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R. Ahmad Zaky El Islami
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Journal of Green Learning
Published by Gemilang Maju Publikasi Ilmiah
ISSN : -     EISSN : 2807890X     DOI : https://doi.org/10.53889/jgl
Core Subject : Education,
Education
Journal of Green Learning is an interdisciplinary publication of original research and writing on education which publishes papers to international audiences of educational researchers, teachers, educators, and educational policy makers. This journal aims to provide a forum for scholarly understanding of the field of education and relevance of variety of topics, including curriculum development, instructional practices, instructional medias, technology for education, education research and methods, educational administration, and other areas which relevant to education, etc.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol 4, No 1 (2024)" : 5 Documents clear
Developing the ability to pronounce English by organizing International Phonetic Alphabet learning for grade 5 students Charoensuk, Kamonphop; Prasertsang, Parichart
Journal of Green Learning Vol 4, No 1 (2024)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/jgl.v4i1.356

Abstract

This action research promotes English reading by organizing International Phonetic Alphabet or IPA learning for 5th grade students. The participants were eight students; the tools for data collection included IPA learning plans and reading aloud tests. We analyzed the data using descriptive statistics. In the first cycle, the ability to read and pronounce English received the highest score of 10 points, which is the total score. There were 8 students who did not pass the 70% criteria, accounting for 24.24% of the total number of students. The second cycle showed that the students passed the 70% criteria. It can conclude that IPA can improve students' English learning skills and foster their proficiency in handling foreign language. Teachers can employ this instructional method in their English class to encourage students to learn authentic phonetics as well.
The development of English vocabulary with the picture me reading technique for grade 4 students Sanchompoo, Supaporn; Prasertsang, Parichart
Journal of Green Learning Vol 4, No 1 (2024)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/jgl.v4i1.377

Abstract

The purposes of the research were to 1) develop the activity of English vocabulary learning with the picture me reading technique for grade 4  students with the criteria efficiency of 75/75, 2) compare the learning achievements for grade 4 students between before and after learning with Picture Me Reading, 3) compare the activity of English vocabulary learning using with picture me reading technique for grade 4 students with 75% criteria, and 4) study the students' satisfaction towards the activity of English vocabulary learning using with picture me reading technique for grade 4 students. Fifteen students of Ban Khoi School, obtained by cluster random sampling participated in this study. The research instruments were 12 plans of activity for English vocabulary learning 20 multiple-choice, a 4-choice achievement test, and the satisfaction questionnaire. The data were analyzed using basic statistics by  percentage, mean, standard deviation, and t-test statistics. The results showed that learning activities consisted of 4 learning stages which had efficiency criteria  79.31/75.35. The academic achievement of students after learning was higher than before at the 0.5 level of significantly statistics. Students had score after learning activities higher than the criterion of 75%, and they had satisfaction was at the high level.
Components of teacher leadership in the modern learning management Kanphao, Nutdaya; Supandee, Terdsaak; Sukserm, Pennapa
Journal of Green Learning Vol 4, No 1 (2024)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/jgl.v4i1.456

Abstract

This research aims to investigate the components of teacher leadership in modern learning management. The instruments used in the study include in-depth interviews, semi-structured interviews, and a researcher-made questionnaire for data collection. Content analysis was used to analyze the data. The research findings revealed 5 components of teacher leadership in learning management: 1) Technological literacy, which includes knowledge, skills, and attitudes toward basic technology and the promotion and development of technology; 2) Teamwork, which involves setting clear, shared goals, defining roles, and assigning tasks so that team leadership is actively involved; 3) Enhancing research literacy, which refers to knowledge, skills, and attitudes toward research; 4 ) Creative learning management, which involves designing learning through different methods to encourage and support learners to be innovative and share knowledge with each other, as well as assessing learners to reflect on their thinking and improve through different methods; and 5) Active leadership in learning management, which involves practical exercises, building learning networks and understanding assessment methods for learning.
Learning outcomes of an integrated inquiry-based and problem-based learnings for grade 8 science students Khonkla, Jiratchaya; Thumsiriwat, Jutatip; Supakesorn, Bongkotkorn; Polyiem, Titiworada; Prasertsang, Parichart
Journal of Green Learning Vol 4, No 1 (2024)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/jgl.v4i1.366

Abstract

The purpose of this study aims to investigate the effects of integrated inquiry-based learning and problem-based learning for improving grade 8 student science learning achievement of force and motion, and to study students’ satisfaction with the learning management plan designed using the integration of integrated inquiry-based learning and problem-based learning. The participants were 39 of grade 8 students from a public school in Thailand. The instruments were a learning management plan designed using the integration of integrated inquiry-based learning and problem-based learning, a 4-multiple choice learning achievement test, and a satisfaction questionnaire. The results of the study showed that there was an improvement in the participants' science learning achievement on the concept of force and motion after implementing the learning management plan. Additionally, the integration of inquiry-based learning and problem-based learning led to increased learning satisfaction among the participants. These findings suggest that the integration of inquiry-based learning and problem-based learning can be an effective approach to teaching science concepts, particularly force and motion, and can lead to improved student learning outcomes and satisfaction.
Essential Elements of Special Education Classroom Administration Dathong, Supatchaya; Wannawan, Panithan; Sukserm, Pennapa
Journal of Green Learning Vol 4, No 1 (2024)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/jgl.v4i1.457

Abstract

This research aims to examine the essential elements of special education classroom administration which was conducted in 3 steps by reviewing 15 sources of related documents and research to synthesize the essential elements of special education classroom administration, exploring the developmental essential elements of special education classroom administration through in-depth interviews in 2 cases, using purposive sampling, particularly special education centers that received the IQA AWARD for excellence in the academic year 2023, and surveying the needs for managing special education classrooms, examining current problems, needs, and analyzing the necessity using the Modified Priority Needs Index (PNI modified). For data collection and content analysis, research instruments included in-depth, semi-structured interviews and a researcher-developed questionnaire. The findings revealed six components of special education classroom management: psychological environmental arrangement, physical environmental arrangement, participation in classroom management, social environmental arrangement, teacher leadership, and learner-centered learning management.

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