Teaching-learning Materials Research Articles

Pengembangan Buku Interaktif 3D Audio Visual pada Materi Tutorial Pengembangan Media Pembelajaran Berbasis Studi Kasus Adaptif untuk Peningkatan Kompetensi Keterampilan Mahasiswa PPG Seni Budaya

This study aims to develop a 3D audio-visual interactive book on tutorial materials for developing adaptive case-based learning media to enhance the skill competencies of PPG Art and Culture students. The methodology includes needs analysis, interactive book design, and effectiveness evaluation. This interactive book is designed to provide an immersive and comprehensive learning experience through the use of 3D and audio-visual technology. The results indicate that this interactive book significantly improves students' understanding and skills in developing adaptive, case-based learning media. Evaluations through surveys and in-depth interviews confirm that the book is effective in supporting a more innovative and interactive learning process. This study makes a significant contribution to the development of modern and relevant learning materials in contemporary education.

Sustainability Development in the Context of Edible Coating for Fruits and Vegetables in Chemistry Learning: Qualitative Content Analysis

This study aims to develop teaching-learning sequences (TLS) in the context of edible coatings for fruits and vegetables that integrate Education for Sustainable Development (ESD) in economic, environmental, and social aspects. TLS can be applied to create lesson plans or teaching materials in chemistry learning. This research used Qualitative Content Analysis, following four key stages: material collection, descriptive analysis, category selection, and material evaluation. Data were gathered from the analysis of fifty-eight literature sources and validated by five experts in terms of content validity. Validation experts are experienced four lecturers from chemistry education field and one doctoral student. The results of this research are as follows: TLS divided into four sections, postharvest losses, edible coating materials, preparation and characterization of edible coatings, and potential edible coatings to support sustainable living based on SDG-related points Zero Hunger (SDG 2), Good Health and Well-Being (SDG 3), Quality Education (SDG 4), Industry, Innovation, and Infrastructure (SDG 9), Responsible Consumption and Production (SDG 12), Climate Action (SDG 13), and Life on Land (SDG 15). The validation confirmed that the TLS content is appropriate for chemistry learning with ESD content

Microlearning: Innovative Digital Learning for Various Educational Contexts and Groups

Microlearning brings a number of advantages that make it an attractive tool for education. Short and clear lessons minimize the risk of information overload, promote better understanding of the material, and enable quick and easy retention of information. The relevance of microlearning lies in its ability to respond to current educational needs and trends. Microlearning is considered to be a flexible, effective and innovative approach to learning that can be successfully applied in different learning environments, for different learning content and to different target groups. The aim of the research is to describe the impact of microlearning modules on the level of learning outcomes and perceived effectiveness in different target groups. Our research focuses on examining the effectiveness of microlearning on lower secondary school pupils, secondary school students and librarians. In the context of lower secondary schools, specific microlearning units thematically focused on programming and working in Scratch will be presented. This part of the research was carried out using an experiment and a questionnaire survey. In the experiment, the effectiveness of this type of teaching and digital learning materials was investigated. The experiment was conducted in parallel classes of a lower secondary school, and the participants were pupils aged 11 to 12 years old. The aim of the questionnaire survey was to find out the probands' opinions about microlearning. In the context of secondary schools and learning librarians, we conducted a survey of available materials and microlearning modules. In this paper we will introduce general concepts and strategies, with more detailed descriptions of specific modules to be published later. This paper aims to contribute to the growing awareness of the importance of microlearning as an effective educational tool and highlights its potential in different educational settings, especially lower secondary schools, thus providing useful material and inspiration for educators. The results suggest that the implementation of microlearning in lower secondary school settings has led to improved student learning outcomes.

Assessment of academic stress and its association with academic achievement among health science students

Abstract Background: Excessive stress may cause serious psychosocial and emotional health consequences. Academic stress influences the academic achievement of students. Aim: This study aimed to assess academic stress and its association with academic achievement among health science students in Kathmandu. Methodology: A cross-sectional study was conducted among 268 health science students. Data were collected using the Scale for Assessing Academic Stress, to measure academic stress, academic activity-related questions, and academic Grade Point Average (GPA) from the previous semester which were used for academic performance. We selected students by systematic random sampling. We used a self-administered questionnaire method for data collection. Data were entered into EpiData software and transferred to IBM SPSS (version 25) for analysis. Descriptive analysis was performed by percentages and median (interquartile range). We used Pearson’s correlation and Chi-square tests to measure the association between academic stress, performance, and related factors. Results: A total of 31.7% and 35.4% of respondents had moderate and high academic stress, respectively. The correlation between academic achievement and academic stress was found to be negative (r = −0.201 and P = 0.001), but statistically significant. The association between sex (P = 0.008), academic environment at home (P = 0.041), teaching–learning materials at home (P = 0.022), and academic stress was found to be statistically significant. Conclusion: More than two-thirds of respondents had moderate and high academic stress. The relationship between stress and academic achievement is negatively correlated, which suggests that students do not need high academic stress to achieve substantial academic performance.

