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Weeldenburg, Gwen, Lars Borghouts, Tim van de Laak, Teun Remmers, Menno Slingerland, and Steven Vos. "TARGETing secondary school students’ motivation towards physical education: The role of student-perceived mastery climate teaching strategies." PLOS ONE 17, no. 9 (September 22, 2022): e0274964. http://dx.doi.org/10.1371/journal.pone.0274964.
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The aim of the present study was to explore the impact of TARGET-based teaching strategies on students’ motivation in a Dutch secondary school PE context. We examined to what extent mastery climate teaching strategies perceived by students (independently or interactively) explain variability in students’ motivation towards PE. In total 3,150 students (48.2% girls; 51.8% boys) with a mean age of 13.91 years (SD = 1.40) completed the Behavioural Regulations in Physical Education Questionnaire (BRPEQ), measuring students’ autonomous motivation, controlled motivation and amotivation, and the Mastery Teaching Perception Questionnaire (MTP-Q), measuring student-perceived application of mastery TARGET teaching strategies. Hierarchical regression analyses indicated that after controlling for gender, age, and educational type, the predictive effects of the perceived mastery climate teaching strategies differed by motivational outcome. Overall, students who reported higher levels of perceived application of mastery TARGET teaching strategies showed more autonomous motivation and less amotivation. Specifically, the teaching strategies within the task structure were the strongest predictors for students’ autonomous motivation and amotivation. No meaningful statistically significant two-way interaction effects between any of the TARGET variables were found, supporting the proposition of an additive relationship between the TARGET teaching strategies.
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Astuti, Sri Puji. "EXPLORING MOTIVATIONAL STRATEGIES OF SUCCESSFUL TEACHERS." TEFLIN Journal - A publication on the teaching and learning of English 27, no. 1 (March 14, 2016): 1. http://dx.doi.org/10.15639/teflinjournal.v27i1/1-22.
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This multiple case study investigated how teachers implemented motivational teaching strategies and the impact of these strategies on students’ motivation in an Indonesian high school context. The participants were four teachers and four groups of their students. The data were collected from teachers by conducting semi-structured interviews, classroom observations, and stimulated recall, and from the students through focus group interviews. The findings of the research indicated that each teacher had unique strategies to motivate their students, and these strategies had a profound impact on students’ motivation. The students reported that the strategies influencing their motivation could be categorized into five main groups: teachers’ classroom behaviors, supportive classroom atmosphere, selection of learning resources and activities, the usefulness of English, and the way feedback was given. These findings suggest that teachers of English in an Indonesian high school context can influence their students’ motivation by understanding the effect of motivational teaching strategies on students' learning and behaviors.
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Bhuyan, Muhibul Haque, and Sher Shermin Azmiri Khan. "Motivating Students in Electrical Circuit Course." International Journal of Learning and Teaching 10, no. 2 (May 9, 2018): 137–47. http://dx.doi.org/10.18844/ijlt.v10i2.3408.
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AbstractElectrical Circuit course is the elementary core course for the students of undergraduate program of electrical and electronic engineering. The course is taught in the very first semester of the freshmen. In undergraduate level, most of the engineering disciplines also require this course that is taught in the first to third semester or so. Since this course has many real life applications in many engineering tasks, it is therefore, required to teach efficiently so that students can apply the knowledge earned from this course in solving their practical problems. But it has been observed that many students drop out the program due to lack of motivation after studying this course. Motivation is the key to engaging students in meaningful and productive work. Identifying individual students' interests, providing choice (to promote a personal connection) and supporting competence (through the teaching of immediately useful strategies) result in motivation that deepens learning. Of course, motivating the students is one of the greatest challenges that teachers face all over the world while teaching in engineering courses. In this paper, the teaching method of ‘Electrical Circuit’ course for undergraduate electrical and electronic engineering students through motivation has been described.
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Aslan, Aslan, Silvia Silvia, Budi Sulistiyo Nugroho, M. Ramli, and Rusiadi Rusiadi. "TEACHER’S LEADERSHIP TEACHING STRATEGY SUPPORTING STUDENT LEARNING DURING THE COVID-19 DISRUPTION." Nidhomul Haq : Jurnal Manajemen Pendidikan Islam 5, no. 3 (November 21, 2020): 321–33. http://dx.doi.org/10.31538/ndh.v5i3.984.
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This project aimed to review teacher’s leadership learning strategies in improving student learning outcomes since the government sent students home to slow the spread of the COVID-19 pandemic. The student’s learning success during a pandemic is closely related to understanding and implementing teacher leadership strategies in helping students learn from home. To support teachers in student learning success, we have reviewed literature, especially student learning during school closings. After data collection, we continued in-depth analysis and interpretation with a descriptive qualitative approach. Analysis and interpretation include the competencies to be achieved, learning motivation, teaching materials, mentoring methods, and success evaluation rubrics. After we connected all the elements above with teaching, pedagogy, and understanding of the realities of student learning during the pandemic, we finally succeeded in compiling a strategic formulation of the teacher leadership strategies as follows: 1) spatial learning practice, 2) retrospective approach, 3) practical elaborative learning, 4) collaborative learning, 5) interleaving approach, 6) concrete commitment, 7) multiple coding skills, 8) helpful resources, 9) digital competence, and 10) celebrating every success. These findings are they are valid and reliable. Therefore, the implication of this findings can be a strategy for teachers to back up students learning from home today where teaching still remains in remote settings.
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Robiansyah, Maulid, and Pryla Rochmahwati. "SOCIO-AFFECTIVE STRATEGIES EMPLOYED BY STUDENTS IN SPEAKING CLASS." ELTALL: English Language Teaching, Applied Linguistic and Literature 1, no. 1 (September 1, 2020): 9. http://dx.doi.org/10.21154/eltall.v1i1.2097.
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This research is aiming at scrutinizing the socio-affective strategies used by students in speaking class at SMP Ma’arif 1 Ponorogo. This research employed qualitative approach, and the design was case study was conducted on the Eighth Grade B class of SMP Ma’arif 1 Ponorogo, and focused on the description of using socio-affective strategies in teaching speaking at the Eighth Grade B class of SMP Ma’arif 1 Ponorogo. The data in this research is collected through interview, observation, reviewing the documents. The data were analyzed by using data Mattew B Miles and Michael Hubberman’s view of data reduction, data display and drawing conclusion. The result of this research revealed that (1) the implementation of socio-affective starategies is devided into three activities namely; Pre activities, main activities, and the last activities. In pre activities there are two activities, greeting and apperception. In main activities, teacher applied “socio-affective stratgies. The findings that. In the last activities the teacher gave an evaluation and motivation. In evaluation activity a teaching and learning process need to be evaluated. (2) Those the role of the teacher is as follow in supporting the implementation of socio-affective strategies at Eighth Grade B Class of SMP Maarif 1 Ponorogo is very important because as a teacher holds an important position in the learning process. The roles teachers play in English Language Teaching (ELT) field are mostly of an assessor, organizer, facilitator, prompter, motivator, participant, monitor, model, etc.
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Elmi, Chiara. "Integrating Social Emotional Learning Strategies in Higher Education." European Journal of Investigation in Health, Psychology and Education 10, no. 3 (August 26, 2020): 848–58. http://dx.doi.org/10.3390/ejihpe10030061.
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Social and emotional learning (SEL) strategies develop skills linked to cognitive development, encourage student focus and motivation, improve relationships between students and teachers, and increase student confidence and success. More attention should be paid to students’ emotions in higher education to enhance students’ engagement in the classroom and improve social awareness (i.e., respecting others, understanding other perspectives, providing help to those who need it), motivation, and academic achievement. This article focuses on the implementation of practices that promote SEL in higher education and science, technology, engineering, and mathematics (STEM) programs. The paper aims to assess the academic and behavioral-related outcomes of applying SEL in mineralogy, an Earth science introductory course in a four-year university. The results of the present paper reveal that instructional practices supporting SEL are suited for engaging and stimulating learners’ multiple intelligences. The observed student course assessment performance suggests that integrating SEL may be a viable strategy for promoting student interest in science, building stress resilience, and creating more positive engagement with students. The instructional practices reported in this paper could support science instructors in designing teaching methods that promote self-management and social awareness to increase students’ academic outcomes.
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Moreno-Murcia, Juan Antonio, Julio Barrachina-Peris, Manuel Ballester Campillo, Estefanía Estévez, and Elisa Huéscar. "Proposal for Modeling Motivational Strategies for Autonomy Support in Physical Education." International Journal of Environmental Research and Public Health 18, no. 14 (July 20, 2021): 7717. http://dx.doi.org/10.3390/ijerph18147717.
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The motivational style that teachers adopt during their interactions with their students in class can have a significant influence on the search for optimal and balanced development. Knowing the role of motivation in generating positive change, the key is to define the strategies that constitute an adaptive motivational style of teaching. The aim of this study was to design and validate the set of motivational strategies to support autonomy that are framed within the Self-Determination Theory in the context of physical education classes. For this purpose, a five-phase process was designed and carried out in one study involving different samples of experts, teachers and students. On the one hand, 25 autonomy-supportive motivational strategies were obtained and organized according to their perceived difficulty. We also analyzed the importance attributed by teachers and the difficulty of implementing them, as well as the autonomy support perceived by students through these strategies. The results obtained made it possible to present a behavior-optimizing solution consisting of a progression of 25 autonomy support strategies. The results obtained are discussed in terms of their value in the design of educational scenarios that promote high-quality student motivation.
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Abdel Latif, Muhammad M. M. "Coping with COVID-19-related online English teaching challenges: teacher educators’ suggestions." ELT Journal 76, no. 1 (November 27, 2021): 20–33. http://dx.doi.org/10.1093/elt/ccab074.
