Meaningful Learning Experiences Research Articles

Mathematics in South Africa’s Intermediate Phase: Music integration for enhanced learning

Background: Embracing the influential role of music in education, teachers an cultivate an environment that fosters learners’ curiosity, creativity, and enthusiasm for acquiring knowledge. The first author, experienced in teaching Intermediate Phase music and mathematics, was keen to explore how to bridge the gap between the educational vision for 21st-century knowledge and skills and current teaching practices through the adoption of active music integration and appropriate pedagogy to full engage learners.Aim: The study aimed to explore how general teachers, with no previous formal music exposure perceived and engaged with the process of correlating concepts and learning experiences in music and mathematics.Setting: The research was conducted over nine weeks in three South African, Afrikaans-medium, middle-class governmental primary schools located in the Tshwane North district of the Gauteng province.Methods: This study employed a qualitative case study research approach and was situated within the pedagogical design of constructive alignment for effective teaching and learning.Results: The results underscore the significance of generalist teachers’ ability to effectively incorporate music into mathematics lessons without extensive musical training or instrumental skills.Conclusion: The article challenges the notion that musical expertise is a prerequisite for integration, highlighting the fact that generalist teachers can successfully incorporate music into mathematics instruction by fostering meaningful connections between the two subjects.Contribution: This article draws attention to the importance of constructive alignment in promoting independent thinking and the practical application of knowledge. These findings offer guidance for the development of pedagogical frameworks and instructional practices that prioritise meaningful teaching and learning experiences.

Exploring the impact of street play as a powerful pedagogical tool in public health programs

This case study reports on the production, performance and evaluation of a public health street play by MSc Public Health students at York St John University (London Campus) in the United Kingdom. The street play was performed on World AIDS Day 2023. This paper focuses on the dynamic and interactive nature of street play as a pedagogical technique that aligns with constructivist principles, fostering meaningful learning experiences. Increased confidence, engagement and programme commitment were observed in students both in in-person and online sessions following the street play. While recognising these strengths, we discuss the need to address challenges, foster collaborations and implement continuous improvement strategies to make street play even more effective as a teaching method in the public health discipline.

The Effect of Technological Pedagogical Content Knowledge (TPACK) on Rural Area Students’ English Writing

This research was conducted to examine the impact of the Technological Pedagogical Content Knowledge (TPACK) and Direct Learning (DL) model on the learning outcomes of students in rural areas concerning English descriptive text composition. The models introduced a meaningful learning experience within conventional classroom settings, enabling students to connect prior knowledge with new information in creating innovative ideas. TPACK model played an essential role in the educational system, facilitating teachers in integrating technological, pedagogical, and content knowledge throughout the instructional process. Therefore, students became more engaged, active, and enthusiastic participants in their learning. An authentic experimental and control group design was carried out in two parallel classes at a senior high school. Meanwhile, ANOVA Factorial (2-way ANOVA) was used to analyze the data. The results showed that the learning outcomes of TPACK were significantly different from those of the DL group. Therefore, TPACK substantially affected the learning outcomes of students in writing English descriptive text. This research reported the valuable contribution of the model in equipping future teachers with the knowledge necessary to integrate content, learning theories, teaching models, methods, and technology into their instructional practices.

Empowering Students Through Entrepreneurship: Assessing Skill Acquisition in Targeted Project-Based Learning

The COVID-19 pandemic has significantly transformed the educational landscape, with students, educators, and institutions adapting to new challenges and opportunities. As students navigate the academic terrain reshaped by the pandemic, they are in pursuit of educational journeys that blend hands-on, practical skills alongside foundational aspects of traditional academia, highlighting a shift towards more meaningful and applicable learning experiences. Entrepreneurship has emerged as a key area of interest, yet a gap exists regarding whether smaller liberal arts institutions can compete in the higher education landscape and make an impact by infusing targeted entrepreneurial projects into the curriculum, focusing on the skills acquired. Through qualitative analysis of end-of-term reflections and depth interviews with an undergraduate population engaged in entrepreneurial educational experiences and projects, using a tripart Entrepreneurial Skills (ES) model as a reference framework, themes emerged that can help form a better understanding of how students gain proficiency and compete in a global and digital world through entrepreneurial initiatives in higher education, including the ability to be open to novelty, to create solutions to emerging problems, and to communicate effectively.

