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All about learning methods: Past, Present and Future Hafeez, Muhammad; Hasbi, Muhammad
ETDC: Indonesian Journal of Research and Educational Review Vol. 2 No. 4 (2023): September
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v2i4.953

Learning methods play a vital role in instructional pedagogy. Different learning methods are available that are being used according to the learning environment and educational levels. The objectives of this review study were to discuss the different past, current, and future learning methods. The past learning methods consisted of traditional learning methods, discussion learning methods, and module-based learning. The current learning methods consist of flipped learning methods, online learning methods, digital game-based learning methods, blended learning methods, project-based learning methods, inquiry-based learning methods, case-based learning methods, problem-based learning methods, and concept-based learning methods. The future learning methods consisted of artificial intelligence-based learning methods. All these methods have been discussed in this review article.

Analysis of teachers’ technological competencies and their performance at a higher education level Hafeez, Muhammad; Naz, Vajiha; Tahira, Fatima
Jurnal Cakrawala Pendidikan Vol. 44 No. 2 (2025): Cakrawala Pendidikan (June 2025)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v44i2.70976

Technology has become the main game changer in all the fields of study, including education. The main purpose of this research was to analyze the teachers’ technological competencies and their performance at the higher education level. The teachers’ technological competencies were analyzed in six elements of technology, including perceptions, technological knowledge, perceived ease of use, perceived usefulness, and skills in using technology. The teachers’ performance in using technology in the teaching and learning process was also determined. The study consisted of two samples: one from the teachers of the six social sciences departments at the six public universities of South Punjab, Pakistan, and the other from the students of the 6th, 7th, and 8th semesters of the six social sciences departments at the six public universities of South Punjab, Pakistan. The sample size consisted of 497 teachers and 611 students. The samples were selected by using a stratified random sampling technique. Two questionnaires, one for teachers and the other for students, were adopted from the literature to collect the data. SPSS-25 was used to analyze the collected data. Frequency distribution, descriptive statistics, and correlation analysis were done to analyze the data and to interpret the results. The findings of the study indicated that most of the teachers of the social sciences departments at the public universities of South Punjab, Pakistan, had a lack of technological competencies, and their performance was also not good. The results also indicated a high positive correlation between teachers’ technological competencies and their performance at the higher education level. Some serious steps are required to improve the teachers’ technological competencies and performance at the higher education level.

All about learning methods: Past, Present and Future Hafeez, Muhammad; Hasbi, Muhammad
ETDC: Indonesian Journal of Research and Educational Review Vol. 2 No. 4 (2023): September
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v2i4.953

Learning methods play a vital role in instructional pedagogy. Different learning methods are available that are being used according to the learning environment and educational levels. The objectives of this review study were to discuss the different past, current, and future learning methods. The past learning methods consisted of traditional learning methods, discussion learning methods, and module-based learning. The current learning methods consist of flipped learning methods, online learning methods, digital game-based learning methods, blended learning methods, project-based learning methods, inquiry-based learning methods, case-based learning methods, problem-based learning methods, and concept-based learning methods. The future learning methods consisted of artificial intelligence-based learning methods. All these methods have been discussed in this review article.

Solving Geometric Problems from the Perspective of Left and Right Brain Dominance Kaliky, Syafruddin; Bachmid, Thaha; Hafeez, Muhammad
International Journal of Geometry Research and Inventions in Education Vol. 2 No. 02 (2025)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/gradient.v2i02.1743

Problem-solving is an effort to find a way out of a difficulty so as to obtain a solution. Each child's problem-solving is different. This is influenced by the dominance of the brain in solving a problem. The purpose of this study is to describe the geometry problem-solving abilities of junior high school students in terms of left and right brain dominance. The research method is descriptive with a qualitative approach. The instruments used are test questions, questionnaires, and interview guidelines. The results show that students with left and right brain dominance types in solving geometry problems can fulfill all stages according to Gagne, which include Presentation of the problem, stating the problem in operational form, compiling work procedures, making hypotheses, and reviewing. The findings of students with left brain dominance in solving problems appear to be calmer and more patient, prefer to solve problems with formulas given by a teacher, need scratch paper in solving problems, tend to think with the chin supported by the right hand, and have neat writing. Meanwhile, students with right brain dominance in solving problems appear to move more, tend to have many ways, sometimes use their own way, work while speaking, and if they have scribbles, it will be very difficult to understand, and draw on blank paper with unclear images.

