IMPLEMENTING ROTATION MODEL TO IMPROVE STUDENTS’ LEARNING OUTCOMES IN SCIENCE SUBJECT AT ELEMENTARY SCHOOL

The purpose of this study was to determine the effect of rotation model on students’ learning outcomes at grade VI in science subject. This research used experimental research methods. The subjects in this study were 34 students at grade VI SDN Krajanbogo Bonang Demak as the experimental class and 22 students at class VIA SDN Sidomulyo 2 Wonosalam Demak as the control class. The result of N-Gain score test showed that the experimental class (applying rotation model) had an average N-Gain score of 66.44% which fell into 'Quite effective' category. Meanwhile, the application of the conventional model to the control class obtained an average N-Gain score of 39.30% in the category of 'Ineffective'. Meanwhile, the effectiveness test using the paired sample t test found that the significance value (2-tailed) was 0.000 <0.05. In addition to the significance value, the value of t count > t table which was 38.152> 2.035. From these results, it was concluded that the application of the rotation model gave a significant impact on students’ learning outcomes in science subject for grade VI elementary schools.

Effectiveness of Blended Learning in English Speaking Skill for Undergraduate in 4.0

This research deals with the students’ achievement of speaking skills and perception towards Implementing Individual Rotation of blended learning. The writers discuss the effectiveness of blended learning implemented in the pre-test and post-test of English speaking skill achievement of the 2nd semester of English Department students of the University of Sumatera Utara and their perception of it. This research aims to find out how the Individual Rotation Model of blended learning improves students’ English speaking skill achievement using the Learn Social platform and to find out students’ perceptions after implementing blended learning. In conducting this research, the writers apply descriptive with a mixed-method (Creswell & Plano Clark, 2011) analyzing the students’ achievement found in the pre-test and post-test and giving the online questionnaire to assess their perception towards blended learning. The data shows that the student's achievement in the post-test (Mean=87%) was higher than the pre-test (Mean=85%) out of 50 students. According to the data, 90% of the 42 students gave a positive response to blended learning. The result showed Individual Rotation Model improves the English speaking skill achievement especially in the components of speaking skill namely, vocabulary, grammar, and comprehension, and effective to be implemented for undergraduate students in the era of industrial revolution 4.0.

ADAPTIVE RESEARCH ON RICE/POTATO ROTATION MODEL (SRI FOR RICE AND MINIMUM TILLAGE METHOD FOR POTATO) IN PADDY LAND OF PHU BINH DISTRICT, THAI NGUYEN PROVINCE

Mô hình luân canh lúa/khoai tây theo phương pháp làm đất tối thiểu (SRI-GMP) được xây dựng và triển khai tại huyện Phú Bình, tỉnh Thái Nguyên trong giai đoạn 2018 - 2019. Nghiên cứu nhằm so sánh giữa canh tác lúa thông thường (độc canh lúa không áp dụng SRI là đối chứng); độc canh cây lúa có áp dụng SRI; và SRI-GMP. Áp dụng SRI-GPM thúc đẩy cân bằng sinh thái, giảm phát thải khí nhà kính, giúp người dân nâng cao nhận thức về bảo vệ môi trường và ứng phó với biến đổi khí hậu. Năng suất khoai tây đạt 25 tấn/ha làm tăng thu nhập từ 4,9 triệu đồng/ha, 210,5 nghìn đồng/ngày công và 1,09 đồng/đồng vốn đầu tư ở canh tác lúa độc canh thông thường lên 141,3 triệu đồng/ha, 644,4 nghìn đồng/ngày công và 2,75 đồng/đồng đối với vốn đầu tư khi áp dụng SRI-GPM tương ứng. SRI-GPM đã tạo ra sự kết nối hợp tác giữa nông dân, doanh nghiệp, nhà khoa học và chính quyền, tạo cơ hội cho nông dân tham gia vào chuỗi giá trị nâng cao giá trị gia tăng và ổn định kinh tế cho người dân địa phương.

Blended Learning Station-Rotation Model: Does it Impact on Preservice Teachers' Scientific Literacy?

This study aims to test the effectiveness of the blended learning rotation model to improve the scientific literacy skill of prospective teacher students. The design of this study used the Posttest-only design with nonequivalent groups. The research subjects were 76 students majoring in biology education at Universitas Mataram. The research was done to two experimental groups, namely the blended learning station rotation model (BLSRM) and regular learning (RL). The research instrument used a multiple-choice test which refers to the aspects of scientific literacy competence according to PISA. The data analysis technique was carried out descriptively, complete with the Hotelling's T2 test to test the effect of BLSRM on students' scientific literacy skills. The results showed that students' scientific literacy skills were in the very low category (mean BLSRM = 38.50, RL = 34.22) and there was no effect of BLSRM on students' scientific literacy skills (Hotteling Trace = .098 and Sig. = .080). To improve students' scientific literacy skills, BLSRM needs to be combined with other models such as problem-solving model, so it can be an effective strategy in science learning

Forming digital shepherds of the Church: evaluating participation and satisfaction of blended learning course on communication theology

