Lesson Plans Research Articles

Unleashing creativity in STEM teacher education through scripting task pedagogy

AbstractThis paper proposes a creative pedagogical approach that aims to foster authentic STEM teacher education through incorporating scriptwriting tasks in science and mathematics courses for future secondary STEM teachers. These tasks invite teachers to create imaginary dialogues addressing specific pedagogical challenges, such as conceptual difficulties, misconceptions, or unexpected questions arising during instruction. We assert that traditional approaches to lesson planning in STEM methods courses do not provide sufficient opportunity for exploring both content and pedagogy and fostering student engagement. Hence, we propose scriptwriting‐based pedagogy as an innovative and creative way of cultivating future STEM teachers' pedagogical content knowledge. This paper showcases three examples of scriptwriting tasks implemented in secondary STEM teacher education. We elucidate the pedagogical opportunities afforded by scriptwriting and underscore its pedagogical potential for STEM teacher education.

THE POWER OF COMICS: FOSTERING PRIMARY SCHOOL PUPILS' INTEREST IN ENGLISH LESSONS

Comics have emerged as a potent tool for enhancing engagement and comprehension in primary school education. This article explores the efficacy of utilizing comics to cultivate pupils' interest in lessons. By amalgamating visual storytelling with educational content, comics offer a dynamic and captivating medium to captivate young learners. Through an examination of relevant research and practical examples, this article elucidates how incorporating comics into the curriculum can stimulate curiosity, facilitate retention, and promote critical thinking skills among primary school pupils. Furthermore, it delves into the strategies educators can employ to integrate comics effectively into lesson plans, ensuring an enriching and immersive learning experience. By harnessing the inherent appeal of comics, educators can nurture a love for learning and empower pupils to explore complex concepts with enthusiasm and creativity.

Implementasi Kurikulum 2013 (K13) Bahasa Arab di MTs Swasta Al-Hikmah Mogutat Kotamobagu

This study aims to fill the gap in the analysis of the implementation of the 2013 Curriculum (K13) for Arabic language at MTs Al-Hikmah Mogutat Kotamobagu and to identify the challenges faced in its execution. A qualitative approach with a case study design was used to allow for an in-depth understanding of the implementation process, the obstacles encountered, the supporting factors, as well as the results and recommendations for improvement. The research was conducted in 2023-2024, with the research subjects including Arabic language teachers and other related parties at the school. Data were collected through in-depth interviews and document collection, such as syllabi and lesson plans (RPP). Data analysis followed the Miles, Huberman, and Saldaña model, which consists of three stages: data collection, data condensation, and verification/conclusion drawing. The research findings reveal that MTs Swasta Al-Hikmah Mogutat Kotamobagu chose to retain the 2013 Curriculum (K13) despite the introduction of the Merdeka Curriculum, citing reasons such as resource readiness, educator competence, and student preparedness. The implementation of Arabic language teaching at MTs Al-Hikmah involves various teaching methods, such as the Toriqoh Al-Samiyah Al-Syafawiyah, Jigsaw Method, and interactive methods like singing and games. This approach reflects the teachers' efforts to adapt teaching methods to the students' needs and the curriculum in place. However, the study also found several challenges in curriculum implementation, including limitations in facilities, student abilities, and challenges in applying innovative teaching methods.

Perceptions of Stakeholders Regarding Use of ICT in Teachers’ Professional Development: A Qualitative Study

Due to the emerging usage of technology in the field of teaching and learning, it become mandatory for teachers to utilize ICT in every aspect. The purpose of this study is to find out teacher usage of ICT in their teaching methodologies for their professional development, it is also aimed to find out administrational cooperation with teachers integrating ICT for their professional development. A phenomenological research design was used. The researcher purposefully selected 05 teachers and 05 heads of the institutions to be interviewed as a sample of the study. Semi-structured interviews were conducted with teachers and heads of the institutions. Thematic coding of data was applied as part of the data analysis process. Seven overarching categories or themes surfaced, including teachers’ perception of ICT, teaching methodology, and better learning outcomes. The results revealed that teachers view ICT as valuable in teaching, and using school management resources effectively. However, others struggle with using ICT due to time and effort consumption. It also emphasized, the struggles with lesson plans requiring ICT but believes it takes longer to achieve targets. Teachers must develop methodologies aligned with their subject and content. The idea aims at the administrative responsibility of the principal in supporting and motivating teachers to adopt new technology and incorporate ICT in their lesson plans successfully. The recommendation is to prioritize ICT competency in teacher hiring, irrespective of grade level, and involve all stakeholders in the implementation of ICT developmental programs, ensuring appropriate usage for teachers.

