‘Music in Film’ for Gifted Students: The Effect of Differentiated Learning on Students’ Motivation

Music is not only an important subject in general education, but it particularly serves gifted students who face various psychological issues not encountered by their ‘normal’ peers. Nonetheless, it is found that not all schools are implementing proper music lessons due to the focus on STEM subjects. This paper provides an overview of developing music enrichment activities as an approach to meet gifted students’ needs. Differentiated instruction was used as the main approach to developing a comprehensive music enrichment activity, namely ‘Music in Film’, in which gifted students integrated music and computer skills in completing a given task. Furthermore, a research survey was conducted involving 36 gifted students. The MUSIC Inventory was used to measure their motivation and engagement towards the activity to measure the methods. Five domains—empowerment, usefulness, success, interest and caring—were measured on a 6-point Likert scale. Results revealed that all five domains were rated from moderate to high by the gifted students with a minimum 4.5 mean. Although it can be concluded that this enrichment activity is apt and effective for implementation in gifted education, future studies could look at participants with different backgrounds and demographics. It is hoped that this paper will contribute to designing more enrichment activities with a differentiated instruction approach as gifted students possess high potential in various talents that need to be nurtured.

Evaluasi Terhadap Implementasi Pendidikan Kristiani dalam Konteks Gereja Kristen Sumba Jemaat Uma Manu

The church has the task of teaching the member of the congregation through Christian Education. Christian Education includes all teaching and learning activities in the church with the aim that members of the congregation can know God and through that knowledge, they can experience life renewal. The implementation of Christian Education must take into account the context in which the church lives. The approaching model in Christian Religious Education helps the church to carry out its duties according to the context. This article focuses on the description and analysis of the implementation of the Christian Religious Education approach model in the Christian Church of Sumba, Congregation Uma Manu and offers a Christian Education strategy that is appropriate to the context of the congregation. By using a qualitative approach in research through observation and in-depth interviews, it is concluded that the implementation of Christian Education with a religious instruction approach is appropriate for the context of this congregation, but strategic efforts are needed in its implementation.AbstrakGereja memiliki tugas melakukan pengajaran kepada warganya melalui Pendi-dikan Kristiani (PK). PK mencakup semua aktifitas belajar mengajar dalam gereja dengan tujuan agar warga jemaat dapat mengenal Allah dan melalui pengenalan itu, mereka dapat mengalami pembaruan hidup. Implementasi PK oleh gereja haruslah memperhatikan konteks di mana gereja itu hidup. Model pendekatan dalam PK menolong gereja untuk melakukan tugasnya sesuai dengan konteks. Artikel ini berfokus pada deskripsi dan analisa terhadap implementasi model pendekatan PK dalam Gereja Kristen Sumba Jemaat Uma Manu dan menawarkan strategi PK yang sesuai dengan konteks jemaat. Dengan meng-gunakan pendekatan kualitatif dalam penelitian melalui observasi dan wawancara mendalam disimpulkan bahwa implementasi PAK dengan pendekatan instruksi religius su-dah tepat bagi konteks jemaat ini, namun perlu adanya upaya strategis dalam penera-pannya.

Comparison of self-reflection in Humboldtian Bildung and the Kyoto School

This article focuses on the importance of reflective experiences in education. It firstly reviews and compares the Humboldtian Bildung and the Kyoto School, represented by Nishida Kitaro. Both philosophies emphasize the importance of reflective experiences in education, criticising the specific knowledge-skill-based instruction approach. In this sense, the two views are similar. However, this article further explains the significant difference in how the self is considered in relation to the world within each thought, and therefore, how each educational approach is different, namely as seen in the idea of negative education from the Kyoto School. In the latter section, this article develops the discussion of reflection in the process of learning provided in the OECD Education 2030 framework, which was initiated in 2015 and that is still ongoing. Criticising didactic learning as the sole approach for knowledge and skill acquisition, the OECD Education framework advocates instead for the importance of student self-reflection in relation to society to support a broader development of necessary competencies. By comparing the two schools of thought, the article reveals the underlying assumption of self in Western mainstream educational philosophy, and it argues for the importance of open-mindedness toward the other worldview.

Meningkatkan resiliensi matematis mahasiswa pada mata kuliah matematika dasar melalui pendekatan differentiated instruction

This study is a Classroom Action Research with a qualitative descriptive method, which aims to increase students' mathematical resilience when using the Different Instruction approach. The subjects of this study were 40 first-semester students of class B of Informatics Engineering and Computer Education STKIP Al Maksum Langkat. The object of this research is the students' mathematical resilience ability through the Different Instruction approach in the basic mathematics subject matter of functions. This research procedure refers to four stages, namely planning, acting, observing, and reflecting. This research was conducted in two cycles, the research was based on the criteria that reached 85% for students who produced a minimum result of 65%. The instrument used in this study was a non-test question in the form of a mathematical resilience scale given at the beginning and end of the lesson. Based on the results of the study, it can be ignored that the Instruction Differentiation approach can improve the mathematical resilience of the first semester B grade students of the PTIK study program, by grouping students based on learning styles more effective in increasing students' mathematical resilience in applying the Instruction Differentiation approach.

How Tiered English Instruction Affects Reading Comprehension of Thai Students in Mixed-Ability EFL Classrooms

One challenge teachers have when teaching mixed-ability classrooms is ensuring that each student is appropriately supported and challenged based on their current ability. Tiering is an instructional strategy proposed in the Differentiated Instruction approach to address this issue. This article explores how an English reading course that tiered the content, process, and product affected the reading comprehension of ninth grade EFL students. The three elements were tiered to serve three groups of students—basic, grade-level, and advanced. Two parallel pretest and posttest were used to collect the data. The positive effects of the tiered instruction on the students’ reading comprehension in this study suggest further implementation of tiered instruction in other EFL classrooms. Further research should explore how tiered instruction functions with different learner demographics and in other language skill settings.

The Effect of Comprehensive Explicit Instruction Approach on Arab EFL Students’ Academic Writing Performance

While recent literature has focused extensively on the widely embraced approach of explicit instruction, there is a considerable paucity of research concerning plausible practical frameworks that can demonstrate how such particular approach is implementable in EFL classes. To address the specific writing deficiencies of EFL students, the current study proposes an innovative, comprehensive, practical framework that derives from Fisher & Frey’s explicit instruction approach. As such, an experimental three-stage of pretest-posttest design research took stock of the impact of a modified approach on EFL students’ academic writing performance. The research targeted 44 tertiary Arab-Israeli students enrolled in a two-semester academic writing course. The results of the study revealed that the writing performance of the students improved considerably after being exposed to the modified comprehensive explicit instruction program.