Teaching-learning Process Research Articles

The Effect of Realia (Real Object) Media on Students’ Vocabulary Skill at MIS Hikmatul Salridho

The objective of the research is to know whether the effect of use Realia Media on students vocabulary knowledge at the fourth grade of elementary at HikmatulSalridho. Based on the statement above, this research used experimental design of collecting data, the class that will be tested is divided into two classes, class A and class B, class A as control class and class B as Experimental class. The experimental group is the group that will be a measured of whether the test is successful or not using realia media, while the control group is considered without using realia media. Based on the statement beside, the researcher choose the population of class IV students at Hikmatul Salridho School. Where, the first class was students of class IV – A (as experimental groups) and IV – B (as control group) of the MIS Hikmatul Salridho School. After analyzing the results of the research, the researcher obtained data about the scores of the teaching and learning process using Realia Media. The researcher concluded that there was any significant effect of applying was proved by the results of the pre-test scores before giving the treatment. And it can be seen that the results of the statistical calculations above where the value of (to) is higher than (tt). The researcher also found there were some difficulties in students' vocabulary by applying Realia Media, especially in remember the vocabulary. The Realia Media are very interested to be implemented to improve vocabullary skills. The researcher found that there is always improvement in the learning. It’s mean that the implementation of Realia Media to improve students’ vocabulary skills can make students more actived, motivated, and interested. From the explanation above, it means that teaching learning process by using Realia Media can improve students’ ability in English vocabulary skill.

Mobile learning in the classroom – Should students bring mobile devices for learning, or should these be provided by schools?

AbstractIn recent years, the importance of mobile devices has increased for education in general and more specifically for science and mathematics education. In the classroom, approaches for teaching with mobile devices include using student-owned devices (“bring your own device”; BYOD approach) or using school-owned devices from central pools (POOL approach). While many studies point out features of mobile learning and BYOD that are conducive to learning, a research gap can be identified in the analysis of effects of mobile device access concepts on teaching–learning processes. Thus, this study aimed to empirically compare BYOD and POOL approaches in terms of learning performance and cognitive performance (subject knowledge development, cognitive load, concentration performance). Furthermore, the analyses included specific characteristics and preconditions (gender, socioeconomic status, fear of missing out, problematic smartphone use). A quasi-experimental study (two groups) was conducted in year 8 and 9 physics classes (N = 339 students) in which smartphones are used for different purposes. The present data show no group differences between the BYOD and the POOL approach in the group of learners with respect to subject knowledge development, cognitive load, and concentration performance. However, individual findings in subsamples indicate that the POOL approach may be beneficial for certain learners (e.g., learners with low fear of missing out or learners tending toward problematic smartphone use). For school practice, these results indicate that organizational, economic, and ecological aspects appear to be the main factors in deciding about the mobile device access concept.

STIMULER LA MOTIVATION DES APPRENANTS LORS DE L’ENSEIGNEMENT DU ROUMAIN EN TANT QUE LANGUE ÉTRANGÈRE

Motivating the participants involved in the educational act represents nowadays a real challenge, both on the professors’ side and on the students’ side. The answers that can be provided today, in this way, must use a language as close as possible to the sphere of interest of those they are addressed to. Consequently, in what the students are concerned, concepts related to the digital era can have a real and successful impact. That is why, the implementation of the concept of ramification in the teaching-learning process, especially in a multicultural context, represented an extremely useful and interesting experiment at the Preparatory Year focused on teaching Romanian as a foreign language at the Faculty of Letters of Transilvania University of Brașov, as part of the GIRO national project. Its results confirmed the expectations, as student motivation was boosted to such an extent that it surpassed the few negatives encountered on the way, the combination of game-based activities and the gamified vision being at its best.

