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Tafsir Teoretis Asas Fundamental Merdeka Belajar
IF 0.5
GIST-Education and Learning Research Journal Pub Date : 2021-07-31 DOI: 10.33096/eljour.v2i2.97
Bisyri Abdul Karim, Akhmad Syahid
{"title":"Tafsir Teoretis Asas Fundamental Merdeka Belajar","authors":"Bisyri Abdul Karim, Akhmad Syahid","doi":"10.33096/eljour.v2i2.97","DOIUrl":"https://doi.org/10.33096/eljour.v2i2.97","url":null,"abstract":"This paper examines the independence of learning which is the focus of advancing national education today. In the author's analysis, at least the big title “free learning” contains the complexity of the meaning of liberating the learning process which has been constrained by the system itself. There are three important things in the explanation of the Minister of National Education regarding freedom of learning, namely freedom of innovation, independent learning and creative learning. The author assumes these three things as the fundamental principles of the free learning policy. The three fundamental principles cannot be separated from the theoretical basis. Based on the results of the theoretical analysis carried out, it can be stated that the freedom of innovation will encourage teachers and students to be free without restraint to carry out various experiments to try new things to produce renewable ideas. Independent learning provides opportunities for students to choose to study to explore certain academic skills by formulating the motives of goals to be achieved according to their academic abilities. ","PeriodicalId":42765,"journal":{"name":"GIST-Education and Learning Research Journal","volume":"20 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90044899","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
Pengaruh Komunikasi Interpersonal Guru Terhadap Keaktifan Belajar Peserta Didik Pada Mata Pelajaran Pendidikan Agama Islam
IF 0.5
GIST-Education and Learning Research Journal Pub Date : 2021-07-31 DOI: 10.33096/eljour.v2i2.95
Indah Fajarwati, Akhmad Syahid, Surani Surani, A. Wahab
{"title":"Pengaruh Komunikasi Interpersonal Guru Terhadap Keaktifan Belajar Peserta Didik Pada Mata Pelajaran Pendidikan Agama Islam","authors":"Indah Fajarwati, Akhmad Syahid, Surani Surani, A. Wahab","doi":"10.33096/eljour.v2i2.95","DOIUrl":"https://doi.org/10.33096/eljour.v2i2.95","url":null,"abstract":"This study aims to determine the interpersonal communication of PAI teachers at SMA Negeri 8 Makassar. The learning activity of PAI students at SMA Negeri 8 Makassar, as well as the influence of teacher interpersonal communication on the learning activities of PAI students at SMA Negeri 8 Makassar by using quantitative descriptive types. And the data analysis method is simple linear regression with SPSS 25 program and the frequency percentage formula. The total population is 864 students, while the sample taken by the author is a random sample of 10% of the population, namely 86 respondents. Interpersonal communication of PAI teachers based on the perceptions of students, the total average of interpersonal communication of PAI teachers is 39.16, which means that the interpersonal communication of PAI teachers is in the high category and the learning activity of PAI students in SMA. Negeri 8 Makassar is a total of 64 questionnaires. ,35 means that based on the perceptions of students, active learning. PAI students are in the high category. The results of the analysis using simple linear analysis in the SPSS program show a simple regression formula which is known that the learning activity of students is influenced by 1,269 points of teacher interpersonal communication plus a constant value of 18,631. The other 3% is influenced by other variables.","PeriodicalId":42765,"journal":{"name":"GIST-Education and Learning Research Journal","volume":"16 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86443877","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
Exploratory Study of Ecuadorian Teachers’ Understanding of Social Emotional Learning: An Examination of Primary School Teachers 厄瓜多尔教师对社会情绪学习理解的探索性研究:一项针对小学教师的调查
IF 0.5
GIST-Education and Learning Research Journal Pub Date : 2021-06-23 DOI: 10.26817/16925777.964
Ximena D. Burgin, Sheila Coli, Mayra C. Daniel
{"title":"Exploratory Study of Ecuadorian Teachers’ Understanding of Social Emotional Learning: An Examination of Primary School Teachers","authors":"Ximena D. Burgin, Sheila Coli, Mayra C. Daniel","doi":"10.26817/16925777.964","DOIUrl":"https://doi.org/10.26817/16925777.964","url":null,"abstract":"Direct instruction of Social Emotional Learning (SEL) has been suggested for improving academic performance and reducing behavioral issues in classrooms (CASEL, 2020). This exploratory study provides insight into how a group of Ecuadorian elementary school teachers define and understand SEL. It examined changes in teachers’ perspectives and beliefs about their role in SEL integration in elementary school classrooms, after a full-day workshop focused on SEL integration. Quantitative and qualitative data collected before, during and after the SEL workshop indicated a positive change in the teachers’ foundational knowledge of SEL after participation in the workshop; however, there was no observed change in the teachers’ perceptions of their role in the actual implementation of SEL. Challenges and future implications for an effective integration of SEL are discussed in this research article.","PeriodicalId":42765,"journal":{"name":"GIST-Education and Learning Research Journal","volume":"39 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76001817","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
Awakening Sociocultural Realities in Pre-service Teachers Through a Pedagogy of Multiliteracies 用多元素养教学法唤醒职前教师的社会文化现实
IF 0.5
