Academic School Year Research Articles

The Impact of COVID-19 on Islamic Schools in the United States: Implications and Recommendations

Brifkani, I., & Khan, S. (2021). The Impact of COVID-19 on Islamic Schools in the United States. JournalofEducationin MuslimSocieties,2(2),82–89. DOI 10.2979/jems.2.2.05 • Copyright © 2021 International Institute of Islamic Thought The Impact of COVID-19 on Islamic Schools in the United States Implications and Recommendations Isra Brifkani and Shaza Khan INTRODUCTION T he COVID-19 pandemic caused unprecedented disruption to education , as an estimated 1.6 billion students were impacted by school closures globally (United Nations, 2020). Both the fragility and agility of educational institutions were on display as schools worldwide endeavored to respond to the pandemic and pivot to distance learning models. In the United States, the impact was felt in both public and private school sectors. Ramifications of school closures on educational institutions and children across the country were experienced in varying degrees, raising concerns regarding equity and equal access to resources and tools necessary for student success. According to the Islamic Schools League of America (ISLA), there are approximately 300 full-time Islamic schools in the United States (ISLA, 2021). Like their private school counterparts of other religious and nondenominational backgrounds, Islamic schools faced the pandemic with uncertainty. Their future stability was threatened by the disruption COVID-19 caused in the economic sector and its trickle-down impact on Isra Brifkani is a Research Associate at the Islamic Schools League of America. Her research interests include wholeness in education from an Islamic perspective as inspired by tarbiyah. In addition to her role at ISLA, she serves as a school board member and leads the Islamic Whole Child Education Project at Nashville International Academy. She works to promote educative experiences that are transformative and cultivate positive change in students—academically, spiritually, socially, emotionally, and physically. Shaza Khan is the Executive Director of the Islamic Schools League of America. She has worked in Islamic education for over 15 years as a teacher, curriculum developer and researcher. Her research interests include Muslim identity and adolescent development. TheImpactofCOVID-19onIslamicSchoolsintheUnitedStates · Brifkani & Khan83 enrollment, tuition, and donation dollars, upon which Islamic schools rely heavily. Under pressure to provide continuity and minimize academic disruption , Islamic schools across the United States invested immense energy to adapt to the pandemic and offer their educational services through distance learning platforms within a span of days or weeks. The new reality that schools across the globe had to face—specifically, abrupt interruptions to their educational programming for an unforeseen future—was not part of the education manuals or training educators had received. Organizations that support Islamic schools, such as ISLA, provided professional development webinars, courses, and guidance to Islamic schools on topics ranging from hybrid learning design to teaching with technology, fundraising during a pandemic, and mental health support for both teachers and students. These resources supported Islamic school leaders and teachers as they concluded the academic year, many of them still operating virtually. Yet, as the 2019–2020 academic school year ended and a new one commenced, Islamic schools grappled with the conundrum of reopening schools via in-person, hybrid, or virtual learning models. Their decisions required that they take into account federal and local guidelines on school reopenings, the needs of their school community, and the resources available to them to maintain their educational services. To provide a data-based perspective and guidance to Islamic schools, ISLA administered a survey to gauge the impact COVID-19 had on current Islamic school enrollment and instructional delivery models. The data would serve as a benchmarking tool for Islamic schools and provide a broad-view picture of how Islamic schools were operating as the pandemic continued to impact educational institutions even with the start of a new school year. In the sections that follow, we provide a brief background of Islamic schools in the United States and then discuss the survey methodology , results, and implications of the findings. BACKGROUND The first full-time Islamic schools in the United States were established 90 years ago, known as the “University of Islam.” These were K-12 schools for children of the Nation of Islam to provide an empowering alternative to public schools that perpetuated white supremacy and racial and economic inequality for Black students. They...