Optimalisasi Peran Kepala Madrasah Kunci Revitalisasi Pendidikan Islam

Islamic education is currently facing various challenges that require revitalization measures to improve the quality and effectiveness of the learning process. The role of the head of the madrasa becomes crucial in this revitalization process. This study aims to explore how the head of the madrasa can maximize their role in supporting the renewal and enhancement of Islamic education. The research method used is library research, which involves a review of literature on the role of the head of the madrasa and best practices in educational management. The study shows that the head of the madrasa needs to perform several key roles simultaneously. Firstly, as a leader, they must be able to motivate and inspire all members of the school to achieve the established educational goals. Secondly, in their capacity as an educator, the head of the madrasa should provide the necessary guidance and support to teachers to improve the quality of teaching and the learning process. Thirdly, as a manager, the head of the madrasa must efficiently and effectively manage school resources. Fourthly, in the role of administrator, they must ensure that school administration runs smoothly and complies with applicable regulations. Lastly, as a supervisor, the head of the madrasa needs to monitor, mentor, and improve the classroom learning process and design relevant training programs for teachers.

The I-learning model improvement on writing digital-based scientific papers for students of faculty of letters universitas Muslim Indonesia

The time-consuming and often fraught writing process can be draining and demotivate writers from completing their writing well. By overcoming these problems, writers can improve the effectiveness and quality of their scientific writing. The problem limitation in this study, how is the development of the I-Learn model on digital-based scientific writing for students of the Faculty of Letters UMI? In connection with the statement of the problem, the purpose of this study is to produce a development of the I-Learn model of learning scientific writing for students of the Faculty of Letters, UMI. Development research or Research and Development (R&D) is a process or steps to develop a new product, or improve existing products, which can be accounted for. The variable as the focus of review in this study is the I-Learn learning model on digital-based scientific writing. The development of the I-Learn model in learning to write digital-based scientific papers was carried out by following the ADDIE development model. The ADDIE development process is carried out through five stages, namely 1) Analysis (Analyze); 2) Design; 3) Development; 4) Implement; and 5) Evaluate. Analysis is used to obtain an initial description of the learning conditions for digital-based scientific writing for students of the Faculty of Letters, Universitas Muslim Indonesia. This analysis stage is carried out using a qualitative research method of literature study type. The research data is qualitative data obtained from document analysis, interviews, and observations. The research data can be divided into four parts, namely: (1) curriculum analysis, (2) Learning PlanAnalysis, (3) teaching material analysis, and (4) interview and learning process analysis.

Cervantes VR or the possibility of including virtual reality in the teaching-learning process of Don Quixote

Cervantes VR or the possibility of including virtual reality in the teaching-learning process of Don Quixote

Teaching-learning process in the undergraduate nursing course: training in the perspective of health promotion from the point of view of Paulo Freire

Introduction: health promotion actions enable professionals to create strategies capable of preventing diseases and other health problems. It is extremely important that health professionals are trained and qualified to see beyond the health aspects, so that they can create plans that help the individual in their health and social aspects, as well as developing quality care practices. Objective: to analyze the process of student training in the field of nursing aimed at promoting the health of adolescents from the perspective of Paulo Freire’s concepts. Methods: this is a descriptive study based on a qualitative approach conducted in accordance with the COREQ international guideline for qualitative research, carried out in three municipalities: Juazeiro do Norte, Crato and Iguatu, both cities in the Brazilian state of Ceará. Results: the health training process is geared towards building passive students of knowledge, trained to have a concept of promotion focused only on health issues, with a focus on well-being and quality of life. Conclusion: health promotion practices for adolescents are still incipient in health training, as there is still a focus on the use of traditional methodologies in theory and in practice the prioritization of ministerial programs. However, it is noteworthy that although the participants have broad perceptions of health and health promotion, there is still traditional training, as well as the application to the adolescent public.

Investigating the Relationship Between Leadership for Learning and Student Achievement Through the Mediation of Teacher Performance: A Meta-Analytic Structural Equation Modeling (MASEM) Approach

The Leadership for Learning (LfL) framework is often used to investigate the effect of leadership on student achievement (SA). This framework encompasses instructional leadership (IL), transformational leadership (TL), and distributed leadership (DL) qualities that are likely to influence teaching–learning processes at school. The existing literature indicates that LfL can influence both teacher performance and practices and students’ achievement significantly. The current study aims to investigate the mediating role of teacher performance in the relationship between LfL and student achievement using meta-analytical structural equation modeling (MASEM). Correlation values obtained from 60 studies (a total of 36,331 participants) investigating the relationship between these variables were used for the meta-analysis. The findings showed that all three types of leadership affected teacher performance directly, and teacher performance had a direct effect on student achievement. While the effect of IL on SA was mostly indirect, TL and DL were found to affect student achievement both directly and indirectly through teacher performance. Our findings suggest significant implications for not only researchers but also policy-makers and practitioners to improve school performance.

