Variety Of Learning Resources Research Articles

Development of Collaborative Learning-Based LKPD to Improve Collaboration Skills of Grade IV Elementary School Students

Collaboration skills are the skills of working together effectively. Ideally, students' collaboration skills are that they are able to work together in groups, respect others, and build good relationships with their peers. the results of observations made by researchers at SDN 01 Sukamaju show that the school applies the 2013 curriculum and the teaching materials used. However, in the implementation of learning, teachers do not involve students in learning activities (teacher centered), teachers also have not used a variety of learning resources and are less than optimal in using models in learning. In learning activities, the main sources or teaching materials are textbooks and LKPD. This study aims to analyze the effectiveness and attractiveness of the development of Collaborative Learning-based student worksheets. This research is a 4-D type R & D (Research and Development) development research (define, design, develop, disseminate) in this study researchers limit it to the develop stage, the sample used amounted to 70 students. The results showed a recapitulation of the assessment of material experts, media experts and design experts getting a percentage of 92% with very feasible criteria in the development of Collaborative Learning LKPD. The effectiveness of product development received a positive response with a value of 87.3% and very high criteria. The attractiveness of the developed product shows a value of 90.5% with a very high intervention from the attractiveness of the collaborative learning LKPD implemented by researchers to students

Sumber Belajar dan Alat Permainan Edukatif untuk Anak Usia Dini

As a result of studying various materials, learning is a process or endeavor that each individual undertakes to bring about behavioral changes, whether in the form of knowledge, skills, attitudes, or positive values. To make the learning process enjoyable for children, a variety of learning resources and engaging educational activities are required. In early childhood, the goal of learning resources and educational game tools is to facilitate the implementation of engaging, focused, and high-quality learning activities for children. The availability of learning resources and educational game tools is crucial because it encourages children's enthusiasm, motivation, and interest in learning and exploring diverse information sources freely and in accordance with their interests. The method employed is a library research method or strategy, and data collection is conducted by studying and exploring a number of periodicals, books, and documents (both print and electronic), as well as other data and/or information sources regarded relevant to the research. Study. Parents and educators must utilize developmentally appropriate learning resources and educational play tools to leverage the potential of early childhood (AUD), according to the findings of this study.

Ability of Classroom Teachers in Developing Thematic Teaching Materials Based on the 2013 Curriculum

In the learning process, having access to various educational materials is a fundamental necessity. The information needed to understand thematic education can be found in a variety of learning resources. Where the purpose of providing teaching materials is to make the learning process more interesting and easy to learn, With all the basic skills that need to be mastered, the purpose of developing teaching materials is to make the learning process more interesting and easy to learn. Teachers must have the creative abilities and inventiveness needed to produce teaching materials in order to maximize the potential for developing creative teaching materials for thematic learning. The purpose of this study was to determine the ability of grade IV teachers at SD Negeri 004 Teluk Pinang, Gaung Anak Serka District to make thematic teaching materials based on the 2013 curriculum. The type of research presented here is known as quantitative descriptive research. While class IV-A teachers are the topic of this research, the ability of class teachers to produce thematic teaching materials based on the 2013 curriculum is the object of this research. The presentation formula was used in analyzing the data collected for this investigation. Based on the findings, class IV A teachers at SDN 004 Teluk Pinang, Gaung Anak Serka District, were able to develop thematic teaching materials based on the 2013 curriculum; however, teachers do not use teaching materials to facilitate learning in their classrooms. This is supported by observational data, which obtained 70 percent of the total votes and is included in the strong category.

IMPACT OF MOBILE E-LEARNING MANAGEMENT SYSTEM ON PROCESS PERFORMANCE AT UAE EDUCATION INDUSTRY

The aim of this research is to show the e-learning to be viable there should be proper technical assistance. Online instruction promotes learning by encouraging students to use the variety of learning resources at their disposal and boosting their level of commitment to their majors. The virtual world is a great place to study since it provides users with access to knowledge that has been earned through experience. This research helps to evaluate the educational performance through mobile e-learning management on the basis of literature, research studies, and journals.

