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Academic literature on the topic 'Didactic instrument'
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Journal articles on the topic "Didactic instrument"
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Vidulin, Sabina. "Playing Instrument in Regular Music Class: Musical-Pedagogical and Didactic Implications." English version, no. 10 (October 22, 2018): 147–64. http://dx.doi.org/10.51515/issn.2744-1261.2018.10.147.
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The article elaborates the role and importance of introducing the activity of playing instruments in regular music class. Although represented in most previous curricula, in the 2006 curriculum playing an instrument has been given a great possibility for a qualitative realization. By studying through literature units, and interviewing teachers, the author systematized the advantages and limitations of playing instrument(s) in regular class. Also, the new model for playing instruments in class has been described.
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Kuswara, R. Didi, Essa Eqal Almazroei, and Muhamad Galang Isnawan. "Online didactical design for subtraction fractions: A didactical design research through lesson study activities." International Journal of Didactic Mathematics in Distance Education 1, no. 1 (2024): 37–46. http://dx.doi.org/10.33830/ijdmde.v1i1.7772.
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When the COVID-19 pandemic struck, students encountered several obstacles during their learning, including the inability to implement optimal learning strategies. Therefore, this research aimed to develop an online didactic design that could potentially reduce barriers to student learning, particularly in fraction subtraction operations. The research employed a didactical design approach. At each step of the research design, the researcher used lesson study activities to produce a good online didactic design. Participants in this research were 56 students in grades VII and VIII, aged 13 to 18 years. The researcher was the main instrument, with several additional instruments, such as online didactic design, fraction tests, interview guides, and documentation studies. We used thematic analysis to analyze data on learning barriers, and qualitative analysis to analyze implementation data. The research results revealed that students indicated that they had experienced learning obstacles with ontogenic and epistemological obstacles during the COVID-19 pandemic. Upon compiling and implementing the online didactic design, we found no evidence of learning obstacles among the students. Although students encountered difficulties when solving fraction subtraction problems, this was not due to learning factors, but rather to internal factors such as a lack of study time.
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Dennis, Vincent, Melissa Craft, Dale Bratzler, et al. "Evaluation of student perceptions with 2 interprofessional assessment tools—the Collaborative Healthcare Interdisciplinary Relationship Planning instrument and the Interprofessional Attitudes Scale—following didactic and clinical learning experiences in the United States." Journal of Educational Evaluation for Health Professions 16 (November 5, 2019): 35. http://dx.doi.org/10.3352/jeehp.2019.16.35.
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Purpose: This study investigated changes in students’ attitudes using 2 validated interprofessional survey instruments—the Collaborative Healthcare Interdisciplinary Relationship Planning (CHIRP) instrument and the Interprofessional Attitudes Scale (IPAS)—before and after didactic and clinical cohorts.Methods: Students from 7 colleges/schools participated in didactic and clinical cohorts during the 2017–2018 year. Didactic cohorts experienced 2 interactive sessions 6 months apart, while clinical cohorts experienced 4 outpatient clinical sessions once monthly. For the baseline and post-cohort assessments, 865 students were randomly assigned to complete either the 14-item CHIRP or the 27-item IPAS. The Pittman test using permutations of linear ranks was used to determine differences in the score distribution between the baseline and post-cohort assessments. Pooled results were compared for the CHIRP total score and the IPAS total and subdomain scores. For each score, 3 comparisons were made simultaneously: overall baseline versus post-didactic cohort, overall baseline versus post-clinical cohort, and post-didactic cohort versus post-clinical cohort. Alpha was adjusted to 0.0167 to account for simultaneous comparisons.Results: The baseline and post-cohort survey response rates were 62.4% and 65.9% for CHIRP and 58.7% and 58.1% for IPAS, respectively. The post-clinical cohort scores for the IPAS subdomain of teamwork, roles, and responsibilities were significantly higher than the baseline and post-didactic cohort scores. No differences were seen for the remaining IPAS subdomain scores or the CHIRP instrument total score.Conclusion: The IPAS instrument may discern changes in student attitudes in the subdomain of teamwork, roles, and responsibilities following short-term clinical experiences involving diverse interprofessional team members.
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Alsulami, Naif Mastoor, Muhamad Galang Isnawan, Samsul Bahri, Imam Pakhrurrozi, and Farah Heniati Santosa. "Meaning and learning fractions: analysis of learning barriers from a mathematics teacher's perspective." Polyhedron International Journal in Mathematics Education 1, no. 1 (2023): 7–14. http://dx.doi.org/10.59965/pijme.v1i1.2.
