Facilitation Of Learning Research Articles

Social Goal Orientation, Academic Engagement and Creativity as Predictors of Secondary School Students’ Academic Achievement in Mathematics in Anambra State, Nigeria

Social goal orientation, academic engagement and creativity are strong indicators and facilitators for effective learning. The association among these variables to jointly predict academic achievement has been vague and nebulous in the field of educational psychology. The study aimed to explore the students’ social goal orientation, academic engagement, and creativity as predictors of academic achievement in mathematics in Anambra State. Four research questions and three null hypotheses were formulated for the study. The study adopted a predictive correlational design. The population comprised of 21,204 SS II students from which a sample of 1560 was drawn using probability sampling procedure. Standardized research instruments such as; Social Goal Orientation Questionnaire (SGOQ), Students’ Academic Engagement Questionnaire (SAEQ) and Epstein Creativity Competencies Inventory (ECCI) developed by Epstein were used for data collection. Students’ mathematics achievement scores from the state wide promotion examination were used to represent mathematics achievement. Cronbach’s alpha was used to determine the reliability of the items in the instruments. A reliability indices were found to be .88, .82, and .92 for SGOQ, SAEQ and ECCI respectively. These scores made the instruments fit for the study. The standard multiple regression was used to analyze the collected data. The standard multiple regression was used to analyze the collected data. The research question 1 was answered using multiple regression. The research question 2 was answered using unstandardized β. The research question 3 was answered using adjusted R2. The research question 4 was answered using standardized β. The null hypothesis 1 was tested using F-test for regression model. The null hypothesis 2 was tested using t-test for adjusted R2. The null hypothesis 3 was tested using t-test for β at .05 level of significance. Findings showed that students social orientation, academic engagement and creativity scores yielded an adjusted R square of .007. This implies that predictors accounted for about 0.7% of the variance scores in academic achievement. Also, the analysis of variance indicated that the regression equation was significant in predicting academic achievement in mathematics. This implies that at least one of the independent variables significantly predicted academic achievement in mathematics. Based on these findings, it was recommended that students should consider social goal orientation, academic engagement and creativity as adaptive motivational variables that have jointly predict academic achievement.

How Experts Learn: Charting a Course for Advanced Practice Teaching and Learning

Context Changes in the healthcare landscape include a burgeoning gig economy, large-scale job vacancies, remote learning, and a volatile, uncertain, complex, and ambiguous (VUCA) marketplace, which requires reevaluating our approach to education. These changes fundamentally alter the nature and assumptions of education. Objective To generate dialogue on the relevance of heutagogy, a self-determined learning model, in contrast to traditional pedagogical and andragogical methods. Background The healthcare industry is experiencing a workforce exodus. The gig economy, characterized by flexible, freelance work, is on the rise and reshaping the job market. Heutagogy, as a holistic self-determined learning approach, equips learners with the skills to thrive in this evolving landscape. Synthesis Heutagogy emphasizes learners’ proactive roles in their education, fostering autonomy and adaptability. It complements the flexibility demanded by a VUCA marketplace and empowers individuals to navigate unpredictable dynamics. It empowers learners to identify knowledge gaps, navigate complexity, and continuously grow, focusing on learner capability and autonomy. Heutagogy is particularly relevant where professionals must adapt rapidly and meet evolving patient expectations. Results This article delineates the progression from pedagogy to andragogy to heutagogy, highlighting heutagogy’s proactive learning facilitation. Heutagogy benefits advanced-practice learners and professionals entering a dynamic environment, fostering adaptability, personalized learning, and collaborative exploration. Recommendations The integration of heutagogy into formal education should strike a balance between autonomy and structured guidance. Faculty roles must shift to become informal mentors and learner advocates, supporting learners and equipping them for a self-determined career trajectory. Conclusions Involving heutagogy in athletic training education will not be easy. However, as educators embrace heutagogy, they must redefine their roles as facilitators of self-determined learning, ensuring that learners are prepared to navigate the uncertainties of the modern marketplace.

