Science Learning with VideoScribe-Based Learning Video for Elementary School Students

There are still many teachers who do not manage to create a fun learning environment for students. Moreover, the lack of learning media makes it difficult for students to understand the learning material. This study aims to develop a learning video using the VideoScribe app to facilitate students ' learning. Development research was employed in this study, while 4-D was used as the research model. One selected subject content expert, one selected learning design expert, one preferred learning media expert, and two chosen people for the individual trial became the subject of this study. Observation, interviews, and questionnaires had been utilized to collect the data. A questionnaire was the instrument used to gather the data. The validity of the study instrument was evaluated with the Gregory formula. The data were analyzed using qualitative descriptive statistics and quantitative descriptive statistics methods. The results showed that this study got a score of 1.00 with a very high product acceptability coefficient. It could be concluded that the developed media was feasible to be applied in learning. This study implied that the learning video made students more easily understand science subject matter.

INTRODUCTION
The development of science and technology in education affects the learning development to become more qualified. Therefore, teachers are required to master Information and Communication Technology (ICT). ICT skills must also be accompanied by an understanding that ICT can be utilized to obtain positive learning outcomes (Arrosagaray et al., 2019;Dwi et al., 2013;Nursmasu, 2017). Every teacher must be able to use technology to support the learning process. Teachers are also required to use technology-based learning media in the learning process, especially during this pandemic (Batubara & Batubara, 2020;Hanik, 2020). Learning during the pandemic is done at home so that in the learning process, teachers must be creative and innovative so that the learning process takes place optimally. Natural Sciences (IPA) is one of the subjects taught at the elementary school level. Science is a subject that discusses and learns about nature and all life or the symptoms that occur in it (Sedana et al., 2013;Suari, I Wayan Deni Perdana Putra 1 , I Ketut Gading 2 , I Ketut Dibia 3 / Science Learning with VideoScribe-Based Learning Video for Elementary School Students 2018). Studying science will develop curiosity, a positive attitude, and awareness about the interplay of relationships between science, the environment, technology, and society (Anjelina Putri et al., 2018;Carlucy et al., 2018). Therefore, through science learning, it is expected that students can have a scientific attitude that exists in a researcher, namely honest, brave, responsible, curious, tenacious and persistent, open, able to distinguish opinions and facts and care about the environment. Therefore, for science learning objectives to be achieved, teachers must choose the right strategies, models, and media and create a learning atmosphere that can increase students' motivation to learn (Budiartini et al., 2013;Mustofa & Syafi'ah, 2018). However, the reality of online learning raises several problems; namely, the content of the material delivered in online learning may not necessarily be understood by students (Asmuni, 2020;Harahap et al., 2021). Online learning facilities and infrastructure are inadequate in some schools (Rigianti, 2020). Access to the internet and networks in each region is not well-reached, thus hampering online learning (Mauludy, 2020). Based on the results of interviews in the field during the teaching practice program for fifth-grade students at Bunutin Elementary School, there are problems when doing online learning: 1) delivering material to students only by using photos of material sent to the WhatsApp group class 2) teachers only take materials from YouTube to make it easier in delivering material that results in students not understanding what is being conveyed, 3) teachers do not use media that are concrete and less innovative. In addition, the results of the midterm examination (UTS) on science subjects for fifth-grade students at Bunutin Elementary School as a sample showed that there were still some students who scored below the minimum criteria of mastery learning (KKM). The number of fifthgrade students at Bunutin Elementary School was 17 students, and the students' minimum score of mastery learning was seven. A total of 11 students were still below the KKM and six students who had already reached the KKM. Students' science learning outcomes were still in the low category and need to be improved. It can be concluded that learning that occurs in schools is maximal so that it has a low impact on science learning outcomes. The solution to overcome the problems above is to do concrete and innovative learning, one of which is to use video as the learning medium.
Learning video media are teaching aids or means that contain learning messages. Video is an audio-visual medium and has an element of motion that will attract attention and motivate students in carrying out learning activities (Taqiya et al., 2019;Yuanta, 2019). Video can summarize many events in a long time in a shorter and more precise way, accompanied by pictures and sounds that can be used again and again. Video has the advantage of being able to help understand learning messages more meaningfully without being bound by other teaching materials (Imamah, 2012;Yendrita & Syafitri, 2019). With the motion and animation elements that video has, learning video can attract students' attention longer when compared to other learning media. Another advantage of video learning is that it overcomes the limitations of space and time, can be repeated, the message conveyed in the video is easy to remember, can train students' imagination, and foster student interest in learning (Andriyani & Suniasih, 2021;Febriani, 2017;Utari, 2016). In addition, this learning media also has a weakness; namely, the video is not suitable for topics where the study is detailed regarding a single visual that is involved and a fixed speed so that it cannot always be displayed in groups, some students may be left behind (Krishna et al., 2015;Naharir et al., 2019). Based on the weaknesses, the learning video that must be developed needs to pay attention to the material's characteristics to be used and the characteristics of students. The video learning media in this study will be based on the video scribe application.
Several studies related to learning videos based on the VideoScribe application, such as previous studies, found that products in the form of learning videos assisted by the Sparkol VideoScribe application were suitable to use (Fadillah & Bilda, 2019b). Other studies also state that learning videos can make it easier for students to understand learning materials so that they are feasible to apply (Novita, Sukmanasa, 2019;Sudiarta & Sandra, 2016;Yuniarni et al., 2020). In addition, the VideoScribe learning video is feasible to be applied to elementary school thematic learning (Badariah, 2021;Muskania et al., 2019). Videoscribe learning media can increase the character of tolerance in students (Afifah, 2019). Another study also found that learning videos can make it easier for students to understand learning materials (Pamungkas et al., 2018). There is no in-depth research that focuses on scientific material regarding how the body processes clean air. This study aims to develop a science learning video on how the body processes air using the VideoScribe application for fifth-grade elementary school students. The video developed can be used by teachers as a learning media that can facilitate student learning independently. In addition, this VideoSribe-based learning video can help students understand the subject matter to improve science learning outcomes for elementary school students.

METHOD
This type of research is development research. The model used as a reference in this learning media development research is the 4-D model, which consists of 4D; defining, designing, developing, and disseminating. The selection of this model has been based on the consideration that this model is straightforward to understand, has a systematic flow, and is very clear. The subjects in this study were one selected subject matter expert, one selected learning design expert, one preferred learning media expert, and two chosen people for individual trials. The VideoScribe development design is presented in figure 1. The techniques used in collecting data in this study were observation, interviews, and questionnaires. Observations and interviews are used to find out the problems that occur in schools. The questionnaire method is carried out by giving several questions to respondents regarding the learning media that will be developed. The instrument used in collecting research data is a questionnaire. The grid of data collection instruments to determine the validity of the developed learning video is presented in Tables 1, 2, and 3.  The use of the learning video to help students understand the learning material 1 2 The use of the learning video to facilitate teacher and students' interactions in the learning process 1 3 2 Feasibility The efficiency in the use of the learning video 1 4 The suitability of the learning video with the level of students' development 1 5 The ease of using media 1 6 Attractive colors, backgrounds, images, and animations 1 7 3 Accuracy Shooting accuracy 1 8 Voice clarity 1 9 Text size accuracy 1 10 The accuracy of the distribution and coherence of the material 1 11 The suitability of the learning video with learning objectives 1 12 The accuracy in the use of media with online and offline learning 2 13,14 The suitability of the learning video with the learning material  Video presentation suitability 1. The suitability of the video with the characteristics of students 2. The suitability of the video with the purpose of learning 3. The ideal duration with goals 5.
Creative in pouring ideas and creativity 1. The attraction of creativity in delivering messages 2. The flexibility in terms of providing time, place, students, and teaching materials The use of the learning video to help students understand learning materials 1 2 The use of the learning video to facilitate teacher and students' interaction in the learning process 1 3 The use of media with online and offline learning 1 4 2 Feasibility The efficiency in the use of the learning video 1 5 The suitability of the learning video with students' development level 1 6 The ease of using media 1 7 The attractiveness of the display in the form of colors, backgrounds, images, and animations 1 8 The ease of language used. 1 9 Voice clarity 1 10 The text size accuracy 1 11 3 Accuracy The learning video design accuracy 1 12 The accuracy in the distribution and coherence of the material 1 13 The suitability of the learning video with learning objectives 1 14 The suitability of the learning video with the learning material 1 15 An instrument can be said to be good if it meets the requirements of content validity. The arranged Instruments can be valid, and content validity tests can be carried out by judges who have mastered the studied variables. The validity of this instrument was tested using the Gregory formula. Data analysis methods and techniques used in this study were qualitative descriptive statistics and quantitative descriptive statistics. Qualitative descriptive statistical analysis is used in processing the results of reviews, suggestions, inputs made by experts or judges on the developed learning media. Quantitative descriptive statistical analysis was used to process data in the form of numbers obtained from the provision of assessment sheets for the developed learning media instruments to learning media experts, learning design experts, science content experts, and teachers. In making decisions regarding media development, the references in Table 4.

