Active Role In Learning Research Articles

Hubungan antara Gaya Kepemimpinan Partisipatif Vroom-Yetton dan Motivasi Belajar Siswa di Lembaga Pendidikan Indonesia

This literature review research aims to explore the relationship between the Vroom-Yetton participatory leadership style and students' motivation to learn at school. The method used is an analysis of empirical studies and the latest literature relevant to the research topic. The results showed that the Vroom-Yetton participatory leadership style had a positive impact on students' learning motivation at school. This leadership style involves active participation of students in making decisions related to learning programs and the learning environment. Students are given the opportunity to express their opinions, provide feedback, and make decisions together with educational leaders and teachers. This study shows that students who are involved in decision-making and are given an active role in learning feel more valued and have a sense of ownership of their learning. This can increase students' learning motivation and help them to achieve their academic goals. In addition, the Vroom-Yetton participatory leadership style also allows teachers to obtain better feedback from students regarding their learning experiences. Teachers can use this feedback to modify the learning program and learning environment according to the needs of students, thereby increasing their motivation to learn. In conclusion, this study shows that the Vroom-Yetton participatory leadership style can have a positive impact on students' motivation to learn at school. Therefore, educational leaders should consider implementing the Vroom-Yetton participatory leadership style in learning environments to increase students' motivation to learn and the overall quality of education. Further studies can be conducted to explore more deeply the impact of the Vroom-Yetton participatory leadership style on student motivation in different educational environment.

Fostering Inclusivity: A Critical Emancipatory Approach to Dyscalculia in Primary School Mathematics

This research endeavoured to revolutionise primary school mathematics education by implementing an active learning approach tailored to addressing dyscalculia. The study used a critical emancipatory framework as the theoretical foundation, and participatory action research as the chosen methodology. The researcher employed purposive sampling to select two mathematics teachers, one school-based teacher, a district education psychologist, two learners displaying dyscalculia symptoms, and two parents. The research collaboratively engaged participants to identify challenges, crafting interventions, and reflecting on outcomes through the lens of the critical emancipatory framework and participatory action research,. The researcher assessed the effectiveness of the active learning strategy to enhance students’ mathematical abilities, self-efficacy, and attitudes toward mathematics. Critical discourse analysis shed light on the potential of active learning strategies to improve mathematical learning outcomes and create a supportive learning atmosphere. The results indicated that the implemented active learning strategy offers effective pedagogical practices for learners with dyscalculia by influencing positive changes in their attitude towards mathematics and the learning environment. The participating teachers gained insights into understanding the behaviour of learners with dyscalculia and the role of active learning in intervention strategies. The study’s findings can guide educators, policymakers, and researcher in developing inclusive mathematics instruction for diverse learners in primary school classrooms.

The role of learning activities and social presence in synchronous hybrid classrooms: results from a natural experiment

ABSTRACT The synchronous hybrid classroom (SHC) combines on-site and remote learners simultaneously. This study aims to investigate how participation mode (on-site vs. remote) affects students’ perceived learning in a SHC, examining social presence as a mediator. A second aim explores how different learning activity types along the ICAP framework influence students’ perceived learning across both groups, again considering social presence as a potential mediator. A natural experiment was conducted with 241 vocational secondary school students regularly participating in a SHC, either on-site (n = 136) or remotely (n = 105). Results showed that participation mode influenced students’ perceived learning indirectly through social presence. Remote participants perceived their social presence as lower and learning less effective than on-site participants. Interactive learning activities were most frequently used in this SHC implementation. The mediating effect of social presence was particularly strong for active/interactive activities on-site and passive/interactive ones remotely. This study contributes to theory by unravelling the complex interplay of the pedagogical design of a SHC and students’ learning experiences, highlighting the critical role of fostering social presence to optimise learning outcomes in SHC. Furthermore, it underscores the practical necessity for robust technological infrastructure and professional development support for teachers to enhance the efficacy of SHC settings.

