scholarly journals Students’ Activity Involvement for Speaking Ability Improvement

2017 ◽  
Vol 2 (1) ◽  
Author(s):  
Fitrotul Mufaridah
Keyword(s):  
Teaching And Learning ◽  
Learning Experience ◽  
Meaningful Learning ◽  
Learning Activities ◽  
Classroom Activity ◽  
Activity Involvement ◽  
Classroom Activities ◽  
Student Teacher Relationship ◽  
Design Learning ◽  
Activity Design

To make students’ ideas become real, it needs act that can make them bring themselves to explore what is in their mind. The action done by students in the classroom would encourage them to be able to be creative in speaking class. The creativity should be facilitated by the teacher by providing more rooms for the students to involve much in the classroom activities. It is more meaningful for the teacher to design the classroom activities by involving students’ participation. The design should facilitate both teacher and students to practice the teaching and learning activities creatively, so the class would be more interesting and more authentic. The students’ involvement can also empower the student-teacher relationship and bridge them to minimize gap. In the process of having speaking classroom activities, the teacher can learn more on how to listen to students’ ideas and how to appreciate them respectfully to their creativity. The teachers can build the students’ creativity and guide them how to implement it well for students’ learning experience. In another side, the students are invited to explore their smart ideas in developing learning experience which is leading them to do creative and meaningful learning activities. They come to class not only as the passive participants of the learning activities but also as the active participants in proposing and acting their ideas in speaking class. It is really challenging involvement for the students. It brings them to have bigger responsibility in doing learning process. So, the students’ activity involvement are experienced them to enrich their creativity and to enhance their speaking ability.   Keywords: classroom activity design, learning experience, meaningful learning, challenging involvement, creativity enrichment.

scholarly journals Improving Student Teachers’ Digital Pedagogy through Meaningful Learning Activities

2018 ◽  
Vol 15 (Number 2) ◽  
pp. 143-173
Author(s):  
Siti Nazuar Sailin ◽  
Noor Aida Mahmor
Keyword(s):  
Web 2.0 ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Learning Experience ◽  
School Setting ◽  
Meaningful Learning ◽  
Analytical Framework ◽  
Learning Activities ◽  
Digital Pedagogy

Purpose – This study aims to examine the attributes of meaningful learning that student teachers perceived as enabling them to improve their digital pedagogy. It is concerned with how the meaningful learning activities help to prepare student teachers to successfully integrate digital technologies in their future teaching practice. Methodology – This study adopted a qualitative research design and was underpinned by a meaningful learning theory as the theoretical and analytical framework. A total of 24 final year student teachers participated in this study. Data were mainly collected through student teachers’ reflections regarding their learning experience. Thematic analysis was utilized to analyze and present the findings. Findings –The findings offer some important insights into how the learning activities carried out in this Scholarship of Teaching and Learning (SoTL) project have directly and indirectly accelerated the acquisition of all the five attributes of meaningful learning. The findings of this study reveal that meaningful learning activities contribute to the improvement of the student teachers’ knowledge of and skills in using Web 2.0. This improvement has boosted their confidence to integrate digital pedagogy in future teaching practices. The findings also indicate that although student teachers value their experiences in meaningful learning activities, they have some concerns regarding firstly, their capacities in applying digital pedagogy and secondly, the practicality of integrating Web 2.0 tools in the school setting because of several inherent limitations. Significance – Meaningful learning activities when incorporated into teacher training programmes will expose student teachers to authentic experiences which will be beneficial for their own learning and future teaching practice.

The Development of Mobile Learning (M-Learning) Apps Adik-Adik Jawi to Enhance Learning Experience in Arabic Calligraphy

2021 ◽  
Vol 02 (01) ◽  
Author(s):  
Mohd Hatta Mohamed Ali ◽  
◽  
Anwar Hafidzi ◽  
Juliana Mohamed ◽  
Mariam Abdul Hamid ◽  
...  
Keyword(s):  
Mobile Learning ◽  
Teaching And Learning ◽  
Development Process ◽  
Learning Experience ◽  
Learning Activities ◽  
Learning Approach ◽  
Application Development ◽  
Research Article ◽  
Arabic Calligraphy

History has proven the development of Jawi calligraphy is in line with the development of Islam in the archipelago. It is the root of the nation’s identity that must be defended and maintained. As with other subjects, the challenge to learning Jawi calligraphy at this time is that the whole world including Malaysia is affected by the COVID 19 pandemic. Therefore, all learning activities are now geared towards teaching and learning from home (PdPR) as methods to ensure the continuity of education. Therefore, it is very important that Jawi calligraphy is given a new breath in teaching and learning. This research article will discuss the mobile learning approach (M-Learning) for Jawi calligraphy. Important elements discussed include the application development process according to the needs of teaching and learning activities. The features of the application that contribute to the improvement of students’ learning experience as well as the results of tests performed on students are also stated. The success of this M-Learning application for learning Jawi calligraphy will certainly be able to be further expanded to the learning of other subjects in various fields.

scholarly journals Ten-Structure as Strategy of Addition 1-20 by Involving Spatial Structuring Ability for First Grade Students

