Meaningful Learning Experiences Research Articles

Influencing Factors for the Quality of Homework Assignments

This research article endeavors to explore teachers' perspectives on effective homework practices and the standards for assigning high-quality homework tasks. Using a qualitative research approach within interpretive paradigms, the study conducted interviews with experienced school teachers through convenience sampling. The investigation delves into strategies for customizing homework to meet students' needs, the role of parental engagement, and the importance of balancing the quantity and quality of homework assignments. Although homework serves as a vital tool in reinforcing learning and enhancing academic skills beyond classroom hours, various challenges hinder its completion, including comprehension gaps and issues with time management and parental involvement. The study seeks to uncover educators' insights into the types of homework anticipated by students and the factors shaping effective homework practices. The findings emphasize the need to balance parental involvement to promote children's independence and responsibility, avoiding excessive assistance that may undermine the intrinsic value of homework. Moreover, the study advocates for prioritizing homework quality over quantity to mitigate negative impacts on student well-being, emphasizing meaningful learning experiences and considering diverse preferences when designing assignments.

PENERAPAN PROJECT BASED LEARNING (PjBL) DALAM MENINGKATKAN MAHĀRAH QIRĀAH PADA KURIKULUM MERDEKA BELAJAR

<p style="text-align: justify;"><em>The competitive environment and increasingly competitive global issues necessitate competency development that satisfies 21st-century demands. The Free Learning Curriculum is a response effort in addressing it. Project Based Learning (PjBL) is a viable and effective approach when implementing the Free Learning Curriculum. With the use of Project-based Learning (PjBL) in the Independent Learning Curriculum, this study attempts to investigate the factors that help and hinder learning Arabic. The research methodology for the library research uses a qualitative descriptive approach. By gathering material from numerous pertinent sources, including books, articles, and journals pertaining to the research topic, data were acquired through documentation approaches.</em><em> </em><em>The three steps of the data analysis technique are reduction, data display, and conclusion drawing. The study's findings demonstrate that using PjBL to learn Arabic has a beneficial effect on the growth of analytical critical thinking abilities as well as creativity, teamwork, and communication in everyday situations. This discovery aligns with the goals of the Free Learning Curriculum, which aims to offer relevant projects that facilitate an engaged, relevant, and meaningful learning experience. PjBL implementation is aided by the growth of language skills, contextual learning, student collaboration, and skills-based methodologies. However, there are hurdles for students who have not acquired Arabic language skills yet are expected to engage actively, as well as time constraints, resource limitations, disparities in assessment, and other issues. When PjBL is used to learn Arabic, students can maximise their Arabic language competence and enhance their speaking skills to a great extent.</em><em></em></p>

Meaningful engagement of preschoolers through storytelling pedagogy

Engaging students in their learning depends on the teachers’ pedagogical practices. The first author is a STEAM scholar and preschool educator who realized engagement is necessary for meaningful learning. For this, teachers and students must have exposure to innovative and arts-integrated pedagogy (e.g., storytelling). However, the teachers in the first author’s school practiced a conventional teaching approach, such as lecture and monotonous activity-based instruction, that compelled a disengaged learning culture. Similarly, storytelling was limited to reading aloud from storybooks. Thus, this paper investigated integrating storytelling pedagogy to engage preschoolers in learning by centralizing on the research question: How do teachers integrate storytelling pedagogy to enhance meaningful learning? This study used an action research method to intervene in the current pedagogical practice with storytelling as an innovative pedagogy. The teachers and students of Upper Kindergarten were involved in practicing storytelling approaches to conceptualize content knowledge and learn meaningfully. The findings of this study revealed that storytelling as an innovative pedagogy enhances the students’ engagement in their learning process. Similarly, it also helps to enrich students’ imaginative and creative skills, which are crucial soft skills in the 21<sup>st </sup>century. Moreover, storytelling enhances a deeper understanding of the content knowledge if the stories are developed based on the content knowledge of the curriculum. Therefore, storytelling is an innovative and arts-integrated pedagogy to foster preschoolers’ knowledge and skills through engagement and motivation. This research is applicable for educators and schoolteachers to improve and innovate their teaching-learning practices for students’ meaningful learning experiences.

