Lecture Learning Research Articles

Strategi Perencanaan Pembelajaran PAI Berbasis IT untuk Meningkatkan Minat Belajar Siswa Madrasah Tsanawiyah Al-Hikmah Janti Jogoroto

The development of this learning is based on the existence of developments in various knowledge which in this day and age has raced on information and communication technology which has an important role in the world of education. Because basically the world of education today has been entered by the fifth revolution. In the learning process, there are still many teachers who use the lecture learning method which causes students to feel bored in learning so that it resulting in students not being interested in learning, this requires teachers to be creative in using IT learning media to attract students' interest. This study aims to 1) describe the IT-based Islamic Religious Education learning planning strategy at MTs Al-Hikmah Janti Jogoroto. 2) to find out the obstacles and strengths in the learning process by using IT at mts al-hikmah Janti. (2) The method used in this research is descriptive qualitative research. Data collection techniques in this study used questionnaires, observation, interviews, and documentation. Data analysis is carried out using the method of collecting and reviewing existing data, then carrying out data reduction, presenting data, and presenting data in the form of conclusions. The final stage of data analysis is the validity of the data using credibility (trust) techniques. (3) The results of this study indicate that IT media has been applied in the learning process. Students also look very enthusiastic when given material through the LCD (projector). besides that with the existence of IT-based media students become more interested in learning which also makes it easier for students in the learning process. Therefore it can be concluded that the existence of IT-based media can make students not bored during the learning process and also make it easier for students in the learning process.

Development of Teaching Materials with Thunkable Applications to Support Blended Learning in Tennis

This research aims for the future to facilitate Physical Education Study Program students with various teaching materials to support blended learning. Learning. Especially teaching materials that help students' cognitive learning. Because it is known that nowadays and with the sophistication of technology, learning can be done anywhere and at any time by students. In fact, this also makes the college learning process easier because having teaching materials as a learning resource for students can help learning in lectures become more effective and efficient. Because having additional teaching materials as a student learning resource will enrich student knowledge. Specifically for this research, teaching materials will be developed using the Thunkable Tennis Court application. In the future, there will be gradual development for other types of teaching materials and other materials as well. As is known, the physical education study program is closely related to learning movement. Learning to move yourself is also divided into several stages which include cognitive, associative and automatic stages. The cognitive stage is the beginning and basis that influences success at other stages. Because it is necessary for an educator to provide effective and efficient learning at this stage and provide enrichment of knowledge to students by using up-to-date teaching materials in accordance with current developments. The method to achieve this goal will be Research and Development from year to year. What is certain is that the Research and Development stage begins with needs analysis, product development, validation, testing and publication.

Survey Perkuliahan Pembelajaran Olahraga Jasmani Dan Kesehatan Pada SD Berbasis E-Learning

Corona virus disease or covid-19 has spread to various countries and has hampered activities in various fields including education. In order to reduce the spread of Covid-19, the government adopted a policy of switching learning to be implemented online. Likewise with MI/SD physical sports and health learning lectures which are carried out online using e-learning learning media. The purpose of this study was to find out the lecture process for physical sports and health in MI/SD and to find out the evaluation of e-learning learning media used in online lectures. This type of research is descriptive research with a quantitative approach. The respondents used were the entire population, namely all students who attended lectures on physical sports and health in MI/SD, totaling 132 students and divided into 5 classes. The results show that at the planning stage a percentage of 76.86% is included in the good category, the implementation stage is a percentage of 78.18% which is included in the good category, the evaluation stage is a percentage of 77.55% which is included in the good category, and the evaluation of e-learning lecture media percentage of 74.58% entered into the good category. Overall the lecture process has been going well and e-learning can be an intermediary for delivering good material in online lectures.
 Keywords: Physical Sport and Health Learning, e-learning

Implementasi Google Classroom Pada Perkuliahan Mahasiswa Semester 2 Pendidikan Matematika ITSNU Pasuruan

