Studies in Learning and Teaching最新文献_第2页

Discussion of Learning: Implementation and Effect on Critical Thinking Skills of Students in General Physics Courses 学习讨论：对普通物理课程学生批判性思维能力的实施和影响

Studies in Learning and Teaching Pub Date : 2023-08-31 DOI: 10.46627/silet.v4i2.225

Titin Sunarti, M. Z. B. Amiruddin, Wasis, W. Setyarsih, M. N. R. Jauhariyah, Abu Zainuddin

{"title":"Discussion of Learning: Implementation and Effect on Critical Thinking Skills of Students in General Physics Courses","authors":"Titin Sunarti, M. Z. B. Amiruddin, Wasis, W. Setyarsih, M. N. R. Jauhariyah, Abu Zainuddin","doi":"10.46627/silet.v4i2.225","DOIUrl":"https://doi.org/10.46627/silet.v4i2.225","url":null,"abstract":"This study aims to determine the effect of applying the learning discussion model on students' critical thinking skills. This study uses a type of pre-experimental research with a research design, one group pretest-posttest design. The subjects of this research are students who program general physics courses from chemistry study program, biology study program, and mathematics study program. This research tested by giving pretest questions, treating discussion learning models, and posttest in general physics courses. The results of this study found that critical thinking skills students are the highest student (1) study program mathematics, (2) biology study program, and (3) chemistry study program. In addition, test results and learning each has a relationship with the other, proven by paired sample t-tests. That way, critical thinking skills are essential for students to master to compete in the era of technological development and the demands of the 21st century. Critical thinking skills are not seen from the department but from the ability of each individual in solving problems.","PeriodicalId":34708,"journal":{"name":"Studies in Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139347410","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Digital Devices: Blessings or Curses to University Students’ Learning Effectiveness in the Classroom 数码设备：大学生课堂学习效率的福祸

Studies in Learning and Teaching Pub Date : 2023-08-31 DOI: 10.46627/silet.v4i2.242

O. Awodiji, Brenda Baluka

{"title":"Digital Devices: Blessings or Curses to University Students’ Learning Effectiveness in the Classroom","authors":"O. Awodiji, Brenda Baluka","doi":"10.46627/silet.v4i2.242","DOIUrl":"https://doi.org/10.46627/silet.v4i2.242","url":null,"abstract":"Students use of digital devices (DDs), and the disruption of their attention in class is generally considered a cause for considerable concern regarding how it affects their performance in the classroom. Based on students' perceptions, this study aims to determine whether these DDs positively impact learning effectiveness. Using a qualitative exploratory design, the study sought to better understand the subject matter under investigation through the students' experiences. Before submission of the data to software for analysis, another person reviewed the transcribed text independently. ATLAS.ti version 22 software was used to analyze the data by an independent analyst. Findings showed that personal computers, tablets, mobile phones, and iPads are classrooms’ most commonly used DDs. Even though the advantages of using DDs in the classroom are significant, it was suggested that appropriate and responsible use of DDs is crucial for students to develop digital literacy, online safety, and responsible technology use habits, teachers and schools should establish guidelines and provide digital citizenship education. The study conclude that teachers need to implement strategies that minimize distractions while helping students.","PeriodicalId":34708,"journal":{"name":"Studies in Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139347778","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

All-in-One E-Book Development in Proposing Automatic Critical Thinking Skill Assessments 提出批判性思维能力自动评估的一体化电子书开发

Studies in Learning and Teaching Pub Date : 2023-08-31 DOI: 10.46627/silet.v4i2.261