Community and Sense of Place in an International School Context

This study seeks to identify and explore the sense of place that Third Culture Kids (TCKs) have and the various interpretations that TCKs have regarding their lived reality, as they form part of the international community in Romania. This study contextually explores the sense of belonging to a place. The purpose of the study is to ascertain the role and ways of implementing "Place Based Education" in the context of international and multicultural education systems that serve TCK populations. This was done while trying to understand concepts from the expatriate way of life as expressed by TCKs who attend the American International School of Bucharest. Two main assumptions form the grounds of this study: When an international school combines an International Baccalaureate (IB) system with Place Based Education (PBE) criteria, would it contribute in creating a "Sense of Place" towards the school and contribute in creating a positive foreigner self-identification? This research aims to understand whether and how PBE can be implemented in an international school. Throughout two academic school years, field observations and interviews with students and school staff were conducted. The data analysis resulted in three main findings. The first finding was ambivalent feelings towards the host country that were connected to expressions of place attachment, place dependence and place identity. The second finding was self-identification as a TCK and a sense of belonging to an international community. The third and most surprising finding was a strong sense of place in relation to the school. This process led to comparing Place Based Education criteria to the criteria of the International Baccalaureate program and discovering that these two pedagogical worlds are overlapping and can therefore be easily combined.

Community and Sense of Place in an International School Context

This study seeks to identify and explore the sense of place that Third Culture Kids (TCKs) have and the various interpretations that TCKs have regarding their lived reality, as they form part of the international community in Romania. This study contextually explores the sense of belonging to a place. The purpose of the study is to ascertain the role and ways of implementing "Place Based Education" in the context of international and multicultural education systems that serve TCK populations. This was done while trying to understand concepts from the expatriate way of life as expressed by TCKs who attend the American International School of Bucharest. Two main assumptions form the grounds of this study: When an international school combines an International Baccalaureate (IB) system with Place Based Education (PBE) criteria, would it contribute in creating a "Sense of Place" towards the school and contribute in creating a positive foreigner self-identification? This research aims to understand whether and how PBE can be implemented in an international school. Throughout two academic school years, field observations and interviews with students and school staff were conducted. The data analysis resulted in three main findings. The first finding was ambivalent feelings towards the host country that were connected to expressions of place attachment, place dependence and place identity. The second finding was self-identification as a TCK and a sense of belonging to an international community. The third and most surprising finding was a strong sense of place in relation to the school. This process led to comparing Place Based Education criteria to the criteria of the International Baccalaureate program and discovering that these two pedagogical worlds are overlapping and can therefore be easily combined.

Using Culturally Relevant Pedagogy to Influence Literacy Achievement for Middle School Black Male Students

AbstractThis paper describes how the literacy achievement of low socioeconomic status 17 Black male middle school students in one classroom was influenced by culturally responsive teaching. The study employed a concurrent transformative mixed‐methods approach. Quantitative data consisted of pretest and posttest reading scores from the computer adaptive interim assessment, Measurement of Academic Progress during the 2017–2018 academic school year. Qualitative data included the teacher’s journal of reflective field notes. The findings suggested that pedagogy that mirrors students’ cultural values, beliefs, and lifestyles empowered students in ways that yielded improved literacy achievement for this group. This study added further support for the use of such pedagogy with Black male students as well as other potentially vulnerable populations.

Developing the Android Application Based Learning Media of Light Vehicle Engine Maintenance Course

This research aimed at (1) Developing the Android Application based learning media of Light Vehicle Engine Maintenance (PMKR) course (2) evaluating the feasibility of the developed learning media, based on media experts and material expert’s review, also questionnaire feedback from users. This is an R&D (Research and Development) research, adopting the four-D model (define, design, develop, disseminate). The study was conducted at the Teknologi Kendaraan Ringan (TKR) class of SMK Negeri 3 Yogyakarta, in the school academic year of 2019/2020. Data collected by observation, interview and questionnaires. Descriptive technique is used for the development stage data analysis, while the learning media feasibility is perceived by translating quantitative data into certain levels of qualitative data. The research results showed that the developed learning media is very feasible, as given score 3.59 by expert judgments and an average score of 3.45 from the users’ responses.

