scholarly journals Action Research on the Implementation of Teaching for Active Learning in Two Elementary Madrasahs in Aceh

2011 ◽  
Vol 2 (2) ◽  
pp. 79-89
Author(s):  
Sulastri Muhammad Syah ◽  
Yulia Fitri ◽  
Bainuddin Yani ◽  
[None] Adlim ◽  
Tri Qurnati ◽  
...  
Keyword(s):  
Action Research ◽  
Active Learning ◽  
Instructional Strategy ◽  
Teaching And Learning ◽  
Basic Education ◽  
Teaching Methodology ◽  
Action Research Project ◽  
Islamic Studies ◽  
Improve Student Achievement

Teaching for active learning is an instructional strategy that has been shown to improve student achievement. Many of its advocates also stress its contribution to the development of democratic dispositions in school children. It has, therefore, become a popular reform intended to improve teaching and learning in schools around the world, including Indonesia, where it was a key component of training conducted in Aceh under the auspices of the USAID-funded Decentralized Basic Education 2 Project (DBE2). In order to gauge the extent to which teaching for active learning was being adopted in Aceh, a team of lecturers from Syiah Kuala University and the State Islamic Studies Institute in Banda Aceh conducted an action research project designed to identify the challenges faced by teachers attempting to teach for active learning in two elementary-level madrasahs as well as strategies that might assist them in that effort. The results of our research show that, while the initial training provided to teachers heightened their consciousness of teaching for active learning and inspired some to experiment with the new teaching methodology, teachers’ understanding and acceptance of active learning was still tentative and could be undermined without effective leadership and long term mentoring. Key Words: Active Learning, Teaching, Aceh, Madrasah

Pengembangan Paket Strategi Pembelajaran Aktif

2016 ◽  
Vol 18 (2) ◽  
pp. 115
Author(s):  
Supardi Supardi
Keyword(s):  
Active Learning ◽  
Small Groups ◽  
Instructional Strategy ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Learning Tools ◽  
State Institute ◽  
Training And Education ◽  
Islamic Studies ◽  
Is Research

This research is aimed at developing active learning tools to improve the effectiveness of the instructional strategy lectures at the Faculty of Teacher Training and Education of State Institute for Islamic Studies (FITK IAIN) Mataram. The method of this research is research and development (R&D) that was started with the process of needs assessment, the design of prototype of active learning tools that were tested in the next process by meansof expert validation, one to one, small groups, whole class, and effectiveness trials. The result of the trials on the developed product showed that its use had been effectively improved the students contribution during teaching and learning activities if compared to the students contribution in conventional learning process.

Exploring the Fourth Order

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Barend KLITSIE ◽  
Rebecca PRICE ◽  
Christine DE LILLE
Keyword(s):  
Action Research ◽  
Fourth Order ◽  
Subject Matter ◽  
Action Research Project ◽  
Research Project ◽  
Building Trust ◽  
Current Business

Companies are organised to fulfil two distinctive functions: efficient and resilient exploitation of current business and parallel exploration of new possibilities. For the latter, companies require strong organisational infrastructure such as team compositions and functional structures to ensure exploration remains effective. This paper explores the potential for designing organisational infrastructure to be part of fourth order subject matter. In particular, it explores how organisational infrastructure could be designed in the context of an exploratory unit, operating in a large heritage airline. This paper leverages insights from a long-term action research project and finds that building trust and shared frames are crucial to designing infrastructure that affords the greater explorative agenda of an organisation.

scholarly journals Integrating Video-Based Multimedia in Teaching Physics in Context of Covid-19 in Rwandan Secondary Schools

2021 ◽  
Vol 20 (12) ◽  
pp. 49-63
Author(s):  
Gabriel Janvier Tugirinshuti ◽  
Leon Rugema Mugabo ◽  
Alexis Banuza
Keyword(s):  
Secondary Schools ◽  
Education System ◽  
Instructional Strategy ◽  
Teaching And Learning ◽  
School Closure ◽  
After School ◽  
Physics Teachers ◽  
Major Factors ◽  
Teachers Training