Result
The development of a learning video using the VideoScribe application on how the body processes clean air in fifth-grade Bunutin elementary school students through several procedures: define, design, develop, and disseminate. The first stage, which is defining stage, was carried out by analyzing needs. Based on interviews with fifth-grade teachers at Bunutin Elementary School, it was found that the source of student learning was only through books given at school. Teachers did not provide media to support learning to be less enthusiastic and unmotivated in the learning process. It was a problem that needed to be addressed. The next step was to determine the standard competencies and learning indicators needed to be better understood by students based on the learning needs analysis. The goal is that the developed media can help the teachers teach students according to the demands of competence in learning. The next stage is the designing stage. The thing that must be done is to make a design plan (storyboard) and design the learning video component using the VideoScribe application. As for the implementation of the design phase of this learning video's product development began with data collection (material), which was carried out through teacher books and student books, especially on how the body processes clean air. Next is the creation of the Storyboard learning video using the VideoScribe application. The storyboard of the learning video on this science content contained a science learning scenario on how the body processes clean air; the storyboard is more clearly presented in figure 1. The next stage is development. At this stage, the parts and layouts that have been designed are then developed, compiled, and combined with learning video media using the Videoscribe application that can be used in the learning process. The learning videos that were developed were then assessed to determine the level of acceptance. The learning video validity test was carried out by four experts I Wayan Deni Perdana Putra 1 , I Ketut Gading 2 , I Ketut Dibia 3 / Science Learning with VideoScribe-Based Learning Video for Elementary School Students consisting of two lecturers and two teachers. The data processing results using the 2x4 cross-tabulation Gregory formula from 4 experts showed that the learning video with the VideoScribe application on how the body processes clean air got a score of 1.00 with a very high product coefficient. Next are some suggestions. Suggestions and the results of the revision can be seen in Table 5.

No. Comments and Suggestions
Revision 1 Need to add identity for which class Adding identity for which class in the beginning of the video 2 Need to add the standard competences Adding the standard competences 3 Need to add indicators of learning in the video Adding the indicators of learning in the video 4 Need to mention the learning objectives in the video Mentioning the learning objectives in the video 5 Need to add pictures of land mammals and aquatic mammals Adding pictures of land mammals and aquatic mammals

Discussion
Based on the results of each stage of the product testing, it can be concluded that the learning video on the topic of how the body processes clean air for the fifth-grade students in Bunutin Elementary School is feasible to be used as a support during the learning process. First, the VideoScribe-based video media got outstanding qualifications and deserved to be applied because the developed media could motivate students in learning. Students need this media because it can facilitate student learning. Good learning media can facilitate student learning to improve student's learning outcomes (Gunawan et al., 2017;Puspitorini et al., 2014;Sunismi, 2015). This learning video is designed to facilitate audio and visual learning so that students who have audio or visual learning styles will be facilitated in learning (Isdayanti, 2020;Paramita et al., 2016;Wiastuti et al., 2014). Good learning media can facilitate all students learning styles so that it is easier for students to understand the material presented in the media. The development of learning video is feasible to use in terms of aspects of material presentation, attracting students' learning interest, increasing students' attention, motivating, and voice clarity. In addition, from accuracy, clarity of method, interest or attention, and impact on students (Asnur & Ambiyar, 2018;Muskania et al., 2019;Sarnoko et al., 2016). It is following the theory which states that learning media is everything that is used to channel messages from senders and recipients so that they can stimulate students' thoughts, concerns, feelings and interests (Asnur & Ambiyar, 2018;Kurniawan et al., 2017;Tegeh et al., 2019). Some of the factors that influence students' learning outcomes come from outside, such as the use of tools in teaching and learning activities.
Second, VideoScribe-based video media gets outstanding qualifications and is feasible because the media makes it easier for students to understand the subject matter. In terms of visual quality, voice clarity, video presentation suitability, and the use of creative ideas are very good, making it easier for students to understand the material presented in the video (Christian & Ariani, 2018;Imamah, 2012;Rose et al., 2016). In addition, the material presented in this learning video is under the learning objectives, and the examples provided in the video media support the clarity of the material, making it easier for students to understand the subject matter (Muskania et al., 2019;Taqiya et al., 2019). Third, VideoScribe-based video media get outstanding qualifications and deserve to be applied because the media developed can improve the learning experience for students. Sparkol VideoScribe can increase students' enthusiasm for learning because this learning media can provide a fun and efficient learning experience (Silmi & Rachmadyanti, 2018;Sutrisno et al., 2013). The developed learning video contains the stages of the flow, namely the cover, the title of the learning video, the name of the video maker, the standard competencies and indicators of achievement of the learning video competence, the storyline of the learning video used to make it easier for students to learn. Another study also states that students enjoy the learning process more that involves media and components of images, colours and motion (Rose et al., 2016;Wuryanti, 2016). Based on this, the video was developed by combining several components to produce learning media that can attract interest in learning and add to the learning experience for students. The advantages of this Videoscribe-based video media are that this video can display abstract learning materials into concrete, the video media developed can reach large numbers of students in one viewing and can make students learn independently with their visual and audio skills by each student.
The findings of previous studies regarding learning videos also stated that videos could increase students' enthusiasm in learning (Fadillah & Bilda, 2019;Widiyasanti & Ayriza, 2018). Other relevant study also states that learning videos can make it easier for students to understand learning materials so that they are feasible to apply in the learning process (Novita, Sukmanasa, 2019;Sudiarta & Sandra, 2016;Yuniarni et al., 2020). In addition, the VideoScribe learning media is feasible to be applied to elementary school thematic learning (Badariah, 2021;Muskania et al., 2019). Videoscribe learning media can increase the character of tolerance in students (Afifah, 2019). Then other study findings stated that the learning videos developed were categorized as good and feasible according to the assessment of experts (Pamungkas et al., 2018). It can be concluded that learning video media can help students in learning. The implication of this study is that the media that has been developed in the form of VideoScribe-based video media can be used by teachers as student learning facilities. The developed video can also make it easier for students to understand the learning material so that it has an impact on increasing students' learning outcomes.

CONCLUSION
Based on the results of data analysis, the media that has been developed, namely VideoScribebased learning videos, get a very high category. It can be concluded that the VideoScribe-based learning media is feasible to use in the learning process because it can help students understand the material on how the body processes clean air efficiently.


Feasible and flexible Launching an information and digital literacy badge and certificate program in collaboration with a teaching and learning center

In fall 2019, the University of Wyoming (UW) Libraries launched an information and digital literacy badge and certificate program in partnership with the Ellbogen Center for Teaching and Learning (ECTL), housed in the UW Libraries main branch. ECTL crafts programing and provides support for graduate students, staff, and faculty who teach on our campus by employing instructional designers. The Information and Digital Badge and Certificate Program was created when ECTL redesigned their Teaching and Learning Certificate, and it features many services and resources that UW Libraries already offers (i.e., information literacy instruction and research consultations). This article will detail the redesign of the certificate program, how the current teaching and learning certificate was designed, and conclude with lessons learned from the first year of the program as well as future goals.

I n fall 2019, the University of Wyoming (UW) Libraries launched an information and digital literacy badge and certificate program in partnership with the Ellbogen Center for Teaching and Learning (ECTL), housed in the UW Libraries main branch. ECTL crafts programing and provides support for graduate students, staff, and faculty who teach on our campus by employing instructional designers.
The Information and Digital Badge and Certificate Program was created when ECTL redesigned their Teaching and Learning Certificate, and it features many services and resources that UW Libraries already offers (i.e., information literacy instruction and research consultations). This article will detail the redesign of the certificate program, how the current teaching and learning certificate was designed, and conclude with lessons learned from the first year of the program as well as future goals.

