Learning Approach In Education Research Articles

Upaya Meningkatkan Aktivitas dan Hasil Belajar Kimia dengan Pendekatan Contextual Teaching Learning di Kelas X SMAN 7 Rejang Lebong

The aims of this research were to determine the effectiveness learning methods with a contextual teaching learning (CTL) approach to increase the activity and student learning outcomes in redox reaction material in class X.1 of Rejang Lebong 7 Public High School. The research activity was carried out in two cycles, namely cycle I and cycle II. In the first cycle, the teacher had implemented a CTL approach which obtained student learning outcomes with average value of 68.39% and student learning completeness 67.74%. Out of 31 students who took the test, there were 21 students who completed learning. The activity of students in the first cycle has increased from pre-cycle, which is 56.69 or quite active category. Although activities and student learning outcomes from pre-cycle to cycle I began to increase, but have not reached the expected indicators. Therefore, the action continued to cycle II, where the student learning outcomes averaged 75.10 and classical learning completeness 87.10%. Likewise, the activity of students in the second cycle also increased, namely 71.53% or active category. From the results, it can be concluded that the use of learning methods with CTL approach can improve the activities and student learning outcomes in redox reaction material.

Ethical Sensitivity in Nursing Students: Developing a Context–based Education

Introduction & Background: With growing ethical challenges in health care systems, focusing on ethics education is essential to develop ethical sensitivity in nursing students. This should be based on clarifying experiences of ethical sensitivity in nursing students in care contexts. Methods: To determine a framework for ethical sensitivity education based on explaining experiences of ethical sensitivity in nursing students. A qualitative approach was used as the study design. Data were analyzed using the conventional content analysis method. Ten nursing students and two nursing instructors in different educational hospitals in an urban area of Iran were selected using a purposeful sampling method. In-depth and semi-structured interviews were used for data collection. The study protocol was approved by the Research Ethics Committee of medical university located in South of Iran. The ethical principles were carefully followed throughout the study. Results: Nursing student’s ethical sensitivity consists of ethical perception, affectivity, critically cognitive processing, and intimate cooperation. Based on categories and subcategories of ethical sensitivity, an educational framework for teaching ethical sensitivity including teaching-learning purpose, content and methods was developed. Conclusion: Based on the results, ethical sensitivity education should be based on a virtue–based approach with the aim of developing practical wisdom. The content and teaching–learning approaches that lead to the development of practical wisdom and evolution of all dimension of ethical sensitivity are suggested.

Penerapan Model Pembelajaran Inkuiri dalam Meningkatkan Hasil Belajar Sains Konsep Gaya pada Siswa Kelas V SD Inpres Wailan

Based on research conducted in class V SD Inpres Wailan it was found that the teaching teacher only centered on the lecture method or the teacher center where the teacher only explained the material in front of the class and the learning process only led to memorization that was not accustomed to learning to directly interact with teaching aids so that students could easily forget and in class students look passive. The role of the teacher has not yet fully carried out active and creative learning in involving students and has not used a variety of concrete teaching aids and learning approaches that have not varied. The classroom action research model used is a collaborative form proposed by Kemmis and Mc. Taggart. This class action research was carried out to improve student learning outcomes in grade V SD Inpres Wailan on science subjects by conducting experiments and observations on the teaching aids provided and to prove that forces can change the shape of motion and shape of an object by applying the Inquiry learning model. With the implementation of the inquiry learning model a significant change occurs, wherein the increase in student learning outcomes ie the results achieved in the first cycle are 70% and the second cycle reaches 90% and students have an active role, independent, in learning but in the sense that the teacher is still the student's guide and facilitator. In this case, the implementation of this action can be said to be successful. So that the results of this class action research can be concluded that learning science by applying the inquiry learning model about the concept of style can improve student learning outcomes in grade V SD Inpres Wailan

Penggunaan Pendekatan Pembelajaran Realistic Matematic Education (Rme) Untuk Meningkatkan Hasil Belajar Matematika Di Kelas V SD Katolik Sta. Maria Rurukan