Implementasi Literasi Digital Melalui Program Sapulidi pada Masa Covid-19: Studi Kasus di Sekolah Menengah Atas

This descriptive qualitative study aims to investigate the implementation of digital literacy during Covid-19 through Sapulidi program at one of high schools in Southeast Sulawesi. Data were garnered through observation, interviews, and documentation from the principal, the head of school literacy team, and members of the Sapulidi team. The findings show that the implementation of digital literacy at the school was carried out in three stages: a) increasing the capacity of facilitators through training for school residents, b) increasing the number and variety of learning resources through the provision of QR code-based digital books on library websites and the use of learning applications, and c) providing computer and internet access in schools and providing digital information through school websites, libraries, and QR codes in the school environment. The forms of QR codes used in the Sapulidi program include the use of in learning, on school plants, on trophy displays, in students' works at school, school literacy galleries, in literacy corners in classroom, and in digital books.KEYWORDS: Covid-19; digital literacy program; high school; QR code

Development of STEM-Based Learning Videos on Escherichia coli Bacteria

The purpose of this study was to determine the design and feasibility of STEM-based learning videos with the topic of identifying Escherichia coli bacteria in well water. This type of research is research & development with a 4D development model. but this research focuses on 3 stages, namely define, design, and development. The research subjects were students of the 6th semester of Biology Education Study Program with a total of 7-10 students as respondents. The validation test uses 3 validators who validate the material and media. The data collection instrument used a validation questionnaire and a student response questionnaire. The results of the data obtained indicate that the STEM-based learning video product related to Escherichia coli bacteria in well water is in the "Eligible" category with a percentage of material elements of 72% and media elements of 78%. For student responses, it shows the enthusiasm of students to use this product for learning media with a percentage of 80.5%. This product is expected to be used in learning activities to see the effectiveness of the product on student learning outcomes. This learning video product can be used as a variety of learning resources.

The Effect of Online-Based Disctance Learning on Student Learning Outcomes at PAI Lessons at SMA Negeri 5 Bogor

Online-based distance learning is an alternative to learning in the current situation. Distance Education is an education whose students are separated from educators, and their learning uses a variety of learning resources through communication technology, internet information and other media. This study aims to find out how much influence online-based distance learning has on students' learning outcomes in PAI. The research method used is expost facto research. This type of pining is with primary data and secondary data. The results showed that; Online-based Distance Learning positively and signification of student learning outcomes by 13.3%. Online-based Distance Learning can improve the quality of education in order to continue to be carried out properly, especially in student learning outcomes even in the condition of the covid-19 pandemic.

A Digital Approach to Distance E-Learning Foreign Languages Using a Variety of Learning Resources and Learning Competencies

The research describes the process of a digital approach in teaching a foreign language using various programs, teaching materials and teaching competencies. Recently, at the development of the distance technologies, the aim is to organize the educational process so that it is given the new educational forms, in terms of quality, a result that is at least the same as traditional ones. In addition, there are many questions related to methods of measuring online learning effectiveness, as it provides an opportunity for continuous learning and improvement of the professional activities. Modern changes in modern social life and culture require a restructuring of the training specialists` system, the development of new technologies in education that implement the training of a person with the necessary social and professional competencies. With the development of new information technologies, the range of up-to-date information platforms is expanding; the conditions are created for the formation of a single global information and educational space on their basis. In this regard, the education system is changing and developing. The application of the most suitable MS Teams platform for implementing the educational process and mastering the necessary competencies is considered. The stages and areas for the implementation of the training material are listed in detail. The authors focus on the relevance of achieving the maximum use of various interactive forms of education using innovative technologies and achieving competencies. The paper examines the use of such technologies, discusses the advantages and disadvantages of using such technologies. Methods and approaches in distance or online learning for the assimilation of educational material and mastering the necessary competencies are determined. The authors suggest a possible application of distance learning as an additional educational resource.

Development of Biomagz Based on Local Wisdom on Biodiversity Material in High School

This study aims to describe the types of learning resources used previously at SMA N 3 Salatiga, describe the feasibility of Biomagz Based on Local Wisdom, and test the effectiveness of Biomagz Based on Local Wisdom on learning outcomes and student’s environmental care attitude. The method used is research development (R & D). Products are validated by material and media validators, and revised before being tested. Small-scale trials (readability test) use 10 students from class X MIPA 1, while large-scale trials use class X MIPA 2 with the experimental design Pre-experimental Design with the type of Pre-test and Post-test One Group Design. The results of the study show the variety of learning resources used previously including biological, teacher, internet, biology books, and the environment around students. The Feasibility of Biomagz Based on Local Wisdom obtained an average score of 92.21% with very decent criteria. Large-scale trials with an average N-gain value 0.49 in the medium category, the average classical completeness is 85.29%, and the environment care attitude of students is based on the observation result of 92.9% with a high category and the result of the inter-student assessment is 86, 18% with a high category. Based on the results of this study, it can be concluded that Biomagz Based Local Wisdom is well worth and effective on learning outcomes and student’s environmental care attitude.

