Use Of Active Learning Research Articles

Development of learning videos of atomic theory concepts of Tialo language

The purpose of this research is to produce a video learning content on atomic theory. This research uses the design and development design that employs the ADDIE model. The research instrument used was a questionnaire with a four-likert scale admistered on content experts, linguists, media experts, teachers and 10 students of MA AL-KHAIRAAT Tomini. The validity of the content, language and media aspects was said to be good with scores of 3.25; 3.33 and 3.28 respectively. Meanwhile, the scores obtained from teachers and students of class XI IPA were 3.87 and 3.51, both of which were in the "Strongly Agree" category. The results showed that the atomic theory learning video in the Tialo language was suitable for use in learning activities and could increase the concentration level of students. The theoretical implications of this research, namely the instructional video can increase learning motivation in students and the practical implication is that the instructional video is used as resources for teachers and prospective teachers to be used in the learning process.

Pengembangan Bahan Ajar Flip Book Kontekstual Berbasis Android Pada Materi Akuntansi Persediaan

This development research aims to create teaching materials in the form of a contextual flip book on financial accounting subjects, especially Android based inventory accounting materials for Vocational High School class XI for competency in institutional accounting and financial expertise. The development of this flip book was tested by material experts, language experts, and graphic experts, and tested on 20 participants, namely students from class XI accounting and financial institutions at SMKN 1 Geger Kab. Madiun. The development research model used is 4D by Thiagarajan which consists of the define, design, develop stages without the dissemination stage. The analysis technique used in this research is descriptive qualitative and quantitative. The results of the validity analysis obtained the material feasibility of eighty five point two percent, language feasibility of ninety four point three percent and graphics of eighty seven point one percent with an average result of expert validation of eighty eight point eighty seven percent with the predicate very feasible. . The average result of student responses is ninety five point six percent with the very good category. So that the inventory accounting teaching materials developed with a contextual approach are very suitable for use in learning activities.

Exploring the Factors Influencing the Use of Communication and Collaboration Applications

Over the recent years, online communication and collaboration applications have been extensively used in teaching, learning, and research. The aim of the present study is to evaluate the attitudes and perceptions of higher education students concerning these applications and their use in learning activities. The research was conducted on 748 Romanian students. The findings have revealed that social networks represent the main category of communication and collaboration applications used for learning purposes. Additionally, gender-induced differences have been found, as well as variances among undergraduates and graduates by several dimensions of the unified technology acceptance model, while students' learning engagement proved to mediate the relationship between personality traits, technology self-efficacy, and the use of collaboration tools. The paper also offers a comparative analysis between the students' and the academics' responses to the use of online communication and collaboration applications in the same cultural and organizational context. Practical implications are also presented.

Validity and Reliability of Learning Tools Based on Discovery Learning Model to Improve Creative Thinking Ability and Concept Understanding

This study aimed to describe the validity and reliability of the based discovery learning models to improve creative thinking ability and students’ conceptual understanding of harmonic vibrations. The type of research used is research development (Research and Development) with the research design being developed is 4D Models. The subject of this research is the based discovery learning models to improve creative thinking ability and students’ conceptual understanding of harmonic vibrations. Retrieval of research data using validation sheets which were assessed by 3 expert validators consisting of 3 physics education lecturers. The research data is in the form of qualitative and quantitative data from the validator's assessment of the learning tools developed. The learning tools include syllabus, learning material, lesson plans, student worksheet, creative thinking ability test, and conceptual understanding test. This study conducted a validity test to determine the feasibility and validity level of the learning tools. The validity data obtained a value of 3.39 for the syllabus, 3.41 for the learning material, 3.27 for the lesson plan, 3.41 for the student worksheet, 3.37 for the creative thinking ability test and 3.33 for the conceptual understanding test. So that the average validity of learning tools is in the very valid category with a validity level of 3.36. Furthermore, the reliability test, the coefficient interval results obtained are 0.973 for the syllabus, 0.939 for the learning material, 0.976 for lesson plans, 0.982 for student worksheet, 0.958 for creative thinking ability test and 0.963 for conceptual understanding test. So that the average reliability coefficient interval is 0.965 with the reliable category. The conclusion is that the learning tools are valid and reliable for use in learning activities.

