Teaching Methods Research Articles

METODE GURU PENDIDIKAN AGAMA KRISTEN DALAM MEMBANTU SISWA TUNANETRA (GANGGUAN PADA PENGLIHATAN) DALAM BELAJAR

The purpose of this study is to find out and provide appropriate teaching methods for Christian Religious Education (PAK) teachers to help visually impaired students in learning. Because there are still Christian religious education teachers in teaching the visually impaired only use conventional methods (lectures) which are monotonous and less interesting. As a result, students often feel bored and have difficulty understanding the learning material. For this reason, this research uses a qualitative method with a literature research approach. Data was collected by reviewing various literature, articles, books, and related sources of information. The results show that Christian Religious Education teachers can use several teaching methods that are suitable for the characteristics of visually impaired students, such as the lecture method, question and answer method, discussion method, and drill method. In addition, Christian Religious Education teachers must give special attention, guide, and motivate blind students to help them learn. The conclusion of this research is that Christian Religious Education teachers must be able to apply a variety of appropriate and interesting teaching methods in an innovative, creative, and versatile manner to optimize the learning experience of blind students, making learning more effective and enjoyable. Appropriate teaching methods and supportive approaches significantly improve students' engagement and understanding of the teaching materials.

Sport students’ experiences of teaching and learning in the United Kingdom: A comparison between further and higher education settings

Few studies have investigated teaching and learning experiences of university sports students which is surprising considering the high annual numbers recruited to sport degree programmes and consequent non-completion rates. This study compared teaching and learning experiences of 350 first-year sport students at a post-92 English University with how they were taught at their further education institutions. Key findings showed the teaching and learning methods at university were less structured and tutor-led but with more teaching staff involved. Practical implications for developing rich modes of university provision that best support the needs and expectations of newly arrived sports students are provided.

Planning and management of environmental education to promote educator’s environmental awareness and pro-environmental behaviour

The increased burden on educators to promote environmental education has recently attracted research interest. Since environmental knowledge has insignificant direct effects on pro-environmental behaviour, it is important to devise effective teaching methods to reduce the burden on educators and promote environmental conservation. In this study, we examined whether the planning and practice of educating others promoted environmental consciousness in the educators. Twenty-four and twenty-two university students participated in the study as part of an experimental and active control group, respectively. The experimental group was asked to plan and manage events meant to educate children about the environment and help them feel comfortable in nature. As a result, compared to the beginning of the study, the experimental group participants exhibited increased environmental consciousness. This improvement could be attributed to the fact that the participants possibly altered their behaviour towards the environment, consistent with the nature conservation practices they presented to the children participating in the abovementioned events. These findings highlight how planning and managing environmental conservation events for others could influence and improve individuals’ environmental consciousness.

The impact of artificial intelligence on research and higher education in Morocco

Artificial intelligence (AI) has revolutionized various fields, including research and higher education. Thanks to its innovative applications, it has changed traditional teaching methods. This article aims to explore the impact of AI on these domains in Moroccan universities, focusing on its transformative influence, benefits, challenges, and future prospects. By analyzing current literature, case studies, and expert opinions, we elucidate how AI has enhanced research methodologies, empowered educators and students, and fostered innovation in academia. In addition, we discuss ethical considerations and potential concerns associated with the increasing integration of AI. Finally, we highlight the future prospects and opportunities offered by AI for research and higher education in Morocco.