Implementation of Coaching Leadership Style by Principals to Enhance Learner Success

In this empirical study, the researchers argue that immediate attention is required to ensure that principals successfully implement Coaching Leadership Style (CLS) to enhance the sustainability of learning experience learner success. The problem underpinning this study is that the principals face difficulties in implementing CLS. The study is based on in Instructional Coaching Leadership Theory. The major assumption of this theory is that Instructional Coaching Leadership Theory is viewed as a method of providing sustained and personalized support to the principals and emphasizes the fundamental role of active learning, reflection, and feedback in the learning process. The purpose of this study is to evaluate the challenges facing principals in successfully implementing CSL and how principals can mitigate these challenges. This study used qualitative methodology to gather data from three secondary and two primary school principals in Bloemfontein through structured interviews. The findings of the study revealed that principals lamented the lack of training to implement CLS. In the discussion with the participants, the researchers concluded that necessary steps should be taken to empower the principals on CLS. Recommendations for further research and implications for principalship and training programs are provided. This empirical study contributes to the body of knowledge by exploring how can principals practice CLS to achieve the objectives of the study of successfully implementing CLS to enhance learner success and of devising means of mitigating challenges experienced by the principals. Keywords: Implementation, Coaching Leadership Style, Instructional Coaching Leadership Theory, learner success.

Urgensi Perubahan Kurikulum K13 dengan Kurikulum Merdeka Serta Pengaruhnya di SDN 064037 Medan Tembung

Education is a very important factor for the development of a country. Education helps develop and improve skills and improves the quality of life and human dignity. To date, changes have been made to the curriculum. The curriculum is considered a plan developed to facilitate the teaching and learning process which is the responsibility of the school or educational institution and its teaching staff. (Yulia, 2023). Education in Indonesia has undergone curriculum changes 11 times. Starting from after independence until the latest in 2021-2022. This research aims to compare the implementation of the 2013 Curriculum and the Merdeka Curriculum at State Elementary School 064037 and understand the differences between the two in improving the quality of education. The method used is qualitative research with a content analysis and narrative analysis approach. In-depth content analysis is carried out on written and printed information from mass media to identify message characteristics objectively and systematically. Data was collected through interviews and reviewing controversial mass media news. The research results show that the Merdeka Curriculum, which has only been implemented in grades 1 and 4, gives students greater freedom in the use of knowledge, both inside and outside school, and encourages teacher and student creativity. In contrast, the 2013 Curriculum balances soft skills and hard skills in an integrative manner but still places educators as the main assessors of student abilities. Observations show that the Merdeka Curriculum encourages students to play an active role in learning, with educators acting as facilitators. This change in curriculum leads to a more student-centric approach, where students receive active feedback regarding their self-evaluation. These findings confirm that the Merdeka Curriculum promotes more independent and participatory learning compared to the 2013 Curriculum.

Innovative Teaching: Building Engagement, Critical Thinking, and Lifelong Learning Skills

This study delves into the crucial elements of teaching and learning that foster student engagement, critical thinking, and lifelong learning skills. A comprehensive review of existing research uncovers the profound impact of active learning techniques, inquiry-based learning, self-directed learning, and effective assessment practices on these educational outcomes. The findings underscore the transformative role of active learning and technology-enhanced environments in enhancing student engagement. At the same time, inquiry-based and collaborative activities are shown to be instrumental in developing critical thinking skills. The study also underscores the importance of self-directed learning and continuous skill development in promoting lifelong learning, highlighting the pivotal role of motivation and autonomy. Effective assessment practices, including defined learning outcomes, timely feedback, and varied assessment methods, are key in supporting student growth and development. The study identifies barriers to engagement, such as socio-economic factors and learning environments, and provides practical recommendations for educators, administrators, and policymakers. These recommendations are designed to be easily implemented, making the research directly applicable to real-world educational settings. By synthesizing insights from previous studies, this research offers a comprehensive understanding of creating dynamic, supportive, and inclusive learning environments that equip students for lifelong success.

