Student Participation In Learning Research Articles

PERBEDAAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA DENGAN METODE TEAM QUIZ DAN METODE INDIVIDUAL QUIZ PADA MATERI BARISAN DAN DERET DI KELAS

This research was motivated by the team quiz method and the individual student quiz method being less effective. The purpose of this research is to find out whether there is a difference in students' mathematical problem solving abilities using the Team Quiz and Individual Quiz methods on sequence and series material in Class X of SMK Negeri 1 Lolowa'u. The type of research used is quantitative research. The population in this study was class X with a total of 55 students. The research instrument used was a test of mathematical problem solving abilities using the team quiz method and the individual quiz method. The results of the research stated that in experimental class 1, by carrying out the initial test, the average learning outcome was 52.33 and in experimental class 2, the average learning outcome was 50.01. Meanwhile, in the final test in experimental class 1, the average learning result was 72.94 and in experimental class 2, the average learning result was 71.01. So, there are differences in students' mathematical problem solving abilities using the Team Quiz and Individual Quiz methods. So it can be concluded that applying the Team Quiz and Individual Quiz methods has a great influence on the learning outcomes of class X students at SMK Negeri 1 Lolowa'u. The suggestion put forward by researchers is that teachers should use team quiz and individual quiz methods in learning in order to increase active student participation in learning that takes place in class, as well as serve as a guide or reference for every reader or future researcher, but pay attention to weaknesses in order to obtain appropriate solutions. even better.

Peningkatan Motivasi dan Hasil Belajar Kognitif Biologi dengan Menggunakan Model Pembelajaran Kooperatif Tipe The Learning Cell

The lack of student participation in learning is caused by teachers not paying attention to students' psychological conditions, so that students experience difficulties in learning which has an impact on low motivation and student learning outcomes. The effectiveness of learning, learning motivation and learning outcomes need to be improved through a learning process using a cooperative model of The Learning Cell type, namely a concept that places more emphasis on raising questions which is the key to learning. The purpose of this research is to determine the increase in motivation and cognitive learning outcomes of students using the cooperative learning model type The Learning Cell. The type of research used is classroom action research which consists of two cycles, each cycle consisting of two meetings. This research measures the results of observations of the implementation of teacher and student activities, motivation and cognitive learning outcomes of students using observation sheets on the implementation of teacher and student activities, as well as questionnaires and evaluation tests. The results of the research show that the percentage of implementation of the results of observing teacher activities in cycle I was 82.57% which was included in the good category and cycle II increased with a percentage of 89.28% in the very good category, while the results of observing the implementation of student activities in cycle I was with a percentage of 60. % in the quite active category and increased in cycle II with a percentage of 85% in the very active category. Student motivation was obtained from the distribution of questionnaires in the first cycle which was in the good category at 80.60% and in the second cycle it increased to 82.56%, still in the good category. Student cognitive learning outcomes are obtained from evaluation tests that have been prepared and distributed to students at the end of each cycle, in cycle I it was 65%, so students were not yet said to be classically complete and continued in cycle II which experienced an increase of 87%, so student learning outcomes on the subject of interdependence in ecosystems, it is stated to be classically complete. Based on these results, it can be concluded that by implementing the cooperative learning model of The Learning Cell type, it can increase the motivation and cognitive learning outcomes of Biology students at SMP Negeri 2 Kayangan.

Implementasi Sistem Kehadiran Guru Berbasis Internet of Thing di SDIT Darul Hikmah

The teacher attendance system currently implemented at SDIT Darul Hikmah Jakarta still uses the manual method by filling in the arrival time and signing the attendance book available in the office. The system has several drawbacks such as manipulation of attendance, damaged or missing attendance books, and ineffective reporting because the general coordinator needs to copy back attendance data to be submitted to the principal and chairman of the foundation as material for evaluating teacher performance. Therefore, this study aims to create an Internet of Thing-based presence system using NodeMCU ESP 32 and a fingerprint sensor. This research process uses the Prototype method. This research produced a teacher attendance recorder that teachers can use as proof of attendance when they arrive at class. In addition, the website utilized to manage teacher attendance data to make reports and is used by teachers to fill out learning agendas that can provide feedback to student parents regarding student participation in learning through the Telegram application.