Evaluating Students' Experiences with Project-Based Learning in Online Educational Contexts

In the contemporary landscape of education, integrating Project-Based Learning (PjBL) within online educational environments has emerged as a prominent pedagogical approach, aiming to foster students' critical thinking, collaboration, and problem-solving skills. This study seeks to evaluate students' experiences with Project-Based Learning in the context of online education, recognizing the significance of understanding the effectiveness and challenges associated with this instructional method. The primary aim of this research is to assess the perceptions and experiences of students engaging in Project-Based Learning within online educational settings. A mixed-methods approach was employed, combining quantitative surveys and qualitative interviews to capture students' perspectives comprehensively. The study sample comprised students enrolled in diverse online courses across various disciplines, ensuring a broad representation of experiences and insights. The study's main results reveal a nuanced understanding of students' experiences with Project-Based Learning in online educational contexts. Quantitative analysis indicates overall positive perceptions regarding the effectiveness of PjBL in enhancing learning outcomes and fostering student engagement. Qualitative findings further elucidate the multifaceted nature of students' experiences, highlighting both the benefits and challenges of implementing PjBL in online settings. In conclusion, this research underscores the potential of Project-Based Learning as a valuable instructional approach within online education, offering opportunities for meaningful learning experiences and skill development. However, it also identifies several considerations and areas for improvement, such as adequate technological support, clear guidelines, and enhanced facilitation to optimize the PjBL experience in online environments. This study contributes to the field of education by providing empirical insights into implementing Project-Based Learning in online educational contexts. The findings offer valuable implications for educators, curriculum designers, and policymakers seeking to effectively integrate innovative pedagogical approaches into online learning environments, ultimately enhancing the quality and efficacy of online education.

A gymnastics coaches’ professional development program: exploring a needs-focused social learning space

ABSTRACT Background: Learning is a social, situational process. Effective coaches consistently apply situationally appropriate coaching knowledge to improve athletes’ developmental outcomes. Learning experiences should be cognizant of coaches’ learning needs and capacity to apply knowledge to facilitate athletes’ holistic development. This involves meaningful learning experiences tailored to coaches’ contextual learning needs. The use of social learning theory in supporting coach learning and development has been recommended in providing meaningful learning environments closer to coaches’ realities. Purpose: This study explored the impact of a professional development program designed to create a social learning space (SLS) for competitive youth artistic gymnastics coaches and evaluate the value created therein. Specifically, the purpose of this study was to explore the extent to which coaches generated a SLS and the value the coaches created through their participation in the program. Methods: Six coaches joined a weekly gathering over five weeks. Data comprised transcribed video records of the gatherings, a focus group with the coaches, a semi-structured interview with the facilitator of the gatherings, and the researcher’s notes. Thematic analysis was employed to inductively analyze the creation of the SLS and deductively analyze the value created using the value creation framework (the VCF). Findings: The findings revealed that facilitating a learning opportunity based on SLS elements can result in coaches creating a SLS. Through building productive relationships to learn to make a difference in their practices, the coaches created value. Specifically, the coaches broadened their perspectives on athlete development, deepened their understanding of gymnasts’ developmental needs, and began to transform some of their current coaching practices. Conclusion: This study demonstrates the promotion of a professional development program focusing on coaches’ learning needs using the elements of SLS and the tenets of the constructivist view of learning. The SLS structure of this study has implications for the development and implementation of professional development programs for coaches. Future studies on designing professional development opportunities for coaches should expand on the different uses of the SLS approach as a more pervasive structure of social learning, drawing on complementary principles with theories and adopting a longitudinal perspective.

