Teaching Model Research Articles

Penerapan Model Pembelajaran Contextual Teaching And Learning Untuk Meningkatkan Aktivitas Dan Hasil Belajar Administrasi Pajak Di SMKN 1 Sidikalang

This study overcomes the problem of low activity and learning outcomes of students in class XI AKL 1 SMK N 1 Sidikalang, consisting of 36 students. This study aims to improve activity and learning outcomes by using the Contextual Teaching and Learning model. Data were collected through activity observation sheets and learning outcomes tests, then analyzed quantitatively and qualitatively. 1) In cycle I, the first meeting showed an average of 27.77% active activities, then in cycle II, it increased with an average of 77.77% active activities. 2) The average pre-test score was 72.77% with 17 students (47.22%) complete, post-test cycle I 75% with 19 students (52.77%) complete, and post-test cycle II 85.27% with 32 students (88.88%) complete, meeting the success indicator ≥85%. In conclusion, the application of the Contextual Teaching and Learning model succeeded in improving student learning activities and outcomes.

Using Secondary Materials for the Creation of Biological Teaching Models

The article discusses creating educational thematic models from second-hand items in collaboration with the students. Our research aimed to assess the main aspects of knowledge of sustainable development among students. To show them the possibility and impact of reusing things in the teaching process. A questionnaire was designed using the Google platform, with 400 volunteers participating in the study. To develop the biological teaching methods, we utilized second-hand materials. The majority (70.25±2.29%) of respondents were female, and 29.75±2.29% were male. χ2 - Chi-square equals to 65.5; The P-Value is < .00001. The result is significant at p < .05. One of the questionnaires was formulated as follows: "Have you ever used second-hand items?" 84.75%±1.80 of the total number of respondents use second-hand items, and the remaining 15.25%±1.79 do not. χ2 - Chi-square equals to 192; The P-Value is < .00001. 39,5±2,91% used second-hand materials as appliances, 39,5±2,91% used them as clothes, 1,5±0,73% used them as shoes, 5,75±1,39% used them as accessories, and 30±2,73% used them as teaching materials. Additionally, 1,25±0,66% of the respondents did not use second-hand items as utensils, while 8,25±1,64% indicated using them for other purposes. χ2 - Chi-square equals to 335.34; The P-Value is < .00001. When respondents were asked whether the second-hand items could be utilized as a learning resource, the majority 88,25%±1,92, believed it was possible, while 11,75%±1,92 expressed the view that second-hand items cannot serve as learning resources. χ2 - Chi-square equals to 231. For the next stage, students and pupils were given a proposal to collect unnecessary, second-hand items and bring them to Batumi Shota Rustaveli University. Using the mentioned items, students and pupils created biological thematic models. At least 25 biological models were created following the provided instructions and were exhibited at the Scientific Picnic.

Barriers and Challenges in the Implementation of the STEAM Approach in Educational Practice

Currently, pedagogy prioritizes the way students construct and assimilate knowledge, employing innovative strategies and methodologies such as the STEAM approach. Despite being internationally recognized and promoting motivation and creativity, this teaching model is still incipient in Colombia. Existing studies agree on the need to train teachers to acquire and strengthen their competencies before implementing this approach effectively and taking advantage of its benefits. Therefore, the aim is to analyze the barriers and opportunities related to the implementation of this approach in the following educational institutions: Santo Tomas De Aquino, Nueva Familia, Simón Bolívar and San Luis, located in Duitama, Boyacá - Colombia. The research is guided by a qualitative approach, is descriptive in scope and follows an action research design. The results and conclusions of the study reveal resistance on the part of some educators towards innovation and the adoption of new educational strategies. In addition, there is a lack of investment and interest on the part of schools in developing training programs that promote knowledge and the strengthening of new competencies for the effective adoption of the STEAM approach.

