IMPLEMENTATION OF TEACHER SKILLS IN VARYING SOCIAL STUDIES LEARNING THROUGH ONLINE LEARNING AT INPRES LAYANG CITY OF MAKASSAR

Nur Aida, 2021. Implementation of teacher skills in varying social studies learning through online learning at Inpres Layang Elementary School, Makassar City. Supervised by Nursalam and Rosleny Babo. This research includes qualitative descriptive research. This study aims to determine the skills of teachers in varying IPS through online learning. The results of the study showed that the implementation of teacher skills in varying social studies learning at Inpres Layang Elementary School Makassar, namely a) Variation skills in teaching styles, b) Skills to open and close lessons, c) Skills to explain, d) Skills to ask, e) Skills to provide reinforcement, and f) Class management skills. 2. The results of the interview on the implementation of Teacher Skills in Social Studies Learning through online learning at Inpres Layang Elementary School, Makassar City a) The reaction of students who do not understand online learning, students are very bored because sometimes they do not listen b) Students do not like social studies in online learning by reason of the network less clear and intermittent voice, c) The method used is the lecture method, and the assignment method, and uses the powerpoint media. d) Students like the lecture and assignment method. e) The efforts taken by the teacher in overcoming the difficulties of learning social studies in online learning by reading a lot, students must be trained to be able to listen to learning and arrange the best possible schedule. f) Factors that cause difficulties in online learning, namely students' internal factors, and technical and external factors. g) make use of technology in learning using more via zoom. 3. Implementation of Teacher Skills in Varying Social Studies Learning through Online Learning, the teacher activates students during social studies learning activities through online learning, where students are given assignments, and use power points.Keywords: Teacher Skilss, Learning Variation, Online Learning

Assessing the quality of TTS audio in the LARA learning-by-reading platform

A popular idea in Computer Assisted Language Learning (CALL) is to use multimodal annotated texts, with annotations typically including embedded audio and translations, to support L2 learning through reading. An important question is how to create the audio, which can be done either through human recording or by a Text-To-Speech (TTS) synthesis engine. We may reasonably expect TTS to be quicker and easier, but humans to be of higher quality. Here, we report a study using the open-source LARA platform and ten languages. Samples of LARA audio totaling about three and a half minutes were provided for each language in both human and TTS form; subjects used a web form to compare different versions of the same item and rate the voices as a whole. Although human voice was more often preferred, TTS achieved higher ratings in some languages and was close in others.

Analysing Aspect Influencing the academic writing in English Language

Karimnia, A. (2013) express that writing research paper in English is important because journal in all over the world are written in English. To succeed in their career, researchers have to share their ideas to others by publishing in journal must written in English. so, the researchers must master in English. The language difficulty that non-English speaker faced are lack of appropriate vocabulary, misuse of articles etc. The learning strategies can be divided into two i) subject knowledge-oriented strategies ii) language-oriented strategies. In subject knowledge-oriented strategies, learning by reading as many research paper in English and to increase experience in writing research paper.

Learning strategies used by dental students and dentists using the ark questionnaire.

Objectives: To determine the preferred learning styles of Dental students and Dentists among various dental colleges using the VARK questionnaire. Study Design: Cross-sectional study. Setting: Various Dental Colleges in Karachi & Rawalpindi using the VARK questionnaire. Period: From June 2018 to February 2019. Material & Methods: Students, house-officers and demonstrators of dental medical college and hospital were asked to fill the VARK questionnaire which consists of 16 items. Four modes of learning either uni modal, bimodal or trimodal could be identified. The four modes include: visual, aural, reading, kinesthic. Results: Kinesthetic mode of learning was used by 24.5% individuals. Aural mode of learning was used by 25.3% individuals. Visual mode of learning was used by 15.5% individuals. Learning by reading was used by 17.7% individuals. Learning by using all modes was used by 1.5% individuals. Conclusion: Identifying the effective modes of learning is the first step towards changing the teaching strategy. Training in medicine and dentistry require innovative teaching ideas incorporating all modes for efficient learning of doctors.