Improving Understanding of The Break of Triangle Concepts Through The Application of Bruner's Theory In Class IV Students of SDN 7 Kontunaga Kabupaten Muna

Bruner's learning theory is a teaching model developed based on a cognitive view of learning and constructivation where the contents of Bruner's theory is a student-centered learning approach with (1) an active stage; learning using concrete objects or real situations, (1) the iconic stage; presented in the form of visual images or images and (3) symbolic stages; write symbols related to symmetry of flat shapes, which are organized in such a way as to make students play an active role in learning. Students learn through active involvement with concepts and principles, and the teacher encourages students to gain experience by carrying out activities that enable them to discover concepts and principles for themselves. The purpose of this research is to improve understanding of the concept of the area of a triangle in class IV students at SDN 7 Kontunaga Kab. Muna through the Application of Bruner's Theory. The method used in this study was classroom action research by adapting the research design of Kemmis and Mc. Taggart. The research was conducted in two cycles. Each cycle consists of four stages of activity namely, planning, action, observation, and reflectionthe source of the data in this study were research personnel consisting of students and teachers The collection of data in this study is quantitative data and qualitative data consisting of learning achievement tests, observation results and interview results. Based on research data with the application of Bruner's theory, satisfactory results were obtained, namely in the pre-action 12 students (66.66%) received a low score, 6 students (33.33%) received an adequate score, and no student (0 %) who got good grades. In cycle I, out of 18 students who took the formative test, students who scored above 7.0 were 11.11% (2 people) with an average score of 4.72. In cycle II this increased, namely all students had obtained the lowest score of 7.0 with an average value of 7.5 were 100%. it is concluded that learning the Application of Bruner's Theory can improve understanding of the concept of the area of a triangle in class IV students.

Effects of Perceived Teacher Support on Student Behavioral Engagement in the Blended Learning Environment: Learning Experience as a Mediator

Blended learning (BL) has been widely adopted to improve students’ academic achievements in higher education. However, its success relies mainly on student engagement, which plays an essential role in active learning and provides a rich understanding of students’ experiences. The study utilized three self-designed scales—the Teacher Support Scale, Student Engagement Scale, and Student Learning Experience Scale—to gauge and examine the impact and relationship between perceived teacher support, student behavioral engagement, and the intermediary role of learning experiences. A cohort of 899 college students undertaking the obligatory College English course through BL modes across five Chinese universities actively participated by completing a comprehensive questionnaire. The results showed significant correlations between perceived teacher support, learning experience, and behavioral engagement. Perceived teacher support significantly predicted students’ behavioral engagement, with socio-affective support exerting the most substantial predictive effects. All predictive effects were partially mediated by learning experience (learning mode, online resources, overall LMS-based learning, interaction with their instructor and peers, and learning outcome). The influence of perceived teacher support on behavioral engagement differed between students who reported the most positive (vs. negative) learning experiences. Suggestions for further research are offered for consideration.

Learning Through Case Studies in Higher Education

The use of case studies in the classroom offers an experiential and active approach to learning. Case studies increase student engagement by providing a foundation for applying theoretical concepts to real world situations. Students may achieve higher learning potential through reflection, discussion, and possible debate of various outcomes and solutions within a case study. Experiential learning through case studies allows students to take an active role in learning rather than a passive role. This paper will explain how case studies are effective in achieving learning goals in the classroom. Additionally, a detailed outline of a model that can be used to analyze a case in any discipline will be presented.

The role of interactive learning in mathematics education: fostering student engagement and interest

This article examines the role of active learning in mathematics and its impact on stimulating students' interest in the subject. It analyses contemporary methods of active learning, such as group projects, discussions, and problem-based tasks, and considers their applicability in teaching mathematics. The article discusses different methods of stimulating students' interest in mathematics, including the use of practical examples, interactive teaching methods, and support for independent research. Based on the analysis conducted, recommendations are provided for creating a learning environment that fosters the maximum development of students' interest in mathematics and enhances the effectiveness of their learning. The article highlights the significance of contemporary teaching methods in mathematics. These methods concentrate on fundamental mathematical concepts and foster critical thinking, communication skills, and independent research skills. The article discusses the importance of studying formal geometry in mathematical education and proposes original methods for solving classical and authorial problems based on new dependencies that were previously unknown. In conclusion, the article highlights that active learning is a crucial component of successful mathematics education. It promotes not only the assimilation of material but also the development of skills necessary for successful adaptation and application of knowledge in various life spheres and careers.

