Participation In Learning Activities Research Articles

Effects Of Child-Centred Instructional Strategies On Pupils’ Academic Perfomance In Selected Lower Basic Schools In Shomolu Lga Of Lagos, Nigeria

Teachers are key elements in effective teaching and learning. The study identified effects of child-centered instructional strategies on academic performance of pupils in selected Lower Basic schools in Shomolu LGA of Lagos, Nigeria. This study adopted a descriptive survey research. A sample size of 120 teachers was used. 12 schools were randomly selected; ten teachers from each school. Early childhood teachers in Basic 1-3 were randomly selected for the study. Two research questions in 17 item questionnaires titled ’Effects of Child- Centered Instructional Strategies ‘(ECCIS) was used to elicit information and analyzed using descriptive statistics such as frequency counts, percentages and mean. The result showed that child-centered strategies such as demonstration, role-playing, and questioning strategies have a significant role on academic performance of pupils in primary schools. It was deduced also that learner–centered strategies encourage active participation of learners. Recommendations were made that schools should monitor the teaching strategies teachers use for learners to ensure they are developmentally age-appropriate, participatory, answer the learning objectives, and suit the learners’ styles as well.

Research on The Relationship Between Work Motivation, School Principal Leadership, and Teacher Performance in Madrasah Ibtidaiyah At Taufiq Lakarsantri Surabaya

Education is crucial in shaping and optimizing students' potential to succeed. One sign of educational success isthe level of student participation in learning activities, which reflects the level of student involvement and activityin the learning process. This research analyses the influence of assignment methods and social interaction onstudents' active learning at Islamic Elementary School or Madrasah Ibtidaiyah (MI) Darul Ulum Tandes. Thisresearch involved 216 MI Darul Ulum Tandes students as a population, with 36 class VI students selected assamples using total sampling. The research results show that the assignment method significantly influencesstudents' active learning. This method provides opportunities for students to apply the concepts learned andencourages their direct involvement in the learning process. Social interactions also have a significant impact,engaging students in communication, collaboration, and emotional connection. This research makes a theoreticalcontribution by improving understanding the complexity of the relationship between learning methods and socialinteraction.  

Implementation of Project Based Learning Method in Developing Cognitive Abilities of Children Aged 5-6 Years Through Loose Parts Media

This study aims to explore the implementation of Project Based learning (PBL) method in developing cognitive abilities of children aged 5-6 years through loose parts media. The research used a descriptive qualitative approach with a focus on observing the implementation of learning activities at 'Aisyiyah Bustanul Athfal 3 Kindergarten, Southeast Pontianak. Data were obtained through observation, interviews, and document analysis. The results showed that the PBL method applied through loose parts media was effective in developing cognitive abilities of children aged 5-6 years. Careful planning, the active role of teachers in supporting activities, and the use of interesting media are important factors in the successful implementation of this method. In addition, the results also showed that children showed progress in problem solving, logical thinking and symbolic thinking through active participation in learning activities. The findings make an important contribution to the understanding of the use of the PBL method and loose parts media in the context of early childhood education and provide practical guidance for educators to improve the quality of learning in early childhood education institutions.

Effect of Stad Model of Cooperative Learning on Students’ Learning Outcome on Nomenclature of Hydrocarbon

Students Team Achievement Division model of cooperative learning was employed to examine its effect on the learning outcome of students in the concept of nomenclature of hydrocarbons. Forty-one (41) students were purposively sampled for the study. The study employed an action research design. Pre and post-intervention tests were conducted before and after the intervention respectively to determine the effect of the intervention on students’ learning outcome. The findings from the study showed that the STAD model of cooperative learning significantly improved learning outcome of the students in nomenclature of hydrocarbons. The study concluded that STAD model of cooperative learning was an effective learning model for improving students’ learning outcome. The STAD model of cooperative learning provided conducive environment for active participation of learners resulting in meaning construction of knowledge. The intervention provided opportunities for developing analytical and critical thinking skills. The study therefore recommended the use of STAD model of cooperative learning for students owing to its effectiveness in improving learning outcome.