Integrative and Collaborative Assessment: A Contemporary Shift of Improving Students' Academic Performance

Assessment is crucial in the academe. The Department of Education (DepEd) has adopted different formative and summative assessment tools but continuously encouraging teachers to innovate school-based projects that could improve the teaching-learning process. The use of integrative and collaborative assessments is beneficial to both learners and students. Evaluations can be drawn to improve the student performance at same time as a basis to curriculum change. Interdisciplinary academic learning is one of the main advantages of integrative and collaborative assessment. This is to provide realization to students on how learning process can be meaningful in the interplay of different subject areas within or across the curriculum.

Development of Pop-up Book-Based Learning Media Utilizing Augmented Reality for Science Subjects

The role of teachers in education goes beyond simply delivering teaching materials. A teacher must create an exciting and interactive learning atmosphere that captivates students' attention and encourages active participation in learning. Teachers often face challenges in creating engaging and relevant learning materials while integrating the latest technology, which can impede the achievement of learning goals and reduce the effectiveness of the teaching-learning process. A significant issue is the lack of student motivation and involvement, evident from boredom and inattention despite using various learning resources. This study aims to address this issue by developing a Pop-Up Book-based learning media utilizing Augmented Reality (AR) for science subjects in Grade V Elementary School. The research was conducted at SDN Pandanwangi 3 and followed the ADDIE development model—Analysis, Design, Development, Implementation, and Evaluation. The findings indicate that the AR-based Pop-Up Book is effective in enhancing the quality of learning. Implementing this media at SDN Pandanwangi 3 successfully motivated students, improved their understanding of the subject matter, and demonstrated high practicality according to questionnaires and learning outcomes. The final evaluation confirms that this media is valid, practical, and effective in meeting learning objectives. It is recommended that AR-based learning media, such as Pop-Up Books, be extended to other subjects and educational levels. Further research is suggested to explore the effectiveness of such media across different contexts and disciplines, ensuring broader applicability and impact in academic settings.

Dividing small groups into problem-based learning tutorials: an experience report

This article aims to provide a critical and reflective account of the experience of the pedagogical support service at the Christus University Center - Unichristus, during the implementation of the heterogeneous division of tutorial groups by personality traits, in the active methodology, Problem-Based Learning (PBL). Method: This is a descriptive experience report of a study carried out at a private higher education institution in Fortaleza. The participants were 12 teachers who acted as tutors and 120 students who were new to the PBL methodology. The activity was systematized into three moments: application of the QUATI psychological typology test to the students, classification of the students into extroversion and introversion attitudes, division of the tutorial groups into similar proportions of introverted and extroverted students. The educational action involved training the teachers in group dynamics, revealing the personalities of their respective students and a round table discussion after the end of the semester. Results: the heterogeneous division of groups and teacher training led to an improvement in the management of tutorial groups. Conclusion: the experience showed that the tutors' prior knowledge of the personality traits of the tutorial group members and their heterogeneous formation can contribute to improving the teaching-learning process in PBL, especially with regard to looking at existing personalities individually.

A INTERNET DAS COISAS (IOT) NO CONTEXTO DA EDUCAÇÃO INFANTIL: PERSPECTIVAS PARA FUNDAMENTAÇÃO DA APRENDIZAGEM

This course conclusion work presents a brief bibliographical research on the internet of things (IOT) in the context of early childhood education from the perspective of supporting learning and its applications. New technologies in education can be noticed in several institutions in Brazil, whether in the form of virtual classes, the use of applications to carry out activities or the provision of digital resources to make content more interesting. One of the main objectives of working with digital technologies is the fact that one can further expand horizons in the teaching-learning process. Thus, for a better understanding of the content, we initially have the related approach of digital technologies in the teaching and learning process from early childhood education, their applications and their importance, thus aiming to present a little more about, highlighting the brief note about the child as an integral subject, the influence of technology in the educational context. The steps and resources used to produce all research, methods, type of study and bases for gathering information will also be highlighted.

