Organizational Learning Activities Research Articles

Development of Project-Based Teaching Modules to Improve Fine Motor Skills of Early Childhood

Educators have difficulty finding learning device guides that are easy to apply and can be modified. In fact, the ability of educators to organize learning activities and learning devices that suit children's needs is very important, in order to support the optimization of every aspect of development in early childhood. This study aims to develop a project-based teaching module to improve fine motor skills in early childhood. The research method is Research & Development with the ADDIE model ( Analysis, Design, Development, Implementation, Evaluation ). Validation was carried out by three expert lecturers and two teachers as justification when field validation was carried out. Data collection techniques used interviews, questionnaires, and observations. Data analysis the need for a preliminary study of teacher interview data was analyzed descriptively narratively, and validated with the results of observations of classroom learning activities and the results of the questionnaire of parents using the Likert method on a scale of 1-4. Qualitative data in the form of input, criticism, and suggestions put forward by media experts, material experts, and teachers to improve the product. Quantitative data was obtained from the answers to the questionnaire which were then converted into qualitative data by giving a score using a Likert scale to assess the feasibility of the teaching module according to the assessment criteria. The results of the feasibility test of the teaching module from material experts showed a value of 4.48 with good criteria, from the results of the teacher and parent questionnaires for the effectiveness of the value of 90.16 with very good criteria. Based on the results of this study, it has produced a project-based teaching module that is effective in developing the fine motor aspects of early childhood.

Teaching Strategies to Enhance Knowledge and Understanding of Opisthorchis viverrini and Cholangiocarcinoma in Thailand: Lessons for Asian Countries.

Although Opisthorchis viverrini (OV) is a neglected tropical disease, the International Agency for Research on Cancer (IARC) listed it as a human carcinogen 30years ago. Cholangiocarcinoma (CCA) is the ultimate pathology outcome. However, it remains a significant public health problem in the Greater Mekong Subregion and Asia. Its widespread impact on human health requires urgent action using various strategies. This study aimed to investigate and prioritize the need for developing teaching and learning management of OV and CCA among primary school students in Thailand endemic areas. The samples consisted of 36 Grade 6 students. This study was conducted by using a needs questionnaire. Data were analyzed using Mean and Standard Deviation. The needs were prioritized using the Modified Priority Needs Index (PNI modified). The findings revealed a moderate overall need for teaching and learning management development. The area with the highest need was learning activity organization (PNI = 0.410), followed by audiovisual equipment (PNI = 0.276) and buildings (PNI = 0.265). The teaching content the students needed most included CCA prevention, risk factors, and disease symptoms (58.33%). Based on the findings, it is suggested that teachers design various learning activities and emphasize hands-on activities for students. Additionally, administrators should allocate budgets to improve buildings and audiovisual equipment, and relevant organizations should establish policies to promote learning on these issues in educational institutions. Essential lessons from this study can provide a starting point for executives and public health personnel worldwide to apply to develop educational strategies for cancer education and cancer prevention and control.

Maintaining Children's Mental Health: Revealing Teacher Strategies During Offline Learning for Early Childhood

Purpose – School preparation in response to the new government policy for face-to-face learning requires the active roles of teachers and students, particularly concerning children's mental health. The importance of addressing children's mental health during the transition from online to face-to-face learning needs more attention. The purpose of this research is to identify and describe the strategies employed by teachers in maintaining children's mental health during face-to-face learning at Playgroup Jaya Lestari in Kalinyamat Wetan Village, Tegal City. Design/methods/approach – This research adopts a qualitative method with a descriptive approach. Data collection techniques used include observation, interviews, and documentation. The subjects of this research are educators, including principals and teachers. The data analysis techniques applied are data reduction, data display, and verification. To test the validity of the data, source triangulation was used, involving teachers and students at Playgroup Jaya Lestari. Findings – The results indicate that strategies employed by teachers to maintain children's mental health during face-to-face learning include using both individual and group approaches. These strategies emphasize the roles and functions of teachers as inspirers, mentors, and more. Teachers can maintain children's mental health by organizing learning activities that involve play, ensuring children remain happy, cheerful, and free from stress or laziness. These strategies are reinforced through their direct application in teaching and learning activities. Research implications/limitations – The findings highlight the importance of increased awareness of children's mental health, which impacts developmental psychology and the learning process. This research underscores the necessity for educators to focus on mental health early in the educational environment. Practical implications – The research demonstrates the need for effective strategies for teachers to maintain children's mental health during the learning process. It also emphasizes the importance of institutional readiness to address future challenges and the necessity for collaboration with professionals in psychology to tackle early childhood mental health issues. Originality/value – This study provides a new perspective by examining the mental health of children in relation to Early Childhood Development psychology and the role of teachers in this developmental process. Paper type Research Paper