Selection of a classroom observation tool for disability inclusion in Uganda

Background: Obuntu Bulamu is a Ugandan intervention promoting inclusive education for children with disabilities. This culturally appropriate approach, based on the Ubuntu philosophy, utilises peer-to-peer support activities for children, parents and teachers.Objectives: To effectively measure the intervention’s impact on disability inclusion, the study aimed to select, adapt and test classroom observation instruments suitable for the Ugandan context.Method: Three structured classroom observation tools were selected and piloted in 10 primary schools in Wakiso District: The Classroom Observation Checklist (CoC), the Teacher-Pupil Observation Tool (T-POT) and the Interaction Engagement Scale (IES). These tools were adapted to ensure cultural relevance and applicability within Ugandan school settings.Results: Factors like class size, teaching methods, cultural relevance, language and ease of use influenced the suitability of the selected tool. The CoC emerged as a more effective tool with a strong internal consistency (Cronbach’s alpha of 0.80) for capturing inclusiveness and peer-to-peer support in the classroom compared to the T-POT and IES.Conclusion: The study findings emphasise the significance of adapting and testing tools in specific cultural contexts and low-income country settings and considering culturally contextual factors like class size, teaching methods, language complexity and ease of use when measuring disability inclusion in primary schools.Contribution: The selection of a classroom observation tool for the Obuntu Bulamu randomised control trial contributed to African disability knowledge and practices designed on and for the continent.

BOOK REVIEW: TEACHING WORLD LANGUAGES WITH THE FIVE SENSES, PRACTICAL STRATEGIES AND IDEAS FOR HANDS-ON LEARNING

This book review discusses Elizabeth's journey as a mother and teacher who combined her personal and professional experiences to design a language teaching method that engages the five senses. The book “Teaching World Languages with the Five Senses, Practical Strategies and Ideas for Hands-On Learning” that resulted from her research provides deep insights into language acquisition in the brain. Each book’s 11 chapters address various topics, from language learning in the brain to five-sense teaching methods to cultural responsiveness in the 21st-century language classroom and decolonizing the world language curriculum. Emphasis is placed on teachers adapting to student diversity, dealing with learning anxiety, and providing approaches that support higher-order thinking skills. Suitable for all language teachers worldwide, this book presents an innovative approach involving the five senses in language learning, emphasizing a basic understanding of the brain as a foundation for more effective teaching practices.

The Impact of Blended Mobile Learning on EFL Students’ Vocabulary Development

The study's objective is to examine the effects of Blended Mobile Learning (BML) on the vocabulary development of EFL preparatory students and their views of BML. As a mixed method study, it was conducted with 40 preparatory students at a state university in Turkey. While the control group studied vocabulary by reading texts only in the classroom by adhering to the textbook, the experimental group, in addition to the same instruction, was taught vocabulary outside the classroom in a virtual classroom opened through the Google Classroom application. A pre-test and a post-test were administered to the students to determine the impact of BML on their vocabulary development. The results of the tests were analyzed with SPSS program and the vocabulary development of groups was compared via an independent T-test. Additionally, a structured interview was done with the students of the experimental group to determine their views of BML. Students' responses were analyzed using the MAXQDA 2020 program with the method of content analysis. This research has led to the conclusion that BML, as a teaching method, strengthens the vocabulary development of the preparatory students and motivates them to learn vocabulary.

시나리오기반 시뮬레이션실습 교육의 효과와 경험에 대한 연구

Objectives The purposes of this study were to investigated the effectiveness of scenario-based simulation prac-tice education for nursing students. Methods Data were collected through a questionnaire from 169 senior nursing students enrolled at a university in J city between April 15 and June 30, 2024. Quantitative data were gathered from these students, and qualitative data were collected through focus group interviews with 15 students who consented to participate. The quantita-tive data collection was conducted in two phases, pre- and post-surveys, using self-report questionnaires to as-sess problem-solving skills, critical thinking disposition, self-directed learning ability, communication skills, and grit. The data were then analyzed using descriptive statistics and paired t-tests. Qualitative data collection was conducted after the course grades were fully disclosed, as they could influence the research outcomes. Focus group interviews were held with three groups, each consisting of five students, and each interview lasted between 1.5 to 2 hours. The interview questions were provided in advance to allow participants time to reflect. During the qualitative data collection, four researchers took on roles as a moderator, two recorders, and one observer. All in-terviews were recorded and documented. Results In this study, quantitative research results showed that after scenario-based simulation practice educa-tion, nursing students' problem-solving abilities (t=-8.02, p=<.001), critical thinking disposition (t=-6.86, p=<.001), self-directed learning abilities (t=-6.10, p=<.001), communication skills (t=-3.62, p=<.001), and grit (t=-7.26, p=<.001) significantly improved. The qualitative research results, obtained through focus group inter-views, revealed three themes: the coexistence of positive and negative feelings towards the new educational method, the expansion and growth of knowledge through new educational experiences, and self-reflection through role experiences. Conclusions Through scenario-based simulation practice education, students had diverse experiences and showed improvements in cognitive aspects such as problem-solving abilities, critical thinking disposition, and communication skills. It was also confirmed that the integration of theory and practice and clinical performance abilities were enhanced. This study suggests that there is a continuous need for research comparing scenar-io-based simulation practice education with other teaching methods, involving comparison and control groups.

