Media In Classroom Research Articles

바깥놀이에서 나타난 유아의 심미적 경험과 교사의 놀이지원에 관한 사례연구

Objectives The purpose of this study is to analyze children's aesthetic experiences in outdoor play, explore teachers' play support measures to promote them, and explore changes in children's aesthetic experiences. Methods Child-directed play in outdoor were observed through 30 observations over a total of 6 weeks targeting 4 early childhood teachers and 54 children in each class. The collected data, including field records, recordings, play logs, journals, interviews, and photos, went through a qualitative research analysis stage to derive themes and concepts of aesthetic experience. In addition, the teachers' support for enhancing the aesthetic experience that appeared in the play flow was analyzed. Results First, changes in children's aesthetic experiences during outdoor play occurred in terms of aesthetic experience from an intellectual aspect, an aesthetic experience from an emotional aspect, and a practical aspect. Second, teachers' play support shown to enhance children's aesthetic experience in outdoor play includes media support to use classroom media in outdoor play, environmental support to use space and props in new ways, and help to promote thinking to create creative play. It was found to be accident support and psychological support that helps people feel a sense of consideration and coexistence. Conclusions In child-led outdoor play, children's aesthetic experiences appeared in various aspects, and children's play was expanded and deepened according to the teachers' aesthetic support. This suggests that a teacher's close observation and appropriate support to enhance children's aesthetic experience can lead to active change, and this study can be an appropriate example for the development of aesthetics in everyday child-centered play.

HISTORY TEACHING IN THE FACE OF A NEW AND CHALLENGING HISTORICAL CONTEXT

The aim of this text is to discuss the use of information and communication technologies in the teaching and learning process in the subject of history. The topic was chosen as a result of the current technological scenario, which provides new configurations of social relations and allows for changes in various areas of people’s lives. Technology is currently embedded in all spaces and scenarios in society, and this is no different in the educational context. When used in the context of education, it allows for various possibilities of application, such as the use of digital media in classrooms, the implementation of virtual learning environments - in which it is possible to post content, lessons and interactions between teachers and students, as well as between students - in addition to countless other applications of technological resources, such as computers, tablets, among other tools. We also point out suggestions, possible paths, promoting reflection on teaching practice, in which teachers should need too adapt to new technologies.

Enhancing Arabic Speaking Skills: A Societal Approach at an Indonesian Islamic Boarding School University - Implementation Challenges and Remedies

The research explores the implementation of teaching speaking skills to first-semester Arabic language students at the University of Islamic Boarding School in Indonesia, using a social approach. It aims to comprehensively describe the process, covering objectives, the roles of lecturers and students, discussion themes, teaching methods, media, and evaluation. The study employs a descriptive qualitative method with data collected through observation, interviews, and documentation. Insights from the findings highlight the sociological perspective of learning objectives, emphasizing the lecturer's role in fostering social interactions through discussions. Both the lecturer and students' roles are examined in a societal context, underlining the lecturer's societal responsibilities and students' readiness for societal engagement. Discussion themes include social elements such as good behavior, Islamic education, and youth. The teaching method involves a conversational approach with cooperative learning strategies. Classroom media is limited to books and boards, while dormitories are equipped with LED TVs broadcasting Arabic-language religious speeches. Challenges faced by students are categorized into internal (lack of personal motivation) and external problems (shortage of classrooms and inadequate bathroom facilities). The study provides insights into the practical and sociological aspects of teaching speaking skills in an Islamic educational environment.

