Pub Date : 2024-01-01DOI: 10.1177/20427530221139579
A. Taskiran, Müjgan Yazici, Irem Erdem Aydin
In recent years, automated feedback (AF) has greatly increased its applicability as a mean to support development of English as a foreign language (EFL) learners’ writing competence in the context of face-to-face education. This study examines contribution of AF to the development of writing competence of EFL learners in open and distance learning context. Anadolu University, Open Education Faculty learners received regular feedback on their writing tasks by an AF tool, Write & Improve. The contribution of AF to academic writing success was observed by statistically comparing the grades of the learners for their writing tasks at the beginning and at the end of the process and also by correlation analysis between AF frequency and achievement scores. In the second stage of the study, detailed data about learners’ experiences were obtained by interviewing volunteer participants. The quantitative and qualitative findings of the study showed that AF significantly contributed to the development of writing competence of EFL learners at a distance. Interviews with learners revealed themes such as effective learning process, contribution to foreign language development, motivation increase, effective and fast feedback, user-friendly learning environment, support for individual learning, and contribution to distance learning as the strengths of AF. The interviews also included participants’ suggestions on how to use these tools more effectively. Based on the findings, pedagogical implications are discussed regarding the incorporation of AF in distance EFL learning.
近年来，自动反馈（AF）作为一种支持面授教育背景下英语作为外语（EFL）学习者写作能力发展的手段，其适用性大大提高。本研究探讨了在远程开放教育背景下，自动写作对英语作为外语（EFL）学习者写作能力发展的贡献。阿纳多卢大学开放教育学院的学习者通过AF工具 "写作与提高 "定期获得写作任务反馈。通过统计比较学习者在写作过程开始和结束时的写作成绩，以及通过AF频率和成绩分数之间的相关分析，观察了AF对学术写作成功的贡献。在研究的第二阶段，通过对自愿参与者进行访谈，获得了有关学习者经验的详细数据。定量和定性研究结果表明，AF 极大地促进了远程英语学习者写作能力的发展。与学习者的访谈显示，有效的学习过程、对外语发展的贡献、积极性的提高、有效和快速的反馈、友好的学习环境、对个人学习的支持以及对远程学习的贡献等主题是 AF 的优势所在。访谈还包括参与者对如何更有效地使用这些工具的建议。根据研究结果，我们讨论了在远程 EFL 学习中使用 AF 的教学意义。
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Pub Date : 2023-12-21DOI: 10.1177/20427530231217945
Naveeda, Safoora Wajahat
The literature reveals that there has been significant research regarding online learning during the pandemic outbreak. This research project was conducted to investigate the experiences of university students by highlighting a few key barriers and perceptions to e-learning in Pakistan. A sample of 253 (age range: 17–31 years) students was recruited through a convenient sampling technique. According to participants the crucial online barriers included social interaction, family support, time, and motivation for studies. The majority of students were satisfied with the internet access and quality of online learning. In addition, the most intensively used web-platforms included Zoom, WhatsApp, Microsoft Teams, and Meet by Pakistani students. Furthermore, the findings revealed that students who sleep after midnight (M = 51.46, SD = 9.61) and wake-up around noon (M = 52, SD = 9.09) experience more online education barriers in comparison to students who sleep (M = 40.33, SD = 16.75) and rise early (M = 49.36, SD = 11.86). Hence, the findings of the current study might be helpful in addressing barriers and challenges faced by universities and the Higher Education Commission during such pandemic outbreaks.
{"title":"E-learning experiences of students in Pakistan during COVID-19: Barriers and perceptions","authors":"Naveeda, Safoora Wajahat","doi":"10.1177/20427530231217945","DOIUrl":"https://doi.org/10.1177/20427530231217945","url":null,"abstract":"The literature reveals that there has been significant research regarding online learning during the pandemic outbreak. This research project was conducted to investigate the experiences of university students by highlighting a few key barriers and perceptions to e-learning in Pakistan. A sample of 253 (age range: 17–31 years) students was recruited through a convenient sampling technique. According to participants the crucial online barriers included social interaction, family support, time, and motivation for studies. The majority of students were satisfied with the internet access and quality of online learning. In addition, the most intensively used web-platforms included Zoom, WhatsApp, Microsoft Teams, and Meet by Pakistani students. Furthermore, the findings revealed that students who sleep after midnight (M = 51.46, SD = 9.61) and wake-up around noon (M = 52, SD = 9.09) experience more online education barriers in comparison to students who sleep (M = 40.33, SD = 16.75) and rise early (M = 49.36, SD = 11.86). Hence, the findings of the current study might be helpful in addressing barriers and challenges faced by universities and the Higher Education Commission during such pandemic outbreaks.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":"39 13","pages":"1 - 23"},"PeriodicalIF":1.9,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138952465","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-14DOI: 10.1177/20427530231221073
Yogesh Sharma, Ankit Suri, Rajeev Sijariya, Lokesh Jindal
The aim of the research is to investigate the role of Education 4.0 in innovative curricular practices and digital literacy, weaving logically with the central focus of the study on identifying new and emerging areas in the field. The research uses bibliometric analysis and scientific mapping to analyse the body of knowledge already published and to highlight publishing patterns, notable authors, journals, nations, connections, and keywords. The study's conclusions point to five main themes in education 4.0, including creating a blueprint of Education 4.0, preparing for future challenges, environmental learning and sustainable development, leadership development, and promoting innovation and creativity. These themes are founded on the bibliometric coupling of works, which offers a thorough comprehension of the field's intellectual structure. The findings emphasise the need for more study on innovative curriculum practices, digital literacy, and the role of Education 4.0 in preparing students for future challenges. Future study is specifically advised to look at how Education 4.0 affects student learning outcomes, the role of instructors in implementing Education 4.0, and the possible advantages of cross-disciplinary collaboration in Education 4.0. This study offers valuable insights for educators, policymakers, and academics on the significance of Education 4.0 in fulfilling the requirements of learners in the 21st century.