Evaluation of Implementing Combined Lecture, Demonstration, and Question-Answer Methods in the Fiqh Lesson

The purpose of this research was to find out how the planning, implementation, and evaluation of the combination of lecture, demonstration, and question and answer methods in Fiqh lessons on obligatory prayers material class VII (seventh grade) at State Islamic Junior High School of 1 Padang. The research type was qualitative field research. The instruments of this research were interviews and observation. There were two respondents in this research. They are Primary and secondary respondents. The primary respondents were 2 Fiqh teachers and ten students. Meanwhile, the principal and deputy curriculum as secondary respondents in strengthening the results of this research. The results of this research are (1) the teacher of Fiqh's lesson was well organized in the planning of the lecture, demonstration, and question and answer methods, (2) the implementation of the lecture, demonstration, and question and answer methods is not fully by the lesson plan, especially in applying technology as a learning media in Fiqh lessons. Therefore, it was focused on the teacher's explanation in front of the class. (3) Teachers carried out their roles well as facilitators for students who had not understood the learning material and provided a material review to strengthen students' understanding of learning. However, the evaluation did not measure the achievement of students' learning objectives.

Effect of Learning Management Using the Orff Approach on Violin Playing Ability of Fourth-Grade Students

Background and Aims: In the past, Chinese music education exhibited characteristics of traditional transmission and indoctrination. Students were often in passive roles during their learning process, with teachers predominantly imparting knowledge and methods, neglecting student involvement in practical activities. This experimental research aimed to 1) compare violin playing ability before and after learning through learning management using the Orff approach and 2) compare violin playing ability after learning management using the Orff approach with the criteria at 70%. Methodology: This study used a cluster sampling method with 30 students as the sample. The research instruments were as follows: 1) Six lesson plans using the Orff approach 2) violin playing ability test, with a reliability of 0.78 3) a violin playing ability assessment form, with a reliability of 0.75. Data were analyzed using the statistical software program. The statistics used for data analysis are the mean, standard deviation, t-test for dependent samples, and t-test for one sample. Result: After using the learning management using the Orff approach: (1) Students' academic achievements were significantly higher than before use, with a statistically significant difference of 0.05; (2) The student's academic achievements are above the 70% standard, and the difference is statistically significant at 0.05. Conclusion: Through learning management using the Orff approach, learning efficiency has been improved and the personalized learning needs of students have been met. To help students improve their performance ability and enhance their learning interest.

Effect of Mastery Learning Combined with Mind Mapping Technique on the Students’ Sculpture Performance Ability for Junior University Students

