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Heriyanti, Indah Pratiwi, and Caraka Putra Bhakti. "STRATEGI LAYANAN BIMBINGAN KLASIKAL BLENDED LEARNING BERBASIS PROJECT BASED LEARNING UNTUK MENINGKATKAN SELF REGULATED LEARNING SISWA." Jurnal Mahasiswa BK An-Nur : Berbeda, Bermakna, Mulia 8, no. 2 (2022): 40. http://dx.doi.org/10.31602/jmbkan.v8i2.7093.
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The purpose of this study is to provide an overview and alternative strategies that can be used by counselors or guidance and counseling services in providing independent learning. Learning is a basic obligation and need for all students. Many phenomena that describe students do not know the learning process in themselves. Because there is no self-regulation in the learning process. Self-regulated learning is the ability of students to regulate and manage the learning process such as planning, monitoring, participating, and actively participating in learning. In fact, many students have low self-regulated learning. So it needs the efforts of guidance and counseling teachers to provide services regarding independent learning. Classical guidance services provide facilities and infrastructure to create an independent learning environment. However, classical guidance services are still less effective due to lack of creativity and innovation. So we need an alternative learning that is blended learning. Blended learning is a combination of traditional learning with face-to-face learning. to increase self-regulated learning, it is necessary to learn that causes active participation from students. Project-Based Learning is learning that is carried out in project activities. Based on many studies, project-based learning can improve self-learning ability. So it is hoped that guidance and counseling can provide creative and innovative guidance and counseling services to improve independent learning.
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Mardiono, Mardiono, Ayu Andriyaningsih, Komang Sutawan, and Ayu Wulandari. "The Effect of Interactional Teaching Style on Student Participation in Buddhist Religious Education Learning Activities." Journal of Education, Religious, and Instructions (JoERI) 2, no. 2 (2024): 84–93. https://doi.org/10.60046/joeri.v2i2.139.
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Increasing student participation and engagement is a crucial benefit of interactive education. Education serves as a medium for knowledge transfer and helps society develop critical thinking, self-control, and a strong sense of morality. This study aims to determine the influence of interactive teaching methods on student participation in Buddhist education. This study uses a quantitative approach with survey methods and data analysis using descriptive statistics. The study sample consisted of thirty students selected using a saturated sampling technique. The study's findings show that interactive learning positively and significantly influences student participation. This supports the research hypothesis that interactive teaching methods can increase students' motivation, engagement, and active participation in the learning process. This study shows that although interactive learning significantly impacts student participation, other external factors also affect learning. This approach encourages students to be more active in the learning process through group projects, cooperative learning, and discussions, thereby increasing confidence and class engagement.
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Tandel, Mehul, Daxa Kanjiya, Neeraj Vedi, Deepak Sharma, and Praveen Singh. "Introduction of Group Discussion as a Teaching—Learning Method in Dissection Hall for the First MBBS Students." National Journal of Clinical Anatomy 08, no. 02 (2019): 066–70. http://dx.doi.org/10.1055/s-0039-1692301.
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Abstract Background Human cadaveric dissection is considered as a core teaching tool and plays a major role in active learning process of students. However, students’ active participation and self-directed learning in dissection hall has declined over the period of time. Group discussion in dissection hall allows students to participate actively, engage in cooperative interaction, communicate effectively, and utilize self-directed learning. Therefore, group discussion has been introduced and assessed as a teaching-learning method in dissection with the aim of improving participation, learning, and communication skill of students in dissection hall. Methods This study was conducted on 100 students of Pramukhswami Medical College, Karamsad, Anand, Gujarat, India, during the 2018–2019 academic year. Students were divided in 10 groups for dissection. Group discussion was introduced as a teaching-learning method and assessed during dissection. Data were collected through anonymous feedback and then statistically analyzed. Result There was significant increase in active participation of most students during dissection: 79% students rated this method as good or excellent; 51 to 74% students agreed that this method helped them in better understanding of subject, improving dissection skills and communication; and 68% students agreed that working in group is better as compared with traditional method of dissection. The Cronbach's alpha of feedback questionnaire was 0.816. Conclusion Students perceived that the group discussion during dissection not only helped in creating active participation and better understanding of subject but also helped improve learning, communication, and dissection skills.
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Rusmadji, Aloysius, Tri Joko Raharjo, and Rustono . "School-Family Interagency to Enhance Students’ Active Participation." International Journal of Research and Review 8, no. 9 (2021): 318–26. http://dx.doi.org/10.52403/ijrr.20210942.
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Partnership is considered the key to the education and school improvement. In Indonesia, Law no 3 of 2003 articulates that the school-family partnership is a priority program to improve the quality of education. This study examined a model of the teacher-parent collaboration to increase the students’ active participation in the learning process for schools situated in poor villages and parental low education (82%) in remote villages of Regency Keerom, Papua, Indonesia. The results of the multivariate analysis indicated that interactive monitoring has significant effect (.265) on students’ participation in the learning process in the classroom, while parenting or direnct accompaniment of the parents to their children during the learning at home has greater effect (.415) We conclude, therefore, school-family partnership, a combination of monitoring-accompaniment, is a boost for children to actively participate in the learning process in school. Keywords: partnership, interactive monitoring, parenting, active participation.
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Moch Ilham Z. A. and Ibnu Muthi. "Penerapan Metode Demonstrasi untuk Meningkatkan Hasil Belajar PAI dan Budi Pekerti Peserta Didik Kelas 2 Sekolah Dasar." Khatulistiwa: Jurnal Pendidikan dan Sosial Humaniora 4, no. 3 (2024): 235–43. http://dx.doi.org/10.55606/khatulistiwa.v4i3.3996.
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In the life of a Muslim, prayer is the most important part, as spiritual communication to Allah SWT at 5 times every day. The demonstration method allows students to understand the correct steps in performing prayer. Student participation and motivation show positive changes. In the first cycle, the level of student participation increased to 70% during the demonstration process. Students show high interest and active involvement in learning activities. Students' learning motivation has also increased, as can be seen from their enthusiasm in participating in demonstrations and involvement in class discussions. In the second cycle, student participation increased further to 90%. Most students were active in practice and discussion sessions, indicating that this method was successful in creating an interactive and supportive learning environment. Apart from increasing the average score, student participation and motivation also showed positive changes. In the first cycle, the level of student participation increased to 70% during the demonstration process. Students show high interest and active involvement in learning activities. Students' learning motivation has also increased, as can be seen from their enthusiasm in participating in demonstrations and involvement in class discussions. In the second cycle, student participation increased further to 90%. Most students were active in practice and discussion sessions, indicating that this method was successful in creating an interactive and supportive learning environment.
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MUHAB, SUKRO, IRWANTO IRWANTO, EDITH ALLANAS, and EGA YODELA. "IMPROVING STUDENTS’ SELF-REGULATION USING ONLINE SELF- REGULATED LEARNING IN CHEMISTRY." JOURNAL OF SUSTAINABILITY SCIENCE AND MANAGEMENT 17, no. 10 (2022): 1–12. http://dx.doi.org/10.46754/jssm.2022.10.001.
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Since the COVID-19 outbreak, there has been a significant increase in the use of online technology at all levels of education. This study was intended to investigate how online self-regulated learning (SRL) effectively promotes students’ self-regulation in chemistry. The respondents in this study were 36 eleventh-grade students (15 males and 21 females) at a public high school in Indonesia in the 2020/2021 school year. In this quasi-experimental study, Online Self-regulated Learning Questionnaire (OSLQ) and semi-structured interviews were used to collect data. The results showed that students showed slightly higher self-regulation than the neutral point after the intervention. There was no significant difference between male and female students concerning self-regulation scores. The results of this study indicate that there is good interaction between students and between students and teachers during the learning process. This learning environment creates an interesting and fun atmosphere for students during the learning process. In the online SRL setting, students can design learning activities, set learning objectives and learn strategies that will be utilized. In addition, information obtained from various sources can help students construct their conceptual understanding. Thus, chemistry learning that involves students taking greater roles and responsibilities in the learning process can provide great opportunities for active participation. In short, students’ self-regulation improves with the teacher’s support as a facilitator in the online SRL setting.
