Playful Learning Research Articles

STUDENT’S RESPONSE: SELF-HYPNOSIS BASED GROUP INVESTIGATION MODEL IN DRAMA LEARNING

Drama learning is a teaching and learning activity that is carried out to improve students' ability to play drama. Students' ability to play drama is still low even though they have attended drama lessons. One reason is the use of inappropriate learning models. This study aims to describe student responses to the self-hypnosis-based group investigation model in drama learning. The description aims to provide educators with an overview of the suitability and usefulness of this model in drama learning from a student's point of view. The research method used is descriptive with a qualitative approach. The research data was obtained from a questionnaire distributed to 78 students from three universities in North Sumatra, Indonesia (Medan State University, North Sumatra State Islamic University, and Prima Indonesia University). The results obtained from the study were: 1) students liked learning using the self-hypnosis-based group investigation model in drama learning; 2) students understand more about drama playing material after using the self-hypnosis-based group investigation model in drama learning; 3) students are more able to play drama after using the self-hypnosis-based group investigation model in drama learning; and 4) students get several impacts in learning drama, namely being more able to determine dialogue, expression and movement, stage mastery, costumes, make-up, stage layout, and sound system; it is easier to develop the characters of drama characters; more concentration and confidence in the learning process and playing drama; more daring to speak and appear in public; more active when the learning process takes place; more diligent in doing the task; pay more attention to and listen to lecturers or friends who are delivering material; and think more creatively.

Investigating the impact of context-awareness smart learning mechanism on EFL conversation learning

ABSTRACT Drama learning is helpful for English speaking, however, few studies provided students with opportunities to practice drama conversations individually. This study proposed a Context-Awareness Smart Learning Mechanism (CASLM) and integrated into SmartVpen that consisted of context-aware learning content, context-aware input assistance, oral recognition feedback, peer cooperative learning, and smart conversation robot. The participants were 68 eighth grade-students divided into three groups: an experimental group (EG) who used SmartVpen, a control group 1 (CG1) who used typical camera and voice recorder, and a control group 2 (CG2) who used papers and pencils. The results showed the EG outperformed the other groups concerning oral and conversational skills, which indicated the use of SmartVpen had significant effects in both English oral speaking and conversational skills. Additionally, the number of time to complete conversation practices can predict students’ oral performance by 30%. Furthermore, the results also showed the EG tend to practice drama conversations more frequently than the CG1, which demonstrated practicing English drama conversations using SmartVpen can effectively improve students’ learning motivation. Thus, we suggested English conversations practice activities should be conducted in authentic context with SmartVpen to support students’ speaking and facilitate them to apply what they learned in real-life situations.

Lights up! Assessing standards-based performance skills in drama education

With the recent release of the National Core Arts Standards (NCAS), educators need new consistent, fair assessments of drama learning. As an initial starting point, this paper reports on the creation of the LATA Drama Performance Rubric, a standards-based assessment to measure learning occurring under real drama classroom conditions that we hope evaluators will find to be useful. A widespread group of drama instructors coordinated with researchers to create a rubric containing four categories: (1) Diction and Volume; (2) Movement and Gesture; (3) Group Coordination; and (4) Stage Presence. Field testing of the instrument with 97 students in the treatment group and 80 students in the control group demonstrated its ability to distinguish between fourth-grade classrooms that had and had not received long-term drama instruction. Reliability, validity, and NCAS alignment are discussed, along with limitations and future recommendations.

Pembelajaran Drama pada Masa Pandemi Covid-19

Teaching and learning drama in junior high schools is very important in increasing students' appreciation of literature and instilling character values. However, the Covid-19 pandemic has had an adverse impact on the implementation of drama learning in schools. This qualitative research describes teachers' learning tools during the Covid-19 pandemic, the implementation of drama learning, and the obstacles teachers face in implementing drama learning during the Covid-19 pandemic. The subjects of this research were junior high school Indonesian teachers in Singaraja City, Bali. Data was collected through documentation study techniques, interviews, and observation. The results showed that the drama learning tools made by Indonesian language teachers during the Covid-19 pandemic were complete and reflected the 21st-century learning tools. The implementation of drama learning was carried out online by utilizing the Google platform and other online media. The obstacle faced by teachers is the internet network which is often interrupted. The results of this study are very useful, especially as a learning strategy during times of crisis or implementing online language and literature learning.

