Understanding Of Subject Matter Research Articles

Exploring the Effectiveness of Problem-Based Learning as a Constructivist Approach in Enhancing Critical Thinking Skills in High School Classes

This study investigates the effectiveness of Problem-Based Learning (PBL) as a constructivist approach in enhancing critical thinking skills among high school students in the United States. Employing a mixed-methods research design, the study compares traditional teaching methods with PBL in terms of their impact on students’ critical thinking abilities. Quantitative data analysis, including paired t-tests and ANOVA, reveals a significant improvement in critical thinking scores among students in the PBL group compared to the control group. Qualitative findings, derived from semi-structured interviews, highlight increased engagement, a deeper understanding of subject matter, and the development of critical thinking skills as key outcomes of PBL. The study identifies challenges and successes encountered during the implementation of PBL and discusses the implications for education. By adopting PBL, educators can create more engaging and intellectually stimulating learning environments that cultivate essential 21st-century skills.

ASSESSING LEARNERS' INTERACTION QUALITY DURING DIGITAL STORY TELLING PROCESS

This qualitative study delves into digital storytelling, focusing on the quality of interactions among learners engaged in this innovative pedagogical approach. This research aims to provide a comprehensive description of these interactions, analyze the outcomes, and critically evaluate the advantages and disadvantages of interaction quality in the context of digital storytelling. Through in-depth interviews and participant observation, we explored the experiences of 21 grade X students at MA Al-Aman in Lamongan, East Java. Thematic analysis of the collected data revealed that digital storytelling fosters collaborative engagement, allowing students to work together, share ideas, and co-create narratives. It enhances their understanding of subject matter, nurtures meaningful discussions, and fosters improved communication skills. The advantages of this approach far outweigh the recognized disadvantages, such as occasional disagreements and time constraints for collaboration. This research contributes to the educational discourse, emphasizing the profound impact of interaction quality on learning experiences. However, this study has limitations related to its scope and qualitative nature. Future research should explore diverse educational settings, digital storytelling tools, and pedagogical strategies. In conclusion, this study highlights the transformative potential of interaction quality in the context of digital storytelling, offering students a dynamic platform for collaboration, meaningful communication, and enriched learning experiences.

What Challenges Do Researchers Face in the Study of Inclusive Science Education?

The study of inclusive science education poses researchers with new challenges and tasks. There is an inherent complexity within this field as it requires understanding of science subject matter in combination with the normative demands of inclusive pedagogy. A Delphi study was conducted to systematically survey research challenges that arise in the research of inclusive science education from the perspective of experts. In the Delphi study, challenges for research on inclusive science education were identified using an exploratory approach in the first round. In the course of the following rounds, a consensus could be reached for eight challenges (> 50% agreement, IQR < 1, SD < 1.5). These included challenges known from the literature, e.g. a lack of suitable research instruments. The results also showed a change or an overcoming of challenges documented in earlier articles. For example, many experts, no longer experience a lack of research studies as a challenge. Alongside the progress made in the research field of inclusive science education, challenges still need to be addressed, such as the discrepancy between existing theoretical approaches and actual teaching practices. Future research must address these issues.

ANALISIS PENGARUH PENERAPAN METODE LISTENING DALAM UJIAN SEKOLAH TERHADAP PENINGKATAN KEMAMPUAN MENDENGARKAN DAN PEMAHAMAN MATERI SISWA SMA

The purpose of this study was to analyze the effect of applying the listening method in school exams to improving high school students' listening skills and material comprehension. The research method used is a literature study that involves searching and analyzing literature related to previous research. This study aims to collect information and findings from previous studies that have discussed the use of the listening method in school exams and its impact on high school students' listening skills and material comprehension. The results of this study indicate that the application of the listening method in school exams has a significant positive effect on increasing high school students' listening skills and material comprehension. Based on the analysis of the literature, the listening method can help students improve their listening skills better, improve understanding of subject matter, and develop critical thinking skills. In addition, the use of the listening method in school exams can also motivate students to be actively involved in the learning process and improve information retention. Keywords: listening method, school exams, listening skills, understanding of the material

