Teacher Guidance Research Articles

Investigation and analysis of clinical medical undergraduate learning behaviors under different teaching models

Medical education plays a critical role in preparing future doctors, responsible for the well-being and health of individual patients. Given its unique significance, understanding how to enhance the intrinsic motivation of clinical medical undergraduates for a 5-year program is a key research focus in China. Based on this purpose, the transformation of higher education in the major of clinical medicine has been conducted worldwide. To evaluate the attitude of clinical medical undergraduates on the transformation of education, this study investigates the impact of different teaching models on the learning attitudes of students at Shantou University Medical School, aiming to provide insights into effective educational strategies. Within the set-up of different teaching models, involving active-learning classes, English-medium instruction classes, and conventional clinical classes, we employed a comprehensive survey targeting undergraduates enrolled in three distinct teaching models. The survey explored multiple dimensions of learning behaviors, including classroom engagement, study time, and overall motivation. Results indicated that students participating in active learning classes exhibited superior classroom engagement and devoted more time to their studies than those in English-medium instruction classes and conventional clinical classes, while the difference between English-medium instruction classes and conventional clinical classes was not significant. These students reported a higher intrinsic motivation towards their learning experience, suitable to apply self-directed learning methods. In conclusion, this study underscores the importance of adopting diverse and adaptive teaching strategies to cater to the varied learning attitudes of clinical medical undergraduates, suggesting conducting self-evaluation or pre-evaluation of the students for adapting to different clinical teaching methods. Meanwhile, enhancing teacher guidance and support throughout the learning process is essential. By implementing different educational approaches, medical schools can effectively enhance student motivation and educational outcomes, contributing to the advancement of medical education.

Generative AI in Higher Education: Challenges and Opportunities for Course Learning

Generative Artificial Intelligence (GenAI) is transforming course learning in higher education. This study, based on two rounds of action research in two college courses, reveals critical challenges in this transformation. Findings indicate that students' reliance on GenAI can hinder their autonomy, critical thinking, and affective-social learning, while also raising concerns about content accuracy, intellectual property rights, and privacy. Although teacher guidance partially mitigates these issues, enhanced strategies are crucial. This study provides practical implications for optimizing curriculum design, teaching methods, and evaluation criteria, emphasizing the need to incorporate ethics education and strengthen emotional-social guidance. Future research directions are suggested to address the challenges of GenAI and ensure educational quality and student development.

Industrial Implementation of Teaching Factory: Developing a Combine Brake System Simulator to Enhance Students' Creative Thinking, Skills, and Perceptions

In enhancing students' creative thinking, high-level skills, and positive perceptions in the learning process, it is essential for lecturers to implement effective teaching strategies. This study aims to describe the impact of implementing Project-Based Learning (PjBL) with an industrial Teaching Factory concept on the development of a Combined Brake System (CBS) simulator, focusing on heightening students' creative thinking, technical skills, and perceptions. The research involved 64 students over a period of 6 weeks, ensuring alignment with the expected learning outcomes of the courses. Creative thinking was measured using indicators of fluency, flexibility, and novelty. Skill indicators included completion, accuracy, and aesthetics. Perceptions were assessed based on readiness in learning, student interest, and teacher guidance. The results indicate that the application of PjBL within an industrial Teaching Factory framework significantly enhances students' creative thinking, technical skills, and perceptions of learning. Further analysis using SMART PLS revealed that creative thinking had a stronger influence on technical skills (9.425) compared to perceptions (2.824). This demonstrates the pivotal role that creative thinking plays in the development of technical abilities. The high correlation between creative thinking and skill improvement underscores the importance of fostering creativity in educational settings. Additionally, the positive student perceptions of readiness (84.20%), interest in learning (90.67%), and teacher guidance (87.75%) further confirm the effectiveness of this PjBL approach in bridging the gap between academic theory and industrial practice, providing students with a realistic and engaging learning experience.

