Virtual Reality (VR) Multi-User Lab for Immersive Teaching

As VR technology matures, it offers opportunities to provide state of the art learning experiences. The use of this technology in education is not new, however, it can be significantly improved. Situated (or contextual) learning is one of the key pillars of immersive learning. Multi-user interaction in virtual environments has always been one of the goals of VR and this has been represented by the tools developed for it. In this preliminary work, we aim to introduce Project Mobius, which is a collaborative project between Edify.ac and the University of Glasgow. We describe how our multi-user lab has been set up and potential future applications for teaching and learning.

PROFESSIONALLY ORIENTED TECHNOLOGIES FOR TEACHING FOREIGN LANGUAGES IN A NON-LINGUISTIC UNIVERSITY

This article examines the trends and conditions for the effective implementation of professionally-oriented technologies for teaching foreign languages in the system of higher technical education. Currently, the most well-known and promising professionally-oriented technologies of teaching foreign languages are communicative, contextual learning, modular, and information technologies. Distance education is designed to meet the individual educational needs of each student, to provide an opportunity for students to use cyber-libraries, to solve special tasks related to the development of the creative component of education. Information professionally-oriented technology is aimed at creating a personalized educational product, has an interactive character and involves all the curricula of educational activity in the process of learning and using a foreign language. Advantages of distance learning are lack of geographical restrictions, adaptability, ability to access various sources of information, ability to obtain information of various volumes and contents. It saves time and material costs.

PENGGUNAAN METODE PEMBELAJARAN CONTEXTUAL TEACHING LEARNING UNTUK MENINGKATKAN HASIL BELAJAR SISWA PADA MATERI RITEL

This Classroom Action Research aims to determine whether there is an effect on the success of student learning scores by using the Contextual Teaching Learning Learning Method at SMK Negeri 1 Tanjungpinang, precisely in Class XI BDP 2. This type of Class Action Research uses a descriptive method. That is, starting from collecting data, analyzing the data and then interpreting it. The data obtained were taken from students of SMK Negeri 1 Tanjungpinang Class XIBDP 2, in the Retail subject. Which was formed into 6 study groups, each group consisting of 6 students. This is done in Odd Semesters. This Classroom Action Research was carried out in two cycles, where each cycle started from the stages of planning, implementation, observation and finally reflection. The results of this study illustrate that by using the contextual learning model, the percentage of student learning mastery can increase well, even achieved in accordance with the KKM score. This can be proven in the first cycle seen 51.72% completeness level and 41.28% incomplete. Meanwhile, in the second cycle, 89.66% of students' learning mastery levels were achieved and 10.34% were incomplete. Therefore, it can be concluded that a change in the learning model will result in a change in the mindset and absorption of students, so as to obtain the expected results or better results. ABSTRAKPenelitian Tindakan Kelas ini bertujuan untuk mengetahui apakah ada pengaruh terhadap keberhasilan nilai belajar siswa dengan menggunakan Metode Pembelajaran Contextual Teaching Learning di SMK Negeri 1 Tanjungpinang tepatnya pada Kelas XI BDP 2. Jenis Penelitian Tindakan Kelas ini dengan menggunakan metode Deskriptif. Yaitu dimulai dari pengumpulan data, menganalisis data kemudian menginterpretasikannya. Data yang diperoleh diambil dari Siswa Siswi SMK Negeri 1 Tanjungpinang Kelas XIBDP 2, pada mata pelajaran Ritel. Yang dibentuk kedalam 6 kelompok belajar, masing-masing kelompok terdiri dari 6 orang siswa. Hal ini dilakukan pada Semester Ganjil. Penelitian Tindakan Kelas ini dilaksanakan sebanyak dua siklus, dimana setiap siklus dimulai dari tahapan perencanaan, pelaksanaan, pengamatan dan terakhir adalah refleksi. Hasil penelitian ini menggambarkan bahwa dengan menggunakan model pembelajaran kontekstual, persentase ketuntasan belajar siswa dapat meningkat dengan baik, bahkan tercapai sesuai dengan Nilai KKM. Hal ini dapat dibuktikan pada siklus I terlihat 51,72% tingkat ketuntasan dan 41,28% yang tidak tuntas. Sementara pada siklus II tercapai 89,66% tingkat ketuntasan belajar siswa dan 10,34% yang tidak tuntas. Maka dari itu dapat dismpulkan bahwa dengan adanya perubahan model pembelajaran akan mengakibatkan suatu perubahan pola piker dan daya serap siswa, sehingga memperoleh hasil yang diharapkan atau hasil yang lebih baik.

