Student Participation Research Articles

Strategy for Successful Use of E-learning at the Islamic University of Nusantara Bandung

The use of e-learning in higher education has become a basic need, especially since the drastic changes in learning methods due to the pandemic. Islamic University of Nusantara Bandung faces challenges in optimizing the implementation of e-learning to maintain the quality of learning. This study aims to analyze the strategy for the success of implementing e-learning by considering aspects of digital infrastructure readiness, lecturer competence, and student adaptability. Using a qualitative-descriptive approach, the study was conducted through in-depth interviews with 25 lecturers and 150 students, direct observation of the online learning process, and documentation analysis for two academic semesters. The results of the study indicate that the success of e-learning at Islamic University of Nusantara Bandung is supported by three main pillars: continuous training for lecturers in the use of digital learning technology, development of interactive learning content tailored to student characteristics, and responsive technical support. Another interesting finding was the significant increase in student participation through online discussion forums which reached 85%, compared to conventional methods which were only 60%. This study also revealed that the integration of Islamic values ??in e-learning content has a positive impact on student learning motivation. These strategies have proven effective in increasing learning satisfaction by up to 78% based on student feedback surveys.

Freedom of Curriculum: Evaluation of CIPP Early Childhood Education Co-Curricular Activities Program in Baruga Kendari City

This study aims to evaluate the co-curricular activity program in Early Childhood Education (PAUD) in Kendari City using the CIPP (Context, Input, Process, Product) evaluation approach. Data were collected from 6 schools with 43 respondents consisting of PAUD educators and managers, using an instrument in the form of a questionnaire that was analyzed descriptively quantitatively. The results of the study indicate that in the Context aspect, the condition of the school, students, educators, and school environment are in the good category with an average value of 14.40, 10.72, 10.79, and 10.86, respectively. In the Input aspect, facilities and infrastructure are considered quite adequate (mean 17.74), while the budget and involvement of external parties are still the main challenges with an average value of 11.19 and 10.49, respectively. Educator training is in the fairly good category with an average value of 13.91. In the Process aspect, student participation in co-curricular activities reached a good category (mean 14.12), while the professional and pedagogical competence of teachers showed very good results with an average of 25.02 and 32.33. In the Product aspect, the increase in student competence and the quality of co-curricular activities were in the good category, with average values of 17.91 and 21.12, respectively. This study concludes that the co-curricular activity program at PAUD in Kendari City as a whole has been running well, although improvements are still needed in the budget aspect and external party involvement to optimize results. Strategic recommendations include optimizing financial support, ongoing training for teachers, and closer collaboration with communities and external institutions.

Supportive teachers, active students: Is teacher support a promising key to engaging students with and without migration backgrounds?

Students with and without migration backgrounds differ in terms of their achievement. One approach to reducing the gap between the two groups may be through equal participation in classroom discourse. Here, supportive teaching behavior can be particularly important for promoting student participation. Especially teacher support after a student has made a mistake, the so-called error culture in the classroom, could pave the way for students to become active participants. In this study, we analyzed whether error culture as a facet of teacher support could be a promising key to engaging students with and without migration backgrounds. To investigate the generalizability of the process across different subjects, we examined video data from 20 eighth-grade classrooms of academic-track secondary schools in both German Language Arts and Mathematics (N = 387 students). The results from nested hierarchical linear models indicate that error culture is related to student participation in German Language Arts but not in Mathematics. Interestingly, students with and without migration backgrounds did not differ in terms of their participation in classroom discourse. Furthermore, teachers’ positive error culture supported students’ participation irrespective of their migration background. Therefore, we encourage teachers to continue to pay attention to their error culture as this seems relevant for all students in the classroom.

Transformation of the Traditional Teaching Model to A Hybrid Model in Higher Tourism Education in Mexico

Objective: The objective of this study is to evaluate students' perception regarding the adaptability of a traditional teaching model to an e-learning model in higher education in the face of a new normal. Theoretical Framework: The dimensions or factors that positively affect the teaching-learning processes, which range from access to Information and Communication Technologies (ICT) and adequate infrastructure, to the assessment of their usefulness in their contributions to learning. Method: The methodology adopted for this social research is quantitative, descriptive and exploratory; where the sample has a confidence level of 90% and a margin of error of 10%, so a total of 274 surveys were applied with an instrument consisting of 19 items applied virtually in different educational institutions, both public and private, located in Mexico City and the State of Mexico. Results and Discussion: The results obtained show a clear tendency towards the development of higher cognitive skills within a pedagogical practice with the use of ICT in the face of this new normal. Research Implications: The role and use of ICT is essential in the training process of the new generation of students, giving way to “new models” and “teaching-learning strategies” that focus increasingly on the active participation of students. Originality/Value: In Mexico, higher education in Tourism represents a challenge in the transformation of traditional education.

