Student Facilitator Research Articles

Effects of integrating motivational instructional strategies into a process-genre writing instructional approach on students’ engagement and argumentative writing

This study advances the strand of research on motivational instructional strategies, the process-genre writing instructional approach, as well as student engagement and writing achievements. To this end, motivational writing instructional strategies were integrated into the process-genre argumentative writing instructional approach and the impacts on students' writing engagement and achievements were assessed at a university in China. Quantitative data were gathered from 142 undergraduate students employing a pretest-posttest control group design. Additionally, self-report data regarding students' writing engagement and perceptions were collected from experimental groups to examine the contribution of students' perceptions of the motivational process-genre writing instructional approach to their engagement. Moreover, focus-group data were gathered from four highly-engaged and high-achieving students to identify the factors facilitating their engagement. The results showed that the experimental groups wrote significantly better argumentative essays than did the control group, and regression analyses indicated that motivational instructional strategies contributed to students' engagement significantly. Further, the thematic analysis of focus group data suggested that the three major facilitators of students’ engagement were collaborative motivational writing learning strategies, competence-boosting experiences, and active participation in creating learning opportunities. These findings show the paramount significance of incorporating the motivational strategies into the process-genre writing instructional approach. Other pedagogical implications and recommendations for further research are also discussed.

Motivation for Using Translanguaging in Kakuma Refugee Camp School

This paper explores the motivation for translanguaging in the Kakuma refugee camp school. The study aimed to examine the reasons for using translanguaging in Kakuma refugee camp schools. This study was guided by translanguaging theory. Through a case study approach, classroom observation and interviews were used to collect data. The data collected was analysed using thematic analysis. The findings indicate that the reasons for using translanguaging are the facilitation of students’ understanding of the subject matter, enhancing meaning-making in the lesson, activation of the classroom, and fostering communication. The findings of this study may inform the need to recognise translanguaging as a legitimate teaching pedagogy in the language-in-education policy in Kenya and in refugee camp schools in Kenya

Analysis HOTS Problem Solving: Student Learning Outcomes from Student Facilitator and Explaining and Geogebra-Assisted Discovery Learning Models

Educators need to think about the difficulties that students often face when faced with high-order thinking skills in order to improve the teaching and learning system through the use of the right learning methods. This study aims to compare learning outcomes between using the Student Facilitator and Explaining the learning model with Discovery Learning powered by Geogebra to help students be critical, creative, and innovative in solving problems in the form of High Order Thinking Skills questions to think about in the context of science and everyday life. This experiment uses quantitative methods and is conducted in two classes XI with a total of 32 samples, namely 13 students of Experiment A and 19 students of Experiment B. This study uses instruments in the form of HOTS questions, consisting of 5 descriptive questions with pre-test and post-test designs so that the generated data is tested with JASP and SPSS software. In the Geogebra-powered Discovery Learning model, the p-value is 0.059 with an average of 20.000, while in the Geogebra-powered Student Facilitator and Explaining learning model, the p-value is 0.276 with an average of 52.947. Thus, the learning model suitable for the application of Geogebra software is Student Facilitator and Explaining based on the generated data and has a higher learning outcome value than the pre-test and post-test of the Discovery Learning learning model. This research can be a reference for education in education because of the need for proper technology to support the teaching and learning activities for students.

THE EFFECT OF THE STUDENT FACILITATOR AND EXPLAINING (SFAE) LEARNING MODEL REPORTING TECHNIQUES ON WRITING SKILLS

Indonesian is one of the main subjects in the world of education in Indonesia. Language skills in these subjects include aspects of listening, reading, listening, speaking, listening and writing. The type of research used is quantitative. This research is called quantitative because the research data is in the form of numbers and the analysis uses statistics. Quantitative research is based on the philosophy of positivism which emphasizes objective phenomena that are studied quantitatively or using numbers, statistical processing, structure, and controlled experiments, (Sukmadinata, 2010: 53). In this subchapter two things are described. First, the skill of writing news texts before using the Student Facilitator And Explaining model assisted by reporting techniques for grade VIII students of SMP Negeri 15 Padang.

The Influence of the Student Facilitator and Explaining (SFAE) Learning Model on Critical Thinking Abilities and Geography Learning Outcomes of High School Students

Students' low critical thinking skills will of course also affect their learning outcomes. This is influenced by the use of conventional learning models. This research aims to examine the influence of the Student Facilitator and Explaining (SFAE) model on students' critical thinking abilities and geography learning outcomes for high school students. This research was conducted experiments using a posttest only control group design. The research samples in the form of control and experimental classes were selected using the cluster random sampling method which had previously been tested for homogeneity via SPSS V.25 and was proven to be homogeneous. The data collection techniques used were critical thinking ability tests in the form of descriptions, geography learning outcomes tests in the form of multiple choice, observation, interviews and documentation. The data analysis techniques used are normality test, homogeneity test, hypothesis test, critical thinking ability data analysis and learning outcomes data analysis. Based on the research results, it shows that the Student Facilitator and Explaining (SFAE) learning model has a significant effect on students' critical thinking abilities based on the Independent Sample t-test with a significance value of 0.001 < 0.05 and also has a significant influence Influence on students' geography learning outcomes based on independent sample T-test with a significance value of 0.016 <0.05. This makes the Student Facilitator and Explaining (SFAE) learning model an alternative model that can be applied in schools to improve students' critical thinking skills and geography learning outcomes, especially high school students.