Efektivitas Program Asistensi Mengajar dalam Kesiapan Menjadi Guru Pada Mahasiswa FKIP Universitas Ekasakti

The Teaching Assistance Program at the Faculty of Teacher Training and Education has an important role in preparing students to become professional and competent teachers. This study aims to analyze the effectiveness of the program in improving student teaching readiness. The approach used is qualitative with a descriptive-analytical method. Data was collected through in-depth interviews, observations, and documentation. Data analysis is carried out qualitatively with the stages of data reduction, data presentation, and conclusion drawing. The results of the study show that the Teaching Assistance Program provides significant hands-on experience for students in managing classes, developing learning plans, and interacting with students. Factors supporting the success of the program include the guidance of senior teachers, the support of partner schools, student motivation, and their involvement in curriculum management. Based on these findings, it is recommended that the quality of guidance be improved, cooperation with partner schools is strengthened, and program evaluations are carried out periodically. Thus, this program can run more optimally in preparing competent teacher candidates.

Implementasi Model Pembelajaran Project-Based Learning (PjBL) untuk Meningkatkan Pemahaman Akidah Akhlak pada Siswa Kelas V di SDN 77/I Penerokan, Bajubang, Batang Hari

This study aims to analyze the effectiveness of implementing the Project-Based Learning (PJBL) model in enhancing students’ understanding of the Akidah Akhlak subject at SDN 77/I Penerokan, Bajubang District, Batang Hari Regency. The PJBL method was applied over one month in November 2024, involving students in real-world application-based projects, such as creating posters on ethical values, group discussions, and presentations. The results show that the PJBL method significantly improved students’ learning outcomes, with the average score rising from 65 to 80. The percentage of students meeting the Minimum Mastery Criterion (KKM) of 75 increased from 28% to 84%, while the percentage of students not meeting the KKM decreased from 72% to 16%. Additionally, student participation in the learning process increased from 35% to 85%, demonstrating that PJBL effectively boosted student motivation and active engagement. PJBL also positively impacted the development of 21st-century skills, such as critical thinking, collaboration, and effective communication. These findings support Thomas (2000), who stated that PJBL enhances student engagement through practical and applicable learning approaches, and Hmelo-Silver (2004) in (Indah et al., 2024), who confirmed that PJBL effectively improves students’ abilities to solve complex problems and work collaboratively in groups. However, the study noted several challenges, including difficulties in task distribution during the initial implementation phase and time management issues. These obstacles were addressed through additional teacher guidance, schedule adjustments, and more structured task allocation. Overall, the results of this study indicate that PJBL is an innovative and effective teaching method for improving students’ understanding of Akidah Akhlak material while simultaneously developing non-academic skills. With its real-world project-based approach, PJBL creates more practical, meaningful learning experiences and motivates students to engage in active learning. The study recommends implementing PJBL in other subjects at the elementary level to improve overall teaching quality. Additionally, intensive training and continuous evaluation are needed to enable teachers to design and execute PJBL optimally. With further development, PJBL can serve as a solution to enhance the quality of education at the elementary level, particularly in value-based learning such as Akidah Akhlak.

An Analysis of High School Students' Mathematical Representation Skills on Relations and Functions

This research was carried out with the aim of analyzing the abilities of high school level students in solving relationship and function problems. This research method is a qualitative method with descriptive research type. This research was carried out at one of Pekanbaru High School with subjects in classes X.1 and X.2 at YLPI Pekanbaru High School, with a total of 6 students. The data collection technique used in this research is a written test technique in the form of a description consisting of 2 questions. After the students have completed the questions, the results of the answers will be analyzed by the researcher as a percentage of the students' results and the researchers will conduct interviews with the students regarding the answers they made. Based on the research results, the percentage of the "Visual Representation" indicator was 79.16%, which is included in the high category. Then the indicator "Mathematical Equations or Expressions" was 66.66%, which was included in the high category. Finally, the "Words or Written Text" indicator is 50%, which is in the medium category. Furthermore, the percentage of questions for mathematical representation ability is 80% for question number 1, in the high category and 88.33% for question number 2, in the very high category. So a conclusion can be drawn from the score obtained by the students, namely 84.16%, which is included in the very high category. It is hoped that the results of this research will provide maximum guidance for teachers to develop students' abilities in mathematics, especially relation and function material. Keywords: Analysis of Student Abilities, Mathematical Representations, Relations and Functions

