Meaningful Learning Model: The Impact on Students’ Reading Comprehension

The purpose of this study is examining the impact of meaningful learning model on students’ reading comprehension. This study uses true experimental research with pretest-posttest control group design. The class is divided into two classes; experimental class who receives treatments by using meaningful learning model and control class who receives treatments by using conventional teaching model. The total of sample is 110 students who are selected from eight grade students of junior high schools either state or private schools in Central Java Province. To obtain valid data, this study uses tests given at the pre-test and post-test in both classes. After the data is obtained, the data is analyzed by using the SPSS t-test formula. Based on the results of the calculations in the pretest and posttest, it was known that both classes are homogeneous and normally distributed from the calculation of the Levene’s test method and Saphiro-Wilk. In the pretest, t-count (0.452) is lower than t-table (1.982), whereas in the posttest, t-count (2.361) is higher than t-table (1.982). This indicates that meaningful learning model has an influence on student grades in reading comprehension rather than using conventional teaching model. Received: 4 October 2021 / Accepted: 17 November 2021 / Published: 3 January 2022

The Use of Different Technological Methods for Teaching Basic Suturing Skills to Medical Students: A Literature Review

Suturing skills are usually acquired by medical students through observation and then practice. There is a pressing need to develop more efficient teaching methods as students are often unprepared to perform suturing in clinical practice. This study therefore aims to investigate the benefits and limitations of different technological teaching methods and determine if technological methods are superior to conventional teaching. The search was conducted using ScienceDirect, PubMed and Scopus with different combinations of the key terms “suturing”, “suture”, “knot-tying”, “suturing skill”, “surgical skill”, “teaching methods” and “medical students”. Overall, 19 relevant articles were shortlisted, discussing the use of virtual reality, augmented reality, videos and programmes in teaching suturing skills. The use of instructional videos is a good alternative to the traditional lab-based method while video self-reflection was found to be an effective enhancement. Integration of these methods could be a valuable addition to the current curriculum.

Construction and Application of Tennis Teaching Digital Resources Based on Deep Learning

Tennis teaching is an important part of traditional physical education in China. It aims to cultivate students’ lifelong exercise habits, improve learning efficiency, and promote social development. Therefore, based on the concepts of deep learning and digital resource construction, this paper proposes the course structure design. This paper first describes the current situation of tennis teaching, then studies the relevant content of deep learning, and discusses the most commonly used neural network algorithm in the field of deep learning. Then, using the research method of the questionnaire survey, combined with the digital teaching mode, the teaching of Chinese college students tennis group research, and compared with the traditional teaching mode. The results showed that the experimental group (EP) learned more balanced technical movements than the control group (CP). The teaching effect of digital resource tennis course is better than conventional teaching, which shows that digital resource tennis course can master students’ skills better than conventional teaching. Therefore, the construction of digital resources based on deep learning can improve students’ tennis technology and stimulate students’ interest in tennis.

Immersive virtual-reality computer-assembly serious game to enhance autonomous learning

Immersive virtual reality (VR) environments create a very strong sense of presence and immersion. Nowadays, especially when student isolation and online autonomous learning is required, such sensations can provide higher satisfaction and learning rates than conventional teaching. However, up until the present, learning outcomes with VR tools have yet to prove their advantageous aspects over conventional teaching. The project presents a VR serious game for teaching concepts associated with computer hardware assembly. These concepts are often included in any undergraduate’s introduction to Computer Science. The learning outcomes are evaluated using a pre-test of previous knowledge, a satisfaction/usability test, and a post-test on knowledge acquisition, structured with questions on different knowledge areas. The results of the VR serious game are compared with another two learning methodologies adapted to online learning: (1) an online conventional lecture; and (2) playing the same serious game on a desktop PC. An extensive sample of students (n = 77) was formed for this purpose. The results showed the strong potential of VR serious games to improve student well-being during spells of confinement, due to higher learning satisfaction. Besides, ease of usability and the use of in-game tutorials are directly related with game-user satisfaction and performance. The main novelty of this research is related to academic performance. Although a very limited effect was noted for learning theoretical knowledge with the VR application in comparison with the other methodologies, this effect was significantly improved through visual knowledge, understanding and making connections between different concepts. It can therefore be concluded that the proposed VR serious game has the potential to increase student learning and therefore student satisfaction, by imparting a deeper understanding of the subject matter to students.

