Learning Today Research Articles

IMPLEMENTASI KURIKULUM MERDEKA DALAM MERANCANG DAN MELAKSANAKAN MODUL AJAR PADA MAHASISWA PRODI PENDIDIKAN BAHASA DAN SASTRA INDONESIA

The curriculum changes along with the demands of the times and learning needs. Today's learning demands are very complex. Educators must be able to design learning creatively and innovatively. In 21st century learning, educators are required to be able to develop critical thinking skills, collaboration skills, creativity skills and communication skills. These four abilities must be formed through classroom learning. Education must be able to produce students who have strong national character, are independent and have high competitiveness. Therefore, in the curriculum of the Indonesian Language and Literature Education Study Program FKIP Pasundan University, the Curriculum Study, Planning and Implementation of Learning courses are the main courses aimed at preparing students' competence in planning and implementing learning. This research uses a quantitative descriptive method with data collection techniques based on the value of preparing learning tools based on the Independent Curriculum, the value of observing the learning practice process carried out using peer teaching techniques involving other lecturers as observers. The data collection technique used the entire student population who contracted the Curriculum Study, Planning and Learning Implementation course, 65 people. Based on the results of the research conducted, it can be concluded that students in the Indonesian Language and Literature Education Study Program FKIP Pasundan University are able to design learning in accordance with the characteristics of the Independent Curriculum. Apart from that, students are also able to practice the learning process in accordance with the characteristics of the Independent Curriculum. In this way, students are equipped with competencies that suit the needs of the field to prepare educators who can be competitive in the world of education.

Pengembangan Model Project Based Learning (PjBL) Berbantuan Augmented Reality (AR) untuk Meningkatkan Keterampilan Proses Sains dan Sikap Ilmiah Peserta Didik Kelas XI pada Materi Struktur Sel

Developments in the field of education in the industrial era 4.0 demanded a change in students' perspectives on the quality of learning such as learning in biology subjects. Biology learning can foster students' thinking skills to solve everyday problems through observation and observations that are based on a scientific attitude and can develop scientific process skills. To achieve this, it is necessary to choose the right model. Student-centered models such as project based learning are very suitable for today's learning supported by adequate technology and increase student learning interest such as augmented reality. This study aims to see an increase in science process skills and scientific attitudes of students from the development of augmented reality-assisted project based learning models. The research method with the ADDIE development model and the type of research and development research. The research instrument consisted of interviews, observations and tests, the population of all students in class XI IPA and samples XI IPA 1, XI IPA 3. The results showed that for KPS the average pretest score for the experimental class was 49.9 and the average posttest score was 80.5 while in the control class the average pretest score was 48.7 and the posttest average score was 60 and for scientific attitude the average experimental pretest score was 60, the posttest was 86.9 while the control class averaged the pretest score was 58.9 posttest was 81. Followed by analysis t test and obtained a sig(2-tailed) value of 0.0000.05, so it was concluded that the development of the AR-assisted PjBL model can improve KPS and scientific attitudes of students. The recommendation from this research is that this project-based learning model manual is used to improve problem-solving skills in different materials.

Implementation of the Independent Curriculum in Building the Character Profile of Pancasila Students Based on Tri Hita Karana in Elementary Schools

One of the most important achievements of education is the development of Pancasila-based character and behavior that are able to make the name of the region and nation proud. Currently, education must be adapted to the current curriculum concept, namely the Merdeka curriculum, in order to produce students who are creative, imaginative, and characterful. Because Tri Hita Karana has a consistent goal of achieving happiness or harmony in life, it is very consistent with building a character profile of Pancasila students, which is one of the objectives of implementing the Independent Curriculum. Learning today is very close to technological changes; therefore, it is important to balance students in managing life harmony to build student character with the idea of Tri Hita Karana.

Implementation of the Independent Curriculum in Building the Character Profile of Pancasila Students Based on Tri Hita Karana in Elementary Schools

One of the most important achievements of education is the development of Pancasila-based character and behavior that are able to make the name of the region and nation proud. Currently, education must be adapted to the current curriculum concept, namely the Merdeka curriculum, in order to produce students who are creative, imaginative, and characterful. Because Tri Hita Karana has a consistent goal of achieving happiness or harmony in life, it is very consistent with building a character profile of Pancasila students, which is one of the objectives of implementing the Independent Curriculum. Learning today is very close to technological changes; therefore, it is important to balance students in managing life harmony to build student character with the idea of Tri Hita Karana.

