Learning Activity Management Research Articles

ORGANIZATIONAL MANAGEMENT OF ARABIC LANGUAGE LEARNING AT MUSLIM CENDEKIA PRIMARY SCHOOL BATU

This study aims to analyze the management of organizing Arabic language learning at Muslim Cendekia Primary School Batu. The research method used is a case study, focusing on the management of Arabic teaching and learning activities. Data were obtained through in-depth interviews, participatory observation, and document analysis. The results showed that Muslim Cendekia Primary School Batu has successfully implemented the management of organizing Arabic language learning through three main stages, namely the existence of learning planning, learning implementation, and learning evaluation. In the planning stage, the Arabic curriculum and lesson plans are prepared based on the needs of students and adjusted to the vision and mission of the school as well as teaching materials used to assist teachers. Learning implementation is supported by varied and interactive teaching methods to increase student interest and motivation. Evaluation is conducted periodically and continuously to measure students' progress and achievement. This study concludes that the main challenge in learning Arabic is to increase students' motivation. Recommendations include the use of creative and interactive teaching methods and linking learning materials with students' interests and daily lives.

Thoughts and Reflections on Managing Learning Activities Using Creative Visualization

Nine techniques for imaginative visualization exercises are included in this study. Running learning exercises where students complete tasks that directly support one or more of the concepts the teacher wants to cover in the lesson is a common way to teach visualization. We evaluate our own learning experiences as a team of educators and visualization researchers. Our experiences and actions include breaking the assignments up into smaller components, taking into account various educational resources, and promoting discussion. It is our aim that this document will inspire, motivate, and help other instructors with visualization exercises. Our observations offer a foundation for creating best practices in visualization education as well as a first starting point for techniques and strategies to create imaginative visualisation learning experiences.

Applying Change Management Theory in Schools to Meet the Requirements of Educational Innovation and Training in Vietnam

The application of change management theory to the management of teaching and learning activities in schools in Vietnam in recent years has attracted much attention, but this theory has not been systematically and clearly defined. The purpose of this article is to establish a theory of change management in schools to apply to school management in the context of education and training innovation in Vietnam today. Based on the approach of the Theory of Change, the article builds a system of theoretical issues on change management in schools. The research aims to establish directional criteria on change management capacity, requirements for change management, and methods of practicing change management. The research results provide a systematic approach to change management in schools that is suitable for the requirements of current education innovation in Vietnam.

A Systematic Review of Flipped Learning in EFL Education

Research on flipped learning in English as a Foreign Language (EFL) education has garnered substantial scholarly attention in recent years. This systematic review aims to elucidate the potential of flipped learning within the framework of foreign language education. A total of thirty articles from Social Science Citation Index (SSCI) journals, published between 2018 and 2022, were included in this review based on predetermined inclusion and exclusion criteria. The analysis focused on examining the research contexts, methodologies and foci, learning management systems, learning theories, and learning activities. The findings indicate that the majority of studies predominantly involved higher education students, with a significant number employing a quasi-experimental research design. Furthermore, the flipped learning process was largely informed by constructivist learning theory. The results suggest that the primary advantage of flipped learning lies in its capacity to enhance students' writing, speaking, and overall academic performance. Additionally, the review underscores that the integration of emerging technologies, such as augmented reality, automatic recognition, and artificial intelligence chatbots, into learning activities serves as an effective strategy for improving students' language skills and engagement.

Strategi pembelajaran bahasa arab materi qira’ah di SMP Negeri 2 Kertanegara

Background: Learning strategy is a series of activities in the learning process related to student management, teacher management, management of learning activities, management of learning resources and assessment, so that learning activities can be carried out in accordance with the learning objectives set. Findings: This study aims to describe the strategy of learning Arabic material qira‟ah in SMP Negeri 2 Kertanegara, Purbalingga Regency. Methods: This research is a flied research that is descriptive qualitative in nature. Data obtained through interviews, observation, and documentation during the research. Technical data analysis, data reduction, presentation, data validity and conclusions. Conclusion: The results of the study show that in the qira‟ah material arabic learning strategy at SMP Negeri 2 Kertanegara as follows: the planning stage, the school holds a meeting first regarding learning Arabic to then get the result of the meeting with the planning steps, namely first, determining the allocation of time and effective weeks, then second namely compling an annual program, third compling a semester program, fourth making a learning syllabus and the last step in the planning process is compiling a lesson plan. At the learning strategy stage the strategy used in the qira‟ah strategy. At the implementation stage the qira‟ah learning strategy is systematic starting from the preminary activites carried out before the teacher explains the material then the core activities where the teacher explains the material then evaluation and closing.

