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Journal articles on the topic 'The fun theory'

Author: Grafiati

Published: 9 March 2023

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1

Khoiriyah, Saidatul, and Adhelia Karunia Sukma. "Science Fun: Theory of Light." Studies in Philosophy of Science and Education 1, no. 2 (April 13, 2020): 56–58. http://dx.doi.org/10.46627/sipose.v1i2.12.

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2

Desiriah, Eka, Nurul Afifah, and Jelita Puspita Ningrum Choirunnisa. "Science Fun: Theory of Optics." Studies in Philosophy of Science and Education 1, no. 3 (December 8, 2020): 113–17. http://dx.doi.org/10.46627/sipose.v1i3.27.

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We, as budding researchers, try to present science in the form of comics. We present the theory of optics by Christiaan Huygens and Sir Isaac Newton in a short comic strip. As we know, the Huygens principle explains that each wavefront can be considered to produce new wavelets or waves with the same wavelength as the previous one. A wavelet can be likened to a wave generated by a rock dropped into the water. The Huygens principle can be used to explain the diffraction of light in small slits. When passing through a small gap, the wavefront will create an infinite number of new wavelets so that the waves do not just flow straight, but spread out. By doing so, Huygens discovered his telescope. In this paper, we then illustrate his telescope through a simple comic.

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3

Dixit, Avinash. "Restoring Fun to Game Theory." Journal of Economic Education 36, no. 3 (July 2005): 205–19. http://dx.doi.org/10.3200/jece.36.3.205-219.

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4

Gerber, Hans U. "Mathematical fun with ruin theory." Insurance: Mathematics and Economics 7, no. 1 (January 1988): 15–23. http://dx.doi.org/10.1016/0167-6687(88)90091-1.

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5

Gast, Julie, and Megan Leatham. "Theory Jeopardy: A Fun Interactive Approach to Teaching Theory." American Journal of Health Education 36, no. 1 (February 2005): 54–57. http://dx.doi.org/10.1080/19325037.2005.10608159.

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6

Visek, Amanda J., Sara M. Achrati, Heather M. Mannix, Karen McDonnell, Brandonn S. Harris, and Loretta DiPietro. "The Fun Integration Theory: Toward Sustaining Children and Adolescents Sport Participation." Journal of Physical Activity and Health 12, no. 3 (March 2015): 424–33. http://dx.doi.org/10.1123/jpah.2013-0180.

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Background:Children cite “fun” as the primary reason for participation in organized sport and its absence as the number-one reason for youth sport attrition. Therefore, the purpose of this study was to develop a theoretical framework of fun using a novel mixed-method assessment of participants in sport (FUN MAPS) via concept mapping.Methods:Youth soccer players (n = 142), coaches (n = 37), and parents (n = 57) were stratified by age, sex, and competition level and contributed their ideas through (a) qualitative brainstorming, identifying all of the things that make playing sports fun for players; (b) sorting of ideas; and (c) rating each idea on its importance, frequency, and feasibility.Results:The FUN MAPS identify the 4 fundamental tenets of fun in youth sport within 11 fun-dimensions composed of 81 specific fun-determinants, while also establishing the youth sport ethos.Conclusion:The FUN MAPS provide pictorial evidence-based blueprints for the fun integration theory (FIT), which is a multitheoretical, multidimensional, and stakeholder derived framework that can be used to maximize fun for children and adolescents to promote and sustain an active and healthy lifestyle through sport.

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Connes, Alain, Caterina Consani, and Matilde Marcolli. "Fun with F1." Journal of Number Theory 129, no. 6 (June 2009): 1532–61. http://dx.doi.org/10.1016/j.jnt.2008.08.007.

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8

Greene, Alexis. "Serious Fun!" Theatre Journal 45, no. 2 (May 1993): 256. http://dx.doi.org/10.2307/3208936.

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9

Yoshikawa, Tsuneo. "Fun of Research on Control Theory and Robotics." Journal of the Robotics Society of Japan 30, no. 9 (2012): 865–68. http://dx.doi.org/10.7210/jrsj.30.865.

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10

Campbell, Heather E., and Barbara C. McCabe. "Fun with Economics: Simulating Theory to Stimulate Learning." Journal of Public Affairs Education 8, no. 2 (April 2002): 131–39. http://dx.doi.org/10.1080/15236803.2002.12023542.