A total program redesign
The original Teaching and Learning Certificate was run solely by ECTL and focused heavily on the scholarship of teaching and learning, teaching philosophies, and teaching observations. The original program was open-ended, self-directed, and did not provide much structure or support for faculty, graduate students, or staff to complete the program. Consequently, this made it difficult for program participants to complete the certificate in a timely manner. While there were nearly 300 people enrolled in the program, only a small number of people graduated each year (approximately ten people).
Additionally, ECTL also ran a smaller diversity, equity, and inclusion certificate that was run by a different instructional designer and featured different protocols, while having many duplicate enrollees.
In the spring semester of 2019, the instructional design librarian and student success librarian initiated a conversation with UW Libraries administration about providing teaching and research support by potentially integrating library services into the two ECTL certificates. The library administration was supportive of this plan as it aligned with the university-wide initiative at UW to create more badging programs.
The librarians approached ECTL with the simple proposal of advertising library workshops to certificate participants. This would allow participants to gain points towards the certificate by bringing their class into the library. ECTL wanted to redesign the certificate program, and, subsequently, asked for librarian help and support. At a second meeting, an ECTL instructional designer and the librarians used whiteboards to sketch out a template of Samantha Peter, Kristina Clement, Shannon Sheridan, and Hilary Baribeau

Feasible and flexible
Launching an information and digital literacy badge and certificate program in collaboration with a teaching and learning center

The Information and Digital Literacy Badge Program
In its new form, the ECTL certificate program remains a self-directed program where p a r t i c i p a n t s complete a program core and choose their preferred focus areas en route to earning badges and/or a full certification. There are currently seven focus areas, of which information and digital literacy is one. C o m p l e t i o n of the full certificate requires earning 100 points: 25 points come from the program core and 75 points come from a combination of focus areas. Participants also have the option to earn badges in the focus areas without having to complete the full certificate. As part of the entire certificate, participants are required to watch a video about the information and digital literacy certificate and take a library pretest. Points are earned by writing short reflections (about one paragraph) in the online certificate portal on activities undertaken, with one point equal to one hour of activity. For example, a participant who attended a one-hour workshop would write a reflection on the experience and justify the significance and applicability of their experience to their badge subject area. 1 The Information and Digital Literacy Badge focuses on encouraging faculty, staff, and graduate students to intentionally incorporate Photograph of the whiteboards used to sketch out the new Teaching and Learning Certificate and Badge Program.
Graphic advertisement promoting the newly redesigned Teaching and Learning Certificate.
information and digital literacy into their work. In order to give participants an idea of the kinds of activities they could complete to earn points, the librarians designed a menu of items that features existing services that the UW Libraries offer.
Examples of menu items include working with a librarian to design LibGuides or tutorials for a course, applying for an Open Educational Resources (OER) alt-text book grant, attending a library workshop, teaching a session with library resources or the collections at the American Heritage Center (the archival institution housed on our campus), creating data management plans, and much more. This menu incorporates all of the different services or spaces within the UW Libraries, including the American Heritage Center, UW Libraries Special Collections, and the Makerspace housed within the libraries.
Having participants complete activities within the program requires no extra work for librarians. Essentially, this is another way for the library to creatively advertise its services with the added value of participants earning program points.
Four librarians contributed to the creation and content of the badge program: the instructional design librarian, the student success librarian, the digital scholarship librarian, and the data management librarian. Currently, all but the digital scholarship librarian manage the program. The instructional design librarian is the team lead, managing much of our online presence and acting as our main contact with ECTL. The student success librarian is co-lead, assisting the instructional design librarian when needed. The data management librarian provides subject-specific expertise and services to program participants.
One of the main goals of this certificate is to involve the entire library in the different programming. We are currently working to include our Resource, Discovery, and Management Division, which houses our collection development, e-resources, cataloging, and technical services. The American Heritage Center is also an official partner in this badge program and has included the majority of the services they provide, including instruction, grants, digital content, and records management as menu options for participants to earn points.
Another unique element to the badge program is the creation of fast-tracks. Because there are many options for participants to earn points, we wanted to create easy ways for participants to earn the 25-point bronze badge. This creates a more structured way for participants to earn badges quickly. Each fast-track is centered around specific themes or skills. The first fast-track is centered around the UW Libraries OER initiative managed by the digital scholarship librarian. Participants can earn a badge by applying for and completing an OER grant and presenting on their OER implementation. Librarians are looking to incorporate more fast-tracks, potentially focusing on instruction, research data, and archives, as we continue to develop the badge program.

The first year
The first year of the Information and Digital Literacy Badge has been a period of rapid change and growth with positive feedback overall from both participants and organizers. There are currently 53 participants in the redesigned Teaching and Learning Certificate Program and 20 participants within the Information and Digital Literacy Badge. Currently, enrollment in the Information and Digital Literacy Badge represents 38% of total enrollment across the entire certificate and badge program. Half of the Information and Digital Literacy Badge participants are active (i.e., have submitted prequestions or reflections for activities).
So far, none of the participants have completed the program. However, the lead librarians have conducted consultations with 41% of badge participants, indicating high engagement between librarians and participants.
The program has had several successes over this first year. One such example was presenting twice at the Lunch and Learn series sponsored by ECTL. Once a week, presenters from around campus discuss different topics geared toward improving teaching and learn-ing. Librarians cotaught two lunch sessions: "Data Management and Data Literacy in Research Assignment Design" and "Designing a Research Assignment with Information and Digital Literacies." We promoted our badge program during both of the sessions and as a result saw increased enrollment and participation. Another opportunity for collaboration is at the ECTL S u mmer Boot C a m p . This series consists of m o n t h l y h a l f -d a y workshops i n s t r u ct o r s c a n a t t e n d . Each Boot C a m p i s organized around a theme with presenters from across campus (including the Libraries). Another accomplishment from this first year is the positive feedback we have received on our menu of options for participants. Several participants have commented on how helpful the menu is because it provides guidance on a variety of activities and opportunities that count towards earning the badge and approximately how many hours one can earn from that particular activity.
One aspect of the program we have found challenging is managing the self-directed nature of the certificate program. This approach allows participants to structure their activities within their own schedules. However, there is no structured timeline for completion of the certificate and badges, other than a three-year time limit, so it is difficult to maintain consistent contact with badge participants and encourage them to keep up their momentum. Consequently, we have begun to contact participants and work to develop a plan for points to finish the program. We hope to continue facilitating these conversations as the badge program grows.
As we continue to develop the Information and Digital Literacy Badge, we are considering different ways to incorporate the feedback we have received from the first year. We hope to continue to add to our menu of options by incorporating more l i b r a r y s e r v i c e s and offering more fast-track o p t i o n s . T h e r e a r e a l s o potential p a r t n e rships outside of the Libraries, which include the A r t Museum, the Geology Museum, and the College of Engineering Makerspace.
We have also encountered problems with consistency between the reflections of various badge focus areas and the certificate core. The activity reflections often need some adjustments after the participant's initial submission in order for the participant to earn their points. For example, we have had participants only say they attended a workshop rather than properly reflect on how the workshop relates to information and digital literacy and applies to their teaching and/or research. To create a higher and more consistent standard of work, we have developed an assessment rubric and sample reflections that are available to participants to help increase the awareness of expectations for this badge program.
Another challenge is getting the entire program management team on board with creating certain standardized elements for the Teaching and Learning Certificate. For example, our Information and Digital Literacy Badge Rubric given to participants detailing different elements to include in their reflections.
Program has implemented a pre-and post-test for all program participants to assess their growth and progress as they complete their badge. All participants answer five reflective questions about information and digital literacy when they start the badge program, and later answer the same five questions when they are ready to finish. Using the same questions for the pre-and post-test allows us to compare and assess what they have learned. We had hoped to create a standardized pre-and post-test across all of the different badges but have yet to get buy-in across the board.

COVID-19
COVID-19 and the moving online of all services and courses in Spring 2020 through Spring 2021 has had a major impact on the number of active participants in the Teaching and Learning Certificate. As with many other campuses across the world the University of Wyoming went to fully online services in March 2020 and the libraries shut their doors. This stopped many of the different workshops, instruction sessions, and programs that UW Libraries and the ECTL had planned. Additionally, graduate students, faculty and staff all had higher priorities with moving their classes online. This meant we saw a large drop in participation after March 2020.
We had two graduate students who were on track to graduate from the Teaching and Learning Certificate in April 2020 with badges in Information and Digital Literacy who have not completed their activities and have now graduated from the University of Wyoming.
Summer 2020 to Spring 2021 brought renewed participation in the program. We jumped from 33% of the participants being active (i.e. participating in the pre-tests or submitting reflections) in the Information and Digital Literacy Certificate to 50% of the participants being active.
The Instructional Design Librarian worked with ECTL to provide content for both week-and month-long courses in which a majority of faculty on the UW campus participated. Participants in the final day or week of the course worked with topics on open education, data management, information and digital literacies, and the support the libraries can provide in those areas. Videos and written content were created for these topics. This is where the focus has continued to be while faculty continue to adapt to the changing environment the COVID pandemic has brought. Participants can receive points within the Teaching and Learning Certificate for participating in these week-or month-long workshops.

