Learning Activities Research Articles

PERANCANGAN SISTEM INFORMASI PRESENSI GURU BERBASIS WEB PADA SD MASEHI PAYETI 2

This study examines the importance of Information Technology implementation in schools to support teaching, learning, and administrative activities, focusing on the development of a Teacher Attendance Information System at Masehi Payeti 2 Elementary School. Currently, attendance is conducted manually, with teachers recording names and signing an attendance book, a method prone to being unstructured and susceptible to errors, data damage, and delays. To address these issues, this study aims to develop a web-based application that allows attendance to be conducted more effectively, efficiently, and managed in real time. The application is built using the Waterfall method with PHP, HTML, and MySQL programming languages. Based on usability testing using the System Usability Scale (SUS) with five respondents, the application received an average score of 70.5, which falls into the "Marginal High" category with a grade scale of C and an adjective rating of "OK." This score indicates a fairly positive user perception of the system's usability, suggesting that it is comfortable and efficient for teachers to use. This study's findings are expected to improve discipline and the accuracy of attendance data at Masehi Payeti 2 Elementary School, while also contributing to the adoption of more modern information systems within school environments.

Autonomy-Supportive Classroom Climate and Attitudes Towards Social Participation: A Practice in Mixed-Grade Classes in a Japanese Elementary School

This study focuses on the relationship between an autonomy-supportive classroom climate and changes in attitudes towards social participation in mixed-grade classes. The research field involved the learning activities conducted in a Japanese elementary school. Learning activities were carried out in mixed-grade classes, and the children engaged in problem solving with their peers from different grades in collaboration with the local community. It was hypothesized that a perceived autonomy-supportive classroom climate would affect attitudes towards social participation and that this effect would be mediated by intrinsic motivation and reflection. Participants were 163 third- and fourth-grade children from mixed-grade classes. Data were collected repeatedly over a three-year period through a questionnaire survey. Latent growth curve modeling analyses revealed that an autonomy-supportive classroom climate was related to intrinsic motivation, which in turn, was related to reflection. Additionally, intrinsic motivation and reflection predicted the initial level of attitudes towards social participation. Intrinsic motivation was negatively related to the extent of change in attitudes towards social participation. These results suggest that an autonomy-supportive classroom climate promotes children’s positive attitudes towards social participation. In mixed-grade classes, teachers must create classrooms in which children can support each other’s autonomy.

Analysis of Mathematics Education Students' ICT Behavior at IAIN Syekh Nurjati Cirebon Post-Pandemic

This study analyzes student behavior in using ICT when using LMS at IAIN Syekh Nurjati Cirebon. This study used quantitative methods with a survey research design. The type of survey used is a cross-sectional survey design. Samples were taken from Mathematics Education students in semesters I, III, V and VII, as many as 258 from 627 active students in 2021/2022 using the stratified random sampling method. The instrument was developed following the aspects and indicators in the TAM model, containing (1) perceived ease of use, (2) perceived usefulness, (3) attitude towards using, (4) behavioral intention to use, and (5) actual usage. The instrument will be tested for validity using CVR and reliability using the Guttman Split-Half Coefficient correlation. Data on student behavior using ICT were analyzed using Widoyoko categorization. The study results showed that the instrument was confirmed to be valid and reliable, with students' behavior in using ICT categorized as "good." The findings suggest that students are generally well-prepared to engage with ICT tools for online learning, reflecting their adaptability and positive attitudes toward technology adoption. However, to maximize the potential benefits of ICT in education, the study highlights the need for institutions to implement targeted strategies. These include providing more comprehensive ICT training programs, upgrading and maintaining digital infrastructure, and creating policies encouraging consistent and meaningful use of ICT in learning activities.

