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Journal articles on the topic 'And engage students in active learning are essential'

Author: Grafiati

Published: 7 June 2025

Last updated: 2 August 2025

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1

Kanphukiew, S., and P. Nuangchalerm. "Enhancing Scientific Problem-Solving and Learning Achievement of Lower Secondary Students through Active Learning Management." Jurnal Pendidikan IPA Indonesia 13, no. 1 (2024): 172–81. http://dx.doi.org/10.15294/jpii.v13i1.47672.

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Active learning is an essential part of good science education. It engages students in the learning process, allowing them to get a better comprehension of scientific subjects. This research aims to enhance scientific problem-solving and also learning achievement of eighth-grade students through active learning organization. This study employed a pre-experimental design. The target group was 30 eighth-grade students from one school in Thailand. Three-hour learning management plans provided 15 hours of active learning organization. The result indicated that active learning encourages students t

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Rakhimov, Khurshidjon. "EFFECTIVE METHODS OF DEVELOPING MEDIA COMPETENCES OF UNDERGRADUATE STUDENTS." European International Journal of Pedagogics 3, no. 11 (2023): 1–5. http://dx.doi.org/10.55640/eijp-03-11-01.

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This article explores effective methods for developing media competences among undergraduate students. In today's digital era, media competences are essential for students to navigate the complex media landscape. The article discusses the importance of media literacy education, active learning strategies, collaborative learning, integration of emerging technologies, and multicultural perspectives. These methods enhance students' critical thinking, media analysis, creativity, technological proficiency, and multicultural awareness. By implementing these approaches, educators can equip undergradu

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Sarudin Sarudin, Muhammad Mahfud, Muhammad Fuad, Puspita Dian Agustin, and Muhammad Fadli. "Pengaruh Teknik Pembelajaran Aktif Terhadap Prestasi Akademik Siswa: Analisis Literatur Komprehensif." Jurnal Ilmiah Edukatif 10, no. 2 (2024): 281–90. https://doi.org/10.37567/jie.v10i2.3349.

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This study aims to analyse the effect of active learning techniques on students' academic achievement through a comprehensive literature review. Active learning techniques, which include methods such as group discussion, simulation, and hands-on practice, are reported to improve students' understanding of subject matter as well as their learning motivation. The research method in this review uses the literature method. The results of the literature review show that students who engage in active learning processes gain a deeper understanding and are able to apply the concepts learnt more effect

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Soulié, Priscilla, and Pierre Cosson. "Learning objectives: an epiphany." FEBS Open Bio 11, no. 12 (2021): 3189–92. http://dx.doi.org/10.1002/2211-5463.13328.

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A new Bachelor–Master curriculum in Biomedical Sciences was created at the University of Geneva in 2017. As we organized the new curriculum, we discovered the usefulness of learning objectives. This goal‐oriented approach of teaching proved essential to determine the overall structure of the teaching program, as well as the content of specific courses, and the nature of the examinations. It led us to include innovative elements in the program, preparing students for real‐life situations. Finally, it convinced us to change our role as teachers, in order to engage students in a more active learn

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Dr., Syed Imranul Haque. "The Role of Reflective Learning in Teaching English Literature: A Pedagogical Approach." International Journal of Humanities Education 13, no. 1 (2025): 559–73. https://doi.org/10.5281/zenodo.15054906.

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This study investigates the role of reflective learning in enhancing the teaching and learning of English literature. Reflective learning, which encourages students to critically assess their experiences and engage deeply with course content, is explored as a pedagogical tool aimed at improving students’ comprehension and analytical skills. A sample of 150 undergraduate students from diverse academic backgrounds participated in this study, engaging in reflective activities such as journaling, group discussions, and self-assessment exercises related to their literature coursework. Data wa

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GAYRATOVA, Dilnoza. "MAXIMIZING STUDENT TALKING TIME: STRATEGIES FOR INCREASING ACTIVE PARTICIPATION IN THE CLASSROOM." UzMU xabarlari 1, no. 1.6 (2024): 53–55. https://doi.org/10.69617/nuuz.v1i1.6.3750.

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Maximizing student talking time is essential for creating a dynamic and engaging learning environment in the classroom. Active participation from students not only enhances their understanding of the material but also fosters a sense of ownership and responsibility for their own learning. This article explores various strategies and techniques that educators can use to increase student talking time in the classroom. From group discussions and peer teaching to interactive activities and technology integration, there are numerous ways to encourage students to actively engage in dialogue and expr

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Hurtubise, Larry, Elissa Hall, Leah Sheridan, and Heeyoung Han. "The Flipped Classroom in Medical Education: Engaging Students to Build Competency." Journal of Medical Education and Curricular Development 2 (January 2015): JMECD.S23895. http://dx.doi.org/10.4137/jmecd.s23895.

