Resource-based Learning Research Articles

Implementation of Realistic Mathematics Education Learning Model to Improve Students' Mathematics Learning Outcomes

This study aims to improve student learning outcomes on triangle material by applying realistic mathematics education learning models to students. This research is a class action research which consists of two cycles. The results of the study: (1) The process of learning mathematics through the application of the resource-based learning approach at SMP Negeri 1 Sitolu Ori is good, (2) In the first cycle the results of observations of the implementation of the learning process for teacher respondents through the application of realistic mathematics education learning models reached an average value of 64.38% with a sufficient category. In the second cycle, the results of observations of the implementation of the learning process for teacher respondents through the application of realistic mathematics education learning models reached an average of 85.00% with a good category and based on the average questionnaire results 88.69% classified as excellent. In the first cycle, the implementation of the learning outcomes test obtained an average of 64.52 learning outcomes and included a sufficient category, with a percentage of completeness of 52.38% and unsuccessfulness of 47.62%. In cycle two, the implementation of the learning outcomes test obtained an average of 83.21 learning outcomes and included in the good category, with a percentage of 100% completeness and 0% unsuccessful, so that learning completeness reached the target of 75%.

TECHNOLOGY OF THE EDUCATIONAL PROJECT IN THE PROCESS OF PROFESSIONAL TRAINING OF FUTURE BACHELORS IN PHYSICS AT A PEDAGOGICAL UNIVERSITY

In the article, the author considers an educational project in physics as a unique activity of participants (teachers, students from different groups, courses) in the field of physical research, which has a set deadline and ensures the achievement of the planned result, which is a unique educational product. The technology of the educational project is interpreted as a pedagogical technology of resource-based learning of future bachelors in physics, which is a set of methods and techniques for organizing the didactic process and the educational and research interaction of all project participants to achieve the result within the specified time period. The stages of implementation of the technology of the educational project in the process of professional training of future bachelors in physics at the pedagogical university are defined: the stage of strategic planning, the stage of modelling, the stage of project implementation, the stage of presentation and reflection. The article provides a detailed description of the project, which involves the creation of videos for demonstration to students of a professional college, defines its stages, hypothesis, composition of participants, basis and terms of implementation, predicted result and results of reflection. It is noted that during the organization and implementation of educational projects in physics, the teacher performs the role of a tutor, which consists in determining the goals and content of project learning, in helping students to search information, in project planning, in the development of a structural and descriptive model of a physics project, in coordinating the process of work on the project. The teacher should guide the process of students’ educational and research interaction, support and encourage them to continuously progress in the work on the project, helping, but never doing the work instead of them.

PENGARUH MODEL PEMBELAJARAN RESOURCE BASED LEARNING TERHADAP HASIL BELAJAR IPA PADA SISWA

This study aims to determine the description of the Resource Based Learning (RBL) learning model in science subjects in Class V UPT SPF SDN Mangkura V Makassar City. This study is a type of quantitative research with a pre-experimental research design. The sampling technique used is Purposive Sampling with a sample size of 36 students. The results of the descriptive statistical analysis show that the students' initial test scores (pretest) are with an average of 49.44 (in the less category) and have increased after being given treatment (posttest) with an average of 71.66 (in the good category). The results of the Sample T-test statistical analysis show Sig (2-tailed) <0.05 (0.000 <0.05) so that H0 is rejected and H1 is accepted, which means that there is a difference in science learning outcomes of class V UPT SPF SDN Mangkura V Makassar City students between before and after using the resource based learning model. So it is concluded that the Resource Based Learning learning model has an effect on the science learning outcomes of class V students of UPT SPF SDN Mangkura V Makassar City.

Social learning communities of practice as mechanisms for sustainable tourism: a process tracing evaluation of a government intervention

ABSTRACT Many governments introduce interventions to help small enterprises adopt more sustainable practices. We used process tracing to evaluate how and why communities of practice and social forms of learning are key mechanisms to facilitate action-oriented sustainability learning. We subjected each piece of evidence to a contribution analysis, in addition to the probabilistic necessity and sufficiency, to affirm causal attribution and its strength. The study shows how learning is contingent on the context designed. Knowledge assimilation and behavioural change are more likely to happen when an intervention delivers structured resource-based training that is amplified with community support and peer interactions. Setting tangible routines and regular interactions that allow participants to gain knowledge and best practices through resource-based learning were necessary but not sufficient to promote change. This evaluation highlights the need to provide structured learning with tangible routines and regular interactions with peers (i) to leverage communities of practice to create a supportive social environment (ii) that introduce normative influences building a sense of peer accountability. Process tracing proved to be a useful methodology to compare the benefits of two learning approaches in the intervention, without the need for a control group.