Augmented Reality with STEAM through Blended Learning for Elementary School

Purpose: Students in elementary school have difficulty to understand difficult topics because they are still in the concrete operational stage. By visualizing complex concepts as three-dimensional objects, Augmented Reality (AR) enables interactive and real-time reality. This investigation employs an interdisciplinary approach to Science, Technology, Engineering, the Arts, and Mathematics (STEAM) using AR technology. Patients and methods: The current study employs an interdisciplinary methodology that combines STEAM and AR with blended learning as pedagogical strategies in elementary education. The present study was conducted in Bengkulu, Indonesia, with a sample of forty elementary school students and six sixth-grade instructors. Results: The results of N-gain indicate an improvement in the experimental class, indicating that the AR method is extremely effective at improving students’ comprehension. Conclusion:The research shows that AR integrated with STEAM-based blended learning has significantly increase student engagement in the classroom and improve the development of students’ cross-disciplinary knowledge integration, problem-solving, and self-directed learning skills. Moreover, STEAM with AR is required for students to comprehend the course material and has assisted instructors in optimizing the use of media in classroom.

Technology education in elementary school using the example of learning robots - development and evaluation of an in-service teacher training concept

The context of the study is the increasing digitalisation of the living environment of primary school students, which is to be introduced into primary schools according to theoretical and educational policy guidelines. In this regard, further teachertraining on digital media in classrooms are particularly relevant, on the one hand to promote teachers’ digital-related pedagogical knowledge and content knowledge (DPaCK). On the other hand, studies also reveal positive correlations among teacher training, teaching activities, and students’ learning outcomes. In-service teacher training courses with adaptive support by a trainer in particular haveproven to be effective. Against the background of various research studies on professional development of teachers, a corresponding model of tripartite learning outcomes has been established and serves as a broad theoretical framework. However, the specific relationship between in-service teacher training with adaptive support, DPaCK, and computational thinking of primary school students in the context of the German primary school subject Sachunterricht has not been sufficiently studied. Therefore, the following research questions can be derived: (1) To what extent does training with adaptive support on the topic of learning robots contribute to the development of teachers’ DPaCK? (2) Which effects can be ascertained on the students’ computational thinking in technology-related Sachunterricht? To investigate this relationship, an intervention study in a pre-post design with an experimental group, a control group, and a baseline is appropriate. As results are not yet available at this point, the present paper focuses on the presentation of the theoretical background and empirical approaches.

Schools and Screens: A Watchful History by Victoria Cain

Reviewed by: Schools and Screens: A Watchful History by Victoria Cain Richard Butsch (bio) Schools and Screens: A Watchful History By Victoria Cain. Cambridge, MA: MIT Press, 2021. Pp. 280. This book chronicles the history of the debate about the introduction of film, television, and computers into American classrooms through four periods of the twentieth century. It documents four "areas of tension" concerning media in classrooms and curricula: teaching citizenship, contributing to race inequality, growing dependence on private money and privatization, and distrust of teachers. The book narrates detailed accounts of the twists and turns, the promotion of and reactions to these media as an educational tool, and the fates of efforts to mediatize the classroom. The narratives themselves tell of groups who promote media use in classrooms, find funding, mount successful demonstration projects, meet resistance at implementation, experience at least partial successes, but in the end fade away, all of this aided or retarded by the zeitgeist of the moment. In each period, the hopes and expectations were overblown; lavishly funded pilot programs with well-prepared and staffed initial tests were initially [End Page 234] promising but finally disappointing when introduced to real schools with limited budgets and teachers with less preparation, fewer support staff, and inadequate facilities for the new curriculum. The narratives are well written and heavily researched, based on an exhausting amount of primary sources, and exceedingly well-documented (there are 70 pages of endnotes for 190 pages of text). The narratives do a remarkable job of weaving these numerous sources into a coherent story of media history. For all these outstanding qualities, the book does not fulfill the promise of the introduction, "to look not just to the histories of machines and teaching, but to social and cultural history." The chapters are filled with details of events but only an occasional mention reflecting on the cultural context and political moment. Similarly, the social history remains mostly at the microlevel of people and practices. For example, the brief bios of major characters, followed by their parts in events, lean more toward a "great man" approach rather than a structural and cultural approach. I would have liked to see more explanation to transcend the details and integrate the narratives into the larger portrait of American society, its institutions, peoples, and cultures through these decades. It would have been nice, for example, for the author to have explained how the dominant culture or variant cultures of the time abetted or obstructed widespread introduction of media in schools and with what consequences. Also, there was a missed opportunity in the introductions and conclusions—to each chapter as well as to the whole book—to discuss larger implications of issues and outcomes rather than just summarize events. Nevertheless, reading the narratives, one can extract some patterns. Among these is a lesson seemingly never learned: the educational innovation that works in a lab or field test, with lavish time, money, and staff, frequently cannot stand up to the impediments of real classrooms and budgets when broadly implemented. One educational innovation that has proven to be robust is Head Start, but few others are. The lesson, of course, is not that these innovations are failures but that many of our public schools are not funded nearly well enough to provide quality education, media notwithstanding. The narratives demonstrate this in citing the differential results in rich versus poor school districts. A second lesson that can be drawn from the narratives is the mistake of assuming that media and its messages are fixed facts, as if there were only one way (that of the reformers) to use a medium and to interpret and react to the messages. The narratives repeatedly reveal the unrealistic expectations of the reformers and their surprise that teachers and students often go a different way than expected. A third example is how much success teeters on whether the reform coincides with the particular political and cultural moment or not. One wishes that the book had elaborated more on these important lessons for which it has provided ample evidence. [End Page 235] Last, typos and other irregularities occur throughout the text and the notes, which I suspect are less the fault...