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The flipped classroom represents an essential component in curricular reform. Technological advances enabling asynchronous and distributed learning are facilitating the movement to a competency-based paradigm in healthcare education. At its most basic level, flipping the classroom is the practice of assigning students didactic material, traditionally covered in lectures, to be learned before class while using face-to-face time for more engaging and active learning strategies. The development of more complex learning systems is creating new opportunities for learning across the continuum of med

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Church, Frank C. "Active Learning: Basic Science Workshops, Clinical Science Cases, and Medical Role-Playing in an Undergraduate Biology Course." Education Sciences 11, no. 8 (2021): 370. http://dx.doi.org/10.3390/educsci11080370.

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Effective undergraduate courses increasingly blend elements of active learning with a more traditional lecture format. Designing and implementing active learning sessions that engage, educate, and are challenging and workable in a group setting are essential for student learners. In addition, active learning sessions take concepts of fundamental knowledge and apply them to a more relevant and real-world environment. Thus, effective active learning lesson plans enable students to thrive in their educational experience, and this potentially enhances material retention. Presented here are example

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Rahmonovna, Saitkulova Nazokat. "METHODS OF DEVELOPMENT OF PROFESSIONAL MOBILITY OF STUDENTS STUDYING IN THE FIELD OF SPECIAL PEDAGOGY." European International Journal of Pedagogics 4, no. 11 (2024): 20–23. http://dx.doi.org/10.55640/eijp-04-11-05.

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The development of professional mobility among students in the field of special pedagogy is crucial for fostering adaptable, internationally-minded educators. This abstract explores various methods designed to enhance students' professional mobility, including experiential learning, international internships, cross-cultural communication training, and the integration of digital platforms for virtual exchange. These methods aim to equip students with the skills needed to engage in diverse educational environments, promoting an inclusive and globally competent approach to special education. By f

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Azizan, Mohammad Tazli. "Promoting Cognitive Engagement using Technology Enhanced Book-End Method in Online Active Learning Strategies." Asean Journal of Engineering Education 7, no. 2 (2023): 8–16. http://dx.doi.org/10.11113/ajee2023.7n2.129.

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This study aims to investigate the effectiveness of active learning methodologies and technology tools in enhancing cognitive engagement among students in an online learning environment. Traditional teaching methods may not be sufficient to be replicated to engage students in online learning, which may lead to lower levels of cognitive engagement and reduced learning outcomes. Thus, it is essential to explore how technology tools and active learning strategy can be used to enhance cognitive engagement in online learning. This study involves the implementation of book-end method in active learn

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Panda Aditi Ambarish and Kaushik Trivedi. "Immersive learning: A virtual reality teaching model for enhancing english speaking skills." Scientific Temper 15, spl-2 (2024): 140–44. https://doi.org/10.58414/scientifictemper.2024.15.spl-2.22.

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Speaking abilities are an essential component of communicating effectively and expressing oneself personally. They are significant in various contexts, such as social, professional, and intellectual. In addition to establishing stronger interpersonal relationships, improving confidence, and contributing to success in collaborative contexts, proficient in speaking can present their views clearly and concisely, participate in meaningful conversations, and convince others. It is necessary to have good speaking abilities to communicate effectively across cultural boundaries and develop one’s profe

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Wan, Kelvin, Vivian King, and Kevin Chan. "Examining Essential Flow Antecedents to promote students’ Self-Regulated Learning and Acceptance of Use in a Game-Based Learning classroom." Electronic Journal of e-Learning 19, no. 6 (2021): pp531–547. http://dx.doi.org/10.34190/ejel.19.6.2117.

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Game-Based Learning (GBL) has been recognized as an essential tool for motivating students to engage in active and constructive learning. While there is a link between GBL and learning outcomes, current research evidence tends to undermine the interrelationships of concepts and oversimplify flow experience in the context of GBL. This study used a comprehensive Flow perspective to examine the roles of specific gaming characteristics affecting students’ self-regulated learning and acceptances of use in a higher education GBL context, with a path model based on data collected from 275 undergradua

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David, Andrew A. "Using Project-Based Learning to Teach Phylogenetic Reconstruction for Advanced Undergraduate Biology Students: Molluscan Evolution as a Case Study." American Biology Teacher 80, no. 4 (2018): 278–84. http://dx.doi.org/10.1525/abt.2018.80.4.278.

