scholarly journals Interaction analysis on social-education of Indonesian school students: A literacy activity

2021 ◽  
Vol 1 (4) ◽  
pp. 269-280
Author(s):  
Rahmad Rafid ◽  
◽  
Farizal Khusnul Khotimah ◽  
Keyword(s):  
Interaction Analysis ◽  
Interaction Pattern ◽  
Interaction Patterns ◽  
Analysis Model ◽  
School Students ◽  
Literacy Activities ◽  
Qualitative Research Design ◽  
Teachers And Students ◽  
Patterns Of Interaction ◽  
Literacy Activity

Abstract Purpose: The purpose of this study is to analyze the socio-educational interactions between teachers and students. This article also looks at a literacy activity utilized by the teachers and students and their interaction patterns. Research methodology: This research applied a naturalistic approach and descriptive qualitative research design. The data were collected through observation, interviews, and documentation. The data then were analyzed descriptively using the Miles and Huberman analysis model, namely data condensation, data presentation, and concluding. Results: The research results show that to improve student literacy, there were two patterns of interaction: first, a one-way interaction pattern centered on the teacher as a facilitator, corrector, evaluator in literacy activities: second, a multi-directional interaction pattern occurred. Literacy activities aim to train the learners’ ability in reading, understanding and commenting. During the core activities, several aspects of the interactions occur between teachers and students, such as conveying information, explaining, motivating, and proposing to students. At the closing stage of literacy, several aspects of the interaction between teachers and students occur. Making summaries and reading about the literacy activities have provided directions for further literacy activities and conducting evaluations that have been carried out. Limitations: There are limitations to the researcher, so this research is limited to one school only with the object of research on all students and teachers assigned to literacy activities at SMA Negeri 1 Latambaga. Contribution: The study is expected to assist the schools in monitoring the literacy activities and developing student literacy, whereas, for students, this study is expected to improve their literacy and broaden their insights about technological and scientific developments.

scholarly journals CLASSROOM INTERACTION PATTERNS AND TEACHERS-STUDENTS PERCEPTIONS ON ENGLISH CLASSES AT SMAN 2 BUKITTINGGI WEST SUMATRA

2018 ◽  
Vol 19 (2) ◽  
pp. 149
Author(s):  
Mike Nurmalia Sari
Keyword(s):  
Teaching And Learning ◽  
Interaction Analysis ◽  
Student Perception ◽  
Classroom Interaction ◽  
Interaction Pattern ◽  
Classification Theory ◽  
Interaction Patterns ◽  
Teacher Student ◽  
Class Interaction ◽  
Interaction Characteristic

This article aims to describe the results of research on interaction patterns and characteristics of classroom interaction in teaching and learning activities in English class in Bukittinggi West Sumatera, as well as perceptions of students and teachers to the interaction. This research type is descriptive and research data is classroom discourse between teacher and student when studying English, as well as questionnaire of student and teacher to class interaction. Participants are 4 English teachers with 3 meetings for each teacher (12 meetings). The research used classification theory of class interaction type from Lindgren (1981), Wajnryb (1992), and El-Hanafi (2013), while for interaction characteristics used Flanders' Interaction Analysis Code (FIAC) model. The results of this study indicate that the dominant interaction pattern is teacher-student with one way traffic interaction, while the dominant interaction characteristic is the cross content. From teacher perception, dominant interaction pattern is student-student interaction and dominant interaction characteristic is teacher support. Whereas from student perception, dominant interaction pattern is teacher-student with two-way traffic interaction, and characteristic of dominant interaction is content cross. It can be concluded that the interaction pattern and the interaction characteristics that occur in the teaching and learning process are strongly influenced by the material and skills taught by the teacher

scholarly journals Using asynchronous online discussions in primary school project work

2006 ◽  
Vol 22 (1) ◽  
Author(s):  
Azilawati Jamaludin ◽  
Quek Choon Lang
Keyword(s):  
Primary School ◽  
Interaction Analysis ◽  
Online Discussions ◽  
Project Work ◽  
Analysis Model ◽  
Primary School Students ◽  
School Students ◽  
Construction Of Knowledge ◽  
Interaction Analysis Model ◽  
Asynchronous Online Discussions