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Fatima, Fatima, Zul Aini Rengur, and Nurfauziah Mansur. "Students’ Perception towards Collaborative Learning’s Contribution to Students’ Active Participation in ELT Class." Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) 4, no. 2 (2024): 496–503. http://dx.doi.org/10.53299/jppi.v4i2.534.
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Collaborative Learning replacing the passive learning paradigm with a proactive and interactive model. It is has been implemented in the learning process by educators, starting from beginner level to the university level. This research intended to explore the students’ perception toward collaborative learning’ contribution to their active participation in the learning process. A mixed method approach was employed in this research with the explanatory sequential mixed methods design. The quantitative data were gathered from the questionnaire that was distributed to 74 students of English Tadris Study Program at UIN Datokarama Palu, while the qualitative data were gathered from the interview. The findings revealed that the students give a positive reaction to the contribution of CL implementation in promoting their active engagement in the learning process. The students’ active participation in the learning process was demonstrated in three points. First, collaborative learning enhanced the students’ interaction with their peers in the learning process. Second, collaborative learning encouraged the students’ engagement. Finally, collaborative activities promoted students to generate ideas.
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Cavanagh, Andrew J., Oriana R. Aragón, Xinnian Chen, et al. "Student Buy-In to Active Learning in a College Science Course." CBE—Life Sciences Education 15, no. 4 (2016): ar76. http://dx.doi.org/10.1187/cbe.16-07-0212.
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The benefits of introducing active learning in college science courses are well established, yet more needs to be understood about student buy-in to active learning and how that process of buy-in might relate to student outcomes. We test the exposure–persuasion–identification–commitment (EPIC) process model of buy-in, here applied to student (n = 245) engagement in an undergraduate science course featuring active learning. Student buy-in to active learning was positively associated with engagement in self-regulated learning and students’ course performance. The positive associations among buy-in, self-regulated learning, and course performance suggest buy-in as a potentially important factor leading to student engagement and other student outcomes. These findings are particularly salient in course contexts featuring active learning, which encourage active student participation in the learning process.
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Madreimova, Shamsia. "Effective Methods of Motivating Primary School Students to Read." Eurasian Science Review An International peer-reviewed multidisciplinary journal 1, no. 3 (2025): 2310–22. https://doi.org/10.63034/esr-375.
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The article discusses effective methods of motivating primary school students to read. Increasing students' interest in the learning process is one of the key tasks in the education system. The primary school period is a crucial stage where children's cognitive abilities and reading skills are developed. Therefore, teachers need to use modern pedagogical methods to foster a desire to read. The article analyzes active learning, game technologies, project-based learning, motivational assessment methods, and personalized learning approaches. Additionally, the factors that influence the increase of reading motivation are examined. The effective use of these methods contributes to students' active participation in the learning process, enhances their desire for self-directed learning, and improves academic achievements.
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Archana, S. "The Influence of Self-Directed Learning on the Overall Learning Abilities of Student." International Journal for Social Studies 9, no. 12 (2024): 19–24. https://doi.org/10.5281/zenodo.10449495.
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<em>Learning is a continuous process which involves students’ overall development, which comprise knowledge and skills. In the process of academic learning, students take an active participation satisfying the academic standards by encouraging and involving them in the classroom teaching and learning, where teachers play a primary role in acquiring knowledge. Though students were gaining knowledge but were lacking in gaining the skills. Self-Directed Learning (SDL) improves the student’s general learning skills by enabling them to involve and develop other skills which include time management, self-assessment and goal setting skills. Self-Directed Learning (SDL) is a method where student involves themselves by taking the initiative of learning, which differs from student to student taking a new direction. Thus, involving themselves individually encourages students to develop hard and soft skills, which is a fundamental requirement for the students in the 21<sup>st</sup> century.</em>
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Chae, Su Jin. "Medical students’ satisfaction on online flipped learning by learning styles." Korean Journal of Medical Education 33, no. 4 (2021): 405–9. http://dx.doi.org/10.3946/kjme.2021.208.
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Purpose: The purpose of this study was to examine the differences in the medical students’ satisfaction on online flipped learning by the learning style.Methods: A total of 42 second-year medical students were participated in this study. As study tools, Felder and Soloman’s Index of Learning Styles and the Korean Educational Development Institute’s National Assessment of Student Engagement in Learning were utilized. Data analysis was conducted with the Kruskal-Wallis test, a nonparametric statistical method.Results: Results showed that there were statistically significant differences within active–reflective types and sensing–intuitive types. The active–reflective type has been shown to have statistically significant differences for the three effects of learning, such as problem solving and understanding, active participation, and self-directed learning attitudes. For sensing–intuitive type, active participation showed a significant difference from other effects of learning.Conclusion: The learning style is an important concept in understanding the diverse ways in which students process and absorb new information. Hence research is needed to conduct successful small group activities through online. In the future, it is necessary to find the factors that can lead to successful online classes in medical schools.
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AbebeAbera, Tesema, Reta EbrahimYimam, and Seid ShekaShemsi. "Knowledge on active participation in classroom among nursing and midwifery students." Journal of Education and Learning (EduLearn) 14, no. 3 (2020): 352–61. https://doi.org/10.11591/edulearn.v14i3.15645.
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Effective learning-teaching process is ensured when students interact and actively participate in the learning process. Though most instructors stressed the value of active participation in classrooms of universities and colleges, achieving success in eliciting it appears more difficult. There is high tendency of instructors in higher institutions to cover the tasks and responsibilities of their students. The main aim of this study was to assess the knowledge of and to identify strategies for improving active participation in classroom among nursing and midwifery students. Institution based cross-sectional survey was conducted in Jimma University onrandomlyselected 126 students (81 nursing and 45 midwifery). The collected data were coded, checked and cleaned and entered into SPSS version 23 for analysis. Simple descriptive statistics was used to see the frequency distribution whereas cross-tabulation and Pearson Chi-square test were used to see the association between variables. Majority, 106 (84.1%) of the students had good knowledge about the benefits of active participation in classroom and they suggested strategies to be used by regular classroom teachers to improve students’ participation. Students’ academic year has shown statistically significant association with their knowledge about active participation. The authors of this study strongly recommend instructors to use active learning methods and department heads need to follow teaching methods implemented by their respective faculty.
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Hamidy, M. Yulis, and Enikarmila Asni. "Faktor-faktor yang Mempengaruhi Partisipasi Mahasiswa dalam Proses Tutorial pada Metode Belajar Problem-Based Learning (PBL) di Fakultas Kedokteran Universitas Riau." Jurnal Ilmu Kedokteran 4, no. 1 (2017): 30. http://dx.doi.org/10.26891/jik.v4i1.2010.30-35.
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Problem-based Learning (PBL) is an effective approach to promote student-centered learning. PBL tutorials were thekey step in PBL process. Students’ participation in PBL tutorials can be influenced by many factors. The aim of thisstudy was to identify the factors that influence students’ participation in PBL tutorials among students in Faculty ofMedicine University of Riau. The research was a cross sectional study using self report questionnaires obtained fromPBL students, conducted in April - October 2009. The students’ participation was assessed using Visschers-Pleijersquestionnaires. The result revealed the characteristics of parcipants which are female (79.5%), 19 years old (40.2%),had GPA 2.50 – 3.00 (56.7%), had past experience in organization (89.0%). Among 44.1% of the participants showedactive participation in tutorial processs. Male students more likely active than female students (P = 0.045). Anotherfactors including age, GPA, past experience in organization, role of tutors, and quality of scenario were not influencedthe participation of subject. Students’ participation in PBL tutorials among students in Faculty of Medicine Universityof Riau was influenced by sex.