EFL COLLEGE TEACHERS’ AWARENESS ON CAR

Nobody can claim that all instructions are free from problems. Realizing that all instruction are potential to have problems, college teachers should do reflective practices. One of the do reflective practices which can be done integratively and sytematically with their instructions is classroom action research (CAR). The present study tried to investigate the lecturers’ perception on CAR. The study focused on the indentifi-cation of the lecturers’ awareness on CAR and digging up the the factors affected the lecturers perception on CAR. The study employed survey method which posited qualitative approach. The study revealed that the leacturers’ awareness on CAR was relatively low. It also indicated that there were some factors which affected the lecturers’ awareness on CAR i.e., 1) the lecturer’s prior education or pre-service education; 2) their involvement in scientific forums; 3) self-regulated learning by reading books on CAR.

Engagement in Learning in the Massive Open Online Course: Implications for Epistemic Practices and Development of Transformative Digital Agency with Pre- and In-Service Teachers in Norway

This study examines how participants engage in learning in the Pedagogical Information and Communication Technology (ICTPED) Massive Open Online Course (MOOC) aimed to enhance Norwegian pre- and in-service teachers’ professional digital competence. The study also provides an insight into how participants’ engagement in learning in the ICTPED MOOC may have enhanced their transformative digital agency. Analyses of participants’ engagement in learning draw on P.Y. Galperin’s pedagogical theory. The data comprised 310 participants’ responses to the questionnaire administered to all pre- and in-service teachers engaged in the ICTPED MOOC in 2016—2019. Mixed methods were applied for data analyses by providing quantitative and qualitative evidence about the participants’ engagement in the course. Findings reveal that the majority of participants engaged in learning by reading the textual information embedded in the course. In doing so, they followed the sequential progression informed by the course design. Other participants engaged in learning by watching the videos and listening to the audio files embedded in the course as well as by attempting the assignments and other activities. By following these approaches, the participants created their individual learning trajectories and therefore may have enhanced their digital agency and affected the epistemic practices in the course.

Design of ARCSI Learning Model with Scientific Approach for Teaching Mathematics in School

The study was aimed to obtain information regarding the design instructional of ARCSI learning model with the scientific approach for teaching mathematics in school. This learning model developed based on the learning conditions at Junior High School (SMP/MTs) in Bukittinggi City and Agam Districts of West Sumatera requiring a model of learning based on Islamic values, strategy in the motivation of ARCSI, and a scientific approach mandated in the curriculum of 2013. This learning model is designed for forming the character of learners in an Islamic way the learning process of mathematics that pleasant, and train students to think critically and comprehensively through a scientific approach. Synonymous ARCSI Learning Model with scientific approach, namely: (1) Attract the attention of learners by inviting praying/pleading to Allah Ta’ala, (2) Convey the purpose/benefit of learning and its application in daily activity, (3) The deliberations of the group to establish ukhuwah Islamiyah within the group, (4) a class discussion to establish ukhuwah Islamiyah classically, (5) Giving satisfaction to students with learning will make only because of Allah Ta’ala and the tradition of Prophet Muhammad SAW (6) Evaluate processes and the results of solving problems, and (7) Closing the learning by reading Hamdallah and greetings.

PENGEMBANGAN SOFTWARE APLIKASI KOMPUTER BERBASIS EXPERT SYSTEM TECHNOLOGY DALAM PEMBELAJARAN AKUNTANSI

PENGEMBANGAN SOFTWARE APLIKASI KOMPUTER BERBASIS EXPERT SYSTEM TECHNOLOGY DALAM PEMBELAJARAN AKUNTANSIThe rapid growth of technology causes a lot of changes in education, teaching process and business sectors. Accounting plays an important role in business activity. To provide competent human resources in educational accounting, it needs instructional innovations using the advance of information and technology. Using Expert System Technology as an accounting educational media is an example for it. Expert system is one subset of Artificial Intelligence which can be used for decision making or problem solving with an expert based knowledge. This article is intended to discuss about Accounting, Modern Learning, Expert System Technology, the Design of Expert System Technology, and the Use of Expert System Technology in Accounting Learning. By reading this article, everyone who related to educational process, is expected to make a quality improvement in accounting learning by using educational technology.