Google Classroom as a Pedagogical Tool for Research Supervision: A Case Study of Undergraduate Students’ Perceptions and Experiences

This study explores the perceptions and experiences of students in a blended research supervision context facilitated through Google Classroom. The Constructive Learning Theory is incorporated as a theoretical lens in this study. This empirical study takes the subjective stance often amalgamated into qualitative inquiry. Data collection was done through a structured questionnaire which includes open-ended questions urging to write descriptive answers. Those written responses were collected from seventeen respondents. Thematic analysis was incorporated as the method of data analysis. The study exposes that Google Classroom and face-to-face sessions for research supervision support the research students’ active learning role. While the student is at the heart of the learning process, the research supervisor supports constructivism by acting as a facilitator and advisor. Further, collaborative and cooperative learning is improved in a blended environment, which is acknowledged as a crucial component of constructive learning. In the end, the students see Google Classroom as a practical, helpful, and efficient way to learn. Consequently, blended supervision is identified as a constructive mode of research supervision. Overall, this study will highlight how crucial it is to use e-platforms to create a constructive blended learning environment to improve student satisfaction and quality of learning.

Cognitive Learning Theory: Skill Acquisition and Conditional Knowledge

Active learning that focuses on developing students' mental abilities has taken center stage in modern education. Cognitive strategies are key in helping students connect new information with existing knowledge, improve their retention capacity and memory. The thinking approach to learning not only encourages the development of students' cognition but also prepares them to use the brain more effectively in dealing with various situations. Cognitive learning theory emphasizes that a person's behavior is influenced by the perception and understanding of situations related to learning objectives. The focus on the process of learning, not just the outcome, is the cornerstone of this theory. Figures such as Gestalt and Kurt Lewin emphasize the overall organization of information in an individual's understanding. Meanwhile, theories from Jean Piaget and Jerome S. Bruner highlight the child's active role in learning, with an emphasis on discovering and organizing learning materials. The application of cognitive learning strategies has a significant impact on students' problem-solving abilities, strengthening conceptual understanding and developing creative skills. Through this approach, students can internalize their knowledge in everyday life, apply it in relevant contexts, and develop important adaptive skills. The research used a qualitative approach with a focus on case studies and narrative analysis, exploring the influence of cognitive learning strategies on students' ability to solve problems and internalize knowledge.

3D Hologram: An Alternative Media for Learning Science in Elementary School in the Post-COVID-19 Period

The spread of COVID-19 shifted school classes from offline to online. Online learning caused saturation in students. Innovative teaching methods help teachers make students play an active role in learning. A 3D hologram is a visual technique that utilizes reflecting objects or glass so that objects seem to be in the real world. This research aimed to develop a 3D hologram that is effectively used in the post-COVID-19 period by obtaining feasibility and response scores from users. This medium was designed using the Borg and Gall development model’s Research and Development (RnD) method. The population of this study was sixth graders of SDN Pasirhuni for a limited trial. The data collection techniques used were observation, interviews, media and material validation questionnaires, and responses from teachers and students. The length of the manufacturing process and the expensive manufacturing costs were refuted in this study by producing 3D hologram media that is easy to make, utilizing used goods, and fairly cheap. So that teachers, students, and the community can try to create and use their hologram 3D media at home or school. The results showed that 3D hologram media can be an effective learning medium used in the post-COVID-19 learning process.
 Keywords: 3D Hologram, Learning Science, Post-COVID-19

Empowering students through active learning in educational big data analytics

PurposeThis paper explores how Educational Big Data Analytics can enhance student learning. It investigates the role of active learning in improving students’ data analysis skills and critical thinking. By actively engaging students in data analysis assessments, the aim is to equip them with the skills to navigate the data-rich educational landscape.MethodsThe study uses a teaching strategy that combines structured and unstructured data analysis using Python tools and ChatGPT APIs. It presents five assignments, each highlighting data analysis skills and encouraging critical thinking.ResultsThe paper offers insights into how the teaching strategy effectively enhances students’ data analysis and critical thinking skills. It investigates the specific impact of active learning on students’ engagement with educational data. The study reveals that all students can complete a comprehensive project, integrating the skills they have learned in the five assignments related to educational big data while incorporating the educational implications from their respective disciplines.ConclusionThe key lies in instructors being able to design individual assignments that link practical experiences, enabling each teaching session’s effectiveness to accumulate in students’ personal experiences and practical skills, ultimately empowering them with the abilities necessary to work effectively with Educational Big Data Analytics. The findings of this study make a valuable contribution to the ongoing conversation about enhancing the educational experience for students in this data-rich era.

