Lesson Plans Research Articles

Pengembangan Perangkat Pembelajaran dengan Strategi dan Metode Pembelajaran dalam PAI

This study aims to analyze various learning strategies and methods used in the development of PAI learning tools. This writing uses the library research method, which is a research approach that relies on data sources from various literatures such as books, scientific journals, articles, and other writings relevant to the topic. The research method used in this literature study is a descriptive qualitative approach, which aims to collect, analyze, and synthesize various literature regarding the development of learning tools with learning strategies and methods in Islamic Religious Education. The results of this study indicate that the development of Islamic Religious Education learning tools, such as syllabus, lesson plans, LKPD, and modules, needs to be designed to cover the cognitive, emotional, and spiritual aspects of students. Learning strategies should be varied and appropriate to students' characteristics, including direct, indirect, interactive, experiential, and independent strategies. A systematic and participatory approach allows educators to guide students to understand and practice religious values. Effective learning methods, such as lectures, discussions, assignments, and projects, encourage students to actively participate, think critically, and apply religious values in daily life.

Analysis of high-frequency errors and linguistic patterns in EFL medical students’ English writing: Insights from a learner corpus

BackgroundThe perceived language barrier in English is said to hinder, and in certain instances, impede the global dissemination of knowledge, including medical information, to non-native English speakers within medical institutions. As English for medical purposes instructors, we contend that the issue persists in medical universities across various EFL contexts. Medical students face the challenge of presenting their research findings in English for international journals and conferences. Given this, the present research study aimed to compile a comprehensive catalog of high-frequency errors and examine them in recurring linguistic patterns commonly found in the writing of Iranian medical students.MethodsIn conducting the present study, we developed a learner corpus of 1,040 essays (339,040 words and 18,235 sentences in total). Through using the results obtained from Wordsmith Tools 8 and sifting the leaner corpus, we identified 11 high-frequency errors and five commonly used linguistic patterns.ResultsOnly five out of 11 high-frequency errors account for 61% of the total number of errors. Results also showed that a majority of errors were of grammatical nature. In this regard, cohesion and cohesive devices (16%) were the most prevalent errors followed by omission/misusing of articles/determiners (14%). Additionally, results showed that discourse markers were extensively used in the corpus (22.07%), followed by hedges (11.42%).ConclusionsThe outcomes of this study are expected to assist English for medical purposes instructors in designing focused lesson plans and classroom activities. Ultimately, these efforts might contribute to enhancing medical education in non-English speaking universities.

Peningkatan Kemampuan Pedagogi Mahasiswa Melalui Model Lesson Study pada Mata Kuliah Microteaching

The purpose of this research is to improve students pedagogical skills through a lesson study model in microteaching courses. The type of research conducted is descriptive research with a qualitative approach. The subjects of the study were 6 students from the Mathematics Education, Biology Education, English Education and Indonesian Education Study Programs at the Faculty of Teacher Training and Education, Iqra Buru University. Data collection uses observation sheets on the lesson plans made and the learning implementation process. The results of the research obtained are: 1) in preparing the learning implementation plan), from the 7 aspects that were assessed, namely: (1) the completeness of the identity of the RPP is obtained from 65% to 85%; (2) the formulation of learning objectives was obtained from 67.8% to 90%; (3) The description of the subject matter was obtained from 65% to 85%; (4) learning methods, strategies and media were obtained by 58%; to 92.6%; (5) the learning plan was obtained by 66.6%, to 84.3%; (6) The assessment was obtained by 70%, to 90%; and (7) learning resources were obtained by 75%, to 88.5. 2) Implementation (Do) with the application of lesson study there was a very good increase where from 3 aspects that were assessed to obtain ideals, namely (1) Introduction, 68.7% to 88% of categories; (2) Core, 61.6%, to 85%; and (3) 65% cover to 95. In conclusion, the application of the lesson study model in microteaching courses can improve students' pedagogical teaching skills.