Quality management of mathematics learning in realizing professional teachers in madrasah

Background: The quality of education is a crucial indicator of a teacher's professionalism, especially in complex subjects like mathematics. Improving the quality of mathematics education requires structured initiatives aimed at developing teacher professionalism through effective changes.Aim: This study aims to analyze and identify quality management practices in mathematics education and how these practices contribute to the development of teacher professionalism in madrasah.Method: This research employs a qualitative descriptive approach. The objects of the study include quality management in education, mathematics learning, and professional teachers, while the subjects are mathematics teachers teaching in madrasas. Data were collected through observation and interviews. Data analysis was conducted which involves data reduction, data presentation, data display, and conclusion.Results: The research findings indicate that during the planning stage, teachers design lessons by considering the existing curriculum, lesson plans (RPP), and innovative teaching methods and media, adapting to technological and communication advancements. Teachers are selected based on their educational qualifications and mathematical skills. Organization involves preparing teachers to manage learning activities, including providing assistance to students in need. Leadership training and development are also provided to enhance classroom management. The implementation of learning consists of introductory, core, and closing stages, focusing on developing teachers' creativity and work ethic. Evaluation is conducted after the learning process to identify and address deficiencies in mathematics teaching and assessment.Conclusion: The quality of mathematics education in fostering professional teachers in madrasas is based on management functions, namely planning, organizing, implementing, and evaluating.

Examining the Learning Style Preferences of Offenders at the Johannesburg Female Correctional Centre, South Africa

This study examined the learning style preferences of offenders at the Johannesburg Female Correctional Centre, South Africa. Followed a quantitative approach and used cross-sectional survey design. Enu-meration sampling technique was applied due to small size of the pop-ulation (n = 571). Data were collected from 402 participants, yielding to response rate of 70.40%. A Kolb Learning Style Questionnaire was used to collect data. Kolb ‘s instrument can assess learning styles and provide a valuable framework for the design and management of learn-ing activities. The results show that many offenders strongly prefer di-verging/reflector learning style. This learning style influence the of-fenders’ learning experiences to a great extent. It is recommended that the South African Department of Correctional Services should consider providing customised training programmes to build the capacity of teachers/facilitators/learning designers so that they are able to ac-commodate the diverse learning styles of offenders during the classes and/or rehabilitation programmes.

Unified blended learning environment: the Kazakhstani context

Introduction. The present work investigates the issues related to technological and administrative support for the blended learning process in higher education in Kazakhstan.Aim. This article aims to develop an author’s conceptual model of a unified system for managing the blended learning process by defining the evaluation criteria for an optimal educational environment.Methodology and research methods. The research was conducted in four stages using mixed methods. The first stage involved conducting surveys with participants in the educational process to identify the challenges they encountered while working in a digital educational environment and explore potential solutions. The second stage involved developing evaluation criteria for an optimal educational environment for blended learning. The third stage entailed empirical testing of existing educational platforms that are utilised by 33 leading Kazakh universities. The fourth stage witnessed the development of a pilot conceptual model for a unified environment for blended learning.Results. Based on the integration of Learning Activity Management System (LAMS), Learning Management System (LMS), and Education Content Management System (ECMS), a conceptual model of a unified environment for blended learning was developed. The criteria for the optimal educational environment of blended learning were developed to evaluate the technical, functional, and didactic capabilities of educational platforms.Scientific novelty. The study resulted in the development of a conceptual model for a unified environment for managing the blended learning process.Practical significance. The proposed model can be employed by the administrations of top Kazakhstani universities to implement a student-centred approach to the educational process.

Budaya Sekolah Dalam Mendorong Pembinaan Guru

School culture is one of the factors influencing school management systems in efforts to improve teacher performance. The research aims to determine and explain school culture in fostering teacher development. This study uses a qualitative phenomenological approach. Data collection techniques were conducted through observation, interviews, and document studies. Data validity was ensured through triangulation of sources, techniques, and prolonged observation. The results of the study indicate: (1) school culture: motivating teachers to work, disciplining teachers through the socialization of school rules and checking teacher attendance, conducting regular meetings among teachers, and building positive communication between the school principal and teachers and among teachers. (2) impacts: improved teacher performance and smooth management of learning activities. Conclusion: school culture has been implemented effectively and systematically. Research implications: serving as input and learning materials for other schools in teacher development.