Exploring Disproportionate Discipline for Latinx Students With and Without Disabilities: A National Analysis

The Latinx population is the largest group of racially and ethnically diverse students in the United States. Although disproportionality in school discipline has been documented for Latinx students, findings related to such disparities have been inconsistent. We examined disciplinary exclusion practices involving students with and without disabilities who are Latinx across the United States using risk ratios (RR) and weighted mixed-effect models. We leveraged data from the Civil Rights Data Collection (CRDC) data set for the 2015 to 2016 academic school year, which included data from more than 94,000 schools. The CRDC is collected by the U.S. Department of Education’s Office of Civil Rights every 2 years. All U.S. public schools are required to submit data to the CRDC. Results suggest that Latinx students with and without disabilities were statistically significantly more likely to receive exclusionary discipline than White students, but less likely than Black students. Implications for research and practice are provided.

Teacher knowledge and student learning: An examination of teacher pedagogies for the same writing topic across two consecutive grades

The ability to write is central to students’ success at school and beyond, and key to this success is the design and implementation of classroom learning experiences. Teachers’ writing lessons are informed by their beliefs about learning, their writing content knowledge and pedagogical content knowledge. This knowledge supports their interpretation of curriculum documents and their ability to navigate resources for planning and implementing writing lessons. And for teachers who require further development of that content and pedagogical content knowledge, writing teaching becomes problematic. Media and government reports about the decline in writing performance in national and international assessments such as NAPLAN necessitates writing pedagogies research. Findings shared in this paper emerge from a larger project examining literacy demands in New South Wales classrooms across transition points of school. This paper examines two instances of classroom-based practice where students in two consecutive academic school years (Year 2 and 3) with two different teachers participated in a persuasive writing lesson about the same topic–Are cats better than dogs? Analysis of the pedagogical interactions and use of resources provide insights into teacher content knowledge, pedagogical approaches and the subsequent impact on student learning. These findings point to the need for better understanding about the demands on teachers to support students’ development of genuine and empowering writing skills. Consequently, the paper argues for professional development that deepens teacher content and pedagogical content knowledge for pedagogies that can better support student writing.

STUDENT ASTHMA STATUS AND SCHOOL ABSENCE

SESSION TITLE: Obstructive Lung Disease Posters SESSION TYPE: Original Investigation Posters PRESENTED ON: October 18-21, 2020 PURPOSE: To examine the association of student asthma status and student absences for students enrolled in first through twelfth grade in an urban school district. METHODS: A retrospective study was conducted using 112,694 students demographic and absence records for the 2010–17 academic school years for students enrolled. The school district created the data for district and state mandatory reporting. The student asthma status was based upon the student record containing an asthma action plan (AAP) that was signed by a licensed healthcare provider. The student absence was based on the attendance record for each student each day of each year. The number of absence records for each student is the number of days a student was coded as absent. Characteristics of the student included gender, race, ethnicity, socioeconomic status and grade. The main outcome of this study was school absence and all descriptive data are stratified by asthma status. To determine any major differences by year, all data was analyzed separately. The absence data is reported by number of cumulative days of school absence in categories; the proportion of students having missed at least one day of school, and only among students who missed at least one day of school. RESULTS: Because the data is consistent across the study period only 2016–17 results are reported.The population was mostly boys (51.2%) of white race (71.6%), of Hispanic/Latino ethnicity (58,7%) and from low income homes (50.1%). Asthma prevalence was 6.7% with higher proportions of asthma in boys (7.3%), among Blacks (10.1%), among students of non-Hispanic/Latino ethnicity (6.9%), and among students from low income homes (13.3%), among those who missed at least one day of school (7.1%) and especially among students who had missed 18 or more days (10.1%). Overall majority of students (90.0%) missed one day of school, with a median number of absent days of 6 days (p25=3, p75=10). Of students who missed at least one day, the proportion was higher in girls (90.2%), among American Indians or Alaskan Natives (91.2%), Of students who missed at least one day, the proportion of students with asthma (94.1%) was higher than those without asthma (89.7%). Students with asthma missed a median of seven days (p25=4; p75=13). Students with asthma missed a higher proportion of 18 or more days (13.6% vs.9.1%) compared to students without asthma. CONCLUSIONS: Although 90% of all students missed at least one day of school, a higher proportion of students were identified as having asthma and from a low income income homes, and missed more days of school. CLINICAL IMPLICATIONS: Asthma disease management strategies are needed for students that are boys, Black, non-Hispanic/Latino and from low income homes to improve school absences. DISCLOSURES: No relevant relationships by Jose Betancourt, source=Web Response No relevant relationships by De De Gardner, source=Web Response