This study aims to obtain a study of the application of the SThe purpose of this study was to improve mathematics learning outcomes about simple building blocks through the use of a Realistic Mathematic Education learning approach in grade V of SD Catholic Sta. Maria Rurukan. The method in this study uses a class action research method, with four stages namely planning, implementing actions, observing, and reflecting. The data source is 9th grade students consisting of 9 students consisting of 3 female students and 6 male students. Data collection through observation sheets and learning outcomes data obtained through tests. The data analysis technique uses the percentage of completeness formula that is 75%. The results of the study in the first cycle showed the achievement of mastery learning reached 33.3% After the implementation of the second cycle of learning increased where the percentage of mastery learning reached 77.7%. The results of this study concluded that by applying the Realistic Mathematic Education model can improve student learning outcomes in mathematics learning

Constructing Explanations in an Active Learning Preparatory Chemistry Course

Active learning pedagogical approaches and methodologies have been shown to increase undergraduate student success. Specifically, the flipped classroom approach pushes course content outside of the...

Curricular Engagement with Reference to Vygotski’s Thoughts

Education helps to learner’s personal, social and academic development. Society is the community that provides positive environment to school where learner learns. It is universal expectation from learner that they should become active and make interaction with society. Nowadays, students are becoming active, creative and collaborative. But how learner learns is a valuable dimension of learner’s social development. Where learner is unable to learn individually, in that case there is need of peers, adults and assisted media that can promote and help in learning joyfully. Vygotski's thoughts are related to learner’s social development. His ZPD (Zone of Proximal Development) is a valuable contribution in education. He considers learner’s language, culture, intellectual level, peers, media and adult affects on learner’s development. Curricular Engagement is one of the Teaching-Learning approach that involves in learner’s social development. It is interactions between school, learner, society, teacher and media. Interaction builds knowledge, creates healthy relationship, leads to win-win approach and provides cultural environment. The similarities of Vygotski’s theory and Curricular Engagement both are emphasizes on interaction with peer, teacher, media and adult. In this conceptual paper researchers have explained how Vygotskian thoughts support to curricular engagement with multicultural, multilingual context.

Teaching-Learning of Phosphor-based LEDs Using Science, Environment, Technology and Society (SETS) Approach

In order to face the industry 4.0, Indonesia uses the so called K-13 curriculum which prioritizes in student’s character building based on local wisdom. Therefore, teachers have responsibility to continuously improve the teaching-learning method along with the rapid technological development. Up to recently, there are many teaching-learning approaches has been introduced such as science, environment, technology, and society (SETS). One teaching-learning approach emphasizes in the connection between the real event in our everyday life with science, environment, technology, and social life. Phosphor-based (Light Emitting Diode) LED is one of the current increasing attention topics in the lighting technologies, which plays a very important role as general lighting source. Therefore, it is important to introduce this technology from the earliest stage of education. This paper will describe the teaching-learning method of the current technology, phosphor-based LED, using SETS approach in K-13 curriculum.

The Improving of Mathematical Understanding Ability and Positive Attitudes of Unimed FMIPA Students by Using the Contextual Teaching Learning (CTL)Approach

The active involvement of students in learning must be supported by providing special activities that are student-centered so that they can do "doing math" to find and build mathematics facilitated by lecturers. One aspect of "doing math" is to improve mathematical communication skills. The existence of communication skills will certainly bring students to a deep mathematical understanding of mathematical concepts. In addition to mathematical communication skills, an attitude that must be possessed by students is needed, including appreciating the beauty of mathematics, having high curiosity and learning mathematics. With such an attitude, students are expected to develop mathematical abilities, use mathematics to solve problems faced in their lives, and can develop mathematical dispositions. This research conducted on students of FMIPA with the aim of: (1) knowing students’ mathematical communication skills taught by using the problem based learning model and talking learning model; (2) knowing the differences in students’ mathematical disposition abilities taught using Problem Based Learning model and talking learning model; (3) produce a mathematical learning device in the form of an appropriate LAS used to improve students’ mathematical communication; (4) produce teaching materials in the form of textbooks with appropriate problem-based learning model used to improve students’ mathematical communication.

