Student Participation In Class Research Articles

The Use of Artificial Intelligence Technology in Enhancing Student Participation in Classroom Activities at the English Subject Teacher’s Association

The development of various post-pandemic technologies has significantly changed teaching and learning activities. Through a brief interview between the head of the English Language Teachers’ Association in Banjar Regency and the head of the community service team, data was obtained that identified the issues faced by of the English Language Teachers’ Association members: 1) Teachers still lack information about various Artificial Intelligence (AI) technologies for English language teaching. 2) The teachers still lack information about free applications that can be used to support technology-based learning to increase student participation. Given the challenges faced by the partners, the goal of this community service was to provide secondary school teachers in South Kalimantan, especially in Banjar Regency, with insights into how AI plays a comprehensive role, as well as training in how to integrate various AI technologies to support the teaching and learning process. The implementation method offered for this activity included lectures, discussions, and collaborative learning with several stages, such as preparation, execution, and evaluation. The results of this training were as follows: 1) New experience for the teachers about AI-based support applications in the learning process. 2) How to integrate these applications into the classroom learning process. 3) Teachers successfully created their learning media using applications learned during the training. 4) Learning practices that integrated AI into the teaching process increased student motivation to learn English. The conclusion of this community service was that services could help the teacher in using technology, especially AI, to increase student participation in class.

프로젝트 학습법을 적용한 농업 수업에서 얻게 된 특수학교 교사의 실천적 지식

The purpose of this study is to investigate the practical knowledge of special school teachers gained during agricultural classes applying the project learning method to special education students. To achieve this, we applied the action research method and attempted to find areas for improvement through repeated class implementation and subsequent reflection. The study was conducted in rounds 1 and 2, and participants included teachers as researchers, teachers observing classes, and students participating in the study. As a result of analyzing the collected data, three upper categories of 'From sowing to cooking: Practicing self-directed agricultural project class: ', 'Students-initiated project learning featured with value of sharing', and 'Expanding the breadth and depth of agricultural experience' were organized, and which has following nine subcategories and thirty four semantic themes. As a result of the study, first of all, it is confirmed that the self-directed learning of participants can be enhanced when appropriate support and scaffolding are provided by the teacher considering the each participant’s varying performance level in agricultural classes to which the project learning method is applied. Second, it is indicated that the project learning method is more effective when it is involved with cooperative learning or peer teaching rather than 1:1 teaching or direct teaching strategy. Third, it was found that agricultural classes need to be operated in various ways in consideration of the school environment and the level of performance of students. Finally, through this study, we discussed how to utilize the project learning method for self-directed class participation of students with intellectual disabilities and suggested it for follow-up research.

Improving Students Liveliness in Islamic religius education toward PBL Learning Models Application

The main focus of PAI subjects is the development of student character but in reality when expected with field situations it can be seen that student participation in class is often lacking. This study aims to determine the effect of problem-based learning (PBL) on increasing student learning activities in PAI learning. Using a qualitative research approach, this research uses classroom behavior as a research design and involves high school students as participants. This study conducted interviews, observations and documentation in its data collection techniques. The results showed that there was a significant increase in student activity after implementing PBL. Students also reported better learning experiences and higher learning success. This research contributes to the development of an interactive and effective learning model to increase students' understanding and awareness of Islam.

Writing Competency and Student Participation in Filipino Class: The Mediating Effect of Reading Strategy

Aims: To identify the mediating effect of reading strategy in the relationship between writing competency and student participation in Filipino class.
 Study Design: Quantitative non-experimental design.
 Place and Duration of Study: The study was conducted among Senior High School Students of Cor Jesu College, Inc., Digos City, Davao del Sur during the school year 2022-2023.
 Methodology: The respondents were 310 Senior High School students which were chosen using stratified random sampling. Mean, Pearson r, linear regression, and path analysis were the statistical tools used in the study. Moreover, the data were collected through a survey questionnaire.
 Results: Results revealed that the level of students’ writing competency is high. Also, the level of students’ participation in Filipino class and the mediating variable, which is the reading strategy are high. It shows that writing competency and the student’s participation in class have a significant relationship. Furthermore, writing competency and reading strategy, as well as reading strategy and student participation in class have a significant relationship. Therefore, the results show a partial mediation that happened in this study.
 Conclusion: It can be concluded that writing competency had a significant effect on students' participation in class, but with the help of a reading strategy, the significant relationship between the two variables mentioned was reduced. In short, the reading strategy helps to reduce the negative effect of writing competency on students' participation in Filipino class.