Creation of Stem-Centers Within Experimental Activities (Best Practices)

The article is devoted to the analysis of the organization of the creation of STEM centers as innovative educational environments aimed at the formation and development of STEM competencies and creative activity of education seekers, the development of innovative models of education and the professional improvement of pedagogical workers in the STEM direction. It was found that the organization of the creation of STEM centers requires the provision of organizational, scientific-methodical, material and technical conditions and personnel support. It was determined that the organizational conditions include the development and adoption of the necessary regulatory documents that determine the principles of STEM-centers' activities. The scientific and methodological conditions provide for the development and adaptation of educational programs and educational and methodological materials, lesson plans and manuals focused on the integration of STEM disciplines. Material and technical conditions provide for the availability of modern equipment, computer classes, laboratories, workshops, software and other technical means and resources. Staffing requires the involvement of qualified teachers, trainers, instructors, methodologists, specialists in STEM disciplines. The study is aimed at studying the best practices of creating STEM centers within the framework of the implementation of an innovative educational project at the all-Ukrainian level on the topic "Organizational and scientific-methodical conditions for the creation of STEM centers" in 2022-2027. The author of the article provided practical recommendations for organizing the creation of STEM centers, taking into account the results of the survey of basic educational institutions of the innovative educational project and the needs of modern education.

Science in the Language of the Heart: Ukrainian Language and Literature in the New Ukrainiian School as a Driver of STEM Development

The article outlines the pathways for integrating STEM disciplines into the planning of Ukrainian language and literature lessons in secondary education institutions within the framework of the New Ukrainian School. It substantiates the growing need for interdisciplinary approaches that foster the development of core competencies while considering the advantages, potential risks, and limitations of the proposed methods. The emphasis is placed on the importance of combining humanities with natural and mathematical sciences to enhance students' understanding of a holistic worldview, illustrating the need to avoid focusing solely on one aspect of development (so-called «humanitarians» and «technocrats»). The article offers theoretical and practical recommendations for developing STEM projects that engage students in creative literary exploration through applying scientific principles and doctrines. The effective combination of STEM education principles with the field of philology enables the creation of a dynamic and effective educational environment where students perceive the interconnectedness of knowledge, develop a well-rounded intellect, and receive foundational preparation for higher education. Methods of linguistic analysis of scientific texts are discussed, demonstrating how language skills can be enhanced through scientific discourse. To illustrate the material, approximate schemes for planning integrated lessons with specific examples from both linguistic-literary and scientific perspectives are provided. To improve understanding and engagement of modern students, emphasis is placed on using digital tools and platforms that ensure integration, including online resources, interactive modeling, multimedia content and artificial intelligence. The necessity for alignment among educators of various disciplines is evident to ensure a fair assessment of proficiency in the state language and scientific literacy, which is a crucial issue during wartime when language matters become increasingly prominent, alongside scientific and mathematical literacy, for building an intellectually developed country.

Improving Footwork Learning Outcomes in Badminton Through Shuttle Run Training Model Among Eighth Grade Students of State Junior High School 13 Palopo

The purpose of this study is to determine whether shuttle run training can improve footwork learning outcomes in badminton among eighth grade students of State Junior High School 13 Palopo. This study was conducted at State Junior High School 13 Palopo over a period of 1 month. The research employed Classroom Action Research (CAR) methods, encompassing two cycles, each consisting of two meetings. The research population comprised eighth grade students of State Junior High School 13 Palopo, with a total of 13 students, including 7 boys and 6 girls. The instruments or measurement tools used in this study included rackets, shuttlecocks, and cones. The assessment points utilized affective, cognitive, and psychomotor evaluation sheets. The results obtained through two cycles showed that in the first cycle, 7 students met the Minimum Mastery Criteria (MMC) while 6 students did not. However, in the second cycle, 12 students met the MMC and 1 student did not. The MMC was determined based on the lesson plan prepared by the school teacher, where a score of ≥77 meets the MMC and a score of ≤77 does not meet the MMC. Based on this criterion, from the second cycle, 12 students met the MMC and 1 student did not meet the MMC out of a total of 13 students based on the three domains tested, namely cognitive, affective, and psychomotor, the average score was 82.5.