Application of The Role Playing Method in Learning Drama Texts to Improve Writing Skills for Class VIII Junior High School Students

The ability to write drama texts at the junior high school level is still relatively low. This study aims to improve the ability to write drama texts by using the role playing method. The research subjects were 35 students of class VIII at SMPN 2 Bandung in the academic year 2020/2021.This research was conducted using a qualitative descriptive research method. In collecting data, the researcher used test, observation and interview instruments. Before and after the learning treatment, students were given a pretest and posttest. Based on the results of the research conducted, the scores for writing drama texts were obtained with an average pretest of 55.4 and posttest of 81.7. The results of the SPSS analysis showed a significance of 0.000<0.05 so that there was a difference between the learning outcomes before and after the treatment. The results obtained indicate that the application of the role playing method in learning to write drama texts can be increased by a difference of 26.3 in grade VIII junior high school students.

Analisis Kebutuhan Media Pembelajaran Video Drama Pada Kelas XI/F SMAN 7 Padang

This research is part of the research on the development of drama video learning media to train students' chronological thinking skills. This study aims to explain the results of the analysis stage of why video drama media is needed by educators and students in the history learning process at SMAN 7 Padang. This study uses a descriptive qualitative method by using interview and observation techniques to collect and obtain data. The results of this study are in the form of a description of the stage of analyzing the needs of media for learning drama video at XI/F at SMAN 7 Padang on the Padri War material.
 

First Year Undergraduate Student Acceptability of Mantle of the Expert Teaching Module

This study looks at the Mantle of the Expert (MoE), an inquiry-based approach to teaching English to university students. It investigates how the students received the implementation and highlight prospective benefits for the teaching and learning procedures. The three pedagogical pillars that form the foundation of MoE are expert framing, drama for learning, and inquiry-based learning. This research employed the approach of university students to ascertain if technology and MoE can be combined and examine the educational framework that can raise students' interest in learning. The study included 29 students from a public institution in a state in Malaysia. A physical session and an online session were used to teach the lessons. A qualitative method was chosen using an interview and an observation. Many students had a good attitude toward the importance of using the Mantle of the Expert approach to language learning, particularly in terms of interests and technology use, according to the observational and interview data analysis. The findings of this study are anticipated to provide Malaysian instructors with a new pedagogical framework, resulting in significant changes in the experiences and attitudes of teachers and learners and in the ways that English is taught and acquired.

The Effectiveness of the Intercultural Learning Materials in Teaching English Drama

Teaching English drama to multicultural students has the problem of solving the similarities and differences between language and culture. This research aimed to determine the effectiveness of intercultural learning materials (ILM) in English drama at English Department. This study was quantitative research that explored quasi-experimental research. The sample of this research was eleven students in the experimental group and ten in the control group. The sample was taken by using random cluster sampling. The instrument of this research was a test that developed the student drama performance test. The data were analysed by using a T-test. The result shows that the students scored significantly in the experimental group with an average score of 201.85 % (a sig value of 0.003 0.05). Based on the result of this research, there was a significant effect of intercultural learning material in improving students' English drama. Then, the intercultural learning materials were the alternative resources for linking the different languages and cultures in teaching and learning drama.

Application of Multimedia Human-Computer Interaction Technology in Preschool Children Drama Education

