Teaching-learning Process Research Articles

Exploring teaching learning barriers, supports, targets, and needs in developing English multisensory media: A case study of Malangnese visually impaired students

It is critical to comprehend and accommodate the English performance of visually impaired students (VIS), due to the variation of distinctive language learning factors, needs, and targets of each Malangnese VIS. This case study research explores teaching learning (TL) barriers, supports, learning targets, and needs in order to help develop media for long-term achievements. The study involved four teachers and one VIS at three special schools, the so-called Sekolah Luar Biasa A (SLB A) in Malang, Indonesia. Data were garnered through interviews and analyzed thematically. Results show that the inequality in English teaching, inadequate Braille sources, English chapters, and meeting reduction, as well as diverse VIS English competence, have impeded the overall TL process. On the other hand, classroom management, teacher and VIS Braille mastery, learning techniques, and English recognition have simultaneously backed up most of the inadequacy. The primary learning needs are providing ample Braille English sources, constructing daily life-based English themes and diverse learning materials for VIS at beginner and intermediate levels. This research aims to raise awareness and encourage collaboration among English educational parties and the stakeholders of SLB A in regenerating English TL experiences.

Effects of Game-Based Learning on Improving Grammar Skills of Grade 9 Students

As the educational system transcends to 21st-century learning, various methods in the teaching-learning process are used to motivate students, one of which is game-based learning. This study explores the effects of game-based learning in improving the grammar skills of grade 9 students at Regional Science High School-III, Philippines. The results from the 1st quarter item analysis elicited the least learned competency, which allowed researchers to examine and determine the effects of game-based learning in improving the English grammar proficiency of the 143 grade 9 students, particularly in the use of modals. The study used a quasi-experimental research design, where the researchers adopted an assessment tool to determine the students’ English grammar proficiency level. The teachers assigned the experimental group with 8 game-based lessons and the control group who experienced the traditional lessons. The researchers used a paired sample t-test using the Jamovi software. The study found that there is a highly significant difference between the pre-test and post-test scores of the respondents before and after the integration of game-based learning lessons, resulting in the rejection of the null hypothesis. Furthermore, for English teachers, the intervention is perceived as beneficial in improving the English grammar skills of the learners. The study presented the description of various game-based lessons and determined the respondents’ proficiency levels. It was found that students progressed from being developing proficient to proficient when game-based lessons were applied. Thus, game-based learning is effective as it also makes the learning environment fun, conducive, exciting, and learner-centered.

TEACHER TRAINEES’ ATTITUDE TOWARDS WEB-BASED EVALUATION: A STUDY BASED ON PURULIA DISTRICT

As we know, the four essential components of education are teaching, learning, course content or curriculum, and evaluative process. Thus, the evaluation process is an integral part of the educational system. Through evaluation, we know whether the students attain the learning experiences and vice versa and whether the teaching strategies are effective within the teaching-learning processes. Thus, the academic world is tailored to invent several techniques and procedures for evaluation processes. This article explores the attitude of teachers’ trainees towards a web-based evaluation system. The study's main objective is to determine the attitudinal differences towards web-based evaluation systems in terms of gender, locality, and stream of study. This study is based on descriptive-cum survey type research. Using a purposive sampling technique, the study sample consists of 46 teacher trainees (male =10, female =36). The research findings revealed no significant attitudinal difference between teacher trainees' views on web-based Evaluations regarding their gender, locality, and stream. It means that with respect to gender, locality, and stream, all have favorable opinions and attitudes towards Web-Based evaluation. It also indicates that technology significantly impacts all sectors, including students who want to develop an inclusive education by incorporating technology in educational sectors. According to the study outcomes, it can be said that technology-driven education is the most welcome at this juncture. Thus, we must become familiar with technology and build our educational process on technological intervention or artificial intelligence support. KEYWORDS: Teacher trainees’, Attitude, Web-based Evaluation system.