The effect of the resources-based learning model in ecosystem learning to improve student learning outcomes

This study aims to determine the effect of the Resource Based Learning (RBL) model in Ecosystem learning and its effect on biology learning outcomes at SMAN 3 Mataram. This type of research is research using a quantitative approach. The sample of this research was the students of class IX of SMAN 3 Mataram, which amounted to 32 students of X MIPA 1 for the control class and 32 students of X iMIPA i2 for the experimental class. The research data was obtained from a questionnaire on implementing the lesson plan and a learning outcome (post-test score) on ecosystem materials. The data analysis results show that the questionnaire score interval level for implementing the Resource Based Learning (RBL) model is 100% (very high). The conventional model shows the score interval that is implemented is 87.5%, and that is not implemented is 12.5%, and the level of validity of the questions in the cognitive domain, including the very valid criteria and the level of reliability of the questions in the cognitive domain, the criteria for reliable. The results of the data analysis of learning outcomes showed differences in the average post-test scores between the experimental class through the application of learning using the resource-based learning (RBL) learning model and the control class through the application of the conventional learning model. The post-test mean in the experimental class was 91.36, while the post-test mean in the control class was 71.69. The significance value of the count sample obtained is 0.532, the significance value obtained is greater than 0.05 Ho is rejected, and H1 is accepted, which means that the use of the Resource-based Learning (RBL) learning model is effective on student biology learning outcomes at SMAN 3 Mataram.

Clarifying the Design of a Handprint E-Learning Resource Platform for Mediating ESD in Teacher Education in Southern African Settings

This formative paper reviews the recent expansion in online teacher education programmes for Education for Sustainable Development (ESD) in southern Africa. The research informs the design of resource-based learning. An activity systems approach and a preliminary mapping of the design features for online learning for ESD enabled us to tease out key pedagogical and design concerns related to the development of an online learning resource platform for teacher professional development. The proposed online resource is conceptualized as an open-source learning platform for student and in-service teachers to learn together in work with schematic models of the process for mediating the inclusion of ESD in subject teaching. A course-activated learning process is being framed around an online navigation tool for a question-led induction into the use of six key ESD lesson-planning tools. The tools are approached as mediating tools for teachers to utilize together towards ESD lesson planning that is more subject-based and better curriculum-activated.

Students’ Information Literacy at the MTsN 4 Banda Aceh Based on Empowering Eight Model

This article discusses students' information literacy at the MTsN 4 Banda Aceh library using Empowering 8 model. This model uses a problem-solving approach to resource-based learning. Information literacy skills include identifying, and exploring appropriate sources and information on a topic, selecting and recording relevant information, collecting appropriate quotations, organizing, creating, presenting, assessing, and implementing. The purpose of this study is to determine students' information literacy in the library of MTsN 4 Banda Aceh by using the Empowering 8 model. Data collection techniques used are interview, documentation and questionnaires. The results of this study indicate that student's level of information literacy is classified as good. Both include identification, organizational selection, creating literacy, presentation, assessment and aspects of the application of information literacy. However, the most dominant level of student information literacy in the library of MTsN 4 Banda Aceh is in the organizational and assessment aspects, with 62.28% of students saying “yes” and 37.71% saying “no". While the lowest level of information literacy was in the information selection aspect, 26.27% of students said "yes," and 73.73% said "no”. Improving student information literacy competence can be encouraged by establishing centralized policies that must be implemented to form innovations carried out by each school.