TEACHER PERSPECTIVES ON AI-DRIVEN GAMIFICATION: IMPACT ON STUDENT MOTIVATION, ENGAGEMENT, AND LEARNING OUTCOMES

This study delves into the insights and experiences of teachers regarding the influence of AI-driven gamification on student motivation, engagement, and learning outcomes. Through qualitative research methods, teacher perspectives are explored to unravel the multifaceted aspects of AI-enhanced gamification within educational settings. The study identifies several significant themes, including positive perceptions of AI-driven gamification, challenges in implementation, elevated motivation and engagement, enhanced learning experiences, improved learning outcomes, and the complexities of assessing long-term effects. The findings underscore the transformative potential of AI-driven gamification, as educators highlight its ability to create democratic, effective, and transformative learning environments. Nevertheless, the study also uncovers challenges related to professional development, technical glitches, and curriculum alignment in the implementation of this innovative approach. Moreover, the study reveals a resounding consensus among teachers regarding the positive impact of AI-driven gamification on student motivation, participation, and learning experiences. Teachers emphasize how AI-driven gamification can turn ordinary learning into enjoyable and meaningful journeys, offering students autonomy and real-time feedback. Furthermore, teachers believe that AI-driven gamification contributes to improved learning outcomes, fostering a deeper understanding of subject matter, knowledge retention, and enhanced problem-solving skills. Despite these short-term gains, teachers acknowledge the need for longitudinal studies to comprehensively assess the long-term effects of AI-driven gamification on learning outcomes.

Natural sciences and social sciences learning in school garden, Indonesian School of the Haque, Netherlands

School gardens can be used as a source of student learning for various subjects in an integrated manner to improve student’ academic, personal, awareness, and social abilities. By implementing gardening activities students are trained to design, build and develop agricultural hustles at school through cultivating and harvesting the plants that may be consumed and added economic value. The service activity aims to utilize the school garden as a medium for learning natural science and social Science at the Indonesian school of the Hague. Methods of implementing activities consist of preparing materials tools, preparing seeds, clearing land, planting, caring for plants, observing the students’ behavior toward school gardens, and evaluating students’ understanding of school subject matter based on learning resources in the school garden. Based on students’ responses in answering questions related to science material and social science impacts, it shows that both science and social science learning activities in school gardens may assist in an in-depth understanding of the concept of agriculture skills and behaviors of the students.

Religious Learning Using The Sing A Song Method At The Sungai Buloh Guidance Center, Kuala Lumpur

Based on the results of observations and preliminary studies, it was found that students' ability to understand religious subjects at the Sungai Buloh Guidance Studio, Kuala Lumpur, was still low, this was evidenced by the process and learning outcomes. This activity is usually held once a week at the Sungai Buloh Guidance Studio. In the activity of conveying religious learning material, there were educators who delivered religious subjects using non-cooperative methods. It was found that when students received religious subject matter, there was a delay. Then there has been no maximum effort to use the cooperative method to increase students' understanding of religious subject matter by educators. The solution offered to the Sungai Buloh Guidance Center is to provide training to educators using the Sing A Song Method in delivering religious subject matter to students. The Sing A Song method is a way of teaching and introducing religious subject matter with a singing method that uses certain lyrics that are sung. Usually the lyrics of the songs are adjusted to the subject matter that will be taught to students which is done repeatedly in this training. Initially, educators were given the opportunity to make song lyrics adapted to the subject matter and then also adapted to the tunes of songs that were easy for students to memorize. Then educators practice how to deliver and teach directly to students, and later will be accompanied by mentors provided. After that an evaluation was carried out, by means of which the participants read one verse of the Koran, so that they could find out the level of understanding that had been achieved.

Scientific Approach to Learning Science in Elementary Schools

Science learning elementary schools aims to maximize the concept of science in helping daily life processes that aim to increase students' positive attitudes in solving problems in the community environment. Through the literature research method, the researcher will carry out the process of collecting literature data that has relevance to the research topic chosen by the researcher. The collected data will undergo categorization and analysis by researchers. Before drawing conclusions, a comprehensive review of the relevant literature will be carried out. The scientific approach to learning is a pedagogical method that aims to equip students with the ability to identify or find problems through observation, asking questions, formulating hypotheses, collecting data using various techniques, analyzing data, drawing conclusions, and communicating findings, concepts, laws or principles. The scientific method has been developed to facilitate students' acquisition of knowledge and understanding of diverse subject matter. The scientific method allows the acquisition of information from a variety of sources, apart from one-way instructions from an educator. Utilization of the scientific method in the process of scientific learning is a scientific inquiry approach that is systematic and rigorous

Efektivitas Penggunaan Media Pembelajaran CardBoard Box Dalam Mengevaluasi Pemahaman Nahwu Siswa MTs Ittihadul Ummah

This study aims to determine how effective the card board box learning media is in knowing and evaluating students' understanding of nahwu subject matter. This research uses quantitative methods. The results of our research regarding the effectiveness of cardboard box learning media for students of MTs Ittihadil Ummah grade 8, totaling 8 students consisting of 4 female students and 4 male students, were unsatisfactory, many of the students did not understand the qowaid material presented, as well as the definition of the material. contained in the cardboard box learning media does not function optimally. One in four female students has good abilities in understanding lessons and using media. While all male students are active in learning. One male student has good abilities and the other is quite good.