Learning to be fellow inquirers: Exploring students’ critical learning activity in an eighth-grade U.S. history classroom

ABSTRACT In this article, we argue that social studies education research has yet to capture the practicality of social transformation as outlined by critical pedagogy. We use neo-Vygotskian scholarship to analyze the learning activity of an eighth-grade U.S. history classroom. Our findings reveal the multifaceted dimensions of students’ critical development and offer a more totalizing analysis of critical social studies education. We conclude with practical implications for teachers and teacher educators and an invitation to scholars interested in critical social studies education to do more to study the socially revolutionary roots of critical pedagogy empirically.

Meaningful Social Studies Learning Practices in Islamic Elementary School Education: Case Study from Indonesia

Objective: The primary issue in social studies education at Islamic Elementary Schools in Indonesia is the over-reliance on rote memorization, limiting student engagement and critical thinking. This study aims to explore how meaningful learning practices are implemented to enhance student participation and understanding in social studies classes. Method: A qualitative case study approach was employed, involving semi-structured interviews with teachers and principals from Islamic Elementary Schools. Thematic analysis was used to analyze the data and identify key themes reflecting current practices and approaches. Results and Discussion: The study identified three core themes: (1) systematic lesson planning that embeds Islamic values to create a holistic learning experience, (2) collaborative projects and outdoor learning activities that encourage practical exploration of maps and landscapes, and (3) differentiated learning approaches that cater to students' varying abilities and learning preferences. These strategies foster deeper engagement and bridge academic content with students' cultural and spiritual contexts. Research Implications: The findings provide essential insights for educators and policymakers, emphasizing the importance of designing curricula that prioritize inclusivity, relevance, and student-centered approaches. Aligning pedagogical methods with developmental needs and local cultural frameworks enhances the quality of social studies education and ensures long-term retention and application of knowledge. Originality/Value: This research highlights the integration of Islamic values as a cornerstone for meaningful social studies education, contributing to students' holistic development and promoting active learning environments that reflect the unique cultural context of Islamic Elementary Schools in Indonesia.

Preparing physiotherapists for the future: the development and evaluation of an innovative curriculum

BackgroundEducational innovation in health professional education is needed to keep up with rapidly changing healthcare systems and societal needs. This study evaluates the implementation of PACE, an innovative curriculum designed by the physiotherapy department of the HAN University of Applied Sciences in The Netherlands. The PACE concept features an integrated approach to learning and assessment based on pre-set learning outcomes, personalized learning goals, flexible learning routes, and programmatic assessment. PACE distinguishes itself from traditional education because of the flexible learning routes, vertical organization in learning communities, absence of pre-defined learning activities and class schedules, and a culture of continuous learning and development. PACE is based on three guiding principles: 1) flexible and varied, 2) self-directed and collaborative, 3) future-oriented. PACE was implemented in 2021 for first-year students. This study evaluates the implementation to inform future curriculum development.MethodsA sequential explanatory mixed methods design was used to evaluate the implementation of PACE using a questionnaire, focus groups, in-depth interviews, and a national progress test allowing for benchmarking results. Participants were undergraduate physiotherapy students of cohort 2021–2022, the first group who experienced PACE and teachers involved with this cohort. Questionnaire data were analyzed using descriptive statistics. To compare mean total scores of the national progress test between four different universities a one-way ANOVA was conducted including a post-hoc analysis. Reflexive thematic analysis guidelines were applied to analyze the interview data.ResultsIn total 82 first year students (44,6%) of cohort 2021–2022 and 36 teachers (60%) completed the questionnaire. Results show that the guiding principles were implemented as intended. Results of the national progress test on knowledge and clinical reasoning showed that students of the HAN University performed well compared to other universities. Thematic analysis of interviews and focus groups resulted in three themes and nine subthemes: 1) navigating a personalized curriculum, 2) caring and sharing, and 3) shaping professional identity. PACE contributed positively to students' intrinsic motivation, learning joy, identity development, and life-long learning skills. Areas for improvement were self-directed learning support, and teaching strategies to prompt deep learning.ConclusionThe evaluation showed that the guiding principles of PACE were implemented as intended and that the innovation positively contributed to student learning,