초등학교 사회 수업에서 노동인권교육 실천 경험에 관한 자문화기술지

The purpose of this study is to explore the experiences of researcher who have practiced labor related human rights education in elementary school social lessons with an autoethnography and to provide implications for the operation of labor related human rights education linked to social studies. To gather evidence for this study, I complied a collection of lesson plans, student evaluations, and classroom observation records from a single semester. In addition, my own personal reflections and experiences as both a researcher and participant in the classroom served as a primary source of data. The research results are summarized as follows. First, I reorganized the curriculum by linking and integrating various subjects and creative experiential activities to practice labor related human rights education in social lessons, and conceived class activities by referring to various teaching and learning materials, but labor related human rights education could not be systematically dealt with. Second, the number of social lesson hours alone was not sufficient to deal with labor related human rights education. Third, it is not easy for fellow teachers to unite together, although the identity of a teacher who is a worker citizen must be established as a social textbook. Based on these research results, I would like to present implications for the practice of labor related human rights education in social studies lessons. First, it is necessary to develop teaching and learning materials for labor related human rights education centered on social studies achievement standards. Second, opportunities for understanding and experience of labor related human rights must be accompanied throughout educational activities. Third, it is necessary to change teachers’ perception of labor related human rights education.

Implementation of Inclusivism Values in Religious Education Learning to Build Human Solidarity at Karuna Dipa High School, Palu

This research examines the implementation of inclusivism values ​​in religious education learning to build humanitarian solidarity at Karuna Dipa High School, Palu. This research uses qualitative methods, and data is collected through observation, in-depth interviews, and analysis of written documents. The data analysis techniques used are data reduction, presentation, and verification. The research results show that: First, the values ​​of inclusivism are the basic principles at Karuna Dipa High School Palu, namely Inclusive (open) values, tolerance values, mutual help values, justice values, and brotherhood values ​​(humanism). Second, the implementation of inclusivist values ​​in religious education learning at Karuna Dipa Palu High School follows the inclusive religious education learning model from Jack L. Seymour and Tabita K. Cristiani, namely the "beyond the wall" learning model through several integration efforts, namely: 1) Integrated into the Vision and Mission of Karuna Dipa High School Palu, namely "Achievement, Personality and Competitiveness." 2) Integrated into existing religious education learning materials. 3) Integrated in extracurricular activities. 4) Integrated religious holiday celebration activities. Third, the significance of inclusivism in building human solidarity at Karuna Dipa High School in Palu is the following: 1) Building social solidarity between students with different beliefs. 2) Building an attitude of mutual trust in all elements of the school so that a sense of brotherhood is created between students, educators, and the Karuna Dipa Palu Foundation. 3) Forming a competitive spirit with noble moral character in Karuna Dipa High School students.

DEVELOPMENT OF POP-UP BOOK MEDIA IN THEMATIC LEARNING IN GRADE III SDN 101921 BERINGIN

This study aims to: (1) produce Pop-Up Book learning media in the Thematic learning of food production technology development material in grade III SD Negeri 101921 Beringin, (2) find out the feasibility and practicality of Pop-Up Book learning media in the Thematic learning of food production technology development material in grade III SD Negeri 101921 Beringin which is valid from the results of feasibility validation by material experts, media experts, learning experts, and student responses. This research is a type of Research and Development (R&D) research with a 4D model developed by Thiagarajan (1974) which includes four steps, namely: the stages of define, design, development, and disseminate. The instruments used to collect data are interviews, documentation, and questionnaires. Based on the assessment of the validation results by material experts, 96% scores, media experts get 97.3% and learning experts get 93.3%, resulting in Pop-Up Book products that are very suitable for use for third grade elementary school students. Therefore, from the data from the validation results of the three validators, it can be concluded that the Pop-Up Book media in the Thematic learning of the Food Production Technology Development material was declared valid and there was no revision by experts, so it was declared very suitable to be used as a teaching material in learning.