EFL Students' Attitudes Towards the Use of New Media in Classrooms: An Analysis of Pakistani University

A lot of research has been conducted about using new media in learning and teaching. However, this study takes into account and sheds light on the attitudes of EFL students regarding the usage of new mediums for English language learning and teaching during COVID-19. This study explores the advantages and challenges of using new media during online classes for the English language. The data of this study is collected through 5 EFL students' interviews and from questionnaires which were distributed among250 EFL students. The findings of this study reveal positive attitudes of EFL students towards the integration of technology for ELL and ELT in the COVID-19 context. In addition, this study also shows a few students' suggestions about the usage of new media that would be very effective for Teachers' teaching styles as well as students' learning points of view.

PENGEMBANGAN MODEL PEMBATIK MELALUI MEDIA CLASSROOM DI MI MIFTAHUL HIDAYAH

This study aims to describe the development of technology-based learning models through classroom media for elementary/MI children. This study uses a qualitative approach because it aims to provide information, understanding and description of the content and quality of the content that occurs as the target or object of research. The term description is research that is intended to make a description of the events that took place. Data is collected and analyzed and abstracted, and theories will emerge that will show the results of qualitative research findings. Then the results of this journal research show that: First, the development of technology-based learning models is an effort made to develop learning that is in accordance with the demands of an increasingly modern era and full of advanced technology. Second, the use of classroom media on Google is an alternative to continue to carry out learning during this pandemic.

Construction of Wireless Sensor Network Video Surveillance System for Multimedia Classroom Education and Teaching under 5G Communication Network

Research on wireless sensor network video surveillance system is a hot field of media classroom education and teaching. Based on the 5G communication network theory, this paper constructs a wireless sensor network video monitoring system for multimedia classroom education and teaching, systematically analyzes the new distance education model under the condition of the integration of the two networks, and improves the interactive live classroom education model. For the classroom teaching mode, the model studies the isochronous transmission technology of data collection and video encoding and decoding, adopts hardware compression encoding, integrates key technologies such as reliable multicast and conditional access, and proposes the design of the system scheme, which solves the problem of multimedia classroom education and teaching digital issues. During the simulation process, the MATLAB software platform was used to study the effect of the number of 5G communication network nodes and node attributes (such as node position, node perception angle, instantaneous perception direction, or direction difference between neighboring nodes, node speed, etc.) on the target area or target point. The experimental results show that the performance of the joint optimization of transmission video quality and network lifetime performs well under multipath conditions. The total utility under multipath finally converges to 8.3, while the single path finally converges to 6.5, which further promotes the real-time performance of the multimedia network classroom teaching system.