APPLICATION OF STUDENT FACILITATOR AND EXPLAINING MODEL IN LEARNING

This study examines the application of the Student Facilitator and Explaining (SFE) Model in learning fiqh class VIII at SMP Mambaul Ulum Bata-Bata. Using a qualitative approach with a case study, data were collected through non-participant observation, interviews with the principal and fiqh teachers, as well as documentation related to student activities and attendance. Data analysis was conducted using the Miles and Huberman interactive model, including data reduction, data presentation, and conclusion drawing. The results showed that the implementation of the SFE model had a significant impact on student learning and development. This model increases students' critical thinking skills, enthusiasm in learning, and a deeper understanding of the material. Students become more active in asking and answering logical questions in the context of fiqh law, and are able to understand information better. Teachers can also control and monitor students' understanding effectively. Overall, the SFE model not only increases students' interest in learning but also develops their critical thinking skills and mental courage. This model proves to be an effective tool in achieving better learning objectives in the modern educational environment.

Exploring Design Tutors’ Use of Critical Conversations in the Interactive Environment of the Design Studio as a Facilitator of Students’ Tacit Knowledge Construction

Exploring Design Tutors’ Use of Critical Conversations in the Interactive Environment of the Design Studio as a Facilitator of Students’ Tacit Knowledge Construction

Role Model Nursing Instructors and Facilitation of Students' Professional Growth Process: Directed Content Analysis.

The professionalization of nursing is one of the goals of academic education, which needs to be nurtured during education, so this research was conducted to study the views and experiences of nursing students and instructors regarding professional growth through role mode nursing instructors. This was a qualitative study with directed content analysis based on the growing up and role modeling theory in nursing students' education, which was conducted at two universities in Iran from April to September 2021. The participants included 16 undergraduate, master's, and PhD students, and nursing instructors selected using purposeful sampling with maximum diversity. The data were collected through in-depth interviews. From the data analysis, 689 unrefined primary codes and 76 integrated codes were extracted. The three subcategories of the previous study included "effort to improve educational quality," "clinical effectiveness," and "promotion of professional status." Generic categories were formed based on the grouping of codes. "Effort to improve educational quality" included the six generic categories of educational effectiveness, effective classroom management, comprehensive evaluation, adherence to educational rules, application of knowledge, and efforts to promote research. "Clinical effectiveness" included the generic category of effective clinical training. "Promotion of professional status" included the two generic categories of effective professional interactions and striving for professional independence. It can be concluded that role model nursing instructors can increase the students' abilities, and thus, facilitate their professional growth through a combination of strategies based on the generic categories mentioned.

Technology-supported High-order College English Teaching and 21st Century Skills

As a compulsory course, College English should not only help students master professional knowledge, but also promote the development of their comprehensive qualities, cultivating high-quality and innovative talents who can meet the needs of times. 21st century is an era of digitization and globalization, which places high demands not only on students’ English language skills but also their non-cognitive skills of communication, collaboration, critical thinking, and creativity as well as their digital literacy. Based on knowledge and aiming at improving students thinking mode and abilities step by step, high-order teaching emphasizes the facilitation of students’ critical thinking and creativity through a combination of teachers’ higher-order teaching and the students’ deep learning through various teaching methods. This article aims to investigate whether technology-supported high-order College English teaching can foster students’ 21st century skills gradually in one class. A teaching practice was conducted for freshmen major in journalism and the results confirm the positive role of technology-supported high-order college teaching in fostering students’ 21st skills.

SYSTEMATIC LITERATURE REVIEW: MATHEMATICAL CRITICAL THINKING ABILITY IN THE STUDENT FACILITATOR AND EXPLAINING (SFE) LEARNING MODEL

The purpose of writing this article is to explain the relationship between the Student Facilitator and Developing (SFE) learning model in mathematics learning and students' critical thinking abilities. The method used in this study is Literary Study. The literature study is carried out by searching various written sources, in the form of books, archives, magazines, articles and journals, or documents that are relevant to the problem being studied. By using 10 articles that have met the inclusion criteria, namely research subjects of middle school - high school students, meeting synta 1-4 and in the years 2013-2023. These articles were searched using national and international journal databases, namely Google Scholar, Garuda, Researchgate, Scopus and Science Direct. The findings showed that junior high school students' abilities in mathematical critical thinking skills were influenced after using the Student Facilitator and Developing (SFE) learning model. For further research, we can examine more broadly the use of the SFE model and its influence in critical mathematical thinking at various levels of educational units.