With the continuous development of multimedia technology and children’s drama education as a very important part of preschool education, the combination of the two has attracted the attention of many scholars at home and abroad. Drama education for preschool children is the initial stage of children’s learning and the most important part of preschool education system. At the same time, preschool children drama education is the most basic stage of children’s intellectual development. The correct and reasonable preschool children drama education plays a great role in promoting their intelligence and development. The drama education for preschool children based on multimedia human-computer interaction technology not only expands new teaching methods for the traditional drama education model but also provides a good platform for teachers to choose teaching resources and injects new vitality into preschool children’s music education. This paper proposes the application of multimedia human-computer interaction technology in preschool children’s drama education. We analyze the current preschool children’s drama education curriculum reform that has limitations. The level of teachers’ drama education needs to be improved. Young children lack awareness of drama. Drama education for children lacks strong support from parents and other problems. In order to solve the above problems, we focus on voice interaction technology, image interaction technology, and somatosensory interaction technology in multimedia human-computer interaction technology, which establishes a set of teacher-multimedia-student three-dimensional crossover multidirection learning activity modes. In the multidirection learning mode, students can quickly develop their sense of rhythm. Teachers use image interaction technology to guide students to think about the relationship between content and form, so as to gradually form their own unique style of drama. At the same time, somatosensory interaction technology can cultivate teaching tasks seamlessly connected with the environment, so that students can follow the hologram through hands-on practice. Finally, this paper sets up a questionnaire on the experience of human-computer interaction mode in preschool children’s drama education, mainly to conduct a questionnaire survey on front-line drama teachers, aiming at preschool children’s drama learning activities and teachers’ teaching methods. In numerical experiments, we show teachers’ evaluation of the teaching effect of speech synthesis technology integrated into preschool children’s drama education and the classroom effect evaluation of speech synthesis technology integrated into preschool children’s drama education. The evaluation results show that the application effect of multimedia human-computer interaction technology in preschool children’s drama education is good, which can provide better services for preschool children’s drama education.

Playful learning designs in teacher education and early childhood teacher education: A scoping review

Play and its relation to children's learning and development is thoroughly described in the research literature. However, the application and implication of play in higher education (HE) appears to be less systematically addressed. This article presents a scoping review of playful learning (PL) in teacher education (TE) and early childhood teacher education (ECTE). The review indicates that the relationship between curricular learning goals and PL is often vaguely described, whereas generic competencies and motivation are in focus. Further, the theoretical grounding of PL appears ambiguous. At the end of the article, implications for future research and PL designs in HE are discussed.

Multiliteracy Pedagogy in Teaching Indonesian Drama Study Course

The findings of this study describe the learning process of Indonesian Drama Studies courses that were taught using multiliteracy pedagogy. Specifically, the theory used in the study, developed by Kalantzis and Cope (2008), is comprised of the following components: (1) Situated Practice/ Experiencing, (2) Overt Instruction/Conceptualizing, (3) Critical Framing/ Analysing, and (4) Transformed Practice/ Applying. The descriptive qualitative method was employed in this investigation. Participants are selected randomly taken from five different classes and placed into a single class. The research data were collected from students’ attendance, teaching materials, paper studies of drama scripts, and YouTube videos amounted to 12 videos. The play was presented in the form of a short performance. The findings show that drama learning can be achieved through the use of multiliteracy pedagogy. In drama learning, students develop a variety of multiliteracy skills, including reading scripts, rehearsing for performances, and editing videotapes of their performances.

The intellectual whakapapa informing the New Zealand Drama Curriculum

Underpinning drama education in New Zealand is the desire to improve the lives of individuals, communities and societies by catalysing embodied learning in and through the art form of theatre. Learning in drama is intended to foster well-being, social cohesion and active citizenship. Put another way, drama education in New Zealand has always been about more than training actors for the theatre stage. It has been about fostering the development of actors who engage in, on and with the world. This determination has led to the particular pedagogical and curricular response that frames how drama is taught in New Zealand.
 In drama education in New Zealand we have focused for a generation on working practically to explore the nature of drama as a meaning making tool. Students not only study theatre by passively watching, they actively partake in framed fictional worlds and reflect on these embodied experiences. By engaging students in dramatic encounters, we argue drama education bears the potential to engage in critical and creative engagement with pivotal social issues in the real world (Anderson & O’Connor, 2015). The nature of the meaning making has seen a deliberate privileging of non-naturalistic forms of drama presentation and representation. Progression is understood in the curriculum as moving from exploration of narrative through imagined and social play at junior primary to understanding how to use conventions as dramatic structuring devices (Ministry of Education, 2007). This can be understood as a conventions approach (CA) to drama education. In this article we consider the pedagogical and theatre traditions that informed the New Zealand curriculum to contextualise the planned curriculum refresh in 2023.