Effects of Blended Learning in Comparison of Traditional Learning to Provide Safer Learning Environment- A Comparative Review Hafeez, Muhammad; Akhter, Yasmeen
International Journal of Educational Research & Social Sciences Vol. 2 No. 6 (2021): December 2021
Publisher : CV. Inara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51601/ijersc.v2i6.209

Learning strategies have shifted from conventional information to communication technology-based learning since the beginning of the twenty-first century. A study of published articles on blended and traditional learning strategies was done to emphasise the value and significance of both learning strategies and to investigate their efficacy in promoting a safer learning environment in different educational levels. Thirty-six (36) research articles from various disciplines published in Web of Science and Scopus databases were chosen for review. According to the review of researches, blended learning demonstrated to be a more successful learning approach than traditional learning strategy in the majority of studies. Twenty-five (25) studies found a statistically more significant benefit in blended learning strategy for academic success, critical and creative abilities, and a safer learning environment in diverse disciplines, out of 36 published articles evaluated. Based on the findings of this study, it is strongly suggested that blended learning strategies be used to attain high academic and professional goals while also providing a safer learning environment in educational institutions and society.

Effectiveness of the Ecotropis STEM Approach to Student Forestry Literacy Fadilah, Dian; Nizaar, Muhammad; Haifaturahman, Haifaturahman; K. Nagy, Emese; Hafeez, Muhammad
Journal of Educational Science and Technology (EST) Volume 11 Number 3 December 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/est.v11i3.81459

This study aims to analyze the potential of applying the Ecotropis STEM approach in improving forestry literacy among elementary school students. Forestry literacy in this study is positioned as part of environmental science literacy that emphasizes conceptual understanding, ecological awareness, and concern for the preservation of forest resources through contextual learning based on tropical ecosystems. The study used a quasi-experimental design with unequal experimental and control groups. The research sample consisted of 41 elementary school students, with 18 students in the experimental class and 23 students in the control class. The research instrument was a 20-item multiple-choice test that had undergone content validation and reliability testing. Data analysis was performed using descriptive statistics, normality tests, and Independent Sample t-tests to compare the learning outcomes of the two groups. The results of the analysis showed that the average posttest scores of students in the experimental class were higher than those in the control class. However, the results of the inferential statistical test showed that the difference was not statistically significant (p > 0.05). These findings indicate that the application of the Ecotropis STEM approach has not been empirically proven to have a significant effect on improving students' forestry literacy, although descriptively there is a tendency for learning outcomes to improve in the experimental group. The insignificant difference in learning outcomes between groups is thought to be influenced by several factors, including the relatively limited sample size, the short duration of the learning intervention, and the adaptation process of teachers and students to the learning approach applied. Therefore, the findings of this study need to be interpreted cautiously as an initial indication of the potential of the Ecotropis STEM approach, rather than as conclusive evidence of its effectiveness. Overall, this study provides an initial contribution to the development of Ecotropis STEM-based learning in primary education and emphasizes the need for further research with a stronger methodological design, longer intervention duration, and larger sample size to obtain more convincing conclusions.

The effectiveness of ethnopedagogy in revitalising local wisdom in formal education: A phenomenological review Uswatun; Milandari, Baiq Desi; Bilal, Arpan Islami; Garba, Malami Muhammad; Hafeez, Muhammad
Indonesian Journal of Educational Development (IJED) Vol. 6 No. 4 (2026): February 2026
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v6i4.5742

Ethnopedagogy is an educational approach grounded in culture that plays an important role in preserving local wisdom amid the challenges of globalisation. This study aims to describe the integration of local cultural values into the learning process and culture-based school programmes, explain the role of ethnopedagogy in shaping students' character and strengthening their cultural identity, and identify forms of collaboration between schools and communities to support the sustainability of local wisdom-based learning. This study used a qualitative phenomenological approach and was conducted at one of the public elementary schools in West Lombok Regency. The research subjects included the principal, teachers, community leaders, and 30 students in grades V and VI. Data was obtained through observation, interviews, and documentation, then analysed using the Miles and Huberman model, which includes data collection, data reduction, data presentation, and conclusion drawing. The results of the study indicate that ethnopedagogy is effective through Cultural Saturday activities, batik making, and Gendang Beleq drumming, which instil character values and a sense of cultural pride. The incorporation of local wisdom into Civics and Science lessons increases student motivation and understanding, while cooperation between schools and the community supports the sustainability of culture-oriented learning. A comparative analysis of informants' perspectives reveals heterogeneous learning experiences: male students are more interested in traditional Gendang Beleq music, while female students are more interested in batik and dance activities. Ethnopedagogy can be an effective educational approach for strengthening character education, preserving local culture, and developing contextual learning rooted in national cultural values.

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