Getting back to block teaching: developing a university active teaching and learning model

The assessment of food and industrial crops during harvesting is important to determine the quality and downstream processing requirements, which in turn affect their market value. While machine learning models have been developed for this purpose, their deployment is hindered by the high cost of labelling the crop images to provide data for model training. This study examines the capabilities of semi-supervised and active learning to minimise effort when labelling cotton lint samples while maintaining high classification accuracy. Random forest classification models were developed using supervised learning, semi-supervised learning, and active learning to determine Egyptian cotton grade. Compared to supervised learning (80.20–82.66%) and semi-supervised learning (81.39–85.26%), active learning models were able to achieve higher accuracy (82.85–85.33%) with up to 46.4% reduction in the volume of labelled data required. The primary obstacle when using machine learning for Egyptian cotton grading is the time required for labelling cotton lint samples. However, by applying active learning, this study successfully decreased the time needed from 422.5 to 177.5 min. The findings of this study demonstrate that active learning is a promising approach for developing accurate and efficient machine learning models for grading food and industrial crops.

The aim of this research is to find out how the planning, implementation and results of implementing the Team Quiz Type Active Learning learning model in the sociology subject of class XI IPS at MA Yasti Sekura are carried out. The method used in this research is a qualitative research method with a descriptive research form. The data sources in this research are one sociology teacher who teaches at MA Yasti Sekura and four students in class XI IPS MA Yasti Sekura. The results of this research show that in lesson planning teachers make lesson plans, prepare materials and make homework assignments. In implementing learning, the teacher carries out learning activities in accordance with the RPP that has been created, namely consisting of initial, core and final activities. The implementation of the Team Quiz Type Active Learning learning model obtained learning outcomes consisting of knowledge domains with assessments based on homework assignments with an average score of 87.6. In the attitude domain there are values of activeness, discipline, mutual cooperation, politeness and self-confidence. The domain of skills obtained by students is from how to express opinions, ask questions and answer. The application of the Team Quiz Type Active Learning learning model creates a very active class atmosphere where students dominate the learning process so that general problems such as boredom and sleepiness felt by students can be resolved, besides that, the application of the Team Quiz Type Active Learning learning model makes the class atmosphere more comfortable. It's fun because in its implementation there is a quiz game between groups

This study examines the improvement of student learning outcomes using the Active, Creative, Effective, and Fun learning model. The application of the Active, Creative, Effective, and Fun learning model is closely related to other learning models. Active, Creative, Effective, and Fun learning models are helpful and can create meaningful learning. The research method used is classroom action research (CAR). This CAR research was conducted in two cycles. The research sample amounted to 22 people who were not taken at random. The data was obtained by using tests, namely the initial test, the first cycle test, and the second cycle test. They are calculating student completeness using the formula for individual mastery and classical wholeness and calculating the increase in learning outcomes using the N-Gain Normalized formula. Applying the Active, Creative, Effective, and Fun learning model can improve student learning outcomes in mathematics subjects as the subject of probability theory.

Active learning in machine learning is an effective approach to reducing the cost of human efforts for generating labels. The iterative process of active learning involves a human annotation step, during which crowdsourcing could be leveraged. It is essential for organisations adopting the active learning method to obtain a high model performance. This study aims to identify effective crowdsourcing interaction designs to promote the quality of human annotations and therefore the natural language processing (NLP)-based machine learning model performance. Specifically, the study experimented with four human-centred design techniques: highlight, guidelines, validation and text amount. Based on different combinations of the four design elements, the study developed 15 different annotation interfaces and recruited crowd workers to annotate texts with these interfaces. Annotated data under different designs were used separately to iteratively train a machine learning model. The results show that the design techniques of highlight and guideline play an essential role in improving the quality of human labels and therefore the performance of active learning models, while the impact of validation and text amount on model performance can be either positive in some cases or negative in other cases. The ‘simple’ designs (i.e. D1, D2, D7 and D14) with a few design techniques contribute to the top performance of models. The results provide practical implications to inspire the design of a crowdsourcing labelling system used for active learning.

The problems that need to be studied in this study are: (a) How is the improvement of social studies learning achievement by the application of directed teaching models (b) How the influence of the instructional model directed towards motivation to learn. The objectives of this study were: (a) to know the improvement in social studies learning achievements after the active learning method was applied to the directed learning model. (b) want to know the effect of social studies learning motivation after the active learning model directed learning model has been applied. This study uses action research as many as three cycles. Each cycle consists of four stages, namely: planning, implementing, observing, and reflecting. The subjects of this study were students of Class VIII J SMP Negeri 1 Watampone Kab. Bone. Data obtained in the form of formative test results, observation sheets of teaching and learning activities. Learning with active learning methods directed learning model has a positive impact in improving students' learning achievement which is characterized by increasing student mastery learning in each cycle, namely cycle I (20.00%), cycle II (95.00%). The application of the active learning model of the directed teaching model has a positive influence, which can increase the motivation of student learning as indicated by the average student response stating that students are interested and interested in being motivated to learn.

