DESIGN OF M-LEARNING BASED ON HOME SCIENCE PROCESS SKILL FOR SCIENCE LEARNING

Instructional media that are innovative and easy are really needed by students in the current situation. M-learning based on Home Science Process Skill (HSPS), is an innovative learning medium that applies science learning directly in life, with the guidance of parents at home and teachers. The study aims to produce design of m-learning based on home science process skill for science learning. This research was conducted in April 2021 at SMPN 30 Kota Tangerang. The method used was the Research and Development (R&D) research method with the Instructional Development Institute (IDI) model. The stages of research and development of learning media were to define stage, develop stage and evaluate stage. The results of the feasibility test for the design of m-learning based on Home Science Process Skill by media experts and material experts obtained an average assessment of 78.40% and 87.50% with good and very good interpretations. The conclusion of this research was that the design of this learning media was feasible to be used as a medium for student learning media.

Flipped Classroom Instruction as a Teaching Tool for Meaningful Learning of the core Subjects in Junior High School: Basis for Instructional Development Plan

This study aimed to determine the effects of two teaching methods namely, flipped classroom instruction and conventional instruction in teaching the least mastered competencies in the core subjects among Grade 8 students in one of the Junior High Schools in Zamboanga City who were purposively selected. A Quasi-Experimental Research using the non-randomized pre-test - post-test control group design and qualitative approach explored the effectiveness of the two teaching methods. The findings indicated that students in flipped classroom instruction and conventional instruction obtained higher scores in the post-test than the pre-test results in the core subjects. But, flipped classroom students got slightly higher mean scores as compared to those students who have been taught in the conventional instruction. However, statistically, no significant difference was found between the two methods in learning the least mastered competencies in Science, Mathematics and English. Further, results revealed that the students who were exposed to flipped classroom instruction and the conventional instruction improved in their level of knowledge in mastering the least learned concepts in the core subjects. The problems encountered in the flipped classroom model, however, were identified based on the interview conducted. It was found out that teachers were unfamiliar with the flipped classroom model and lack of time and resources hindered them to utilize the approach in their classes. Students were also challenged particularly on the availability of resources like gadgets and internet connection that resulted to disengagement of the students to watch the flipped videos at home. This study revealed that whatever method or approach used in teaching least mastered competencies would be considered effective in achieving life-long and meaningful learning. An instructional development program was developed to capacitate and elevate the performance of teachers in the implementation of the flipped classroom instruction to improve students’ performance.

Development of Contextual Teaching and Learning (CTL) Models in Applied Physics Courses

Applied Physics is a basic course in engineering science. As an applied science, it is expected that it can be seen its application in learning material as skills demanded by graduates. CTL is a learning concept that help teachers connect the material they teach with real-world situations of students and encourage students to make connections between the knowledge they have and their application in their lives. The instructional development model used is the IDI (Instructional Development Institute) which consists of define, develop, and evaluate. The result of this development with a CTL-based model has syntactic of Display, Inquiry, Learning Community, and Authentic Assessment (DILA). The structure of the model in the form of a theoretical model has been validated by a hypothetical model that will be tested for its application. The syntax that exists in the DILA learning model trains students to make discoveries, cooperate and make judgments.

Dissertation Pedagogy in Theory and Practice: Extending Our Roundtable

In this paper, we extend our roundtable session from the 2019 Canadian Writing Centre Association Conference in Vancouver, which ignited dialogue about how writing centre practitioners and educational developers can help faculty review and strengthen their approaches to providing feedback on graduate student theses and dissertations. We discuss how we designed and delivered an instructional development workshop for faculty at our university to strengthen their approaches to supporting graduate student thesis and dissertation writers. In doing so, we aim to foster further dialogue about how writing centre professionals and educational developers can partner with faculty to enhance and develop their approaches to providing feedback on large-scale writing projects.