Life-based Learning Research Articles

Conceptualization of Qualitative Interview: A Reflection from the Practice

This methodological reflection on ‘interview’ is based on my research work on, “An Ethnographic Study into Indigenous Knowledge and Life-based Learning of Dhimal Community”. The objective is to reflect on the steps that involve procedures based on personal experiences of developing and conducting the interview during an ethnographic field study. So, this reflection sheds light on how I carried out an ethnographic interview in the Dhimal indigenous community to generate data. The methodology employed in the field was an ethnography that engages the researcher as a participant who utilizes several methods depending upon the field's necessity. I visited research participants formally and informally at their homes and worksites to generate the data until were saturated. I maintained privacy and security that uphold the protection of their responses, and anonymity as an ethical consideration. The study reveals that ethnographic interviews oppose the pre-scheduled interview activities and take place through several negotiations and mutual understanding among the research participants depending on the context. Equally, the self-reflexivity of the researcher is crucial in every negotiating step to be followed, and such negations go beyond the formal context of the interview.

The Effect of Life-Based Learning Applied in Science Lesson on Students' Attitudes and Motivation

Bu çalışmanın amacı ortaokul altıncı sınıf vücudumuzdaki sistemler ünitesinin öğretiminde yaşam temelli öğrenme (YTÖ) yaklaşımı kullanımının öğrencilerin fen bilimlerine ilişkin motivasyonları ve tutumları üzerine etkisini araştırmaktır. Araştırmanın çalışma grubunu Erzincan ili merkezinde bulunan bir ortaokulda öğrenim gören toplam 79 altıncı sınıf öğrencisi oluşturmaktadır. Ön test-son test kontrol gruplu yarı deneysel desen ile yürütülen çalışmanın verileri “Fen Bilimleri Tutum Ölçeği” ve “Fen Bilimleri Motivasyon Ölçeği” ile toplanmıştır. Elde edilen veriler SPSS 25 programı ile analiz edilmiştir. Çalışma süreci on hafta sürmüştür. Araştırma konusu kontrol grubuna öğretim programında belirtilen şekliyle yapılandırmacı yaklaşıma göre işlenmiştir. Çoğunlukla dersler sınıf içerisinde işlenmiş olup bazı derslerde akıllı tahta üzerinden uygulamalar yapılmıştır. Kontrol grubunda üniteyle ilgili konu ve kavramlar verilmiştir. Deney grubundaki öğrencilere yaşam temelli öğrenme yaklaşımı ile desteklenen eğitim verilmiştir. Araştırma kapsamında deney grubu için geliştirilen etkinlikler ders planlarına sadık kalınarak uygulanmıştır. Araştırma verileri çalışma sonucunda YTÖ yönteminin kullanıldığı deney grubu ile kontrol grubu öğrencilerinin tutum ve motivasyon puanları arasında istatistiksel olarak anlamlı bir farklılığın oluşmadığı belirlenmiştir. Bu durumun nedeni olarak öğrencilerin ön test puanlarının yüksek olması ve başlangıçta yüksek düzeyde motivasyona ve tutuma sahip öğrencilerin son test puanlarını artırmalarına rağmen istatistiksel olarak anlamlı bir fark oluşmaması şeklinde belirtilebilir. Bu araştırmanın benzeri farklı seviyedeki sınıflara ve farklı öğrenme alanlarına yapılarak araştırmanın genelliği arttırılabilir. Yapılan bu çalışma öğrencilerin fen bilimlerine olan tutumlarını ve motivasyonlarını incelemekle sınırlandırılmıştır. Benzer çalışma öğrencilerin fen bilimleri alanında akademik başarılarını ve öğrenilenlerin akılda kalıcılığını tespit etmek için yapılabilir. Ayrıca yapılacak çalışmalarda öğrenci görüşlerine yer verilmesi önerilmektedir.

Orientation of learning Mandarin among second year students of Mandarin study program

The curriculum at the Chinese Language Study Program Malang State University is periodically reviewed once every year. The Chinese Language Study Program curriculum at Malang State University has been structured based on a Life-based Learning Curriculum. The preparation of this catalog has been attempted based on the conditions and developments at the time this catalog was published. It is intended that the curriculum used continues to develop for the better and in accordance with the needs from time to time. Curriculum improvements continue to be made in addition to adjusting needs as well so that students are able to compete and face the world of work. Therefore, the curriculum presented must keep up with the times, but not be carried away by the changing times. The purpose of this research is to find out the learning orientation of Mandarin language Chinese Language Study Program the second year students. This type of research is a type of qualitative research. Researchers want to dig up in-depth information about the orientation of students of the Chinese Language Study Program, State University of Malang, the second year students towards learning Mandarin. The results of this study indicate that second year of students consists of students who have a extrinsic and intrinsic orientations that appear side by side with instrumental and integrative orientations.

