Industrial Revolution 4.0 in education emphasizes how to design new approaches to education so that students are prepared to navigate the flows of global change. Blended learning is a strategic instructional model developed in order to fulfill the industrial revolution 4.0 challenges. The present research aims to explore the design of blended learning model based on need analysis and intended to create a dynamic, engaging and student-centered learning environment for English Language Teaching (ELT). This research was a case study with survey method. The subject of this research consisted of the teacher, student and educational staff involved in implementing a blended learning model in higher education. Data collected by using in-depth interview, observation and documentation. Research results showed that the teacher applied various and different technologies in ELT such as edmodo, and WhatsApp. Moreover, the management of blended learning was still not optimal because of the limitation of teacher's experience and knowledge.
Speaking skill was one of essential parts in language learning and needed to be mastered by every student for a better foreign language communication. The aims of this research were (1) to find out the language learning strategies used by the students based on their personality factors (2) to observe the extent to which the personality factors and language learning strategies correlate with speaking skill, (3) to elaborate the interplay of personality factors and language learning strategies in developing students’ speaking skill. 25 students in the fourth semester of 2015/2016 class of English Education Department at Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Muhammadiyah Bone were selected by purposive sampling. The research employed mixed method of descriptive quantitative (correlation) and descriptive qualitative analysis. Quantitative data were collected first from questionnaires and speaking test and qualitative data from interview. The results of the research indicated that most of extrovert students prefer to use indirect learning strategies (69%) while introvert students prefer to use direct learning strategies (89%). The correlation of personality factors and speaking skills was low (r=0.08), whereas the correlation of language learning strategies and speaking skill was strong (r=0.6). Therefore, the interplay of personality factors and language learning strategies showed that personality factors contribute to important roles in choosing the appropriate language learning strategies in developing speaking skill.
This article explores the U.S. English Language Arts Curriculum and Indonesian Language and Literature Curriculum. A comparative analysis is drawn to investigate ideological, cultural, and political economy factors that influence the development of both curricula. In addition, the educational purposes and philosophies that support both curricula are also exposed. Specifically, the discussion of the unstated purposes of the curricula shows an interesting finding. Language and literature curriculum of both countries highlight the importance of citizenship and character education and are integrated in the teaching of the curricula. However, the US language curriculum places a premium on fostering American identity, with an emphasis on increasing learning for professional workforce and career-ready individuals, which will benefit the global economy in the future. Meanwhile, Indonesian language curriculum gives priority to moral and religious instruction. The language and literature teaching are integrated in nation’s character building. After analyzing, comparing, and contrasting both curricula, the author found that America successfully instills character education to shape the worldview and characters of its citizens extracted from their clear ideology, while Indonesia is somewhat inexplicable and vague. Therefore, this article shows room for improvement for educators and educational leaders in Indonesia to be clearer in defining which character is best exposed in the curriculum.
The mathematical ability and mathematical problem solving skill can be separated in learning mathematics. In the fourth industrial revolution, one of learning objectives of learning mathematics is the student has a skill in solving mathematical problem. Meanwhile, mathematical problem solving skill can be obtained if the students’ mathematical concept understanding is high including multiplication and division of fractions. They stated that understanding fraction concept was very difficult. This study aimed to analyze the student mathematical problem solving skill of the tenth grade of Junior High School in completing multiplication and division of fractions. This research had 8 informants. Data was collected using interview and test and applied qualitative and quantitative analysis. The initial data was obtained from elementary school with three categories of mathematical ability level, namely (1) one student had high skill, two students had moderate skill and one student had low skill. The indicator of mathematical problem solving was based on George Polya (1983) consisting of four steps, they are (1) understanding problem, (2) planning a problem, (3) completing the problem, and (4) rechecking the result. The research result indicated that the student mathematical problem student was low, especially the problem solving of fraction division and multiplication. The student was difficult to make a solving plan. This situation effected on problem solving caused by the indistinctness of problem solving plan or mathematical model and/or mathematical formula about verbal sentence of mathematical problem solving. The result of interview described that the teacher did not explain the ways of completing mathematical problem solving based on G.Polya’s steps. In addition, the students were less practice in completing the problem solving questions. Besides, the teacher did not integrate the objectives of basic competence 3 and 4 in each meeting.
Pelatihan aplikasi Hot Potatoes merupakan salah satu upaya untuk meningkatkan keterampilan kerja guru Madrasah Aliyah (MA) DDI Ihyaul Ulum Baruga sebagai mitra dalam mengembangkan kompetensi guru. Peningkatan pengetahuan mengenai penggunaan media pembelajaran interaktif merupakan target khusus dari kegiatan ini. Sedangkan, tujuan jangka panjang dari kegiatan ini adalah diharapkan bagi peserta, dapat mengembangkan keterampilan membuat media pembelajaran interaktif dengan menggunakan Aplikasi Hot Potatoes yang telah diperoleh selama pelatihan. Sejalan dengan itu, kegiatan ini juga dimaksudkan sebagai bentuk dharma bakti dosen Sekolah Tinggi Agama Islam Negeri (STAIN) Majene kepada masyarakat. kegiatan ini terdiri dari 4 tahap yaitu observasi, persiapan, pelaksanaan dan pendampingan. Hasil yang diperoleh dari pelatihan ini adalah seluruh peserta dapat membuat Media pembelajaran interaktif menggunakan aplikasi hot potatoes.
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