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11

Lee, Thomas. "Too Much Fun: Contemporary Aesthetic Theory and Design." Design and Culture 9, no. 3 (September 2, 2017): 301–15. http://dx.doi.org/10.1080/17547075.2017.1370669.

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조래을. "A Study on The Fun Elements of Social Platform - Focused on Nicole Lazzaro’s Fun Theory." Journal of Knowledge Information Technology and Systems 12, no. 4 (August 2017): 473–82. http://dx.doi.org/10.34163/jkits.2017.12.4.001.

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13

Owler, Kathryn, Rachel Morrison, and Barbara Plester. "Does fun work? The complexity of promoting fun at work." Journal of Management & Organization 16, no. 3 (July 2010): 338–52. http://dx.doi.org/10.1017/s1833367200002005.

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AbstractFor some years now there has been growing enthusiasm amongst practitioners, managers and some academics about the value of promoting fun at work, resulting in a substantial body of managerial literature. As a result, the authors believe that fun at work deserves further research attention. In this paper the authors critically review the large body of practitioner and management literature promoting fun at work. We find this literature dependent on a number of untheorised, untested assumptions about the nature of fun, its desirability and usefulness to business. Utilising Schein’s organisational theory, alongside ethnographic research into fun at work, we highlight the complexity of implementing fun at work initiatives in practice. Drawing on organizational psychology we also make a short case study of the current use of fun at work as a job marketing tool by recruitment agencies in New Zealand. Our discussion does make it possible to come to some conclusions about fun at work. However, we also pose a series of research questions that emerge from our discussion that will provide a framework for ongoing research.

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14

Owler, Kathryn, Rachel Morrison, and Barbara Plester. "Does fun work? The complexity of promoting fun at work." Journal of Management & Organization 16, no. 3 (July 2010): 338–52. http://dx.doi.org/10.5172/jmo.16.3.338.

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AbstractFor some years now there has been growing enthusiasm amongst practitioners, managers and some academics about the value of promoting fun at work, resulting in a substantial body of managerial literature. As a result, the authors believe that fun at work deserves further research attention. In this paper the authors critically review the large body of practitioner and management literature promoting fun at work. We find this literature dependent on a number of untheorised, untested assumptions about the nature of fun, its desirability and usefulness to business. Utilising Schein’s organisational theory, alongside ethnographic research into fun at work, we highlight the complexity of implementing fun at work initiatives in practice. Drawing on organizational psychology we also make a short case study of the current use of fun at work as a job marketing tool by recruitment agencies in New Zealand. Our discussion does make it possible to come to some conclusions about fun at work. However, we also pose a series of research questions that emerge from our discussion that will provide a framework for ongoing research.

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15

Weitzman, Erica. "No Fun: Aporias of Pleasure in Adorno's Aesthetic Theory." German Quarterly 81, no. 2 (May 12, 2008): 185–202. http://dx.doi.org/10.1111/j.1756-1183.2008.00016.x.

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16

Kranakis, Evangelos, Danny Krizanc, and Flaminia Luccio. "Editorial: Fun with Algorithms." Theory of Computing Systems 54, no. 4 (September 20, 2013): 529–30. http://dx.doi.org/10.1007/s00224-013-9503-y.

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17

Plester, Barbara, Helena Cooper-Thomas, and Joanne Winquist. "The fun paradox." Employee Relations 37, no. 3 (April 7, 2015): 380–98. http://dx.doi.org/10.1108/er-04-2013-0037.