Alif Syaiful Adam, Edi Supriana, Nasikhudin

{"title":"All-in-One E-Book Development in Proposing Automatic Critical Thinking Skill Assessments","authors":"Alif Syaiful Adam, Edi Supriana, Nasikhudin","doi":"10.46627/silet.v4i2.261","DOIUrl":"https://doi.org/10.46627/silet.v4i2.261","url":null,"abstract":"Many e-books have been developed to learn specific physics concepts with comprehensive features. This means that e-books not only contain the primary components such as animations, videos, and illustrations, but also many of them are equipped with virtual experiments. However, these e-books often lack integration of the assessment process, which is an important part of the learning experience. To address this, an all-in-one e-book concept called Aneboo has been developed. Aneboo includes interactive physics illustrations, virtual laboratories, worksheets, videos, and critical thinking assessments, all built into a single media platform for learning the concept of static fluids in junior high school. Additionally, Aneboo examines its function in automatically assessing critical thinking skills. The development of Aneboo follows the Hannafin & Peck development model, which includes needs assessment, design and development, implementation, and identification of similarities between manual and automatic scoring. As a result, Aneboo has achieved a validation score ranging from 95% to 97%. Moreover, Aneboo has the potential to automatically assess critical thinking skills through the similarity check feature embedded in the media.","PeriodicalId":34708,"journal":{"name":"Studies in Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139347792","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Validity of Problem-Based Contextual Model in the History Learning at Senior High School 基于问题的情境模式在高中历史学习中的有效性

Studies in Learning and Teaching Pub Date : 2023-08-31 DOI: 10.46627/silet.v4i2.265

Siti Aisyah, Heri Effendi, Joni Indra Wandi, Salman M. Noer, Cipto Duwi Priyono

{"title":"The Validity of Problem-Based Contextual Model in the History Learning at Senior High School","authors":"Siti Aisyah, Heri Effendi, Joni Indra Wandi, Salman M. Noer, Cipto Duwi Priyono","doi":"10.46627/silet.v4i2.265","DOIUrl":"https://doi.org/10.46627/silet.v4i2.265","url":null,"abstract":"Learning models can improve the quality of education. Therefore, this paper aims to prove the validity level of the problem-based contextual model in learning history through selected documentary films. This research refers to research and development. The process was used to produce and validate a product including educational products. The resulting educational product is a problem-based contextual learning model in learning history, which used ADDIE design model. The problem-based contextual model in history learning in high school is in the valid category. This model is a new learning model developed from the contextual learning model. Documentary film is one of the tools that can be used as a medium to deliver learning material. Visualization in film can make the expected atmosphere really felt and as if students are participating in the conditions in the film. In this case, the teacher has the essential role in explaining important points that become the subject of discussion so that learning a history will be more dynamic and varied. The problem-based contextual model was developed based on theoretical studies of learning theories, and also of learning values to develop attitudes. The learning is based on student oriented. The problem-based contextual model consists of six syntaxes, namely: Visualization Problem, Relating, Experience, Applying, Cooperating Transferring, and Clarification.","PeriodicalId":34708,"journal":{"name":"Studies in Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139347549","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Instructional Materials and Quality in Public Primary Schools in Southwestern Nigeria 尼日利亚西南部公立小学的教材与质量

Studies in Learning and Teaching Pub Date : 2023-08-31 DOI: 10.46627/silet.v4i2.175

C. I. Okeke, Timothy Olugbenga Ajadi

{"title":"Instructional Materials and Quality in Public Primary Schools in Southwestern Nigeria","authors":"C. I. Okeke, Timothy Olugbenga Ajadi","doi":"10.46627/silet.v4i2.175","DOIUrl":"https://doi.org/10.46627/silet.v4i2.175","url":null,"abstract":"The study identified the instructional materials that are available and examined the level of its utilization in public primary schools in Southwestern Nigeria. In addition, it established the influence of instructional materials on instructional quality in public primary schools in Southwestern Nigeria. This study adopted descriptive design with a sample size of 450 respondents selected from the population of the study with the use of multi-stage sampling procedure. Instructional Materials Availability, Utilization and Instructional Quality Questionnaire (IMAUIQ) was used to collect data from the respondents which was trial tested on 90 respondents from selected public primary schools in local governments outside the selected ones for the study. The result revealed that chalkboard 450(100%) and textbooks 300(67%) are the predominant instructional materials available. Chalkboard 450(100%) was found to be sufficiently utilized. The result further showed that instructional materials have significantly influence on instructional quality in public primary schools in Nigeria. This is because the calculated value (4.82) is greater than the critical value (3.84) at 0.05 level of significance. The study concluded that there is inadequate utilization of instructional materials with their attendant consequences on instructional quality in public primary schools in Southwestern Nigeria.","PeriodicalId":34708,"journal":{"name":"Studies in Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139347739","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teachers’ Experiences With Online Teaching During COVID-19 in Kenya and Namibia 肯尼亚和纳米比亚教师在 COVID-19 期间的在线教学体验