2015 개정 교육과정에 따른 <기본 수학> 교과서의 선분의 중점 지도에 관한 분석

Objectives The purpose of this study is to analyze whether to introduce coordinates that midpoint on the line seg-ment and the learning contents that show different description methods of the <Basic Mathematics> textbooks according to the 2015 revised curriculum. Methods To do this, seven <Basic Mathematics> textbooks according to the 2015 revised curriculum were analyzed. Results First, only three of seven <Basic Mathematics> textbooks introduce the coordinates of the midpoint of the line segment. Two of these were introduced in the coordinate plane, and the other one was provided to the auxil-iary space as a hint to solve the equation problem of the circle. Second, three of the seven <Basic Mathematics> textbooks presented a problem to be solved using the coordinates of the midpoint of the line segment. In the equation of the straight line, it is presented as a problem of finding a perpendicular bisector of a line segment, and in the equation of the circle, it was presented as a problem of finding an equation of a circle given both end points of the diameter. Third, the method of describing the contents of the symmetric movement about the straight line    was different depending on whether or not it was introduced into the coordinates of the center. Conclusions Changes in the curriculum due to the nature of the mathematics subject not only affect the teaching and learning methods of that part, but also the teaching methods of other parts. Therefore, it is necessary to con-tinuously study the learning contents and changes in teaching and learning materials such as textbooks according to changes in the curriculum.

Transformational Leadership and Team Synergy in Improving Communication and Collaboration in Educational Settings

This study explores the impact of transformational leadership on team synergy, communication, and collaboration in educational environments. The purpose of the research is to examine how transformational leadership enhances team dynamics by fostering trust, communication, and participatory decision-making among teachers and staff. Utilizing a qualitative phenomenological methodology, in-depth interviews were conducted with school leaders, teachers, and administrative staff, complemented by participatory observation and document analysis. The results reveal that transformational leadership significantly improves collaboration by encouraging open communication and empowering team members to take initiative. Teachers reported feeling more motivated to innovate in their teaching methods and engage in interdisciplinary collaboration. However, challenges such as staff resistance and limited resources hindered the full adoption of collaborative practices in some schools. The study also highlights varying levels of team participation, which indicates that the effectiveness of transformational leadership depends on the leader's ability to engage all team members. The major conclusion of the study is that transformational leadership positively influences team synergy through enhanced trust and collaborative problem-solving. The findings provide important practical insights for educational leaders, suggesting that transformational leadership fosters a more inclusive and innovative school environment. This research contributes to the field by emphasizing the need for flexible leadership approaches that adapt to team dynamics and the critical importance of institutional support and resources to fully realize the benefits of transformational leadership in educational settings.

Implementasi Metode Dan Evaluasi Pembelajaran Di Pondok Pesantren Jareqje Pambusuang Kabupaten Polewali Mandar

The implementation of teaching methods must align with educational objectives, the material taught, and evaluation tools to measure teacher effectiveness and student success. This study aims to analyze the teaching methods at Pondok Pesantren Jareqje Pambusuang, which integrate traditional (salafi) and modern (khalafi) approaches. The research method used is descriptive qualitative, involving observation, interviews, and document analysis. The results show that the sorogan, bandongan, and outdoor learning methods enhance active student engagement and collaboration, which are essential for optimal learning outcomes. A supportive learning environment also plays a role in influencing student interest and engagement. Evaluation is comprehensively conducted through diagnostic, formative, and summative assessments that evaluate both academic abilities and character development of the students. The implications of this research suggest professional development for educators, the integration of technology in teaching, and health programs to improve the effectiveness of learning and student well-being.