ANALISIS KEMAMPUAN PENALARAN MATEMATIS DITINJAU DARI KEMANDIRIAN BELAJAR PADA MODEL PEMBELAJARAN STUDENT FACILITATOR AND EXPLAINING (SFE) DENGAN METODE FLIPPED LEARNING BERBANTUAN GOOGLE CLASSROOM

This study aims to analyze the quality of mathematics learning after applying the Student Facilitator Explaining Learning Model with the Google Classroom-Assisted Flipped Learning Method on mathematical reasoning abilities in terms of student learning independence. The data collection techniques used are test methods, documentation, questionnaires, and observations. The research instruments used are mathematical reasoning ability test questions, liket scales of learning independence, observation sheets and learning implementation. In this study, quantitative research methods with purposive sampling technique research samples and obtained VII A as an experimental class and VII B as a control class. With the results of research (1) quality Google Classroom-assisted SFE learning on students' mathematical reasoning abilities (2) There is a strong influence of student learning independence on mathematical reasoning abilities in the Student Facilitator and Explaining learning model Assisted by Google Classroom.

A Qualitative Exploratory Study on Absenteeism among Nursing Students in a Private Nursing College

Nurses play an important role in the provision of frontline patient care. Absenteeism among nurses is common, and has an impact on patient care output. Nursing students' academic success and professional growth depend on their ability to attend class. Attendance is an essential for the effective training of nurses. Objective: To explore the perception of nursing students regarding factors of absenteeism and its possible solution in a private nursing institute. Methods: A qualitative exploratory study design was conducted among 16 participants who recruited purposively. Semi-structured interview guide was used to collect data from the enrolled fourth year BS Nursing students. Transcription, coding, categorization of data help in the formulation of sub-themes and themes about absenteeism. Results: The analysis of qualitative data revealed four major themes. First themes as individual factors of absenteeism (sickness, family commitments, transport problems etc.) accompanied by institutional and clinical factors. The last theme pertaining to possible solutions of absenteeism proposed by nursing students in the form of semester break, provision of sick leave and leave for family responsibilities. Conclusions: The study found three factors, i.e., individual, institutional and clinical related factors that lead to nursing student’s absenteeism from classroom lectures. Besides, it was found that student absenteeism was solved by allowing the students to go on holidays after every semester examination and student facilitation in case of any illness/family issues as suggested by students in interviews.

Pedagogical Competence of Elementary School Teachers: Basic Knowledge and Forms of Learning Activity

A 2019 survey by the Programme for International Student Assessment (PISA) showed that Indonesia occupied a low position, specifically 74th out of 79 countries. In line with this problem, the government has accommodated teachers by implementing the Teacher Competency Test (TCT) since 2012 specifically for teachers who would take part in certification. The focus of TCT is to identify teacher weaknesses in mastering pedagogical and professional competencies. This research aims to explore and analyze the methods of elementary school teachers as fresh graduates at one university in West Java in actualizing pedagogical competence. Mixed method was used to obtain quantitative and qualitative data. This study used two sampling techniques, random sampling to obtain quantitative data and purposive sampling for qualitative data. The instruments used were questionnaires and interviews. The data analysis referred to the sequential explanatory research design. The findings showed various elements of the four indicators of teacher pedagogical competence beginning knowledge foundation, the lesson planning steps determined by the teacher, the teacher's creative pedagogic manifestations, and the teacher's manifestation as a student facilitator. The various intensities and forms of activities were found in the research results. Further outlook of the findings can become a bridge between teachers and students. Students' understanding of the material can be more comprehensive and more creative. It can lead to finding out students' problems and obstacles so that they can decide on solutions quicker and more comprehensively.

Student facilitator and explaining learning: Its use to increase student learning outcomes

This research aims to determine the improvement in student learning outcomes through the application of the student facilitator and explaining learning. The method used in this research is Classroom Action Research. The subjects are students in Class V.1 MI Muhammadiyah Unggulan Gorontalo City with a total of 28 students. The instruments in this research are teacher and student activity observation sheets, and learning outcomes tests. The research results showed that there was an increase in student learning outcomes in cycle 1 for the first meeting by 25%, 29% for the second meeting, and 36% for the third meeting. At the first meeting of cycle II the increase was 67% and 92% for the second meeting. This research concluded that overall there was an increase and the criteria for learning completeness were met. Using the student facilitator and explaining learning optimally can familiarize students with presenting their ideas to friends and have an impact on their learning outcomes.