An evolving approach to unconferencing: Reflections from piloting the HELTASAFEST22 scholarly festival

This article offers insight into the planning and facilitation of a scholarly learning and teaching festival which aims to negotiate the tensions between traditional and creative scholarly engagements in the Southern African higher education context. The aim of this case study is to critically reflect on planning and facilitating a scholarly learning and teaching festival as part of an (un)conferencing approach for HELTASA. The case study adopts a critical reflective methodology, where we reflect on our experiences and perceptions of planning and facilitating/participating in the festival. The article outlines the structure and methodologies of the festival and reflects on the contextual considerations for planning the festival and the positives and challenges associated with facilitating the festival. A major tension that had to be managed as part of the festival was the questions of academic rigour and the choice of a festival by some prospective participants.

BREAKING THE ICE IN THE CLASSROOM: USING ICE BREAKING IN THE TEACHING AND LEARNING PROCESS

This research describes ice-breaking (ice breaker) and the importance of ice-breaking in the teaching and learning process. This research is library research. The analysis shows that using ice-breaking requires preparation and planning, including materials, methods, and media. Ice-breaking usually can be used as warm-up activity at the beginning of learning. Ice-breaking must generate favorable impressions of students. Besides, the teacher must have strong impulses when delivering ice-breaking, must be sensitive to the classroom environment, adaptable to the student’s condition, and facilitate the students' needs. The teacher has the authority to vary or modify the game varieties of ice breaking while ensuring the duration needed. The ice-breaking is not only creating a joyful environment but also providing meaning and relevance to the subject material being presented. Icebreaker activities can be an effective way to create a comfortable and interactive learning environment in the classroom. They break the ‘ice’ to create a relaxed and positive atmosphere, allow students to feel comfortable, interact with classmates, open their minds to a more effective learning process, and solve students' concentration, absorption, learning interests, attention, motivation even learning outcomes. Ice-breaking activities can be applied to all subjects and can be combined with learning methods or other game techniques. The teacher as a learning facilitator may not leave the learning principles including learning how to learn, how to think, how to do, and how to live together. For teachers, preparing ice breaking in learning is the same as upgrading teachers’ pedagogical, personal, social, and professional competencies.

Classroom to Class Zoom: Lived Realities in Teaching English as a Second Language in the Philippine Context

There are shifts in English language teaching in the Philippine context. This study utilized transcendental phenomenology to describe the lived realities of English language teachers until post-pandemic. Ricoeur's hermeneutic analysis was used in making sense of the data transcripts. Twenty language teachers served as participants. Peer review, reflexivity, and iteration all contributed to the trustworthiness of the findings. The findings demonstrated that the new normal and post-pandemic ESL teaching was challenging and demanding. The classroom environment has evolved and is easier than it seems. The challenges encountered were the learning delivery, budget allocation for materials, technical difficulties, social interaction, and the development of suitable instructional materials. The language teachers learned to be resilient, innovative, considerate, and open to changes. The views on ESL teaching enable teachers to adjust to the changes in the present setup. The essence of language teachers' lived realities serves as their guidance for more excellent learning facilitation. The lived realities of the ESL teachers altered and modified their constructs of English language teaching for the present and future.

Alternative Teaching Method Policies during the Covid-19 Pandemic: Challenges and Effectiveness

Alternative teaching methods is a planned and organized activity which operates for alternative teaching and learning. During the COVID-19 pandemic period, the education system was highly affected and students were unable to acquire education in schools. To cope with this situation, the Nepal government released the Student Learning Facilitation Guide, 2077 to support on education system and help student getting education from home. Hence, the paper aims to examine the challenges and effectiveness of alternative teaching methods in Nepal. For this purpose, the research has been carried out with explanatory and descriptive research design. The necessary information for this study was accumulated mainly from secondary sources.

