Active Participation Of Students Research Articles

Amplop Misteri: Inovasi Baru Menginspirasi Menulis Narasi di Sekolah Dasar

This study aims to improve the narrative writing skills of fourth grade students at MI Datok Sulaiman Palopo City using the Mystery Envelope (AMIS) media. The research was conducted in two cycles with steps of planning, implementation, observation, and reflection. The results showed that AMIS was effective in improving students' narrative writing skills. In cycle I, the average score of students' writing skills reached 73.8, with 77% of students achieving the learning objectives. In cycle II, the average score increased to 82.10, with all students achieving the learning objectives. Observation showed significant improvement in students' attendance, enthusiasm, and active participation. Student attendance in learning was excellent with an average score of 97.92, and student enthusiasm reached an average score of 84.17. Students' activeness in asking questions, answering questions, and expressing opinions also increased significantly. The use of AMIS created a more interactive and fun learning environment, with student engagement scores reaching 4 out of 4 and interaction and cooperation between students increasing to 3.5 out of 4. In conclusion, AMIS media is effective in improving students' narrative writing skills and creating a more interesting and participatory learning atmosphere. The findings suggest that AMIS is worthy of wider implementation in other schools as an innovative learning strategy to improve writing skills and student engagement.

Developing a Contextual Learning Model in Islamic Education to Improve Applicable Knowledge and Foster Knowledge-Based Virtues

This study addresses the prevalent reliance on theoretical-abstract learning in Islamic religious education, which often emphasizes theories, symbols, textual materials, and memorized facts. Recognizing the need for a more practical approach, our research aims to develop a contextual learning design specifically focused on prayer in Islamic religious education. The goal is to enhance both knowledge acquisition and the cultivation of charitable virtues. Utilizing a combined quantitative and qualitative research approach, we employed research and development (R&D) methods. Data collection involved participatory observation, documentation studies, and questionnaires. The findings reveal that the contextual learning model significantly improves students' theoretical understanding and practical application of prayer. Results show enhanced academic achievements and the integration of prayer values into students' daily lives. The contextual learning model presents a more realistic, concrete, engaging, and meaningful approach to prayer instruction, fostering active student participation and the application of learned material in real-life scenarios. This study underscores the potential of contextual learning in transforming Islamic religious education, making it more effective and relevant for students.

The Correlation Between Student Participation and Student Motivation Toward Student English Achievement at Senior High School

Student participation and student motivation are pivotal efforts to optimize student learning outcomes, particularly in English achievement. This research aimed to ascertain the correlation between student participation (X1) and student motivation (X2) with English achievement (Y) among the twelfth science 3 graders of SMA Negeri 4 Malang. Employing a quantitative approach with a correlational research design, the study quantitatively describes the extent to which these variables are related. The subjects of this research comprised 32 students. Data collection was conducted using a questionnaire and student achievement documentation. The data analysis utilized the Azwar 2012 formula and the SPSS 23 version software. The results indicated that the F achievement value was 3.470, while the F table value at n=29 with a significance error of 0.05 was 3.33. This finding suggests that the F achievement value is higher than the F table value (F achievement > F table), leading to the rejection of the null hypothesis (Ho) and the acceptance of the alternative hypothesis (Ha). Thus, the research concludes that student participation and motivation significantly contribute to improving students' English achievement. Furthermore, this study highlights the importance of fostering an engaging and motivating classroom environment to enhance students' language skills. Active student participation not only reflects their interest in the subject matter but also encourages a more dynamic and interactive learning process. Similarly, motivation serves as a driving force that propels students to strive for better performance and achievement. By understanding and leveraging these factors, educators can implement strategies that better support students' academic growth and proficiency in English. This research provides valuable insights for educational practitioners aiming to improve English learning outcomes through targeted interventions that boost student engagement and motivation.

