scholarly journals PENERAPAN NILAI ALAM SEKITAR MELALUI TEKNIK DRAMA DI DALAM KELAS PENDIDIKAN MORAL. SATU KAJIAN TINDAKAN (INCULCATE ENVIRONMENTAL VALUES THROUGH DRAMA TECHNIQUES IN MORAL EDUCATION CLASS. AN ACTION RESEARCH)

2019 ◽  
pp. 188-206
Author(s):  
Nadarajan Thambu
Keyword(s):  
Active Learning ◽  
Secondary School ◽  
Moral Education ◽  
Secondary School Students ◽  
Learning Experience ◽  
Environmental Values ◽  
School Students ◽  
Environmental Practices ◽  
Education Class ◽  
Learning Techniques

Nilai berkaitan dengan alam sekitar merupakan salah satu bidang pembelajaran dalam Sukatan Pelajaran Pendidikan Moral di Malaysia. Pendidikan dan pengetahuan berkaitan alam sekitar diberi perhatian dalam mata pelajaran Pendidikan Moral untuk melahirkan murid yang peka, sensitif, berfikiran positif dan yang mampu melestarikan alam. Kajian ini membincangkan penggunaan teknik drama sebagai pedagogi dalam menerapkan nilai berkaitan alam sekitar di dalam sebuah kelas Pendidikan Moral. Dapatan kajian menunjukkan, drama yang berfungsi sebagai teknik pembelajaran aktif mampu memberikan pengalaman pembelajaran yang bermakna kepada pemahaman nilai berkaitan alam sekitar. Elemen-elemen drama seperti, penulisan skrip, latihan dan hafalan dialog mempunyai kelebihan dan kesesuaian yang tersendiri dalam mengembangkan amalan nilai berkaitan alam sekitar dalam kalangan murid sekolah menengah. (Values related to the environment is one of the areas of learning in the Moral Education syllabus in Malaysia. Education and knowledge of environment is a concern in the Moral Education to produce students who are aware, sensitive, positive and capable of preserving nature. This study discusses the use of drama as a pedagogical technique in inculcate environmental values in a Moral Education classroom. The findings show, the drama that serves as an active learning techniques able to provide a meaningful learning experience to understand the environment better. Elements in drama such as, script writing, training and memorization of dialogue has its own advantages and suitability in developing the environmental practices among secondary school students.)

scholarly journals Students learning with interactive virtual math: an exploratory study in the classroom

2017 ◽  
Vol 1 (1) ◽  
pp. 80 ◽  
Author(s):  
Sônia Palha
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Tertiary Education ◽  
Learning Experience ◽  
Small Scale ◽  
School Students ◽  
Dynamic Events ◽  
The Subject ◽  
Scale Experiment ◽  
Further Development

Interactive Virtual Math (IVM) is a visualization tool to support secondary school students’ learning of graphs by dynamic events. In the prototype version students construct a graph and try to improve it themselves and with the feedback of the tool. In a small-scale experiment, which involved four classes at secondary and tertiary education and their mathematics teachers we investigated how the students used the tool in the classroom. In this study we focus on the students learning experience and the results are expected to provide knowledge and directions for further development of the tool. The corpus data consists of self-reported questionnaires and lessons observations. One main finding is that students, at different school levels, find the tool useful to construct or improve graphical representations and it can help to get a better understanding of the subject. The tool features that helped students most were the self-construction of the graphs and to get feedback about their own graph at the end. Other findings are that the students can work independently with the tool and we know more about the tool features that are attractive or need to be improved.

Focus-Fight-Finalize (3F): Problem-Solving Steps Extracted From Behavioral Patterns in Block Based Programming

2020 ◽  
Vol 58 (7) ◽  
pp. 1279-1310 ◽  
Author(s):  
Ünal Çakıroğlu ◽  
Suheda Mumcu
Keyword(s):  
Problem Solving ◽  
Secondary School ◽  
Secondary School Students ◽  
Learning Experience ◽  
Behavioral Patterns ◽  
School Students ◽  
Programming Environments ◽  
Public Secondary School ◽  
Block Based ◽  
Problem Solving Process

This exploratory study attempts to determine problem solving steps in block based programming environments. The study was carried out throughout one term within Code.org. Participants were 15 6th grade secondary school students enrolled in an IT course at a public secondary school. Observations, screenshots and interviews were analyzed together to find out what students do and what they think during problem solving process. As a result, three main steps (focus, fight and finalize) were extracted from students’ behavioral patterns. The results suggest that three steps occur in linear or cyclic manner with regard to the programming constructs required for the solution of the problem. Implications for instructors who desire to provide a better learning experience on problem solving through block-based programming are also included.

scholarly journals INTEGRATING STEM IN AN ENGINEERING DESIGN PROCESS: THE LEARNING EXPERIENCE OF RURAL SECONDARY SCHOOL STUDENTS IN AN OUTREACH CHALLENGE PROGRAM