국내 초·중등 인공지능 교육 연구동향 분석:학교급별 비교를 중심으로

Objectives This study analyzes trends in domestic elementary and secondary AI education research, suggesting directions for future studies and providing insights to support further research activities. Methods To investigate research trends in AI education for elementary and secondary schools in South Korea, The literature was searched using RISS by combining nine keywords: ‘AI,’ ‘artificial intelligence,’ ‘chatbot,’ ‘machine learning,’, ‘deep learning’, ‘education,’ ‘class,’ ‘learning,’ and ‘teaching’. After a second screening, we selected 140 documents published from 2019 to March 2023 and analyzed them based on basic, research purposes, meth-ods, and content trends. Results First, the number of publications in domestic AI education research for elementary and secondary schools increased from 2019 to 2021 but decreased by one in 2022, with 21 papers published by March 2023. Second, the study subjects were ranked in order of elementary, middle, and high school levels. Third, the primary research fo-cus for elementary and middle schools was on ‘Development and Application of AI Education Programs,’ while high school research also included ‘Analysis of AI Education Curriculum.’ Fourth, developmental research was the most common method, focusing on AI education programs and teaching models across all levels. Fifth, ‘Other’ and ‘Mathematics’ were the most frequently applied subjects. Sixth, the most common teaching methods in-cluded ‘Other,’ emphasizing experiential learning and practical training. Lastly, the most common dependent vari-ables were ‘Attitudes towards artificial intelligence’ at the elementary level, ‘Academic achievement’ at the middle level, and ‘Other’ at the high school level. Conclusions This study is significant in analyzing trends in AI education research within domestic elementary and secondary schools, thereby shedding light on future research directions.

The impact of 12 weeks of circuit body weight training on athletes’ physical fitness

The purpose of this study is to find out the impact of 12-week circuit body weight training on athletes’ physical fitness. This study used an experimental design with a control group. This experimental model consists of three stages. Firstly, pre-testing the dependent variable before implementing the treatment. Secondly, experimental participants are given experimental treatment, specifically the circuit body weight approach. Thirdly, provide a post-test to measure the dependent variable after treatment. The experimental sample included 25 athletes from various sports who were separated into two treatment groups. The circuit body weight group consisted of 13 samples, while the remaining 12 were trained using conventional direct teaching methods. The data analysis technique begins with calculating the data’s normality. The homogeneity test determines if two data sets contain homogeneous versions. Finally, the Mann-Whitney test compares two similar population means. Calculations using SPSS IBM 26 on data before treatment in the experimental class resulted in a valid sample size of 25 and a score of 48.40 ± 2,931. The experimental group had a valid sample size of 25, with a score of 49.57 ± 2,979. Pre-test data for the control class showed 25 valid samples with a score of 38.7 ± 6,607. Meanwhile, the control class post-test data obtained a valid sample size of 25 with a score 39.43 ± 6.796. The table shows a sig (2-tailed) value of 0.000 < 0.05, indicating a significant difference in physical fitness scores between the experimental and control groups. Additionally, there is a difference in average Physical Fitness results between the Circuit bodyweight training model and the conventional learning model.

The Effect of Using Technology-Assisted Drama Method in Teaching the Central Nervous System Subject on Academic Achievement and Attitude

The aim of this research is to examine the effect of technology-supported drama method applications on students' academic achievements regarding the central nervous system and their attitudes towards biology. In the research, quasi-experimental design with pre-test post-test control group, one of the quantitative research methods, was used. The sample of the research consists of a total of 50 students studying in biology course at a state university, in 2 classes determined by the convenient sampling method. The subjects covered within the scope of the research were taught with the traditional teaching method in the control group and with the technology-supported drama method in the experimental group. As a data collection tool in the research, the "Academic Achievement Test" developed by Akman (2023) and Geban, Ertepınar, Yılmaz, Altın, were used to measure the academic achievements of the students. and the Biology Attitude Scale, developed by Şahbaz (1994) to determine students' attitudes towards chemistry and modified as a biology attitude scale by Pekel (2005), were used. SPSS 22.0 package program was used to analyze the data. As a result of the research, it was determined that the course carried out with the technology-supported drama method generally positively increased the academic success and attitudes of the students.