The influence of instructional leadership on learning motivation and student activity

<p>In the context of acquiring foreign language competence, motivation plays an important role in determining the outcome of the learning process. This study explores the influence of instructional leadership on the motivation and learning activity of students in language learning at the Tanjung Berulak Islamic Madrasah Tarbiyah Pondok Pesantren (PPMTI). The study uses a quantitative correlational approach, with a population of as many as 620 students from PPMTI Tg. Berulak. The sample size of 71 respondents was determined using proportionate stratified random sampling. Data analysis includes validity testing of research instruments and regression analysis to measure the impact of instructional leadership on student motivation. The regression analysis resulted in a coefficient of 0.870, which indicates that the improvement in instructional leadership by one unit was linked to the increase in student motivation by 0.870. In addition, the study also found that motivation significantly affects student learning activity, with a significance rate counted below 0.05. The findings highlight the important role of instructional leadership in enhancing the motivation and active participation of students in language learning environments.</p>

Value-Based Humanism: The Dynamics of Religion in Education Towards a Civil Society

This research explores the potential of religious education as a key to forming an inclusive, just and empowered civil society. Involving a holistic approach with qualitative research methods, the findings highlight that religious education should not only focus on the transfer of religious knowledge but should also stimulate students' critical thinking and active participation. The concept of inclusivity was identified as a crucial foundation, with recognition and respect for diversity of beliefs as an important element. The goal is to create a social climate that supports harmony and mutual understanding in a diverse society. The results of this research have significant implications for designing educational policies that integrate the values of inclusivity and active participation into religious curricula. Teachers are identified as key players and need to be empowered as dialogue facilitators who are able to guide students in a deep learning process. Teacher training programs are also proposed to ensure that the values of inclusivity and appreciation of differences are effectively integrated into religious education. By combining these concepts, this research builds a solid foundation for civil society. Holistic and inclusive religious education is considered a catalyst for positive change, opening the door to a just, harmonious and empowered society. By making religious education the main pillar, efforts to form civil society can be more focused and sustainable.

Positive Impacts of Chat GPT on English Teachers

The integration of ChatGPT, an AI-driven language model, presents a myriad of benefits for English teachers seeking to enhance their instructional practices. This article explores the advantages afforded by leveraging ChatGPT in educational settings. Firstly, ChatGPT serves as a versatile tool for generating diverse and contextually relevant learning materials, including prompts, quizzes, and writing exercises, tailored to students’ proficiency levels and interests. Secondly, it facilitates personalized feedback by analyzing students’ responses in real-time, identifying areas for improvement, and offering targeted suggestions to foster language acquisition and mastery. Moreover, ChatGPT functions as a virtual assistant, augmenting teachers’ administrative tasks through automated grading, lesson planning support, and curriculum enrichment. Additionally, it fosters interactive and engaging learning experiences through its conversational interface, promoting active student participation and collaboration. Furthermore, ChatGPT can aid in fostering cultural understanding and global awareness by providing access to diverse perspectives and authentic language usage from around the world. Lastly, its continuous learning capabilities enable adaptation to evolving pedagogical needs and linguistic trends, ensuring relevance and effectiveness in English language instruction. In conclusion, the integration of ChatGPT empowers English teachers with innovative tools and resources to create dynamic, personalized, and impactful learning environments, ultimately advancing students’ language proficiency and fluency.

An interactive online educational environment to reduce anxiety, improve emotional well-being, and critical thinking for college students

Interactive education can reduce anxiety among students by creating a supportive and supportive learning environment. This approach can also stimulate critical thinking, as it requires active student participation in debates, analysis, and discussions. The purpose of this study is to determine the impact of interactive learning on Zoom on the anxiety, emotional well-being, and critical thinking of college students. The experiment involved 80 college students between 18 and 21 years of age. The research was performed by scientists from the [Zhengzhou University of Technology] University. To analyze the impact of the proposed strategy on emotional and cognitive well-being, the study used a set of questionnaires, namely Taylor Manifest Anxiety Scale, WAM (Well-being Assessment Measure), and Subjective Questionnaire for assessing critical thinking. The obtained results confirm the effectiveness of the interactive learning methodology, which significantly reduced anxiety and increased the level of critical thinking among students. Anxiety decreased by 14 points, and critical thinking improved by 2.5 points, indicating positive dynamics of psychological and cognitive development. Despite the positive results, some contextual factors such as the level of the learning environment, cultural characteristics, and the personalities of students can influence the generalization of the findings. These findings can have practical application in the pedagogical practice of creating a favorable learning environment. Future research may focus on improving the methodology of interactive learning, studying its impact on other aspects of learning and development. It is also necessary to explore the use of interactive learning in various cultural and educational contexts.

