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Hari Krishnan Andi

Currently, there is no way soon to stop the coronavirus epidemic that has spread over the globe. People are alarmed by its quick and widespread expansion. COVID-19's transmission chain was then broken by everyone. There was a gradual decrease in social and physical closeness. Distancing yourself from others is a way to prevent the transmission of disease. The purpose of this research is to investigate how online learning can be implemented in Tamil Nadu, India, during the COVID-19 epidemic. This research works focuses to find efficient learning procedure in eLearning protocols. The findings indicated that Google Classroom, WhatsApp, and Zoom Clouds Meeting were consecutively the most commonly utilized programs to help in remote learning. Despite this, most instructors continue to use the learning paradigm while teaching in virtual environments. Online learning and remote education are the most common methods of learning. The instructor claims that the learning model used is beneficial to their work in creating a virtual classroom since it adheres to the model's structured grammar. The experimental test has been conducted with 125 students who anonymously filled out a questionnaire and voted for more visual based eLearning. The findings show that students in distance education believed that there were more tasks than in face-to-face education. At the same time, students indicated that they spent more time studying at home than in school.

2022 ◽  
Vol 9 (1) ◽  
pp. 258-277
Ahmad Sugianto ◽  
Eri Kurniawan ◽  
Didi Sukyadi

Intercultural sensitivity and personality traits constitute eminent and inseparable elements associated with EFL learning. Nevertheless, to the best of the writers’ knowledge, limited investigations in an Indonesian EFL primary school level concerning these two variables were found; therefore, the present study was intended to scrutinize the Indonesian EFL primary school students’ intercultural sensitivity and personality traits. 96 students from the fourth, fifth, and sixth grades of one primary school in Bandung were involved. An embedded design of a mixed-method was employed. The data were garnered using 4-Likert scale questionnaires gauging the students’ intercultural sensitivity and their personality traits focusing on extroversion, followed by some open-ended questions. The findings revealed that students’ intercultural sensitivity was considered good (the mean of 80.06 and standard deviation of 8.50), and most students tended to be extroverted (the mean of 72.62 and the standard deviation of 9.89). The students’ intercultural sensitivity was found to be significantly related to their extroversion at a 99% level of confidence (.000 .01). Finally, the findings along with the previous studies explicating the intercultural sensitivity and personality traits advocate some pedagogical implications for facilitating students’ English learning. 

2022 ◽  
Vol 22 (1) ◽  
Marisa Hast ◽  
Megan Swanson ◽  
Colleen Scott ◽  
Emeka Oraka ◽  
Catherine Espinosa ◽  

Abstract Background There is a continuing risk for COVID-19 transmission in school settings while transmission is ongoing in the community, particularly among unvaccinated populations. To ensure that schools continue to operate safely and to inform implementation of prevention strategies, it is imperative to gain better understanding of the risk behaviors of staff and students. This secondary analysis describes the prevalence of COVID-19 risk behaviors in an exposed population of students and school staff in the pre-vaccine era and identifies associations between these behaviors and testing positive for SARS-CoV-2. Methods From December 2020–January 2021, school staff and students exposed to confirmed COVID-19 cases in a Georgia school district were tested for SARS-CoV-2 and surveyed regarding risk behaviors in and out of school. Prevalence of risk behaviors was described by age group and school level, and associations with SARS-CoV-2 positivity were identified using chi squared tests. Results Overall, 717 students and 79 school staff participated in the investigation; SARS-CoV-2 positivity was 9.2%. In the 2 weeks prior to COVID-19 exposure, 24% of participants reported unmasked indoor time at school, 40% attended social gatherings with non-household members, and 71% visited out-of-school indoor locations, including 19% who ate indoors in restaurants. Frequencies of risk behaviors increased by age. Among students, 17% participated in school sports, of whom 86% participated without a mask. SARS-CoV-2 positivity was significantly associated with school sports and unmasked time in sports. Among K-5 students, positivity was associated with exposure to a teacher index case. Conclusions This analysis highlights the high prevalence of risk behaviors in an unvaccinated population exposed to COVID-19 in school and identifies an association between student sports participation and SARS-CoV-2 positivity. These findings illustrate the importance of school-level prevention measures to reduce SARS-CoV-2 transmission, including limiting close-contact indoor sports and promoting consistent mask use in unvaccinated individuals. Future research could explore the role of community vaccination programs as a strategy to reduce COVID-19 transmission and introductions into school settings.

2022 ◽  
Vol 1 (1) ◽  
pp. 89-99
Nor Syahirah Abu Bakar ◽  
Mohd Aderi Che Noh

The method of conversation is one of the mediums used by teachers in achieving their teaching objectives. The results of the discussion sessions made by students in the group succeeded in achieving student understanding of the lessons being taught. At the same time, this discussion method can be used for all subjects based on the teacher's creativity. This study will focus on conversation methods in the teaching of Islamic education in low schools. This study aims to identify the concept of the discussion method, how to apply the conversation method in teaching Islamic education in ordinary schools, and review the effectiveness of the conversation method. This study was carried out using a qualitative approach based on library studies and informal interviews with bright teachers of low school Islamic education. Document analysis and independent studies are also used as references. The study results found that this discussion method was suitable for use in teaching Islamic education at the low school level. The teacher's use of correct conversational methods gives the impression of understanding, motivation, and academic improvement in student learning.


