INTERACTIVE LEARNING

Pro Edu. International Journal of Educational Sciences, 2019

The permanent preoccupation for integrating the didactic game into the learning activity, in order to make it more efficient, resulted in the elaboration of this paper, in which I focused mainly on the educational lessons. As an active method of acquiring and consolidating knowledge, didactic games are one of the instructional-educational activities outside the classroom and even during the teaching of some geographical notions, through whose content, they complete the students' training and they increase their interest in geography, helping, at the same time, , the teacher in the knowledge of the students' ability. By their instructive nature, games contribute to the development of the inventive and creative spirit, of thought and imagination, of the interest for widening the geographical culture, to geographical research. Through play, students become more volatile coming out of the rigid patterns of an imposed activity, they are active, they become brave, they overcome timidity and they learn from pleasure. Thus, monotony, boredom are applied by applying a variety of forms of play that arouse children's interest. Through interactive methods, students exercise their ability to select, combine, learn the things they will need in school and adult life. All these methods stimulate the creativity, communication, activation of all students and capacity building such as: critical constructive spirit, independence in thought and action, finding creative ideas, daring to solve the learning tasks. Being presented as learning, cooperative, fun, not concentration games, interactive methods teach children to solve problems they face, to make group decisions and to resolve conflicts.The educational process is the set of actions that the educator exercises consciously and systematically on pupils in an institutional setting organized to form their personality in accordance with the requirements of the educational ideal. The teaching method is a common way for the teaching staff and pupils to act in order to achieve the pedagogical objectives. Didactic play is an action-based and simulation-based learning method, an active method of acquiring and enhancing knowledge, is an activity that can take place in classroom or outside lessons, helping the teacher to get to know the students' abilities..

in the article language in education interactive of the methods use and interactive of methods importance illuminated. Some interactive of methods application according to considerations held.

Many teachers still follow the traditional method of lecturing to teach English as a foreign language rather than making students actively engage in learning processes. This lesson focuses on different activities to engage beginners actively to learn English language.

2019

This study aims to investigate that active learning strategies can improve the students language proficiency in the second year of SMAN 1 Kediri, West Lombok, West Nusa Tenggara. the subjects of this study were consisted of 31 students. The method used in this study was Classroom Action Research, the design applied in this study was a collaborative action research. This research carried in two cycles, each cycle consisted of two meetings, the data were gathered through interview, field notes, questionnaire and test. The result of this study showed that there was improvement of students language proficiency. Most of students gained good scores gradually at the end of each cycle. The score of Minimum Mastery Criterion of English lesson was 70. The students mean score in preliminary study was 55.85. the mean score in the first cycle was 66.13. the mean score in the second cycle was 73.19. in addition, there was a positive response from the English teacher about implementing the action and changes of students learning styles. In conclusion, using active learning strategies could improve students language proficiency across their learning styles. Abstrak: Penelitian ini bertujuan untuk mengetahui pengaruh penerapan active learning strategies dapat meningkatkan kemampuan berbahasa inggris bagi siswa SMAN 1 Kediri, Lombok Barat, Nusa Tenggara Barat. Populasi penelitian sebanyak 31 siswa. Metode yang digunakan dalam penelitian ini adalah Penelitian Tindakan Kelas dengan rancangan kolaboratif. Penelitian tindakan kelas ini terdiri atas dua siklus, setiap siklus terdiri atas dua kali pertemuan, data dikumpulkan melalui interview, catatan lapangan, kuisioner dan test. Hasil dari penelitian tindakan kelas ini menunjukkan bahwa terjadi peningkatan pada kemampuan berbahasa siswa serta perubahan terhadap gaya belajar siswa. Kriteria Ketuntasan Minimal (KKM) pada pelajaran bahasa inggris adalah 70. Nilai siswa pada tahap awal sebesar 55.85, nilai rata-rata yang diperoleh siswa pada siklus pertama sebesar 66.13, dan 73.19 pada siklus kedua. Terdapat respon positif dari guru bahasa inggris terkait penerapan dan pelaksanaan penelitian ini serta pada perubahan gaya belajar siswa. Dengan kata lain dapat dikatakan bahwa penerapan active learning strategies dapat meningkatkan kemampuan berbahasa siswa serta perubahan signifikan pada gaya belajar siswa.

2024

Pérez Gil, Javier; Dacosta, Arsenio. Retos y contradicciones de la conservación del patrimonio etnológico. A propósito de la Ley 7/2024 de Patrimonio Cultural de Castilla y León. En Juan Gabriel Ranera Nadador (dir.). El presente del futuro. Conservación, proyección y desarrollo del patrimonio histórico, artístico y natural. ISBN: 978-84-19-505-33-0. Guadalajara: Diputación Provincial, 2024, p. 43-64.

Journal of the Association for Information Systems, 2021

Although digital transformation offers a number of opportunities for today's organizations, information systems scholars and practitioners struggle to grasp what digital transformation really is, particularly in terms of how it differs from the well-established concept of information technology (IT)-enabled organizational transformation. By integrating literature from organization science and information systems research with two longitudinal case studies-one on digital transformation, the other on IT-enabled organizational transformation-we develop an empirically grounded conceptualization that sets these two phenomena apart. We find that there are two distinctive differences: (1) digital transformation activities leverage digital technology in (re)defining an organization's value proposition, while IT-enabled organizational transformation activities leverage digital technology in supporting the value proposition, and (2) digital transformation involves the emergence of a new organizational identity, whereas IT-enabled organizational transformation involves the enhancement of an existing organizational identity. We synthesize these arguments in a process model to distinguish the different types of transformations and propose directions for future research.

Review of Political Economy, 2020

This paper revisits the writings of Michal Kalecki which relate to issues of fiscal policy, budget deficits and securing full employment in capitalist economies. It seeks to relate those writings to the recent fiscal policy debates after the global financial crises. It covers the issues of the financing and funding of public expenditure and private expenditure. The relationship between the scale of budget deficit and the achievement of full employment is considered. Kalecki's approach to the 'burden' of debt is elaborated. The social and political constraints on the achievement of full employment are revisited.