The learning model of Resource-Based learning, Brain-Based learning, and a combination of these two models Resource - Brain-Based learning is believed to be able to improve cognitive, affective, and psychomotor learning outcomes of the Students of SMP Neg

The combination of learning in the 21st century related to soft skills is the Resource-Brain Based Learning model which is a combination of Resource-Based Learning and Brain-Based Learning models. They are learning strategies adapted to learning resources and brain work systems that are already naturally programmed to learn. This study aims to see the effect of the Resource-Brain Based Learning model on students' cognitive, affective, and psychomotor thinking learning outcomes on environmental pollution material for class VII in SMP Negeri 20 Central Maluku and SMP Negeri 13 Central Maluku. Research data were analyzed quantitatively using descriptive and inferential statistics in the form of ANCOVA analysis to see the effect of the Resource-Brain Based Learning model on students' cognitive learning outcomes and ANOVA analysis for ANOVA on students' metacognitive outcomes and social attitudes. The results showed that there was an influence of the Resource-Brain Based Learning model on cognitive, affective, and psychomotor learning outcomes.

Literasi informasi pada proses pembelajaran jarak jauh di TK Islam Arafah di Jakarta

This research discusses about literacy distance learning at Arafah Islamic Kindergarten Jakarta based on lesson plans; learning methods; learning activities; and post-learning activities. This study aims to describe information literacy through distance learning activities at Arafah Islamic Kindergarten in Jakarta. The method used in this research is a qualitative method with a case study approach. Data is collected through observation, interviews, documentation, and literature studies. The researcher selected informants with purposive sampling method which sellect the principal, teachers, and parents of students of Arafah Islamic Kindergarten Jakarta. The results of this study explain that distance learning or online learning began to emerge during the Covid-19 pandemic as suggested by the Ministry of Education and Culture, including in terms of learning literacy in children. Arafah Islamic Kindergarten Jakarta itself has created a special curriculum for distance learning activities based on philosophical, sociological, and psycho-pedagogical aspects. At Arafah Islamic Kindergarten Jakarta, literacy learning and basic numeracy literacy are taught remotely using the resource-based learning method and scientific approach. The school has tried to teach children literacy effectively and efficiently by innovating learning activities through children's worksheets, home-visit activities, and video learning. After the learning activities, the school provides assessments through weekly report cards. To optimize distance learning activities, the school collaborates with parents or guardians in every distance learning activity.

Beneficial, Harmful, or Both? Effects of Corporate Venture Capital and Alliance Activity on Product Recalls

Despite growing numbers of corporate venture capital (CVC) deals and alliances, their effectiveness is not guaranteed. This paper investigates the positive and negative impacts of CVC and alliance activity on product safety under different levels of market turbulence. Using a resource-based learning perspective and panel data from large U.S. firms, we find that both CVC and alliance activity have inverted U-shaped relationships with product recall likelihood. Market turbulence moderates both relationships, but differently. We discuss how learning theory complements the resource-based view to understand why no or rather bold external venturing are less harmful than small-scale “stuck-in-the-middle” initiatives.

The effectiveness of Resource-Based Learning Model in English for Islamic Studies Course in Enhancing Critical Thinking Skill

AbstractThe pace of change in the world is accelerating rapidly. Hence, a powerful way to empower learners is to improve their critical thinking, an essential skill for success. This quantitative paper aimed to measure the effectiveness of a Research-Based Learning (RBL) model in English for Islamic Studies course to improve students' creative thinking skills at Ma'had Al-Jamiah Putra UIN Salatiga. The subjects were 27 students of Ma'had Al-Jamiah chosen by purposive random sampling to determine the experimental class. The data were obtained by using a questionnaire and test containing the indicators of critical thinking. They were analyzed using one group pretest-posttest to measure the effectiveness of the developed model. Based on the result, it was concluded that the RBL model in English for Islamic Studies course effectively improves the critical thinking skill of Ma'had Al-Jamiah students.

