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This paper is aimed to arrange teaching material for writing which will enable students to enhance their writing ability by arranging sentences through language pattern (al-anmat al-lughawiyyah). For this purpose to achieve, it is formulated three research questions as follows: 1) how is the composition of teaching material for writing skill that is based on language pattern for PBA students of UIN Sunan Ampel Surabaya, 2) how is that teaching material of writing that is based on language pattern implememented for students of PBA department UIN Sunan Ampel Surabaya, 3) to what extent is the effectiveness of the teaching material implementation to enhance the ability of arranging sentences through language pattern among  the students of PBA department UIN Sunan Ampel Surabaya.To answer all those questions, this study employes mixed methods:  quantitative through descriptive analysis approach, research and development (R&D), and also the experimental one. Indeed, it aims to examine the effectiveness of students'exercise score based on their pre and post test. Besides, as the population taken is 2nd semester students of PBA department of UIN Sunan Ampel Surabaya, it was taken 19 of them to be the samples of this study. At the end, this study shows that the proposed hypothesis is acceptable. It however means that the implementation of teaching material designed to enhance students' writing skill through language pattern is effective for students of PBA department UIN Sunan Ampel Surabaya. As counted, the result of pretest was 7.15 and 7.94 for the post test. It  fruitfully means that the teaching material that is developed through language pattern is effective to enhance students'writing abilit

Enhancing the Quality of Argumentation in School Science

The research reported in this paper focussed on the design of learning environments that support the teaching and learning of argumentation in a scientific context. The research took place over two years between 1999 and 2001 in junior high schools in the greater London area. The research was conducted in two phases. In the first developmental phase, working with a group of 12 science teachers, the main emphasis was to develop sets of materials and strategies to support argumentation in the classroom and to assess teachers‘ development with teaching argumentation. Data were collected by videoing and audio recording the teachers attempts to implement these lessons at the beginning and end of the year. During this phase, analytical tools for evaluating the quality of argumentation were developed based on Toulmin‘s argument pattern. Analysis of the data shows that there was significant development in the majority of teachers use of argumentation across the year. Results indicate that the pattern of use of argumentation is teacher specific, as is the nature of the change. In the second phase of the project, teachers taught the experimental groups a minimum of nine lessons which involved socioscientific or scientific argumentation. In addition, these teachers taught similar lessons to a control group at the beginning and end of the year. Here the emphasis lay on assessing the progression in student capabilities with argumentation. Hence data were collected from several lessons of two groups of students engaging in argumentation. Using a framework for evaluating the nature of the discourse and its quality, the findings show that there was an improvement in the quality of students‘ argumentation. In addition, the research offers methodological developments for work in this field

Community based education development patterns in Nurul Iman Islamic Boarding School Jambi Province

This research was conducted with the aim of knowing the pattern of community based education development in the Nurul Iman Islamic boarding school in Jambi. This research is a descriptive study using a qualitative approach with case study research design in the sense that research is focused on just one phenomenon that is chosen and wants to be understood in depth. This research was conducted directly by using field notes and cameras for documentation. Data collection is done by the method of in depth interviews and observations. The results of the research from the Community Based Education Development Pattern in the Nurul Iman Islamic boarding school in Jambi can be divided into two important components, namely: through the first component is the Teaching Pattern with Community Spiritual Education and Community Work Education and the second component is the Islamic Leadership Pattern. Participation Community members in the Nurul Iman Islamic Boarding School and Stakeholders in Educational Development have felt well in the form of thought participation, labor participation, property participation, skills participation or proficiency and social participation

Sustainable Practices in Pattern-Making at Local Fashion Institutions: A Qualitative Study

Pattern making is one of the most important skill-based courses in fashion education, where students learn clothing construction through drafting, draping, and creating basic patterns for garment productions. Issues in fashion sustainability, such as textile waste and fast fashion, lead to this research. However, practices of sustainable innovation in local higher education institutions are still low compared to other countries. The objective of this research paper is to explore the current sustainable practices in teaching and learning pattern-making skills. A qualitative approach has been adopted to explore the current practices of teaching and learning in some local fashion institutions, and 21 fashion educators participated in semi-structured interview sessions. The results from the thematic analyses show six elements of sustainable innovation which currently being practised: minimization technique, pattern manipulation, upcycling, draping, digital learning, and innovative tools are part of the sustainable innovation practices. Keywords: Higher Education Research, Education for Sustainable Development, Innovatio

Developing interactive e-module based on realistic mathematics education approach and mathematical literacy ability

Teaching and learning activities are carried out online during the pandemic situation. This condition makes the teaching and learning process in the classroom requires teaching materials that can support the learning process. However, some teachers still use teaching materials commonly used during face-to-face learning, which is irrelevant for offline learning. Therefore, teachers need alternative interactive teaching materials that can facilitate online learning. This study aims to produce teaching materials in an interactive e-module based on the Realistic Mathematics Education (RME) approach with the content of number pattern that is valid, practical, and have potentially affected the eight-grade students' mathematical literacy skills. The research method used is design research with type of development studies which include two main stages, namely the preliminary design and the formative evaluation. The data collection instruments used were content and media expert validation sheets, student response questionnaires, and pretest and posttest questions to measure mathematical literacy skills. This research produces an RME-based e-module on number pattern material that is valid, practical, and potentially affects mathematical literacy skills. The results showed that the e-module was valid in content and media quality with very good criteria. Next, the e-module has also been practical from assessing student responses with good criteria. Finally, the e-module can potentially improve students' mathematical literacy skills, which is indicated by the increase in students' mathematical literacy skills after learning to use the e-module. In addition, the e-module developed in this study contributes as alternative teaching material for teachers in the online learning system