GIST-Education and Learning Research Journal Pub Date : 2021-06-23 DOI: 10.26817/16925777.844
Angela Yicely Castro-Gárces
{"title":"Awakening Sociocultural Realities in Pre-service Teachers Through a Pedagogy of Multiliteracies","authors":"Angela Yicely Castro-Gárces","doi":"10.26817/16925777.844","DOIUrl":"https://doi.org/10.26817/16925777.844","url":null,"abstract":"Language learning that is grounded on learners’ sociocultural realities promises to be a meaningful experience they are likely to treasure when it comes to grappling with practical day-to-day matters. This article reports on a research study aimed at fostering socioculturally constructed language learning in a group of pre-service English teachers. This is a qualitative case study, grounded in a social constructivist paradigm, which draws on a pedagogy of multiliteracies through the Knowledge Process and the Concept of Design (Cope & Kalantzis, 2009) to embrace diverse modes of communication and to expand learners’ possibilities of engagement with text and the social and cultural world around them. The findings indicate that while learners are provided with opportunities to explore, reflect and co-construct socioculturally driven knowledge, they are involved in a meaning-making experience that allows them to make sense of the language they are learning.","PeriodicalId":42765,"journal":{"name":"GIST-Education and Learning Research Journal","volume":"1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88078643","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: 2
Exploratory Study of Recent Trends in ELT Master’s Programs: Insights from the stakeholders 英语教学硕士课程最新趋势的探索性研究:来自利益相关者的见解
IF 0.5
GIST-Education and Learning Research Journal Pub Date : 2021-06-23 DOI: 10.26817/16925777.826
M. López-Pinzón, Odilia Ramirez-Contreras, Luisa Fernanda Vargas-Orozco
{"title":"Exploratory Study of Recent Trends in ELT Master’s Programs: Insights from the stakeholders","authors":"M. López-Pinzón, Odilia Ramirez-Contreras, Luisa Fernanda Vargas-Orozco","doi":"10.26817/16925777.826","DOIUrl":"https://doi.org/10.26817/16925777.826","url":null,"abstract":"This article reports on a mixed-methods research study in five English Language Teaching Master’s programs in Colombia. The purpose was to identify research problems as well as the strategies of intervention that M.A candidates and alumni dealt with in their theses. This study identified prevalent research methods, techniques, and instruments. The data collection methods included documentary analysis, four focus groups with students, four informal talks with the faculty, four interviews with the coordinators of the programs, and surveys with graduate students, professors, thesis advisors and administrators of these programs. Results suggest a preference for action research on issues of language skills, curriculum design, cognitive and affective factors. Pedagogical innovations dealt with ICT, ELT methods, and language learning strategies. Another result indicated that program participants considered the master’s as the most enriching professional development opportunity they have had. This study makes a call to local and national governments to continue funding continued graduate education and to make it a policy independent of partisan agendas.","PeriodicalId":42765,"journal":{"name":"GIST-Education and Learning Research Journal","volume":"83 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81088453","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: 2
Role of Mobile Phones in Developing Motivation through Reading Activities in English Language Learners 手机在英语学习者阅读动机培养中的作用
IF 0.5
GIST-Education and Learning Research Journal Pub Date : 2021-06-23 DOI: 10.26817/16925777.823
Roger Segura Arias
{"title":"Role of Mobile Phones in Developing Motivation through Reading Activities in English Language Learners","authors":"Roger Segura Arias","doi":"10.26817/16925777.823","DOIUrl":"https://doi.org/10.26817/16925777.823","url":null,"abstract":"This case study attempts to elucidate the effects that the use of mobile phones as tools for teaching reading have in fostering motivation in EFL students. Through the use of qualitative research techniques, the professor executes a set of activities in a reading techniques course for second-year English language learners; focus groups and questionnaires help gather the students' perceptions on their involvement, enjoyment, and investment; the atmosphere created during the implementation of the activities, and their overall experience. In conclusion, the ubiquity of cell phones provides advantages in the development of motivation towards learning English and in fostering independence.","PeriodicalId":42765,"journal":{"name":"GIST-Education and Learning Research Journal","volume":"75 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86403952","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: 2
Enhancing Permanence for Vocabulary Learning on 2nd Grade Students in Turkey Through Music 通过音乐提高土耳其二年级学生词汇学习的持久性
IF 0.5
GIST-Education and Learning Research Journal Pub Date : 2021-06-23 DOI: 10.26817/16925777.843
Omer Faruk Tavsanli, Abdullah Kaldırım, Tayyar Erdem Gedikli