Meningkatkan Hasil Belajar Materi Kemampuan dan Keterbatasanku Melalui Problem Based Learning Peserta Didik pada Kelas 7 SMP Negeri 12 Kota Surakarta

This study explores the impact of Problem-Based Learning (PBL) on improving students' learning outcomes in the subject "Kemampuan dan Keterbatasanku" (My Abilities and Limitations) at SMP Negeri 12 Surakarta. Using Classroom Action Research (CAR), the study was conducted in two cycles involving Grade 7 students. Data were collected through tests, interviews, and observations, showing improvements in both cognitive understanding and student engagement. Problem Based Learning proved effective in helping students connect learning to real-life problems, fostering critical thinking and collaboration. Despite initial challenges in participation and motivation, students' outcomes significantly improved by the second cycle, with 75% of students meeting the learning goals. The findings suggest that Problem Based Learning can be an effective teaching model to enhance students' understanding and promote independentl earning.

Building Inclusive Learning Communities in Multicultural Classrooms: The Role of the CTL Model in Learning Interpersonal Skills

This study explores the effectiveness and challenges of implementing the Contextual Teaching and Learning (CTL) model in multicultural classrooms, particularly focusing on its impact on interpersonal skills development. The primary aim is to investigate how the CTL model enhances student engagement by connecting academic content to real-world contexts and to identify the barriers that impede its effective application. This research utilized a qualitative approach with a case study method to examine the application of the CTL (Contextual Teaching and Learning) model in building inclusive learning communities and fostering interpersonal skills in multicultural classrooms. The data collection techniques used in this study included interviews, observations, and document analysis. The findings indicate that while the CTL model significantly enhances student engagement and fosters the development of interpersonal skills, its implementation is fraught with challenges. Key obstacles include insufficient teacher training, misalignment with existing curriculum standards, limited resources, and institutional barriers such as rigid schedules and lack of administrative support. Despite these challenges, the research highlights the importance of sustained professional development and a supportive learning community to overcome these barriers. By addressing these issues, educators can better leverage the CTL model to create inclusive and effective learning environments. Overall, this study underscores the potential of the CTL model to transform teaching practices and improve student outcomes in multicultural settings. It calls for a concerted effort to provide the necessary support and resources for educators to implement the CTL model successfully, thereby enhancing educational experiences and fostering inclusive learning communities.

The Construction and Application of Smart Teaching Model for Speaking in International Chinese Language Education

The Construction and Application of Smart Teaching Model for Speaking in International Chinese Language Education

The Construction of Localized Teaching Model of Orff Music Teaching Method Based on Big Data Analysis

This paper discusses how Orff's music education system is combined with the localized teaching mode under the background of globalization, especially with the support of big data analysis to realize the innovation of music education. Orff's music education has attracted worldwide attention for its openness, diversity and innovation. In China, its localization practice aims to balance the international educational concept with the local cultural needs. The innovations of this paper are as follows: firstly, the big data analysis technology is integrated into the localized teaching mode, and the new mode of music teaching is analyzed; Secondly, advocate students' active participation, get rid of the shackles of traditional teaching and make music learning lively and interesting; Thirdly, from a new discipline perspective, combined with the frontier concept of national music education, this paper interprets Orff's localization theory and practice in order to push Orff's music education in China out of the dependent development mode.

Collaborative Teaching and Curricular Integration in Pre-Intern Clinical Placements: Insights from the Greater Bay Area.