Student Perceptions of ChatGPT Integration in the Digital Age

The digital era presents new opportunities in education, including the integration of artificial intelligence (AI) technologies such as ChatGPT. This study aims to explore students' perceptions of using ChatGPT in face-to-face learning through a literature review approach. The analysis draws on various reliable sources, including scientific journals, books, and relevant research reports.The findings indicate that ChatGPT is considered beneficial for assisting students in understanding materials, completing tasks, and enhancing learning motivation. This technology is also regarded as user-friendly due to its simple interface and quick responses. However, several challenges were identified, such as limited digital literacy, the risk of inaccurate information, and potential misuse as a shortcut without deeper engagement with the material. The study concludes that ChatGPT holds great potential to support face-to-face learning, especially when used wisely under teacher guidance. To maximize its effectiveness, efforts should be made to improve students' digital literacy, establish clear usage policies, and provide guidance during the learning process.

PLS-SEM MULTI GROUP ANALYSIS: UNCOVERING THE INTERPLAY OF FACTORS AFFECTING ACADEMIC WRITING SELF-EFFICACY OF EFL POSTGRADUATE STUDENTS

This cross-sectional study investigates the factors influencing writing self-efficacy among EFL postgraduate students in Indonesia. It employs a quantitative analysis facilitated through partial least squares-structural equation modeling (PLS-SEM). The study engaged 150 master’s and doctoral EFL students as participants, examining the variables of writing enjoyment, research literacy, and teacher clarity and teacher immediacy in feedback, in relation to writing self-efficacy. The findings revealed that research literacy significantly improves writing self-efficacy, particularly among doctoral students. This demonstrates the crucial role of research literacy in building students’ confidence in their writing abilities. Furthermore, writing enjoyment was found to be a key factor in enhancing writing self-efficacy, especially for master’s students. This pinpoints the necessity to nurture joy in the writing process. Teacher clarity was found to be essential for enhancing research literacy, whereas teacher immediacy had a lesser impact. This suggests a reduced reliance on teacher guidance during postgraduate studies. The study highlights the critical roles of research literacy and enjoyment in developing writing self-efficacy and illuminates the nuanced role of pedagogical strategies. These insights are valuable for educational institutions and policy-makers in strengthening the EFL postgraduate learning environment. The differences observed between master’s and doctoral students call for further research to develop educational practices tailored to the different needs of these academic stages.

Upaya Peningkatan Hasil Belajar Menyambut Usia Baligh melalui Pembelajaran Problem Based Learning (PBL) pada Siswa Kelas IV SDN 126/1 Penerokan

This study aims to improve students' learning outcomes on the topic of approaching puberty through the implementation of the Problem-Based Learning (PBL) model in the fourth grade at SDN 126/1 Penerokan. The research method used is Classroom Action Research (CAR), conducted in two cycles, each consisting of planning, implementation, observation, and reflection phases. The research subjects were 30 fourth-grade students. Data collection techniques included observation, interviews, learning outcome tests, and documentation, while data analysis was carried out descriptively using both quantitative and qualitative approaches. The results indicate that implementing the PBL model significantly enhanced students' learning activities, teacher performance, and learning outcomes. In the preliminary stage (pre-cycle), the student learning mastery level was only 40%, with an average score of 65. After applying the PBL model in Cycle I, improvements were observed, with the average score rising to 75 and the mastery level reaching 63.33%. However, challenges remained, such as students’ limited understanding of the PBL steps and minimal participation in group discussions. Adjustments were made in Cycle II, including the use of more interactive learning media, clearer teacher guidance, and increased student motivation. Consequently, the students' average score rose to 85, and the learning mastery level reached 100%. Student engagement during the learning process also improved from 70% in Cycle I to over 90% in Cycle II. Observations of teacher performance revealed that their ability to manage PBL-based learning increased from 80% in Cycle I to 95% in Cycle II. The study concludes that the Problem-Based Learning model significantly enhances students’ learning outcomes while fostering critical thinking, collaboration, and problem-solving skills. Based on the success achieved in both cycles, the research recommends broader implementation of the PBL model, particularly for topics requiring in-depth understanding, such as approaching puberty. This study also contributes to the development of innovative and contextual learning methods in primary schools.