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Mayang Arum Rahmanita. "Peran Kurikulum Merdeka dalam Membangun Partisipasi Aktif Mahasiswa Berlandaskan Sila Ke - 4 Pancasila." Lencana: Jurnal Inovasi Ilmu Pendidikan 3, no. 1 (2024): 363–75. https://doi.org/10.55606/lencana.v3i1.4587.
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This research aims to determine the implementation of the independent curriculum for students in the learning process, strategies to increase students' active participation in the learning process, active participation of students in community activities and student challenges in implementing the independent curriculum. The approach to this research uses a qualitative approach by collecting data through observations and interviews about the role of the independent curriculum in building active student participation based on the 4th principle of Pancasila. The population in this study consisted of students who implemented active participation in the independent curriculum both in the learning process and community activities. Based on the research results, it shows that many students are actively involved in participation during the learning process and community activities, but the research results also show that there are still many challenges faced by students to actively participate in implementing the independent curriculum.
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Evangelou, Filippos. "Collaborative Τeaching as a Social form of Organizing Teaching in Primary Education: Views and Attitudes of Greek Teachers". International Journal of Learning and Development 13, № 2 (2023): 1. http://dx.doi.org/10.5296/ijld.v13i2.20889.
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The purpose of this study is to investigate the views and attitudes of active Greek teachers in Primary Education on the implementation of Collaborative Teaching (CT) as a social form of teaching organization regarding the way of cooperation and organization of relationships between students during the teaching and learning process. More specifically, it seeks to investigate whether the application of CT ensures students’ active participation in the learning and teaching process, creates friendly relationships between group members, improves students’ social skills, limits individuality and engages students’ self-expression, and improves students’ academic performance compared to traditional teaching where they work individually. The research sample consisted of two hundred and ten Greek teachers. A structured questionnaire was used to conduct the research and collect data. The main findings of the research are summarized as follows: (i) A fairly high percentage of teachers state that the implementation of CT ensures the active participation of students in the learning and teaching process, creates friendly relationships between group members and improves students’ social skills; (ii) A high percentage of teachers state that the implementation of CT improves students’ academic performance compared to traditional teaching where they work individually.
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Dogani, Besa. "Active learning and effective teaching strategies." International Journal of Advanced Natural Sciences and Engineering Researches 7, no. 4 (2023): 136–42. http://dx.doi.org/10.59287/ijanser.578.
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This paper aims to present active learning as an approach to education that emphasizes student engagement and participation. This approach contrasts with traditional lecture-based teaching, where students are passive recipients of information. This paper will discuss the benefits of active learning and the effective strategies for its implementation. It will present some of the benefits of the active learning for students such as the increased student engagement and motivation that can lead to better retention of material and improved academic performance, and the promotion of critical thinking and problem-solving skills, through activities such as group work and problem-solving encouraging students to think critically and apply their knowledge to real-world situations. The paper will also highlight several effective ways for teachers to develop knowledge in active learning through attendance of workshops and training sessions, active collaboration with colleagues, engagement in self-study, experimenting with active learning. The paper also will discuss strengths and weaknesses of this approach and give some practical examples of teaching strategies for active involvement of students and give some basic rules of the approach. The paper will conclude that active learning is an approach to teaching and learning that promotes student engagement and participation in the learning process. It includes a variety of strategies, such as discussion, writing, and cooperative learning, which can be used to actively engage students in the classroom. Active learning can improve learning outcomes, promote critical thinking skills, and increase student motivation and interest in the subject.
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Nada, Ihrisa Qurrotun, Muhammad Yusron Maulana El-Yunusi, and Didit Darmawan. "Pengaruh Kemandirian Belajar, Gaya Mengajar, Dan Interaksi Sosial Terhadap Keaktifan Belajar Siswa SMP Islam Plus Al-Azhar Kota Mojokerto." AL-MIKRAJ Jurnal Studi Islam dan Humaniora (E-ISSN 2745-4584) 5, no. 01 (2024): 201–8. http://dx.doi.org/10.37680/almikraj.v5i01.5676.
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This research aims to analyze the influence of learning independence, teaching style, and social interaction on the active learning of students at Islam Plus Al-Azhar Middle School, Mojokerto City. Quantitative type of research. Data collection using questionnaires, data analysis using t test, f test and regression. Based on research examining the influence of learning independence, teaching style, and social interaction on students' active learning at Islamic Plus Al-Azhar Middle School, Mojokerto City, it was concluded that these three factors had a significant effect on student involvement and participation in learning. their learning process. Independent learning fosters self-motivation and accountability, encouraging students to play an active role in their education. An effective teaching style, which adapts to student needs and preferences, creates an engaging and supportive learning environment that increases student participation. In addition, positive social interactions between students and between students and teachers encourage a collaborative and dynamic classroom atmosphere, thus further increasing learning activity. Therefore, fostering a balanced combination of these elements is critical to maximizing student engagement and academic success.
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Muhammad, Ribeh Najib. "Increasing Students’ Awareness in Speaking Participation." Journal of English Teaching, Literature, and Applied Linguistics 3, no. 1 (2019): 20. http://dx.doi.org/10.30587/jetlal.v3i1.2076.
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The lack of students’ activities seems to be the main reasons why the teacher failed to maximize the participation of the students in a senior high school in a small city in East Java Indonesia. The unification of two different basic competences into one lesson plan also makes the indicator of the lesson plan become not too clear and not specific enough. Thus the research questions of this study are: 1. How is the implementation of the teaching and learning process based on the revised lesson plan conducted by the teacher? 2. How is the teaching and learning process based on the revised lesson plan followed by the students? 3. How is the students’ participation in learning speaking after the teaching and learning process based on the revised lesson plan conducted? This research is a classroom action research with one cycle only. The first data is in the form of description of the teacher’s activities during the teaching and learning process, the source of the data is the teacher who conducts the revised teaching-learning process. The second data is the description of students’ activities during the teaching and learning process, the source of the second data is the students who follow the teaching and learning process based on the revised lesson plan. The third data is the participation of the students when they are taught using the revised lesson plan, the third source of the data is also the students who follow the teaching and learning process based on the revised lesson plan. The researcher used unstructured field notes to write all the information which were seen and heard and also everything that happened during teaching and learning process conducted by the teacher. The data need to be sorted and classified to know the relevant data and non-relevant data. Then the relevant data were classified based on each research question to be analyzed. The students’ participation in the teaching and learning process of speaking narrative text based on the revised lesson plan was better, because the students could follow the instructions and do the activities of speaking narrative text smoothly, every student was able to present their stories in the group and in front of the class, they were active in the group discussion for asking and answering their friends’ question, they were also active in asking questions to the teacher and answering questions from the teacher.
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Eshrati, Dorna, and Kerry L. Priest. "Developing Beginning Design Students’ Self-Directed Learning Through Leadership Activity." Education Sciences 15, no. 4 (2025): 426. https://doi.org/10.3390/educsci15040426.