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Phylogenetics plays a central role in understanding the evolution of life on Earth, and as a consequence, several active teaching strategies have been employed to aid students in grasping basic phylogenetic principles. Although many of these strategies have been designed to actively engage undergraduate biology students at the freshman level, less attention is given to designing challenges for advanced students. Here, I present a project-based learning (PBL) activity that was developed to teach phylogenetics for junior and senior-level biology students. This approach reinforces the theories an

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Mohd Latif, Hafizah. "CASE-BASED LEARNING AND TEACHING EXPERIENCES ABOUT PEOPLE MANAGEMENT IN CONSTRUCTION BUSINESSES." Journal of Surveying, Construction and Property 15, no. 2 (2024): 45–53. https://doi.org/10.22452/jscp.vol15no2.4.

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In the modern advanced construction industry, students are required to engage in active learning and critical thinking to deliver defect-free outputs and ensure user satisfaction. Case-based learning is an approach that fosters active learning among students. The aim of this research is to present the educational experiences of students and the teaching advances by the educators involved in case-based learning assignments. 155 students enrolled in the people management course received information on theories and their application at construction sites. Case-based learning and teaching were imp

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Salonen, Arto O., Annukka Tapani, and Sami Suhonen. "Student Online Activity in Blended Learning: A Learning Analytics Perspective of Professional Teacher Education Studies in Finland." SAGE Open 11, no. 4 (2021): 215824402110566. http://dx.doi.org/10.1177/21582440211056612.

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Distance learning is rapidly gaining ground globally. In this case study, we focused on professional (vocational) teacher education (PTE) student online activity in a blended learning context. We applied learning analytics (LA) to identify students’ ( n = 19) online study patterns. Our key interest was in determining when and what kinds of online activity and behavior PTE students engage in during their studies. We applied quantitative content analysis to analyze the students’ behavior. Moodle’s event log enabled us to identify active hours and days, variation in use of learning materials, the

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Valantinaitė, Ilona, Vaida Asakavičiūtė, and Živilė Sederevičiūtė-Pačiauskienė. "FACTORS DETERMINING STUDENTS ACTIVITY IN VIRTUAL DISCUSSION." ENVIRONMENT. TECHNOLOGY. RESOURCES. Proceedings of the International Scientific and Practical Conference 3 (June 8, 2025): 361–68. https://doi.org/10.17770/etr2025vol3.8527.

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Debates and discussions have long been essential in university education, yet technological advancements have transformed their preparation, organisation, and evaluation. Historically, public discourse was limited to experts or those with social status. Today, digital platforms provide this opportunity to everyone, aligning with the creative society paradigm. However, this accessibility has blurred the distinction between free expression and structured debate skills. Although freedom of speech is a democratic right, it does not guarantee the ability to engage in meaningful discussions. Therefo

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Aamir Abbas, Maria Akram, Abdul Qadir, and Tehseen Mazhar. "Analysis of Students Classroom Participation at School level A Performance Analysis." Journal of Sustainable Education 2, no. 1 (2025): 25–34. https://doi.org/10.71257/jse.v2i1.3934.

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The objective of the study was to investigate patterns and effects of in-class participation among high school students. More specifically, its purpose was to determine what degree students are engaged while sitting in a lecture. The methodology applied for this study was quantitative research, where a survey was distributed to a sample of 1500 students by using a stratified sampling technique. The information was gathered via a structured questionnaire and scored on a 5-point Likert scale with 23 items for Classroom Participation. Classroom Participation, characterized by students’ active inv

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Duram, Leslie A. "Teaching a Social Science Course on Climate Change: Suggestions for Active Learning." Bulletin of the American Meteorological Society 102, no. 8 (2021): E1494—E1498. http://dx.doi.org/10.1175/bams-d-21-0035.1.

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AbstractPrevious research indicates the importance of interdisciplinary approaches when teaching about climate change. Specifically, social science perspectives allow students to understand the policy, economic, cultural, and personal influences that impact environmental change. This article describes one such college course that employed active-learning techniques. Course topics included community resilience, environmental education, historical knowledge timeline, climate justice, social vulnerability, youth action, science communication, hope versus despair, misinformation, and climate refug

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Fachrunnisa, Nurul, Kisman Salija, and Sahril Nur. "Motivational Teaching Strategies in EFL Writing Class: Insights from Lecturer Perceptions." Seltics Journal: Scope of English Language Teaching Literature and Linguistics 7, no. 2 (2024): 235–46. https://doi.org/10.46918/seltics.v7i2.2494.

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The implementation of motivational strategies not only promotes a positive attitude towards writing but also encourages more effective development of students’ writing skills. This study explores lecturers’ insights on how they perceive the motivational teaching strategies in their English writing class. This study employs a qualitative approach with two English writing lecturers from Maros Muslim University as participants. Semi-structured interviews and classroom observation were the instruments used to collect the data and the data were analyzed using thematic analysis. The results show tha

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Malkawi, Nibal, Nasaybah Walid Awajan, Khitam Mohammed Alghazo, and Helah Aref Harafsheh. "The Effectiveness of Using Student-Created Questions for Assessing Their Performance in English Grammar/ Case Study of “King Abdullah II Schools for Excellence” In Jordan." World Journal of English Language 13, no. 5 (2023): 156. http://dx.doi.org/10.5430/wjel.v13n5p156.