The Opportunities and Limitations of Blended Learning and the Flipped Classroom for Second Language Teaching

Over the last decade, many educators have been investigating the pedagogical effectiveness of blended learning and flipped classroom models. In the conventional teaching process, instructors have been playing an essential role in the lecturing process. Conversely, students lead the learning process in the flipped classroom because they must complete tasks with extracurricular materials and classroom collaboration. Likewise, blended learning also asks students to dominate classroom learning procedures, but its communication medium is a mixture of face-to-face and online interaction. This essay evaluates blended learning and the flipped classroom model by evidence of both pros and cons. Lastly, the article concluded that the two new models provide significant reference cases in exploring better practice modes to increase the quality of second language teaching.

“I Teach, Therefore I Am”: The Serial Relationship between Perceived Vulnerability to Disease, Fear of COVID-19, Teacher Identification and Teacher Satisfaction

In early 2020, school closures were implemented globally to curb the spread of the COVID-19 pandemic. In South Africa, emergency remote teaching was not sustainable, and conventional teaching resumed in the context of the second and third waves of the pandemic, heightening fear and anxiety about infection among teachers. The pandemic necessitated shifts in the scope of a teacher’s job, potentially impacting their professional identity and job satisfaction. This study investigated the interrelationship between teaching identification, teaching satisfaction, fear of COVID-19 and perceived vulnerability to disease among a sample of South African school teachers (n = 355). A serial mediation analysis supported the hypotheses that teaching identification mediated both the relationship between fear of COVID-19 and teacher satisfaction and the association between perceived vulnerability to disease, fear of COVID-19 and teacher satisfaction. The findings suggest that teacher identification is a potential protective factor, and strengthening professional identification can potentially assist teachers as they negotiate the uncertainty and stress associated with the current pandemic.

Sistem Informasi Pembelajaran Daring Dengan Metode Learner-Led Learning

Abstrak: Teknologi modern semakin pesat perkembangannya, sebagai masyarakat kita dapat merasakan hal positif dari perkembangan teknologi modern, salah satunya adalah internet. Memanfaatkan internet dengan hal positif dapat mempermudah kegiatan masyarakat, seperti dalam bidang pendidikan salah satunya adalah kegiatan belajar mengajar. Dengan adanya kegiatan belajar mengajar dapat menambah wawasan dan ilmu pengetahuan bagi masyarakat, akan tetapi terkadang pelajar bahkan pengajar yang melaksanakan kegiatan belajar mengajar tersebut terlalu terkekang oleh waktu dan peraturan yang berlaku pada tempat belajarnya. Hasil permasalahan yang penulis dapatkan pada kegiatan belajar mengajar konvensional adalah diharuskannya meluangkan waktu untuk pergi ke tempat belajar dan juga ditentukan durasi belajar mengajarnya bahkan diadakan peraturan yang terkadang membuat peserta sampai pengajar tidak nyaman dengan peraturan tersebut. Oleh karena itu penulis tertarik untuk menyelesaikan permasalahan tersebut dengan membuat sistem informasi pembelajaran (e-learning) dengan metode learner-led learning berbasis web yang dapat diakses dimanapun dan kapanpun tanpa mengeluarkan biaya dan tidak terkekang oleh waktu. Penelitian ini diharapkan dapat membantu dalam proses belajar mengajar dengan nyaman. Website ini juga menyediakan fasilitas seperti materi yang bersifat video dan artikel yang bertujuan bagi pelajar yang lebih nyaman belajar dengan video interaktif dan juga tersedia fasilitas sertifikat sebagai bukti bahwa pelajar telah berhasil dalam menyelesaikan soal dari materi yang dipelajarinya. Kata kunci: pelajar, pembelajaran daring, pengajar, sistem pembelajaran, website Abstract: Modern technology is growing rapidly, as a society we can feel positive things from the development of modern technology, one of which is the internet. Using the internet with positive things can facilitate community activities, such as in the field of education, one of which is teaching and learning activities. With teaching and learning activities, it can add insight and knowledge to the community, but sometimes students and even teachers who carry out teaching and learning activities are too constrained by time and the regulations that apply to the place of study. The results of the problems that the authors get in conventional teaching and learning activities are that they are required to take the time to go to the place of study and also determine the duration of teaching and learning and even make regulations that sometimes make participants until the teacher is not comfortable with these rules. Therefore, the authors are interested in solving these problems by creating a learning information system (e-learning) with a web-based learner-led learning method that can be accessed anywhere and anytime without incurring costs and not being constrained by time. This research is expected to help in the teaching and learning process comfortably. This website also provides facilities such as video materials and articles aimed at making students more comfortable learning with interactive videos and certificate facilities are also available as evidence that students have succeeded in solving problems from the material they have studied. Keywords: e-learning, learning system, student; teacher, website