This study aims to determine how the implementation of the Active Learning learning model assisted by the Google Classroom application in the Comparative Literature course can improve the learning quality of the fifth-semester students of the Indonesian Language Education Study Program, FKIP, Bengkulu University. The Research and Development (R&D) method is a method used in this study with the aim of testing whether the implementation of the Active Learning learning model using the Google Classroom application can improve the quality of learning. The implementation that you want to prove can be seen from several stages carried out in this study, namely preliminary studies, development stages, product testing, and product evaluation. Product testing activities in the form of tests in the form of essays and multiple-choice using Active Learning assisted by the Google Classroom application showed good learning outcomes where the average score obtained by trainee students in comparative literature was 85.5 from a maximum average score of 100 points. This shows that the application of the active learning model assisted by Google Classroom in the Comparative Literature course makes the learning process effective and enjoyable for students.

The mathematical generalization ability of students at one junior high school, especially in Makassar, is relatively low. One alternative to improve students' mathematical generalization abilities is to apply active, collaborative and inductive cooperative learning models. This research aims to determine the difference in the average score of mathematical generalization abilities of students taught through active, collaborative and inductive cooperative learning models, and students taught through cooperative learning models on flat-sided geometric material. This research used a quasi-experimental design with a pretest-posttest control group design in class VIII at a junior high school in Makassar, Indonesia. The sample in this study was 35 students in the control group and 31 students in the experimental group. The instrument used is a mathematical generalization ability test. Data were analyzed using the n gain test. Based on the analysis, the average n-gain score for students' mathematical generalization abilities in flat-sided geometric material after being taught by applying active, collaborative and inductive cooperative learning models was 0,51 or experienced a moderate increase and the percentage of learning completeness was 93,55%. Therefore, it can be concluded that junior high school students' mathematical generalization abilities increased after being taught using active, collaborative and inductive cooperative learning models.

The purpose of this research was to develop an inquiry base active (IBA) learning model to develop students' critical thinking skills. Inquiry was chosen as the base for the development of the model, because according to Arends (2012) the inquiry learning model was developed for the purpose of how learners think, in this case including critical thinking. Elements of critical thinking skills developed, namely interpretation, analysis, evaluation, inference, explanation and self-regulation. The IBA learning model was based on scientific inquiry activities, thus indirectly practicing scientific process skills on students. In general, the validator assessment of the developed learning model was valid with the score range 4 to 4.56. The conclusion of the validity test of this learning model was the inquiry based active learning model valid and proper to be used as a reference to develop the learning device and implemented / experimented to develop students' critical thinking skill.

Metallocene and Single Site Polymers (#1624)

The lecture method is still the dominant approach in learning in Public Elementary Schools (SDN) in Indonesia, although it has weaknesses in increasing student engagement and developing critical thinking skills. This study aims to analyze the effectiveness of active learning models as an alternative to the dominance of the lecture method and to identify obstacles in its implementation. The method used in this study is a literature study that analyzes various previous studies related to active learning in SDN. The study results indicate that the lecture method was chosen because of time efficiency, limited resources, and lack of teacher understanding of active learning models. However, Cooperative Learning, Problem-Based Learning (PBL), and Inquiry-Based Learning have proven more effective in improving student learning outcomes and their analytical and collaborative skills. The main obstacles in implementing active learning include teacher readiness, lack of facilities, cultural resistance from the community, and curriculum policies that are still oriented towards academic values. This study recommends intensive teacher training, improving learning facilities, and changing the paradigm in the education system to support the implementation of active learning in SDN. With the right strategy, active learning models can be applied more widely to improve the quality of basic education in Indonesia.

This study discusses the Effect of the Active Team Quiz Learning Model on Student Learning Outcomes of Class XI Islamic Religious Education Subjects of SMA Muhmaadiyah 9 Sedayulawas Brondong Student Year 2022/2023. In the background, students tend to be passive and not in accordance with what is expected, as well as teachers who still use conventional learning or teachers who are very dominating in the learning process, especially in PAI subjects. To address these problems, researchers are interested in using the Active Team Quiz Learning Model as the main model in the PAI learning process. The formulation of the problem behind the research is "Is there an influence of the Active Team Quiz learning model on the Learning Outcomes of Students in Islamic Religious Education class XI of SMA Muhammadiyah 9 Sedayulawas Brondong for the 2022/2023 academic year?". This study used a type of quantitative research. Using the Pre-Experiment design method with one group pretest-posttest design technique. Data collection techniques in the form of observations and tests with a sample of 31 students from class XI of SMA Muhammadiyah 9 Sedayulawas Brondong. The test used the Pearson Product Moment correlation which was calculated at 0.763 the number of respondents 31 with dk – 2 = 29 who obtained r table 0.367 at a significant level of 5%. So rcalculate r>table (0.763 0.355). This shows that H 0 is > rejected and H1 is accepted with an interpretation of the correlation coefficient assessment found at 0.60 – 0.799 which is included in the strong category. As for the significance test using the t test obtained the results of t count 6.3579 and t table 1.699 so that it can be concluded that t count t>table which means that H 0 is rejected and H1 is accepted. Thus, it can be concluded that there is a strong and significant influence of the Active Team Quiz learning model on student learning outcomes in class XI Islamic Religious Education (PAI) subjects of SMA Muhammadiyah 9 Sedayulawas Brondong for the 2022/2023 academic year.