Future goals
We continue looking towards the future of the Information and Digital Literacy Badge and how we can expand our program offerings. We are actively pursuing more fast-tracks akin to the one already in existence for OER. The data management librarian is currently creating a data management fast-track, which will consist of following research data through its life cycle, with activities including consulting with a librarian, creating a data management plan, and storing data in a data repository.
Another fast-track in the works is for instruction, where an instructor can come and consult on assignment or syllabus design, work with a librarian to implement changes in their class, or incorporate new library services, such as special collection or course reserves.
As this program continues to grow, we hope to increase the number of participants involved, expand the recommended activities for participants, further the awareness of our program through direct marketing, and welcome new academic partners to the program. We want to continually evaluate what parts of the program are successful and what areas can be improved to help participants finish the program to receive their badges.
We also hope to have participants progress beyond the basic 25-point bronze badge and earn silver (50 points) and gold badges (75 points), eventually completing a full 100-point certificate in information and digital literacy. The Information and Digital Literacy Badge has been a valuable collaborative experience and a model for other library collaborations across campus. Note 1. A Menu of Activities for the Information and Digital Literacy Badge Program, along with pre-and post-test questions, are available in the University of Wyoming institutional repository.


Multiple representation based physics learning to improve students learning outcomes at SMAN 3 Jember on projectile motion materials

This research informs about multiple representation based physics learning. Multiple representation is an alternative learning strategy that is very important in physics. The delivery of material in various representations in the form of verbal, mathematical, picture and graphic will provide variations in the learning process so that it can make it easier for students to capture learning material. This is the advantage of multiple representation based learning. This study aims to analyze physics learning based on multiple representation of the learning outcomes of SMAN 3 Jember students, especially on Projectile Motion material. The type of research is quantitative descriptive with respondents consisting of 52 students of class XII MIPA SMAN 3 Jember. Respondents were given a pretest and posttest which consisted of 10 multiple choice questions including verbal, graphic, picture, vector and graphic representations. The research data obtained were analyzed by looking for the N-gain value to determine the category of increasing multiple representation based physics learning on student learning outcomes. The N-gain value obtained at 0.47 indicating that there was an increase student learning outcomes with the medium category.

Introduction
Physics as a science subject is a very important. Besides being able to explain natural phenomena, physics is also the forefront of developments in the field of technology. This is in line with the expected competency demands for students after studying physics at the SMA/MA level, those are understanding natural phenomena and understanding the impact of physics development on technological development [1].
Given the importance of physics, there must be innovation and creativity of teachers in carrying out physics learning. The prospect, the goal of learning physics can be achieved. In the development of the field of education, many innovative approaches, strategies, models, methods and techniques are found in conducting learning, especially learning physics. One of them, is multiple representation based physics learning. Multiple representation is the representation of the same material in different forms of delivery [2] can be in the form of verbal, mathematical, picture and graphic [3,4]. Unfortunately, so far the physics learning process has not emphasized important representations in the delivery of material. Whereas in physics learning delivery with multiple representation will greatly help students' understanding in capturing material [5].
The multiple representation functions include: 1) complementary function, some representations will provide information or learning in a different way so that students are expected to benefit from the multiple presentations presented, 2) the constraining function, the information through the given E-mail: ketut.fkip@unej.ac.id IOP Publishing doi:10.1088/1742-6596/1832/1/012045 2 representation makes the material easier for students to understand so that it can constrain other interpretations, 3) constructing functions, with some representations displayed can build and broaden students' understanding of the material presented [6].
Learning using multiple representation has several advantages, among others: providing opportunities for students who have different intelligence backgrounds (multiple intelligence), can visualize something that is abstract so that it helps students in understanding concepts or materials, and can help in solving physics problems that require reasoning, illustrations and mathematical equations [7,8].
Mathematics has an important role in learning physics. Like a 'twin brother' physics and mathematics cannot be separated in learning. Therefore, physics learning requires a specific strategy in its delivery. Moreover, mathematics is often being an obstacle for students in receiving physics lessons. Physics learning should not only express mathematical symbols, but also display picture and graphic in addition to verbal language that can help students understand the physical phenomena of these mathematical equations [9].
Several studies have shown the influence and effectiveness of multiple representations in explaining physics materials, including: the effect of multiple representations on understanding material and scientific consistency in physics learning [5], multiple representation-based physics learning can improve student skills in problem solving [10] and teaching materials based on multiple representation can improve the mastery of concepts [11]. Besides being able to provide variations in the delivery of material in the form of verbal, mathematical, picture and graphic, multiple representation also makes it easy for students to capture learning material because the material is delivered in various representations [12]. This shows that multiple representation is an appropriate alternative strategy in learning physics.
From the observations made, most students have difficulty in learning projectile motion. Some of the reasons put forward include: too many formulas, learning is not interesting and does not understand the concept. Projectile motion is one of the high school physics materials that must be mastered by students. The basic competence which is expected to be mastered by students is to analyze the projectile motion using vectors, the following physical meaning and its application in daily life [1]. Of course to achieve these basic competencies, teachers must have a strategy in learning after determining the indicators of competency achievement. One of learning strategies that can be used is multiple represention based learning.
Multiple representation based learning can be implemented by using several learning media, among others: flash media as a means of animated visualization that can make students motivated, active and easier to master concepts [13] and as well as multiple representation based physics modules can improve students' critical thinking skills [14]. This shows that the right multiple representation learning media also contributes to improving student abilities and has an impact on student learning outcomes that are increasing.

Method
The type of research used in this research is quantitative descriptive with respondents consisting of 52 students of class XII MIPA SMAN 3 Jember. Respondents given a pretest at the beginning of learning and posttest after finishing learning the material of projectile motion. The Pretest and posttest consist of 10 multiple choice questions including verbal, mathematical, picture, vector and graphic of two question respectively. Considering that the research was conducted during the COVID 19 pandemic, both the pretest, posttest and learning were carried out online. The Pretest and posttest were carried out using the google form application while learning through the zoom application. For students who had network difficulties,The researchers provide a link of explanation material via youtube. The research data obtained were analyzed by looking for the N-gain value to determine the category of improving physics learning based on multiple representations of student learning outcomes.

Result
In this study students were given questions consisting of 10 multiple choice questions with distribution: questions number 1 and 6 were questions to test students' ability on verbal representations, questions numbers 2 and 7 were questions to test students' abilities in mathematical representations, questions number 3 and 8 is a question to test the ability of students in picture representation, questions number 4 and 9 are questions to test the ability of students in vector representation, while questions number 5 and 10 are questions to test student ability in graphical representation.
The research data obtained in the form of students' correct answers to each item as well as the pretest and posttest scores. The ability of students in each representation is shown by the percentage of the number of students who answered correctly on each question according to the shape of the representation in the problem. Furthermore, it is made in graphical form and explained descriptively. While the pretest and posttest values are used to find the N-gain value.
The student's ability to answer questions in verbal form, namely questions number 1 and 6 can be seen in the following graph: There are still students who have difficulty in verbal delivery of a mathematical form or mathematical meaning in a verbal form. Therefore we need the help of mathematical representation in the process of verbal explanation. However, seen in graph 1 there is an increase in the number of students who answer correctly between pretest and posttest.
The student's ability to answer questions in mathematical form, namely in questions number 2 and 7 can be seen in the following graph:  Figure 3. Graph of percentage of students answering correctly about mathematical form Figure 3 shows the number of students who could correctly answer question number 2 at the pretest was only 31%, as well as 54% in the posttest meant that there were still about half the number of students having difficulty solving mathematical form questions. Whereas for question number 7 there was a very large increase for students who answered right at posttest. As an illustration, we see the form of question number 2 as follows: The ability of students to answer questions in the form of images that are in questions number 3 and 8 can be seen in the following graph:   Figure 5, it can be seen that there is an increase in the number of students who answered correctly between pretest and posttest both in question number 3 and number 8. Although the increase that occurred was not optimal. One example problem in the form of a picture as follows: The student's ability to answer questions in vectors form, namely questions number 4 and 9 can be seen in the following graph: The student's ability to answer questions in graphical form, namely questions number 5 and 10 can be seen in the following graph: Figure 9. Graphic percentage of the number of students answering correctly about the the graphic form Figure 9 shows that most students have difficulty in understanding the graph in question number 5 during the pretest. This can be seen from the data in graph 5 only 10% of students answered correctly. Similarly, in number 10 almost half the number of students who have not been able to solve the problem correctly. As an illustration the form of question number 5 is as follows:

Figure 10. Questions in graphical form
The teacher needs to explain how the various graphic shapes in the projectile motion correspond to the requested variable. For example, the shape of the graph between the speed on the x-axis with time, the graph between the speed on the y-axis with time, distance traveled with time or height of objects with time. This can be done by making a table on each variable, then students are asked to draw a graph.
In this study, researchers used the Power Point media (PPT) to explore physics learning of projectile motion material based on multiple presentations to explain to students. PPT media that is used displays several representations in the learning process, namely: verbal, mathematical, images, vectors, graphs and even animations and videos to make students more interested and motivated and easy to understand in learning projectile motion. This complete representation is expected to improve students' understanding of projectile motion. The examples of the forms of representation used in PPT are as follows:  Figure 11. Picture of representation form in PPT Figure 11 shows an example of learning delivered through PPT media. The hope is that students will more easily understand and solve projectile motion problems in various forms of representation.
The average percentage graph of the number of students answering correctly on the questions of each form of verbal, mathematical, images, vectors and graphs representation can be seen in the graphic below: In general, it can be seen in Figure 12 that there is an increase in the percentage of the number of students who answer correctly in each form of each question either verbal, mathematical, picture, vector and graphic between the pretest and posttest. The results of the average pretest and posttest values can be seen in the graphic image below: Figure 13. Graph mean values of pretest and posttest It can be seen from Figure 13 that there is an increase of 30.2% in the average value of student learning outcomes from pretest to posttest.
Meanwhile, to find out the category of increasing student learning outcomes can see the value of Ngain. The normalized N-gain classification according to Richard R. Hake can be seen in the following be seen that the N-gain value of the study is 0.47, which shows an increase in student learning outcomes including the medium category.