Peranan Guru dalam Meningkatkan Karakter Disiplin Dansopan Santun Siswa di SD Tri Hita Alam ECO School Denpasar

Education has a crucial role in shaping the character of students, including the character of discipline and manners. This study aims to explore the role of teachers in improving the character of discipline and manners of students at SD Tri Hita Alam Eco School, Denpasar. The background of the research refers to actual problems in schools related to student discipline and manners. The research method used is a qualitative approach with case studies. Data were collected through observation, interviews, and analysis of related documents. The results showed several problems, including students arriving late, not obeying the dress code, and lack of manners towards teachers. The role of teachers in improving student character is very important. Teachers are not only teachers, but also as good guides and examples. Therefore, this study describes the role of teachers in shaping the character of discipline and manners of students. Teachers act as facilitators of learning, motivators, and enforcers of rules. The conclusion of this study shows that the role of teachers is very significant in improving the character of discipline and manners of students. It takes cooperation between teachers, schools, and parents to create an educational environment that supports the formation of student character.

Effectiveness of training program in improving teachers' skills in developing teaching modules at SMA Negeri 7 Palu

The Merdeka Belajar curriculum is a curriculum that aims to restore the authority to manage education to local governments and schools according to their needs, capacities and local wisdom. This curriculum has been officially launched in early 2022, until now teachers are still not familiar, especially regarding teaching modules based on the independent curriculum. Therefore, it is very appropriate to collaborate with MGMP biology teachers and biology education lecturers at Tadulako University to assist these teachers in training activities for the preparation of teaching modules based on the independent curriculum. This research aims to increase the capacity of teachers in developing independent curriculum teaching modules so that teachers can have more time to become learning facilitators. This research was conducted as a pre-experiment, with a One group pretest-postest design. The treatment given was in the form of training on Teaching Modules at SMAN 7 Palu. The samples of this study were teachers of SMA Negeri 7 Palu and 18 final year undergraduate students as training participants. The implementation of this research starts from the preparation stage, training implementation and evaluation. Data analysis used Wilcoxon Test to test the effectiveness of training and N-Gain to determine the improvement of teachers' skills. Training is an effective effort to develop teachers' ability to develop teaching modules in accordance with the independent curriculum. The teaching module training program succeeded in improving the knowledge and skills of teachers at SMA Negeri 7 Palu. The results of data analysis showed a significant increase in the assessment of teacher skills before and after training. Statistical tests and N-Gain showed that the training program was effective in improving teachers' skills in developing teaching modules.

Peran Pendidikan Agama Islam dalam Membangun Moralitas Siswa di Era Digital (Studi di SMP IT Mutiara Aulia Sei Mencirim)

This study aims to examine the role of Islamic religious education in building student morality in the digital era, focusing on a case study at SMP IT Mutiara Aulia Sei Mencirim. The digital age has a significant impact on student behavior, especially in the context of morality. This study aims to determine the role of Islamic religious education in building student morality in the digital era. The research method used is qualitative with a case study approach. The subjects of the study were selected by purposive sampling. Data was collected through observation, interviews, and document studies at SMP IT Mutiara Aulia Sei Mencirim. Data analysis is carried out with a qualitative data analysis approach, namely data reduction, data presentation, and conclusions. The results of data analysis show that Islamic religious education at SMP IT Mutiara Aulia Sei Mencirim has an important role in guiding students to face this challenge. Islamic teachers act as facilitators of moral learning who integrate Islamic religious values in students' daily lives. The research formulated several strategies that can be applied by SMP IT Mutiara Aulia Sei Mencirim to strengthen the role of Islamic religious education in the digital era, including responsive curriculum development, Islamic teacher training, and integration of religious values in school activities.