Supervision Model Through Coaching and Mentoring for Enhancing Active Learning Instruction Competency of Elementary Teachers Under Office of the Basic Education Commission

The study aimed to 1. investigate the components and indicators of active learning instruction competency among elementary school teachers, 2. examine the current state, desired state, and necessary requirements of active learning instruction competency among elementary school teachers, and 3. develop an educational supervision model based on instructional coaching and mentoring principles, aimed at enhancing active learning instruction competency among elementary school teachers under the jurisdiction of the Office of the Basic Education Commission. The study was divided into three phases: Phase 1 examine the components and indicators of active learning instruction competency. The target group comprised 7 qualified individuals selected through purposive sampling, with suitability assessed using an appropriateness assessment questionnaire. Phase 2 the current state, desired state, and necessary requirements of active learning instruction competency among elementary school teachers are investigated. The sample group consisted of 384 elementary school teachers selected through multi-stage random sampling, employing a proportional stratified sampling technique. A questionnaire with a 5-point Likert scale was utilized for data collection. Phase 3 the development of the supervision model involved input from a group of 9 qualified individuals selected through purposive sampling. These individuals were chosen based on their expertise and relevance to the research objectives. Research tools included interviews and assessments. The research findings revealed that: 1. there were 4 components and 24 indicators of active learning instruction competency among elementary school teachers. These components are categorized as follows: 1) Designing of active learning management: comprising 6 indicators, 2) Organization of learning activities focusing on higher-order thinking skills and practical application: consisting of 4 indicators, 3) Utilization of educational media, innovations, educational technology, and learning resources: encompassing 6 indicators, and 4) Measurement and evaluation based on actual conditions: including 8 indicators. Overall, the competency level is rated as the highest. 2. The current state was rated as moderate, while the desired state was rated as the highest. Upon disaggregating the components of the supervision model, it was found that the component with the highest level of necessity was Component 2, which pertains to organizing learning activities emphasizing higher-order thinking skills and practical application. 3. The results of developing the educational supervision model based on instructional coaching and mentoring principles to enhance active learning management competency among elementary school teachers, under the jurisdiction of the Office of the Basic Education Commission, revealed that the supervision model consisted of the following steps: 1) Planning, 2) Observation, 3) Reflection, and 4) Evaluation. These steps were deemed highly appropriate and feasible at the highest level.

Organizational learning from failures: double moderating impact of organizational trust and owner-manager interest in human resource development

ABSTRACT This study examines how organisational learning processes, such as learning stocks, learning flows, and external learning affect Korean small- and medium-sized enterprises’ (SMEs) perceived recovery and organisational performance through learning from failure. The double moderated mediation impact of organisational trust and owner-managers’ interest in human resource development (HRD) in these relationships has been tested. About 400 SMEs were selected and a self-reported online survey was administered. Among them, 296 SMEs were analysed based on their experience in employee development. All three organisational learning activities have an impact on perceived failure recovery and organisational performance through learning from failure. Additionally, organisational trust and owner-managers’ interest in HRD moderates the relationship between organisational learning activities. However, owner-managers’ interest in HRD has a negative moderating effect, indicating that power-political relationships impede learning from failure. Using the method of self-reporting to identify the role of organisational learning from failure, this study addresses the lack of empirical research with an integrated approach on this topic. The findings have several academic and practical implications. Owner-managers must engage in various developmental activities to build trust among members and should create space and time where employees feel free to share ideas and reflect on their opinions.