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Learning a foreign language may create issues among students, as they may perceive it as complex, difficult, or alien. These feelings are harmful to forming a positive perception among students, regarded as one of the essential aspects of learning. This study aims to identify the effectiveness of using student-created questions for assessing students’ performance in English grammar. The sample included 79 tenth-grade students in King Abdullah Schools of Excellence in Jordan. The study revealed that the student-centered approach is crucial in today's classrooms because it fosters students' feel

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Chandran, Dinu S., Suriya Prakash Muthukrishnan, Susan M. Barman, et al. "IUPS Physiology Education Workshop series in India: organizational mechanics, outcomes, and lessons." Advances in Physiology Education 44, no. 4 (2020): 709–21. http://dx.doi.org/10.1152/advan.00128.2020.

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Active learning promotes the capacity of problem solving and decision making among learners. Teachers who apply instructional processes toward active participation of learners help their students develop higher order thinking skills. Due to the recent paradigm shift toward adopting competency-based curricula in the education of healthcare professionals in India, there is an emergent need for physiology instructors to be trained in active-learning methodologies and to acquire abilities to promote these curriculum changes. To address these issues, a series of International Union of Physiological

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Siti Badriyah, Zaini Hartika, and Gusmanelli Gusmanelli. "Analisis Keterampilan Berpikir Kritis Siswa Setelah Menerapkan Model Pembelajaran PBL (Problem Based Learning)." Jurnal Budi Pekerti Agama Islam 3, no. 1 (2024): 01–09. https://doi.org/10.61132/jbpai.v3i1.829.

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This study aims to analyze the implementation of the Problem Based Learning (PBL) model in enhancing the critical thinking abilities of 4th-grade students. The research employs a descriptive qualitative approach with data collection techniques such as observation, interviews with mentor teachers, and documentation. The results of the study indicate that the implementation of PBL has a positive impact on developing students' critical thinking skills. Students are accustomed to facing real-world problems, analyzing situations, and seeking relevant and rational solutions. Furthermore, this learni

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ASLAN EFE, Hülya. "An Evaluation of Online Science Classes Based on Students’ Science Learning Experiences." International e-Journal of Educational Studies 7, no. 15 (2023): 705–22. http://dx.doi.org/10.31458/iejes.1341206.

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Online science courses have become increasingly popular due to their accessibility and convenience. Consequently, evaluating their quality is essential for ensuring students receive a rigorous and valuable education. This study investigates the effectiveness of online science classes in terms of student- faculty interaction, time on task, active learning and cooperation among students by considering the participant students' experiences and their evaluations of online science courses. The participants were 2034 students from different middle (year 5 to 8) and high schools (year 9 to 12) during

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Забранський, Віталій. "Стратегії формувального оцінювання під час навчання математики у 5-6 класах". Дидактика математики: теорія, досвід, інновації, № 1 (5 серпня 2024): 33–41. https://doi.org/10.31652/3041-2277-2024-1-33-41.

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Formative assessment is an essential element of modern educational practice. This article explores the essence of the concept of formative assessment and strategies for formative assessment during the teaching of mathematics to students in grades 5-6, offering recommendations for the use of formative assessment tools in the practical work of mathematics teachers. Scientific-methodological literature analysis and observation of the educational process, including the work of teachers and students' reactions, were used to obtain objective information about the effectiveness of teaching methods. A

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Avdiu, Eliza, Edita Bekteshi, and Besim Gollopeni. "Learning skills for the future – implementing the 21st-century learning." Multidisciplinary Science Journal 7, no. 1 (2024): 2025011. http://dx.doi.org/10.31893/multiscience.2025011.

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This research aims to identify essential skills required for 21st-century students, to examine teachers' practices, and to explore the educational classroom content applied for skill development. The research sample consists of ten teachers from five classes in a primary school located in Austria. Employing a qualitative approach, the study is conducted through semistructured interviews with teachers, classroom observations, and analyses of the students´active participation in classes over one month. The results prioritize critical thinking, creativity, and social skills. The emphasis is on in

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Susanti, Susanti, Juwita Boneka Sinaga, and Erwin Ashari. "The Implementation of Cognitive and Metacognitive in Critical Listening Skill through a Short Video." Lectura : Jurnal Pendidikan 16, no. 1 (2025): 154–64. https://doi.org/10.31849/lectura.v16i1.25295.