Development of Reflexive Competence in Higher Education

This article explores the influence of project-based learning methods on the development of reflexive competence among students in higher education. Methods such as problem-based learning, case method, and problem-project-based learning are examined in terms of their ability to stimulate self-reflection and self-assessment among students. Several key aspects are analyzed, including active student participation in the learning process, the complexity of project assignments, and the role of instructors in supporting this process. The authors conclude that these methods have a positive impact on the development of reflexivity among students. The importance of striking a balance between students' independent work and instructor guidance is also emphasized to achieve maximum effectiveness of project-based learning methods. This analysis proves significant in understanding which teaching methods can be most effective in fostering reflexive competence among students in higher education.

Adapting the Proof of Lagrange’s Theorem into a Sequence of Group-Work Tasks

This article presents an inquiry-oriented lesson for teaching Lagrange’s theorem in abstract algebra. This lesson was developed and refined as part of a larger grant project focused on how to “Orchestrate Discussions Around Proof” (ODAP, the name of the project). The lesson components were developed and refined with attention to how well they supported active and broad student participation. By guiding student exploration of a few key example groups and structuring the exploration to identify recurrent structure, students formulate key lemmas that they can combine to prove Lagrange’s theorem.

Learn independently using the Padlet application to improve writing skills

This study aims to explore the effectiveness of using the Padlet application to improve writing skills through self-study. Self-directed learning methods are becoming increasingly important in today's educational landscape, with technology acting as a key driver. This study engages students in educational settings to apply independent learning using padlets in developing their writing skills. This research was conducted through a qualitative approach with a classroom action research design. Data collection was carried out through observation, interviews, and document analysis of the activities carried out by students in the learning environment. The results of the study show that the use of the Padlet application is effective in stimulating student learning independence and active participation in the development of writing skills. This app provides an interactive platform that facilitates collaboration, reflection, and feedback between students and other teachers. The results of this study have important implications for the design of learning strategies that encourage student independence and develop writing skills. In addition, this research also highlights the role of technology in creating innovative learning environments and supporting student academic growth. Thus, the application of the Padlet application in independent learning can be considered as the right solution to improve students' writing skills

Implementasi Pendekatan Objective-Oriented Project Planning dalam Pekerjaan Magang MBKM di PT. Mitra Bangun Kreatifa

This study aims to implement the Objective-Oriented Project Planning (OOPP) model in the Merdeka Belajar Kampus Merdeka (MBKM) internship program at PT. Mitra Bangun Kreatifa to enhance project performance. The method used is a participatory approach involving internship students in every stage of project planning. These stages include identifying objectives, determining success indicators, and developing and evaluating work plans. The results show that the implementation of the OOPP model significantly improves the efficiency and effectiveness of project execution and provides a more structured and result-oriented learning experience for internship students. Additionally, active participation of students in the project planning process enhances their managerial skills and practical understanding of project management. These findings indicate that the OOPP model can be an effective framework for internship programs focused on improving project performance and developing student competencies.

Pengetahuan Siswa Tentang Metamorfosis: Metode Ceramah Vs Metode Diskusi Pada Strategi Pembelajaran Dan Motivasi Belajar

This research aims to evaluate the effectiveness of the lecture method and discussion method in influencing students' knowledge about metamorphosis, as well as their impact on learning strategies and learning motivation. The research sample consisted of class VII students who were divided into two groups: the first group was taught using the lecture method, while the second group was taught using the discussion method. Experimental design research method. The results showed that the group taught using the discussion method obtained significantly higher scores than the lecture group, indicating a better increase in knowledge about metamorphosis. In addition, students in the discussion group showed more effective learning strategies and higher learning motivation than the lecture group. These findings emphasize the importance of learning methods that involve active student participation, such as discussions, in increasing students' mastery of concepts, learning strategies, and motivation to learn about the topic of metamorphosis.

THE ROLE OF EFFECTIVE STRATEGIC MANAGEMENT IN SECONDARY EDUCATION INSTITUTIONS IN TEACHING MOTIVATION OF V-XI CLASS TEACHERS

This article explores the role of effective strategic management in schools in the teaching motivation of teachers in grades 5-11. The study found that creating a more motivating learning environment for teachers, a more stimulating learning environment for students and, finally, improving the quality of education is directly related to existing principles of strategic management. The article analyzes effective management measures based on teachers' responses, aimed at increasing pedagogical motivation and ensuring more active participation of students in the educational process.