Access via the internet to use Google classroom while they lack data packages and unaffordable signals and networks where they live and confusion to use features on Google classroom because it is the first time using. The method used is a qualitative research method with a field research approach and is analytically descriptive. The data collection techniques are using documentation, observation and data collection through questionnaires to several ITSNU Pasuruan semester 2 mathematics education study program students related to the use of Google Classroom in the lecture process. Google Classroom is very useful in the lecture process of ITSNU Pasuruan students. This platform makes it easier for lecturers and students to interact and collaborate online, increase student involvement in the learning process, facilitate the management of assignments and grades, and strengthen students' understanding of information technology. In addition, Google Classroom can also save students' time and transportation costs because they can access lecture materials without having to physically attend class. Therefore, Google Classroom is highly recommended as one of the virtual learning platforms that can help improve the quality of learning process in the future. In the management of online lecture learning, it should be done by involving the help of guidance to use the application at the beginning of the lecture and finding solutions for students whose residence is in remote areas due to the absence of signal which results in hampering online lectures.

Learning from Lecture and Homework: The Case for Studying Intersections of Milieu

ABSTRACT In an online asynchronous vector calculus course, we observed exam answers solved with a formula from online homework instead of the formula from lecture. Our exploratory study investigated (1) why students learned from homework instead of lecture for this topic and (2) their epistemological frames (e-frames) for lecture and homework. Per (1), reasons included studying homework as more efficient than reviewing lectures, difficulty understanding the lecture, and incomplete lecture notes. Per (2), some students see lecture as explaining mathematical meaning and giving them tools to do homework. Students primarily see homework as a space to learn procedures. The results are significant for several reasons. First, they connect homework and lecture learning, rather than treating them separately (as in prior research). A key contribution of the work is both the empirical documentation that students’ lecture and homework learning influence one another, and the implication from this that researchers should attend to learning at the intersections of milieu. A second significance of the work is the preliminary documentation of students’ e-frames for lecture and homework. Characterizing e-frames is important because improvements in student learning may come in part from helping students shift their beliefs about learning and about mathematics as a discipline.

AN ANALYSIS OF LECTURER LEARNING ADVISORY USING PROJECT-BASED LEARNING MODEL ON WRITING SKILL

This study explores how lecturer learning advisors using project-based learning improve second-semester English education students' writing skills at Muhammadiyah University Pringsewu Lampung. Employing descriptive qualitative methods including observations, documentation, and interviews, the research reveals that students initially struggle with expository text structures. However, lecturer learning advisors play a crucial role by raising awareness of their roles as writers and motivating them to excel. This support significantly enhances students' writing skills. The study highlights the lecturer's effective fulfillment of their roles within the project-based learning framework, promoting active student engagement, creativity, and critical thinking

PENERAPAN APLIKASI QUIZIZZ TERHADAP HASIL PEMBELAJARAN TEKS CERAMAH PADA SISWA SMK KELAS XI

The use of technology in the world of education is an effort to encourage renewal so that there is compatibility between the development of the times, learning and students' interests. One of the ICT-based applications used in learning is the quiziz application, which is used as a medium for learning evaluation tools. The purpose of this study was to describe the results of students' responses to the use of the quiziz application on the learning outcomes of class XI Vocational High School students in lecture text material. This study used descriptive qualitative method. The subject taking technique used was purposive sampling, which was taken randomly while the instrument used was a questionnaire. Based on the results of the research that has been done, it is known that the average percentage of effectiveness is 83% in the very good category. Thus it can be concluded that the use of the quiziz application in learning lecture texts can increase student motivation, provide a new atmosphere in the implementation of exams, besides that the design and features in the application are fun so as to attract students' attention.