The Developing a Fiqh Student Worksheet Based on Problem-Based Learning to Improving Critical Thinking Skills

The urgency of this research is developing (Problem Based Learning) PBL Student Worksheets to improve fiqh learning in schools, improve students' critical thinking skills and reduce the gap between theory and practice. This research aims to develop a PBL-based Student Worksheet to enhance students' critical thinking skills in fiqh, focusing on design, implementation and evaluation of its impact. This research is R&D research that develops a PBL-based fiqh Worksheet by adopting the Four-D Model, which includes the define, design, develop, and disseminate stages, to ensure a systematic and practical instructional development process. The development of PBL-based student worksheets that consider learning needs and PBL syntax and are validated by experts has improved student learning outcomes, as evidenced by increased N-Gain scores and more active student participation in learning. The limitations of this research include the focus on one school as a sample, as well as limited time for implementing PBL-based Student Worksheets, while the implications emphasise the importance of developing innovative learning methods and continuous support from educational stakeholders to expand the application of PBL-based learning models in learning fiqh. This research proposes a systematic approach to developing Fiqh Worksheets with PBL, starting from identifying challenges to testing and increasing their effectiveness, which contributes to increasing student engagement and learning outcomes, as well as critical thinking skills through proven PBL-based Student Worksheets in the N-Gain test results.

The Relationship of Parental Participation in Learning with Student Achievement on Biology Subjects

Parental participation is a factor that plays a very important role. This is inseparable from the fact that parental participation plays a role in the formation of student attitudes and achievement. This study aims to determine the relationship between parental participation and the learning achievement of Science-Biology grade VII students at SMP Negeri 4 Medan. The type of research used is correlational. The number of samples used was 29 people taken using cluster random sampling. The instruments used are tests and questionnaires. Tests are used to determine student achievement through report card scores and questionnaires are used to determine parental participation in student learning. The data analysis used is Product Moment Correlation analysis. The results showed that there was a strong relationship between parental participation and the achievement of science-biology learning of grade VII students at SMP Negeri 4 Medan with a large influence of 59.31%, and 40.69% influenced by other factors.

Implementation of Sport Education Model Learning for Improving the Learning Outcomes of the Ninth Grade Students in the Physical Education Learning in the Football Material Learning at SMP Negeri 1 Sampara

Satrio Eka Putra: Implementation of Sport Education Model Learning for Improving the Learning Outcomes of the Ninth Grade Students in the Physical Education Learning in the Football Material Learning at SMP Negeri 1 Sampara. Thesis. Yogyakarta: Faculty of Sport and Health Sciences, Universitas Negeri Yogyakarta, 2024. This research aims to: (1) describe the increase in student learning participation in Physical Education learning related to football material through the application of the sports education model, and (2) describe the increase in student learning outcomes in Physical Education subjects through the application of the sports education model. This research was classroom action research conducted in three cycles, each cycle consisted of two meetings. The research subjects were 40 ninth grade students of SMP Negeri 1 Sampara (Sampara 1 Junior High School). The data collection techniques used observation and learning outcomes tests. The results of research on the ninth grade students of SMP Negeri 1 Sampara through the application of sport education model can be concluded as follows: (1) there is an increasing students participation in the Physical Education learning through the application of sport education model with the average in precycle at 65% as it increases from 30.5% up to 95.5%. (2) research results show that applying the sports education model can also increase learning outcomes up to 82.5%.

