Textbook For Students Research Articles

Электронный учебник по высшей математике на основе визуализации учебного контента

The strategy for the digital transformation of the science and higher education industries sets one of the tasks to create digital educational services that allow the implementation of individual learning trajectories. According to this goal, the main content component of the educational process – the textbook – should also change. Since the transition of educational literature to electronic form, the pedagogical community has been developing theoretical foundations and technologies for designing electronic textbooks in new formats. The use of digital tools makes it possible to create different types of textbooks in the same discipline, differing in purpose, depth and target audience. This approach promotes individualization of learning. The article presents the format of electronic educational literature, based on visualization of educational content and dosing of information. The authors embodied this idea in mathematics textbooks for first-year undergraduate students “Linear Algebra EASILY!” and “Mathematical analysis EASILY!”. The experience of introducing them into the educational process has shown that they are in demand by students for self-study, and, to a greater extent, by students who experience difficulties in mastering higher mathematics. The described format can be used to create electronic textbooks in various disciplines and will be useful for distance learning students, foreign students and students with disabilities.

INTEGRATION OF AUGMENTED REALITY TECHNOLOGY FOR LEARNING: AN QUALITATIVE META-ANALYSIS STUDY

Augmented Reality (AR) is one of the most popular technologies used in the field of education. AR technology is widely used as a learning medium or to develop engaging, innovative textbooks for students. However, there is still much debate regarding the use of AR at various levels of education, starting from elementary school to the higher education level. This qualitative meta-analysis research explores the urgency of implementing AR technology in schools and the readiness of the main subjects of learning (teachers and students) to use AR in the classroom. The synthesis method used is the narrative review model. This synthesis model is used to analyze 100 research results in non-numeric data by identifying the research results documents found. The study results show that teachers at the elementary to high school level and lecturers at the higher education level feel that AR technology is crucial to implement in the learning process. However, from all levels, teachers' and lecturers' readiness to make AR-based learning tools still needs to be improved. In addition, another finding in this study is that the percentage of teachers in elementary school (52%) readiness to use AR technology is higher than that of lecturers in higher education (21%).

Teacher Learning Management

This study aimed to provide an overview of the implementation of teacher learning management in improving student academic achievement at Madrasah Tsanawiyah Darussalam Buriko. Data were collected through interviews, observations, and documentation using a qualitative descriptive method. The findings indicate that effective learning management at Madrasah Tsanawiyah Darussalam Buriko involves three key stages: (1) Learning Planning: Lesson plans and other administrative tools are prepared, although often only to meet administrative requirements. (2) Implementation: Teachers generally follow their lesson plans, except in certain subjects where they rely solely on student textbooks. (3) Evaluation: This involves formative and summative assessments and evaluations of students' spiritual and social attitudes. Improved student learning outcomes are evidenced by fewer remedial cases attributed to teachers' innovative methods. However, challenges include insufficient infrastructure, additional teacher assignments, inadequate knowledge of planning and implementation, limited study duration, and student-related issues such as afternoon drowsiness, lack of enthusiasm, and discipline problems.This study aimed to provide an overview of the implementation of teacher learning management in improving student academic achievement at Madrasah Tsanawiyah Darussalam Buriko. Data were collected through interviews, observations, and documentation using a qualitative descriptive method. The findings indicate that effective learning management at Madrasah Tsanawiyah Darussalam Buriko involves three key stages: (1) Learning Planning: Lesson plans and other administrative tools are prepared, although often only to meet administrative requirements. (2) Implementation: Teachers generally follow their lesson plans, except in certain subjects where they rely solely on student textbooks. (3) Evaluation: This involves formative and summative assessments and evaluations of students' spiritual and social attitudes. Improved student learning outcomes are evidenced by fewer remedial cases attributed to teachers' innovative methods. However, challenges include insufficient infrastructure, additional teacher assignments, inadequate knowledge of planning and implementation, limited study duration, and student-related issues such as afternoon drowsiness, lack of enthusiasm, and discipline problems.