Peningkatan Pemahaman Siswa Tentang Swamedikasi Diare Melalui Edukasi Interaktif

Background: The practice of self-medication for diarrhea remains irrationally performed by the community, including students. The lack of health education in schools contributes to students' lack of knowledge about self-medication of diarrhea. The purpose of this activity is to improve students' understanding of diarrhea self-medication through an interactive educational approach. Methods: This community service utilized a descriptive observational method, incorporating a pretest and posttest approach. Interventions were conducted through interactive discussions and question-and-answer sessions. They are encouraging active student participation. Results: Before the intervention, only three students could correctly answer questions regarding self-medication for diarrhea. After interactive education, the level of understanding increased significantly to 80%. Conclusion: Interactive education has proven effective in enhancing students' knowledge of self-medication for diarrhea. This approach holds potential for sustainable implementation in school health education programs, aiming to raise students' awareness and understanding.

Does Participation in Group Music Activities and Pro-Social Behavior Among College Students Have an Association? A Study of the Interlocking Mediating Effects of Positive Social Connections and Peer Support

It has been demonstrated that music can be an effective tool for shaping the future of college students. This study aimed to investigate the effects of college students’ participation in group music activities on their pro-social behavior, and for the first time introduced the psychological variables of “positive social connections” and “perceived peer support”. The results of this study show the following: (1) Group music activity participation is positively associated with pro-social behavior. (2) Positive social connections serve as a mediator between college student group music activity participation and college students’ pro-social behavior. (3) Perceived peer support serves as a mediator between college student group music activity participation and college students’ pro-social behavior. (4) Positive social connections and perceived peer support interlock to shape the relationship between group music activity participation and pro-social behavior. This study explores the intrinsic factors of college students’ participation in group music activities to promote their pro-social behavior from the dual perspectives of music psychology and behavioral psychology, provides empirical support for educational practice, emphasizes the importance of group music activities in promoting the development of college students’ pro-social behavior, and provides insights into new perspectives for college students’ overall healthy development.

Language and Visual Representation in Physics: Enhancing Understanding Through Multimedia

The incorporation of multimedia resources in physics education has become a crucial approach for improving student understanding by combining verbal and visual components. This investigation utilizes a mixed-methods design to assess the impact of multimedia tools on student participation and comprehension in physics courses. Quantitative information was gathered through assessments before and after the intervention, while qualitative data was obtained from student interviews and in-class observations. The study involved creating tailored multimedia materials, which were subsequently integrated into lessons. Quantitative data underwent statistical analysis, including paired t-tests, while qualitative findings were examined using thematic analysis. The results revealed a substantial increase in student engagement from 45% without multimedia to 85% with its use. Additionally, the post-test mean score (79.3 ± 8.81) exceeded the pre-test average (58.5 ± 12.65), suggesting enhanced understanding and uniformity among students. Qualitative outcomes highlighted multimedia's contribution to clarifying intricate concepts, improving communication abilities, and promoting collaborative learning. The research concludes that the strategic integration of multimedia tools within cooperative frameworks can establish a vibrant, interactive learning environment, considerably enhancing students' conceptual grasp and preparing them for future academic and career challenges.

Overcoming the threat of anti-bias interventions: Combining self-report and psychophysiological measures to capture the process of change

Anti-bias interventions do not always have the intended results and can even backfire. In light of research on the psychology of morality, we examined whether confronting people with evidence of their own (group’s) bias causes a (psychophysiological) threat response, and how to overcome this. We focused on an intervention addressing gender bias in teacher evaluations. After assessing their own teaching evaluations, we presented student research participants (N = 101; 71.3% female), in Part 1 of the intervention, with evidence of bias displayed in such teaching evaluations. This evidence either did (self-implied condition) or did not (self not-implied condition) include participants’ own ostensibly biased evaluations. In Part 2 of the intervention, we asked participants to reflect on the issue of gender bias, and compared the impact of two experimental instructions. In the promotion condition, instructions referred to emphasizing how the university could try to achieve the ideal of promoting fair and just evaluations of teachers. In the prevention condition, instructions referred to highlighting the university’s obligation to prevent unfair and unjust teacher evaluations. While participants verbally reflected on the intervention, during both phases (in Part 1 and Part 2) we measured their psychophysiological responses using indices of cardiovascular ‘threat vs. challenge’. Then, we used self-report measures to examine participants’ explicit responses to the different parts of the intervention. Results revealed that implicating the self in the occurrence of bias (Part 1) raises a psychophysiological threat response. However, emphasizing the future ideal of promoting fair evaluations of teachers (rather than the obligation of preventing biased evaluations; Part 2) resulted in a psychophysiological challenge response and increased perceived coping abilities to combat such bias. The implications of these findings are discussed.

