Learning Center Research Articles

Un-learning and re-learning:

In this reflexive piece, the authors consider the unexpected lessons learned while undertaking a collaborative research project with their home institution’s Indigenous Learning Centre on urban berry foraging. The faculty member questions the ethics of settlers undertaking this work, even if in collaboration with an Indigenous community, alongside the promises of this work to critical food studies. The practice of urban foraging is understood as a wider metaphor for Indigenous worldview, and for different ways of being and relating. The student’s reflections weave together themes of learning outside the classroom, with family and community, and the holistic aspects of doing research.

Exploring the State of Mental Well-Being Among B40 Women

The solution projects under The All-Party Parliamentary Group Malaysia on the Sustainable Development Goals (APPGM-SDG) have played a significant role in empowering the local communities, particularly women through Income Generation (IG) and Community Learning Center (CLC) projects. The initiative consists of twelve modules on entrepreneurship skills and handholding, with a minimum of 10 to 25 beneficiaries from the B40 category who are mentored by the Solution Provider (SP) throughout the following three to four months. Each project was awarded a RM40,000 grant to provide the beneficiaries with skills and knowledge that will allow them to be independent entrepreneurs. It was discovered through the four case studies that adhered to SDG 1 (No Poverty) and SDG 3 (Good Health and Well-Being) that certain female beneficiaries were experiencing such high levels of life pressure that negatively impacted their mental health due to a lack of necessary coping strategies to manage the stress and uncomfortable emotions. The reasons vary, ranging from personal issues and societal pressures to the inherent challenges of entrepreneurship. The finding shows that the project’s method of group activities or social groups enhances the beneficiaries’ mental health by providing them with encouragement, hope, and drive to succeed in life. It is also highly recommended to provide mental health awareness as one of the compulsory modules in the solution projects to equip women with appropriate coping techniques for overall success.

Un-learning and re-learning:

In this reflexive piece, the authors consider the unexpected lessons learned while undertaking a collaborative research project with their home institution’s Indigenous Learning Centre on urban berry foraging. The faculty member questions the ethics of settlers undertaking this work, even if in collaboration with an Indigenous community, alongside the promises of this work to critical food studies. The practice of urban foraging is understood as a wider metaphor for Indigenous worldview, and for different ways of being and relating. The student’s reflections weave together themes of learning outside the classroom, with family and community, and the holistic aspects of doing research.

Implementasi Model Pembelajaran Sentra Seni dalam Mengembangkan Kreativitas Anak di TK IT Nurul Ilmi Tahun Ajaran 2023/2024

This research aims to describe children's creativity at the IT Nurul Ilmi Kindergarten, to determine the process of implementing the arts center learning model in developing children's creativity at the IT Nurul Ilmi Kindergarten, and to identify obstacles to the implementation of the arts center learning model in developing children's creativity at the IT Nurul Ilmi Kindergarten. . This research methodology uses a qualitative approach. This approach is carried out holistically, by explaining phenomena through words and language. The subjects in this research were the principal, center teacher, class teacher and students at the arts center at TK IT Nurul Ilmi. The researcher's data collection process used observation, interviews and documentation. The results of the research reveal that 1) children's creativity in the arts center has developed quite well in terms of the creativity process and forms of creativity, 2) the process of implementing the arts center learning model in developing children's creativity at the IT Nurul Ilmi Kindergarten is in accordance with the procedures in the learning center, namely by implementing center learning steps, 3) obstacles to implementing the arts center learning model in developing children's creativity at the IT Nurul Ilmi Kindergarten, namely obstacles in planning and implementation, obstacles in eval_uation and assessment, obstacles in making crafts and time constraints.