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Abstract Although a number of studies have surveyed the challenges of remote English instruction imposed by COVID-19, a main research gap yet to be addressed is examining the relevant pedagogic experiences and suggestions given in language teacher educators’ blogs. Through analysing fifty-one blogs posted by teacher educators on four well-known language education websites, this study attempted to identify their perceived COVID-19-related online English language instruction challenges and suggested coping strategies. Analysing the blogs revealed nine main perceived online English teaching challenges associated with the teacher, learner, and online instruction implementation. To overcome these challenges, the teacher educators suggested seventeen main coping strategies pertinent to planning for online teaching, managing online classrooms, supporting students’ mental health, enhancing students’ ability to use/access technology, fostering active language learning engagement and motivation, and promoting teacher professional practices and wellbeing.
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Maria K, Evy, and Prambudi Nur Adhitama. "IMPROVING MOTIVATION OF LEARNING ENGLISH SUBJECT THROUGH INTEGRATION OF URBAN LEGEND LITERACY - A SHORT PLAY IN NARRATIVE TEXT OF TETH GRADE STUDENTS AT SMAN 8 MALANG." Education of English as Foreign Language 3, no. 2 (December 24, 2020): 96–101. http://dx.doi.org/10.21776/ub.educafl.2020.003.02.05.
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This study aims at implementing integration teaching technique between Urban legend literacy with short-play in narrative text for educational purposes It uses as teaching strategies on improving students motivation and to raise further comprehension on important value of narrative text. The researh design was Classroom Action Research (CAR) design with qualitative approach. Interview guide, questionnaire, and rating scale were used as research instruments. The steps were planning, implementing observing, and reflecting. The participants of this study were tenth grade (X) students from the class of MIPA 6 and IPS 1 & 2 in SMAN 8 Malang. The data was analyzed qualitatively. Regarding the result of this present study, it is showed that this integration teaching technique was significantly effective and appropriate to be applied for tenth grade students, This technique also encourages students in discovering diverse range of National Urban Legend Literacy to be preserved. This study gave contributions in supporting English language learning in Indonesia, increasing the students’ motivation in learning English, and making the process of teaching and learning English becoming more interesting.
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Indana, Nurul, and Umi Kalsum A. "KREATIVITAS GURU TAFSIR AMALY DALAM PENINGKATAN MOTIVASI BELAJAR SISWA DI SMA PRIMAGANDA JOMBANG." Ilmuna: Jurnal Studi Pendidikan Agama Islam 4, no. 1 (April 3, 2022): 59–70. http://dx.doi.org/10.54437/ilmuna.v4i1.406.
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Teacher creativity is the ability of teachers to express and realize the potential of their thinking power, so as to produce something new and can combine something that already exists into something better or interesting. Teachers are expected to have creativity in teaching which can increase students' learning motivation. This research is a field research ( field research ) which is qualitative, the form of research is descriptive qualitative using data collection techniques, namely observation, interviews, and documentation. Data analysis used descriptive qualitative analysis. The results of this study show: Student learning motivation at Primaganda High School: Student learning motivation at Primaganda High School increases much better when the teacher always provides innovation and encouragement to students.amalyinterpretation teacher in increasing student motivation at Primaganda High School is: by using methods, strategies and managing the class well, the teacher also uses humor and always gives praise and assessments to students so that student increases. While the supporting and inhibiting factors, namely the supporting factors include: students from Qur'anthe,and teachers at Primaganda High School have understood the material of Amal's interpretation. Factor Inhibitors include: factors that come from the students themselves such as lack of concern for students on the subject, external factors such as a less conducive learning atmosphere in the classroom, less references.
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Schrauben, Kristen S., Jamie Owen-DeSchryver, and Sanja Cale. "STRIVE to improve educational outcomes: supporting students with disabilities in the general education classroom." Educational Psychology 58, no. 16 (December 31, 2019): 171–85. http://dx.doi.org/10.5604/01.3001.0013.6372.
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Increasingly, students with a variety of disabilities are being included in general education settings; however, many of these students have academic, behavioral, and social challenges that can interfere with their participation and performance. Teachers and school professionals supporting students with disabilities need effective and efficient strategies that can improve student outcomes. This paper describes a set of six domains of research-supported practices that can be implemented to support students. These practices are organized using the acronym STRIVE: Social supports, Teaching practices, Rewards and motivation, Independence, Visual supports, and Engagement. We include examples of how these practices can be used class-wide to support all students, and how they can be adapted to support specific students with disabilities. Practitioner-friendly applications and resources are included to support implementation within school settings.
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Wahyuni, Sri, and Sanchita Bhattacharya. "Strategy of Islamic Religious Education Teachers in Increasing Student Learning Motivation." Tafkir: Interdisciplinary Journal of Islamic Education 2, no. 2 (September 2, 2021): 229–49. http://dx.doi.org/10.31538/tijie.v2i2.22.
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The purpose of the article was to describe and analyze strategies of Islamic Religious Education (IRE) Teachers in Improving Students' Learning Motivation in Madrasah Aliyah (MA) Class X Hikmatul Amanah. The type of research used is qualitative with a case study approach. Data collection is done by observation, interviews, documentation. Data analysis used the Miles and Huberman method, namely by reducing, presenting, and certifying data. To test the validity of the data by testing credibility, transferability, dependability, and confirmability. The results of this article show 1) IRE teachers at Hikmatul Amanah Mojokerto Islamic School have implemented strategies and methods that are in accordance with the applicable curriculum at the school. However, there are still shortcomings where the teacher lacks varied and boring strategies and methods in the learning process so that students are less motivated to learn pie subjects 2) the inhibiting factor of the teacher's strategy in increasing student motivation to learn is the lack of communication between teachers and parents, the lack of learning media, the family environment, and the school environment can also be an obstacle for teachers during the teaching and learning process. The supporting factors for the teacher's strategy are from the students themselves, how they feel a strong desire and have high aspirations so they are motivated to learn and receive support in the form of attention, rewards, and punishment, praise from family, teachers, and the environment.
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Abdullah, Alharbi Awatif, and Cuihong Yang. "Impact of Active Learning on Mathematical Achievement: an Empirical Study in Saudi Arabia Primary Schools." JOURNAL OF INTERNATIONAL BUSINESS RESEARCH AND MARKETING 4, no. 3 (2019): 43–51. http://dx.doi.org/10.18775/jibrm.1849-8558.2015.43.3005.
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The research focuses on scientific instructional approaches which take into consideration the impact of such factors as influence and motivation and thus can help provide guidance on practical classroom techniques that can help in fortifying the students’ success in mathematics. The paper investigates ways to achieve better math results among students by stimulating their motivation using active learning paradigm. The study aims to explore the methods of active learning applied in primary school math classes. Our results appear to add to the literature supporting the supposition that active learning has a direct effect on the students’ success and consequently, their achievement. We provide empirical evidence for factors predicting higher math learning achievement, and accordingly, propose an improved student-centered active learning teaching method to help students develop higher-order problem-solving skills, comprising of a combination of previously verified strategies which help to foster a positive attitude towards mathematics.
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Chen, Dyi-Cheng, Bo-Yan Lai, and Chin-Pin Chen. "Stimulating the Influence of Teaching Effectiveness and Students’ Learning Motivation by Using the Hierarchical Linear Model." Sustainability 14, no. 15 (July 27, 2022): 9191. http://dx.doi.org/10.3390/su14159191.
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In the context of school learning and teaching, teachers are leaders who stimulate students’ learning outcomes through leadership styles. The teacher efficacy of this study is discussed by using multiple teaching and class management strategies. Because the situation of each school is different, the contingency theory is used to design the research structure. This study changed the original leadership style to the new leadership style; effectiveness to teacher effectiveness; and context to school context, and set them as moderators. Since the unit of analysis is teachers, it is difficult to find factors such as differences in regression coefficients in the school context. Therefore, the HLM hierarchical linear analysis is used, and the school context is set as the second level, and then statistical analysis is performed. Teachers’ leadership styles have significant differences in multiple teaching strategies for teacher effectiveness. Moral leadership and charismatic leadership have a moderating effect on the multiple teaching strategies of teacher effectiveness. The multiple teaching strategies of teacher effectiveness have a significant effect in middle school situations with lower moral leadership. On the other hand, charismatic leadership is more pronounced in middle school situations than in high school situations. Teachers’ leadership styles have a significant impact on classroom management of teacher effectiveness. Under the situational control of schools, moral leadership, charismatic leadership, and supportive leadership have moderating effects on classroom management of teacher effectiveness. When the classroom management of teacher effectiveness is in the middle school situation, low moral leadership is more significant; in the high school situation, charismatic leadership will reduce the effectiveness of the class management; in the moderate or high situation, the higher the support of the leader, the greater the effect of class management.
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Kwee, Ching Ting Tany. "I Want to Teach Sustainable Development in My English Classroom: A Case Study of Incorporating Sustainable Development Goals in English Teaching." Sustainability 13, no. 8 (April 9, 2021): 4195. http://dx.doi.org/10.3390/su13084195.
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Previous studies indicated that K-12 teachers generally felt reluctant to incorporate sustainable development in their teaching due to a lack of skills, knowledge and interest, particularly language teachers. This qualitative case study, grounded in the Social Cognitive Career Theory, aims to identify the significant factors influencing English teachers’ motivation of incorporating the United Nation’s Sustainable Development Goals (SDGs) into their teaching. Data were collected from multiple sources including semi-structured interviews and classroom observations. By examining how teachers’ self-efficacy develops in relation to outcome expectations and performance goals, the findings showed that teachers’ personal beliefs, attainment of teaching goals and supportive school management can positively influence their self-efficacy and boost their motivation in incorporating SDGs in their English teaching. Such findings can be useful for educators, school management, educational institutes, universities and policy-makers to develop strategies to facilitate teachers’ active roles in ESD by fostering greater collaboration across disciplines and providing relevant professional development and goal-relevant supports.