2015 ◽  
Vol 8 (11) ◽  
pp. 16 ◽  
Author(s):  
Ummy Salmah ◽  
Ratu Ilma Indra Putri ◽  
Somakim Somakim
Keyword(s):  
Teaching And Learning ◽  
Design Research ◽  
First Grade ◽  
Learning Activities ◽  
Design Learning ◽  
Spatial Structuring ◽  
Support Students

<p class="apa">The aim of this study is to design learning activities that can support students to develop strategies for the addition of number 1 to 20 in the first grade by involving students’ spatial structuring ability. This study was conducted in Indonesia by involving 27 students. In this paper, one of three activities is discussed namely ten-box activity. This activity was aimed to introduce and develop ten-structure to be a students’ strategy in addition of number 1 to 20. The method was design research by designing learning activities involving spatial structuring ability. PMRI underlined the context and activity. The result of the study indicates that ten-box activities can help students to develop ten-structure as a strategy in addition of number 1 to 20. As a recommendation, PMRI can be implemented as an approach of teaching and learning addition 1 to 20.</p>

An Innovative Function Mechanism for the Learning Sequencing Specifications

2013 ◽  
Vol 373-375 ◽  
pp. 2237-2240
Author(s):  
Jian Hua Luo
Keyword(s):  
Sequence Data ◽  
Learning Experience ◽  
Learning Activities ◽  
Design Environment ◽  
Function Mechanism ◽  
Design Learning ◽  
Intended Behavior ◽  
Function Call ◽  
Discrete Learning ◽  
Function Element

The sequencing specification defines an interoperable method for representing the intended behavior of an authored learning experience such that any Learning Management System (LMS) will sequence discrete learning activities in a consistent way. At present, in the sequencing specifications, the intended Sequencing Strategies is encoded one by one in the XML file, causing the redundancy of sequence data. This paper presents an innovative function mechanism to design learning sequencing. This mechanism adds two categories, a function element and a function-call element, into the IMS Content Package Information Model. The function element is used to design a reusable sequencing component with an interface of parameters, while the function-call element is used to repeatedly call the function element by transferring various actual parameters. This method improves the design environment of the learning sequencing and effectively reduces the redundancy of the learning sequencing in a content package.

scholarly journals Effect of Online Learning on Students’ Learning Achievement

2021 ◽  
Vol 12 (2) ◽  
pp. 165-171
Author(s):  
Nurohmat N
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Learning Activities ◽  
Learning Material ◽  
Learning Achievement ◽  
Face To Face ◽  
Advantages And Disadvantages ◽  
Teacher Survey

The Covid-19 pandemic has brought big changes in teaching and learning activities in the country. Learning activities have changed from face-to-face to online teaching and learning. Studying online changes the learning experience for many students. Rather than sitting in school and taking notes, students are taking advantage of online classes and other forms of online learning. Material and methods: Survey and interview. Interviews were conducted with the homeroom teacher. Survey of student scores in the semester before the Covid-19 pandemic and during the pandemic. Results: Based on the results obtained, on-line learning has little effect on learning achievement. Online learning has several advantages and disadvantages over learning face-to-face. Online learning offers a potentially better alternative if it is adapted to the situation and conditions of the students.

scholarly journals Implementasi E-learning Sebagai Media Pembelajaran Pada Era Milenial

2019 ◽  
Vol 6 (2) ◽  
pp. 86-92
Author(s):  
Dian Puspita Eka Putri
Keyword(s):  
Teaching And Learning ◽  
Learning Experience ◽  
Sampling Technique ◽  
Learning Activities ◽  
Islamic Education ◽  
Present Material ◽  
E Learning ◽  
Three Stages ◽  
Learning Interest

Penelitian ini bertujuan untuk mendekripsikan bagaimana cara mengiplementasikan prosen kegiatan belajar mengajar yang berbasis E-learning pada era dan generasi milenial. Kemudian untuk mengetahui bagaimana pembelajaran berbasis E-learning dapat membangun minat belajar siswa. Penelitian ini merupakan penelitian deskripif dengan pendekatan kuanlitatif. Populasi penelitian ini adalah mahasiswa Program Sarjana Pendidikan Agama Islam kelas A-C tahun 2018. Penentuan sampel menggunakan teknik sampling jenuh dengan jumlah 57 mahasiswa. Pengumpulan data menggunakan teknik wawancara, observasi dan dokumentasi. Hasil dari penelitian ini adalah cara megimplementasikan E-learning sebagai media pembelajaran dilakukan dengan melalui tiga tahap yaitu perencanaan, penggunan dan evaluasi. Hasil lain juga didapat bahwa dengan menggunaka E-learning dapat membangun minat belajar. Hal ini dikarena pembelajaran berbasis E-learning dapat menyajikan materi dan memberikan pengalaman belajar yang bervariasi. This study aims to describe how the implementation of the process  teaching and learning activities based on E-learning in the era and millennial generation. Then to find out how E-learning based learning can build student learning interest. This research is a descriptive study with a quantitative approach. The population of this research is the students of the A-C Class Islamic Education Bachelor Program in 2018. The determination of the sample uses a saturated sampling technique with a total of 57 students. Data collection using interview, observation and documentation techniques. The results of this study are how to implement E-learning as a learning medium carried out through three stages, namely planning, use and evaluation. Other results are also obtained that by using E-learning can build interest in learning. This is because E-learning based learning can present material and provide a varied learning experience

scholarly journals Potret Representasi Pedagogical Content Knowledge (PCK) Guru dalam Mengajarkan Materi Getaran dan Gelombang pada Siswa Smp