Exploring the Role of Machine Translation in Translating English Collocations into Arabic: Insights from Student Translators

Machine Translation (MT) has increasingly become an essential technology in the modern age. MT technology is currently used by many EFL learners as a learning facilitator. They are using MT as an essential tool to assist them in their foreign language learning activities. Several studies have focused on investigating the EFL students’ use of and attitudes towards MT in various EFL learning activities including reading, writing and vocabulary acquisition. However, few studies have been conducted on exploring the EFL learners’ use of MT technology in the translation of collocations, especially in the Arabic context. This study addresses this gap by investigating the impact of MT on the translation of English lexical collocations into Arabic. It presents a corpus of twenty English collocations given to thirty third-year translation students at an Omani university, who utilized an online MT system for their translations. Employing a descriptive, qualitative approach, the study assesses students' strategies and the accuracy of MT-generated equivalents, drawing from translation models by Vinay and Darbelnet (1958) and Newmark (1988). The results indicated that the students were able to generate correct translations for certain collocations when using MT, but there were inaccuracies in the translation of other collocations. The study emphasized the importance of not solely depending on MT because doing so might reduce students' willingness to actively search for the most appropriate translations on their own. This suggests that a balanced approach to using MT and encouraging students to develop their translation skills independently is advisable. Future research can explore the use of Machine Translation in translating collocations in languages beyond Arabic and within different cultural and linguistic contexts.

SEEING BEYOND WORDS: METAFUNCTIONS ANALYSIS OF EFL TEXTBOOKS

This study carefully applies Systemic Functional Linguistics (SFL) to identify common linguistic patterns to examine English as a Foreign Language (EFL) textbooks. This descriptive qualitative study addresses the ideational, interpersonal, and textual metafunctions of English as a Foreign Language (EFL) textbooks as the research focus. The frequent use of material process, particular nominal group types such as Thing (T) and Numerative Thing (NT), the nuanced modality conveyed by "should," "would," and "will," and the use of narrative perspectives with third-person singular pronouns ("he" and "she") are noteworthy among these patterns. The identified linguistic features furnish invaluable pedagogical insights for the stakeholders of English learners, including the teachers, and provide guidance for targeted language instruction. Furthermore, these results are also invaluable for material development since the study highlights the importance of integrating SFL principles within the classroom discourse. The study also emphasizes the significance of SFL-based textbooks as learning facilitates. The study discovers that SFL-based textbook analysis provides well-informed instruction, allowing teachers to modify their teaching methods to meet students' communicative needs better. Despite limitations, the analysis remains a valuable tool in the classroom discourse as it better portrays the foreign language classroom discourse.

The role of learning technology developers as facilitators during the Covid-19 pandemic

Innovation in the learning technology field to facilitate the activities of students and educators in the learning process is the task and responsibility of the Learning Technology Developer (Pengembang Teknologi Pembelajaran/PTP). This research aims to (1) describe and analyze the role of PTP as a facilitator in online learning during the Covid-19 pandemic and (2) describe PTP products in online learning during the Covid-19 pandemic. The research method used is descriptive qualitative. The research results show that PTPs, as facilitators, must be creative and innovative in developing learning models, media, and applications, collaborating with other professions, and increasing existing competencies related to cutting-edge technology and media. PTP must prove its performance through real work that can be realized through appropriate learning models, media, and applications. PTP has two main areas of study: soft technology and hard technology. The products produced by PTP can take the form of ICT-based learning models, learning media, and e-learning applications.

PENERAPAN METODE DISKUSI KOLABORATIF DAN TANYA JAWAB UNTUK MENINGKATKAN KEAKTIFAN PESERTA DIDIK PADA PEMBELAJARAN SEJARAH DI SMAN PLUS PROVINSI RIAU

This article is a scientific writing based on a simple study of two learning methods associated with the use of observational methods at sman plus riau province. The study was based on a preliminary observation of the study activity at sman plus province of riau that was still less active during the study. This is because the selection of poorly fitted learning methods with modern students. The purpose of this study is to increase student learning activity to achieve expected results. This study is consistent with the goal of Indonesian national education to shape the entire Indonesian nation, not only in terms of learning outcomes alone, but also in terms of the process of achieving learning outcomes. Collaborative learning methods are used to optimize the learning process in a way that also affects student learning outcomes. The choice of discussion and question-and-answer methods meets the 2013 Curriculum requirements for the active role of the student and the role of the teacher as a facilitator and companion in learning. The subject of this study X class, 2022/2023 academic year. Research suggests that these collaborations can have considerable impact on increasing students' activities in learning.