The Effectiveness of Using ELSA App on Improving Saudi Students’ English-Speaking Skills

Speaking is a challenging skill for the majority of English as a foreign language (EFL) learners around the world. Therefore, experts are researching the potential affordances of Artificial Intelligence (AI) as a tool to develop speaking skills. The ELSA App is a prominent example of an AI application that can provide instant corrections to the user to improve their speaking skills. Although app reviewers claim it is effective for enhancing speaking skills, there is minimal research confirming its effectiveness as a tool for enhancing key English-speaking skills, such as pronunciation, fluency, cohesion, and expanding lexical resources. To contribute to the literature in this area, this study sought to evaluate the efficacy of the ELSA App as a tool to develop Saudi high school students’ speaking skills. In addition, it aimed to explore their perceptions with regard to using the ELSA App to develop their English-speaking skills. In total, 30 high school students from Saudi Arabia were selected as the research sample. The participating students were divided into two groups, comprising 15 in the control group and 15 in the experimental group. A mixed-methods study design was used to answer the study questions. Data were collected using two research tools: a pre- and post-test speaking test, and a closed and open questionnaire. The students’ tests were corrected using IELTS rubrics. The questionnaire was arranged into two sections: closed questions based on a five-point Likert scale that was analyzed statistically, and open questions analyzed using content analysis. The results indicated that students in the experimental group experienced positive improvement at varying levels in terms of pronunciation, fluency, coherence, grammatical range and accuracy, and lexical resources in speaking skills. Moreover, the students had positive opinions about using the ELSA App to practice and develop their English-speaking skills. Thus, it appears the ELSA App in general had a significant positive impact on the Saudi student participants’ speaking skills, offering them a fertile interactive environment. This finding has valuable implications and prompted recommendations for teachers and EFL learners.

Innovative Approaches to Teaching Arabic Vocabulary at PQA Elementary School in Malang City: Implementing the BCM Strategy

This study aims to explore the innovation of Arabic vocabulary teaching variations using the BCM strategy with first and second-grade elementary school students at PQA elementary school in Malang City. The study employed a qualitative method with a case study approach. Data were collected through observations, interviews, and documentation involving teachers and students at the research site. The results show that the implementation of the BCM strategy significantly improved students' vocabulary comprehension, with "hiwayaty" reaching 100% and "al-bait" reaching 94.44%. The strategy also sparked students' interest in learning, with 100% participation in singing, 88% in playing, and 75% in storytelling. Gamification emerged as the most widely used method (45%), followed by singing (30%) and storytelling (25%). The implications of this study suggest that the BCM strategy can be implemented as an innovative method to enhance Arabic vocabulary mastery in elementary schools. Interactive activities such as playing, storytelling, and singing were shown to significantly increase student participation. This approach also supports student-centered learning, catering to diverse learning styles. Furthermore, teacher training in the application of BCM can strengthen the effectiveness of teaching. This study opens opportunities for further research on the application of the BCM strategy in other linguistic aspects across different educational levels.

Assessing Stakeholders Views on Factors Influencing Female Participation in Sporting Activities: A Case Study at Bia West District in the Western North Region of Ghana

Female students’ participation in sporting activities has been an issue across the globe typically in Africa. This is due to factors that affects their active participation in these sporting activities. However, there may be different views on the factors affecting female students participation in sporting activities and this study seek to bridge the gap by assessing stakeholders view on these factors. The purpose of this study was to examine stakeholders’ views on factors influencing female participation in sporting activities at the senior high school level in Bia West District. Quantitative descriptive survey design was adopted for the study. The population of the study was 893 and purposive sampling technique was used to select all 893 participants for the study. Questionnaire was the main instrument for data collection. One-way ANOVA and 3 x 3 Factorial ANOVA were used in analyzing the results. The results of the study revealed that, there exist differences in views between the stakeholders (P = 0.00<0.05) with respect to factors influencing female students’ participation in sporting activities. The current study also revealed that, there is interaction among the three schools (p = 0.003) on their views with respect to factors influencing female students’ participation in sporting activities, however, there is no interactions among the stakeholders with their view with respect to the factors influencing female students’ participation in sporting activities (p = 0.12) . In addition, there exist no interaction between the schools and the stakeholders (p = 0.34). It is therefore recommended that stakeholders should be educated on the debilitating effect of misconceptions to help support female students to participate in sporting activities.