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Jamhuri, M. "EFEKTIVITAS METODE MEMOTIVASI STUDI MURID DENGAN CARA PROBLEM SOLVING KHUSUS PEMBELAJARAN MATERI ILMU FIQIH DI MADRASAH ALIYAH "MIFTAHUL ULUM" DESA NGEMBAL KECAMATAN TUTUR KABUPATEN PASURUAN KELAS XI, TAHUN PELAJARAN 2018-2019." AL MURABBI 4, no. 2 (May 22, 2019): 201–16. http://dx.doi.org/10.35891/amb.v4i2.1442.
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Motivation is an invitation or encouragement to students by using a method or method so that students can increase the spirit of learning with their own awareness without any coercion from anyone including the teacher, so that with the motivation of the teacher students are more likely to pursue lessons than others either at home or at school.
Many parties who indicate the low quality of education today is closely related to the low motivation of students. In order to solve learning problems such efforts need to be made efforts, which include the development of learning strategies that are able to optimize student learning motivation in order to improve the quality of overall learning in learning. The formulation of the problem is How is the influence of the problem solving method (problem solving) on increasing the learning spirit of students of class XI M.A "MIFTAHULULUM" Ngembal? What are the advantages and disadvantages of problem solving methods in teaching and learning activities?
With the application of problem solving methods (problem solving) in class XI M.A MIFTAHUL ULUM Ngembal, the student's learning spirit is increasing as evidenced by the number of students who often argue in solving a problem using literature that has been read and active. The advantages of applying problem solving methods (problem solving) students can actively participate in teaching and learning activities and think more critically than before, so that the classroom atmosphere becomes more alive. Weaknesses of application to implement problem solving methods, namely the provision of reading books as supporting materials. And the time required is relatively long because students usually require time to think so that their opinions are correct and correct.
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Lin, Su-Ching, and Ying-Ling Chen. "Evaluation of the Impact of the Writing Program on Student Learning." Journal of Social Science Studies 7, no. 1 (October 13, 2019): 44. http://dx.doi.org/10.5296/jsss.v7i1.15615.
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The purpose of this study was to evaluate the impact of the Chinese Writing Program of Self-Regulated Development Strategy (SRSDWP) on student learning. With that aim, two-groups were tested in an experimental design with comparison of scores of writing self-efficacy, writing self-regulated strategy, and writing motivation. Results between the experimental group and control group were examined to assess the impact of SRSDWRP on students’ learning. The SRSDCWP is based on the teaching model of self-regulated strategy development (SRSD) that consists of six instructional steps of developing background knowledge, discussing, modeling, memorizing, supporting, and independent performance. Participants consisted of 105 eighth graders from one junior high school located in central Taiwan divided into 50 students in the experimental group who attended the SRSDCWP, and 55 students in the control group who were not submitted to the intervention program. Three units of teaching materials were designed and implemented for 12 weeks. Two groups with a similar background and life/ schooling experience were taught by the same Chinese literature teacher and received writing instruction for 45 minutes in a total of 135 min per week. Data were collected through students’ writing self-efficacy scale, self-regulated strategy scale, and motivation scale. Data were analyzed using descriptive statistics of distribution frequencies, percentages, mean values, standard deviations and inferential statistic using ANCOVA. The results revealed that the scores of the experimental group regarding students’ writing self-efficacy scale, self-regulated strategy scale, and motivation scale were significantly higher than those of the control group. The study concluded that the SRSDCWP provided positive influence on students’ writing self-efficacy, self-regulated strategies, and motivation.
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Balayar, Bhoj B., and Michael R. Langlais. "Parental Support, Learning Performance, and Socioemotional Development of Children and Teenagers During the COVID-19 Pandemic." Family Journal 30, no. 2 (October 30, 2021): 174–83. http://dx.doi.org/10.1177/10664807211052496.
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In spring and fall 2020, most schools across the globe closed due to the ongoing threat of the COVID-19 pandemic. Online and remote learning (ORL) modalities were implemented to continue children’s education and development. Yet, the change in educational delivery increased parental responsibilities in cultivating their children. We examined the determinants related to students’ learning performance before and during the COVID-19 period in association with psychosocial behaviors (such as socialization, internalizing and externalizing behavior, and motivation) and other factors, including parents’ support received, the teaching modality, and access to digital resources. The current study included 80 parents of elementary and middle school children who completed an online survey. The results of the study indicated that more than double the normal time was spent by parents in supporting their children’s learning and development during the COVID-19 period. The factors of parental support and motivation were found the most effective contribution in the development of children’s positive emotions and learning attainment. It was indicated that academic performance, motivation to participate in learning, socialization, prosocial behavior, discipline, externalizing and internalizing behaviors decreased during the COVID-19 pandemic. Accordingly, teachers and educators should consider bridging or creating alternative performance recovery strategies and socioemotional development interventions for children and young adults.
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Harden, Vickie, and V. Nikki Jones. "Applying the Principles of Brain-Based Learning in Social Work Education." Advances in Social Work 22, no. 1 (June 14, 2022): 145–62. http://dx.doi.org/10.18060/25142.
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This paper contributes to social work education by presenting brain-based learning as a theoretical framework to understand the impact of brain development and brain processes on learning and teaching. Historically, brain-based learning was adopted in elementary and secondary educational settings to assist educators in determining the pedagogical strategies most salient to supporting cognitive processes. However, in recent years, emphasis on brain-based learning has also emerged in higher education. It is more imperative than ever that faculty rely on evidence-based methods and models of teaching in the learning environment given the life stressors and trauma experienced by college students, including the coronavirus pandemic. Brain-based learning is a well-developed approach informed by theoretical constructs in neurology, psychology, biology, education, and medical science. Implementation of the key principles of brain-based learning are associated with improved academic performance, positively influenced motivation, and supported retention of knowledge. Brain-based learning is a model well-suited for implementation in social work education and supports the experiential practices embedded in social work pedagogy.
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Tamam, Badrud, Zainol Hasan, and Hilmi Qosim Mubah. "PENGELOLAAN PEMBELAJARAN DI SEKOLAH MENENGAH PERTAMA AL-FAQIH SUMBER NYAMPLONG KOWEL PAMEKASAN." re-JIEM (Research Journal of Islamic Education Management) 3, no. 2 (December 28, 2020): 143–62. http://dx.doi.org/10.19105/re-jiem.v3i2.3486.
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SMP Al-Faqih Nyamplong Kowel Pamekasan is one of the middle-level institutions which is directly under the auspices of the Islamic boarding schools in the Pamekasan sub-district. The institute is currently making efforts to improve the quality of learning such as conducting learning planning as outlined in the Learning Program Plan (RPP), the results of the study show that: First, 1) The teacher does the planning first by setting clear and concrete objectives, 2) The teacher organizes learning strategies by determining the types of methods, media, learning resources and teaching and learning facilities. Second, 1) Students are more active and learning activities are more fun, 2) Students can increase their knowledge of the material that has been and will be conveyed by the teacher. Third, 1) The supporting factors are; a) Learning activities are more effective and fun, b) Students have an interest and motivation to learn better. 2) Inhibiting factors for learning management strategies at Al-Faqih Middle School, namely; a) Environmental factors that are under the auspices of Islamic boarding schools, b) The lack of adequate facilities and infrastructure.
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Soraya, Kety, Fauziah Eryani, Andiyan Andiyan, and Peni Astuti. "Classroom management strategies on the teaching English to young learners at elementary school." International journal of linguistics, literature and culture 8, no. 6 (October 5, 2022): 259–66. http://dx.doi.org/10.21744/ijllc.v8n6.2195.
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Classroom management is vital in educating young English learners since children have weak self-control and teaching youngsters is different from teaching middle schoolers and adults. This study investigates the classroom management tactics used by English instructors at a private primary school, the teachers' motives for applying them, and the kids' impacts. Two English professors and 12 students participated. Different age and experience levels teach English. The researcher picked the 12 pupils because they could provide strategy knowledge. Classroom observation, teacher interviews, and a questionnaire provided the data. The strategies address three areas. Physical environment focuses on seating arrangement, sight, sound, comfort, and whiteboard and equipment usage; psycho-social management focuses on rules, feedback, and incentives; and classroom activity management manages time, solo, pair, and group work, and monitors the class. Reasons for using classroom management tactics include making the teaching-learning process operate smoothly, motivating students, supporting them in completing tasks, increasing classroom discipline, and building social skills. Students were more disciplined, pleased in the learning process, knew the lesson's goal, and were more focused and actively participated in learning when classroom management tactics were used.
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Ferreira, José Francisco, María Pilar Cáceres Reche, and Arturo Fuentes Cabrera. "Estudio Descriptivo De La Autonomía Motivacional En El Alumnado De Educación Secundaria De La Provincia De Benguela (Angola)." European Scientific Journal, ESJ 13, no. 7 (March 31, 2017): 95. http://dx.doi.org/10.19044/esj.2017.v13n7p95.