An Introspective Analysis of Hassan Zrizi’s Reading Comprehension for EFI Students: A Student’s Textbook

This paper presents a comprehensive review of Dr. Hassan Zrizi's textbook, Reading Comprehension for EFL Students: A Student's Textbook (2018). The textbook is designed to enhance students' strategic interaction with English-language media, particularly newspapers and magazines. Emphasizing the alignment of theoretical principles with practical classroom applications, the book is noteworthy for its meticulously selected sources, which aim to stimulate critical inquiry and challenge students' comprehension skills. This resource serves as a practical guide for both learners and educators, providing a valuable tool for effective reading comprehension in EFL contexts.

Analisis Buku Teks Bahasa Arab Madrasah Ibtidaiyah Kelas 6 Terbitan Kementerian Agama Tahun 2020 Perspektif KMA RI No. 347 Tahun 2022

This article aims to analyze the 6th-grade Arabic student textbook of Madrasah Ibtidaiyah, published by the Ministry of Religious Affairs in 2020, based on the perspective of KMA RI No. 347 of 2022. The research method used is a qualitative method, specifically a literature study. Data collection is carried out using the simak-record technique, and the data analysis method used is content analysis, which is sourced from two types of data. The primary data comes from the 6th-grade Arabic student textbook published by the Ministry of Religious Affairs in 2020, while the secondary data consists of a collection of related articles. The study's results indicate that the 6th-grade Arabic student textbook published by the Ministry of Religious Affairs in 2020 closely aligns with the standards outlined in KMA No. 347 of 2022. This book presents the material's content in an engaging manner, and it includes appropriate test exercises for evaluation.

The Representation of Global Competence in a Senior High School English Textbook in Indonesia

Global competence (GC) helps to overcome multidimensional problems that should be learned in education. The integration of it can be done through the English for Change textbook which is the current and latest English textbook applying the Merdeka Curriculum. This research investigates the representation of GC in the English for Change textbook for 11th-grade Indonesian senior high school students. This qualitative research employed Critical Discourse Analysis (CDA) to evaluate and analyze the representation of GC in the 'English for Change’ textbook, which follows the Merdeka Curriculum. The analysis was started by reading and codifying some parts of the textbook to four dimensions of GC from OECD PISA, which are examining the local, global, and intercultural problems; understanding and appreciating various perspectives from others; engaging in open, appropriate, and effective multicultural interaction; and taking action for the development and sustainability of well-being. The finding reveals that GC is represented sufficiently which can be found in 59 pages in the book. The most dimension used is to take action for collective well-being and sustainable development with a percentage of 42.37%. However, examining local, international, and intercultural problem dimensions should be exposed more in the book with a percentage of only 11.86%. Therefore, teachers and students need to learn GC through the English for Change textbook and expand additional insights about multidimensional problems through other learning resources besides the English for Change textbook.

아이트래킹을 활용한 디지털교과서 인터페이스 주시패턴에 관한 연구 - 청각장애학생들을 중심으로

The Ministry of Education (2023) announced plans to introduce AI digital textbooks in 2025, aiming to provide personalized education and transform the educational paradigm towards interactive, self-directed learning. This study explores interface designs to enhance the immersion of digital textbooks for students with hearing impairments. Digital textbooks should be easily accessible to all users, including younger learners and those with disabilities. They can serve as effective tools to replace private tutoring, particularly for students with disabilities who often progress slower than their peers. The research employed two main methods. First, a literature review on special education students was conducted, analyzing the cognitive characteristics of students with hearing impairments, followed by a preliminary experiment to identify improvements. Second, an eye-tracking experiment analyzed scan paths and fixation times (heat maps). Based on validated data and in-depth interviews, guidelines were established. Findings indicated that students spent significantly more time on image and text areas in the interactive version(D1) of the digital textbook compared to the original version(D). Post-tests verified a positive effect on academic achievement. This study aims to alleviate some of the challenges faced by students with hearing impairments in acquiring English, enabling them to realize their potential and become members of the global community.