METODE CONTEXTUAL TEACHING AND LEARNING (CTL) PADA PEMBELAJARAN BE GOING TO VS WILL DI SMK NEGERI 2 MANADO

Contextual Teaching and Learning Approach (CTL) is one form of approach that can be said to be capable and very suitable to be a model of appropriate learning when applying the form of material in the classroom. Learning the form of CTL is closely related to the context, atmosphere or circumstances that can be interpreted also as learning related to a particular atmosphere. Talking about the atmosphere has to do with the use of the time form also known as tense. A little interesting about the Simple Future Tense that is raised to the core of learning because of this Tense became one of the important parts in the use of Grammar on learning English where we can express or declare actions in the future. This form uses the word 'will' and 'shall' (short form:’ll) plus infinitive. Besides using the form of 'going to' to be able to declare the time to come and the intention of the speaker to do something, for example I'm going to stop smoking '. CTL's role can make learning more effective and even create a fun and non-boring atmosphere, providing experiences that are closely related to the real world of learners and using a variety of learning resources; and therefore the method on CTL can provide understanding, development of science, the develop of knowledge and contextual understanding of learners about the relationship of subjects with what found learners in everyday life.Keywords : CTL, BE GOING TO vs WILL

IPads and pre-service teaching: exploring the use of iPads in k-2 classrooms

PurposeThe purpose of this paper is to empower teacher candidates to integrate technology into classroom learning. The participating teacher candidates were provided with tools – iPads and software applications to enhance their ability to better meet the needs of all K-2 students. Teacher candidates had the opportunity to explore the range of pedagogical strategies the iPad facilitated through lesson planning and instructional practice. In addition, this research study found that when teacher candidates are given individualized training on the iPad, they have greater comfort with integrating it into their daily practice.Design/methodology/approachThis study employed a case study approach, using both quantitative and qualitative measures. Quantitative methods included the use of two surveys to better understand how teachers have been trained on educational technology. The qualitative analysis explored how teacher candidates utilized the iPad to better meet K-2 student learning outcomes through focus group interviews.FindingsFindings from this study suggest the need for embedded technology integration – through current graduate pedagogical coursework to better prepare K-2 teachers. Teacher candidates require time and regular practice to develop skills and understanding of how best to integrate iPad technology into their teaching. Redesigning a methodology course whereby candidates are developing a deeper understanding of pedagogy, while embedding technology into practice offers students this much needed opportunity. The findings from this study also indicate that, with appropriate training, teacher candidates have the ability to effectively integrate iPad technology into lessons which benefit student learning.Research limitations/implicationsResearchers should be asking whether teacher preparation programs are effectively training teachers for the twenty-first century classroom. This research explores this question and suggests ways to improve current programs to better prepare candidates to meet the variety of learning needs in today’s classrooms. Although the study was small in scale it has broader implications for teacher education programs.Practical implicationsAddressing the diversity of students’ learning needs present in today’s classrooms is a common goal for all teachers. As evidenced through the findings, having the ability to access a variety of learning resources, in particular, iPads, will help teacher candidates better achieve this goal. This research demonstrated how teacher candidates used the iPad to support differentiated instruction in K-2 classrooms.Social implicationsA one size fits all approach to learning does not work and teachers need to have access to every available resource, including iPad technology, to individualize learning. Findings from this study recommend providing teacher candidates with multiple opportunities to practice utilizing the iPad as a means to adapt, modify, and differentiate instruction to meet the variety of learning needs in K-2 classrooms.Originality/valueIt is important to note that while iPad integration throughout K-2 classrooms is on the rise, there is still limited research in how this technology is actually being used by teachers. This study explored how eight teacher candidates implemented the iPad as a technology tool within K-2 inclusive classrooms.

Analysis of Alternative Strategies for the Teaching of Difficult Threshold Concepts in Large Undergraduate Medicine and Science Classes

Threshold concepts have a transformative effect on student understanding and are often difficult or ‘troublesome’. Students in undergraduate Medicine and Science must understand many threshold concepts, but are often presented with these ideas in large introductory classes with limited individual assistance. Effective approaches for the teaching of threshold concepts have not been evaluated in this context. Students in two large introductory Medicine and Science classes at the University of New South Wales (UNSW) were taught a genetics threshold concept (the Hardy-Weinberg law) using a lecture-based simulation, small group tutorials, computer simulation and a variety of learning resources. Student knowledge of the concept was then assessed using a test and an examination. A survey and exploratory factor analysis were used to assess student responses to the different teaching methods. Factor and survey response analysis showed that students in both Medicine and Science were divided in their preference for either small group tutorials or lecture-based simulations when learning difficult concepts. Medicine students showed a stronger preference for tutorials than Science students, and a proportion of Medicine students were anti-simulation. In contrast, Science students were more likely to report that the simulation improved their understanding. Students used all of the learning resources provided, but few students preferred computer simulation. Students in large Science and Medicine classes are polarised in their preferences for the teaching of difficult threshold concepts. This suggests that introductory courses will only effectively teach difficult concepts if they use a variety of teaching approaches. This has important implications for course design and resourcing and provides a foundation for the improved teaching of threshold concepts in undergraduate Medicine and Science.