Implementation of a Low-Cost, Real-Time Assessment System for Primary School Classrooms

The integration of technology in educational surroundings has evolved from a supplemental enhancement to an essential element of modern education. In response to this shift, there is a growing need for cost-effective tools that can increase student engagement and streamline the assessment process for primary students. This study presents the design and implementation of a low-cost, real-time assessment system tailored specifically for primary school classrooms. Utilizing Arduino-based receivers and student-operated remote controllers, the system provides an affordable and scalable alternative to traditional student response systems. Field tests were conducted with 26 students aged 9 to 10 in a public primary school, where the system's effectiveness was evaluated through teacher observations and student feedback. Results indicate that the system significantly increased student participation, focus, and enjoyment during assessments compared to traditional paper-based methods. Despite some challenges, the system demonstrates great potential as a practical tool for resource-constrained educational environments, with future development focusing on addressing scalability and technical limitations.

PENGABDIAN MASYARAKAT: PELATIHAN PENGGUNAAN MICROSOFT WORD PADA SISWA/I SD GMIT BELEMANA DALAM UPAYA MENINGKATKAN LITERASI DIGITAL

This community service activity aims to enhance digital literacy among SD GMIT Belemana students through Microsoft Word training. The training covers the basics of typing, text formatting, inserting images, and saving documents. The method used is a hands-on approach emphasizing active student participation. The results show a significant improvement in students' ability to create simple documents, which is expected to support their learning in the digital era.

Us and Them

This paper delves into the personal teaching journey of the author, focusing on the challenges and transformations encountered while teaching courses in Media Arts. It aims to explore strategies to facilitate active student participation and promote transformative learning experiences, particularly within a diverse classroom environment. Drawing from the educational philosophy of Paulo Freire, particularly his emphasis on dialogic education and the role of students as active participants in the learning process, this study is grounded in constructivist and social constructivist theories. It also incorporates concepts from performance studies, including Augusto Boal's "Theater of the Oppressed," to inform teaching methods that encourage critical engagement and creative expression. The author's teaching approach is examined through a qualitative lens, utilizing reflective analysis and classroom observations to document experiences and outcomes. Interviews with students and thematic analysis of classroom activities provide insight into the effectiveness of strategies aimed at fostering openness, inclusivity, and critical thinking. Through innovative teaching methods, such as project-based assessments and creative exercises, students were empowered to explore diverse perspectives and engage in meaningful dialogue. These approaches facilitated deeper learning and challenged students to confront biases and societal norms, ultimately leading to transformative growth and increased empathy.

Transformational Leadership of Lecturers: Exploring The Role of Self-Efficacy and Proactive Student Engagement at Universities in The Mekong Delta Region, Vietnam

This study examines the relationship between transformational leadership of lecturers and student engagement at universities in the Mekong Delta region, with a focus on the mediating role of self-efficacy. Based on Bandura’s social cognitive theory, data were collected from 2,615 students across five universities through a cross-sectional quantitative research approach. The results showed that the leadership leadership has a positive influence on the participation of students and their own ability. The student's own capacity acts as the operator, strengthening the relationship between the lecturer's leadership and the participation of students. The structural equation model (SEM) is used to confirm theoretical relationships. The limitations related to cultural characteristics and representative characteristics of the sample are proposed for future research. These findings provide practical insights for educational managers and educational experts, recommend strengthening lecturer leadership measures and integrating self-competency assessments into policies education to improve student participation and academic results.

Generative Co-Learners: Enhancing Cognitive and Social Presence of Students in Asynchronous Learning with Generative AI

Cognitive presence and social presence are crucial for a comprehensive learning experience. Despite the flexibility of asynchronous learning environments to accommodate individual schedules, the inherent constraints of asynchronous environments make augmenting cognitive and social presence particularly challenging. Students often face challenges such as a lack of timely feedback and support, an absence of non-verbal cues in communication, and a sense of isolation. To address this challenge, this paper introduces Generative Co-Learners, a system designed to leverage generative AI-powered agents, simulating co-learners supporting multimodal interactions, to improve cognitive and social presence in asynchronous learning environments. We conducted a study involving 12 student participants who used our system to engage with online programming tutorials to assess the system's effectiveness. The results show that by implementing features to support textual and visual communication and simulate an interactive learning environment with generative agents, our system enhances the cognitive and social presence in the asynchronous learning environment. These results suggest the potential to use generative AI to support student learning and transform asynchronous learning into a more inclusive, engaging, and efficacious educational approach.