Readiness of Education Students in Teaching Internship Basis for Student Teaching Internship Enhancement Program (STIEP)

Teaching internships provide trainees with the opportunity to understand the qualities of good teaching and identify their readiness for the profession. Continuous teacher development is crucial throughout their career, especially in the changing world and lifestyles. A study involving 28 education students at a private Higher Education Institution (HEI) assessed their readiness for teaching internships, leading to the development of a Student Teaching Internship Enhancement Program (STIEP). The results showed that students have a moderate level of need in nine out of ten items, with communication skills being the most needed. Other areas with moderate needs included classroom management, curriculum standards, questioning skills, concept readiness, lesson planning, teaching strategies, assessment, and ICT. To provide meaningful learning experiences, the STIEP should expose students to activities anchored to their specific needs

Gamification in EFL: Exploring the Use of Gamification Strategies to Enhance Student Motivation and Engagement

Many students experience a lack of motivation and engagement in learning due to the monotonous learning system. Therefore, many teachers apply gamification strategies to increase student motivation and engagement in learning. This study investigates the integration of gamification strategies within English as a Foreign Language (EFL) instruction to amplify student motivation and engagement. Gamification, a methodology applying gaming elements in a non-game context, serves as a focal point to enhance learning participation and motivation. In the realm of EFL education, student motivation and engagement often pose significant challenges. Through qualitative methodology involving classroom observations, questionnaires, student interviews, and teacher reflections, this research assesses the impact of implementing game elements like point-based assessments, competitive dynamics, challenges, and rewards on student motivation and engagement in learning English. The findings underscore a notable surge in student motivation attributed to the incorporation of game elements, fostering a more enjoyable and competitive learning environment that encourages active student participation. This research contributes vital insight for educators, highlighting the efficacy of gamification as a tool to heighten motivation and engagement in EFL education. It emphasizes the need for judicious integration of relevant gaming elements in pedagogical design to craft more immersive and meaningful learning experiences for students studying English as a Foreign Language.

Designing a Hypothetical Learning Trajectory Using Prezi Presentation and GeoGebra Application on Flat-Shaped Triangle Geometry Materials

Technology plays a crucial role in enhancing the quality of math learning. In addition to adapting to the rapid advancement of ICT, technology serves as a visualization aid for abstract mathematical concepts, facilitating understanding. Prezi presentations and GeoGebra application are technological tools that can be used as a medium for learning math. Prezi Presentation is used as a presentation medium, while GeoGebra functions as a dynamic tool to enhance the understanding of geometry. They both positively impact the development of mathematical thinking, facilitate meaningful learning experiences, and can be used as alternatives in designing a hypothetical learning trajectory for concepts related to triangle types. This study aims to design a Hypothetical Learning Trajectory (HLT) using Prezi presentation and GeoGebra for the material related to triangle types. The HLT tailored to suit the characteristics of students, making it easier to construct independent understanding related to triangle types through the use of dynamic technology such as Prezi and GeoGebra. This study uses a design research approach consisting of three phases: introduction, design experiments, and retrospective analysis. This was carried out solely in the preliminary phase to develop the initial prototype of the HLT focusing on the concept of triangle types. The HLT will be further examined in subsequent research and retrospectively analyzed to develop the Learning Instructional Theory (LIT) as the final product. Keywords: flat-shaped triangle geometry materials, geogebra application, hypothetical learning trajectory, prezi presentation

Teachers Difficulty and Coping Strategies in Physics

This study investigates the difficulties encountered by physics educators and their coping strategies. Physics teaching presents various challenges such as addressing student misconceptions and integrating real-life examples. Understanding these challenges is crucial for developing effective coping strategies and enhancing physics education quality. Research suggests that addressing these challenges can improve teacher competency and student engagement. Investigating teachers' difficulties and coping strategies is vital for advancing the field and achieving successful learning outcomes. Ten teachers from public and private schools in Sultan Kudarat province participated in the study and were selected through purposive sampling. Data were collected using semi-structured interviews and focus group discussions with careful adherence to ethical standards. Results revealed challenges including teacher competency, students' weak mathematical foundations, and low retention. Coping mechanisms involved instructional preparation, peer mentoring, and real-life application of physics concepts. Despite the hurdles, educators exhibit resilience through various coping mechanisms, emphasizing the importance of targeted interventions and support systems. By fostering collaboration, emphasizing real-world applications, and providing ongoing professional development, educators can enhance the quality of physics education and facilitate meaningful learning experiences for students.