The rising demand for knowledge updates and technological innovations in China has made clinical placement teaching challenging. Reforms for innovative teaching models through pilot classes have shown to improve students' academic performance. This novel integration led to the announcement of healthcare collaboration in the Guangdong-Hong-Kong-Macao Greater Bay Area for projects within China's "Global-Innovation-Hub" zones. First Affiliated Hospital (FAH) of Sun Yat-sen University (SYSU) in Guangzhou and the Faculty of Medicine (FMD) of Macau University of Science & Technology (MUST) in Macau have developed an inaugural project for FMD/MUST medical students to perform pre-internships at FAH-SYSU. This study aimed to reflect on students' experiences with collaborative teaching and learning through medical curricular integration in the "Global-Innovation-Hub" zones designed by both institutions for developing integrated curriculum. FMD/MUST students attended medical clerkships at FAH-SYSU using a system-integrated curriculum in China's "Global-Innovation-Hub" zones, allowing different education systems at different locations. Post-clerkship surveys ranked teaching models in conjunction with written reflections in response to post-clerkship questionnaires for all participating students. The teaching models were defined by the way supervisors' interaction with students, and written reflections in response to the post-clerkship questionnaire were descriptively and semantically analysed. The top-ranked teaching models include first "Student-led consultation under supervision in observers' chair with discussion", second "Observe consultation and discuss with the teacher in-between patients in observers' chair" and third "Student-led consultation under supervision in consultants' chair with discussion". The post-clerkship questionnaires showed positive outcomes. This study demonstrates the successful delivery of collaborative teaching and learning through medical curricular integration in China's "Global-Innovation-Hub" zones. This integration enables the development of a consistent and student-preferred teaching model being introduced into clinical placement curriculum. The unique location of China's "Global-Innovation-Hub" zones in the Guangdong-Hong-Kong-Macao Greater Bay Area allows this integration to significantly improve students' clinical reasoning learning.

Implementasi Kurikulum Merdeka dalam Menumbuhkan Kemampuan Critical Thinking di Kelas XI F1 pada Mata Pelajaran Pendidikan Agama Islam di SMAN 8 Padang

This study aims to describe: 1) the planning of implementing the Merdeka Curriculum in fostering critical thinking skills in Class XI F1 for Islamic Religious Education subjects; 2) the implementation of the Merdeka Curriculum in developing critical thinking skills in Class XI F1 for Islamic Religious Education subjects; 3) the challenges and efforts faced by Islamic Religious Education teachers in nurturing critical thinking in Class XI F1 for Islamic Religious Education subjects. The research method used is qualitative with a descriptive approach. The results of the study show that, first, in the planning stage, teachers attended training, prepared teaching modules that included learning objectives, teaching models, learning activities, and assessment/evaluation. Second, the implementation involved preparatory activities such as preparing media/tools and motivating students in line with the Pancasila Student Profile. The core activities included activities 1.1, 1.2, and 1.3, while closing activities consisted of summarizing the lesson, reflecting, providing information about future learning, and concluding with a prayer. Third, the challenges faced by teachers included inadequate training and continued use of lecture-based methods. The efforts made to address these challenges included attending further training and mastering various teaching models.

Digital Physics Module for 21st Century Education on New and Renewable Energy Based on the Dilemma-STEAM Learning Model

Abstract This study aims to develop a Dilemma-STEAM electronic module on renewable energy materials to be used as a physics teaching resource for 10th-grade high school students using the ADDIE (Analyze, Design, Development, Implementation, and Evaluation) development model. The Dilemma-STEAM based e-module is a digital physics module based on the Dilemma-STEAM (Science, Technology, Engineering, Arts, Mathematics) model of teaching. In the context of 21st-century education, the application of technology and interdisciplinary approaches is emphasized to prepare students for future challenges. This module is designed to encourage critical thinking, collaboration, communication, and creativity in students through real dilemmas story integrated with STEAM. The product is a digital module design presented through the website, it easily accessible to students using compatible electronic devices. Based on the validation results conducted by experts, an overall percentage of 87.50% was obtained from material experts, 84.44% from media experts, and 89.41% from learning experts. Additionally, the product trial by physics teachers showed a final percentage of 95.63% with an interpretation of “Very Good,” while students who had studied the material on physical quantities and measurements gave a percentage of 87.51% with an interpretation of “Very Good.” From this research, it can be concluded that the Dilemma-STEAM electronic module on renewable energy materials is deemed valid and suitable for use as a physics learning medium for 10th-grade high school students.