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In response to the growing demand for interdisciplinary leadership education within higher academia, this paper presents an action research initiative entitled “Who Am I and What Do I Do as a Designer?” The study involved 14 first-year environmental design and planning students, aiming to foster leadership qualities like independent thinking and self-reflection. The transformative process spanned several phases, including collaborative assignment statement development, design topic selection guided by a diagnostic survey, peer-coaching sessions for constructive feedback, active participation in the design process, and a culminating phase of meaningful self-reflection on their roles as designers. Initially faced with the challenging question of their identity as designers, the students ultimately created designs that authentically reflected their unique designer personas. Notably, 92% of students reported a stronger sense of identity as designers and 70% highlighted significant improvements in time management and planning. This work underscores the vital role of design education in not only honing technical and adaptive skills but also nurturing personal and leadership growth.
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Ridwan, Muhammad. "GALLERY WALK; An Alternative Learning Strategy in Increasing Students’ Active Learning." Nady Al-Adab 16, no. 1 (2019): 49. http://dx.doi.org/10.20956/jna.v16i1.6662.
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Hasanuddin University of Makassar, Indonesia, has changed its pedagogical paradigm from teaching to facilitating. The training contains strategies in managing the classroom, particularly in engaging and facilitating students in the learning process. Specifically in the Arabic language classroom, for the last 6 years. The present study outlines an action-research approach to the Gallery Walk, a practice that has proven to be successful in incorporating these strategies, to create an active-learning environment. The purpose of this classroom-based action research is to describe Gallery Walk implementation, and to analyze the effect of Gallery Walk and its modifications, in increasing students’ participation and learning. In terms of method, reflections and a questionnaire were used to collect data from 29 participating students. The questionnaire contains questions related to students’ knowledge, skills, and attitudes. The data was described and analyzed in quantitative fashion. The results show that the Gallery Walk exercise can effectively engage students in the learning process. The students can obtain knowledge effortlessly, utilize their skills in understanding the topic discussed and create a constructive attitude towards other students. The conclusion can be drawn that the four Gallery Walk sessions can significantly lead students to participate broadly in the learning process.
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Borisova, Rositsa. "STUDY TOUR IN THE PROCESS OF ACTIVE LEARNING." Knowledge International Journal 34, no. 2 (2019): 517–21. http://dx.doi.org/10.35120/kij3402517b.
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This report considers the essence of a study tour as a strategy for active learning. The increasingly evolving consumer society, as well as the depolarization and deideologization of student education in the 21st century, are leading to spiritual deficits that can be filled up spontaneously by undervalued values. There is also the worrying phenomenon that students are reading less and less as a result of which their motivation for learning is greatly reduced.The modern school is tasked with engaging students in well-motivated and intensive study work that encourages them to engage in independent cognitive activity. Active learning is a process that involves different methods, techniques and forms for solving learning tasks in order to improve the quality of learning. Using them provokes interest in students, awakens a desire for active participation in an activity, as a result of which they gain experience, based on specific knowledge and practical activity. Active learning is a two-way process that combines, on the one hand, the active actions of the teacher aimed at the perception of objects by students and, on the other, the active participation of students in this process. The teacher with his story and explanations helps the students to perceive the object observed.The professional competences of the teacher determine the effective selection of methods and techniques that guarantee the successful conduct of the excursion.The article classifies the types of excursions on different bases. The methodology and technique of conducting a study tour are described. A variant technology for conducting a study tour has been developed; The stages are separated; the methods, forms and methods used are indicated.During the excursion, students gain knowledge through active learning under natural conditions. The phenomena are perceived in their entirety, which helps to build students' perceptions in an attractive way.Through the study tour, it influences the emotional sphere of the individual and promotes a wide variety of impressions. The study tour becomes the basis for further work in the classroom by collecting extensive material.It has a beneficial effect on the aesthetic upbringing of students and their social skills.The study tour creates favorable conditions for the successful application of the acquired knowledge in practice. This interactive form of learning facilitates the expression of cross-curricular relationships.
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Muxammadiyeva, Zarina Xamzayevna. "ACTIVE LEARNING." PEDAGOGS international research journal 1, no. 1 (2022): 121–23. https://doi.org/10.5281/zenodo.5845471.
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<strong> Active learning</strong> is "a method of learning in which students are actively or experientially involved in the learning process and where there are different levels of active learning, depending on student involvement."<sup>[1]</sup> Bonwell & Eison (1991) states that "students participate [in active learning] when they are doing something besides passively listening." In a report from the Association for the Study of Higher Education (ASHE), authors discuss a variety of methodologies for promoting active learning. They cite literature that indicates students must do more than just listen in order to learn. They must read, write, discuss, and be engaged in solving problems. This process relates to the three learning domains referred to as knowledge, skills and attitudes (KSA). This taxonomy of learning behaviors can be thought of as "the goals of the learning process."<sup>[2]</sup> In particular, students must engage in such higher-order thinking tasks as analysis, synthesis, and evaluation. There are a wide range of alternatives for the term <em>active learning</em>, such as: learning through play, technology-based learning, activity-based learning, group work, project method, etc. The common factors in these are some significant qualities and characteristics of active learning. Active learning is the opposite of passive learning; it is learner-centered, not teacher-centered, and requires more than just listening; the active participation of each and every student is a necessary aspect in active learning. Students must be doing things and simultaneously think about the work done and the purpose behind it so that they can enhance their higher order thinking capabilities.
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Fitri, Januari, and Regina Regina. "Improving Students’ Participation in Learning Vocabulary Through Experiential Learning Method." Journal of English as a Foreign Language Education (JEFLE) 2, no. 1 (2024): 44. http://dx.doi.org/10.26418/jefle.v2i1.48292.
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The study was a classroom action research (CAR). The aim was to investigate how experiential learning method could improve the participation of the seventh grade students at SMPN 11 Satap Belimbing of vocabulary learning. The researcher used observation checklist, field note and vocabulary test to be used in two cycles in this research. This research result showed that the students in the first cycle were enthusiasm in activities, but the students still passive because it was a new method, in order that it continue to the next cycle.. The second cycle showed that the students were more active and energetic in the learning process. They also looked good attitudes and the class was comfortable and the brainstorming in the beginning of class well worked very well and the the class was controlled by teacher in applying experiential learning method. In short, the students had an increasing in participating the teaching and learning process through experiential learning method. In addition, the researcher recommended the experiential learning method can be applied in teaching vocabulary in the classroom.Keywords: Students’ Participation, Experiential Learning Method, vocabulary.
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Abilova, Z., S. Uzakbayeva, and A. Tursunbaeva. "Development of Reflexive Competence in Higher Education." Bulletin of Science and Practice 10, no. 6 (2024): 663–69. http://dx.doi.org/10.33619/2414-2948/103/78.
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This article explores the influence of project-based learning methods on the development of reflexive competence among students in higher education. Methods such as problem-based learning, case method, and problem-project-based learning are examined in terms of their ability to stimulate self-reflection and self-assessment among students. Several key aspects are analyzed, including active student participation in the learning process, the complexity of project assignments, and the role of instructors in supporting this process. The authors conclude that these methods have a positive impact on the development of reflexivity among students. The importance of striking a balance between students' independent work and instructor guidance is also emphasized to achieve maximum effectiveness of project-based learning methods. This analysis proves significant in understanding which teaching methods can be most effective in fostering reflexive competence among students in higher education.
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Martínez, Verónica, María A. Mon, Marina Álvarez, Eva Fueyo, and Alejandra Dobarro. "e-Self-Assessment as a Strategy to Improve the Learning Process at University." Education Research International 2020 (June 29, 2020): 1–9. http://dx.doi.org/10.1155/2020/3454783.