PENERAPAN METODE STUDENT ACTIVE LEARNING (SAL) MELALUI MULTI MEDIA POWER POINT UNTUK MENINGKATKAN KEAKTIFAN, KETERAMPILAN BERDISKUSI, DAN HASIL BELAJAR MATEMATIKA

The purpose of this study is find math learning scenarios format with active student learning method of learning mathematics by using multimedia power point to determine how much influence can enhance the activity, discuss the skills and student learning outcomes. Subjects examined or samples studied were students who study at grade students geometry IX.2 SMP Negeri 3 Batanghari, East Lampung. This study occurred during the three months using three cycles. The variables measured in the study include the involvement of the student in the learning process, skills in using media power point and student learning outcomes. Conclusions of this research is that it can increase the creativity of teachers using a variety of learning resources and selection methods that can encourage the creation of a learning process student active learning with contextual approach through multimedia. Can enhance the activity, and fun atusiasme students during the learning process, improve students' skills in solving problems and improve learning outcomes, especially the material geometry.

PEMBELAJARAN MENULIS DI SEKOLAH DASAR

The aims of this study is to find out the teacher’s understanding of the application of learning to writing in Islamic Primary School Jerapah Kecil, East Jakarta. Using ethnographic methods (Spradley model), this qualitative study was conducted in March-July 2013. The results of this study indicate that the teaching of writing in Islamic Primary School Jerapah Kecil has a unique in the learning objective. The students are expected to have writing skills through contextual writing practice and to enjoy writing. Through various writing activities the teacher builds positive attitude on the students. Beside the communicative and the whole language approaches, the teaching also implements student-centered approach. The students’ writing skills are developed through several kinds of writing activities at school and out of school. The students’ writing performance is asseesed not only based on their product but also writing process. Then assessment covers cognitive and affective aspects. Using a variety of learning resources in writing, such as museum, can develop the students’ positive attitudes.

PERAN GURU DALAM IMPLEMENTASI KURIKULUM 2013: STUDI PADA TK MENTARI KEC. ABUNG SELATAN KAB. LAMPUNG UTARA

The curriculum is a vehicle for learning dynamic that needs to be developed and assessed continually ongoing in accordance with the existing developed community. The teacher’s role in the implementasi 2013, namely: a) the teacher haddiscussions in the process of preparation of the RPP; b) teachers write lesson plans through appropriate measure; c) teachers carry out a detailed study; d) the teacher as a facilitator; e) teachers provide character education; f) teachers guide students in learning in accordance with a scientific approach; g) teacher choose and use methods, media, and a variety of learning resources; h) teacher conduct authentic assesment; i) the teacher chooses and using valuation technique vary.

VARIETY OF LEARNING RESOURCES USED IN THE TEACHING AND LEARNING OF GEOGRAPHY IN PUBLIC SCHOOLS IN MAKUENI COUNTY AND THEIR EFFECT ON PERFORMANCE IN THE KENYA CERTIFICATE OF SECONDARY EDUCATION IN THE SUBJECT IN THE COUNTY

This study investigated the relationship between variety of learning resources and students’ academic performance. The objective of the study was to assess the influence that access to a variety of learning resources has on students’ academic performance in geography in the Kenya Certificate of Secondary Education (KCSE) in public secondary schools in Makueni County. The study was guided by the Classroom Instruction Theory using the descriptive survey design. Both stratified and simple random sampling methods were applied in drawing a sample. Data was collected from 422 respondents who included 29 principals, 30 teachers of geography and 363 Form Three students. Data was collected using questionnaires and an observation checklist. Questionnaires were used to collect data from principals, teachers and students. The observation checklist was used in observing geography lessons. Both descriptive and inferential statistics were used to analyse collected data and included means frequencies, cross-tabulations, percentages, correlation and regression analysis. Qualitative data analysis was done using a mixed method of case by case analysis as well as cross case analysis. The findings of the study showed that there was a correlation between variety of learning resources and performance in geography at 0.196. The null hypothesis on variety was rejected. The study therefore concluded that access to variety of learning resources promoted academic performance in geography in KCSE in public secondary schools in Makueni County. It was recommended that teachers should be encouraged to use a variety of learning resources in the teaching process in Makueni County. Article visualizations:

Perceived effectiveness and mechanisms of community peer-based programmes for Spinal Cord Injuries-a systematic review of qualitative findings.