Studies in Learning and Teaching Pub Date : 2023-08-31 DOI: 10.46627/silet.v4i2.185

E. Ngololo, H. Nekongo-Nielsen, John Odhiambo

{"title":"Teachers’ Experiences With Online Teaching During COVID-19 in Kenya and Namibia","authors":"E. Ngololo, H. Nekongo-Nielsen, John Odhiambo","doi":"10.46627/silet.v4i2.185","DOIUrl":"https://doi.org/10.46627/silet.v4i2.185","url":null,"abstract":"During the COVID-19 pandemic across sub-saharan Africa, the sudden closure of schools has interrupted and brought physical learning to a standstill. The rapid transition to emergency remote teaching posed many challenges and required innovative approaches to ensure continuity of teaching through information technology tools in Kenya and Namibia. Online Collaborative Learning (OCL) theory supports an effective teaching strategy for teachers to adopt appropriate technologies and clear educational goals, develop clear instructions for influencing students’ online behavior, prepare and orientate students adequately, and select pertinent discussion topics. The study used a cross-sectional survey of secondary school teachers in both countries. The results show that teachers continued to provide education during the pandemic without proper guidance from the school leadership. Teachers had no knowledge and support in developing appropriate online content, motivating students, and delivering quality teaching. Also, the results show no evidence-based online collaborative learning amongst teachers and/or schools. Similarly, schools lacked knowledge practices and digital resources, especially those in rural settings. The study recommends the improvement of continuing professional development in the respective countries covering aspects of the school vision, leadership, practices of the teaching community, pedagogical approaches, school-level knowledge practices, and increased digital resources.","PeriodicalId":34708,"journal":{"name":"Studies in Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139347752","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Deliberative Dialogue as a Viable Instructional Method for Civic Learning Outcomes 将慎思对话作为取得公民学习成果的可行教学方法

Studies in Learning and Teaching Pub Date : 2023-08-31 DOI: 10.46627/silet.v4i2.233

Adesegun Olayide Odutayo

{"title":"Deliberative Dialogue as a Viable Instructional Method for Civic Learning Outcomes","authors":"Adesegun Olayide Odutayo","doi":"10.46627/silet.v4i2.233","DOIUrl":"https://doi.org/10.46627/silet.v4i2.233","url":null,"abstract":"Civic education aids students in acquiring the skills necessary to create a democratic society. The effectiveness of deliberative dialogue as an instructional method on civic learning outcomes was investigated in this study. A quasi-experimental design was used for the investigation. In Ilorin, two secondary schools were chosen at random and split into experimental and control groups. The sample for this study consisted of 73 students (control group: 38; experimental group: 35). An eight-week study was conducted. The Civic Learning Test (CLT), a fifty-item multiple-choice test with sufficient validation, served as the instrument for data collection. The Spearman-Brown Prophesy Formula yielded a reliability index of 0.78 using SPSS statistics (23.0). Mean and standard deviation were used to respond to research question 1, and ANCOVA was used to test the two research hypotheses at a 0.05 significance level. The results showed that students who participated in deliberative dialogue had significantly better civic learning outcomes. Additionally, there is no discernible gender difference in the civic learning outcomes of students who participated in deliberative dialogue. It was recommended that the Government, through NERDC, should include deliberative dialogue as a legitimate instructional method in the curriculum.","PeriodicalId":34708,"journal":{"name":"Studies in Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139347495","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Improving the Thematic Learning Outcomes of Elementary School Through Make a Match Model With Question Box Media 通过 "问题盒媒体配对 "模式提高小学主题学习成果

