Narzędzia krytycznego myślenia na lekcji języka polskiego jako obcego w dobie edukacji zdalnej

Autorka artykułu koncentruje się w tekście na wykorzystaniu popularnych w ostatnim czasie w dydaktyce narzędziach krytycznego myślenia (oddzielając jednocześnie owe narzędzia od critical thinking) na lekcji języka polskiego jako obcego w dobie edukacji zdalnej, biorąc zarówno pod uwagę kursy online (online teaching), jak i nauczanie zdalne (remote teaching). Za istotne aspekty nauczania zdalnego uznane zostają: budowanie społeczności uczących się (building community of learners), obecność nauczyciela (teaching presence), budowanie rusztowania (scaffolding learning) z wykorzystaniem rutyn krytycznego myślenia. W tekście autorka omawia przykład lekcji języka polskiego jako obcego, podczas której zostały wykorzystane strategie krytycznego myślenia.

A Conceptual Model to Investigate the Role of Mobile Game Applications in Education during the COVID-19 Pandemic

During the COVID-19 pandemic, educational mobile games may play a significant role to facilitate students’ learning. Several studies have indicated that these games using mobile phones may improve students’ learning motivation and effectiveness when they are equipped with appropriate learning strategies. However, investigating the impact of learning strategies in students’ utilization of educational mobile games has received little scholarly attention during the COVID-19 pandemic. Hence, this research proposed two learning games scenarios to fill this gap. In the first scenario, students were offered an educational mobile game with a learning strategy called ‘scaffolding strategy’; while in the second scenario, the same game was offered without the strategy. To achieve this objective, an experimental design with a research model was developed to examine the role of scaffolding learning strategy in students’ use of educational mobile games. In this experimental study, 43 students from two classes participated in the two learning scenarios. The results indicate that educational mobile gaming with the scaffolding learning strategy significantly influenced students’ utilization of the mobile game. In addition, the adoption of the learning strategy significantly affected students’ perceived enjoyment, perceived usefulness, perceived ease of use, and behavioural intention to use, compared with the same game without the learning strategy. The results also indicate that the introduction of the scaffolding learning strategy into the educational mobile game will increase students’ learning effectiveness and motivation.

Using Digital Games in the Science Classroom

High school science classes can be difficult for students to be successful in because of the content-specific vocabulary and the expectation of prior knowledge in the subject area that teachers have of their students. The use of digital games in the classroom can provide teachers with the tools to help students scaffold their learning and better grasp the vocabulary necessary to be successful in science class. The purpose of this mixed methods study was to focus teachers’ and students’ perceptions of digital games in the high school science classroom on vocabulary development, scaffolding learning by activating prior knowledge, and self-efficacy. Findings suggest that teachers and students believed that using digital games positively impacted the development of vocabulary knowledge and helped scaffolding learning. Some students found that their levels of self-efficacy were positively impacted by using digital games in their science classes. Teachers can use these findings to make informed decisions about how to integrate digital games into their science curriculum.

EFEKTIVITAS TEKNIK SCAFFOLDING TERHADAP PEMBELAJARAN MENULIS TEKS DESKRIPSI KELAS V SDN 3 SUKAMANAH

This research is motivated by the low understanding of students in describing objects, the low understanding of the use of punctuation points and commas and the lack of continuity of one sentence with another. In the Indonesian language learning process, various learning techniques are needed, therefore the Scaffolding learning technique is expected to give effectiveness to the learning outcomes of students. In general, the Scaffolding technique is used to involve students taking an active and independent role in doing the given task. The purpose of this research was carried out to describe the effectiveness of the Scaffolding technique in Indonesian language description learning and learning outcomes using the Scaffolding technique. The location of this research is SDN 3 Sukamanah, Cipedes District, Tasikmalaya City. The sampling technique used was saturated sampling. The data collection used was the observation sheet and the pretest and posttest question writing instruments descriptions. The results of this study are that the average pretest value is 51.76 and the average posttest score is 83.10. Based on the N-gain test using the One Sample T-Test produces a sig value. (2-tailed) of 0,000 in accordance with the sig value testing criteria. (2-tailed) <0.05, then Ha is accepted. The conclusion of this study is that there is a significant effectiveness of using Scaffolding techniques on the learning outcomes of writing descriptions in Indonesian.Keywords: Scaffolding; Learning; Description Text. Abstrak: Penelitian ini bertujuan untuk mengetahui efektivitas teknik Scaffolding pada pembelajaran menulis teks deskripsi dan prestasi belajar siswa. Pada umumnya teknik Scaffolding digunakan untuk melibatkan peserta didik perperan aktif dan mandiri dalam mengerjakan tugas yang diberikan. Tujuan dilaksanakan penelitian ini untuk mendeskripsikan keefektifan teknik Scaffolding pada pembelajaran deskripsi bahasa Indonesia dan hasil pembelajaran menggunakan teknik Scaffolding. Lokasi penelitian ini di SDN 3 Sukamanah Kecamatan Cipedes Kota Tasikmalaya. Teknik pengambilan sampel yang digunakan adalah sampling jenuh. Pengumpulan data yang digunakan adalah lembar observasi dan instrumen soal pretest dan posttest menulis deskripsi. Hasil penelitian ini adalah di dapat rata-rata nilai pretest 51,76 dan rata-rata nilai posttest 83,10. Berdasarkan uji N-gain menggunakan One Sampel T-Test menghasilkan nilai sig. (2-tailed) sebesar 0,000 sesuai dengan kriteria pengujian nilai sig. (2-tailed) < 0,05, maka Ha diterima. Kesimpulan penelitian ini adalah terdapat keefektifan yang signifikan penggunaan teknik Scaffolding pada hasil pembelajaran menulis deskripsi bahasa Indonesia.Kata Kunci: Scaffolding; Pembelajaran; Teks Deskripsi.

Pedagogical Storytelling Material for Children Regarding Online Safety

The Portuguese Ministry of Education developed a collection of three stories for supporting kindergarten teachers in exploring the theme of online safety with preschoolers. These stories were created in book and digital animation formats. The authors took these three stories to three kindergartens to test their efficacy in scaffolding learning and acquisition of digital skills. This exploratory pilot case study revealed several insights worth pursuing in further research: 1) kindergarten teachers acknowledge that children are digitally immersed at home and consider that exploring the theme of online safety with young children is imperative; 2) in spite of enjoying digital media very much, children were more attentive and retained more information when they were told the stories using the books than when they watched the digital animations, claiming that they “connected” more easily with the storyteller. In the future, the research will provide guidelines for the development of more pedagogical materials on online safety and test them in kindergartens on a national scale.