Discussion
From the analysis of research data conducted by calculating the value of N-gain, it appears that there is an increase in student learning outcomes after getting multiple representation based physics learning. This is in line with other studies which state that the multiple representation learning approach can improve student learning outcomes [15].
Multirepresentation learning tries to display all important representations in learning in the form of verbal, mathematical, picture and graphic. It aims to form a complete understanding of students so that it can be used in solving problems [16,17]. Seen in the questions given often not only raises one representation, but also requires an understanding of other representations. Therefore, the delivery of multiple representation based physics learning is needed.
The possible reason for the results obtained was less than optimal was that the research was conducted during the CÖVID 19 pandemic. There are several things that cause obstacles in the learning process online, including: 1) The role of the teacher in providing explanations is not optimal because of limited expressions and explanations in delivering material, 2) The lack of optimal interaction process between teachers and students becomes an obstacle in understanding the material, because the limitations of students to ask questions directly about the material difficulties faced, 3) Teachers cannot directly monitor and control what students do. Do students really learn and understand the material that has been conveyed, 4) Frequent network and connection disruptions also cause disconnection of information conveyed by the teacher, 5) For students who do not have communication tools or quotas, finally the teacher's explanation is only replaced by viewing the learning video PPT delivered by the teacher.
However, in the midst of the existing limitations, it turns out that Multiple representation based physics learning still has an influence on improving student learning outcomes.

Conclusion
Based on the exposure to the results and data analysis, it can be concluded that physics learning based on multiple representation has an effect on improving student learning outcomes, especially projectile motion material in class XII MIPA SMAN 3 Jember with the medium category.
Multiple representations make it easier for students to understand physics material because the material is presented in various representations in the form of verbal, mathematical, picture and graphic [5]. Furthermore, it is necessary to carry out further research and development on the presentation of other physics material by using multiple representations and testing on a broader scale.


ACCUSTOMING STUDENTS’ POLITE LANGUAGE THROUGH MOTHER: ITS BARRIERS

This article principally discusses one of the enticing issues which is to accustom language politeness. This study focuses on the use of MOTHER (Madurese Theme Role Play) to accustom students’ language politeness at university level particularly at University of Trunojoyo Madura. It aims to discover and explain how maxim of GSP (General Strategy of Politeness) are utilized in the Madurese Theme Role Play. Moreover, it also aims to reveal some barriers in utilizing MOTHER to accustom students’ language politeness. This study uses qualitative design of the research. In order to get the data, observation and depth interview are applied. In addition, field-notes are used during the observation and interview to collect the data. Besides, audio-recording is also conducted to gain additional detailed information that is likely missing on the fieldnotes. Interactive model of data analysis is applied to analyze the data, including data reduction, data display, and data verification. The result of the study shows that ten maxims of politeness in the implementation of Madurese Theme Role Play are found. The eighty-three data are classified into ten maxims of politeness: generosity maxim, tact maxim, approbation maxim, modesty maxim, obligation (of S to O) maxim, Obligation (of O to S) maxim, agreement maxim, opinion reticence maxim, sympathy maxim, and feeling reticence maxim. Besides, the seven barriers are encountered during the implementation of MOTHER to accustom students’ language politeness, including students’ difficulties to coordinate and cooperate with the team, to elaborate the plot of the role play, to discover references and find attractive story ideas deal with Madurese themes, to create polite dialogues of the role play, to specifies the context (to whom) the dialogue is addressed to, and to determine the title of role play.

INTRODUCTION
In our society, communication is not simply to convey the intentions to interlocutors. People are expected to recognize and apply language ethics or language procedures that fulfill cultural values implemented in our society. The speaker who are able to speak politely will be more admissible in our society rather than those who speak harshly. Furthermore, to communicate ethically can keep people away from social conflicts and avoid conflicts caused by socially inappropriate language in the communication. This is something that must be considered by the speakers.
Communicating in polite language is an obvious form of good language procedures. All language users are required to speak politely. In other hand, what we think about polite language is still hazy because being linguistically polite for people in one culture does not mean being polite for people in another culture. Language politeness is truly related to the culture of the language itself, yet "the values considered norms vary from culture to culture" (Leech, 2014). In this case, Watts (2003) pointed out that polite language might be characterized as an expression, namely language, which displays respect towards or consideration for others. It means that to be considered linguistically polite in communication, the speaker might need to avoid using too direct language. For example, in some culture there is a need to apply language containing respectful forms of address, such as "sir" or "madam" and language displaying certain polite formulaic utterance, such as "please", "thank you", "excuse me" or "sorry" in order to be considered polite in communicative interaction.
The term 'language politeness' is commonly discussed in the area of Pragmatics. It is related to the way how the speakers show an honor for others' "face" (i.e. public self-image) in conversation (Brown and Levinson, 1987); reinforce interpersonal relationships; and follow the rules for appropriate behaviors considered by the society (Leech, 2014). Public self-image (self-esteem (Leech, 2014)), in this case, includes the feeling and desires ('face-wants' (Kadar and Haugh, 2013)) of the interlocutors. Following Brown and Levinson (1987), in the case of strategy of showing politeness to interlocutors Leech (2014) mentioned 'positive face goal" which deals with the need of avoiding loss of face and "negative face goal" which deals with the need of enhancing face. Avoiding loss of face means that speakers need to lessen potency of lowering interlocutors' self-esteem in communication. On the other hand, enhancing face means that speakers need to heighten the hearers' self-esteem.
A phenomenon related to the issue of language politeness-which is occasionally termed 'linguistic politeness' (Watts, 2003)often occurs in our daily interaction. The phenomenon is found both in direct (face-to-face) communication and indirect communication like in communication through online application media. The following excerpt taken from personal chat in Whatsapp is as an example.
S: "Mam, mau tanya, besok berarti kita ga ada pertemuan ya?" (Mom, just for asking, we won't have class tomorrow, right?) T: "???" (only replies with some question marks) The example above is taken from personal Whattsapp chat between a lecturer and her student of a state university in Madura. Considering the running value of norms in Madurese society, the way the student communicates to the lecturer is perceived 'impolite' because the expression used is too direct and structurally informal, that lowers the self-esteem of the lecturer. What is socially expected in this situation is that the student uses indirect expressions; lessens the directness; which can maintain or heighten the teacher's self-esteem. In simpler words, the student is expected to apply what Leech (2014) called "Neg-Politeness" strategy.
It is expected that the student can enhance the lecturer's face (to maintain her self-esteem) using expression which is not too direct, such as by adding polite formulaic utterance like "mohon maaf" (excuse me), "mohon ijin" (please allow…), and using formal structure of the language in questioning. In relation to such situation, viewed from the social norms running in Madura, the social relation between t and student is what Leech (2014) called 'vertical social distance'. In this case, the student is on scale of lower status and power while the teacher is on scale of higher status and power.
The example above is one of examples of socially inappropriate language used by students at university level. It is felt as a crucial issue which urgently needs solving. Moreover, it is becoming lecturer's issue to overcome. As an educator, the lecturer has moral responsibilities to solve the problem by educating the students to be good language users in their communication. It is a duty for the lecturer to teach and accustom the students to use socially acceptable and appropriate language in their communicative interaction because "politeness is not something we are born with, but something we have to learn and be socialized into" (Watts, 2003).
In teaching and accustoming politeness to the students of University of Trunojoyo Madura, we need interesting and creative activities so that it is always remembered and applied in their daily lives. One of the interesting and creative ways is a method called MOTHER. It stands for Madurese Theme Role Play. MOTHER is a roleplaying method using themes about Madurese culture as local wisdom. The use of themes related to Madurese culture will certainly provide added value. The students who come from various regions in Indonesia are able toc understand and appreciate the culture in which they live during they study at University of Trunojoyo Madura.
Roleplaying method is chosen because it has several benefits. One of them is to help students to understand themselves in everyday life, so that they are able to explore feelings and develop sympathy and empathy in everyday life. This benefit closely related to how to respect other people from various social classes with polite and appropriate language.
Based on the descriptions above, this article tries to discuss how the maxims of General Strategy of Politeness are applied in MOTHER (Madurese Theme Role Play). Also, this article is in attempt to reveal some barriers in utilizing MOTHER to accustom students' polite language.