Evaluating the Impact of COVID-19 on Society, Environment, Economy, and Education

The COVID-19 pandemic has caused drastic changes across the globe, affecting all areas of life. This paper provides a comprehensive study on the influence of COVID-19 in various fields such as the economy, education, society, the environment, and globalization. In this study, both the positive and negative consequences of the COVID-19 pandemic on education are studied. Modern technologies are combined with conventional teaching to improve the communication between instructors and learners. COVID-19 also greatly affected people with disabilities and those who are older, with these persons experiencing more complications in their normal routine activities. Additionally, COVID-19 provided negative impacts on world economies, greatly affecting the business, agriculture, entertainment, tourism, and service sectors. The impact of COVID-19 on these sectors is also investigated in this study, and this study provides some meaningful insights and suggestions for revitalizing the tourism sector. The association between globalization and travel restrictions is studied. In addition to economic and human health concerns, the influence of a lockdown on environmental health is also investigated. During periods of lockdown, the amount of pollutants in the air, soil, and water was significantly reduced. This study motivates researchers to investigate the positive and negative consequences of the COVID-19 pandemic in various unexplored areas.

THE EFFECTS OF PLACE-BASED PROCESS GENRE MODULE (PBPGM) ON ESSAY WRITING ACHIEVEMENT AMONG FORM FOUR RURAL NATIONAL SECONDARY SCHOOL ESL LEARNERS

Essay writing is known to be a difficult skill among ESL learners, particularly rural students. The present study aims to measure the effects of a Place-Based Process Genre Module (PBPGM) on form four rural ESL learners’ persuasive and expository essay writing from the lens of Sociocultural Theory. A mixed-methods approach adopting a pre-test post-test control group quasi-experimental is employed to determine the significant difference and the Cohen’s d effect size. Purposive random sampling is used, and 30 students in control undergo the conventional teaching, and 30 students in the experimental group undergo a 16-hour intervention of the module. The results of the study indicate that there are significant differences and large effect sizes between the two groups. The experimental group outperforms the control group in both genres. The present study contributes to the field of teaching essay writing to rural ESL learners. The study recommends that process genre approach combined with place-based model texts be incorporated to strengthen and diversify scaffolding for teaching essay writing.

Dynamic Google SketchUp Software and Conventional Teaching Strategy of Students’ Conceptual Knowledge and Procedural Knowledge in Learning Geometry

The purpose of this study is to identify the effect of using dynamic software Google SketchUp (GSU), without software on van Hiele’s theory and conventional teaching strategy of students’ conceptual and procedural knowledge in learning geometry among primary school students. The study was conducted using pre and post-test true experimental methods. This true experimental research involved 96 students from Year Five primary schools in Malaysia. The selection of site or school take into account as convenience and voluntary participation. The study's findings showed significant differences in student's conceptual knowledge and procedural knowledge based on the different types of the strategy group. The post hoc test indicated that using software showed better conceptual and procedural knowledge when compared to without using software on van Hiele’s theory and conventional teaching strategy.