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Background. Self-evaluation or autonomous evaluation, understood as a practice in which students can judge their own achievements and reflect on them, is considered a key element in the assessment process of college education. A common procedure at University environments is to apply information and communication techniques to carry out self-assessment activities and record answers. The aim is to analyse if the e-self-assessment improves student performance, using tests for objective and short answers as a complementary activity in teaching through the virtual platform Moodle. Method. The sample consisted of 406 students of two subjects in the degree course for Primary and Early Childhood Education and in the degree course for Teacher of Primary Education; they had to fill in 100 question self-assessment questionnaires about the content of the subjects on the Moodle virtual learning platform and a satisfaction scale. Results. They confirm a high participation in this innovation methodology; the e-self assessment showed improvement of student achievement and increased the degree of student satisfaction. Conclusions. The e-self assessment would assist students to take an active role in their learning process, increase their achievement, promote their self-directed learning, and develop metacognitive skills.
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Perko, Igor, and Zoraida Mendiwelso-Bendek. "Students as active citizens." Kybernetes 48, no. 7 (2019): 1437–62. http://dx.doi.org/10.1108/k-10-2018-0527.
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Purpose Students develop knowledge through an ongoing process of learning embodied in their daily experiences. As citizens, they develop an identity in their communities as they build relationships through recurrent interactions, thus constructing citizenship by strengthening stable interactions. This paper aims to examine the development of student active citizenship within a Jean Monnet module summer school that uses a participative approach and experiential learning. Design/methodology/approach The research provides a multi-level systems perspective on the learning experience in a Jean Monnet module. It combines state-of-the-art analysis of the Jean Monnet modules reports, analysis of a selected module’s activities and delayed participants feedback analysis. The methodology addresses complexity at multiple levels and leaves sufficient variance to invite readers to test the approaches themselves. Findings First, opportunities and gaps in the development of active citizen abilities were identified within the Jean Monnet modules. Second, it was established that the use of a participative approach and experiential learning aligned activities in the learning process yielded positive results in participant engagement. Third, long-term effects in the form of an improved understanding of active citizenship and the execution of activities in real life were also observed. The authors point to the need for active communication in the development of a full-cycle experiential learning process. Additionally, the multi-level monitoring model contributed positively towards the continual improvement of the learning process, and thus, provided a learning experience for teachers. Research limitations/implications The research is limited regarding the clear articulation of the research results, rendering comparison with other learning experience reports challenging. Practical implications For lecturers, the importance of integrating the participative approach into the student learning process is documented; the effects of experience learning on students’ active participation are presented; and the importance of systems perspective on multiple aspects of the learning process is reinforced. For students, an example of the importance of being active in the learning process and using available resources is provided. For policymakers, the paper attests to the importance of learning programmes expanding the limitations of the regular curricula and the need to support additional programmes and the benefits of a participative approach and experience learning in the process of developing active citizens. Social implications The authors point to the need for authentic situational-context experience and active communication in the learning process. Additionally, the authors provide an example of systems investigation of the learning process. Originality/value The paper identifies the gap between the Jean Monnet modules and active citizen abilities and provides a potential approach towards reducing them. It also provides a multi-level method for monitoring and adjusting the learning process.
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Chyzhykova, Olha. "THE ROLE OF COLLABORATIVE LEARNING IN TEACHING FOREIGN LANGUAGES TO NON-LINGUISTIC STUDENTS." Collection of Scientific Papers of Uman State Pedagogical University, no. 1 (March 31, 2021): 113–19. http://dx.doi.org/10.31499/2307-4906.1.2021.228727.
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The article analyzes the current stage of foreign language study in higher educational establishments. Student interaction and collaboration are considered as essential elements in the development of communication skills. Principal approaches to the definition of collaborative learning are analyzed in the article.The author analyzes advantages of collaborative learning in the process of foreign language study, including development of students’ communicative abilities and active participation in the learning process, fostering learners’ autonomy and creative thinking skills, development of students’ self-learning and cooperation abilities.A detailed description of collaborative learning activities in the process of teaching English to non-linguistic students is presented in the article.
 Keywords: collaborative learning, collaboration learning activities, student interaction, teaching a foreign language, non-linguistic students, teaching strategies, learning in cooperation, work in group, educational technology.
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Putri, Alifa Fatria, Najmi Nawry, and Gusmaneli Gusmaneli. "Penerapan Model Pembelajaran Aktif dalam Mata Pelajaran PAI untuk Meningkatkan Motivasi dan Partisipasi Siswa." YASIN 5, no. 2 (2025): 1202–15. https://doi.org/10.58578/yasin.v5i2.5187.
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The active learning model is a strategy that puts students at the center of the learning process so as to encourage their direct involvement in understanding the material. This study aims to analyze the application of the active learning model in Islamic Religious Education (PAI) subjects and its impact on student motivation and participation. The research method used is a qualitative approach with observation, interview, and document analysis techniques on teachers and high school students in the Padang area. The results show that the application of active learning models, such as group discussions, problem-based learning, and role-playing, is able to increase students' interest in learning and build critical and collaborative thinking skills. In addition, students are more enthusiastic in participating in learning because they feel they have a greater role in the learning process. Learning motivation increased along with active involvement in activities that encouraged the exploration of religious concepts in a more in-depth and applied way. Student participation has also increased significantly, shown by the activeness in asking questions, expressing opinions, and working together in groups. Thus, the active learning model in PAI not only improves conceptual understanding but also fosters an active and critical attitude in practicing Islamic teachings in daily life. Therefore, the application of the active learning model can be an effective alternative strategy in improving the quality of PAI learning in schools.
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Egemen, E., F. Edwards, and N. Nirmalakhandan. "Computer simulation models in environmental engineering education." Water Science and Technology 38, no. 11 (1998): 295–302. http://dx.doi.org/10.2166/wst.1998.0480.
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The traditional lecture-based teaching process has been criticized as a passive knowledge delivery process with much room for improvement in the teaching-learning process. It is now recognized that one of the essential prerequisites for improving the teaching-learning process is active and interactive participation of the students, both in and out of the classroom. In this paper, computer simulation models are identified as an effective teaching aid to promote active participation between student and teacher as well as among students. Using a sample simulation model, the different ways in which models in general can be used to encourage active and interactive participation are discussed. It is concluded that the use of such computer simulation models is appealing to students with diverse learning styles.
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Ai Nurul Nurohmah, Chendi Maulana Baharudin Yusuf, Jenisa Tasya, and Prihantini Prihantini. "Penerapan Penilaian Pembelajaran Kurikulum 2013 Dalam Meningkatkan Partisipasi Aktif Siswa Siswa Di Sekolah Dasar." Guruku: Jurnal Pendidikan dan Sosial Humaniora 2, no. 1 (2023): 105–12. http://dx.doi.org/10.59061/guruku.v2i1.570.
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Learning assessment is an important part of the learning process. Appropriate assessment can provide accurate information about student competency achievement. The 2013 curriculum (K-13) learning assessment emphasizes authentic assessment, namely assessment that reflects actual learning. Authentic assessment can increase students' active participation in learning. This research aims to determine the inhibiting and supporting factors for implementing the 2013 curriculum learning assessment in increasing students' active participation. The research uses descriptive qualitative methods using a literature study approach. Based on the research results, the implementation of the 2013 curriculum learning assessment in increasing students' active participation can be carried out well. This is proven by the existence of assessment variables based on indicators for assessing attitudinal competence, knowledge competence and skill competence that students have fulfilled. Apart from that, the implementation of learning assessment in the 2013 curriculum is considered quite influential in increasing students' active participation because it can be seen in students' attitudes, knowledge and skills when receiving or implementing the learning material provided.
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Su, Chengchieh. "A Project-Based Learning Approach to Developing English Writing Courses in Colleges." Journal of Contemporary Educational Research 6, no. 4 (2022): 1–6. http://dx.doi.org/10.26689/jcer.v6i4.3839.
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This paper describes how the PBL approach is integrated into English writing courses in colleges and focuses on the process of designing and implementing a writing project via PBL. This allows for the promotion of innovation in the English writing curriculum as well as the active participation among college students, thereby strengthening the cultivation of students’ self-learning ability and improving their ability to apply knowledge flexibly in real-life settings.
