The Effects of Technology on Students Learning Performance.

Penelitian ini bertujuan untuk mengetahui: (1) pengaruh kecerdasan kinestetik terhadap hasil belajar PJOK peserta didik (2) pengaruh kecerdasan interpersonal terhadap hasil belajar PJOK peserta didik, (3) pengaruh kecerdasan intrapersonal terhadap hasil belajar PJOK peserta didik, (4) pengaruh kepercayaan diri terhadap hasil belajar PJOK peserta didik, (5) pengaruh kecerdasan kinestetik, interpersonaml, intrapersonal, dan kepercayaan diri terhadap hasil belajar PJOK peserta didik. Jenis penelitian ini adalah penelitian kuantitatif dengan jenis metode korelasional. Subjek penelitian adalah Peserta Didik SMP Negeri 2 Nabire dengan sampel berjumlah 160 peserta didik. Lokasi penelitian di Nabire, Papua Tengah. Pengumpulan data dilakukan dengan menyebarkan kuesioner dan dokumentasi. Validasi instrumen menggunakan pengujuan ahli dengan korelasi pearson product moment hasilnya 89 item dinyatakan valid. Uji reliabilitas instrumen menggunakan Alpha Cronbach (α > 0,700) menunjukkan bahwa semua variabel dinyatakan reliabel. Hasil penelitian menunjukkan bahwa: (1) terdapat pengaruh kecerdasan kinestetik terhadap hasil belajar PJOK Peserta didik kelas VIII SMPN 2 Nabire, (t = 4,643, sig. = .000); (2) Terdapat pengaruh kecerdasan interpersonal terhadap hasil belajar PJOK Peserta didik kelas VIII SMPN 2 Nabire, (t = 5,063, sig. = .000); (3) Terdapat pengaruh kecerdasan intrapersonal terhadap hasil belajar PJOK peserta didik kelas VIII SMPN 2 Nabire, (t = 4,012, sig. = .000; (4) Terdapat pengaruh kepercayaan diri terhadap hasil belajar PJOK peserta didik Kelas VIII SMPN 2 Nabire, (t = 3,413, sig. = .001); (5) pengaruh kecerdasan kinestetik, interpersonal, intrapersonal, dan kepercayaan diri terhadap hasil belajar PJOK peserta didik kelas VIII SMPN 2 Nabire, (F = 22,273, sig = .000) Abstract: This study aims to: (1) the influence of kinesthetic intelligence on the learning outcomes of students' PJOK, (2) the influence of interpersonal intelligence on the learning outcomes of students' PJOK, (3) the influence of intrapersonal intelligence on the learning outcomes of students' PJOK, (4) the influence of self-confidence on the learning outcomes of students' PJOK, (5) the influence of kinesthetic, interpersonal, intrapersonal and self-confidence intelligence on the learning outcomes of students' PJOK. This type of research is a quantitative research with a type of correlational method. The subjects of the study were the students of SMP Negeri 2 Nabire with a sample of 160 students. The research site is in Nabire, Central Papua. Data collection is done by distributing questionnaires and documents. The validation of the instrument using expert submission with Pearson Product Moment Correlation resulted in 81 items being declared valid. The reliability test of the instrument using Alpha Cronbach (α > 0.700) showed that all variables were declared reliable. The results of the study indicated that: (1) there is an influence of kinesthetic intelligence on the learning outcomes of PJOK students in Grade VIII of SMPN 2 Nabire, (t = 4.643, sig. = .000); (2) there is an influence of interpersonal intelligence on the learning outcomes of PJOK students in Grade VIII of SMPN 2 Nabire, (t = 5. 063, sig. = .000); (3) There is an influence of intrapersonal intelligence on the learning outcomes of PJOK students in Grade VIII of SMPN 2 Nabire, (t = 4. 012, sig. = .000); (4) There is an effect of self-confidence on the learning outcomes of PJOK students in Grade VIII of SMPN 2 Nabire, (t = 3.413, sig. = .001); (5) The effect of kinesthetic, interpersonal, intrapersonal and self-confidence intelligence on the learning outcomes of PJOK students in Grade VIII of SMPN 2 Nabire, (F = 22.273, sig = .000).

