Debate for Civic Learning: A Model for Renewing Higher Education’s Civic Mission

Rapidly eroding financial support and tuition increases that outpace inflation threaten the viability of an education that considers civic engagement as foundational. Simultaneously, institutions of higher education are increasingly perceived by the public as market-driven entities existing for the economic benefit of the individual, the upward mobility of a social class, and in turn the further sedimentation of racial and class differences. Now, more than ever, our nation is in need of deliberate attempts to fashion common understandings, ways to navigate inevitable disagreements, and reasonable paths forward. Higher education is positioned to respond to these civic needs but requires a commitment to be bold and remain dedicated to our shared civic mission in the face of alarming polarization and vacated institutional trust. One way institutions of higher education can return to their shared sense of civic mission is with the integration of debate across the curriculum through innovative partnerships and collaborative design. Debate across the curriculum utilizes intentional course redesign to offer active learning experiences that combine public speaking, evidence-based reasoning, collaborative learning, and argumentation into various advocacy simulations. The debate for civic learning model has faculty partnered across multiple institutions to design, integrate, and assess debate-based pedagogy to positively impact student civic learning. Students and faculty across disciplines have reported that debate-based pedagogy helped improve classroom engagement, critical problem solving, perspective taking, empathy, and advocacy skills. This mixed-method research provides insights not only into debate-based course design and learning improvement strategies but also into how faculty, students, and administrators can partner between institutions to demonstrate a shared commitment to the civic mission of higher education and democratic promise of our nation.

System-Cluster Technology of e Learning Improvement under the Conditions of COVID-19

The paper defines the scientific provisions on the feasibility and effectiveness of using e-learning under conditions of quarantine restrictions related to the COVID-19 pandemic. It was proved that within the use of e-learning there has been a convergence between the scientific and methodological bases and the learning process itself, and new approaches to the general didactic and information content of e-learning courses within the education process have been formed. Modern platforms of e-learning are examined and a scheme involving the synchronous technology of e-learning was formed. Within the framework of the suggested learning platform, effective learning tools under conditions of quarantine restrictions were identified, the use of which allows the most successful solution of didactic tasks facing e-learning to be ensured on the basis of the everyday use of digital media and electronic devices for learning purposes. The fractal-cluster technology of an e-learning organization was suggested for an introduction. The functional dependencies on the forms and technologies of the educational process for the efficiency of higher education were obtained. The expediency of introducing fractal-cluster structures into the organizational component of the educational process was determined. Based on the tools of the fractal-cluster approach, a model of organization of the educational process in the information-entropy format was formulated.

Can We Enhance Statistical Learning? Exploring Statistical Learning Improvement in Children with Vocabulary Delay

Objectives: If statistical learning ability is critical for language acquisition and language development, it is necessary to confirm whether enhancing statistical learning ability can improve the children’s language skills. The present study investigated whether children with and without vocabulary delay (VD) show a difference in improving statistical learning (SL) tasks manipulated with implicit, implicit*2 and explicit conditions, and with visual and auditory domains; and also explores the relationship among SL, vocabulary, and quick incidental learning (QUIL).Methods: A total of 132 children between 3 to 8 years participated in this study, including vocabulary delayed children (N= 34) and typically developing children (N = 98). Participants completed SL tasks which were composed of three exposure conditions, and Quick incidental learning (QUIL) tasks to tap the novel word learning ability.Results: The VD group score was significantly lower than the TD group in the explicit condition of the auditory statistical learning task, and there was a significant correlation between QUIL and SL_auditory (implicit*2) only in the TD group.Conclusion: These results may explain that the TD group was ready to accept the explicit cues for learning as a domain-specific (auditory) benefit, and their auditory SL ability can be closely linked to vocabulary abilities. The current study suggests one possibility; that the VD group can increase the statistical learning ability through double auditory exposures. The novel quick incidental learning in the TD group was supported by the statistical learning, but this was not seen in the VD group.

Inquiry learning improvement helped intuitively media in lesson v private professionals schools

Inquiry is learning that involves maximally all students' abilities to the fullest. The purpose of this study is to investigate (1). Critical natural phenomena and living things (2). Logical analytical students who are creative and innovative in solving problems. (3). Multimedia inquiry learning for science lessons for fifth-grade elementary school. The research method uses an R&D, ADDIE, SDLC approach. The conclusion yields (a). Interactive multimedia design (b). Formation of competence of fifth-grade elementary school students. (c). Impact on increasing teacher productivity (d). Increasing student competence.