EXPLORING POSSIBILITIES IN THE STELLARIUM FOR TEACHING ASTRONOMY IN THE EARLY YEARS OF ELEMENTARY EDUCATION

Astronomy is considered one of the oldest sciences of humanity. Its themes have always fascinated human beings. In this concept, this study aims to analyze the possibilities of using a Learning Object, the Stellarium software, in the classroom in the early years of Elementary School. The study is part of the qualitative research model and, to examine the Learning Object, descriptive analysis will be used, as it is the one that best suits the purpose of this study. The theoretical bases are based on Meaningful Learning, which values ​​prior knowledge, considered as the foundation for new knowledge. In this context, since Learning Objects can help teachers in their practice, Stellarium stands out as having the potential to provide opportunities for learning this science, as well as bringing technologies closer to the classroom. The results obtained demonstrate that this software can be used to work with Astronomy in the different years of Elementary School, in line with what is proposed by the BNCC, with a strong aspect for innovation. The teaching sequences proposed in this work aim to stimulate the insertion of technologies in the teaching-learning process.

제4차 산업혁명 시대의 중학교 가정 교과의 3D 프린팅 활용 의생활 메이커 교육 교수⋅학습과정안 개발

The purpose of this study was to develop a teaching and learning plan for clothing maker education in middle schools using 3D printers, one of the key tools of the Fourth Industrial Revolution. This plan aims to revitalize clothing maker education by incorporating maker education programs. The research was conducted in four stages: Analysis, Design, Development, and Evaluation. First, in the analysis stage, the content related to clothing education in the 2015 revised secondary school home economics curriculum was analyzed to derive the elements of clothing maker education and home economics. Additionally, an analysis of equipment suitable for maker education was conducted, leading to the selection of 3D printers and heat transfer printers as maker equipment. Second, in the design stage, the composition of the teaching and learning program based on the TPMS (Tinkering, Practical reasoning, Making together, & Sharing and spreading) model and the selection of media were established. Third, in the development stage, a comprehensive plan was implemented to develop a maker education teaching and learning process that emphasized practical problem-solving. Learning activity sheets, PPT materials, group and self-evaluation forms, and program evaluation tools were also developed. Finally, in the evaluation stage, safety rules were added following expert validation of the teaching and learning plans. Class goals were clarified considering the functions of home economics. The evaluation tools were also revised and supplemented to facilitate student-centered assessment.

ZoAM GameBot: A Journey to the Lost Computational World in the Amazonia

The search for alternative teaching–learning processes that attract more interest and involvement of young people has inspired the development of a game with a chatbot architecture based on interactive storytelling and multiple learning paths. Thus, we introduce in this article the GameBot ZoAm, developed for the Discord instant messaging and social platform. ZoAm offers a unique learning experience centered around storytelling, focusing on fundamental computing concepts and logical challenges that enhance computational thinking skills. Furthermore, the game also promotes an appreciation for Amazonian culture and folklore, with decision-making with human values. An action research study was conducted involving students from the last years of the end of elementary school. The research utilized a heuristic analysis based on the Gameplay Heuristics (PLAY) by Desurvire and Wiberg (ANO) and the evaluation model proposed by Korhonen and Koivisto (ANO) for mobile devices. The analysis employed a reduced and merged set of heuristics from these models, suited for the GameBot's context, focusing on (I) usability, (II) gameplay and immersion, and (III) mobility. Regarding the reliability coefficient used to evaluate the survey applied to students after playing the GameBot, Cronbach's Alpha and Guttman Lambda-6 (G6(smc)) coefficients were applied. These metrics were chosen to ensure the internal consistency and reliability of survey items, reflecting on how effectively the questions measured the focuses proposed by the heuristic analysis. The findings indicate that the game has the potential to facilitate the assimilation of the integrated concepts and sustain student interest throughout gameplay.

Empowering Students: The Hidden Impact of Academic Optimism on Self-Awareness and Communication

This study explores the influence of teachers' academic optimism on the development of soft skills, specifically self-awareness and communication, among secondary school students. Academic optimism, encompassing self-efficacy, trust in students and parents, and academic emphasis, is a crucial factor in enhancing the quality of the teaching-learning process. Using a quantitative research design, data were collected from secondary school teachers and students through validated questionnaires. The results reveal that trust in parents is the strongest predictor of both self-awareness and communication, underscoring the importance of a supportive and trusting environment in students' holistic development. While self-efficacy and academic emphasis also contribute positively to these soft skills, their effects are less pronounced. The findings suggest that fostering an environment where trust and academic optimism are central can significantly enhance students' interpersonal skills, preparing them for success both within and beyond the classroom. This study highlights the need for educational strategies that prioritize parental involvement and academic rigor to promote comprehensive student development.