An evaluation of a dog-assisted reading program to support student wellbeing in primary school

Abstract Wellbeing is a critical aspect of children’s development since it holds a significant role in short- and long-term outcomes, including reading and academic success. Educational policies increasingly highlight the important role schools have in promoting children’s wellbeing. One approach gaining traction is the implementation of dog-assisted reading programs in schools. This paper reports on the evaluation of a dog-assisted reading program in Victoria, Australia on children’s perceived wellbeing. The dog-assisted reading program was the Story Dogs™ reading program based on the successful Reading Education Assistance Dogs program. The evaluation was conducted with primary school children during Term 2 of the academic school year. Qualitative methodologies were used to explore wellbeing over an eight-week period of involvement in the Story Dogs™ reading program. Participants included 11 children aged 7–8 years of age, 8 parents, 8 teachers and 6 dog handlers. Using semi-structured interviews all participants were interviewed at the end of the eight-week period with the aim of generating rich textual data. The thematic analysis of the semi-structured interviews will be reported and discussed suggesting the program may have potentially enhanced children’s perceived wellbeing, particularly in relation to promoting positive engagement and a sense of achievement when reading. Limitations are addressed including the timing of evaluation in second term of the school year after the program has already commenced. Implications will be noted including the importance of clear communication between handlers and teachers as well as the importance of larger-scale studies to generate more robust empirical evidence for the use of dog-assisted reading programs in primary school.

SEMIOTICS ANALYSIS OF RUANGGURU ADVERTISING IN TELEVISION MEDIA

RuangGuru is one of the most successful startups in Indonesia, which is engaged in online tutoring. The application user has reached up to 15 million students. This achievement is the result of the advertisements that often appear on television media, especially during new school academic year or new semester. This study examines advertisements on television media less than 30 seconds to attract customers. This study uses semiotic to analyze television ads for the product. The research method uses an interpretive descriptive approach to analyze the signs used in advertisements. The data resource is four video recording advertisements on television media. The analysis starts with transcription and making video screenshots to sharpen the analysis. The results indicate that to attract television viewers, RuangGuru uses signs that indicate superior features. The features such as animated learning videos, practice questions, discussion, and ease of learning through applications. The celebrity figures in the advertisement represent students and parents who will later become consumers of RuangGuru. The ad also has a sign indicating how easy it is to pay and how cheap it is to subscribe to the Ruang Guru application compared to conventional tutoring. The blue color, which is the dominance of advertisements, shows that the RuangGuru app is trustworthy and can increase students' confidence in facing classroom learning.

Evaluation of the Screening Laboratory Tests for Endocrine Diseases among the Patients of the Oral Medicine Department of Yazd Dental School in Academic Year of 2015-2016

Introduction: The primary concern with the current system of ordering laboratory tests is that many tests are obtained that do not contribute beneficially to patient care. Unnecessary tests create additional risks, inefficient operating room programs, and unnecessary costs for the patient.UnnecThe aim of this study was to determine the frequency distribution of results of endocrine ordered lab tests among the patients of Oral Medicine Department Of Yazd Dental School in the years 2015-2016. Methods: This cross-sectional descriptive study was performed on 273 patients referred to the Department of Oral and Maxillofacial Diseases from October 2015 to September 2016. Demographic data, systemic disease and their types, medical history, clinical examinations, the type of requested tests and their reasons were analyzed using SPSS V.22 software and Chi-square analysis. Results: Based on the results of this study, the mean age of the patients studied was 40 years, and the standard deviation of the age of the individuals was 14.3 (40± 14.3) with the age range of 6-83 years. Chi-square analysis showed a significant correlation between test results of FBS, HbA1c, T3, TSH, with the age of the patients (P <0.05). In addition, the results of 2hpp showed that there was a significant difference between male and female patients (P <0.05). Conclusion: The most results of endocrine laboratory tests of patients at this time were normal, which can indicate the readiness of clients to tolerate dental treatments.