The Impact of Differentiated Learning in the Merdeka Belajar Curriculum on Elementary School Literacy as the Object of the Kampus Mengajar Program

The Merdeka Belajar curriculum emphasizes students' freedom to determine the course of learning according to their interests, needs and potential. However, it must be acknowledged that each student has a different understanding and ability in studying Islam. This research aims to analyze differentiated learning in elementary schools with the Teaching Campus program. This type of research is a quasi-experiment with a one-group pre-test and post-test design. The research subjects were 19 elementary schools. The instrument used is an essay test consisting of 15 items. Data analysis used an independent T-test assisted by IBM SPSS 25. The results of the research showed that there were differences in literacy outcomes using differentiated learning. The differentiated learning model in the Merdeka Belajar curriculum can increase literacy. Elementary schools that follow this learning model show significant improvements in literacy understanding, active participation in learning, and high learning motivation. The differentiated learning model effectively increases literacy in Elementary Schools with the Teaching Campus Program. This model can provide each student with a more relevant, exciting and practical learning experience by accommodating individual differences.

Discovery Learning Learning Analysis to Develop High Level Cognitive Learning Outcomes Based on Student Metacognitive Characteristics

Study findings about students' learning needs became the basis for this research. To improve high-level cognitive learning outcomes based on students' metacognitive characteristics, this research will apply Discovery Learning. This research uses Solomon Four Groups Design, a type of quasi-experimental research methodology. The research population was 216 fourth grade students at Al Kautsar Elementary School. In keeping with the research objectives, a cluster random sampling approach was used to select the sample for this investigation, resulting in a total of 112 students. The data analysis method uses the Man Whitney test which is non-parametric. Research findings show that discovery learning is effectively implemented in elementary schools because it can foster student participation in learning activities, which in turn can improve cognitive learning outcomes at a high level based on students' metacognitive characteristics.
  

USING SOCIAL SCIENCE RESEARCH TO FORM PEDAGOGICAL PRACTICES: EVIDENCE-BASED TEACHING STRATEGIES

The modern trend in the field of education is to increase the active participation of learners during their learning process and to achieve this goal, it was necessary to seek the help of social sciences, especially since many of the fluctuations that occur in the individuals educational path are caused by external changes, such as those social and others. Discussing the evidence-based education tool through the social perspective is important in demonstrating more effective methods for its application, which results in the learners achieving more effective and beneficial learning outcomes inthe long term. Evidence-based teaching is essentially using instructional strategies and procedures that have been proven successful through social science and pedagogical research.It is easier for teachers to make decisions when creating instructional strategies to achieve better outcomes for learners given social and educational events when they incorporate effective teaching techniques backed by unequivocal scientific evidence.To gain a deeper understanding of how learners access education and discover the most effective teaching strategies, content design incorporates social science research and evidence-based learning by presenting different educational strategies, such as active learning, cooperative learning, and problem-based learning, in addition to the flipped learning strategy, technology integration, differentiated teaching, formative assessment, and classroom management from the perspective of evidence-based learning.These technologies have the potential to enable educators to create dynamic learning spaces that meet the unique needs of their students and enhance their academic and personal career advancement. Ultimately, these evidence-based practices are crucial in preparing learners for success in the digital age.

Early prediction of MOOC dropout in self-paced students using deep learning

ABSTRACT To address three issues identified in previous research this study proposes a clustering-based MOOC dropout identification method and an early prediction model based on deep learning. The MOOC learning behavior of self-paced students was analyzed, and two well-known MOOC datasets were used for analysis and validation. The findings are as follows: Firstly, the dropout rate among self-paced students in MOOCs exceeds 90%, with over 50% of students participating in online learning activities for only one day. Furthermore, the starting dates for students in the same course differ significantly. Secondly, leveraging early learning behavior and relevant background features, the proposed early prediction model accurately predicts over 98% of dropout cases and identifies over 50% of engaged students. Through training, the model's convolutional kernels capture meaningful weights for different days and activities. Lastly, background features related to students and courses have a more significant impact on dropout rates. The utilization of resources such as videos and active participation in learning activities, like asking questions, demonstrate a particularly significant influence on dropout rates. Notably, there is no fixed period that consistently affects dropout rates. These method and findings provide effective strategies for decreasing dropout rates and improving student engagement.

