Teacher Guidance Research Articles

DEVELOPMENT OF METACOGNITIVE ACTIVITIES TO INCREASE STUDENTS' INTEREST IN PHYSICS

This article is dedicated to exploring ways to increase students' interest in physics through the development of metacognitive activities. The article provides a detailed analysis of the essence of metacognitive approaches and their significance in physics education. It also demonstrates how metacognitive strategies can be applied to enhance students' interest in physics. The experimental and theoretical sections highlight methods for managing the learning process, applying theoretical knowledge in practice, and deepening the understanding of concepts. The article offers guidance for teachers and education specialists on how to implement metacognitive approaches in their physics lessons.

The Influence of Teacher Job Satisfaction, and Teacher Guidance on Student Achievement Through Class Discipline at UPT SPF of Public Middle Schools in Rappocini District, Makassar City

This study aims to determine the effect of Teacher Job Satisfaction and Teacher Guidance on Student Achievement and the effect of Teacher Job Satisfaction and Teacher Guidance on Student Achievement through Classroom Discipline at UPT SPF Public Middle Schools in Rappocini District, Makassar City This research approach uses quantitative research. The population is teachers at UPT SPF Public Middle Schools in the Rappocini sub-district of Makassar city consisting of UPT SPF SMP Negeri 21, UPT SPF- SMP Negeri 40 and UPT SPF SMP Negeri 13 UPT SPF SMP Negeri 33, UPT SPF- SMP Negeri 48 and UPT SPF SMP Negeri 49 Makassar with a population of 320 teachers. Sampling used purposive random sampling technique, namely each subject teacher was represented by 2 subject teachers so that the number of samples was 20 SMPN 21, 20 SMPN 40 students and 20 SMPN 13 students, 20 SMPN 33 students, 10 SMPN 48 students. 10 people and SMPN 49 with a total sample of 100 teachers. This research data collection method uses: Questionnaire and Observation and Data analysis method used in this research is Path Analysis. The results of the study showed that there was an effect of teacher job satisfaction (X1), teacher guidance (X2) and class discipline (Z) on student achievement (Y) at the UPT SPF of state junior high schools in Rappocini sub-district, Makassar city. There is an influence of Teacher Job Satisfaction (X1) Teacher Guidance (X2) and Class Discipline (Z) simultaneously on student achievement. There is no effect of Teacher Job Satisfaction (X1) on Student Learning Achievement (Y) Through Class Discipline (Z). There is no effect of Teacher Guidance (X2) on Student Achievement (Y) through Class Discipline (Z) at the UPT SPF of Public Middle Schools in Rappocini District, Makassar City.

Enhancing Arabic Vocabulary Mastery through Digital Literacy: Overcoming Challenges and Implementing Effective Strategies

This study explores the implementation of digital literacy-based learning strategies in Arabic vocabulary (mufrodat) education, aiming to enhance students' comprehension and proficiency. Despite its potential, several challenges impede effective application, including limited access to technology and infrastructure, inadequate digital literacy skills, insufficient authentic assessment methods, and lack of support and guidance from educators. To address these challenges, this study recommends improving technological access and infrastructure, enhancing digital literacy skills through targeted training and workshops, developing authentic assessment methods, and providing comprehensive support and guidance for teachers. The implementation of these solutions necessitates collaboration among government bodies, educational institutions, teachers, and students. This research significantly contributes to the field of Arabic language education by integrating digital literacy, thereby enhancing the overall quality of education. The findings provide valuable insights for educators in designing effective learning strategies, for policymakers in formulating supportive educational policies, and for researchers in conducting further studies on digital literacy and Arabic language learning. The study underscores the importance of digital literacy in modern education and its role in fostering improved learning outcomes.

Class-Based Assessment Concepts: A Comprehensive Study

The assessment carried out by educators on students must be comprehensive and include cognitive, affective, and psychomotor aspects and cannot be looked at from one side only, besides that, it also has certain concepts. One form of the many assessment concepts that can be carried out by educators is class-based assessment. So the purpose of this study is to describe the Class-Based Assessment Concept. This research uses descriptive qualitative techniques with a literature study approach model. The results of the study show that the Class-Based Assessment Concept aims to find detailed information about student learning outcomes. And principled in validity, education, competency-oriented, fair, objective, open, sustainable, comprehensive, and meaningful. So with all that, if there are students who still have not finished their studies, remedial can be done which functions to heal, as well as adaptive, interactive, flexible principles, there is feedback, continuity, and availability in providing services. Then in developing the implementation the educator must explain the material again, students must study independently, then retest, give additional assignments, study groups with teacher guidance, and finally study groups with the guidance of students who have graduated from their studies.

