scholarly journals Teaching and Learning Motivation

2015 ◽  
Vol 3 (2) ◽  
pp. 113
Author(s):  
Robert Gjedia
Keyword(s):  
Best Practices ◽  
Teaching And Learning ◽  
Learning Difficulties ◽  
Educational Experience ◽  
Learning Motivation ◽  
The Other ◽  
Learning Activities ◽  
Space And Time ◽  
Educational Culture

The paper "Teaching and learning motivation" is a professional attempt to communicate to the interested groups/stakeholders and mainly to the teachers the theoretical interpretations, techniques and activities related to the learning motivation. This paper exposes the various forms of motivation. They are considered from different viewpoints like biological ones, instinctive, rationalist, humanist etc. It is aimed to provide a general panorama, carefully selected by west well-known psychologists and pedagogues of the area, who belong to different space and time educational culture. On the other side it is of great importance for this paper the presentation and treatment of principles and techniques of motivation in the classroom closely related to the pupils' learning activities and experiences as well as those related to the specifics of pupils with learning difficulties. This paper conveys the consolidated viewpoint that motivation should be a natural, active and effective process that stimulates learning and provides a comfortable wellbeing to each pupil. The author, by carefully reviewing and processing the respective literature, by the findings collected during his long term educational experience has provided data and observations deriving from various analyses of the teaching periods/hours; from discussions with teachers of the different cycles and profiles, thus concluding to ideas, techniques and best practices on the motivation processes that would really stimulate the class learning.

PENERAPAN iLEARNING SURVEY (iSur) DALAM MENINGKATKAN KUALITAS SISTEM INFORMASI SELAMA PROSES PEMBELAJARAN DI PERGURUAN TINGGI RAHARJA

CCIT Journal ◽  
2014 ◽  
Vol 7 (3) ◽  
pp. 335-354
Author(s):  
Untung Rahardja ◽  
Muhamad Yusup ◽  
Ana Nurmaliana
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Teaching And Learning ◽  
Online Survey ◽  
The Other ◽  
Learning Activities ◽  
Faculty Performance ◽  
Satisfaction Measurement ◽  
Valid Information

The accuracy and reliability is the quality of the information. The more accurate and reliable, the more information it’s good quality. Similarly, a survey, the better the survey, the more accurate the information provided. Implementation of student satisfaction measurement to the process of teaching and learning activities on the quality of the implementation of important lectures in order to get feedback on the assessed variables and for future repair. Likewise in Higher Education Prog has undertaken the process of measuring student satisfaction through a distributed questioner finally disemester each class lecture. However, the deployment process questioner is identified there are 7 (seven) problems. However, the problem can be resolved by the 3 (three) ways of solving problems one of which is a system of iLearning Survey (Isur), that is by providing an online survey to students that can be accessed anywhere and anytime. In the implementation shown a prototype of Isur itself. It can be concluded that the contribution Isur system can maximize the decision taken by the Higher Education Prog. By using this Isur system with questions and evaluation forms are submitted and given to the students and the other colleges. To assess the extent to which the campus has grown and how faculty performance in teaching students class, and can be used as a media Isur valid information for an assessment of activities throughout college.

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 Implementasi Cooperative Learning Melalui Strategi Crossword Puzzle Untuk Meningkatkan Motivasi Siswa Kelas 5

2019 ◽  
Vol 1 (2) ◽  
pp. 89
Author(s):  
Pancahadi Siswasusila
Keyword(s):  
Cooperative Learning ◽  
Religious Education ◽  
Teaching And Learning ◽  
Learning Motivation ◽  
Learning Activities ◽  
Motivation To Learn ◽  
Present Material ◽  
Crossword Puzzle ◽  
Grade 5 ◽  
Observation Method

The emergence of unpleasant assumptions about Islamic religious education, such as Islam is taught more on memorization that must be practiced. So the problem that is often encountered in teaching, especially teaching Islam is how to present material to students well so that the results are effective and efficient. In order for the learning of Islamic religious education (pendidikan agama Islam/PAI) on the material of the names of the books of God to be embedded in students well, then many concepts of active learning models are offered. One of them is by implementing a cooperative learning model through the crossword puzzle strategy that is expected to increase students' learning motivation. By involving them actively in the learning process, students will experience or even discover science independently. The purpose of this study was to describe the implementation of cooperative learning through the crossword puzzle strategy in increasing learning motivation in the Grade 5 PAI Subjects of Jombatan 1 Elementary School in Jombang Regency. The research method used is action research. In collecting data, the author uses the observation method, checklist, and participatory methods. The results of the study show that the implementation of cooperative learning through crossword puzzle strategies is effective in increasing the motivation to learn PAI subjects. This can be seen from the enthusiasm of students in working on group puzzles in PAI learning about the names of God's books. And learning that had been stiff and boring had become more alive because educators directly involved students in learning, not only listening, seeing and working on the questions given. Having been well implemented and in accordance with existing learning concepts, this could also be seen from the preparation, implementation (an application) and evaluation carried out in well-designed teaching and learning activities.