The Teacher Community Role toward Teacher Professionalism on Designing EFL Instructional Objectives

Developing professional competence is always required by the teacher to present meaningful learning experiences to reach the goal. Moreover, the pandemic has changed every side of life, including teaching and learning activities. One of the competencies is designing the instructional objectives, and the teacher community can support their development. This study explores the role of the teacher's community in developing teachers' professional competence in designing the instructional objective in the EFL context. This study uses qualitative methods with questionnaires and interview instruments to collect the data. Two teachers contribute to this study. They come from senior high school teachers. One teacher teaches in a public school, and the other teaches in a private one. The result showed that three types of teachers' communities play a role in respondents' development in teachers' professional competence in designing instructional learning objectives. Besides, they can design the learning objectives; further researchers may conduct follow-up research with a broader subject, complete literature, and more relevant methods to draw generalizations.

A novel model for curriculum design: Preparation, planning, prototyping, and piloting.

Dental education continuously strives to provide students with positive and meaningful learning experiences. Developing or improving a curriculum usually encompasses three main phases: design, implementation, and evaluation. Most research on curriculum development in dental education has focused on the last two phases. Our commentary addresses this gap by describing a new model for curriculum design that effectively guided the design phase of the complete overhaul of the four-year Doctor of Dental Surgery curriculum at the School of Dentistry, University of Alberta. Built on the strengths of pre-existing curriculum design models, the new model provided enough structure and rigour to support the complexity required during a complete curriculum redesign whilst still allowing sufficient consultation and flexibility to encourage stakeholder engagement. The steps of the new 4P's model (preparation, planning, prototyping, and piloting) and main actions within each step are described. Challenges observed in each step and strategies to address them are reported. Other institutions embarking on renewing or redesigning a curriculum at a program level may benefit from using a curriculum design process similar to the 4P's model. Recommendations are discussed including the inclusion of educational consultants in the curriculum renewal committee, the importance of a leadership that effectively supports curriculum reform, purposeful engagement of stakeholders during each step of the design phase and ensuring that project and change management occur concurrently.

Creating Meaningful Learning Experiences Through Evidence-Based Student-Involved Applied Criminal Justice Capstone Research

This paper discusses an educational project that involved students surveying and interviewing police officers to measure occupational stress and resilience. The class worked collaboratively to develop survey and interview instruments. Students worked in pairs to write literature reviews that contained information to be included in the agency reports. Each pair was also responsible for conducting and transcribing two interviews. The class worked together to interpret the findings and make recommendations to the agencies involved. The project resulted in products that were curated and provided to the participating agencies which included practice recommendations grounded in an anonymous survey and confidential interviews. This learning experience has many observable, positive outcomes for students which are also discussed.

Investigating Arabic language teaching materials based on Indonesian folklore: an ethnographic study on the folktale of “Bandung”

