scholarly journals Teacher observations of programming affordances for K-12 mathematics and technology

2021 ◽  
Author(s):  
Niklas Humble
Keyword(s):  
Teaching And Learning ◽  
Learning Activities ◽  
Teacher Teams ◽  
Group Discussions ◽  
Teacher Observations ◽  
Programming Tools ◽  
Computing Skills ◽  
The Subject ◽  
Research Questions ◽  
K 12

AbstractWith future shortage of professionals with programming and computing skills, many countries have made programming part of kindergarten – grade 12 curriculum (K-12). A possible approach is to make programming part of an already existing subject. Sweden has chosen this approach and in 2017 programming was integrated in the subject content of K-12 mathematics and technology. Integrating programming is at the expense of extra workload on teachers. Teachers affected by these changes will face new challenges in their teaching and learning activities. The aim of the study is to examine K-12 teachers’ use and perceived affordances of programming as a tool for teaching and learning activities in mathematics and technology. Data were collected through focus group discussions with three teacher teams in mathematics and technology from three K-12 schools in the mid Sweden region. 21 teachers participated in the study. Thematic analysis with a mixture of deductive and inductive coding were used to analyse the data. Theory of affordances was used to structure findings in themes of interests and answer the study’s aim and research questions. Results show that the teachers use a variety of programming tools in their teaching and learning activities. The use of programming in mathematics and technology can be understood in five main perceived affordances: 1) Play, 2) Discovery, 3) Adaptation, 4) Control, and 5) Freedom; which relate to both student motivation and subject content. Teachers also perceive obstacles and opportunities in using programming, that relates to different programming tools’ ability to support teaching and learning activities. The findings of this study can be drawn upon by teachers and other stakeholders in the integration of programming in K-12 education, and in the design of teaching and learning activities with programming.

Teaching and Learning activities that promote effective learning of Research Methodology among Psychology students

2021 ◽  
Author(s):  
Minu Mathews
Keyword(s):  
Teaching And Learning ◽  
Psychology Students ◽  
Learning Activities ◽  
Student Perspective ◽  
Effective Learning ◽  
Psychology Courses ◽  
The Subject ◽  
Analyse Data ◽  
High Level

BackgroundCreating a conducive environment for learning cultivates engaged and independent learners, allowing for high-level learning (Warren, 2004). When assessing the diverse Psychology courses that exist, the evaluation of Research Methods (RM) teaching and its associated pedagogies is high on the agenda of college based Higher Education (Burton & Schonfield, 2011). ObjectiveThis study aimed at exploring what range of teaching and learning activities (TLA’s) promote effective learning of RM among Psychology students. Additionally, it aimed to understand, from a student perspective, what ‘effective learning’ meant in the context of RM. MethodA mixed methods approach comprising of both surveys as well as focus groups was conducted with undergraduate Psychology students. Thematic analysis and basic frequencies were used to analyse data. Results Results demonstrated that both student and teacher-led activities were beneficial and worked complementarily for students in their understanding of the subject whilst serving different purposes. Practical labs and class exercises were the top activities highlighted (student-led) followed by lectures and flow chart concept checks (teacher-led). Furthermore, ‘effective learning’ encapsulated not just a long-term knowledge acquisition of concepts but the ability to apply one’s knowledge to the wider context. Conclusion and teaching implication Findings are in line with the Conception of Learning which has a nested hierarchy consisting of both surface learning elements and deep learning (Marton,Dall’Alba & Beaty, 1993). RM has been identified as a difficult subject to teach as well for students to learn (Gray et al., 2015) and as a result this study teases apart some of the most beneficial techniques from a student perspective to be considered when designing the structure and delivery of RM courses.

scholarly journals Jaringan Saraf Tiruan Untuk Memprediksi Tingkat Pemahaman Sisiwa Terhadap Matapelajaran Dengan Menggunakan Algoritma Backpropagation

2017 ◽  
Vol 1 (1) ◽  
pp. 24 ◽  
Author(s):  
Solikhun Solikhun ◽  
M. Safii ◽  
Agus Trisno
Keyword(s):  
Prediction Accuracy ◽  
Teaching And Learning ◽  
Learning Algorithm ◽  
Learning Activities ◽  
Guidance And Counseling ◽  
Test Results ◽  
Accuracy Rate ◽  
Several Variables ◽  
The Subject ◽  
Backpropagation Learning

Prediction of students 'understanding of the subject is important to know the extent to which the students' understanding of the subjects presented by educators when teaching and learning activities and to determine the ability of educators in delivering subjects. Artificial Neural Network to predict the level of students' understanding of subjects using backpropagation learning algorithm uses several variables: Knowledge, skills / abilities, assessment and workload and guidance and counseling. Backpropagation learning algorithm is applied to train eight indicators to predict the level of students' understanding of the subjects. The test results obtained by the student's understanding level prediction accuracy rate of 90% with a 6-5-1 architecture.