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Jandrić, Danijela, and Zvonimir Šimić. "Diferencias de sexo y edad en la motivación y autorregulación del aprendizaje." Psihologijske teme 27, no. 2 (2018): 177–93. http://dx.doi.org/10.31820/pt.27.2.3.
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Self-regulated learning is an active participation in a learning process, which comprises cognitive, metacognitive and behavioural processes, and involves learning strategies and peer learning. In the basis of self-regulation is motivation, which in school settings can be specified as test anxiety, selfefficacy, and intrinsic and extrinsic value. The aim of this research was to verify the differences between male and female participants as well as between fifth- and seventh-grade students, regarding intrinsic and extrinsic value, self-efficacy, test anxiety, learning strategies and peer learning. Participants were fifth- and seventh-grade students (N = 172) from two elementary schools. No differences were found between male and female participants in intrinsic and extrinsic value, self-efficacy, learning strategies and peer learning. However, statistically significant differences in the all of the above-mentioned variables were found between younger and older students. Weaker motivation and self-regulated learning, found among older students, confirmed previous findings in this field. Results are discussed within the framework of personality development and selfdetermination theory which describe academic motivation and self-regulated learning.
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Rusek, Beata. "How to promote students active participation in the process of teaching and learning?" Prace Naukowe Akademii im. Jana Długosza w Częstochowie. Pedagogika 25, no. 1 (2016): 255–66. http://dx.doi.org/10.16926/p.2016.25.18.
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Cardoso, Fernando Mendonça, Carlos Gustavo Sakuno Rosa, Sara Brigida Farias Ferreira, Ricardo De Oliveira Carvalho, and Silvéria Aparecida Basniak. "Active Methodologies In Higher Education." IOSR Journal of Humanities and Social Science 29, no. 11 (2024): 24–28. http://dx.doi.org/10.9790/0837-2911042428.
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Active methodologies are the educational conception that enables the higher education student to be the protagonist of his learning. The present study aims to analyze the active methodologies that can be used in the context of higher education, aiming to facilitate and qualify the learning of students. In this sense, some of these methodologies considered innovative today are presented, as well as the flipped classroom, problem-based learning and project-based learning, through a qualitative-bibliographic-research. The work had as theoretical foundation some current and relevant books and articles, which were found in the "Google Scholar" database. The selected materials were analyzed and interpreted for the preparation of the article. With this study, it was found that active methodologies allow the teaching and learning process to be developed through significant and useful pedagogical practices for the students' lives. Thus, in this perspective, such a process can favor critical and reflective thinking, autonomy, problem-solving skills, group work and the active participation of students during classes. Therefore, it is understood that the flipped classroom, problem-based learning and project-based learning are modalities of active methodologies that can be used in Higher Education. These can promote participating, collaborative subjects and producers of their knowledge, aiming to facilitate and qualify students' learning.
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Sahara, Riad, Syahid Abdullah, Cian Ramadhona Hassolthine, and Muhammad Ikhwani Saputra. "EVALUATION OF THE USE OF ONLINE PROGRAMMING SIMULATOR TO INCREASE THE PARTICIPATION RATE OF CLASSROOM STUDENT ATTENDANCE." Jurnal PTK dan Pendidikan 10, no. 1 (2024): 21–30. http://dx.doi.org/10.18592/ptk.v10i1.11699.
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The Informatics Distance Learning Study Program at UNSIA is one of the study programs that employs a significant number of practicum-type courses as part of its learning process. The implementation of the practicum is carried out through joint simulations to achieve 21st-century graduate competencies. The implementation of learning for practicum-type courses is carried out through the utilization of the Learning Management System (LMS) and zoom. In practicum-type courses, students are required to install the software necessary for the lecture process, particularly for joint simulations. A significant number of students have encountered difficulties in installing the requisite software. These issues led to a dearth of student engagement during the joint simulations conducted via Zoom, particularly in terms of active participation. The implementation of an appropriate online programming simulator (OPS) is expected to enhance participation in practicum-type courses during synchronous sessions, thereby facilitating the acquisition of the greatest possible learning. The results of the analysis conducted before the implementation of OPS revealed that the lowest active class participation rate was 36.7% (22 students) out of a total of 60 students, while the highest active class participation rate was 50.0% (30 students) out of a total of 60 students. Following the implementation of OPS, the lowest participation rate was 83.3% (53 students) of the total 60 students, while the highest active class participation rate reached 96.7% (58 students) of the total 60 students. Keywords: Class Participants, E-Learning, Higher Education, Online Programming Simulator
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Ariani, Ariani, and Promadi Karim. "Analysis of Student Activity in the Learning Process Using the Communicative Language Teaching (CLT) Method." Journal of Pedagogi 1, no. 5 (2024): 89–98. http://dx.doi.org/10.62872/vwavr214.
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Effective learning places students at the center of the learning process, where student activeness is key in creating an interactive and collaborative classroom atmosphere. Students' active participation through asking questions, expressing opinions, and cooperating with peers are important indicators of successful learning. However, in Arabic language learning, students often only master language structures without good communication skills. Traditional methods that emphasize memorization are less effective in building communicative language skills. This study aims to analyze the effectiveness of the Communicative Language Teaching (CLT) method in increasing student activeness at the Imam Ibnu Katsir Islamic Boarding School, Rumbai. This research used a mini-experiment method with three meetings on santriwati madrasah aliyah. The analysis was conducted using qualitative and quantitative approaches. The results showed that CLT was able to increase student activeness, especially in listening and speaking skills. The most active student activities include listening, participating in discussions, and making conversations with a participation rate of 85%. This study concludes that CLT is a very effective method to improve students' activeness and communication skills in Arabic language learning. However, this study has limitations on the number of trials, so further research with more comprehensive data is recommended.
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Girish, SR*1 &. Dr C. Suresh Kumar2. "INNOVATIVE PROPOSED MODEL FOR EFFECTIVE TEACHING AND LEARNING PROCESS FOR HIGHER EDUCATION." INTERNATIONAL JOURNAL OF ENGINEERING SCIENCES & RESEARCH TECHNOLOGY 7, no. 1 (2018): 47–53. https://doi.org/10.5281/zenodo.1135380.
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The 21<sup>st</sup> century era which is currently progressive, technology is showing its exploration and impact in all sectors, majorly in Educational field. Which is going through lot of adaptable updating changes particularly includes teaching and learning view. Then Information Communication Technology (ICT) plays a vital role, but on the other side if we only focus on the technological part we will not succeed because of infrastructural reasons on other extreme side we cannot leave the technology because it will lead to social outcast. Beside all we must accept by the fact that Higher Education system changed a lot. Where there is opportunity for showcasing valuable modification, or coming up with new innovative idea which will have more positive consequence and produce efficient result in the education system. By simple heuristic evaluation, majority of the students and professionals agrees that Information Communication Technology (ICT) in fact is very efficient for those who have several constraints to learn. Several course materials and available practices will be easily shared via ICT, this paved way for new pedagogy in teaching and learning methodology. We have attempted to elaborate the complete emphasis of ICT for future changes, the major important subject/ matter is the current education system/program and the proposed model is based on the following concepts like self-motivating, self-learning, risk handling, innovative thoughts and self-justice. Because of active participation of students, higher learning institutions could increase the competency which produces nectar graduates who can face the employer’s with at most confidence.
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Rogacheva, Olga V. "Conditions of effective pedagogical support of students in the process of their self-determination in situations of active and interactive learning." Izvestiya of Saratov University. Philosophy. Psychology. Pedagogy 24, no. 3 (2024): 353–58. http://dx.doi.org/10.18500/1819-7671-2024-24-3-353-358.