COGNITIVE DEVELOPMENT AND EDUCATIONAL TECHNOLOGIES

This article examines the relationship between cognitive development and educational technologies, highlighting how the integration of these tools can significantly improve the teaching-learning process. Neuroscience has played a crucial role in offering a detailed understanding of cognitive processes, providing valuable support for the creation of more effective pedagogical practices adapted to the needs of students. Emerging educational technologies, such as augmented reality, virtual reality and artificial intelligence, have shown great potential to make learning more interactive, dynamic and personalized, meeting the particularities of each student. The literature review includes important contributions from renowned authors, such as Jean Piaget and Lev Vygotsky, who discuss the relevance of the environment and the use of technological tools in cognitive development, as well as other theorists who explore how these innovations can positively influence learning. The critical analysis of the article highlights both the opportunities and challenges of integrating these technologies, emphasizing the urgent need for continued training for teachers and the importance of creating learning environments that promote collaboration, interaction and student engagement.

Uncovering Reflective Practices of Educators In Teaching and Learning Process: a Phenomenological Study from Elementary School in The Philippines

Recent PISA results consistently show that 15-year-old students in the Philippines are five (5) to six (6) years behind in critical competencies, including mathematics, science, and reading—issues that predate the pandemic. Given teachers' enormous influence on students' academic success, the efficacy of their teaching tactics is becoming increasingly important. The advent of the epidemic and adjusting to a new normal posed significant hurdles to established information transfer techniques. This study investigates the reflective practices of educators at Los Baños Central Elementary School, Philippines, analyzing the evolution of these practices across three key periods: pre-pandemic, during the pandemic, and in the post-pandemic "new normal." It further examines the integration of three distinct learning modalities employed during the 2020-2021 and 2021-2022 academic years. Additionally, the study emphasizes the importance of ongoing reflection by educators on their instructional methods to more effectively meet the needs of their students. Using a transcendental phenomenological methodology, the researchers conducted in-depth interviews with seven (7) educators, resulting in the identification and analysis of major themes in their responses. Through the data collection process, this study revealed that, despite numerous challenges encountered during the pandemic, educators effectively managed the crisis by engaging in reflective practices to enhance their teaching methods. The findings underscore the pivotal role of reflective practices in advancing the teaching-learning process and improving student academic performance.

PRÁTICA PEDAGÓGICA PARA O ENSINO DO ATLETISMO: INCLUSÃO DE ESTUDANTES COM DEFICIÊNCIA NAS AULAS DE EDUCAÇÃO FÍSICA À LUZ DO DESENHO UNIVERSAL PARA A APRENDIZAGEM

Universal Design for Learning is a theoretical approach that considers school diversity and seeks to eliminate learning barriers, promoting accessible and consistent teaching for all. This approach can overcome traditional, teacher-centered pedagogical practices, which hinder the implementation of inclusive and teaching-learning processes for students with disabilities in Physical Education classes. Therefore, this research aimed to analyze the inclusive process of students with disabilities in Physical Education classes, using the pedagogical approach based on the Universal Design for Learning in teaching athletics. This research has a qualitative approach and action research design and was developed with a 6th-year elementary school class that included four students with intellectual disabilities. Twenty classes were taught to teach athletics using the principles of Universal Design for Learning. These classes were recorded in a field diary and analyzed using Qualitative Descriptive Analysis. Regarding the results, the students with disabilities were included in Physical Education classes, able to access the curriculum in a diversified way, remained in courses due to variations on the paths relating to bodily practices, and had the teaching-learning process carried out through variant ways to demonstrate appropriate knowledge. Concerning the students without disabilities, the Universal Design for Learning contributed to the teaching-learning process, providing autonomy in the engagement and development of activities. Received: 2024/07/12 Reformulated: 2024/9/27 Accepted: 2024/09/28

Implementation of Computational Tools in the Teaching-learning Process of Materials Strength

With the development of this work, we seek to highlight the importance of implementing technological tools in the study of the subject of material resistance, in order to accompany the teaching-learning process. Bringing computational tools on par with traditional learning in the classroom by applying a series of innovative alternatives and work practices, outside the classroom and that meet your expectations of progress in teaching-learning in fields related to the resistance of materials , who are under their responsibility aligned with the objective of advancing in the career with practical knowledge. This research topic was chosen due to the students' deficient knowledge in this area due to reasons such as late academic reintegration, work-related issues, among others. In addition to the little use of teaching material by the student, thus harming their comprehensive development. In this work, it is intended to contribute to the analysis of structures using design software and structural analysis. Interactive videos will be generated with their resolution, simulations of practices as well as innovative interactive content, which collaborate for the development of the academic and intellectual potential of the students who take the subject of resistance of materials.