PurposeThis research explores the potential incorporation of Indonesian folklore, particularly the folklore of the origin of Bandung, into Arabic language teaching materials. Integrating local cultural elements into language instruction can enhance students' language learning experience and promote a deeper understanding of Indonesian culture.Design/methodology/approachThe origin city of Bandung is one of the famous folklore stories in Indonesia that originates from West Java. Through ethnographic studies, various aspects of the folklore of the origin of the city of Bandung will be examined, which can be utilized in Arabic language teaching. This includes analyzing the linguistic structure, vocabulary and cultural references embedded in the story. Additionally, we will explore how teachers can effectively incorporate this folklore into their teaching materials to create engaging and culturally relevant Arabic language lessons.FindingsThis research aims to contribute to developing innovative and culturally responsive language learning by investigating the use of Indonesian folklore in Arabic language instruction. It aims to empower teachers and students by fostering a deeper appreciation of Indonesian culture while improving Arabic language proficiency. This approach enhances language learning outcomes, promotes cultural awareness and cultivates a deeper connection between students and the local culture. By embracing folklore, teachers can create dynamic and meaningful language learning experiences that empower students to become proficient Arabic speakers with a strong appreciation for Indonesian wisdom and culture.Research limitations/implicationsOverall, using folklore as a foreign language teaching material provides significant advantages for students in developing a deeper understanding of language, cultural skills and interest in the language and culture being studied. This approach improves language learning outcomes, promotes cultural awareness and fosters deeper relationships between students and local culture so that foreign language (Arabic) learning is effective. By embracing folklore, teachers can create dynamic and meaningful language learning experiences that empower students to become proficient Arabic speakers with a strong appreciation for local Indonesian wisdom and culture.Practical implicationsPractically, this involves understanding the social, political, economic or cultural context in which the folklore arose, as well as new interpretations that provide a broader understanding of the stories' values, messages or conflicts. In contributing to knowledge, this research has implications for insight into linguistic knowledge and learning a second language in the norms of the first language without shifting the culture of the first language.Social implicationsEmpirically, this study combines an interdisciplinary approach to folklore research that can bring a new understanding of the relationship between folklore and other fields such as linguistics, literature, anthropology or psychology. This approach can produce a more comprehensive insight into folklore and its influence on various aspects of life. Contributing to social impact, introducing culture in learning materials is an educational tourism attraction for students. This also has an impact on public policy that tourism education about folklore is introduced as teaching and used as further field study for students.Originality/valueThis research conceptualizes the diversity of Indonesian culture integrated into the instructional materials of Arabic language learning in Indonesia through folklore. To integrate folktales into the learning process, families, traditions and rituals need to play a role in preserving and educating. Researchers can develop new insights, broaden our understanding of culture and traditions and enrich our knowledge and cultural heritage. These new approaches have the potential to yield discoveries and a deeper understanding of folklore as an important cultural heritage. This research explores the potential incorporation of Indonesian folklore, particularly the folklore of the origin of Bandung, into Arabic language teaching materials. Integrating local cultural elements into Arabic language teaching for Indonesian speakers can enhance students' language learning experience and promote a deeper understanding of Indonesian culture through Arabic language teaching as a foreign language.

Subject matter knowledge in Primary Education teacher training

INTRODUCTION. The article questions a basic problem of didactics: the relevance of subject matter knowledge as a quality requirement in teacher training. Subject matter knowledge is assumed to be necessary to facilitate student learning and education. Specifically, it is understood as a requirement for teachers to be able to carry out didactic designs and developments that facilitate meaningful learning experiences and strengthen the conceptual structure of students. The objective of the research is to know if future Primary Education teachers and preservice Primary Education teachers have an adequate knowledge of subject matter knowledge. METHOD. To answer the objective, the type and organization of their knowledge is examined through concept maps, evaluating the productions with validated structural and semantic rubrics. RESULTS. The results show that, in general, teachers have a very poor organization of subject matter knowledge, with a weak didactic potential. DISCUSSION. Likewise, the data indicate that there are insignificant differences between the concept maps of teachers in training and those made by practicing teachers, which reflects a similar andcyclical knowledge structure. The conclusions point to the low and limited impact of teacher education programs on pre-service teachers’ acquisition of subject matter knowledge, even though it is understood as a general didactic requirement for teacher education and, for the development of quality teaching.

Book Name: Effective Training Systems, Strategies, and Practices

"Effective Training Systems, Strategies, and Practices" by P. Nick Blanchard and James W. Thacker stands out as an exceptionally well-crafted guide for designing and implementing impactful training programs. The authors, seasoned experts in the field, offer a comprehensive overview of training methodologies, making it an invaluable resource for creating meaningful learning experiences. A notable strength lies in the book's practical orientation. Moving beyond theory, the authors provide real-world examples and case studies to illustrate the application of different training strategies. This not only enriches understanding but also offers actionable insights applicable across diverse organizational contexts. The text also addresses the pivotal role of technology in contemporary training programs. Blanchard and Thacker explore the integration of e-learning, virtual reality, and other cutting-edge tools, emphasizing the need to adapt training systems to the digital age. This forward-looking perspective ensures the book remains relevant and aligns with the evolving landscape of training and development. The book starts by establishing a strong foundation, covering essential training principles, historical evolution, and factors influencing effective learning. Blanchard and Thacker's meticulous approach ensures accessibility for readers new to the subject, making the content suitable for a broad audience.