Analisis Kegiatan Pengelolaan Kurikulum di UPT SDN 31 Koto Pulai

The curriculum plays a crucial role in the education system, serving as a tool to achieve the educational goals that have been set. The Independent Curriculum, which was introduced in 2020 and began to be implemented in 2022, however, its implementation in the field is still uneven. This study aims to find out the curriculum management activities at UPT SDN 31 Koto Pulai. This research is a type of descriptive qualitative research with observation and interview techniques as the main data collection techniques. The data was analyzed qualitatively with the stages of data reduction, data presentation, and conclusion drawing and verification. The results of the analysis show that good Curriculum management is very important to ensure the effectiveness of learning, which includes planning, development, implementation, and assessment. The planning process at UPT SDN 31 Koto Pulai involves a meeting between the principal and educators to discuss the needs and combination of the curriculum. Curriculum development is carried out by formulating the vision, mission, and program structure, as well as organizing learning activities. The implementation of the curriculum in this school focuses on the application of learning tools that are in accordance with the applicable curriculum, with an interactive and collaborative approach. Through the Teacher Working Group (KKG) training, the school strives to improve the quality of teaching

Развитие критического мышления студентов аграрного вуза в процессе изучения иностранных языков

The purpose of the study is to substantiate the need for students of an agricultural university to develop critical thinking skills in the process of teaching foreign languages. The article analyzes the main theoretical approaches to understanding critical thinking as a fundamental phenomenon for the development of universal and professional competencies of future specialists in philosophy, psychology, and pedagogy; identifies the main components in the structure of critical thinking of university students. The author highlights the knowledge and skills that are important for the development of this phenomenon in the process of teaching foreign languages, namely, the skills of analysis, synthesis, and argumentation. The scientific novelty of the research consists in the development of a methodology for the development of students’ critical thinking skills in teaching a foreign language at an agricultural university, taking into account the identified methodological conditions: the use of educational and professional tasks, problematic situations in a professional context; a consistent transition in the process of foreign language learning from techniques and tasks for the development of analysis skills to the development of synthesis and argumentation skills; reporting the individual intellectual abilities of the student, as well as the characteristics of the modern digital generation of students. As a result, pedagogical scenarios have been developed for the organization of students’ learning activities in a foreign language, contributing to the development of critical thinking skills of students of an agrarian university in teaching a foreign language.

Implementing active learning approach to promote motivation, reduce anxiety, and shape positive attitudes: A case study of EFL learners.

Active Learning (AL) represents a transformative instructional approach that departs from traditional methods by immersing students in experiential learning activities such as problem-solving, discussions, role-plays, interactive engagement, and case studies. Despite its widely recognized potential, the effects of AL on psycho-affective constructs in English as a Foreign Language (EFL) contexts remain underexplored. Hence, this study explored the impact of AL on EFL learners' motivation, attitudes, and anxiety in Iran. A sample of 110 pre-intermediate EFL learners from the Iran Language Institute in Borujerd City was recruited through random sampling. Following participant homogenization via the Oxford Quick Placement Test and outlier exclusion, 51 learners were randomly assigned to an experimental group (EG, n=26) receiving AL-based instruction, and a control group (CG, n=25) exposed to traditional lecture-based instruction. Over 18 one-hour sessions, conducted twice weekly, the groups underwent distinct interventions. The outcomes of independent samples t-tests revealed that AL-based instruction significantly enhanced the EFL learners' motivation, fostered more positive attitudes toward English language learning, and effectively reduced anxiety in the EG compared to the CG. The study's findings approved the pedagogical value of AL, specifically its capacity to create an engaging and emotionally supportive classroom environment that promotes learner confidence, sustained motivation, and a positive disposition toward English learning. Different stakeholders in EFL education are encouraged to integrate AL strategies into EFL curricula to improve psycho-affective outcomes.