Can different physical education programs produce specific developments in psychological responses and cognitive functions? An ecological intervention in school-age children.

The aim of this study was to investigate the effects of physical education (PE) class contents on 6-8 years school-age children's perceived exertion, psychological responses and cognitive functions. These dimensions were measured in 135 children (6.61 ± 0.58 years) before and after an 8-week different PE intervention programs [i.e. balance intervention program (BIP), game based program (GBP) or drama learning program (DLP)]. With regard to the physical exertion, higher perceived exertion was found in BIP than in GBP and DLP (p < .01, ES=-0.5 to -1.0, small to moderate). Regarding cognitive functions, children of the GBP and the DLP significantly improved some of the cognitive functions test scores (p < .01 or 0.05, ES=0.5 to 1.5, small to large). These results lead us to think that physical activity could be an effective tool for improving children's cognitive functions.

Anggah-Ungguhing Basa Bali dalam Pembelajaran Drama di Kelas X SMK Negeri 3 Tabanan Tahun Pelajaran 2019/2020

The skill of speaking in Balinese is closely related to the learning material of anggah-ungguhing basa Bali or sor singgih basa Bali. The use of Balinese language in vocational high schools can be taught through learning Balinese drama. The problems in this study are (1) the use of Balinese language in teaching drama in Class X SMK (Vocational High School) Negeri 3 Tabanan in the 2019/2020 academic year, (2) the obstacles faced in the use of Balinese language teaching in drama learning in the Class X SMK Negeri 3 Tabanan for the academic year 2019/2020, and (3) the strategies used to increase the use of Balinese language in teaching drama in Class X SMK Negeri 3 Tabanan for the academic year 2019/2020. This study concludes that in learning drama, students can use all types of anggah-ungguhing basa Bali, but there are still some errors in their use. Constraints experienced by students in the use of anggah - ungguhing basa Bali in drama learning are the lack of mastery of Balinese alus vocabulary, difficulty understanding characters in traditional Balinese drama scripts, and online learning systems. Learning strategies that can be used by teachers of Balinese language subjects in an effort to improve student's ability to understand the use of Balinese anggah - ungguhing basa in drama learning are innovative learning strategies that are integrated with elements of 21st century learning. The innovative learning strategies that can be developed by teachers including designing innovative learning, implementing innovative learning models, and utilizing digital learning.

Dramatic Learning Problems During the Covid-19 Pandemic at SMPN 1 Tanasitolo, Wajo Regency

This research is a type of research that is classified as a descriptive qualitative research. This study discusses the problems of learning drama during the COVID-19 pandemic in class VIII of SMP Negeri 1 Tanasitolo, Wajo Regency. The purpose of this study is to describe the process of implementing online classes in drama learning for class VIII students during the pandemic, the problems faced by teachers and students in the process of implementing drama learning during the pandemic, and efforts to find solutions to overcome the problems that occur to teachers and students in learning. implementation of online classes during the pandemic in class VIII. The data collection of this research was carried out by the method; (1) Observation; (2) Interview; (3) Documentation; (4) reading techniques; (5) note-taking technique; (6) Focus Group Discussion (FGD). The subjects in this study were Indonesian language teachers in class VIII and the objects in this study were students in class VIII at SMP Negeri 1 Tansitolo. The results of this study indicate that; (1) The online drama learning process for class VIII SMP Negeri 1 Tanasitolo is still in the process of stabilization and evaluation towards a better and more advanced stage; (2) The problems that arise in learning drama are about the lack of lesson plans, application of learning and technology, communication and student activity, lack of independence, and workload; (3) the efforts made as a solution are using applications that support, visiting students who are less active, training or learning online learning application technology, mentoring parents, and giving assignments comparable to what is being taught.