Elevating Arabic Speaking Skills: Plotagon and Digital Comics as Catalysts for Enhanced Learning Engagement and Proficiency

Active student participation and engagement in diverse practice exercises are essential for mastering all four language skills. Due to the lack of active participation, students' proficiency in Arabic language learning, particularly in speaking skills (maharah kalam), falls below the required educational benchmarks. This research uses a quasi-experimental approach to assess the effectiveness of two different learning media: Plotagon for Tenth-grade students of IPS 1 and digital comics for Tenth-grade students of IPS 2 in improving Arabic speaking skills. The research findings indicate that students who used Plotagon as a learning tool to enhance their speaking skills achieved significantly better learning outcomes on average compared to students who used digital comics for the same purpose. Additionally, this study found that students who utilized Plotagon for learning exhibited higher engagement levels than those who used digital comics. These findings highlight the significance of active engagement in learning Arabic and indicate that Plotagon animation can be a valuable tool for enhancing learning outcomes and student engagement.

Enhancing Students’ Academic Performance through Advance Organizers in a Cooperative Learning Classroom at a Senior High School in the Ashanti Region, Ghana

This study was about enhancing students’ academic performance through the use of advance organisers in a cooperative learning classroom at a senior high school in the Ashanti Region of Ghana. The study employed an action-research design. A General Art Form 3 class, consisting of 44 students, at Adugyama Senior High School was selected using convenience sampling. The study utilised pre- and post-tests, weekly exercises and observation checklists as sources of data. The data gathered was analysed using descriptive statistics. The study's findings revealed a significant enhancement in students’ academic performance. This improvement was attributed to the effectiveness of the instructional strategy, leading to increased skill demonstration, active student participation, improved learning and retention and an overall elevation in academic success. Based on the findings, the study recommends the integration of advance organisers in cooperative learning classrooms to improve the academic performance.

Preface

The Annual International Symposium on Physics and Applications (ISPA) is organized by the Department of Physics, Faculty of Sciences and Data Analytics at Institut Teknologi Sepuluh Nopember (ITS), Indonesia. Following the success of the 1st ISPA 2020 and the 2nd ISPA 2021, the 3rd ISPA, scheduled for November 22-23, 2023, aims to provide a platform for physicists to exchange ideas and engage in discussions at both the national and international levels. The event is generously supported by Airlangga University, the State University of Surabaya, and the National University of Singapore. The symposium features six keynote speakers and six invited speakers from various countries, including Japan, Turkey, Taiwan, Iraq, Saudi Arabia, Malaysia, and Indonesia. With a total of 51 full papers and 12 abstracts received for oral presentations, the selected contributions cover a wide range of research topics, including theoretical physics, modeling, computational physics, laser and optoelectronics, instrumentation and acoustics, earth sciences and geophysics, bio and medical physics, as well as material physics. Acknowledgments are extended to the advisory committee members, namely Suminar Pratapa, A. Rusydi, Madlazim, and G. Nabi, for their valuable contributions in creating a well-balanced scientific program. The organizers express their delight at the active participation of numerous graduate students and extend gratitude to the keynote and invited speakers, as well as all contributors to the 3rd ISPA 2023. Furthermore, the organizers express our gratitude to ITS for partially funding this conference. The organizers hope that the symposium will foster the initiation of research collaborations among participants, thereby supporting and enhancing the quality of research in the field of Physics and its applications, particularly within Indonesia. List of Organizing Committee, Keynote Speakers and Invited Speakers are available in this pdf.

Model Pembelajaran Problem Based Learning dalam Meningkatkan Pencapaian dan Keaktifan Para Pelajar Kelas VIII SMPN 172 Jakarta