Implementing the Use of Flashcards to Improve Students’ Vocabulary Mastery; Classroom Action Research

One of the problems that causes students to have difficulty in improving their English skills is the lack of vocabulary mastery. This research aims to determine whether the use of flash card teaching media can improve students' vocabulary mastery. This research uses a classroom action research design with a quantitative method conducted on students in the fourth grade at SDN Pondok Jagung Timur in Tangerang Selatan. The researcher presented the result and the analysis of data collected that consisted of pre-test, cycle 1, and post-test. Each cycle of the research consists of planning, action, observation, and reflection activities. In the research, there are some steps before cycle 1, there are observation and pre-test. The last step after cycle 1 is the post-test. The result of the research showed that Flash cards could improve the students’ mastery of vocabulary. It can be identified from the mean score of the test which increased from 69,8 in the pre-test to 91,0 in the post-test. The use of flashcards may attract the student’s attention to the lesson well. It also might improve the participation of students in learning. They were not shy anymore and were motivated to attend the instructional process

Conceptualisation of Socio Educational Participation

Aims: This paper aims to comprehensively explore socio-educational participation by synthesizing insights from open-access databases. The study focuses on understanding the multifaceted nature of educational involvement through an examination of parental participation in student learning, student engagement in lesson activities, and involvement in extracurricular pursuits.
 Study Design: The review encompasses multiple reputable platforms, including Sage Journals, Scopus, Google Scholar, Educational Resource Centre (ERIC), JSTOR-Journal Storage, Emerald, Science Direct, SpringerLink, Taylor and Francis, and Directory of Open Access Journal (DOAJ). The search is guided by keywords such as socio-education participation, student participation in learning, and parental participation in student learning. The study's conceptual framework is rooted in sociological theories and secondary data, enriched by current literature reviews from diverse perspectives and sources.
 Place and Duration of Study: The study is conducted across various online platforms and databases, spanning a duration determined by the availability of relevant literature. The review incorporates insights from a wide array of sources to ensure a comprehensive analysis of socio-educational participation.
 Methodology: The research employs a systematic approach to review 75 selected articles, utilizing varied databases to gather insights. The synthesis of diverse perspectives and a meticulous review contribute to a nuanced understanding of socio-educational participation. The study also explores varied definitions and interpretations of socio-educational participation, shaped by scholars and organizations with distinct thematic motivations.
 Results: The findings shed light on the dynamic relationships within the educational sphere, emphasizing the importance of parental engagement, student involvement in academic pursuits, and participation in extracurricular activities for a holistic educational experience. The conceptualization in this study identifies three integral components: parental participation in student learning, student engagement in lesson activities, and involvement in extracurricular pursuits.
 Conclusion: By analyzing the intricacies of socio-educational participation, this research contributes to the ongoing discourse on the multifaceted nature of educational involvement. The synthesis of diverse perspectives and a meticulous review of literature offer a nuanced understanding of the subject, providing valuable insights for educators, researchers, and policymakers aiming to enhance educational experiences.

The Impact of Lesson Study for Learning Community (LSLC) on Student Participation Based Jigsaw Learning Model

Participation is an important factor in achieving maximum learning in achieving learning goals. However, the level of student participation in learning is still relatively low. Therefore, efforts need to be made in the form of innovation in learning to increase student participation in learning, such as implementing LSLC based on the Jigsaw learning model. This research is a descriptive study with a sample of class XI IPS 1 SMA Adabiah 2 Padang. This research aims to see the impact of LSLC on student participation in learning using the Jigsaw learning model. Based on the results of data analysis, it was found that for each meeting there was a significant increase in student participation. So it can be concluded that learning using LSLC and the Jigsaw learning model has a positive impact on student participation in learning.

