Interest and effort in learning and performance.

This reseach aims to determine 1) the effect of cooperative learning type Rotating Trio Exchange (RTE) on students’ learning outcomes, 2) interests, and 3) implementation of learning. This research is a quantitative research using Quasi Experiment Design with the Nonequivalent Control Group Design form, implemented in class V SDN Pinggir Papas 1 Sumenep 36 students. Based on result of hypothesis test result of student learning using t-test two independent samples obtained t count = 2,219 > t table = 2.032 so Ho was rejected and Ha was accepted, meaning there are difference of learning result which significant between experiment class and control class. While the students’ learning interest in learning using cooperative learning type Rotating Trio Exchange (RTE) of 83.25% with high category. Teacher activity in the learning process in the experimental class has a percentage 75% with a very good category and student activity in the experimental class has a percentage 75% with a good category in the first meeting and 84,44% with a good category in the second meeting So it can be concluded that the learning of mathematics using the model of cooperative learning type Rotating Trio Exchange (RTE) influenced the result of learning, can foster interest in students learning, teacher does the learning well according to the stage of RPP, and student are active with help each other in mastering the subject matter.

Effects of prior knowledge on collaborative and individual learning

This research is motivated by the low of the students’ interest of learning and learning outcomes. As an effort to increase students’ interest of learning and learning outcomes, Team Assisted Individualization is applied. This research was conducted in class VIII-B SMP Negeri 2 Baturetno. The aim of the research was to determine the increase the students’ interest of learning and learning outcomes in History in Social Subject. The Subject of the research was the Students of VIIIB of SMP Negeri 2 Baturetno Academic Year 2015/2016. This research is a Classroom Action Research which is done in two cycluses. Comparative Descriptive was used in Data Analysis.The result of the research are (1) The Application of the method of cooperative Team Assisted Individualization (TAI) can increase the students’ interest of learning and learning outcomes in History in Social Subject of the Students of VIII-B of SMP Negeri 2 Baturetno Academic Year 2015/2016. In Pre cyclus the interest of students learning is 58,4%, and in
 cyclus 1 the interest is 71,27%, and in cyclus 2 the interest is 87,41%. (2) The Application of the method of cooperative Team Assisted Individualization (TAI)
 can increase the learning outcomes of learning and learning outcomes in History Subject of the Students of VIII-B of SMP Negeri 2 Baturetno Academic Year
 2015/2016. The result of of mastery learning shows Pre cyclus the interest of students learning is 18,5%, and in cyclus 1 the interest is 62,96%, and in cyclus 2
 the interest is 88,89%

Several factors that can affect learning outcomes are the quality of learning and interest in learning. During the Covid-19 pandemic, the teaching and learning system underwent changes, namely there was no face-to-face learning or so-called learning from home and online learning was implemented. It is known from interviews with classroom teachers that interest in learning and learning outcomes are low. The objectives of this study are: (1) to determine the relationship between quality and learning outcomes during the Covid-19 pandemic, (2) to determine interest in online learning and learning outcomes during the pandemic, (3) to determine the relationship between quality and interest in online learning and learning outcomes. learn students during the pandemic.This research method is correlation research. The population of this study amounted to 285 students. The research sample amounted to a sample of 156 students by means of cluster random sampling. Data collection methods in this study used interviews, documentation and questionnaires. The research analysis technique uses person correlation and multiple correlation. The results of this study show: (1) there is no relationship between the quality of learning and learning outcomes during the Covid-19 pandemic with an rcount of -0.148 < rtable 0.1572 a significant value of 0.06 > 0.05, (2) there is no relationship between interest in learning online learning outcomes during the Covid-19 pandemic with an rcount value of 0.107 < rtable 0.1572 a significant value of 0.184 > 0.05, (3) there is no relationship between quality and interest in online learning with student learning outcomes during the Covid-19 pandemic with an rcount value -0.145 <rtable0.1572 significant value of 0.92 > 0.05. The conclusion of this study shows that there is no relationship between learning quality and online learning interest with student learning outcomes during the Covid-19 pandemic.

The role of dispositional envy, state envy, and social comparisons in predicting learning outcomes

Learning is an interaction between students and teachers along with learning resources in a learning environment. Teachers who have high creativity and innovation will be seen in bringing student success during learning in order to achieve learning targets. To measure learning targets obtained through learning outcomes. Student learning outcomes are influenced by two factors, namely internal factors and external factors. One of the internal factors is interest in learning. A teacher is said to be professional if he is able to develop interest in students to learn. This is a challenge for a teacher to foster interest in students in participating in the learning process. Through literature review, it is known that interest in learning is the emergence of a sense of interest, attention, and having more desires in individuals without anyone pushing them to have feelings of pleasure without being forced so that changes in behavior, knowledge, and skills occur. Based on these conclusions, it is suggested that teachers are required to be enthusiastic accompanied by great creativity and innovation in fostering interest in learning in students, namely using learning methods, using learning media, using learning materials, utilizing infrastructure, and giving gifts. And it is recommended for school residents to do the same in fostering student interest in learning so that all lessons taught in class do not become a scourge.