<span>Using asynchronous online discussions for interschool collaborative project work represents one of the innovative practices in the Singapore classroom. With anytime, anywhere access to interactions among the students and teachers, the asynchronous nature of these interactions leads to new paradigms for teaching and learning, with both unique problems of coordination and unique opportunities to support active participation and collaborative learning. A research study was conducted to investigate how primary school students participate and learn in project work based on co-construction of knowledge in asynchronous online learning environments. 10 teachers and 20 students from 5 primary schools participated in this half-year long research study. Teachers crafted project tasks for implementation at the students' level and these tasks were addressed collaboratively by the students who formed project groups with members from another school. Quantitative and qualitative analyses of students' activity in the asynchronous online environment were conducted. Students' sent and received notes as well as the frequency of scaffolds used in the online environment were evaluated. Each note was also ranked according to Gunawardena, Lowe and Anderson's (1997)</span><em>Interaction Analysis Model.</em><span> The findings provided evidence to suggest that primary school students participating in the online project work learning environment were capable of the co-construction of knowledge up till Phase IV of the</span><em>Interaction Analysis Model.</em>

scholarly journals The Praxis of Literacy Movement in Indonesian Context

2020 ◽  
Author(s):  
Ilza Mayuni ◽  
Eva Leiliyanti ◽  
Noni Agustina ◽  
Billy Antoro
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Ministry Of Education ◽  
School Students ◽  
School Based ◽  
Teachers And Students ◽  
Ideal Number ◽  
The Government ◽  
Character Building ◽  
Literacy Activity

Indonesia faces challenges in improving its literacy rank. In 2011, the literacy level of Indonesian fourth graders were in the 45th rank (with score 428 under 500) from 48 countries in PIRLS. In 2015 PISA’s report the fifteen-year-old Indonesian Junior High School students, occupied the 64th rank of 72 countries with score 396 under 496. To overcome this problem, the Indonesian Ministry of Education and Culture issued its Ministerial Regulation no. 23/2015 pertaining the students’ character building. This constitutes the basis of school-based literacy movement (Gerakan Literasi Sekolah). This study explores the praxis of literacy movement at one school (has implemented GLS since 2016) located in the condensed slum area of North Jakarta. Stratified purposeful sampling was deployed to select the research participants, i.e. 290 students and 20 teachers. The data were obtained from questionnaires and interviews. The result showed that not all teachers read the literacy guidelines determined by the government and their reading habit had not met the ideal number. Both teachers and students have different perception regarding to the time and frequency of schoolbased literacy activity. The fifteen minutes reading activity and reading strategies taught by the teachers were not varied. The teachers merely supervised the students while conducting the literacy activity. The students read the books they brought from home. The school-based literacy program gained the students’ literacy competence in understanding level (understand the content of the book they read) and built students’ character such as tolerance, teamwork skills, perseverance, responsibility, confidence, independence, politeness, and composure. Keywords: literacy movement, reading literacy, literacy competence, 15-minutereading activity

scholarly journals READ ALOUD: A LITERACY ACTIVITY IN ELEMENTARY SCHOOL

2019 ◽  
Vol 3 (2) ◽  
pp. 55
Author(s):  
Nunuy Nurkaeti ◽  
Sani Aryanto ◽  
Yosi Gumala
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Reading Strategies ◽  
Primary Schools ◽  
Read Aloud ◽  
Reading Literacy ◽  
School Students ◽  
Literacy Activities ◽  
Literacy Methods ◽  
Literacy Activity

Reading literacy is the main key on develop knowledge. Reading literacy in elementary schools was developed through the implementation of the school literacy movement. The literacy activities are carried out as evidence of the implementation of the school literacy movement. This study aims to describe the implementation of reading literacy activity and read aloud in elementary schools. The research method used was descriptive qualitative through data collection based on a questionnaire and documentation study at ten elementary schools in Majalengka. The results show that literacy activities have been implemented in primary schools, although they have not been routinely carried out. Reading literacy methods used include read aloud, review, alphabetical methods, and reading comprehension. There are schools that have used read aloud as an effort to increase the reading literacy of elementary school students. Generally teachers in schools do not yet know the read aloud and its implementation. Training is needed for teachers to developing literacy activities in primary schools, so that could optimizing literacy activities through the use of various reading strategies.