Online patient simulation training to improve clinical reasoning: a feasibility randomised controlled trial

BackgroundOnline patient simulations (OPS) are a novel method for teaching clinical reasoning skills to students and could contribute to reducing diagnostic errors. However, little is known about how best to implement and evaluate OPS in medical curricula. The aim of this study was to assess the feasibility, acceptability and potential effects of eCREST — the electronic Clinical Reasoning Educational Simulation Tool.MethodsA feasibility randomised controlled trial was conducted with final year undergraduate students from three UK medical schools in academic year 2016/2017 (cohort one) and 2017/2018 (cohort two). Student volunteers were recruited in cohort one via email and on teaching days, and in cohort two eCREST was also integrated into a relevant module in the curriculum. The intervention group received three patient cases and the control group received teaching as usual; allocation ratio was 1:1. Researchers were blind to allocation. Clinical reasoning skills were measured using a survey after 1 week and a patient case after 1 month.ResultsAcross schools, 264 students participated (18.2% of all eligible). Cohort two had greater uptake (183/833, 22%) than cohort one (81/621, 13%). After 1 week, 99/137 (72%) of the intervention and 86/127 (68%) of the control group remained in the study. eCREST improved students’ ability to gather essential information from patients over controls (OR = 1.4; 95% CI 1.1–1.7, n = 148). Of the intervention group, most (80/98, 82%) agreed eCREST helped them to learn clinical reasoning skills.ConclusionseCREST was highly acceptable and improved data gathering skills that could reduce diagnostic errors. Uptake was low but improved when integrated into course delivery. A summative trial is needed to estimate effectiveness.

Learning by Doing: A Daily Life Study of Principal Interns’ Leadership Activities During the School Year

Clinical experiences, including the full-time principal internship, are considered to be one of the most important components in principal preparation. Yet research on the principal internship is limited to surveys and interviews. I use a daily life methodology to explore full-time principal interns’ experiences during an academic school year. I find that interns’ activities approximate the work of a school principal in many aspects of the job, including administrative activities and instructional leadership. I also find that variation between interns’ activities is consistent with the literature, in that their activities vary based on personal background and school context.

Changes In Physical Activity Patterns Upon Transitioning To College And Away From Organized Sports Participation

The trend for individuals between 18 and 24 years of age, many of whom are undertaking tertiary education, is to reduce their amount of physical activity upon their transition to college. Reasons cited for the decline in physical activity among these vulnerable individuals usually include ‘not enough time’ due to studying and taking exams, yet different physical activity opportunities for college students may also influence how these individuals change if and how they remain physically active. PURPOSE: To examine changes in physical activity patterns in students who recently transitioned from high school to college. METHODS: A Qualtrics survey was emailed to approximately 3,500 undergraduate students who lived in the residence halls at a moderately-large Mountain West university during the 2016-2017 and the 2017-2018 academic school years. Survey questions addressed known correlates of physical activity such as age, sex, self-efficacy, attitude, history of physical activity, and social environment. RESULTS: Two-hundred thirteen students responded to the survey, and approximately 73% of the respondents who reported that they were physically active on a regular basis when they were in high school remained so during their first year in college. There was a significant association of previous activity levels and whether these students continued to be active when they were in college (χ2=10.3973, df=1, p-value=0.001262, p<0.01). Also, survey respondents reported an 88% reduction in organized sports participation (e.g., high school basketball, soccer, and volleyball team sports) and a concomitant 87% increase in activities such as ‘personal workouts,’ running, and weight training. CONCLUSIONS: Student suggestions to enhance engagement in physical activity on campus included better advertisement of Campus Rec programs and reduced costs for intramurals and group exercise classes suggesting increased opportunities to engage more in organized sports and activities.