Developing Positive Design with Innovative Thinking Framework: A design Pedagogical Approach to Enhance Subjective Well-being

Design thinking is the foundation of professional design education, and the shift from zero to professional design skill involves the completion of the transition from single-mindedness to independent and innovative thinking. In this exploratory study on design teaching, we build a novel teaching model by drawing on the connection between students' self-transcendent knowledge and formal knowledge in design thinking. Based on the Design for Happiness framework (DfH), this study uses Positive Emotional Granularity cards (PEG) to stimulate students to identify and categorize various positive emotions. We matched 15 furniture-related positive emotion keywords, summarized the corresponding design strategies, and subsequently generated Design for Happy Furniture cards (DfHF). We looked at new structural reorganizations of design teaching resources and effective teaching models and examples that might be used in course delivery. This study used the USE scale for quantitative analysis and triangulation for qualitative data analysis. The results indicate that this method is crucial for making it easier to convert design ideas into practice and for enhancing the efficiency of instructional techniques in a specific design procedure. The bottom-up approach is beneficial for creating sets of cards and design strategies, as well as for utilizing the cards in innovative ways to enhance students' creativity, engagement, and self-efficacy. DfHF cards are a valuable tool for promoting motivation and facilitating the constructive learning of creative skills. They not only improve students' creative thinking abilities but also expedite the design decision-making process and prioritize emotional integration and user well-being.

Impact of Occupational Socialization on South Korean Physical Education Teachers’ Interpretation and Delivery of the Hanaro Teaching Model

Purpose: To determine the impact of occupational socialization on eight South Korean teachers’ interpretation and delivery of the Hanaro Teaching (HT) model. Method: Data were collected through formal interviews, film of teachers employing HT, document analysis, reflective journaling, and the critical incident technique. They were analyzed using analytic induction and constant comparison. Findings: The teachers interpreted and delivered the HT model in four different ways. These were the full and full+ versions of the model, watered down, and taking a cafeteria approach. The organizational socialization phase was key in shaping how the teachers delivered the model. The teachers’ acculturation and professional socialization were mainly supplemental. Conclusions: The fact that seven of the teachers employed HT without any formal training suggests that the model was fairly easy to learn. Specific training in undergraduate physical education teacher education, however, could lead to more teachers employing the full and full+ versions of the model.

Toward self-regulated learning: effects of different types of data-driven feedback on pupils' mathematics word problem-solving performance.

Mathematical word problems refer to word problems where the information that is presented needs to be integrated, typically into a mathematical formula, to arrive at a solution to the problem. When solving mathematics word problems, elementary school students often have difficulties improving their performance due to a lack of self-regulated learning (SRL). However, SRL can be developed by adopting an appropriate teaching approach which offers quantitative feedback or learning prompts. With the sophistication of interactive and data-driven feedback technology, it is possible to provide timely and personalized strategies for promoting students' SRL. In this study, an interactive e-book editing platform was used to design self-regulation-level-based feedback(SRLF) and task-level-based feedback(TLF) teaching models, which were respectively conducted in two similar fifth-grade classes for the mathematics word problem solving lessons. Using ANCOVA and repeated ANOVA, this study found that (1) the SRLF had a remarkably greater impact on elementary school students' mathematics word problem-solving performance than the TLF, with a partial η 2-value of .107; (2) In the short period of time, there was no significant difference between the two kinds of feedback on the learners' SRL. The TLF was slightly superior to the SRLF, especially in terms of total self-regulated learning scores and cognitive strategies; (3) The TLF had a significant interaction effect on self-regulated learning and cognitive strategies, respectively with a partial η 2-value of .059 and .056.

