IMPLEMENTING ICT-BASED PHONOLOGY LEARNING MATERIAL USING BLENDSPACE THROUGH CLASSROOM ACTION RESEARCH

Background Problems: In the learning process at SMA Negeri 2 Singaraj, researchers found problems in the learning process in the basketball game material, especially in the basic techniques of passing chest passes and bounce passes, which had a low average below the minimum completion criteria. Research Objectives: This research aims to improve learning outcomes in basketball, the basic technique of passing chest passes and bounce passes through the Collaborative Teamwork Learning model for class XI A1 students at State Senior High School 2 Singaraja. Methods: Classroom action research (CAR) is used. This classroom action research (CAR) uses teachers as researchers and consists of 2 cycles. The subjects of this research were students in class XI A1 of State Senior High School 2 Singaraja, with 40 people consisting of 20 male students and 20 female students. The research instrument is a description test for the knowledge aspect and performance for the skills aspect. Data analysis uses qualitative and quantitative descriptive analysis. Results: The results of the research showed an increase, namely learning completeness in the knowledge aspect in cycle I, which was (85.5%), in cycle II it increased to (92.5%). Furthermore, learning completeness in the skills aspect in cycle I was (87.5%) in cycle II (92.5%). Conclusion: Based on data analysis and discussion, it is concluded that the collaborative teamwork learning model can improve PJOK learning outcomes in basketball passing material for class XI A1 students at SMA Negeri 2 Singaraja for the 2023/2024 academic year. Suggestions for PJOK teachers to be able to implement the Collaborative Teamwork Learning model in other learning materials that are more interesting and effective. The research implies that the Collaborative Teamwork Learning model is proven to be able to improve student learning outcomes.

This study aimed to improve students’ mathematical literacy skills (MLS) through the implementation of the Problem-Based Learning (PBL) model in the topic of probability at Phase E. The subjects were Grade X.1 students of SMAN 7 Pekanbaru in the 2024/2025 academic year. This Classroom Action Research (CAR) was carried out in two cycles, namely Cycle I and Cycle II, each consisting of two meetings with the stages of planning, action, observation, and reflection. The research instruments comprised (1) learning materials, including the Learning Objectives Flow (ATP) and teaching modules, and (2) data collection instruments, including an MLS test and observation sheets for teacher and student activities. The findings revealed that the implementation of the PBL model successfully improved both the learning process and students’ MLS. The analysis of the MLS test results showed a significant improvement: the number of students in the “very good” category increased from 1 in the pre-test to 8 in Cycle I and 18 in Cycle II, while those in the “very poor” category decreased from 22 to 12 in Cycle I and only 2 in Cycle II. Therefore, the PBL model proved effective in improving the learning process and enhancing the mathematical literacy skills of SMAN 7 Pekanbaru students in the 2024/2025 academic year on the topic of probability.

This research was carried out at MTs. Jonggat State, Central Lombok in class VIIIb odd semester of the 2011/2012 Academic Year. This research uses Classroom Action Research (PTK), so that researchers have the opportunity to plan ideas to improve students' critical thinking skills and abilities in the teaching and learning process. In this research, researchers used classroom action research (PTK) because classroom action research is a form of strategy for detecting and solving problems through real action. Classroom action research (CAR) is trying to achieve and find a solution to problems related to the implementation of learning in the classroom.