유아교육 전공 대학생들의 셀프리더십, 학습태도, 학업성취와의 관계에 대한 연구: 플립드러닝을 적용한 교직수업을 중심으로

Objectives As learner-centered teaching methods emerge as a new paradigm in education, the flipped learning approach is increasingly being utilized in universities. This study aims to identify the relationship between flipped learning attitudes and self-leadership among university students majoring in early childhood education, partic-ularly within teacher education courses. It seeks to determine which specific self-leadership strategies sig-nificantly influence learning attitudes and academic achievement. Through this analysis, the study intends to ex-plore the potential for effectively utilizing self-leadership in flipped learning in the future. Methods The subjects of the study were 61 first-year students majoring in Early Childhood Education at B University in Seoul. Data collection took place from March to June 2024. The collected data were analyzed using Jamovi 2.25 for correlation analysis, multiple regression analysis, and ANOVA. Results A positive correlation (r = .53) was found between flipped learning attitudes and self-leadership. Among the three self-leadership strategies, the constructive thought pattern strategies significantly influenced flipped learning attitudes. Differences between academic achievement groups were confirmed, particularly between the A-grade group and the B-grade group, in terms of flipped learning attitudes, self-leadership, and the constructive thought pattern strategies as a sub-strategy of self-leadership. Conclusions Self-leadership, particularly the constructive thought pattern strategies, plays an important role in the effective application of flipped learning and can enhance students' academic achievement. Instructors need to develop support measures that can strengthen this self-leadership for the successful implementation of flipped learning. The significance of this study lies in confirming the influence of self-leadership, especially the con-structive thought pattern strategies, in a flipped learning environment. Based on these findings, universities could establish strategies for teaching and learning and support students by utilizing self-leadership.

Peran Guru dalam Membangun Pendidikan Karakter Melalui Nilai-Nilai Pancasila di Era Society 5.0

In the era of Society 5.0, technological developments have become an inseparable part of everyday life, which has a major influence on various sectors, including education. The challenges of globalization and digitalization require character building based on Pancasila values among students. Teachers play a strategic role in instilling and developing Pancasila values by integrating technology into the teaching and learning process. This study aims to investigate the role of teachers in building student character based on Pancasila in the era of Society 5.0. This research is a study that uses a library research type with a qualitative approach, and data is collected through documentation methods. The results of the study indicate the importance of teachers adapting to technology and implementing innovative teaching methods to strengthen the internalization of Pancasila values in students. In addition to functioning as educators, teachers also act as role models and facilitators in facing moral and social challenges in the digital era. In conclusion, the importance of the role of teachers in instilling and fostering values through character education for students in the era of Society 5.0 must be in line with the times so that various problems can be overcome in character education

PBL 교육과정에서 학습자의 성취 수준에 따른 학습몰입 특성: 성찰일지의 코퍼스 기반 분석

Objectives The study aims to analyze the learning engagement characteristics based on learners' achievement levels in a Project-Based Learning (PBL) curriculum. Through a corpus-based analysis of reflective journals, the research seeks to objectively evaluate and differentiate the emotional, behavioral, and cognitive engagement types of learners. Methods This research employed a corpus-based linguistic approach to analyze the reflective journals of learners from a PBL course. A total of 24 students from C University participated, divided into high-achieving and low-ach-ieving groups. The reflective journals, collected over nine weeks, were analyzed using the AntConc program to ex-tract keywords representing emotional, behavioral, and cognitive engagement. Statistical analyses, including One-Way ANOVA and independent samples t-test, were conducted to determine the differences in engagement types within and between the groups. Results The analysis revealed distinct differences in engagement characteristics between high-achieving and low-achieving learners. High-achieving learners exhibited higher levels of emotional, behavioral, and cognitive engagement, reflected in a greater frequency of keywords related to these dimensions. The differences were statistically significant, highlighting the need for differentiated instructional strategies to cater to varying learner needs. Conclusions The findings emphasize the importance of tailoring educational strategies to the individual needs of learners based on their engagement patterns. This approach can enhance the effectiveness of PBL by fostering deeper and more meaningful learning experiences. The study contributes to the development of targeted teaching methods that support both high-achieving and low-achieving students, ultimately improving overall learning outcomes.