Teletraining to Teach Communication Partners to Support Students With Multiple Disabilities Including Cortical Visual Impairment and Emerging Symbolic Communication in Communicating Choices.

The purpose of the current study was to investigate the impact of a teletraining to teach adult communication partners the "Communicating Choices-Cortical Visual Impairment (CVI)" strategy to support participation for students with multiple disabilities. A nonconcurrent, multiple-probe, across-participants design was implemented with four adult communication partner (i.e., speech-language pathologist, paraeducators, and parent) and student dyads to determine the effects of a teletraining administered over a video-calling platform on the partner's implementation of the substeps from the Communicating Choice-CVI strategy. Dyads completed a randomly predetermined number of baseline sessions, two teletraining sessions to instruct the partners in the strategy, and five intervention probes. Results of the study indicated that communication partners successfully implemented an increased number of the strategy substeps following two short teletraining sessions and that all students communicated choices in every opportunity when they were provided with a structured opportunity. Communication partners reported that the strategy was successful for the students and that the strategy could be applied to other contexts or students. This study provides evidence for the importance of communication partner training for students with complex needs in domains such as vision and communication. Furthermore, the Communicating Choices-CVI strategy may lead to increased opportunities for academic participation, social engagement, and self-determination for students whose opportunities to take on active roles in educational settings are often severely restricted. https://doi.org/10.23641/asha.28108139.

Penerapan Model Pembelajaran Bebrbasis Masalah (Problem Based Learning) untuk Meningkatkan Belajar Siswa pada Mata Pelajaran Fiqih Kelas X di MA Mambaul Ma'arif Denanyar Jombang

This study aims to analyze the implementation of the Problem Based Learning (PBL) model in improving the quality of Fiqh learning for tenth-grade students at MA Mambaul Ma'arif Denanyar Jombang. Using a descriptive qualitative approach, this research collects data through observation, interviews, and documentation. The research results show that the implementation of PBL successfully increased student participation in the learning process, both individually and in groups. This model has proven effective in developing students' critical thinking, analytical, and understanding skills regarding Fiqh concepts relevant to everyday life. Students are also more motivated to learn thanks to the interactive, collaborative, and contextual learning atmosphere. However, several challenges in the implementation of PBL have been identified, such as time constraints, lack of preparation from students and teachers, and the need for adequate supporting resources. To address these issues, an active role of teachers as facilitators, continuous training for teachers, and support facilities from the school are needed. The findings of this research contribute significantly to learning innovations in madrasahs, particularly in preparing students to face academic and real-life challenges. With the more optimal and sustainable implementation of PBL, it is hoped that this model can become an effective learning approach in improving the quality of Fiqh education in madrasah environments. Furthermore, this research can also serve as a foundation for the development of education policies oriented towards competency-based and student creativity-focused learning.

Tactical Games: An Inclusive Pedagogical Model for K-12 Students in Physical Education

The literature regarding K-12 student experiences in physical education (PE) has long identified issues regarding curriculum and social justice. Contributing to this narrative, the most widely used pedagogical model in K-12 PE programs in the U.S. and worldwide is the multi-activity (MA) or physical-education-as-sport techniques approach. Conversely, alternative options like the Tactical Games (TG) model have been shown to be effective in motivating students and increasing activity levels during physical education (PE) lessons. The TG model prioritizes student tactical understanding and skill develop-ment using modified games and/or simulations so all students may experience success. Therefore, in partnership between a PE Teacher Education (PETE) program and an all-girls private high school (HS) in the Northeast United States, a pilot study was designed to explore the implementation of the TG model as an alternative to MA. By practic-ing a TG lesson several times during the intervention, participating PE pre-service candidates reported better comfort with and more likely 86Tactical Games Model for K-12 Students in Physical Educationuse of TG in the future. At the same time, most HS student partici-pants reported high levels of enjoyment and limited previous experi-ences with the TG lesson structure. Results suggest the TG pedagogical model may be an inclusive option for physical educators to consider for diverse K-12 students and learning environments today.

Beyond Verbal: A Methodological Approach to Highlighting Students’ Embodied Participation in Mathematics Classroom

Despite the growing availability of classroom measures, such measures rarely attended to the embodied nature of learning. This article describes the collaborative development of a practical measure to capture embodied participation in mathematics classrooms with four elementary school teachers—working with students at the intersections of multiply marginalized identities: students of color, emergent bilinguals, and students with disabilities—who informed the measure design and ensured that the data were actionable in their contexts. This article contributes to existing research on classroom measures by highlighting the value of attending to embodied learning through multiple modalities and representations of student participation. We further highlight how such a measure provides practical insights into participation that extend beyond verbal only measures.