The Covid-19 pandemic has paralyzed the education system and lead to temporary school closure. After school re-opening, long-term responses to a resilient education system were needed. A descriptive survey research design was used to diagnose the barriers to video-based multimedia integration in teaching and learning physics in certain secondary schools. 47 physics teachers (35 males and 12 females) were purposely selected from 24 schools located in the Rutsiro and Rubavu districts. A questionnaire was given to all 47 teachers. One-on-one interview with great attention to the measures of reducing the transmission of Covid-19 was conducted to all senior five physics teachers. Research findings revealed that video-based multimedia is less used in teaching and learning physics. Teachers indicated that poor infrastructure, poor teachers’ training aimed at effective integration of multimedia in education, pressure to prepare students for exams, and teachers’ lack of time for preparation are major factors that impede the use of video-based multimedia in teaching and learning physics. Results also provided proof of the necessity to provide digital devices to teachers and learners, teachers’ training, and learners’ preparation for virtual classes so that video-based multimedia could be a better instructional strategy to long-term responses for Covid-19 and future shocks. The findings of this study revealed that VBM could be a consensus on education and technology competency required to support teaching and learning especially during Covid-19 and future shocks.

Curriculum Development in Technology-Enhanced Environments

2011 ◽  
pp. 492-504
Author(s):  
Mike Keppell ◽  
Eliza Au ◽  
Ada Ma ◽  
Christine Chan
Keyword(s):  
Action Research ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Implicit Theories ◽  
Assessment Practices ◽  
Educational Beliefs ◽  
Attitudes And Beliefs ◽  
Action Research Project ◽  
Teaching Learning ◽  
Insight Into

As teacher-educators, we are acutely aware of our responsibilities in nurturing the knowledge, attitudes, and beliefs of pre-service teachers. As part of our interest in improving our teaching, learning, and assessment practices, we have been participating in an action-research project on technology-enhanced assessment over the last 12 months. Throughout this collaboration, we have become aware of our assessment practices and have been delighted that this has also resulted in a questioning of our current learning design for our modules and further clarity in our own thinking about why we teach the way that we do. The process of action-research has forced us to examine our educational beliefs and how these motivate our teaching and learning. This article focuses on why as teacher-educators it is our obligation to articulate our theories of teaching and learning. It is essential that we articulate these often-implicit theories not only as a means of engaging in dialogue with other teacher-educators, but also as a means of engaging in dialogue with our own students who are pre-service teachers. This cascading waterfall of dialogue and explicitness may allow pre-service teachers to gain insight into the decisions we make as teacher-educators and the rationale we use in our teaching. This obligation has important ramifications for the education of children in the Hong Kong setting, as pre-service teachers may see these explicit rationales as a guide to their own teaching within the early childhood, primary, and secondary settings.

The challenges of participation in doing community-based participatory action research: Lessons from the Kwithu Project

2016 ◽  
Vol 15 (2) ◽  
pp. 198-213 ◽  
Author(s):  
Nathalis G Wamba
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Participatory Action ◽  
Action Research Project ◽  
Community Based ◽  
Random Group ◽  
Running Water

The Kwithu project started when a volunteer who joined Kwithu, a community-based organization in Mzuzu, Malawi (Africa), to teach English gave a diagnostic test to a random group of forty 7th and 8th graders (20 boys and 20 girls) and discovered that most of them could hardly read or write in English. The test results prompted Maureen, the Kwithu director and co-founder, the teacher and myself to meet with the headteachers of the three schools mostly attended by Kwithu children. The headteachers appreciated our concerns about the English proficiency of the children, but they advised us to focus on more urgent matters if we truly wanted to help, e.g., lack of teaching and learning materials, lack of running water in schools, hunger, teacher qualifications, etc. This advice shifted our initial inquiry goal—from English language teaching—to a community-based participatory action research project designed to address the school conditions in Luwinga. In this paper, I describe the community-based participatory action research inquiry and I reflect on the process of participation.

scholarly journals Active Learning in Language Study and Science: Transforming Teacher Practice in North Sumatra’s Elementary Schools