E-book acceptance by first-year undergraduate students: A longitudinal examination and implications for library researchers

This paper presents the findings of a seven-year longitudinal survey conducted from 2016 to 2022, examining e-book acceptance among first-year undergraduate students in the information management program. Targeting students who were new to their educational journey and had minimal exposure to academic contexts, the study used convenience sampling to gather data from 301 participants. Employing the Technology Acceptance Model (TAM), we assessed four dimensions of e-book acceptance: Perceived Usefulness, Perceived Ease of Use, Attitude Towards Using, and Behavioral Intention to Use E-books. A Confirmatory Factor Analysis (CFA) validated these dimensions, indicating a robust model applicable to a broader undergraduate student population. The results highlighted strong interrelations among these factors, with significant implications for academic librarians. Notably, from their initial exposure, students associated e-books primarily with a source of new information, rather than as a time-saving tool. Although e-books were perceived as easy to use, this aspect did not strongly influence students' attitudes and intentions to use them as much as their perceived usefulness did. The study reveals that students, particularly in social sciences, have long viewed e-books as a vital technology for exploratory knowledge acquisition. While they perceive e-books as easy to use, this perception likely stems from their habitual use for managing learning activities, rather than from recognizing any added value of the technology itself.

LIFE CYCLE MANAGEMENT MODELS OF COMPONENT EDUCATIONAL RESOURCES OF THE COMPANY

Learning management systems are characterized by the fact that the scenarios of their operation are related to various aspects of educational activity, which in turn requires costs for the creation of professional training programs, electronic educational resources and their exploitation. These problems confirm the relevance of research aimed at developing models of life cycles for electronic educational resources, programs and qualification levels of specialists, as well as at creating effective tools for automated management of the learning process. The purpose of this study is to optimize the life cycles of electronic educational resources, training programs, employer requirements and increase efficiency in managing the continuous process of training specialists. Analytical studies of life cycle models of electronic educational content, learning and educational activity management systems, content management systems were carried out in the work in order to select and develop tools for automated design and filling of educational resources, as well as synthesis of the life cycle management system of its main components. Models of the life cycles of the main components of the educational environment have been developed, which allow for their coordination and optimization for the system of automated management of training processes and professional development. Distinctive features of the models are the comprehensive synchronization of the life cycles of all components with the assessment of the effectiveness of this process, as well as adjustment to the changing requirements of the external environment. A model for synchronizing the life cycles of the components of the educational environment, including electronic educational content and a system for managing learning and professional development processes, has been developed. A feature of the model is a comprehensive assessment of the effectiveness of the synchronization process at all its stages for the automated selection and/or synthesis of personalized training programs and electronic resources in accordance with the changing requirements of standards and employers.

The Development of Challenge-Based Learning with Social Media Model to Promote Technology Literacy Skills for Learners

The challenge-based learning with social media model, or CBLS model, to promote technology literacy skills for learners is based on the concepts of challenge-based learning process integrated with the ideas to use social media as a tool for the management of learning activities. The objectives of this research are (1) to synthesize the CBLS model to promote technology literacy skills for learners, (2) to design the CBLS model to promote technology literacy skills for learners, and (3) to study the results of the design of the CBLS model to promote technology literacy skills for learners. The participants in this research are seven experts from different institutions in higher education, including the four males and three females, all of whom are experts in educational technology, which are specialized in design instruction system. These participants were all given confidentiality and anonymity. The results of this research show that (1) the overall suitability of the design of the CBLS model is at the high level (mean = 4.49, SD = 0.32), and (2) the suitability of the elements of the CBLS model is at the highest level (mean = 4.93, SD = 0.19).

Effectiveness of Online Learning in English Subject at Pangkalpinang state Junior High School during Covid-19 Pandemic

Effective online learning is virtual face-to-face learning carried out through communication and information technology by teachers and students since the emergence of the Covid-19 pandemic by fulfilling 5 indicators (management of learning implementation, communicative processes, student responses, learning activities and learning outcomes) which are supported by adequate infrastructure (Internet network, smartphone memory, internet quota) especially English language learning. Is the implementation of online English learning effective at Pangkalpinang State Middle School? remembering that there were several obstacles found in the field, namely difficult networks, full smartphone memory, insufficient internet quota, bad weather such as thunderstorms, and the absence of students' parents to accompany them during the learning process. This research is a mix-method research that uses a questionnaire distributed via WhatsApp as a data collection method. The questionnaire contains 8 closed questions and 3 open questions. The population contains all state junior high school students in Pangkalpinang. Samples were taken using cluster random sampling. The data analysis technique used is descriptive statistical analysis, the results of which are developed using qualitative analysis.