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Purpose – Fun means different things to different people and the purpose of this paper is to attempt to answer the question “what is fun at work?”. Given that perceptions of fun differ among people, the answer is that a pluralistic concept of fun best captures different notions of what constitutes fun at work. Design/methodology/approach – The research combines two separate studies. The first is an in-depth ethnographic project involving interviews, participant observations and document collection investigating fun and humour in four different New Zealand companies. The second study extends findings from the first by specifically asking participants to reply to survey questions asking “what is fun at work?”. Findings – Currently fun is described in a variety of ways by researchers using different descriptors for similar concepts. Combining current conceptions of fun with the own research the authors categorize the complex notion of workplace fun into three clear categories: organic, managed and task fun. This tripartite conception of fun combines and extends current models of fun and collates earlier findings into a synthesized model of fun. The investigation found that fun is ambiguous and paradoxical which creates issues for both managers and employees. The authors recognize fun as a multifaceted concept and use paradox theory and the concept of flow to theorize the multilateral fun framework. Practical implications – The authors find significant implications for managers in regards to creating and fostering fun in the organizational context. Differing perceptions of fun may result in misunderstandings that can negatively impact morale and workplace relationships. A wider conceptualization of fun offers potential for more harmonious and productive workplaces and creates a greater tolerance for competing and paradoxical perceptions of fun. Originality/value – Current literature on workplace fun uses a variety of descriptors of fun and emphasizes a duality between managed and organic forms of fun. In suggesting a new term “task fun” the authors synthesize earlier conceptions of fun to create an integrated model of fun. The model clearly outlines three overlapping yet paradoxical categories of fun.

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18

Raimondi, Thomas, Heather Lawrence, and Norm O'Reilly. "The Prescription for Wellness Is Fun!" Sports Innovation Journal 2 (October 26, 2021): 73–90. http://dx.doi.org/10.18060/25160.

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Understanding individual behavioral choices and the role individual motivation plays for initial and sustained engagement in physical activity and sport is important to increasing participation rates (Bernard et al., 2005). Using Self-Determination Theory and Achievement Goal Theory framework, this research explored the role of motivation related to participation in sport and physical activity. Specifically, this study focused on the CrossFit® Games Open, a non-traditional virtual mass participation sporting event (MPSE). Prior research has established that non-elite MPSEs are effective events for beginning, but not sustaining, participation in sport and physical activity (Coleman & Sebire, 2016). A large sample (n = 4,325) of participants from the 2018 CrossFit Games Open was surveyed about tenure as a participant and the motivational extraneous factor of participation. The primary finding is that fun is a very important driver of wellness. Additionally, competency factors, as well as commitment to training, support previous outcomes of sport participation research and provide direction to practitioners.

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19

Gerber, Hans U. "Mathematical Fun with the Compound Binomial Process." ASTIN Bulletin 18, no. 2 (November 1988): 161–68. http://dx.doi.org/10.2143/ast.18.2.2014949.

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AbstractThe compound binomial model is a discrete time analogue (or approximation) of the compound Poisson model of classical risk theory. In this paper, several results are derived for the probability of ruin as well as for the joint distribution of the surpluses immediately before and at ruin. The starting point of the probabilistic arguments are two series of random variables with a surprisingly simple expectation (Theorem 1) and a more classical result of the theory of random walks (Theorem 2) that is best proved by a martingale argument.

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20

Ward, Matthew. "Matthew Bevis, Wordsworth’s Fun." Romanticism 28, no. 3 (October 2022): 291–94. http://dx.doi.org/10.3366/rom.2022.0569.

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21

Fine, Gary Alan. "Mobilizing Fun: Provisioning Resources in Leisure Worlds." Sociology of Sport Journal 6, no. 4 (December 1989): 319–34. http://dx.doi.org/10.1123/ssj.6.4.319.

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Despite the tendency to think of leisure activity in terms of personal preferences, leisure can also be understood in terms of the ability of organizations to provide resources for participants. Drawing on the resource mobilization approach to social movements, I outline a theoretical approach, labeled Provisioning Theory, which attempts to explain how leisure organizations use resources to attract and retain participants. Organizations must mobilize “fun” for members if they are to continue over time and the leisure activity is to increase in popularity. After describing how Provisioning Theory applies to a voluntary leisure subculture (mushroom collecting), I examine two special cases of the provisioning of resources: games that are “owned” or controlled by a corporation (Dungeons & Dragons) and voluntary sports activities organized with multiple levels of authority (Little League baseball).

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22

Darcy, Jane. "Matthew Bevis. Wordsworth’s Fun." Review of English Studies 71, no. 301 (February 3, 2020): 789–91. http://dx.doi.org/10.1093/res/hgaa008.

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23

Schmidhuber, Jürgen. "Formal Theory of Creativity, Fun, and Intrinsic Motivation (1990–2010)." IEEE Transactions on Autonomous Mental Development 2, no. 3 (September 2010): 230–47. http://dx.doi.org/10.1109/tamd.2010.2056368.