{"title":"Enhancing Permanence for Vocabulary Learning on 2nd Grade Students in Turkey Through Music","authors":"Omer Faruk Tavsanli, Abdullah Kaldırım, Tayyar Erdem Gedikli","doi":"10.26817/16925777.843","DOIUrl":"https://doi.org/10.26817/16925777.843","url":null,"abstract":"Music plays an important role in students' language development. Because the process of acquiring and developing language skills of the individual and the process of learning to make music work have many similarities. In this study, the effect of teaching word with music with the normal intelligence and development level of 2nd grade students on the learning of the meaning of the word and ensuring the permanence of the word has been examined. Quasi-experimental design with experimental control group was used in the study. The research was carried out with 43 second grade students and the data were analyzed with ANOVA test. According to the results of the study, it is concluded that the teaching of vocabulary with music both the meaning of the word and providing the persistence of learning was found to be useful.","PeriodicalId":42765,"journal":{"name":"GIST-Education and Learning Research Journal","volume":"21 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84918904","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: 2
Implementing Lesson Plans for Collaborative Learning with Children in an EFL Context 在英语语境下实施与儿童合作学习的课程计划
IF 0.5
GIST-Education and Learning Research Journal Pub Date : 2021-06-23 DOI: 10.26817/16925777.872
Daisy Catalina Carvajal Ayala, Ricardo Alonso Avendaño-Franco
{"title":"Implementing Lesson Plans for Collaborative Learning with Children in an EFL Context","authors":"Daisy Catalina Carvajal Ayala, Ricardo Alonso Avendaño-Franco","doi":"10.26817/16925777.872","DOIUrl":"https://doi.org/10.26817/16925777.872","url":null,"abstract":"Different authors have argued that collaborative work among children helps them to negotiate meanings and find solutions for learning. In this article, we describe a study conducted to validate a set of lesson plans specifically designed for collaborative work with children in collaborative learning spaces. A group of nine teachers implemented the lessons in their classes. Data were gathered by means of ethnographical notes to determine children’s reactions to collaborative work. As well, teachers responded a questionnaire on their perception of the lesson plans and collaborative learning. Results show that children can indeed work in collaboration when given the adequate conditions. Implications point in the direction of teacher education programs that can help teachers understand the principles and practices of collaborative learning with children.","PeriodicalId":42765,"journal":{"name":"GIST-Education and Learning Research Journal","volume":"120 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79376631","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: 3
Factors that De-motivate EFL Students’ Class Participation at a School of Languages 语言学校英语学生课堂参与度的影响因素
IF 0.5
GIST-Education and Learning Research Journal Pub Date : 2021-06-23 DOI: 10.26817/16925777.860
D. Sánchez-Hernández, Enrique Vez López, Yeraldi García-Barrios
{"title":"Factors that De-motivate EFL Students’ Class Participation at a School of Languages","authors":"D. Sánchez-Hernández, Enrique Vez López, Yeraldi García-Barrios","doi":"10.26817/16925777.860","DOIUrl":"https://doi.org/10.26817/16925777.860","url":null,"abstract":"The goal of this qualitative study was to discover the nature of the factors that may demotivate university EFL students from participating in class. While previous studies conducted have focused on factors that affect classroom participation in general, this study involved in-depth interviews and observations in order to gain a comprehensive overview of the demotivating factors that impact EFL student participation levels. The study focuses on the participants’ participation habits and their perceptions of the factors that may inhibit it, that discourage learners from participating fully in class, and that effect learning negatively. The findings suggest that students’ perceptions of participation and their self-esteem and confidence affect their level of participation. They also indicate that the teacher’s role is an important variable in why students decide to remain silent.","PeriodicalId":42765,"journal":{"name":"GIST-Education and Learning Research Journal","volume":"56 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90777301","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
Using Digital Formative Assessment to Evaluate EFL Learners’ English Speaking Skills 运用数字形成性评价评价英语学习者的英语口语能力
IF 0.5
GIST-Education and Learning Research Journal Pub Date : 2021-06-23 DOI: 10.26817/16925777.1001
Zeynep Çetin Köroğlu
{"title":"Using Digital Formative Assessment to Evaluate EFL Learners’ English Speaking Skills","authors":"Zeynep Çetin Köroğlu","doi":"10.26817/16925777.1001","DOIUrl":"https://doi.org/10.26817/16925777.1001","url":null,"abstract":"As it is known formative assessment focuses on both the learning process and learner's performance. In this study digital formative assessment and traditional speaking tests were utilized comparatively to evaluate 52 upper-intermediate EFL learners' English language speaking skills. The study was designed as a mixed-method. The quantitative data were collected via achievement tests which had been administered both in traditional speaking tests and digital formative tests. The qualitative findings were collected with students' interviews which consisted of four open-ended questions. The results of the study showed that participants outperformed in digital formative tests in comparison to traditional speaking tests. Another significant finding of the study is that participants are satisfied with the digital formative assessments in terms of peer collaboration during tests, enriched test materials, and preparation time for the speaking test. Although they have positive views on digital formative assessment, participants are dissatisfied with it in terms of technical problems that they encountered during the administration of digital formative tests.","PeriodicalId":42765,"journal":{"name":"GIST-Education and Learning Research Journal","volume":" 42","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72380268","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: 3
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