This study aims to explore the Contextual Teaching and Learning (CTL) model as an innovative approach in education at Madrasah Ibtidaiyah. CTL is a learning model that integrates students' learning experiences with real-life contexts to enhance conceptual understanding and critical thinking skills. The study employs a literature review method by collecting, analyzing, and synthesizing relevant literature. The findings reveal that CTL is effective in creating an active, creative, and meaningful learning environment that aligns with the characteristics of Madrasah Ibtidaiyah students. Furthermore, implementing CTL strengthens the connection between the learning materials and Islamic values taught in madrasahs. This research contributes to the advancement of knowledge by offering an innovative teaching strategy that can improve the quality of Islamic elementary education. The findings are expected to serve as a reference for educators in Madrasah Ibtidaiyah to design more relevant and contextual learning experiences.

Social studies is still considered a boring subject, which has an impact on students' low learning independence. Weak learning independence in students is caused by the learning models applied by educators which are less varied, thus affecting the desire to learn, sense of responsibility, self-confidence and initiative to take part in lessons. One effort to overcome this problem requires innovation and new breakthroughs in packaging or delivering social studies subject matter to students so that learning activities become more effective, one of which is by using active learning type three stage fishbowl decision. The aim of this research is to determine the effectiveness of active learning with the three stage fishbowl decision type on the learning independence of junior high school students in social studies learning and to determine the increase in learning independence among students with the active learning model with the three stage fishbowl decision type. This type of research uses a quantitative approach with a quasi-experimental method with a non-equivalent control group pretest and posttest design. The population of this research was class VIII students at SMPN 3 Garut. Samples were taken using a purposive sampling technique with 1 experimental class and 1 control class. The instruments used in this research were test question sheets, observation sheets, and questionnaires. Based on the results of the research conducted, the initial abilities of the two groups resulted in the same abilities. Meanwhile, for the final test results, the Asymp.Sig.2-tailed value was 0.000 and α was 0.05, meaning 0.000 < 0.05, so the HO was rejected. It can be concluded that there are significant differences or learning using an effective model to apply. Students' independent learning towards the three stage fishbowl decision type active learning model used in the experimental class produced a very good response. Increased learning independence of students in each indicator amounted to 1046 Desire/desire to learn, 905 initiative, 888 self-confidence, and 615 responsibility very well.

Objective: This study aims to explore the impact of active learning models on student learning outcomes in the PGSD Study Program in semester 2 using a qualitative approach. Method: The method chosen was a qualitative survey through an open-ended questionnaire, combined with a phenomenological approach to deeply understand students' personal experiences of active learning. A total of 79 respondents participated in this study. Data were analyzed by thematic analysis to find meaning and patterns in the learning experience. Result: The results showed that the active learning model had a positive impact on increasing students' participation, understanding of the material, and sense of responsibility for learning. Students feel more cognitively and affectively fulfilled, and can connect learning with real-world experiences. Novelty: The findings confirm the importance of andragogy principles in higher education, where students as adult learners benefit more from participatory and reflective learning processes.

Gathering labeled data is one of the most time-consuming and expensive tasks in supervised machine learning. In practical applications, there are usually quite limited labeled training samples but abundant unlabeled data that is easy to collect. Semi-supervised learning and active learning are two important techniques for learning a discriminative classification model when labeled data is scarce. However, unlabeled data with significant noises and outliers cannot be well exploited and usually worsen the performance of semi-supervised learning and the performance of active learning also needs a powerful initial classifier learned from the quite limited labeled training data. In order to solve the above issues, in this paper we proposed a novel model of semi-supervised dictionary active learning (SSDAL), which aims to integrate semi-supervised learning and active learning to effectively use all the training data. In particular, two criterions based on estimated class possibility are designed to select the unlabeled data with confident class estimation for semi-supervised learning and the informative unlabeled data for active learning, respectively. Extensive experiments are conducted to show the superior performance of our method in classification applications, e.g., handwritten digit recognition, face recognition and large-scale image classification.