Presenting points or rank: The impacts of leaderboard elements on English vocabulary learning through video lectures

AbstractBackgroundLeaderboards are a highly popular gamification component used in student learning to enhance motivation, attentional engagement, and learning performance. However, few studies have examined the effects of individual leaderboard elements on English vocabulary learning through video lectures.ObjectivesThe present study aimed to examine how different leaderboard elements (i.e., points and rank) may affect students' English vocabulary learning through video lectures.MethodsA total of 34 students were assigned to groups using different leaderboard elements in a counterbalanced order. Participants' motivation, eye movements, and learning performance were measured and analysed.Results and ConclusionsStudents' leaderboard rank was shown to increase their motivation regardless of whether other elements were present. Eye movement tracking revealed that the presence of the leaderboard increased students' saccades between the questions and the options, and lengthened their dwell time on the learning materials while reducing their dwell time on the non‐learning‐related screen areas. Presenting students' rank alone also improved their learning performance.ImplicationsOur findings strongly support the use of video lectures for English vocabulary learning, with the following recommendations: (1) Instructors should present students' rank on the leaderboard to enhance students' motivation and engagement; (2) Instructors should present only the students' rank on the leaderboard to also enhance students' learning performance.

Use of the Community of Inquiry Framework to Measure Student and Facilitator Perceptions of Online Flipped Classroom Compared with Online Lecture Learning in Undergraduate Medical Education.

The COVID-19 pandemic and a movement away from traditional lecture-based learning have increased the use of online flipped classroom (FC) and active learning models in medical education. The Community of Inquiry (CoI) framework for online learning may be used to evaluate the effectiveness and strengths of the online FC model compared with other learning formats. An observational survey study was conducted to measure medical student and facilitator perceptions of an online FC endocrinology tutorial compared with online lecture experiences. For the tutorial, students were instructed to watch short, pre-recorded lecture videos on thyroid pathophysiology prior to class. During class, small groups of students were paired with a faculty facilitator in online Zoom rooms for case discussion. Students were surveyed using the CoI framework to assess elements of cognitive, social, and teaching presence between the two online learning modalities. Facilitators were also surveyed. Survey questions were rated on a 5-point Likert scale. Fifty-three out of 92 students (58% response rate) and seven out of eight facilitators (88% response rate) completed surveys. In general, students felt that online FC learning improved cognitive, teaching, and social presence compared with online lecture. Areas of cognitive presence (mean score 3.9 ± 1.0 SD), such as stimulating curiosity and applying concepts, were highly rated. Certain elements of social presence (3.6 ± 0.9) and teaching presence (3.7 ± 0.9), such as expression of emotion and communication of expectations, garnered lower ratings. All surveyed facilitators felt that online FC was more effective and enjoyable to teach than online lectures but did not feel it was superior to in-person instruction. Medical students and facilitators viewed an online FC tutorial in endocrinology positively. Most, but not all, areas of the CoI framework were enhanced with the online FC tutorial compared with online lecture-based learning.

Formulation of Blended Learning Lecture Activities Based on the Assessment of Lecturers and Students of the Economic Education Study Program FKIP Universitas Riau

This study aims to formulate blended learning lecture activities based on lecturer assessments and student assessments of the Economics Education Study Program, FKIP, University of Riau. The background of this research is the use of blended learning models that will be used in lecture activities. This study uses a type of quantitative research. This research was conducted at the Economics Education Study Program, FKIP, University of Riau. The size of the population is 92 respondents, with a sample of 19 lecturers and 73 students of the Economics Education Study Program, FKIP, University of Riau. The data collection technique was carried out by distributing questionnaires. The data analysis technique used is descriptive analysis. The results of the study show that face-to-face lecture activities and structured assignment lecture activities are effectively formulated into blended learning while independent learning lecture activities cannot be formulated into blended learning, because the results of lecturer and student assessments show differences in assessment of independent learning lecture activities.

A Study on the Application of Online Speaking Class in Remote Areas: Is the Implementation of the Principle of Education for All Achieved?