The objective of this research is to assess the effectiveness of the Problem Based Learning (PBL) model in enhancing students achievement and active participation in Grade VIII at SMP Negeri 172 Jakarta in the Social Studies subject. This research is based on the importance of preparing students for the challenges of the 21st century, which require critical, analytical, and creative thinking skills. The method used is Classroom Action Research (CAR) with 35 students from class VIII-3 as participants. There are two cycles in this study, consisting of planning, implementation, observation, and reflection phases. In the first cycle, although PBL was implemented, only 43% of students scored above the Minimum Mastery Criteria (KKM) of 80, with an average score of 71. Additionally, their activeness in asking questions, answering, expressing opinions, and solving problems was still low. Reflection indicated that students needed time to adapt to PBL and required more motivation from the teacher. In the second cycle, after improvements were made, there was a significant increase. As many as 89% of students scored above the KKM of 80, with an average score of 88. Student activeness also increased with more active participation in class activities. This shows that students better understood and adapted to the PBL model and received better encouragement from the teacher. In conclusion, the implementation of the PBL model is effective in improving students achievement and active participation in the Social Studies subject at SMP Negeri 172 Jakarta. This is evidenced by the significant increase in students average scores and their active participation in learning. The PBL model is capable of stimulating students critical, analytical, and creative thinking skills, as well as enhancing their engagement in learning, creating a more conducive and efficient environment for achieving educational goals.

Domain matters: An examination of college student physical activity participation patterns by gender and race/ethnicity

Background Physical activity (PA) consists of multiple domains, including leisure-time PA (LTPA), occupational PA (OPA), and transportation PA (TPA), though limited research has examined these domains among college students. Methods This cross sectional, online survey asked undergraduate students to self-report demographics (gender, race/ethnicity, employment) and PA (LTPA, TPA, and OPA). Participants were categorized as meeting/not meeting current aerobic PA recommendations with only LTPA and with all domains of PA. Analyses examined differences by domain and demographics. Results For participants (n = 3732) when only considering LTPA, 79% met recommendations, while considering all forms of PA resulted in 94% of students meeting recommendations. Gender and race/ethnicity differences in the odds of meeting PA recommendations were present with only LTPA, however when considering all PA domains, some disparities were no longer present. Conclusions These findings highlight how different domains of activity contribute to overall PA and the relationship with gender and race/ethnicity.

Media Pembelajaran Miniatur Peta Kontur 3D bagi Siswa SMK Teknik Geospasial

The geospatial engineering skills program is a program that focuses on understanding surveying and mapping techniques. At SMK Negeri 1 Singosari in Cartography lessons for class X, learning uses conventional media and 2D printed maps, so efforts are needed to encourage active participation of students. This research aims to develop fun learning media for class X Geospatial Engineering students at SMK Negeri 1 Singosari. The research model applied in developing 3D contour map learning media is Research and Development. The research and development model is carried out using the ADDIE model. The resulting product is a miniature 3D contour map for class X cartography learning in Geospatial Engineering. The contour chosen in this media is the contour of the Mount Bromo area. This miniature 3D contour map media can be accessed using barcodes on Google Earth. The results of the assessment by material experts, media experts, small group and large group students showed a very good category. The learning media developed has advantages and disadvantages. The advantages of learning media are that it includes learning objectives, is equipped with access to the Google Earth application, and is equipped with guidelines on how to read 3D contour maps. Meanwhile, the weakness of this learning media is that it is large.

How can PBL promote critical thinking skills in biology material? A systematic literature review in reputable journals

: The Merdeka Curriculum requires teachers to apply various learning models, including PBL, to achieve learning objectives, including critical thinking skills. However, in the context of biology learning, the application of the PBL model is rarely considered to improve students' critical thinking skills, and research on this is still limited. Therefore, this research is essential because there is no complete analysis of the impact of the PBL learning model on critical thinking skills in biology indexed by Scopus. This study uses the SLR method to investigate the effect of the PBL learning model on students' critical thinking skills in biology material. This research method follows the PRISMA model for selecting articles based on specific criteria in the SCOPUS database. The research results show that presentation and discussion methods dominate biology learning, while there is a lack of attention to students' critical thinking and a lack of electronic teaching materials. On the other hand, problem-based learning helps students understand and apply biological material and develop critical thinking skills by emphasizing the application of knowledge, analysis, synthesis, and evaluation and involving students in group discussions to motivate critical thinking. Research shows that PBL effectively improves students' critical thinking, supported by various learning models and media that strengthen students' critical thinking skills. In conclusion, applying the PBL model allows students to focus on specific topics, understand scientific concepts, and overcome challenges through data analysis, hypothesis generation, and deductive reasoning. This model encourages critical thinking and active participation of students. Teachers are expected to be able to use various learning models to improve students' thinking abilities.