Writing is one of the four language skills that the learners should master. The 2013 curriculum also says that one of the English language competencies specified in high school level is that students must be able to compose short written texts using coherent text structures and linguistic elements fluently and accurately. In line with that this study aims to find out whether the marking system feedback can improve students' writing skill. This is a two-cycle classroom action research at SMA Negeri 1 Sewon. The subjects were 26 tenth grade students of class X MIPA 1. The data were collected from observation, written documents, writing scores, and questionnaire. The study results showed that by applying the marking system feedback, students' writing skills improved. The mean scores of the students' writing ability in the pre-cycle was 63.65 at the poor category, the first cycle was 73.65 at the fair category, and the second cycle was 81.35 at the good category. In addition, students tend to give positive responses to the implementation of the marking system feedback. As many as 88.46% think that the feedback is useful in writing activities and can help them in correcting their mistakes, 73.08% think that the technique makes them understand the grammar better, and 80.77% say this technique leads them to be more careful in their writing and also motivates them to improve their composition.

PLoS ONE ◽  
2022 ◽  
Vol 17 (1) ◽  
pp. e0262103
Hiroyuki Mori ◽  
Michio Takahashi ◽  
Masaki Adachi ◽  
Hiroki Shinkawa ◽  
Tomoya Hirota ◽  

Social capital is an important factor that affects mental health. The purpose of this study was to examine the relationship between social capital and depression and between social capital and quality of life (QoL) in children in elementary and junior high school and to examine how this relationship differs in relevant patterns at both the individual- and school-level. The study was conducted in all elementary and junior high schools in a single municipality; the subjects consisted of 3,722 elementary school and 3,987 junior high school students (aged from 9 to 15). A multilevel linear mixed effect model analysis revealed that all three subscales of social capital were associated with depression and QoL at the individual-level: The school social capital at the individual-level showed the strongest association with depression and QoL. We also found that some of social capital at the school-level was associated with depression and QoL. An interactive effect was observed between educational stage (elementary and junior high) and some of social capital subscales. Specifically, the inverse association between school social capital and depression was stronger among the junior high students, while the positive association between school and neighborhood social capital and QoL was stronger among the elementary students. These interactions suggest that social capital impacts depression and QoL differently in elementary and junior high students. These findings suggest that the degree of association of social capital domains differs in mental health among the educational stage.

2022 ◽  
pp. 019874292110674
Allison Bruhn ◽  
Youn-Jeng Choi ◽  
Sara McDaniel ◽  
Hannah Morris Mathews ◽  
Shanna Eisner Hirsch

The COVID-19 global pandemic left many educators making an emergency transition to remote instruction when schools were initially closed. Although this transition was likely difficult for most students, it may have been particularly difficult for students with emotional or behavioral disorders who have complex and resource-intensive social, emotional, and behavioral needs. The purpose of this study was to examine the extent to which special educators and related service providers felt they were able to meet those needs in the context of the pandemic occurring in the Spring of 2020. Results indicated respondents’ perceptions of their ability to meet students’ needs and implement their students’ individualized education programs (IEPs) were moderated by policies on remote instruction and students’ access to technology. In addition, respondents suggested district- and school-level response strategies, professional development on remote instruction, access to the internet at home, and additional technology would be helpful in future school closures. Implications and limitations are discussed.

2022 ◽  
Vol 2 (1) ◽  
pp. 21-28

This study examines the effectiveness of the implementation of online distance learning at MIM Bulakrejo Sukoharjo in 2020/2021, and the advantages and disadvantages of implementing online distance learning at MIM Bulakrejo Sukoharjo in 2020/2021. This survey uses a descriptive qualitative approach and uses a field survey. The primary data sources of this study were the principal and teachers. Observation techniques, interviews, and documented data collection to support the research data needed. The conclusions of the researchers are as follows: 1) The online learning system of MIM Bulakrejo is not very effective. Online system learning at the elementary school level is like an incentive for teachers and students to exercise. The application of the online learning system at MIM Bulakrejo is less effective because it actually only gives assignments to students and the teacher does not know whether the students understand it. The teacher's job is usually only done occasionally, in the form of giving assignments from so many pages to so many pages. 2) The supporting factor is that the school provides WiFi to students as a means of providing material and by providing free delegation. The obstacle is not only the lack of effectiveness and time efficiency by parents who are busy so they cannot provide assistance to their children during the online system learning process, but also the lack of enthusiasm of students to take part in online system learning. ABSTRAKPenelitian ini mengkaji tentang efektivitas penerapan pembelajaran jarak jauh sistem daring di MIM Bulakrejo Sukoharjo Tahun 2020/2021, dan kelebihan serta kekurangan dalam pelaksanaan pembelajaran jarak jauh sistem daring di MIM Bulakrejo Sukoharjo Tahun 2020/2021. Survei ini menggunakan pendekatan kualitatif deskriptif dan menggunakan survei lapangan. Sumber data primer penelitian ini adalah kepala sekolah dan guru. Teknik observasi, wawancara, dan pengumpulan data terdokumentasi untuk mendukung data penelitian yang dibutuhkan. Kesimpulan dari peneliti adalah sebagai berikut: 1) Sistem pembelajaran online MIM Bulakrejo sangat tidak efektif. Pembelajaran sistem online di tingkat sekolah dasar seperti penyemangat bagi guru dan siswa untuk berolahraga. Penerapan sistem pembelajaran online di MIM Bulakrejo kurang efektif karena sebenarnya hanya memberikan tugas kepada siswa dan guru tidak mengetahui apakah siswa memahaminya. Tugas guru biasanya hanya dilakukan sesekali, berupa pemberian tugas dari halaman yang begitu banyak ke halaman yang sangat banyak. 2) Faktor pendukung adalah pihak sekolah menyediakan WiFi kepada siswa sebagai sarana pemberian materi dan dengan memberikan delegasi gratis. Kendala tersebut tidak hanya pada kurang efektif dan efisiensi waktu oleh orang tua dengan kesibukannya sehingga tidak bisa memberikan pendampingan pada anaknya saat proses pembelajaran sistem daring, tetapi juga kurangnya semangat siswa untuk mengikuti pembelajaran sistem daring.