The Effectiveness of Use of Multimodal Text Teaching Materials on Learning the Indonesian Language in High School

Currently, in the digital era, the use of technology in learning is becoming increasingly more important. Multimodal texts, which combine various modes of communication such as text, images, audio, and video, are used as interesting texts in learning Indonesian. This research aims to determine the effectiveness of using multimodal text teaching materials in Indonesian language learning in high school. This type of research is experimental quantitative research; the approach used is scientific. The data source in this research is Multimodal text teaching materials. The data in this research is in the form of pretest and posttest. Data collection techniques in this research used observation, tests, and documentation. The data analysis used in this research is descriptive statistical analysis and gain index data analysis. The sig value is shown in the data processing results using the independent t-test. (2-tailed) is 0.025<0.05. So Ho is rejected, and Ha is accepted, so there is a significant average difference between the experimental class and the control class. There are findings of multimodal text forms in the e-book module. Multimodal learning is an effective medium used to increase understanding in high school students.

Development of Teaching Materials Based on Social Values of Banjar Community to Improve Students' Financial Literacy

Financial literacy is an essential skill to equip students with the knowledge and skills needed to manage finances. The gap in understanding financial literacy among junior secondary level students reflects the urgent need to introduce innovative and effective learning teaching materials. This research was conducted with the aim of increasing students' financial literacy through the application of the Project Based Learning model. This research method is Research and Development (R&D) which adopted the 4D model of Thiagarajan, Semmel & Semmel in 1974. Validation of the teaching module was carried out by two expert lecturers and teacher response data was validated by two class IX junior high school teachers. Data analysis involves qualitative descriptive analysis techniques and descriptive statistics, including evaluation of validation results by experts and analysis of teacher responses. The results of the research show that teaching materials from the material aspect have an average Aiken's V value of 0.90 (Very Valid). In the language aspect of teaching materials, the average Aiken's V value is 0.89 (Very Valid). Teacher responses to teaching materials reached an average percentage of 85.25% (Very Good). Based on the results of this research, it can be concluded that this research has succeeded in developing teaching materials based on the social values ofthe Banjar community to increase students' financial literacy.

Students' Needs and Preferences for Digital EFL Learning Materials

While research on digital language learning materials has received lots of attention, there was a scarcity of studies focusing on specific locations, like Sambas in West Kalimantan, Indonesia. Located near the border of Indonesia and Malaysia, Sambas has a unique EFL learning environment influenced by its geographical location and diverse socio-economic backgrounds. Understanding students' needs and preferences in local contexts is crucial in designing culturally relevant teaching materials. This study aimed to assess the needs and preferences of students in Sambas and provided valuable insights into optimizing the utilization of digital teaching materials for English language learning. This study employed a survey research design to elicit information about current materials, the student's needs, perceptions, and preferences concerning digital materials in English students' needs and preferences, and technological resources. The participants of this study were first-year students of junior secondary school (20 students) in Sambas. The findings revealed that students need videos, movies, and songs with English subtitles as learning materials. Furthermore, the study might shape future research in developing and implementing digital EFL materials customized to the Sambas' cultural context, including local language, customs, and traditions, and their effectiveness in engaging students and improving English language acquisition.

Designing Creative Music Education Materials for School Children in Malaysia: Implication for policy and teaching practices

The Malaysian Ministry of Education aspires to produce knowledgeable, creative and innovative music pupils, teachers, educators, researchers, material writers, and curriculum designers. Thus, there is an urgency to advocate new and current ways of attracting 21st century pupils to learn music. This study involves designing educational music teaching materials and approaches. It also evaluates the effectiveness of musical creativity, engagement, and learning outcomes through musical experience, music composition, and music appreciation. The findings of this study provide insights on ways that will help policymakers, curriculum designers, and music teachers in Malaysia to develop quality teaching and learning materials for future music education.

Students' awareness and conceptions of science‐related communication mechanisms on social media

AbstractThe rise of social media platforms and subsequent lack of traditional gatekeeping mechanisms have enabled the proliferation of scientific disinformation. Users attempting to properly evaluate scientific information and disinformation are immensely obstructed by media communication mechanisms such as filter bubbles and echo chambers. Given the recent approaches to reconceptualizing the nature of science represented by facets of media communication mechanisms, we report results from seven focus groups of 26 tenth‐grade students (M = 15 years; 58% female, 38% male, 4% nonbinary) investigating such mechanisms as applied to climate change content on social media. Using qualitative content analysis, we identified the students' awareness and conceptions of mechanisms such as filter bubbles and echo chambers on a continuum between rather simple and elaborate. The findings suggest that the students have a general awareness of most mechanisms based on their own experiences and describe additional media communication mechanisms, such as bots, microtargeting, and, particularly, algorithms, which appear specifically relevant in dealing with scientific disinformation on social media. Based on the results, we derive a set of needs for science educational learning materials and science media literacy to prepare students to tackle scientific disinformation on social media.