Implementing open educational resources: Lessons learned

BackgroundOpen educational resources (OER) are associated with several positive outcomes for undergraduate and graduate students, both financially and academically. Financial benefits include a reduction in student debt and costs of attending college. Academic benefits include improved academic success, especially for students from populations historically underserved by higher education. PurposeThis article reviews strategies and lessons learned from an academic multi-campus school of nursing (SON) initiative on implementing OER. ApproachA team representing undergraduate and graduate nursing faculty, the library, and the Teaching and Learning Center set forth to improve faculty awareness of and interest in adopting OER and develop resource sites for disseminating information about OER. The team collaborated with partners within the university and with external academic partners to achieve our goals. OutcomesPresentations to SON faculty on OER identified faculty interested in adopting these resources. Two Masters of Nursing Education (MNE) students identified and shared resources; completed a student textbook survey; and, reported results and recommendations to SON faculty. A university resource site was created on OER. Further collaboration with university librarians to identify and implement OER for specific courses is ongoing. ConclusionsStudents identified cost as one barrier for pursuing higher education. Efforts to reduce cost through utilizing OER may eliminate this barrier, thus enhancing student enrollment and persistence in higher education. Adopting OER is a social justice action that has the potential to address educational inequities by allowing students to attend to their basic human needs such as housing and food.

Bridge building, medical sociology and beyond: an interview with Graham Scambler

ABSTRACT In this wide-ranging interview Graham Scambler provides an overview of his long academic career. He discusses how he became a medical sociologist, his early work on epilepsy and stigma, his part in the development of sociology textbooks for medical students, the diversity of his work and his many collaborations, his ‘theoretical turn’, his longstanding interest in critical realism and his attitude to ‘bridge building’ between philosophy and empirical work.

Development of Body Safety Module Among Elementary School Students: Perception of Effectiveness on SDGS

Objective: Sexual education for children is crucial as it aids in their understanding and appreciation of their bodies. This research aims to develop a Body Safety Module as a teaching tool for primary school students. The modules were analyzed to determine perception of usability as well as their effectiveness. Methods: This study focuses on design and development research, adopting the five phases in the ADDIE model for the module development process. To evaluate the module’s effectiveness, 205 respondents were randomly chosen to complete a questionnaire. Furthermore, an additional 71 pupils participated in pre- and post-effectiveness tests. This study examined three specific aspects of validity: content validity, questionnaire validity, and the effectiveness of pre and post-test. Results and conclusion: The module received extensive professional review and agreement, showing a 93.73% agreement on the validity of the content. Meanwhile, the test of the effectiveness of the module using questionnaires reflected a validity rate of 93.3%. The questionnaire also demonstrated a high level of reliability (α = 0.766). Data analysis was performed using inferential statistics (T-test) and descriptive statistics (mean and standard deviation). When assessing student perceptions of the module, a moderate level of agreement was found across various aspects: design (M 2.67, SD 0.51), satisfaction (M 2.36, SD 0.67), and usability (M 2.69, SP 0.52). There was a significant difference in mean scores between the control and treatment groups in post-test results. In this aspect, the Body Safety Module proved more effective than traditional textbooks for students. As a result, this module is an appropriate teaching tool for elementary school students. Research Implications: This module serves a broader purpose than merely a teaching tool; it is suitable for children aged from 7 to 12 years old. This early sexual education module delivers crucial knowledge and awareness, empowering children to protect their precious bodies and recognize sexual harassment instances. Gender equality is closely linked to the prevention of sexual harassment and abuse. The Body Safety Module addresses these issues by fostering awareness among children, regardless of gender, about their rights and boundaries.

The Representation of Social Media in English Textbook: A Hallidayan Perspective

This Hallidayan transitivity study explores how social media is represented in the reading texts of a nationally issued English textbook for Indonesian year-twelve students. In particular, this study aims to reveal the transitivity system patterns constructed in the reading materials about social media. This study adopted qualitative perspective as the approach and content/text analysis as the method. The data were reading materials of three chapters selected purposely from an English textbook. The reading texts then were analysed into Hallidayan six types of process, namely material, mental, behavioural, verbal, existential, and relational clauses. After that, each process type was further analysed. The findings firstly reveal that material (55%), mental (30%), and relational clauses (12%) appear in sequence as the dominant process types. Other processes were also found in the data but their occurrences are limited, namely 1% for each of behavioural, verbal, and existential clauses. Secondly, the findings expose that each process type is patterned distinctively in representing different issues about social media. It is expected that the findings of this study contribute to how to represent events in English textbooks functionally so that the educational goal set by book can be obtained. Despite its findings, this study relies only on a single book as the data source. Further studies can make use of more data sets.