ECOLOGICALLY-ORIENTED TEACHING OF ENGLISH TO STUDENTS OF PEDAGOGICAL SPECIALITIES

The relevance of the study in this paper is due to the problems of ecology in the modern world and the formation of ecological culture among the younger generation within the framework of the educational process to introduce them the ecological values in their future professional activities to preserve and restore the ecosystem of the planet. The purpose of the study is to form a model for the didactic foundations of ecologically-oriented teaching of English to students of pedagogical specialities. The leading method for the study of this issue is the a survey using the M. Rokich test for diagnosing personal value orientations, which makes it possible to determine social values, psychological aspirations by identifying the existing self-tasks of the person under survey, features of his or her self-determination and self-regulation of behaviour within the framework of ecological culture. The study presents didactic foundations of ecologically-oriented teaching of English to students of pedagogical specialities with formation of value orientations including value-motivational, cognitive-informational and modeling of creative ecological-cognitive professional activity on the basis of which the level of ecological culture of students can be created. The formed didactic foundations model of ecologically-oriented teaching of English to students of pedagogical specialties enables to create ecological culture with value standards of careful attitude to the environment and all levels of nature, which will allow them to introduce it in the educational process in their future professional activity to educate students about high ecological culture and creative behavior concerning natural objects and the whole ecosystem of life in general, which has practical significance for the education system and well-being of society.

Knowledge-Based Flipped Classroom Model to Improve Physics Learning Outcomes

Abstract The goal of studying physics is to produce individuals who can use their knowledge and comprehension to tackle complicated challenges in daily life. This is partly influenced by the absence of practical work in the laboratory. Therefore, a learning model is needed that can overcome this problem. This journal presents a model for implementing a Knowledge-Based Flipped Classroom approach in the context of physics education. Traditional classroom settings often rely on passive consumption of information, limiting student engagement and depth of understanding. In contrast, the flipped classroom model emphasizes active learning, where students engage with the course material before class begins, allowing in-class time for deeper exploration, discussion, and application of concepts. This research uses a mixed-methods research methodology, to evaluate the effectiveness of the Knowledge-Based Flipped Classroom model in physics teaching. This paper proposes a structured framework for designing flipped physics classrooms, integrating multimedia resources, interactive activities, and collaborative learning experiences. Using this strategy, instructors can improve student learning outcomes by developing critical thinking, problem-solving abilities, and conceptual knowledge. The adoption of the Knowledge Based Flipped Classroom paradigm has been proven to improve learning outcomes in Sensor Technology courses, according to the study’s findings. It is advised that this learning approach be applied in Sensor Technology courses as an alternative to traditional instruction.

Structural-mathematical thinking and its development in teaching Mathematics

Abstract The paper highlights the content and components of structural-mathematical thinking, substantiates its classification basis and establishes typological characteristics. In the conceptual-categorical section of the present study, structural-mathematical thinking is introduced as a form of theoretical thinking that embodies the specifics of mathematical comprehension of reality. The content as well as structural and functional characteristics of the phenomenon under study represent the content and components of the mathematical structure. Hence, the adherence to the deductive nature of Mathematics was ensured in the study, also emphasizing the phenomenological characteristic of structural-mathematical thinking regarded as the ability to reflect reality in accordance with the content components of the mathematical structure. Taking into account the theoretical advances, using the system approach and the modeling method, a model of developmental-conceptual teaching of Mathematics was elaborated. By considering the theoretical advancements and applying both a systemic approach and modeling method, a model for instructing Mathematics in a developmental-conceptual approach was elaborated, which represents a problem-based approach and develops students’ structural-mathematical thinking. The crux of teaching Mathematics through a developmental and conceptual approach lies in creating a framework that addresses the three-fold challenge of problem-solving ↔ competency-building ↔ problem-solving proficiency. Taking into account the addressed issue, the paper elicits the outcomes of a pilot study how structural-mathematical thinking is manifested by the would-be teachers of Mathematics. Furthermore, the efficacy of the authors’ approach to its enhancement is experimentally validated.