Improvisation of Teaching Learning Materials (TLM) and its Contribution in Teaching and Learning of Primary Science

The study was basically carried to find out about the contributions of improvisation on learning science education. The mixed mode of data collection method was used for the purpose whereby data were collected through semi structured interview questions and survey questionnaire. Analysis and interpretation of quantitative data was carried using Statistical Package for Social Sciences (SPSS) whereas analysis of qualitative data involved looking for similarities and dissimilarities and generating themes. Finally the collected data and information from both qualitative and quantitative method will be compared and analyzed. It was inferred that TLM hold significant importance in providing valuable support and enhancing the learning experience for both educators and students. However, it was found that most schools lack the required TLM and teachers improvise the required TLM with locally available materials. However, improvisation of TLM requires lots of resources and support from many relevant stakeholders. Moreover, it was also found that improvisation is very time consuming and comes with the challenges of precision and accuracy. The study also founded that with the advancement of technology, digital tools like YouTube videos and simulations were used when readymade TLM are not available in the schools. However, this research study was carried during short period of time with minimum participants and findings from the study cannot be generalized for all the schools across the country. Furthermore, further research can be carried to find out about different module offered in two colleges of Education which teaches about preparation and improvisation of TLM.

Utilization of Traditional Games as Teaching Material in BIPA Learning

Congklak is a local culture that can be utilized as BIPA teaching material. There needs to be research on BIPA teaching materials regarding the game of congklak with local wisdom content that can be integrated with religious moderation. Therefore, researchers are interested in conducting research related to the traditional game of congklak which is associated with the principles of religious moderation in BIPA learning conducted at UIN Raden Mas Said Surakarta. This research aims to examine the utilization of traditional games based on local wisdom and religious moderation as teaching materials. This research method uses a qualitative descriptive method. The data in this study are local wisdom-based materials using the traditional game of congklak with data sources in the form of documents and several references relevant to the research. The results showed that the conventional congklak game could be used as a fun and effective teaching material for BIPA learning because, in addition to being used as an introduction to Indonesian culture. It also contains at least seven values of religious moderation in the form of tawasuth, tawazun, I'tidal, tasamuh, musawah, syura, and ishlahKeywords: local wisdom, religious moderation, BIPA, teaching materials

Development of Website-Based Teaching Materials to Improve Historical Understanding in History Learning for Class X Students of SMA Negeri 1 Rangkat

This research discusses the development of website-based teaching materials to improve understanding of history in history learning for class X students at SMA Negeri 1 Rangkat. The aim of this research is to determine the development of website-based teaching material design, determine the feasibility of developing website-based teaching materials, and understand history by using website-based teaching materials in history learning for class This research uses a Research and Development (RD) approach, namely an approach that produces and develops a physical product that has been tested for feasibility and effectiveness. Implementation of the RD approach using the PIE (Plan, Implement and Evaluate) development model. The results of this research show that the number of assessments given by media experts is 71 while the percentage obtained is 90% and the validation value is in the "Very Appropriate" category, the material expert assessment is 58 with the percentage obtained is 95.4% and is included in the "Very Good" category. Eligible", the validation score for the Pretest-Posttest questions by the teacher was 144 with a percentage of 96% so it was included in the "Very Appropriate" category and the students' understanding score after using the product was based on the results of the pre-test and post-test, the small group got a pre-test result of 29.1 and posttest 75. While the large group got pre-test results of 34.35 and post-test 76.45, there was an increase in scores after teaching and learning activities using website-based teaching materials and based on the results of pre-test and post-test participants' understanding students have reached the level of analysis.

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.

Exploring English Teaching Materials and Methods at the HSC Level: An Empirical Study

This study focused on the teaching-learning materials and methods used by the teachers at the Higher Secondary Level in Bangladesh. This study tried to find out the types of methods and materials used by the teachers, how they used these, and how these catered to the diverse needs of the learners. This research followed a quali-quantitative method using questionnaire surveys and semi-structured interviews. A total of 530 students, 28 teachers, 10 teacher-interviewees, and 5 key informants participated in this study. The findings revealed that the materials and methods employed in teaching English at the Higher Secondary Certificate (HSC) level do not align with the curriculum objectives. Moreover, the teachers follow a medley of methods and materials that neither significantly match the latest teaching-learning approaches nor serve the purpose of making the students proficient in English. It was also found that most teachers have no training in language teaching methods, materials, and pedagogy. So, this study felt the necessity for arranging teacher training, redesigning materials, and creating interactive teaching-learning environments to ensure learners’ more comprehensive grasp of English language proficiency in real contexts.