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The development of critical listening skills is essential for university students to engage effectively with complex academic content, fostering higher-order thinking and problem-solving abilities. Critical listening involves actively analyzing, synthesizing, and evaluating information. This study explores the integration of cognitive and metacognitive strategies to enhance critical listening among third-semester students. Cognitive strategies focus on mental processes, while metacognitive strategies involve self-regulation and reflection. Multimedia tools, particularly short videos, offer dyn

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Madhavi, Kalasapati Bindu, Velicharla Mosherani, and Annavarapu Anadakumar. "Empowering Engineering Ethics: Integrating Project-Based Learning for Holistic Student Development in VLSI Education." Journal of Engineering Education Transformations 38, is1 (2024): 127–32. https://doi.org/10.16920/jeet/2024/v38is1/24221.

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Abstract— Integrating value education into Electronics and communication engineering program and Electrical and Electronics engineering program is essential for developing students' ethical, social, and emotional maturity, enabling them tonavigate personal and professional scenarios with integrity and empathy. This paper incorporates the PBL into VLSI courses within a value educational framework, that offers a comprehensive approach to student development. It is not only enhances technical proficiency but also cultivates essential life skills and values, promoting engaged learning and holistic

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Al Hafiz Rasya Ramadhan, Cyndy Felisya, and Sani Safitri. "Inovasi Pembelajaran IPS untuk Meningkatkan Partisipasi Siswa dalam Kehidupan Sosial." SOSIAL : Jurnal Ilmiah Pendidikan IPS 3, no. 2 (2025): 182–90. https://doi.org/10.62383/sosial.v3i2.678.

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Innovation in social studies learning is essential to improve students' social participation. With the times and the increasing complexity of social issues, social studies learning should adopt new approaches that can help students understand social issues and be more involved in social activities. One such innovation is the use of more interactive learning approaches, such as project-based learning, case studies, and group discussions, as well as the use of digital technology to connect theoretical and applied knowledge. In addition to gaining knowledge about social issues, this innovation te

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Averina, Fidelis Elleny, and Paulus Kuswandono. "High School Students’ Motivation and Help-Seeking Strategies in English Language Learning." Journal of English Language Teaching and Linguistics 7, no. 1 (2022): 63. http://dx.doi.org/10.21462/jeltl.v7i1.719.

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<em>Motivation and help-seeking as self-regulated learning strategies are essential for the students to increase academic persistence, cope with academic challenges, and take an active role in their learning process. To date, self-regulated learning strategy and motivation in learning have been extensively studied. However, little attention and effort have been made to investigate the correlation between a motivation variable and help-seeking strategy at the Indonesian high school level. To fill the gap in the previous research, this study aimed to investigate high school students’ motiv

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Khalilova, T., N. Orozbekkyzy, A. Salaldinkyzy, G. Ikramova, and Z. Abdrazakova. "Fostering Student Motivation Through Didactic Games." Bulletin of Science and Practice 11, no. 4 (2025): 412–19. https://doi.org/10.33619/2414-2948/113/55.

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This article discusses the topic of "Developing Students' Speech through Didactic Games." It focuses on the development of students' language and its significant aspects, emphasizing the importance of didactic games. Games, through the use of active methods in the educational process, engage students and enable them to deepen their knowledge. The article analyzes the main types of didactic games and how they help enhance students' vocabulary, logical thinking, and creativity. In increasing students' lexical knowledge, games play a crucial role in teaching correct word usage and ensuring gramma

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Baker, Philip R. A., Kaeleen Dingle, and Michael P. Dunne. "Future of Public Health Training: What Are the Challenges? What Might the Solutions Look Like?" Asia Pacific Journal of Public Health 30, no. 8 (2018): 691–98. http://dx.doi.org/10.1177/1010539518810555.

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The Asia-Pacific region has rapidly changing health needs. This reshaping of health priorities is directly affecting current and future public health education. This brief review focuses on foundational public health skills including epidemiology, biostatistics, and health informatics. Epidemiological skills, in particular, are essential for policymakers and practitioners to identify the emergence of problems and to inform priority setting of public health efforts. Training needs to move beyond didactic, passive learning methods in class settings to approaches that engage and challenge student

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Rajassekharan, Dinesh, and Vivekanandam B. "Ubiquitous Learning Experience using VR in Electronic Science Education." June 2024 6, no. 2 (2024): 199–212. http://dx.doi.org/10.36548/jtcsst.2024.2.008.