The experience of learning drama basics online (using the example of distance-learning course "Let the Theatre Start!” approbation)

The experience of learning drama basics online (using the example of distance-learning course "Let the Theatre Start!” approbation)

The Stratta Strategy for Creative Drama Learning in the Corona Virus Pandemic

A significant component of literary works, drama is one of the elements that must be taught in college, particularly in study programs focusing on language and literature education. The findings of this study describe the results of the learning process for Indonesian Drama Appreciation courses that were conducted using the Stratta learning strategy. As defined by the realms of learning Waluyo theory, there are three stages in this strategy for teaching literature. These stages are as follows: the exploration stage, which encompasses the cognitive realm; the interpretation stage, which includes the affective domain; and the recreational stage, which consists of the psychomotor realm. The qualitative descriptive method was employed in this investigation. Students enrolled in Indonesian drama appreciation courses in semester IV, five classes, were asked to research the subject. The collection of research data is a learning process. The findings revealed that learning drama appreciation through Stratta strategies allows drama students to be more creative and adapt to the coronavirus pandemic. A variety of drama learning activities are introduced to the students, ranging from script reading to staging and editing staging videos.

Drama Learning Using the Role Play Method in Script Performances “Jangan Buang Sampah Sembarangan” in Lower Grade Elementary School

This study aims to determine the learning process of drama extracurricular at the Primary School Lab School, State University of Surabaya using the role play method. This study uses a qualitative approach with a descriptive study type by observing the drama learning process using the role play method and drama performances using a script, don't litter at school art performances which are held regularly once a year. Data collection techniques used are observation, interviews and documentation. The data analysis technique used is data reduction such as selecting and classifying the findings needed so that they do not widen from the core of the discussion, presenting data from the findings of the training process to staging, and drawing conclusions from all findings. The results showed that learning drama by using the role play method, got satisfactory results because from these results students were able to appear confident and able to perform well in performing arts performances held at school.

ANALISIS KELAYAKAN MODUL PEMENTASAN MONOLOG BERBASIS KEARIFAN LOKAL DENGAN METODE ROLE PLAYING DAN TEKNIK 3M (MENIRU, MENGOLAH DAN MENGEMBANGKAN)

The aim of this study was to describe the needs of monologue staging with the local wisdom base and 3M techniques (Imitating, Managing and Developong. The problem of the reasearch was at the need for a monologue staging module based on local wisdom with role playing method and 3M techniques this research was conducted in the Covid-19 situation that caused the students to learn independtly and online with the hope to materialize the learning in order to create the relevant support of learning drama to indonesian language education students, especially playing a role. The long term goal was to create the character literact students which were independent, creative and productive. This research resulted the monologue module staging on the base of local wisdom for the students of Indonesian language education PGRI University of Palembang that took drama theory and drama staging course. The measure the level of drama module course properness in order to support the students appreciation towards the drama

Developing self and peer assessment to improve student's appreciative critical ability in learning drama appreciation

This study aims to develop self and peer assessment instruments to improve students' critical and appreciative abilities in learning drama appreciation. This research was conducted by following the ADDIE model development steps, namely needs analysis, product design, product development, product implementation, and product evaluation. There are two types of data in this study, namely qualitative data and quantitative data. Qualitative data is in the form of suggestions and comments from assessment experts, literature experts, and drama appreciation learning experts, as well as students, while quantitative data is in the form of scores obtained from assessment experts, literature experts, and drama appreciation learning experts, as well as students. Both data were obtained through questionnaire guidelines. The data obtained were then analyzed. For qualitative data analyzed using descriptive analysis techniques, while quantitative data using quantitative descriptive analysis techniques. From the analysis technique used, it is known that the product developed can increase students' critical appreciative abilities by getting an average percentage of 8.3% for the display aspect, 9.7% for the product content aspect, and 90.4% for the language aspect. The three averages were obtained from assessment experts, literary experts, and drama appreciation learning experts. When testing the product, students got an average score of 82.2% on the aspect of 'student impressions of the use of self and peer assessment in increasing students' critical appreciation skills in learning drama appreciation 'and 80.4% on the aspect of' practicality and ease of self and peer assessment for improve students 'appreciative critical abilities in drama appreciation learning'.