Exploring the model of thematic life-based learning strategic

Exploring the model of thematic life-based learning strategic

Implementing Task-based Learning (TBL) for Learning German in Indonesia

An effective approach is needed to implement life-based learning and improve students’ capability in mastering and using the German language. A task-based approach is one such method that supports learning that prioritizes life-based learning. Gradually arranged assignments and exercises are expected to help develop the learner’s German language competence. Appropriate tasks and exercises should be selected so that learning objectives could be achieved optimally. Therefore, this research is expected to optimize the quality of learning through a task-based learning approach in accordance with modern learning guidelines that prioritize the improvement of German language teachers’ capabilities in Indonesia. The current study used a qualitative research design to see the effectiveness of the task-based learning approach with the Rückwärtsplanung planning model for learning German in Indonesia. Data were taken from 30 German-language teachers from all over Indonesia who took part in the e-workshop task-based learning with the researchers themselves and other collaborators. The data used is a lesson-plan document prepared by the teachers to study the outcomes of lesson plans that were created with a task-based learning approach. The results of the study showed that most of the lesson plans prepared by the teachers had not yet fully adapted the task-based learning approach of the Rückwärtsplanung planning model. Teachers had difficulty determining the right exercises for the assigned task, so the exercises do not support the achievement of learning goals.
 Keywords: life-based learning, task-based learning, Rückwärtsplanung

The Practicality and Effectiveness of Direct Learning Model by Using Life-Based Learning Approach

This study aims to produce a direct learning model with a life-based learning approach that is feasible, practical, and effective to improve the learning outcomes of students at Morris Sidoarjo. This research method uses the Dick and Carey development model with the one-group pretest-posttest design research design. The data collection process was carried out using observation, questionnaires, and giving tests to students. The research instruments obtained were student activity questionnaires, student response questionnaires, learning observation sheets, and student learning outcomes tests. The sample of this research is 20 students at the Morris Sidoarjo course. The research indicated that the direct learning model with a life-based learning approach was practical in its use to improve course participants' learning outcomes at Morris Sidoarjo in the Yogyakarta, which was shown by the excellent category of learning and activity of students. Second, the direct learning model with a life-based learning approach is effective in improving the learning outcomes of course participants at Morris Sidoarjo in the Yogyakarta, which is shown by the results of the calculation of the N-Gain test showing an increase in learning outcomes with a value of 0.8 in the high category. From these results, the model built with a life-based learning approach can be implied as an alternative and reference for developing learning models in course institutions.

Feasibility of Developing Direct Learning Models With a Life Based Learning Approach

This study aims to analyze the feasibility of the results of the learning model instrument, textbooks, student worksheets, assessment sheets, and learning implementation plans. This study uses the Dick and Carey development model. There are 7 steps in Dick and Carey's learning, including 1) Identifying learning objectives, 2) Conducting learning analysis, 3) Analyzing student characteristics and learning context, 4) Formulating specific learning objectives, 5) Developing learning instruments, 6) Developing strategies learning, 7) Developing and selecting learning materials, 8) Designing and developing evaluation and assessment, 9) Revising learning programs, 10) Implementing and developing evaluations. Based on the results of the study showed that the research instruments in the form of the results of the learning model, textbooks, student worksheets, assessment sheets, and learning implementation plans scored good criteria. The direct learning model with a life-based learning approach is suitable for use as a learning model in improving student learning outcomes. This can be shown by the validity of the instrument.

The Integration of Life-Based Learning Based Local Wisdom in the Development of Innovative Biotechnology Learning Models

The development on biotechnology research is on the rapid growth. Biotechnology is assumed to be able to solve the needs problem in the community. University of Jember has developed a biotechnology research which focused on the fields of agricultural and health biotechnology. However, the result of biotechnology research has not been entirely integrated yet into the learning at schools, college, and community education. This research was intended to associate the products of biotechnology research with the innovative life-based local wisdom learning and developed local wisdom. Later on, the integration of life-based learning and local wisdom in regards to the development of biotechnology was able to be implemented at school, university and the community. Junior and senior high school, university and local community in East Java were selected as the subjects of this research. Ten-step model of developmental research was applied on this research (Borg and Gall, 1989) covering collecting research and information, planning, developing preliminary forms of product, testing the preliminary field, the revision on main product, testing the main field, the revision on operational product, testing the operational field, the revision of final product, and dissemination and implementation. The results of this research revealed that life-based learning model with local wisdom in the development of innovative biotechnology learning were valid, effective and efficient.

