Question Card-Assisted Teams Games Tournament in Elementary IPAS Learning: Student Engagement and Participation Dynamics
Ni Made Ayu Manik Krishna Maharani、I Gusti Ngurah Triyana、Ni Nyoman Suastini · Muallimun · 2026-10-31
质性研究四年级课堂“问题卡辅助小组竞赛”从组内准备到公开答题时学生发言机会的变化。
这篇论文暂时没有中文摘要，下面保留英文原题与摘要。
研究信息
- 期刊 / 来源
- Muallimun
- 发表日期
- 2026-10-31
- 文献库
- OpenAlex
- 作者
- Ni Made Ayu Manik Krishna Maharani, I Gusti Ngurah Triyana, Ni Nyoman Suastini
- DOI
- 10.23971/muallimun.v6i2.11745
英文原文摘要全文
Question-card-assisted Teams Games Tournament (TGT) is commonly evaluated through learning outcomes, but less is known about how changing classroom demands affect students' opportunities to speak. This qualitative study examines the shift from group preparation to public tournament answering in a fourth-grade IPAS class at SD Negeri 6 Penatih, Denpasar. Evidence includes classroom observations, interviews with one teacher and four students, instructional materials, and descriptive assessment summaries for a class of 32 students. The cards prompted discussions of environmental problems, while i
中文摘要由自动翻译整理，可能丢掉原文的限定条件；涉及具体数字与结论时以英文原文为准。
同一天收录的其它研究
Strength-based organizational approaches facilitate workplace opportunities for people from lower socioeconomic status backgrounds.
How we see relations: The case of containment and support.
Task-evoked pupillary responses reveal a role for attentional intensity in auditory discrimination.
Beyond Consequences of Challenge: the Degree to which Spoken Word Recognition Changes in Response to Difficulty has Independent Relevance
Does Outcome Utility Bias the Mental Simulations of Risky Events?
免责声明
公研心理仅为心理学学习、知识研习工具平台。平台内所有心理测评结果、心理学解读仅供学习与自我探索参考，不可作为精神疾病诊断依据，不能替代精神科医师、注册心理师的专业评估。若长期存在情绪困扰，请前往正规医疗机构或专业心理服务机构求助。
内容用于快速浏览；学术引用与结论判断请以英文原文为准。