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24

Smith, Claire, and Heather Burke. "Becoming Binford: Fun ways of teaching archaeological theory and method." Public Archaeology 4, no. 1 (January 2005): 35–49. http://dx.doi.org/10.1179/pua.2005.4.1.35.

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25

Benjamin. "Lots of Fun at Finn Fordham's Wake." Journal of Modern Literature 33, no. 4 (2010): 182. http://dx.doi.org/10.2979/jml.2010.33.4.182.

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26

Nelson, Mariah Burton. "The Fun Mother and Her Lovely Assistant." Fourth Genre: Explorations in Nonfiction 24, no. 1 (February 1, 2022): 45–54. http://dx.doi.org/10.14321/fourthgenre.24.1.0045.

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27

Istvan Csicsery-Ronay, Jr. "Tante Margaret Just Wants to Have Fun." Science Fiction Studies 40, no. 2 (2013): 374. http://dx.doi.org/10.5621/sciefictstud.40.2.0374.

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28

Bjorken, James D. "“Why Do We Do Physics? Because Physics Is Fun!”." Annual Review of Nuclear and Particle Science 70, no. 1 (October 19, 2020): 1–20. http://dx.doi.org/10.1146/annurev-nucl-101918-023359.

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In this informal memoir, the author describes his passage through a golden age of elementary particle physics. It includes not only his career trajectory as a theoretical physicist but also his excursions into experimental physics and particle accelerator theory. While his successes are highlighted, some unsuccessful efforts are included in the narrative as well. Those “losers” were arguably as pleasurable as the less-frequent “winners.” Since retirement, the author has become interested in gravitation theory and cosmology—a new golden age. This activity is also briefly described.

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29

Ritenour, Janet, Charlotte Stotelmyer, and Elizabeth Barry. "Putting the “fun” into fundamentals." Teaching and Learning in Nursing 1, no. 1 (June 2006): 29. http://dx.doi.org/10.1016/j.teln.2006.02.013.

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30

Tang, Jie, Min-Shi Liu, and Wen-Bin Liu. "How workplace fun influences employees' performance: The role of person–organization value congruence." Social Behavior and Personality: an international journal 45, no. 11 (December 2, 2017): 1787–801. http://dx.doi.org/10.2224/sbp.6240.

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We drew on affective events theory to investigate the ways in which workplace fun motivates employees and improves their job performance. Analyzing the data collected from supervisor–knowledge worker subordinate dyads in high-tech organizations in mainland China and Taiwan, we found that employees' perceived person–organization value congruence moderated the relation between workplace fun and employees' job performance, and this effect was mediated through their experienced fun. We discuss the theoretical and managerial implications of this mediated moderation mechanism.

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31

Lestari, Irma. "PENERAPAN METODE MENGHAFAL (FUN TEORY) DAN PROBLEMATIKANYA DALAM PEMBELAJARAN AL-QUR’AN HADITS DI MTs NEGERI 1 LANGSA." Al-Ikhtibar: Jurnal Ilmu Pendidikan 6, no. 2 (January 1, 2020): 663–74. http://dx.doi.org/10.32505/ikhtibar.v6i2.607.

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The method of memorizing (fun theory) is a memorizing activity that is packaged in an exciting way, because memorization is usually done by being alone, sitting for a long time and boring but not with this method, they memorize as easily as smiling, students while laughing, joking without feeling already done deliberately 'ah in large quantities. This study aims to find out (1) How is the concept of the method of memorizing (fun theory) in learning the Qur'an in the Hadith at MTs Negeri 1 Langsa? (2) What are the problems encountered in learning Al-Qur'an Hadith by using the method of memorizing (fun theory)? (3) What are the steps taken in dealing with these problems? In conducting this research researchers used qualitative research with a descriptive approach. Data collection techniques used are observation, interviews and documentation. Whereas in analyzing data, researchers used the results of interviews and documentation in the field.

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Visek, Amanda J., Heather Mannix, Avinash Chandran, Sean D. Cleary, Karen McDonnell, and Loretta DiPietro. "Perceived importance of the fun integration theory’s factors and determinants: A comparison among players, parents, and coaches." International Journal of Sports Science & Coaching 13, no. 6 (September 27, 2018): 849–62. http://dx.doi.org/10.1177/1747954118798057.