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The study of motivation has a very important role in understanding of school success. The teachers and the education of parents and tutors are the key elements that influence the motivational dynamics for student learning, which is a crucial aspect to self-regulate the learning process in a positive way. This research aims to analyze the influence of the school context on the development of the motivational autonomy of Secondary Education students in the municipality of Baía Farta, Benguela province, Angola. For this purpose, a quantitative descriptive methodology was developed through a Likert scale questionnaire administered to teachers and students. The total sample of the study consisted of 650 students (60.1% men and 39.9% women) and 72 teachers (54.2% men and 45.8% women). The main results point to the commitment and active participation of students through motivational strategies that are implemented through the activities planned by the school. Creating a supportive environment for the student to be motivated requires the development of a role of the guiding teacher, guide and support in the teaching and learning process, as opposed to a traditional conception of teaching more closed and hierarchical.
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Tsymbal, Svitlana V. "ENHANCING STUDENTS’ CONFIDENCE AND MOTIVATION IN LEARNING ENGLISH WITH THE USE OF ONLINE GAME TRAINING SESSIONS." Information Technologies and Learning Tools 71, no. 3 (June 29, 2019): 227. http://dx.doi.org/10.33407/itlt.v71i3.2460.
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Effective ESL teaching/learning has always been one of the most important interest areas for researchers and educators-practitioners. Over the past twenty years, teaching methods have been developed to enhance the students’ motivation and self-confidence with the purpose of improving their language skills. Learners with higher motivation do better in English, and learners with self-confidence tend to be more successful in learning. The contemporary society is constantly changing and developing new technologies. Using online games in ESL classroom is one of such methods supplementing the teaching-learning process. Learners are often motivated by hands-on and active learning opportunities. The students are able to work on accomplishing a goal by choosing specific actions. They experience the consequences of the actions, which is one of the ways that a game-based learning experience is similar to real life. In this article, we examined how the Kahoot game-based method of teaching ESL may affect the attitude of university students towards the language and their level of motivation and confidence. The obtained data revealed that using Kahoot training sessions was mostly successful in enhancing students’ confidence and motivation in learning English and the majority of students revealed positive attitudes to using Kahoot in language learning. However, 11% of students considered using online games to be a waste of time and 22% of students thought that learning English should not have fun as a necessary requirement. The author suggests that game-based method of teaching could be of use when utilized systematically over the academic year. However, university teachers should try various approaches and strategies to create a supportive learning environment in the classroom where learners feel interested, safe and secure to set and pursue their learning goals.
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Bhatnagar, Ruchi, and Joyce Many. "Teachers Using Social Emotional Learning: Meeting Student Needs during COVID-19." International Journal of Technology in Education 5, no. 3 (August 26, 2022): 518–34. http://dx.doi.org/10.46328/ijte.310.
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Unique challenges arose for teachers during COVID-19 to be effective not just academically, but also in providing social-emotional support. Through a case study of 23 novice teachers prepared by our college we examined teachers’ perception about the use of social-emotional learning (SEL) in their teaching, strategies for impacting student learning and development, and challenges faced due to online or hybrid teaching modalities. Results indicated that teachers felt a great need to focus on fostering supporting relationships with students, building trust, creating a positive classroom climate, acknowledging the trauma students had been through, and building strong home-school connections. Their biggest concern was increasing student engagement and motivation and reducing stress in the academic setting. Fostering a sense of classroom community and peer interactions was especially important when more than half the class was online. Teachers incorporated interactive methods and hands-on learning to make instruction engaging for students, focused on soft skills, and used formative assessments to address student learning needs. The study showed that SEL is critically important in the context of COVID-19 to include trauma-informed pedagogies, teacher self-care, and need for SEL related professional development.
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Depi Akbar, Wawan Wahyudin, and Apud. "Implementation of the Religious Moderation Program at Private Madrasah Aliyah in Lebak District, Banten Province." Formosa Journal of Sustainable Research 1, no. 6 (November 30, 2022): 999–1016. http://dx.doi.org/10.55927/fjsr.v1i6.1944.
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This study aims to describe the implementation of religious moderation policies, find out strategies for implementing religious moderation policies and find out the supporting and inhibiting factors in implementing religious moderation by teachers at Madrasah Aliyah Nurul Hidayah Lebakjaha and Madrasa Aliyah Daar El-Ishlah Malingping Lebak Regency. This study uses a descriptive qualitative approach using observation data collection methods, interviews and documentation. The technical stages of data analysis included data reduction, data presentation and data verification, while checking the reliability of the data was carried out by extending participation, accuracy of observations, triangulation and consulting supervisors. The results of the study concluded that: (1) Implementation of strategies to strengthen religious moderation in madrasas has been integrated with religious moderation values through teaching and learning activities (KBM), extracurricular activities (SKI), and habituation activities. (2) The strategy for strengthening religious moderation in Madrasas is that the efforts made by the heads of madrasah heads are as follows: (a) Persuasion approach, (b) Deideologization of teachers who are exposed to extreme views, (c) Integrative policy of religious moderation, ( d) Synergizing learning programs with activities outside of learning, and supporting the implementation of religious moderation in these madrasas, including: Vision and mission of the madrasa, madrasa regulations, community interest, a conducive atmosphere of the madrasa, infrastructure facilities, achievement motivation, and the academic qualifications of the supervisor teacher while the factors the obstacles are the inadequate condition of the library, social/mass media, community environment, and family environment.
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Khatifah, Khatifah, and Arnita Arnita. "PENGARUH SARANA DAN PRASARANA TERHADAP MOTIVASI BELAJAR SISWA DI MI QUBA KOTA SORONG." Al-Fikr: Jurnal Pendidikan Islam 7, no. 2 (December 31, 2021): 114–33. http://dx.doi.org/10.32489/alfikr.v7i2.226.
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In attracting students' attention in learning, teacher creativity is needed to arouse students' desires and can foster student motivation to learn. In order for the learning process to run according to what the teacher wants, students need motivation. Motivation is influenced by several factors, both internal and external factors. Internal factors are factors that arise from within students, such as health conditions, interest in learning and so on. While external factors are influential factors that arise from outside students, such as teachers, the environment, and the availability of facilities and infrastructure, as well as teaching methods and strategies. Facilities and infrastructure are very vital and very important things in supporting the smoothness or ease in the learning process. This study examines the effect of facilities and infrastructure on student motivation at Madrasah Ibtidaiyah (MI) Quba, Sorong City. The type of research used in this research is quantitative research using a survey approach. The sample of this study was the fifth grade students, totaling 35 students. The sampling technique used was non-probability sampling and was a saturated sampling. The research instrument used a Likert scale questionnaire. The data that has been collected is then processed using the SPSS 20.0 for Windows application. Based on the results of research using statistical analysis and the help of the SPSS 20.0 application program for windows, it shows that there is an influence between facilities and infrastructure on student learning motivation in class V students, obtained fcount of 422.239 and ftable of 3.285 so it can be concluded that fcount (422,239) > ftable (3.285), and the value of T_count 20,548 > T_table 1,692, it can be stated that H1 is accepted or there is an influence between facilities and infrastructure (X) on students' learning motivation at MI Quba, Sorong City (Y).
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Rizkia, Anisa, Qurrotul Anfa, and Huyteang Meng. "META-ANALYSIS BACKGROUND OF COLLABORATIVE LEARNING IN SCIENCE LEARNING." INSECTA: Integrative Science Education and Teaching Activity Journal 2, no. 2 (November 29, 2021): 181–90. http://dx.doi.org/10.21154/insecta.v2i2.3474.
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This meta-analysis study aims to determine the background of collaborative learning in science learning. The sample used was purposive sampling related to research on the background of collaborative learning in natural science teaching and learning processwith seventeen research samples. Six classes actions will be used as samples to find the background for the application of collaborative learning in science learning, while the other 11 plus 6 existing classroom action studies were used as supporting materials for the background. Results based on a meta-analysis study, it was found that 29.40% of collaborative learning was motivated by the lack of students' social skills. In addition, there were also 6 problems that underlie related or emerging studies, including the lack of absorption and mastery of student learning, passive students, low student motivation, lack of innovative learning strategies, lack of innovative learning media, lack of social skills of students, low critical thinking skills of students.
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Zsár, Virág. "Ifempower “Interactive and Mentorship-Based FEMale EmPOWERment in the Field of Entrepreneurship”: Background and the Way Forward." Acta Universitatis Sapientiae, Social Analysis 11, no. 1 (December 1, 2021): 43–59. http://dx.doi.org/10.2478/aussoc-2021-0003.
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Abstract Although gender gap in the field of entrepreneurship is slowly decreasing globally and there is a consensus about the vital role of female entrepreneurs in the economy, the ratio of female entrepreneurs remains still below that of the male. Empirical research conducted by HETFA Research Institute reveals important findings regarding the situation, challenges, and strategies of female entrepreneurs. Among others, there are some particular themes and features which are more apparent in the case of female entrepreneurs than in that of men such as the lack of self-confidence, lower level of motivation, lack of a supporting environment, lower level of self-assessment as well as greater frequency of solo entrepreneurship, and working part time. As for starting and maintaining a business, entrepreneurship-related skills, knowledge, and mindset, opportunities for networking, support from peers as well as supportive environment are among the highly esteemed factors by female entrepreneurs already in business. This is what the project ifempower aimed to address by not only developing a university curriculum and innovative teaching material but backing them with a mentorship programme and an intensive training programme. ifempower was built on a complex approach with special emphasis given to the development of soft and hard skills, entrepreneurial mindset, networking skills, and supporting female students as potential entrepreneurs in meeting their aims. By piloting the activities in partner countries and then incorporating the lessons learnt into the project outputs, the project placed significant focus on ensuring their uptake by other entities in the higher education sector and beyond.
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Yu, Rongmei. "On Fostering Learner Autonomy in Learning English." Theory and Practice in Language Studies 10, no. 11 (November 1, 2020): 1414. http://dx.doi.org/10.17507/tpls.1011.09.