THEORETICAL FRAMEWORK
In analyzing data related to language politeness, pragmalinguistic and sociopragmatic approaches are applied. Pragmalinguistic politeness scale and sociopragmatic politeness scale are used to view language politeness (Leech, 2014). Degrees of politeness especially the lexigrammatical form and semantic interpretation of the utterance used by the participants in communication can be measured by pragmalinguistic scale. Meanwhile, degrees of politeness in relation to norms in a given society, group, or situation of the communication can be understood by sociopragmatic scale. So, different from the former scale, the latter scale can show "over-politeness" and "under-politeness," as well as "politeness appropriate to the situation." In analyzing the data and interpreting the finding, this study utilizes pragmalinguistic approach that is combined with sociopragmatic approach.
Leech (2014) stated that in communicating with other people, a speaker should express utterances containing the favorable value of the interlocutor and avoid offenses. For this case, a model of politeness strategy called GSP (General Strategy of Politeness) with 10 component maxims is exemplified. The ten maxims include: 'Generosity'; 'Tact'; 'Approbation'; 'Modesty'; 'Obligation' (of S to O); 'Obligation' (of O to S); 'Agreement'; 'Opinion reticence'; 'Sympathy'; and 'Feeling reticence'.

METHODS
This study utilizes qualitative design of the research to explain the students' language politeness phenomenon happening at Universitas Trunojoyo Madura. In order to get the data, observation and depth interview are used. In addition, field-notes are used during the observation and interview to collect the data. Moreover, audiorecording is also done to get additional detailed information that is likely missing on the field-notes. In analyzing the data, interactive model of data analysis is applied. They are data reduction, data display, and data verification.

RESULTS AND DISCUSSION
Some utterances containing maxims of GSP (General Strategy of Politeness) are found in two scripts of Madurese Theme Role Play entitled "Marlena" and "Jumpa Kawan", and eighty-three data which are classified on the basis of GSP have been found. A table is used to display the data. The data are classified into General Strategy of Politeness, including: generosity maxim, tact maxim, approbation maxim, modesty maxim, obligation (of S to O) maxim, Obligation (of O to S) maxim, agreement maxim, opinion reticence maxim, sympathy maxim, and feeling reticence maxim proposed by Leech (2014). They are shown in Table 1. The table above shows that all GSP are available for the data found in the scripts of Madurese culture role play. Based on the frequency of each maxim, it can be known that all maxims of GSP are found in the source of data. In this case, generosity maxim becomes the most frequent maxim of GSP including all data; It has twenty-two data. The next position provides that agreement maxim is in the second position having twenty data of the total eighty-three data found. Then, approbation maxim has ten data of the total data found. Tact maxim, obligation (of S to O) maxim, and opinion reticence maxim have the same amount of data, each of them has six data. The next position is sympathy maxim having five data of the total eighty-three data found. Obligation (of O to S) maxim and feeling reticence maxim have the same frequent of data, each of them has three data. The lowest frequent maxim of GSP is modesty maxim having two data of the total eighty-three data found.

General Strategy of Politeness Found in MOTHER
As Leech (2014) wrote, the politeness principles are generosity maxim, tact maxim, approbation maxim, modesty maxim, obligation maxim (of S to O), Obligation maxim (of O to S), agreement maxim, opinion reticence maxim, sympathy maxim, and feeling reticence maxim. Based on the data found, the three maxims that occur frequently are generosity maxim, agreement maxim, and approbation maxim. The discussion focuses on these three maxims. In addition, the writer analyzes each of the data classified into those maxims of GSP based on the definitions proposed by Leech (2014).

Generosity Maxim
The concept of generosity maxim is to give a high value to other's wants. This maxim can be direct or even impositioning, for example offers, invitations, and promises (Leech, 2014). This maxim has the total twenty-two data analyzed. Extract 1 (taken from Madurese Culture role play script entitled "Marlena") will be the representative of the total twenty-two data that is explained further in the discussion below. Both Marlena and Siti insist to give high value to others' wants. Marlena sacrifices herself not to continue her study because her father does not want her to do that. She tries to value her father's want. Moreover, Siti urges Marlena to continue her study at university. She is sure that being well educated is one of the ways to reach a success. Therefore, Marlena and Siti's utterances are classified into generosity maxim.

Extract
Marlena and Siti's utterances above sound polite because they contain favorable value to others. The word "harus" becomes insistent direct feature to show that speaker truly supports what others' want. The speakers motivate others/interlocutors to fight for their wants. These can be a good example for the students of college how to imply meaning by avoiding offense in their daily speech event.

Agreement maxim
Leech (2014) states that agreement maxim deals with giving value to others' opinions. In responding to others' opinions or judgement, agreement is the preferred response and disagreement is dispreferred response. The following extract about agreement maxim is a representative of the total twenty data. From extract 2 above, it can be seen that both Marlena and Siti utter an agreement in responding other's opinion. Marlena agrees with Siti's opinion that she must not be a satay seller in the future. She says "ya enggaklah, Sit!" has the meaning that she agrees about Siti's fear of her future. In addition, Siti says "nah, itu kamu bisa berfikir gitu" to show her agreement when Marlena promises to give best education for her children in the future. They utter preferred responses to respond other's opinion, so these responses are included in agreement maxim.

Approbation Maxim
This maxim is associated with quality. When speaker gives a high value to others' qualities, it means that she fulfills approbation maxim. As stated by Watt (2003), approbation maxim is to minimize dispraise of other and to maximize praise of other. The speaker tends to give praises to hearers or others. On the other hand, they tend to avoid saying unpleasant things about the others. In the two role play scripts, there are ten data of approbation maxim. The extract contains this maxim will be discussed below. Laura's bolded utterances above shows that she maximizes praise to Mia's explanation about the origin of bebek songkem. She also tends to give high value to Madura island that has extraordinary food like bebek songkem. It has deep philosophy on its name. Laura does not show any dispraise on her utterance. These utterances are categorized as approbation maxim.

Some Barriers in Utilizing MOTHER
Seven barriers are encountered during the implementation of MOTHER to accustom students' language politeness. These barriers are found by doing interview and taking field-notes. The barriers are to coordinate and cooperate with the team, to elaborate the plot of the role play, to discover references and find attractive story ideas deal with Madurese themes, to create polite dialogues of the role play, to specifies the context (to whom) the dialogue is addressed to, and to determine the title of role play. They can be seen in Table 2.

No.
The barriers Percentage 1.
To coordinate and cooperate with the team 67,7 2.
To elaborate the plot of the role play 66 3.
To discover references and finding attractive story ideas deal with Madurese themes 55,9