Systematic review and meta-synthesis of qualitative findings. To establish the perceived effectiveness and mechanisms of community peer-based programmes based on narratives of consumers with spinal cord injury (SCI). Scopus, Academic Search Complete, CINAHL, Health Source, Medline, PsycARTICLES, PsychINFO, SPORTSDiscus and ProQuest were searched for articles published in English between January 1990 and December 2015. Qualitative studies referring to community peer-based interventions were included if most cases had a SCI. The results section of included studies was extracted and entered in NVivo. Data were inductively coded and analysed according to the three phases of Thematic Synthesis. The search yielded 1402 unique records, out of which 126 were scrutinised in full. Four studies were appraised based on eight criteria and were finally included in the analysis. Three analytical themes emerged: (1) a unique learning environment created by the right mixture of learning resources, learning processes and a can-do attitude; (2) peer mentors-a unique learning resource with high level of relatedness that eases and empowers participants; and (3) an intervention that responds to important unmet needs and unrealised potential. Community peer-based programmes for people with SCI provide individualised training in important life areas, using a variety of learning resources and a plethora of learning processes. The high level of perceived effectiveness suggests that this type of intervention is an important tool of health systems post discharge from initial rehabilitation. Community organisations should be supported with evaluating their programmes through quality research.

UPAYA PENINGKATAN AKTIVITAS DAN PRESTASI BELAJAR PENDIDIKAN AGAMA HINDU MELALUI PENERAPAN COOPERATIVE LEARNING TIPE GROUP INVESTIGATION (GI)

<span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em>Cooperative learning : group investigation (GI) is a learning strategy to</em><span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em> determine the student’s development and progress that oriented to class activities</em><span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em> and allow students to use a variety of learning resources besides teachers. The</em><br /><span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em>low learning achievement obtained by students in particular on the subjects of</em><span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em> Hinduism is noteworthy. It is caused by several factors, including the intelligence</em><span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em> of students, student motivation, interest in learning, study habits, as well as</em><span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em> external factors such as student living environment, the infrastructure that</em><span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em> supports the learning process inadequate. To see whether the implementation</em><span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em> of Cooperative Learning type Group Investigation able to improve student</em><span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em> learning outcomes, this study applied the model to the 2nd year student (class</em><span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em> F) in SMP Negeri 3 Denpasar school year 2011/2012. This study was classified</em><br /><span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em>as a class action (classroom action reseach) which is the subject is the 2nd</em><span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em> year student (class F) as many as 28 people and the object of research is the</em><br /><span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em>student’s learning activities. This study used primary data obtained directly</em><span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em> from the students by using the technique of testing and observation sheet. The</em><span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em> collected data were analyzed descriptively based on the average and standard</em><br /><span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em>deviation that obtained through the results of the evaluation scores at each</em><span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em> end of the cycle. The results showed a very significant increase in activity of</em><span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em> students from an average score of 2.93 in the first cycle to 4.14 in the second</em><span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em> cycle. The average student achievement in the first cycle is 70.64 with classical</em><span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em> completeness of 60% increased to 75.54 with classical completeness of 92.9%.</em></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span>

Learning Is Fun! Wait...STEM Learning?

Active learning is generally defined as an instructional method that engages students in the learning process and could be an effective instructional approach in STEM education. IT 214: Database Fundamentals was the first course in the Volgenau School of Engineering offered in the Active Learning with Technology Classroom. IT 214 is an undergraduate course that introduces challenging database and programming concepts and assists students in developing critical thinking and complex problem solving skills, demonstrating how rigorous academic content can be applied in a real-world environment. The course organization integrates a technology-enhanced learning environment with an innovative teaching methodology, developed by the presenters, that provides an active learning experience and creates a personalized course completion for each student in class. It utilizes a wide variety of learning resources and tools that includes but is not limited to participation in collaboration projects and discussions, peer review, assigned reading of textual online materials, review of videos, analysis of internet resources selected by the instructor, participation in surveys, etc. It provides students with an opportunity to create not only an active but also an effective learning environment that works best for their individual learning needs. These strategies will be demonstrated and lessons learned will be discussed.

PTU-011 Identifying The Learning Needs Of Bsw Colonoscopists Using An Active Learning Diary During Screening Lists

IntroductionIn the Bowel Screening Wales (BSW) programme screeni, UKng colonoscopists must meet specified performance criteria and pass both a knowledge-based and practical skills assessment. As such they are highly skilled...