The Role of Interpersonal Communication in Students’ Self-control to Avoid Substance Abuse

2020 ◽  
Vol 5 (2) ◽  
pp. 84-94
Author(s):  
Ade Tuti Turistiati ◽  
Baby Poernomo
Keyword(s):  
High School Students ◽  
Drug Abuse ◽  
Interpersonal Communication ◽  
Junior High School ◽  
Phenomenological Approach ◽  
Structured Interview ◽  
Self Control ◽  
School Students ◽  
Qualitative Research Design

This study aims at answering the questions what causes many junior high school students fall into drug abuse, and what kind of treatment  must be done so that students have self-control and are not subject to drug abuse. This study employed a phenomenological approach of a qualitative research design.  In this study a semi-structured interview is used to understand how participants experienced the phenomenon. The research revealed that the interpersonal communication has a major role in students' self-control so as not to fall into drug abuse. This study contributes significantly to educational field particularly teachers in secondary schools so that it can be used as a reference to provide counseling to parents about the importance of interpersonal communication to build students’ self-control to prevent teens from falling into drug abuse.

Distance learning in primary school: opportunities and specifics of implementation

2020 ◽  
Vol 1(16) (2020) ◽  
pp. 91-98
Author(s):  
Oksana Yastrub ◽  
◽  
◽  
Keyword(s):  
Distance Learning ◽  
Primary School ◽  
Online Courses ◽  
School Teacher ◽  
Educational Process ◽  
Primary School Teacher ◽  
School Students ◽  
Online Mode ◽  
Teachers And Students ◽  
Theoretical Test

The problem of introducing distance learning in primary school is actualized by the development of social networks and Internet technologies, which open unlimited horizons for their application in educational activities. In addition, the introduction of quarantine in Ukraine requires primary school teachers to find ways to effectively master the program material. Among such ways is distance learning. The purpose of the study is to substantiate the specifics and possibilities of organizing the educational process in primary school with the use of distance learning. In the process of scientific research methods of analysis, synthesis, generalization and systematization were used. Distance learning in primary school is defined as a form of organization and implementation of the educational process, in which the subjects of learning (teachers and students) in the online mode carry out educational interaction in principle and mainly extraterritorially. In the context of reforming modern Ukrainian education, a number of e-platforms have been created for the organization of distance learning for primary school students. An effective commercial platform for distance learning is the service "My Class", which contains online courses from 1st to 11th grade, which contain lessons that integrate theoretical (test presentation of content) and practical (individual tasks that can be solved independently of each other, a block of tasks that need to be solved sequentially, guidelines) blocks. Result. Emphasis is placed on the requirements to be met by a primary school teacher when organizing distance learning in primary school during the quarantine period and it is suggested to advise parents who will work remotely with junior students in the initial stages of distance learning, gradually transferring activity to children.

Access to information technology of households and secondary school students in Turkey

2021 ◽  
pp. 026666692110089
Author(s):  
Nejat İra ◽  
Mehmet Yıldız ◽  
Gamze Yıldız ◽  
Eylem Yalçınkaya-Önder ◽  
Ali Aksu
Keyword(s):  
Secondary School ◽  
Information And Communication Technologies ◽  
Secondary School Students ◽  
Communication Technologies ◽  
Access To Information ◽  
School Students ◽  
National Education ◽  
Internet Connection ◽  
Teachers And Students ◽  
Information And Communication