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Pub Date : 2023-12-01DOI: 10.1177/20427530231217040
More Chinakidzwa, L. T. Chamba
The COVID-19 pandemic has necessitated the integration of digital technologies into teachers’ practice as most teaching moved online. However, an interrogation of the resource and capability needs for teaching in the dynamic technological environment remains missing. Therefore, the study sought to determine the resource and capability needs for teaching in a dynamic and technological online environment. The study was critical because learner context differs, thereby limiting the applicability of existing knowledge. In addition, existing knowledge remains inconclusive on the influence of various capabilities on teaching in dynamic technological environments. It was, therefore, crucial to provide empirical evidence from the Zimbabwean context. The study adopted a cross-sectional approach to data collection using a structured questionnaire. The population comprised teachers from selected schools in Harare. Due to the COVID-19 restrictions, the sample was conveniently chosen. A structural equation model was conducted using WarpPLS 7.0. The results show that technological capability (TechCap), technological experience (TechExp), and technological access (TechAcc) significantly influence teaching in technological environments (β = 0.41, p < .01; β = 0.31, p < .05 and β = 0.27, p < .01) respectively. Technological will (TechWill) was found not to significantly influence teaching (β = −0.05, p > .05). The study recommended the enhancement of teachers’ technological capability, experience and access. Further, the study made policy recommendations for pre-service and in-service training, capacity and infrastructure development programmes, and technology-integrated teaching and learning framework design.
随着大多数教学转移到网上，2019冠状病毒病大流行要求将数字技术融入教师的实践。然而，对动态技术环境下教学的资源和能力需求的询问仍然缺失。因此，本研究试图确定在动态和技术的在线环境中教学的资源和能力需求。这项研究至关重要，因为学习者的语境不同，从而限制了现有知识的适用性。此外，现有知识对动态技术环境中各种能力对教学的影响仍然没有定论。因此，从津巴布韦的情况提供经验证据是至关重要的。本研究采用横断面方法，使用结构化问卷收集数据。人口包括哈拉雷选定学校的教师。由于COVID-19的限制，我们方便地选择了样本。采用warpppls 7.0软件建立结构方程模型。结果表明:技术能力(TechCap)、技术经验(TechExp)和技术获取(TechAcc)显著影响技术环境下的教学(β = 0.41, p < 0.01;β = 0.31, p < 0.05; β = 0.27, p < 0.01)。技术意愿(TechWill)对教学无显著影响(β = - 0.05, p > 0.05)。研究建议提高教师的技术能力、经验和获取途径。此外，该研究还就职前和在职培训、能力和基础设施发展方案以及技术综合教学框架设计提出了政策建议。
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Pub Date : 2023-09-29DOI: 10.51878/learning.v3i3.2464
ISNA NURILAH
This research aims to improve student learning achievement in practical telephone lessons by applying simulation and peer teaching methods. This class research was carried out in 2 cycles. Before implementing cycles 1 and 2, students carry out conventional learning with a little simulation. From this pre-cycle learning activity, the average class is only 64, 33% of students have completed it and 67% of students have not completed it. For students who get higher grades than their friends in the pre-cycle, they are appointed as peer tutors in their respective groups. When implementing cycle 1, using the simulation method and peer tutoring, students looked more motivated and there was an increase in gestures, so that student achievement increased to 78, with 67% of students completing. Then in cycle 2, peer tutors take turns in groups to train their friends. When observations and tests were carried out, students seemed more relaxed and more fluent in communicating. So after the test was carried out, the class average score in cycle 2 was 86 with completion reaching 94%. After learning cycle 1 and cycle 2, it can be concluded that the simulation method and peer tutoring have a positive effect on improving the achievement of class ABSTRAKPenelitian ini bertujuan untuk meningkatkan prestasi belajar siswa pada pelajaran praktik bertelepon dengan penerapan metode simulasi dan peer teaching. Penelitian kelas ini dilaksanakan dalam 2 siklus. Sebelum dilaksanakan siklus 1 dan 2, siswa melaksanakan pembelajaran konvensional dengan sedikit simulasi. Dari kegiatan pembelajaran prasiklus ini, rata-rata kelas hanya 64, siswa yang sudah tuntas sebanyak 33 % dan siswa yang belum tuntas 67 %. Untuk siswa yang mendapatkan nilai lebih tinggi dari temannya pada prasiklus, ditunjuk menjadi tutor sebaya pada kelompoknya masing-masing. Saat dilaksanakan siklus 1, dengan metode simulasi dan tutor sebaya, siswa terlihat lebih termotivasi dan terdapat peningkatan gesture, sehingga prestasi siswa pun meningkat menjadi 78, dengan siswa yang sudah tuntas sebanyak 67 %. Kemudian pada siklus 2, tutor sebaya bergantian kelompok dalam melatih temannnya. Saat dilkukan observasi dan tes, siswa terlihat semakin relaks dan semakin lancar dalam berkomunukasi. Sehingga setelah dilaksanakan tes, nilai rata-rata kelas pada siklus 2 menjadi 86 dengan ketuntasan mencapai 94 %. Setelah dilaksanakan pembelajaran siklus 1 dan siklus 2 dapat disimpulkan bahwa metode simulasi dan tutor sebaya berpengaruh positif untuk meningkatkan prestasi siswa kelas X Otmatisasi dan tata Kelola Perkantoran 2 SMK Negeri 1 Banjar pada materi berkomunikasi melalui telepon.