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In this technology-driven society, designing, prototyping and miniaturization of electronic systems pose major challenges, which in turn makes the electronic science education more essential. The objective of electronic science education is to increase students’ awareness to gain more technical proficiency to understand the miniaturized electronic system design and troubleshoot electronic systems. The evolution of electronic science with advanced technological achievements also faces contemporary challenges that virtual reality technologies are well-positioned to address. Virtual reality in el

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Rotondo, D., P. Jimarkon, D. Efjestad Fjereide, and K. Dikilitas. "Experiences with an interactive boardgame that teaches elements of a basic automatic control course." Nordic Journal of STEM Education 9, no. 1 (2025): 66–86. https://doi.org/10.5324/njsteme.v9i1.5836.

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Games are key pedagogical activities that engage students in problem-solving, critical thinking, and analytical ways of thinking. This paper introduces how we integrated Zendo, a game of inductive logic, into our teaching practices. To explore the impact, we collected the data from students in their active engagement with the interactive boardgame learning environment using a quantitative survey as well as an open-ended questionnaire where 16 students documented their in-context experiences, perceptions, and responses. We analysed the quantitative data through descriptive analysis while induct

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Nahon-Crystal, Edna, Pninit Russo-Netzer, and Yael Segev. "What is the Story of Science Teaching? Integrative Teaching of Literature and Science." International Journal of Pedagogy, Innovation and New Technologies 11, no. 1 (2024): 60–72. http://dx.doi.org/10.5604/01.3001.0054.7070.

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Scientific knowledge is required to overcome epidemics, find solutions to climate change, and develop technology that improves our lives. Yet students often perceive science as a dull and challenging discipline. Over the years, many suggestions have been made as to how to teach science and how to allay students’ fears. This study presents a pedagogical model of integrative learning of literature and science, which aims to enhance students’ interest in science and to promote the development of essential skills. The model template consists of six active integrative workshops that engage the lear

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Acuña Acuña, Edwin Gerardo. "Integrative Model of Theory and Practice for Engineering and Management Education in Latin America." Cadernos de Educação Tecnologia e Sociedade 18, no. 1 (2025): 211–31. https://doi.org/10.14571/brajets.v18.n1.211-231.

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This project targets the alignment of academic theory with practical industry application in Latin American engineering and management education. It introduces a model that integrates research with teaching, encouraging students to actively participate in and shape their own learning experiences. Utilizing a 'Push and Pull' strategy, the project intertwines structured academic goals with demand-driven learning, aligning education with industrial needs. The outcome is a student-centered approach where learners engage as active participants, bridging the gap between theory and practice.The effec

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Dos Santos, André Gomes, and Juliano Schimiguel. "TECNOLOGIA E APRENDIZAGEM: NOVOS TEMPOS, NOVOS PROFESSORES: O ENSINO DE MATEMÁTICA MEDIADO POR PROJETOS, POR MEIO DE LEVANTAMENTO DE INTERESSES DOS ESTUDANTES." ARACÊ 7, no. 6 (2025): 33464–73. https://doi.org/10.56238/arev7n6-253.

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This book chapter addresses the revitalization of mathematics education in the face of contemporary demands, exploring Technology-Mediated Project-Based Learning (PBL) guided by student interests as a transformative pedagogical approach. It analyzes the importance of active methodologies that engage students in the learning process, connecting mathematics to real and meaningful contexts. The chapter discusses how surveying student interests can serve as a starting point for the development of authentic and motivating projects, in which technology acts as an essential tool for research, collabo

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SHAUKAT, N., QR NISA, and R. ISMAIL. "IMPACT OF FLIPPED CLASSROOM IN GENERIC STUDENTS IN COLLEGE OF NURSING, NISHTAR MEDICAL UNIVERSITY MULTAN." Biological and Clinical Sciences Research Journal 2024, no. 1 (2024): 1383. https://doi.org/10.54112/bcsrj.v2024i1.1383.

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Traditional teaching methods in nursing education often fail to engage students in active learning, limiting their ability to develop critical thinking and problem-solving skills. The flipped classroom model, which integrates pre-class independent learning with in-class active engagement, has shown promise in improving learning outcomes. Objective: To evaluate the impact of the flipped classroom model on academic performance, engagement, and perceptions among nursing students at the College of Nursing, Nishtar Medical University, Multan. Methods: A quasi-experimental pre-test and post-test des

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Singh, Amreet Kaur Jageer. "Peer Instruction In A Flipped Learning Environment: Examining ESL Students’ Participation In Writing Argumentative Essays." JEELS (Journal of English Education and Linguistics Studies) 8, no. 1 (2022): 69–96. http://dx.doi.org/10.30762/jeels.v8i1.223.