Reflections on 15 years of working in student partnerships: Successes, challenges and the future possibilities.

Based on the reflections of the authors’ experiences of working in the students as partners space for the past 15 years, this paper will weave together Julie and Luke’s reflections on their experiences of working in the students as partners space, with commentary from some of the students who have been involved and key ideas from the literature. The authors have worked in this area within institutions and across the sector and have separately been involved in a number of students as partners projects, from students co-creating, students as research partners, students as facilitators of other students’ learning; students as evaluators and students as leaders. Within this work, both have had different roles and responsibilities and worked in different institutions. Their involvement in this area has now converged at Abertay University, bringing together these experiences into an increased institutional emphasis on co-working with students within the university environment. Over those 15 years, this work has been stimulating and invigorating both for the staff and students involved, however, there have often been challenges, particularly when working against the ”usual” ways of institutional working, supporting the students involved as well as doubts and scepticism from some quarters. Finally, the evolution of this work in the future, both from an institutional and sector perspective, will be considered.

A roadmap to address stress in graduate students: How to develop and disseminate a student-led single-session evidence based intervention

Objective: This manuscript describes an evidence-based, student-led, single-session group intervention to support emotional wellbeing among graduate students. The present objective is to provide a roadmap for other universities. Participants: Key participants include clinical psychology graduate students (leader and workshop facilitators), faculty supervisor, representatives from receiving departments or schools, and institutional advocates. Methods: The two-hour workshop was based on four core transdiagnostic cognitive behavioral skills, including psychoeducation about emotions, mindful emotional awareness, cognitive flexibility, and behavior change. The workshop was designed and continues to be led by trained graduate students. Results: Key steps and lessons learned are presented for the exploration, preparation, implementation, and sustainment phases. Conclusions: This program has the potential to be flexibly replicated at other universities to assist with graduate student mental health. It provides unique supports for recipients and unique training opportunities for student facilitators.

Conceptual Framework on Language Teacher Cognition (LTC) in Classroom Interactions and The Facilitation of Students’ Speaking Skill at Sekolah Agama Rakyat (SAR) Schools

Conceptual Framework on Language Teacher Cognition (LTC) in Classroom Interactions and The Facilitation of Students’ Speaking Skill at Sekolah Agama Rakyat (SAR) Schools

Professional Teacher Identity on the Boundary: Student Study Group Facilitators Negotiating Their Identity

This study focuses on undergraduate student paraprofessionals who facilitated peer study groups for academically challenging college courses. A grounded qualitative research study of these student facilitators at an institution identified their professional identity development in unexpected ways that went against written policies for teacher attitudes and behaviors. Rather than perceiving themselves as peer study group facilitators following a narrow job description, many of them referred to themselves as teachers and acted accordingly, breaking the boundaries of behavior established by the study group program administrator. This article unmasks this professional identity emergence, postulates the mechanism for this choice, presents a model to explain it, and makes recommendations for talking openly about this identity and the subsequent behaviors that occurred as a result by the facilitators and the implications for the PAL program.

이미지 생성 AI 도구의 이해와 미술교육의 활용 가능성 탐구

This study identified the current status of artificial intelligence research in the field of art education at a time when the use of AI is expanding to the area of art creation. This study also analyzed image generation AI that can be used in school art education. In addition, based on the class activities, the possibility of using image generation AI in art education was explored. Artificial intelligence technology, which is rapidly developing, is being used as a tool to express visual artists' views on art, and in particular, text-based im-age creation AI has been able to discover its potential as a facilitator for teachers and students in the art classroom. Through the case of first-year middle school art classes using image-generating AI, this study shows that image-generating AI can help increase learners' immersion in art classes, and expand imagi-nation and expression. This study is significant in that it derived ways to use image-generating AI as a teaching and learning tool in art classes, as well as positive aspects and points to keep in mind.

UPAYA GURU DALAM MENINGKATKAN MINAT BACA PADA PESERTA DIDIK DI SD NEGERI KUTA JAYA II

This study aims to describe the efforts of teachers in increasing students' interest in reading at SD Negeri Kuta Jaya II, Tangerang Regency-Banten. This research uses qualitative/descriptive methods. This study involved 5th grade homeroom teachers and students, as research participants. Data were obtained through interviews and observations. The results showed that the interest in reading at SDN Kuta Jaya II is still low, which is caused by internal and external factors. The efforts made by teachers to increase students' interest in reading are by conducting literacy activities 15 minutes before learning, providing a reading corner to support students' reading activities, and acting as a motivator and facilitator for students to increase their desire to read. If the low interest in reading of students is left unchecked, it will affect the sustainable learning outcomes of students. Therefore, increasing students' interest in reading in elementary schools is very important.
 Keywords: Reading interest, students, elementary school