本研究旨在运用模拟教学与同伴教学相结合的方法，提高学生在实际电话课程中的学习效果。这个班级的研究分两个周期进行。在进行周期1和周期2之前，学生进行常规学习，并进行少量模拟。从这个周期前的学习活动来看，平均每班只有64人，33%的学生完成了，67%的学生没有完成。对于在预习周期中成绩比朋友高的学生，他们被任命为各自小组的同伴导师。在实施循环1时，使用模拟方法和同伴辅导，学生看起来更有动力，手势也增加了，因此学生的成绩增加到78，有67%的学生完成。然后在第二阶段，同伴导师轮流小组训练他们的朋友。在进行观察和测试时，学生们似乎更放松，沟通更流畅。所以在进行测试后，第二周期的班级平均分为86分，完成率达到94%。在学习了第1周期和第2周期后，可以得出模拟方法和同伴辅导对提高课堂成绩有积极作用。Penelitian kelas ini dilaksanakan dalam 2 siklus。[1] [2] [1] [3] [1] [1] [1] [1] [1] [1] [1] [1] [1] [1] [1] [1] [4]Dari kegiatan pembelajaran prasiklus ini, rata-rata kelas hanya 64, siswa yang sudah tuntas sebanyak 33%， siswa yang belum tuntas 67%。Untuk siswa yang mendapatkan nilai lebih tinggi dari temannya pada prasikklus, ditunjuk menjadi tutor sebaya pada kelompoknya masing-masing。Saat dilaksanakan siklus 1，登干方法模拟dan tutor sebaya, siswa terlihat lebih termotivasi dan terdapat peningkatan gesture, sehinga prestasi siswa pun meningkat menjadi 78，登干siswa yang sudah tuntas sebanyak 67%。Kemudian pada siklus 2，导师sebaya bergantian kelompok dalam melatih temannya。在这些地方，我们可以观察到，在一些地方，我们可以观察到，在一些地方，我们可以观察到，在一些地方，我们可以观察到，在一些地方，我们可以观察到。sehinga setelah dilaksanakan tes, nilai rata-rata kelas pada siklus 2 menjadi 86 dengan ketuntasan mencapai 94%。1 .中文翻译为:1 .中文翻译为:1 .中文翻译为:1 .中文翻译为:1 .中文翻译为:1 .中文翻译为:1 .中文翻译为:1 .中文翻译为:1 .中文翻译为:1 .中文翻译为:1 .中文翻译为:1 .中文翻译为:1 .中文翻译为:1 .中文翻译为:1 .中文翻译为:
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Pub Date : 2023-09-29DOI: 10.51878/learning.v3i3.2463
ERNAWATI ERNAWATI
This research aims to improve learning outcomes in PAI subjects for class VI students at SDN 8 Sungai Raya by using the jigsaw type cooperative learning model. This research uses classroom action research methods. This research uses a qualitative approach. The subjects in this classroom action research consisted of Class VI students for the 2021/2022 Even Semester Academic Year at SD Negeri 8 Sungai Raya, in the Islamic Religious Education (PAI) subject. Data collection techniques use observation, interviews and test results. Data analysis uses data reduction, data presentation, and drawing conclusions. The learning outcomes of students who use the cooperative learning model, after being given the first cycle of learning actions (cycle I), the average score of student learning evaluation results is 66.67% and is classified as still below the existing ideal score, namely 75%. Meanwhile, in the implementation of cycle II, 86.67% of students obtained scores that reached the KKM from the final evaluation results given. Thus, learning outcomes using the jigsaw type cooperative model in PAI lessons at SD Negeri 8 Sungai Raya are said to be very good and have experienced significant improvement.
ABSTRAKPenelitian ini bertujuan untuk meningkatkan hasil belajar mata pelajaran PAI pada siswa kelas VI SDN 8 Sungai Raya dengan penggunaan model pembelajaran kooperatif tipe jigsaw. Penelitian ini menggunakan metode penelitian tindakan kelas. Penelitian ini menggunakan pendekatan kualitatif. subjek dalam penelitian tindakan kelas ini terdiri dari siswa Kelas VI Tahun Pelajaran 2021/2022 Semester Genap SD Negeri 8 Sungai Raya, pada mata pelajaran Pendidikan Agama Islam (PAI). Teknik pengumpulan data menggunakan observasi, wawancara, dan hasil tes. Analisis data menggunakan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil belajar siswa yang menggunakan model pembelajaran kooperatif, setelah diberikan tindakan pembelajaran siklus pertama (siklus I) rata-rata skor hasil evaluasi belajar siswa 66.67% dan tergolong masih dibawah skor ideal yang ada yaitu 75%. Sedangkan pada penerapan siklus II skor yang terdapat 86.67% siswa yang memproleh nilai yang mencapai KKM dari hasil evaluasi akhir yang diberikan. Dengan demikian, hasil belajar dengan menggunakan model kooperatif tipe jigsaw dalam pelajaran PAI SD Negeri 8 Sungai Raya dikatakan sangat baik dan mengalami peningkatan yang signifikan.