DEVELOPMENT OF MATHEMATICS TEACHINGS BASED ON APOS THEORY: CONSTRUCTION OF UNDERSTANDING THE CONCEPT OF STUDENT STRAIGHT LINE EQUATION

This research is an ADDIE-based research and development. Data on the development process were collected using tools validated by materiel experts, design experts, student response questionnaires and teacher responses. The results of the implementation of the use of textbooks are seen from the student activity sheets and student learning outcomes, in this study using participants from class VIII students of MTs YPI Kuala Enok totaling 28 students with a random sampling technique. The results of this development research are: (1) SMP / MTs mathematics textbooks based on the APOS theory on straight line equation material are declared suitable for use in learning activities based on the validation results of material experts and design experts. Based on the results of student and teacher responses to textbooks, they are ranked very well. (2) The effectiveness of using SMP/MTs mathematics textbooks based on the APOS (Action, Process, Object, Schema) theory of straight line equation material seen from the student activity sheet can be concluded that in the process of learning student activities. In addition, on the basis of the results of all students, the criteria for completeness were achieved, an average score of 85. Thus, from the results of this analysis, it can be concluded that textbooks based on the APOS theory are effective in constructing an understanding of the concept of straight line equations.

Active Learning Versus Traditional Teaching Methods in the Family Medicine Clerkship.

Active learning, defined as a variety of teaching methods that engage the learner in self-evaluation and personalized learning, is emerging as the new educational standard. This study aimed to evaluate how family medicine clerkship directors are incorporating active learning methods into the clerkship curriculum. Data were collected via a Council of Academic Family Medicine Educational Research Alliance survey of family medicine clerkship directors. Participants answered questions about the number and type of teaching faculty in their department, the various teaching methods used in their family medicine clerkship, and what challenges they had faced in implementing active learning methods. The survey response rate was 64%; 97% of family medicine clerkships use active learning techniques. The most common were online modules, problem-based learning, and hands-on workshops. The number of teaching faculty was significantly correlated with hours spent in live (not online) active teaching. One-third of clerkship directors felt challenged by lack of resources for adopting active learning. Clerkship directors did not cite lack of expertise as a challenge to implementing active learning. Time dedicated to clerkship director duties or the presence of a dedicated educator in the department was not associated with the adoption of active learning. The use of active learning in the family medicine clerkship is required both by educational standards and student expectations. Clerkship directors may feel challenged by lack of resources in their attempts to adopt active learning. However, there are many methods of active learning, such as online modules, that are less faculty time intensive.

Development of My Biology App Learning Media Based On Android Materials of Food Digestion Systems as Student Learning Source at MA

The implementation of the kurikulum 2013 requires of innovative and creative learning with the integration of technology in learning process. Teachers should be creative in finding and gathering learning resources, as well as making teaching materials needed in learning that can help students in learning to achieve goals in the curriculum. So it is necessary to develop learning media based on My Android Biology App in schools in learning biology. Especially in the food digestive system material can be motivate the student and the result of learning. The aim of this study is (1) to analyze the validity of the My Biology App according to media experts and material experts, (2) to analyze the feasibility of the my biology app according to teacher and student responses, (3) to analyze student learning motivation and (4) to analyze the result of learning at student. The method of research is Research and Development (R & D). Pre-Posttest Control Group is the research design. The results of the validation from media experts and material experts indicate that the learning media My Biology App is very valid. It appears in teacher responses with an average of 97.62 and student responses with an average of 108 with a percentage of 90% suitable for use in learning activities. The effectiveness is determined from the motivation data and student learning outcomes. 63% of students are highly motivated and 37% are motivated. The results of the posttest in the experimental class with an average of 86.96 greater than the posttest in the control class with an average of 83.25. In addition, the n-gain in the experimental class 0.74 is greater than the control class with an n-gain of 0.70. It can be concluded based on the results of research that the learning media My Biology App can increase motivation and student learning outcomes in the food digestive system material.