Background and Aims: The Chinese government has issued a series of policy documents to support the development of the cultural industry, providing policy guarantees and guidance for the development of sculpture education. Traditional teaching methods usually use unified teaching content and teaching methods, which cannot meet the individual needs of students. The comprehensive application of "Mastery Learning with Mind Mapping" theory and methods can provide solid technical support and rich teaching methods for the reform of sculpture education. Through the application of personalized learning plans and mind mapping, students' learning content and space can be expanded, and their learning efficiency and learning quality can be improved. This comprehensive approach can not only meet students' learning needs but also stimulate their learning interest and creativity and promote their all-round development. Therefore, the promotion and application of this method in sculpture education are of great significance and value. This study aims to explore and evaluate the impact of mastery learning combined with mind mapping technique on college students' sculpture learning achievements and performance ability through mastery learning combined with mind mapping technique. Materials and Methods: The instruments for the experiment were four lesson plans. To evaluate the quality of a curriculum plan, it can be assessed using a Likert five-point scale. The quality of the scale can be measured using the Item-Objective Congruence (IOC) The assessment process involves analyzing each component of the lesson plan, attributing scores on the Likert scale, and then calculating the average score and the standard deviation (SD) for each component. The instruments for collecting data were two instruments needed to collect the sampling data, as the detailed list showed: sculpture score assessment and sculpture performance competency assessment. The sample was 30 students (one class) among the 120 junior students in the 2023 academic year. The procedures for data collection are as follows, the sample learning achievement before and after learning through Mastery Learning with Mind mapping and sculpture performance ability after learning through Mastery Learning with Mind mapping with the established 70 percent Results: The study evaluated the effectiveness of employing mastery learning combined with mind mapping techniques to enhance students' learning achievement and sculpture performance ability. Significant improvement was observed, with posttest scores surpassing pretest scores (t =13.06*, p =0.05). Furthermore, students' sculpture performance ability scores after mastering learning with mind mapping (81.1%) exceeded the 70% criterion, with statistical significance (t =11.05*, p =0.001). Conclusion: Compared with previous related studies, the results of this study showed that using mastery learning combined with mind mapping technique teaching had a significant positive effect on the sophomore research on sculpture performance ability. This is consistent with the findings of Chen Linsheng (2022), who found that the use of mind-mapping techniques in art education can improve students' learning achievement. Combining the findings of previous studies and the results of this study, we can conclude that mastery learning combined with mind mapping technique teaching has positive effects on the ability of sculpture performance in sophomore students. However, further research still needs to explore the impact of different teaching methods on students of different grades and specialties to get a more comprehensive understanding of the effects of mastery learning combined with mind-mapping technique teaching.

“History-in-person: who is afraid to become an English Teacher?“

ABSTRACT The current study utilises the history-in-person theoretical framework, developed by Holland and Lave to explore the personal history and history in institutional struggles of pre-service teachers who, upon enrolling in a Master’s programme of pre-school and early teacher education at a public university in Poland, have an unfavourable attitude to taking on the responsibility for early English teaching. Our aim was to investigate the influence of trainees’ personal experiences of language education upon the perspectives on becoming early language teachers as well as contentious practices enacted by the trainees as they take on language teaching responsibilities. The data encompasses trainees’ autobiographical accounts, blogs, portfolio entries, lesson plans, and interviews. Our study offers insights for early language teacher education contexts emphasising the variety of needs that should be considered by teacher educators when preparing future teaching cadres.

EXPLORING THE IMPACT OF MENTORS OBSERVATION FEEDBACK ON POSTGRADUATE PRESERVICE TEACHERS’ DEVELOPMENT

The purpose of this study was to explore the impact of mentors observation feedback on postgraduate certificate in education (PGCE) pre-service teachers’ development of the necessary competencies. The study which was qualitative in nature generated its data from 32 PGCE pre-service teachers using semi-structured interview protocol and this was analysed thematically. The findings of the study revealed that, the application of Hagger and Mclntyre’s theory of modelling, practice and feedback highlighted the positive impact of mentor-teacher observation feedback on PGCE pre-service teachers development of the necessary competencies required of a professional educator. The competencies revealed include lesson preparation and planning, pedagogical and content delivery techniques, classroom management promotion of inclusivity in the classroom, and grounding in disciplinary content knowledge among others. It was concluded that mentor-teacher observation feedback has the potential to improve and impact on pre-service teachers’ development of the necessary competencies required of a professional educator.

Enhancing the understanding of abstract neurophysiology concepts by first-year students at the University of La Réunion.