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Over the years, peer instruction and flipped learning approach has indicated its usefulness in teaching and learning. However, studies on how peer instruction in a flipped learning environment encourage active student participation in writing remain limited in Malaysia. Therefore, this study examines ESL students' participation during peer instruction in the flipped learning environment when composing argumentative essays. A total of 120 upper intermediate students undergoing an English proficiency course at a teacher education institution in Malaysia participated in this study. Qualitative da

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Jageer Singh, Amreet Kaur, and Raja Nor Safinas Raja Harun. "PEER INSTRUCTION IN A FLIPPED LEARNING ENVIRONMENT: EXAMINING ESL STUDENTS’ PARTICIPATION IN WRITING ARGUMENTATIVE ESSAYS." JEELS (Journal of English Education and Linguistics Studies) 8, no. 1 (2021): 69–96. http://dx.doi.org/10.30762/jeels.v8i1.3134.

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Over the years, peer instruction and flipped learning approach has indicated its usefulness in teaching and learning. However, studies on how peer instruction in a flipped learning environment encourage active student participation in writing remain limited in Malaysia. Therefore, this study examines ESL students’ participation during peer instruction in the flipped learning environment when composing argumentative essays. A total of 120 upper intermediate students undergoing an English proficiency course at a teacher education institution in Malaysia participated in this study. Qualitative da

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Sholikah, Imroatus, Yuni Ratnasari, Oktri Suhartati, and Taris Fadhlil Wafi. "Penerapan model pembelajaran problem based learning untuk meningkatkan hasil belajar IPAS siswa kelas 3 di Sekolah Dasar." Jurnal Pendidikan Dasar 13, no. 1 (2025): 73. https://doi.org/10.20961/jpd.v13i1.100442.

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<p class="Abstract"><em>This classroom action research was conducted to analyze the implementation of the Problem-Based Learning (PBL) model in improving the learning outcomes of third-grade students at SD 3 Peganjaran, Kudus. The study followed four key stages: planning, implementation, observation, and reflection, involving 12 students. Data collection techniques included teacher interviews, observations of student and teacher learning activities, and test assessments to measure student achievement based on a minimum competency indicator of ≥ 70.</em><em> </em>&

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Mawardi, Mawardi, Evaristus Silitubun, Warno Edi, Imelda Butarbutar, and Henny Sri Astuty. "Integrating Digital Literacy into Curriculum for Enhancing Student Engagement in Higher Education." Join: Journal of Social Science 1, no. 6 (2024): 253–65. http://dx.doi.org/10.59613/yt1ge875.

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This article explores the integration of digital literacy into higher education curricula as a strategy for enhancing student engagement. With the increasing reliance on digital tools and platforms in both academic and professional environments, developing digital literacy skills has become essential for students. This study examines how embedding digital literacy into course design can foster interactive learning, improve critical thinking, and promote active participation in the classroom. Drawing on recent case studies and educational frameworks, the article highlights key practices for suc

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Silitubun, Evaristus, Latifatul Isro’iyah, Emma Martina Pakpahan, et al. "The Effectiveness of Case-Based Learning to Improve the Collaboration and Communication Skills of Early Childhood Education Students." Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 8, no. 6 (2024): 1385–94. https://doi.org/10.31004/obsesi.v8i6.6233.

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This study investigates the impact of case-based learning (CBL) on enhancing collaboration and communication skills among early childhood education (ECE) students. A meta-analysis was conducted using 25 effect sizes from studies published between 2022 and 2024, involving 1,056 participants and sourced from databases such as ERIC, ScienceDirect, Google Scholar, and Wiley. The JSAP application facilitated statistical analysis. Results indicate that CBL significantly outperforms conventional learning methods in fostering collaboration and communication, evidenced by a high summary effect size of

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Ghafar, Zanyar Nathir, Bareq Raad Raheem, and Hemn Mohammed Ali Mahmood. "Teaching and Learning through Storyboarding: A New Approach via Critical Reflection." Middle East Research Journal of Humanities and Social Sciences 3, no. 04 (2023): 94–100. http://dx.doi.org/10.36348/merjhss.2023.v03i04.005.

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This paper seeks to accomplish three primary objectives: firstly, it introduces the concept of storyboard teaching; secondly, it emphasises the efficacy of storyboard teaching in higher education as a means of customising instructional materials in both traditional and online programmes to suit the learners' needs and contextual factors; and thirdly, it advocates for the integration of storyboard teaching in the classroom, particularly in writing and language courses, alongside other innovative pedagogical approaches. This research highlights the significance of storyboarding as a means to fos

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Šmitiņa, Agita, and Ieva Margeviča-Grīnberga. "ACTIVE LEARNING METHODS IN STUDIES: STUDENTS’ OPINIONS AND EXPERIENCES." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 28, 2021): 631–41. http://dx.doi.org/10.17770/sie2021vol1.6339.