Temporal Horizons in Education

This paper extracts the findings of the impact study on the Learning Facilitator programme’s study, a 6-month blended learning professional programme accredited by the Catholic University of Eichstätt-Ingolstadt (Germany) and delivered by Jesuit Worldwide Learning to teachers in context of marginalisation. Focused on elucidating how the Learning Facilitator programme nurtures graduates' soft skills in teaching and fosters their servant-leadership, this paper underscores how the programme redefines the temporal horizons for its participants, enabling them to transcend established frames of reference and cultivate inclusive and conducive learning environments both within and beyond the confines of traditional classrooms. This contribution seeks to bring the seldom heard voices at the centre of the discussion on “time for education”, echoing graduates’ critical exploration in reevaluating conventional frames of reference in pedagogical contexts.

Implementation of the Assure Model Using Google Site Media in Learning Procedure Texts

Education in Indonesia is of low quality. Learning media is one component that can be used as an effort to improve the quality of education in Indonesia. Teachers as learning facilitators have a role in determining appropriate learning media for student characteristics so that learning outcomes and student interest in learning increase. The lack of varied learning makes students more lazy in studying, especially studying Indonesian. Based on the results of observations at SMP Negeri 21 Semarang, the problem was found that the boredom experienced by students in learning was due to the learning media presented by the teacher needing to be more varied and innovative. Based on the problems found, the research intended to determine the implementation of the ASSURE learning model using Google Site media in learning procedure texts. The research was conducted in class VII A of SMP Negeri 21 Semarang. The number of research subjects was 33 students, 15 men and 18 women. The research was carried out in November in semester 1 of the 2022/2023 academic year. Data collection was carried out by observation or observation and interviews. Data analysis was carried out using three steps: data reduction, data presentation, and drawing conclusions. The research results show that the implementation of the ASSURE model using Google Site media in learning procedural texts went well. Through the use of learning media that is different from usual, students are interested in learning so that learning activities do not feel boring and the learning outcomes are also in accordance with the learning objectives.

Pembelajaran Berbasis Masalah dan Perencanaan Kurikulum

Problem-Based Learning (PBL) has become a significant approach in the realm of education aimed at enhancing students' abilities to solve real-world problems. This paper delves into the integration of PBL within curriculum planning as an endeavor to create a more meaningful and pertinent learning environment for students. PBL amalgamates theoretical concepts with practical applications in problem-solving, enabling students to hone critical thinking, creativity, and collaborative skills. This research scrutinizes strategies for implementing PBL within curriculum planning, encompassing the identification of curriculum-relevant issues, structuring structured learning steps, and evaluating learning outcomes. The success of PBL within the curriculum context hinges upon schools' and teachers' capacities to design adaptable and flexible curricula. Teachers assume a pivotal role as learning facilitators, guiding students in exploring problems, fostering collaboration, and nurturing profound comprehension. Furthermore, this study underscores the advantages of integrating PBL into the curriculum, including heightened student motivation, fortified problem-solving skills, and preparing students to confront real-world challenges.

Organic functions: ludicity as a learning facilitation tool

The learning process can be more engaging and relaxed when instructional resources promoting these qualities, such as instructional games, are employed. Ludicity, i.e., the quality of being playful and enjoyable, can be much more than mere play; it can assist in the teaching and learning of the curriculum content. When alternative teaching methods are adopted, outcomes can exceed mere learning. They can also motivate students to participate actively in the teaching-learning process. In this context, the game “Unraveling Organic Functions” was conceived with the aim of facilitating student learning and retaining of organic functions and nomenclature of organic compounds by promoting student engagement. Based on traditional follow-the-path board games, “Unraveling Organic Functions” was employed as an instructional activity at a public school in Itacoatiara (AM), Brazil, as part of an intervention-research project of a qualitative nature. Data were collected by means of questionnaires responded by the participating students and teacher and pre- and post-intervention tests responded by the former. The results indicate that the participants found the experience engaging and enjoyable. They also suggest that the game in question facilitated learning and retaining of the aforementioned concepts and theories, thus corroborating the importance of including ludic classroom activities in the teaching-learning process.