Impacts of Viewpoint Diversity Law on Teaching and Learning in Florida’s State Universities

This study explores the impact of Florida House Bill 233 on teaching and learning in Florida’s State University System. This bill purports to promote intellectual freedom and viewpoint diversity by permitting students to record classes and by creating a cause of action for faculty violating these principles. Faculty were invited to share qualitative feedback about the specific impacts of the two provisions. The vast majority of faculty expressed negative views of these provisions, suggesting they would inhibit intellectual freedom and viewpoint diversity by deterring student participation in classes, discouraging faculty from engaging students in discussions of certain topics, and creating an atmosphere of mistrust between faculty and students. Faculty with positive views of the recording provision suggested that these provisions promote intellectual freedom and viewpoint diversity by discouraging faculty from imposing their views and giving students a remedy if they feel that faculty are violating their rights.

Video-based Analysis for Teacher Development in Physical Education

The world in the 21st century is a world of technology and revolution in different aspects of life. The increasing desire of young people to use technology (van Laarhoven & van Laarhoven-Myers, 2006) at home, at work, and during leisure time has made industry come up with a variety of tools to be used. In such a scenario, the video recording analysis method has become a helpful tool in researchers’ and educators’ hands, allowing them to observe and assess a class, conduct pedagogy research, and so forth. For some time, video has been used to record and analyze human movement for health issues. Physical education professionals and coaches took advantage of technology to improve their athletes’ performance using video capture. The video gave them the opportunity to analyze and inform their athletes for better performance during competition. Video-based observation has been used in several studies conducted in schools, for different disciplines and for different reasons, such as to compare different teaching styles, to compare teaching behaviors of teachers, to compare student participation in class, or teaching effectiveness (Constantinides et al., 2013). In physical education, there is a growing interest among physical educators to incorporate digital technology in their teaching (Pyle & Esslinger, 2014; Thomas & Stratton, 2006). In this paper, however, the focus of the discussion is on how this technology may help the teacher develop and provide more effective lessons to the students. Therefore, the process of video recording is analyzed, the value-based observation is thoroughly discussed, as well as the value for the teacher who wants to develop his teaching. Furthermore, suggestions are made for physical education teachers who may use this method in the future for their own development in teaching physical education.

INCREASING MATHEMATICS LEARNING OUTCOMES THROUGH THE APPLICATION OF THE PLANE GEOMETRY EXPLORATION METHOD IN MIND CLASS CHILDREN AT SLB-IT YTPA KALISAT

one group of mentally retarded children whose level of intelligence is still mild and still has the ability to learn mathematics has the possibility of obtaining academic education up to elementary grades four or five and can learn simple skills that discuss improving mathematical results through the application of the Plane Geometry Exploration Method in mentally retarded children Mild Class V at SLB-IT YTPA Kalisat Jember, this classroom action research aims to describe the improvement in learning outcomes in mathematics through the application of the plane geometry exploration method to mild mentally retarded children of class V at SLB-IT YTPA Kalisat. The research subjects were children with mild mental retardation class V at SLB-IT YTPA Kalisat District. Jember, totaling 10 students. To facilitate data collection in this study the method used is the science subject test method. Data The data analysis technique used in this PTK is a quantitative descriptive analysis technique. The results of classroom action research in order to improve the quality of learning in mild mental retardation can be discussed. First, in general, the increasing learning outcomes of students in the above categories from cycle to cycle indicate the criteria for improving the quality of learning in this classroom action research. Second, improving the quality of learning geometric shapes, which in this case is characterized by an increase in student learning outcomes and student participation in class; began to become visible from before cycle to cycle I, and the improvement in the quality of learning from cycle I to cycle II was even more evident. Where in cycle II the acquisition of student learning outcomes all reached the criteria. Thus it can be concluded, that there was an increase in learning outcomes with the plane geometry exploration method in mathematics

Engaging large classes of higher education students: a combination of spaced learning and team-based learning

Engaging large classes of higher education students: a combination of spaced learning and team-based learning

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.
 