Factual conditions require the development of teaching materials in thematic learning using a scientific approach to improve the available teaching materials. This study aims to: 1) examine the factual conditions for the use of teaching materials in thematic learning in the 2013 curriculum; 2) knowing the development of scientific based thematic teaching materials for fourth grade elementary students; 3) knowing expert judgment on the feasibility of scientific-based thematic teaching materials for fourth grade elementary students; 4) knowing the effect of the use of scientifically based thematic teaching materials on the learning achievement of fourth grade elementary school students; 5) knowing the teacher's assessment of learning using thematically based thematic teaching materials for grade IV elementary school students; 6) knowing the response of students to learning using thematically based thematic teaching materials for fourth grade elementary school students. This study uses Development Research with qualitative and quantitative research designs. The development process uses the 4-D model of Thiagarajan, Semel and Semel which has been modified to be the stage of defining, designing, and developing. Teaching materials that have been validated by experts get the category of "very valid and without revision" from expert responses and teacher evaluations with agreed criteria, student responses to the use of teaching materials in learning get very good responses from students. The results of the trials using the experimental design The Before And After Design show that there is an effect of the use of scientifically based thematic teaching materials on the learning achievement of PPKn; 2) there is the influence of the use of scientifically based thematic teaching materials on social studies learning achievements; 3) there is the influence of the use of scientifically based thematic teaching materials on the learning achievement of science. Scientific based thematic teaching materials for Grade IV Primary School students can be used in learning.

Penelitian ini bertujuan untuk meningkatkan kemampuan berpikir kritis matematis siswa kelas II melalui penerapan Quantum Learning. Metode yang digunakan adalah Penelitian Tindakan Kelas (PTK), dengan langkah-langkah perencanaan dan pelakasanaan observasi dan refleksi. Penelitian ini dilakukan di SD Islam Al Hikmah. Subjek penelitian adalah siswa kelas 2.1 Tahun Pelajaran 2019/2020, yang berjumlah 22 orang. Instrumen yang digunakan dalam penelitian ini adalah lembar tes tulis, dan lembar observasi yang terdiri dari lembar observasi guru dan lembar observasi siswa. Validasi lembar observasi ditentukan melalui Judgement Ahli. Berdasarkan hasil tes tulis, observasi guru dan siswa selama proses kegiatan belajar mengajar pada siklus I belum seluruhnya sesuai dengan langkah-langkah Quantum Learning, dengan rata-rata presentasi 66,7% dengan kategori tinggi. Sedangkan pada siklus II seluruh aktivitas pembelajaran sudah sesuai dengan langkah-langkah Quantum Learning dan menunjukkan kategori sangat baik dengan rata-rata 91,4%. Dengan hasil observasi tersebut maka dapat disimpulkan bahwa penerapan Quantum Learning mampu meningkatkan Kemampuan Berpikir Kritis Matematis siswa kelas II SD Islam Al Hikmah.

