MENINGKATKAN PRESTASI BELAJAR SISWA DALAM PEMBELAJARAN DARING DI MASA PANDEMI MELALUI APLIKASI CANVA UNTUK KELAS VI SDN KREMBANGAN SELATAN III SURABAYA

This study aims to ensure the implementation of online learning at SDN Krembangan Selatan III during the COVID-19 pandemic, and to measure the ability of teachers to design and implementing creative and innovative online learning according to students' conditions during School From Home (SFH). Teachers carry out digital-based learning by using applications in delivering learning materials to students. Canva application is one of the preferred applications that is considered very appropriate for presenting subject matter online. Canva for Education is an add-on fiture for interactive and comprehensive online learning, also the teaching and learning process can be conducted virtually. Canva for Education can help facilitate a learning environment that matches the continuity, access, and structure of education that makes online learning important. In this study, the researcher using the Research and Development (R&D) methods. The results of the analysis show that online learning creativity at SDN Krembangan Selatan III Surabaya in 2020 has achieved the expected goal, namely after students use the Canva application, learning is not monotonous, and the results have an impact on student academic achievement. Their average score rose, which was initially only 67.4 to 82. The use of the Canva application also affects the percentage of students who pass the mínimum criteria of mastery learning (KKM) from 33% increas to 87% after learning using Canva. ABSTRAKPenelitian ini bertujuan untuk memastikan keterlaksanaan pembelajaran daring di SDN Krembangan Selatan III selama pandemi COVID-19, dan mengukur kemampuan guru dalam merancang serta melaksanakan pembelajaran daring yang kreatif dan inovatif sesuai dengan kondisi siswa selama School From Home (SFH). Guru melaksanakan pembelajaran berbasis digital dengan menggunakan aplikasi Canva dalam menyampaikan materi pembelajaran kepada siswa. Aplikasi canva merupakan salah satu aplikasi pilihan yang dirasa sangat tepat untuk menyajikan materi pelajaran secara daring. Canva untuk Pendidikan adalah fitur tambahan untuk pembelajaran daring yang interaktif, pembelajaran menyeluruh, dan proses pembelajaran bisa dilakukan secara virtual. Canva untuk Pendidikan digunakan sebagai media lingkungan belajar yang menyamai kelangsungan, akses, dan struktur pendidikan yang membuat pentingnya pembelajaran daring. Penulis menggunakan metode penelitian pengembangan atau Research & Development (R&D). Hasil analisis menunjukkan bahwa kreativitas pembelajaran daring di SDN Krembangan Selatan III Surabaya Tahun 2020 telah mencapai tujuan yang diharapkan yaitu setelah siswa menggunakan aplikasi Canva pembelajaran tidak monoton, dan hasilnya berdampak pada prestasi akademik siswa. Nilai rata-rata mereka naik, yang awalnya hanya sebesar 67,4 menjadi 82. Penggunaan aplikasi canva juga mempengaruhi besarnya presentase siswa yang lolos KKM, dari 33% meningkat menjadi 87% jumlah siswa yang lolos KKM setelah melakukan pembelajaran dengan menggunakan canva

Evolution of the Profile of a Polish Paralympian from Heidelberg to Tokyo Paralympic Games: A Study Protocol for a Prospective Longitudinal Study

The observation of sociodemographic characteristics is important for the characterization of Paralympic athletes and the identification of determinants of their athletic performance. The aim of this study is to present the changes that have occurred in the profile of the Polish Paralympian in the period from Heidelberg to Tokyo Paralympic Games based on basic demographic characteristics and selected social and sport-related features. The study included n=646 Polish Paralympic athletes, accounting for 96.6% of the population from the 1972-2021 Games. The research was conducted with the method of direct participant observation using a diagnostic survey. Analysis of the data showed that gender was not a differentiating factor among Polish Paralympic athletes, and the proportion of women was lower than men. Age, on the other hand, was a significant differentiating factor at (p<0.05). Furthermore, a significant differentiation of athletes in terms of the structure of education was observed, with a tendency to a steady increase in its level in subsequent years (chi2 = 68.83; df = 8; p<0.01). However, this did not have a significant effect on their professional fulfillment. The proportion of multiple participants of the Paralympic Games increased significantly (chi2 = 21.43; df = 8; p<0.01), while the proportion of athletes who won a Paralympic medal decreased (also significantly, chi2 = 59.11; df = 8; p<0.01).

The Role of Technology in Reforming Design Education

Design education has significantly changed since the 1950s. The era depended widely on normative models such as those proposed by Benjamin Bloom (Bloom et al. 1956) and his collaborators, which resulted in the formulation of Bloom's Taxonomy. Comprising six interchangeable layers (knowledge, comprehension, application, analysis, synthesis, and evaluation) of higher and lower thinking, Bloom's taxonomy sets in place an archetypal model for education that thrives on object-driven goals. Here, pedagogical interchange and the object-driven and organised structure of education can adapt to each layer within the taxonomic structure.