RESOURCE-BASED LEARNING OF TEACHERS OF THE SUBJECT "DEFENSE OF UKRAINE" IN THE CONTINUOUS TEACHER EDUCATION SYSTEM

Currently, in the conditions of the war, there are intensive searches for ways of functioning and development of continuous pedagogical education in Ukraine as the basis of national-patriotic, social, spiritual-cultural, intellectual development of society and the state. One of the effective ways to improve the quality of continuous pedagogical education is the transition to resource-oriented learning. In the article, the authors present a subsystem of resource-based learning of teachers of the subject "Defense of Ukraine" in the system of continuous pedagogical education, which is positioned as a set of three interrelated components: conceptual, didactic and effective. The conceptual component is represented by the goal of resource-based learning of teachers of the subject "Defense of Ukraine" in the system of continuous pedagogical education, and tasks that are reflected in the program of professional development of teachers of the subject "Defense of Ukraine" in the system of continuous pedagogical education. The didactic component is characterized by a number of components: classroom work (lectures, practical classes, trainings, seminars, master classes, etc.) during the organization of professional development courses for teachers of the subject "Defense of Ukraine"; extracurricular work (online training with lecturers, trainers of continuing education institutions); practice (attending classes organized and conducted by instructors of the Armed Forces of Ukraine on the basis of territorial recruitment and social support centers); methods of active learning from teachers of the subject "Defense of Ukraine"; active teaching methods at professional development courses from lecturers/trainers; consolidation of resources for the acquisition of military applied knowledge, skills and abilities. The effective component reflects the degree of formation of new military didactic knowledge in the teachers of the discipline "Defense of Ukraine", the system of knowledge by areas (military-historical, legal foundations of the defense of Ukraine; pre-conscription training; civil protection; pre-medical assistance, tactical medicine), military applied skills and skills for effective conducting of classes on the subject.

Implementasi Resource Based Learning (RBL) dalam Pembelajaran Sejarah Untuk Meningkatkan Kemampuan Historical Thinking Siswa di MAN 1 Padangsidimpuan

This article aims to analyze the implementation of the Resource Based Learning (RBL) learning model to improve students' historical thinking skills in learning history. This research is a class action research (CAR) which was carried out in two cycles. Each cycle consists of 2 meetings which consist of planning, implementing actions, observing, and reflecting. The research subjects were 36 students of class XII MIA 1 MAN 1 Padangsidimpuan. Data collection techniques using interviews, observation, and HOTS-based tests. Data analysis used descriptive qualitative and quantitative analysis. The results of the research on the ability to think historically in cycle 1 obtained an average score of 73.50. While in cycle 2 it increased to 86.80. From the results of the analysis, it can be seen if students can master the five aspects of historical thinking ability indicators which include: (1) chronological thinking, (2) historical understanding, (3) historical analysis and interpretation, (4) historical research abilities, (5) issue analysis history and decision making. Based on these results, it shows that the Implementation of Resource Based Learning (RBL) can improve the ability of Historical thinking (historical thinking).

Strategy for Designing English Language Resource-Based Learning Materials in the Moodle LMS

Abstract. This research examines resource-based learning (RBL) strategy in teaching and learning English as a foreign language in Moodle LMS contexts. This research is exploratory case studies approach in qualitative research design—the sample of this research is 36 English lecturers from five south Jakarta higher education institutions. The data were gathered using online interviews and focus group discussions and analyzed by thematic analysis. The findings show that accommodated strategy uses Resource-Based Learning involved learning objectives; structure, organization, and instructional design; by doing - through repetition, practice, try, and mistake; structured feedback is built-in for English language learners; and introductions, overviews, and evaluations. English lecturers and instructors must lead and promote learning via proper RBL strategies. Given the increased availability of resources and their flexibility in handling and use, it appears appropriate to transition toward a resource-based approach. Online exploration of Moodle features, RBLE preparatory components, and English language teaching possibilities. Moreover, the preparation components for designing RBL Instructions are contexts, instruments, and scaffolds. In conclusion, English lecturers and instructors must lead and promote learning via proper RBL strategies. Given the increased availability of resources and their flexibility in handling and use, it appears appropriate to transition toward a resource-based approach. Online exploration of Moodle features, RBL preparatory components, and English language teaching possibilities. For this group of educators, more research may reveal what form of online media infrastructure they need, both individually and as a group, to support the knowledgeability of the RBL model's efficacy.Keywords: designing strategy; English language; English language teaching; resource-based learning; Moodle LMS.Abstrak. Penelitian ini bertujuan untuk mengkaji penerapan pembelajaran berbasis sumber (Resource Based Learning-RBL) dalam konteks belajar mengajar bahasa Inggris sebagai bahasa asing dalam konteks Moodle LMS. Penelitian ini menggunakan pendekatan studi kasus eksploratif dengan desain penelitian kualitatif—sampel penelitian ini adalah 36 dosen bahasa Inggris dari lima perguruan tinggi di Jakarta Selatan. Data dikumpulkan dengan menggunakan wawancara daring dan diskusi kelompok terfokus dan dianalisis dengan analisis tematik. Temuan menunjukkan bahwa strategi yang diakomodasi menggunakan Pembelajaran Berbasis Sumber Daya melibatkan tujuan pembelajaran; struktur, organisasi, dan desain instruksional; dengan melakukan - melalui pengulangan, latihan, percobaan, dan kesalahan; umpan balik terstruktur adalah bawaan untuk pelajar bahasa Inggris; dan pendahuluan, ikhtisar, dan evaluasi. Dosen dan instruktur bahasa Inggris harus memimpin dan mempromosikan pembelajaran melalui strategi RBL yang tepat. Mengingat ketersediaan sumber daya yang meningkat dan keluwesannya dalam penanganan dan penggunaan, tepat untuk beralih ke pendekatan berbasis sumber daya. Eksplorasi daring fitur Moodle, komponen persiapan RBL, dan kemungkinan pengajaran bahasa Inggris. Selain itu, komponen persiapan untuk merancang instruksi RBL adalah konteks, instrumen, dan perancah. Kesimpulannya, dosen dan instruktur bahasa Inggris harus mengedepankan dan meningkatkan pembelajaran melalui strategi RBL yang tepatKata kunci: strategi desain; bahasa Inggris; pengajaran bahasa Inggris; pembelajaran berbasis sumber daya; LMS Moodle