Pengembangan Buku Pengajaran Mikro Berbasis Life Based Learning Untuk Meningkatkan Kapabilitas Mahasiswa Pada Matakuliah Kemampuan Dasar Mengajar

This study aims to develop a Life Based Learning-based Micro Teaching book, namely the application of basic teaching skills using a scientific approach so that later they are able to increase the capability of Accounting Education students in applying basic teaching skills to real learning in schools in accordance with the demands of curriculum development. education. This research is research and development. The development model used in this research is the IDI (Instructional Development Institute) development model which includes 3 stages, namely define, develop and evaluate. Based on the results of the study, it was shown that the results of developing micro-teaching books based on life-based learning with a scientific approach were declared valid and feasible. used as a learning medium and as a media to support learning in microteaching courses. the textbook was approved to be used as a learning medium in microteaching courses. On average, students find it helpful to understand the scientific approach with the renewal of teaching materials for microteaching courses, this of course can increase their capabilities (as prospective teachers), in facing the challenges of curriculum changes. The development of Life Based Learning-based Micro Teaching books is a must for lecturers, because it can increase student capabilities, especially accounting education study programs which incidentally are teacher candidates in developing basic teaching skills in accordance with the demands of the current development of primary and secondary education curriculum.

Promoting Social Cohesion: The Development of E-Learning Management System Materials through Life Based Learning for Sociology of Religion Course

The development of information and communication technology (ICT) encourages learning transformation to maximize it. Some transformations are through the development of E-Learning Management System (E-LMS). This paper explained the development of E-LMS material which is integrated with Life Based Learning in sociology of religion course. It integrated with life-based learning model through the ADDIE method which consists of Analysis, Design, Development, Implementation and Evaluation. The material was developed by a student group in the form of videos and thematic learning modules based local wisdom. The results of validation and evaluation showed the development can improve the effectiveness and interaction of learning through asynchronous learning in E-LMS. The developed material can improve students understanding of the religious practices and local wisdom of the community. Through life-based learning, students can construct knowledge and make it happen in the learning media produced. In the other hands, the media product that has been produced and validated can be one of the products can be applied in the process of sociology of religion

KONTEKSTUALISASI PEMBELAJARAN PAI BERBASIS KEHIDUPAN

Islamic education learning to date has not shown significant results. Islamic education learning tends to be theoretical and unrealistic with life. The implementation of religion is more symbolic ritual. Islamic religious education should be able to create individuals capable of applying Islamic values in every aspect of life. This classic problem is urgent to find a solution, because Islam is a source of values, ethics and outlook on life of every Muslim community. Islamic education contextualization efforts are absolutely necessary in educational institutions. So reorienting the learning approach that oversees and gives birth to output that can contribute to the environment becomes important to do in the world of education. This paper presents a solution to the existence of life-based Islamic education learning. Life-based learning is a learning approach that forms a contextual-integrative-holistic learning environment. One of the efforts made in implementing this approach in Islamic education learning is that in addition to the curriculum it must be designed based on the needs of students who have unique, characteristics, and potentials as well as different developments and dynamics.Islamic education curriculum is also designed with the perspective of local and global excellence, while the teacher is the curriculum executor who will oversee and print students according to educational goals. In this case the teacher requires standards of academic qualifications and competence.

Adaptive learning system in open educational resource digital sharing community as a media for learning autonomous students

In the disruptive era, online learning models began to be widely developed. Malang State University as one of the state universities in Indonesia is developing and implementing a new curriculum with the theme of Life-Based Learning (LBL) as a form of adaptation in facing the Industrial 4.0 era. Through LBL, college graduates are expected to not only master competencies, but be able to develop their abilities to be able to face the needs and developments of the industrial revolution era 4.0. This study aims to develop an LMS-based transdisciplinary learning portal supported by internet and mobile technology. The product developed is reinforced with additional features in the form of Adaptive Learning System (ALS) in the digital sharing community (DSC) learning portal which is expected to be able to improve student capabilities. The development procedure model used in this study is to use the 4D model suggested by Thiagarajan and its requirements such as design analysis, validation and determination of research subjects. The steps in this model are the four stages of development, namely define, design, develop, and disseminate. Based on the overall analysis of the results of data collection it can be concluded that the results of the product feasibility trial, obtain very decent results. The details of the feasibility results were obtained from media experts 97.91%, material experts 96.33 %, small groups with 30 user users obtained 90.85% and large groups with 134 users obtained 94.25%. Based on these results it can be concluded that the ALS products on DSC for learning can be categorized as very appropriate to be used for the learning process, because the results obtained are above 85%.