本研究旨在运用拼图式合作学习模式，改善SDN - 8双盖学校六年级学生PAI科目的学习效果。本研究采用课堂行动研究方法。本研究采用定性方法。本次课堂行动研究的对象是SD Negeri 8 Sungai Raya伊斯兰宗教教育(PAI)学科2021/2022偶数学期的六班学生。数据收集技术使用观察、访谈和测试结果。数据分析使用数据简化、数据表示和得出结论。使用合作学习模式的学生，在给予第一周期学习动作(周期一)后，学生学习评价结果的平均分为66.67%，仍低于现有的理想分数，即75%。同时，在第二周期的实施中，86.67%的学生在给出的最终评价结果中获得了达到KKM的分数。因此，在SD Negeri 8 Sungai Raya的PAI课程中使用拼图式合作模式的学习效果非常好，并且有了显着的改善。
[摘要]penelitian ini bertujuan untuk meningkatkan hasil belajar mata pelajan PAI padsiswa kelas VI SDN 8 Sungai Raya dengan penggunaan模型penbelajan合作类型拼图。Penelitian ini menggunakan mede Penelitian tindakan kelas。Penelitian ini menggunakan pendekatan qualitati。subjek dalam penelitian tindakan kelas ini terdiri dari siswa kelas VI Tahun Pelajaran 2021/2022学期Genap SD Negeri 8 Sungai Raya, pada mata Pelajaran Pendidikan Agama Islam (PAI)。孟古纳坎观测站、瓦万卡拉观测站、丹哈希尔观测站等。分析数据蒙古纳坎数据，彭亚健数据，丹彭亚健数据。Hasil belajar siswa yang menggunakan模型penbelajan合作，setelah diberikan tindakan penbelajan siklus pertama (siklus I) rata-rata skor Hasil evaluasi belajar siswa 66.67%， tergolong masih dibawah skor理想yang ada yitu 75%。Sedangkan pada penerapan siklus II skor yang terdapat 86.67% siswa yang memproleh nilai yang mencapai KKM dari hasil evaluasi akhir yang diberikan。Dengan demikian, hasil belajar Dengan menggunakan模型合作类型拼图dalam pelajan PAI SD Negeri 8 Sungai Raya dikatakan sangat baik dan mengalami peningkatan yang意义。
{"title":"IMPLEMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW UNTUK MENINGKATKAN HASIL BELAJAR MATA PELAJARAN PAI PADA SISWA KELAS VI SD NEGERI 8 SUNGAI RAYA","authors":"ERNAWATI ERNAWATI","doi":"10.51878/learning.v3i3.2463","DOIUrl":"https://doi.org/10.51878/learning.v3i3.2463","url":null,"abstract":"This research aims to improve learning outcomes in PAI subjects for class VI students at SDN 8 Sungai Raya by using the jigsaw type cooperative learning model. This research uses classroom action research methods. This research uses a qualitative approach. The subjects in this classroom action research consisted of Class VI students for the 2021/2022 Even Semester Academic Year at SD Negeri 8 Sungai Raya, in the Islamic Religious Education (PAI) subject. Data collection techniques use observation, interviews and test results. Data analysis uses data reduction, data presentation, and drawing conclusions. The learning outcomes of students who use the cooperative learning model, after being given the first cycle of learning actions (cycle I), the average score of student learning evaluation results is 66.67% and is classified as still below the existing ideal score, namely 75%. Meanwhile, in the implementation of cycle II, 86.67% of students obtained scores that reached the KKM from the final evaluation results given. Thus, learning outcomes using the jigsaw type cooperative model in PAI lessons at SD Negeri 8 Sungai Raya are said to be very good and have experienced significant improvement.