A Study on the Assessment of Tour–Art–Learning Quality in Urban Parks from a Child-Friendly Perspective: A Case Study of Shaheyuan Park in Chengdu

Children are the future of society, and their well-being is vital for sustainable urban development. Chengdu, as the birthplace of the “Park City” concept, has actively integrated child-friendly principles into its urban model. In 2022, the “Implementation Plan for Building a Child-Friendly City in Chengdu” was launched, aiming to establish Chengdu as a leading national model. Since 2023, the city has leveraged its ecological strengths to promote “child-friendly happiness spaces”, providing children with ample recreational and developmental opportunities within its “Park City” framework. Analyzing urban park construction in Chengdu from a child-friendly perspective is significant not only for promoting children’s growth and urban development but also for providing valuable references for the development of child-friendly urban parks. Guided by the concept of “Tour–Art–Learning”, which focuses on creating outdoor recreational spaces suitable for children, this study establishes a quality assessment framework for urban parks from a child-friendly perspective. Based on survey data collected from Chengdu’s Shaheyuan Park using the Photo Elicitation Interview (PEI) method and Geographic Information Systems (GIS) technology, the analytic hierarchy process–fuzzy comprehensive assessment (AHP-FCE) model is applied to evaluate the park’s Tour–Art–Learning quality. The results show that while the park demonstrates high overall quality, there are deficiencies in cultural aesthetics and learning activity carrying capacity and significant room for improvement in site accessibility. This study systematically evaluates the child friendliness of Shaheyuan Park and proposes strategies for improving its Tour–Art–Learning quality, offering new theoretical perspectives and practical pathways for urban park construction and the development of child-friendly cities.

Developing Speaking Material Based on Storytelling by Using YouTube in The Tenth Grade Students of SMA Negeri 1 Bahorok Academic Year 2023/2024

This study aimed to develop the leaning module in speaking based on storytelling by using YouTube in the tenth grade students of SMA Negeri 1 Bahorok academic year 2023/2024. The research was used to identify the effectiveness and the result the combination between the old techniques with the modern technology like YouTube. There were 12 students as the participants who study in SMA Negeri 1 Bahorok. The methodology used in this study was research and development by Borg and Gall that includes ten steps of the process. There were some questionnaires give to the students and expert to get the rich. In collecting the data, pre-test and post-test were used to get the distinction between the old and the new learning activity. The test measured by using N-Gain Score to obtain the effectiveness of the new design applied in the class. Moreover, the questionnaires were also given to the experts. Both of them gave the positive feedback to the use of YouTube in the speaking storytelling module. The result indicates that the students need to utilize the technology in their learning activities. By getting 59.18% in N-Gain score, it shows the effectiveness of the speaking based on storytelling technique by using YouTube. The expert also validated several aspects such: content, language, feasibility and design. Most of them were in moderate and high position measured by using Aiken’s validation. In short, the learning module can be applied in the educational program. In other case, it also can be implemented in other genres.

Hybrid learning in higher education: Considerations for its implementation in course design

Hybrid learning, combining face-to-face and distance instruction through digital technologies, has gained greater prominence in higher education, noted for its flexibility and adaptability. This innovative model fosters student engagement by overcoming the limitations of the traditional classroom and promoting collaborative learning and autonomy. This article presents a methodological guide for planning hybrid environments with a student-centered approach supported by digital technologies. The method is based on a literature review, providing a conceptualization and characterization of hybrid learning. It also outlines a structured guide for a university course under the hybrid model, considering available physical and virtual conditions, the degree of possible hybridization, as well as the development of learning objectives, activity design, instructional material, assessment strategies, and chronogram. The results show the experience from a thematic unit of the course “pedagogical praxis in the university context” at the Universidad Nacional de Costa Rica, which exemplifies this planning by integrating face-to-face and virtual activities, and continuous and formative assessment. In conclusion, understanding the advantages and challenges of hybrid learning is key to developing effective methodologies focused on flexibility and personalization in higher education.