IMPLEMENTASI MODEL PEMBELAJARAN STAD DALAM MENINGKATKAN HASIL BELAJAR PENDIDIKAN AGAMA KATOLIK SISWA SMP ST YOSEPH MEDAN

This research aims to analyze the implementation of the STAD (Student Teams Achievement Division) learning model in improving student learning outcomes in Catholic Religious Education at St. Yoseph Middle School, Medan. The study was conducted at St. Yoseph Middle School using a qualitative approach. A total of 10 informants, consisting of teachers, students, and educational staff, were selected as primary data sources. Data were collected through direct observation, in-depth interviews with informants, and documentation of learning activities. The findings indicate that the application of the STAD model enhances student motivation, active participation in group discussions, and their understanding of Catholic religious teaching material. Interaction and collaboration within groups encourage students to express their opinions more confidently and assist each other in comprehending the material. However, challenges such as differing levels of understanding among group members can be addressed through teacher guidance. This research demonstrates that the STAD learning model is effective in creating an interactive learning environment and improving students' learning outcomes in Catholic Religious Education.

Body awareness and dyspraxia: between theory and practice

This essay aims to address a gap in the educational literature, specifically the limited studies on dyspraxia and potential interventions in schools. By intertwining theoretical and practical dimensions, the essay seeks to elucidate how to effectively intervene with children with dyspraxia within an educational setting. The embodied cognition perspective recommends early engagement with body awareness to address the educational needs and enhance the skills of children with dyspraxia. Following a theoretical introduction, the essay provides practical guidance for teachers, divided into six distinct areas. The authors advocate an inclusive approach, emphasising the importance of not only focusing on the child with dyspraxia but also involving the whole class. This inclusive perspective is believed to be beneficial for all pupils.

Classroom Interaction Management in Achievement-Related Diversity: A Conversation Analytic Examination

This research delves into the intricate dynamics of classroom interactions, focusing on how students perceived as potentially high- and low-achieving demonstrate their epistemic status within these interactions and how teachers respond to and manage these displays. By employing a micro-analytical perspective, this study meticulously examines the interactional strategies and features utilized by both students and teachers throughout the research process. The data were collected from Turkish science and mathematics classrooms as part of a comprehensive, long-term professional development course aimed at enhancing teaching practices. The findings reveal that students employ specific interactional tools, referred to as epistemic stances, which vary according to their perceived epistemic status. These stances serve as indicators of their knowledge, understanding, and engagement within the learning environment. Furthermore, the study highlights how the intentional design of classroom interactions, grounded in the concept of epistemic access, equips science and mathematics teachers with the means to effectively manage the diverse achievement levels in their classrooms. This design not only fosters inclusive participation but also ensures that both high- and low-achieving students are actively engaged in the learning process. The implications of this study extend beyond the immediate findings. It underscores the need for further research into the ways epistemics are displayed and managed in classroom settings. Additionally, the insights gained from this research have the potential to significantly contribute to the fields of science and mathematics education. They offer valuable guidance for teachers, teacher trainers, and educational policymakers in designing professional development courses aimed at enhancing the quality of classroom discourse.

The Mediating Effect of Student Involvement between Social Practice Activity and Sense of Social Responsibility

The study aims to understand the intricate association between Social Practice Activity (SPA), Students' Involvement (SI), and Sense of Social Responsibility (SSR), and focuses on the following two questions: (1) What is the relationship between SPA, SI and SSR? (2) Does SI have a mediating role in SPA and SSR? The questionnaire was employed in this study, 502 valid questionnaires were received from college students at a vocational university in Shanxi, China. Data were analyzed using the software including SPSS and AMOS, and the specific methods include correlational analysis, confirmatory factor analysis and structural equation modeling. The Bootstrap method mediating effect test was used to test the mediating role of SI between SPA and SSR. The results revealed that there was a significant correlation between SPA, SI and SSR and their dimensions. SI (including rule-based involvement, procedural involvement, and autonomous involvement) has a positive mediating effect between SPA (including activity organization, teacher guidance, and service support) and SSR (including global social responsibility and responsibility of people). This result supports that focus on students' involvement in social practice activities, and combine the creation of an external environment with the promotion of individual involvement.