 ABSTRAKPenelitian ini bertujuan untuk meningkatkan hasil belajar mata pelajaran PAI pada siswa kelas VI SDN 8 Sungai Raya dengan penggunaan model pembelajaran kooperatif tipe jigsaw. Penelitian ini menggunakan metode penelitian tindakan kelas. Penelitian ini menggunakan pendekatan kualitatif. subjek dalam penelitian tindakan kelas ini terdiri dari siswa Kelas VI Tahun Pelajaran 2021/2022 Semester Genap SD Negeri 8 Sungai Raya, pada mata pelajaran Pendidikan Agama Islam (PAI). Teknik pengumpulan data menggunakan observasi, wawancara, dan hasil tes. Analisis data menggunakan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil belajar siswa yang menggunakan model pembelajaran kooperatif, setelah diberikan tindakan pembelajaran siklus pertama (siklus I) rata-rata skor hasil evaluasi belajar siswa 66.67% dan tergolong masih dibawah skor ideal yang ada yaitu 75%. Sedangkan pada penerapan siklus II skor yang terdapat 86.67% siswa yang memproleh nilai yang mencapai KKM dari hasil evaluasi akhir yang diberikan. Dengan demikian, hasil belajar dengan menggunakan model kooperatif tipe jigsaw dalam pelajaran PAI SD Negeri 8 Sungai Raya dikatakan sangat baik dan mengalami peningkatan yang signifikan.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135246754","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-29DOI: 10.51878/learning.v3i3.2462
HERNETA FATIRANI
This research was carried out with the aim of analyzing the skills of class VIII students at SMP Negeri 1 Hulu Sungai Tengah in using the Hydrostatics and Heat KIT on the concept of pressure using the discovery learning model. This type of research includes quantitative descriptive where data about student skills is analyzed descriptively based on the percent value (percentage) achieved. The instrument used in this research was an observation sheet about student skills. The results of the research show that there is an increase in the percentage of skills obtained by students at each meeting and in each cycle from 46.50% in cycle I, meeting 1 in the "Fair" category to 95.88% in the "Very Good" category in cycle II, meeting 2, so it can be concluded that the application of the discovery learning model in effective learning improves students' skills using the Hydrostatics and Heat KIT on Pressure concepts. ABSTRAKPenelitian ini dilaksanakan dengan tujuan menganalisis keterampilan siswa kelas VIII SMP Negeri 1 Hulu Sungai Tengah dalam menggunakan KIT Hidrostatika dan Panas pada konsep Tekanan dengan menggunakan model pembelajaran discovery learning. Jenis penelitian termasuk deskriptif kuantitatif dimana data tentang keterampilan siswa dianalisis secara deskriptif berdasarkan nilai persen (presentase) yang tercapai. Instrumen yang digunakan pada penelitian ini berupa lembar observasi tentang keterampilan siswa. Hasil penelitian menunjukkan adanya peningkatatan presentase keterampilan yang diperoleh siswa pada setiap pertemuan dan disetiap siklus dari 46,50% pada siklus I pertemuan 1 dalam katagori “Cukup” menjadi 95,88% dengan katagori “Sangat Baik” disiklus II pertemuan 2, sehingga dapat disimpulkan bahwa penerapan model discovery learning dalam pembelajaran efektif meningkatkan keterampilan siswa menggunakan KIT Hidrostatika dan Panas pada konsep Tekanan.
本研究的目的是利用发现学习模型分析SMP Negeri 1 Hulu Sungai Tengah八年级学生使用流体静力学和热学工具包对压力概念的技能。这种类型的研究包括定量描述，其中关于学生技能的数据是基于达到的百分比值(百分比)进行描述性分析的。本研究使用的工具是一张学生技能观察表。研究结果表明，学生在每次会议和每个周期中获得的技能百分比从第一次会议中“一般”类别的46.50%增加到第二次会议中“非常好”类别的95.88%，因此可以得出结论，发现学习模式在有效学习中的应用提高了学生使用流体静力学和热套件的技能。[摘要]penelitian ini dilaksanakan dengan tujuan menganalis keterampilan siswa kelas 8 SMP Negeri 1 Hulu Sungai Tengah dalam menggunakan KIT Hidrostatika dan Panas padkonsep Tekanan dengan menggunakan模型pembelajan发现学习。Jenis penelitian termasuk deskriptif(量化动态数据)tententerampilan(数据分析)siswa(数据分析)secara deskriptif(数据分析)berdasarkan(数据分析)yang(数据分析)。仪器阳迪古纳坎帕帕佩利特，在北京，在北京，在北京，在北京。Hasil penelitian menunjukkan adanya peningkatatan presentase keterampilan yang diperoleh siswa pada setiap perteman dan disetiap siklus dari 46,50% pada siklus I pertemuan 1 dalam katagori“Cukup”menjadi 95,88% dengan katagori“Sangat Baik”disiklus II pertemuan 2, sehinga dapat dispulkkan bahwa penerapan模型发现学习dalam pembelajan efektif meningkatkan keterampilan siswa menggunakan KIT Hidrostatika dan Panas pada konsep Tekanan。
