scholarly journals Active Learning and Student Engagement in Mathematics at Madrasah Ibtidâ’iyah Al-Jauharotunnaqiyah

2011 ◽  
Vol 2 (2) ◽  
pp. 109-113 ◽  
Author(s):  
Ir. Kartina ◽  
Udi Samanhudi ◽  
Siti Aisyah ◽  
Lukman Nulhakim ◽  
Sutrisno Sadji Evendi ◽  
...  
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Mathematics Classroom ◽  
Research Literature ◽  
Teaching Methodology ◽  
Action Research Project ◽  
Models Of Teaching ◽  
Collaborative Intervention ◽  
Active Learning Strategies ◽  
The University

Teaching for active learning has been widely recognized as a more effective teaching methodology than traditional transmission models of teaching. However, numerous studies have documented the persistence of traditional teaching methods despite the extensive research literature on the effectiveness of teaching for active learning and frequent efforts to train teachers to use this approach in their classrooms. In this article a team of lecturers from the University of Sultan Ageng Tirtayasa (UNTIRTA: Universitas Sultan Ageng Tirtayasa) in Indonesia report on an action research project carried out at an elementary-level madrasah in the city of Cilegon. Members of the team gathered qualitative data through interviews, focus groups, and classroom observations in order to better understand the challenges teachers faced in teaching for active learning before designing and carrying out a collaborative intervention designed to help teachers use active learning strategies in a mathematics classroom. Key Words: Active Learning, Madrasah, Mathematics, Indonesia

scholarly journals Active Learning to Improve Fifth Grade Mathematics Achievement in Banten

2011 ◽  
Vol 2 (2) ◽  
pp. 103-108
Author(s):  
Andri Suherman ◽  
Soesaptri Oediyani ◽  
Ika Handayani ◽  
Lia Uzliawati ◽  
Ina Indriana ◽  
...  
Keyword(s):  
Active Learning ◽  
International Development ◽  
Learning Strategies ◽  
Basic Education ◽  
Action Research Project ◽  
Grade 5 ◽  
Training Evaluations ◽  
Active Learning Strategies ◽  
Funded Project ◽  
The University

Teaching for active learning is a pedagogical technique that has been actively promoted in Indonesian education through government reform efforts and international development assistance projects for decades. Recently, elementary schools in Banten province received training in active learning instructional strategies from the USAID-funded project, Decentralized Basic Education 2. Post-training evaluations conducted by lecturers from the University of Sultan Ageng Tirtayasa (UNTIRTA: Universitas Sultan Ageng Tirtayasa) suggested that teachers were successfully employing active learning strategies in some subjects, but not mathematics. In order to understand the difficulties teachers were having in teaching for active learning in mathematics, and to assist them in using active learning strategies, a team of lecturers from UNTIRTA designed and carried out an action research project to train teachers in an elementary school in the city of Cilegon to use a technique called Magic Fingers in teaching Grade 5 multiplication. During the course of the project the research team discovered that teachers were having problems transferring knowledge gained from training in one context and subject to other school subjects and contexts. Key Words: Mathematics, Teaching for Active Learning, Indonesia, Banten

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 IMPEDIMENTS FACED BY TEACHERS IN APPLYING ACTIVE LEARNING STRATEGIES IN LANGUAGE CLASSES IN ENHANCING LISTENING SKILLS

2020 ◽  
Vol 8 (1) ◽  
pp. 113-121
Author(s):  
V. Maithri ◽  
P. Suresh
Keyword(s):  
Active Learning ◽  
Middle Schools ◽  
Learning Strategies ◽  
Language Skills ◽  
Teaching Methodology ◽  
Listening Skills ◽  
Student Centered ◽  
Survey Form ◽  
Active Learning Strategies ◽  
Blended Teaching

Purpose: The study analyses how active learning strategies can improve the learners’ language skills especially the listening skills with the use of various active learning strategies and blended teaching. It also shed light on the aim and purpose of certain strategies that will make the class more student-centered and engages the learners actively. It supports the constructivist approach a theory that underlies active learning. The study involves a survey conducted in some private, semi-urban, CBSE, middle schools in Chennai on the English teachers in understanding their opinion on using active learning strategies in class to enhance the learners’ language skills in a day-to-day classroom. The data collected from the survey form and details from one-on-one interaction with teachers will help the researcher learn the impediments faced by the teachers in implementing these strategies in the classroom. Methodology: The survey sheet is a questionnaire that focuses on the teacher’s classroom practices. It involves certain aspects such as Teaching methodology, teaching strategies, assessments, Feedback and its efficacy and Teacher attitude towards students. The questionnaire besides MCQs also had some one-line questions to which teachers had to answer. The survey was conducted on 50 teachers from 6 different schools teaching English in Middle schools of the semi-urban area of Chennai. Main Findings: The various barriers faced by the teachers in implementing active learning strategies are found in the survey conducted. It was also observed that there was some dearth of knowledge among teachers in the contemporary theories that lead to the resistance of the teachers in conducting the activities. Application: The methods mentioned in the paper can be adopted by teachers who also feel that the major reasons for their resistance in using active learning strategies in their day-to-day class are categorically similar to the reasons mentioned in the paper. Novelty: The methods suggested in the paper are a combination of active learning which is a theory predominantly based on constructivism and blended teaching. Although the reasons mentioned by the teachers in the survey are major limitations in planning an active learning class, these can be controlled to an extent by planning these strategies with resources suitable to one’s learner group and using certain active learning strategies in class with the students.