STUDI KOMPARASI HASIL BELAJAR MATEMATIKA MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER (NHT) DAN STUDENT TEAMS ACHIEVEMENT DIVISION (STAD)

Abstract &#x0D; This study aims to find out which is better between mathematics learning outcomes in Cokroaminoto Batang Junior High School students who are taught using the Cooperative learning model Numbered Head Together (NHT) or those who are taught using the Cooperative learning model type Student Teams Achievement Division (STAD) in the material mathematics field rectangular. The sample of this study consisted of 2 classes, namely experimental class 1 and experimental class 2 using the NHT and STAD methods. This study used qualitative research methods. Data collection methods used are documentation and test methods. Research instruments in the form of learning tools and mathematics test results. Data analysis performed was a prerequisite test using the average similarity test and hypothesis testing by calculating the average. The results showed that the average learning outcomes of experimental class 1 students amounted to 76,875 and experimental class 2 amounted to 72,56667 which means that classroom learning outcomes taught by NHT type cooperative learning models were better than classroom learning outcomes taught by the STAD type cooperative learning models. From the results of the study, it can be concluded that the NHT type of cooperative learning model is more effective when compared to the STAD type cooperative learning model on the subject of quadrilateral in class VII students of Cokroaminoto Batang Middle School Academic Year 2018/2019&#x0D; Keywords: STAD type cooperative learning model, NHT type cooperative learning model, learning outcomes&#x0D; .

STUDI KOMPARASI HASIL BELAJAR MATEMATIKA MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER (NHT) DAN STUDENT TEAMS ACHIEVEMENT DIVISION (STAD)

Abstract &#x0D; This study aims to find out which is better between mathematics learning outcomes in Cokroaminoto Batang Junior High School students who are taught using the Cooperative learning model Numbered Head Together (NHT) or those who are taught using the Cooperative learning model type Student Teams Achievement Division (STAD) in the material mathematics field rectangular. The sample of this study consisted of 2 classes, namely experimental class 1 and experimental class 2 using the NHT and STAD methods. This study used qualitative research methods. Data collection methods used are documentation and test methods. Research instruments in the form of learning tools and mathematics test results. Data analysis performed was a prerequisite test using the average similarity test and hypothesis testing by calculating the average. The results showed that the average learning outcomes of experimental class 1 students amounted to 76,875 and experimental class 2 amounted to 72,56667 which means that classroom learning outcomes taught by NHT type cooperative learning models were better than classroom learning outcomes taught by the STAD type cooperative learning models. From the results of the study, it can be concluded that the NHT type of cooperative learning model is more effective when compared to the STAD type cooperative learning model on the subject of quadrilateral in class VII students of Cokroaminoto Batang Middle School Academic Year 2018/2019&#x0D; Keywords: STAD type cooperative learning model, NHT type cooperative learning model, learning outcomes&#x0D; .

Science Adaptive Assessment Tool: Kolb’s Learning Style Profile and Student’s Higher Order Thinking Skill Level

This study aims to determine students’ profiles of learning styles, levels of higher-order thinking skills, and the effect of differences in students’ competence to various HOTS instruments using the Science Adaptive Assessment Tool application. In this study, researcher used the descriptive survey approach. The subjects of this study were 251 students of grade 8 (Al-Zahra Indonesia Secondary school and MTsN 1 South Tangerang (Islamic Secondary school) academic year of 2019/2020. The research instrument used was a test to measure 21st century skills (HOTS), which varied on the learning styles of students studying natural science (Biology and Physics). The instrument was validated by expert judgment and empirically tested in order to obtain instrument reliability of learning style with adequate to high category variations. The results shows: (1) the profile of the most popular student learning styles is the assimilator (27,50%), while at least it is converger (20,71%); (2) Females tend to have assimilator learning style pattern, while males tend to have an accommodator learning style; (3) The higher-order thinking skills level in the Biology material was moderate (an average score of 39,69 from a maximum score of 70). The physics subject is in the lower category (an average score of 21,28 from a maximum score of 70); (4) The achievement of the HOTS score was influenced by the type of learning style and had average of a very small correlation, (5) There was significant difference incompetence across the Kolb’s learning styles—divergers, assimilators, convergers, and accommodators with the use of various HOTS instruments.