Instructor strategies to aid implementation of active learning: a systematic literature review

BackgroundDespite the evidence supporting the effectiveness of active learning in undergraduate STEM courses, the adoption of active learning has been slow. One barrier to adoption is instructors’ concerns about students’ affective and behavioral responses to active learning, especially student resistance. Numerous education researchers have documented their use of active learning in STEM classrooms. However, there is no research yet that systematically analyzes these studies for strategies to aid implementation of active learning and address students’ affective and behavioral responses. In this paper, we conduct a systematic literature review and identify 29 journal articles and conference papers that researched active learning, affective and behavioral student responses, and recommended at least one strategy for implementing active learning. In this paper, we ask: (1) What are the characteristics of studies that examine affective and behavioral outcomes of active learning and provide instructor strategies? (2) What instructor strategies to aid implementation of active learning do the authors of these studies provide?ResultsIn our review, we noted that most active learning activities involved in-class problem solving within a traditional lecture-based course (N = 21). We found mostly positive affective and behavioral outcomes for students’ self-reports of learning, participation in the activities, and course satisfaction (N = 23). From our analysis of the 29 studies, we identified eight strategies to aid implementation of active learning based on three categories. Explanation strategies included providing students with clarifications and reasons for using active learning. Facilitation strategies entailed working with students and ensuring that the activity functions as intended. Planning strategies involved working outside of the class to improve the active learning experience.ConclusionTo increase the adoption of active learning and address students’ responses to active learning, this study provides strategies to support instructors. The eight strategies are listed with evidence from numerous studies within our review on affective and behavioral responses to active learning. Future work should examine instructor strategies and their connection with other affective outcomes, such as identity, interests, and emotions.

What really impacts the use of active learning in undergraduate STEM education? Results from a national survey of chemistry, mathematics, and physics instructors.

Six common beliefs about the usage of active learning in introductory STEM courses are investigated using survey data from 3769 instructors. Three beliefs focus on contextual factors: class size, classroom setup, and teaching evaluations; three focus on individual factors: security of employment, research activity, and prior exposure. The analysis indicates that instructors in all situations can and do employ active learning in their courses. However, with the exception of security of employment, trends in the data are consistent with beliefs about the impact of these factors on usage of active learning. We discuss implications of these results for institutional and departmental policies to facilitate the use of active learning.

Development of Youtube-Assisted Learning Videos on Science Subject (Mupel) Content

This study aims to develop youtube-assisted learning videos to improve science learning outcomes of fifth grade students of Kalibanteng Kidul Public Elementary School 03. This study uses a research development (RD (2) valid learning videos based on validation from material experts and media experts. Obtained a percentage of 100% with a very feasible category of material experts and a percentage of 78,3% with a decent category from media experts; (3) the percentage of teacher responses after using a learning video in a classical manner is 98% with very good criteria, the percentage of students' responses in a classical manner is 98,5% with criteria agreed; (4) the use of learning videos has very good practicality, because in practicality tets get a percentage 90%; (5) learning videos are effectively used in science learning, the results of the analysis of the difference in the average t-test are 0,000 and the increase in average (gain) was 0.57 with high criteria. The conclusions of the results of this study are that learning videos were suitable for use in learning activities 000 and the increase in average (gain) was 0.57 with high criteria. The conclusions of the results of this study are that learning videos were suitable for use in learning activities 000 and the increase in average (gain) was 0.57 with high criteria. The conclusions of the results of this study are that learning videos were suitable for use in learning activities

Ethnomathematics Based Geometry Module Development With a Scientific Approach to Improve Students' Metacognition Ability

This study aims to develop a geometry module based on ethnomathematics with a scientific approach, test the module's validity and feasibility, and determine the effect of using modules in learning on students' metacognitive abilities. This study uses a research and development (R&D) approach with a 4D model (define, design, develop, and disseminate). The research subjects were students of 8rd Junior High School in Malang. Data analysis of the effect of the use of modules on metacognition abilities using the paired sample t-test. The research results showed the ethnomathematics based geomery module with a scientific approach is valid, developed by with a 4D model. The module is also categorized as effective for use in learning activities. The ethnomathematics based geometry modules with a scientific approach has an effect on metacognition abilities.