Conceptual framework on Smart Learning Environment- An Indian perspective

Learning environments have changed significantly in the past few decades due to the inclusion of emerging Information and Communication Technology (ICT), both in hardware and software, as well as various online media in classrooms. Learners today utilize mobile gadgets and applications as their primary sources of information, knowledge, and social discourse. However, despite these advances in learning all technologies and the way learners have adapted to their changing environments, Technology is often used to supplement, rather than drive, the learning environment. Smart learning involves the emerging notion of smart technology. Incorporating smart learning techniques into class room teaching seems very interesting and constitutes complete knowledge pack. Further it is interesting to see what is being done, what issues are emerging, and what successes possible in the concerned areas that likely to occur in the next few years. In responding, this conceptual paper seeks to identify learning elements and approaches that might lead to stable, coherent and exhaustive understanding of smart learning environments, thereby providing standards development for learning, education.

Machine Learning Model-Based English Project Learning and Functional Research

Under the background of the rapid development of machine learning and information technology, traditional classroom mode is gradually replaced by media classroom. To tackle abstract and incomprehensible problems and restricted practical teaching in practical teaching, online classroom design principle is utilized to embody the classroom optimization and design principle of English language teaching from the perspective of machine learning based on English project learning. Based on the advantages of digitization, deep learning algorithm is used to establish classroom application model by information input. Besides, English language and relevant language application scenarios are presented from the perspective of machinery. The simulated textbook contents and relevant extended knowledge points are displayed in classrooms by online teaching. The current advantages of Internet communication are combined with machine learning algorithms for field simulations and calculations on the relevant course content of English subjects. The actual operation process in the English learning process is realized through the online form of the network. It ensures the stability and transmission accuracy of online classrooms, reduces information omission and loss during data transmission, and obtains the optimal solution for data simulation in real-time scenarios. Relevant researches demonstrate that machine learning combined with online classroom design breaks through the face-to-face book teaching in traditional classrooms by the dynamic demonstration of life and actual work scenes and entity innovations as well as design. Besides, it stimulates students’ interest in English courses, enhances the overall learning rate, promotes more significant effects of English project learning, and is conducive to the cultivation of comprehensive language talents in the new age.

Meningkatkan Pemahaman Siswa pada Materi Perkembangbiakan pada Tumbuhan Melalui Pembelajaran Kooperatif dan Media Gambar pada Peserta Didik Kelas IX B SMP Negeri 2 Kumai Tahun Pelajaran 2019/2020

In semester 1, class IX students learn about plant reproduction. One of the characteristics of life is to reproduce as a goal to produce offspring. This is also done by plants. In general, there are two types of plant reproduction, namely generative and vegetative reproduction. The learning carried out in class IX of SMP Negeri 2 Kumai is not very conducive, it causes students' low understanding of reproduction in plants. Many students cannot understand the material. Based on the description in the previous chapter, the researcher concludes from the results of research conducted at SMP Negeri 2 Kumai that there is an increase in understanding of plant reproduction in Class IX of SMP Negeri 2 Kumai in students' understanding of plant reproduction. In the pre-cycle 8 students who finished learning, then increased in cycle 1 there were 22 students who finished learning and in cycle 2 it reached 27 students. The average value showed in the pre-cycle was 68.23, then increased to 78.92 in cycle 1 and became 81.92 in cycle 2. So the research with the problem "Improving Student Understanding About Reproduction in Plants Through Cooperative Learning and Picture Media in Classroom IX SMP Negeri 2 Kumai for the academic year 2019/2020" in the process and a period of time that is not short, cooperative learning and image media have a positive impact on students, namely class IX students can increase students' understanding of reproduction in plants.

Pengembangan Media Pembelajaran Matematika Berbasis Macromedia Flash pada materi koordinat kartesius kelas VIII SMP

The purpose of this research are to develop macromedia flash-based mathematics learning media for cartesian coordinate material for class VIII SMPN 19 Mataram. Macromedia flash-based learning media is an audio-visual media presented in the form of software consisting of basic competencies, learning objectives, materials and quizzes. This development aims to overcome the weaknesses in the learning process that have occurred due to the lack of use of media in classroom, besides that it can also assist students in learning the concept of cartesian coordinates, especially in visualizing the objects in the material. The research methodology used in developing this learning media is 4D (Define, Design, Developement, Dissemination). Data collection techniques using interview guidelines and questionnaires. The result of this research is a software product of learning media for cartesian coordinates based on macromedia flash in the CD form. The product has been declared valid with good criteria by 4 validators. Based on the limited trial, it is known that the response of class VIII students of SMPN 19 Mataram that use the macromedia flash-based learning media cartesian coordinate is good.