Teacher Perceptions on Using Translanguaging for Teaching Second and Foreign Languages in Sri Lanka

Abstract The linguistic landscape of Sri Lanka underwent dramatic transformations owing to the influence of Indic languages and the colonization which resulted in increased language contact and hybridization of local languages. Advancements in digital and commercialization of language learning increased the demand for second and foreign language education. Whether language planning and education have undergone changes in par with the transformations in the linguistic landscape is questionable. Approaches and methodologies of second and foreign language learning in Sri Lanka remain entrenched in hegemonic practices of post-colonial language education. Taking on a convergent parallel design, the present study explored the potentials of incorporating translanguaging into second and foreign language education in Sri Lanka. Teachers of English as a second language and three other foreign languages were selected as the key informants of the study. Recognizing language as a transformative entity from a sociolinguistic stance, the study employed dynamic systems theory to evaluate the significant transformations of the linguistic landscape in Sri Lanka juxtaposed with developments in language studies. The findings have revealed that although the teachers have identified the need for shifting towards inclusive language education that recognizes the significance of learners’ native language repertoire, the language education system is still entrenched in the conservative approaches. Teaching learning material and ideologies attached to second and foreign languages education have become ‘leg irons’ that constrain adaptation into the new language environment. National scale linguistic landscape surveys, transformations in methodologies, localized learning material and long-term language policy and planning initiatives are key requirements for ensuring inclusive, equitable and decolonized language education.

Disaster mitigation education (DME): A bibliometric study from Scopus database

Abstract Natural catastrophes may be especially devastating in some countries. Thus, in disaster-prone areas, it is crucial that people get education on mitigation strategies so that they can be prepared for future calamities. Therefore, it is vital for all parties involved that research be conducted on mitigation education. This bibliometric study examines disaster mitigation education (DME) bibliographies in the Scopus database from 2011 to 2022 with the goal of mapping this research to guide future studies on the subject of disasters. The study process consisted of four steps: finding, filtering, correcting, and analyzing; each step was accomplished with the aid of a different program, such as Publish or Perish, Mendeley Desktop, and the VOSviewer application. Publication tendencies connected to mitigation education were examined, along with citations, authors’ collaboration, and the examination of keywords used in abstracts. Throughout the four phases, there were 13 issues that saw an increasing publishing rate throughout the aforementioned period. After that, the years 2015-2017 saw an increase in the issue’s citations before gradually declining again. Only ten authors, mostly from North American nations, worked together on studies of DME globally. Finally, the authors in this issue made frequent use of 16 abstract terms, the most common of which were “mitigation,” “student,” and “object.” According to these findings, there has been a dearth of research on the feasibility of incorporating disaster-prevention strategies into existing educational structures, including curricula, learning materials, and policies. Students should be taught about disaster preparedness at an early age so that future generations may avoid problems before, during, and after a crisis.

Understanding the Developments in System of Education within Rural Communities

In India, more than 70 percent of the populations resides in rural communities. In these communities, the individuals have recognized the meaning and significance of education. But it is unfortunate to note that system of education is not in a well-developed state. This is regarded as one of the critical impediments within the course of progression of rural individuals and communities. Hence, there is a need to formulate programs, which are essential in leading to up-gradation of overall system of education. Within these programs, all factors are to be taken into account, which are necessary in bringing about improvements in overall structure of the organizations. Within rural schools, it is necessary in promoting enhancement of teaching-learning methods, teaching-learning materials, assessment strategies and instructional strategies. Furthermore, up-gradations need to take place in various types of extra-curricular and creative activities. These are essential in stimulating the mind-sets of rural individuals towards learning and achievement of educational goals. In this manner, there will be an increase in rate of absenteeism. One of the important aspects is, there is a need to recruit well-qualified and experienced teachers. As they are contributing efficiently in promoting student learning and leading to up-gradations of overall system of education. Therefore, in order to lead to progression, it is necessary to promote developments in overall system of education. The main concepts that are taken into consideration in this research paper are, objectives of promoting developments in rural education, measures to be implemented in promoting developments in system of education, and advantages of promoting enrichment of rural education.