Virtual Digital Laboratory Vernier as a Tool of Implementing STEM-Education Principles in Physics Lessons

The article highlights the results of the theoretical and methodological analysis of the issue of the use of the Vernier digital virtual laboratory as an innovative tool for implementing the principles of STEM education in physics lessons in high school. The purpose of this research paper is to justify the feasibility of integrating digital laboratories into the physics curriculum, which allows for its modernization through the integration of science, technology, engineering and mathematics. The study's methodological foundation is based on the active learning concept developed by D. Sokoloff, R. Thornton and P. Laws. According to it, the active nature of learning physics using the Vernier digital laboratory is ensured by the ability to conduct real, high-precision, and multiple measurements of various physical quantities, analyze the obtained data, visualize them as graphs or charts, and interactively adjust and generalize the results of the experiment. The main advantages and disadvantages of using this innovative learning tool have been analyzed, and its compliance with safety, accessibility and adaptability requirements has been determined. The content of implementing the scientific, technological, engineering and mathematical aspects of STEM education through the methodology of using the Vernier digital laboratory in physics lessons has been explored. An example of a tentative lesson plan for a physics class using the Vernier digital laboratory is provided. Based on the conducted research and the practice of using the Vernier digital laboratory in middle school physics lessons, it has been concluded that it has significant and comprehensive educational potential as an innovative tool for implementing STEM education principles.

Co-Design and Refinement of Curriculum-Based Foodbot Factory Intervention to Support Elementary School Nutrition Education.

School-based nutrition education interventions can support the development of children's food literacy and healthy eating habits. The Foodbot Factory serious game was developed to support school nutrition education based on Canada's Food Guide and Ontario curriculum. The objective of this research was to refine the Foodbot Factory intervention to include curriculum-based lesson plans that had a high-level of acceptability by stakeholders to support implementation by teachers in classrooms. A co-design approach was used to engage teacher and dietitian stakeholders in developing five lesson plans for the intervention, who contributed to creating the intervention content in three stages. The stages included reviewing and providing feedback on the initial draft of the lesson plans, participating in facilitated discussion rounds to come to a consensus on the changes required, and completing a final review of the intervention's acceptability. Qualitative data included notes on the lesson plans and recordings from meetings that were analyzed thematically. During the first co-design stage, major revisions were suggested for two-fifths of the lessons by stakeholders. Further stakeholder suggestions were discussed and integrated into the intervention from facilitated discussions, improving the lesson plan content and intervention feasibility. All stakeholders agreed that the final version of the intervention was acceptable and would support classroom nutrition education. Five lesson plans were created and compiled into a unit plan, containing additional teaching resources, to support nutrition education with Foodbot Factory. The co-design process greatly improved the Foodbot Factory intervention and its feasibility for classroom implementation. Including diverse stakeholder perspectives led to unique and different insights to improve the intervention.

TECHNOLOGIES FOR DEVELOPING STUDENTS' PHRASEOLOGICAL COMPETENCE IN ENGLISH LANGUAGE LESSONS (BASED ON EXAMPLES FROM GRADES 5-9)

This article explores the significance of developing phraseological competence in English language lessons for students in grades 5-9. It highlights the importance of idiomatic expressions, collocations, and fixed phrases in achieving effective communication and language proficiency. The article presents various technological tools, including interactive learning platforms, digital storytelling tools, online phraseology resources, video and multimedia resources, and mobile applications, that can enhance students’ understanding and use of phraseological units. Practical classroom examples illustrate how these technologies can be integrated into lesson plans to foster engagement and collaboration among students. Ultimately, the article underscores the role of educators in equipping students with the necessary skills to navigate the complexities of the English language, preparing them for success in diverse contexts.

Theories and Practices in Learning and Assessment for Postgraduate Medical Education: A Review.