PENGEMBANGAN EVALUASI DAN ALAT TES DALAM PEMBELAJARAN PAI BERBASIS IT DI MI ASY-SYAFI’IYYAH KOTA SINGKAWANG

Learning Islamic Religious Education (PAI), tests and evaluation tools have an important role in measuring students' understanding of subject matter and their ability to apply religious values ??in everyday life. This research is a qualitative research, with data collection methods through observation, documentation and interviews. Data analysis using triangulation. Based on the use of these tests and evaluation tools, several conclusions can be drawn: 1. Measuring understanding: Tests and evaluation tools are used to measure the extent to which students understand the concepts and principles in PAI. Through tests, teachers can evaluate students' understanding of subject matter and identify areas that need strengthening or improvement. 2. Development of attitudes and values: Apart from understanding concepts, tests and evaluation tools can also be used to measure students' attitudes towards religion and moral values. Tests such as ethical assessments or case studies can help teachers evaluate the extent to which students apply religious values ??in everyday life. 3. Skills development: Tests and evaluation tools can also measure a student's ability to apply practical skills related to Islamic Religious Education, such as reading and understanding religious texts, attending religious services, or participating in religious activities.

Pelatihan Pembuatan Pop-Up Book Sebagai Media Pembelajaran IPA Bagi Guru SD Kristen Upunyor

Pop-up book is one of the learning media that can be used by teachers in carrying out learning in class. This media is an innovative medium in the world of education so that training is needed for teachers to be able to create and apply it in school subject matter. This service aims to improve the skills and creativity of elementary school teachers in teaching through training in making pop-up books. This media is effective in attracting interest and facilitating students' understanding of subject matter, this service program is expected to facilitate more interactive and interesting learning. This training consists of delivering material related to learning media, pop-up book material, training on making pop-up books and questions and answers. This activity was held on June 6 2023 at Upunyor Christian Elementary School. The result of this activity is that pop-up book training activities can improve the quality of teaching in elementary schools and enrich the learning methods used by teachers.

Reframing curriculum for religious education

ABSTRACT This article arises out of work undertaken within the After Religious Education project. It synthesizes the curriculum expertise of established researchers, with the expertise of current teachers of RE in England. A question drives our shared interests: how should we approach curriculum development in RE and how do we justify the approach taken? The article proceeds in three steps. First, we elaborate, contextualize, and justify this question by introducing varied approaches to the curriculum production in RE. We argue that these approaches lack a foundational influence from general didactics: an understanding of subject matter that is informed by distinctively educational theory. Addressing this omission, the second step presents an alternative approach to RE established on the ‘Bildung/didactic’ tradition, and the specific general didactic analysis of Klafki. Third, we explore this approach in relation to two teaching contexts, modelling these applications, and the principles they exemplify. We demonstrate the value of synthesizing theoretical and practical expertise for RE theory and practice.

Three-Dimensional Printed Models for Teaching and Learning Structural Engineering Concepts: Building Intuition by Physically Connecting Theory to Real Life

Engineering educators naturally gravitate toward visual means for communicating concepts that would otherwise be extremely difficult to convey using words and numbers alone. With the emergence of three-dimensional (3D) printing as an accessible and cost-effective technology, it is now possible to develop customized models that enable students to watch practical demonstrations and physically interact with engineering concepts independently. Instructor-developed 3D printed models were incorporated into a second-year structural engineering course at a large university in New Zealand. Students’ learning strategies and perceptions of learning from the 3D printed models were investigated. Students were surveyed at the end of the semester. Thematic analysis was applied to open-ended responses to identify the learning strategies employed when engaging with the models, perceived learning benefits, and perceived opportunities for improved learning. Students perceived the models favorably during lecture demonstrations and self-directed study at home. The models supported students’ ability to connect theory to practice, mentally visualize engineering concepts, and develop engineering judgment. Overall, students agreed the 3D printed models improved their understanding of subject matter and perceived this would improve their grade performance.

Exploring the determinants of student learning style compatibility with offline/online learning methods for management courses in India

Every student is unique and possesses a different learning style to collect, store and retrieve the information stored in his or her mind. Students usually taking preparing notes, reading different study materials, using different sources to gather information, and sometimes using graphs, diagrams, flow charts, etc. to develop understanding. Over the years, a paradigm shift has taken place from teaching to learning and various researchers have contributed the development of teaching learning processes and methods that not only engage students but also develop better understanding of subject matter. As each subject is different, it requires a different style of teaching method, just as each learner is different; a specific method used for certain subjects may be suitable for one but not for others. With the advancement of technology, online learning provides sophisticated learning environment, refined course content, scientific teaching methodology, and committed participants, well equipped subject experts, virtual course instructors, and so forth. Although researchers have conducted studies in order to understand why no learning style fits all students, the way students learn and store information. Still, the adoption rate of online courses is discouraging, despite the various benefits online students enjoy. The objective of this article is to explore the determining factors responsible for evaluating the individual learning style of student and their compatibility with learning methods, either offline or online. The researcher has used a case study of 852 students studying in Medi-Caps University, Indore. Responses were collected through structured interviews and the performance of students at the end of the exams. This article tries to address the issue of quality education, and provide the self evaluating technique to determine the method of learning, management course with compatibility of individual learning style.