TINGKAT PARTISIPASI MASYARAKAT TERHADAP PROGRAM PUSPAGA BALAI RW UPAYA PENCEGAHAN KEKERASAN PEREMPUAN DAN ANAK DI KOTA SURABAYA

Children are a state asset in the future as a generation that will carry the fate of the Indonesian nation. To make the country better and more advanced, it is very necessary to protect Indonesian children from acts of violence and realize gender equality because to bring about a better nation, we need golden generations who are intelligent in knowledge and morals, but in reality, the number of acts of violence against children and the majority of victims being female is always increasing. The Surabaya city government is committed to collaborating with DP3APPKB in carrying out responsive prevention of acts of violence against women and children, through the RW Hall Learning Center which aims to expand services to prevent acts of violence through psycho-educational outreach and counseling in every smallest environment, namely every RW. The method used is qualitative and presented descriptively. The results of this research show that the level of community participation is the main requirement in implementing the vision and mission of the Puspaga Balai Rw program.

Challenges in Student Centered Learning

Abstract: In a student- centered approach the student is at the center of student-centered learning, where learning is dependent upon the learner's interest. It empowers learners to take ownership of their learning process, encouraging and experience real life situations. The goal of this project is to determine the challenges schools, teachers and students are facing in adopting modern technologies. The author discussed the types of student-centered learning and how a teacher can gain attention of students while using gadgets. The Prons and cons of applying student focused learning is mentioned in the article. It also shows how it is different from traditional ways of teaching and its changes are beneficiary for student and teacher. Therefore, NEP 2020 emphasizes education for all children but on the needs of the student rather than the teacher. The scaffolding means teacher helps students through their guidance, but the completion of activity is done by students. in student learning approach the student not only enhances the confidence but also use the cognitive and abstract thinking. This approach also develops the leadership skills of students and brings harmony among peer groups. The challenge teachers are facing is to use individualized plans for every diverse need of students. There is an enormous difference between student centered and traditional ways of teaching. The students are given opportunities to explore more and focus on practical work. Students become more responsible for their future course of action. In student centered learning, the students do abstarct thinking and teachers take them to field work for real life experiences. Many different commissions are developed by government of India to engage every student in practical world and give them opportunities to become a successful citizen. E- learning is the best example for student involvement in online mode with their peer group. Some of the tasks are given online by a teacher like making PPT whitehanded the computer skills and confidence of student in giving presentation.

Africa must create centres of educational excellence for innovation and development.

This paper explores the following development questions that perplex most Africans: "Why do African countries rely on foreign companies and foreign experts for almost all our development projects? Why can't we build our own roads, process our own food, and mine our own minerals, oil, and gas? Why don't we have world-class hospitals and industries? How can we have so much natural wealth and yet be so poor? Why do we invent so little?" The answer lies in our failure to implement idea number two. There are two major ideas in educational policy. Idea number one is the obligation to educate all children because it is their fundamental human right as enshrined in the 1948 United Nations Declaration of Human Rights. Idea number two is the strategy of establishing and sustaining world class schools and universities for the education of the most highly gifted and highly talented citizens. Developed countries deploy both ideas aggressively. Underdeveloped countries in Africa have not implemented idea number two. Countries that have deployed idea number two have at least one university ranked among the top 200 in the world. The presence of great universities (top 200) in a country is a 21st century indicator of the presence of high levels of innovation, technology, development and wealth in that country. According to the three major rankings of world universities (Shanghai-ARWU, THE, and QS-topuniversities.com), none of the world's top 100 great universities is in Africa. Although Africa was a pioneer among the continents in innovations such as human language, domestication of fire, making of tools, invention of agriculture, development of writing, and creation of great centers of learning in ancient times, it has fallen behind other continents over the last 500 years and it has been disrupted by enslavement and colonization, and the structural adjustment programs (SAPs) of the IMF and the World Bank. Ancient African centers of innovation included the Ancient City of Benin and Timbuktu in Western Africa, the Kingdom of Kush and ancient Egypt in northern Africa, Axum in Eastern Africa, Mapungubwe and Great Zimbabwe in Southern Africa, and the Kingdom of Kongo in central-Africa. An African renaissance will only occur when we implement idea number two by establishing world class schools and at least one great university per African country.