PENERAPAN METODE PEMBELAJARAN DOUBLE LOOP PROBLEM SOLVING DALAM MENINGKATKAN HASIL BELAJAR PPKn KELAS VIII SMP NEGERI 2 TELUKDALAM

The problem in this research is that student learning outcomes tend to be low. The aim of the research is to determine the application of the double loop problem solving learning method to improve PPKn learning outcomes for class VIII SMP Negri 2 Teluk for the 2023/2024 academic year. This type of research is a class action lawsuit (PTK). This research targeted 30 class VIII students and the results showed that student learning outcomes increased. This is shown by an increase in student learning outcomes in Cycle I which has an average score of 1. Cycle II has a completeness level of 100% with a score of 64, a completeness level of 56.67%, and an average score of 78.17. By applying the double loop problem solving learning method, students are trained to design discoveries, solve problems, and build good working relationships between students. It can be concluded that the application of the "Double Loop Problem Solving" learning method will improve PPKn learning outcomes for class VIII SMP Negri 2 Teluk for the 2023/2024 academic year. The suggestions put forward by researchers are: 1) Students should play an active role in learning activities. Learning outcomes will definitely improve if you are actively involved in learning. 2) Teachers should use the "double loop problem-solving" learning method as an alternative to improve learning outcomes and involve students in the learning process. 3) Schools should encourage subject teachers to adopt learning methods.

The Influence of Interest in Learning on Learning Achievement in Economics Subjects of Class XI IPS Students at SMA Negeri 6 Pekanbaru

This research aims to determine the influence of interest in learning on learning achievement in economics subject for class XI IPS students at SMA Negeri 6 Pekanbaru. Achievement of learning achievement must be achieved, namely achieving minimum completeness criteria. The better the students learning achievement, the better the quality of the individual. A situation that attracts students attention is expected to arouse students interest in learning. Students interest in learning usually results in high achievement, working based on their abilities in each lesson. Economics lessons that students consider boring are givent attention as well as learning materials that attract students interest. The number of samples in this study was 85 people, the sampling technique used simple random sampling method. The data analysis technique used in this research is simple linear regression. The measurement results for student interest in learning are in the high category, namely 55,3%, this is because students are enthusiastic in participating in the learning process so that students are able to understand the learning being delivered, listen and pay attention to the teacher explanation so that it attracts students assumptions that material being taught is interesting and not boring, and plays an active role in learning, causing high curiosity and assuming that the knowledge they have is still minimal regarding economic learning. The level of learning achievement in economics subjects obtained scores that were included in the quite good category, namely 35 people or 41.2%. This is slightly different from the frequency of learning based on the KKM, but it already meets the minimum completeness criteria (KKM). Judging from the calculation of the coefficient of determination (R2) 65% of the variation in changes in learning achievement that occurs can be explained by variations in changes in learning interest. Meanwhile, the remaining 35% is explained by other factors not included in this research such as learning facilities and learning motivation, teacher teaching skills and learning discipline.

MMED: GEOGRAPHICAL KNOWLEDGE ENHANCEMENT FOR GRADE 7 STUDENTS AT REINA MERCEDES VOCATIONAL SCHOOL

This action research investigates the effectiveness of the MMED (Map Me Educational Booklet) in enhancing the geographical knowledge of Grade 7 students at Reina Mercedes Vocational and Industrial School. Grounded in the interdisciplinary nature of social science, particularly the symbiotic relationship between geography and history, the study addresses challenges in Araling Panlipunan, revealing disinterest due to a lack of relevance and interactive learning experiences. Inspired by research on teaching aids and supplementary materials, the researcher developed the "Map Me Educational Booklet" as an evidence-based intervention. Employing a Quasi-Experimental design, the study randomly assigned students to control and experimental groups. Results indicate a substantial improvement in both groups, with the experimental group displaying a more significant enhancement. Statistical analyses support the effectiveness of the booklet, emphasizing its positive impact on student performance. The study contributes to existing literature by aligning with real-world studies and providing a practical, evidence-based platform. Utilizing mean scores, variance analysis, t-tests, and Cohen's D, the research establishes the significance of the intervention. The findings support the booklet's role in active learning and highlight its potential for educational practices, emphasizing the need for innovative tools to address challenges in geography education. The study recommends the implementation of the "Map Me Educational Booklet" as a valuable supplement to enhance geographical knowledge, fostering implications for teaching and learning modalities.