A social software for mobile learning

The traditional teaching methods of the Learning Management Systems (or LMS) are rigid in nature and impose limitations on the teaching process. By having a closed pattern, these tools end up hurting the student, for preventing it from interacting with anyone who shares the same interests as him. As a result, the concepts of community, relationship and interaction between users are required to overcome these limitations. This paper proposes the development of an architecture for creating a social software that enables the use of online social networks automatically created for students through their mobile devices. Besides, this architecture has been created based on web services, what makes it possible the integration with MLEA (Mobile Learning Environment Adapter), an application that allows students to access Moodle through their mobile devices.The traditional teaching methods of the Learning Management Systems (or LMS) are rigid in nature and impose limitations on the teaching process. By having a closed pattern, these tools end up hurting the student, for preventing it from interacting with anyone who shares the same interests as him. As a result, the concepts of community, relationship and interaction between users are required to overcome these limitations. This paper proposes the development of an architecture for creating a social software that enables the use of online social networks automatically created for students through their mobile devices. Besides, this architecture has been created based on web services, what makes it possible the integration with MLEA (Mobile Learning Environment Adapter), an application that allows students to access Moodle through their mobile devices

Kaleidoscope JEIRP on Learning Patterns for the Design and Deployment of Mathematical Games: Final Report

Project deliverable (D40.05.01-F)Over the last few years have witnessed a growing recognition of the educational potential of computer games. However, it is generally agreed that the process of designing and deploying TEL resources generally and games for mathematical learning specifically is a difficult task. The Kaleidoscope project, "Learning patterns for the design and deployment of mathematical games", aims to investigate this problem. We work from the premise that designing and deploying games for mathematical learning requires the assimilation and integration of deep knowledge from diverse domains of expertise including mathematics, games development, software engineering, learning and teaching. We promote the use of a design patterns approach to address this problem. This deliverable reports on the project by presenting both a connected account of the prior deliverables and also a detailed description of the methodology involved in producing those deliverables. In terms of conducting the future work which this report envisages, the setting out of our methodology is seen by us as very significant. The central deliverable includes reference to a large set of learning patterns for use by educators, researchers, practitioners, designers and software developers when designing and deploying TEL-based mathematical games. Our pattern language is suggested as an enabling tool for good practice, by facilitating pattern-specific communication and knowledge sharing between participants. We provide a set of trails as a "way-in" to using the learning pattern language. We report in this methodology how the project has enabled the synergistic collaboration of what started out as two distinct strands: design and deployment, even to the extent that it is now difficult to identify those strands within the processes and deliverables of the project. The tools and outcomes from the project can be found at: http://lp.noe-kaleidoscope.org

Validity of paragraph writing skills teaching materials based on qur'ani idiomatic patterns

This study aims to (1) develop teaching materials for Arabic paragraph writing skills based on Quranic idiomatic patterns; and (2) describe the feasibility of teaching materials for Arabic paragraph writing skills based on the Quranic idiomatic pattern. The research method used is a development method with development steps (1) preliminary studies or needs analysis, (2) design of teaching materials, (3) developing teaching materials, (4) validation of material experts and Arabic learning, (5) product trials , and (6) dissemination. The results of this development research are in the form of teaching materials for Arabic paragraph writing skills based on idiomatic Qur'anic patterns, which consist of: (1) basic competencies, (2) learning objectives, (3) paragraph concepts and their elements, (4) paragraph development patterns and examples, (5) various examples of idiomatic patterns, (6) the meaning of the idiomatic patterns of Tafsir Al Munir's model, (7) examples of writing idiomatic patterns in paragraphs according to the theme, and (8) practice of writing paragraphs based on the idiomatic pattern of the Qur'an 'ani. Furthermore, based on the expert test of teaching material product learning, the results obtained a validity level of 89.16%, material expert test 90.76% and field test 74.59%, with an average validity level of 86.59%. Therefore, it can be stated that the teaching material product is valid to be used as teaching material for the Paragraph Writing course with a validity level of 86.59% or very valid

Inquiry-based Teaching in Second and Foreign Language Pedagogy

It is the consensus among language educators that the objectives of teaching a second/foreign language (L2) put stress on the enhancement of students’ communication skills and advocate the importance of interaction in the classroom. In addition to theories and methods exclusively dedicated to language instruction, the domain-independent inquiry-based teaching, a cognitive approach, can be easily and effectively integrated into the L2 classroom which echoes the concerns and needs in L2 education. Inquiry teaching is characterized by its question-answer interactive information exchanges. Instead of learning passively, it stimulates students to actively engage in cognitive and discovery learning activities. It is assumed that this active, discovery, or Socratic teaching approach promotes the dynamics in class, draws and maintains students’ attention, reinforces meaningful communication, deepens and expands intellectual capacity, and facilitates learning transfer. Most importantly, it supports the development of learner’s cognitive and metacognitive strategies. This technique best fits within the theme-based text and can be conducted in an expanding spiral pattern. A questionnaire was administered in a Chinese as a second language class to assess students’ feedback on the effectiveness and preference of this approach and favorable findings were revealed. Students expressed enthusiasm on inquiry-based teaching and indicated that this approach reinforced their learning and understanding of the course material. Qualitative data also shows that inquiry-based teaching enhanced students’ classroom engagement and fostered an effective and meaningful learning experience