Implementasi Nilai-nilai Aksiologis dalam Pendidikan Karakter di Sekolah Tahfidz Al Qur’an Al Abidin

This research aims to determine the implementation of axiological values ​​in character education. Character education is an effort to shape a person's character, temperament, manners and personality by instilling in him noble values ​​so that these values ​​take root, are embedded in the heart, thoughts, words and deeds and show their influence on life. Having a complete understanding of axiogical values ​​will strengthen the cultivation of character education. The research uses qualitative methods with data collection techniques through interviews, observation and document review. The results show that the implementation of axiological values ​​focuses more on moral conduct with an approach to instilling character education in both learning and daily activities. The challenges faced in the implementation process are family synergy that has not been maximized, personal factors, friendship environment and the development of social media.

Implementasi Projek Penguatan Profil Pelajar Pancasila (P5) untuk Meningkatkan Kemampuan Berfikir Kritis Siswa di Sekolah Dasar

The study examines the implementation of the Strengthening the Profile of Pancasila Students Project (P5) in elementary schools and its impact on students' critical thinking abilities. Using a descriptive qualitative approach, data were collected through interviews, observations, and document analysis. The findings indicate that P5, as part of the Merdeka Curriculum, effectively fosters critical thinking skills by engaging students in project-based learning activities rooted in Pancasila values. This approach enables students to identify problems, analyze information, evaluate solutions, and make rational decisions.The study identifies supporting factors, such as teacher facilitation, parental involvement, and a conducive learning environment, alongside challenges, including resource limitations, time constraints, and inadequate teacher training. To address these obstacles, continuous teacher training and enhanced school-community collaboration are recommended. The research underscores the potential of P5 to be widely adopted in elementary education, emphasizing the need for comprehensive project-based assessment models.

Experiential Learning about Database Design in the MLIS Curriculum: Software and Instructional Design for Threshold Knowledge

With almost all MLIS and similar degree programs having a required course covering database design, it is critical to develop curriculum that engages students in learning essential concepts and how to implement designs. We report on a project that explored how essential knowledge about database design can be taught effectively through experiential learning activities involving collaborative groupwork and using database software to build small databases and search forms. The focus is an existing required introductory course on information retrieval system design, in which students learn about database design concepts and implement their designs in browser-based software, building the database structure, content, and search forms. They learn about critical concepts in database design, including eliciting user needs and requirements, prototyping, teamwork, and iterative testing and evaluation. The project had two aims: to select new database software to use as a learning tool in the course and to redesign course assignments so that learning experiences would be enhanced. The project led to important findings about the student learning experiences, to improvements in the curriculum, and to recommendations for educators involved in similar courses.

Personalized Mathematics Teaching with The Support of AI Chatbots to Improve Mathematical Problem-Solving Competence for High School Students in Vietnam

The digital age has sparked interest among educators in utilizing information technology, especially artificial intelligence (AI) chatbots. Due to the constant technological involvement, students must also acquire solid digital skills, especially AI proficiency, for learning and everyday life. However, there are few studies on models applying AI in teaching to develop mathematical abilities for high school students. Therefore, this paper proposes a theoretical framework for incorporating AI chatbots into education, boosting students’ mathematical problem-solving competence. Based on student data analysis, this framework will cover teaching, assessment, feedback, and dynamic learning activity adjustment. The paper then explains the operations of AI chatbots to provide personalized feedback. This process emphasizes the importance of error handling and information security, ensuring safety and efficiency in the learning process. This theoretical model supports the integration of AI chatbots in personalized teaching, specifically for improving mathematical skills.