Challenges Experienced by Mathematics Teachers in the Implementation of Grade 12 Mathematics Curriculum in Community Learning Centres: South African Perspective

Challenges Experienced by Mathematics Teachers in the Implementation of Grade 12 Mathematics Curriculum in Community Learning Centres: South African Perspective

Student responsibility after using SE in gymnastics as support for the MBKM curriculum

Background Problems: Responsibility is an important part for students to study at university. In the learning process, students arrive late to take part in learning and do not complete assignments or even do not do them. By using Sport Education (SE) students are given assignments in a role to be responsible for the success of learning. SE has a strong connection to the Merdeka Belajar-Kampus Merdeka (MBKM) curriculum with students as the center of learning. Research Objectives: The aim of this research is to find out the responsibilities of each subscale according to the student's role after using SE and to test the effect of using SE on student responsibilities. Methods: The research method uses experimentation with a one-shot case study design. The participants involved in this research were 53 students at one of the universities in the sports studies program in Indramayu who were taken using convenience sampling techniques. The research instrument used the Contextual Self-Responsibility Questionnaire for sports program students. The data analysis technique uses statistical descriptions to determine the mean and standard deviation and tests hypotheses using the one-sample t test. Finding/Results: This research provides new findings regarding student responsibilities using SE at university level, especially in Indonesia as a support for the MBKM curriculum. Conclusion: This research concludes that there is an influence after using SE on student responsibility. Further investigation is needed regarding the administration of pretests, the existence of comparison classes, and the development of instruments to facilitate all roles according to the characteristics of roles in SE.

Teacher inquiry and learning stories: a site for pedagogical change

ABSTRACT This article draws on the research findings of a case study at Greerton Early Learning Centre in Aotearoa, New Zealand, utilising data from the teachers’ research inquiries into their professional practice. Teachers’ inquiries included Learning Stories – a research-based sociocultural narrative assessment approach – written for children and families. Teachers, as part of usual practice, to deepen collegial understanding of their local curriculum (the learning and teaching culture), shared Learning Stories. The research findings indicated that the dialogical process involved in sharing Learning Stories strengthened teachers’ pedagogical practice. Constructing case study data using teacher inquiries was useful because it allowed for a zooming-in approach to understanding children’s learning identities by way of the Learning Story narrative assessments [Carr 2001. Assessment in Early Childhood Settings: Learning Stories. Sage] that captured learners’ lived experiences over time, across cultures, and community spaces. A zooming-out focus then enabled wider comments about the effectiveness of strengthening children’s learning identities and stretching teachers’ pedagogical practice through analysing Learning Stories that tracked the continuity and progress of both learning and teaching. All participants provided informed consent, including choosing to forgo anonymity.

Centralised visual processing center for remote sensing target detection

Target detection in satellite images is an essential topic in the field of remote sensing and computer vision. Despite extensive research efforts, accurate and efficient target detection in remote sensing images remains unsolved due to the large target scale span, dense distribution, and overhead imaging and complex backgrounds, which result in high target feature similarity and serious occlusion. In order to address the above issues in a comprehensive manner, within this paper, we first propose a Centralised Visual Processing Center (CVPC), this structure is a parallel visual processing center for Transformer encoder and CNN, employing a lightweight encoder to capture broad, long-range interdependencies. Pixel-level Learning Center (PLC) module is used to establish pixel-level correlations and improve the depiction of detailed features. CVPC effectively improves the detection efficiency of remote sensing targets with high feature similarity and severe occlusion. Secondly, we propose a centralised feature cross-layer fusion pyramid structure to fuse the results with the CVPC in a top-down manner to enhance the detailed feature representation capability at each layer. Ultimately, we present a Context Enhanced Adaptive Sparse Convolutional Network (CEASC), which improves the accuracy while ensuring the detection efficiency. Based on the above modules, we designed and conducted a series of experiments. These experiments are conducted on three challenging public datasets, DOTA-v1.0, DIOR, and RSDO, showing that our proposed 3CNet achieves a more advanced detection accuracy while balancing the detection speed (78.62% mAP for DOTA-v1.0, 79.12% mAP for DIOR, and 95.50% mAP for RSOD).