EXPERIENCE IN USING ROLE GAMES FOR THE DEVELOPMENT OF SOCIAL COMPETENCE OF SCHOOL PUPILS

The analysis of the research results based on the use of the role-playing game "IT Company" among pupils of the 5th, 6th, and 7th grades of Chernivtsi Lyceum No. 17 "Success" of the Chernivtsi City Council has been conducted. The study aims to investigate the impact of role-playing games on increasing pupils cognitive interest in computer science classes, developing their social competencies and soft skills, enhancing teamwork and leadership qualities, and improving the practical skills acquired by pupils during the year of study. The following methods of pedagogical research were applied: analysis and synthesis of scientific literature on the formation of social competence in schoolchildren; interviews with pupils, observation, and surveys; a pedagogical experiment was proposed to identify and test the effectiveness of using role-playing games in computer science classes to develop pupils social competence; methods of mathematical statistics were applied - for quantitative analysis of empirical data to confirm the effectiveness of experimental work. The findings indicate a significant pedagogical potential of gaming technologies in teaching computer science and the importance of using role-playing games in the educational process as a means of stimulating active student participation in learning, forming their social skills, and increasing cognitive interest. Criteria and levels of social competence formation have been identified. Recommendations and rules for teachers planning to use role-playing games in the educational process have also been determined. Requirements and challenges that teachers may face when using role-playing games in lessons, motivational aspects, and features of student behavior are specified, as well as examples of specific game elements that can be implemented to achieve better results.

The Effect of RME Application on Mathematics Learning Outcomes

Student learning outcomes in mathematics learning are categorized as quite low, due to the lack of student participation in learning, so interesting learning methods are needed to improve student learning outcomes. The purpose of this study is to analyze students' mathematics learning outcomes after applying the Realistic Mathematics Education (RME) approach and explain the application of the Realistic Mathematics Education (RME) approach which has an impact on improving students' mathematics learning outcomes. This research uses literature studies as a data collection method. The source of data in this study amounted to 10 scientific articles accessed from several sites about the effect of applying the PMR approach on students' mathematics learning outcomes. Based on a review of several literature and scientific articles that have been accessed, the author concludes that the Realistic Mathematics Education (RME) approach has a positive impact on student learning outcomes. Realistic Mathematics Education (RME) can be a consideration for teachers to increase students' interest in learning so that their learning competence also increases, especially in the present.

Unravelling EFL teachers’ mastery of TPACK to promote students’ participation

Technology plays a significant role in the development of students, especially in building their interest in learning and understanding a material. Further, this can be an entertainment medium and a communication tool between a teacher and students. Therefore, this study aims to explain the benefits of using technology in learning English and enhance active learning participation. The method used in this research is qualitative through a descriptive approach. Data were obtained through classroom observation and interviews to obtain data in the form of opinions regarding the use of integrated TPACK in increasing student participation in learning. Data were analyzed through three stages, i.e., reduction, display, and conclusion. The study results show that the teachers applied a variety of innovative and diverse learning media through the integration of TPACK used in the classroom. By providing this technology assistance like TPACK learning, convenience, excitement, and engagement could be created during the class. Moreover, this study also reported that by choosing the proper technology application based on students’ characteristics, students could participate more actively and more creatively which could support the learning atmosphere, build a sense of comfort in learning, and enhance the learning participation.

Report on Improving Student Engagement during In-person Classes by Using Functionalities of a Digital Learning Environment

Under the background of the vigorous development of digital education, students' social and emotional ability has gained new opportunities for development. Analyzing the influencing factors of using the function of the digital learning environment on students' learning ability, introducing the digital learning environment in higher education requires teachers to be able to optimize its use to improve student participation in the face-to-face classroom learning process. Digital learning environments can be used in higher education to help teachers promote student participation in learning and in this way to encourage student participation in learning.