Design of Online Digital Disaster Training Program for Pre-Service Teachers

At the basic education level, content related to disasters is included in the scope of courses such as Life Sciences, Science, and Social Studies. Studies reveal that teachers and pre-service teachers who conduct these courses are not equipped with the necessary technological and pedagogical skills. It is predicted that integrating disasters and disaster education, which have an interdisciplinary structure, with Web 2.0 technologies, one of today's digital learning tools, will make significant contributions to making disaster education effective. In this framework, the study aimed to design a "Digital Disaster Education Program" in an online learning environment for pre-service primary school, science and social sciences teachers. The study consists of three main parts: designing, implementing, and evaluating the Digital Disaster Education Program. Taba (Grassroots Rationale) model was used in the design of the program. The program, which had a five-day implementation period in the online environment, was repeated three times on different dates and with different participants within a year. In each implementation, 24 pre-service social studies, 24 pre-service science, and 24 pre-service primary school teachers (72 pre-service teachers in total) from across Turkey participated voluntarily. The digital disaster education materials developed by the participants during the program were evaluated with an analytical rubric. As a result, an example of Web 2.0 supported online disaster education programme based on Taba Model has emerged. After the evaluation process, some of the participant products were entitled to receive support by being projected toThe Scientific and Technological Research Council of Türkiye (TÜBİTAK), which is one of the reflections of the positive results of the process. At the end of the study, suggestions were presented for the acquisition of disaster education and digital teaching skills in the pre-service process.

“I’ve Seen Literacies Move Mountains”: A Queer of Color Critique as a Guide toward Reading and Teaching beyond What We Know

Five queer and trans educator-scholars of color engage in dialogue about the realities and possibilities of teaching and learning today, particularly for queer and trans youth of color.

TPACK Learning in Improving Teacher Skills in Elementary School: A Systematic Literature Review

The rapid development of technology is a challenge for teachers in Indonesia in the 21 century. The pedagogical skills that only teachers have are not enough to keep up with current developments. Teachers are required to be able to collaborate with technology in their learning. Overcoming technology challenges in education requires teachers to master competencies in content knowledge, pedagogy, and technology. The learning process with technology integration is currently known as TPACK (Technological Pedagogical Content and Knowledge). However, it was factually found that teachers' ability to integrate technology into learning still did not reach optimal levels. This study aims to identify TPACK-based learning in elementary schools, in terms of teacher ability. . This study used a systematic literature review method. One of the procedures in this research method is to analyze and interpret relevant data. Data is collected from Google Scholar. Data was searched using two keywords: "TPACK-based learning" and "primary school teacher skills". A total of 198 data articles were obtained but only 15 articles met the analysis criteria in this study. According to the findings of the analysis conducted in this study, TPACK (Technological Pedagogical and Content Knowledge) should be an essential component in the development of learning models for achieving success in today's learning activities. This is reinforced by the need for teacher training programs that aim to enhance teachers' understanding and skills in integrating TPACK into technology-based learning.

Validating the Hungarian versions of MSLQ and MAI intended for use with Hungarian minority students in Slovakia

Learning today provides students with several freedoms, including easy access to the content or learning materials and the flexibility to schedule their own time, in contrast to the traditional techniques of the past, where students had to spend time at school or in the classroom. The cognitive, metacognitive, and motivational skills that enable learners to overcome challenges and organize their learning depend on self-regulated learning. The Motivation Strategies for Learning Questionnaire (MSLQ) is a tool to gauge students’ self-regulated learning (SRL) skills. Schraw and Dennison's Metacognition Awareness Inventory (MAI) was created to measure the metacognitive abilities of the learners. This article aims to explore and assess the relevant literature on students' self-regulated learning and metacognition, SRL theories and concepts. Furthermore, it aims to determine the reliability and validity of these two with a sample of the pedagogy students at János Selye University. The study involved 120 pedagogy students, of which 102 were female. The MSLQ motivation scale in component A has six subscales and their Cronbach's Alphas are as follow: IGO’s α = 0.69, EGO’s α = 0.84, TV’s = 0.86, CLB’s α = 0.52, SE’s α = 0.86, and TA’s α = 0.74. In Component B, which includes nine subscales for learning strategies, R’s α is 0.69; E’s α is 0.75; O’s α is 0.85; CT’s α is 0.60; MSR’s α is 0.80; TSE’s α is 0.66; ER’s α is 0.80; PL’s α is 0.87; and HS’s is 0.57. As far as MAI goes, its two main components’ Knowledge of Cognition (KC) and Regulation of Cognition (RC), Cronbach's Alpha values, were examined. Three subscales make up the KC: PK, DK, and CK. The Cronbach Alpha of each was 0.82, 0.86, and 0.71, respectively. Five subscales make up the RC. The Cronbach Alphas of each is as follow: P’s α is equal to 0.83, IMS’s α is equal to 0.83, CM’s α is equal to 0.77, DS’s α is equal to 0.74, and E’s α is equal to 0.70.