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Converting mixed numbers into common fractions is one of the formula problems in learning fractions which is a problem in learning. However, not many studies have examined this conversion. In addition, there are not many studies that try to provide solutions to the conversion problem. Therefore, this study aims to identify the types of learning barriers students experience when converting mixed numbers into common fractions and provide alternative solutions to minimize these learning barriers. The research design used to achieve this goal is didactical design research (DDR). DDR was chosen because it uses the results of identifying types of learning barriers to develop didactic designs in learning fractions. The participants in this study were math teachers with 26 years of age and less than 5 years of teaching experience. The main instrument in this study was the researcher using several additional instruments, such as fraction comprehension tests, interview guides, and didactic designs. The data was then analyzed using qualitative data analysis. The results of the study revealed that students indicated that they experienced learning difficulties with different types of epistemological obstacles because they rarely start learning with everyday life problems. The solution offered in the didactical design is the use of the problem as an initial situation in learning which students will then respond to in the form of a didactical situation. The recommendations offered in this study are the implementation of the didactic design itself.
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Jatmiko, Muhammad Anang, Tatang Herman, and Jarnawi A. Dahlan. "Desain Didaktis Materi Kaidah Pencacahan Untuk Siswa SMA Kelas XI." Hipotenusa Journal of Research Mathematics Education (HJRME) 4, no. 1 (2021): 35–54. http://dx.doi.org/10.36269/hjrme.v4i1.464.
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This study aims to develop didactic design on counting rules for senior high school. The didactic design is designed by considering two things the result of the test analysis of learning obstacle instrument and learning trajectory. This didactic design consists of four meetings obtained through the three formal stages performed in the study. The first stage is prospective ie didactic situation analysis before learning in the form of hypothetical didactic design including pedagogical didactic anticipation (ADP), second phase metaped analysis is notthe form of design implementation phase, and last stage is retrospective analysis which is an analysis that relate result of prospective analysis with metaped analysis nottik used to formulate empirik design. The research for preparing the didactic design begins with the provision of difficulties in learning the material of the counting rules and the analysis of the teaching materials. The results of the learning obstacle test show that students experience learning barriers that are categorized into three, namely ontogenic obstacle, didactical obstacle, and epistemological obstacle. The didactic design was implemented to 35 students of class XI in one of the senior high school in South Jakarta. Based on the results of research, didactic design developed this can be used as an alternative teaching materials concept of counting rules to minimize student learning barriers.
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Mirete Ruiz, Ana Belén, Francisco Alberto García-Sánchez, and Mª Cristina Sánchez-López. "Implicación del alumnado en la valoración de su satisfacción con las webs didácticas." Edutec. Revista Electrónica de Tecnología Educativa, no. 37 (September 20, 2011): a175. http://dx.doi.org/10.21556/edutec.2011.37.394.
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Presentamos el proceso y resultado del esfuerzo por implicar al alumnado universitario en la valoración de Web Didácticas. Hemos trabajado cooperativamente con alumnos y profesores, con el objetivo de conseguir un instrumento de evaluación ajustado a la percepción que ambos colectivos tienen del recurso. Nuestros resultados aportan un conjunto de ítems para valorar la satisfacción del alumnado con las webs didácticas y la comprobación de que ese recurso, desde una perspectiva didáctica, resulta muy bien valorado por el alumnado.Implication of the student body in the appraisal of his satisfaction with the use of didactic websitesAbstractWe introduce the process and the results of an effort in order to implicate the universitary student body in the appraisal of their satisfaction about the use of the didactic webs. We have worked hand to hand with students and professors, with the aim to obtain an instrument of evaluation adjusted to the perception that both groups have of the resource. Our results provide a set of items to evaluate the satisfaction of the learners with the use of didactic websites and the test that this technological resource, oriented from a didactical view, is well valued by the student body.
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Nopriana, Tri, Cita Dwi Rosita, and Diana Halbi. "Implementation of Didactical Design on Circle Material at Junior High School." Kreano, Jurnal Matematika Kreatif-Inovatif 13, no. 1 (2022): 100–112. http://dx.doi.org/10.15294/kreano.v13i1.32620.
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This study aimed to implement a didactic situation design to overcome learning obstacles in the circumference and area of the circle. The method used is qualitative research with Didactical Design Research which goes through the last two stages, namely metapedadidactic analysis and retrospective analysis. The instrument used is a didactic situation design prepared by Rosita, Maharani, Tonah Munfi (2020) and interview guidelines. Based on the implementation results, the didactic situation that has been designed has not been able to overcome students' learning obstacles fully. In addition, a new learning obstacle appears in the concept of the circumference of a circle. Not all students can measure the length of the curvature of a circle because there are inaccurate measurement results. In this study, the didactic design was revised regarding the circumference and area of a circle based on metapedadidactic and retrospective analysis.Penelitian ini bertujuan untuk mengimplementasikan rancangan situasi didaktis sebagai upaya mengatasi learning obstacle pada materi keliling dan luas lingkaran. Metode yang digunakan adalah penelitian kualitatif dengan Didactical Design Research yang melalui dua tahap terakhir yaitu analisis metapedadidaktik dan analisis retrospektif. Instrumen yang digunakan berupa rancangan situasi didaktis yang telah disusun oleh Rosita, Maharani, Tonah Munfi (2020) serta pedoman wawancara. Berdasarkan hasil implementasi, situasi didaktis yang telah dirancang belum sepenuhnya dapat mengatasi learning obstacle siswa. Selain itu, terdapat learning obstacle baru yang muncul pada konsep keliling lingkaran yaitu tidak semua siswa mampu mengukur panjang lengkungan lingkaran karena terdapat hasil pengukuran yang kurang akurat.Pada penelitian ini, dilakukan perbaikan kembali desain didaktis mengenai konsep keliling dan luas lingkaran yang disusun berdasarkan analisis metapedadidaktik dan retrospektif.