Seeking the “best CLCs practice” in China: A case study based on a conceptual framework of education entrepreneurship

AbstractRural adult schools, implemented by Community Learning Centers (CLCs) as part of the Capacity Building Project, face inadequate and irregular funding in China. Moreover, these schools lack technical guidelines for project implementation, posing additional challenges. This study employed the “entrepreneurship‐impact” matrix conceptual framework to conduct a case study and identify best practices related to CLC operation. Revealed through the study is an educational entrepreneurship model for implementing CLC projects. Resources, regulations, and outsider technical support shape educational entrepreneurship, with all factors influencing project implementation through the mediation of entrepreneurship. However, this influence is conditioned by loosened regulation. This study concludes that best practices emerge only when external conditions favor entrepreneurship and suggests that greater attention should be directed toward fostering circumstances conducive to educational entrepreneurship.

Rethinking student agency through ‘material agency’ in the context of learning in nature

Student agency theorising traditionally positions individuals as sovereign and under-theorises the role non-human material elements play in enacting agency. We recognise the role of the material but to honour our research participants and context we adopt an asymmetrical view of the agency of the material non-human in relation to the human in co-shaping agency. We apply this view to students learning in nature, and data from a developmental evaluation of visitor experience of an outdoor learning centre. Student and teacher participants took photographs representing their connection to nature on two occasions. Intrigued by the role the camera, the site and its material elements played in participants’ photographs, and photo-elicitation interviews, we conceptualised the relationships at work as joint human/non-human material collaborations. We argue educators’ recognition of the material agency of settings can assist them in understanding students’ agentic positioning within the political imperative of connecting humans to nature as curriculum.

Mathematics Learning Centers – Not Just for the Elementary Classroom

Given the recent trajectory of secondary mathematics performance in the United States, as compared to international counterparts, this design and development case study aimed to explore the varied pedagogical practice and its impact on mathematics proficiency. This study sought to improve mathematics proficiency through varied instructional practices. During one algebra unit, two instructional modalities were employed, by the same instructor, to two separate groups of students. Quantitative measures were captured through the descriptive statistics of Pre-test, Post-test, and Reaction Survey results. The Kirkpatrick Model (Level I and II) was also employed. In addition, qualitative data were obtained through Researcher Notes, Researcher Experience Journal, and Participant Journals. Findings suggested the effectiveness of a learning center pedagogical design, including peer collaboration, technology, and small group, as it yielded higher proficiency than traditional direct instruction. Pre- to Post-Test scores revealed a 1.727 higher mean growth in the experimental group over the control group (Culleny, 2021).

Expanding faculty development through capacity-building: An institutional case study

The global pandemic highlighted the need for diverse faculty development partners to ensure student and faculty learning was supported, particularly in intensive modes of educational delivery. Our paper presents an institutional case study of how educational technology, in collaboration with the Center for Teaching and Learning and subject matter experts, served as untapped providers of faculty development. We detail the decision to shift to an intensive 7-week module system rather than our traditional 15-week semester in response to COVID-19. Although challenging for both faculty and students, this shift in educational delivery facilitated innovative approaches to faculty and student learning that are present on our campus today. This institutional case study highlights the role that capacity-building plays in capability development and professional learning for faculty and students alike to support effective teaching practice across diverse delivery modes.

Optimizing Formal and Non-Formal Education in Butuh Village, Kalikajar, Wonosobo: A Case Study on Balancing Religious Education and Formal Schools

This research explores the balance between formal and informal education in Butuh Village, Kalikajar, Wonosobo, focusing on children's interest in religious education compared to formal education. Using a qualitative approach with participatory observation and Focus Group Discussions (FGD), this study involved village government, community organizations, educators, community leaders, and Community Learning Centers (PKBM) as informants. The findings indicate a high interest among children in religious education, strong parental and community roles, and challenges in developing formal education, such as limited facilities. Based on the FGD results, programs are proposed for integrating religious values into the formal curriculum, enhancing the role of parents and the community, developing educational infrastructure, and empowering teachers. This research underscores the importance of involving all educational stakeholders in creating sustainable solutions to improve education quality and comprehensively optimize children's potential. Keywords. Formal Education, Informal Education, Religious Education

Cooking Class Activities: Fostering Independence and Building Self-Confidence in Early Childhood