The empirical study investigates what log files and process mining can contribute to promoting successful learning. We want to show how monitoring and evaluation of learning processes can be implemented in the educational life by analyzing log files and navigation behavior. Thus, we questioned to what extent log file analyses and process mining can predict learning outcomes. This work aims to provide support for learners and instructors regarding efficient learning with computer-based learning environments (CBLEs). We evaluated log file and questionnaire data from students (N = 58) who used a CBLE for two weeks. Results show a significant learning increase after studying with the CBLE with a very high effect size (p < .001, g = 1.71). A cluster analysis revealed two groups with significantly different learning outcomes accompanied by different navigation patterns. The time spent on learning-relevant pages and the interactivity with a CBLE are meaningful indicators for Recall and Transfer performance. Our results show that navigation behaviors indicate both beneficial and detrimental learning processes. Moreover, we could demonstrate that navigation behaviors impact the learning outcome. We present an easy-to-use approach for learners as well as instructors to promote successful learning by tracking the duration spent in a CBLE and the interactivity.

This study aims to analyze: 1) the learning outcomes of Integrated Social Studies students who are taught using the Jigsaw Type Cooperative Learning Model are higher than students who are taught using the conventional model at MTsN 6 Padang. 2) The effect of learning outcomes on interest in learning in Integrated Social Studies subjects for class VII students at MTsN 6 Padang. 3) The interaction between the Jigsaw Type Cooperative Learning Model and the conventional learning model with students' interest in learning about student learning outcomes in Integrated Social Studies subjects at MTsN 6 Padang.This type of research is quantitative. This research was conducted at MTsN 6 Padang with a population of 431 and a sample of 62 students consisting of 30 control classes and 32 experimental classes. Instruments in this study through the distribution of questionnaires and tests. The data analysis techniques used are validity test, reliability test, level of difficulty, discriminatory power, normality test, homogeneity test and two-way ANOVA test.The results showed that (1) Students who were taught using the Jigsaw Type Cooperative Learning Model had significantly higher learning outcomes when compared to students who were taught through conventional methods with Sig. = 0.029 &lt; = 0.05, thus H0 was accepted. Ha rejected, which means the Jigsaw Type Cooperative Learning Model can be used in the learning process. (2) students who have a significant interest in learning have higher learning outcomes when compared to students who have a low interest in learning with Sig. = 0.000 &lt; = 0.05, thus H0 is accepted. Ha is rejected, where students have high interest. have high learning outcomes, students who have low interest have low results. (3) There is no effect of the application of the jigsaw type of cooperative learning model with learning interest on the learning outcomes of class VII MTsN 6 Padang students, this can be seen from the results of the two-way ANOVA test with a value of sig.0.512&gt;α i.e. 0.05 so H0 is rejected Ha accepted.Keywords: Jigsaw Type Cooperative Learning, Interest in Learning, Learning Outcomes