ELEMENTARY SCHOOL STUDENTS’ GRAPHIC COMPETENCE FORMATION USING COMPUTER-ORIENTED TEACHING TOOLS

The article deals with the topical issue of elementary school students’ graphic competence formation using computer-oriented teaching tools. In today’s digital world, where information is presented in various graphic formats, graphic competence is an essential skill for elementary school students. Graphic competence involves the ability to understand, create, and analyze graphics using computer technology. The main aspects of elementary school students’ graphic competence formation through the usage of computer-oriented teaching tools have been determined. Modern approaches to teaching graphic skills and their influence on the educational process are considered. The practical aspects of the implementation of computer-oriented teaching tools for improving students’ graphic competence are highlighted. It is noted that graphic training during primary school education is crucial for students’ future education, as it lays the foundations for the basics of graphic literacy. However, one of the main shortcomings in the educational process related to the study of graphic disciplines is the lack of unity in teaching methods between secondary and higher schools.
 It is considered that computer-based teaching tools represent a wide range of technological tools and programs designed to facilitate and facilitate learning through the usage of computers. These tools can be successfully implemented in the educational process at all levels, from primary school to higher education. They cover a wide range of technologies and methodologies, including learning software, interactive exercises, video tutorials, virtual reality, and more. It is determined that augmented reality technology opens up new opportunities for improving elementary school students’ graphic competence. It facilitates the visualization of educational material, ensures the active participation of students in learning, and promotes the graphic content creation. The usage of AR can be a significant step in improving the quality of education and developing the graphic skills of a new generation.

Participatory Minecraft mapping: Fostering students participation in disaster awareness

Scholarship suggests video games are one of several innovative tools to foster students’ participation in learning. However, research indicates that teaching pedagogies employing social group-based activities are required to enhance the strength of video games for learning. This study explores how academics, teachers, students and local emergency management personnel co-designed a teaching pedagogy, involving several social group-based activities and a geo-referenced Minecraft world, to engage students in learning about disaster and disaster risk reduction within their local area. The research/ teaching approach subsequently informed three classrooms of students in creating three geo-referenced Minecraft worlds. Each class experienced a variation in teaching approach (guided, targeted, hands-off). Analysis of the outcomes of their Minecraft worlds (including game content, game mechanics, skills, motivations and social interactions) illustrate how the teaching approach influences students’ active participation in learning. Ultimately, Minecraft is not the critical component in the teaching and learning process but rather one portion of the bigger picture in fostering students engagement. This study therefore demonstrates the potential for Minecraft as a learning tool to foster student participation in learning about disasters and disaster risk reduction when connected to an appropriate teaching pedagogy and learning theory.

PENGGUNAAN MEDIA INOVATIF UNTUK MENINGKATKAN MOTIVASI DAN PARTISIPASI BELAJAR PESERTA DIDIK PADA MATA PELAJARAN PENDIDIKAN AGAMA KRISTEN DAN BUDI PEKERTI KELAS 3 UPTD SD NEGERI ANGKASA PENFUI


 
 
 
 This study aims to increase the motivation and learning participation of students in learning PAK and BP class 3 UPTD SD Negeri Angkasa Penfui. This research is a classroom action research conducted in two cycles, each cycle consisting of one meeting. In the implementation of cycle I, it was carried out using innovative media in the form of learning videos and song creations in the order of creation. Cycle II was carried out using innovative media in the form of learning videos, creation of song creation sequences and joy lot games. Data collection techniques through observation sheets of students' motivation and learning participation during the learning process and documentation of activities. The results showed that: (1) The learning motivation of students in class 3 PAK and BP learning by using innovative media in the first cycle was 2.4 in the sufficient category and in the second cycle it increased to 3.7 in the good category; (2) The learning participation of students in class 3 PAK and BP learning by using innovative media in cycle I was 2.3 categories sufficient and cycle II increased to 3.6 categories good. Thus the use of innovative media in the form of learning videos, creation of song creations and joy lot games succeeded in increasing the motivation and learning participation of students in learning PAK and BP class 3 UPTD SD Negeri Angkasa Penfui.
 