A VISUAL REPRESENTATION OF GENDER IN INDONESIAN EFL TEXTBOOKS

Gender inequality remains a prevalent issue in countries such as Indonesia in many communication and social media. One such medium is EFL textbooks. This qualitative study aimed to investigate how visual gender representation in EFL textbooks and describe social factors contributing to the patterns of the representation. The data for this study were human images in three EFL textbooks for senior high school students in Indonesia published by the Ministry of the Republic of Indonesia. Coding and classifying were the methods of data collection. Three dimensions of discourse—description, interpretation, and explanation—were used as the framework for the data analysis. The current study reveals that females and males are visually represented symmetrically, yet the stereotyping of males and females remains prevalent. Women’s movement might be the backgrounding of the depiction of the two genders in a symmetrical position. However, subtle conventional gender stereotypes are also portrayed in this study.

Investigation-based multiple representation online model to improve students’ problem-solving skills

Introduction. 21st-century learning requires human resources with student competencies and achievements directed at learning skills and innovations, including problem-solving skills (PSS), which are still a trend. This study aims to produce a practical and effective IBMRO Model to improve the problem-solving skills of physics education students. Study participants and methods. This research was conducted at the State University of Surabaya, Indonesia from 2022 to 2023. A sample of this research is the undergraduate students of physics education. This research is Educational Design Research (EDR). The main product was qualified as an IBMRO model to improve the PSS of physics education students. The quality of the IBMRO model was determined based on the validity, practicality, and effectiveness of the IBMRO model to improve the PSS of the physics education students. The instruments used in collecting data in this study include (1) Learning Observation Sheet (LOS), (2) Problem-Solving Skills Test Instrument (PSSTI), and (3) Student Response Sheet (SRS). LOS is used during IBMRO Model learning by two observers. Results. IBMRO model on the electrical circuit and Ohm's Law are considered effective in enhancing the PSS of physics education students. The effectiveness of enhancing the PSS is based on the following: 1) the validity and reliability of the IBMRO model in the valid criteria by the empiric test has an average validation score of 3.75, 3.80 and 3.60 for content validity and 3.80, 3.75, 3.80, 3.75, 3.80, 3.60, 3.75 for construct validity with very valid criteria. In line with this, the content validity scores of 3.85, 3.75, 3.75, 3.80, 3.85, 3.75, and 3.75, with valid criteria. Furthermore, it is concluded that the learning instruments of the IBMRO model have fulfilled the content and construct validity requirements to improve the PSS of physics education students, 2) the IBMRO model have an impact on enhancing the PSS to physics education student based on the Wilcoxon test, 3) the increase of the N-gain scores in the average to each class is 0.76, 0.77, and 0.75, can be categorized as high criteria in physics education students' PSS, and 4) physics education students' response positively to the implementation of IBMRO model in the classroom. Practical significance. This study aims to produce a practical and effective IBMRO Model to improve the problem-solving skills of physics education students. IBMRO Model Book, IBMRO Model Learning Tool, and Student Textbook have been declared valid. This research product can be used as an alternative solution to improve the problem-solving skills of physics education students.

Видатні випускники Харківського університету. До 100-річчя з дня народження професора Володимира Вікторовича Бобіна