Event Abstract Back to Event Brain areas contributing to different phases of visual spatial learning in mice and humans Ilse Gantois1*, Annelies Laeremans2, Daniel Woolley3, Lut Arckens2, Nici Wenderoth3 and Rudi D Hooge1 1 K.U, Laboratory of Biological Psychology, Belgium 2 KU, Laboratory of Neuroplasticity and Neuroproteomics, Belgium 3 KU, Laboratory of Movement Control and Neuroplasticity, Belgium It is well established that the striatum and hippocampus are critically involved in visuo-spatial learning processes. There is evidence that these structures contribute at different phases of learning. Comparing brain activation in a similar spatial learning task between mice and humans will provide more insight into the specific differential and time dependent contributions of striatum and hippocampus. Additionally, we will further assess if there is also overlap in the function of these brain areas. Mice were trained in the Morris water maze task for either 3 days (early learning phase group) or 4 weeks (late learning phase group). Neuronal activity at different phases of spatial learning was determined by a comparison of expression levels of the immediate early genes Arc, Homer1a and Zif268 in hippocampus and striatum between different mouse groups. Data show higher activity of the hippocampus during the early learning phase compared to the late phase, as expected. Upregulation of the ventrolateral striatum was observed during the early learning phase, while activity was higher in dorsal striatum during the late learning phase. We developed a virtual Morris water maze to measure human brain activation during different phases of learning. The task was designed to ensure that specific learning processes observed in both species are comparable. First fMRI data show increased activation of striatum in the late learning phase when compared to the early learning phase of the task (specifically during the initial orientation period of the trial). Using the human virtual Morris water maze allows us to cross-validate learning related plasticity between mouse and human research. Conference: 41st European Brain and Behaviour Society Meeting, Rhodes Island, Greece, 13 Sep - 18 Sep, 2009. Presentation Type: Poster Presentation Topic: Poster presentations Citation: Gantois I, Laeremans A, Woolley D, Arckens L, Wenderoth N and D Hooge R (2009). Brain areas contributing to different phases of visual spatial learning in mice and humans. Conference Abstract: 41st European Brain and Behaviour Society Meeting. doi: 10.3389/conf.neuro.08.2009.09.153 Copyright: The abstracts in this collection have not been subject to any Frontiers peer review or checks, and are not endorsed by Frontiers. They are made available through the Frontiers publishing platform as a service to conference organizers and presenters. The copyright in the individual abstracts is owned by the author of each abstract or his/her employer unless otherwise stated. Each abstract, as well as the collection of abstracts, are published under a Creative Commons CC-BY 4.0 (attribution) licence (https://creativecommons.org/licenses/by/4.0/) and may thus be reproduced, translated, adapted and be the subject of derivative works provided the authors and Frontiers are attributed. For Frontiers’ terms and conditions please see https://www.frontiersin.org/legal/terms-and-conditions. Received: 09 Jun 2009; Published Online: 09 Jun 2009. * Correspondence: Ilse Gantois, K.U, Laboratory of Biological Psychology, Leuven, Belgium, ilse.gantois@psy.kuleuven.be Login Required This action requires you to be registered with Frontiers and logged in. To register or login click here. Abstract Info Abstract The Authors in Frontiers Ilse Gantois Annelies Laeremans Daniel Woolley Lut Arckens Nici Wenderoth Rudi D Hooge Google Ilse Gantois Annelies Laeremans Daniel Woolley Lut Arckens Nici Wenderoth Rudi D Hooge Google Scholar Ilse Gantois Annelies Laeremans Daniel Woolley Lut Arckens Nici Wenderoth Rudi D Hooge PubMed Ilse Gantois Annelies Laeremans Daniel Woolley Lut Arckens Nici Wenderoth Rudi D Hooge Related Article in Frontiers Google Scholar PubMed Abstract Close Back to top Javascript is disabled. Please enable Javascript in your browser settings in order to see all the content on this page.

The learning process accompanied by students' interest and readiness to learn determines the achievement of learning outcomes. The learning process consists of theory and practice. Since the enactment of PPKM during the Covid-19 pandemic, the learning process has mostly used online methods. The purpose of this study is to determine the relationship between the interest and readiness to learn from midwifery students in the online method with learning outcomes in the teaching of neonatal midwifery care. The method used is analytics with a cross sectional design. Based on the results of the research, it was found that there was a relationship between interest in learning and readiness to learn with learning outcomes where the p-value was obtained 0.001. To improve learning outcomes requires interest and readiness in learning.

Learning processes that use less attractive methods will have an impact on results and activeness, as well as student interest in learning. Therefore, the need for models and methods that can foster interest and student learning outcomes, namely the TGT model combined with problem posing. This study aims to determine the effect of the TGT-Problem Posing model on student learning outcomes and learning interest. This study uses a pretest-posttest control group design. The population in this study is the third semester informatics education study students consisting of 2 classes. Samples used in class A research as experimental group and class B as control group using saturated sample techniques. The independent variables in this study are the TGT-Problem Posing and jigsaw models, and the dependent variable is the learning outcomes and student learning interest. The results showed that the TGT-Problem Posing learning model in the class in the experimental class had an average value of learning outcomes higher compared to the control class 87.6&gt; 78.7. There are differences in interests and learning outcomes between the TGT-problem posing learning model and the jigsaw model.

College counselors can assist students in enhancing their academic performance by assessing student self‐regulated strategies. Key aspects of self‐regulated strategy use (SRSU) are identified, and a semistructured interview to assess SRSU is presented. The rich data collected in the interview can assist the counselor in designing academic counseling interventions consistent with the needs and life situation of the individual student.

The difficulty of teachers in fostering student interest in online learning causes low student learning outcomes, especially in science learning. During the COVID-19 pandemic, learning in Indonesia was carried out online at every level of education, including at the elementary school level. So it takes a high student interest in learning to achieve maximum learning outcomes. This study aims to analyze the relationship between learning interest on science online learning outcomes. This type of research is ex post facto research. The number of populations and samples in this study was 60 students. Data collection techniques using a questionnaire. The data analysis used is simple regression and multiple regression using SPSS. The results showed that interest in learning and learning outcomes influenced each other. There was a significant positive correlation between interest in learning and student learning outcomes who scored Fcount &gt; Ftable (0.302 &gt; 0.254). So, there is a significant relationship between learning interest and online science learning outcomes for third grade students of Primary School Cluster III separately and simultaneously. The higher the student's interest in learning, the student's science learning outcomes will increase. The implication of this research is to improve teacher performance and the active role of parents to foster student interest in learning which will lead to improving student learning outcomes.