Corazza and Korta’s mistaken view on Frege’s subject matter

In the paper I argue against content pluralism as a solution of one specific problem Corazza and Korta deal with in their joint paper ?Frege on subject matter and identity statements? (Analysis, 2015). Corazza and Korta test the idea of content plurality by its capacity to deal with Frege?s puzzle about identity statements but, I will claim, it doesn?t pass the test. In particular, I propose an understanding of subject matter in Frege as related to his judgment stroke. I distinguish two senses of ?subject matter? in Corazza and Korta, and argue that their solution of Frege?s puzzle is inconsistent.

The Relationship Between Self-Regulated Learning and Technology Literacy With Conceptual Understanding of Salt Hydrolysis

The problems faced with learning chemistry at SMA Negeri Gondangrejo are students' low self-regulated learning and technology literacy, along with the student's lack of conceptual understanding. This research aimed to determine whether there is a relationship between self-regulated learning and technology literacy toward the conceptual understanding of salt hydrolysis subject matter. The research subject was 60 students of the 11 th IPA SMA Negeri Gondangrejo. The research method used was a quantitive descriptive method with a correlational approach. The instrument used was a self-regulated learning and technology literacy questionnaire, also a two-tier multiple-choice question. The result of this research showed: 1) there was a positive relationship between self-regulated learning toward conceptual understanding, 2) there was a positive relationship between technology literacy to conceptual understanding, and 3) there was a positive relationship between self-regulated learning and technology literacy towards conceptual understanding.

Gendun Chopel: Tibet's First Modern Artist

Gendun Chopel: Tibet's First Modern Artist

Regional Public Health Training Centers: An Essential Partner in Workforce Development.

Regional Public Health Training Centers: An Essential Partner in Workforce Development.

Learning to Lead: 3 Models to Support Public Health Leadership Development

The current public health system is underresourced and understaffed, which has been exacerbated by the coronavirus pandemic. In addition, there has been a decline in the public health workforce at both state and local levels during the last decade. While workforce numbers dwindle, public health systems have to address increasingly complex challenges-such as climate change, chronic diseases, and health equity-challenges that require skilled, adaptive leaders. This article describes the importance of leadership development and how 3 public health training centers (PHTCs) are building leadership skills in the public health workforce. To address the need for public health leadership training, the PHTCs in the Health &amp; Human Services (HHS) Regions 4, 7, and 10 all offer public health leadership institutes (PHLIs). The 3 PHLIs discussed in this article vary in longevity (3-18 years), cohort length (8-12 months), and format (virtual, in-person, and hybrid); yet, all 3 emphasize adaptive leadership through a health equity lens and intentional opportunities to apply skills in practice. Each PHLI conducts extensive evaluation based on Kirkpatrick's levels of evaluation and collects common metrics collected by all PHTCs. Data from the PHLIs illustrate high levels of satisfaction with learning, presentation of data, identification of workplace actions, and improvement of subject matter understanding. Each PHLI also has numerous stories of impact. With public health leaders leaving the workforce and the complexities of practice increasing, leadership training is critical to the current workforce and succession planning. These PHTCs provide a significant, enduring resource toward the development of our nation's public health leaders, as well as meeting the unique needs of their regions' workforces.

Information economics of teaching: a transactional perspective on pedagogical reasoning to provide a typology of pedagogical equilibrium

ABSTRACT By assessing student engagement with learning tasks along with students’ understanding of subject matter before and during teaching, teachers are able to shift their teaching approaches through improvisational pedagogical reasoning in real time. However, if a teacher does not know how to respond to students’ cues, their capacity to effectively adapt their teaching actions is reduced. This perspective resonates with the notion of pedagogical equilibrium. To date, studies of pedagogical equilibrium have predominantly focused on causes of disequilibrium, with scant discussion of typologies of pedagogical equilibria and mechanisms which can prompt teachers to transition from disequilibrium and equilibrium or vice versa. The purpose of this study is to conceptually discuss: (1) the transactional nature of teacher decision-making when it is based on understanding student actions and cognition; and, (2) typologies of pedagogical equilibria related to teachers’ preferences for being responsive to student behaviour and understanding.