High Impact Practices Through Experiential Student Philanthropy: A Case Study of the Mayerson Student Philanthropy Project and Academic Success at Northern Kentucky University

2020 ◽  
pp. 152102512095208
Author(s):  
Kajsa C. Larson ◽  
Megan S. Downing ◽  
Joseph Nolan ◽  
Mark Neikirk
Keyword(s):  
Academic Success ◽  
Active Learning ◽  
Learning Strategies ◽  
Teaching Practice ◽  
Retention Rate ◽  
High Impact ◽  
Credit Hours ◽  
Active Learning Strategies ◽  
Student Philanthropy ◽  
The University

High impact educational practices are active learning strategies that benefit learning outcomes, increase student engagement, and support student retention. This study examines the retention and persistence impact of student philanthropy, an active learning approach that engages students with the community by incorporating a philanthropy component into college courses. Results from this study demonstrate that students who participated in one or more student philanthropy courses had a substantially higher four-year graduation rate in comparison to students overall. Participants also exhibited a greater number of completed credit hours compared to the general university population and a higher semester-to-semester retention rate. This affirms the value of student philanthropy as a High Impact Teaching Practice (HITP) that actively engages students inside and outside of the classroom, around the university campus, and in the community.

Language Support Strategies in First Year Chemistry

2011 ◽  
pp. 18-57 ◽  
Author(s):  
Adam James Bridgeman
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Student Response ◽  
Peer Instruction ◽  
First Year ◽  
Group Discussions ◽  
Large Classes ◽  
Chemical Concepts ◽  
Active Learning Strategies ◽  
The University

In-class and online active learning strategies, which have been implemented at The University of Sydney, are described to respond to the challenge of teaching chemistry at a first year level, to students with a wide range of abilities and levels of motivations. Core to the design of these activities is the belief that students learn chemical concepts most effectively when they are actively engaged in doing and talking, rather than rote learning and listening. The strategies described have been developed within the context of large classes and limited resources. They are fully adaptable to other topics beyond first chemistry and to other sciences. They are also necessarily designed to be scalable to large or small classes and to be sustainable. Online resources are useful for helping students become familiar with chemical language and symbolism and to provide them with a means of practicing their use. Online quizzes are an invaluable means of students self-assessing their progress and of providing meaningful assessment of their level of mastery. In-class activities involving student response systems and student-centred, inquiry based approaches are built around active learning and on-going formative assessment. To develop language skills, social interaction via peer instruction and group discussions can be utilized to ensure that classes are vibrant and engaging.

scholarly journals The Success of The Teaching Methods of Prophet Muhammad (PBUH) in Engineering Education

2020 ◽  
Vol 7 (2) ◽  
pp. 61
Author(s):  
Zin Eddine Dadach
Keyword(s):  
Active Learning ◽  
Engineering Education ◽  
Learning Strategies ◽  
Teaching Methods ◽  
Effective Teachers ◽  
Positive Impact ◽  
Teaching Methodology ◽  
Average Performance ◽  
Educational Methods ◽  
Active Learning Strategies

Literature has shown that effective teachers have succeeded in making students feel good about school and learning, thus increasing student achievement. Moreover, students in an actively taught class do a better job of learning (memorizing) the material they are exposed to, compared to those in a passively taught section. The main goal of this paper is to show that the teaching methods of Prophet Muhammad (PBUH) are successful tools for engineering education.  First, to fully deliver his message, Prophet Muhammad (PBUH) addressed the hearts of followers to become the beloved one in order to inspire them to listen to his message. Secondly, in order to maximize the effects of his message, he used a type of speech that made his followers think during his educational methods. He utilized analogies and active learning strategies to enhance the imagination and curiosity of the listeners. As utilized by The Prophet (PBUH), the literature review highlights the use of analogies and active learning have a positive impact on both performance and the motivation of students to learn. Moreover, these teaching strategies engage students in higher thinking to be deeply involved in learning. From this perspective, the success of the utilization of the teaching methodology of our Beloved Teacher (PBUH) is demonstrated by the fact that the performance of thirty-eight (69%) students was higher in a process control course than the average performance in the department. Additionally, the results also show that the combined methodology, including analogies and active learning, increased the intrinsic motivation of twenty-two (40%) students.

scholarly journals Teachers’ perceptions and concerns about implementing active learning in teaching EFL literature. A case study at Tlemcen University, Algeria

2021 ◽  
Vol 11 (3) ◽  
pp. 216-225
Author(s):  
Mohammed Kheladi
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Teacher Development ◽  
Structured Interview ◽  
Teaching Methodology ◽  
Literature Teaching ◽  
Teachers Perceptions ◽  
Active Learning Strategies

One of the major features of literature teaching in Algeria is the use of teacher-centred instructional approaches based on unidirectional lecturing and extended presentations. The paper examines teachers’ perceptions of and their concerns in implementing complex active learning strategies in their classrooms. The research is a case study conducted at the Department of English at Tlemcen University, Algeria. A qualitative approach was adopted in the analysis of the data collected through a structured interview held with three teachers. The findings revealed that despite the teachers’ recognition of the crucial role of active learning strategies in sustaining students’ engagement with the literature, they are still reluctant to introduce them into their teaching owing to a host of personal reasons and other background and contextual challenges. In response to this, the paper suggests the urgent reconsideration of the applied literature teaching methodology, stressing the role of teacher development to make active learning a successful approach in the classroom.   Keywords: Active learning, literature teaching, teachers ‘perceptions, traditional approaches, teacher development.

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