Children and Adults With Profound Intellectual Disabilities in Poland: Legal Issues and Educational Services

The aim of this paper is to present the reality of education and rehabilitation faced by people with profound intellectual disabilities in Poland; as seen from the perspective of the past, present, and future, with an attempt to identify the determinants of these situations. The paper addresses these matters in a threefold context which includes a description of the specific characteristics of the educational and rehabilitation situations of people with profound intellectual disabilities in Poland, an analysis of the characteristics of diagnosis as well as the structure of the education system, and alternatives for adults with profound disabilities.Researchers conducted an extensive analysis of literature, legal acts and government reports presenting and evaluating the situation of people with profound intellectual disability from childhood to maturity in Poland. The results of this study make it possible to get to know and better understand the situation of the discussed group of people and their carers. Furthermore, the theoretical analyses carried out show that the structure of education offered to people with profound intellectual disabilities in Poland requires change that takes into account the autonomy of the individual and their rights in the context of national and international legal mandates.

An International Comparison of Educational Systems: the Columbian, Iraqi and Kurdish cases

As developing countries aim to improve their education to address the challenges of globalisation's economic and social demands, comparative education can provide references for reforms and changes. Through studying the educational systems of other countries, we can discover which reforms are possible and desirable. This article attempts to demonstrate some specific aspects of the educational systems of Columbia, Iraq and Iraqi Kurdistan and to compare them. It shows the decentralisation process and challenges of the systems. It also reveals the structure of education of the three systems and their differences related to duration and organisation of primary and secondary schools. Following that, the curriculum provision and their orientations are explained. Finally, the article also tries to find the differences in teacher training in terms of duration and training types, occurring before / during service. The obtained results show that the decentralisation process and its challenges are very similar in these educational systems while there are differences in the duration, structure, and curriculum subjects.

FORMATION AND DEVELOPMENT OF INTELLECTUAL POTENTIAL OF UNIVERSITY STUDENTS

This article focuses on the main task of strengthening national values - the modernization, informatization, further development of education, the development of intelligence, the formation of continuing education. The issue formation of the intellectual potential nation has been widely studied, considered, the main indicators are indicated. The formation of a competitive personality in line with modern requirements is accompanied by economic, social and political prosperity of the country. Information technology is developing rapidly, attitudes to education are changing, the world has changed. Today's approach to education has been updated and is still in the spotlight. We consider the education system not only as an education, but as a social phenomenon that contributes to the formation and development of the individual. The main task today is to improve the quality of education for school and university graduates. The main task is to develop the individual, to adapt to the environment - to cope with the current economic crisis, change and become a competitive person in this environment. Therefore, we know that the modernization of the structure of education in the country is the main mechanism for ensuring the civilized development of our modern society. Modernization of the entire structure of education, ensuring the competitiveness of Kazakhstan, is the main mechanism for ensuring the civilized development of modern society. The education system is not only a pedagogical category, but also a social phenomenon that has a huge impact on the development of human capital.

Educational strategy of the Russian power in the Northern Caucasus regarding muslims (60s–90s of the 19th century).

The article analyzes the educational policy of Russia regarding the Muslims of the North Caucasus, substantiates the formation of the educational potential of the Muslim mountaineers in the historical aspect associated with the evolution of the educational paradigm of the state in the field of their education, the result of which was the adaptation of the regional structure of education to the all-Russian system. It is concluded that the imperial government, adapting to the situation of capitalism and carrying out modernization in the region, began to pay more attention to the issues of enlightening "infidels". But due to the inconsistent policy of officials, the coverage of Muslims by training was insufficient and required further reform of the national educational system.

La política educativa de la democracia en España (1978-2019): Escolarización, conflicto Iglesia-Estado y calidad de la educación

This article studies the trajectory of educational policy in Spain from the first steps of the restoration of democracy to the present day. Starting from the situation inherited from the Franco regime, it develops the thesis that this policy has revolved around three main issues. On the one hand, schooling, on the other hand, the conflict between the State and the Church for the control of the educational system and, finally, the question of the so-called quality of education. After examining the process that leads to full schooling up to the age of 16, we analyze the circumstances in which the struggle between public and private education takes place, the positions that the main political and social groups maintained in this regard, as well as the implicit pact that provisionally resolved the confrontation and shaped the current structure of education in Spain. With regard to the improvement of quality, the two main strategies developed during these years are analyzed, the one we call pedagogical reform – linked to the model of the comprehensive school – and the one we identify as school business management, related to the hegemony of conservative thinking and the globalization of educational policy.

Identifying space for mainstreaming multilingual pedagogies in European initial teacher education policies

This study sought to explore the ideological and implementational spaces for mainstreaming multilingual pedagogies (MPs) in initial teacher education (ITE) policies and curricula across the European Union. The concept of linguistically sensitive teaching (LST) was used as a lens to examine inclusive, equity-centred MPs in ITE. A multi-sited comparative case study was conducted to collect data in nine locations. As a result, a general trend of ideological spaces was observed for MPs in language-in-education policies at the European and (sub)national levels. However, this ideological space was not always implemented in ITE. As a second result, explicit mentions of MPs and LST were identified in the ITE curricula of seven sites, and in each of the nine cases, a potential space for implementation was observed. As a third result we found that the greatest potential for opening implementational spaces for MPs lies in courses that aim to develop general pedagogical and sociolinguistic knowledge as well as professional beliefs in future teachers. In conclusion, we contend that the linguistic ecology and the organisational structure of education systems (decentralisation) are factors that help explain the successful mainstreaming of MPs in ITE institutions.