scholarly journals Values Education Using Historical-Literary Works: Turkish Language and Literature Course Curriculum (Grades 9-12) and the Work of Şifâyî Entitled “Şerh-i Şebistân-ı Hayâl”

2020 ◽  
Vol 13 (9) ◽  
pp. 96
Author(s):  
Gökhan BİLGİÇ ◽  
Sercan DEMİRGÜNEŞ
Keyword(s):  
Teaching And Learning ◽  
Values Education ◽  
Self Control ◽  
16Th Century ◽  
Teaching Process ◽  
Literary Works ◽  
Learning And Teaching ◽  
Language And Literature ◽  
Universal Values ◽  
Turkish Language

Literary works, apart from being written with an artistic purpose, contribute to the transfer of some universal values to the reader. Thus, “values” continue to exist as they are transferred from generation to generation, similar to a context where the curriculum of a teaching process may work in the same way. The act of transferring universal values not only makes the existing work constant but also the value attempted to be taught in the same manner. The effective involvement of such works, which contain important information and the characteristics of the society of that period, has an important effect on the learning and teaching process of values. “Şebistân-ı Hayâl” is an advising work with a mixture of verse and prose written by Persian poet Fettâhî (d. 852/1448-49 or 853/1449-50) from which modern readers can also benefit. The text tries to convey universal values via using Islamic elements as a concrete base. Since Şebistân-ı Hayâl is written in the style of riddle, the advice that adorns the morality inside the text is difficult to understand. For this reason, according to the current information, Şebistân-ı Hayâl was expounded by Sürûrî in the 16th century and by Dervîş Muhammed Şifâyî in the 17th century. In this study, sample texts selected from Şerh-i Şebistân-ı Hayâl, written by Dervîş Muhammed Şifâyî, are examined in terms of basic “values” (p. 6); justice, friendship, honesty, self-control, patience, respect, love, responsibility, benevolence that takes place in the Secondary Education Turkish Language and Literature Course Curriculum (9-12 Grades). As it is stated in the curriculum (MEB, 2019, p. 6), these values will come to life in teaching and learning process, not only by themselves, but also by the sub-values they are related to and also with other basic values as well.

scholarly journals What are Teachers’ and Students’ Views of the Learning-teaching Process? A Study on Turkish Language and Literature

2021 ◽  
Vol 12 (3) ◽  
pp. 28
Author(s):  
Hüma Nayman ◽  
Sertel Altun
Keyword(s):  
Learning Strategies ◽  
Structured Interview ◽  
Research Approach ◽  
Reading Habit ◽  
Prior Learning ◽  
Teaching Process ◽  
Learning And Teaching ◽  
Language And Literature ◽  
Teachers And Students ◽  
Turkish Language

This study aims to examine teachers’ and students’ views of learning-teaching on Turkish Language and Literature course. Also, this study aims to determine the prior learning-teaching strategies of teachers and students. It was designed by qualitative research approach, phenomenology design. In the study, there are two participant groups; teachers and students. In sampling for both teachers and students, convenient sampling of purposive sampling type was used. Semi-structured interview questions were used as a data collection tool. Accordingly, content analysis was deemed proper to analyze the data. As a result, teachers’ and students’ views on learning and teaching are compatible with each other in a general framework such as self-study, students’ involvement, active lesson process, teaching the lesson as art and especially the importance of reading habit. However; in the learning-teaching process, teachers’ most strong emphasis was on individual differences, different/active methods implementations during the lesson and; whereas students’ emphasis was on learning strategies such as memorizing, coding, doing research, observing and teachers’ interest in them. It can be seen in the findings that teachers tend to teach the course by enabling learners to participate and students would like to have an active lesson process. Teachers and students share a similar idea on the fact that the Turkish Language and Literature course is an art; so, the learning-teaching process should be formed accordingly. According to the findings teachers’ and students check the understanding by productivity and test results. Conclusively, teachers and students are keen on an active teaching environment; reading habit is one of the most important skill as the course’s attainment, however exam pressure can limit their actions.

scholarly journals Zainullah Kurikulum 2013 antara Ideal dan Real

FIKROTUNA ◽  
2017 ◽  
Vol 3 (1) ◽  
Author(s):  
ZAINULLAH ZAINULLAH
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Curriculum Management ◽  
Curriculum Content ◽  
Revolutionary Change ◽  
Teaching Process ◽  
The Real ◽  
Learning And Teaching ◽  
Learning Responsibility