Impact of AI-Supported Multimodal Learning Environments on EFL Students’ Critical Thinking and Self-Regulation

This quasi-experimental study investigates the effect of AI-enhanced multimodal learning environments on improving the critical thinking and self-regulation abilities of English as a Foreign Language (EFL) students in a primary school in Shanxi Province, China. This study had 220 participants, categorized into experimental and control groups. The experimental group participated in learning activities utilizing AI tools like ChatGPT and multimodal resources, whilst the control group adhered to a conventional instructional method. Pre-tests and post-tests were conducted to assess variations in critical thinking and self-regulation. Statistical analysis revealed that students in AI-supported multimodal environments significantly outperformed their peers in critical thinking and self-regulation. These findings indicate that the incorporation of AI technologies in EFL primary education can significantly enhance higher-order thinking and autonomous learning skills. The study enhances the existing research on the efficacy of AI in educational environments and offers practical guidance for educators seeking to adopt AI-augmented learning methodologies in analogous scenarios.

Peningkatan Aktivitas Belajar Peserta Didik Kelas VIIC SMPN 3 Sungai Kakap Melalui Model Think Pair Share Berbantuan PowerPoint

This study is motivated by the low activeness of students in class VII C SMP Negeri 3 Sungai Kakap during the science learning process so that it has an impact on student learning outcomes. This study aims to improve the learning activities of VII C grade students at SMP Negeri 3 Sungai Kakap on the topic of Indonesian ecology and biodiversity through the application of the Think Pair Share (TPS) model assisted by powerpoint. The type of research used is classroom action research in the form of two cycles and each cycle consists of two meetings. The research procedure went through four stages starting with planning, action implementation, observation, and reflection. A total of 32 students of class VII C in the 2023/2024 school year became the research subjects. Data collection was carried out using observation and documentation methods and the instrument used was the student learning activity observation sheet. The results showed that the percentage of students' learning activities in cycle I was 68.75% and in cycle II it was 88.44%. Based on these data, it is concluded that the application of the TPS model assisted by powerpoint can increase the learning activity of students in class VII C SMPN 3 Sungai Kakap, especially in the topic of Indonesian ecology and biodiversity.

On RBL-STEM Learning Activities: The Use of ANN Multi-Step Time Series Forecasting to Improve the Students Metacognition in Solving A Cryptocurency Volatility Based on the Fundamental, Technical and On-Chain Analysis

Metacognitive skills refer to an individual’s ability to be aware of, manage, and evaluate their own thinking processes, supporting independent learning strategies and understanding. However, the low level of metacognitive skills highlights the need for further research, particularly on how to improve them. This study aims to enhance students’ metacognitive skills through a Research-Based Learning (RBL) approach and STEM learning activities by employing multi-step time-series forecasting techniques based on Artificial Neural Networks (ANN). The main focus is on designing learning activities that teach ANN Multi-Step Time Series Forecasting to address cryptocurrency volatility, analyzed using three main approaches: fundamental analysis, technical analysis, and on-chain analysis. By applying ANN to predict cryptocurrency price volatility, students are expected to better understand market dynamics and improve their decision-making abilities. The results show that RBL-STEM learning activities can be structured into six clear stages to utilize ANN Multi-Step Time Series Forecasting for improving students’ metacognitive skills in solving cryptocurrency volatility issues based on these analytical approaches.

Secondary School Learning Management Model for Shanxi, China After Covid-19

The COVID-19 pandemic instigated a global educational crisis, compelling an abrupt transition from traditional in-person instruction to emergency remote teaching. This sudden shift underscored the need for robust learning management models capable of navigating unprecedented disruptions. The objectives of this research were to ascertain the needs and recommendations for designing a post-COVID-19 learning management model for secondary schools in Shanxi Province, and to develop and evaluate the model. We conducted the research in three phases, the initial investigation using survey and interview techniques, the construction and revision of the model by focus-group meeting, and the evaluation of the model by stakeholders. The statistics were used. The findings of the first phase provided the needs of the model and recommendations for its design. We called the learning management model derived from this research the ILAR Model, which included the three elements of Investigation (I), Learning Action (LA), and Reflection (R). The investigation provided student backgrounds for lesson planning; learning action consisted of learning roles, learning resources, and learning activities; and reflection included learning evaluation and learning feedback. The model evaluation revealed the highest quality in all aspects: appropriateness, feasibility, and effectiveness.