This study aimed to investigate the impact of incorporating technological tools in teaching on students' learning outcomes in public secondary schools in Rwanda. Specifically, it focused on three objectives: identifying the technological tools used in teaching in public secondary schools in Gisagara District, Rwanda; examining the learning outcomes required in these schools; and evaluating the relationship between the use of technological tools in teaching and students' learning outcomes. The study was based on Constructivism and Socio-Cultural theories and employed a descriptive design to collect data. The Yamane formula was used to determine a sample size of 282 respondents. Findings revealed that the majority (80.5%) of respondents strongly agreed that their schools had projectors and used them effectively for learning. Additionally, 14.1% agreed that projectors were available and used in their schools, 3.6% indicated that their schools did not have projectors, 1.4% also stated that their schools lacked projectors, and 0.4% did not provide any information regarding projector availability and usage. The study found a strong relationship between the inclusion of technological tools and students' learning outcomes in public secondary schools, evidenced by a Pearson correlation coefficient (r) of 0.956 with a statistically significant p-value of 0.000. This indicates a highly positive and significant association between the use of technological tools in teaching and students' learning outcomes. Furthermore, the regression analysis showed that the inclusion of technological tools significantly enhances students' learning outcomes, with a square value of 0.913. Based on these findings, it is recommended that the Rwandan government prioritize investments in infrastructure and digital resources to ensure equitable access to technological tools across all public secondary schools. Schools should establish well-equipped digital learning environments to seamlessly integrate technological tools into teaching practices and foster a culture of innovation and experimentation, encouraging teachers to explore new instructional methods that leverage technology to enhance student engagement and learning outcomes.

This study investigates how the course format change caused by covid-19 pandemic affected learning behaviors and performance of college students enrolled in a large introductory history course. Clickstream log files capturing how students were interacting with online learning contents were analyzed to identify the learning behaviors of students before and after the mid-semester course format change. The non-parametric regression model was developed to examine the relationship between learning performance of students and course format change. Although the frequency of accessing learning resources decreased during the first three weeks after the course format change, it had a relatively small effect on the learning performance of students. The quantile regression model indicates the mid-semester course format change is associated with about 3.3% decrease in the learning performance of students. These results suggest that students were quite resilient and their learning during the pandemic was not as bad as we feared.

The purpose of this systematic review was to investigate the learning, social, and psychological outcomes of students with moderate, severe, and complex disabilities (MSCD) in inclusive settings. The review discusses barriers to conducting rigorous research in this field. Whilst an initial literature search located 1,338 records, only 18 were finally included due to the eligibility criteria. Studies were placed in categories based on the topics investigated. Regarding learning outcomes of students with MSCD, findings were moderately in favour of school inclusion for both academic achievement and adaptive skills. Regarding social outcomes, results showed that inclusive settings offer more access to instructional time and peer interaction, although they reported marginalisation during class activities and social isolation within the peer group. Finally, in terms of psychological outcomes, inclusive settings appeared to reduce the frequency of challenging behaviours. The paper also addresses conceptual barriers regarding the definition of inclusion and its consequences on research and practice as well as research design barriers resulting from the quality of research in this field. Based on review results, this paper outlines epistemological propositions for developing standards of quality for both research and practice in the field.

Background. In today’s digital era, the use of technology in education is becoming increasingly important. Mobile learning in the form of Articulate Storyline application offers easy access and interactivity that can enrich students’ learning experience. However, not many studies have specifically investigated the impact of using the application on student learning outcomes at MTs-TI Pariangan. Purpose. This study aims to evaluate the effect of using the Articulate Storyline application on students’ Arabic learning outcomes at MTs-TI Pariangan. Factors that influence the effectiveness of the app in improving academic achievement will be scrutinised to provide greater insight into the effectiveness of the app. Method. The research method used is an experimental study with a pre-test and post-test design. The research sample was 8th grade students of MTs-TI Pariangan consisting of 20 students. Data was collected through an initial test before the use of the application and a final test after the period of application use. Results. The results of this study showed a significant improvement in student learning outcomes after using the Articulate Storyline app. Students who actively used the application showed greater improvement in material understanding and academic achievement compared to those who did not use the application. The findings support the hypothesis that the use of the Articulate Storyline application has a positive effect on student learning outcomes at MTs-TI Pariangan. Conclusion. This study shows that the use of Articulate Storyline mobile learning application significantly improves the Arabic learning outcomes of grade 8 students of MTs-TI Pariangan. Validity and reliability tests confirm that the instruments used have high consistency and reliability. The results of statistical analysis showed a significant difference between the pre-test and post-test scores, with an increase in the average score from 65.00 to 80.50.