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Steinberg, Valery E., and Dina R. Fatkhulova. "The Base as an Indispensable Didactic Instrument in Remote and Classroom-Based Formats of Teaching." Music Scholarship / Problemy Muzykal'noj Nauki, no. 2 (2022): 83–93. http://dx.doi.org/10.33779/2782-3598.2022.2.083-093.
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The article is devoted to study of the encumbrances arising in the remote format of preparing students of pedagogic higher educational institutions, as well as teaching pupils of village schools, according to the state mission of the Ministry of Enlightenment of the Russian Federation, as well as the proposed direction of search and experimental approbation of didactic means designed for overcoming the examined encumbrances. The article includes visual materials, which help form and shape the direction of the search for new means for the remote format of teaching, – namely, visual didactic bases in the form of logical-semantic models. The posed problem is solved in the following logical sequence: from the encumbrances arising in the remote format of teaching to the demands directed towards decreasing the formulated encumbrances, and, finally – towards a concrete fulfillment of the demands by means of didactics. Among the didactic means used is the method of logical-semantic modeling of knowledge presented in the language of the education, a package of universal teaching activities of the analytical type used during the logical-semantic modeling, as well as a symmetrical eight-channel foundation of a figurative character for placing the results of the logical-semantic modeling. An important distinction of the examined direction is the universality of the developments and tables brought in the article applicable for use while teaching various tutorial disciplines, including music.
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Setiawan, Ide Pustaka, Jan Van Dalen Jan Van Dalen, and Jill Whittingham Jill Whittingham. "Intrument for Evaluating Didactical Performance of Clinical Skill Laboratory Teachers." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 2, no. 2 (2013): 85. http://dx.doi.org/10.22146/jpki.25156.
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Background: There are some studies about strategies for clinical skills teachers and criteria for effective teaching in a Skills lab. However, there isn’t an established instrument yet to evaluate clinical skills teacher’s didactical performance while facilitating skills learning. The aim of this study was to develop an appropriate instrument to evaluate clinical skills teachers’ didactical performance.Method: A preliminary instrument was developed based on recent available literatures. This instrument was applied by students, to quantitatively evaluate didactical performance of skills teachers who teach a certain skill. Then focus group discussions (FGD) were conducted. The results of both procedures were compared.Results: 255 first year medical students participated (response rate: 91%). There was significant difference between students’ judgments of clinical teacher’s (specialist) and Skills lab teacher’s (general practitioner) didactical performance (p<0.05). Cronbach’s alpha of the instrument turned out to be .95, indicating a high homogeneity. All items contributed to this measure of reliability. This quantitative finding was supported by qualitative resultsConclusion: The questionnaire developed is valid and reliable. It can be concluded that characteristics of a proper instrument for evaluating clinical skills teachers’ didactical performance encompass didactic skill, interpersonal & communication skills and condition/strategy of skills training.
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Muhibban, Muhibban, Muhamad Galang Isnawan, and Abdul Aziz. "Android-based Didactical Design for Learning Lines and Angles: An Interpretive Didactical Design Research." Polyhedron International Journal in Mathematics Education 1, no. 2 (2023): 106–18. http://dx.doi.org/10.59965/pijme.v1i2.54.
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Lines and angles are quite important mathematical concepts. This is proven because lines and angles cannot be separated in life. However, lines and angles actually become a problem/obstacle in the classroom. The purpose of this research is to determine the description of students' learning obstacles in the material on lines and angles for class VIII MTs NW Pringgajurang, then a didactic design for learning lines and angles will be prepared. The research design used is didactical design research-interpretive. The participants in this research were Class VIII students at MTs NW Pringgajurang with an age range of 12 to 14 years. The researcher is the main instrument in this research, with several additional instruments such as tests for understanding lines and angles, student biodata, interview guides and didactic designs for lines and angles. The data analysis technique used in this research is thematic data analysis. This thematic analysis is used as a basic foundation for the analytical process in qualitative research, by paying attention to the results of the data collection carried out. The results of the research show that students experience learning obstacles with ontogenic psychological and ontogenic conceptual types. With this Android-based didactic design, it is hoped that it will be able to minimize barriers to students' learning on line and angle material at MTs NW Pringgajurang.