Problem-Posing Learning Method for Enhancing the Competence of Digital Marketing Students

Adopting a new lecture style will enable students to have meaningful learning and actively interact and solve problems. This study attempts to discover the online marketing professional ethics learning process through the problem-posing method. In doing so, this research involved classroom action research, which is provided through four stages: planning, implementation, observation, and reflection. Through the problem-posing method, lecturers can find solutions to problem-solving for the low scores of these students. Based on the implementation of classroom action research in the first and second cycles, it can be seen that the students’ scores are satisfying, which is indicated by the increase in student scores from pre-test to post-test. This implies that the problem-posing method has successfully enhanced students’ competence in the marketing profession ethics course. Meanwhile, based on the non-test observation sheet, it shows that the students’ response to the implementation of the marketing professional ethics course using the problem-posing method in the first and second cycles is good, but there need to be improvements to obtain a better assessment in the future. Keywords: Problem posing method, learning methods, classroom action research

CinQASE E-module: Its Effectiveness to Improve Senior High School Students’ Physics Learning Outcomes

One of the many digital technologies to actualize the digital learning environment is to provide e-modules based on collaboration in questioning, analyzing, synthesizing, and evaluating (CinQASE) learning model. The main purpose of this study was to analyze the effectiveness of the CinQASE e-module to improve students' learning outcomes in 10th grade in several Senior High Schools in Kendari, Southeast Sulawesi Province. This study implemented design-based research with a three-group pretest-posttest design. 85 students in the 10th grade participated in this study. The research subjects consist of three classes. Each class will use the CinQASE e-modules with different concepts. These concepts were Work and Energy, Momentum and Impulse, and Circular Motion. The differences in learning outcomes will be tested and evaluated based on the t-test. The results of the data analysis showed the normalized gain in the medium category, and the differences in learning outcomes showed a significance level (0.000) < 0.05 for all classes. Consistently implementing the CinQASE e-module can improve physics learning outcomes for all class groups with Sig. (0.161) > 5%. Hence, the CinQASE e-module had the potential to be used in physics classrooms and improve senior high school students’ learning outcome

PENINGKATAN HASIL BELAJAR SISWA MATERI LIMBAH LUNAK MELALUI MEDIA PEMBELAJARAN CARTA

Learning requires extensive knowledge in this matter of soft waste material. The purpose of this study is to improve student learning outcomes through learning media. The research method used in this study is a classroom action research method with 2 cycles. The study was conducted at Junior High School 1 Tambun Selatan 1, Bekasi in January - March 2019. The results showed that there was an increase in student learning outcomes seen from the gain score. Learning to use charts is now making students more enthusiastic in learning. This causes an increase in learning outcomes. The conclusion of this study is that media chart has succeeded in improving learning outcomes

Trialing project-based learning in a new EAP ESP course: A collaborative reflective practice of three college English teachers

Currently in many Chinese universities, the traditional College English course is facing the risk of being ‘marginalized’, replaced or even removed, and many hours previously allocated to the course are now being taken by EAP or ESP. At X University in northern China, a curriculum reform as such is taking place, as a result of which a new course has been created called ‘xue ke’ English. Despite the fact that ‘xue ke’ means subject literally, the course designer has made it clear that subject content is not the target, nor is the course the same as EAP or ESP. This curriculum initiative, while possibly having been justified with a rationale of some kind (e.g. to meet with changing social and/or academic needs of students and/or institutions), this is posing a great challenge for, as well as considerable pressure on, a number of College English teachers who have taught this single course for almost their entire teaching career. In such a context, three teachers formed a peer support group in Semester One this year, to work collaboratively co-tackling the challenge, and they chose Project-Based Learning (PBL) for the new course. This presentation will report on the implementation of this project, including the overall designing, operational procedure, and the teachers’ reflections. Based on discussion, pre-agreement was reached on the purpose and manner of collaboration as offering peer support for more effective teaching and learning and fulfilling and pleasant professional development. A WeChat group was set up as the chief platform for messaging, idea-sharing, and resource-exchanging. Physical meetings were supplementary, with sound agenda but flexible time, and venues. Mosoteach cloud class (lan mo yun ban ke) was established as a tool for virtual learning, employed both in and after class. Discussions were held at the beginning of the semester which determined only brief outlines for PBL implementation and allowed space for everyone to autonomously explore in their own way. Constant further discussions followed, which generated a great deal of opportunities for peer learning and lesson plan modifications. A reflective journal, in a greater or lesser detailed manner, was also kept by each teacher to record the journey of the collaboration. At the end of the semester, it was commonly recognized that, although challenges existed, the collaboration was overall a success and they were all willing to continue with it and endeavor to refine it to be a more professional and productive approach

Embedding Scientific Literacy In The Intermediate Elementary Classroom In Schools With High Underperforming Groups

Clark, M. How can educators embed scientific literacy into the intermediate classroom of disadvantaged groups? (2021) The achievement gap has been a widespread problem amongst minority groups, specifically African American students. The data reflects a continuous trend of underachievement caused by environmental factors at home and in school. As the state transitions to the 2019 Minnesota Science standards, teachers must learn to develop scientific literacy into the intermediate classroom and attempt to close the achievement gap amongst minority students. The capstone project uses the Sheltered Intervention Observation model, Marzano Framework, and A Framework for K-12 Science Education to answer the capstone question, How can educators embed scientific literacy into the intermediate classroom of disadvantaged groups? The capstone project is a three to four week fifth grade life science curriculum that focuses on active learning, cooperative learning, and digital learning

HIGHER ORDER THINKING SKILLS ASSESSMENT BASED ON ENVIRONMENTAL PROBLEM (HOTS-AEP): MENDESAIN EVALUASI PEMBELAJARAN ABAD 21