{"title":"PENERAPAN MODEL DISCOVERY LEARNING UNTUK MENINGKATKAN KETERAMPILAN MENGGUNAKAN KIT HIDROSTATIKA DAN PANAS KONSEP TEKANAN","authors":"HERNETA FATIRANI","doi":"10.51878/learning.v3i3.2462","DOIUrl":"https://doi.org/10.51878/learning.v3i3.2462","url":null,"abstract":"This research was carried out with the aim of analyzing the skills of class VIII students at SMP Negeri 1 Hulu Sungai Tengah in using the Hydrostatics and Heat KIT on the concept of pressure using the discovery learning model. This type of research includes quantitative descriptive where data about student skills is analyzed descriptively based on the percent value (percentage) achieved. The instrument used in this research was an observation sheet about student skills. The results of the research show that there is an increase in the percentage of skills obtained by students at each meeting and in each cycle from 46.50% in cycle I, meeting 1 in the \"Fair\" category to 95.88% in the \"Very Good\" category in cycle II, meeting 2, so it can be concluded that the application of the discovery learning model in effective learning improves students' skills using the Hydrostatics and Heat KIT on Pressure concepts. ABSTRAKPenelitian ini dilaksanakan dengan tujuan menganalisis keterampilan siswa kelas VIII SMP Negeri 1 Hulu Sungai Tengah dalam menggunakan KIT Hidrostatika dan Panas pada konsep Tekanan dengan menggunakan model pembelajaran discovery learning. Jenis penelitian termasuk deskriptif kuantitatif dimana data tentang keterampilan siswa dianalisis secara deskriptif berdasarkan nilai persen (presentase) yang tercapai. Instrumen yang digunakan pada penelitian ini berupa lembar observasi tentang keterampilan siswa. Hasil penelitian menunjukkan adanya peningkatatan presentase keterampilan yang diperoleh siswa pada setiap pertemuan dan disetiap siklus dari 46,50% pada siklus I pertemuan 1 dalam katagori “Cukup” menjadi 95,88% dengan katagori “Sangat Baik” disiklus II pertemuan 2, sehingga dapat disimpulkan bahwa penerapan model discovery learning dalam pembelajaran efektif meningkatkan keterampilan siswa menggunakan KIT Hidrostatika dan Panas pada konsep Tekanan.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135246896","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-29DOI: 10.51878/learning.v3i3.2460
ZULFAH ZULFAH
This research aims to improve the learning activities and learning outcomes of class IV students at SDN 8 Sungai Raya by implementing the STAD type cooperative method. This research is classroom action research with a qualitative approach. The subjects in this classroom action research consisted of students from SD Negeri 8 Sungai Raya, in the Islamic Religious Education (PAI) subject. The research was carried out during the odd semester of the 2021/2022 academic year which ended in September 2021. Data collection techniques used observation sheets, test results and documentation. Data analysis uses data reduction, data presentation, and drawing conclusions. Based on the data obtained from the results of observations and learning outcomes tests as explained in chapter IV, to answer the problem formulation in this classroom action research the following conclusions can be put forward: Students' activities during the learning process using the STAD method show satisfactory improvement. . This can be seen from the results of the percentage of students in cycle I (first) being 75.7% and meeting in cycle II (second) being 84.1%. The learning outcomes of students at SD Negeri 8 Sungai Raya for the 2018/2019 school year increased for the very good category from 38.7% in the final test at the first meeting to 80% in the final test at the second meeting and to 91%.
ABSTRAKPenelitian ini bertujuan untuk meningkatkan aktivitas belajar dan hasil belajar siswa kelas IV SDN 8 Sungai Raya dengan penerapan metode kooperatif tipe STAD. Penelitian ini merupakan penelitian tindakan kelas dengan pendekatan kualitatif. subjek dalam penelitian tindakan kelas ini terdiri dari siswa SD Negeri 8 Sungai Raya, pada mata pelajaran Pendidikan Agama Islam (PAI). Penelitian dilaksanakan selama semester Ganjil tahun pelajaran 2021/2022 yang berakhir pada bulan September 2021.Teknik pengumpulan data menggunakan lembar observasi, hasil tes, dan dokumentasi. Analisis data menggunakan reduksi data, penyajian data, dan penarikan kesimpulan. Berdasarkan data yang diperoleh dari hasil observasi dan tes hasil belajar sebagaimana yang telah dipaparkan pada bab IV, maka untuk menjawab rumusan masalah dalam penelitian tindakan kelas ini dapat dikemukakan kesimpulan sebagai berikut: Aktivitas peserta didik selama mengikuti proses pembelajaran dengan menerapkan metode STAD menunjukkan peningkatan yang memuaskan. Hal ini terlihat dari hasil persentase peserta didik pada siklus I (pertama) 75,7% dan pertemjuan siklus II (kedua) menjadi 84,1%. Hasil belajar peserta didik SD Negeri 8 Sungai Raya tahun pelajaran 2018/2019 mengalami peningkatan untuk kategori sangat baik dari 38,7% pada tes akhir pertemuan pertama menjadi 80% pada tes akhir pada pertemuan kedua dan menjadi 91%.
