Impresi Teknis Penugasan terhadap Beban Tugas Siswa dalam Pembelajaran Daring di Madarasah Aliyah Negeri 1 Nganjuk

Online learning should be an effective learning to reduce the spread of Covid-19. Student assignments should be packaged with creative learning media so that students do not feel burdened. Learning integration is a solution that is applied at Madrasah Aliyah Negeri 1 Nganjuk to overcome learning that does not only focus on the teacher's task. This study uses a qualitative method with a case study approach. Data collection techniques used in this study are observation, interviews and documentation. The research is intended to find out how the technical assignment of students can affect the increase in student assignment load during online learning and determine appropriate and effective solutions in overcoming the increase in student assignment load during online learning at Madarasah Aliyah Negeri 1 Nganjuk.

Undergraduate Teaching and Assassin's Creed

Digital tools are widely used in archaeology for excavation, research, and communication of results. Recently, due in large part to the COVID-19 pandemic, there has been a significant increase in the use of these resources in the classroom. The use of digital games for teaching undergraduate archaeology courses has been explored by a number of educators, but the majority of instructors continue to see this medium as lacking any particular educational merit. To combat this conclusion, in this article, the author explores some of the ways that unmodified digital games can be integrated into undergraduate archaeology courses to inspire critical discussions. She discusses two main types of games—conceptual simulations and realist simulations—to show how these can help students better understand theoretical approaches to archaeological interpretation and to consider the most effective form of archaeological reconstructions for different audiences. The author highlights her own experiences teaching with Assassin's Creed: Origins to show the benefits and challenges of working with this medium, and she includes student responses to the use of digital games in discussions. An example of a student assignment and an example of a project prompt are provided as supplemental materials to further encourage the use of digital games in the classroom.

Teaching Creativity As a Method to Overcome Limitations in Design for Additive Manufacturing

This paper describes the challenges and solutions of modifying a normally contact-reliant Design for Additive Manufacturing teaching approach in view of the COVID-19 outbreak. The approach has been put into practice since 2014 in the form of a student assignment that does not provide a specific functional objective but asks students to invent a unique geometry that demonstrates the capabilities of additive manufacturing and manufacture it with an entry level material extrusion machine. The students are asked to use their imaginations to develop an intricate geometry without first considering technical limitations of additive manufacturing. They are then asked to identify the issues with their designs and solve them, while modifying their original vision as little as possible. The goal of the approach is to teach students to identify the limitations of additive manufacturing and to overcome them with creativity when possible. As physical iterative testing using an additive manufacturing machine is essential to the assignment, the outbreak of COVID-19 had a major influence on it. The paper describes how the assignment was adjusted in the spring of 2020 to meet the challenges of not being able to conduct contact teaching. Although the presented exceptional measures should be avoided as the primary way to educate students, they are shown to facilitate teaching Design for Additive Manufacturing with no access to machines. Notable designs developed by students in 2020 are provided as examples of the generated results.

Which GPS variables can predict non-contact injuries in soccer players? A systematic review

This systematic review is a student assignment during my MSc in Human Movement Science. In this systematic review, I collected secondary data, I appraised research studies and synthesized findings quantitatively in order to find out which GPS variables can predict non-contact injuries in soccer players.

Student, Neighborhood, and School Factors and Their Association With College Readiness: Exploring the Implementation of a Race- and Socioeconomic-Based Student Assignment Plan

In response to the Meredith v. Jefferson County Board of Education Supreme Court decision, Jefferson County Public Schools (JCPS) reconfigured the district’s race-based student assignment and implemented a race- and socioeconomic-based student assignment plan. Using hierarchical linear multiple regression, this study examined students’ backgrounds and school composition factors within a race- and socioeconomic-based assignment plan to determine their relationship with college and career readiness as measured by the ACT. We found that student race, participation in the National School Lunch Program (NSLP), ACT PLAN performance, school composition, and neighborhood category were the largest and most consistent factors for predicting college and career readiness. African American students were at a disadvantage in each model compared with White students. Participation in NSLP was negatively associated with student performance compared with non-NSLP students, and PLAN scores positively predicted ACT performance. School composition was found negatively associated with ACT performance (Title I compared with non–Title I schools), and Category 1 and Category 2 neighborhoods were negatively associated with ACT scores compared with Category 3 neighborhoods. We conclude by discussing implications for policy, practice, and future research.

The resegregation of public schools? Examining Parents Involved in practice

This study investigated the efficacy of race-neutral student assignment policies following the 2007 Supreme Court decision in Parents Involved. Highlighting one urban school district—Chicago Public Schools—we examined differences in racial composition at their elite, “selective enrollment” high schools before and after voluntary race-based policies became unconstitutional. Using repeated measures ANOVA, we found the transition from racial to socioeconomic criteria have resegregated these schools— significantly reducing African- and Asian-American enrollment. We argue the Supreme Court’s decision to strike down voluntary race-based student assignment policies has contributed to local policy changes for urban districts like Chicago, reducing minority access and opportunity.