Pengaruh Media Google Classroom terhadap Hasil Belajar Siswa Mata Pelajaran IPS Kelas VIII SMP Terpadu Ibnu Muay Babelan Bekasi

This study aims to determine the effect of Google Classroom Media on student learning outcomes in social studies subjects in class VIII SMP Terpadu Ibnu Muay Babelan Bekasi. The type of research conducted is quantitative. This research is ex post facto. This research was conducted in class VIII SMP Terpadu Ibnu Muay Babelan Bekasi. This research is quantitative associative with a sample size of 30 students. This data collection was carried out using the Google Classroom Media scale and documentation of even semester report cards. Validity test using content validity test (expert judgment). The reliability test uses Cronbach's Alpha which produces a reliability index of 0.968. The item correlation test is used to determine the consistency of respondents' answers. The data analysis technique was carried out by descriptive statistical analysis while to determine the relationship between the two variables, namely Google Classroom Media and student learning outcomes obtained through calculations with product moment correlation. The results showed that there was a positive and significant relationship between Google Classroom Media and student learning outcomes. Social Studies subject for class VIII of the Integrated Junior High School of Ibnu Muay Babelan Bekasi for the 2020/2021 academic year. This is indicated by the Pearson Correlation value on SPSS of 0.497 and the P value of 0.00 <0.05 which indicates a positive and significant relationship.

EFEKTIVITAS PEMBELAJARAN DARING DENGAN MEDIA ONLINE BERBASIS GOOGLE CLASSROOM PADA POKOK BAHASAN GELOMBANG TERHADAP HASIL BELAJAR SISWA SMA N 2 TONDANO

Learning is the most important activity in the entire educational process in school. The outbreak of the Corona Virus Disease 2019 (Covid-19) pandemic has had a major impact on all existing areas; teaching and learning processes are also carried out at home online or online via Google in the education sector. This study aims to determine the effectiveness of online learning with Google-based online media classroom waves on the physical learning outcomes of SMA Negeri 2 Tondano students This research method is an experimental method. The research data are based on the post-test results. The average physics learning outcomes of the experimental class students was 82 with a maximum score of 90 and a minimum score of 70. While the average physics learning outcomes for the control class students was 62 with a maximum score of 80 and a minimum score of 50, normality test of the data showed that the experimental class data and the control class are normally distributed, then the hypothesis is tested. Data on student learning outcomes from the post-test. The results of the investigation by calculating the t-test formula show that the H_O hypothesis is rejected. From this it can be concluded that the average learning outcomes of the experimental physics class are higher than those of the control classes.

Efektivitas Media Google Classroom Pada Proses Pelajaran Instalasi Penerangan Listrik Sekolah Menengah Kejuruan

This study aims to determine the effectiveness of the google classroom media on the subject of electric lighting installation at SMK Negeri 5 Padang. Student learning outcomes are still low because students cannot do learning directly. Therefore, it is necessary to conduct research with the application of google classroom learning media to see the effectiveness of student learning outcomes. This research uses descriptive research. This study tries to provide a systematic description of the facts and true nature of a particular population. The subjects of this study were students of class XI TITL Electrical Engineering Department at SMK Negeri 5 Padang who were registered in the 2021/2022 academic year and totaled 30 students. The data collection used in this study was in the form of providing material in 2 meetings with one basic competency and providing an evaluation. After learning, students will be given post-test questions to find out whether the learning is effective or not by comparing the results of the post-test scores with the KKM in the school. Based on the post-test data analysis of 30 students, the average post-test score was 82.83, 27 students completed, and 3 students were below the KKM. Based on this score, 90% of students scored higher than the KKM, and obtained classical mastery of students in the very effective category. So in terms of classical completeness, online learning using the Google Classroom application is categorized as very.

