Participation Of Students In Education Research Articles

Principal Leadership In Implementing Independent Learning Concept At Jatirasa II Public Elementary School, Bekasi City

Education is in the spotlight because it is a vehicle for human resource development. The purpose of this study was to examine the principal's leadership in implementing the concept of independent learning at Jatirasa II Public Elementary School, Bekasi City. The method used in this research is qualitative descriptive. The results of the study show that 1) the leadership of the principal plays an important role in the progress of the school 2) the implementation of independent learning at Jatirasa II Public Elementary School, Bekasi City a) the principal takes steps to support independent learning; b) encourage teachers to make learning fun for students, so students don't get bored; c) motivate students to always be ready and eager to learn; d) involve parents and the community actively; d) cooperate with the education office to improve the quality of teachers at Jatirasa II Public Elementary School, Bekasi City. Indicators of the success of the principal's administration in implementing independent learning at Jatirasa II Public Elementary School, Bekasi City are 1) there is an equal distribution of student participation in education; 2) effective and interesting learning; and 3) students are not left behind in the learning process.

Level of Water Governance in Schools and its Effect on Student Participation in Education

Level of Water Governance in Schools and its Effect on Student Participation in Education

IMPLEMENTASI LESSON STUDY SEBAGAI UPAYA MENINGKATKAN PARTISIPASI AKTIF SISWA DALAM PEMBELAJARAN VIRTUAL

The outbreak of Covid-19 has resulted in learning activities to be carried out virtually. Based on the experience of implementing virtual learning, students do not participate actively in the learning process. Low student participation in education can be seen from the lack of student responses in answering teacher questions in virtual learning. Based on this problem, the authors researched by implementing lesson study as an effort to increase students' active participation in virtual learning. This study aims to increase students' active involvement in virtual education through the implementation of lesson study. This study's subjects were 32 students of Al Falah Islamic Junior High School class VIII.5 semester 2020/2021 academic year with 13 male students and 19 female students. Implementation of lesson study starts on August 18 to September 1, 2020. This type of research is descriptive quantitative research. Data collection was carried out through student active participation observation sheets. Based on the research results in cycle 1, student participation data obtained an average value of 56.28%. While in cycle 2, the student participation data received an average value of 59.56%.

BUSINESS TRAINING DEVELOPMENT MODEL THROUGH THE BASED LEARNING PROJECT IN STUDENTS

his research was conducted aiming to find a model of developing entrepreneurship training through a Project Based Learning approach based on contextual business problems, applying planned businesses in real terms. This model is expected to be a form of community based education (fostering active participation of students in education and training) that is able to form new entrepreneurs to benefit, create jobs to reduce unemployment and poverty in Indonesia. This study uses qualitative research methods with a simulation observation research strategy. Observations were made on student business pilot groups, each group consisting of 4-5 students taking the Entrepreneurship course. The results obtained by the development model of entrepreneurship training in students. From the results of the entrepreneurship mapping, students can plan businesses according to their interests and expertise and through the training development model students can solve problems in business plans related to leadership, courage in taking risks, perseverance to focus on doing work, the level of discipline so students can successfully build businesses new business.
 
 Keywords: Model, training, business plan, entrepreneurship

Examining the role of Girl Effect in contributing to positive education ideologies for girls in Ethiopia

ABSTRACTGendered cultural ideologies limit access to education for girls in Ethiopia. Practices like child marriage, a disproportionate work burden for girls, early pregnancy, and social isolation, inhibit the participation of female students in education. This qualitative study analyzes the influence of Girl Effect (a branding agency supported by international development organizations) in promoting pro-education ideologies for girls in Ethiopia. Document analysis of five data sources—including evaluation reports and audio-visual material—was the method used. The findings of the study demonstrate that Girl Effect used girl-centered research and advocacy to promote investment in girls and women. Moreover, this organization is innovative because it attempted to influence popular media through Yegna, a communication platform and youth-led movement, that presents the Ethiopian public with narratives that challenge existing power structures and encourage the empowerment of women. The Yegna communication platform relies on diverse methods of information delivery—including interactive talk shows, music, and toolkits for starting youth clubs.