THE IMPACT OF INFORMATION TECHNOLOGY ON MIDDLE SCHOOL STUDENT ENGAGEMENT

The purpose of this research is to look into how middle school students' engagement is affected by information technology. The study will investigate how students' motivation, participation, and engagement levels are impacted by the use of technology in the classroom. This article will investigate the relationship between information technology and student involvement in middle school settings by doing a thorough literature review. Information technology has a variety of effects on middle school pupils' engagement. Research has demonstrated that integrating technology, especially in STEM education, can boost students' enthusiasm and interest in these subjects (Mohr-Schroeder et al., 2014). Furthermore, Yang et al.'s research from 2021 emphasizes the importance of supportive connections in raising student engagement by highlighting the favorable correlation between teacher support, emotional engagement, and academic success. Liu et al. (2023) discovered a favorable association among computer selfefficacy, learning engagement, and teacher support, highlighting the significance of teacher participation in promoting student engagement with technology in learning environments. All of these studies point to the possibility that using information technology to improve academic achievements and student engagement in middle school can be accomplished in concert with teacher support. Furthermore, Theoretical frameworks and innovations in school reform have an impact on students' participation in learning activities (Marks, 2000). Through the interaction of technological acceptability and learning motivation, teacher support has a strong correlation with students' engagement in their studies (Fu-hai et al., 2022). Students are much more interested and successful when technology is included into science classes in middle schools (Alghamdi, 2020). By using interactive technology to provide an inviting classroom and increase student engagement, teachers are crucial (Ibarra & Lu, 2021).

Student-Centered Learning Based on the Principles of Ki Hajar Dewantara in the Implementation of the Merdeka Curriculum: A Case Study of Elementary Schools in Indonesia

Student-centered learning through the Merdeka Curriculum is a breakthrough in education in Indonesia by integrating the values of Ki Hajar Dewantara. The challenge of implementing this integration is, of course, that it is necessary to formulate solutions for the implementation that has been taking place so far in order to ensure that education creates citizens who are independent, have integrity and are able to face future challenges. Therefore, this research aims to describe the application of the Merdeka curriculum to science and science learning based on the principles contained in the thoughts of Ki Hajar Dewantara, describing the obstacles and challenges faced during student-centered learning activities. This study is a qualitative research. The subjects of this research consist of teachers and school principals at the elementary education level. The data collection techniques used include interviews and observations. Research findings data was analyzed interactively and described to provide an overview of actual field events. The research results show that student-centered learning in science and science learning has adopted Ki Hajar Dewantara's principles. Besides that, the principal's statement is also very positive and committed to making student-centered learning a success by implementing these principles. However, its implementation cannot be separated from the various challenges faced. Therefore, it is hoped that the application of Ki Hajar Dewantara's principles in student-centered learning can have a positive impact on the development of student character and student participation in learning activities and can be used as a learning model that is still relevant to the implementation of the Kurikulum Merdeka.

Peran Orang Tua/Wali Murid SDN Pondok Pinang 01 Pagi dalam Implementasi Kurikulum 2013

This research aims to determine the role played by parents or guardians of students at Pondok Pinang 01 Pagi State Elementary School (SDN) in supporting and involving themselves in the implementation of the 2013 Curriculum. The active role of parents is considered a factor in the successful implementation of this curriculum. This research use desciptive qualitative approach. Qualitative, descriptive research is a problem formulation that guides research to explore or photograph the social situation that will be studied thoroughly, broadly and in depth. The method used to obtain data is research by distributing questionnaire forms through an approach that allows researchers to collect data from respondents through written questionnaires. The results of the research show that parents are actively involved in supporting their children's learning, both through participation in learning activities at home, support for student project assignments, and through collaboration with teachers. Children who have active support and involvement from parents tend to show improved academic achievement. This support can include helping with homework, providing positive reinforcement, and motivating the child to learn.

Character education and early childhood creativity strategies through educational games in Megamendung village

This dedication aims to emphasize the role of educators in shaping the character and creativity of early childhood. It goes beyond theoretical discussions during meetings or face-to-face classes, but involves active creation using instructional instruments and learning techniques that utilize direct teaching media. Innovation must be maximized as it can enhance children's reasoning abilities. All thoughts within teenagers can be created through creative activities. Creative activities provide valuable opportunities to express feelings and perspectives, fostering creativity in children. Educators are expected to continuously demonstrate innovative strategies. This technique brings children into active participation in learning cultivating their excellence effectively. The activity was carried out on July 15-16, 2023, at Camp Ground Lentemland, Curug Panjang Subdistrict, Bogor Regency, West Java, involving 20 elementary school children and 30 students from the Department of Islamic Education, 45 Islamic University, Bekasi. Based on the results of the dedication, it can be concluded that education strategies for the character of early childhood through learning while playing, engaging in learning activities, playing, and developing artistic souls can provide a new impression on children and enhance their creativity. Additionally, children begin to interact with their peers and accompanying students, creating a sense of enthusiasm and synergy

Pengentasan Buta Aksara melalui Program Keaksaraan Dasar di Desa Selebung Ketangga Lombok Timur