A Review of the Impact and Challenges of Hikmah Pedagogy in Teaching and Learning Environment

Implementing an effective pedagogy that can enhance students' critical thinking, reasoning abilities, decision-making skills, and problem-solving capabilities is a key educational objective in the 21st century. This necessitates a shift from rote learning to interactive and meaningful learning experiences. Hikmah pedagogy, derived from Philosophy for Children (P4C), is an innovative approach that equips students with the essential skills for thinking, creativity, collaboration, communication, and caring, all while incorporating Islamic values through the Community of Inquiry (CoI) framework. Hikmah pedagogy adopts an infusion approach, fostering curiosity and promoting qualities such as critical thinking, open-mindedness, tolerance, and respect for others when exploring diverse perspectives. Research has demonstrated that the implementation of Hikmah pedagogy positively impacts teaching and learning across various subjects and educational levels. Hence, this review aims to assess the effects of Hikmah pedagogy on teaching and learning, as well as the challenges associated with its implementation. A total of 18 peer-reviewed articles were purposefully selected and analyzed using systematic content analysis (SLR). The findings indicate that Hikmah pedagogy enhances students' higher-order thinking skills (HOTs), critical thinking and reasoning abilities, open-mindedness, and communication skills. Additionally, the review highlights the importance of interactive stimuli, inquiry-based classroom management, and student engagement within the community of inquiry. Based on this evidence, educators are encouraged to incorporate Hikmah pedagogy as an effective teaching tool to cultivate students' thinking skills and moral development.

Focal digital devices and meaning in digital education: An ethnographic study of Ghanaian schools

Although extant research has addressed the importance of focal things and practices, as well as human values when engaging with digital technologies, a lot remains to be understood about the role of digital focal things in digital education. The paper argues that while Albert Borgmann understood digital devices as objects that render meaningless engagement, based on an ethnographic study of junior high schools in the Central region of Ghana, digital focal things can indeed invite meaningful learning experiences in digital education. However, despite positive gains there are also other aspects to this media ecology that raise tensions such as the trading and selling of student information and students becoming surveillance commodities. This paper begins with an overview of Borgmann’s philosophy, followed by an outline of methods and then moves to an analysis of digital focal things in the context of junior high schools in Ghana. The paper ends with concluding remarks.

‘First, do no harm’: systematic program evaluation of an equine veterinary service-learning initiative with Indigenous communities in Canada

BackgroundVeterinary students have historically lacked meaningful experiential learning opportunities in equine medicine. At the same time, there are barriers to accessing veterinary care in Indigenous communities stemming from colonial injustices. In 2018–2019, a partnership was initiated where University of Calgary students began to provide equine veterinary services to Indigenous communities. As the first-documented equine veterinary service-learning initiative in Indigenous communities embedded in a veterinary curriculum, the purpose of the study is to systematically evaluate the program for its potential impact as part of a formative process for improvement.MethodsMultiple parties in the program were engaged in a convergent, parallel, mixed-methods systematic program evaluation to explore the main program outcomes: (1) equine veterinary care; (2) clinical experiential student education; (3) cultural training of veterinary professionals and students; and (4) education of community members. The hypothesis was that ethical development using the “first, do no harm principle” would lead to benefits including a healthy horse population, a technically and culturally competent veterinary community, and an educated horse clientele.ResultsThe program had a positive impact on accessibility to veterinary care and self-reported improvement in veterinary and cultural competency. In addition to the hypothesized program outcomes, additional program outcomes and effects were identified, including reciprocal learning and relationship building with the Indigenous community, leading to trust and equity-building. The students learned from both the in-community programming as well as the Indigenous community members they worked with.ConclusionProgram evaluation of an equine service-learning initiative in Indigenous communities reveals multiple and profound impacts including improved patient health status, wider scope of veterinary and cultural learning, strengthened relationships, and reciprocal learning with partnering Indigenous communities.

