The motivation and teaching strategies in pre-service physical education teachers

Tulyakul, Singha; Werathummo, Amonwan; Khun-Inkeeree, Hareesol; Rotsuwan, Witsanu; Reudhabibadh, Ratchaneekorn

doi:10.11591/edulearn.v16i2.20396

Cited by 3 publications

(4 citation statements)

References 19 publications

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“…a) Student-Centered Teaching Strategies: In this approach, educators recognize the importance of actively involving students in their own learning process. Autonomy is valued, and individual student needs and learning styles are respected, fostering critical thinking (Ahmod & Zhang, 2021;Crolla et al, 2019;Mahdi et al, 2020;Tadesse et al, 2021;Tulyakul et al, 2022) In conclusion, promoting pedagogical best practices based on student-centered strategies and self-directed learning is essential for improving the teaching and learning process in higher education, beyond traditional teaching methods. These practices allow educators to tailor instruction to student needs and learning styles, promoting student autonomy and motivation.…”

Section: Discussionmentioning

confidence: 99%

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Beyond traditional teaching: a systematic review of innovative pedagogical practices in higher education

Suyo-Vega,

Fernández-Bedoya,

Meneses-La-Riva

2024

F1000Res

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Background Pedagogical best practices play a pivotal role in ensuring the academic success of students within the higher education landscape. This study aims to systematically synthesize innovative pedagogical best practices within the university context. Methods We conducted a thorough systematic review using the rigorous PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) methodology. Our review involved comprehensive searches of scientific databases, including Eric, Scopus, and Proquest, covering both Spanish and English publications. We strategically employed Boolean operators like AND and OR to create a robust search equation. Our primary research question guiding this investigation was: “What innovative pedagogical practices have been developed in university settings to improve teaching and learning effectiveness?” This central question led us to delve deeply into the strategies utilized, pedagogical approaches adopted, and the noticeable impact achieved after their implementation. Additionally, we carefully established stringent inclusion and exclusion criteria in accordance with PRISMA guidelines to ensure methodological rigor. Results A total of 25 scholarly articles that met the pre-established criteria were meticulously identified and included in this systematic review. The results were thoughtfully categorized into three distinct teaching strategies: the first emphasizing student-centered approaches, the second showcasing the integration of educational technology, and the third highlighting evaluation and feedback methodologies. Conclusions This systematic exploration of pedagogical best practices underscores their paramount importance in driving continuous improvement in teacher training and fostering innovation within the educational arena. Such practices not only create an engaging and effective learning environment but also set the stage for ongoing advancements in the teaching and learning processes.

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Section: Discussionmentioning

confidence: 99%

“…Debate becomes a pedagogical tool for both faculty and students when providing quality feedback (Crolla et al, 2019). Another way to actively participate in and collaborate in the learning process is through intrinsic or extrinsic motivation (Tulyakul et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Beyond traditional teaching: a systematic review of innovative pedagogical practices in higher education

Suyo-Vega,

Fernández-Bedoya,

Meneses-La-Riva

2024

F1000Res

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“…Selaras dengan tujuan Kurikulum Merdeka Belajar disusun sebagai upaya penanggulangan degradasi motivasi pendidik (Tulyakul et al, 2022) dan hasil belajar peserta didik pasca pandemic covid-19 sejak tahun 2020 silam (Hasim, 2020). Pencapaian keterampilan 4C sesuai pada frameworks for 21st century learning perlu diselaraskan dengan kemampuan literasi berupa literasi data, literasi teknologi (Wahjusaputri & Nastiti, 2022), dan literasi manusia.…”