 
 

The Perspective of Thammislam Foundation School Thailand Students on the Teaching of Non-Native Speaker Teachers

This study investigates students' perceptions of teachers teaching Non-Native Speakers at Thammislam Foundation School Thailand. This study uses descriptive research methods by collecting data through interviews and interviews given to class students at the school. The tables presented in this study cover various aspects of teaching Non-Native Speaker teachers, such as the using language, humor, multi-modal tools, group discussion groups, and assessment of student class participation. This study’s results indicate the most positive perceptions of Non-Native Speaker teachers. th Most students agree that Non-Native Speaker teachers provide the subject matter in a fun way and can interact with students in class. In addition, most students agree that Non-Native Speaker teachers use body language, humor, and multi-modal tools to facilitate teaching. This shows that Non-Native Speaker teachers at Thammislam Foundation School Thailand successfully created an interesting, interactive and fun learning environment for students. Furthermore, most students agree that Non-Native Speaker teachers design discussion groups and solve problems in class. These activities are considered to increase student participation and develop critical and social thinking skills. In addition, the majority of students also agreed that Non-Native Speaker teachers assess student class participation. Class participation assessments effectively encourage student engagement in learning and build a collaborative classroom environment.

Improving The Students’ Vocabulary Mastery By Using Fly Swatter Game At The Tenth Grade Of Sma Negeri 1 Gunungsitoli Idanoi In 2022/2023

In learning English, the first thing that must be learned is vocabulary. This means that learning vocabulary is very important, especially for students in high school. Based on the researcher observations at the tenth grade, the technique used in learning is monotonous which makes students tend to get bored so that student participation in class is lacking. The vocabulary problem must be solved, because it can make it difficult for students to continue to the next level or class. Also students may have low motivation in learning English because they feel English is difficult. The objectives of the researcher is to improve students vocabulary mastery by using Fly Swatter Game. Based on the identification of the problems above, the researcher wants to overcome the problems of the students in English vocabulary mastery. In this research, the researcher use Classroom Action Research as a research design that was held in two cycles. The subject of the research was the students of X-IPS 1 which consist of 23 students. In this research, the instrument are evaluation sheet and observation sheet. From the result of each cycle, it shown that; in Cycle I, there was not students’ value which could be classified in “good level”, there were 3 students’ value (13,04%) in “good level”, there were 3 students’(13,04%) in “enough level”, there were 7 students’ value (30,43%)in “less level”, there was 10 students’ value (43,47%) in “fail level”. The average of the students’ value was 46,3. It showed that Cycle I was not successful, so this research has continued to the next cycle after revising the plan based on the weaknesses in cycle I. The result of Cycle II research showed that there was not students’ (0%) values classified in the “enough“, “less” and “fail level.” There were 8 students’ values (34,77%) in the “good level”, and 15 students’ values (65,21%) in the “very good level”. The average value of the students’ was 86,5. Based on the result above the researcher concludes that Fly Swatter Game could be done in teaching vocabulary and could improve the students’ ability in mastering vocabulary.

Use of Active Learning During Emergency Remote Teaching in COVID-19 Pandemic.

The mandatory isolation caused by COVID-19 required the adoption of emergency remote teaching, which caused difficulties for instructors, especially for those who use active learning that depends on student participation in class. This study aimed to investigate the ability of instructors to apply active learning effectively given the pandemic context. This was a cross-sectional observational study carried out in an undergraduate medical school. The sample was composed from one to three classes of 28 instructors that were observed synchronously. Each class was analyzed using a form created from an adaptation of the PORTAAL tool, aiming to evaluate quantitatively essential elements for active learning. We observed that the mean times devoted to activities and active participation of students were 54.8% and 33.1% of the total class time, respectively. Among the time spent in student interactions, the intra-group demanded the highest percentage of the class time. Additionally, 22.0% of the activities presented a high level in Bloom's taxonomy and there was a positive correlation between the percentage of activities at higher Bloom levels and the percentage of class time with student participation, intra-group or between-group interactions, supporting the use of higher-order cognitive skills in a collaborative and student-centered context. In conclusion, our findings indicate that some instructors were able to apply essential elements for an active and collaborative learning even during the emergency remote teaching.