scholarly journals IMPLEMENTASI KEBIJAKAN PENDIDIKAN KARAKTER DI SMP NEGERI 5 MATARAM TAHUN PELAJARAN 2019/2020

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Lu`luin Najwa ◽  
Pajriatun Najah ◽  
Hardiansyah Hardiansyah
Keyword(s):  
Teaching And Learning ◽  
External Factor ◽  
Qualitative Approach ◽  
Learning Activities ◽  
Internal Factor ◽  
Self Confidence ◽  
The Subject ◽  
Religion Teacher ◽  
Parent Supervision ◽  
Collection Methods

This study aims to describe the implementation of education character policy at SMP Negeri 5 Mataram, the proponent and the resistor factors, and the effect of education character policy implementation on students. This research used a descriptive qualitative approach. The subject of this study involved: the principal, the student head deputy, the homeroom teacher, the religion teacher, and the counseling teacher. The observation, interview, and documentation are used as data collection methods. Furthermore, the result of this study showed that (1) the implementation of education character policy at SMP Negeri 5 Mataram was implemented by school residents with teaching and learning activities.(2) the proponent factors were an internal factor (student awareness) and an external factor (the cooperation among teachers, employees, conducive neighborhood, and programmed activities). (3) the resistor factors were an internal factor (the student character diversity, the teacher limitedness on education character implementation), the external factor was (the lack of parent supervision on problematic children). (4) The effect of education on character implementation creates self-confidence and discipline. Keywords:Implementation, education character policy

scholarly journals Penggunaan Analisis Video Gerak Kucing Melompat Berbantuan Aplikasi Tracker Sebagai Kegiatan Praktikum Mandiri Materi Gerak pada Peserta Didik SMP

2021 ◽  
Vol 9 (3) ◽  
pp. 459-470
Author(s):  
Desi Ramadhanti* ◽  
Heru Kuswanto ◽  
Hestiana Hestiana ◽  
Aisha Azalia
Keyword(s):  
Distance Learning ◽  
Data Processing ◽  
Research Method ◽  
Teaching And Learning ◽  
Science Learning ◽  
Experimental Approach ◽  
Learning Activities ◽  
Microsoft Excel ◽  
Hands On ◽  
The Subject

The Covid-19 pandemic has impacted various fields, especially education, namely the implementation of distance learning. One of the activities carried out by teachers is the implementation of independent practicum by students so that teaching and learning activities continue to run even though the students are at home. This study aims to analyze the motion of jumping cats using a tracker application that can be used as a practicum activity independently in science subjects of motion material in grade VII by using cats that are in the environment of learners as the subject of the study. This research method uses a hands-on experimental approach by taking videos of jumping cats' motion and processing them with a tracker app. The results of data processing with the help of tracker application are processed by using Microsoft Excel program so that obtained KD, KB, TB, K and E relationship graphs cat jump has a constant or stable speed indicated by linearity graphs. In addition, data processing using a tracker application is more accurate and consistent compared to the acceleration value by manually calculating so that it can be concluded the use of application-assisted jumping cat video analysis is worth using in science learning.

scholarly journals Genre based Approach to Teach Writing Descriptive Text

2017 ◽  
Vol 2 (2) ◽  
pp. 119
Author(s):  
Putu Ngurah Rusmawan
Keyword(s):  
Qualitative Research ◽  
Junior High School ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Teaching Writing ◽  
English Teacher ◽  
Teaching Activities ◽  
Qualitative Research Design ◽  
Basic Competencies ◽  
The Subject

This study aims to discuss how teaching and learning activities were carried out by using Genre based Approach in teaching writing descriptive text at junior high school. This study was conducted in the classroom of VII-1. Therefore, the appropriate design was qualitative research design. The subject of the study was the English teacher. To collect data, the researcher used observation and interview. The finding of the study described that the teaching and learning activities that were carried out by the teacher fulfilled the basic competencies. The teacher carried out the opening teaching activities by greeting, asking the students’ preparation during the lesson, checking the student’s attendance list, and informing the learning objective. The teacher carried out the main teaching activities by informing about how to write a descriptive text, giving, and asking opinions, eliciting the students’ understanding, prompting and directing to do exercises. The teacher carried out the closing teaching activities by directing the student to continue at home and eliciting the students’ reflection of what they could learn at that time.

scholarly journals UPAYA PENINGKATAN AKTIVITAS BELAJAR MAHASISWA PRODI PENDIDIKAN BIOLOGI MENGGUNAKAN PENDEKATAN CONTEXTUAL TEACHING AND LEARNING (CTL) PADA MATA KULIAH KIMIA DASAR

2018 ◽  
Vol 6 (1) ◽  
pp. 75
Author(s):  
Haris Munandar
Keyword(s):  
General Chemistry ◽  
Teaching And Learning ◽  
Biology Education ◽  
Classroom Research ◽  
Learning Activities ◽  
Learning Activity ◽  
First Semester ◽  
The Subject ◽  
Contextual Teaching ◽  
World Environment