Section: Pendahuluanunclassified

Pelatihan Laboratorium Virtual Go-Lab dalam Mendukung Merdeka Belajar

Suryandari¹,

Destiara²,

Singgih

2022

btjpm

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Kurikulum merdeka belajar telah diberlakukan sejak awal tahun 2022 dalam mendukung learning loss recovery pasca pandemi covid-19. Pelatihan guru dapat menjadi salah satu upaya mewujudkan merdeka belajar berupa pelatihan dalam mempersiapkan platform pembelajaran digital yang mudah diakses dan memfasilitasi guru dan siswa dalam menggali learning and innovation skill serta information, media and technology skill sesuai dengan 21st century student outcomes. Proses yang dapat dilakukan agar Merdeka Belajar dapat diimplementasikan adalah dengan menciptakan guru-guru yang siap menggunakan dan mengembangkan platform digital melalui kegiatan pelatihan. Kegiatan pengabdian masyarakat ini bertujuan untuk melatih peserta dalam menggunakan laman ILS Go-Lab guna menunjang pengembangan platform digital pembelajaran sains. Peserta yang mengikuti kegiatan adalah praktisi pendidik dan guru se- Kota Banjarmasin dan Kabupaten Banjar, serta dosen, alumni dan mahasiswa UIN Antasari Banjarmasin. Go-lab hadir dengan fasilitas tanpa batas dalam pengembangan platform digital, khususnya pada pembelajaran praktikum di laboratorium. Fasilitas yang ditawarkan berupa virtual laboratory terintegrasi dengan laman Inquiry Learning Spaces. Pelatihan ini menggunakan metode pemberdayaan masyarakat oleh Van De Ban dan Hawkins yang memiliki tahapan; a) to do for extension worker; b) to do to people; c) to do for people; d) to do with people; dan e) to do by the people. Pelaksanaan pelatihan dilakukan pada bulan Juni 2022 dan diawali dengan kegiatan penyuluhan yang dilanjutkan dengan pelatihan dan sebelum diakhiri, kegiatan diisi dengan pendampingan. Output dari kegiatan ini adalah platform digital pembelajaran pada ILS Go-Lab yang terintegrasi dengan virtual laboratory pada rumpun fisika, biologi dan kimia. Kegiatan ini mendapat hasil pengembangan laman ILS Go-Lab yang sudah dapat digunakan di kelas serta laboratorium.The independent learning curriculum has been implemented since the beginning of 2022 to support learning loss recovery after the Covid-19 pandemic. Teacher training can be one of the efforts to realize independent learning in the form of training in preparing a digital learning platform that is easily accessible and facilitates teachers and students in exploring learning and innovation skills as well as information, media and technology skills following 21st-century student outcomes. The process that can be carried out to implement Freedom Learning is to create teachers who are ready to use and develop digital platforms through training activities. This community service activity aims to train participants in using the ILS Go-Lab website to support the development of digital science learning platforms. Participants who participated in the activity were educators and teachers from all over Banjarmasin City and Banjar Regency, lecturers, alums and students of UIN Antasari Banjarmasin. Go-lab has unlimited facilities for developing digital platforms, especially in practicum learning in the laboratory. The facilities offered are in the form of a virtual laboratory integrated with the Inquiry Learning Spaces page. This training uses the community empowerment method by Van De Ban and Hawkins, which has stages; a) to do for extension workers; b) to do to people; c) to do for people; d) to do with people, and e) to do by the people. The training will be held in June 2022 and will begin with outreach activities followed by training, and before ending, the activities will be filled with mentoring. The output of this activity is a digital learning platform at ILS Go-Lab, which is integrated with virtual laboratories in the physics, biology and chemistry clusters. This activity resulted in the development of an ILS Go-Lab page which can already be used in classes and laboratories.

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“…In order to promote excitement for learning, learning motivation can be seen as the force that propels certain learning activities from both inside and outside the individual [37]. Learning motivation includes both efforts to accomplish learning objectives as well as being a motivating force for good results [38]. Motivation is necessary for the learning process since it will foster students' excitement for learning [39].…”

Section: Introductionmentioning

confidence: 99%

Model to increase motivation and learning outcomes in learning history

2023

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Value clarification technique (VCT) and teaching and contextual learning (CTL) are learning models that are rarely compared in history learning. Hence, the purpose of this study was to find: i) The differences in student learning outcomes using the VCT model and the CTL learning model; ii) Differences in student learning outcomes between the use of the VCT learning model and CTL learning model for students who have high learning motivation; iii) Differences in learning outcomes between the use of VCT and CTL learning models for students who have low learning motivation; and iv) The interaction effect between the use of learning models and students' learning motivation on learning outcomes. This study employed a quasi-experimental quantitative approach with a 2×2 factorial design. The data analysis technique used a two-way analysis of variance at a significance level (α) of 0.05. The population in this study was all students of class X of social science (IPS). The study's research showed that: i) There were significant differences in learning outcomes between students who used the VCT and CTL learning models; ii) There were differences in learning outcomes between the used of the VCT and CTL learning models for students who have high learning motivation; iii) There were differences in learning outcomes between the used of the VCT and CTL learning models for students who have low learning motivation; and iv) The used of the VCT and CTL learning models for students with high learning motivation was associated with better learning outcomes.

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The motivation and teaching strategies in pre-service physical education teachers

Cited by 3 publications

References 19 publications

Beyond traditional teaching: a systematic review of innovative pedagogical practices in higher education

Beyond traditional teaching: a systematic review of innovative pedagogical practices in higher education

Pelatihan Laboratorium Virtual Go-Lab dalam Mendukung Merdeka Belajar

Model to increase motivation and learning outcomes in learning history

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