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Introduction. The tendency to increase the role of independent learning activities of students has actualized the search and implementation of effective conditions for their pedagogical support in the process of using active and interactive teaching methods. Theoretical analysis of the research allowed us to conclude that pedagogical support should be considered as a teacher’s creation of certain conditions for independent work of students in order to form incentives for self-determination through their choice of individual and/or group educational trajectories. Empirical analysis. To verify the assumption that active and interactive teaching methods have a significant potential for pedagogical support of the process of self-determination of students, a study was conducted with the participation of students of two groups of 1st year students of V. I. Razumovsky SSMU (N = 20), within the framework of teaching a theoretical discipline. Conclusion. The study allowed us to conclude that effective conditions of pedagogical support are: trusting dialogical interaction between teachers and students, pedagogical consulting of students at their request, organization of work on a group project using active and interactive methods of group learning interaction; providing an opportunity to develop and implement an individual educational trajectory within the framework of work on a group project.
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Barta, Andrea, Borbála Tamás, Bernadette Gálfi, and István Szamosközi. "Time Perspectives as The Predictors of Online Self-Regulated Learning." Journal of e-learning Research 1, no. 2 (2021): 32–40. http://dx.doi.org/10.33422/jelr.v1i2.73.
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Digital education considerably requires active participation of students in the learning process, the application of self-regulated learning activities for the attainment of successful learning results. The aim of the present study is the investigation of time perspectives as the predictors of online self-regulated learning. In our study 210 Transylvanian students participated, from the Babes-Bolyai University, Faculty of Psychology and Educational Sciences. Students’ demographic characteristics were recorded, for the assessment of self-regulation the Self-regulated Online Learning Questionnaire - Revised was applied and time perspectives of students were measured by the Zimbardo Time Perspective Inventory. A correlational, cross-sectional design was used. On the basis of the results of hierarchical regression, in our first model demographic characteristics explained 5% of the variance for the application of self-regulation activities. In our second model, controlling demographic variables, time perspectives explained an additional 33% of the variance for self-regulation. Self-regulated learning strategies are predicted among demographic characteristics by students’ gender, age and online learning, while out of time perspectives only future orientation proved to be a significant predictor. Females, older students, participants attending online education and higher future orientation apply to a higher degree the self-regulated learning strategies as males, younger students and participants with lower scores at future orientation.
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Tasbihah and Dharin Abu. "Implementation of Active Learning in Grade V to Enhance Creativity and Weaving Skills." INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS 06, no. 09 (2023): 4421–24. https://doi.org/10.5281/zenodo.8375538.
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Active learning is a teaching method that emphasizes the active participation of students during the learning process. Quality education not only focuses on cognitive aspects but also considers other aspects. One aspect that needs attention is the development of weaving skills. This research employs a qualitative approach with an experimental design. The research subjects are Grade V students at MI Ya BAKII Kesugihan 01, Kesugihan District, Cilacap Regency. The aim of this research is to explain the positive impact of active learning in enhancing creativity and weaving skills, as well as to describe the steps taken by the teacher in actively teaching weaving. The results of the research indicate a positive impact of active learning in improving creativity and weaving skills.
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Fox, Diana. "Service Learning and Self-Reflexivity in Rural Jamaica." Practicing Anthropology 24, no. 2 (2002): 2–7. http://dx.doi.org/10.17730/praa.24.2.y650538q0733652x.
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In March 1999 and 2000 I traveled to the rural community of Frankfield, Jamaica with four anthropology students from the Massachusetts College of Liberal Arts, where I used to be employed. Having conducted fieldwork in Frankfield in 1991, 1995 and 1997, I had established relationships that made it possible for me to arrange for my students to live with Jamaican families and to volunteer in the primary and high schools, the clinic and the town library as part of an anthropological "service learning" project. The program was funded by a Massachusetts College Compact grant as part of a statewide effort to encourage service learning initiatives. The service learning movement is part of a burgeoning national concern with active pedagogies whose aim is to encourage moral and civic responsibility through student participation in community programs. Anthropological service learning programs have multiple goals that reflect the diversity of the discipline. My goals for bringing students to Frankfield were twofold: (1) to encourage students to think about ethnography as a process rather than a final product, whose knowledge traverses the boundaries of empiricism and hermeneutics and (2) to excite my students' civic imagination by introducing them to the ambiguities and conflicts of rural Jamaican life. I hoped that their exposure to a diversity of perspectives in a small community would challenge any notions of "service" as a straightforward, uncomplicated process that would carryover to their thinking about their own communities.
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Ugwu, Eucharia Okwudilichukwu. "Classroom Process and Causes of Worsening High School Students' Failure of Literature-in-English in Nigeria." African Journal of Teacher Education 10, no. 1 (2021): 282–306. http://dx.doi.org/10.21083/ajote.v10i1.6637.
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Current theories of teaching favour students-centred classrooms. In Literature-in-English lessons, active participation of students is essential for optimal learning. This study examined the level of students' active participation in Literature-in-English classrooms as the major reason for the high failure rates of Nigerian students who take this subject in the yearly senior secondary school examinations. The study was carried out in Ibadan metropolis, Oyo State. The mixed method research design was adopted. Class Observation Schedule (r=0.9) and Interview Guide for Teachers were used to gather the data. Random sampling technique was used to select three Local Government Areas (LGAs), 27 public senior secondary schools (9 from each LGA) and one Literature-in-English teacher from each school. All the teachers were observed twice during lessons while 12 of them were interviewed. Results from the quantitative data showed that the classroom process was teacher-dominated, and students' level of participation was very low. Students hardly asked questions and teachers did not use teaching techniques that encouraged active participation. Teachers identified students' inability to buy the prescribed literary texts, lack of interest in reading and poor language proficiency as some of the factors that contribute to students' failure. Several recommendations were made to enhance the teaching-learning process and maximize learning.
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Andreas Ardhana Prihatmoko. "Meningkatkan Keaktifan Siswa Pembelajaran Pak Model PBL Berbasis Symbolic Way Kelas VII SMP Xaverius 2 Jambi." PROSIDING SEMINAR NASIONAL PENDIDIKAN DAN AGAMA 5, no. 2 (2024): 20–33. http://dx.doi.org/10.55606/semnaspa.v5i2.2105.
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This study aims to improve student learning outcomes in Catholic Religious Education and Character Education through the application of the Problem Based Learning (PBL) model based on the Symbolic Way. The issue faced is the lack of active student engagement in Catholic Religious Education classes. The method used in this research is Classroom Action Research conducted in two cycles. Each cycle consists of planning, action, observation, and reflection stages. The method believed to be effective in increasing student engagement is the Problem Based Learning (PBL) model based on the Symbolic Way. The PBL model allows students to engage in learning knowledge related to the problem and develop skills to solve it, while the Symbolic Way as a learning medium refers to the use of self-symbols, representations, or visual aids that can help students understand more abstract concepts. The results show that the application of the PBL model based on the Symbolic Way significantly enhances student learning motivation. The average score of students in the implementation of PBL in the first cycle was 80, increasing to 90 in the second cycle. Additionally, observations of student activities indicate an increase in active participation during the learning process. Thus, it can be concluded that the PBL model is effective in enhancing students' active participation.
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Annisa Achsanti, Yus, Dina Prasetyowati, and Fenny Roshayanti. "PENERAPAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING UNTUK MENINGKATKAN HASIL BELAJAR KOGNITIF MATEMATIKA KELAS V SEKOLAH DASAR." Didaktik : Jurnal Ilmiah PGSD STKIP Subang 9, no. 3 (2023): 1237–49. http://dx.doi.org/10.36989/didaktik.v9i3.1585.
