scholarly journals A Paradigm Development of Community Learning Management in the Small Sized School in Buri Ram Province Thailand

2018 ◽  
Vol 3 (2) ◽  
pp. 197
Author(s):  
Kovit Kiyasit ◽  
Phatchanee Kultanan ◽  
Kovit Vajarintarangoon ◽  
Benchaporn Wannupatam ◽  
Chaloemchai Sosutha ◽  
...  
Keyword(s):  
Creative Thinking ◽  
Training Session ◽  
Thinking Skills ◽  
Learning Paradigm ◽  
Community Based ◽  
Community Learning ◽  
Community Needs ◽  
Community Based Learning ◽  
Learning Management ◽  
Paradigm Development

The objectives from this research were to 1) develop and find out the efficiency of a community-based learning paradigm to promote creative thinking for teachers in the small-sized school, 2) study the effectiveness of a community based learning paradigm management to promote creative thinking for teachers in the small-sized school, and 3) study the satisfaction of developing a community-based learning paradigm as a creative thinking paradigm for teachers in the small-sized school. This research was Research and Development (R&D) combined with the design of a single sample system. The research instrument used in the research was a learning management paradigm community based learning with three learning units and creative thinking evaluation form. The data was analyzed by average, standard deviation, and t-test dependent. The findings of this research are: 1) The efficiency of a community-based learning paradigm to promote creative thinking for teachers in the small-sized school in Buri Ram Province was 81.20/82.50, 2) The effectiveness of a community-based learning paradigm to promote creative thinking for teachers in the small-sized school in Buri Ram Province was that post-training session based on the paradigm of community-based learning management was higher than pre-training session significantly at 0.05, and 3) satisfaction in developing a community-based learning paradigm to promote creative thinking for teachers in the small-sized school in Buri Ram Province was very high. This study implies that the learning paradigm of the community needs to be applied so that creative thinking skills could be improved.

scholarly journals Autonomy and Creative Thinking Skills of Prospective Elementary School Teacher Students in Learning Mathematics with Science Phenomena assisted by the Learning Management System

2021 ◽  
Vol 20 (8) ◽  
pp. 160-175
Author(s):  
Suprih Widodo ◽  
Turmudi Turmudi ◽  
Rizki Rosjanuardi
Keyword(s):  
Elementary School ◽  
Student Teachers ◽  
Management System ◽  
Creative Thinking ◽  
Learning Management System ◽  
School Teacher ◽  
Mathematics Learning ◽  
Thinking Skills ◽  
Elementary School Student ◽  
Learning Management

This research intends to explain the autonomy and creative thinking skills of prospective elementary school student teachers in mathematics with the learning management system (LMS)-assisted science phenomenon. The data collection was done by using test instruments in the form of essay questions to capture the creative thinking skills and a non-test in the form of a questionnaire was used to capture the autonomy skills of prospective elementary school student teachers. The data were analysed through several stages, namely data reduction, data presentation, data conclusions, and data validation using triangulation. The result of the research shows that using the LMS can improve the creative thinking skills of prospective elementary school teachers, while their autonomy skills in experimental classes and control classes indicate no difference. This happens because students were given the same opportunity to explore the material independently. Thus, a way to develop autonomy through mathematics learning needs to be explored.

scholarly journals Transgressing Boundaries between Community Learning and Higher Education: Levers and Barriers

2020 ◽  
Vol 12 (7) ◽  
pp. 2601 ◽  
Author(s):  
Thomas Macintyre ◽  
Martha Chaves ◽  
Tatiana Monroy ◽  
Margarita O. Zethelius ◽  
Tania Villarreal ◽  
...  
Keyword(s):  
Higher Education ◽  
Theory And Practice ◽  
Power Structures ◽  
Educational Approach ◽  
Community Based ◽  
Community Learning ◽  
Community Based Learning ◽  
Sustainability Challenges ◽  
Learning Ecologies ◽  
Levers And Barriers

In times of global systemic dysfunction, there is an increasing need to bridge higher education with community-based learning environments so as to generate locally relevant responses towards sustainability challenges. This can be achieved by creating and supporting so-called learning ecologies that blend informal community-based forms of learning with more formal learning found in higher education environments. The objective of this paper is to explore the levers and barriers for connecting the above forms of learning through the theory and practice of an educational approach that fully engages the heart (feelings), head (thinking), and hands (doing). First, we present the development of an educational approach called Koru, based on a methodology of transgressive action research. Second, we critically analyze how this approach was put into practice through a community-learning course on responsible tourism held in Colombia. Results show that ICT, relations to place, and intercultural communication acted as levers toward bridging forms of learning between participants, but addressing underlying power structures between participants need more attention for educational boundaries to be genuinely transgressed.