4.
To create polite dialogues of the role play 42,3 5.
To specifies the context (to whom) the dialogue is addressed to 32 6.
To determine the title of role play 10 Based on the data found, the three barriers that appear mostly are to coordinate and cooperate with the team, to elaborate the plot of the role play, and to discover references and finding attractive story ideas deal with Madurese themes. The discussion focuses on these three barriers.
The most frequent barrier said by respondents are to coordinate and cooperate with the team. As many as 67.7% of respondents stated that they had difficulty to coordinate with their groups. Based on the data analysis that has been done, this is because the coordination must be done over a long distance or online. The Covid-19 pandemic outbreak, which requires people to communicate long distances is a major factor in the difficulty of coordinating with the team. The determination of tasks and roles in implementing MOTHER must be discussed online, while not all team members have adequate internet facilities so that coordination is not optimal. Following are the statements of several respondents regarding this matter. R-2 : "… kesulitan berinteraksi antara anggota kelompok dikarenakan sinyal yangg kurang baik…" R-5 : "… yang sifatnya online sehingga lambat dalam penyusunan karna interaksi yang sulit…" R-52 : "… kurangnya komunikasi yang baik antar anggota. Yang sering muncul untuk diskusi di grup, hanya orang itu-itu saja, ya meskipun anggota yang lain juga sudah ikut berdiskusi dan berpartisipatif dengan baik tapi, komunikasi yang lancar juga perlu ditingkatkan agar diskusinya enak, dan nyambung terus." The second barrier mostly appears is to elaborate the plot of the role play. As many as 66% of the respondents involved answered "yes" when they are asked if they had difficulty developing the plot of the role play. In this case, language is the main reason. Students have difficulty composing and developing sentences in the script they make. The difficulty in composing and developing these sentences results in him making or arranging an order in the dialogue that is in the role play. Some respondents stated that it was difficult to choose vocabulary mainly in determining the right sentence, compiling a script in good and correct language, and others. Here are some respondents' statements related to the elaborating plot of the role play which is closely related to language. R-1 : "Kesulitan dalam alur cerita tentang judulnya dan permasalahan yag terjadi…" R-8 : "Kesulitannya mencari tahu cerita yang diangkat, membuat alur dan dialog antar tokoh." R-34 :"…kesulitan membuat kosakata yang bagus dalam merangkai kalimat … menggabungkan beberapa ide dan pikiran ke dalam suatu teks supaya padu …" The third barrier complained many times is they had difficulty discovering references and finding attractive story ideas deal with Madurese themes. This is because the availability of reference books and articles that specifically discuss some matters related to Madura (such as: folklore, traditions and culture, principles, language, Madurese society, etc.) is still minimal and difficult to find for easy and free access. In this regard, in applying MOTHER, respondents also experienced difficulties in finding story ideas in the role play. As many as 55.9% of respondents answered 'yes' when asked if they had difficulty finding story ideas in a Madurese theme role play. One of the reasons why they have difficulty in finding story ideas is because many students, especially those from outside Madura, do not understand the traditions that are exist in Madura. So, more references are needed that talk about Madura to find story ideas in the role play. The following is the statements of respondents who experienced difficulties in discovering references and finding story ideas of role play deal with Madurese themes. R-12 : "… sampai harus mewawancarai tokoh masyarakat yang mengetahui cerita …" R-6 : "Kesulitannya yaitu …, mencari ide agar cerita menjadi sekreatif mungkin."

CONCLUSION
In accordance with what was designed by Leech (2014), the findings in this study have shown that the GSP (General Strategy of Politeness) model has appeared in the utilization of MOTHER (Madurese Theme Role Play) to accustom students to use polite or modest language. The utilization involves the 10 components of maxim, including generosity maxim, tact maxim, approbation maxim, modesty maxim, obligation (of S to O) maxim, Obligation (of O to S) maxim, agreement maxim, opinion reticence maxim, sympathy maxim, and feeling reticence maxim. Moreover, seven barriers are also found during the utilization of MOTHER, including to coordinate and cooperate with the team, to elaborate the plot of the role play, to discover references and find attractive story ideas deal with Madurese themes, to create polite dialogues of the role play, to specifies the context (to whom) the dialogue is addressed to, and to determine the title of role play. Furthermore, the issue of cultural diversity influencing the use of polite language by one speaker and another, for example the values considered norms vary from culture to culture; or being linguistically polite in one culture does not mean polite in another culture. Therefore, it is expected that the next study will explain and discuss further about how cultural values affect the use of the maxims in showing consideration of others' face (public self-image). In this case, an approach that can be particularly used to view the findings or issues related to linguistic politeness is Sociopragmatic scale.


s2fieldsofstudy: Education Business

text:
The Development of Learning Management To Enhance Mathematical Thinking Ability For Secondary School Students

The objectives of this research was to develop the learning management process for enhancing the Secondary School Students’ Mathematical Thinking Ability. There were 3 steps of development including: 1) the synthesis of related research literature, 2) the outlining of learning management process, and 3) the evaluation in Propriety of learning process by 5 experts in Mathematical Learning Management and Evaluation through Focus Group Discussion and usage of Evaluation Form in Propriety of Learning Management including 5 steps: 1) the experience association, 2) the association of knowledge construction, 3) the problem consideration, 4) the sharing, and 5) the learning reflection and evaluation of Propriety in learning management process, found that Propriety of the learning management process for enhancing the Secondary School Students’ Mathematical Thinking Ability, was in “The Highest” level.

Introduction
The trend of changing world during the 21 st century impacted in economic, social, environmental, science, technology, and political aspects of every country especially the advancement in information communication and technology with unlimited limitation. As a result, it was globalization which could communicate with each other quickly. Every country in global community emphasized on and hurriedly developed to keep pace with changing world situation and could compete with various countries in the world. It was necessary to prepare readiness in many aspects especially in human resource development for being foundation of national development. Therefore, the education played an important role directly for developing the quality and potential human resource including knowledge, skill, competency, and desirable characteristic based on the need for using human energy and being able to compete with various countries. (Office of the Education Council, 2014) For recent educational management in Thailand, it was during the 12 th issue of Economic and Social Development (2017-2022), the first 5 years of 20 years for national strategic movement (2017-2036) into practice as a major master plan in Thailand national development to be secure, prosperous, and sustainable. It was the time for national reform in solving different aspects of basic problem being collected for a long period of time. It was very challenging duration of Thailand to adjust itself by hurrying to develop science, technology, research and development, and innovation to be major factors in moving every aspect of development for enhancing competitive competency level among more serious world competition. However, there were many limitations of problem situation in Thailand including low quality of Thai people, most of labors had problems in body of knowledge, skill, and attitude. The society lacked of quality with inequality which was obstacle in potential improvement. In Education, it was found that the Educational Quality and Learning of Thai people still be in low level even they obtained higher level of education. Considering the students' O-NET learning achievement found that their average score was lower than 50%. Furthermore, national score from PISA found that their scores were lower than many countries with similar developmental level. Since there was major limitation in Thai Education including the problem of curriculum and instructional system focusing on memorization leading to the lack of creativity. (The Office of National Economic and Social Commission, Office of the Prime Minister, 2016) For national evaluation of PISA, aimed to evaluate educational system quality to prepare readiness for people's potentiality or necessary basic competency in livelihood of changing world by focusing on the evaluation of students' competency in applying their knowledge and skill in real life rather than learning based on school curriculum. PISA evaluated 3 aspects of evaluation in students' knowing: knowing in reading, knowing in Mathematics and Science. In Thailand, under 20-year national strategic plan into the 12 th issue of national economic and social development plan during 2017-2021, started to emphasize on using the outcome from national evaluation by determining PISA score in each subject, as a part of educational quality indicator of Thailand as well. So, it was starting point of policy significance for developing the educational quality into learning in order to apply knowledge in real life world. But, according to the report of PISA Thailand (2016) in Mathematics, found that the trend of Thai Students' Mathematics score from PISA since 2000 to PISA 2015, were decreased. It was supported by evaluation based on project TIMSS (Trends in International Mathematics and Science Study) Project, study in the trend of educational management in Mathematics and Science through evaluation of Pratomsuksa 4 Students and Matayomsuksa 2 Students in Mathematics and Science Subjects, reflected that most of Thai Students' Mathematical Learning Ability was in low level. Moreover, there was little number of students with advanced Mathematical Learning Achievement. It was supported by educational standard testing in Thailand, the O-NET, found that Thai Students' Mathematical Learning Quality was decreased continuously which indicated the regression of Thai Mathematics Education. (National Institute of Educational Testing Service, 2016) There were problems in basic education level and evaluation in PISA and TIMSS indicating the international education competition. The problems were indicated that our youth needed to receive knowledge and skill equally with the youth in other places. Mathematical Curriculum in Thai Schools had to be equal with curriculum in international community. Both of TIMSS and PISA included conceptual framework of Mathematical Evaluation as a major key of Mathematics being recognized by global . The students had to obtain knowledge in content material on stable foundation sufficiently, be competent in Mathematical Thinking, apply Mathematics with real world situation, be able to interpret and evaluate Mathematical Problem Solving, and apply with real world situation. For these objectives of Mathematics Knowing, 4 aspects of special characteristics should be included in Mathematics Education: (1) the curriculum, (2) the teachers and teaching, (3) the students' meaningful Mathematics, and (4) the decision making from policy. Each aspect was important. Considering in learning quality improvement, should be focused on enhancement and support for every group of students especially the disadvantage population group and rural area group needed to be promoted emergently. If these lower groups were supported, the whole country would be promoted as well. (PISA Thailand, 2015) In addition to the problem in educational quality, there was expectation in future work, present human power was 3 expected to be working energy with high level of thinking and competency which would affect their duty work. Furthermore, everyone had to face with technology changing, and needed to adjust oneself to be able to, mechanics, and information and news entering throughout the time. The importance was the trend in every occupation indicating that "the person needs to be able to understand, communicate, use, and explain one's approach and technique based on Mathematical Approach most." (PISA Thailand, 2014) So, Mathematics was an important variable in developing the educational quality into development in quality of life.
Mathematical Thinking could be explained by Piaget's intellectual developmental theory in Mathematical Learning including the learning development from concret to abstract which was an advanced mathematical thinking. (David Tall, 2002) So, Mathematical Learning was to learn and to think. Consequently, it was necessary for Mathematical Learning to develop Mathematical Thinking, the intellectual process which cause person to be able to perceive, understand, and apply Mathematics for problem solving in facing situation systematically until new body of knowledge for applying in other situations would be ocurred. It was focused on studnets' thinking, and searching for thinking method which wuld lead to body of knowledge and undestanding in Mathematical concept and principle understanding. Then, knowleddge was developed and applied in problem solving. According to the studies, found that Mathematical Thinking was related to both of Mathematical Nature and Students' Learning Experince, and socio-cultural aspect. Lev Vygotsky believed that both of society and culture would be necessary intellectual instrument for developing the intelllectaul model and quality. The adults or elderly sucha s parent and teachers would be association for sociocultural instrument and language. These cultuaral instruments included the history, culture, social and language in nowadays context as well as the access in electronic data. ) Sean F. Argyle, 2012) The application of Lev Vygotsky's Social Constructivist Theory of Learning Mathematics, believed that Learning was Social activity. When studnets had opportunity in interacting with teachers and friends, they could be able to construct  (2001) explained that Action was to response from external stimulus. Then, the repeated responses were ocuurrred in each person, the internal mention construction or Process was happened. Later on, the Object step, was constructed from process when tehre was awareness of all processes and understanding. Finally, it was the Schema, the step of each persons' Mathematical Conmncepts associating general principle and approach until the Scheme was ocurred leading to related problem sitruation.
According Therefore, Mathematical Thinking Ability in Problem Solving was a basic goal of Mathematical Teaching in order to apply the studied knowledge in real life situation. Furthermore, the 21 st century in learning management guidelines as changing world, learning was not limited in only classroom. If the students could develop Mathematical Thinking, they would learn from Mathematical World for solving the real life problem. Developing the students' Mathematical Thinking Ability, teaches were important persons in developing their students' learning. However, according to the studies of Mathematical Problem Situation in instructional management in Thailand, found that the Thai Teachers still emphasized on content material, development of outcome rather than the students' learning how to learn. (IPST, 2015) It was necessary to develop the learning management model systematically on the basis of learning theories, instructional principle in instructional management for enhancing the Secondary School Students' Mathematical Thinking in order to be guidelines for learning activity management for enhancing the Mathematical Thinking Ability.