강원지역 보육교사의 급식에 대한 인식, 영양지식과 급식지도와의 관계

강원지역 보육교사의 급식에 대한 인식, 영양지식과 급식지도와의 관계

Improving Student Learning Outcomes through Implementation Diorama Media Based on Problem Based Learning

This research explores the effectiveness of the implementation of Problem-Based Learning (PBL) based diorama media in improving student learning outcomes on material on agricultural products from ASEAN countries in class VI of Pasrujambe 08 State Elementary School. This Classroom Action Research (PTK) was carried out in two cycles, each each includes the stages of planning, implementing actions, observing and reflecting. The research results showed a significant increase in student learning outcomes: classical completion increased from 40% in pre-cycle to 60% in cycle I, and reached 80% in cycle II. The implementation of PBL-based dioramas has proven effective in increasing students' understanding of the types of agricultural products in ASEAN countries, as well as developing critical and collaborative thinking skills. This research makes an important contribution to the educational literature by offering practical guidance for teachers in creating more engaging and interactive learning.

VALIDITY OF GUIDED INQUIRY-BASED WORKSHEETS ON VIII-GRADE SUBSTANCE PRESSURE MATERIALS

Abstract: The lack of use of teaching materials in the form of worksheets which can facilitate class VIII-A students Bahrul Ulum Middle School, who quickly understood science concepts through hands-on practice, made learning science boring. So it is necessary to develop worksheet guided inquiry-based learning models on substance pressure materials, which emphasize discovering concepts through direct practice with intensive teacher guidance. This study aims to describe (1) The process of developing guided inquiry-based worksheets on substance pressure materials, and (2) The product resulting from the developing worksheets after a valid, practical, and effective process. The development model used is ADDIE, with five stages: analysis, design, development, implementation, and evaluation. The results showed (1) The process of developing worksheets is based on the stages of the ADDIE development procedure, and (2) The products resulting from the developing worksheets obtain a validity score of 95% with "Very Valid" criteria, a practical score based on the observation sheet 94% with "Very Practical" criteria and student response questionnaire of 96,5% with "Very Practical" criteria, and an effectiveness score of 93,3% with "Very Effective" criteria. The developing worksheets are suitable for use as teaching material for students in learning science.

Factors Shaping Digital Learning Material Use in Primary Schools: An Exploratory Factor Analysis Approach

The utilization of digital learning materials in education, particularly in primary education, is becoming an increasingly prominent trend in the context of the Fourth Industrial Revolution. To assist teachers in adapting to these new educational trends, the strategic implementation of digital learning materials in schools plays a critical role in improving the teaching and learning processes. Despite the anticipated positive impact of digital learning material use on educational activities, significant challenges remain, including infrastructure issues, appropriate policies, digital content, support devices, support capabilities, and deployment capabilities in the digital environment, as well as human-related operational issues. The objective of this study is to explore the factors influencing teachers' use of digital learning materials in primary schools in the urban central of Vietnam. The validity and reliability of the “assessment of factors affecting the use of digital learning materials” instrument was examined using SPSS for exploratory factor analysis (EFA), to determine reliability and extract prominent factors. Through factor analysis employing Varimax rotation, 33 items were retained in the questionnaire. Analysis of the results from 129 respondents revealed four factors affecting the use of digital learning materials, with a KMO measure of sampling adequacy of 0.943 and Bartlett's test of sphericity indicating a Chi-Square with Sig value of 0.000 < 0.05. The findings suggest four groups of factors, providing guidance for teachers and students in identifying the key factors that enhance the effective use of digital learning materials in schools.

Implementation of the Talaqqi Method Tahsin Program in Eradicating Al-Qur'an Illiteracy at SMP N 2 Limboto Barat

The problem of Koran illiteracy is still a challenge among Muslim students, including at SMP N 2 Limboto Barat. This research aims to evaluate the effectiveness of the tahsin program using the talaqqi method in eradicating Al-Qur'an illiteracy in the school. The research method used is a mixture of qualitative and quantitative approaches. Data was collected through observation, interviews, and Al-Qur'an reading ability tests before and after the program was implemented. The research results showed a significant increase in students' ability to read the Al-Qur'an, especially in the aspects of tajwid, makhraj letters, and reading fluency. The talaqqi method, which emphasizes direct learning with teacher guidance, has proven effective in helping students improve their reading of the Qur'an. Even though there are obstacles such as limited time and number of teachers, the solution implemented is in the form of additional class sessions and the involvement of more competent teachers and alumni. In conclusion, the tahsin program using the talaqqi method at SMP N 2 Limboto Barat is effective in improving students' Al-Qur'an reading skills, so it can be recommended for implementation in other schools to overcome the problem of Al-Qur'an illiteracy.