The ability of Higher Order Thinking Skills (HOTS) is one of the important aspects to solve environmental problems, in this case related to 21st century learning. The purpose of this study is to develop Higher Order Thinking Skills Assessment based on Environmental Problems (HOTS-AEP) in elementary school level. The research method used is research and development model Borg and Gall. The study was conducted in March-April 2019 at State Elementary School of Jatimulya 02, Tambun Selatan, Bekasi, West Java, Indonesia. The results show that HOTS-AEP is suitable for use in learning evaluation because it has a valid category according to experts with an average validation score of 3.63 and valid based on Pearson product moment calculations and has moderate reliability. This is because HOTS-AEP is very compatible with the context of problem-based environmental learning. The conclusion of this study is that HOTS-AEP is worthy of being used as an evaluation of learning for students at the elementary school level

Learning: What Counts and Who Decides?

Educators, educational leaders, and policymakers continue to develop academic interventions for secondary school students who experience ongoing struggles. This approach is understandable given the neoliberal educational goal to support students’ becoming contributing members of society. However, time spent responding to symptoms (i.e., students failing courses) merely maintains the status quo. It negates the exploration of a deeper cause of these struggles. This organizational improvement plan (OIP) explores and initiates a change to respond to a cause of these challenges: lack of student voice in learning environments resulting in diminished student achievement and limited awareness of postsecondary pathway possibilities. Although mentioned in education policy and visionary statements, the application of student voice is inconsistent, limited, and often performative as the domination of normalized adult voice prevails. Two-Eyed Seeing and the ethic of the best interest of the student will support the elevation of student voice in reimagining their formal learning experiences. It will further the interrogation and expansion of student demonstration of their learning, privileging student-driven approaches over teacher-centered ones. Transformative and followership leadership approaches situate all participants as learners, collaboratively exploring, identifying, and disrupting assumptions about student learning and teaching practices while co-designing changes that evolve from current reality. This is realized through a discovery-based inquiry cycle, an iterative change model, and a monitoring framework that tracks formative and summative indicators of progress and success. This OIP prioritizes including student voice, situating students as drivers of their learning experience, and reimagining adults’ role in making a difference for a child

Environmental learning student’s worksheet of air pollution (eswopol): inovasi lembar kerja siswa berbasis hots-aep

Environmental problems need to be solved by students' HOTS abilities. This research aimed to develop environmental learning student's worksheet of air pollution (eswopol) based on Higher Order Thinking Skills Assessment based on Environmental Problems (HOTS-AEP). The research method used research and development that modified from Borg and Gall model. The study was conducted in December 2019 until January 2020. The research instrument used the interview transcript and validation questionnaire. The research data obtained in the form of an average score of validation results. The data analysis technique used is descriptive. The results showed that the environmental learning student's worksheet of air pollution (eswopol) based on HOTS-AEP was declared valid with an average validation score of 3.55 (very valid category). The conclusion of this research is eswopol based on HOTS-AEP is appropriate for use in a learning environment

Using Student-Generated Problems (SGP) As An Instructional Strategy To Enhance Undergraduate Engineering Students’ Knowledge Application Ability And Problem-Solving Skills

The Student-Generated Problems (SGP) instructional strategy represents an exclusive area of real-world practice used by some educators to give powerful support and responsibility to college students for their learning experience (Mestre, 2002; Zurcher, Coppola, & McNeil, 2016). Undergraduate Engineering students often have difficulty applying gained knowledge in real-world settings and are reportedly underprepared for workplace challenges (Luo et al., 2015; Negro et al. 2019). This study examined the effects of the SGP instructional strategy used in an undergraduate Electrical Engineering course to determine students’ abilities to apply conceptual knowledge and problem-solving skills in real problem lab activities. The need for this study was to prepare students to be able to function well in the workplace environment in the future. The study also investigated whether there were relationships between students’ skills in SGP and their problem-solving skills, conceptual, and application knowledge of Electrical Engineering concepts under study. This investigation employed a quantitative approach, using a within-subject design with pre-post testing. A single group of participants experienced both the regular and SGP instructional strategy. This study’s independent variables were the type of instructional strategy–traditional class instruction and the SGP approach. The dependent variables are the students’ learning outcomes. This quantitative study used knowledge test (pre and post) to test the students’ conceptual knowledge, a Problem-Solving Inventory (PSI) survey to assess the students’ self-perception of problem-solving skills, and a problem identification rubric to assess students’ knowledge application in the SGP activity. Limited differences were revealed in the control and experimental group participants’ responses of their conceptual knowledge, knowledge application abilities, and self- perception of problem-solving skills. Test scores in the knowledge areas did not have a statistically significant overall relationship with the most of study variables. However, the test revealed that the difference in the test scores for the approach avoidance style construct was statistically significant. Further investigation on the connections between these study variables and the SGP instructional strategy is needed to provide a more insightful depiction of the effects of the Student-Generated Problems approach on students’ development of conceptual knowledge, knowledge application, and problem-solving skills in electrical engineering concepts. Although this study did not report a significant difference between the SGP and the traditional group, there appears to be a difference between the mean scores among the two groups. Hence, it can be implied that SGP has the potential to promote knowledge utilization and problem-solving skills among engineering students. This is because SGP enables students to connect and relate classroom concepts to real-world problems, and as a result contextualizing their learning. The findings of this study are significant for engineering instructors who intend to promote knowledge application and problem-solving skills in their teaching. Also, SGP is a constructivist learning approach and the results from this study suggest that it may offer alternative instructions to the traditional teacher-centered approach, thereby helping instructors better prepare their students for their future workplace challenges