Key Issues of English for Special Purposes (ESP) Competence in Adult Education and Career Development

The main aim of the foreign language learning is to form the foreign language communicative competence. The reality is such that we could not even imagine what jobs will appear on the labour market in the nearest future in the conditions of increasingly developing information society. There is a kind of a gap between the demand and offer of language skills and this gap should be bridged if want to integrate as equal members of the European community. Currently we can distinguish three paradigms of professional education: cognitive-oriented, activity-oriented and personality-oriented. But currently there is also competence-oriented paradigm, where the main priority is not a mere knowledge accumulation, but the formation of various skills, wish and ability to study life-long. Nowadays there is a variety of innovative language education types which appeared in response to social and economic needs: online education, distance learning, electronic learning, cross-cultural learning, multi-lingual learning, resource-based learning, virtual education, problem-based learning, technology-based learning, project-based learning, flexible learning, active learning, case-based learning, discovery learning, digital learning, blended learning, web-based learning, computer-aided learning, situation-modelling learning, debatable issues learning, content-based instructions method and many others. The main distinguishing feature of the foreign language teaching for special purposes is its communicative bias, based on the following methodological principles: authenticity, informative richness, novelty, functionality, actuality. The processes of globalization and internationalization influence the system of higher education demanding changes in syllabuses and curricula structures and contents, especially of foreign language for special purposes.

Implementing blended first-year chemistry in a developing country using online resources

Decades of rapid development in information and communication technologies (ICTs) have resulted in tremendous global evolution in computer and online instruction. Many developing countries, however, are still struggling to successfully integrate ICTs in their teaching and learning practices, subsequently leading to slower rates of adapting digital learning pedagogies. To understand how blended instruction might operate in higher education in a developing country, this study explored students’ perspectives on the implementation of blended learning in a first-year chemistry program delivered in the Philippines. Through the resource-based learning framework, multiple types of online learning resources were employed for blended delivery of topics on periodic trends, chemical bonding, Lewis structures, molecular shape and polarity through the learning management system, Moodle. To understand the students’ experiences, a mixed methods approach was employed through a survey, focus groups, and learning analytics. Despite the scarcity of technological resources (such as access to a reliable internet connection) 57.5% of 447 student respondents favoured blended learning because of the flexibility, wider access to different types of interactive learning resources, variety of learning activities, and perceived increase in learning productivity. While the majority of respondents (75.7%) had ICT skills sufficient for education, much fewer had access to computers (19.7%). 40.0% of students self-reported that they preferred a traditional mode of instruction primarily due to the perceived difficulty of chemistry as subject matter and the students’ perceived need for a physically-present teacher to explain concepts face-to-face and to respond to questions that would arise anytime during the learning period.