本研究旨在通过实施STAD型合作方法，改善双盖小学四班学生的学习活动和学习成果。本研究采用定性方法进行课堂行动研究。本次课堂行动研究的对象是来自Sungai Raya小学8年级伊斯兰宗教教育(PAI)课程的学生。这项研究是在2021/2022学年的单学期进行的，该学年于2021年9月结束。数据收集技术使用观察表，测试结果和文件。数据分析使用数据简化、数据表示和得出结论。根据第四章所述的观察结果和学习成果测试所获得的数据，为了回答本次课堂行动研究中的问题提出，可以得出以下结论:使用STAD方法的学生在学习过程中的活动表现出令人满意的改善。这可以从第一周期的学生比例为75.7%，第二周期的学生比例为84.1%的结果中看出。SD Negeri 8 Sungai Raya的学生在2018/2019学年的学习成绩在非常好的类别中从第一次期末考试的38.7%增加到第二次期末考试的80%，再到91%。摘要:penelitian ini bertujuan untuk meningkatkan aktivitas belajar danhasil belajar siswa kelas IV SDN 8 Sungai Raya denan penpenan方法合作类型STAD。Penelitian ini merupakan Penelitian tindakan kelas dengan pendekatan kualitatif。subjek dalam penelitian tindakan kelas ini terdiri dari siswa SD Negeri 8 Sungai Raya, pada mata pelajaran Pendidikan Agama Islam (PAI)。Penelitian dilaksanakan selama学期Ganjil tahun pelajaran 2021/2022 yang berakhir pada bulan 2021年9月内蒙古高原气象台，内蒙古高原气象台，甘肃高原气象台。分析数据蒙古纳坎数据，彭亚健数据，丹彭亚健数据。4、maka untuk menjawab rumusan masalah penelitian tindakan kelas ini dapat dikemukakan kespulpulan sebagai berikut: Aktivitas peserta didik selama mengikuti proses penbelajan dengan menunjukkan peningkatan yang memuaskan。Hal ini terlihat dari hasil代表了perdik padsiklus I (pertama) 75,7%和pertemjuan siklus II (kedua) menjadi 84,1%。Hasil belajar peserta didik SD Negeri 8河莱雅tahun pelajaran 2018/2019 mengalami peningkatan为她kategori sangat baik 38岁的达里语篇的te 7% akhir pertemuan pertama menjadi 80%篇te akhir篇pertemuan kedua丹menjadi 91%。
{"title":"PENERAPAN METODE KOOPERATIF TIPE STAD (STUDENT TEAMS ACHIEVEMENT DIVISION) DALAM MENINGKATAN AKTIVITAS DAN HASIL BELAJAR PAI SISWA KELAS IV SD NEGERI 8 SUNGAI RAYA","authors":"ZULFAH ZULFAH","doi":"10.51878/learning.v3i3.2460","DOIUrl":"https://doi.org/10.51878/learning.v3i3.2460","url":null,"abstract":"This research aims to improve the learning activities and learning outcomes of class IV students at SDN 8 Sungai Raya by implementing the STAD type cooperative method. This research is classroom action research with a qualitative approach. The subjects in this classroom action research consisted of students from SD Negeri 8 Sungai Raya, in the Islamic Religious Education (PAI) subject. The research was carried out during the odd semester of the 2021/2022 academic year which ended in September 2021. Data collection techniques used observation sheets, test results and documentation. Data analysis uses data reduction, data presentation, and drawing conclusions. Based on the data obtained from the results of observations and learning outcomes tests as explained in chapter IV, to answer the problem formulation in this classroom action research the following conclusions can be put forward: Students' activities during the learning process using the STAD method show satisfactory improvement. . This can be seen from the results of the percentage of students in cycle I (first) being 75.7% and meeting in cycle II (second) being 84.1%. The learning outcomes of students at SD Negeri 8 Sungai Raya for the 2018/2019 school year increased for the very good category from 38.7% in the final test at the first meeting to 80% in the final test at the second meeting and to 91%.
 ABSTRAKPenelitian ini bertujuan untuk meningkatkan aktivitas belajar dan hasil belajar siswa kelas IV SDN 8 Sungai Raya dengan penerapan metode kooperatif tipe STAD. Penelitian ini merupakan penelitian tindakan kelas dengan pendekatan kualitatif. subjek dalam penelitian tindakan kelas ini terdiri dari siswa SD Negeri 8 Sungai Raya, pada mata pelajaran Pendidikan Agama Islam (PAI). Penelitian dilaksanakan selama semester Ganjil tahun pelajaran 2021/2022 yang berakhir pada bulan September 2021.Teknik pengumpulan data menggunakan lembar observasi, hasil tes, dan dokumentasi. Analisis data menggunakan reduksi data, penyajian data, dan penarikan kesimpulan. Berdasarkan data yang diperoleh dari hasil observasi dan tes hasil belajar sebagaimana yang telah dipaparkan pada bab IV, maka untuk menjawab rumusan masalah dalam penelitian tindakan kelas ini dapat dikemukakan kesimpulan sebagai berikut: Aktivitas peserta didik selama mengikuti proses pembelajaran dengan menerapkan metode STAD menunjukkan peningkatan yang memuaskan. Hal ini terlihat dari hasil persentase peserta didik pada siklus I (pertama) 75,7% dan pertemjuan siklus II (kedua) menjadi 84,1%. Hasil belajar peserta didik SD Negeri 8 Sungai Raya tahun pelajaran 2018/2019 mengalami peningkatan untuk kategori sangat baik dari 38,7% pada tes akhir pertemuan pertama menjadi 80% pada tes akhir pada pertemuan kedua dan menjadi 91%.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135245763","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-29DOI: 10.51878/learning.v3i3.2461
ESTIVA ESTIVA
The PBL approach is used because it encourages students to actively participate in solving real problems that are relevant to the learning material, which in turn will develop problem solving skills, critical thinking, collaboration and creativity. This approach is supported by constructivism and social cognitive theory, which emphasizes the active role of students in constructing their own knowledge through interaction with learning content and social interactions. The results of the limited trial showed a significant increase in post-test scores compared to the pre-test, supporting the concept that active learning, as implemented in the PBL module, can improve student understanding. The process of developing and testing this module reflects a systematic and sustainable approach to designing effective instruction, with the potential to improve the quality of education in Indonesia. ABSTRAKPendekatan PBL digunakan karena mendorong siswa untuk aktif berpartisipasi dalam pemecahan masalah nyata yang relevan dengan materi pembelajaran, yang pada gilirannya akan mengembangkan keterampilan pemecahan masalah, berpikir kritis, kolaborasi, dan kreativitas. Pendekatan ini didukung oleh teori konstruktivisme dan kognitif sosial, yang menekankan peran aktif siswa dalam membangun pengetahuan mereka sendiri melalui interaksi dengan konten pembelajaran dan interaksi sosial. Hasil uji coba terbatas menunjukkan adanya peningkatan yang signifikan dalam nilai post-tes dibandingkan dengan pre-tes, mendukung konsep bahwa pembelajaran aktif, seperti yang diterapkan dalam modul PBL, dapat meningkatkan pemahaman siswa. Proses pengembangan dan pengujian modul ini mencerminkan pendekatan yang sistematis dan berkelanjutan dalam merancang instruksi yang efektif, dengan potensi untuk meningkatkan kualitas pendidikan di Indonesia.