scholarly journals Analisi Peran Media Pembelajaran Interaktif Berbasis Kahoot Terhadap Motivasi Belajar Siswa Dalam Pembelajaran Daring

2021 ◽  
Vol 1 ◽  
pp. 28-32
Author(s):  
Karin Widya Ayuningtyas ◽  
Nadhirotuz Zulfah
Keyword(s):  
Online Learning ◽  
Literature Review ◽  
Student Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Interactive Media ◽  
Learning Motivation ◽  
Learning Activities ◽  
Process Learning ◽  
The Government

The Covid-19 pandemic that has spread throughout the country has made the government decide teaching and learning activities to be carried out boldly (online). Learning makes students bored and eventually lazy to learn. Researchers are trying to create new breakthroughs to increase student learning motivation to increase, namely by utilizing interactive learning media based on kahoot in brave learning. This study uses a literature review method where the data obtained from research comes from articles or journals that are relevant to the topic, or other people's research results are then analyzed again to draw a conclusion. The results of this research kahoot interactive media can be used in bold learning because of its easy use and includes a link or website so that it can be accessed by students. This interactive media also makes students not easily bored in the learning process. Learning that increases in fun can make students' learning motivation, this is because students do not feel bored easily when learning takes place, so students feel motivated and feel comfortable when learning using Kahoot media.

scholarly journals FAKTOR PENGHAMBAT MOTIVASI BELAJAR SISWA PADA MATA PELAJARAN MATEMATIKA DI SDN KERATON 5 MARTAPURA

2021 ◽  
Vol 3 (2) ◽  
pp. 19
Author(s):  
Arif Ganda Nugroho
Keyword(s):  
Student Motivation ◽  
Driving Force ◽  
Teaching And Learning ◽  
Learning Motivation ◽  
Learning Activities ◽  
Learning Goals ◽  
Education Process

Motivasi belajar berarti keseluruhan daya penggerak didalam diri para siswa/warga belajar/Peserta didik yang dapat menimbulkan, menjamin, dan memberikan arah pada kegiatan belajar, guna mencapai tujuan belajar yang di harapkan. Dengan motivasi belajar, maka siswa/ warga belajar/ peserta didik dapat mempunyai intensitas dan kesinambungan dalam proses pembelajaran/ pendidikan yang di ikuti. Memotivasi pelajar merupakan salah satu langkah awal yang harus dilakukan oleh seorang guru dalam pengajaran dan pembelajaran. Jika guru telah berjaya membangun motivasi pelajar semasa pengajaran dan pembelajaran bermakna guru itu telah berjaya mengajar. Namun pekerjaan ini tidaklah mudah. Memotivasi pelajar tidak hanya menggerakkan pelajar agar aktif dalam pelajaran, tetapi juga mengarahkan dan menjadikan pelajar terdorong untuk belajar secara terus menerus, walaupun dia berada di luar kelas ataupun setelah meninggalkan sekolah.Learning motivation means the overall driving force within the students/students/students that can lead to, guarantee, and provide direction to learning activities, in order to achieve the expected learning goals. With learning motivation, students/students/students can have intensity and continuity in the learning/education process that is followed. Motivating students is one of the first steps that must be taken by a teacher in teaching and learning. If the teacher has succeeded in building student motivation during teaching and learning, it means that the teacher has succeeded in teaching. But this job is not easy. Motivating students not only moves students to be active in learning, but also directs and makes students motivated to learn continuously, even though they are outside the classroom or after leaving school.

scholarly journals E-Learning en la educación universitaria como herramienta para personas con discapacidad auditiva / E -Learning in Higher Education as Tool for People with Disabilities Hearing

2016 ◽  
Vol 3 (1) ◽  
pp. 19-25
Author(s):  
Dolores Marlene Martínez Suárez
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
People With Disabilities ◽  
The Other ◽  
Persons With Disabilities ◽  
Educational Culture ◽  
Other Hand ◽  
E Learning ◽  
Action Measures