LEARNING MEDIA USED WHEN LEARNING DISTANCE: ANALYSIS OF STRENGTHS AND WEAKNESSES OF GOOGLE CLASSROOM IN DISTANCE LEARNING

The Covid-19 pandemic has had a major impact on the order of life, especially in the world of education. Following Government Policy, the face-to-face teaching system is now being transferred to the online system or known as the online system. The problems that arise in choosing the right method to use in the teaching and learning process in the midst of thispandemic are a dilemma for teachers. Some of the alternative applications offered must be adapted to the conditions of the school, teachers and students. The application used must be able to be accessed and understood by every teacher and student so that learning objectives can be achieved. The focus of this research is the use of Google Classroom media in online learning and its advantages and disadvantages. Researchers conducted field research with a descriptive qualitative approach to the learning process in schools. The results show that online learning through Google Classroom has advantages and disadvantages. The advantages include that teachers can use various media for the learning process, both those contained in the Google Classroom or other media that can be linked to the classroom. While the drawbacks are network problems and the limited quota that students have can be an obstacle in the learning process, as well as the low level of student activity in the learning process. Almost 31 students who answered the questionnaire stated that Google Classroom was not very effective because it certainly could not replace face-to-face meetings. Because there are many things that cannot be done through google classroom.

Using critical media literacy to create a decolonial, anti-racist teaching philosophy

Media educators must address their personal teaching philosophies to adequately participate in anti-racist pedagogy. Using critical media literacy principles, educators can be aware of student’s bodies and performance in relation to reinforced systems of whiteness in the media classroom. This article proposes ways for higher education media educators to adjust their classroom content, and classroom environment, to adopt an anti-racist, decolonial pedagogy.

INSTITUTIONALITY OF EDUCATIONAL DISCOURSE IN THE CONDITIONS OF DIGITALIZATION

The article features a comparative analysis of the traditional pedagogical and modern educational discourse. The central aspect of this comparison is the institutional factor in the context of digitalization. Pedagogical discourse traditionally belongs to institutional types of discourse where participants act within the framework of certain social roles: the teacher transfers knowledge and norms of social behavior to the student. In modern educational discourse we are talking about the transfer of information. The authors consider the following forms of modern educational discourse: the use of digital media in classrooms, online courses with tutors, online courses with trainers, educational accounts on social networks, online classes in zoom interactive program. The study revealed that in the first case, digitalization does not affect the degree of institutionalization. Online courses with tutors, which are characterized by a rather rigid structure and clearly defined functions of tutors, demonstrate higher degree of institutionalization compared to traditional pedagogical discourse. In other cases, digitalization has led to a lower degree of institutionalization: learning using Internet technologies is generally more personalized, participants use rather informal language, use smiles and emojis to express their emotions. The authors believe that this trend will remain, since the emotional component is an important factor in maintaining motivation to learn.

THE APPLICATION OF INSTRUCTIONAL MEDIA IN TEACHING ENGLISH TO YOUNG LEARNERS

In Indonesia, English is a foreign language, hence not easy to teach English to young learner in Indonesia, thus, need something interesting to teach English to young learners, one of which uses instructional media. Instructional media as a tool needed to facilitate the teachers in presenting the material, but many English teachers in Indonesia find it difficult to use instructional media in the classroom. This study aims to (1) how the teacher applied the instructional media in the classroom. (2) to investigate problems faced by the teacher, and (3) elaborate the teacher's strategies in solving problems using the instructional media. This study was conducted a case study design, by using observation and interviews to collect data. In the investigation teachers do not have free access to use the media provided at school. Thus, they faced obstacles to provide proper media in classroom. Therefore this paper described certain strategies to solve teacher problems in using instructional media in the class. Keywords: Teaching English, Instructional media, Young learners