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With the teaching of English being more and more communicative, the tradition teacher-centered approach is facing a big challenge and is being replaced by the learner-centered one. It means that learners will assume greater responsibility for their own English learning. Therefore, fostering learner autonomy is of the utmost importance in the teaching of English. Over the last ten years, fostering learner autonomy has become the chief concern in the field of English language teaching. As a result, many records have been obtained in different studies of learner autonomy. This paper aims at an exploration of fostering learner autonomy in the teaching of English and learners' attitudes, motivation and strategies. Because, serve as three important conditions for learner autonomy in the teaching of English. These conditions will largely influence the learning of learner autonomy. On the basis of the above exploration learner training for fostering learner autonomy, must entail two aspects. Firstly, setting up self-access centers can provide learners with an autonomy-supportive learning environment, which will contribute to enhancing learners' motivation and can strengthen their confidence in their English learning. Secondly, teachers themselves should reconsider their roles in fostering learner autonomy. They should act as facilitators, counselors and resource rather than classroom controllers. In this way, learners can feel more willing to accept responsibility for their own learning and strengthen their ability to do so.
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Sekar Pramesty, Nadhilla, Ana Maghfiroh, and Diyah Atiek Mustikawati. "Teachers’ Challenges in Teaching English to Young Learners in Rural Area." AL-ISHLAH: Jurnal Pendidikan 14, no. 4 (September 13, 2022): 5283–92. http://dx.doi.org/10.35445/alishlah.v14i4.1517.
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It is believed that rural education has unique challenges compared to urban and suburban areas, particularly in teaching English to young learners. Problems that often occur are related to educational inequality for those who live in rural areas, such as unqualified teachers, limited educational facilities, or lack of parental support. This study aims to identify the challenges faced by English teachers and their strategies in teaching English to young students in rural areas. This qualitative research used direct observation in the classroom and interviews with the English teacher an elementary school in Ponorogo. The findings showed that (1) learning English in remote areas was constrained by the status of English as a local content that created less supportive conditions for teachers to teach English; (2) most of the teachers came from non-English educational backgrounds, which affected their competence; (3) the learning curriculum was not in accordance with the existing learning conditions; and (4) the socioeconomic status of parents had a significant effect on students' motivation and achievement in learning English. Therefore, English teachers in rural areas need to use various strategies to address the mentioned problems.
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Aziz R, Iklima Nur, and Rini Intansari Meilani. "Motivasi dan Hasil Belajar Siswa SMK Pada Mata Pelajaran Produktif, Adaptif dan Normatif." Jurnal Pendidikan Manajemen Perkantoran 5, no. 2 (October 10, 2020): 154–68. http://dx.doi.org/10.17509/jpm.v5i2.28835.
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Motivation is one of the keys to the success of student learning activities. With motivation, the learning process is believed to be easier and maximum learning outcomes can be achieved. This paper presents the results of a research aimed at determining the effect of learning motivation on learning outcomes of class X SMK students in all productive, adaptive and normative subjects. The study adopted an explanatory survey as the research method, in which a set of questionnaires consisting of 20 items of closed questions was administered as the research instrument. Respondents in this study were the students of class X semester 1 in a private vocational high school with B accreditation totaling 53 people. The results showed that there was a significant effect of learning motivation on student learning outcomes. This study supports the theory and previous research which found that the higher the level of learning motivation, the higher the level of learning outcomes achieved by students. This study emphasizes the importance of identifying student learning motivation by the teachers as a basis for formulating learning strategies and providing supporting teaching and learning facilities.ABSTRAKMotivasi merupakan salah satu kunci keberhasilan aktifitas pembelajaran siswa. Dengan adanya motivasi, proses pembelajaran diyakini menjadi lebih mudah dan hasil belajar yang maksimal dapat dicapai. Tulisan ini menyajikan hasil penelitian yang ditujukan untuk mengetahui pengaruh motivasi belajar terhadap hasil belajar siswa SMK kelas X dalam semua mata pelajaran produktif, adaptif dan normatif. Metode yang digunakan adalah eksplanatori survei dengan instrumen berupa angket yang terdiri dari 20 item pernyataan. Responden dalam penelitian ini adalah seluruh siswa kelas X semester 1 di sebuah SMK swasta dengan akreditasi B yang berjumlah 53 orang. Hasil penelitian menunjukan adanya pengaruh yang signifikan dari motivasi belajar terhadap hasil belajar siswa. Penelitian ini mendukung teori dan penelitian terdahulu yang menemukan bahwa semakin tinggi tingkat motivasi belajar maka semakin tinggi tingkat hasil belajar yang dicapai oleh siswa. Penelitian ini menekankan pentingnya identifikasi motivasi belajar siswa oleh para guru sebagai dasar dalam penyusunan strategi-strategi pembelajaran serta pengadaan fasilitas belajar mengajar yang mendukung.
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Hui, Eadaoin K. P., and Sandra K. M. Tsang. "Self-Determination as a Psychological and Positive Youth Development Construct." Scientific World Journal 2012 (2012): 1–7. http://dx.doi.org/10.1100/2012/759358.
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This paper presents a review of self-determination as a positive youth development construct. The definition and conceptualization of the concept are examined from the perspective of self-determination theory and the functional theory of self-determination. Theories of self-determination from the perspective of motivation and skills enhancement are examined. Factors contributing to self-determination, such as autonomy-supportive teaching and parenting style, culture, efficacy of intervention programmes, and the educational benefits of self-determination for students, are discussed. Strategies to promote self-determination in an educational context and implications for further research and practice are discussed.
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Abimnui, Azane. "IDENTIFYING AND OVERCOMING CHALLENGES IN TEACHING AND LEARNING PRONUNCIATION IN AN EFL CLASS: AN EXPERIENCE FROM CAMEROON." International Journal of Linguistics 2, no. 1 (August 2, 2021): 36–48. http://dx.doi.org/10.47604/ijl.1326.
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Purpose: There are still gaps in knowledge with regard to reliable research-based information on what works and what does not work in pronunciation teaching. This gap can be filled by increased academic research on this topic, especially from other teachers’ experiences and practices. This paper investigates some factors hindering the English as a Foreign Language learner (EFL) learners’ acquisition of English pronunciation and reviews issues with English pronunciation instruction from a teacher’s perceived challenges.
Methodology: The setting that defines the EFL learner is presented in a case study of an institution of Higher learning, Prepavogt in Yaounde. The participants are 51 students who are in the first year of their studies in a Management and Finance department. Data was collected through observation and analyses of audio tape recordings of students’ oral productions as part of a pre-test and post-test TOEFL examination preparation during the 2020/2021 academic year. Textual data representation is favored as the objective was to supplement qualitative statements with some data.
Findings: The findings reveal the factors that affect the students ease of learning pronunciation. These emanated from factors such as the novelty in exposure to the practice of phonetics, the influence of mother tongue, and lack of interest. Segmental features; such as vowels, consonants and suprasegmental features like intonation and stress were all identified as posing serious problems that affected intelligibility. From the pre-test to the post-test, observed individual student improvement are indicators that the teaching strategies, coupled with the supporting audio-visual material, were successful in arousing students’ interest, and developing improved pronunciation.
Unique contribution to theory, practice and policy: With the popular decry of how pronunciation skills training are done in secondary schools, which have been proven to be unhelpful, this study demonstrates that appropriate target and focused teaching with supporting equipment, and teacher motivation is needed to train for effective and intelligible standard pronunciation in English among the Cameroonian EFL learners.
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Rizzo, Sara, Alessandro Frolli, Antonella Cavallaro, Giuseppina Sinigaglia, and Sebastiano Scire. "Social Representation of Disability and Teachers." Education Sciences 11, no. 6 (May 28, 2021): 266. http://dx.doi.org/10.3390/educsci11060266.
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With the International Classification of Functioning, Disability and Health (ICF), the term disability is consolidated in its dynamic meaning as a condition that is defined by the interaction between personal factors and the environment in which one lives (WHO, 2001). The characteristics of the reference context that can be an obstacle or facilitation are evaluated with greater emphasis, including the perception of disability by teachers as a factor that will mediate the implementation of different behaviors and methodologies stemming from it. The purpose of the present survey, which includes 422 teachers attending a specialization course for support activities and was conducted through the administration of a questionnaire, was precisely to evaluate this perception. In particular, it evaluated the following: the differences in starting and finishing the specialization course for the achievement of the teaching qualification in support, the impact of previous experience with the disability, and the motivation to teach. Outcomes display a progressive normalization in the characteristics of a person with disabilities. The teaching strategies undergo a change between the beginning and the end of the course, with a focus from the general to the particular, becoming more targeted and detailed. In terms of opinions, emotions, and concerns, familiarity with disability seems to produce a less prejudicial and stereotyped representation, as does the teaching experience with a disabled pupil. The importance of active previous experience is confirmed in order to develop a better representation with a consequent reduction in prejudice. Further data emerge in terms of increased ability, at the end of the course, to verbally discriminate the concepts of inclusion and integration, with probable differences in approaches. The motivation for teaching is confirmed to be connected to job placement and therefore should be further investigated with scales that control the social desirability of the response. The present study shows the importance of both the perception of familiarity with disability and specialized education in supporting disabled students. We hope that future research might further investigate this area in order to improve the quality of life of disabled people through better relations with teachers and better academic outcomes.
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Bongga, Gesra, Yonathan Palinggi, and Made Agung Dwijatenawa Kutai Kartanegara. "Strategies for Increasing the Teacher’s Performance through Online Learning during the Covid-19 Pandemic at the State of I Loa Kulu First Middle School Kutai Kartanegara District." Journal of World Englishes and Educational Practices 4, no. 3 (September 29, 2022): 31–38. http://dx.doi.org/10.32996/jweep.2022.4.3.4.