ABSTRACTThis research aims to incorporate E-learning as a complementary tool for teaching and learning for people with hearing disabilities, assuming that universities should comply with the provisions of the affirmative action measures in benefit of accession of Persons with Disabilities to Higher Education in Venezuela, on the other hand, as indicated in the Constitution of the Bolivarian Republic of Venezuela and other relevant laws on disability, which recognize that this population have been discriminated against in the Education University tion so should be allowed equal opportunities in the entry of people with disabilities at university level. In this sense, it is intended to supplement teaching through electronic books, guides, Self, exercises, forums, chat, videoconference and others; to strengthen the knowledge received in the classroom, motivated that there is a disadvantage in high schools, colleges and universities due to lack of sign language interpreters Venezuelan support to teachers. The research design was documentary, bibliographic and field descriptive. Within this framework it is raised the need to rethink the teaching practice, proposing new challenges that will generate, among other things strategic alternative pedagogical gies for building an educational culture in which all feel part well break the barriers of language and communication allowing for greater inclusion of people with hearing loss, or deaf to the university and on the other hand the educational transformation is to strengthen and facilitate understanding of the issues of greatest difficulty through the use of E-learningRESUMENEste trabajo de investigación tiene como propósito incorporar el E-learning como herramienta complementaria para la enseñanza y aprendizaje de las personas con discapacidad auditiva, partiendo de que las universidades deben cumplir con lo establecido en las Medidas de Acción Afirmativa a Favor del Ingreso de las Personas con Discapacidad a la Educación Universitaria en Venezuela, por otra parte, lo indicado en la Constitución de la República Bolivariana de Venezuela y otras leyes competentes en discapacidad, donde reconocen que esta población han sido discriminadas de la Educación Universitaria por lo que se debe permitir la equiparación de oportunidades en el ingreso de personas con discapacidad a  nivel Universitario.En este sentido, se pretende complementar la enseñanza a través de Libros electrónicos, Guías, Autoevaluación, Ejercicios, Foros, Chat, Videoconferencias entre otros; a fin de que refuercen el conocimiento recibido en las aulas de clases, motivado a que existe una gran desventaja en los institutos, colegios y universidades por no contar con intérpretes de lengua de señas venezolanas que apoyen a los docentes.El diseño de la investigación fue documental, bibliográfico y de campo, de tipo descriptivo. Dentro de este marco se planteó la necesidad de repensar la práctica docente, al proponer nuevos desafíos que permitan generar, entre otros aspectos estrategias pedagógicas alternas para la construcción de una cultura educativa en la cual todos se sientan partícipes además de romper con las barreras de lenguaje y comunicación permitiendo una mayor inclusión de personas con hipoacusia, o con discapacidad auditiva al ámbito universitario y por otro lado se ve la transformación educativa al fortalecer y facilitar la comprensión de los temas de mayor dificultad a través de la utilización del E-learning. Contato principal: [email protected]

scholarly journals Principles of arabic noun gender: An overview of learning difficulties

2016 ◽  
Vol 6 (2) ◽  
pp. 63
Author(s):  
Abdulhamid Alaqtash ◽  
Amjad Talafha
Keyword(s):  
Teaching And Learning ◽  
Learning Difficulties ◽  
Grammatical Gender ◽  
The Other ◽  
Same Sex ◽  
Number Agreement ◽  
The Real ◽  
Grammatical Agreement ◽  
Linguistic Research ◽  
Educational Studies

Arab linguists have distinguished between the animate and inanimate gender of nouns, where the former was assigned a male or female natural gender and the later a grammatical gender, and so the distinction between the real natural gender and the figurative grammatical gender has spread widely in Arabic grammar. Educational studies and linguistic research carried out by educationalists and linguists have indicated the prevalence of two difficulties in teaching and learning the issue of grammatical gender. The first is related to distinguishing between masculine and feminine within the same sex; the other is related to the multiplicities in the structural forms of gender whether natural or grammatical This research focuses on the first difficulty as this difficulty reflects directly on the second difficulty whether right or wrong. This can be observed in the intensive grammatical agreement in topics such as verb – subject, subject - predicate, modified - modifier, and number agreement. 

scholarly journals Properly Accounting for Domestic Violence in Child Custody Cases: An Evidence-Based Analysis and Reform Proposal

2019 ◽  
pp. 1
Author(s):  
Debra Stark ◽  
Jessica Choplin ◽  
Sarah Wellard
Keyword(s):  
Decision Making ◽  
Domestic Violence ◽  
Literature Review ◽  
Best Practices ◽  
Family Law ◽  
The Other ◽  
Evidence Based ◽  
Abusive Parent ◽  
Domestic Violence Survivors