Studies on blended and online learning have mostly focused on information and communication technology accessibility. This study investigated aspects other than ICT when students joined the Speaking Class blended and online from remote areas during the COVID-19 Pandemic. This study employed a mixed-method case study. The purposive sampling technique was used to choose two groups of students who enrolled in Speaking Classes at the English Department in the 2020/2021 academic year as the study's sample. The first group (Group A), which included eighteen (18) students, attended fourteen online speaking lectures, whereas the second group (Group B), which included twenty-two (22) students, attended blended learning lectures. The student's achievements in speaking abilities were described. Focus Group Discussions (FGDs) and interviews were used to obtain information about students' problems, and the data were analysed using content analysis. The data analysis revealed that Group B students performed better than Group A students in terms of learning outcomes. The findings of the data analysis from the interviews and focus groups reveal that some problems were encountered, including; 1) interference from family members; 2) absence of a study room; 3) financial difficulty; 4) absence of peers; 5) difficulty to get local transportation; and 6) problem to concentrate. These findings suggest that the applied online learning system has not been able to meet the principles of education for all during the COVID-19 Pandemic. Solutions to the application of online learning in remote areas, highlighting the roles of the local government, are forwarded.

POLA INTERAKSI SOSIAL MAHASISWA DALAM PROSES KOMUNIKASI BELAJAR E-ELEARNING KULINO

Coronavirus Disease 2019 or Covid-19, entered Indonesia indonesia since early 2020. This has an impact on the activities to experience restrictions, including the aspects of Teaching and Learning Activities (KBM) in Higher Education. Based on the Joint Decree of the 4 Ministers, learning activities, especially at tertiary institutions in all zones, must be carried out online. Institution designs a distance learning system use the e-learning system. One of the Best Private Universities in Central Java, namely Dian Nuswantoro University, helped build a distance learning system, namely KULINO, which is a Moodle-based Learning Management System (LMS) in overcoming the Covid-19 Pandemic situation. This research aims to discover the social interactions that occur in online learning using KULINO. This study uses a qualitative research method with a phenomenological approach. Research results show interaction between students and lecturers in synchronous learning is more interactive. In contrast, the asynchronous learning interactions run in one direction so education is not interactive. The form of social interaction in online learning is associative in the form of cooperation and assimilation, while the form of dissociative interaction is in the form of conflict in the task group. Learning that is synchronously intertwined is more interactive, althought it must still be combined with asyncronous. Suggestions that can be given are that lecturers should be able to build interesting situations so that students are not bored and passive during online lectures.

PENGARUH MODEL PEMBELAJARAN DOUBLE LOOP PROBLEM SOLVING (DLPS) TERHADAP HASIL BELAJAR PESERTA DIDIK PADA MATA PELAJARAN FIKIH KELAS X MAN 1 BONE

Abstract This study examines the impact of the Double Loop Problem Solving(DLPS) learning model on student learning outcomes in the scienceclass X at MAN 1 Bone. The primary objective of this research is toassess the influence of implementing the Double Loop ProblemSolving (DLPS) learning model on student learning outcomes in thefiqh class X at MAN 1 Bone. The research follows a quantitativeapproach, utilizing pedagogic methodology, and employs datacollection techniques such as tests and documentation. The study'sresearch design adopts a Quasi-Experimental approach, utilizingthe Nonequivalent Control Group Design research plan. Thefindings indicate a notable effect of the Double Loop ProblemSolving (DLPS) learning model on the learning outcomes of studentsin the fiqh class at Madrasah Aliyah Negeri (MAN) 1 Bone.Specifically, the Double Loop Problem Solving (DLPS) learningmodel proves to be more suitable for use in fiqh lessons,particularly when teaching ownership material in Islamic contracts,as compared to the conventional lecture learning model.Keywords: Double Loop Problem Solving Learning Model (DLPS),Learning Outcomes, fiqh

Motivated to learn? Investigating the link of achievement goals and informal workplace learning of lecturers in higher education