This literature review explores key theories and practical strategies in postgraduate medical education. It examines essential learning strategies, such asdidactic and experiential teaching methods, structured lesson planning, and models such as Maslow's hierarchy and Kolb's experiential learning cycle. Active learning techniques and feedback models, crucial for guiding medical trainees' growth, are also discussed. The review then shifts focus to assessment, looking at both formative and summative approaches, Miller's pyramid of competence, and Van der Vleuten's utility equation. By evaluating assessment formats, blueprinting, and feedback, this review offers insights into educational strategies that enhance postgraduate medical training.

사운드 스케이프에서 사운드 디자인으로: 샘플링 패드를활용한 소리 창작 활동 프로그램의 효과

The purpose of this study is to examine the effects of a class that was conducted using soundscapes and editing programs to create and present works related to sound. To achieve this, a 5-month course consisting of two parts and four stages was conducted for pre-service teachers. The first part focused on understanding the concept of soundscapes and exploring the properties of sound, while the second part involved collecting sounds and then using editing programs and sampling pads integrated with artificial intelligence technology to present artistic works. The analysis was conducted using continuous observation and questionnaires in the form of reflections. The research results showed that, first, learners became sensitively attuned to everyday sounds and redefined their relationship with sound and music. Second, the use of sampling pads integrated creation with performance activities, providing new experiences in sound expression. Third, learners developed their own ideas into lesson plans. Overall, it was confirmed that the relationship between sound and musical art is not separate but begins in everyday life and is brought to life through the creator's reflections. Additionally, the meaning gained from the process of creating the work is valued.

THE IMPACT OF ARTIFICIAL INTELLIGENCE ON TEACHING CAREERS: PEDAGOGICAL, ADMINISTRATIVE AND ETHICAL CHALLENGES AND OPPORTUNITIES

This article reviews the impacts of Artificial Intelligence (AI) on teaching careers, with a focus on the pedagogical, administrative, and ethical dimensions, based on an analysis of recent studies (2022-2024). In the pedagogical dimension, AI has the potential to personalize teaching through adaptive systems and virtual tutors, adjusting content to students needs. However, this personalization could compromise teachers autonomy, as they may become dependent on algorithms for decisions regarding lesson pacing and content. In the administrative dimension, AI automates tasks such as grading and lesson planning, allowing for more teaching-focused time. However, this requires new training and technological adaptations, which may increase teachers workloads. In the ethical dimension, challenges such as data privacy, algorithmic bias, and digital exclusion could exacerbate educational inequalities. The article provides recommendations for leveraging AI as a teaching aid while preserving teacher autonomy and ensuring ethical and inclusive implementation. Methodological limitations, such as the narrow temporal scope and the lack of long-term impact studies, are acknowledged. The article also calls for future research on AI integration in various educational contexts and the development of public policies to ensure equitable technology adoption in schools and universities.

Sustainability Development in the Context of Edible Coating for Fruits and Vegetables in Chemistry Learning: Qualitative Content Analysis

This study aims to develop teaching-learning sequences (TLS) in the context of edible coatings for fruits and vegetables that integrate Education for Sustainable Development (ESD) in economic, environmental, and social aspects. TLS can be applied to create lesson plans or teaching materials in chemistry learning. This research used Qualitative Content Analysis, following four key stages: material collection, descriptive analysis, category selection, and material evaluation. Data were gathered from the analysis of fifty-eight literature sources and validated by five experts in terms of content validity. Validation experts are experienced four lecturers from chemistry education field and one doctoral student. The results of this research are as follows: TLS divided into four sections, postharvest losses, edible coating materials, preparation and characterization of edible coatings, and potential edible coatings to support sustainable living based on SDG-related points Zero Hunger (SDG 2), Good Health and Well-Being (SDG 3), Quality Education (SDG 4), Industry, Innovation, and Infrastructure (SDG 9), Responsible Consumption and Production (SDG 12), Climate Action (SDG 13), and Life on Land (SDG 15). The validation confirmed that the TLS content is appropriate for chemistry learning with ESD content

Analysis of Professional English Teachers' Competencies at EFL Junior High School