The School of Medicine of Kharkiv University is famous for its students. This faculty was home to outstanding pioneering scientists in many areas of medicine, who were also educators and humanists. The names of professors V.F. Grube, L.L. Hirschman, V.Y. Danilevsky, V.P. Vorobyov, and many others are widely known in the history of medicine and brought well-deserved fame to Kharkiv. This essay is dedicated to the Bobin doctors, who have been serving people and the cause of public health with their knowledge and medical work for over 160 years. Volodymyr Pavlovych Bobin (1858–1925) graduated from the Medical Faculty of Kharkiv University in 1881. In 1884, after working for the first years after graduation at the Department of General Pathology of Kharkiv University, he was elected as a medical administrator of the free hospital of the D.O. Donets-Zakharzhevsky Kharkiv Medical Society. In November 1884, Volodymyr Pavlovych was elected correcting physician-manager of the KMT hospital. Viktor Bobin was born in Kharkiv on March 28, 1890. His choice of profession was made consciously, and after graduating from high school, Viktor entered the medical faculty of Kharkiv University. From the very fist brilliant lectures of Professor V.P. Vorobyov, Bobin decided to study anatomy. For many years, Viktor Bobin headed the Crimean Society of Anatomists, Histologists and Embryologists and was a member of the Presidium of the Ukrainian Republican Society of AGE. The Bobin medical dynasty continues. The third representative of the Bobin’s dynasty is Volodymyr Viktorovych Bobin (1924–2016), son of Viktor Volodymyrovych. This year marks the 100th anniversary of the birth of Professor, Doctor of Medicine, Academician of the International Academy of Integrative Anthropology, Academician of the Ukrainian Academy of Sciences for National Progress, Head of the Department of Normal Anatomy at Kharkiv National Medical University (KhMU) in 1971–1992. A worthy representative of the Bobin’s medical dynasty, he taught many students of anatomy, wrote numerous textbooks for students, thoroughly researched the macromicroscopic anatomy of the nervous system, and made a significant contribution to science. Key words: Bobin, professor, doctor, Kharkiv University, Society of Anatomists.

MEMPELAJARI BENCANA ALAM MELALUI PEMBELAJARAN IPS DI SD KELAS 1 TEMA 8 SUBTEMA 4 KURIKULUM 2013

The Ring of Fire that traverses Indonesia makes it a region vulnerable to earthquakes. Not only are Indonesia’s characteristic earthquakes a concern, but being an archipelagic nation also renders it susceptible to tsunamis. This article explores how Science Learning can provide a deeper understanding of natural disasters. Additionally, the research method employed—qualitative descriptive approach—is discussed, along with an analysis of the student textbook for Grade 1, Theme 8, titled “Natural Disasters.” The challenges faced by teachers in explaining this material are also addressed, including how they can create a dynamic learning environment, provide additional learning resources, and emphasize the importance of understanding natural disasters.

Game-based learning as a pedagogical approach to enhance students’ motivation in learning Russian as a second language

Importance. Active mastery of a foreign language, including Russian as a foreign language, remains the desire of those who study the language. The intensification of the educational process sets the task of maintaining students' motivation for the material being studied. Game mechanics help to stimulate thinking, enhance initiative in learning. The purpose of the study is to determine the effectiveness of using game mechanics to increase students' motivation when learning Russian as a foreign language.Materials and Methods. The material for the research was the educational and methodological complex for studying Russian as a foreign language developed by L.V. Moskovkin and L.V. Silvina “Russian Language. Textbook for foreign students.” The scientific and methodological literature is analyzed, revealing aspects of game mechanics when teaching the Russian language. An experiment is conducted to identify the role of game mechanics in the lesson. When conducting the study, the methods of participant observation, survey, and generalization are used.Results and Discussion. The presented theoretical material makes it clear that game mechanics are neither a game nor a role-playing simulation. They control the motivation and behavior of students in the learning process. This model gradually immerses students in certain activities and develops communication skills. The author’s results of the conducted research are presented, including a description of the game mechanics.Conclusions. It is proved that game-based learning methods contribute to the initiation of the highest levels of engagement and motivation among foreign students when learning the Russian language. The integrated approach to learning has a positive impact on the educational process and is an effective means of teaching Russian as a foreign language, providing a guarantee for the successful future development of the training program.

ANALYSIS COMPARATIVE USE OF THE INDONESIAN LANGUAGE TEXT BOOKS FOR X CLASSES PUBLISHED BY YUDHISTIRA AND KEMENDIKBUD IN INDEPENDENT CURICULUM

This research aims to determine the comparison of the appropriateness of the contents of textbooks for Class X Indonesian language students at SMA/MA/SMK/MAK published by Yudhistira and the Ministry of Education and Culture. The type of research used in this research is qualitative descriptive research. The research instrument used in this research is the indicators contained in the observed aspects of the suitability of the material, including the suitability of the material to learning outcomes. Accuracy of the material and supporting learning materials. The data analysis techniques used consist of identifying, classifying, interpreting and concluding. The results of this research prove that the Indonesian language student textbooks for Class Both books have a suitable portion to be used to support Indonesian language learning in the independent curriculum in schools, especially for class X students.