The Analysis Of Bela H. Banathy’s Model And Its Relevance To Islamic Education Learning In Schools

Learning Islamic religious education is an essential part of achieving national education goals. Meanwhile, choosing a learning model is important in achieving success in Islamic Religious Education. This research aims to reveal how applying the Bela H. Banathy learning model in Islamic religious education can improve the quality of learning. This qualitative research uses a literature study approach. The data analysis method uses descriptive analysis methods to reveal the application of the learning model developed in 1968 by Bela H. Banathy in learning Islamic religious education in schools. The research results show that the Bela H. Banathy learning system is relevant to learning Islamic religious education. This model uses an approach oriented towards student learning outcomes by developing the concept of a spiral or learning cycle. Implementation of this model is carried out through six stages, namely: (1) formulating goals, (2) developing tests, (3) analyzing learning activities, (4) designing a teaching system, (5) carrying out test development activities, (6) and making improvements based on Banathy's evaluation results. The Banathy model has advantages in formulating goals according to student abilities and a structured and measurable learning system. This model can provide meaningful learning experiences, improve critical thinking skills and creativity, and use a holistic learning approach. On the other hand, weaknesses include the need for more steps in designing learning and the tendency to ignore previously learned knowledge. Keywords: Learning Model, Bela H. Banathy, Islamic Religious Education

Constructive alignment in a graduate-level project management course: an innovative framework using large language models

Constructive alignment is a learning design approach that emphasizes the direct alignment of the intended learning outcomes, instructional strategies, learning activities, and assessment methods to ensure students are engaged in a meaningful learning experience. This pedagogical approach provides clarity and coherence, aiding students in understanding the connection of their learning activities and assessments with the overall course objectives. This paper explores the use of constructive alignment principles in designing a graduate-level Introduction to Project Management course by leveraging Large Language Models (LLMs), specifically ChatGPT. We introduce an innovative framework that embodies an iterative process to define the course learning outcomes, learning activities and assessments, and lecture content. We show that the implemented framework in ChatGPT was adept at autonomously establishing the course's learning outcomes, delineating assessments with their respective weights, mapping learning outcomes to each assessment method, and formulating a plan for learning activities and the course's schedule. While the framework can significantly reduce the time instructors spend on initial course planning, the results demonstrate that ChatGPT often lacks the specificity and contextual awareness necessary for effective implementation in diverse classroom settings. Therefore, the role of the instructor remains crucial in customizing and finalizing the course structure. The implications of this research are vast, providing insights for educators and curriculum designers looking to infuse LLMs systems into course development without compromising effective pedagogical practices.

Auditory Learner

Auditory Learner

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.

MODEL OF METHODICAL DEVELOPMENT OF OPEN JOINT ACTIVITY OF PRIMARY SCHOOL TEACHER AND STUDENT

This paper proposes a comprehensive model for the methodical development of open joint activity between primary school teachers and students. Open joint activity refersto collaborative learning experiences where both teachers and students actively participate, share ideas, and collaborate in the learning process. The model presented here emphasizes the importance of fostering a supportive and inclusive learning environment that promotes mutual respect, communication, and collaboration among all participants. Key components of the model include the establishment of clear learning objectives, the use of diverse teaching strategies to engage students, the integration of technology to enhance learning experiences, and the implementation of ongoing assessment and feedback mechanisms to monitor progress and adjust instruction as needed. By implementing this model, educators can create dynamic learning environments that empower students to take an active role in their education and foster meaningful learning experiences.

Pendampingan Guru Madrasah Ibtidaiyah dalam Mengimplementasikan Pembelajaran dan Asesmen Kurikulum Merdeka Menuju Madrasah Mandiri Berprestasi

The Merdeka Curriculum is a new curriculum aimed at improving the quality of education through a holistic approach, emphasizing the development of character, creativity, and multiple-intelligence of students. However, the implementation of the Merdeka Curriculum in Lamongan Regency faced several challenges, one of which was the limited understanding of teachers regarding the concepts and learning methodologies contained in the curriculum. To address these challenges, mentoring was provided to Madrasah IbtidaiyahI (Islamic Elementary School) teachers (a case study in Brondong Subdistrict, Lamongan). In this mentoring program, the subject of PKM (Community Service Program) was the teachers in 35 Madrasah Ibtidaiyah (MI) under the Working Group of Madrasah Ibtidaiyah (KKMI) in Brondong Subdistrict, Lamongan Regency. The assets (figuratively speaking) as the implementers of this program totaled 70 teachers, with two representatives from each madrasah. The mentoring method used the Asset Based Community Development (ABCD) approach, aiming to maximize the assets and potential of the madrasah, while involving active participation from all teachers. The mentoring results showed a significant increase in teachers' understanding of the Merdeka Curriculum, reaching 71.43%. Teachers were also able to develop lesson plans that align with the principles of flexibility and contextualization, and implement active learning methods through practical activities reinforcing the Pancasila Student Profile Project and the Rahmatan lil Alamin Student Profile (P5-PPRA). This mentoring provided benefits and positive outcomes for the madrasah and students. The madrasah became more independent and achieved better performance, while students obtained higher-quality and more 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.