O desenvolvimento da habilidade oral através do uso de tecnologias digitais: uma revisão sistemática

The present article consists of a qualitative, descriptive-interpretative systematic review, whose objectives are (1) to present which teaching-learning approaches are most used in the development of oral skills through digital technologies; (2) investigate which tools are the most used to develop oral skills in digital environment; (3) what aspects of orality are being the most studied and (4) what possibilities and restrictions are indicated. We analyzed 56 papers, among articles, dissertations and thesis collected from three databases. The implications of this work also point to research gaps in the area, such as the absence of studies on critical perspectives in the work with technology and orality, and the lack of research that deals with the question of orality via ICT in the initial and continuing training of LE teachers.

Discussion on the Application of Blended Learning Approach in English Teaching in Higher Vocational and Technical Colleges

Discussion on the Application of Blended Learning Approach in English Teaching in Higher Vocational and Technical Colleges

INTEGRATING DIGITAL TECHNOLOGIES IN BRAZILIAN ENGLISH LANGUAGE TEACHER EDUCATION THROUGH BLENDED LEARNING

ABSTRACT: This paper aims at reflecting upon the integration of digital technologies in the form of blended learning (BL) approaches in Pre-service English Language Teaching (ELT) Education. With that aim, a BL approach was designed and implemented in a pedagogical intervention carried out in the form of an action research in a pre-service ELT practicum course in a federal university in Brazil. Data includes questionnaires and interviews administered to the pre-service English teachers and observations carried out in the practicum course. The analysis of data suggests that despite little involvement in the online environment, the BL approach was able to promote critical reflection on the integration of digital technologies in ELT. Moreover, it showed that pre-service teachers’ views of the educational value attributed to the online environment and professors’ readiness to offer varied and innovating learning options may determine the success of the integration of digital technologies in BL outcomes. The study concludes that the implementation of BL approaches in pre-service ELT education provides a space for reflection on action fostering informed pedagogical decisions regarding the integration of digital technologies in ELT.

Enhancing EFL Learners’ English Proficiency and Intelligence by Implementing the Eclectic Method of Language Teaching

This paper enlightens the significance of learner-centered approaches to language teaching. In an English as a Foreign Language (EFL) class, a teacher should adopt a specific teaching style to accomplish teaching goals. This study is an attempt to analyze and ascertaining the general principles and techniques of teaching EFL. The principal aim of the study is to highlight the needs of the learners and help the teachers to achieve their teaching goals with the planned learning outcome. The Eclectic Method of language teaching was introduced in the class to improve the communication skills and the academic performance of the learners. The Eclectic Method was pioneered in 1970 and gradually became very popular in English as a Second Language (ESL) and EFL classrooms. The Eclectic Method is a fusion of distinctive techniques of teaching and language learning approaches. This Method enables the language teachers to make it to all the learners despite the heterogeneity in their learning styles and intelligence. The author has used a Mixed Method Approach. The target group is female undergraduate students in the College of Science for Girls, King Khalid University, Abha, Kingdom of Saudi Arabia (KSA). After implementing an Eclectic Method in the language classroom, the author finds that it helps in blending multiple activities of language learning. It allows students to receive individual attention amid a populated class. It further makes the students feel more motivated and confident. The result of the study prompted that the learners have improved significantly in all the four skills: Listening, Speaking, Reading and Writing (LSRW) of language learning. The study signifies that the Eclectic Method works productively for every level of learners and makes learning easy and ingenious. The best part of this method is the teacher can design his/ her own teaching techniques based on the Proficiency and the competency of the learners to make learning more effective.

Teaching Advocacy in the Nonprofit Classroom: Three Pedagogical Approaches

Nonprofit organizations that engage in advocacy strengthen their ability to meet their mission by supporting systematic change. As such, students enrolled in nonprofit management programs at the undergraduate and graduate levels should develop both the knowledge of and the skills to engage in advocacy. Students should be trained to consider advocacy as part of a long-term strategic plan to accomplish their mission; however, there is little research or training on how to best teach advocacy to nonprofit students. This paper presents an active learning pedagogical approach. First, we present the literature documenting the role of advocacy in nonprofit organizations and related government regulations. Next, we outline three pedagogical techniques instructors may use to allow students to understand and practice advocacy. With each technique, we include resources and suggestions for faculty. The goal is to provide an opportunity for students to engage directly in policy issues being considered at the local, state or national levels, understand how these issues impact the sector and those being served, and how to take concrete steps to inform the public. These strategies can help shape the debate and offer solutions to decision makers.