AbstractResearch on lecturers' achievement goals and their impact on professional learning in higher education is a topic that has assumed importance in recent years. However, previous studies have neglected the multidimensionality of informal workplace learning and ignored the differences between self‐based and social‐based informal learning. Based on the Achievement Goal Theory, we propose positive links between learning approach goals and self‐based informal learning, as well as positive links between normative goals and social‐based informal learning. Findings from a first cross‐sectional study with 317 lecturers from higher education institutions in Germany show associations that are largely consistent with our hypotheses. While learning approach goals are moderately related to self‐based informal learning, normative avoidance goals are slightly related to social‐based informal learning. In a second study, 185 lecturers from higher education institutions in Austria received three text‐based vignettes and answered a survey about which teaching‐related informal learning activities they would use in specific situations (i.e., before, during, and after the teaching phase). The results replicate most of the findings from the first study; however, the results are not stable when various control variables are included. Moreover, the associations between achievement goals and informal learning are largely consistent across the simulated semester, although lecturers with strong learning approach goals engage in self‐based informal learning particularly before and during the teaching phase. Our findings provide support for the notion that personal motivational characteristics, in the form of achievement goals, are associated with informal learning in the workplace. We conclude by discussing practical implications for those teaching in higher education.

Effect on signal magnitude thresholding on detecting student engagement through EEG in various screen size environment

In this study, a new method was developed to detect student involvement in the online learning process. This method is based on convolutional neural network (CNN) as a classifier with an emphasis on the preprocessing process combined with a new feature in the form of signal magnitude area (SMA) thresholding. In this study, the data used as training data is a public dataset that emphasizes the decomposition of electroencephalography (EEG) signals into individual signal processing. Twenty subjects were taken to be used as test data, with each subject watching online learning lectures in the field of computer science on three different devices, either with a flat screen, a curved screen or a smartphone screen that is smaller than two standard computer monitors. Based on the study's results, it is known that the change in screen size is inversely proportional to the level of student attention, the smaller the screen, the lower the student's attention. For classification results, the model equipped with SMA thresholding outperformed the standard classifier by 8.33% with a test set of 20 people.

Effect on signal magnitude thresholding on detecting student engagement through EEG in various screen size environment

In this study, a new method was developed to detect student involvement in the online learning process. This method is based on convolutional neural network (CNN) as a classifier with an emphasis on the preprocessing process combined with a new feature in the form of signal magnitude area (SMA) thresholding. In this study, the data used as training data is a public dataset that emphasizes the decomposition of electroencephalography (EEG) signals into individual signal processing. Twenty subjects were taken to be used as test data, with each subject watching online learning lectures in the field of computer science on three different devices, either with a flat screen, a curved screen or a smartphone screen that is smaller than two standard computer monitors. Based on the study's results, it is known that the change in screen size is inversely proportional to the level of student attention, the smaller the screen, the lower the student's attention. For classification results, the model equipped with SMA thresholding outperformed the standard classifier by 8.33% with a test set of 20 people.

The Effectiveness of VILCON'S Blended E-Learning Model in the Covid-19

Along with development existing technology , implementation from Internet use for learning one of them is e-learning. On the situation the Covid 19 pandemic required online learning . Applied online learning No free from objective same learning . As partners and facilitators, lecturers demanded selecting and processing the learning process , so need consider the use of appropriate learning models with characteristics eye college. Selection of the learning model used influential to quality and yield learning. Study This held in framework test the effectiveness of the ViLCon blended e-learning model that has been developed in offline or online learning so learning going on with effective and efficient so that objective Study reached. Study This including quasi- experimental research . Research design experiment used in study is a one group pre-test post-test design. test used has analyzed its validity with tested validity and reliability. Validity test carried out on 40 students class A validity test instrument form question choice double. For measurement done with use help SPSS application. Score average test initial (pretest) understanding draft student before learning is of 38.33% of ideal score and percentage average posttest score of 74.63% of ideal score . Meaningfulness enhancement from percentage average pretest and posttest scores can represented by the average normalized gain that is of 0.59. If confirmed in category from Hake (1999), then results enhancement the including in category medium. this show that use of the VilCon Blended E-learning learning model effective in increase understanding draft students in lecture learning models math. Based on analysis the results and discussions that have been studied outlined can concluded that module VilCon Blended E-Learning learning in learning model lectures mathematics effective used For increase results learning and motivation Tadulako University PGSD student.