Technology Acceptance Model: Assessing Preservice Teachers’ Acceptance of Floor-Robots as a Useful Pedagogical Tool

Institutions of higher education ensure preservice teachers are prepared to meet the needs of K-12 students through multiple layers of support. Along with rigorous coursework, preservice teachers are placed in K-12 environments to ensure they are prepared to address the needs of diverse learners. Preservice teachers: (a) learn content across multiple areas depending on desired level/area of certification; (b) study pedagogical approaches that are effective in addressing K-12 students’ needs; (c) employ research-based strategies in K-12 settings; and, (d) take content and pedagogical exams for certification purposes. However, preservice teachers may be unfamiliar with newer educational technology such as floor-robots, a type of robotics that may support content learning, as well as engage K-12 students in critical thinking and/or problem solving. Increasing preservice teachers’ awareness of new technologies may benefit their future K-12 students. The purpose of this research was to ascertain whether preservice teachers would accept floor-robots as a useful instructional tool to support learning. During an undergraduate education course, thirty-two Hispanic, preservice teachers were introduced to two types of floor-robots to enhance their awareness/use of an unfamiliar educational technology. Researchers in this study had previous experience introducing floor-robots to approximately 250 fourth and fifth graders across two academic school years. Researchers were interested in gauging preservice teachers’ willingness to accept and/or use new technologies as an additional instructional strategy to support K-12 student learning.

PENINGKATAN KETERAMPILAN MEMBACA AKSARA JAWA MELALUI MEDIA AUDIOVISUAL PADA SISWA KELAS V SD NEGERI 2 PADOKAN BANTUL

This research aims to describe the improvement of Javanese literacy skills through audiovisual media in 2 Padokan Bantul State Elementary School. The application of audiovisual media can improve the reading skills of Javanese script in the fifth-grade students of 2 Padokan Bantul State Elementary School. This research is a Classroom Action Research (CAR). The subject of this research was all the fifth-grade students of 2 Padokan Bantul State Elementary School Academic Year 2018/2019 which amounted to 31 students. Data collection techniques used observation, testing, and documentation techniques. The results of this research indicate that after using audiovisual media, students' reading literacy skills can increase. The increase can be seen from the percentage of the students whose grades reached KKM (75). Before the action was taken, the percentage of the students who reached KKM was still lacking, 32.26%. After the first cycle of action, the percentage of the students who reached KKM increased to 50.84%. At the end of the second cycle, the percentage of the students who reached KKM increased to 80.64%. These results are following the criteria for the success of the prescribed actions, namely ≥75% of the students get scores above the KKM (75).

PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION (TAI) BERBANTUAN EKSPERIMEN TERHADAP KETERAMPILAN PROSES SAINS

ABSTRACT&#x0D; This study aims at determining the significant effect of Team Assisted Individualization learning model with experimental assistance on science process skills on the subject matter of measurement in class X semester I of the Belawan Conscience High School Academic Year 2019/2020. This type of research is a quasi-experimental study to determine whether there is any influence or consequences of something caused by the subject, that is students. The population of this study is all students of class X semester I of SMA Belawan Conscience consisting of 4 classes. Class X-1 is as an Experiment class amounted to 25 people who were taught with the Team Assisted Individualization learning model assisted with experiments and Class X-3 as a control class amounted to 25 people who were taught by direct learning. The instruments in this study amounted to 8 items in the form of essays that have been tested for validity, reliability, difficulty level, and different power. From the results of the study, it was obtained that the sample came from a homogeneous population and was normally distributed. The research results obtained an average value of experimental pretest lower than the average value of the control class pretest. From the results of the two-party t test obtained t count &lt; t table shows that the initial ability of the two classes is the same. Then given a different treatment and then held a post-test. After being tested, the average Team Assisted Individualization score is higher than the average value of Direct Instruction. The results of one-party t test results obtained t count &gt; t table, this shows that there is a significant influence/effect on the use of the Team Assisted Individualization learning model assisted with experiments on science process skills in the subject matter of measurement in class X semester I of SMA Nurani Belawan Academic Year 2019/2020.