Quality Test of Student Worksheets Based on Contextual Teaching And Learning for Class XI High School Physics

This study aims to produce teaching materials in the form of CTL-based worksheets for class XI at Senior High School. The method used in this research is the method of development. The initial stage is an analysis of the teaching materials used by teachers at school. Before being tested on class XI students, the worksheets were validated by experts as well as physics teachers and students at Senior High School 1 Gunung Tuleh. After being validated, improvements were made according to the suggestions given. The average results of the validation of learning experts, physicists, and linguists were 0.77, 0.90, and 0.81 from all aspects. The practical value of teachers and students is 79.68 and 87.43 with the valid category. After testing the validity and practicality of the physics learning videos, the results of the effectiveness test of the learning videos were obtained to measure students' critical and creative thinking skills. The average N-gain values are 0.22 and 0.26. With the overall results obtained, it can be concluded that the contextual-based worksheets that have been developed are suitable for use in learning activities

Opportunities for active learning in the course of marine English

The necessity for higher education institutions to attach more importance to developing students’ skills of critical and creative thinking, communication and collaboration dictated by current circumstances, leads faculty members to implementing active learning and, thus, to becoming aware of its structural elements. The concept of active learning and importance of defining its structural elements for teaching Maritime English is dwelt on. Some peculiarities of using the active learning strategy at different stages of Maritime English course at a maritime training institution are touched upon in the article. Use of learning activities requiring high order thinking skills and development of students’ ability to reflect on the practicability of the activities done and the outcomes of personal learning are paid special attention to. It is noted that the research is based on observing the training process at the lessons by Maritime English faculty, comparing the activities used at different lesson stages with students of various years of study, analyzing lesson plans and conducting discussions with the Maritime English faculty as for possibilities of implementing the active learning strategy. Some barriers on the way to the systematic use of the active learning strategy as well as active learning methods used at practical lessons are characterized. Some of the major barriers listed can be classified as teachers’ personal attitude and educational environment characteristics as well as the inconsistency between the summative assessment of knowledge and understanding and modern trends aimed at developing students’ high order thinking skills. The author’s considerations as for possibilities of using active learning methods in the format of blended learning and peculiarities of reflective tasks in the Maritime English course are also presented. It is pointed out that the faculty who decide to implement active learning methods should come to their own understanding of this strategy in the conditions of a training course for specific purposes.

Pengembangan Buku Ajar Berbasis Hasil Penelitian Profil DNA Forensik (Fingerprinting) pada Matakuliah Bioteknologi

The purpose of developing this book is to produce textbooks on biotechnology subjects, especially in the field of medicine (forensic) as a complementary (supporting) book. The method used refers to the Hannafin Peck development model which includes three stages starting from the needs analysis, the design stage (designing textbook products), and the development stage through making textbooks and validating material and media experts. The instruments used were questionnaires and interview technique. The results were analyzed descriptively qualitatively. The results showed that both material and media experts scored very valid categories, so it could be concluded that the textbooks developed were very suitable for use in learning activities.

From local to global: A transfer learning-based approach for mapping poplar plantations at national scale using Sentinel-2

Reliable estimates of poplar plantations area are not available at the French national scale due to the unsuitability and low update rate of existing forest databases for this short-rotation species. While supervised classification methods have been shown to be highly accurate in mapping forest cover from remotely sensed images, their performance depends to a great extent on the labelled samples used to build the models. In addition to their high acquisition cost, such samples are often scarce and not fully representative of the variability in class distributions. Consequently, when classification models are applied to large areas with high intra-class variance, they generally yield poor accuracies because of data shift issues. In this paper, we propose the use of active learning to efficiently adapt a classifier trained on a source image to spatially distinct target images with minimal labelling effort and without sacrificing the classification performance. The adaptation consists in actively adding to the initial local model new relevant training samples from other areas in a cascade that iteratively improves the generalisation capabilities of the classifier leading to a global model tailored to these different areas. This active selection relies on uncertainty sampling to directly focus on the most informative pixels for which the algorithm is the least certain of their class labels. Experiments conducted on Sentinel-2 time series revealed their high capacity to identify poplar plantations at a local scale with an average F-score ranging from 89.5% to 99.3%. For large area adaptation, the results showed that when the same number of training samples was used, active learning outperformed random sampling by up to 5% of the overall accuracy and up to 12% of the class F-score. Additionally, and depending on the class considered, the random sampling model required up to 50% more samples to achieve the same performance of an active learning-based model. Moreover, the results demonstrate the suitability of the derived global model to accurately map poplar plantations among other tree species with overall accuracy values up to 14% higher than those obtained with local models. The proposed approach paves the way for a national scale mapping in an operational context.