Game-Based Reading Instruction: Insights from Student Perceptions Using Digital Jigsaw Puzzles

Indonesian students' reading literacy is still categorized as low, according to the PISA 2022 results. This fact improves efforts to familiarize reading at any educational level, including the school teaching-learning process. The research aims to discover students' perceptions of both affective and micro-skills of reading assisted with digital jigsaw puzzles. The study was a descriptive qualitative design involving junior high school students in Indonesia. In-depth interviews and observations collected the data. The data is analyzed through interactive analysis or three flows of thought. The findings show widespread affective perceptions of the learning reading using digital jigsaw puzzles. In addition, digital jigsaw puzzles raise students' positive perceptions of understanding the following reading macro-skills: the gist, main idea, explicit information, reference words, and inference. However, few students struggle to find implicit information and word meaning due to limited vocabulary mastery and rush time. All in all, digital jigsaw puzzles can be a preferential instruction to enhance students' reading literacy.

Kendala Penggunaan Bahasa Indonesia Pada Proses Pembelajaran di Program Studi Pendidikan Jasmani Kesehatan dan Rekreasi.

This research aims to identify barriers to the use of Indonesian in the learning process in the Physical Education, Health and Recreation study program. To measure perceptions and experiences regarding the use of Indonesian in learning, especially in understanding technical content, providing teaching, and communicating between students. This research uses a quantitative approach method by distributing questionnaires to third semester students. The research results show that the majority of respondents think that using Indonesian is effective in understanding basic concepts, but it is difficult to understand technical terms in foreign languages. In addition, misunderstandings often occur between instructors and students, especially in teaching practice environments. Another barrier identified was the lack of specific vocabulary in Indonesian to explain complex concepts in the fields of sport and health. The results of this research indicate that there is a need to adopt terminology in Indonesian that is easier to understand and improve instructors' abilities in creating teaching materials in language that is easier to understand.

Feasibility of Digital Flipbooks as Physics Teaching Media in Terms of Reproduction

Various media that utilize technology in implementing teaching materials make the teaching-learning process more innovative and increase students' curiosity. This study aims to develop a digital flipbook for studying physics in reproduction and to validate the developed flipbook. This study applied the research and development (R&D) design using the 4-D model which consists of define, design, develop, and disseminates. This study is only up to the validation stage and revision of the validation results. The validation subjects in this study are 16 people. The result shows that the developed media is valid, totalling 97.51%. It is expected that the digital flipbook of physics in reproduction can be further developed in further research, namely in the implementation stage, to test how effective it is in the science learning process.

Appreciation, Analysis and Creation in the Teaching-learning of the Plastic Arts

Aim. The Didactics of the Plastic Education is necessarily nourished by the general didactics and the arts, as well as by their particular methodologies, in aspects related to the teaching-learning of the textual analysis, and specifically, the study of the visual code (iconic and visual signs, tropes or rhetorical figures, etc.), which dialogues with theory, semiotics, cultural anthropology, among other sciences. Methods. In academic research, methods such as the analysis of the results of pedagogical activity, ethnographic or experiential and inductive-deductive methods were used. Results. The Didactics of a Plastic Education requires an urgent review that includes, from its most general principles and laws, to the aspects related to the selection and sequencing of content, the role of the student's plastic education in achieving a social model, the distinctions between artistic education, aesthetic education and teaching of the plastic arts in all the integrality and complexity of their discourses, the teaching-learning process, its essence and contradictions, the categorical system of the teaching-learning process, among other fundamental aspects. The present study contributes to this rethinking of the theoretical and methodological postulates of the Didactics of Plastic Education, as it proposes as an objective: to argue the didactic principle of the unity between appreciation, analysis and textual creation in the teaching-learning process of the visual image analysis. Conclusion. This argument constitutes a theoretical contribution to the science, and clarifies, while unifying, criteria and procedures in the pedagogical practice of artists, teachers, instructors and masters of the plastic arts.