Upaya Meningkatkan Kebersihan Lingkungan Melalui Gotong Royong dan Les Calistung Gratis Kepada Siswa SD Kelas 1 di Desa Pagar Batu

This research evaluates the effect of the mutual cooperation program and free Calistung learning for grade 1 elementary school students in Pagar Batu village on improving environmental cleanliness and academic skills. The research method uses a participatory approach where parents, teachers and the local community are actively involved. The implementation of the mutual cooperation program has succeeded in making people aware of the importance of maintaining a clean environment. Regular mutual cooperation creates a cleaner and healthier environment. Calistung Tutoring fees have a positive impact on students' academic abilities, especially reading and mathematics abilities. By working together, the community participates in cleaning up the surrounding environment, including cleaning blocked drains. Tutoring Calistung, meanwhile, takes place under the guidance of a qualified teacher or volunteer. The material is adapted to the elementary school curriculum to improve students' academic abilities. This program has good potential to improve environmental cleanliness and student academic achievement. Recommendations include increasing the number of stakeholders and expanding the program so that its impact on society is broader and more sustainable.

Dynamics of Multimodal Components in English Educational Discourse: the Case of “English Grammar in Use” by Raymond Murphy

This article aims to identify the linguistic features of English-language educational discourse in terms of structural, descriptive, semantic, and cognitive-pragmatic analyses. The relevance of the study stems from the need to identify trends in the representation of language components in modern grammar textbooks within the communicative-pragmatic paradigm of educational discourse. The authors focus on the linguosynergetic potential of the English grammar textbook “English Grammar in Use” by Raymond Murphy, manifested in changes of certain discourse markers in all five editions. Employing a multimodal discourse analysis methodology, this research scrutinizes the verbal and visual disparities—encompassing graphic elements, letter capitalization, italics, font, and color—that hold pragmatic value and fulfill various roles, from engagement to information conveyance. The authors also investigate the interference of advertising and educational discourses and the small-format nature of texts in this self-study textbook, whose hypertext structure and internal navigational system serve as a surrogate for teacher guidance, thereby performing a directive function. A diachronic analysis of communicative scenarios within the textbook’s exercises reveals the dynamic utilization of interjections, underscoring their importance in creating an emotive-expressive backdrop that facilitates the acquisition of grammatical phenomena, reflective of their real-world application. Thus, in an attempt to represent the features of natural communication and to avoid the use of linguistic terms, the author of the textbook presents complex grammatical material in the most accessible form for a wide audience. Consequently, the study highlights the textbook’s increasing emphasis on the personality-bound component, complementing the traditionally dominant status-oriented approach in educational discourse.

Utilization of Historical Site Media by Teachers in Building Student Character in Junior and Senior High Schools in the Central Amanuban Sub-District

This community service activity aims to explore the positive impact of using historical site media in an educational context, with a focus on student character development. Training and mentoring are directed at improving teachers' skills in integrating such media into the curriculum, so that students can develop a better understanding of historical values and character. The activity method involves intensive training, mentoring, and evaluation of the impact on the success of the activity with the main target being social studies teachers in junior high schools and senior high schools in Amanuban Central District. The stages of the activity are planning, implementation, evaluation, and reflection. The results obtained show 94.5% of teachers are very satisfied with this training activity and can provide practical guidance for teachers, schools, and related parties to more effectively integrate historical site media as a learning tool that can shape students' positive character

The Effect of Dialogic Reading Practices Under the Guidance of Teachers and Parents on the Fluent Reading Skills of Primary School 2nd Grade Students

The Effect of Dialogic Reading Practices Under the Guidance of Teachers and Parents on the Fluent Reading Skills of Primary School 2nd Grade Students

In experts’ words: Translating theory to practice for teaching self-regulated learning