Ideal curriculum is the curriculum that consists of something good as the dream of book of curriculum. Real curriculum is real actions that apply in learning and teaching process as the real of the planing curriculum. Curriculum content is what we have to do to the learners and the learning and teaching is a manner of what we will give or teach to the learners. The development of 2013 curriculum is stresset to compeletness of learners thinking, the impressing of curriculum management, the domination and development of material, stressing process of teaching and learning process, and lining appropriate of learning responsibility in order to get the guaranty of appropriate between what we want and what we get. Effected aspect to the implementation of 2013 curriculum raleted directly to the process of learning, namely: teachers’ creativities, learners’ activities, facilities and recourses.Will the 2013 curriculum can be realized by teachers practically in the field? Today, the changing of curriculum reap many responses, some people are pessimistic even declining the curriculum, but at the same time some are appreciative to the curriculum. The changing of curriculum does not affect the changing of the teacher’s method and style to teach. It needs revolutionary change in the practice of 2013 curriculum.

scholarly journals EFL Learners’ Perceptions on ZOOM Application in the Online Classes

2021 ◽  
Vol 2 (1) ◽  
pp. 41-51
Author(s):  
Nadila Nuraziza ◽  
Lulud Oktaviani ◽  
Fatimah Mulya Sari
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Approach ◽  
Online Classes ◽  
Learning Materials ◽  
Teaching Process ◽  
Efl Learners ◽  
Learning And Teaching ◽  
E Learning

Pandemic Covid-19 brings impactful aspects for several sectors, especially in the education sector. The teaching and learning process has shifted to online learning. It quite challenges the teachers as well as the students to fully support the success of the online classes.Teachers are required to be more creative in delivering the learning materials that will be given to their students. Meanwhile, students are encouraged to be autonomous learners. This paper aims to investigate the students’ perceptions toward the implementation of the ZOOM application to support the online learning process and explore how this application gives a new shape in the educational industry. The qualitative approach was chosen for this study. The data were obtained from questionnaires and interviews. Based on the findings, there are some perceptions about the implementation of ZOOM to support online learning. The result showed that most students thought implementation of e-learning should be improved continuously. Surprisingly, it gave significant changes toward the learning and teaching process, especially during covid-19 itself.

scholarly journals La responsabilidad del docente frente a la evaluación

2009 ◽  
pp. 63 ◽  
Author(s):  
Walter Carrizo
Keyword(s):  
Learning Process ◽  
Education System ◽  
Professional Education ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Teaching Process ◽  
Learning And Teaching ◽  
The Moment ◽  
Capacity Performance

Siempre se ha tenido una idea restringida de la evaluación: ha sido asociada con el momento de la toma de exámenes. En otras palabras, equivalente a la certificación de los conocimientos que los estudiantes han aprendido y los profesores enseñado, concluyendo los procesos de enseñanza y aprendizaje.<br />Pero pensarla solamente como un procedimiento que constata ciertos resultados y cierra un ciclo es minimizar sus posibilidades. La evaluación puede verificar además, capacidades, competencias, habilidades y hasta actitudes, pudiendo revelar problemas tanto en el proceso de aprendizaje como en la enseñanza misma. La información resultante debería generar los mecanismos necesarios para solucionarlos y mejorar el proceso educativo en general.<br />Es necesario entonces, considerarla como un proceso en sí misma, no exenta de complejidad, que no debe ser concebida en forma aislada de la enseñanza: se evalúa aquello que se ha enseñado, tanto en conceptos como en la metodología aplicada.<br />Así, la evaluación no es solamente un instrumento de certificación sino, más aún, un elemento crucial en la formación profesional de nuestros estudiantes que puede, además, retroalimentar ambos procesos de enseñanza y aprendizaje. Como formadores, nos cabe una enorme responsabilidad en la generación y comprobación de los conocimientos, que no debemos ignorar.<br /><br />There has always been a misconception about evaluation: it has been associated with the moment an exam is taken. In other words, the act of evaluating is equivalent to the certification of the knowledge students have learnt and professors have taught, summarizing both teaching and learning processes.<br />But considering it only as a procedure which verifies certain results, as well as the simple conclusion of a cycle, minimizes the immense possibilities evaluation can offer. Capacity, performance, skill and even attitudes can also be verified in order to reveal problems in the students' learning process in addition to the teaching process. The resulting information should generate decisions which would correct those problems and enhance the education system accordingly.<br />Therefore, evaluation ought to be thought of as a process itself, quite complex indeed, which must not be considered as isolated from the teaching process: we evaluate what we teach, conceptually and methodologically speaking.<br />Consequently, evaluation is not only an instrument of certification but moreover, a key element in the professional education of our students, operating as feedback of the learning and teaching processes. As educators, we shoulder the responsibility of generating and verifying knowledge. Such responsibility is not to be ignored.<br />

scholarly journals Teaching and learning process for mathematization activities: The case of solving maximum and minimum problems

2021 ◽  
Vol 6 (2) ◽  
pp. 100-110
Author(s):  
Al Jupri ◽  
Dian Usdiyana ◽  
Ririn Sispiyati
Keyword(s):  
Problem Solving ◽  
Conceptual Understanding ◽  
Mathematics Teachers ◽  
Teaching And Learning ◽  
Solution Process ◽  
Teaching Process ◽  
Learning And Teaching ◽  
Mathematical System ◽  
Written Assessment ◽  
Prospective Mathematics Teachers