General chemistry is a subject that being studied in almost every science course. The subject is closely related to the environment, so it will be very easy to learn when involve examples in everyday life. The Contextual Teaching and Learning (CTL) approach is an approach that links the learning materials with the real-world environment. This research was conducted by using a CTL approach in a general chemistry subject which is one of the compulsory subjects in Biology Education Program of Tarbiyah Faculty UIN Ar-Raniry. The aim of this study was to determine the increase of student learning activities after using the CTL approach to general chemistry lecturing activities. The design of this study used action classroom research. This study was conducted to the first semester students. The student amount was 31 students. The instrument used was an observation sheet of learning activity. The results was obtained that the activities of the student during the learning process in the first cycle reached 70% and increased to 90% in cycle II. This proves that the application of CTL approach can increase the learning student’s activity of Biology Education Studies in general chemistry courses.

scholarly journals PENGEMBANGAN MODEL PEMBELAJARAN RESPONSIF GENDER DI PAUD AININA MEJOBO KUDUS

2018 ◽  
Vol 1 (1) ◽  
pp. 119
Author(s):  
Siti Malaiha Dewi
Keyword(s):  
Instructional Design ◽  
Gender Equality ◽  
Gender Bias ◽  
Gender Inequality ◽  
Subject Matter ◽  
Teaching And Learning ◽  
Implementation Process ◽  
Learning Activities ◽  
Design Models ◽  
The Subject

<p>One that perpetuates gender inequality is education at various levels.<br />Then break ing the early gender bias chain through gender responsive learning<br />at Pre-school (PAUD) on the agenda are not inevitable. Manipulating gender<br />responsive learning can be taught in two aspects: teaching materials and teachinglearning process. The subject matter development is done by inserting a gender quality message into the subject matter. While the development of teaching and learning activities is carried out since teachers set instructional design models to the classroom learning implementation process. They are packaged so that the<br />gender equality implementation could be realized.</p>

scholarly journals STRATEGI KOMUNIKASI GURU DALAM PENDIDIKAN KARAKTER

DIALEKTIKA ◽  
2019 ◽  
Vol 6 (2) ◽  
pp. 164-171
Author(s):  
Veny Purba ◽  
Maya Retnasary ◽  
Annisa P Nurfadhillah
Keyword(s):  
Character Education ◽  
Teaching And Learning ◽  
Qualitative Method ◽  
Field Data ◽  
Rapid Development ◽  
Learning Activities ◽  
The Subject ◽  
Break Up ◽  
Descriptive Qualitative

Character education is important in the present given the rapid development of times can change the character of children to be backward. This research uses descriptive qualitative method by collecting field data and this research determines the subject of the research object by referring to interview guidelines for conducting interviews and observations. The result of this study indicate that character education in class 2 TKJ 2 always prioritizes approaches to be open to each other. So the teacher can easily understand the character of wild and deep children, and it is easy to be influenced towards a better direction. This research has implications for the school to pay attention to the character of their students and make changes more aggressively and shouldn’t break up communication with students and parents when outside teaching and learning activities, must continue to evaluate with parents, so student can help each other in educate the child’s character in a better direction.

scholarly journals Perkembangan Pelaksanaan Pendidikan Agama Islam Di Madrasah Diniyah Al-Fitroh Sedayulawas Brondong Lamongan

2019 ◽  
Vol 2 (1) ◽  
pp. 1-26
Author(s):  
Mujibur Rohman
Keyword(s):  
Rural Communities ◽  
Religious Education ◽  
Teaching And Learning ◽  
Educational Institution ◽  
Social Process ◽  
Religious Life ◽  
Education Institution ◽  
Social Institution ◽  
Learning Activities ◽  
The Subject

Abstract: Early in its development and even into the early 70s, Madin was generally understood as a traditional religious education institution that grew and developed in rural communities through a unique social process. At that time, and even up to now, as well as an educational institution, Madin also acts as an influential social institution, its existence giving influence and color of religious life in the surrounding community; Not only in rural administrative areas, but not infrequently to cross the district where Madin was. The author will choose the location of research at Madrasah Diniyah Al-Fitroh Sedayulawas Brondong Lamongan The subject of research is Kyai, cottage management, ustadz, and santri. In the context of Islamic Religious Education, madrasah Diniyah Al-Fithroh is able to berkopentensi with other institutions, in addition supported by adequate facilities and infrastructure as well as lecturers who average graduates of higher education (Bachelor). In the process of teaching and learning, the santri are always nurtured and equipped with the ability to read the Qur'an properly and correctly in accordance with makhroj and tajwid correctly with curriculum and books in accordance with the Ministry of Religious Affairs and its own publications. Besides the learning activities to deepen Islamic scholarship also the students are given additional activities (Extras such as rikhlah ilmiayah, muhadloroh and tadabbur nature.

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