Mixed-mode instruction using active learning in small teams improves generic problem-solving skills of university students

ABSTRACT The importance of advancing the ‘employability skills’ of students throughout their undergraduate education has been increasingly recognised by students and university instructors. Development of these essential skills is hindered by the lack of widely available assessment tools and shortage of detailed descriptions of effective instructional strategies. Evidence supports use of active learning in small groups for advancement of several transferable soft skills, including teamwork, critical-thinking and problem-solving skills (PSS). In this study, a previously reported testing strategy was used to measure the progress of generic PSS of students taking a one-semester, final-year undergraduate biochemistry course. Mixed-mode delivery based on a ‘flipped classroom’ approach allowed introduction of significant active learning components, including problem-based learning (PBL) in small teams (seven–eight students), workshops, bonus testing and lectures. Detailed descriptions of the instructional techniques used together with the Covid-19 pandemic-forced transition to fully online tutor-less PBL are provided. Data collected over two consecutive years demonstrate statistically significant improvement in the PSS test scores for the 89 students taking this course. Marks of students obtained in three different assessments (examinations, peer evaluations and PSS tests) are compared, revealing medium to low correlation. The benefits resulting from introducing active learning techniques and multiple assessments in undergraduate classes are discussed.

A Framework for Implementing an Engineering-Focused STEM Curriculum

Integrated science, technology, engineering, and mathematics (STEM) curricula have taken center stage in the recent education reforms. However, the challenge in teaching STEM curricula lies in finding ways to develop students’ content knowledge and plan suitable learning activities and instructional strategies. This paper is focused on the implementation of STEM curricula by secondary technology and engineering teachers and presents a framework for implementing a STEM curriculum centered on engineering design while illuminating its components, such as curriculum theme, content knowledge, learning activities, and teaching strategies. As an effective STEM teaching strategy relies on content integration, the focal point of this framework is the use of learning activities, such as “inquiry and experiment” and “design and making,” to integrate STEM content into lessons and help students develop core competencies through engineering design processes. This paper is meant to serve as a reference for technology and engineering educators to use when designing and implementing engineering-oriented STEM curricula, thereby providing a deeper learning experience of engineering design and STEM integration in secondary-school classrooms.

Learner-Centered Teaching: A Case Study of its Implementation in Physics and Chemistry Classes in Moroccan High Schools

Following the international call of the learner-centered approach, the Moroccan educational system has undergone a paradigm shift in teaching methods. Physics and chemistry textbooks used in Moroccan high schools highly valorise learning strategies development, self-directed learning, and discovery learning, which promote the learner’s autonomy. This study provides an overview of the learner-centeredness principles, and it is based on data collection which is accomplished using a questionnaire administered to 35 physics and chemistry high school teachers. It focuses on analysing the teachers’ attitudes towardsthis approach. The study shows that majority of the teachers are motivated towards implementing the learner-centered approach, but very few of them rely on both teacher and student-centered teaching simultaneously to cater for students’ learning needs. This paper recommends the use of active learning to cater for a successful educational system.

Jacobs School of Medicine and Biomedical Sciences at University at Buffalo.

Jacobs School of Medicine and Biomedical Sciences at University at Buffalo.

Pengembangan LKPD Berbantuan Kvisoft Flipbook Maker pada Mata Pelajaran Teknologi Perkantoran di SMKN 2 Nganjuk

The purpose of this study was to describe the process of developing LKPD and to find out the feasibility of LKPD which is assisted by Kvisoft Flipbook Maker in the X class OTKP office technology subjects at SMKN 2 Nganjuk . This study uses a 4D development model that is defining, designing, developing, and distributing. The assessment instruments used are material expert validation sheets, graphic expert validation sheets, and linguist validation sheets. This LKPD research development only reached the development stage because the purpose of this study was to produce products and test the feasibility of these products. At the development stage the researcher conducts this LKPD assessment to material, language and graphic expert validators. The results of research on the feasibility of LKPD assisted by makers of Kvisoft Flipbooks show that the appropriateness of the content of the material obtained an assessment of 88.00% with the criteria of "very strong", the feasibility of the language obtaining an assessment of 87.14%, with the criteria of "very strong", and the eligibility of the graphic obtained an assessment of 87.06% with the criteria of "very strong" ". Recapitulation of all validation results, the LKPD assisted by Flipoft Maker Koftoft for office technology subjects in SMKN 2 Nganjuk received a worthiness of 87.40% with the criteria of "very strong" and said to be suitable for use in learning activities.