Occupational health and safety (OHS) issues might be considered one of the main considerations among European countries as many employees encounter dangerous workplace conditions during work. Therefore, decision makers in these countries have initiated related projects to reduce the number of occupational accidents. Turkey is one of those countries that training activities have become mandatory due to a current OHS legislation amendment. In every workplace there are some OHS risks. It is well known that taking required precautions prior to occupational accidents is much more efficient and effective than doing it subsequently. In fact, only 2 percent of these OHS risks are unpreventable, whereas the remaining risks can be prevented easily (Kilkis & Demir, 2012). In Turkey, every year approximately 77.000 occupational accidents occur. More than 1000 employees lose their lives, while more than 5.000 employees become permanently disabled due to these occupational accidents (Korkmaz & Avsalli, 2012). In the institution, where this study was conducted, approximately 30.000 employees work. OHS training in the institution consists of theoretical and practical parts. In the practical part, when the necessity of gathering thousands of employees in various training centers and duration of those trainings are considered, it is obvious that OHS training activities would cost much and could cause administrative problems for the institution. Hence, the institution has decided to deliver theoretical part of the OHS training online in order to cope with this issue. Purpose: In this study, an online learning module on OHS, which had been previously developed by one of the biggest public institutions in Turkey, was improved. As the process of implementing improved learning materials takes much time, only preliminary findings were shared. The purpose of this study is twofold: first, to share the results of the impact of previous learning materials and staff’s thoughts about them; and secondly, to discuss features of new learning materials and process of improving them. Theoretical Framework: As the theoretical framework, Ricketts’s (2015) nine suggestions pertaining how to write safety stories were chosen so as to help designers write digital stories related to OHS. Besides, Cinar’s (2012) experience-based e-course design model was used to facilitate the process of improving the learning materials. Method Formative research method of Reigeluth and Frick (1999) was adopted as the study’s methodology. Approximately 9070 employees currently working at the institution filled in the online survey on the LMS. Staff were asked to answer nine survey questions related to their experience, attitude and thoughts about OHS module delivered via online learning. It should be noted that this survey was developed and administered by the institution at the end of the training without proving its reliability and validity. Since the number of the participants were quite high, this scale was used just to give some idea about staff’s experience, thoughts and attitudes towards OHS training. In addition to nine close-ended questions in the survey, there was also one open-ended question at the end to obtain staff’s detailed suggestions regarding how to deliver online learning more effectively. In line with Cinar’s (2012) suggestions, design team visited the institution to gain the broader sense of organizational culture. Then, OHS legislations and previous learning materials were examined carefully by each member of the design team. In order to analyze current situation of OHS training in the institution, survey results and staff’s posts on the LMS discussion board were also examined. After the analysis, it was agreed to write safety stories and use formative evaluation activities. An LMS, which had been previously used by the institution, was decided to be used in order to deliver the learning materials developed with an e-learning software. Safety stories and learning materials were shown to a line manager of the institution and a field expert to obtain their feedbacks. Following this, the design team checked the learning materials and gave feedback to each other. In this way, bugs and spelling errors were fixed. Finally, two short tutorial videos were recorded with the purpose of aiding staff to get used to new learning materials. Expected Outcomes As for findings, in a nutshell, previous learning materials lacked engagement, interaction, visuality, authenticity, and formative evaluation. Some staff of the institution demanded face-to-face OHS training claiming it was such an important training activity that it could not be risked by delivering via online learning. Possibly due to lack of visuality, many of the staff reported learning materials as quite boring. Another finding from the analysis indicates that institution’s staff request the learning materials to be customized to their workplace to better understand authentic implementation of the legislation. That is to say, rather than being generic to all institutional staff, they want it to encompass specific examples for each job title. Another one of the most prevalent complaints about the training was about the legislation’s applicability in workplaces. Personnel do not believe managers know regulations and are eager to implement those in the institution. In addition, some personnel expressed that an evaluation is necessary to be able to monitor to what extent the staff have learnt from the learning materials. As it is aimed to improve previous learning materials, it is expected to raise the awareness of OHS to reduce the number of occupational accidents in the institution. In addition, the new learning materials consist of different activities to enrich learning process, which can also be expected to contribute to interaction and engagement. By doing this, the legislations could be learnt easier and more effectively. Not only do improved learning materials contribute to learning process in a way of taking courses such as drag and drop activities, they might also promote transformative learning with safety stories to adapt the legislations to the staff’s workplaces. Finally, we expect to make contribution to the OHS field in order to improve training activities in different workplaces.

This research was intended to describe: (a) the process of teaching and learning speaking skill through active learning strategy type everyone is a teacher here, (b) to describe the lecturer’s effort to enhance the students’ speaking skill by using active learning strategy. This was a classroom action research and used Kemmis and Mc Taggart design. It took place at The Institute for Islamic Studies Yasni Bungo. The research participants were the students at the second Semester of Pendidikan Guru Madrasah Ibtidaiyah (PGMI/SD) department, Tarbiyah Faculty. The Institute for Islamic Studies Yasni Bungo academic year 2021/2022. The research was conducted in two cycles. Each cycle consisted of three meetings. In collecting the data, the researcher used observation, field note, interview and tasks. Finding of this research showed that the teaching and learning process through active learning strategy was fun, more interesting and challenging for students and also it made them participate actively in the class activities. There were enhancements on students’ skill after the students taught by using active learning, it could be seen from the enhancement of students’ score from the first cycle to the second cycle. In summary, it can be concluded that the active learning could be used in teaching vocabulary and speaking skill.