Basic Literacy Education (KD) is an important program to resolve the problem of illiteracy in Selebung Ketangga Village. The KD program is one of the educational services outside of school to develop community members' reading, writing and arithmetic skills in Indonesian. Therefore, it is important to know the motivation and benefits of the KD program for society. This research uses a descriptive qualitative approach. Through observation, interviews and documentation. The researcher looked at how the illiteracy eradication program was in Selebung Ketangga Village. Data collection was carried out using purposive sampling, namely the researcher interviewed research informants. The observation results show that in the process of mastering basic understanding the participants routinely participate in learning activities for three hours from 14:00-16:00 and every day the participants have learning goals that must be achieved. Meanwhile, during the activity which lasted for several days, participants had different memory abilities, such as participants' memory which was very low and there were also some participants who had quite good memory, this was due to the age of the participants and the inhibiting factors found by The researcher said that some participants were unable to take part in learning activities because they were busy with other things, namely work. Based on the results of interviews and document analysis, it is known that there is a development of abilities that take part in KD activities, especially in daily activities and active participation in learning activities.

PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE NHT DENGAN BERBANTUAN MEDIA PEMBELAJARAN PAPAN PINTAR PANCASILA UNTUK MENINGKATKAN KEAKTIFAN PESERTA DIDIK KELAS I SDN PODOREJO 02

This research aims to find out whether the application of the NHT learning model can increase the active participation of class 1 students at SDN Podorejo 02 in learning activities. The research method used is quantitative descriptive, namely a type of research that describes variables as they are, supported by data in the form of numbers generated from the actual situation. Data collection techniques were carried out using unstructured interviews with class teachers and observation. The results of the research resulted in the application of the NHT-type cooperative learning model which can increase students' active participation in learning. At the first meeting, the active presentation of students was 72% which was in the good classification and at the second meeting it increased to 86% which was in the very good classification.

Differentiated Learning Strategies for Children's Religious-Moral Values in the Kurikulum Merdeka

The Merdeka Curriculum emphasizes the freedom of students to determine the course of learning according to their interests, needs and potential. However, it should be recognized that each student has a different level of understanding and ability in learning Islam. This study aims to analyze how the application of differentiation learning strategies for children's religious-moral values in the independent curriculum. The research method used is experimental research. The results showed that the results of the T-Test paired sample correlation test using the SPSS application can be concluded that the average post-test score of experimental class students is 30% with a significance value of 0.062, and sig (2 tailed) whose value is smaller than 0.05 which shows that there is a significant difference between pre-test and post-test scores. Differentiated learning enhances early childhood religious values by following this learning model showing significant increases in concept understanding, active participation in learning, and high learning motivation. The differentiated learning model is an effective approach, providing a more relevant and engaging learning experience by accommodating each individual's differences.

Process oriented guided inquiry learning: A systematic review using bibliometric analysis.

Process oriented guided inquiry learning (POGIL), is a group-learning method that contributes to the active participation of learners in learning/teaching environments. However, a standard process for using the POGIL in classes is not available. In addition, no systematic reviews using bibliometric analysis in the literature examine the studies concerning POGIL in terms of content and research trends. From this viewpoint, this study aimed to examine the documents related to POGIL with the bibliometric analysis method to contribute to the development of POGIL. It analyses the publications made about POGIL in the period between 1999 and 2023. A total of 179 publications available on the Web of Science were included in the study. It was found following the analyses that the publications were made in various research areas and were published in several journals. They were mostly published in the USA and the researcher with the greatest number of publications was Clifton L. Kussmaul.

A Machine Learning Based Method to Evaluate Learning in Gamification Practices

With the integration of advanced methods and technologies in higher vocational education, educational gamification has emerged as a new approach to encourage students’ active participation in learning. However, it is difficult to accurately evaluate student participation in this environment and delve into the process of interactive evolution. Most existing research methods primarily focus on qualitative analysis, while attempts to conduct quantitative analysis are often constrained by traditional statistical methods. Moreover, these methods frequently fail to consider the interactive dynamics that occur between teachers and students. This study proposes a method to evaluate learning participation in educational gamification. K-means clustering was used, and a framework for educational gamification was constructed using a process interaction evolutionary game. By conducting a thorough analysis of the interactive dynamics between teachers and students, this study offers practical guidance and strategies for educators.