Development of MOOCs synchronized life-based learning to improve the quality of outcomes in prospective vocational teachers in the era of education 4.0

The objectives of this study include 1) mapping aspects of the need to improve the quality of prospective vocational teacher’s outcomes; and 2) the attractiveness test of the developed Massive Open Online Courses (MOOCs) product. This research uses research and development (R&D) methods. The subjects of this study were all vocational students at Malang State University. Data collection techniques through questionnaires and interviews. The results of this study include: 1) aspects of the need to improve the outcome of prospective vocational teachers namely learning aspects (awareness has a percentage of 78%, knowledge has a percentage of 85%, attitudes has a percentage of 97%, and special skills have a percentage of 82%.), The aspect of action (behavior has a percentage of 86%, practice has a percentage of 90%, and decision making has a percentage of 88%), and aspects of conditions (economic conditions have a percentage of 82%, social conditions have a percentage of 84%, individual conditions have a percentage of 90%, and environmental conditions have a percentage of 94%); 2) MOOCs products developed are feasible and interesting (average score 92%); and 3) media/product innovation MOOCs that are developed can be used as a reference for the development of technologies that have deeper content and content complexes.

Revitalization of Occupational Safety and Health Teaching Materials Based on Life Based Learning Paradigms

Revitalizing OSH (Occupational Safety and Health) teaching materials is needed in line with the essence of OSH in the scope of education, work environment, and social life. OSH teaching materials used are still learning-oriented content, while the demands of the learning paradigm have shifted to Life Based Learning (LBL). OSH teaching materials in PTM (Mechanical Engineering Education) Study Programs need to be revitalized. The purpose of this study is : (1) producing OSH teaching materials; and (2) evaluating the results of the implementation of revitalized OSH teaching materials. The method used to achieve the research objectives is the Research and Development (R&D), which adopts the ADDIE (Analysis-Design-Development-Implementation-Evaluation) model. The instrument used was a questionnaire based on the feasibility of teaching materials based on students' apperception. Topics covered in this OSH textbook include the fire chapter, First Aid for Accidents (P3K), Occupational safety and health Management System (SMK3), occupational nutrition, radioactive and noise hazards, personal protective equipment (PPE), and ergonomics. The results of expert assessments (industry OSH experts and university lecturers) obtained an average rating of 85.6% as follows. The test results on 54 students showed an average total response of 83% showed that OSH teaching materials based on the LBL paradigm were very suitable for use in tertiary institutions.

A Poster Digital Sain Media for Humanity Interaction based Interactive Augmented Reality

Interactive and innovative learning media supported by Augmented Reality (AR) is specifically used in the field of science in helping the development of student learning process at State University of Malang (UM). This media is designed to build the pillar of learning innovation strategy through IT fusion on curriculum and learning. Specifically, the main target in the development of teaching media with interaction through AR mobile media and science posters integrated with virtual communications is to improve the visual capabilities of information. Several stages to be done to realize this service are: 1)build a framework of the system in a comprehensive manner, 2)testing with a number of students as a user response, 3)making showcase and 4)demonstrating application system with multimedia content with science materials with 3D perspective (animation and interactive video). The software engineering method used in this application development is the waterfall model, while the qualitative method approach is needed to measure the effectiveness and efficacy of this AR science product on increasing the level of student understanding after using this media through a questioner. It is expected that with the development of this media will accelerate the formation of learning innovation in life-based learning in UM in the future. In broader impact, this work will be able to make UM as a learning innovation university as the competitive and superior university as well as become a reference in the technology of learning media.

Enacting Life-Based Learning (LBL) Approach in Quantitative Research Methodology Course: The Case of Biology Education Students

This study portrayed the enactment of Life-Based Learning (LBL) in quantitative research methodology course among Master’s students in biology education. Literature study and action research were employed to capture data. The literature study attempted to unveil how LBL was performed. Furthermore, the action research was in the form of Lesson Study (LS) to carry out the course outline. Practically, characteristics of LBL were performed using authentic materials. These were in the forms of filling out questionnaire of first semester intake, doing peer L, developing mind/concept mapping, assessing peers’ mind/concept mapping, assessing peer portfolio, writing learning journal, doing critical analysis on journal articles, developing research proposal, assessing peers’ critical analysis and performance, uploading files of mind/concept mapping, and presenting critical analysis works. From the action research lens, different-class students preferred varied strategies for similar learning materials and they favored such processes.