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The lack of active participation and involvement of students in the learning process causes the learning outcomes of fifth-grade elementary school students to be low. Therefore teachers need to apply learning models that can involve students in the learning process. One learning model that can increase active participation and student involvement is the Problem-Based Learning model. This study uses a quantitative approach with descriptive analysis, normality test, and t-test on cognitive outcomes students data through pretest and posttest before and after the application Problem-Based Learning model. Based on the findings of the researcher applying, the Problem-Based Learning learning model can improve cognitive mathematics learning outcomes in the material for presenting data to fifth-grade elementary school students.
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Indriyani, Dina, and Ucu Rohimah. "Warung hierarki used civic educational learning for increase the participation of learning: experimental study." Panicgogy International Journal 2, no. 2 (2024): 64–71. https://doi.org/10.59965/pij.v2i2.154.
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The aim of this study is to examine the impact of using the Warung Hierarchy learning model on students' learning participation in the Citizenship Education (PPKn) learning process. Student participation is considered a key factor influencing their learning outcomes, and it is crucial for teachers to encourage active involvement in learning activities, as good participation can lead to optimal results. The researcher focuses on using an innovative learning model to enhance student participation. The experimental method was used, with the researcher testing the effect of the Warung Hierarchy model on improving learning participation. The study was conducted with students from a vocational school as the sample to evaluate the effectiveness of this model during PPKn lessons. The results indicate that implementing the Warung Hierarchy learning model can increase students' participation, which suggests that this model is effective in encouraging students to engage more actively in the learning process, ultimately positively influencing their learning outcomes.
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Alfin Nur Hidayat, Anastasia Putri Agung Febriana, Aprilia Ayu Nurcahyani, and Endrise Septina Rawanoko. "Peran Guru dalam Upaya Meningkatkan Keaktifan Siswa dalam Kelas." Garuda: Jurnal Pendidikan Kewarganegaraan Dan Filsafat 2, no. 4 (2024): 114–29. https://doi.org/10.59581/garuda.v2i4.4375.
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The role of teachers in enhancing students' active participation in the learning process, which is considered an important element in the success of teaching and learning activities. This study applies a descriptive qualitative approach and literature review to recognise the various elements that impact on student participation, including internal (psychological and physiological) and external (non-social and social) factors. The article also examines learning strategies such as problem-oriented learning, active learning and project-based learning to enhance student engagement. In addition, methods such as ‘Index Card Match’ and discovery-based learning models are used to increase student participation. The results showed that students' participation contributed significantly to their learning achievement, both through active involvement in discussions and the courage to ask questions. The author suggests the application of creative teaching methods as well as efficient teacher questioning skills to optimise students' participation potential in the classroom.
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Mirkhodjaeva, D.B. "THE HUMANISTIC APPROACH FOR STUDENTS OF THE EDUCATION." INTERNATIONAL SCIENTIFIC-ELECTRONIC JOURNAL "PIONEERING STUDIES AND THEORIES" 1, no. 5 (2025): 48–51. https://doi.org/10.5281/zenodo.15374614.
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The article reveals the importance of a humanistic approach to the student's personality in the educational process. This article explores the essence and application of the humanistic approach in the field of education, emphasizing its role in the personal development and self-actualization of students. The humanistic perspective prioritizes the individuality, emotional well-being, and intrinsic motivation of learners, viewing education not merely as a process of knowledge transfer but as a means of nurturing the whole person. The study highlights key principles of humanistic pedagogy, such as learner-centeredness, empathy, active participation, and the creation of a supportive learning environment. Particular attention is paid to the relevance of this approach in contemporary educational systems, where the psychological and emotional needs of students are increasingly recognized as integral to academic success and lifelong learning.
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Seo, Hee Jung, and Mi Jung Kim. "A Qualitative Study on the Growth Process of Adult Learners in Lifelong Learning." Taegu Science University Defense Security Institute 7, no. 6 (2023): 121–36. http://dx.doi.org/10.37181/jscs.2023.7.6.121.
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The purpose of this study is to investigate the growth and changes of common adult learners after their participation in lifelong learning. For this purpose, the investigator conducted a focus group interview(FGI) with 9 adult learners that were active to participate in lifelong learning programs in the community. As a result, they were participated to lifelong learning with different opportunities, participated in a variety of lifelong learning programs with curiosity and expectations, and conducted their own inquiry little by little. In the process, they got to recognize the areas of learning that met their interests and needs and get immersed in certain areas of learning. Being persistent with their lifelong learning, they enhanced their own competencies and professionalism and grew into maturer learners by a notch. In other words, adult learners that used to students grew and became the subjects to plan or lead a lifelong learning program for others and the community. They also grew into self-directed lifelong learners based on the fusion of life and learning, identifying the learning topics needed in their lives sensitively, exploring learning information linked to them efficiently, making achievements through active participation, and changing their lives by practicing outcomes. Like this, adult learners were growing through their participation in lifelong learning from ‘Participate in lifelong learning’ through ‘exploring learners’ and ‘Growing learners(community-oriented or individual-oriented)’. Based on the growth and changing process of adult learners specifically examined in the study, the investigator proposed differentiating supportive measures at the levels of lifelong educators and lifelong learning.
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Susanti, Nova, and Rika Rahmadani Putri. "IMPLEMENTASI LESSON STUDY SEBAGAI UPAYA MENINGKATKAN PARTISIPASI AKTIF SISWA DALAM PEMBELAJARAN VIRTUAL." JURNAL PEMBELAJARAN FISIKA 10, no. 2 (2021): 77. http://dx.doi.org/10.19184/jpf.v10i2.23780.
Full textAbstract:
The outbreak of Covid-19 has resulted in learning activities to be carried out virtually. Based on the experience of implementing virtual learning, students do not participate actively in the learning process. Low student participation in education can be seen from the lack of student responses in answering teacher questions in virtual learning. Based on this problem, the authors researched by implementing lesson study as an effort to increase students' active participation in virtual learning. This study aims to increase students' active involvement in virtual education through the implementation of lesson study. This study's subjects were 32 students of Al Falah Islamic Junior High School class VIII.5 semester 2020/2021 academic year with 13 male students and 19 female students. Implementation of lesson study starts on August 18 to September 1, 2020. This type of research is descriptive quantitative research. Data collection was carried out through student active participation observation sheets. Based on the research results in cycle 1, student participation data obtained an average value of 56.28%. While in cycle 2, the student participation data received an average value of 59.56%.
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Jaya, Fitra, and Adisthy Shabrina Nurqamarani. "Understanding Student Engagement in Hybrid Learning : An Analysis Impact Digital Literacy and Academic Self-Efficacy." Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran 9, no. 3 (2023): 833. http://dx.doi.org/10.33394/jk.v9i3.7947.
Full textAbstract:
This study analyzes student engagement in hybrid learning by analyzing digital literacy and academic self-efficacy. This study used a quantitative approach with the survey as a data collection method. The population in this study was 370 students, the faculty of teacher training and education at state universities in Jakarta, and private universities in Banten and Lampung. The sampling technique used was proportional random sampling, obtained by 105 respondents. Data was collected through questionnaires, and structural equation modeling (SEM) was used to analyze the relationship between constructs. The results of this study state that Digital literacy and academic self-efficacy play an important role in creating student engagement in hybrid learning. The ability of students to use digital learning resources will support active participation in the learning process. A high academic level of self-efficacy also helps them to be able to have confidence and perseverance during the learning process. Digital literacy and academic self-efficacy will bring students to be actively involved in the digital learning environment and play an essential role in shaping or maintaining student motivation and persistence in learning. Students' engagement levels can be increased by increasing their ability to use digital technology effectively and increasing their confidence that they can achieve their desired academic goals.