Learning innovation is very important because it can provide fun and meaningful learning experiences for young children. Cooking class activities in ECE are one application of Project Learning, which is an implementation of the Independent Curriculum that involves children actively in the learning process. This qualitative research aims to discover how ECE teachers design cooking class activities, how students are involved during the activity, and what aspects of development young children achieve through this activity. The research was conducted at the Open Flow Learning Centre, Badung, Bali, using observation, interviews, and documentation methods for 4 ECE teachers and twelve students (three boys and nine girls). Through observations, it was found that cooking class activities at this institution are unique because they involve students from collecting ingredients to handling leftover ingredients that are not used. It was also observed that children had independence and self-confidence when carrying out activities. Considering the many benefits children get from cooking class activities, it is hoped that ECE teachers in other institutions can implement this activity to maximize children's involvement and development.

Training on TEKAR (Caramunting flour) Production as Efforts to Enhance Science Literacy

PKBM is one of the educational facilities, especially non-formal education, to enhance the knowledge and skills of people studying there. This is done to support the improvement of life skills to enhance living welfare (social and economic), one of which is in the form of scientific literacy skills. This community service activity aims to enhance the scientific literacy skills of students studying at community learning centres or PKBM Harati through training activities in making caramunting flour. The method used in community service starts from the planning stage, activity implementation stage and evaluation. The evaluation was carried out by assessing the literacy skills of the activity participants, namely 20 residents studying PKBM Harati, located in Sampit City, East Kotawaringin, Central Kalimantan, by giving test questions of 10 multiple choice questions and measured quantitatively. The results of the activity show that there has been an increase in the scientific literacy learning outcomes of the activity participants, namely that at the pretest, they got an average score of 35, and at the posttest, they got an average score of 83. These results indicate that the training activities carried out can have a positive impact. Positive because it provides concrete examples regarding the application of scientific literacy skills.

Students' perspectives and utilization of school resource officers after experiences with school discipline or law enforcement

AbstractSchool resource officer (SRO) programs were expanded to improve school safety, but limited research has assessed factors impacting students' perspectives on and intended utilization of SROs. We analyzed the relationships of students' experiences with law enforcement and school discipline with views and intended use of SROs. We used multilevel logistic regression models based on the 2019 Minnesota Student Survey to estimate odds ratios of negative attitudes toward SROs. Among all students, 94.4% agreed having an SRO at school was a good idea, 62.1% said they would feel comfortable going to their SRO with a problem, and 68.1% that they would tell their SRO if they saw something unsafe. Among students with recent suspensions, a parent/guardian who was ever in prison, or attending alternative learning centers, there was still widespread support for SROs, albeit lower support for SROs. Furthermore, only about half of students with recent suspensions or impacted by parental incarceration stated they would utilize SROs. These findings highlight discrepancies in students' attitudes toward versus utilization of SROs, especially for those disproportionately impacted by law enforcement or school discipline. This is relevant, as having trusted adults to turn to with problems has been identified as a cornerstone of school safety.

Aktualisasi Nilai Budaya Siri’ Na Pacce dalam Akuntabilitas Non-Governmental Organization

Purpose: This research aims to actualize the cultural value of siri' na pacce in the soul of every individual in the accountability of a non-governmental organization (NGO). Research methodology: This type of research is qualitative with a data analysis process using an ethnographic approach which aims to understand the indigenous people's point of view, their relationship with life, to realize their vision of their world. The research was conducted at the gardening learning community Maros Youth Learning Center (MYLC), a learning center under the SRP Payo-payo organization in Maros, South Sulawesi. Results: The research results found that the actualization of siri' na pacce cultural values provides a strong and ethical accountability framework for the NGO. It enhances the running of the organization by fostering a sense of unity to achieve a common mission which is not only symbolized by material accountability, but also by non-material values, such as mutual respect, solidarity, and empathy. In the end, the values of siri' na pacce positively impact the organization's members as a whole. Limitations: Researcher has limitation in interacting with community donors due to limited space which refers to geographical challenges that hinder direct access to donors. Contribution: This research contributes to organizations regarding the implementation of accountability that is imbued with local cultural values, can strengthen accountability and ethics in NGO management because there are intangible, non-material elements.