A INTERNET DAS COISAS (IOT) NO CONTEXTO DA EDUCAÇÃO INFANTIL: PERSPECTIVAS PARA FUNDAMENTAÇÃO DA APRENDIZAGEM

This course conclusion work presents a brief bibliographical research on the internet of things (IOT) in the context of early childhood education from the perspective of supporting learning and its applications. New technologies in education can be noticed in several institutions in Brazil, whether in the form of virtual classes, the use of applications to carry out activities or the provision of digital resources to make content more interesting. One of the main objectives of working with digital technologies is the fact that one can further expand horizons in the teaching-learning process. Thus, for a better understanding of the content, we initially have the related approach of digital technologies in the teaching and learning process from early childhood education, their applications and their importance, thus aiming to present a little more about, highlighting the brief note about the child as an integral subject, the influence of technology in the educational context. The steps and resources used to produce all research, methods, type of study and bases for gathering information will also be highlighted.

Assessment of educational performances: the role of zakat and learning–teaching process in higher education institution in Malaysia

Assessment of educational performances: the role of zakat and learning–teaching process in higher education institution in Malaysia

Developing a learners' attitude scale for the 'Diploma in Agri Inputs (DAI)' program in open and distance learning (ODL)

Attitude is a relatively enduring and general evaluation of an object, person, group, issue, or concept on a dimension ranging from negative to positive. It plays a vital role in the persuasion of one's behaviour concerning a particular psychological object. The present study aims to measure the attitude of learners towards the "Diploma in Agri Inputs (DAI)" programme offered through Open and Distance Learning (ODL) mode in Tamil Nadu Agricultural University (TNAU). To accomplish this, a standardized attitude scale was developed using Likert's summated raring approach, which followed the steps of item collection, relevancy test, item analysis, reliability test, and validity test. A total of 45 statements were collected, of which 25 were retained after editing. The statements were sent to Judges to judge its proper relevancy with a 5-point continuum. Finally, 14 statements were selected equal to or greater than the "t" value of 1.75. The reliability coefficient was found to be 0.82, which showed the scale's reliability. The developed attitude scale will be useful for researchers and extension functionaries in similar studies. Moreover, results revealed that most (70.86 percent) ODL learners had highly favourable attitudes towards the DAI programme. The reason might be the various attracting factors of the DAI programme, such as the teaching-learning process, Knowledge generation through Personal Contact Programme (PCP) classes, Affordable fees, Course duration, Practical exposure to diagnosing pests and diseases, Advanced study material, Student-centred learning, Success stories of agripreneurs and 'Fertilizer dealership license'.

LEARNING CONTENT TYPOLOGIES AS A SUPPORT FOR TEACHING BIOCLIMATISM IN UNDERGRADUATE COURSES IN ARCHITECTURE AND URBAN PLANNING

This article addresses the impact of the learning content typologies proposed by Zabala (2007) on teaching planning. The study aims to analyze the impact of this theory on the learning of second-semester students of the Architecture and Urbanism course at the University of Brasília. The theoretical foundation is based on the didactic-pedagogical principles of education, especially teaching in Zabala (2007), Dantas (2007), Libâneo (2017), Pimenta, Anastasiou and Cavallet (2002), Masetto (2012) and, in learning, in Pozo (2009), among others. The methodology is qualitative, characterized as a case study. The experiment took place during the course of the discipline "Environmental Studies: Bioclimatism", organized considering the contents of a conceptual, procedural and attitudinal nature in the proposition of objectives, in the systematization of activities and in the evaluation of students. The research instrument consisted of document analysis (Discipline Plans and Pedagogical Project of the Course) and a questionnaire applied to the students. In the final stage of the discipline, the students answered the questionnaire, in order to evaluate the perception of the adequacy of each activity according to the intended objective. The results and conclusions indicated that the activities were evaluated as “very effective” or “effective”, indicating that the teaching planning based on the typologies of learning content had a positive impact on the teaching-learning process, and this planning approach can be used, without prejudice, in other disciplines in the context of Architecture and Urbanism, considering that all teachers must know and appropriate the didactic-pedagogical foundations to develop the teaching work successfully.