2022 ◽  
Claire Goodfellow ◽  
Malachi Willis ◽  
Joanna Inchley ◽  
Kalpa Kharicha ◽  
Alastair Leyland ◽  

Adolescent loneliness and poor mental health represent dual public health concerns. Yet, associations between loneliness and mental health, and critically, how these unfold in school settings are less understood. Framed by social ecological theory, this study aimed to identify key predictors of adolescent mental health, and examine school-level variation in the relationship between loneliness and mental health.Cross-sectional data on adolescents from the 2018 wave of the Health Behaviour in School-aged Children study (HBSC) in Scotland were used (N = 5,286). Mental health was measured as a composite variable containing items assessing: nervousness, irritability, sleep difficulties and feeling low. Loneliness was measured via a single item assessing how often adolescents felt ‘left out’. Multilevel models were used to identify key social ecological predictors of mental health, associations with loneliness, and between-school variation.Loneliness, as well as demographic, social, and school factors, were found to be associated with mental health. Schools accounted for around 8% of the variation in adolescents’ mental health, and the between-school difference in mental health was greater among adolescents with high levels of loneliness. Additionally, the negative effect of loneliness on mental health was stronger in schools with lower average mental health scores.The findings suggest that schools can play an important role in shaping adolescent mental health. Our study uniquely identifies that school-based interventions targeting mental health may be especially necessary among lonely adolescents, and programmes aimed at tackling loneliness may be more beneficial in schools with poorer mental health.

Perspektif ◽  
2022 ◽  
Vol 1 (3) ◽  
pp. 245-250
Kartika ◽  
Mas Roro Diah Wahyu Lestari

Abstrak Penelitian ini dilatarbelakangi oleh rendahnya minat baca masyarakat Indonesia terutama pada tingkat sekolah dasar. Penelitian ini bertujuan untuk mengetahui apakah terdapat perbedaan peningkatan literasi siswa antara kelas eksperimen dengan kelas kontrol serta untuk mengetahui seberapa besar perbedaan peningkatan literasinya. Penelitian ini dilakukan di SDN 15 Sungailiat dengan sampel sebanyak 44 siswa kelas 1. Metode yang digunakan adalah kuantitatif dengan model quasi eksperimen. Teknik pengumpulan data yang digunakan adalah tes. Instrumen yang digunakan adalah tes uraian dengan jumlah 20 butir soal Teknik analisis data yang digunakan adalah uji-t. Hasil dari penelitian yaitu terdapat perbedaan peningkatan literasi kelas eksperimen dengan kelas kontrol, dengan signifikansi data p<0,05; dan uji t dari kelas eksperimen dan kelas kontrol memiliki perbedaan sebesar 3.070. Serta kenaikan literasi antara kelas eksperimen yang menggunakan sastra anak dan kelas kontrol yang menggunakan model konvensional terdapat perbedaan sebesar 17,3%. Hasil penelitian ini diharapkan dapat membantu siswa dalam meningkatkan literasi anak. Abstract This research is motivated by the low interest in reading Indonesian people, especially at the elementary school level. This study aims to determine whether there is a difference in the increase in student literacy between the experimental class and the control class and to find out how big the difference in the increase in literacy is. This research was conducted at SDN 15 Sungailiat with a sample of 44 first grade students. The method used was quantitative with a quasi-experimental model. The data collection technique used is a test. The instrument used is a description test with a total of 20 items. The data analysis technique used is the t-test. The results of the study are that there are differences in the increase in literacy between the experimental class and the control class, with a data significance of p<0.05; and the t test of the experimental class and the control class has a difference of 3,070. As well as the increase in literacy between the experimental class using children's literature and the control class using the conventional model, there is a difference of 17.3%. The results of this study are expected to help students in improving children's literacy.

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