Academic success - explanatory theories

Abstract The successful professional integration of higher education graduates is closely linked to the quality of students’ training during their university studies and their motivation to engage in the process of training and developing professional and transversal competences. Academic success can be defined either in terms of the high academic achievement of a well-established academic pathway or by reference to the extent of academic results achieved during training, during university studies and in line with training requirements. Definitions of academic success differ, due to different perspectives of analysis. Approaching academic success from an analytical perspective integrates categories of factors that explain academic success as a process. The present article aims to present a register of factors influencing academic success and to explain their influence on student personality and successful academic career shaping. Categories of factors related to the internal and external learning environment were considered, such as personal/individual, social, economic, cultural, educational and psychological. Academic success among students is moreover explained by reference to the management of learning activities implemented by students and aspects related to the flexibility dimension of learning in the academic space, with positive implications on it. Academic success is also explained by considering academic standards and the achievement of these standards as a measure of assessment. The philosophy of defining academic success identifies the concept as being a relative one. In this sense, student satisfaction with one’s own academic performance can integrate academic success. From an academic perspective, high academic achievement, objectively measured, characterises academic success.

Class Management in the Indonesian Language Learning Process for Class V Students at State Primary School 3 Midang Gunungsari West Lombok

Teachers in their role as class managers in learning activities are required to have the abilities and skills so that the expected goals in managing learning activities can be achieved. This is because classroom management in learning activities is an effort made by teachers to create, maintain and develop learning motivation to achieve predetermined goals. Meanwhile, learning itself is the ability to manage operationally and efficiently components related to learning, to produce added value to these components by applicable norms/standards. Classroom management in the learning process which is emphasized in this study is the Indonesian language learning process in Class V of Midang Gunungsari 3 Elementary School, West Lombok with the Big Column (KB) and Big Circle (LB) student seating formations, as well as the obstacles faced by teachers. The results show that when the Indonesian language teacher implements classroom management in the learning process with students sitting in Large Columns (KB) and Large Circles, student learning outcomes average 7.6 grades higher than the Minimum Completeness Criteria (KKM) score for Indonesian Language subjects ( 7.5), while the obstacles faced by teachers when implementing classroom management in the learning process by implementing student seating formations, both Large Columns (KB) and Large Circles (LB), originate from teachers and students, who then seek solutions that originate from teachers. Meanwhile, it came from students, 3 students whose learning results were below the KKM score because they did not concentrate when taking part in the lesson and because they often did not go to school, namely through a special approach both when learning took place in the classroom and outside the classroom.

The Effect of Analyzing Images Using The PlantNet Application and TGT on Motivation, Classification Abilities, and Data Presentation in Plantae Material

Learners need to observe various types of plants to achieve basic competencies in the subject of "Plantae." However, teachers find it challenging to manage learning activities outside the school environment. This research aims to: 1) analyze the influence of three different teaching methods on motivation, classification abilities, and data presentation, and 2) determine the most effective teaching method among the three.This study adopts a quantitative approach, specifically quasi-experimental research, using a non-equivalent control group design. The research population comprises all 10th-grade students in the Science Program (MIPA) at MAN 2 Banyumas, totaling six classes. The sample consists of three classes: X MIPA 2, which uses PlantNet + TGT, X MIPA 3, which uses TGT, and X MIPA 4, which employs discussion. Data collection methods include questionnaires, tests, and observation sheets. Data analysis techniques encompass statistical methods such as normality and homogeneity tests, analysis of variance (ANOVA), and post hoc tests.Based on the ANOVA analysis results for all three classes, a significance value of 0.00<0.05 was obtained. This indicates the impact of the techniques of analyzing images using the PlantNet application and TGT, TGT-based learning, and discussion-based learning on motivation, classification abilities, and data presentation. The least significant difference analysis shows that the PlantNet + TGT class had an average motivation score of 48.20, the TGT class had 36.69, and the discussion class had 28.64. The average increase in classification abilities was 35.25 for the PlantNet + TGT class, 21.18 for the TGT class, and 15.58 for the discussion class. In terms of data presentation abilities, the PlantNet + TGT class had an average increase of 25.02, the TGT class had 17.15, and the discussion class had 11.00. This indicates that the PlantNet + TGT class showed significantly higher improvement compared to the TGT and discussion classes.In conclusion, the study results indicate that all three teaching strategies, including the technique of analyzing images with the PlantNet application and TGT, TGT, and discussion, have an impact on motivation, classification abilities, and data presentation. Among these methods, teaching with the technique of analyzing images with the PlantNet application and TGT resulted in the highest improvement in motivation, classification abilities, and data presentation.