Kegiatan Pembelajaran Bahasa Indonesia Dalam Kurikulum Merdeka: Suatu Analisis Reflektif Berdasarkan Kebijakan Pendidikan

The purpose of this study was to determine the reflective analysis of Indonesian language learning activities in the independent curriculum based on educational policies. The research method used is descriptive qualitative method. The type of data taken is a description of learning activities in the teaching module. The result of this study is that the learning activities in the independent curriculum teaching module are in accordance with existing policies and are based on life skills, namely life skills independently and in accordance with national education goals, namely on the spiritual dimension of faith, piety to God Almighty, and noble character as well as student participation in class.

Kebijakan Tentang Jumlah Siswa dan Keefektifan dalam Proses Pembelajaran

ABSTRACT
 The purpose of this research is to describe the importance of considering the capacity of the number of students in the learning process so that the learning process becomes effective. This study uses the literary method, by exploring theoretical studies and expert opinions and looking for literature reviews as material for analysis to draw conclusions. The conclusion of this study is that effective learning is a process of producing students' absorption of learning material and changes in student behavior that are useful for their lives. The success of learning is not only focused on student achievement academically which is symbolized by numbers but also concentrated on how to make students smart, well-behaved and broad-minded. The number of students can affect the task-oriented classroom climate, increase student participation in class, make it easier for teachers to monitor students and achieve learning goals properly and according to plan. Conclusion, an important factor in effective learning is class organization including the number of students in one class, a number that is too large is less effective in achieving learning goals.
 
 Keywords: number of students, effectiveness, learning

Students' Mathematic Problem Solving Ability with Problem Solving Learning Model in Class VII SMP Negeri 2 Singkawang

Students still need to improve their capacity for solving mathematical puzzles. The study aimed to evaluate how well the Problem-Solving learning model helped students become more adept at solving algebra-related mathematical problems. This study is an illustration of hybrid research (Mixed Methods). Class VIIA served as the experimental class, and Class VIID served as the control class for the study. Test forms, observation forms, and interviews served as instruments. Statistics are used in quantitative data analysis, whereas in qualitative data analysis, data is reduced, presented, and conclusions are drawn. The findings revealed that: (1) Mathematical problem-solving skills were improved in Problem-Solving Learning Model classes compared to classes using the Discovery Learning Model; (2) The Problem-Solving Learning Model defined what was meant by active student participation in class, with the percentage of student activity obtained being 41.12% at the first meeting with the quite active category and 89.74% at the second meeting with the very active category.

THE PERCEPTION OF ISLAMIC RELIGIOUS EDUCATION STUDENTS ON KAHOOT! AS A QUIZ

Kahoot! is the most popular online platform in universities to increase student participation in class. The application is suggested as an instrument for the assessment of learning outcomes. This study aims to determine the level of perception of Islamic religious education students towards Kahoot! as a quiz in the midterm exam. The research approach used is descriptive qualitative with questionnaire and observation data collection techniques. The data were then analyzed using descriptive statistics by presenting the data in the form of tables and diagrams. Based on the results of the study, it can be concluded that students' perceptions are very positive in terms of three main indicators, namely the ease of understanding how the application works, the ability of the application to involve participants, and the relevance of quizzes to learning activities. Most students think that Kahoot! provide new experiences that are interesting, fun, and challenging. They are motivated and actively participate in taking quizzes.

Impact of Teachers' Instructional Techniques on Student Involvement in Class: A Case Study

The current research aimed to explore the relationship between university students' class involvement and teachers' instructional techniques. The major goal of this research was to identify the elements of university teachers' instructional techniques that are most important in ensuring that students participate in class to the maximum. Students from the University of Education, Lahore was the study's population. 300 students, chosen at random from the university's several faculties, made up the sample. To gather data, a standardized, structured questionnaire was utilized. The data was analyzed using SPSS 22nd, and multiple linear regression and correlation were used to determine the relationship between the variables. The findings showed that teachers' instructional strategies are critical in enhancing student involvement in class. In order to ensure that students participate in class, it was also discovered that different teachers use different instructional techniques. Teachers implement a variety of strategies to enhance student participation in class. The research indicates that supportive and concerned teachers are more successful than those who focus on content knowledge and challenging situation. Findings also showed that although students participate in class interactions, they make less attempts to start them. The study came to the additional conclusion that because teachers' instructional techniques positively impact students' class involvement, innovative instructional techniques learned by university teachers can optimize students' class involvement, which ultimately leads to excellent academic achievement for students.