 
 

Building the Character of Science Students through Innovative Learning Based on Process Skills During the Covid-19 Pandemic

The aim of this research is to describe student character through innovative learning based on process skills in class IX of Jambi Medan Private High School during the Covid-19 pandemic. This research is qualitative research, the research subjects were 34 students in class IX of Jambi Medan Private High School. Data collection techniques were obtained through interviews and questionnaires. The research results show that the science learning process in class IX of Jambi Medan Private High School during the Covid-19 pandemic was carried out offline using a shift system by applying a discovery learning model with a process skills-based approach and combined with several learning methods of mind mapping, group discussions, questions and answers and assignments. Student participation in learning during the Covid-19 pandemic was good. Students participate actively in the learning process. Assessment of student learning outcomes reaches the Minimum Completeness Criteria (KKM).

The Needs Analysis for an Educational Physics Game with Scientific Literacy and Ethnoscientific Content

The advancement of science and technology in the era of the Industrial Revolution 4.0 encourages government regulations in changing all life governance, including education. The independent curriculum is used as a solution to answer the demands of the world of education and to be able to create active and creative learning. In learning Physics in schools, its application is rarely exemplified in everyday life. Physics learning is only taught theoretically and has minimal explanation related to the implementation of Physics, so learning becomes less meaningful. Cultural or ethnoscientific approaches are important in implementing learning so that community culture is not lost. It can help improve students' scientific literacy and make science learning more meaningful for students. One of the technology-based learning media that can be developed is Physics educational games. This study aims to analyze the development needs of Physics educational games containing scientific literacy and ethnoscience. This type of research is descriptive quantitative. This research data instrument uses observation sheets and questionnaires. Data collection techniques are carried out through methods: (1) observation and (2) questionnaires. The research technique used is the quantitative descriptive analysis technique. The study subjects were 42 grade X students of SMAN 1 Padang. The students are represented by three classes X at SMAN 1 Padang, grouped into high, medium and low-level classes. The results showed that using learning media increased student participation in learning and made it easier for students to understand the material. Linking Physics learning with the local culture can make Physics learning more meaningful and increase students' scientific literacy. These results illustrate the need to develop physics educational games based on scientific literacy and ethnoscience.

Penerapan Language Experience Approach dalam Meningkatkan Keterampilan Membaca Siswa di Kelas Rendah

Language Experience Approch is an approach to learning to improve elementary school students' reading skills. This study aims to determine the extent to which the Language Experience Approach (LEA) approach improves students' reading skills in lower grades. This research was conducted at SDN 01 Ladang Cakiah. The research uses a qualitative approach with interview techniques as a data collection tool. The research sample consisted of elementary school teachers who teach in lower grades. The results of the data analysis show that the students' experiences in learning with the LEA approach are very positive. Teachers revealed that learning with the LEA approach made them more interested in reading because they were given the opportunity to use their own language in learning. In addition, learning with the LEA approach encourages active participation of students in learning. This study shows that the LEA approach is very effective in improving students' reading skills in lower grades. Therefore, the LEA approach can be used as an effective alternative learning method in improving students' reading skills in low grades.

Implementation of Blended Learning in Project-Based Learning Models in Vocational Schools in North Sulawesi

Blended learning is a learning model that integrates online and offline learning. This article explains how blended learning can be applied to project-based learning in SMK. This article also discusses the benefits and challenges of implementing blended learning and how teachers can overcome these challenges. This research uses a qualitative descriptive method which is a research method that refers to the collection and analysis of non-numeric data to answer research questions. The results show that blended learning can increase student motivation and participation in project-based learning at SMK. The implementation of blended learning can also facilitate students in developing critical, creative, and collaborative skills needed in the world of work. It is hoped that this article can provide insight and inspiration for vocational teachers in improving the quality of project-based learning through the implementation of blended learning. This study concludes that blended learning can increase student participation in learning, optimize the use of technology, and improve student learning outcomes. This study recommends that the implementation of blended learning can increase student participation and motivation in learning, as well as help students to develop critical thinking skills, creativity, and teamwork.