Analysis of Albert Bandura's Social Cognitive Theory and Its Development in Islamic Religious Education

This research aims to explain the concept of Albert Bandura's theory and its development in Islamic religious education. The research is motivated by many other learning theories that have not focused on the origin of behavior, especially those that come from outside a person. On the other hand, Albert Bandura, with the concept of self-efficacy and imitation, has discussed this in detail in his social cognitive theory. The method used is qualitative with the type of literature study or library research. The results of the study stated that Albert Bandura's theory is famous for its social learning theory that emphasizes cognition and evaluation. It includes modeling (live and symbolic) and self-efficacy, as well as research on the aggressive behavior of children who imitate aggression from adult models. In “Aggression: A Social Learning Analysis,” Bandura explains that aggression is learned through observation and reinforcement, as shown in the Bobo Doll experiment. Bandura's social cognitive theory emphasizes the function of self-regulation, learning in the social environment, visual and verbal learning outcomes, and the importance of imitation and role models, which requires educators, parents, and community leaders to be good examples. In Islamic Religious Education (PAI), Bandura's theory can be applied through the principles of modeling, self-efficacy, and mentoring. The Prophet is the ultimate role model, and the family should be the real example for children. PAI should teach the principles and resilience of faith to avoid the negative influence of the digital era with the guidance of parents and teachers so that the content absorbed by students is positive.

Reconceptualising Curriculum in a new era of Welsh Education

The new curriculum framework for Wales offers educators an approach to curriculum work that is a radical departure from the previous national curriculum introduced in 1988. One feature of the new curriculum framework is its emphasis on experience. However, there is little support for theoretical considerations of experience offered by the Welsh Government in their guidance for teachers. This article proposes that reconceptualist approaches to curriculum theory and theorising can potentially address this shortcoming. The reconceptualisation of curriculum shifts the focus from traditional perspectives to understanding curriculum as ‘lived experience’ (Pinar 2019). Additionally, with the introduction of the method of currere, Pinar (1975) offers a method through which educators can analyse and interpret how their educational experiences influence and shape their educational values, practices and identities, as well as how they come to ‘understand curriculum’ (Pinar et al., 2008). In this article, I discuss the origins and aims of the reconceptualist movement in the context of the new curriculum for Wales and argue that such approaches to understanding curriculum can increase teachers’ capacity for educational research, enhance their curricular understanding, and strengthen articulations of their educational and professional voice.

MODEL OF DEVELOPMENT OF TEACHING MATERIALS FOR ARABIC LANGUAGE SKILLS AT AL MAAHIRA IIBS MALANG "AL-HIWARAT AL-YAUMIYAH"

IIBS Al Maahira Malang. This institution is a boarding school based on Islam and international standards. So, the lessons in it must more or less use the language of AISNG. This includes learning Arabic. Here, the researcher will specialize more on learning Arabic in Islamic boarding schools. Currently, Al-Maahira has an Arabic textbook called "Al-Hiwarat Al-Yaumiyah." In it there are several maharatul kalam combinations from a technical point of view, for example, it even contains several friends related to daily life and of course many collections of mufrodat that are relevant to the themes in it. This research aims to determine the feasibility of Arabic textbooks used at IIBS Al-Maahira. Knowing the presentation of Arabic textbooks at IIBS Al-Maahira. Knowing the background of the development of teaching materials at IIBS Al-Maahira. This study uses a qualitative method with a field observation process carried out by the researcher. The results were obtained: First, the development of the maharatul kalam textbook is the initial solution to the problem of students' language from the beginning of the institution's pioneering. Second, this textbook is compiled by involving material experts, learning media experts, linguists, and of course the language section at Al-Maahira IIBS. Third, this textbook is systematically arranged with the division of themes, the existence of mufrodat related to the theme, conversations related to the theme. And special guidance for teachers in delivering material.

Empowering Vocational Students: Teaching Informatics and Computer Skills at SMK Santo Gabriel Maumere

Purpose: To develop effective teaching strategies that keep up with technological advancements and meet student needs, ensuring they gain practical and comprehensive knowledge in informatics and computers. These strategies aim to equip students with the skills and knowledge needed for academic success and future careers in technology. Method: This study uses a student-centered approach, focusing on teacher-student interaction and the use of technology in teaching. Data is collected through student feedback on teaching methods and interviews with teachers and staff. The data is analyzed to evaluate the effectiveness of informatics and computer teaching at SMK Santo Gabriel Maumere. Practical Application: Provide guidance for teachers at SMK Santo Gabriel Maumere to improve the effectiveness of informatics and computer teaching. With better teaching methods, teachers can create more engaging and interactive strategies, helping students better understand technology. Conclusion: The teaching methods for informatics and computers at SMK Santo Gabriel Maumere need improvement for better results. Combining qualitative and quantitative evaluations offers valuable insights into teaching performance and guides future curriculum development.