Building the pre-service biology teachers’ capability through the reconstruction of life-based learning curriculum

The 21st-century education is a medium of transformation through which learners are encouraged to become a creative thinker, lifelong learner, and leader of change. The curriculum of biology education program should be developed in line with the goal of national education, the direction of the 21st-century education, and the core concepts and core competencis of biology. The national education goal which is similar to the demands of the 21st century learning has become the foundation for the development of Indonesian future generations who are expected to honor the ideology of Pancasila and morality, to be healthy, knowledgeable, capable, creative, independent, democratic, and responsible as a citizen. Biology education program contains lessons that can prepare future generations to take role in sustainable development and in solving global social problems. The curriculum of biology teacher training program can be developed through the redefinition of the 21st-century education goal that is to equip biology teachers with four competencies and capability features by integrating mastery content, attitudes, characters, values, managerial skills, problem-solving practices and research skills. However, the reconstruction of learning and assessment procedures is still a major issue in curriculum development. Therefore, life-based learning curriculum can an alternative to embed learning to a meaningful real world context where students are required to study authentic issues, solve realistic problems or do a project with a set of practical goals.

Implementation of creative economy entrepreneurial character development through the culture of sustainable development and vocational stakeholders partnership

This ethnography research aims to find the concepts and implementation in developing creative economic entrepreneur characters through sustainable development culture and stakeholder partnership in vocational high school (VHS). Research data were collected inductively through in-depth interviews, participant observation, documentation study, and internet site tracing based on research questions in the data generation manual. The data from the finding were interpreted deductively through coding process, and crystallization to produce informants shared cultural pattern and values, including (a) three sequences of life-based learning; (b) taksu’s entity of creative economy; (c) seven perspectives for developing entrepreneurial characters (SEMESTA); (d) catur guru’s essential enculturation for sustainable development and stakeholders partnership in vocational high school (VHS).

MAAM Project – How Digital Learning can Bring Life into the Workplace

Moving from conflicted situation between one’s own roles and life experiences to the synergy allows people to have greater awareness of their personal resources and to apply them in all areas of their lives. But how does this happen, in what way? How do people experience it? This is the question and objective behind the MAAM project. The research uncovers how digital innovation can build new bridges between people’s life experiences and the workplace. The research starts from the experience of motherhood, which is paradoxical in its nature – on one hand unleashes energy, strength and competencies in the woman, on the other hand it is often perceived as a condition of fragility (physical, psychological) and is not recognized as a bearer of skills at the workplace. The MAAM project is scientifically based on theories such as role accumulation, positive spillover, generativity, experiential learning and enriches them with two original views: life-based learning, that postulates that life is in itself one of the richest learning sources, and transilience, a meta-competence that identifies people’s ability to actively bring resources and skills from one life domain to another and vice versa. This is an action-research project, with the aim to investigate and simultaneously activate the development of personal resources and soft skills in people.This objective is achieved through an innovative digital platform that guides the woman in a process of self-reflection and awareness on different topics: the relationship with her identity and her own desires; the caretaking experience with the child and other people; the ways of listening, observing and empathizing and the consequences towards herself, others and the environment; the dynamics of delegation and decision making; the discovery of own “superpowers” and the reflection on the changes taking place. The research summarizes the results of the digital platform for the first 19 months and has been focused on mothers’ experience. It has the aim of investigating the impact of motherhood on the personal development and the soft skills of the women, highlighting which resources are active, which behaviours are adopted, how women perceive their roles and deal with the changes that comes with maternity. This is part of a broader framework, which has been starting to investigate / activate personal development and soft skills in fathers and whose aim is to investigate how caretaking activities trigger people’s personal development and embed them with soft skills that can be used in every area of life, including workplace.

Microteaching: A Life Based Learning Approach in a Prospective Teachers Perspective

The education curriculum in Indonesia requires students to be able to find concepts and link them with the problems in the real world. This makes a teacher, must be able to facilitate students in building their own understanding. Microteaching, is a subject about the basic teaching that is taken by every student majoring in education as a Prospective Teacher. Based on this, the substance of the microteaching course must be able to prepare teachers in accordance with the applicable curriculum requirements. On the other hand, the life-based learning approach that promotes learning originating from life is considered very suitable to represent the demands of the curriculum. This study aims to interpret student perspectives on microteaching learning through a life based learning approach. Based on the results of the study, it is known that students find it easier to understand microteaching courses that uses a life based learning approach.