The Analysis of Concept Mastery Using Redox Teaching Materials with Multiple Representation and Contextual Teaching Learning Approach

Teaching materials are one of the supportive facilities in achieving successful learning. This study employed teaching materials characterized by Multiple Representations and Contextual Teaching Learning. This research intended to reveal the understanding of redox concepts taught in grade X. This study was an implementation of the results referring to the 4D (Define, Design, Develop, and Disseminate) model. The data collection methods adopted were observation, questionnaire, test, and documentation. The data was analyzed by using the descriptive-qualitative method. The teaching materials have been declared valid, practical, and useful. The users also gave a positive response to the teaching materials. Students’ conceptual understanding was analyzed through each item and indicator. The overall students’ concept mastery was 53.33%, and their understanding of each indicator was 50.214% for interpreting, 77.78% for exemplifying, 53.472% for classifying, 52.78% for guessing, 52.78% for comparing, and 62.5% for explaining.

Experimentation with Realistic Mathematic Education Learning Approach to Problem Solving Skills on Social Arithmetic Material From Learning Style

The purpose of this research is to know the difference in problem-solving skills in social arithmetic material is reviewed from the learning style and which learning style has the best problem solving ability. The type of research used is the QUASI experiment. This study was conducted at MTS Putri NW Narmada 2018/2019 school year. The population in this study is all students of MTS Putri NW Narmada. Sampling techniques using Cluster Random Sampling, the sample used is Class VII F. Data collected with tests and tested with ANAVA one way. The results of the study stated that: Students with auditory, visual, and kinaesthetic learning styles have different mathematical problem solving skills. To further need a further test post Anava with Scheffe method. From the average comparison test results The average between the row and the column obtained the conclusion as follows: (1) in a double-comparison test between students with visual and auditory learning style of Ho received. Because Ho is accepted, students who have a visual and auditory learning style have the same problem solving skills. 2 In the double comparison test between students with auditory and kinaesthetic learning style is accepted by Ho. Since Ho is accepted, students with kinaesthetic and auditory learning styles have the same problem solving skills. 3 In the double comparison test between students with visual and kinaesthetic learning Styles Ho was rejected. Because Ho is rejected, there is a difference in problem solving skills between students with kinaesthetic learning style with students of visual learning style.

Contextual Teaching Learning (CTL) Approach towards Students’ Self Confidence in Learning English; does it have any Effect?

In teaching English Language, self-confidence is one psycological aspect that play crucial role for the students. Self-confidence is the positive power or willingness that has a good effect for students during conversation or discussion. Willingness is created when students clearly comprehend what to do and why. Optimism is a mental attitude, optimism is a form of positive thinking that includes the belief that you are responsible for your own happiness (Keller; 2010). To lift the students’ self-confidence in learning English, English language materials that based on the context or real world need to be used in the teaching and learning process. This paper is aimed at knowing the effect English language material which is based on contextual teaching learning towards students’ self confidence in learning English. To achieve this purpose, the students were taught using English language material which is based on contextual teaching learning before the speaking test was taken at the end. To analyze the data t-test was applied. The data analysis shows that students’ self confidence in learning English is improved but it doesn’t give significantly affect towards the students’ self-confidence.

Learning and Comfort in Human–Robot Interaction: A Review

Collaborative robots provide prospective and great solutions to human–robot cooperative tasks. In this paper, we present a comprehensive review for two significant topics in human–robot interaction: robots learning from demonstrations and human comfort. The collaboration quality between the human and the robot has been improved largely by taking advantage of robots learning from demonstrations. Human teaching and robot learning approaches with their corresponding applications are investigated in this review. We also discuss several important issues that need to be paid attention to and addressed in the human–robot teaching–learning process. After that, the factors that may affect human comfort in human–robot interaction are described and discussed. Moreover, the measures utilized to improve human acceptance of robots and human comfort in human–robot interaction are also presented and discussed.