Bahasa Indonesia untuk Penutur Asing: Mengoptimalkan Pembelajaran BIPA dengan Aplikasi Digital

In the current era of modernization, digital applications have brought revolutionary changes in the way we acquire knowledge and skills, including language learning. Seeing the large number of uses of digital applications for language learning today, the author is interested in discussing the use of tandem applications in learning Indonesian for foreign speakers. In this research, qualitative descriptive research is aimed at describing and illustrating existing phenomena, both natural and human engineered, which pays more attention to characteristics, quality, and interrelationships between activities. The subjects of this research are foreigners who have joined or used the Tandem application which connects language learners with native speakers. The material taught is BIPA level A1 learning where students can use Indonesian in daily communication. Then, data collection in this research used primary data collection techniques. This research shows that the use of BIPA (Indonesian for Foreign Speakers) with digital applications has the potential to provide great benefits in expanding access and increasing the effectiveness of Indonesian language learning for foreign learners. This shows that the optimal use of digital applications in learning foreign languages can make a significant contribution to Indonesian language learning at the international level.

Videoconferencing and Sleep Quality in Slovenian University Students: Is There a Mediating Role of Zoom Fatigue?

Given the expanding utilisation of technology in educational settings, online learning has become a common teaching method. It prevailed during the Covid-19 pandemic, but the effects of attending videoconferences with active participation on psychological functioning have not yet been studied in detail. This article aimed to evaluate the relationship between videoconferencing and sleep quality – one of the crucial mechanisms promoting physical and mental well-being. Additionally, we were interested in the potential mediating role of videoconferencing fatigue in this relationship. The survey took place during the Covid-19 epidemic (in Spring 2021). Our results show a negative relationship between videoconferencing/screen device use and sleep quality and that this relationship is mediated by videoconferencing fatigue. Results of the further analysis revealed that perceived study suitability plays a significant role in determining to what extent the duration of videoconferences relates to feelings of videoconferencing fatigue. Our findings aid in understanding the relationships between videoconferencing, Zoom fatigue, and sleep better. They may be helpful in optimising remote learning today, as they remain frequently used in higher education worldwide.

Image Fusion Method Based on Snake Visual Imaging Mechanism and PCNN.

The process of image fusion is the process of enriching an image and improving the image's quality, so as to facilitate the subsequent image processing and analysis. With the increasing importance of image fusion technology, the fusion of infrared and visible images has received extensive attention. In today's deep learning environment, deep learning is widely used in the field of image fusion. However, in some applications, it is not possible to obtain a large amount of training data. Because some special organs of snakes can receive and process infrared information and visible information, the fusion method of infrared and visible light to simulate the visual mechanism of snakes came into being. Therefore, this paper takes into account the perspective of visual bionics to achieve image fusion; such methods do not need to obtain a significant amount of training data. However, most of the fusion methods for simulating snakes face the problem of unclear details, so this paper combines this method with a pulse coupled neural network (PCNN). By studying two receptive field models of retinal nerve cells, six dual-mode cell imaging mechanisms of rattlesnakes and their mathematical models and the PCNN model, an improved fusion method of infrared and visible images was proposed. For the proposed fusion method, eleven groups of source images were used, and three non-reference image quality evaluation indexes were compared with seven other fusion methods. The experimental results show that the improved algorithm proposed in this paper is better overall than the comparison method for the three evaluation indexes.