Research Objective
To develop the learning management process for enhancing the Secondary School Students' Mathematical Thinking Ability.

The Research Key Informants
In this research, 5 experts evaluated the Propriety of develop the learning management process. They were selected by Purposive Sampling including the experts in Mathematical develop the learning management and measurement and evaluation.

Studied Variable
3.2.1 Independent Variable was the learning management process for enhancing the Secondary School Students' Mathematical Thinking Ability.

Dependent
Variable was the Propriety of learning management process for enhancing the Secondary School Students' Mathematical Thinking Ability.

The research instrument using for learning management process
The research instrument using for learning management process included the Evaluation Form of Propriety in learning management process.  It is believed that since everyone is born, one is ready to interact with environment . Naturally, human beings are ready for Action on the basis of : 1 ( management and collection, 2 ( adjustment includes assimilation and accommodation .

The Steps in Research
The teachers should consider intellectual development started from action by using sensory nerve or concrete to the usage of object or symbol . Then, the rules are constructed from knowing characteristic in grouping and developing for constructing the new abstract thing . It should be focused on students ' thinking ability level as well as learning experience management for enhancing the students ' thinking ability fully.

1( Cognitive Constructivism : Learning is to construct understanding from association or connection of experience by students themselves with what is existed in environment, and/or what is obtained by managing data with what is learned
The teachers should emphasized on students ' knowledge construction by themselves based on process in developing one's internal knowledge structure and perception in surroundings . The knowledge construction process is to think associated with former experience and new experience which might be occurred by conflict . The cognitive structure would adjust to be balance by students .
2 ( Social Constructivism : believes that the social interaction would support the students ' knowledge construction .
The usage of learning and thinking learning facility is to interact with environment in learning management, and consider the students ' need which might be helped and supported in learning called Scaffolding based on development .

Bruner's Theory
Mathematical Thinking Level : 1 ( the direct experience and touchable level, 2 ( the picture using for seeing, and 3 ( the relation development and symbol usage .
The teachers should consider how to develop students ' learning motivation, design students ' major learning management by doing and solving the problem by themselves through interaction with environment which cause the cognitive structure development .  The Thinking Level includes : 1 ( the perception from vision, 2 ( the characteristic analysis or description, 3 ( the unsystematic deductive reasoning or association ranking, 4( the systematic deductive reasoning, and 5 ( the abstract being .

Pirie
The Geometrical Learning Management leads to abstract thinking, started from sensory nerve for exploring, analyzing, and observing the relationship until the abstract conclusion would be occurred .

Step 2: The Outlining of Learning Management Process
In this step, the learning management process was outlined for enhancing the Secondary School Students' Mathematical Thinking Ability including 5 steps: 1) the experience association, 2) the association of knowledge construction, 3) the problem consideration, 4) the sharing, and 5) the learning reflection obtaining from synthesis of different models of learning management as shown in Table .

Step 3: The evaluation of Propriety in Learning Management Process
The researcher presented the tentative learning management process was outlined for enhancing the Secondary School Students' Mathematical Thinking Ability to her advisor as the expert in learning management for investigating the process and improving according to their advice.

4.3.2
The researcher presented the improved tentative learning management process for Being considered by 5 experts through focus group discussion. The Propriety of learning management

5.1
The findings of the study, analysis, and synthesis of related theoretical research literature as well as the evaluative findings of learning management process for enhancing the Secondary School Students' Mathematical Thinking Ability included 5 steps with following details: : Step 1: the experience association, was the beginning step in activity for developing one's learning readiness and interest by focusing on incidence or experience in real life before associating into the learning activity or the games or activities might be used at the beginning in order to review one's former knowledge.
Step 2: the association of knowledge construction, was the activity for implementing each group's problem solving. In grouping, the researcher determined 3-5 persons each group. Then, the group would be taken turn every time so that the students would experience the group working with every classmate. For problem solving activity, when the students studied and understood, 5 questions leading to problem solving would be used: 1) the known information from the problem, 2) the knowledge needed to be sued, 3) the plan in searching for the answer, 4) the technique for obtaining solution, and 5) the solution checking. Besides, there were other questions indicated the knowledge and thinking being extended in other viewpoints. Consequently, the students collaborated in applying their knowledge for problem solving again. When every group received the group answer, the representative presented and concluded with their classmate. In addition, the answers were added in context.
Step 3: the problem consideration, during this step the researcher determined activity as problem situation being congruent with learning activity in the step of knowledge association by indicating the differences in different viewpoints from the former one which needed to be adjusted for solving the problem in new situation.
Step 4: the sharing, during this step the performance or outcome from activity participation was presented in order to investigate, compare, and conclude the problem solving technique.
Step 5: the learning outcome reflection was to reflect students' learning outcome obtaining from group and individual activity in the issues of sensation/satisfaction, obtained knowledge and experience, examples using in real life, problem and obstacle needed to be supported, and selfconfidence/esteem. The students presented in different styles or techniques based on individual preference such as picture, table, or mind mapping. Later on, the learning reflection outcome was put on the board in front of the classroom.

6.1
The learning management process for enhancing the Secondary School Students consisted of 5 steps : 1) the experience association, 2) the association of knowledge construction, 3) the problem consideration, 4) the sharing, and 5) the learning reflection.
6.2 The evaluative findings of Propriety in learning management process, found that Propriety of the learning management process for enhancing the Secondary School Students' Mathematical Thinking Ability by experts. Considering, found that it was in "The Highest" level. The scores were ranked in order from high to low : the learning management process for real practice = ) 5.0, SD . = 0(, the learning management process was precise, = )4.8, SD . = 0.45(, the learning management processes were ranked in order appropriately, and learning management process was suitable for Secondary School Students , and the learning management process enhanced Mathematical Thinking Ability precisely. = ) 4.4, SD .
= 0.55( The Propriety of learning management process for enhancing the Secondary School Students' Mathematical Thinking Ability, was in "The Highest" level since the learning management process was occurred by the analysis and synthesis of study of related research literature and approach.

Recommendations
Recommendations for application of research findings: The usage of learning management process to be efficient, teachers had to study and understand various factors precisely.
Recommendations for application of future research: The learning management process should be used for proving or confirming the efficient of learning management process.

Acknowledgement
The research was a part of doctoral thesis titled "A Development of Instructional Model to Enhance the Secondary School Students' Mathematical Thinking Ability," the researcher would like to thank her thesis advisor, co-advisor, every expert investigating research instrument, instructors in Curriculum and Instruction Development, Faculty of Education, Khon Kaen University, for investigating the process in this study.