Purpose The Catholic Church expects theological institutes, priests and seminarians to be well-informed, critical and creative users of information and communications technology. Currently, most theological institutes use the traditional face-to-face teaching method. An attempt to implement blended learning as an innovative teaching and learning modality for communication theology was made at the Saint Peter’s Pontifical Institute, Bangalore, India, using the lab-rotation model for one semester. This paper aimed to study the two important course outcomes: participation and satisfaction. Design/methodology/approach The course was designed using the analysis, design, development, implementation and evaluation (ADDIE) model, developed, implemented and evaluated for 21 first-year theology students. The combination of descriptive and quasi-experimental research used an online questionnaire containing statements on a five-point Likert scale. The study evaluated the potentials of blended learning as an innovative modality through student participation and satisfaction. Findings This research found that a high level of participation augmented satisfaction among the students during the implementation of the blended learning modality. The positive results revealed that future shepherds in the Catholic Church could effectively integrate information and communications technologies (ICTs) in their life and mission and serve digital citizens. Research limitations/implications The research was conducted in St. Peter’s Pontifical Institute of Theology (SPPI) for an elective course, Communication Theology, taught once a week. Only two outcomes; participation and satisfaction were studied. The respondents were 21 first-year theology students of the SPPI, which could have limited the generalizability of the results. They were not allowed to use any gadgets. So this research had to adopt a lab-rotation model wherein the students followed part of their course in the computer room. Practical implications This pilot experience in blended learning modality will help SPPI recognize the advantage of such an approach and possibly decide to adopt it as one modality in the institute. It may also serve as a model for other Catholic schools and this could trigger the wider adoption of blended learning among Catholic schools. Results of the study can demonstrate to the faculty how blended learning is designed and a sample module can easily guide them on how it may be implemented. Hence, this can equip them already with knowledge and skills about the new modality. Social implications The positive learning experiences will help the professors to further discover and adopt new and existing learning technologies that can enhance the learning atmosphere for post-millennials. They can now innovate teaching and learning strategies to best address the learning needs in their classroom, given the pervasiveness of ICTs in the everyday lives. This study will also provide a new learning option for the students as they undergo a new student-centred learning exercise. Originality/value The pioneering effort of integrating ICTs in the form of blended learning in theology curriculum was executed in SPPI. The application of the blended learning approach to teaching communication theology is innovative in that educational technology is not only applied to theology courses but involves the promotion of technology use among future religious leaders. From a long-term perspective, this attempt can transform traditional face-to-face dominated teaching approaches.

STATION ROTATION MODEL WITH ICT INTEGRATION ENHANCES STUDENTS’ PROBLEM SOLVING SKILL IN PHYSICS

Station rotation model has recently become a promising innovation in education in which learners lead to deeper learning and problem-solving development (Jones, 2018). The study determined the effectiveness of station rotation model with ICT integration to enhance the problem solving skill of ninth grade students of ARMM Regional Science High School during five weeks of intervention. The data of this study were obtained from the pre-test and post-test with open-ended questions from Control and Experimental Groups. These tests were administered before and after the intervention and scored using rubric. Moreover, attitude test was answered by the students to provide feedbacks on the use of station rotation model with ICT integration. Results revealed that there is no significant difference in the post-test performances under the Control Group (K-12 teaching instruction) and the Experimental Group (SRM with ICT Integration), t (25) =-1.324, p=.197. At the end of the study, experimental group under station rotation model with ICT integration does not significantly enhance students’ problem solving skill in Physics.

CHOICE OF BLENDED LEARNING MODELS FOR HIGHER PEDAGOGICAL EDUCATION STUDENTS

Problem formulation. The development of information and computer technologies is quite rapid. The realities of today are that higher education institutions must introduce new and effective teaching methods and technologies that will help to improve the quality of education. The large-scale introduction of online technologies, various models of blended learning is relevant, which leads to fundamental changes in approaches to the organization of education in higher education institutions and in each discipline, especially the role of the audience classes and its effectiveness. Materials and methods. To address this aim, the following theoretical research methods were used in combination: analysis of pedagogical literature, systematization and generalization of research - to compare different approaches to the implementation of models of blended learning for students of higher pedagogical education. Results. The analysis of pedagogical literature and the conducted researches allowed to reveal the concept of "blended learning". Based on the existing domestic and foreign works, the existing models of blended learning are considered. The models of blended learning that are expedient to use when studying pedagogical disciplines in the institution of higher pedagogical education are analyzed, in particular "Flipped Model", "Rotation Model", "Lab Rotation Model". The advantages of using blended learning models, inverted learning models - for teachers and students are determined. Conclusions. The problem of implementing blended learning models is quite relevant and is of interest to many both scholars and practitioners. There is a wide range of models of blended learning, skillful application and combination of which makes the learning process interesting, modern and conscious, and the work of students productive, activates the educational and cognitive activities of higher education, motivates, teaches both independent and teamwork and promotes the development of creative abilities, research skills. It should be noted that the models "Flipped Model", "Rotation Model", "Lab Rotation Model" and others are tested in technical educational institutions, as well as in the teaching of exact sciences ("Physics", "Mathematics"), while in pedagogical institutions of higher education, especially in the training of future teachers of humanities, this problem requires more in-depth study and, possibly, modification of existing models. The prospect of further research involves the study, testing and analysis of various models of blended learning for students of higher pedagogical education, including the humanities.