Influence of Environment on Learning Improvement and Student Characters Strengthening in Covid-19 Pandemic

As a result of the Covid-19 pandemic, it has greatly impacted the world, especially in the field of education, therefore, with increasingly developing technological capabilities, the teaching and learning process in schools is also carried out online. This study aims to analyze the character values ​​of students, as well as describe the design of student character learning in accordance with Pancasila as the basis of the State, and students are able to instill character values ​​in everyday life. This research was conducted at MI TerpaduTahfidz Al Mubarak Langsa in grades 3 and 4 with 20 students per class, and 4th grade teachers. The data analysis method used is a qualitative method by applying field research, namely by field observations, by observing each object which is done online through a video call application. From the results of the analysis, it was known that the character of students in grades III and IV of Integrated MI Tahfidz Al Mubarak 80% is very in accordance with the values ​​of Pancasila because the learning system is carried out always under the supervision of parents and teachers with a maximum number of ten students in one online class. In one class there are two teachers who teach in each class, every day parents must send reports on student progress to their respective class teachers. This is also inseparable from the role of parents in educating their children at home even though the state of the teaching and learning process is carried out online.

Comparing Pair and Self Dynamics of Scaffolding by Written Languaging in English as a Foreign Language Learning

This study investigated the extent to which dynamics of scaffolding (self vs. pair) would impact the language learners’ written languaging in terms of quantity, focus, conceptual processes of languaging, and language learning improvement. To this end, in a pretest-posttest research design, we assigned 60 English-as-a-Foreign-Language undergraduate students into two groups of pair languagers and self-languagers before they engaged in three-stage (translating, comparing to the model translation, revising) Persian-to-English translation tasks. Content analysis of written languaging episodes (WLs) indicated that while pair languagers produced more WLs than the self-languagers, both groups used WLs in a descending order from Stage 1 to 3 in translation tasks. Also, distribution of lexis-focused (L-WL) and grammar-focused (G-WL) episodes indicated despite the fact that both pair and self-languagers produced more L-WL than G-WL episodes, pair languagers produced a larger amount of L-WL episodes than self-languagers who had relatively a higher record in production of G-WL episodes. Moreover, the proportions of conceptual processes incorporated into WLs was found to be uneven and more in favor of self-assessment and hypothesis formation by both groups. Finally, statistical analysis of variance (ANOVA) reported the advantage of pair languagers in language learning improvement over self-languagers, despite their mutual progress. The paper was concluded with a number of pedagogical implications.

Penerapan Model Pembelajaran Discovery Learning untuk Meningkatkan Hasil Belajar IPA pada Siswa Kelas V

<p><em>The purpose of the study was to improve science learning outcomes in the symbiotic material. The research method is classroom action research (learning improvement) with two cycles, namely cycle I and cycle II. Data collection techniques using learning outcomes tests. The data analysis technique used is descriptive quantitative with presentile data analysis. Based on the improvement of learning cycle I and cycle II, the learning outcomes of cycle I can be presented which can achieve completeness as many as 19 students (66.00%) with a class average of 71.1. Cycle II learning outcomes that can achieve completeness are 27 students (93.1%) with a class average of 84.1. Judging from the percentage of completeness and the average value of increasing learning outcomes, it can be concluded that the use of the discovery learning model in the symbiotic material can significantly improve learning outcomes.</em></p>

PERBAIKAN PEMBELAJARAN DENGAN MENGGUNAKAN BUPENA PADA PERCOBAAN TEMA BAGIAN TUMBUH-TUMBUHAN DAN FUNGSINYA DI KELAS IV SD NEGERI 068007 MEDAN TUNTUNGAN

This study aims to improve science learning by using BUPENA which has been developed in the Experimental Theme of Plants and Their Functions. The subjects in this study were students of SD NEGERI 068007 Medan Tuntungan TP.2020-2021, with the object of improving the lesson plans and the use of Bupena. This research uses Classroom Action Research with 2 cycles of improvement. The results showed that there was an improvement in learning, this can be seen from the suitability of the lesson plans that were prepared with the aim and the increase in the score on the teaching simulation video observation instrument in cycle 1 learning obtained a score of 90, after conducting learning simulations and conducting experiments the score increased by 96. The results of the study obtained that the N-Gain score of Learning Improvement in cycle 1 was 90 and 96 in cycle 2. Thus it can be concluded that there was an improvement in science learning using Bupena in the experimental theme Part of plants and their functions in Class IV SD 068007 Medan Tuntungan TP.2020 -2021. Keywords: Right, Bupena, Temptation