Comparative Analysis of Flipped Classroom Implementation in Western and Indian Indoctrination

The flipped classroom, a popular teaching method in Western countries, has gained popularity due to its ability to address traditional teaching limitations. However, India’s diverse education system presents unique challenges, including technological disparities, traditional practices, and curriculum rigidity. This study aimed to compare the implementation and outcomes of the flipped classroom model in Western countries and India, revealing key factors contributing to its success or challenges. The study aimed to provide insights into how the flipped classroom model can be adapted and optimized to fit different educational environments, ultimately improving learning outcomes and teaching practices globally. The study has explored adopting and implementing the flipped classroom model in Western countries and India, identifying challenges and barriers. It has also evaluated educational outcomes, explored the role of technological infrastructure, assesses teacher readiness and training, and provides explored the role of technological infrastructure, assessed teacher readiness and training, and explored the role of technological infrastructure, assessed teacher readiness and training, and provided recommendations for enhancing its effectiveness in India. The flipped classroom model can enhance educational outcomes by increasing engagement and active learning. However, India faces unique challenges and needs targeted solutions. India should invest in technology, professional development, curriculum adaptation, and community engagement to maximize its benefits.

Designing an E-Module on the Solar System to Develop Critical Thinking Skills

This study aimed to develop learners' critical thinking abilities through concentrated application in related learning activities. A quasi-experimental design of the Pretest-Posttest Non-Equivalent Control Group type was employed. The study was done between January and February 2023 with a sample of 60 junior high school students in grade VII, divided evenly into an experimental group and a control group, each with 30 participants, focused on the solar system. The experimental group utilized problem based learning (PBL) e-modules, while the control group followed conventional teaching methods. The instrument used in this study included a critical thinking variable with four components in the form of a multiple-choice exam with a reliability value of 0.183, allowing it to evaluate students' critical thinking skills. The data were collected during the pretest and after treatments by administering the posttest. After the SPSS analysis, the data was shown descriptively and inferentially. The results revealed a notable difference in critical thinking capabilities between students involved in PBL-based e-modules and those taught using conventional approaches (P < 0.01). Therefore, the study shows that including PBL-based e-modules into the curriculum could improve students' critical thinking ability quite successfully.

UNDERSTANDING STUDENT INTERESTA, ABILITIES ADN LIMITATIONS: THE CORNERSTONE OF EFFECTIVE EDUCATION

Understanding student interests, abilities, and limitations is fundamental to effective education. By recognizing these elements, educators can create personalized learning experiences that engage students and foster a love for learning. Interests are vital as they motivate students to participate actively in their education. When lessons are aligned with what students are passionate about, they are more likely to engage deeply and retain information. For instance, incorporating themes from students’ favorite hobbies or current trends can make learning relevant and exciting. Abilities encompass both the strengths and weaknesses of each student. Differentiated instruction, which tailors teaching methods to meet diverse needs, allows educators to challenge advanced learners while supporting those who may struggle. Regular assessments and observations help identify these abilities, enabling educators to adapt their approaches and provide appropriate resources. Limitations, whether they stem from learning disabilities, socio-economic factors, or emotional challenges, also play a critical role in shaping educational experiences. Understanding these limitations allows teachers to implement inclusive strategies that ensure all students can access the curriculum. Ultimately, a comprehensive understanding of interests, abilities, and limitations fosters a supportive learning environment. This holistic approach not only enhances academic achievement but also promotes self-esteem and resilience in students. By prioritizing these factors, educators can empower students to reach their full potential, equipping them with the skills and confidence needed for lifelong learning and success.