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This study aims to analyze the strategy for improving the teacher’s performance during the Covid-19 pandemic through online learning at SMP Negeri 1 Loa Kulu and to analyze the supporting and inhibiting factors for improving teacher performance through online learning at SMP Negeri 1 Loa Kulu during the Covid-19 pandemic. This study uses qualitative design research because it wants to explore the phenomena that occur in the field; the data collection of research is carried out through 3 (three) main techniques, namely observation (careful review), in-depth interviews (in-depth interviews), and literature studies so that it can explain about strategies for improving teacher performance at SMP Negeri 1 Loa Kulu during the Covid-19 pandemic. Sources of secondary data in this study are secondary data at SMP Negeri 1 Loa Kulu as well as research journals and news articles, and so on related to this research. The results showed that Strategies for Improving Teacher Performance During the Covid-19 Pandemic through Online Learning at State Junior High School 1 Loa Kulu are, namely 1) Developing teacher professionalism, teachers developing their professionalism must continue to train and improve several things such as knowledge and abilities 2) improve skills, teacher skills mastering online learning media, the efforts made by each teacher are different, some try out before teaching, learn from YouTube, ask fellow teachers and so on. Supporting and inhibiting factors for the Strategy to Improve Teacher Performance through Online Learning at SMP Negeri 1 Loa Kulu during the Covid-19 Pandemic are. 1) Teacher motivation to understand online knowledge, 2) teacher skills in implementing online learning, and 3) facilities and infrastructure. Inhibiting factors are; 1) laziness to develop 2) There are still some teachers who are technology stutter 2) Internet network that is not stable 3) Infrastructure facilities that are not optimal.
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Zuhairi, Aminudin, Navaratnasamy Karthikeyan, and Saman Thushara Priyadarshana. "Supporting students to succeed in open and distance learning in the Open University of Sri Lanka and Universitas Terbuka Indonesia." Asian Association of Open Universities Journal 15, no. 1 (December 3, 2019): 13–35. http://dx.doi.org/10.1108/aaouj-09-2019-0038.
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Purpose The purpose of this paper is to reveal how support services for open and distance students are designed, developed and implemented to ensure successful learning to take place, with specific references to the Open University of Sri Lanka (OUSL) and Universitas Terbuka (UT) Indonesia. Success in distance learning is one major challenge for open universities to respond to expectations of students and stakeholders. This study focuses on the strategies of student support services in OUSL and UT, investigating related factors including instructional design and development, learning engagement and motivation, policy and strategy in reducing dropouts, use of OER/MOOCs, and quality assurance. Design/methodology/approach A qualitative study was employed involving analyses of documents; interviews and focus group discussion with senior administrators, academic staff, students; and on-site observation in locations of teaching and learning. Findings This research is exploratory in nature. Findings of the study are expected to improve our understanding of student support in distance learning, in which analysis is based on good practices, challenges and rooms for improvement of both OUSL and UT. Practical implications Findings of this study reveal practices and lessons learnt that may be useful as reference to open universities, taking into considerations the fact that each open university has been established to address specific challenges in its own unique circumstances. Originality/value This research may be adopted as baseline framework for analysis of student support for open universities. Further in-depth study is needed to understand how various aspects of student support contribute to success in open and distance learning.
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Barry, Debra, Anna J. Warner, Sarah LaRose, Blake Colclasure, and Edward Osborne. "Personal resilience of first-year, alternatively certified agriscience teachers." Advancements in Agricultural Development 3, no. 1 (March 2, 2022): 103–14. http://dx.doi.org/10.37433/aad.v3i1.183.
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A wide range of challenges continues to exist in delivering school-based agricultural education (SBAE) programs. Among the most pressing challenges are the recruitment and retention of high-quality agriculture teachers (Guffey & Young, 2020). Teacher educators and researchers in SBAE are tasked with meeting the nationwide demand for teachers, while also better understanding the status of alternatively certified agriculture teachers (Foster et al., 2020). This study explored the challenges, coping strategies, and personal resilience of first-year agriscience teachers in Florida who held a temporary teaching certificate. Using a qualitative, phenomenological approach, seven alternatively certified Florida agriculture teachers were interviewed. The personal resilience framework developed by Hoopes (2017) guided this study, as researchers examined alternatively certified teachers’ experiences and responses to challenges in their teaching. Emergent themes included prior plans to teach, overwhelming expectations, supportive networks, aspects of resilience, and feelings of motivation and inspiration. This study highlights the need for proactive professional development and support systems for first-year, alternatively certified agriculture teachers.
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Laborda, Jesús Garcia. "EDITORIAL." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 7 (December 31, 2019): I. http://dx.doi.org/10.18844/prosoc.v6i7.4569.
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It is the great honor for us to edit proceedings of “10th World Conference on Learning, Teaching and Educational Leadership (WCLTA-2019)” held on 01-03 November, at the Novotel Conference Center Athens –Greece. This privileged scientific event has contributed to the field of educational sciences and research for ten years.
As the guest editors of this issue, we are glad to see variety of articles focusing on the Active Learning, Administration of Education, Adult Education, Affective Learning, Arts Teaching, Asynchronous Learning, Behaviorist Learning, Biology Education, Blended Learning, Chemistry Education, Classroom Assessment, Classroom Management, Classroom Teacher Education, Collaborative Learning, College and Higher Education, Constructivist Learning, Content Development, Counseling Underperformers, Course and Programme Evaluation, Critical Thinking and Problem Solving Development, Curriculum and Instruction, Democracy Education, Desktop Sharing, Developmental Psychology, Digital Content, Creation, Preservation and Delivery, Distance Learning, E-administration, E-assessment, Education and Culture, Educational Administration, Educational Technology, E-learning, E-Learning Strategies, E-Library and Learning Resources, Embedding Soft Skills in Curriculum Development, Enhancing and Integrating Employability, Environmental Education, ESL Education, E-teaching, Evaluation of e- Learning Technologies, Evaluation of Student Satisfaction, Faculty Development and Support, Future Learning Trends and Globalization, Gaming, Simulation and, Virtual Worlds, Guiding and Counseling, Healthy Education, High School Teacher Education, History Education, Human Resources in Education, Human Resources Management, Human Rights Education, Humanistic Learning, Information Literacy Support for Teaching, Learning and Assessment, Innovation and Changing in Education, Innovations in e-Assessment, Innovative Teaching Strategies, Institutional Audit and Quality Assurance, Institutional Performance, Instructional Design, Instructional Design,, Knowledge Management in Education, Language Learning and Teaching, Language Teacher Education, Learner Centered Strategies, Learners Diversity, Inclusiveness and Inequality, Learning and Teaching Research Methods, Learning Assessment and Evaluation, Learning Disabilities, Learning Psychology, Learning Skills, Learning Theories, Lifelong Learning Strategies, Mathematics Learning and Teaching, Measurement and Evaluation in Education, Middle School Teacher Education, Mobile Learning, Multi-cultural Education, Multiple Intelligences, Music Learning and Teaching, New Learning Environments, New Learning Web Technologies, Nursery Education, Outcome-based Education, Performance Assessment, Physics Education, Portfolio Assessment, Pre-school Education, Primary School Education, Professional Development, School Administration, Science Education, Science Teaching, Social Networking and Interactive, Participatory Applications and Services, Social Sciences Teaching, Special Education, Sport and Physical Education, Strategic Alliances, Collaborations and Partnerships, Student Diversity, Student Motivation, Supporting Students Experience, Table of Specifications, Teacher skills, Teacher Training, Technology and the Learning Environment, Virtual Classroom Management, Vocational Education, Web Conferencing and etc.
Furthermore, the conference is getting more international each year, which is an indicator that it is getting worldwide known and recognized. Scholars from all over the world contributed to the conference. Special thanks are to all the reviewers, the members of the international editorial board, the publisher, and those involved in technical processes. We would like to thank all who contributed to in every process to make this issue actualized. A total of 82 full papers or abstracts were submitted for this conference and each paper has been peer reviewed by the reviewers specialized in the related field. At the end of the review process, a total of 26 high quality research papers were selected and accepted for publication.
I hope that you will enjoy reading the papers.
Guest Editors
Prof. Dr. Jesús Garcia Laborda, University of Alcala, Spain
Editorial Assistant
Zeynep Genc, Phd. Istanbul Aydin University, Istanbul, Turkey
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van Dongen, Bonnie, Tara Finn, Vibeke Hansen, Annemarie Wagemakers, David Lubans, and Kerry Dally. "The ATLAS school-based health promotion programme." European Physical Education Review 24, no. 3 (March 10, 2017): 330–48. http://dx.doi.org/10.1177/1356336x17695834.
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Adolescent boys living in disadvantaged communities are considered a vulnerable group at risk for developing obesity and associated health problems, such as cardiovascular disease, hypertension and type-2 diabetes. While short-term health promotion programmes often produce effective results during the implementation of the intervention, according to self-determination theory (SDT), changes in autonomous motivation are required if programmes are to have sustained effects on health behaviours. This article describes the ATLAS (Active Teen Leaders Avoiding Screen-time) programme, based on SDT, which was developed to engage adolescent boys from low socio-economic backgrounds in physical activity, reduce their consumption of sugar-sweetened beverages and limit recreational screen-time. The article reports a post-hoc analysis of the perceptions and experiences of a representative group of ATLAS participants to investigate whether the boys’ general impressions of the programme reflected the need-supportive teaching strategies on which the programme was based. The results of this analysis suggested that students’ comments about increased feelings of autonomy, competence and relatedness were often linked to corresponding need-supportive teacher behaviours. The findings suggest that embedding health promotion programmes in a need-supportive context can help to foster the motivation and self-regulation that is required to maintain newly adopted healthier behaviours.