<em>This research aims to improve the active student learning and learning outcomes in the subject of General Administration in 10th grade of OTKP 1 Batik 2 Private Vocational School Surakarta using Time Token Arends method. The type of research is classroom action research. This research consists of two cycles, cycle I and cycle II. Each cycle consists of planning, implementation, observation and data collection, and reflection. The subject of this study is a 10th-grade student of OTKP 1 Batik 2 Private School Surakarta which amounted to 33 students. The data were collected from teachers and students. Data collection techniques were observation, interviews, tests, and documentation. Data validity test was using sources triangulation and triangulation techniques. Data were analysed using simple quantitative data analysis, qualitative data analysis, and comparative descriptive analysis. The research procedure is a chain of interconnected models. The results show that the time token arends can be used to improve the active student learning and the student learning outcomes from pre-cycle to cycle I and cycle II. Learning in the pre-cycle was using unsupervised discussions and the teacher's role was the dominant in the learning process, it made the discussion process not run as to the rules, it made the active student and learning outcomes was being less. An improvement has been made in the cycle I, but the improvement in the active student learning and learning outcomes changed up slightly. The performance of cycle II represents that active student learning and learning outcomes were increased significantly, the condition can create an interactive learning atmosphere. The conclusion of this research is the learning method of time token arends can improve the active student learning and learning outcomes in the subject of general administration grade 10th of OTKP 1 Batik 2 School Private Surakarta</em>

Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance

The objectives of this study were: (1) to determine the learning outcomes of Islamic Education students who were taught with inquiry strategy were higher than the learning outcomes of students taught by conventional learning; (2) to find out the learning outcomes of Islamic Education students who have higher critical thinking skills than students who have low critical thinking skills, and; (3) to determine the interaction between learning strategies and critical thinking skills on the learning outcomes of Islamic Education. The research method is a quasi experiment. The study design was a two-factorial analysis of variance. The research instruments were questionnaires and tests. The data analysis technique used was analysis of variance at α 0.05. The findings of the study show: (1) the average learning outcomes of Islamic Education students who are taught with Inquiry learning strategies are higher than the average learning outcomes of Islamic Education students taught with conventional learning, (2) the average educational learning outcomes Islamic students with high critical thinking skills are higher than the average learning outcomes of students with low critical thinking skills, and (3) there is an interaction between learning strategies and critical thinking skills where students with high critical thinking skills are appropriately taught using Inquiry learning strategies can be seen that on average the learning outcomes of Islamic Education are higher.

This study aims to: (1) Know the learning outcomes of students who are taught by problem-based learning strategies and student learning outcomes taught by expository learning. (2) Knowing the learning outcomes of Islamic Cultural History students who have high logical thinking skills and students who have low logical thinking skills, and (3) Knowing the interaction between learning strategies and students' logical thinking abilities on learning outcomes of Islamic Cultural History. This study used an experimental method with a quasi-experimental 2 x 2 factorial design. The population in this study were all students of Madrasah Aliyah Negeri 2 Aceh Tamiang which consisted of three parallel classes, namely class XII1, XII2, XII3. The sampling technique used was cluster random sampling. The data collection technique is done by testing. The finding of the research showed that: (1) The learning outcomes of students who were taught the history of Islamic culture with problem-based learning ( = 28) were higher than the learning outcomes of students who were taught using expository strategies ( = 26.97), with F count = 29.56 > F table = 3,968 (2) Students' learning outcomes of Islamic Cultural History based on high logical thinking skills ( = 30) were higher than low logical thinking skills ( = 26.06), with F count = 4.47 > F table = 3,968 (3 ) there is an interaction between the learning strategy and the ability to think logically on the learning outcomes of students' Islamic Cultural History. The statistic is found to be 9.88 > F table = 3.968.

Affective and cognitive factors play significant roles in influencing students' learning performance. However, limited studies exist that examine the latent interactions between these factors and students' learning performance. This study applied a meta-analytic approach to examine the relationships between affective and cognitive factors and students' learning performance through the selected publications. We identified 18 affective and cognitive influencing factors related to student learning achievement/performance. It was found that academic performance was significantly impacted by learning scores, future aspirations and goals, peer support for learning, and family support for learning. A moderate impact was observed for cognitive benefits, skill development, self-regulation, values, knowledge, character, self-belief, attitudes and beliefs, affective benefits, motivation, optimism, and behavioral engagement. A weak influence was observed for control and relevance of schoolwork and self-efficacy. The discussion and limitations of this study have also been provided in the last sections.

As the importance of education is realized by more and more people, people begin to pay attention to the factors that have an important influence on students' studies. As a factor directly related to students' individual and learning outcomes, the teacher-student relationship has been noticed and studied by people. A positive teacher-student relationship can help students in their professional learning in many ways. This paper takes the teacher-student relationship as the starting point, and synthesizes the relevant literature and research on teacher-student relationship and students' learning outcomes. Research has found that a positive teacher-student relationship can regulate students' mental emotions, improve students' participation in class, cultivate students' learning ability, and promote students' academic achievement and goals. In the end, it is suggested that teachers can be considered as listeners in mental health, leaders in academic learning and supporters in creative thinking in the relationship between teachers and students, to establish and promote positive teacher-student relationships and improve students' learning outcomes.