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Conceptualized by youth soccer players, parents, and coaches, the fun integration theory’s FUN MAPS identify 11 fun-factors and 81 fun-determinants. The purpose of this study was to conduct a secondary analysis of those data to explore the extent to which the parents (responsible for supporting) and the coaches (tasked with delivering soccer programs) perceived importance of the factors and determinants were congruent with the players’ self-reported importance. We produced pattern-match displays and go-zone displays, which are innovative, visual representations of group comparisons that are unique to concept-mapping methods, to determine the overall consensus between the groups, in addition to identifying exact points of agreement and disagreement. Results indicated congruence between parents and players was extraordinarily high ( r = 0.89–0.93) and significantly more congruent than coaches and players ( r = 0.75–0.84). Results also indicated consensus was significantly lower among adolescent players and coaches ( r = 0.66–0.71) compared to younger players and coaches ( r = 0.77–0.90). Disparities in the perceived importance of specific fun-factors and fun-determinants between groups are discussed. In addition, transformative learning theory is introduced as an immersive approach to developing fun schemas consistent with the youth athletes' fun ethos that will enable coaches to be athlete-centric when creating fun, positive sport experiences for youth.

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Churchill, Susan L., Vicki L. Plano Clark, Kathy Prochaska-Cue, John W. Creswell, and Lenna Ontai-Grzebik. "How Rural Low-Income Families Have Fun: A Grounded Theory Study." Journal of Leisure Research 39, no. 2 (June 2007): 271–94. http://dx.doi.org/10.1080/00222216.2007.11950108.

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34

Ruskey, Frank, and Mark Weston. "More Fun with Symmetric Venn Diagrams." Theory of Computing Systems 39, no. 3 (July 13, 2005): 413–23. http://dx.doi.org/10.1007/s00224-005-1243-1.

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35

WALKINGSHAW, ERIC, and MARTIN ERWIG. "A domain-specific language for experimental game theory." Journal of Functional Programming 19, no. 6 (September 7, 2009): 645–61. http://dx.doi.org/10.1017/s0956796809990220.

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AbstractExperimental game theory is increasingly important for research in many fields. Unfortunately, it is poorly supported by computer tools. We have created Hagl, a domain-specific language embedded in Haskell, to reduce the development time of game-theoretic experiments and make the definition and exploration of games and strategies simple and fun.

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36

Carpintero Torres-Quevedo, María Elena. "BREAKING THE AUTOBIOGRAPHICAL PACT: TRUTH AND LIFE-WRITING IN ALISON BECHDEL’S FUN HOME." Revista de Estudios Norteamericanos, no. 24 (2020): 23–46. http://dx.doi.org/10.12795/ren.2020.i24.02.

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Much of the focus on truth in critical responses to Fun Home has surrounded the use of archival evidence and the access to truth provided by the graphic medium. This article will explore these issues as well as the relationship to truth established by the text’s metafictional devices and interactions with genre, particularly the genre of the Bildungsroman. This article will analyze the commentary the text provides not just on its own relationship to truth, but the role of truth in autobiographical texts in general, and in women’s and other marginalized groups’ autobiographical texts in particular. In the context of a critical landscape in which the veracity of autobiographical work by women is often subject to skeptical criticism, this article will argue that Fun Home acts, not as an exception to the genre of autobiography, but as a commentary on the gap between the presumed autobiographical pact and the historical, political, and aesthetic reality of autobiographical works.

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37

Morrison, Michael A. "Fun with Your New Head: Getting into SF." World Literature Today 86, no. 4 (2012): 37–41. http://dx.doi.org/10.1353/wlt.2012.0017.

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Szymanski, Antonia, and Matthew Benus. "Gaming the Classroom Viewing Learning Through the Lens Self Determination Theory." International Journal of Game-Based Learning 5, no. 3 (July 2015): 62–78. http://dx.doi.org/10.4018/ijgbl.2015070105.

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Educators, designers and curriculum creators are interested in developing educational experiences that replicate the fun aspect of video games to increase student intrinsic motivation. This aspect, which compels players to engage with the game and persist despite failing, has the potential to increase student academic success. Researchers used mixed-methods to investigate the results of an instructional design that attempted to replicate the fun aspect of video games in a remedial algebra class. The study offered insight on the ways in which student motivation might be better developed and refined in educational settings using game-based approaches. Results indicated that some students enjoyed the freedom of choosing their own quests to complete while others felt lost in the new environment. It is important to game and instructional designers to scaffold the transition from traditional classroom to a game-based classroom.