Improving Non-Fiction Writing Skills Through a Project Based Learning Approach for Class VII G Students at SMPN 10 Mataram

Education is a forum for gaining knowledge and achieving goals. The curriculum becomes a guideline in organizing learning activities. SMP Negeri 10 Mataram has used the Merdeka Curriculum for classes VII and VIII, and has an educational goal so that students are able to understand the material well. The problem faced is the lack of non-fiction writing skills in class VII G students of SMP Negeri 10 Mataram caused by internal and external factors. Internal factors can be seen from the lack of student interest in the learning process. External factors arise when teachers choose inappropriate strategies and approaches. This research aims to improve non-fiction writing skills through the Project Based Learning (PJBL) approach for class VII students at SMP Negeri 10 Mataram. This research uses a quasi-experimental method with a pre-test and post-test with control group design. The research results showed that there was a significant difference between the non-fiction writing skills of students in the experimental class which used the PJBL approach and the control class which used traditional learning. The PJBL approach can improve the non-fiction writing skills of class VII students at SMP Negeri 10 Mataram.

ANALYZING THE RESULTS OF THE STUDY OF STUDENTS’ MOTIVATION TO STUDY ENGLISH AT THE GYMNASIUM

This article describes the main methods and factors infl uencing the formation of positive sustainable motivation for educational activities of students. The problem is that children studying from 7th to 9th grade are characterized by a drop in the level of motivation to learn a foreign language at school. There are so-called “risk groups” - children who have an extremely low level of motivation to learn English. The purpose of this study is to examine the level of motivation development of students (optimal, suffi cient or low) in order to improve the learning process and identify effective methods to increase the motivation of students and, consequently, their performance in this subject. A study was conducted among students in grades 7–9 at a gymnasium in the city of Kirov through questionnaires using various methods. As a result of the questionnaires, 15% of students were found to have a low level of learning motivation development, and the types of learning activity organization in which students were more interested and which stimulate them to study English were identifi ed. The most effective types of organizing educational activities were games, group work, project activities and others. Ultimately, based on the analysis of the students’ responses in grades 7, 8 and 9, ways, methods and techniques for working with students included in the “risk group” were developed, and recommendations were given for organizing the educational process of students from 7th to 9th grade.

The Impact of Implementing Merdeka Belajar Curriculum by Utilizing Digital Media on Changes in Knowledge, Attitudes and Skills of Madrasah Ibtidaiyah Al I'anah Students, Duren Village, Klari District, Karawang Regency

Merdeka Belajar Curriculum is a curriculum of a set of plans and arrangements regarding the objectives, content and learning materials of the methods used as guidelines for organizing learning activities to achieve certain educational goals. The central government establishes a basic framework and curriculum structure which serves as a reference for the development of the operational curriculum for education units. According to the National Standards Agency, Merdeka Belajar is education so that students can choose subjects of interest. This is done so that students can optimize their talents. The purpose of this writing, namely to find out the impact of the implementation of the independent learning curriculum on the attitudes, knowledge and skills of Madrasah Ibtidaiyah Al'Ianah students in Duren Village, Klari Distric. Implementation method with observation and field studies.

Designing lesson plans on Natural - Social subject developing student qualifications and competences

The change from the content of the General Education program 2006 to the competence and quality of the General Education program in 2018 is an important and urgent issue that teachers and educational administrators pay attention. To form and develop student capacity in teaching Nature - Society, teachers need to organize learning activities such as observation, interaction, experience, etc., subject to the requirements to be met in order to form and develop students' abilities and qualities. The article analyzes the requirements of the components in the design of the Natural - Social lesson plan in the direction of forming and developing these abilities and qualities.