MIGC 2019 SYMPOSIUM: STRENGTH IN CREATING DIVERSIFIED SPACES IN EDUCATION AND RESEARCH ON AGING

Populations of minority older adults will continue to increase at an accelerated pace in the coming decades. As such, it is increasingly important to disseminate minority aging education and research topics in spaces that will prepare gerontology scholars to address the needs of diverse elders. This symposium will highlight efforts to diversify academic spaces by scholars engaged in minority aging education and research. The first presentation describes a service-learning pedagogical approach to teaching minority aging topics to graduate students. It will discuss how a gerontological social work course seeks to offer real-world learning experiences through community partnership. The second presentation discusses an experiential learning pedagogical approach to teaching social determinants of health to graduate students at a historically Black university and highlights how to apply theoretical concepts to creating community needs assessments and health promotion programming for the local community. The third presentation discusses efforts to teach undergraduate students about older LGBT individuals, who represent a growing group of minority elders. This presentation advocates for the use of various strategies for integrating both research and pedagogical approaches to increase knowledge and awareness of LGBT aging topics. The last presentation focuses on the promotion and dissemination of scholarship produced at minority-serving institutions (MSI) through the creation of a new open-source journal. This presentation describes publication challenges for tenure-track MSI faculty and developed opportunities for inclusiveness of such scholarship. The symposium discussant will summarize these challenges, opportunities, and implications to promote minority-focused gerontological topics in academia.

Bringing an entrepreneurial focus to sustainability education: A teaching framework based on content analysis

Research on sustainability education has neglected to integrate entrepreneurial skills into other relevant competences such as foresight, complex problem-solving, and interdisciplinarity. Previous research highlights possible convergences between sustainability education and entrepreneurship education; however, it does not address how to achieve this integration in practice. To address the gap between the literature and practice, this paper tackles the question: How can entrepreneurial competences be taught in sustainability education programs in higher education? We introduce a teaching framework based on a bibliometric method that combines topic-modeling with a content-analysis of selected articles. The focus of the analysis is the commonalities of both educational fields. Our results introduce a program for entrepreneurial-oriented sustainability education, providing a description of the educational focus, teaching-learning approaches, main themes, and external collaboration. The framework proposes educational for sustainable development across educational programs while implicitly addressing complex community problems through the development of solutions that can change the ways business and consumers relate with sustainability issues. These results contribute to the sustainability education literature by integrating the development of entrepreneurship competences into interdisciplinary programs. The framework could also be used as a practical guide for designing courses, at both the undergraduate and graduate level, that integrate both sustainability and entrepreneurship. • Bibliometric and content analysis of entrepreneurship and sustainability education. • Entrepreneurship as a competence within sustainability education. • Teaching framework for entrepreneurial-oriented sustainability education. • Holistic discussion of sustainability education within entrepreneurship. • Heuristic device for planning in sustainability and entrepreneurship education.

Improving graduate attributes by implementing an experiential learning teaching approach: A case study in recreation education

Recreation students lack some skills and competencies at the beginning of their careers. This may be related to passive learning settings with limited or no exposure to practical experiences during training. To gain the required competencies, students need to be exposed to active learning processes. The focus of this study was to establish if an experiential learning teaching approach, implemented in a recreation degree programme, could develop students' graduate attributes. A holistic single-case, case study design employing a convergent parallel mixed method pre-post-test design was used. An adapted Twin-Cycle Experiential Learning Model (TCELM) was applied in a final year recreation module at a higher education institution. The Review of Personal Effectiveness and Locus of Control (ROPELOC) questionnaire and a self-report competency assessment survey were completed by 28 students at the beginning and end of the semester. Qualitative data included student reflections and focus group interviews. Data were analysed using descriptive statistics and inductive coding. The ROPELOC revealed statistical significant improvement in the student's leadership skills (p = 0.04) and their overall effectiveness (p = 0.01). Research skills (p = 0.00), adaptability (p = 0.00), leadership skills (p = 0.00), personal qualities (p = 0.02) and knowledge of the profession (p = 0.00) were competencies that increased significantly over the semester. From the qualitative data several categories, linked to graduate attributes required by recreation professionals, emerged. Knowledge of the profession was the most mentioned category. These results support the view that an experiential learning teaching approach is beneficial in the preparation of recreation graduates, and should form the teaching foundation for recreation in higher education.