Promoting the best interests of children and protecting their safety and well-being in the context of a divorce or parentage case where domestic violence has been alleged has become highly politicized and highly gendered. There are claims by fathers’ rights groups that mothers often falsely accuse fathers of domestic violence to alienate the fathers from their children and to improve their financial position. They also claim that children do better when fathers are equally involved in their children’s lives, but that judges favor mothers over fathers in custody cases. As a consequence, fathers’ rights groups have engaged in a nationwide effort to reform the custody laws to create a presumption of equal parenting time, with no exception when one of the parents has engaged in domestic violence. Domestic violence survivors and their advocates, however, claim that the needs of survivors of domestic violence and their children to be safe and free from further abuse are not being met in custody cases, that their claims of abuse are not being believed, and that the harm when a parent commits domestic violence against the other parent is not being recognized and addressed by judges and the family law professional upon whom they rely. This Article first presents a literature review, with articulated scientific standards applied to each of the pieces of research cited in this review, on what is happening outside of court and in court relating to domestic violence and best practices for taking domestic violence into account in these child custody cases. Among the key findings from this literature review are: (1) when a parent commits domestic violence against the other parent, this can cause serious long-term harm to children, (2) custody judgments tend to favor fathers over mothers because greater weight is placed on claims of alienation than on domestic violence claims, (3) long-term harms can be mitigated by evidence-based best practices, most notably, supporting non-abusive parents in their efforts to protect themselves and their children from further domestic violence, (4) family law judges and professionals must be trained on domestic violence and its nuances, as well as how to screen for domestic violence, to adequately support them, and (5) a component of this training is learning how to distinguish mutual “situational couple violence” for which “parallel parenting” custody arrangements might be feasible, from a pattern of “coercive abuse,” where sole decision-making and primary parenting time should be ordered to the non-abusive parent, and protective restrictions on parenting time should be ordered to the abusive parent. The Article then reports on a fifty-state review of custody-related laws (laws determining which parent makes major decisions relating to the child, who is allocated primary parenting time, and whether protective restrictions shall be placed on the parenting time of a parent who has engaged in domestic violence). This review found serious gaps between what evidence-based best practices suggest, and what is currently required by law in many states. These gaps in the law, including the failure of the law to require domestic violence screening and training for judges and other family law professionals, contribute to poor custody decision-making by them that compromises the safety and welfare of domestic violence survivors and their children. The Article then proposes nuanced law reforms that would align custody-related laws with evidence-based best practices for taking domestic violence into account in custody cases, including creating rebuttable presumptions, burdens of proof, and definitions of domestic violence that conform with these evidence-based best practices.

scholarly journals Usability and usefulness of eBooks on PPCs: How students' opinions vary over time

2009 ◽  
Vol 25 (1) ◽  
Author(s):  
Paul Lam ◽  
Shun Leung Lam ◽  
John Lam ◽  
Carmel McNaught
Keyword(s):  
Hong Kong ◽  
Teaching And Learning ◽  
Research Team ◽  
The Other ◽  
First Impressions ◽  
University Libraries ◽  
University Setting ◽  
Over Time

<blockquote><p>The number of academic eBooks in university libraries is increasing. Reading digital materials such as newspapers is valued in Hong Kong; however, students' perceptions of the value of reading academic eMaterials are not well known. In this study we investigated 12 students' use of academic eBooks on mobile readers in two ways. Six students had brief introduction to eBooks and they reported their first impressions of the technology. The other six students had a 12-week eBook reading period that was closely monitored by the research team. The experiences from the two groups of students generally affirmed that the technology has potential to enhance teaching and learning in a university setting. However, the experiences (especially of the long-term users) highlight a number of challenges that need to be addressed.</p></blockquote><p> </p>

scholarly journals Pengaruh Manajemen Sarana dan Prasarana terhadap Kegiatan Belajar Mengajar di TK Al-Fadlillah Maguwoharjo Yogyakarta

2020 ◽  
Vol 5 (3) ◽  
pp. 115-122
Author(s):  
Raudatul Hasanah
Keyword(s):  
Quality Improvement ◽  
Data Analysis ◽  
Significant Influence ◽  
Teaching And Learning ◽  
Learning Motivation ◽  
Learning Activities ◽  
Infrastructure Management ◽  
Analysis Method ◽  
Simple Linear Regression ◽  
Regression Test

This study aims to determine the effect of facilities and infrastructure management on teaching and learning activities at the kindergarten Al-Fadlillah Maguwoharjo Yogyakarta. This research uses a quantitative approach eith a correlational analysis method. Data analysis was performed with a simple linear regression test to determine the effect between facilities and infrastructure management variables (X) and the variables of teaching and learning activities (Y). The results showed a significance value 0,001 smaller than 0,05, which means that there is a significant influence between the management of facilities and infrastructure with teaching and learning activities at the kindergarten Al-Fadlillah Maguwoharjo Yogyakarta. The coefficient value between the two variables is 0,863 or 83,6%. These results, indicate the management of facilities and infrastructure have a positive and significant influence on teching and learning activities by 83,6%. While 16,4% is influenced by other factors, such as the child’s basic abilities, physical and psychological condition of the child, and childrens learning motivation. So, the implementation of structured and controlllled facilities and infrastructure management will support quality improvement in the process of teaching and learning activities at the kindergarten Al-Fadlillah Maguwoharjo Yogyakarta.

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