Enhancing Thai Learners’ Listening and Speaking Skills in Chinese Language by Organizing Learning Activities

This paper aims at enhancing Chinese listening and speaking skills by organizing learning activities for first-year Chinese language major students at a university in Thailand. A simple random sample was conducted to obtain 30 students based on the classroom as a random unit. This study also developed a model for developing Chinese listening and speaking skills by organizing learning activities for learners. The results showed that the students’ Chinese listening and speaking skills could be significantly enhanced after adopting the learning activities. The findings of the study also suggested that the proposed model can be effectively used to improve learners’ Chinese language skills. The findings of the study have important implications for Chinese language teachers and learners. The proposed model can be used to design effective learning activities which can be used to support students in their language learning journey. This model can also be used as a reference for teachers to organize learning activities to improve the Chinese language skills of their students.

Assessment of Psychiatry Trainees Satisfaction towards Postgraduate Psychiatry Clinical MD in Sudan

Background Assessment of trainees and graduate’s satisfaction in medical education and clinical training is an important guide for the improvement of educational and training programs. Local information is scarce on psychiatry trainees' satisfaction to their training program. Objective To assess psychiatry trainees satisfaction towards postgraduate program in Clinical MD in Psychiatry at the Sudan Medical Specialization Board in 2021. Method This is a cross-sectional observational study conducted at the Sudan Medical Specialization Board / psychiatry council/ Clinical MD in Psychiatry program, within the period from August 2021 to January 2022. 137 of current psychiatry trainees and graduates were surveyed using a closed-ended unipolar 5 grade Likert’s scale, through adapted a self -administered questionnaire covering eight dimensions and variety of psychiatry training items. Areas covered were curriculum coverage, research involvement and training assessment methods, clinical experiences, academic experiences, supervision, training centers support and training environment. Result The overall trainee's satisfaction with the provided training program was reported in 35%. The satisfaction score was observed to be more common in the graduates (62%) compared to the current trainees (38%). The areas of good satisfaction include: training in adult general psychiatry (69.6%), diversity of patients' population (72%), part-1 exam (77.5%) and level of support from peers (75.2%). while areas of low level satisfaction include: quality of physical facilities(10.4%),education prioritization over service(11.2%) training in psychiatry subspecialties(12.6%), learning resources(13.6%), safety of environment(14.2%). overall research experiences(21.9%), academic activity at training centers(24.8%), organization of learning activities(24.8%), responsiveness of program to feedback from residents(24%), frequency of supervision received(30.4%) continuous assessment(36.4%), received constructive feedback(37.6%) and training in emergency room(40%). Conclusion The frequency of satisfaction was found to be alarmingly low among psychiatry trainees in the variety of training constructs used in the study, and the results were in agreement with many international studies.

LABORATORY PRACTICUMS AS THE MAIN FORM OF INTEGRATION OF STUDENTS' THEORETICAL AND METHODOLOGICAL KNOWLEDGE AND PRACTICAL SKILLS

The purpose of the academic paper is as follows. The formation of students’ experimental skills and research skills in the process of performing frontal laboratory works is one of the main factors in implementing the State Standard of Higher Education. However, a successful solution to this issue is possible only if there is a clear organization of laboratory work and an effective methodology for conducting it. It is obvious that using an independent experiment is extremely useful for students since it provides a systematic approach to implementing productive ways of cognition and forming the basis of learning activities in the process of performing frontal laboratory works. Thus, the main goal of the program is to prove that the development of laboratory skills will be facilitated by a new approach to organizing learning activities based on the simultaneous use of two textbooks: a textbook and a printed laboratory workbook. This research aims to study the features of laboratory practicums as the primary form of integration of students' theoretical and methodological knowledge and practical skills. The research was carried out using a set of complementary methods that ensured the effectiveness and scientific reliability of the research results, namely: theoretical – analysis, systematization and comparison of the provisions of scientific and pedagogical literature to reveal the state of the problem under consideration, to clarify the essence of reflecting and implementing educational technologies in the educational process; generalization and systematization – to substantiate the theoretical fundamentals of the research; pedagogical observation – to diagnose the level of future specialists’ training after a series of activities on the example of analyzing the algorithm of laboratory works. The paper proves that laboratory activities help students to master learning material better. In the process of performing laboratory and experimental works, formulas, calculations, and theoretical provisions that seemed incomprehensible become quite specific. At the same time, many details and facts are revealed that students had no idea about before, and meanwhile, they contribute to the identification and explanation of complex scientific issues. It is emphasized that due to the research nature of laboratory and practical work, students approach them with great interest, gain solid knowledge, are convinced of the reliability of the knowledge they have received, and acquire knowledge that has the power of conviction. It has been proven that the effectiveness of this type of work can be increased by providing informative cards. These include brief theoretical summaries that allow students to quickly find the necessary information (in the context of laboratory activities, this may include help on specific functions, algorithm fragments, structure blanks, and program templates), and clear work structuring. Formalizing the approach and breaking down the solution process into clear, discrete steps makes obtaining specific results quickly and predictably possible. In addition, having such a structure makes it easier for educators to monitor and track the progress of their work. After a long development, laboratory and practical classes have been continuously improved. Today, this form of organizing the educational process in high school is becoming a means of educating future experimentalists, who not only practically prove the probability of many bold hypotheses but also identify new ways of creative search. The efficiency of this type of work can be improved by providing work with informative cards. These are short theoretical summaries that allow students to quickly find the information they need (in terms of laboratory activities, there may be help on specific functions, algorithm fragments, structure blanks, and program templates) and clear structuring of the work. A formalized approach to the solution and the process breakdown into clear, discrete steps makes obtaining certain results quickly and predictably possible. In addition, such a structure makes it easier for educators to monitor and track the progress of their work.