使用PBL方法是因为它鼓励学生积极参与解决与学习材料相关的实际问题，这反过来又会培养解决问题的技能，批判性思维，协作和创造力。这种方法得到了建构主义和社会认知理论的支持，强调学生通过与学习内容和社会互动的互动来构建自己的知识。有限试验的结果显示，与测试前相比，测试后的分数显著增加，这支持了在PBL模块中实施的主动学习可以提高学生理解的概念。开发和测试该模块的过程反映了设计有效教学的系统和可持续方法，有可能提高印度尼西亚的教育质量。摘要/ abstract摘要:pendekatan PBL digunakan karena mendoong siswa untuk aktif berpartisipasi dalam pemecahan masalah nyata, yang pada gilirannya akan mengembangkan keterampilan pemecahan masalah, berpikir kritis, kolaborasi, and kreativitas。Pendekatan ini didukung oleh teori konstruktivisme dan konakiti social, yang menekkankan peran aktitivisme dan konakiti social, pengetahuan mereka sendiri melui interaksi dengan konten penbelajaran dan interaksi social。Hasil uji coba terbatas menunjukkan adanya peningkatan yang signfikan dalam nilai post-tes dibandingkan dengan pretes, mendukung konsep bahwa pembelajan aktif, seperti yang diiterapkan dalam module PBL, dapat meningkatkan pemahaman siswa。procses pengembangan dan pengujian modules ini menerminkan pendekatan yang sistematis dan berkelanjutan dalam merancang indksi yang efektif, dengan potensi untuk meningkatkan kualitas pendidikan di Indonesia。
{"title":"PENGEMBANGAN MODUL PROBLEM BASED LEARNING UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH DALAM MATERI MENGGALI IDE PENDIRI BANGSA TENTANG DASAR NEGARA DI KELAS X SMA NEGERI 1 MALINAU","authors":"ESTIVA ESTIVA","doi":"10.51878/learning.v3i3.2461","DOIUrl":"https://doi.org/10.51878/learning.v3i3.2461","url":null,"abstract":"The PBL approach is used because it encourages students to actively participate in solving real problems that are relevant to the learning material, which in turn will develop problem solving skills, critical thinking, collaboration and creativity. This approach is supported by constructivism and social cognitive theory, which emphasizes the active role of students in constructing their own knowledge through interaction with learning content and social interactions. The results of the limited trial showed a significant increase in post-test scores compared to the pre-test, supporting the concept that active learning, as implemented in the PBL module, can improve student understanding. The process of developing and testing this module reflects a systematic and sustainable approach to designing effective instruction, with the potential to improve the quality of education in Indonesia. ABSTRAKPendekatan PBL digunakan karena mendorong siswa untuk aktif berpartisipasi dalam pemecahan masalah nyata yang relevan dengan materi pembelajaran, yang pada gilirannya akan mengembangkan keterampilan pemecahan masalah, berpikir kritis, kolaborasi, dan kreativitas. Pendekatan ini didukung oleh teori konstruktivisme dan kognitif sosial, yang menekankan peran aktif siswa dalam membangun pengetahuan mereka sendiri melalui interaksi dengan konten pembelajaran dan interaksi sosial. Hasil uji coba terbatas menunjukkan adanya peningkatan yang signifikan dalam nilai post-tes dibandingkan dengan pre-tes, mendukung konsep bahwa pembelajaran aktif, seperti yang diterapkan dalam modul PBL, dapat meningkatkan pemahaman siswa. Proses pengembangan dan pengujian modul ini mencerminkan pendekatan yang sistematis dan berkelanjutan dalam merancang instruksi yang efektif, dengan potensi untuk meningkatkan kualitas pendidikan di Indonesia.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135246884","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-22DOI: 10.1177/20427530231202958
Tala Michelle Karkar Esperat, Chelsey M Bahlmann Bollinger
Field experiences are an integral part of teacher education programs because they provide preservice teachers with an opportunity to put the theory, they are learning in their university classrooms into practice. The purpose of this research study was to explore the preservice teachers’ virtual field experiences at two universities during the onset of the COVID-19 pandemic to identify the practices that inform teacher educators’ and course developers’ practices to provide effective and cohesive virtual field experiences. Twenty-seven preservice teachers participated in this study. Results of the study showed that preservice teachers identified experiences with new literacies (technologies), teacher educator’s role, video analysis, assignments, and working with a cooperating teacher (CT)as valuable in virtual field experiences.
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