Students’ Beliefs and Attitudes in Exploring Critical Literacy Comprehension towards Online Media Information into their Writing Practices

Addressing critical literacy exploration into students’ language learning is perpetuated in this digital media- dependent environment. Reading and writing competencies have also pertained the critical enactment in order to present the beyond textual values. Through class discussions and class observations among 12 tertiary English major students in a private university in Indonesia, this study explores students’ beliefs and attitudes towards their critical literacy comprehension on online media information through writing practices. This exploratory case study collect the data covering the recordings of class discussions and class observations from student lesson implementation during their writing course. The results of this study reveal that most of the students are aware of the critical understanding of particular information conveyed from certain messages in their written works. Their beliefs on critical literacy agency has raised several attitudes of how they construct the social perspectives based on selections of what to include and exclude in their written texts. The article is also present recommendation to enlighten the learning in a critical stance.

SPS-Bansho untuk Meningkatkan Aktivitas Belajar Matematika Peserta Didik SMPN 18 Tangerang

This article is a best practice implemented by applying the learning model of SPS-Bansho (Structured Problem Solving using Bansho) at SMPN 18 Tangerang. This best practice has succeeded in increasing students’ mathematics learning activities during the learning process. The observation sheet was used to observe the students’ mathematics learning activities. All indicators of students’ mathematics learning activities were observed during the learning process. Students were challenged more to ask questions during a group or class discussions. They were able to respond to their friends' opinions well, participate in groups, and help friends in completing assignments. Students presented their work in front of the class, and they could summarize the material they have learned.

Exploring students’ experience with and perceptions towards eLearning in an online public health module

Due to the COVID-19 pandemic, universities in Singapore had to shift from traditional face-toface learning to eLearning. We explored students’ experiences with and perceptions towards eLearning in the context of a public health module about physical activity. The module had a mixture of asynchronous lectures and live Zoom tutorials. We conducted nine in-depth interviews with students from the module. Students felt that the onus was primarily on the instructors to lead lessons and engage students. As such, they often took a backseat during online classes and rarely participated in class discussions. The eLearning environment enhanced their ability to be passive as they could be largely anonymous. The eLearning environment also made it easy to lose focus and mentally disconnect during lessons. Finally, students spoke about the lack of connection to classmates which impacted their learning efforts. To alleviate this and promote social engagement and connection, check-in polls, movement breaks, and breakout room discussions can be implemented.

Penerapan pembelajaran contekstual teaching and learning (CTL) berbantuan hands on activity untuk memahamkan siswa kelas VII-D SMPN 16 Malang pada materi perbandingan

The purpose of this research is revising the way of teaching for making student understand about mathematical ratio through Contextual Teaching and Learning by the use of Hands on Activity. The type of this research is a classroom action research with two cycles, the first cycle consists of four meetings and two meetings of the second cycle. Research’s subject is all students class VII-D SMPN 16 Malang, as many as 37 students, consist of 17 men and 20 women. The research activities comprise of learning, class discussions, presentations, and final test.. The data were collected from the result of cyclic final test, the assignment result of students on answering cyclic final test, the result observation about teacher and students activities, interview and field notes. The result indicate that cycle I learning achievement is 80 percent and there are 12 students who made mistakes on the material concept of find a quantity if ratio is known. In the second cycle the percentage of learning achievement is 89,18 percent of the number of students in the classroom and there are 13,88 percent of students still do not understand the material find quantity if ratio is known. Based on these results it can be concluded that the application of a Contextual Teaching and Learning (CTL) approach assisted by hands on activity can make students in grade VII-D SMPN 16 Malang understanding about topics of ratio.

Using Student-Led Discussions and Snapshot Lectures to Stimulate Active Learning and Accountability: A Mixed Methods Study on Teaching an Implementation Science Course

We theorized that integrating student-led class activities would foster accountability and active learning in a graduate-level public health implementation science course. We used mixed methods to collect students’ feedback about two active-learning teaching techniques, wherein students were randomly selected to lead class discussions and deliver short, informal “snapshot” lectures. Students reported that both activities encouraged student initiative, engagement with the material, and completion of the assigned readings. However, students thought that the student-led discussions were more enjoyable, made the course more interesting, and contributed more to their learning. These techniques can stimulate active learning and student accountability in public health courses.

The Pedagogy of Song

Drawing upon the author’s “Settlement in Israeli History” course, this essay argues that song can play a valuable and pedagogically economical role in Israel Studies and general humanities teaching, in both conveying meaning and initiating students in the art of close textual analysis. In particular, it showcases how the Israeli classics “Anu banu artzah” (We have come to the land), “The Ballad of Yoel Moshe Salomon,” and “Shir ha-‘emek” (Song of the Valley) can be deployed to stimulate vibrant and critical class discussions. In doing so, it also offers detailed readings of these songs and their place in Israeli culture.

Training of teachers for the implementation of universal design in educational activities

The purpose of the research is to determine ways in order to train teachers for the implementation of a universal design in educational activities at secondary education institutions. 378 teachers (Ukraine) on the Google-forms platform took part in the survey. It has been highlighted that the basic differences between the theory and practice of the implementation of inclusion and universal design are as follows: inclusion is more difficult to apply in practice; design needs clarification of some practical concepts. It has been determined that the most common methods of involving into the implementation of universal design are manifestation of enthusiasm, providing examples and feedback to students; representation through class discussions, laboratory experience and images; group discussions in the classroom, projects, workshops and tests. It has been noted that UD can be used to create educational applications in order to adapt the learning space to the needs of the student (elements of physical spaces and instructions in order to make them more accessible, useful, and comprehensive).

Gender Differences in Student Comfort Voluntarily Asking and Answering Questions in Large-Enrollment College Science Courses

Allowing students to ask and answer questions is a common practice employed by college science instructors. However, recent literature has identified that women participate in whole-class discussions less often than men. One hypothesized reason for this gender gap is that women may be less comfortable participating.