Competence refers to the knowledge, skills, and attitudes that teachers and lecturers must possess in order to perform their professional obligations. The purpose of this study is to describe English teachers' pedagogical and professional competency at SMP IT Hasanka Boarding School Palangka Raya. This study takes a qualitative approach with descriptive methods. Interviews, observation, and documentation were utilized to obtain data. The data analysis approach used for this study recommended by Miles & Huberman include data reduction, data display, and making conclusions. Test Data Credibility Using Reference Materials and Test Credibility with Member Check used to ensure that data is valid. The findings of this study indicate that English teachers at SMP IT Hasanka Boarding School Palangka Raya have good pedagogical ability. English teachers can understand students' personalities, create lesson plans and learning tools, realize potential, evaluate learning results, and establish curriculum. Then, English teachers at SMP IT Hasanka Boarding School Palangka Raya can be concluded that teachers have carried out professional competencies quite well. English Teachers can understanding and mastering teaching materials, used learning methods, used media and learning resources, conduct assessments and evaluations, and participated in continuous professional development activities. However, the pedagogical ability and professional competence of English teachers at SMP IT Hasanka Boarding School Palangka Raya is generally adequate. The implications for this study are theoretical and practical implications.

버나놀이를 활용한 초등 국악 수업의 연구와 실제

This study aims to help students understand the emotions embedded in Korean music and appreciate the intrinsic values of cultural arts by engaging them in specific activities and diverse experiences through gugak classes. To achieve this, an on-site research lesson utilizing beona-nori (a game of spinning with beona) from cultural heritage included in elementary school textbooks was conducted. The study proposes results and instructional strategies to facilitate the meaningful application of beona-nori in future lessons. Traditional Korean games are composed of songs, dances, and various tools, making them accessible to people of all ages. This broad applicability suggests that their integration into elementary education is highly feasible. Among these games, beona-nori is particularly suitable for elementary gugak education as it can stimulate students' interest and provide rich sensory experiences through its use as a cultural and artistic educational tool. However, it has been observed that many teachers still find gugak challenging. They often feel unsure about teaching it or perceive the content itself as difficult. Therefore, exploring various methods that enable teachers to actively engage with students through play is essential. Field-based research, in particular, captures practical examples of gugak classes, thus reducing the burden of lesson planning and offering direct assistance in applying these methods effectively. This study was conducted with 24 fifth-grade students at H Elementary School in Gyeonggi Province. Given that this research was conducted in an elementary school setting, the proposed teaching methods are deemed feasible for implementation, considering the context of each school. However, given the small scale of the study, generalizing the findings may be challenging.

Adapting the English Language Teaching Curriculum to Overcome Resource Limitations in Rural Areas

This research explores the adaptation of the English Language Teaching (ELT) curriculum to address the significant resource limitations faced in rural areas, specifically in Sorong, West Papua, Indonesia. The study aims to investigate how teachers creatively modify lesson plans, instructional methods, and assessment strategies in environments lacking essential resources, such as teaching materials, technological tools, and professional development opportunities and the impact on the students’ outcomes. Using a qualitative multi-case study approach, data were gathered through semi-structured interviews, classroom observations, and document analysis over a two-month period. The findings reveal that teachers employed various strategies to cope with resource constraints, such as simplifying lesson content, utilizing locally available materials, and incorporating peer collaboration in the classroom. These adaptations resulted in enhanced student participation and improvements in oral communication skills. However, significant challenges were observed in fostering literacy, particularly reading and writing skills, due to the scarcity of instructional resources and limited teacher training. Moreover, while short-term engagement and speaking proficiency increased, the long-term impacts on overall English proficiency remained limited. The study underscores the need for comprehensive professional development for rural teachers and better access to teaching materials to fully bridge the educational gap between urban and rural students. Ultimately, these findings offer valuable insights for future curriculum development aimed at improving language education in resource-limited settings.