During the Covid-19 pandemic, the English language learning outcomes of Class VII students at SMP Negeri 3 Labuhan Haji for the 2021/2022 academic year were still low. In every assessment carried out, whether in practice or daily tests, the majority of Class VII students are still relatively low. The purpose of this research is to find out whether cooperative learning with the Index Card Match Model can improve English learning outcomes in Procedure Text material for Class VII students at SMP Negeri 3 Labuhan Haji during the Covid-19 Pandemic, Odd Semester of the 2021/2022 Academic Year. The type of research carried out is classroom action research (CAR) and is carried out in the odd semester of the 2021/2022 academic year. This classroom action research was carried out at SMP Negeri 3 Labuhan Haji, which is the researcher's assignment location. This research was carried out using two cycles, with each cycle carrying out a learning process at least 3 meetings including evaluation activities. This research was carried out for approximately three months, namely from September to November 2021.The research subjects were Class VII students of SMP Negeri 3 Labuhan Haji for the 2021/2022 academic year, totaling 27 students.Based onBased on the results of the analysis and, it can be concluded that the application of learning withIndex Card Match Cooperative Learning Modelcan improve the learning outcomes of Class VII students at SMP Negeri 3 Labuhan Haji for the 2021/2022 academic year. This can be seen from the average score obtained by students in cycle I of 68.14 and the average score of students in cycle II of 73.70, which means there is an increase in the learning mastery obtained by students in cycle I of 74.07% to 85.18% in cycle II

Classroom Action Research (PTK) was conducted to know the effectiveness of using ball modification media in class VIIA students of SMP Negeri 3 Teluk Keramat, Sambas Regency in improving learning outcomes of passing under volleyball in the 2018/2019 academic year. Research conducted by researchers using class action research methods (classroom action research). Classroom Action Research is a reflective study, which is carried out by action actors to increase the rational stability of their actions in carrying out tasks and deepen their understanding of conditions in learning practice. The source of the data in this study was class VIIA students at SMP Negeri 3 Teluk Keramat, Sambas Regency, for the 2018/2019 academic year. The data collection technique in classroom action research is the student's underpass performance test and observation. The data analysis technique used in this study was descriptive comparative, namely comparing quantitative data from the initial study conditions, cycle I and cycle II with percentages. Based on the results of this study, it was concluded that modified ball feedback media in learning to pass under the ball will improve learning outcomes in class VIIA students of SMP Negeri 3 Teluk Keramat, Sambas Regency, in the 2018/2019 academic year. This can be seen from the results of the performance test from the initial study, of the 18 students who initially got 5 students 14.71% completeness, and for those who had not completed 29 students 85.29% increased in cycle I to 47.06% complete and 52.94 % incomplete and in cycle II 100% completed with the percentage of students who scored 80-89, namely 41.18% and students who scored 90-100, there was 58.82%. The conclusion of the classroom action research is that the ball modification learning media improves the learning outcomes of volleyball underhand passing in class VIIA students. Teluk Keramat Public Middle School 3, Sambas Regency, for the 2018/2019 Academic Year. Based on the results of the classroom action research conducted, the researchers concluded that learning physical education, sports and health volleyball game material using modified ball learning media can improve the learning outcomes of underclass VIIA students at SMP Negeri 3 Teluk Keramat. This can be seen when the evaluation is carried out in each cycle and there is an increase in cycle 2. Based on the results of the researchers' observations during the initial process, from learning activities to evaluation, the researchers concluded that there was an increase in learning outcomes for passing under volleyball in each cycle.