Optimizing Project-Based Learning in Developing 21st Century Skills: A Future Education Perspective

Many studies show that the effectiveness of project-based learning in the perspective of future education is influenced by 21st century skills. This can be a support to solve any problems faced by students in learning. Therefore, it is important for students to improve 21st century skills as a guide to equip themselves to prepare for the life to come. The purpose of this research is to optimize project-based learning in developing 21st century skills. Creating a new innovation in the perspective of increasingly sophisticated future education, helping students develop more complex and in-depth thinking skills so that it can provide an effective solution related to all forms of challenges that occur in the world of education. The method used in this research is quantitative method. The steps are to make statements related to tips for improving 21st century skills from the perspective of future education. Then formulated into a google form and filled in by middle and high school students. Then the data is collected and then inputted and processed using the spss application. The truth of the data can be proven by the statements made on the google form which are adjusted to the facts that occur in students. Results. Based on effective observation, it is found that 21st century skills play an important role in today's modern learning process. Skills that can equip every student to prepare themselves and realize all forms of life demands that change according to the times. The conclusion of this research is that teachers are advised to understand more about 21st century skills, in order to teach students how to adapt to increasing technological changes, so as to expand learning opportunities and enrich students' learning experiences through skills practiced by teachers.

Implementasi Strategi Pembelajaran Afektif yang Dilakukan Nabi Khidir Kepada Nabi Musa Serta Implikasinya pada Zaman Sekarang

This article aims to describe (tell) the form of implementation of affective learning carried out by the Prophet Khidir for the Prophet Musa and its application today. This research uses library research methodology and is qualitative in nature, because the data collected uses textual analysis contained in books and journals related to models, approaches, methods and learning techniques. The results of this research are the first in this study to obtain an understanding of affective learning strategies. Both characteristics of affective learning strategies. The three models of affective learning strategies. Fourth difficulty in affective learning strategies. Fifth, the implications of the affective learning strategy carried out by the prophet Khidir to the prophet Musa. Sixth: Implementation of today's affective learning strategies.

Is better readiness the key to deeper learning in distance education? A cross-sectional online study

BackgroundThe COVID-19 pandemic has required teachers and students to suddenly transition from face-to-face formats to distance education (DE). The uniqueness of nursing discipline is that it requires both theoretical and skills-based learning. Therefore, it is necessary to explore the influencing factors and effectiveness of DE in nursing education. This exploration can guide teaching practice and provide a basis for the future application of DE in nursing education. AimsTo describe the current distance education readiness and depth of learning among undergraduate nursing students and explore possible influencing factors. To determine the relationship between students’ distance education readiness and the depth of learning. DesignThis is a descriptive and cross-sectional online study. SettingsSchool of Nursing in a traditional Chinese medicine university, Beijing, China. ParticipantsA total of 222 undergraduate nursing students from a traditional Chinese medicine university were recruited. MethodsA questionnaire, which is composed of information form, the Online Learning Readiness Scale, and the Scale of Students Making Deep Learning, was used for data collection. Frequency, percentage, arithmetic mean, standard deviation, t-test, one-way ANOVA, and Pearson correlations were used in the analysis of the data. ResultUndergraduate nursing students have lower averages in distance education readiness and higher averages in the depth of learning. Significant differences in distance education readiness and depth of learning between different grade groups. A positive correlation was found between distance education readiness and depth of learning (r = 0.894, p < 0.001). ConclusionDistance education is a feasible approach to learning today. Undergraduate nursing students have exhibited poor readiness for distance education but demonstrated deeper learning conditions. Upper grades may lead to better learning outcomes. Better distance education readiness can lead to deeper learning. These conclusions prompt teachers and students to be prepared before participating in distance education to obtain better academic performance.

Developing students’ civic responsibility using blended learning model with an asynchronous system

The development of technology and the world of education today requires complex thinking. Technology can be used to make the learning process easier, more interesting, and more enjoyable. However, learning must continue to focus on the elements of competency achievement that must be achieved and the humanist element. The blended learning model with synchronous and asynchronous systems is one model that can be used in today's technology-based learning era, especially asynchronous systems. This study aims to determine the effectiveness of asynchronous learning in increasing the students’ civic responsibility at one of the universities in Bandung City. Experiments in research are considered more appropriate for answering the research objectives. The research subjects were students of the environmental engineering study program (experimental class) and food engineering study program (control class). The results showed that asynchronous learning was more effective for increasing students' civic responsibility, with an average post-test score of 91.50.