The Role of Teaching Foreign Languages in Developing Intercultural Competence

In the contemporary global landscape marked by intensified cross-cultural communication, the proposed research explores the critical role of teaching foreign languages in fostering intercultural competence. Recognizing the indispensability of cultural sensitivity in the world distinguished by diversity, the study delves into the transition within German as a foreign language (hereinafter – GFL)  teaching from a focus on communicative competence to the pursuit of intercultural communicative competence. The investigation underscores the importance of equipping learners with competencies extending beyond linguistic proficiency, encompassing sociocultural understanding and universal practices. The former employs a comprehensive review of literature and research findings to reveal the multifaceted dimensions of intercultural competence, including cultural knowledge, communication skills, awareness, empathy, and adaptability. Examining effective teaching strategies, such as integrating authentic materials, fostering learner autonomy, and providing reflective learning opportunities, the study emphasizes the transformative role of educators in creating meaningful intercultural learning experiences. However, challenges in teaching intercultural competence are acknowledged, including limited exposure to authentic contexts, cultural biases, and the need for inclusive classroom environments. The study advocates for continuous professional development for educators, offering insights into potential solutions and future directions in foreign language education. In conclusion, the research highlights the pivotal role of foreign language education in developing intercultural competence and calls for ongoing collaboration among educators and researchers to overcome challenges and advance the field. The prospects for further study involve experimental research on teachers’ and learners’ practices in developing intercultural competence in GFL classrooms. This study contributes substantially to the discourse on intercultural competence, offering valuable insights for educators and policymakers seeking to enhance global citizenship through language education.  

Towards Quality Assurance in MOOCs: A Comprehensive Review and Micro-Level Framework

MOOCs (massive open online courses), because of their scale and accessibility, have become a major area of interest in contemporary education. However, despite their growing popularity, the question of their quality remains a central concern, partly due to the lack of consensus on the criteria establishing such quality. This study set out to fill this gap by carrying out a systematic review of the existing literature on MOOC quality and proposing a specific quality assurance framework at a micro level. The methodology employed in this research consisted of a careful analysis of MOOC success factor’s using Biggs’ classification scheme, conducted over a four-year period from 2018 to 2022. The results highlighted the compelling need to consider various indicators across presage, process, and product variables when designing and evaluating MOOCs. This implied paying particular attention to pedagogical quality, both from the learner’s and the teacher’s point of view. The quality framework thus developed is of significant importance. It offers valuable guidance to MOOC designers, learners, and researchers, providing them with an in-depth understanding of the key elements contributing to MOOC quality and facilitating their continuous improvement. In addition, this study highlighted the need to address aspects for future research, including large-scale automated evaluation of MOOCs. By focusing on pedagogical quality, MOOCs can play a vital role in providing meaningful learning experiences, maximizing learner satisfaction, and ensuring their success as innovative educational systems adapted to the changing needs of contemporary education.

Implementation of Character Education Cultivation Through Uwais Alqarni Character Film in Banu Thurayya Kindergarten

Character education is an important aspect in children's personal formation. Good character includes not only academic knowledge, but also positive moral, ethical, and personality values. One effective way to instill character education in children is through the use of visual media, such as movies. The purpose of this study was to investigate the impact of the use of visual media, especially the film character Uwais Alqarni, in character learning in Banu Thurayya Kindergarten. This research will explore the extent to which the film is effective in shaping positive values, as well as identifying and detailing potential problems that arise in its application. The method used in this study is qualitative with a descriptive analysis approach. The results of this study show that the implementation of character education cultivation through the film character Uwais Alqarni in Banu Thurayya Kindergarten is an innovative and effective step. Through this approach, children can learn in a fun and interactive way, while gaining a deep understanding of the positive values in Islam. The influence of visual media, especially through the film character Uwais Alqarni, in character education in K TK Banu Thurayya brought a striking positive impact. The film provides an immersive visual portrayal of Islamic values and moral character, creating an immersive and meaningful learning experience for children. Through the appeal of visual stories, children not only gain knowledge about Islamic teachings, but also permeate these values through the behavioral model of the character Uwais Alqarni