The success of a teaching and learning process can be seen from the level of students' mastery of the material being taught. If as part of the students have mastered the material, it can be seen that the teaching and learning process has been successful. With regard to the teaching and learning process itself, the authors see the fact that there are still many elementary school students, especially fifth grade students at SDN 2 Cidatar who experience difficulties in social studies learning, one of the reasons being that the teacher is not optimal in choosing the learning method used. Learning Social Sciences is inseparable from the tendency of the teacher centered learning process. Such conditions make the learning process only controlled by the teacher. Regarding the not yet optimal social studies learning outcomes for class V SDN 2 Cidatar in terms of efforts to improve student learning outcomes, the authors seek to apply the Role Playing learning model as an alternative meaningful learning that leads to active, creative, effective, and fun learning. The purpose of this classroom action research is to find out whether the application of the role playing method can improve student learning outcomes and can also make it easier for students to understand the material to improve student learning outcomes in social studies learning. This classroom action research was carried out in 2 cycles. Each cycle contained four stages, namely planning, implementing, observing and reflecting. The method used in this study refers to Kurt Lewin's model which consists of four main components of class research namely planning, implementation, observation and reflection. Data analysis in this classroom action research used quantitative and qualitative analysis of social studies learning outcomes in the analysis starting from cycle 1 and cycle 2 to be compared with percentage descriptive techniques. After applying the Role Playing method in social studies learning on the material to improve student learning outcomes, students understand more about this material. This can be proven in increased student learning outcomes. the lowest cycle I was 40 Cycle II was 66, the average value of cycle I was 68.2 cycle II was 78.4 and the learning mastery of cycle I was 67%, and cycle II was 100%. The suggestions that can be given are: (1) The teacher should be more creative in choosing various methods that suit the demands of the needs and circumstances of the students and the characteristics of the subject matter to be delivered. (2) Role playing learning is an alternative that deserves to be developed to overcome the problem of low learning outcomes in elementary schools.

This Classroom Action Research was conducted by applying the Cooperative Learning Model Type NHT (Numbered Head Together) in order to improve the quality of the learning process and is a concept of learning activities that assist teachers in carrying out Integrated Science learning activities that are taught by trying to maximize the active role of students, especially their knowledge. and how to apply it in everyday life. With this concept, learning outcomes are expected to be more meaningful for students. The learning process takes place naturally in the form of student activities working and experiencing, not transferring knowledge from teacher to student. The quality of learning is important. This Classroom Action Research (CAR) was conducted with the aim of knowing the improvement of Integrated Science learning outcomes through the application of the NHT (Numbered Head Together) type of cooperative learning model in class VIII.7 students in the 2020/2021 academic year. This Classroom Action Research (CAR) was carried out in stages 2 cycles, and from the results of the actions that have been carried out it has been proven to improve student learning outcomes both in terms of classical student learning completeness, namely in the first cycle by 70%, it can increase to 93% in the second cycle. This means that there is an increase of 23% and in terms of the average value of the evaluation results, namely in the first cycle of 71 to 77.5 in the second cycle, this means that there is an increase. From the results of this classroom action research, it also shows an increase in the level of student learning activity from the Moderately Active category in the first cycle to the Active category.

The problem in this study is that the implementation of the Demonstration learning model has not been implemented optimally so that student learning outcomes in the basic competencies of Drawing Letters, Numbers and Etiquette are only limited to meeting the KKM standard that has been set, namely 70. The purpose of this study: (1) To describe the implementation of the learning process by apply the Demonstration learning model. (2) To find out the increase in student learning outcomes in the basic competencies of Drawing Letters, Numbers and Etiquette in technical drawings at SMK Negeri 1 Hiliserangkai. This type of research is Classroom Action Research (CAR). This research was conducted at SMK Negeri 1 Hiliserangkai with the research subjects being students of class X-BKP Semester I for the 2022/2023 academic year with a total of 18 students. The research instrument (1) Observation Sheet, consisting of (a) Observation sheet observing the learning process for teachers (b) Observation sheet observing students in the learning process. (2) Student Learning Outcomes Test and (3) Photo documentation. Research Results: (1) In Cycle I (first) the average learning process (teacher respondents) was 67.04%, and the average percentage of observations of students' activeness in the learning process was 47.40% had not reached the target set, the average -the average student learning outcomes is 67.89% belonging to the sufficient category, the percentage of student learning completeness is 66.67%. (2) In Cycle II (two) the average learning process (teacher respondents) is 92.04% and the average percentage of observations of student activity in the learning process is 81.77% has reached the set target, the average learning outcomes students namely 89.22% belonging to the good category, the percentage of completeness of students namely 100% has reached the set target of 70%. From the results of the research findings above, it can be concluded that by applying the Demonstration learning model to the Basic Competence of Drawing Letters, Numbers and Etiquette in Technical Drawings, it can improve student learning outcomes for class X-BKP SMK Negeri 1 Hiliserangkai for the 2022/2023 Academic Year.