Character Education TPACK Skills to Emergency Remote Learning During The Covid-19 Pandemic

The transition of education to an online environment due to the COVID-19 pandemic presents new challenges for teachers and students. On the other hand, there is only a little research on developing PCK related to character education. Pedagogical Content Knowledge (TPACK) technology solves today's online learning problems. This research aims to analyze Character Education TPACK skills for emergency distance learning during the COVID-19 pandemic. This research is a mixed methods research with a quantitative approach and is supported qualitatively. The population and sample are 200 teachers. The data collection method uses a questionnaire. The research instrument was a questionnaire consisting of 33 statements and 5 open questions, which were distributed. Data were examined numerically and subjectively using component analysis and teacher explanatory descriptions. Data analysis techniques use quantitative statistics. The research results show that the mastery of TPACK Character Education in online classes uses different learning media and instructional platforms. This research implies that in the future, teachers can increase the use of teaching materials, media, methods and learning models for appropriate subjects and follow TPACK integrated with character education to create an active, fun and meaningful learning atmosphere.

Strengthening Students' Reading Motivation and Engagement with C.A.R.E.

AbstractOver the past two years, as a professor of reading education, I have listened to, collaborated, and met with various PreK–12 educators virtually and in person. I collected questions, comments, successes, and challenges related to the ongoing transitions and demands of this post‐pandemic era on teachers, students, and parents. The topics of student motivation to read and engagement in reading remain among the top two areas of need and support for educators. In this article, I present a short summary of research on reading motivation and engagement followed by sample research‐based recommendations for strengthening students' reading motivation and engagement in today's learning environments and resources to support your instructional decisions.

Children's creative participation as a precursor of 21st century skills in Finnish early childhood education and care context

The purpose of this article is to study how children's creative participation as a precursor of 21st century skills is related to their skills and competencies, involvement, and class activities in the Finnish early childhood education and care (ECEC) context. The study is part of the Finnish ECEC Progressive Feedback research and development project, which was conducted in 21 Finnish cities and companies providing ECEC services between 2017 and 2022. In this study, 5047 children aged between 1 and 7 years participated, using data which included both observation and child evaluations. Children's creative participation was examined using the social orientation theory together with the LI-SYC to focus on their involvement in class activities. The results showed that children's creative participation was related to their skills and competencies, involvement, and play as a class activity. The results emphasize the significance of creative participation as an indicator of quality and learning in ECEC. Educational relevance and implications statementThe results of this study show that creative participation as a precursor of 21st century skills (especially creativity and collaboration) is also an indicator of quality and learning today. Creative participation occurred in play as a class activity, and it was also connected with children evaluated individual skills and skills and competencies, especially creativity in pretend play and less support needs in language development. This is significant because with scaffolding and being conscious of the opportunities for creative participation in the pedagogy of early childhood education and care, it is possible to scaffold children's learning and well-being today and the skills and competencies they will need in the future.

A scoping review of reinforcement learning in education

The use of Artificial Intelligence (AI) and Machine Learning algorithms is surging in education. One of these methods, called Reinforcement Learning (RL) may be considered more general and less rigid by changing its learning through interactions with the environment and specifically the inputs received as rewards and punishments. Given that education has shifted towards a constructivist approach and uses technology such as algorithms in its making (e.g., instructional design, delivery, assessment, and feedback), we are interested in taking stock of the effect RL may play in today's teaching and learning. We conduct a scoping review of the literature on RL in education. This work aims to open discussions on the pedagogical paradigm of RL and various types of bias introduced in teaching and learning.

Identifying, Mitigating, and Anticipating Bias in Algorithmic Decisions

Today's machine learning (ML) applications predominantly adhere to a standard paradigm: the decision maker designs the algorithm by optimizing a model for some objective function. While this has proven to be a powerful approach in many domains, it comes with inherent side effects: the power over the algorithmic outcomes lies solely in the hands of the algorithm designer, and alternative objectives, such as fairness, are often disregarded. This is particularly problematic if the algorithm is used to make consequential decisions that affect peoples lives. My research focuses on developing principled methods to characterize and address the mismatch between these different objectives.