The present study aimed to examine whether and to what extent university student online learning performance was influenced by individual-technology fit (ITF), task-technology fit (TTF), environment-technology fit (ETF), and whether the influence was mediated by their behavioral, emotional, and cognitive engagement. A theoretical research model was developed by integrating the extended TTF theory and student engagement framework. The validity of the model was assessed using a partial least squares structural equation modeling approach based on data collected from 810 university students. Student learning performance was influenced by TTF (β = 0.25, p < 0.001), behavioral engagement (β = 0.25, p < 0.001), and emotional engagement (β = 0.27, p < 0.001). Behavioral engagement was affected by TTF (β = 0.31, p < 0.001) and ITF (β = 0.41, p < 0.001). TTF, ITF, and ETF were observed as significant antecedents of emotional engagement (β = 0.49, p < 0.001; β = 0.19, p < 0.001; β = 0.12, p = 0.001, respectively) and cognitive engagement (β = 0.28, p < 0.001; β = 0.34, p < 0.001; β = 0.16, p < 0.001, respectively). Behavioral and emotional engagement served as mediators between fit variables and learning performance. We suggest the need for an extension to the TTF theory by introducing ITF and ETF dimensions and demonstrate the important role of these fit variables in facilitating student engagement and learning performance. Online education practitioners should carefully consider the fit between the individual, task, environment, and technology to facilitate student learning outcomes.

This research is motivated by the rapid development of technology, which has impacted learning in preparing prospective teachers for the digital era. One of the essential competencies required for this preparation is the ability to implement the TPACK model in the learning process to improve the learning outcomes of prospective biology teacher students. This study aims to analyze the effect of implementing the Technological Pedagogical Content Knowledge (TPACK) model on the learning outcomes of prospective biology teacher students in preparing them as educators in the digital era. TPACK is a framework that integrates technology, pedagogy, and content to create more effective and interactive learning experiences. The research method used is quasi-experimental, employing a non-equivalent control group design. The results show a significant improvement in the learning outcomes of students in the experimental group compared to the control group. The implementation of TPACK also enhances students' technological skills, which are crucial for their preparation as teachers in the digital era. This study concludes that the application of TPACK not only has a positive impact on cognitive learning outcomes but also fosters a positive attitude towards the use of technology and improves students' psychomotor skills.

Rapid development of information and communication technology should be accompanied by appropriate changes in learning activities. Implementation of Blended learning is considered providing space for students to learn both offline and online. The use of android media in the activity will facilitate students to learn the materials in a specific, interesting, and easy way. This study aimed to examine the improvement of learning outcome and information literacy skill of students. Research method applied was Quasi Experimental Design with Non-Equivalent Control Group Pretest-Posttest Design. This study was conducted from June to August 2022 in Senior High School 5 Langsa. Population in this study consisted of 60 students, with class sample X.1: 29 students. Sampling technique applied was purposive sampling. Research instruments included Multiple-Choice Test to investigate learning outcome of students and Rubric Assessment for information literacy skill. Data in this research were statistically analyzed using Paired samples t-test; to analyze learning outcome of students, Cluster, and Descriptive test to analyze the indicators of information literacy skill of students. Study result of learning outcome of students was expressed as value (sig) of 0.00 &lt; (α) 0.05, hence Ho was rejected and Ha was accepted. Therefore, implementation of android-based Blended Learning was found to significantly improve learning outcome. Furthermore, study results about information literacy skill showed that students: Find and select information (56.77%), Identify the truth of information (62.58%), Retell the information in writing (62.58%), and Communicate information in a presentation (61.29%) with 3 Indicators of Good Category and 1 Moderate Category. To conclude, habituation of learning activity through android-based blended learning is necessary for students of Senior High School 5 Langsa to strengthen their information literacy skill

The research aims is to determine learning outcomes using the Discovery Learning methods in Edmodo Learning Management System, analyze the differences in learning outcomes of students using the Discovery Learning using Edmodo Learning Management with Discovery Learning aided by presentation applications, analyze the differences in learning outcomes of male and female students, and analyze the relationship between the Discovery Learning methods using Edmodo with the learning outcome of male and female students grade X SMAN 1 Jepara. Research conducted in a Quasi Experiment using a factorial design (2x2). Analysis of the data were used: (1) descriptive analysis to determine the average value of spiritual attitudes, social attitudes, projects, products, and response learners, and (2) inferential analysis using analysis Two Way ANOVA to test the hypothesis of treatment differences in learning outcomes of male and female student. The results showed that: (1) Discovery Learning methods using Edmodo contains six steps, (2) There are differences in learning outcomes of students who use the Discovery Learning methods by Edmodo with Discovery Learning aided by presentation applications (3) there are differences in learning outcomes of male and female students, and (4) there is no relationship between the method of Discovery learning aided application to the learning outcome of male and female students grade X SMAN 1 Jepara.