The teaching and learning process in schools so far the teachers have experienced difficulties in explaining learning material, especially in writing skills, especially in writing description text material so that the Indonesian language scores of students are still low. The purpose of this study was to find out whether the Critical Thinking model could improve the learning outcomes of class VII / A students in the Indonesian language subject, the subject of Writing Descriptive Text at SMP Negeri 1 Angsana, Pandeglang Regency in the odd semester of the 2019/2020 academic year. This research is a classroom action research, using the steps of planning, acting and reflecting. The sampling technique of this research was taken from all existing populations and used as samples without selecting information, as samples were students of class VII / A SMP Negeri 1 Angsana, Pandeglang Regency, amounting to 28 students. The results showed that with the Critical Thinking Approach the learning outcomes of students in each cycle had increased as evidenced by the 50% pre-cycle students' learning completeness, (average value 66) increased in the first cycle reaching 79% (average value 78) while in the cycle II completeness of student learning has increased to 100%, (average value is 79), thus it can be concluded that the Critical Thinking Approach can improve student learning outcomes in Indonesian subjects in Writing Description Text materials.

Increasing student learning outcomes is greatly influenced by motivation in the learning concept. Teachers can achieve this by using appropriate learning methods. The aim of this research is to increase student motivation and learning outcomes in mathematics lessons. One of the efforts made by teachers to increase students' learning motivation in Mathematics subjects is by applying methods Index Card Match. This research used a Classroom Action Research (PTK) approach and involved 26 class II students at SDN Cijagra 04, Paseh District, consisting of 13 female students and 13 male students. The research was conducted in 2 cycles during the 2023-2024 academic year. If the subject's score in the first cycle has not reached the Minimum Completion Criteria (KKM) score, the research will continue in the second cycle. If all subjects achieve scores according to the KKM in the second cycle, the research is considered complete. After 2 cycles, student learning outcomes increased from 86.69 in cycle 1 to 100 in cycle 2. Data analysis used qualitative and quantitative approaches. The research conclusion shows that there is an increase in students' motivation and mathematics learning outcomes by implementing the Index Card Match method. Students also show enthusiasm, enthusiasm, activity, creativity and courage in expressing opinions. Student motivation towards learning material also increases, and student learning experiences become broader, which ultimately has an impact on improving learning outcomes. It is hoped that the results of this research can help teachers choose appropriate learning methods to achieve learning goals, especially in Mathematics subjects

The purpose of this study is to improve learning activities and to improve learning outcomes by implementing the listening team learning model for students of Class VIIIA on the Material of Faith in the Book of Allah in the Subject of Islamic Religious Education at SMP Negeri 1 Nguntoronadi, Wonogiri Regency in the 2024/2025 Academic Year. This study is a Classroom Action Research (CAR) with the application of the Listening Team learning model on the material of Faith in the Book of Allah SWT in the subject of Islamic Religious Education. This learning model has advantages including being able to develop students' cognitive abilities, make children think critically during the discussion process, make children with interpersonal and intrapersonal abilities develop better. Based on the study, it was obtained that in the first cycle it began to be seen that students' abilities mastered the learning material with an average value of 67.33 with a sufficient level of ability. However, there are still students who are less active, less cooperative, less motivated in learning Islamic Religious Education, especially the material of Faith in the Book of Allah SWT. This is because students' mastery of the material and concentration on the material are still lacking. In cycle II with the same material, it can be seen that the learning outcomes of students have increased, where the average value of student learning outcomes is 80.67 with a level of mastery of learning materials classified as good and above the Learning Objective Criteria Completion. Based on the results obtained, the learning outcomes of students in mastering learning materials have made significant progress.