Evaluation Of Physical Education Independent Curriculum Through CIPP: Managerial Implementation In Learning Activities

The government has created an independent curriculum as a learning recovery, but not all schools implement it well. Therefore, an evaluation is needed, especially regarding the management of learning activities. The purpose of this study is to evaluate the implementation of the independent curriculum model in physical education subjects at State Vocational Schools in Tasikmalaya City. This research used a qualitative descriptive approach. In this study, data were collected through triangulation techniques consisting of observation, semi-structured interviews, and documentation. This study involved the vice principal for curriculum, four physical education teachers, and four students. They were selected through a purposive sampling technique. Data analysis involved preparation, inference, and verification. The results showed that the context evaluation of goals and objectives indicators and strength indicators had been fulfilled. However, weakness indicators related to teacher consistency in implementing learning still exist. Input evaluation on indicators of curriculum structure, PE teacher competence, teaching materials, and students have been fulfilled and run well. However, input evaluation on indicators of infrastructure availability still needs to support the continuity of PE learning. Process evaluation on indicators of implementation and implementation of assessments has gone well, but product evaluation on indicators of program achievement still needs to be improved. Implementing CIPP managerial evaluation is carried out by ensuring that the evaluation is carried out systematically, periodically, and comprehensively. Evaluation results are used as the basis for decision-making related to the improvement and development of the Physical Education curriculum. Teachers and school management play an active role in ensuring the sustainability and effectiveness of the evaluation.

Penerapan Aplikasi Administrasi Microsoft Office Pada Para Operator Pendidikan Anak Usia Dini (PAUD) di Kecamatan Syiah Kuala Kota Banda Aceh

Early childhood education (PAUD) is very important to prepare an educated generation for the nation and state, and the role of early childhood educators (PAUD) is very important in the development of students. Educators need to go beyond traditional learning by providing learning innovations that utilize information technology, including the ability to master the latest information technology. The focus of the Community Service Program (PKM) is to improve the quality of human resources (HR) of PAUD organizers in Syiah Kuala District, Banda Aceh Province in the field of information technology, so that they are able to support the management of learning and educational activities. In improving the quality of kindergarten teaching staff in the field of information technology is related to supervision management and making daily learning implementation plans (RPPH). With a system that allows teachers to quickly resolve administrative problems, it is hoped that they can use their time to further develop their knowledge and skills regarding PAUD administrative problems.

Conceptualizing the Learning Design of lesson plans with LAMS and CADMOS

The rapid development of digital technology in today's times can enrich distance learning in a variety of ways. The use of digital technology in education focuses on teaching new concepts and ideas, courses, and particularly its use by the learners through web-based applications. One of the most important factors that should be taken into consideration is the learning design. In learning, students participate in group and role-based activities using an environment with appropriate resources and services. This paper tries to contribute to a better understanding of learning design with emphasis on Visual Instructional Design Languages and Learning Design Tools (COMPENDIUM, MOT+, COLLAGE, LAMS). In addition, special emphasis is given on the learning design of lesson plans with LAMS (Learning Activity Management System) and CADMOS.

Instructional Management Through Project-Based Learning Combined with Collaborative Learning to Enhance Learning Achievement of Undergraduate Students

Global citizenship should acknowledge various lessons in global education emphasizing learners as the global citizens. Teaching techniques integration that is suitable for contents and the nature of learners is considered as the heart of instructional management affecting students greatly in the 21st century. This study aims: 1) to determine the quality of the learning achievement test; 2) to compare the pre-test and post-test learning achievement of students through activities of the project-based learning (PjBL) combined with collaborative learning; and 3) to study student’s satisfaction toward PjBL activities. Research method includes 4 steps: 1) data study; 2) activity design; 3) tools creation; and 4) learning activity management. A questionnaire and a learning achievement test are implied as tools. The sample comprises 40 undergraduate students and 5 experts who are selected by the purposive sampling and have experienced teaching for more than 10 years from 4 higher education institutes. Data is analyzed with mean, standard deviation, and t-test. Results indicate that: 1) the learning achievement test that has been already qualified is a 5-choice, 65 items, which are a content validity and a whole reliability value of 0.912; 2) the post-test learning achievement is higher than the pre-test with a statistical significance level of .05; and 3) an overall student’s satisfaction is at the highest level (X= 4.72, SD = 0.33).