Teacher Class Management Ability in the Teaching and Learning Process in Grade V SD Negeri 153069 Pinangsori 2

This study aims to evaluate the teacher's role in classroom management and observing student behavior at SD Negeri 153069 Pinangsori 2. The case study approach is used by collecting data through observation and interviews. The results of the study show that teachers have succeeded in implementing classroom management well, understanding student characteristics, providing guidance, and organizing learning activities. The teacher also acts as a motivator and advisor for students. Student behavior shows good quality, with enthusiasm in learning and acceptance of the teacher. Assessment is carried out through pretest and posttest to measure student understanding. This research suggests that teachers continue to improve skills in classroom management and provide appropriate feedback to students. In conclusion, teachers have an important role in creating an effective and efficient learning environment and developing positive student behavior.

Problem of Forming Meta-cognitive Experience of Future Mathematics Teachers.

The success of the cognitive process is largely determined by the level of development of students’ meta-cognitive structures. The demand for continuous selfeducation in response to the challenges of the changing world determines the understanding that university training of future teachers should include the formation and consolidation of a set of meta-cognitive knowledge and strategies in their experience. The article aims at actualizing the problem of forming students’ meta-cognitive experience and offering recommendations for its solution within the framework of university training of mathematics teachers. The empirical data were obtained by conducting a survey of first-year students, future teachers. Based on the aspect analysis of scientific literature, the main characteristics of meta-cognitions were identified and generalised, the concept of “meta-cognitive experience” was clarified. Summing up the results of previous studies presenting productive practices focused on the development of meta-cognitive knowledge and strategies in the learning process, as well as generalization of own pedagogical experience made it possible to identify the main conditions, the provision of which in the process of teaching students in pedagogical educational programs will contribute to the formation of meta-cognitive experience. The article presents an example of organizing learning activities of students, future teachers of mathematics, in the framework of the discipline “Additional Chapters of School Geometry”, focused on the simultaneous formation and consolidation of subject, cognitive and meta-cognitive knowledge and strategies in students’ experience.

The Project-based Learning using Design Thinking Model via Metaverse to Enhance Buddhism Innovators

The project-based learning using design thinking model via metaverse to enhance Buddhism innovators is integrating project-based and design thinking processes. Besides, using technology in the virtual world promotes learning activities. The model focused on allowing learners to study independently with instructors as counselors and facilitating learning to encourage learners to Buddhism innovators, to spread Buddhism by organizing learning activities in a virtual environment. This research aims to create and study the results of developing project-based learning model using design thinking via metaverse to enhance Buddhism innovators. The samples were five experts in developing the model from various institutions in higher education, selected by purposive sampling. The results showed that 1) the project-based learning model using design thinking consists of preparation, define topics, create and test, present and evaluate, and 2) evaluating the appropriateness of the proposed model. It was found that (2.1) Project-based learning models using design thinking via metaverse (Integrated elements) are appropriate at the level of highest, (2.2) The project-based learning model using design thinking via metaverse (Individual element) is appropriate at the highest level, (2.3) The learning process with a project-based learning model using design thinking via metaverse is appropriate at the highest level, and (2.4) A project-based learning model based on design thinking via metaverse (Implementation), is appropriate at the highest level. It found that a project-based learning model using design thinking via metaverse can be a guideline for learning to enhance Buddhism innovators.