UNDERGRADUATE ENGINEERING STUDENTS’ ATTITUDE TOWARDS THE USE OF PHYPHOX IN PHYSICS EXPERIMENT

During the pandemic, the faculty of engineering at Trisakti University still used old apparatus and onsite learning in practical lectures, albeit with some COVID restrictions. Nowadays, when the pandemic is going out the faculty is trying to implement a new method in practical lectures using a smartphone-based application to enhance the effectiveness of physics experiments. This research aims to discover the students’ attitudes toward the use of Phyphox in physics experiments and to examine the differences in the attitude between students with various backgrounds, such as gender, department, smartphone use, and prior experience. Two hundred self-developed questionnaires were delivered to seven departments in the faculty of engineering that have participated in this research. The findings indicated that: gender correlated to significant differences in some factors of attitude; smartphone use did not affect attitude; students with prior experience showed more positive attitude; and the major taken by students correlated with majority of factors of attitude towards the use of Phyphox in physics experiment. This research article presents a case study of the integration of the Phyphox application, that utilises the smartphones' integrated sensors in hands-on physics experiments, in an inquiry framework.

PENGARUH METODE PERCOBAAN TERHADAP LITERASI SAINS DAN HASIL BELAJAR KOGNITIF SISWA KELAS V SEKOLAH DASAR KECAMATAN CAKRANEGARA

According to the results of PISA 2018 and researcher’s observations, scientific literacy skills and students' cognitive learning outcomes are still lacking. This study aims to determine the effects of science experiments on scientific literacy and student cognitive learning outcomes. This research design used a non-equivalent control group with a quasiexperimental type. The research sample was consisted of 3 fifth grade elementary schools located at Cakranegara region. The data were collected through tests and questionnaires filled out by students. Data were analyzed using independent sample t-test and MANOVA. The analysis showed the following results: first, the scientific literacy ability of students who took part in learning using the experimental method has significant more influential than students who took part in learning using the lecture method (tcount = 8.926; p <0.05). Furthermore, both cognitive learning outcomes of students who took part in learning using the experimental method were significantly more influential than students who took part in learning using the lecture method (tcount = 4.435; p <0.05). Third, the scientific literacy ability and cognitive learning outcomes of students who participated in learning using the experimental method were significantly more influential than students who participated in the lecture learning method (F = 42,375; p < 0.05). From these results, it could be concluded that the experimental method can be applied by teachers as one of the learning methods that has a positive influence on the progress of scientific literacy skills and students' cognitive learning outcomes in science learning

STUDI KEMAMPUAN LITERASI NUMERASI PADA MOTIVASI BELAJAR SISWA DENGAN MODEL REALISTIC MATHEMATICS EDUCATION BERBANTUAN E-MODUL

The research discussed the numeracy literacy skills in terms of student learning motivation in realistic mathematics education (RME) based on e-modules. The methodology is a qualitative and quantitative research. The sample is drawn in simple random sampling, four randomly selected classes from the six existing classes. The questionnaires are focused on question of the numeracy literacy ability tests and student learning motivation. To test the effectiveness of RME learning, we approaches using regression analysis, t tests of the independent mean on pair and one sample data. The results showed that student learning motivation has an influence on numeracy literacy ability, there is a significant difference between the numeracy literacy ability of students who are taught using RME learning methods and classical lecture learning methods, where students who are taught with RME have better numeracy literacy skills, namely completing the minimum completion criteria (KKM) compared to students who are taught using the classical lecture learning method. Student learning motivation in the realistic mathematics education learning approach has a more effective influence than student learning motivation in classical lecture learning