Significance of GABAA Receptor for Cognitive Function and Hippocampal Pathology

The hippocampus is a primary area for contextual memory, known to process spatiotemporal information within a specific episode. Long-term strengthening of glutamatergic transmission is a mechanism of contextual learning in the dorsal cornu ammonis 1 (CA1) area of the hippocampus. CA1-specific immobilization or blockade of α-amino-3-hydroxyl-5-methyl-4-isoxazole-propionate (AMPA) receptor delivery can impair learning performance, indicating a causal relationship between learning and receptor delivery into the synapse. Moreover, contextual learning also strengthens GABAA (gamma-aminobutyric acid) receptor-mediated inhibitory synapses onto CA1 neurons. Recently we revealed that strengthening of GABAA receptor-mediated inhibitory synapses preceded excitatory synaptic plasticity after contextual learning, resulting in a reduced synaptic excitatory/inhibitory (E/I) input balance that returned to pretraining levels within 10 min. The faster plasticity at inhibitory synapses may allow encoding a contextual memory and prevent cognitive dysfunction in various hippocampal pathologies. In this review, we focus on the dynamic changes of GABAA receptor mediated-synaptic currents after contextual learning and the intracellular mechanism underlying rapid inhibitory synaptic plasticity. In addition, we discuss that several pathologies, such as Alzheimer’s disease, autism spectrum disorders and epilepsy are characterized by alterations in GABAA receptor trafficking, synaptic E/I imbalance and neuronal excitability.

Pembelajaran Kontekstual Untuk Meningkatkan Kemampuan Peserta Didik Menulis Teks News Items

This research is an effort to improve the quality of English learning through a contextual approach to improve the ability of students to write news items text at SMK Negeri 2 Depok City. The purpose of this study was to apply the steps in the learning model using a contextual approach to improve the ability of students to write news items texts for class XII students of Tourism at SMK Negeri 2 Depok City, with constraints and solutions. This research is a collaborative Classroom Action Research (CAR) carried out in two cycles, each cycle includes the stages of planning, implementation, observation and reflection. The subjects of this study were students of class XII Tourism. The results showed that the use of a contextual approach could improve students' ability in writing news items text for students of Class XII Tourism at SMK Negeri 2 Depok City. In the learning process cycle I to cycle II the increase in success in the second cycle the average value reached 7.9 from the average value of 6.3 in the first cycle. Keywords: Contextual learning, Ability to write news items text.

Qualitative Analysis of Christian Religious Education Teacher Learning Strategies in Online Learning

In the era of the Covid-19 pandemic, distance or online learning has become the primary method used by the government, in this case the Ministry of Education and Culture, to prevent the increasing number of Covid-19 viruses and the emergence of clusters in schools. In online learning, PAK teachers in their multifunctional role need to apply contextual learning strategies so that teaching and learning activities can take place in a systematic, directed, unobstructed, effective and efficient manner and can achieve educational targets. Contextual learning is a learning strategy that emphasizes the process of student involvement to achieve goals associated with real-life situations. The method used in this research is descriptive qualitative and data collection is done by interview and documentation as well as relevant literature. The results of the study on some high achieving students' motivation and interest in learning increased with the online learning method after the Christian Religious Education teacher carried out the role optimally by using contextual learning strategies. AbstrakDi era pandemi covid 19 pembelajaran jarak jauh atau daring merupakan metode yang digunakan pemerintah dalam hal ini Kemendikbud sebagai upaya untuk mencegah semakin meningkatnya pandemi covid 19 dan munculnya klaster di sekolah sehingga metode daring menjadi satu-satunya pilihan untuk pembelajaran yang harus dilakukan di era pandemi covid 19. Strategi pembelajaran merupakan garis-garis besar haluan untuk mencapai tujuan pembelajaran. Pada pembelajaran daring maka guru PAK dalam peran multifungsinya perlu menerapkan strategi pembelajaran kontekstual agar kegiatan belajar mengajar dapat berlangsung secara sistematis, terarah, tidak terhambat, efektif dan efisien serta dapat mencapai sasaran. Pembelajaran kontekstual merupakan strategi pembelajaran yang menekankan pada proses keterlibatan siswa untuk mencapai sasaran dihubungkan dengan kondisi situasi kehidupan yang nyata. Metode yang digunakan pada penelitian ini adalah kualitatif deskriptif dengan pendekatan studi kasus. Pengumpulan data dilakukan dengan wawancara serta dokumentasi juga literatur-literatur yang relevan. Hasil penelitian pada beberapa siswa berprestasi motivasi dan minat belajar meningkat dengan metode belajar daring setelah guru Pendidikan Agama Kristen menjalankan peran secara maksimal dengan menggunakan strategi pembelajaran kontekstual.

Pembelajaran Pendidikan Agama Islam Kontekstual di Sekolah Dasar Alam

This article attempts to examine the implementation of Islamic Education Through Contextual Learning on Bengawan Solo Alam Elementary School, Klaten. Teachers as educators should present am Islamic Education learning which is packaged attractively so that students not only understand the learning cognitively but also have behavioral enlightenment and apply it in daily life. The research is field research, that is research field where researchers present directly in the research. Data collection techniques used are observation, interview, documentation, and Group Discussion. Data validation techniques used are triangulation technique, sources, and methods. Data analysis techniques start on the reduction of the data, presentation of data, and then drawing conclusions. The result of this article showed that the implementation of Islamic Education contextual learning in Bengawan Solo Alam Elementary School through: 1) integration to all subjects, 2) take advantage of nature 3 ) prioritizing practice and experience, 4) exemplary and habituation, 5) associate with local culture. Learning activities supported by: gardening, outing class, dhuha prayer before learning, congregational prayer at the village mosque, and social activities.