and for using PMs in practice are made. Context and implicationsRationale for this studyPhysical manipulatives (PMs) are used during hands‐on learning activities and promote children's active involvement in learning. The review sought to map a broad range of interventions using PMs.Why the new findings matterFindings reveal gaps in the research and highlight the many facets to consider when developing and testing educational interventions using PMs.Implications for practitionersRecommendations for using PMs in practice: (a) choose materials and activities that are age‐appropriate and focused on the learning goal; (b) consider the type and amount of instructional guidance needed (adjusted based on learning content and children's needs); and (c) consider the level of physical interaction afforded by PMs and activities and its importance for the learning goal.

Analysis of the Use of Thematic Learning Video Media on the Learning Interest of Fifth-Grade Students at SDN Serang 10

This study discusses the use of thematic learning video media on the learning interest of fifth-grade students at SDN Serang 10. This research focuses on three things: planning in the use of thematic learning videos, implementation of thematic learning videos for fifth grade, and students' learning interests after using thematic learning video media. The method used was descriptive qualitative with data collection techniques of interview, observation, questionnaire, and documentation. This research was carried out at SDN Serang 10 from April to June 2022, with 27 students in the fifth grade as the research subjects. This study’s results revealed that the planning of using instructional video media was good. Educators made their learning video media by improving their abilities, with three stages: pre-production, production, and post-production. Then, implementing the use of learning video media was considered good and effective as a solution to the challenges of educators creating effective learning and realizing students' learning interests. Even though there were obstacles, educators tried to overcome them and find solutions so that learning could be carried out optimally. The instructional video media use also showed that students' learning interest was very good, assessed from the student learning interest questionnaire results with a score of 80.98%. Besides, interviews and observations uncovered a sense of pleasure, interest, attention, and involvement in learning activities. This implementation can be good practice for using media for elementary school teachers

The Effect of Project Based Learning Model on Science Learning Outcomes for Grade 4 Elementary School

This research is motivated by the lack of educators' innovation in the implementation of learning, so that the intensity of student involvement in learning activities is very little. This can be a trigger for the low learning outcomes of students. This study aims to determine the effect of the Project Based Learning model on science learning outcomes for Grade 4 SD Muhammadiyah 2 Krian. This research is an experimental quantitative study with the design of the Nonequivalent Control Group Design. This research was conducted on two samples, namely class 4 Al - Aziz which amounted to 20 students as the control class and class 4 Al - Jabbar which amounted to 20 students as the experimental class. The data collection technique in this study used a test that aims to measure the cognitive abilities or learning outcomes of students. Data analysis in this study used the t-test. The results after being calculated using the t-test Paired Sample T Test with the help of SPSS v.24 found that the sig. 2- Teiled < 0.05, ie 0.000. So it can be stated that H0 is rejected and H1 is accepted. This means that there is an effect of the Project Based Learning model on the learning outcomes of 4th grade science at SD Muhammadiyah 2 Krian.

Pembelajaran Secara dalam Talian: Tahap Kesediaan dan Keberkesanan Pelaksanaannya kepada Pelajar

The aim of this study is to explain the preparation level and the effectiveness of online learning to students. The data were obtained through library research and observation including questionnaires form as the instrument. 32 form two students from Sekolah Menengah Kebangsaan Kuala Jengal, Dungun, Terengganu were selected as respondents. Findings show that the level of students' readiness for online learning methods is at a satisfactory level. The effectiveness of online learning methods for the subjects of the Malay language among students was analyzed using the constructivist learning theory. The results showed that students preparation level in joining online learning are higher and almost all of them had facilities to join the classes. The study also shows that online learning have a positive effect on students ’interest and motivation. However, student involvement in learning activities is at a satisfactory level because not all students are actively involved in the activities provided by the teacher. In terms of implications, this study help to increase knowledge on issues related to online learning, and help students and teachers to adapt to new teaching methods to ensure that educational needs can be met.

Penerapan model pembelajaran problem based learning terhadap hasil belajar IPA siswa kelas V SD

Teacher-centered learning and lack of student involvement in learning activities can trigger low student learning outcomes. This study aims to describe the learning outcomes of fifth grade elementary school students in science subjects. The research method used by the researcher is a quantitative descriptive approach, the research subjects are students of class VA with a total of 30 students, data collection techniques use tests. The test used is to determine the learning outcomes of class V students on food chain material in an ecosystem, the results show that science learning outcomes are categorized very high (81.25 < X 100) as many as 14 of 30 students or 46.66%, learning outcomes with categories high (71.25 < X 81.25) as many as 13 of 30 students or 43.33%, and learning outcomes in the medium category (62.5 < X 71.25) as many as 3 students or 10.00%. The average student learning outcomes in class VA on food chain material in an ecosystem is 80.00 with a high category. Therefore, the conclusion obtained is that the science learning outcomes of fifth grade students can be categorized as high.

Fun Learning by Applying Competition and Cooperation Strategies Through Mathematical Games

The aim of this research is to create a joyful learning environment through a competitive and cooperative activities by using mathematics games. The subject of this research is elementary school the fourth grade students. The research conducted in the Edu-Fun Learning Centre in Talang bakung, Jambi. This is Classroom Action Research (CAR). The instrument used is observation and video recording of learning activities. The qualitative data analyzed by employing the Miles and Huberman (1994).The research was conduct for three cycles. The result showed that 1) the use of games in learning mathematics created a fun and interestingly learning, 2) grouping students randomly based on academic ability to effectively train students mutually learn and work together to get better grades, 3) competition in learning activities trained students to be sportive, learning to posed ideas, and confident to answer teacher’s questions, 4) students response in learning activities affects students achievement, 5) competitiveness does not affect students learning achievement directly but able to make students actively involved in learning activity, 6) the cognitive, affective and physicomotoric achievement based on students response, the classroom teaching process, competitive character, and students active involvement in learning activities.

Teachers awareness on constructivist approach in learning

Scope: Constructivism is a school of thought emphasizes students' active involvement in learning and making sense of what they are imbibing. In the constructivist approach, which is learner-centered, students actively participate in knowledge construction rather than being passive listeners. Constructivism is a philosophy of cognition, learning, and meaning-making that explains how students learn and involve in the process of knowledge construction. Constructivist Approach plays vital role in maintaining mental health of children through freedom in the realms of learning and allowing space to relate it with the prior experience of the learner devoid any external pressure or dominance in teaching learning process. Learning activities in constructivist setting are characterized by active engagement, inquiry, problem solving, and collaboration with others. The Present study entitled Teachers awareness on Constructivist Approach in Learning: An Analytical Study is an attempt to elucidate constructivist approach as an archetype for teaching and learning. It is also designed to ascertain teachers’ awareness on Constructivist Approach in learning. The study is delimited to the Hailakandi District of Assam, India. Objective: To ascertain teachers awareness on constructivist approach in learning.