Teaching physiology can be challenging as students are initially required to understand basic and abstract concepts. Thus students typically view physiology as a "difficult" subject and place an emphasis on rote learning and memorization. Here, we attempted to address this knowledge gap by introducing a pedagogical intervention into the neurophysiology lesson plan of first-year medical and health physiology students at the University of La Réunion. This intervention aimed to better link abstract concepts (e.g., saltatory conduction) and a pathological disorder (multiple sclerosis), together with a discussion of a specific therapeutic intervention (fampridine). Students were required to complete readings (focused on neurophysiology aspects) and two online quizzes before two scheduled in-person lectures. They could also pose questions on a dedicated online forum. Thereafter, the in-person lectures discussed questions posted on the online forum, provided feedback on poorly answered questions (from the online quizzes), and dealt with questions posed by students attending classes. Student feedback regarding the pedagogic intervention was assessed by an anonymous online survey. This survey revealed that the pedagogical intervention was positively received. For example, 94% of respondents agreed the course was well developed, while 80% indicated that the pedagogical intervention was beneficial in terms of their understanding of basic and abstract neurophysiology concepts. Together, this pedagogical intervention was enthusiastically received by the students who better understood how basic nerve physiology concepts fit into the broader context and that such an understanding can result in the development and the roll-out of unique therapeutic interventions for multiple sclerosis.NEW & NOTEWORTHY First-year physiology students can find the subject challenging, struggling to understand abstract concepts without any context. To address this, we introduced a pedagogical intervention for first-year medical and health physiology students that aimed to link abstract concepts and a pathological disorder, together with a discussion of a specific therapeutic intervention. This pedagogical intervention was well received by first-year physiology students who better understood how basic nerve physiology concepts can be applied within the clinical setting.

Mapping the Way: Teaching Music Information Literacy in the Contemporary Information Landscape

abstract: Information literacy instruction in the twenty-first century stands at a crossroads of multiple socio-cultural trends, recent technological advances (specifically, artificial intelligence applications and large language models), shifting professional standards, and new developments in local educational settings. It is now necessary for instructors to act as explorers of the information environments in which they live and work, observing and staying cognizant of these developments while utilizing the principles of information ethics as a compass for guiding their work. In this article, the author explains how developments in local settings, combined with the above factors, can serve as an impetus for reinventing information literacy instruction. The author presents a variety of strategies for teaching information literacy in music in both credit-bearing courses and "one shot" instructional sessions that incorporate existing information literacy standards and values in information ethics. Curriculum mapping is highlighted as a strategy for planning and codifying pedagogical strategies while keeping lesson planning adaptable and responsive to specific learning needs. Recommendations for other instructors acknowledge that the process of delivering effective information literacy instruction in music is ongoing; success will depend upon how instructors choose to respond to contemporary societal developments and the educational needs of students and colleagues at their respective institutions.

Print Rich Classroom: An Exposure to Learn English Language Reading Proficiency

The aim of this study was to investigate the effect of print rich classroom on English language reading proficiency of fourth grade. The study utilized a randomized pretest-posttest control group design, drawn from true experimental research methods, was employed. A sample of forty fourth-grade students was randomly selected from a private school in Aroop, Gujranwala. Forty students were chosen and divided into two groups: twenty were randomly assigned to the control group and twenty to the experimental group. The control group was taught using traditional teaching methods, while the experimental group received instruction through a print-rich method. Lesson plans incorporating the print-rich method were specifically designed by the researcher for the experimental group. The control group continued with the traditional teaching method for one month. An English Language Reading Proficiency (ELRP) test was developed by the researcher to assess reading skills. The test's validity was confirmed using quantitative methods and expert opinion. Data were collected from both groups, with pre-tests and post-tests administered. The results showed that students taught using the print-rich method confirmed greater improvement in reading proficiency compared to those taught using traditional methods. The study's review clearly indicated, in light of other researchers' earlier research investigations, that this study is beneficial for English language learners that print rich classroom offers a variety of chances for students to advance their English language reading abilities both within and outside of the classroom.