Innovative Learning Planning in the Pancasila Student Profile Strengthening Project in Islamic Religious Education in Madrasah Ibtidaiyah and Elementary Schools

This research aims to examine innovations in lesson planning within the context of the Project to Strengthen the Students Profile of Pancasila in Islamic Education at Madrasah Ibtidaiyah and Elementary Schools. Through a literature review method, the study identifies innovative strategies that can be applied to enhance the Pancasila student profile. The analysis includes educational theories, previous research, and the concept of the Pancasila student profile, along with its relevance to Islamic education at the elementary level. The findings indicate that innovations in lesson planning – such as using educational technology, project-based learning approaches, and integrating Pancasila values into the curriculum – can improve the effectiveness of teaching and learning. These findings have practical implications for educators in designing and implementing innovative teaching strategies to support strengthening the Pancasila student profile.

The Effectiveness of Case Method in Teaching Calculus using Lesson Study Model

This literature review focuses on the effectiveness of the case method in teaching calculus using the lesson study model. It is structured around three key components: lesson planning, lesson implementation, and evaluation of the teaching process. The first section explores how the case method informs the development of lesson plans, emphasizing real-world problems and student-centered learning strategies to enhance conceptual understanding in calculus. The second section analyzes the practical application of these lesson plans, detailing the interaction between instructors and students, the role of collaboration, and adaptive teaching practices. Lastly, the evaluation phase examines how the lesson study model supports reflective teaching, enabling continuous improvement through feedback and analysis of student outcomes, ultimately leading to more effective calculus instruction.

The Effects of Cooperative Learning Approaches on Emotional Involvement to Enhance Artistic Creative Literacy among Third-Grade Art Students in Chinese Secondary Vocational School

This study focused on the Yuehua Secondary Vocational School students in Dezhou City. The objectives of this research were: (1) study the cooperative learning method’s impact on the emotional involvement of art majors in secondary vocational schools, (2) to investigate how students’ emotional involvement influences their learning outcomes and artistic creativity literacy in the context of cooperative learning methods at the criteria of 70%, and (3) to examine the effect of emotional involvement affected on learning outcomes and artistic creativity. Krejcie and Morgan’s table shows that the research sample included 1400 students, with a subset of 302 students, who finally participated in this study. The research employed a mixed-methods approach, combining both quantitative and qualitative analysis. To interpret the data, statistical analysis was conducted using percentages, means (M), standard deviations (SD), and narrative analysis. The primary research tools were questionnaires, tests, and lesson plans. The results revealed that: (1) the overall mean score for all variables was 3.76, with a standard deviation of 0.88, indicating a generally high level of agreement among respondents; (2) based on the test results, 70% of the students who participated showed that emotional involvement positively affected their learning outcomes and artistic creativity, as evidenced by the majority receiving grades of “Very Good” or “Excellent”; and 3) after implementing the emotional involvement difference before learning outcomes and artistic creativity literacy at the mean of 58 with a standard deviation of 0.98. These findings suggested that cooperative learning methods significantly enhanced students’ emotional involvement, positively influencing their academic performance and creative abilities. The study underscored the importance of creating emotionally engaging cooperative learning environments. Recommendations included personalizing learning approaches, strengthening teacher-student relationships, providing professional development for teachers, and incorporating technology to boost emotional involvement and creative outcomes further. Future research should explore the longitudinal impacts and the integration of advanced educational technologies to improve cooperative learning strategies continuously.

Sentiment Analysis as a Tool for Optimizing Educational Strategies and Business Communication

This paper explores the complex role of sentiment analysis, a natural language processing (NLP) technique, in various areas, with a particular focus on its application in education and business English learning and communication. Sentiment analysis, which involves extracting and classifying sentiments from text data, is increasingly used worldwide to look into public opinion, customer feedback, and market trends across industries. The paper highlights the potential of sentiment analysis in improving education. Specifically, it examines the integration of sentiment analysis into business English lessons at tertiary level, suggesting two lesson plans designed to equip students with practical skills in employing sentiment data for effective communication. The challenges of implementing such lesson plans are also discussed, alongside some broader implications of sentiment analysis in educational contexts.