The Development of Mathematical Problem-Solving and Reasoning Abilities of Sixth Graders by Organizing Learning Activities Using Open Approach

The researchers found that sixth-grade students at Traimit Pattana Suksa School had limited problem-solving and mathematical reasoning skills, which was attributed to the way their learning activities were organized by their teachers. The traditional approach did not allow students the freedom to think and practice solving a variety of problems in unconventional ways that mirror everyday life. To address this, the researchers applied an open approach to organizing activities and developed learning activities that fostered problem-solving and mathematical reasoning skills of the students. The goal of the study was to achieve an average score of not less than 70% using action research based on the concepts of Kemmis and McTaggart. Data were collected using a Sub-test at the end of the operating spiral, Mathematical Problem-Solving Ability Test, Math Reasoning Ability Test, and student behavior observation form. The data were analyzed using descriptive statistics, including percentage, mean, and standard deviation. The findings showed that the open approach to organizing activities can effectively develop the mathematical problem-solving and reasoning capabilities of students. The students were able to create work pieces, explain different types of 3D geometric shapes, show how to find the volume of a rectangular shape from given problem situations, and provide reasons to verify their ideas.
 
 According to the test results, 13 students (81.25% of the total number of students) had the ability to solve mathematics problems at 70% or higher, and 15 students (93.75% of the total number of students) had mathematical reasoning ability that met the criteria of 70% or higher.

Developing Skill of Using Feedback in Learning-outcome Assessment for Future Teachers

Feedback is an integral part of students’ learning-outcome (LO) assessment. To ensure that students understand what they did well and what needs improvement, teachers must give them clear and detailed feedback on their accomplishments and shortcomings. Therefore, in teacher training, it is essential to help Future Teachers (FTs) have the skill of providing and using feedback (feedback skills) in LO assessment (besides skills in teaching, building assessment tools, organizing learning activities, scientific research, ...). This study aims to identify the factors that affect feedback skills in LO assessment of FTs, thereby providing measures to develop this skill in FTs. This study uses a quantitative research method and a questionnaire design as a data collection tool. Simultaneously, the study uses the impact method to assess the FTs’ changes in the performance of skills before, during, and after the training process. The results show that the main factors affecting the development of FTs’ feedback skills are: classroom experience; feedback culture; pedagogical training; mentorship; confidence. While there are four types of feedback: Feedback about the task; the processing of the task; self-regulation; self as a person. When testing the impact on developing FTs’ feedback skills, the results also show the effectiveness of the feedback skills training process based on experiential learning. The process consists of 4 stages: Concrete experience, reflective observation, abstract conceptualization, active experimentation. This study has theoretical and practical implications for educators of pedagogical universities in training feedback skills in LO assessment for teachers and FTs.

The Predictive-Observation-Explanatory (POE) Technology based Learning Management Results to Promote Scientific Explanations Making about the Change of the Substance for Primary School Students

The research aimed to 1) build and assess suitability of the learning management plan of the predictive-observation-explanatory (POE) technology based learning approach to promote scientific explanation making about the change of the substance for primary school students, 2) to distill the lesson learnt of the predictive-observation-explanatory (POE) technology based learning approach to promote scientific explanation making about the change of the substance for primary school students. The research was action research. The sample in the research consisted of: (1) a group of experts assessing the learning management approach, namely staff of teachers, teachers of science and experts of science learning management, accounting for 9 people and (2) the experimental group of learning management, namely 3 science teacher and 40 Year 5 primary school students. Purposive sampling was used to come up with a total of 52 people. The study results revealed that:
 