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Padli, Feri, Rusdi Rusdi, and Hendra Hendra. "STRATEGI GURU GEOGRAFI DALAM PENGGUNAAN MEDIA PEMBELAJARAN PADA PEMBELAJARAN ONLINE." JAMBURA GEO EDUCATION JOURNAL 3, no. 1 (March 31, 2022): 11–20. http://dx.doi.org/10.34312/jgej.v3i1.13651.
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This article will reveal strategies for using learning media from Geography teachers during online learning (learning in networks). The aim is to find out what media is used in online geography learning and also the teacher's competence in using Geographic Information System (GIS) media in geography learning. It is hoped that the outcome of the research will be used as an evaluation material and recommendation for the next action in an effort to increase the quantity of relevant media and the quality of learning outcomes of Geography in schools. By planning training in Community Service programs. The data collection method used a special interview system for the main resource person, namely the Geography Teacher by using an online questionnaire for a random sample and secondary data documentation. The results obtained are the class media that is most often used in geography learning the first choice is to use the Whatsapp Group chat application, then Google Classroom and for face-to-face virtual use of video conferencing applications such as zoom or google meet. Meanwhile, the media for teaching teacher material still uses map media, both printed and digital, books or modules, and powerpoint presentations. Meanwhile, GIS applications are still very minimally utilized. The reasons stated are because of the relevance of the material, the easier process if using more general media and the availability of supporting facilities in the agency. However, the perception of his ability to prepare learning media is considered quite good. The only obstacle or challenge is increasing student motivation, and personal self-motivation to work that needs to be improved..
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Miller, Cynthia J., and Michael J. Metz. "A comparison of professional-level faculty and student perceptions of active learning: its current use, effectiveness, and barriers." Advances in Physiology Education 38, no. 3 (September 2014): 246–52. http://dx.doi.org/10.1152/advan.00014.2014.
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Active learning is an instructional method in which students become engaged participants in the classroom through the use of in-class written exercises, games, problem sets, audience-response systems, debates, class discussions, etc. Despite evidence supporting the effectiveness of active learning strategies, minimal adoption of the technique has occurred in many professional programs. The goal of this study was to compare the perceptions of active learning between students who were exposed to active learning in the classroom ( n = 116) and professional-level physiology faculty members ( n = 9). Faculty members reported a heavy reliance on lectures and minimal use of educational games and activities, whereas students indicated that they learned best via the activities. A majority of faculty members (89%) had observed active learning in the classroom and predicted favorable effects of the method on student performance and motivation. The main reported barriers by faculty members to the adoption of active learning were a lack of necessary class time, a high comfort level with traditional lectures, and insufficient time to develop materials. Students hypothesized similar obstacles for faculty members but also associated many negative qualities with the traditional lecturers. Despite these barriers, a majority of faculty members (78%) were interested in learning more about the alternative teaching strategy. Both faculty members and students indicated that active learning should occupy portions (29% vs. 40%) of face-to-face class time.
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Supratman, M. Angga, Gatot Sujono, and Fadly Usman. "Strategi Manajemen Pelatihan dan Pengembangan serta Pribadi Tenaga Pendidik dan Kependidikan." J-MPI (Jurnal Manajemen Pendidikan Islam) 5, no. 2 (December 31, 2020): 160–74. http://dx.doi.org/10.18860/jmpi.v5i2.10301.
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International School Of Taraf International Amanatul Ummah is one of the schools that continues to produce quality students as evidenced by their achievements in both academic and non-academic fields. Therefore, the purpose of this study is to analyze: Strategies, results, and factors supporting and inhibiting training and development management as well as the personality of educators and education personnel. This research is a field research with a qualitative approach, from the informants of the School Coordinator, Educators and Education and Students. The results showed that 1) Management training and development through the following stages: Planning, namely a School Idiom, participatory management, formation of subject teacher deliberations, internal-external training. The implementation process, through needs assessment, provides encouragement and confidence, conditions the learning environment, ensures training implementation, selects training methods, evaluates training programs. The result, through transfers of knowledge, is accomplished. Factors. Supporters; personal teachers, institutions. Blocker; teacher teaching time, teacher vacation time. Meanwhile, 2) personal management of teachers through the following stages: Planning, from the Coordinating School of International Taraf, namely annual meeting discussions, teacher selection materials, creating a culture of partnership, building a climate. As for the teacher through the institutional environment, motivation from outside. The implementation steps, from the coordinator of the International Bertaraf School, namely selecting personal teachers, holding seminars, meeting regulations, building self-confidence, establishing communication, starting from oneself, respecting time, having a social spirit. As for the teacher, namely understanding competence, maintaining dignity, instructive reprimand, students a source of inspiration, wisely admonishing coworkers, giving encouragement help, establishing good relationships with superiors, self-reflection. Factors. Supporters; environment, peer teachers, motivation. Blocker; genetic factors, saturation factors. Result. International Traffic School teachers, Amanatul Ummah, in their competence have been very helpful in terms of learning and as a good role model.
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Eliahoo, Rebecca. "An analysis of beginning mentors’ critical incidents in English post-compulsory education." International Journal of Mentoring and Coaching in Education 5, no. 4 (December 5, 2016): 304–17. http://dx.doi.org/10.1108/ijmce-08-2016-0060.
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Purpose This qualitative study explores the barriers and dilemmas faced by beginning and novice mentors in post-compulsory education in the Southeast of England. It analyses critical incidents (Tripp, 2012) taken from the everyday practice of mentors who were supporting new teachers and lecturers in the Southeast of England. It categorises different types of critical incidents that mentors encountered and describes the strategies and rationales mentors used to support mentees and (indirectly) their learners and colleagues. The purpose of this paper is to explore ways in which mentors’ own values, beliefs and life experiences affected their mentoring practice. Design/methodology/approach As part of a specialist master’s-level professional development module, 21 mentors wrote about two critical incidents (Tripp, 2012) taken from their own professional experiences, which aimed to demonstrate their support for their mentee’s range of complex needs. These critical incidents were written up as short case studies, which justified the rationale for their interventions and demonstrated the mentors’ own professional development in mentoring. Critical incidents were used as units of analysis and categorised thematically by topic, sector and mentoring strategies used. Findings The research demonstrated the complex nature of decision making and the potential for professional learning within a mentoring dyad. The study of these critical incidents found that mentors most frequently cited the controversial nature of teaching observations, the mentor’s role in mediating professional relationships, the importance of inculcating professional dispositions in education and the need to support new teachers so that they can use effective behaviour management strategies. Originality/value This study contributes to the understanding of the central importance of mentoring for professional growth within teacher education. It identifies common dilemmas that novice mentors face in post-compulsory education, justifies the rationale for their interventions and mentoring strategies and helps to identify ways in which mentors’ professional development needs can be met. It demonstrates that mentoring is complex, non-linear and mediated by mentors’ motivation and values.
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Siregar, Eva Fitri Y., Nurhayati Sitorus, Febrika Dwi Lestari, Tamara Oktapiani, and Sulastri Pakpahan. "ENGLISH TEACHERS’ CHALLENGES AND STRATEGIES IN ONLINE LEARNING PROCESS DURING COVID-19." JURNAL BASIS 9, no. 2 (October 22, 2022): 181–92. http://dx.doi.org/10.33884/basisupb.v9i2.5600.
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This research is conducted because of Covid-19 that has been going on for almost 2 years and it affect to the teaching learning process at SMA Negeri 1 Siborongborong. The objective of research is to know and describe challenges and strategies faced by English teacher in online learning (OL) as long as pandemic. In this research, the research used qualitative research. The source of data came from 3 English teachers at SMA Negeri 1 Siborongborong. The technique that used to collect data by using questionnaire. The data was analysed by using Miles and Huberman model. Three stages were used in analysing data, namely data reduction, displaying data and drawing conclusion/verification. The result of the research showed that teachers’ undergone several challenges at SMA Negeri 1 Siborongborong, namely; (1) uneven network, (2) limited facility, (3) student learning lost, (4) Students were not so serious to the lesson and (5) willing to explain the explanation two or three times. whereas, teacher’s strategies were used English teacher in SMA Negeri 1 Siborongborong during OL were; (1) Teacher did not force the students to have too much (2) Limiting the material and homework (3) motivating and supporting the students (4) Inviting student to joke so they don’t get bored right away (5) Trying to present interesting learning process for students. So, it can be concluded that network affects to the students’ ability in understanding the material in the classroom.
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Abós, Ángel, Javier Sevil, José Antonio Julián, Alberto Abarca-Sos, and Luis García-González. "Improving students’ predisposition towards physical education by optimizing their motivational processes in an acrosport unit." European Physical Education Review 23, no. 4 (June 14, 2016): 444–60. http://dx.doi.org/10.1177/1356336x16654390.
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Grounded in self-determination theory and achievement goal theory, this quasi-experimental study evaluated the effectiveness of a teaching intervention programme to improve predisposition towards physical education based on developing a task-oriented motivational climate and supporting basic psychological needs. The final sample consisted of 35 secondary education students, aged 15–17 ( M age = 15.35, SD = 0.49), divided into two groups: control ( n = 15) and experimental ( n = 20). The intervention programme was applied in the experimental group to 12 acrosport unit lessons based on motivational strategies by means of TARGET areas (i.e. Task, authority, recognition, grouping, evaluation and time). Firstly, the experimental group obtained significantly higher values in perceived support of the basic psychological needs and in the perceived task-oriented motivational climate in the acrosport unit. Secondly, this intervention was effective in generating a significant increase in predisposition towards physical education in the experimental group. Noteworthy is the need to generate interventions in different content areas that may improve students’ predisposition towards physical education, which could contribute to them adopting a more active lifestyle.