Studies in Learning and Teaching Pub Date : 2023-08-31 DOI: 10.46627/silet.v4i2.186

Sri Budyartati, Endang Sri Maruti, Sumani, Wiwin Andriani

引用次数: 0

Contextual-Based Physics Learning Through Experimental Method to Increase Learning Outcomes in Thermodynamics Material 基于情境的物理学习，通过实验方法提高热力学材料的学习成果

Studies in Learning and Teaching Pub Date : 2023-08-31 DOI: 10.46627/silet.v4i2.206

Amalia Hanifah, E. Sudibyo, Munasir, Mohammad Budiyanto

{"title":"Contextual-Based Physics Learning Through Experimental Method to Increase Learning Outcomes in Thermodynamics Material","authors":"Amalia Hanifah, E. Sudibyo, Munasir, Mohammad Budiyanto","doi":"10.46627/silet.v4i2.206","DOIUrl":"https://doi.org/10.46627/silet.v4i2.206","url":null,"abstract":"One of the important benefits of implementing meaningful learning for students is improving better learning outcomes. But in general the ability to manage meaningful learning is still relatively low. This study aimed to describe the effectiveness of contextual-based physics learning through experimental method to increase learning outcomes in thermodynamics material. The effectiveness of contextual-based physics learning through experimental method was described based on the data of increasing students’ learning outcomes. This research employed an one-group pretest-posttest pre-experimental design. The results showed that the contextual-based physics learning through experimental method was able to increase learning outcomes of science education students in thermodynamics material with N-gain of 0.69 in medium category increase. Statistical Wilcoxon test also informed that the learning model can significantly improve learning outcomes of science education students in thermodynamics material. Based on the increase of learning outcomes, it can be concluded the contextual-based physics learning through experimental method was effective.","PeriodicalId":34708,"journal":{"name":"Studies in Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139347785","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Psycho-Personological Correlates of Academic Help-Seeking Among In-School Adolescents 在校青少年学业求助的心理-人格相关因素

Studies in Learning and Teaching Pub Date : 2023-05-15 DOI: 10.46627/silet.v4i1.210

H. Adewuyi, V. Dwarika

{"title":"Psycho-Personological Correlates of Academic Help-Seeking Among In-School Adolescents","authors":"H. Adewuyi, V. Dwarika","doi":"10.46627/silet.v4i1.210","DOIUrl":"https://doi.org/10.46627/silet.v4i1.210","url":null,"abstract":"In the field of educational psychology, seeking academic help is a proven success strategy. This study examined the influence of emotional stability, self-esteem, and gender on academic help-seeking among in-school adolescents in Osun state. The descriptive correlational research design was used. The multi-stage sampling method was used by the researchers. Four hundred (400) in-school adolescents were used for the study. The data for this study were gathered using three reliable and standardized instruments: The Academic Help-seeking Behavior Rating Scale (α = .77), the Emotional Stability Scale (α = .88), and Self-esteem Scale (α = .72). The results demonstrated a substantial correlation between academic help-seeking among in-school adolescents and emotional stability (r = .146; p<.05), self-esteem (r = .207; p<.05), and gender (r = .025; p>.05) which was not significant. All the independent variables jointly contributed to academic help-seeking among in-school adolescents. Self-esteem made the most significant contribution (β = .249; t = 5.049; p<0.05) to academic help-seeking followed by emotional stability (β = .198; t= 4.016; p<0.05) and Gender (β = .032; t = 6676; p>0.05). It was recommended that educational psychologists should assist in raising awareness and providing counseling to students who have poor or low academic help-seeking behavior.","PeriodicalId":34708,"journal":{"name":"Studies in Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81340150","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1