PRAGMATICS APPROACH IN ENGLISH LANGUAGE TEACHING AT SMA GAJAH MADA 3 PALEMBANG

In pragmatics, meaning in communication plays a significant part in terms of verbal and nonverbal. It relies upon different settings, relationship among utterers, and social elements. Because the four language skills of reading, writing, listening, and speaking do not occur in isolation in communicative texts or activities, pragmatic is very important in English language teaching. Therefore, developing the language learner's good pragmatic competence should be taken into consideration. It is essential for people who speak the English language, whether native or non-native, to use clear, comprehensible, and educated English so that they can communicate effectively and avoid misunderstandings in social situations. One of the most effective approaches in the learning process, especially learning English at the basic level namely the Pragmatic approach, which is one approach that can be used as a tool to achieve a learning goal especially learning English. Therefore, the aim of this study was how the implementation of pragmatic approach in ELT. The result reveals that the utilizing of pragmatic approach in English language classes require students to play an active role in Learning Activities. 
 Keywords: Pragmatics Approach, English Language Teaching, Implementation of Pragmatic Approach

Promoting Student Success with Neutrosophic Sets: Artificial Intelligence and Student Engagement in Higher Education Context

Several higher education institutions recommended active learning many decades ago. In many fields, artificial intelligence (AI) has turned out to be a dominant aspect of people's lives. One of the fields that welcome AI is education. AI can play a crucial role in active learning, which is a teaching method that encourages students to take an active role in their learning process. Active learning can involve a wide range of activities, such as problem-solving, group discussions, and self-reflection. This quantitative research paper aims to explore students' engagement and perceptions of patterns of embracing AI tools and their relationship to student learning outcomes. A diverse sample of 355 students from a highly reputable university in the United Arab Emirates participated in the research study (UAE). Descriptive Analysis and Correlation Coefficient were used to achieve the paper's objectives. Findings uncovered students’ high engagement level in classroom activities, and they perceived AI tools as useful and effortless, which promotes their engagement and attention inside classrooms. Furthermore, the results demonstrated the existence of a positive association between students' perceptions of embracing AI and student engagement in the learning environment. However, students’ learning outcomes have a non-remarkable association with student engagement and their perception of AI patterns. The study's findings suggest embracing and promoting AI applications in classrooms to keep students engaged. This study's use of Neutrosophic sets offers a fresh way to approach the problem of ambiguity when evaluating students' opinions and performance in relation to AI technologies. Neutrosophic sets, a mathematical framework designed to manage uncertainty, provide a sophisticated way to understand how students' complicated interactions with AI operate. This integration promises a more comprehensive and flexible educational paradigm and is a trailblazing method of negotiating the complexities of active learning in higher education.

The effect of using the flipped classroom with mobile learning technology on the performance level of some skills Gymnastics for students of the Department of Physical Education at Umm Al-Qura University

The flipped classroom is a teaching strategy used to improve the learning experience for students. This strategy is implemented in classrooms by giving students responsibility for learning and discovery and shifting the active role in learning from teachers to students. The flipped classroom is used in education with a variety of educational fields, including mobile learning. The aim of this study was to find out the effect of using the flipped classroom with mobile learning technology on the level of performance of some skills in gymnastics for students of the Physical Education Department (PED). The study sample consisted of (36) students from PED, who had no experience in the skills under study. The experimental method with a design was used. The study group consists of two groups, control and experimental, of equal numbers. The research was applied during the first semester of 1443 AH for a period of (12) weeks, with three educational units for each skill, preceded by a week of pre-measurements and post-measurements. The results showed significant differences between the dimensional measurements of the two groups, in favor of the experimental group. The use of the flipped classroom with the mobile learning technique had a significant improvement in teaching the gymnastics skills to the experimental group compared to the control group that used the traditional method. The researcher recommends the need to use the flipped classroom with mobile learning technology in teaching gymnastics skills on different devices and in teaching different individual and group sports skills.