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39

Ridgwell, Stephen. "The Business of Having Fun." Journal of Victorian Culture 25, no. 1 (January 2020): 147–50. http://dx.doi.org/10.1093/jvcult/vcz037.

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40

Pike, David L. "Fun in Victorian London Today." Journal of Victorian Culture 18, no. 4 (December 2013): 516–25. http://dx.doi.org/10.1080/13555502.2013.857530.

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41

Chase, Karen S. "Special Issue, INCS 2013: Leisure, Enjoyment, Fun." Nineteenth-Century Contexts 35, no. 5 (December 2013): 443–44. http://dx.doi.org/10.1080/08905495.2013.854970.

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42

Mironov, V. A., A. M. Sarsenbi, and P. A. Terekhin. "Affine Bessel sequences and Nikishin’s example." Filomat 31, no. 4 (2017): 963–66. http://dx.doi.org/10.2298/fil1704963m.

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We study affine Bessel sequences in connection with the spectral theory and the multishift structure in Hilbert space. We construct a non-Besselian affine system fun(x)g1 n=0 generated by continuous periodic function u(x). The result is based on Nikishin?s example concerning convergence in measure. We also show that affine systems fun(x)g1 n=0 generated by any Lipchitz function u(x) are Besselian.

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43

Timothy Gray. "Fun City: Kenneth Koch among Schoolchildren." Texas Studies in Literature and Language 51, no. 2 (2009): 223–62. http://dx.doi.org/10.1353/tsl.0.0024.

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44

Samura, Asri Ode, and Dadang Juandi. "Application of the PAKEM learning model to improve student learning outcomes in mathematics." Journal of Didactic Mathematics 3, no. 1 (July 17, 2022): 17–27. http://dx.doi.org/10.34007/jdm.v3i1.1285.

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This study examines the improvement of student learning outcomes using the Active, Creative, Effective, and Fun learning model. The application of the Active, Creative, Effective, and Fun learning model is closely related to other learning models. Active, Creative, Effective, and Fun learning models are helpful and can create meaningful learning. The research method used is classroom action research (CAR). This CAR research was conducted in two cycles. The research sample amounted to 22 people who were not taken at random. The data was obtained by using tests, namely the initial test, the first cycle test, and the second cycle test. They are calculating student completeness using the formula for individual mastery and classical wholeness and calculating the increase in learning outcomes using the N-Gain Normalized formula. Applying the Active, Creative, Effective, and Fun learning model can improve student learning outcomes in mathematics subjects as the subject of probability theory.

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45

Blake, A. "The Taming of the Shrew: Making Fun of Katherine." Cambridge Quarterly 31, no. 3 (September 1, 2002): 237–52. http://dx.doi.org/10.1093/camqtly/31.3.237.

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46

Ruppel, Richard. "Pathos and Fun: Conrad and Harper's Magazine." Conradiana 41, no. 2 (2011): 178–200. http://dx.doi.org/10.1353/cnd.2011.0004.

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47

Pratiwi, Resdilla. "PELATIHAN METODE PEMBELAJARAN FUN ENGLISH GAMES USING APPLICATION BAGI GURU BAHASA INGGRIS MAS NU BATAHAN." Jurnal Abdimas Adpi Sosial dan Humaniora 2, no. 2 (August 7, 2021): 43–50. http://dx.doi.org/10.47841/jsoshum.v2i2.207.

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This article deals with the training of Fun English Games Learning Method for English Teacher in MAS NU Batahan, This article shows several learning methods by using English Games funny and easy to understand, such as, Word Connect Application, Spelling Bee application, Stop the Clock Application, Typing Paragraphs for speed. This activity intends to enlarge some learning methods by using English Games for fun, and to give comprehending that English learning’s easy and enjoying. The method of this study used community development that collaborating theory and practicing in which using fun English games learning method in teaching English for English teacher MAS NU Batahan. The result shows that Fun English Games learning Method’s successfully applied in the classroom, the students are happy and can understand English learning easily and quickly through Fun English Games Method. It has benefit for teachers in teaching 4 skill, reading, writing, speaking and listening that must be mastered by students. In addition, School can use this method to improve the quality of learning in achieving very satisfactory results. Based on the explanation above can be concluded that Fun English Games learning Method for English teachers is very useful dan helpful in teaching and learning process.