2015 ◽  
Vol 5 (01) ◽  
pp. 9 ◽  
Author(s):  
Endang Purwaningsih
Keyword(s):  
High School ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Junior High School ◽  
Teaching And Learning ◽  
Junior High ◽  
Learning Experience ◽  
Pedagogical Content ◽  
Classroom Activities ◽  
Data Collections

<span>Learning materials of vibrations and waves in physics involve abstract mathematical knowledge, not easy to be understood, and frequently generate misconceptions. However, the subject is fundamental prerequisite for mastering more complicated physical concepts. On the other hand, teachers´ materials comprehension itself can affect the way teachers teaching and giving learning experience to the students. Here, we use descriptive research to figure out teacher´s pedagogical content knowledge (PCK) representation during teaching and learning process of vibrations and waves for junior high school grade VIII. Four professional junior high school teachers were chosen as sample. The PCK representation was focused on the content representation (CoRe) which represents teachers´ materials comprehension and their special aspects. Data collections have been done by means documentation study, ongoing classroom activities observation and interviews with the teachers as well as the students. Outcome of this research are: 1) Basic ideas/concepts expected by teachers for students to learn are not yet covering the basic concept needed to understand the concept itself, 2) Teachers are not yet mastering the teaching materials comprehensively, 3) Classroom activities/learning experiences and the method given to the students are not varied.</span>

scholarly journals Reaktualisasi Nilai Sosial Budaya Melalui Pendidikan Dan Pembentukan Karakter Bangsa Di Sekolah

2017 ◽  
Vol 4 (2) ◽  
pp. 63
Author(s):  
Jumadi Jumadi
Keyword(s):  
Character Education ◽  
Design Education ◽  
Teaching And Learning ◽  
Daily Life ◽  
National Development ◽  
National Character ◽  
Learning Activities ◽  
Daily Activities ◽  
Cultural Education ◽  
Classroom Activities

Character education is one of the answers to the formation of national character. Character education has become a mission in an effort to realize the vision of national development. Design education and character formation in macro is done through the process of planning, implementation, and evaluation of outcomes involving all sectors of life, while the micro constructed and formed in the four pillars of teaching and learning activities in the classroom, activities of daily life in the form of cultural education unit, the activities co-curricular and extra-curricular and daily activities at home and in the community.

scholarly journals VARIASI MODEL SILOGISME UNTUK PENGAMBILAN KESIMPULAN DALAM PEMBELAJARAN MATEMATIKA DI SEKOLAH DASAR

2016 ◽  
Vol 1 (01) ◽  
Author(s):  
Elly’s Mersina Mursidik
Keyword(s):  
Teaching And Learning ◽  
Logical Truth ◽  
Learning Activities ◽  
Classroom Activities

<div style="text-align: JUSTIFY;"><p>Logical argumentations are required in communication and interactions between students and teachers. Classroom activities lead continuous or discontinuous communication and interactions. This is due to the questions by the teacher to the students contains logical truth. The value of the logical truth makes the teaching and learning activities run as they are planned. Questions for the students should be tautologies rather than those contradictory.</p></div>

scholarly journals Efektivitas Pembelajaran E-Learning Pelatihan Dasar Calon Pegawai Negeri Sipil di Badan Siber dan Sandi Negara

2021 ◽  
Vol 5 (1) ◽  
pp. 34-43
Author(s):  
Ratri Nur Rohmah
Keyword(s):  
Teaching And Learning ◽  
Learning Experience ◽  
Civil Servants ◽  
Learning Activities ◽  
Basic Training ◽  
Literature Study ◽  
Instructional Goals ◽  
Descriptive Research ◽  
E Learning ◽  
And Training

Technology and covid-19 pandemic has become the main trigger for implementation of distance learning in Basic Training Civil Servants at BSSN. E-learning has many differences compared to the conventional methods that were applied previously. We hoped e-learning activities running well so they can achieve the learning objectives. This study seeks to reveal an overview of the effectiveness of e-learning Basic Training Civil Servants. The method used in this research is descriptive research. Data collection was carried out by observation, interview and literature study methods. Interviews were conducted with managers, administrators, teachers and training participants. Based on the research, the results is e-learning Basic Training Civil Servants run effectively. This can be seen from the data that shows that learning has succeeded in achieving the set instructional goals, is able to provide an attractive learning experience, is able to actively involve participants, and the facilities that support the teaching and learning process are fulfilled properly. In addition, it was also found that synchronous model was more attractive to participants than asynchronous. Participants feel that synchronous model can help them focus more and increase motivation when learning. To improve the implementation of online learning in the future, it is suggested to increase synchronous method and delivery  material through gamification application to make leraning more interesting

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