Arts education advocates have argued for years that the arts deserve a place in the public school curriculum alongside other disciplines. The rationales to support the place of the arts, however, suffer from the kind of utilitarianism that subordinates inquiry to goals and objectives aligned with efficiency and production. The arts, on this view, are useful because they produce students with skills that will be beneficial to their future lives in the work force. This essay argues that the discourse of utility is an important problem to challenge and suggests that pragmatic instrumentalism is a better way to advocate for the arts. This is so, in part, because the practice of pragmatic instrumentalism differs from utilitarianism in that utilitarian rationales offered by arts advocates (in an effort to convince policymakers and arts educators of the positive role the arts can play in achieving societal goals) not only lack empirical support but represent a dualistic conceptualization inadequate to the task of understanding how students make meaning when engaged in arts-centered inquiry. This essay begins with John Dewey's view that knowing is not self-enclosed and final but is to reconstruction of situations 1 to propose an expanded conceptualization of arts-centered inquiry as pragmatic instrumentalism. Moreover, we see a critical need to interrogate the current advocacy claim that arts education develops the creativity and innovation necessary to maintain the nation's global competitiveness. We draw a distinction between the syntactical use of the term instrumental in denoting structural, utilitarian justifications for the arts and the more expansive conceptual application of the term, which encompasses benefits that the arts provide individual students in mediating complex and connected learning. The difference has to do with the center of power. Structural, utilitarian instrumen- tality has as its intended outcome efficient management of human behavior. By contrast, pragmatic instrumentalism looks at transformative consequences for particular individuals engaged in practical, everyday transactions. By reclaiming the term instrumental for arts-centered inquiry, we seek to restore the notion of generativity to arts learning and critique current efforts to reduce artistry to utilitarian means for developing creativity and innovation in and for students. RECONCEPTUALIZING INSTRUMENTALISM IN ARTS EDUCATION Dewey's work to reconstruct the concept of instrumentalism pragmatically reflects his time and place. Noting the industrial accomplishments and scientific achievements of his day, Dewey nevertheless considers both to be inadequate in addressing the challenges confronting the world. He writes:

The background of this research is the teacher's new task is to carry out the implementation of the independent curriculum, which is emphasized in the independent curriculum is student creativity, so that in its application the teacher needs to try to be creative. and not monotonous. study process. So far, the teaching and learning process tends to use a monotonous and outdated learning model (lecturing method) with little practice in PAI subjects, so that the willingness and interest of students to learn influences their learning outcomes. To achieve creative and non-monotonous learning, you can implement a project-based learning model. Whereas project-based learning involves students working on projects that can be in the form of individual projects or collaborative projects between groups, so that they can trigger interest in learning, student enthusiasm and can further improve their learning outcomes. the results obtained from the observation of descriptive analysis state that there is a real influence between the project-based learning model and the learning outcomes of Islamic religious education. Based on the inferential statistical analysis, it can be seen that the correlation test and simple linear regression test show a clear effect. between the project-based learning model in implementing the independent curriculum in Islamic religious education with learning outcomes is 24.3% while the remaining 75.7% is due to other factors. The results of the descriptive (qualitative) hypothesis analysis state that the project-based learning model in the implementation of the independent curriculum at Kraton 1 Public Middle School has the ability to increase students' learning desires and creativity so that it influences student learning outcomes in Islamic religious education and morals subjects.The background of this research is the teacher's new task is to carry out the implementation of the independent curriculum, which is emphasized in the independent curriculum is student creativity, so that in its application the teacher needs to try to be creative. and not monotonous. study process. So far, the teaching and learning process tends to use a monotonous and outdated learning model (lecturing method) with little practice in PAI subjects, so that the willingness and interest of students to learn influences their learning outcomes. To achieve creative and non-monotonous learning, you can implement a project-based learning model. Whereas project-based learning involves students working on projects that can be in the form of individual projects or collaborative projects between groups, so that they can trigger interest in learning, student enthusiasm and can further improve their learning outcomes. the results obtained from the observation of descriptive analysis state that there is a real influence between the project-based learning model and the learning outcomes of Islamic religious education. Based on the inferential statistical analysis, it can be seen that the correlation test and simple linear regression test show a clear effect. between the project-based learning model in implementing the independent curriculum in Islamic religious education with learning outcomes is 24.3% while the remaining 75.7% is due to other factors. The results of the descriptive (qualitative) hypothesis analysis state that the project-based learning model in the implementation of the independent curriculum at Kraton 1 Public Middle School has the ability to increase students' learning desires and creativity so that it influences student learning outcomes in Islamic religious education and morals subjects.