Sosialisasi Pembelajaran Berbasis Sumber (Resourch Based Learning) dalam Meningkatkan Penguasaan Materi Matematika di Kelas V MIN 2 Langkat

This research aims to evaluate the effectiveness of the socialization of resource-based learning in improving mastery of mathematics subject matter in elementary schools. The problem identified is students' low understanding of mathematical concepts caused by less varied learning methods and lack of access to relevant learning resources. The aim of this research is to apply a resource-based approach, which involves the use of various learning materials such as videos, interactive applications, and teaching aids, as well as to evaluate their impact on students' mastery of mathematics material. The research method used includes training for teachers regarding resource-based learning techniques. , implementation of this method in the classroom, and evaluation through observation, interviews, and analysis of student test results. The research results show that the application of resource-based learning significantly improves students' mathematical understanding. Data shows a significant increase in student test scores, active engagement in class, and ability to apply mathematical concepts in real situations. Feedback from teachers also indicated increased confidence in teaching and use of a wider variety of learning resources. Various Lecture Methods, Student Learning Outcomes.

Resource-based model of cross-cultural literacy development of future tourism and sports tourism inspectors

In the article the authors present the developed and experimentally tested resource-oriented model of cross-cultural literacy development of future tourism and sports tourism inspectors, which consists of three interconnected blocks: methodological-target, content-procedural and diagnostic-resultive, and is based on the concept of Resource-based learning. It is noted that during the implementation of the model pedagogical conditions were created and tested (providing project technologies to actualize the positive motivation of future tourism and sports tourism inspectors to cross-cultural learning; introduction of a special course «Fundamentals of cross-cultural literacy of future inspectors of tourism and sports tourism»; involvement of students in the organization and holding of events in the field of sports and health tourism; creating an environment of interactive pedagogical support for students to develop their cross-cultural literacy), which serve as the core of successful cross-cultural learning of higher education seekers. Effective use of pedagogical technologies, methods, forms, modern teaching aids has enabled the successful implementation of selected pedagogical conditions. Experimental verification of the effectiveness of the implementation of resource-oriented model and pedagogical conditions for the development of cross-cultural literacy of future inspectors of tourism and sports tourism shows, that the high level of cross-cultural literacy of students in the control group (CG) increased by only 2.6 %, while in the experimental group (EG) it increased by 12.94 %; the average level in CG increased by 1.04 %, and in EG – by 16.92 %; low level in CG decreased by 3.65 %, and in EG – by 29.85 %.

Resource-based learning of students in the system of cross-cultural training of future specialists in fitness and recreation

The article considers the problem of introduction of resource-based learning of students in the practice of the educational process of higher education institutions that provide training under the educational program «Fitness and Recreation». The aim of the study is to clarify the place of RBL of students in the system of cross-cultural training of fitness and recreation professionals. The study involved 233 students of higher education institutions of Ukraine. Research methods: theoretical, empirical and methods of mathematical data processing. The essence and place of resource-based learning of students in the system of cross-cultural training of future specialists in fitness and recreation were determined, a subsystem «Resource-based learning of future professionals in fitness and recreation» was developed, which consists of three interrelated components: target, implementation and performance; mechanisms of information search for acquisition of cross-cultural knowledge in the field of fitness industry are considered.

SPECIFICS OF CONDUCTING ONLINE BINARY CLASSES IN THE CONDITIONS OF DIGITALIZED EDUCATIONAL PROCESS IN THE TRAINING OF ECONOMISTS

The article focuses on the introduction of resource-based learning in a digitalized educational process in the training of economists. It is argued that one of the forms of resource-oriented learning is online binary classes. Online binary lesson is considered as a form of resource-based learning, built not only on close interdisciplinary links, conducted jointly by two teachers of relevant disciplines with different didactic purposes, but also on the integrated application of various digital technologies (distance learning platforms and digital content for distance learning courses, online services, any digital narratives, etc.). The general organizational structure of online binary classes and the approximate scheme of conducting online binary classes in the disciplines "Economic Informatics" and "Higher and Applied Mathematics" are proposed.