Inteligencia artificial para la recomendación de recursos en educación en línea

Artificial Intelligence (AI) has been used in online education for at least a decade, with recent emphasis on teaching-learning processes. The objective of this article is to share the preliminary results of a research on the development of a Recommender System (SR) of educational resources to be applied in an online high school. Under the Design-Based Research methodology, once the algorithm for the SR was developed, it was fed with information from the rubric of an activity and its grade, plus database of resources, made up of images, videos, audios and texts. The results show that SR applied to educational resources favor teaching and learning processes in online education. One of the limitations of the research is that, so far, the SR has only been tested in digital simulators and not in an institutional high school platform. However, with the results of this project, using AI solutions, we can verify contributions to the learning processes in online education. Among the conclusions, multidisciplinary work in AI and education is recognized as a strategy for strengthening learning processes in virtual learning environments.

CONCEPT MAPS IN THE TEACHING OF SCIENCE: AN EXPERIMENTAL STUDY

Assessment and evaluation is one of the most important aspect of the teaching-learning process. Formative assessment plays a key role in evaluation the understanding of the students on regular basis. Concept maps is one such tool which can be used to evaluate the students. Hence keeping this in mind the study conducted focused on investigating the use of concept maps in the teaching of Science which is full of processes and complex concepts. The experimental study conducted on standard sixth students focussed on their ability to make concept maps to represent their understanding of the topics taught by the teacher in the classroom. These findings suggest the importance of using concept maps in teaching of Science to enhance students critical thinking, retention, interest, creativity and the comprehension level. The study emphasized the significance of concept map as a tool and its implications focussing on knowing the students perspectives, support holistic learning and support students discussion. KEY WORD: Science, Concept Maps, Evaluation

Digital Competence of Science Teachers at Jayapura City of Papua

The digital competence of science teachers is of vital significant to improving the quality teaching-learning process. The aim of this study is to know the level of digital competence of science teachers in Jayapura City. The methodology used was non-experimental and descriptive quantitative, with survey design. In such a context, 41 science teachers took part in this research, who were teaching in state junior high schools and private junior high schools. As for data collection tools, the study used 31-items of digital competence questionnaire, developed from 5 main areas of DigComp Framework (information and data literacy, communication and collaboration, digital content creation, safety, and problem solving). Based on data analyses, the digital competence of science teachers stood from high to very high level. Although the third and the fourth showed some indicator with the low ability in teachers’ competence.

Juegos serios para la enseñanza-aprendizaje en educación ambiental

The need to shift to a responsible consumption model, encourage citizen participation, recycling habits, and water conservation, makes it vital to seek innovative ways for environmental education. Therefore, in this study, the serious games Save the Earth Planet ECO Inc. and Eco Ego were implemented in the teaching-learning process of high school students at Unidad Educativa Mariano Benítez, with the aim of promoting sustainable attitudes and behaviors, and raising awareness about environmental management and care. A quantitative, descriptive, and explanatory methodology with a quasi-experimental approach was followed. Before and after the use of these video games, a survey was conducted to measure participants’ opinions and perceptions of learning in environmental education. As a result, the application of serious games succeeded in promoting more sustainable attitudes and behaviors towards the environment among the participants, leading to reflective learning, meaningful experiences of reconnection with nature, and the strengthening of their commitment and participation in ecosystem protection.

A Systematic Review of Software for Learning Analytics in Higher Education

Learning analytics (LA) is an important area of study in technology-enhanced learning that has emerged during the last decade. In earlier years, several systematic reviews have been conducted that focused on the theories behind LA or on empirical studies that utilized LA-based methods to improve learning and teaching processes in higher education. However, to date, there has been no systematic review of papers that have adopted a software perspective to report on the many forms of learning analytics software (LAS) that have been developed, despite these being used more frequently than before in higher education to support learning and teaching processes. To fill this gap, this paper presents a systematic review of LAS with the aim of critically scrutinizing the ways in which the use of interactive software in real-world settings may both support students in improving their academic performance and assist teachers in various pedagogical practices. A thematic analysis of 75 articles was conducted, resulting in the identification of three categories of LAS: at-risk student identification (ARSI) software; self-regulation software; and collaborative learning software. For each of these categories, we analyzed (i) the embedded functionality; (ii) the stakeholder (teacher and student) for which the functionality is intended; (iii) the analytical and visualization approaches implemented; and (iv) the limitations of the software that require future attention. Based on the findings of our review, we propose future directions for the development of learning analytics software.