2016 ◽  
Vol 15 (4) ◽  
pp. 477-493
Author(s):  
Nyet Moi Siew ◽  
Henry Goh ◽  
Fauziah Sulaiman
Keyword(s):  
Secondary School ◽  
Engineering Design ◽  
Design Process ◽  
Secondary School Students ◽  
Learning Experience ◽  
Higher Order Thinking ◽  
Higher Order ◽  
School Students ◽  
Problem Solving Skills ◽  
Engineering Design Process

This research was conducted to evaluate the learning experience of Grade Ten students from two Malaysian rural secondary schools that adopted the integration of STEM in an Engineering Design Process (STEM-EDP) approach vis-á-vis an outreach challenge program. A total of 89 students undertook a ten hour program which engaged them in designing and building three different prototypes as well as answering higher order thinking questions. Data on students’ learning experience were captured through participants’ responses to a six-point Likert scale questionnaire, teachers’ field notes, and open-ended questions. The questionnaire result reveals statistically significant gains in knowledge or skills about, attitudes toward, and practices on STEM. The STEM-EDP outreach challenge program brought awareness to rural school students of their potential as problem solvers, thinkers, creators, and collaborators. Students were able to simultaneously broaden their boundaries in knowledge and competency even though they experienced difficulties in tackling challenges associated with STEM activities. Findings suggested that the STEM-EDP approach can be applied as a means for fostering creativity, problem solving skills, and thinking skills among rural secondary school students. Keywords: engineering design process, higher order thinking, outreach challenge program, rural schools, STEM.

scholarly journals PENDEKATAN “IMAGINASI” DALAM THE SYSTEM STANISLAVSKI MEMBINA DAYA KREATIVITI MURID: KES KALANGAN MURID SEKOLAH MENENGAH DI KEDAH

2021 ◽  
Author(s):  
Mohd Amir Mohd Zahari ◽  
Rohizani Yaakub ◽  
Azrul Azizi Amirul ◽  
Norazimah Zakaria ◽  
Anida Sarudin 
Keyword(s):  
Active Learning ◽  
Secondary School ◽  
Learning Process ◽  
Creative Thinking ◽  
Secondary School Students ◽  
Technical System ◽  
Training Process ◽  
School Students ◽  
Study Participants ◽  
Critical And Creative Thinking

Kajian ini bertujuan untuk mengkaji salah satu sistem teknik The System, iaitu imaginasi yang telah diperkenalkan oleh Stanislavski. Teknik imaginasi yang diaplikasikan adalah bertujuan untuk membina watak perwatakan semasa proses yang dijalankan oleh seseorang pelakon. Proses imaginasi oleh pelakon merupakan satu usaha dalam memberi gambaran secara jujur melalui lakonannya. Sehubungan dengan itu, pendekatan imaginasi ini sekaligus dapat menerapkan daya kreativiti murid di sekolah. Menerusi kajian ini, kaedah temu bual dan penulisan jurnal murid digunakan untuk mengumpul maklumat berkenaan sejauh mana praktis sesi lakonan dengan menggunakan pendekatan The System mampu memupuk daya kreativiti murid yang terlibat. Seramai 20 murid dan seorang guru terlibat sebagai peserta kajian. Kajian ini dilaksanakan di sebuah sekolah menengah harian di daerah Kuala Nerang, Kedah. Hasil kajian menunjukkan pendekatan imaginasi dalam proses latihan telah membentuk tiga tema utama, iaitu 3E iaitu exploration, elobrate dan evaluate. Bermakna, murid menjalani proses dengan melalui proses eksplorasi terhadap watak, menghuraikan watak perwatakan dan menilai tahap watak yang dibawa. Aktiviti improvisasi bukan suatu hal yang dirancang sebaliknya penambahbaikan biasanya muncul akibat daripada suatu kesalahan ataupun kemunculan peristiwa yang tidak terancang. Improvisasi dapat melahirkan daya pemikiran kritis dan kreatif murid serta dapat mewujudkan proses pembelajaran secara aktif dalam kalangan murid sekolah menengah.   This study aims to examine one of technical system namely, The System which is imagination that has been introduced by Stanislavski. The imaginative technique applied is intended to build character during the process carried out by an actor. The process of imagination by the actor is an effort in giving an honest picture through his acting. In this regard, the imaginative approach can also apply creativity of students in school. Through this study, the method of interviewing students and student’s writing journal is used to gather information on the extent to which the practice of acting sessions by using the approach The System strives to cultivate the creativity of the students involved. A total of 20 students and 1 teacher were involved as study participants. The study was conducted in a daily secondary school in the district of Kuala Nerang, Kedah. The results show that the imaginary approach in the training process has formed three main themes namely 3E namely exploration, elobrate and evaluate. Meaning, students go through the process of exploring the character, describing the character and characterizing the level of the successful character. Improvisation activities are not something that is planned. Improvements usually arise as a result of an error or the occurrence of an unplanned event. Improvisation can produce students’ critical and creative thinking as well as can create an active learning process among secondary school students

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