The aim of the study was to investigate secondary school students’ and teachers’ access to information technologies in Turkey by making interregional comparisons. Document analysis of the qualitative research methods was employed to analyze the reports issued by the Turkish Ministry of National Education, the Turkish Statistical Institute (TUIK), and the Programme for International Student Assessment (PISA). The results of the research revealed the importance of access to information and communication technologies for both students and teachers: 67.9% of the participating students were found to have Internet connection and 69.1% a computer in their homes, while 80.3% of the students were observed to use a computer outside the school, but 19.7% were not. The results also showed that 64.6% of the students have Internet connection in their classrooms, but 29.2% of these students do not use the Internet in the classroom, whereas 8.9% use it in the classroom all the time. The rate of students using a digital device for reading is 38.1%, while that of those not using one is 61.9%. Some 32.1% of secondary school students were revealed not to have Internet connection at home. Additionally, 77% of teachers were not trained in online teaching prior to the COVID-19 pandemic. Based on the findings, teachers can be suggested to develop projects – i.e., of TUBITAK, E-twinning, and Erasmus – which potentially encourage students to use information and communication technologies so that both teachers and students can benefit from them. It is also suggested that the Ministry of National Education should work on improving the information communication technology competencies of teachers and students. Besides, policies should be developed to eliminate regional differences in terms of access to digital resources and technology in terms of equal opportunities and opportunities.

Creating the digital citizen: students’ co-construction of meaning for global citizenship during online discussions

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
John P. Myers
Keyword(s):  
Knowledge Construction ◽  
Meaning Making ◽  
Global Citizenship ◽  
Interaction Analysis ◽  
Discussion Board ◽  
Online Discussions ◽  
Discussion Boards ◽  
Discussion Forums ◽  
Analysis Model ◽  
Content Type

PurposeThis study examines whether online asynchronous discussion forums support student’s meaning-making about citizenship in a globalizing world. Citizenship is an increasingly contested identity for young people, yet they have few opportunities in traditional civic education to consider their own citizenship. Although online discussions are considered effective spaces for increasing dialogue and critical thinking between diverse students, there has been little research to understand how effective they are for helping students to construct new understandings of citizenship.Design/methodology/approachA content analysis approach was used to analyze and code 89 discussion board posts. The Interaction Analysis Model (IAM) coding scheme was used to describe and analyze the quality of knowledge construction that occurred across the posts focusing on different aspects of global citizenship.FindingsThe findings demonstrate that the discussion boards produced substantive talks about the meaning of citizenship that in some instances reached the level of new knowledge construction. The students considered different meanings for global citizenship and negotiated positions on key issues. However, the highest levels of knowledge construction were rarely reached.Practical implicationsA major implication is the need to organize and cue discussion boards to support knowledge construction in addition to fostering dialogue.Originality/valueThis study contributes to the role that technology can play in supporting students’ knowledge construction about global citizenship that go beyond the scripted meanings conveyed in civics classes.

Strengthening the resilience of Myanmar children studying in monastic schools

2021 ◽  
pp. 008467242110369
Author(s):  
Khin Hnin Phyu ◽  
Buxin Han
Keyword(s):  
Repeated Measures ◽  
Personal Information ◽  
Community Support ◽  
School Intervention ◽  
School Students ◽  
Qualitative Research Design ◽  
Personal Strengths ◽  
Resilience Scale ◽  
Interview Session ◽  
Beneficial Impact

Three-quarters of children in Myanmar face developmental barriers and risk-increasing conditions such as poverty, broken families, and difficulty accessing basic requirements. These children rely heavily on institutionalization. Given the adverse effects of institutional systems, knowing the differing impacts of sociodemographic and cultural factors is foundational to aiding healthy personal outcomes. Thus, this study focused primarily on enhancing the resilience of children in a monastic school through a dhamma-based school intervention. A three-phase mixed quantitative-qualitative research design was applied: a descriptive survey, an experimental research method, and an interview session. Three-hundred sixty-nine middle school students from five monastic schools completed the Connor-Davidson Resilience Scale and personal information forms. Regarding the sociodemographic group, hierarchical multiple regression revealed a significant predictive role of positive relationship with caregivers and community support in resilience. Furthermore, we experimentally examined the effectiveness of the program on resilience and related themes in a mixed factorial design. A paired-sample t-test, and two-way repeated-measures analysis of variance (ANOVA) revealed that the intervention significantly improved resilience. Interview results evidenced the current conditions and the beneficial impact of the intervention in enhancing personal strengths. This study not only provides empirical evidence for the instant, follow-up, and transfer effects of the program but also holds implications for authorities and stakeholders in the context of social welfare for needy children regarding contributions to advance culturally well-suited programs and, consequently, the population’s mental health.

Sign in / Sign up

Export Citation Format

Share Document