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Pratiwi, Resdilla. "Pelatihan Metode Pembelajaran Fun English Games Using Application bagi Guru Bahasa Inggris Mas Nu Batahan." Jurnal Abdimas Adpi Sosial dan Humaniora 2, no. 2 (June 30, 2021): 102–7. http://dx.doi.org/10.47841/jsoshum.v2i2.149.

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This article deals with the training of Fun English Games Learning Method for English Teacher in MAS NU Batahan, This article shows several learning methods by using English Games funny and easy to understand, such as, Word Connect Application, Spelling Bee application, Stop the Clock Application, Typing Paragraphs for speed. This activity intends to enlarge some learning methods by using English Games for fun, and to give comprehending that English learning’s easy and enjoying. The method of this study used community development that collaborating theory and practicing in which using fun English games learning method in teaching English for English teacher MAS NU Batahan. The result shows that Fun English Games learning Method’s successfully applied in the classroom, the students are happy and can understand English learning easily and quickly through Fun English Games Method. It has benefit for teachers in teaching 4 skill, reading, writing, speaking and listening that must be mastered by students. In addition, School can use this method to improve the quality of learning in achieving very satisfactory results. Based on the explanation above can be concluded that Fun English Games learning Method for English teachers is very useful dan helpful in teaching and learning process.

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Simamora, Rustam Effendy, Jero Budi Darmayasa, and Jean Gloria Kamara. "Why is the mathematics educator called inspiring?" Journal of Honai Math 5, no. 2 (September 7, 2022): 147–68. http://dx.doi.org/10.30862/jhm.v5i2.334.

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Inspiration plays a significant role in sparking or enhancing the learning motivation of prospective mathematics teachers (PMTs). Inspiration will also influence the mathematical identity of PMTs’ when they become professional mathematics teachers. A mathematics teacher educator (MTE) can be a source of inspiration for PMTs; hence, a study must identify and explain why an MTE is considered inspiring. This study attempts to develop the theory of inspiring MTEs profiles based on the experience of PMTs. This study included 21 students and 7 lecturers of the Mathematics Education Department in a public university in Indonesia. This qualitative research was conducted employing a grounded theory constructivist approach. The findings revealed that inspiring MTEs possessed the following characteristics: “creating a sense of comfort, being knowledgeable, being motivating, providing fun and enjoyable learning, imparting new insights and comprehension, and being disciplined and authoritative.” According to this theory, an inspiring MTE creates a sense of comfort through their gracious, friendly, humble, and humorous personality. Fun and enjoyable learning in this study is learning that provide a sense of comfort, fun learning, interactive learning, and carrying out evaluations. MTEs give new insight and understanding by explaining in detail, systematically, and easily understood, sharing creative ideas, and providing scaffolding. Implications of this finding are discussed.

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Liza, Fitri, Miatin Rachmawati, and Ayman Shahrour. "Fun Learning Arabic Speaking Skills Using Kinemaster Video." Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature 4, no. 3 (December 31, 2021): 363–72. http://dx.doi.org/10.22219/jiz.v4i3.17851.

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The purpose of this study was to describe how to implement fun learning Arabic speaking using kinemaster video and measure its effectiveness. This research was conducted with a grounded theory qualitative approach. The implementation of this method was carried out on students in grades VII–XI of MTs Muhammadiyah Depok. Methods of data collection included interviews (with the school) and observations (of students' learning conditions).Meanwhile, the data analysis method used three steps, namely data reduction, analysis, and conclusion. The results of this study stated that this fun learning Arabic speaking skills was stimulated by kinemaster video. All materials were included in the video of the drilling process being carried out. After the implementation of the activities, students considered Arabic to be fun, increasing their score to 67% from the initial 33% who thought that learning Arabic was fun. The incoming data said that learning Arabic was very difficult. The meaning was down from the original 65%, while those who think Arabic was boring fell to 31% from the original 69%, and the data also showed a decrease in the very monotonous Arabic learning method, which was originally 63%, now only 37%. These results indicated that the improvement of students' speaking skills should be accompanied by interesting and fun learning methods.

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