Implementation of Lesson Study in Improving Creative Thinking and Student Learning Outcomes in Social Sciences Subjects

There is a Japanese teacher professional development model that effectively improves the quality of learning, namely Lesson Study. This research aims to analyze the impact of implementing lesson study on improving creative thinking and student learning outcomes in Social Sciences (IPS) subjects at MTsN Batu City. The research method used is classroom action research (PTK) with a qualitative and quantitative approach. The research subjects were students of class VIII MTsN Batu City. Data was collected through observation, interviews, and learning outcomes tests. The research results show that lesson study significantly improves students' creative thinking abilities and learning outcomes. Qualitative Findings: Observations revealed increased student participation in group discussions and submission of new ideas. Teachers report that collaboration in lesson planning allows them to design more interactive and engaging strategies. Interviews with students showed increased confidence and engagement in exploring social studies concepts. Quantitative Findings: Test results show significant improvements in students' academic achievement. The student's average score on the initial test of 75 increased to 85 on the final test, with the t-test showing that this difference was statistically significant (p < 0.05). This demonstrates that lesson study has increased students' understanding and mastery of social studies material.

Validity of Project Model Science Learning Tools Assisted by Augmented Reality to Improve Students' Literacy and Creative Thinking Abilities

The development of project model science learning tools assisted by augmented reality has been carried out to improve students' literacy and creative thinking abilities. This development research aims to produce a valid product and describe the results of the validation of the learning device so that it is suitable for use in the learning process. This type of research is research and development with 4D model design which consists of the definition, design, development and dissemination stages. Validation of learning tools was carried out by three competent expert validators at Mataram University. The development of augmented reality-assisted project model science learning tools developed consists of a syllabus, lesson plans, teaching materials, LKPD, augmented reality media as well as scientific literacy test instruments and creative thinking ability test instruments. The results of the research show that the project model science learning tools assisted by augmented reality have very valid and reliable criteria so that they are suitable for use in the science learning process in schools to improve students' scientific literacy and creative thinking abilities.

Magtayo Instructional Framework in Teaching Social Constructivist Strategies for Junior High School Social Studies

The study explored the social constructivist practices and experiences in teaching social constructivist strategies of Junior High School Social Studies teachers. The study used a qualitative single exploratory case study. Thirteen Social Studies teachers who were purposely selected based on the results of the pre-assessment survey participated to share their social constructivist practices and experiences. Interviews, classroom observation, lesson plans, and FGD were used in this research to collect data, and a thematic three-phase analysis was done. Based on the findings, the Social Studies teacher's social constructivist teaching practices in terms of teaching, assessment, and resources meet the needs of students and give them opportunities to express their constructions of knowledge, interact in social groups, give students a chance to correct their wrong constructions and broaden their construction of knowledge through various resources. The evolved experiences are essential to improving the teaching and learning process, such as misconceptions about social constructivist strategies, lowering students’ interactions in flexible learning, and high engagement of students’ learning. Thus, the Magtayo instructional framework is designed to serve as a guide for employing social constructivist strategies.

Performance Appraisal Methods: Essential in Promoting Student Learning

In educational institutions of all levels, the educators are required to be well-informed in terms of the factor, whether the students are acquiring an efficient understanding of academic subjects or lesson plans or are overwhelmed by any types of setbacks. Furthermore, they also identify whether they are putting into operation various types of teaching-learning methods and materials in an appropriate manner or there is a need to bring about improvements. Hence, in all grade levels, different types of performance appraisal methods are to be put into operation. These are on the basis of academic subjects and lesson plans. Hence, in order to enhance their participation and achieve good grades, students need to acquire an efficient understanding of different types of academic subjects and lesson plans. The implementation of various types of performance appraisal methods is regarded to be of utmost significance in order to impart information among students in terms of various types of academic subjects and lesson plans. The educators need to ensure, they impart information among students in terms of these in an adequate manner. In other words, students need to be given sufficient amount of time, so they can be well-prepared. Furthermore, it is necessary for students to inculcate the traits of morality, ethics, diligence and conscientiousness. Therefore, performance appraisal methods are essential in promoting student learning. The main concepts that are taken into account in this research paper are, understanding the meaning and significance of performance appraisal methods, understanding performance appraisal methods and advantages of performance appraisal methods.