Peran Guru dalam Pembelajaran Membaca dan Menulis Siswa SD Kelas Rendah

This research was carried out at SDN 06 Rejang Lebong in the second semester. The problem identified in this research was the lack of reading and writing skills among lower class students. Aims to describe reading errors and writing difficulties in lower grade students and describe the role of teachers in improving reading and writing skills in elementary school students. Using a qualitative approach with the type of research being descriptive. The subjects of this research were the school principal, teacher council, and lower grade teacher. Data collection by observation, interviews and documentation. Data analysis uses three stages consisting of data reduction, data presentation, and drawing conclusions. Inspection or checking the validity of the data is carried out using technical triangulation and source triangulation. The results of the research show that the forms of reading errors in lower grade students are children's difficulty recognizing the letters of the alphabet, errors in reading each word, and errors in pronunciation of words and use of lip movements. Meanwhile, the forms of writing errors include errors in writing words or sentences and errors in writing numbers. The role of the teacher in improving the reading and writing skills of low grade students includes: (1) the teacher acts as a demonstrator in learning activities, (2) the teacher acts as a class manager, (3) the teacher acts as a learning mediator, (4) the teacher acts as a facilitator in learning (5) )teachers also act as motivators for students. Things that hinder teachers' efforts include student motivation, student interest in learning, students' seriousness in learning and teachers' learning methods that are still contextual, as well as things that support the teacher's role include adequate school facilities and support from the school principal in learning.

The competency passport in facilitating lifelong learning

A shift from a paradigm focused on content and a teacher as a transmitter of that content, to a paradigm focused on learning outcomes or competence, has been conditioned by a change in considering humans as active participants in their own life, for which the efforts of psychology in presenting self-regulation as a mechanism of assuming an active role in one’s own life are significant (Bandura, 1991). The principles of this paradigm are noticeable in many other considerations, e.g., in sociology - biography of life courses/outcomes, in humanities and helping professions - orientation towards providing support with the aim of self-help. It is precisely the Competency Passport as a tool in counseling work that seeks to identify individual competencies, but not only those acquired through formal education, but we can say overall competencies acquired in one’s life constellations. By a theoretical analysis and synthesis, this paper aims to offer a framework for a well-founded role of social pedagogues as lifelong learning facilitators in socio-pedagogical interventions through the perspective of the Competency Passport. Keywords: competency passport, social pedagogues as lifelong learning facilitators

An Analysis of Students’ Problems in Writing Descriptive Text at Ninth Grade SMP Negeri 42 Pekanbaru

This study aims to analyze students' problems in writing descriptive texts. This research uses qualitative descriptive analysis. The population of this research is the 10th grade students SMP Negeri 42 Pekanbaru in the 2022/2023 academic year, especially in class X Building Drawings. The sample was selected using a random cluster sampling technique, with only 1 class as the research sample. Data were collected using a written test, the results of the test were analyzed using descriptive qualitative. The result of this study also showed that the students faced several problems in writing descriptive text. There were two kinds of problems found in students' writing; they were linguistic problems including grammar and vocabulary related problems, and nonlinguistic problems which include organization of ideas, content and mechanical problems. The most frequently found problems in students' writing were related to grammar and mechanical. To overcome these problems, there are some suggested solutions which include using cooperative learning or rapid writing strategy in teaching writing descriptive text. In addition, it is also suggested that a teacher should be a good teaching and learning facilitator and should also have a well-prepared teaching material which is appropriate and inspiring to the topic of teaching. Keywords: Descriptive text, Problems in Writing, qualitative descriptive analysis