Introduction Health professions education (HPE) should help students to competently self-regulate their learning, preparing them for future challenges. This study explored the perspectives of expert self-regulated learning (SRL) researchers and practitioners on the practical integration of SRL theories into teaching. Methods An exploratory qualitative research study was conducted involving semi-structured interviews with acknowledged research leaders in the field of SRL and/or experienced professionals dedicated to teaching SRL strategies for complex skills in different disciplines. The data were analyzed using an iterative thematic approach guided by a six-step framework. Results Fifteen interviews were conducted with experts from six countries representing diverse contexts, cultures, and disciplines. We identified five themes related to translating theory to practice for teaching SRL in HPE: theoretical issues, cultural aspects, stakeholders’ participation, teaching complexity, assessment, and feedback. Conclusions This study presents a useful starting point for teaching SRL. The experts suggest a supportive learning environment with the guidance of competent teachers by using general and task-specific teaching and learning strategies, as well as sufficient sources and cycles of feedback, all tailored to the culture and context. These findings call for a shift in faculty development programs to foster teachers to support second-order scaffolding in HPE.

Dialogue on ethics and ethics of dialogue: an exploratory study

We report on a study bearing implications for ethical learning in schoolchildren during social interaction. The study was conducted as part of a project aimed at promoting ethical learning of socially-oriented values within the context of dialogic education. 172 fourth graders from 7 classes participated in an 8-session series designed to foster empathy, inclusion, and tolerance. Two of these sessions (3 and 8) were pre-selected for analysis. We investigated (1) whether students’ discussion of ethical issues and the ethical aspects of their actual in-class interaction with each other can be reliably measured, and (2) what relation holds between students’ ethical thinking during classroom discussions and the ethical aspects of their behavior. We thus developed an analytical framework comprising two tools for appraising ethical thinking and behavior in in-class interaction: dialogue on ethics (DoE) and ethics of dialogue (EoD). This framework was applied to the dialogues taken from the two sessions. The DoE and EoD tools proved reliable, as inter-rater agreement was substantial. Moreover, the relation between children’s DoE and their EoD was positive where the topic posed for discussion presented a dilemma and students’ interaction proceeded under moderate teacher guidance. In contrast, it was negative when the discussion was conceptual, and the teacher was dominant. We conclude that (1) DoE/EoD is a suitable framework for studying children’s ethical learning and development in social interaction, and (2) ethical learning, in its epistemological and behavioral dimensions, can be boosted or inhibited in a context of dialogic education, depending on design principles.

Penguatan Nilai-Nilai Luhur Pancasila Dalam Al-Qur’an Kepada Peserta Didik Pada Layanan Bimbingan Konseling

Counselors as teacher's guidance and counseling should provide reinforcement of the noble values ??of Pancasila in the Qur'an in teaching and learning activities so that students are able to control themselves as good and obedient students in the life of the nation and state. Pancasila sublime value is embedded as the foundation of the Indonesian people who are the spirit of the nation. Administratively, in the 1945 Constitution, Pancasila contains the values ??of national character education which play an important role as a spiritual dimension, a cultural dimension and an institutional dimension. For this reason, the noble values ??of the Pancasila should be practiced in life and lived rather not only as symbols. Often the slogan of the Pancasila noble values ??is a guideline for the life of the nation and state and a reflection of religion because Pancasila itself is contained in the Qur'an itself. Indeed, the precepts in Pancasila, accept things, which are also new to Muslims. Affirmation to the essence of God, humanity, unity, deliberation and justice is a terminology that is widely used in the Qur'an to be the goal of Islamic prescribed. The problem among the natives with the packaging of Pancasila is indigenous (non-Arabic) so that the taboo and blind people judge it as a value that comes from religion. In this case, this article will be discussed in depth and analytically so as to be able to open up the discourse of thinking about the noble values ??of the Pancasila itself contained in the Qur'an.

Digital education through guided pretend play

BackgroundThe importance of play for children and its potential for learning are widely recognized. However, it is contested whether teachers should guide play, particularly pretend play, and how guided pretend play supports children's agency and learning. In this study, pretend play is employed in (unplugged) digital education and the teacher's guidance and children's involvement are examined to answer the following questions: what roles do teachers take on during guided pretend play and how do they enable children's learning about digitalization and digital transformation? AimsThis qualitative study examines how teachers guide pretend play in ways that support learning, focusing on the topic of digitalization and digital transformation. SampleFifteen teachers took part in the study and implemented the pretend play suggestions in their kindergartens with children aged from four to six years. MethodThe pretend play was filmed. The video data were structured and sequences of teachers joining in the pretend play and guiding from within were selected. These sequences were analysed in-depth using multimodal interaction analysis. ResultsThe results indicate that teachers guide pretend play from within by taking on different roles (play leader or co-player). Teachers model within pretend play, for example, by assigning tasks or thinking aloud, and provide scaffolding, encouraging children's learning about digitalization and digital transformation. ConclusionThrough co-playing and leading, teachers support a prolonged and in-depth joint focus, as well as the agency of the children. Such guided play is termed “sustained shared playing” and has great potential for learning.