METHODS OF PERMANENT EDUCATION IN HEALTH FOR QUALIFICATION OF PRENATAL CARE IN PRIMARY CARE: AN INTEGRATIVE LITERATURE REVIEW

Objective: To identify the methods of continuing health education used with primary care professionals to qualify prenatal care. Method: This is an integrative review, developed systematically through six phases: elaboration of the guiding question; search or sampling in the literature; data collection; critical analysis of the included studies; discussion of the results and presentation. Results: A total of 377 studies were found through searches in the databases. After removing duplicates, 351 publications remained, and the titles and abstracts were read in full, in an optimized way, using the Rayyan online application. A total of 21 studies were selected for writing the paper, of which 6 were excluded because they did not meet the inclusion criteria. Thus, in the eligibility stage, of the 15 articles read in full, 9 were excluded because they did not meet the research objective and 6 remained as included in the review. The sample comprised 6 articles, 3 in Portuguese, 2 in English and 1 in Spanish, with a predominantly quantitative approach in 4 of these articles. The following continuing education methods were identified: working groups; case discussions; workshops; courses; education packages (including training for providers; supportive supervision and provision of modules; pamphlets and employment assistance); Ammuntuli Bija intervention model. Conclusion: based on the analysis of the articles included in this study, it was found that the various continuing education methods applied to primary health care professionals are drivers of positive results for the qualification of prenatal care, by allowing them to be protagonists in their teaching-learning process and transformers of their practices.

CONSEQUENCES OF BULLYING IN ELEMENTARY EDUCATION I: TEACHERS' PERSPECTIVES IN THE MUNICIPALITY OF SANTANA-AP

This article addresses the impacts of bullying on the teaching-learning process in Elementary School I, from the perspective of teachers from Santana-AP. The main objective is to understand how bullying affects the school environment and, consequently, students' academic performance. A field research with a quantitative approach was used, applying questionnaires to teachers from public and private schools to obtain statistical data on their perceptions and experiences related to the topic. The results indicate that bullying has significant negative effects on children's cognitive and emotional development, compromising the learning process. In addition, the data show the need for more effective institutional support to help teachers deal with situations in the classroom. The research highlights the importance of school prevention and intervention policies, aiming to create a safe educational environment that is conducive to learning.

INTERGENERATIONAL CONNECTIONS IN THE SCHOOL ENVIRONMENT: REFLECTIONS ON THE DEVELOPMENT OF SKILLS FOR THE 21ST CENTURY

This study investigated the role of intergenerational connections in the school environment and their impact on the development of essential skills for the 21st century, such as communication, cooperation, critical thinking, and problem-solving. Based on a qualitative analysis carried out in projects at the University of Maturity, at the Federal University of Tocantins (UMA/UFT), the research examined how interactions between different generations contributed to strengthening students’ socio-emotional skills. The results indicated that the presence of older generations in schools promoted the sharing of experiences, the building of social bonds, and the development of a sense of belonging among participants. However, the study identified obstacles that hindered the implementation of these practices, such as the lack of preparation of educators and the absence of specific educational policies. Thus, it was suggested that the adoption of continuing education policies for teachers and institutional support were essential for intergenerational interactions to become an integral part of the school curriculum. It was concluded that well-planned intergenerational practices could significantly enrich the teaching-learning process and prepare students to act ethically and responsibly in an increasingly diverse and complex society.

EMANCIPATION THROUGH ART IN JACQUES RANCIÈRE

This article addresses the issue of emancipation through art based on the philosophy of Jacques Rancière. In his work The Ignorant Teacher, emancipation is seen as an affirmation of the equality of intelligences that occurs from the beginning of the educational process, in contrast to the explanatory order in which there is a need for the submission of the apprentices' intelligence to the teacher, who attests to their cognitive superiority through explanations. To address this issue, we developed the theme in three parts. In the first part, we discussed what aesthetic education would be based on the definition of education and art. In the second, we addressed the concept of emancipation as a starting point for a practice in which the teacher is an agent who organizes the teaching-learning process, but does not dominate intelligence because it presupposes an equality of cognitive capacity. In the last part, we discussed what this emancipatory practice of the student would be within the universe of art. In this sense, learning and artistic practice are understood as paths to autonomy and freedom by leading human beings to recognize the equal capacity to feel, understand and express the poetry of the world.