The Improvement of Student Learning Outcomes Through Think Pair Share Learning and Assignment Method on Vector Material

Interesting learning is extremely needed to motivate student participation in class. Besides increasing student participation, the existence of different learning than usual is expected to increase students understanding so that student learning outcomes also can increase. In this research, Think Pair Share learning was implemented by combining the assignment method. The objective of this research was to improve student learning outcomes through Think Pair Share learning with the assignment method on vector material. This research was a classroom action research. The data sources of this research came from the answer result of the assignment given, the result of student activity observation, and the result of student response questionnaires. This research used a qualitative descriptive analysis technique. This technique was used to describe the description of activities according to the data obtained. This research concludes that Think Pair Share learning with the assignment method is effective to be implemented in the classroom, as proven by the percentage increase from 65% to 77.5%. Students' responses also indicated a good category, which was 87.8%. The results of this research pointed out that there was an increase in student learning outcomes from cycle I to cycle II, which was from 64.5% to 81.2%.

Course characteristics influencing students’ oral participation in higher education

Many teachers strive for lively student participation in class. This field study examined aspects of learning environments in higher education with regard to their connection with students’ oral engagement. Overall, six factors that might increase or decrease oral participation were investigated: the number of teacher questions, course atmosphere, level of demand, student preparation (e.g., through homework), class size, and subject discipline. The sample consisted of 80 courses of diverse disciplines at a public university in Germany; variables were measured by trained observers as well as by the attending students. Student oral participation was indicated by the number of student questions, the number of student contributions, and an engagement rate denoting the breadth of participation in a course. Three multiple regression analyses revealed a differentiated pattern of results: Whereas the number of student questions increased with the level of demand and a positive course atmosphere, the number of contributions and the breadth of participation were both closely linked to the number of teacher questions posed, but were also influenced by student preparation, level of demand, and the teaching culture of the subject discipline. Class size did not have a significant effect on any of the three participation measures. With respect to empirical research on student participation, the study shows the necessity for a differential approach and the consideration of teachers’ interactive behaviour. Regarding the design of learning environments and the manner of teaching, three implications for practitioners are to ask questions, to be friendly, and to assign homework.

Impact of combination of short lecture and group discussion on the learning of physiology by nonmajor undergraduates.

This study assessed the impact of an "active learning" strategy employed alone or in combination with traditional lectures on the learning of mammalian physiology by undergraduate students. The study investigated the impact of three teaching strategies, namely 1) traditional lecture, 2) group discussion alone, and 3) combination of lecture and group discussion. For all strategies, students were given homework in a textbook and they completed written assignments before each session. Every student led the discussion of at least one assigned theme during each group session. The students had no access to the textbook or notes during group discussions. Four examinations (3 in-semester and a final) assessed the students' knowledge of fundamental concepts of physiology of specific organ systems. Part of the final examination reassessed knowledge of previously tested topics. The results show that the teaching modality employed to introduce physiology topics influenced students' learning. The average marginal effect of the lecture + discussion modality (average improvement linked to lecture + discussion strategy) on students' performance was 6.45% [95% confidence interval (CI95) (4.73, 8.16), P = 1.74 × 10-13], and the average improvement associated with the discussion-only modality was 5.5% [CI95 (3.84, 7.16), P = 7.84 × 10-11]. On average, all class ranks performed better on materials covered under active learning settings than under lecture-only conditions. Moreover, students' performance under combined lecture and discussion conditions is predictive of their overall performance in the course. The results support the positive effect of student-centered learning and demonstrate the efficacy of a combination of lectures and group discussions on learning of physiology by nonmajor students.NEW & NOTEWORTHY The purpose of this study was to evaluate the effect of group discussion on the learning of mammalian physiology by nonmajor undergraduate students. Combining traditional lectures with group discussions increased the active participation of students in class and improved their learning of physiology, as measured by the results of in-semester and final examinations. The active learning technique benefited all class ranks on average.