Challenges in Implementing Extracurricular Activities and their Impact on Skill Development in Secondary Schools: A Case Study of Morogoro Municipality, Tanzania

This study explored the challenges faced in implementing extracurricular activities (ECAs) in secondary schools in Morogoro Municipality, Tanzania, and how these challenges hinder students' development of practical skills necessary for solving societal problems. The research employed a case study design, utilizing both simple random sampling for students and purposive sampling for teachers. Data was collected through interviews with 17 teachers and focus group discussions with 72 students. The findings revealed two main themes of challenges: student attitudes and backgrounds as barriers, as well as teacher and parental support issues. Student attitudes and backgrounds encompassed inappropriate attitudes towards ECAs, home upbringing influences, and gender-biased perspectives. Teacher and parental support issues involved inadequate teacher guidance and lack of parental involvement. Based on these findings, the study recommends increased Tanzania government funding to provide necessary resources for ECAs in secondary schools, as well as the implementation of awareness campaigns aimed at changing negative perceptions about ECAs. These initiatives are crucial for fostering an environment that promotes skill development and equips students with the abilities needed to solve pressing societal problems.

Exploring EFL students’ pronunciation learning supported by corpus-based language pedagogy

Recent advances in corpus-based language pedagogy (CBLP) have proven effective for teaching text-based language skills such as reading and writing. However, its application to spoken language, particularly for improving pronunciation, has received little attention. In this study, we investigated the effectiveness of a CBLP-supported pronunciation course focusing on segmental and suprasegmental features to enhance students’ pronunciation accuracy and fluency. Seventy-four EFL students participated in a 14-week quasi-experimental study using pre- and post-tests, surveys, and interviews. Results indicated significant improvements in both the segmental and suprasegmental aspects of students’ pronunciation, with large effect sizes in reading accuracy, phonetic accuracy, and pronunciation fluency. Interview responses revealed that students perceived this CBLP-supported approach as beneficial, reporting positive impacts on their access to authentic spoken language, awareness of pronunciation features, and listening and speaking skills. Students also appreciated the opportunities for autonomous learning and expressed a desire for continued access to spoken corpora, along with further teacher guidance and exposure to written corpora for enhancing other skills.

Teacher Guidance and On‐the‐Fly Scaffolding in Primary School Students' Inquiry Learning

ABSTRACTIn primary science education, inquiry‐based science instruction stands out as an optimal learning environment for fostering domain‐specific content and procedural knowledge. Recognizing the effectiveness of different forms of teacher guidance, there is an ongoing debate about the planning of high (structured inquiry) and low (guided inquiry) guidance and their optimal sequencing. This debate revolves around balancing the level of autonomy and the amount of conceptual information given to students. Furthermore, the complete understanding of the impact of responsive teaching, which encompasses a broad range of practices, including on‐the‐fly scaffolding such as Promoting Participation, Focusing, and Problematizing, remains elusive. To address this gap, this study examines the relationship between planned teacher guidance and specific instances of responsive teaching, particularly on‐the‐fly scaffolding in the inquiry‐based science classroom. A pre‐posttest design was employed, involving 164 primary school students (M = 9.9 years, SD = 0.66, 57% female) and one female experimenter. Domain‐specific content knowledge contained science concepts of thermal insulation, whereas procedural knowledge comprised the application of the control‐of‐variables strategy. The sequential order of planned teacher guidance, structured inquiry, and guided inquiry, was systematically varied, and the experimenter was allowed to provide spontaneous on‐the‐fly scaffolding. The study assesses the influence of planned teacher guidance and specific instances of responsive teaching, particularly on‐the‐fly scaffolding on students' conceptual and procedural knowledge. Results indicate no differential learning effects based on the order of planned guidance. However, when planned guided inquiry was provided second, the teacher gave less on‐the‐fly scaffolding. Additionally, Problematizing had a positive effect, while Focusing had a negative effect on students' procedural knowledge learning.