The Application of Case-Based Learning (CBL) Combined with PDCA Cycle in the Clinical Teaching Practice of Breast Ultrasound in Standardized Residency Training

Background: The integration of case-based learning (CBL) with the plan-do-check-act (PDCA) cycle has potential benefits for clinical education, yet its efficacy in ultrasound residency training, particularly for breast ultrasound, requires evaluation. Aim: This study aimed to assess the impact of a combined CBL and PDCA cycle teaching model on the clinical thinking and skills of ultrasound residents compared to traditional teaching methods. Methods: A comparative study was conducted at Sichuan Provincial People’s Hospital’s ultrasound medicine base, from August 2020 to June 2023, focusing on residents in training. Sixty-one trainees were randomly divided into two groups: a joint group (n = 31) taught using a PDCA cycle-based model integrated with CBL and a traditional group (n = 30) taught with conventional methods. Both groups underwent a 20-hour course and were subsequently evaluated on theoretical knowledge, clinical thinking, and skills. Comparative statistical analysis was performed to evaluate the performance differences between the two groups. Results: The joint group demonstrated significantly better clinical thinking and skills operation than the traditional group (P < 0.05). No significant difference was observed between the groups regarding theoretical knowledge (P > 0.05). Conclusions: The combined CBL-PDCA cycle teaching mode significantly enhances the clinical thinking abilities and operational skills of residents in breast ultrasound training. This innovative approach shows promise as an effective educational strategy to foster intrinsic motivation and higher order learning capabilities among ultrasound residents.

Enhancing Math education for visually impaired students: alternative text implementation in LATEX, MathJax, MathML and LAMBDA

Abstract This article outlines an innovative procedure to improve the accessibility of Mathematics for secondary school students with visual impairments. Using LATEX, a widely used typesetting system, a transformative approach is developed that converts traditional mathematical content into three accessible formats: PDF, MathJax and LAMBDA. Central to this system is the integration of alternative text, which offers full descriptions of images and mathematical formulae and promotes a richer understanding of its content. The broader implications of this project include the introduction of novel teaching models for educators, enhanced accessibility of Mathematics programmes, and the potential to encourage the enrolment of visually impaired students in science degree courses. Ultimately, this work contributes to the creation of the conditions for the development of an inclusive and barrier-free learning environment in Mathematics education.

Conceptual Change and Developing Mental Motivation in Physics: Effects of Transformational Learning Theory

This study to investigate the effect of using transformative learning theory (TLT) -based teaching model on a conceptual change and developing mental motivation in Physics for secondary school students. The study follows the descriptive, analytical, and experimental method with a quasi-experimental design for experimental and control groups. sample consisted of (70) students from 1st-grade secondary school who are divided into two groups: the experimental group (34) students and the control group (36) students. To achieve the objectives of the study, A Conceptual Change Test (CCT) and A Mental Motivation Scale (MMS) were constructed. The results revealed that a TLT-based teaching model has effects on changing concepts and developing mental motivation in Physics. Moreover, there is a statistically significant correlation (r= 0.358) between the growth of mental motivation and the inducing of a conceptual change in physics for secondary school students. In light of the results, the study recommended conducting further studies on transformational learning theory (TLT) and conceptual change and mental motivation in various fields and learning stages.

중학교 수학 교과의 협력적 문제해결을 위한 수업 모형 개발

The purpose of this study is to develop a teaching model of a school mathematics that utilizes meta-affect to help middle school students develop collaborative problem solving skills in mathematics. To this end, a collaborative mathematics learning program based on student-student interaction in mathematics, including a teaching and learning model, a mathematics diary for self-reporting on meta-affect and metacognition, and a letter: writing form for students to write to themselves and their teachers. As a developmental study, this study developed a mathematics teaching model so that mata-affect could be added to the metacognition that had been used for reflective thinking activities in existing research and conducted a case study of applying the CPS-M lesson program to 10 first-year middle school students in cities D and G to confirm its applicability in the field. Based on the analysis of class videos, students' math diaries, and teachers' observation evaluation etc., during the collaborative problem solving process, students used mata-affect to become aware of and control their emotions in the process of understanding and sharing the meaning of the problem and sharing problem solving strategies. In particular, as a result of the pre-post test on meta-affect, students' grades increased in awareness of affect and emotional control among the detailed factors of meta-affect.