I Like to Solve Problems like an Adult — Global Storylines As a Way of Global Education

Drama techniques such as role playing or structured drama are widespread and frequently used methods of supporting the activity and participation of students in learning. Less known method which combines elements of drama education with global social issues is a Scottish method called Global Storylines. Within a three-year partnership project entitled "Expanding Participatory Teaching of Global Issues in the Primary Schools by Global Storylines Method" in whichthe Centre for Global Education NaZemi and the Institute for Research in Inclusive Education of Faculty of Education of Masaryk University participated, with the support of the Ministry of Foreign Affairs,three principal research goals were followed: Global Storylines effect on the participation of students in education; Global Storylines supportive role in teaching global issues, and inclusive potential of Global Storylines method. In the first cycle of the method implementation the research sample consisted of 6 teachers from two elementary schools and one kindergarten, in the second cycle of 16 teachers from seven elementary schools and one kindergarten. To fulfill the research project the following qualitative research methods were used: repeated direct observation in classes (3–4 observations in each class), individual and group interviews with teachers and students, analysis of written teacher’s reflections of the story episodes and the analysis of other outcomes such as students’ works and photographs taken by teachers. The survey showed a high motivational influence on the activity level of students and their participation in education. Building a fictional community, which is the basis of work with the story, positively contributed to the development of imagination of students, strengthening their cooperation, self-esteem and interpersonal relationships. A linking has been detected between the level of participation and the inclusive potential of the method. Creating a new identity allows students and teachers to secede from existing social roles and gain a whole new perspective of each other. Students appreciated the privileges associated with adulthood, especially decision-making power and respect, while teachers welcomed the opportunity to leave the role of authority and become part of a community of learners.

Understanding parent advocacy during the transition to school of children with developmental disabilities: three Canadian cases

Research has shown the benefits of parent involvement for student participation in education. Parent advocacy is a critical form of involvement by parents for children who are young, have disabilities, and are making transitions. Studies have classified forms of parent advocacy but have not illuminated the components necessary for effective parent advocacy. In this study of three families of children with developmental disabilities making the transition to kindergarten, we examined the applicability of Test’s conceptual framework of self-advocacy (CFSA) for guiding research and interventions for parent advocacy. The four components of CFSA were all reported in the parents’ experiences of advocacy. These cases highlight how parent advocacy is similar to, and more complex than, self-advocacy and suggest that parent advocacy is also influenced by the parent’s perceptions of the child’s needs and is context specific. In these cases, advocacy during transition reflects the parent’s priorities for the child’s inclusion.

THE STUDY OF MEDICAL STUDENTS' SATISFACTION WITH ACTIVE PARTICIPATION IN THE PRESENTATION OF THE TOPIC OF POISONING

Background: Failure in reaching the predetermined goals of education can be considered as one of the most important problems of educational systems. Today, it is believed that active teaching methods are more effective than lecturing which lead to effective teaching. Participation of students in education is one of the major factors of active learning. The purpose of the present study is to determine student satisfaction with active participation (through seminar giving) in the case of teaching the topic of poisonings. Methods: This analytical descriptive study was conducted on all stage students of Birjand University of Medical Sciences who had selected the course of familiarity with poisoning and forensic medicine. The technical part of this topic was taught by students through seminar. For the evaluation of the satisfaction of students a questionnaire was used. Data was analyzed by SPSS 16; Pearson Correlation Test, and Independent T-test and meaningful level was considered as p≤0.05. Results: forty students participated in this study. The mean of satisfaction score of students with active teaching method through seminar was 31.47 (out of maximum 50).The mean of satisfaction score in each one of the fields was meaningfully related with the total average students. The mean score of females in the field of internal interest and motivation was meaningfully more than males. Conclusion: The results of this study showed that students were satisfied with the participation in the process of teaching .Factors such as total average of students and their gender had affected their score which must be taken in to consideration in curriculum planning.

An exploratory study of the concerns of mature access to nursing students and the coping strategies used to manage these adverse experiences

The inter-connections between educational, family and social spheres of life are integral to the experiences and outcomes of mature student participation in education. This relationship highlights the need to understand the educational experience in the context of the life of the mature student. Mature nursing students have been shown to experience many difficulties during their course. These problems include childcare, relationship and financial difficulties. What is not well documented are the problems and coping strategies of future nursing students who are undertaking Access to Nursing courses and whether these mirror those found in mature nursing students. This small scale exploratory study investigated the course-related problems and coping strategies of mature students undertaking an access to nursing in a Further Education College. This study is one part of a larger programme of research investigating mature students in nursing. In-depth interviews were conducted on mature students and data were analysed using content analysis methods. Content analysis revealed particular concerns regarding the obstacles faced by mature nursing students. In particular the findings suggested that financial difficulties and re-entry into tertiary education were the prominent concerns for these individuals. The coping mechanisms identified to overcome these problems included; support networks, prioritizing and organising, and positive expectations and attitudes for the future. Understanding how students cope with their difficulties will provide the building block for future intervention strategies designed to minimise problems and increase retention rates. Further longitudinal research is required on the long term and cumulative nature of stress and coping in this group from access to post-qualification.