Preference for Student Activity over Teacher Guidance: Effects of Task-Related Knowledge and Learner or Instructor Roles

During interactions within educational settings, individuals may find themselves in the position of a learner or an instructor. This study examined how individuals change their perceptions of task difficulty and their preferences for educational approaches oriented toward teacher guidance and student activity based on whether they possess task-related knowledge and whether they are in a learner or an instructor role. University students enrolled in teacher education programs were divided into four groups based on two variables: knowledge (with or without) and role (learner or instructor). Study 1 (N = 359) utilized a between-participants design, whereas Study 2 (N = 141) employed a mixed design, with role as a between-participants variable and knowledge as a within-participants variable. Participants with task-related knowledge perceived a mathematical problem to be less difficult and exhibited a stronger preference for student activity, and participants in the instructor role showed a stronger preference for student activity. These results suggest that individuals tend to distance themselves from teaching behaviors when they have task-related knowledge and are in an instructor position, thus highlighting the potential misalignment of preferences between learners who lack knowledge and more knowledgeable instructors.

Perspectives of medical undergraduate students toward self-directed learning

Objectives: Self-directed learning (SDL) is a process in which individuals take the initiative with or without the help of others in diagnosing their learning needs, formulating goals, identifying human as well as material resources for learning, implementing appropriate strategies and evaluating learning outcomes. In SDL, the onus of learning is on the learner and learning control is slowly transferred from facilitator to learner. Hence, this study helped to understand the SDL readiness in undergraduate medical students and figure out whether it differed between students of 2nd and 3rd professional years. Materials and Methods: The study was conducted on undergraduate medical students of 2nd and 3rd professional year of tertiary care medical college hospital in south India after receiving permission from the Institutional Ethics Committee. A total of 285 students were considered in this study from both years after informed consent. A pre-validated questionnaire of the self-rating scale for SDL (SRSSDL) tool was included, and it comprised five components, namely, awareness, learning strategy, learning activity, evaluation and interpersonal skills, with 12 questions in individual sections. Demographic data were expressed in percentages while the Chi-square test and independent sample Mann–Whitney U-test were applied to understand the differences between 2 professional years. Results: Out of 285 students, 56.8% had a moderate level of readiness, followed by a high level of readiness (42.9%). The majority of the students from both academic years had a moderate level of readiness toward SDL. Learning strategy had the highest mean response score of 3.7 ± 0.52, followed by awareness with 3.69 ± 0.49. This mean score reflects that the majority of participants’ responses recorded were either ‘sometimes’ or ‘often’ for various components of the SRSSDL tool. The distribution of awareness, learning strategy, learning activities, evaluation and interpersonal skills did not show any significant association across academic years and gender. Conclusion: The moderate level of readiness shows that areas of improvement must be identified and evaluated with teacher guidance when necessary. The SRSSDL tool can be used as a measure of evaluation, as it helps to classify student readiness toward SDL.

Effect of Self-Directed Learning Approach on Academic Outcomes of ALS Learners in Digos City

The purpose of this quasi-experimental research study was to ascertain that self-directed learning is an educational technique in which learners choose what and how they would learn under the teacher's guidance. The general idea is that learners take responsibility for their own learnings as ALS learners for the 2022–2023 school year, and this can be done either individually or in groups. At this stage in the research, the teacher is experiencing challenges in facilitating curriculum delivery and management and how she strategizes to overcome her difficulty and insights to mitigate such for better learning process among learners. The method used was quasi experimental research where assumptions were considered given fifty (50) participants of ALS Learners whose responses and identity were treated with utmost confidentiality. Findings revealed that a self-directed learning approach must be used on academic outcomes of ALS learners as a strategy that would further improve the academic performance of learners in order to make the teaching meaningful. If learners participate in the learning process by experiencing the unfolding of the lesson, they will appreciate the concept being developed, and therefore will learn.