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Baptista, Ana Cristina. "O perfil do aluno como ponto de partida na definição de estratégias individuais potenciadoras do desempenho académico." revistamultidisciplinar.com 3, no. 2 (September 2021): 61–65. http://dx.doi.org/10.23882/ne2147.
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Neuroeducation came to integrate the advances recorded in the areas of neuroscience in the teaching and learning processes. These processes, by enabling the mapping of brain circuits, enhance the individual's knowledge and allow the improvement of the functional structures that limit learning. The main goal of Neuroeducation is then focused on optimizing the performance of each individual, privileging their uniqueness, through self-regulation and the enhancement of executive capacities. In this context, the starting point should be the development of the student's profile. In addition to signaling the general academic, emotional and motivational level of the student, allows to create an information matrix, to structure the activities and strategies to be developed supporting an individualized pedagogical work. This resource allows students to become agents of their learning, self-searching at each moment, where they are regarding their final objectives, self-regulating their performance and adapting to the challenges they will face.
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Shahini, Gholamhossein, and Fatemeh Shahamirian. "Improving English Speaking Fluency: The Role of Six Factors." Advances in Language and Literary Studies 8, no. 6 (December 25, 2017): 100. http://dx.doi.org/10.7575/aiac.alls.v.8n.6p.100.
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This qualitative study, using an open interview, set out to investigate the roles six factors, including age, university education, teachers of English Language institutes, teaching English, dictionary, and note-taking, played in improving English speaking fluency of seventeen fluent Iranian EFL speakers. The participants were chosen purposefully based on the speaking scale of Common European Framework of Reference for Languages (CEFRL). The findings indicated that early age had a great impact on the participants’ speaking fluency. They mentioned that they could not pick up fluency if they had started learning English at older ages. Moreover, university education had no effect on enhancing their fluency. They stated that not having enough opportunities to speak English in classrooms, being exposed to wrong amounts of input from their classmates or even from some university instructors, having no access to English native speakers in English Language Departments, professors’ talking in native language out of classes, in their offices or even sometimes in classes all led to their losing motivation after entering the university. In contrast, teachers in English language institutes had a supportive role in increasing the participants’ English learning. Although two participants quit teaching English since it had a negative influence on their speaking, it had a positive impact on improving speaking ability of the rest. And finally, fruitful strategies were suggested on how to use dictionaries and note-takings.
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Saidah, Anifatus. "Sinergitas Self-Regulated dan Kemandirian Belajar Terhadap Prestasi Belajar Bahasa Arab." Arabia 12, no. 1 (May 19, 2020): 109. http://dx.doi.org/10.21043/arabia.v12i1.7467.
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<p>This study aims to reveal the synergy of the relationship between self-regulated learning and learning independence of Arabic learning achievement among students of Madrasah Aliyah Muʹallimat Muhammadiyah Yogyakarta 2015/2016 academic year.</p><p>This research is a regression analysis research with quantitative approach. The population in this study were students of Class X Multilingual MA Muʹallimat Muhammadiyah Yogyakarta 2015/2016 academic year. The sampling technique is a purposive sampling technique that is 120 students in multilingual classes which are divided into 3 classes, namely classes C, D and E who settled in the dormitory. This was done with a variety of considerations including the ability of researchers in terms of objectives, energy and time. The method of data collection is done by using observations, questionnaires / questionnaires, and documentation. To test the reliability of the instrument, it uses a validity and reliability test. Data analysis was performed using SPSS version 22.00.</p><p>The results of this study state that there is a significant synergy between self-regulated learning and learning independence of the Arabic learning achievement of MA Muʹallimat Muhammadiyah Yogyakarta students. Self-regulated learning (X1) contributed 28.2%, the contribution of learning independence (X2) was 18.5% and the contribution of both together was 11.9% while the remaining 88.1% was influenced by other variables outside Research such as motivation, discipline, learning environment, methods, teaching style of teachers, supporting facilities and learning facilities. Of all the factors that support the success of learning achievement also requires strategies and persistent efforts in learning.</p><p> </p>
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Suhaemi, Mimin Emi, and Nur Aedi. "A Management Strategy for the Improvement of Private Universities Lecturers’ Professional Competences." International Education Studies 8, no. 12 (November 26, 2015): 241. http://dx.doi.org/10.5539/ies.v8n12p241.
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<p class="apa">Lecturers are professional educators and scientists whose main job is to transform, develop, and disseminate knowledge, technology, and art through education, research and community services. As professionals, in Indonesia, lecturers are expected to possess pedagogic, personal, social, and professional competences. However, in reality, the professional competences of private university lecturers are still low. It has been established that the masterly of learning materials, the understanding of the pedagogic content and substance, and the use of appropriate teaching and learning methodologies are still low. Thus, the present study aimed to reveal, explain, and find a model of management which can better improve services in the private universities across Indonesia, especially, the improvement of lecturers’ professional competences. The research employed a descriptive-analytic method, which aimed to reveal current events that impact positively on the improvement of private university lecturers’ professional competences. This research, has revealed that the policies of lecturer planning and preparation by teacher training institutions are still weak and less concerned with the aspect of needs assessment or mapping; lecturer competence development has not been handled sufficiently thus, ignoring the stduents needs; the management strategy of lecturers’ competence improvement has not been well-coordinated; the management aspect as well as lecturer continuous professional development has failed to consider reward and punishment, hence affecting lecturer competences. In the effort for further clarification, SWOT analysis was applied which also revealed that among the factors supporting lecturer development was the high motivation and othe inner personal factors. This means there should be special strategies of management development that positively influence lecturer professional competences and quality.</p>
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Shalma, Lufi Nur, Fitroh Hayati, and Dewi Mulyani. "Peran Guru Pendidikan Agama Islam dalam Mengatasi Kesulitan Membaca Al-Qur’an pada Siswa Kelas III." Bandung Conference Series: Islamic Education 2, no. 2 (August 1, 2022): 433–40. http://dx.doi.org/10.29313/bcsied.v2i2.3693.
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Abstract. The objectives of this study are 1) knowing how the role of Islamic Religious Education teachers in overcoming difficulties reading the Qur'an in grade III students at SDN 1 Kayuambon, 2) knowing the strategies used by Islamic Religious Education teachers in overcoming difficulties reading the Qur'an in grade III students at SDN 1 Kayuambon, 3) knowing the supporting and inhibiting factors experienced by Islamic Religious Education teachers in overcoming the difficulty of reading the Qur'an in grade III students of SDN 1 Kayuambon. The type of research used is qualitative research. The data sources in the study are teachers and learners. The research instruments used are observation guidelines, interview guidelines and documentation. The data analysis techniques used are data reduction techniques, data presentation and data verification. The results of the study can be as follows: 1) The role of teachers in overcoming difficulties in reading the Qur'an is not only as a guide, facilitator, and motivator but teachers also carry out learning activities by forming groups, increasing learning hours, and changing learning methods 2) Learning strategies carried out using the demonstration method, quantum teaching learning model, and contextual approach. 3) Supporting factors and inhibiting factors in overcoming the difficulty of reading the Qur'an for students of SDN 1 Kayuambon, namely supporting factors for the existence of learning facilities, parental support, and the existence of demonstration learning methods. Meanwhile, the inhibiting factors are limited time, and the lack of students in reading the Qur'an outside of school.
Abstrak. Tujuan dari penelitian ini yaitu 1) mengetahui bagaimana peran guru Pendidikan Agama Islam dalam mengatasi kesulitan membaca Al-Qur’an pada peserta didik kelas III di SDN 1 Kayuambon, 2) mengetahui strategi yang digunakan guru Pendidikan Agama Islam dalam mengatasi kesulitan membaca Al-Qur’an pada peserta didik kelas III di SDN 1 Kayuambon, 3) mengetahui faktor pendukung dan penghambat yang dialami guru Pendidikan Agama Islam dalam mengatasi kesulitan membaca Al-Qur’an pada peserta didik kelas III SDN 1 Kayuambon. Jenis penelitian yang digunakan yaitu penelitian kualitatif. Sumber data dalam penelitian adalah guru pendidikan agama Islam dan peserta didik. Adapun instrumen penelitian yang digunakan yaitu pedoman observasi, pedoman wawancara dan dokumentasi. Teknik analisis data yang digunakan yaitu teknik reduksi data, penyajian data dan verifikasi data. Hasil penelitian dapat yaitu sebagai berikut: 1) Peran guru dalam mengatasi kesulitan membaca Al-Qur’an tidak hanya sebagai pembimbing, fasilitator, dan motivator tetapi guru juga melakukan kegiatan pembelajaran dengan melakukan membentuk kelompok, menambah jam pembelajaran, dan merubah metode pembelajaran 2) Strategi pembelajaran yang dilakukan yaitu dengan menggunakan metode demonsrasi, model quantum teaching learning, dan pendekatan kontekstual. 3) Faktor pendukung dan faktor penghambat dalam mengatasi kesulitan membaca Al-Qur’an siswa SDN 1 Kayuambon, yaitu faktor pendukung adanya fasilitas pembelajaran, adanya dukungan orangtua, dan adanya metode pembelajaran demonstrasi. Sedangkan faktor penghambat yaitu, adanya keterbatasan waktu, dan kurangnya peserta didik dalam membaca Al-Qur’an diluar sekolah.