2011 ◽  
Vol 2 (2) ◽  
pp. 90-96 ◽  
Author(s):  
Ely Djulia ◽  
Tita Juwitaningsih ◽  
Abdul Hamid ◽  
Roslin Siallagan ◽  
Parapat Gultom ◽  
...  
Keyword(s):  
Elementary Schools ◽  
Active Learning ◽  
Learning Strategies ◽  
Science Teachers ◽  
Basic Education ◽  
Participant Observation ◽  
Intervention Strategy ◽  
Action Research Project ◽  
Active Learning Strategies

AbstractAn action research project to investigate the implementation of active learning strategies to improve the quality of teaching and learning was conducted in three government elementary schools (Sekolah Dasar) in North Sumatra that had received training in teaching for active learning under the auspices of the USAID-sponsored project, Decentralized Basic Education 2. Three cycles of data collection utilizing classroom observations, focus group discussions, and participant observation were conducted in each school. Data were analyzed both holistically and categorily to develop a better understanding of teachers’ successes and challenges in teaching for active learning. Finally, an intervention strategy involving modeling of teaching for active learning strategies was designed and implemented by members of the research team in each school. Our results suggest that language and science teachers developed more confidence in utilizing active learning strategies in their classrooms as a result of the intervention. Students also appeared to respond positively to the new active learning teaching strategies employed by their teachers. We conclude that the DBE-2 training provided to these schools can be considered successful; however, more attention needs to be paid to concrete factors that facilitate or impede teaching for active learning in Indonesian elementary schools in order to continue improving the quality of instruction for Indonesian children. Key Words: Islamic Education, Active Learning, Religious Studies, Indonesia

scholarly journals Collaborative action research: Building authentic literate practices into a foreign language program

2011 ◽  
pp. 29
Author(s):  
Theresa Austin ◽  
Mark Blum
Keyword(s):  
Action Research ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Literacy Practices ◽  
Collaborative Action Research ◽  
Cultural Backgrounds ◽  
Action Research Project ◽  
Language Program ◽  
Literate Practices ◽  
Authentic Literacy

Two university professors collaborate to carry out an action research project on literacy in a world language program. This article reports on their negotiations to define literacy, how they adapt the use of texts to the cultural backgrounds and interests of their learners and integrate native speakers in a community that builds various understanding of texts through discussion. Our collaborative process provides one example of how action research can systematically inform teaching and learning to build authentic literacy practices in a second or foreign language program.

scholarly journals Shifting Gears: Lessons Learnt From Critical, Collaborative, Self-Reflection on Community-Based Research

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Lulza Olim de Sousa ◽  
Emerentia Antoinette Hay ◽  
Schalk Petrus Raath ◽  
Aubrey Albertino Fransman ◽  
Barend Wilhelm Richter
Keyword(s):  
Climate Change ◽  
Action Research ◽  
Participatory Action Research ◽  
Teaching And Learning ◽  
Research Process ◽  
Participatory Action ◽  
Action Research Project ◽  
Community Based ◽  
Community Based Research ◽  
Self Reflection

This article reflects the learning of five researchers in higher education in South Africa who took part in a participatory action research project to educate teachers how to integrate climate change issues into their teaching and learning. It was the first time any of the researchers had used participatory action research. We are all from natural science backgrounds and now involved in education for sustainable development. We had been trained in more traditional, objective, and researcher-driven methodologies grounded in a positivist paradigm. The purpose of this article is to share our learning about the changes we had to make in our thinking and practices to align with a participatory paradigm. We used reflective diaries to record our journey through the action research cycles. A thematic analysis of our diaries was supplemented by recorded discussions between the researchers. The analysis revealed that, while it was challenging to begin thinking in a different paradigm, we came to appreciate the value of the action research process that enabled teachers to integrate climate change issues into their teaching in a participatory way. We also concluded that we require more development to be able to conduct participatory research in a manner true to its values and principles. The conclusions we came to through our collaborative reflections may be of value to other researchers from similar scientific backgrounds who wish to learn what shifts in paradigm, methods, and processes are needed to be able to conduct community-based research in a participatory way.

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