Science Environment Technology And Society Based For Disaster Mitigation

In facing the large number of disasters in Indonesia, efforts to reduce disaster risk have become a strong foundation for joint efforts. One of the disaster mitigation learning methods developed is the Science Environment Technology and Society (SETS) learning model. Therefore, this research aims to develop natural disaster learning tools with a SETS vision that are integrated in science subjects, implement disaster teaching materials with an integrated Science Environment Technology and Society vision in science subjects, increase the understanding and skills of teachers and students regarding concepts, principles and practicing self-rescue in the event of a natural disaster, and increasing collegiality between lecturers and teachers as well as between teachers in teaching disaster material to students. This multi-year development research (R&D) was carried out in collaboration with teachers in primary and secondary education. The research results are in the form of five learning model features such as: Syllabus, lesson plans, learning methods, teaching materials, as well as techniques and types of assessment developed including science material for grades IV, V, VI primary school and VII, VII, IX secondary school. The five features are packaged in a Guidebook for Teaching Natural Disasters Integrated in Science (for Teachers), a Textbook (for Students) and a supplement in the form of a cartoon comic. The dissemination results show that the learning tools developed are worthy of being given to students, and can increase students' understanding in recognizing and dealing with disaster.

A Content Analysis Of Character Education In “English For Nusantara” Textbook For Seventh Grade Students

The objective of this research is to find out whether character education in the "English for Nusantara" textbook for seventh-grade students is in accordance with the current curriculum. This research analyzed character education contained in the reading and conversational texts of the textbook. The research methodology used a descriptive qualitative approach and content analysis technique. The characters found in the textbook were classified into six dimensions of the Pancasila Student Profile. The results showed that the six dimensions of the Pancasila Student Profile were found. The dimension of having faith, fear of God Almighty, having a noble character 33.2%, global diversity 12.9%, mutual cooperation 16.7%, independent 20.4%, critical reasoning 7.5%, and creative 9.3%. In the six dimensions of the Pancasila Student Profile, which have 20 elements, only 19 were found, while one element that was not found was intercultural communication and interaction. The characters in this book are mostly integrated implicitly. The primary focus dimension of the “English for the Nusantara” textbook was having faith, fear of God Almighty, and having noble character. In addition, the main focus element in this textbook was the manner towards others. Based on the classification of character education stated by Prismarani (2014), this textbook scored 95% and was classified as ‘very high’ quality.

Enhancing Sustainable Development Goal Integration in Chilean Citizenship Education: A Thematic Analysis of Textbook Content and Instructional Strategies

This study examines the integration level of the three dimensions of the Sustainable Development Goals (SDGs) (social, economic, and environmental) in Chilean citizenship education textbooks for third and fourth grades’ students in high schools, aiming to identify gaps and propose a comprehensive model for thematic instruction. Utilizing the citizenship education student textbook designed by the Faculty of Educational Sciences at the San Sebastián University in Chile, this research employs thematic analysis to assess the representation of the SDGs within the educational content. The results reveal a positive aspect: the textbooks showcase all three SDG dimensions, highlighting their potential to foster comprehensive SDG comprehension. However, the emphasis predominantly lies on social inclusion, with economic and environmental dimensions receiving less attention. This imbalance could impede the provision of holistic sustainability education, especially as critical ecological issues and certain goals (SDGs 2, 7, 12, 14, and 15) remain under-represented. The proposed thematic instruction model merges sustainability with citizenship education through concept mapping, structured lesson plans, and active collaboration, enhancing SDG literacy. This research contributes to Education for Sustainable Development (ESD) by providing a comprehensive framework that transforms sustainability education globally, cultivating knowledgeable and proactive individuals prepared to address and resolve pressing global challenges.