 1) Building and assessing suitability of the learning management plan of the predictive-observation-explanatory (POE) technology based learning approach to promote scientific explanation making about the change of the substance for primary school students has brought about the learning management plan for 3 learning management plans by using the total of 3 hours for learning. There is the process in organizing learning activities for 7 steps called “7P POE Technology based Learning Model” consisting of (1) Positive Stimulate, (2) Pre-debate, (3) Predict, (4) Post-debate, (5) Participant Observation, (6) Phenomenon Explanation and (7) Practice and the result of suitability assessment was at the highest level.
 
 2) Distilling the lesson learned of the predictive-observation-explanatory (POE) technology based learning approach to promote scientific explanation making about the change of the substance for primary school students has found that scientific learning competency called (Scientific Explanations Making Concepts consists of (1) Positive Definition, (2) Scientific Phenomenon Prediction and (3) Logical Thinking. This is important scientific learning competency which should be developed to primary school students in the future.

Smart teaching abilities of junior high school teachers in Thailand

Smart teaching is an essential skill for teachers to effectively transform their classrooms into active learning environments. However, teachers need to have specific abilities to apply the smart teaching approach which comprised of pedagogy, technology, and classroom management. This research was conducted based on the Khon Kaen University Smart Learning Project which has been implementing in junior high schools in Thailand to enhance students’ competencies in active learning environments for five years. The research aimed to study the smart teaching abilities of teachers in the project which composed of: (1) creating the student’s expected learning outcomes, (2) course contents management, (3) application of teaching technique and technology, and (4) organization of learning activities in a digital learning environment. A survey method was done using questionnaires sent to teachers of grades 7–9 who were teaching in three subjects; science, mathematics and English language, of which 1,226 were responded. Data was analyzed by using descriptive statistics. The results of smart teaching abilities of teachers based on their backgrounds: teaching subjects (science, mathematics, and English language), teaching classes (grades 7, 8, and 9), and teaching experiences (1–10 years, 11–20 years, and >20 years) were presented. It was found that overall, mathematics teachers have higher smart teaching abilities than those of science and English teachers. Teachers of grade 7 and teachers with 1–10 years of teaching experiences were found to have higher smart teaching abilities that the others in their dependent variables. This research provides an understanding of the situation which will be useful for the teachers’ skills development. In addition, the information is useful for junior high school teachers and administrators to use as a guideline for enhancing smart teaching ability in the context of new learning environments.

The Impact of Moving Image Learning Media on Upper Passing and Lower Passing Volleyball Learning Outcomes in State Elementary School 1 Grade V Students Cepokomulyo Kepanjen

As technology developes, there is hope for teachers to organize learning activities by utilizing various media. One of them is the use of moving image media (audiovisual) to teach student the technique of passing up and down volley ball to students. The aim is not onlky as an exercise simulation but also to provide a variety of media for the student learning prosess, so as to minimize student boredom. This study aims to determine the effect of moving image learning media on the learning outcomes of upper and lower passing volley ball for fifth grade students at SD Negeri 1 Cepokomulyo Kepanjen. This research method is a quantitative experiment with the One Group Pretest Posttest Design pattern. The population is class V students, totaling 20 students. The form of the test is the Brandy Wall volley ball test to measure the results of learning the upper and lower passing of volley ball, which is carried out on the pretest and posttest. The Brandy Wallvolley test on the over passing technique is known to have an average pretest score of 31.1, then increased to 37.1 in the posttest. Meanwhile, the results of the Brandy Wall volley test on the passing technique revealed that the average pretest score was 21.5, then increased to 26.1 in the posttest. As for the results of the t-test, it is known that the value of tes 1 (3.97)>t table (1.70) so that Ha1 is accepted and H01 is rejected and the value of t tes 2 (3.76) > t table (1.70) so that Ha2 is accepted and Ho2 is rejected. The conculsion of this study is that there is a significant effect of moving image learing media on the learning outcomes of upper and lower passing volley ball student of class V SD Negeri 1 Cepokomulyo Kepanjen.