Designing the Classic Teaching Session for Architectural Student via New BOPPPS Model with the Spirit “S” or Seventh Seal

Purpose is to analyze BOPPPS as a model for participatory learning and development (PLD) activities for architectural students. 
 Methodology. The methods of analysis, classification, and descriptions are used. 
 Results. BOPPPS model consists of the following components: Bridge-in: An opening session to introduce the topic, participants, and objectives of the PLD activity. Objectives: Defining the specific goals and outcomes that the PLD activity aims to achieve. Post-test: An evaluation tool used to assess participants' knowledge and understanding of the topic prior to the PLD activity. Participatory Learning: A process where participants actively engage in learning activities, such as group discussions, role-plays, and hands-on exercises, to acquire new knowledge and skills. Post-assessment: An evaluation tool used to assess participants' knowledge and understanding of the topic after the PLD activity. Summary: A closing session where the facilitator summarizes the key takeaways from the PLD activity and highlights areas for further improvement or follow-up. The BOPPPS model is designed to ensure that PLD activities are well-structured, participatory, and effective in promoting learning and development. By incorporating evaluation tools such as pre- and post-tests, the model allows organizers to measure the impact of the PLD activity and assess its effectiveness. The addition of the "S for Spirit" in the BOPPPS model emphasizes the importance of designing PLD activities with the spirit, or the essence and guiding principle, of the project. This means that the PLD activity is not only structured and evaluated effectively, but also aligns with the purpose, values, and vision of the project. Designing with the spirit can add a more meaningful and personal touch to the PLD activity, creating a more impactful learning experience for participants. 
 Conclusions. The updated BOPPPS model could include one more component Spirit (S). They are as followings: Bridge-in, Objectives, Post-test, Participatory Learning, Post-assessment, Summary, and definitely Spirit (S) – the guiding principle and essence of the project that shapes the PLD activity.

토의·토론을 적용한 서양음악사 교과목 운영사례 연구

Objectives This study sought to provide an effective teaching direction through practical examples of applying the discussion and discussion method to Western music history subjects and conducting classes with learner-cen-tered teaching methods. At the same time, the purpose is to conduct a learning effect and satisfaction survey for discussion-centered classes for students, analyze the results, prove the effectiveness of the discussion and dis-cussion teaching method, and present a learner-centered teaching model for music colleges in the future.
 Methods While conducting a class on the history of Western music in the 2022-2 semester at the Department of Music at S University in Seoul, we attempted various class activities such as flipped learning, discussions/debates, quiz games, and reflection journal writing using a three-stage model of before class, during class, and after class. After completing the 15th week of classes, a learner satisfaction survey was conducted on 24 students who took the class to determine the effectiveness of the class method and learners' perception and satisfaction, and the results were analyzed.
 Results First, the learner-centered teaching method using discussion and discussion has developed various competencies in the learners. Second, through various learning activities and the use of learning materials, the in-terest and interest of learners were improved. Third, through various activities such as flip learning, PPT lectures, discussion and discussion activities, and writing a reflection diary, the learner's understanding was improved. Fourth, through the formation of mutual closeness with the learners, it was possible to expect the active appear-ance of the learners. Fifth, the learners' satisfaction with the overall class was high.
 Conclusions By applying the discussion and discussion method to the Western Music History course, which is a major subject of the College of Music, the learning effect and class satisfaction were increased, and the active participation of learners was drawn. Through this, the effect of the discussion and discussion teaching method was revealed and the way forward for learner-centered teaching was suggested.

Participatory Minecraft mapping: Fostering students participation in disaster awareness

Scholarship suggests video games are one of several innovative tools to foster students’ participation in learning. However, research indicates that teaching pedagogies employing social group-based activities are required to enhance the strength of video games for learning. This study explores how academics, teachers, students and local emergency management personnel co-designed a teaching pedagogy, involving several social group-based activities and a geo-referenced Minecraft world, to engage students in learning about disaster and disaster risk reduction within their local area. The research/ teaching approach subsequently informed three classrooms of students in creating three geo-referenced Minecraft worlds. Each class experienced a variation in teaching approach (guided, targeted, hands-off). Analysis of the outcomes of their Minecraft worlds (including game content, game mechanics, skills, motivations and social interactions) illustrate how the teaching approach influences students’ active participation in learning. Ultimately, Minecraft is not the critical component in the teaching and learning process but rather one portion of the bigger picture in fostering students engagement. This study therefore demonstrates the potential for Minecraft as a learning tool to foster student participation in learning about disasters and disaster risk reduction when connected to an appropriate teaching pedagogy and learning theory.