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Rapid changes in education and pedagogy are related not only to the global crisis caused by COVID-19, but also to other changes determined by globalization and technological convergence—labour mobility, changes in different professions and changes in teacher–student relations—that are also affected by intergenerational differences. Changes in the pedagogical paradigm, which are included in the content of the Paris Communiqué (2018) and outlined in many important educational development and planning documents, emphasise students’ transition from being mere recipients of information to being par

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Anastasopoulou, Eleni, Konstantina Gkika, Ioanna Schoina, et al. "Use of New Technologies in Primary Education." Asian Journal of Education and Social Studies 51, no. 3 (2025): 386–96. https://doi.org/10.9734/ajess/2025/v51i31834.

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The integration of new technologies in primary education has revolutionized traditional learning methods, enhancing student engagement, comprehension, and skill development. This study explores the impact of digital tools, including augmented reality (AR), virtual reality (VR), coding platforms, collaborative digital applications, and STEM-based robotics, on young learners. By incorporating digital literacy and internet safety modules, students develop responsible online behaviors while gaining foundational technology skills. Interactive learning with AR and VR enables immersive experiences th

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Agustina, Rahmah Fadhilah, Muassomah Muassomah, and Nuril Mufidah. "STUDENT PARTICIPATION IN LEARNING SPEAKING SKILLS WITH THE THINK PAIR SHARE MODEL." Thariqah Ilmiah: Jurnal ilmu-ilmu kependidikan & Bahasa Arab 12, no. 1 (2024): 125–38. http://dx.doi.org/10.24952/thariqahilmiah.v12i1.10991.

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The factor that encourages students to learn a foreign language is to be able to communicate with speakers of the language they learn, including oral communication, because successful language learning requires active student participation to practice the language in context. Participation is essential in the learning process because, fundamentally, learning involves activities that change behavior. Therefore, students must actively engage in the learning process. The purpose of this study is to analyze and describe student participation in learning speaking skills using the think pair share m

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Sadikan, Muhammad Zulfiqah. "Clinical Pharmacology and Problem-Based Learning: The Impact on Medical Students' Prescribing Competency." International Journal of Transformative Health Professions Education 2, no. 2 (2024): 11–17. https://doi.org/10.71354/ijthpe.02.02.38.

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Clinical pharmacology (CP) is an essential component of medical students’ safe and effective prescribing. Lecture-based teaching has traditionally been based on memorization rather than real-world scenarios. Problem-based learning (PBL) is a student-centred approach combining pharmacology with clinical cases for active learning and critical thinking. The impact of integrating CP into PBL on students' prescribing competency is discussed in this paper. The literature search was performed through PubMed, Scopus, and Google Scholar using keywords such as clinical pharmacology, problem-based learni

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Kusuma, Mobinta, Insih Wilujeng, and Purwo Susongko. "Challenges for Middle School Science Teachers in Assessing Scientific Inquiry Skills: A Thematic Analysis." International Journal of STEM Education for Sustainability 4, no. 1 (2024): 97–109. http://dx.doi.org/10.53889/ijses.v4i1.332.

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Science learning assessment has always been challenging for science middle school teachers, especially when assessing students' scientific inquiry skills, which are essential to the science learning process. The study aims to highlight the challenges teachers confront when assessing high school pupils' capacity for scientific inquiry. It is a qualitative phenomenological study using thematic analysis techniques. Five middle school science teachers from junior high schools in Central Java participated in this study. Utilizing interviewing approaches, data was gathered. Using Clark Braun's thema

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He, Zhenzhen, Xuemei Wu, Qiyun Wang, and Changqin Huang. "Developing Eighth-Grade Students’ Computational Thinking with Critical Reflection." Sustainability 13, no. 20 (2021): 11192. http://dx.doi.org/10.3390/su132011192.

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As computer science has become a vital power in facilitating the rapid and sustainable development of various fields, equipping everyone with computational thinking (CT) has been recognized as one of the core pillars supporting the sustainable development of individuals and our digital world. However, it remains challenging for secondary school students to assimilate CT. Recently, critical reflection has been proposed as a useful metacognitive strategy for regulating students’ thinking to solve current and future problems. In this study, a quasi-experiment was conducted to investigate the role

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Karimi, Amir, Winda Purnama Sari, and Abdulnassir Yassin. "Fostering Critical Thinking Skills: The Role of Simulations in Science Education." Buletin Edukasi Indonesia 3, no. 03 (2024): 87–92. https://doi.org/10.56741/bei.v3i03.601.

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This article explores the role of simulations in enhancing critical thinking skills within the realm of science education. In today's rapidly evolving world, the ability to think critically is paramount, particularly in scientific fields where understanding complex concepts and navigating uncertainty are essential. Traditional instructional methods often fall short in promoting critical thinking, necessitating innovative approaches. Simulations offer dynamic, experiential learning opportunities that engage students in active problem-solving, decision-making, and collaborative exploration. By s

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