Participation of Students in Academic Activities: Essential in Achievement of Educational Goals

In educational institutions of all levels, the educators need to encourage the participation of students in academic activities. The participation of students is on an individual basis or in groups of two or more. These are related to academic subjects and lesson plans. Hence, in order to enhance the participation of students in these activities, they need to acquire an efficient understanding of different types of academic subjects and lesson plans. In addition, they are required to hone their confidence levels. Furthermore, they are required to be well-informed in terms of different types of educational goals. Hence, the possession of appropriate information will be facilitating in doing well in one’s tasks and activities and generating desired outcomes. The educators need to ensure that all types of academic activities are favourable to the students and to overall system of education. The educators put in their best efforts in making all types of academic activities pleasurable. Furthermore, these need to be enjoyed by the students. In some cases, the educators obtain ideas and suggestions from students, but in most cases, they use their own discretion. Therefore, it is well-understood, participation of students in academic activities is essential in achievement of educational goals. The main concepts that are taken into account in this research paper are, understanding the meaning and significance of academic activities, advantages of encouraging academic activities and measures to be implemented in leading to up-gradation of academic activities.

Empowering Chinese high school students: Transformative reading lessons with the task-based learning approach

This essay investigates the implementation of the task-based language teaching (TBLT) approach in Chinese high school English as a Second Language (ESL) reading lessons. Despite China’s Ministry of Education’s endorsement of TBLT, its application in the Chinese language classroom remains challenging due to factors such as traditional examination systems and teachers’ limited knowledge of TBLT principles. Drawing on the author’s experience as an English teacher, the project aims to explore how TBLT can be effectively integrated into ESL reading instruction. The objectives include explaining the main characteristics of TBLT, identifying issues in the Chinese EFL context, providing rationales for TBLT use, and constructing three reading lesson plans that adopt the TBLT approach. The lesson plans, which incorporate authentic materials and a variety of tasks, are designed to promote fluency in reading for information and to develop students’ awareness of real-world issues. The essay concludes that TBLT, with its learner-centered and goal-oriented nature, can enhance motivation and engagement in language learning, and that it is particularly suitable for contexts where students are preparing for overseas studies and need to develop communicative skills and creativity. The project also emphasizes the critical role of teachers in facilitating TBLT lessons and the need for ongoing professional development to support the effective implementation of TBLT in Chinese EFL teaching.

Innovative Technology Integration in Teaching Practicum: Pre-Service Teachers' Mastery of the TPACK Framework at Universitas Widya Gama Mahakam Samarinda

Consider how Technology has been used in the teaching and learning process. This study aimed to explore PSTs' final practice in practicum integrated into Technology and how they solve the problem if they have it. This research was conducted at Widya Gama Mahakam University. This study focused on PSTs' competence when designing and using Technology in teaching final practice in practicum programs through the TPACK framework. The design of this study was a qualitative study that illustrates the PSTs' competence in integrating Technology in the final practice teaching in the practicum program through TPACK Framework. There were 22 PSTs of seven semesters as the participants. There were three items of instruments. Documents, interviews, Observation, and three PSTs were willing to be interviewees. The study result showed they plan the lesson well before teaching using Technology even though there are slight differences in their performance. The Technology they used, combined with pedagogy and content, varied depending on the state of equipment, facilities, PSTs' abilities, and student levels. PSTs also stated the involvement of supervising teachers was beneficial when they faced difficulties in teaching practice. The Researcher suggested that PSTs design their lesson plan effectively. The teacher preparation program prepares PSTs with technological education skills, and the school provides nondigital or digital technology support, student-centered software, and collaboration media tools.

Attitudes and Perceptions of University Students Towards Teachers' Strategies for Managing Large EFL Classrooms

This study explores students' perceptions and attitudes towards managing large classes in English as a Foreign Language (EFL) at Yogyakarta State University. Using a quantitative survey approach, the research involved 45 master's students from the English Education Department. It examined aspects of classroom management such as physical environment, teacher communication, and instructional strategies. Results show overall positive views on the learning environment and teacher effectiveness but reveal challenges in experiential learning and student-teacher interaction within large classes. The findings emphasize the need for innovative teaching methods, thorough preparation, and tailored lesson plans to address the specific needs of large EFL classrooms. This research offers insights for educators and policymakers to enhance teaching and learning in similar settings