Teaching and assessing students of information literacy in a single session—The case of the University of the West Indies Mona library

Assessing the performance of information literacy (IL) students can be a daunting task for librarians globally. Most IL sessions are taught in 1 to 2 hours where any meaningful assessments are difficult to achieve. This research demonstrated how this feat was achieved in an active learning environment through the use of Google Forms. This mixed method study shows how this was effectively achieved to test both lower and higher order skills in a 2 hour session to one hundred and seventy-two foundation writing course students.The research tested a rarely examined feature of Google Forms which is the tool’s effectiveness in enabling comprehensive assessment, facilitating active learning, and identifying instructional errors in an IL instruction session. The findings show that Google Forms can be used to teach and administer a quiz using both multiple-choice as well as open-ended questions to assess both low and higher order learning skills in IL. Students were able to actively respond to questions while they were being taught, the data gathered and analyzed and used to inform future library instruction. It also showed that Google Forms are useful not simply to administer multiple-choice quizzes at the end of teaching but can be used in executing real-time assessment and support active learning. Because Google Forms support the easy creation of charts and downloading/exporting of statistics, results of assessments can be shared among librarians, faculty, and students to motivate and encourage digital pedagogy. It allows for greater collaboration with faculty in the cooperative teaching of students in single sessions where there is usually difficulty in having dialogue with faculty once a session ends. This case study is based on a limited number of students; thus, the findings of this research may not be generalized but the methodology and some skills in teaching the concepts encountered by librarians may be replicated.

METODE KOOPERATIF TIPE PROBLEM POSING DALAM PEMBELAJARAN MATEMATIKA UNTUK MENINGKAKAN HASIL BELAJAR PESERTA DIDIK KELAS IX SEKOLAH MENENGAH PERTAMA

ABSTRAKPenerapan metode pengajaran sangatlah berpengaruh agar proses pembelajaran tepat dan efektif sehingga pencapaian materi pembelajaran tersampaikan secara maksimal. Tujuan dari penelitian ini adalah adalah untuk mengetahui efektifitas dari metode pengajaran kooperatif tipe Problem Posing dalam meningkatkan hasil belajar siswa pada materi bilangan berpangkat. Metode penelitian yang digunakan adalah penelitian Tindakan Kelas (PTK). Subjek penelitian adalah peserta didik kelas IX SMP Negeri 27 Palembang. Pelaksanaan penelitian ini dilakukan secara daring melalui Zoom meeting dan Whatsapp Grup. Dari hasil penelitian yang dilakukan secara daring dapat disimpulkan bahwa hasil belajar matematika siswa dapat ditingkatkan melalui metode pembelajaran kooperatif tipe Problem posing di kelas IX SMP Negeri 27 Palembang dapat dilakukan secara efektif. Adapun Nilai rata-rata hasil tes dari Siklus I dan Siklus II adalah 60,5 dan 76. Terjadi peningkatan 14,47. Persentase ketuntasan belajar pada Siklus I dan II adalah 53,1%, dan 80,25%Kata kunci : hasil belajar, problem posing, bilangan berpangkat ABSTRACTThe application of teaching methods is very influential so that the learning process is appropriate and effective so that the achievement of learning materials is conveyed to the maximum. The purpose of this study was to determine the effectiveness of the Problem Posing cooperative teaching method in improving student learning outcomes in the matter of rank numbers. The research method used is Classroom Action Research (CAR). The research subjects were students of class IX SMP Negeri 27 Palembang. The implementation of this research was carried out online through Zoom meetings and Whatsapp groups. From the results of research conducted online, it can be concluded that students' mathematics learning outcomes can be improved through cooperative learning methods of Problem posing type in class IX of SMP Negeri 27 Palembang can be done effectively. The average value of the test results from Cycle I and Cycle II were 60.5 and 76. There was an increase of 14.47. The percentage of learning completeness in Cycle I and II is 53.1%, and 80.25% Keywords : learning outcomes, problem posing, rank numbers

Uso del aprendizaje cooperativo en educación física y su relación con la responsabilidad individual en estudiantes del nivel secundario (Use of cooperative learning in physical education and its relationship with individual responsibility in high school

El presente artículo tiene como objetivo comparar el uso del aprendizaje cooperativo en la clase de educación física del nivel secundario de dos centros educativos y verificar su relación con la responsabilidad individual. El estudio fue cuasiexperimental, solo con post test. Después de confirmar las características psicométricas del Cuestionario de Aprendizaje Cooperativo, se hicieron comparaciones de los puntajes obtenidos en las escalas del cuestionario entre el grupo experimental y el grupo control. La hipótesis planteada fue que los participantes del grupo experimental obtendrían puntuaciones más altas que los del grupo control en el factor Responsabilidad Individual. Los participantes del grupo experimental fueron 104 estudiantes, quienes participaron en una unidad didáctica cooperativa y luego llenaron el cuestionario. Los participantes del grupo control fueron 154 estudiantes, quienes no participaron de una unidad didáctica cooperativa, pero sí llenaron el cuestionario. Para poder validar las escalas del cuestionario se realizó un Análisis Factorial Confirmatorio (AFC) con el software Amos 22 para comprobar que se mantenían los 5 factores propuestos originalmente. Encontrando como resultado que las medias de puntuaciones en el cuestionario siempre fueran más altas en el grupo experimental. Como era de esperar, la única diferencia estadísticamente significativa fue encontrada en el factor Responsabilidad Individual. Lo cual lleva a la conclusión de que, las clases cooperativas sí mejoraron notablemente una competencia necesaria para un mejor aprendizaje. Abstract. The objective of this article is to compare the use of cooperative learning in the physical education class at the high school level of two educational centers and to verify its relationship with individual responsibility. The study was quasi-experimental, with post-test only. In addition to confirming the psychometric characteristics of the Cooperative Learning Questionnaire we compared the scores obtained on the scales of the questionnaire between the experimental group and the control group. The expected hypothesis was that the participants in the experimental group would obtain higher scores than those in the control group on the Individual Responsibility factor. The participants of the experimental group were 104 students, who participated in a cooperative teaching unit and then filled out the questionnaire. The control group participants were 154 students, who did not participate in a cooperative teaching unit but did fill out the questionnaire. To validate the questionnaire scales, a Confirmatory Factor Analysis (CFA) was performed with the Amos 22 software to verify that the 5 originally proposed factors were maintained. As a result, we found that the mean scores in the questionnaire were always higher in the experimental group. As expected, the only statistically significant difference was found in the Individual Responsibility factor. This leads to the conclusion that cooperative classes did significantly improve one necessary skill for better learning.

The Research on the Mode of Interdisciplinary Cooperative Teaching of EGP and ESP

Based on the results of previous research and introspection method, this paper constructs the interdisciplinary cooperative teaching mode of EGP and ESP. Taking the course “Finance and Economics English as an example, a feasible practice of interdisciplinary cooperative teaching scheme is proposed. The aim of the research is to promote the transition from EGP to ESP and cultivate interdisciplinary talents in line with the requirements of the times.