One of the topics within the course of Essential Concepts in School Mathematics (ECSM) for prospective mathematics teachers concerns maximum and minimum problems. This type of problems requires mathematization, i.e., the activity of transforming a problem into a symbolic mathematics problem and of reorganizing within the mathematical system, in the solution process. This research aims to investigate the implementation of the learning and teaching process of the ECSM course that strengthen prospective mathematics teachers’  conceptual understanding and problem solving abilities through mathematization activities. To reach this aim, this qualitative study was conducted through an observation of the learning and teaching process, including the formative written assessment, for the case of maximum and minimum problems, involving 19 students of mathematics education program. The results of this study revealed that the learning and teaching process is implemented by emphasizing the use of a deductive approach. The written assessment showed students’ strategies and difficulties in dealing with maximum and minimum problems. Main difficulties included constructing visual representations and mathematical models in the mathematization processes. It can be concluded that the learning and teaching processes of the ECSM course need to be improved so as to develop better conceptual understanding and problem solving abilities through mathematization activities.

scholarly journals Designing Number Learning Applications and Early Childhood Mathematics Calculations

SinkrOn ◽  
2019 ◽  
Vol 3 (2) ◽  
pp. 212
Author(s):  
Nofri Wandi Al Hafiz ◽  
Helpi Nopriandi
Keyword(s):  
Early Childhood ◽  
Learning Process ◽  
Teaching And Learning ◽  
Technological Development ◽  
Teaching Experience ◽  
Early Childhood Mathematics ◽  
Teaching Process ◽  
Learning And Teaching ◽  
Learning Mathematics ◽  
The World

The progress of technological development in the current era is very fast and fast, it is seen from how people use the technology, even now technology has entered the world of education in terms of the teaching and learning process, with the process of learning and teaching that is still focusing teachers as a material giver, it will make the learning and teaching experience monotonous and less attractive so that students become bored and lack enthusiasm especially with math lessons that use a lot of thoughts, unless the teacher can bring the class atmosphere to be interesting it will make the classroom atmosphere become enthusiasm, to help teachers in the teaching process, it is necessary to make an application that can help teachers to make students interested in learning mathematics.

scholarly journals PERANCANGAN PEMBANGKIT LISTRIK TENAGA SURYA UNTUK PROYEKTOR DI RUANG A102 FAKULTAS TEKNIK UNIVERSITAS RIAU KEPULAUAN

SIGMA TEKNIKA ◽  
2019 ◽  
Vol 2 (2) ◽  
pp. 131
Author(s):  
Pamor Gunoto
Keyword(s):  
Power Supply ◽  
Teaching And Learning ◽  
Power Plants ◽  
Main Tool ◽  
Electrical Energy ◽  
Teaching Process ◽  
Power Outage ◽  
Learning And Teaching ◽  
Lecture Material ◽  
Solar Power Plants

In the midst of globalization, energy is a major need in people's lives. These energies are used for various purposes, namely for industry, vehicles, power plants, fuel, and others. The use of electrical energy at the Riau Kepulauan University is mostly used as a teaching and learning aid. One of the tools used is projector as the main tool for delivering material to students. Due to frequent power outages in the city of Batam, it has an impact on the learning and teaching process, especially in the delivery of lecture material for students. The design of Solar Power Plants (PLTS) discusses to the power supply backup if a power outage occur so that the learning and teaching process can still continues. After testing and retrieval of data on this PLTS, the results obtained on average are 16.6 watt and the power supply backup electricity on projector last for 47 minutes.

scholarly journals The Effect of Using Wattpad on Process-Genre Approach towards Writing Achievement in Tertiary Level

2019 ◽  
Vol 4 (7) ◽  
pp. 897
Author(s):  
Rendhi Fatrisna Yuniar ◽  
Utami Widiati ◽  
Utari Praba Astuti
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Tertiary Level ◽  
Writing Achievement ◽  
Teaching Process ◽  
Learning And Teaching ◽  
Classroom Activities ◽  
Use Of Technology ◽  
Post Test ◽  
Technology In Classroom