scholarly journals The Need for Social Accountability in Medical School Education: a Tale of Five Students’ Integration into Vancouver’s Downtown Eastside

2017 ◽  
Author(s):  
Taren Roughead ◽  
Hira Gill ◽  
Krista Dewar ◽  
Naomi Kasteel ◽  
Kimberly Hamilton
Keyword(s):  
Community Involvement ◽  
Personal Experience ◽  
Medical Curriculum ◽  
Social Accountability ◽  
Community Based ◽  
Community Learning ◽  
University Of British Columbia ◽  
Downtown Eastside ◽  
Community Based Learning ◽  
The University

AbstractMedical educators are recognizing that social accountability is a tenet of Canadian medical education, yet it is a difficult concept to teach didactically. Accumulating evidence supports the integration of social accountability into the medical curriculum through community involvement. Fortunately, the University of British Columbia Faculty of Medicine enables students to pursue community learning as part of its curriculum; and we, five medical students, benefited from that opportunity. This commentary will promote the importance of teaching social accountability in medical schools through community-based learning based on available literature and our personal experience with Vancouver’s Downtown Eastside (DTES). RésuméLes professeurs de médecine reconnaissent que la responsabilité sociale est un pilier de l’éducation médicale canadienne; néan- moins, c’est un concept difficile à enseigner didactiquement. De plus en plus de preuves appuient l’intégration de la responsabilité sociale au curriculum médical à travers l’engagement communautaire. Heureusement, la Faculté de Médecine de l’Université de la Colombie-Britannique permet aux étudiants de participer à l’apprentissage par engagement communautaire en tant que composante du curriculum; nous, cinq étudiants en médecine, avons pu profiter de cette opportunité. Ce commentaire va promouvoir l’importance d’enseigner la responsabilité sociale dans les écoles de médecine par l’intermédiaire de l’apprentissage par engagement communau- taire, basé sur la littérature disponible et notre expérience personnelle avec le quartier de Downtown Eastside de Vancouver (DTES). 

scholarly journals Improving the Creative Thinking Ability of Junior High School Students Through GeoGebra Assisted Learning Community in Mathematics

2021 ◽  
Vol 15 (22) ◽  
pp. 84
Author(s):  
Asri Ode Samura ◽  
Darhim Darhim ◽  
Dadang Juandi ◽  
Arwan M. Said ◽  
Muhlis Malaka
Keyword(s):  
High School Students ◽  
Learning Community ◽  
Junior High School ◽  
Creative Thinking ◽  
Junior High ◽  
Thinking Skills ◽  
School Students ◽  
Community Learning ◽  
Student Centered ◽  
Student Centered Learning

This study examines and analyzes the differences between GeoGebra-assisted community learning and conventional learning in improving students' creative thinking skills in junior high schools. The research method uses quantitative, designed with an experimental pattern of nonequivalent control groups. Samples taken not randomly from two different classes amounted to 79 people. One class gets community learning with the help of GeoGebra, and the other class gets conventional learning. Data obtained by using the test. The test was conducted twice, namely pretest and posttest. Normalized N-Gain is done to measure the increase in creative thinking skills. Data analysis used an independent sample t-test. Based on the results of the analysis, it was found that there was a significant increase in students' creative thinking skills. Learning community is student-centered learning in groups (Student-Centered Learning). The research findings consider it important to implement GeoGebra-assisted learning communities according to the characteristics and development of the student learning environment.

scholarly journals Is it Possible to Enhance the Creative Thinking Skills of EFL Learners through Training?

2018 ◽  
Vol 9 (6) ◽  
pp. 172 ◽  
Author(s):  
Esim Gursoy ◽  
Hatice Kübra Bağ
Keyword(s):  
Training Program ◽  
Language Learners ◽  
21St Century ◽  
Creative Thinking ◽  
Training Session ◽  
Thinking Skills ◽  
Continuous Change ◽  
Global Perspectives ◽  
Post Test ◽  
Collaboration And Communication