학교 환경교육 사업 운영을 통한 담당 교사들의 학습에 관한 질적 사례연구

Objectives This study aims to explore how teachers perceive the operation of school environmental education projects and identify the meaningful learning experiences they encounter in the process of carrying out environmental education tasks.
 Methods To achieve the research objectives, in-depth interviews and open-ended surveys were conducted with 11 teachers from elementary, middle, high, and special schools who have participated in the Chungcheongbuk-do Office of Education's Green School policy project for over two years and have continuous experience with Green Schools. The collected data were analyzed through qualitative research methods, and the research results were derived through discussions.
 Results Teachers, in the process of carrying out environmental education tasks, strengthened school environmental education on an educational dimension tailored to the specific situation, surpassing visible outcomes and pursuing educationally substantial activities. The efforts made by teachers were found to have an impact on changing their perspectives on the existing environmental education tasks. Through the learning process facilitated by these tasks, teachers recognized the overall necessity of environmental education in schools and, consequently, secured environmental education leadership at the school level.
 Conclusions The operation of school environmental education projects should be a process where teachers actively engage in and prioritize the implementation of substantial activities with an educational focus for better environmental education. Through realizing activities that prioritize educational objectives, teachers can create meaning in the operation of projects at both individual and community levels. This approach allows teachers to secure voluntary motivation for active participation in their roles as practitioners of environmental education.

The Importance of Learning with Patients: Post-Pandemic Takeaways on Learning Professionalism in Clinical Settings.

Public demands for high-quality healthcare require medical schools to ensure that physicians attain various competencies, including professionalism and humanism. This can be accomplished through various interactions and socialisations within the healthcare community. These meaningful learning experiences become more critical as students face unpredictable learning opportunities in clinical settings. However, professional development focuses on lapses, remediation and knowledge retention rather than its practice. To nurture professional and humanistic physicians, this study explores how medical students perceive learning professionalism in clinical settings. This is a qualitative phenomenology study involving medical students in clinical rotations at the Faculty of Medicine Universitas Indonesia. Respondents were chosen through a purposive sampling method that considered their gender and clinical years. Data were collected through focus group discussions (FGDs) and thematic analysis was used. Three FGDs were conducted with 31 clinical students. Learning professionalism in clinical settings presents challenges, including the hidden curriculum (HC), limited exposure to patients and the clinical learning environment because of the social restrictions caused by the COVID-19 pandemic. The tailored strategy to learn professionalism in the clinical learning environment was more teacher-driven, including role modelling, debriefing, providing feedback and teaching context-specific knowledge on professionalism, followed by patient interactions. The significance of students' interactions with the clinical learning environment, especially with patients and clinical teachers as role models, is the key to learning professionalism in clinical settings. This finding is an important takeaway in curriculum design for professionalism.

Development of Simple Science Learning Media in the Form of Reaction Rate Tools for Effective Understanding of Teaching Materials

Chemistry is one of the study materials in Natural Sciences (IPA) subjects which aims to provide knowledge to students in understanding chemistry learning concepts. One of them is the material on reaction rates, which is one of the studies in chemistry that really demands macroscopic, microscopic and symbolic aspects. This research is a type of analysis and development research which was carried out from April 24 to April 27 2019. The population involved in this research were all Tadris Science class B students with a total of 31 respondents. Reaction rate material in junior high school is still taught through the lecture method and by memorizing concepts without involving the microscopic aspects which will cause difficulties in understanding the concept of reaction rate meaningfully. Therefore, this research aims to utilize learning media which is closely related to improving the quality of learning which is expected to create a more meaningful learning experience, facilitate the process of interaction between students and teachers and students who are relevant anywhere, and enrich the students' learning experience. The results of this research are all questions for each validity have valid status, because the value of Rcount > Rtable is 0.355 and the result of the reliability coefficient of the content instrument is Ralpha = 0.621, the construct instrument is Ralpha = 0.675, the prediction instrument is Ralpha = 0.676, the concurrent instrument is Ralpha = 0.707, and the efficiency instrument is Ralpha = 0.610, apparently it has a "Cronbach's Alpha" value greater than 0.600, which means that the five instruments are declared reliable or meet the requirements. From the results of this research, it can be concluded that simple science learning media in the form of "Reaction Rate Tools" is effectively used for students' understanding of reaction rate material in junior high school