<p class="Abstrak"><strong>Abstract:</strong> This paper presents the integration between the use of technology and conventional learning and teaching process. Taking advantage of technology in classroom like the use of Wattpad by integrating with process-genre approach helps students to make the classroom activities become more efficient. This objective of this paper is to show the effect of using Wattpad in teaching and learning process by integrating with process-genre approach towards students’ writing achievement. The treatment starts from pre-test, and end with post-test. The result in this study shows after the students teach by using Wattpad gain better writing achievement than before using it. </p><strong>Abstrak:</strong> Penelitian ini berisi tentang integrasi antara penggunaan teknologi dan pembelajaran konvensional pada proses pembelajaran. Mengambil kelebihan dari teknologi pada pembelajaran di kelas, seperti penggunaan Wattpad dengan mengintegrasikan pendekatan <em>Process-genre, </em>hal ini meningkatkan tingkat keefisiensian kegiatan pemblejaran di kelas. Penelitian ini bertujuan untuk melihat keefektifan penggunaan Wattpad yang diintegerasikan dengan pendekatan <em>process-genre</em> pada proses pembelajaran terhadap penacapaian menulis siswa. Penelitian yang dilakukan dimulai dari <em>pretest</em> dan diakhiri dengan <em>posttest</em>. Hasil dari penelitian ini menunjukkan siswa yang telah belajar menggunakan Wattpad memiliki pencapaian menulis yang lebih baik daripada sebelum menggunakannya.

scholarly journals EVALUATION OF TEACHING LANGUAGE AND LITERATURE IN HIGHER EDUCATION

2018 ◽  
Vol 28 (3) ◽  
pp. 775-778
Author(s):  
Violeta Dimova ◽  
Dragana Kuzmanovska ◽  
Snezana Kirova ◽  
Biljana Ivanova
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Teaching Process ◽  
Teaching Language ◽  
Evaluation Procedures ◽  
Language And Literature ◽  
Study Programs ◽  
Evaluation Of Teaching ◽  
Quantitative Changes

This paper presents the project “Evaluation of Teaching Language and Literature in Higher Education”. The project is meant to investigate various types of evaluation procedures in order to establish feasibility of the objectives and tasks of teaching and learning that are transformed into qualitative and quantitative changes in students’ development. This evaluation will be taking place both in the process of learning and in the final stage of teaching, meaning that formative and summative assessment of students’ and teachers’ achievements will be performed. Teachers evaluate the teaching process so as to determine the level of their teaching practice success and to compare their teaching skills to those of their colleagues. With this evaluation, we will also monitor the process of implementation of respective study programs and receive direct information on students’ opinion concerning their courses. We will also get feedback about the teaching process by collecting data on the part of students and fellow teachers, and evaluation will be carried out using evaluation sheets, questionnaires, structured group debates, or e-mail questionnaires. The subject of his project are evaluation types and we will present some examples of evaluation procedures. In addition, we will try to define the notion and to theoretically establish the action research and critical friendship. The project will be carried out with second, third and fourth-year students at the Faculty of Philology, as well as with a number of professors teaching both compulsory and elective subjects.

scholarly journals HUMANIZATION OF TEACHING MATHEMATICS IN THE 5TH GRADE: TENDENCIES OF CHANGE IN EDUCATIONAL METHODOLOGY

2011 ◽  
Vol 3 (2) ◽  
pp. 11-20
Author(s):  
Nijolė Cibulskaitė
Keyword(s):  
Education Reform ◽  
Mathematics Teachers ◽  
Teaching And Learning ◽  
Self Control ◽  
Educational Goals ◽  
Teaching Methodology ◽  
Teaching Mathematics ◽  
Mathematical Education ◽  
Learning And Teaching ◽  
Control Work

One of the main principles on which the education reform in Lithuania was based – was the principle of humanity. Realization of this principle presupposed the provisions of humanization of teaching subjects at school. Search for a theoretical model of humanization of teaching mathemat-ics, which was presented in authors’ dissertation, revealed that one of the most important factors of education process that influence the success of humanization of mathematical education is educa-tional methodology. Educational goals to teach students think critically, solve problems and improve their gen-eral competencies have brought innovations in teaching of mathematics. That is why teachers have developed modern methodology in teaching and learning mathematics. It is appropriate to analyse the change of the teaching methodology, focusing more on the methods of active teaching and learning. By performing scientific educational research on mathematical education, it was sought to accentuate the peculiarities of teaching mathematics and tendencies of change in 5–10th grades of secondary school. By studying education methodology applied by teachers of mathematics it was researched how often teachers of mathematics apply modern learning and teaching activities in the basic school. Results of several researches performed in 2004–2010 in 5th grades are presented in this article and summarized in this aspect. The first research was carried out in 2004, the second – in 2006, the third – in 2008 and the last – in 2010. 162, 173, 186 and 194 students of the V forms of the basic and secondary schools from different Lithuanian regions were interviewed. The research results let draw the conclusions: – mathematics teachers applied such traditional methods as independent work, self–control, work with visual manuals; – mathematics teachers must pay more attention to control in pairs, to work in groups, to the possibilities for choose of the work‘s variant, to emphasize of historical elements; – the frequency of the student‘s work with computers and the project‘s making is increasing now. Key words: humanization of teaching mathematics, process of teaching and learning mathemat-ics, teaching and learning methodology.

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