In the light of continuous change of global perspectives, current educational contexts have been evolving to cover the necessary 21st century skills that the individuals must acquire. Two of the 4Cs (creativity, critical thinking, collaboration and communication) of the 21st century educational trends; creativity and creative thinking are the key characteristics of the learners. Considering as one of the requirements of the global communication, knowing and learning a foreign language should keep up with the current improvements in the field of education. Language learners should think critically and creatively in order to communicate with people to enhance the global collaboration. The purpose of this study is to enhance students’ creative thinking skills through appropriate training and to understand the effectiveness of the stimuli type –visual or audio. A pre-experimental research design was chosen for the implementation of the training program. Two different groups –visual and audio – were given either visual or audio stimuli at the beginning of creative thinking tasks. 12 participants were chosen via convenience sampling for each group and the ages of the learners are between 12-13. The training continued for 6 weeks and the participants took 3 hours of training were week. Each training session covered creative thinking tasks which were adapted or designed for the development of creative thinking skills –fluency, flexibility, originality and elaboration. A task-based pretest was implemented before the treatment and the students’ creative thinking skills were measured through figural, written and oral tests and the post-test was implemented to check the effectiveness of the training program. The results were scored by two different raters and the scores were analyzed through SPSS program. The results indicate that the creative thinking capacity of both groups has improved however the visual group students have higher creative thinking after the completion of the training program. This study suggests that although regarded as a higher level of reasoning, creative thinking can be enhanced to some extent among the secondary school learners of English and it should be a part of EFL curriculum as an essential learning skill.

scholarly journals Student's Creative Thinking Ability with The Lesson Study Design in Biology Content

2021 ◽  
Vol 7 (2) ◽  
pp. 287
Author(s):  
Baiq Fatmawati ◽  
Nunung Ariandani ◽  
Maya Sasmita
Keyword(s):  
Learning Community ◽  
Lesson Study ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Community Learning ◽  
Learning Patterns ◽  
Thinking Ability ◽  
Scale Range ◽  
Thinking Process ◽  
Creative Thinking Ability

Some strategies were conducted by educators to create a conducive classroom atmosphere, and create collaborative learning so that students are accustomed to expressing their ideas, and opinions in learning, one of which is by implementing lesson study patterns for learning community. The research focus was to find out students' creative thinking skills in biological materials by using lesson study for learning community learning patterns. The respondents of the study were Grade X IPA students at SMA Negeri 1 Masbagik numbering 33 students. Data collection used a description test of biodiversity. The results of the description test were analyzed using the Scale Range Formula, the description test given referred to indicators of creative thinking ability i.e. fluency, flexibility, and originality and each answer was given a score of 3, 2 and 1. The results of the data analysis were that learning with lesson study patterns for learning community, students were able to produce creative ideas with a moderate category that is above 50%, while for the low and high categories the gain was below 50% in creative thinking indicators namely fluency, flexibility, and originality. To get used to students getting used to creative thinking, it took exercises in the creative thinking process either in the form of essay questions, or tasks that are implemented during the learning process

PROFIL KEMAMPUAN BERPIKIR KREATIF SISWA SEKOLAH MENENGAH PERTAMA DITINJAU DARI TINGKAT KECEMASAN MATEMATIKA DAN JENDER

2019 ◽  
Vol 20 (1) ◽  
pp. 69
Author(s):  
Endang Wahyuningrum ◽  
Disti Pratiwi ◽  
Sandra Sukmaning Adji
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Mathematics Anxiety ◽  
Creative Thinking ◽  
Female Student ◽  
Math Anxiety ◽  
Male Student ◽  
Thinking Skills ◽  
School Students ◽  
And Gender

The purpose of this study was to describe the creative thinking skills of junior high school students based on mathematics anxiety and gender. Aspects of creative thinking skills used in this study are fluency, flexibility, and novelty. This research is a qualitative descriptive study. The instruments used were open-ended questions consisting of algebra and geometry questions, mathematics anxiety questionnaires, and interview guidelines. The study was conducted in class IX E of SMPI Al Azhar 12 Rawamangun Jakarta. The subject of this study consisted of four students, they are male student with low mathematics anxiety, female student with low mathematics anxiety, male student with medium mathematics anxiety, and female student with medium mathematics anxiety. The results of the mathematics anxiety questionnaire showed that none of the students in class IX E had high math anxiety. There are differences in the fulfillment of aspects of creative thinking in terms of differences in mathematics anxiety and gender levels. Students with low math anxiety fulfill aspects of fluency, flexibility, and novelty in algebra and geometry questions. Students with medium math anxiety fulfill aspects of fluency and flexibility both in algebra and geometry questions. Female students fulfill aspects of fluency, flexibility, and novelty both in algebra and geometry questions. Male students fulfill aspects of fluency and flexibility in algebra questions, while in geometry questions the aspects that are fulfilled are fluency, flexibility, and novelty.

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