The Effect of Integrated Learning Management Systems FLearn in Improving Learning Outcomes at Universities during Online Learning

The problem in learning during the covid-19 pandemic is how the university implements effective online learning for students. In order to facilitate online learning to be more comprehensive and integrated, the development of an integrated learning system, namely the learning system in Flexibel Learning or Leaning management, is expected to increase the effectiveness of online learning. The research method in this study is a mixed-method research method with a sequential exploratory model. The research begins with a qualitative study to find the root of the problem and then continues with quantitative analysis to find the influence between variables. The study subjects were fourth-year students in the mathematics education study program. The study results show that the integration of the system facilitates the implementation of learning in the online learning process, but there are still obstacles, such as internet access and learning devices. In contrast, the regression test results show a significant influence between the integration of the learning system on student learning outcomes. The influence of learning system integration on learning achievement is 61.3%, and 38.7% is affected by other factors such as motivation, learning independence, student responsibility, and adequate internet access.The problem in learning during the covid-19 pandemic is how the university implements effective online learning for students. In order to facilitate online learning to be more comprehensive and integrated, the development of an integrated learning system, namely the learning system in Flexibel Learning or Leaning management, is expected to increase the effectiveness of online learning. The research method in this study is a mixed-method research method with a sequential exploratory model. The research begins with a qualitative study to find the root of the problem and then continues with quantitative analysis to find the influence between variables. The study subjects were fourth-year students in the mathematics education study program. The study results show that the integration of the system facilitates the implementation of learning in the online learning process, but there are still obstacles, such as internet access and learning devices. In contrast, the regression test results show a significant influence between the integration of the learning system on student learning outcomes. The influence of learning system integration on learning achievement is 61.3%, and 38.7% is affected by other factors such as motivation, learning independence, student responsibility, and adequate internet access

LMS Implementation in High Schools in Eastern Indonesia After the Covid-19 Pandemic

The Covid-19 pandemic had prevented students and teachers from carrying out teaching and learning activities in physical classroom due to activity restrictions, social distancing, or lockdown. The problem that occurs is the unavailability of an IT-based (online) learning management system in many schools causing the teaching and learning process from outside the school to be delayed. Covid-19 has not only caused a health emergency, but also an educational emergency. This research aimed to develop an LMS and implement it free of charge in several schools in eastern Indonesia and analysed the impact of implementation over 2 years. The research method used is the Prototype Method with the stages of Communication, Modeling, Construction, and Deployment. At the Communication stage, data collection was carried out through interviews with several school parties regarding system requirements. At the Modeling stage, system design is carried out using Class Diagram, Use Case Diagram, Activity Diagram, and Sequence Diagram. At the Construction stage, application development is carried out using the PHP web programming language with a MySQL database. In the Deployment stage, implementation is carried out on the Microsoft Azure Cloud platform. The results of the research shown that the implementation of the LMS provided an increase in score for the exact sciences (Mathematics) and the language sciences (English) fields. As for the field of social sciences (Citizenship) did not show a significant increase

Argumentative Writing Through a 21st Century Framework: An Action Research Study

This Action Research study examined the implementation of integrated writing as originally described by MacArthur, Graham & Schwartz (1993) in order to investigate (a) seventh-grade English-Language Arts students' argumentative writing productions and demonstration of cognitive complexity on a blog site, and (b) the teacher’s ability to refine instructional planning strategies that impact student learning. This study aimed to impact teacher practice and student learning through writing interventions and reflective planning. Qualitative and quantitative data were collected to analyze the instructional strategies of integrated writing that influenced student argumentative writing, student feedback and teacher reflection. The researcher was referred to as the teacher-researcher throughout the dissertation because the researcher was the teacher in the seventh-grade classroom. This study was designed around argumentative writing theories that emphasized students' collaborative efforts in an online blogging forum. Two, four-week iterations of instruction guided by the intervention and data analysis produced data supportive of teachers utilizing integrated writing in their classrooms, primarily teachers using conferences to support students with individualized instruction during the drafting process of writing. The findings of this Action Research Study indicated that intervention instruction should focus on the ideational epistemology of writing and synthesis in cognitive complexity while giving students the opportunity to collaborate on argumentative blogs

Educational beliefs development with pre- and in-service teachers using Perry's model: a cross-cultural study

Contrary to the prevailing thinking about beliefs change, Perry (1970), in his model of “Intellectual and Ethical Development”, described structural cognitive and ethical changes that take place during students’ experiences in university education. The research reported here used Johnstone’s (1998) adaptation of Perry’s (1970) scheme of “Intellectual and Ethical Development” to investigate pre- and in-service teachers’ belief change, to examine whether teachers’ beliefs are rooted in a Victorian system and whether they are facilitators or inhibitors of educational change? Using quantitative and qualitative approaches, the current study traced the development of the beliefs of cross sectional groups of pre- and in-service teachers, identified the factors and the influences that in-service teachers perceived to be of great effect on changing their belief profiles and uncovered teachers’ perceptions of what could be the leverage points of educational change. These examinations were conducted in two cultural settings: Egypt and Scotland. Findings confirmed that the beliefs of pre- and in-service teachers do change over time. These changes followed various patterns. In some groups, the change identified contradicted the change anticipated by Perry in his model. Furthermore, major contextual barriers to belief change and interpretation have been identified. Despite the collective effect of these barriers, teachers singled out current curriculum and assessment frameworks as the greatest barriers to changing beliefs and practices. Recommendations include a process of personal and systemic change as a means to achieve the paradigm shift necessary to develop the beliefs in accord with 21st century education reform; provision of specifically designed teacher education programmes and the development of professional development modules