THE RELATIONSHIP BETWEEN LEARNING EXPERIENCES IN THE HUMAN MOVEMENT SYSTEM AND STUDENTS’ LEARNING OUTCOMES AND SPORTS HABITS

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 research aims to find out the application of discovery learning models in increasing students' interest and learning outcomes in harmonic vibrational materials in MAN 4 Aceh Besar. The method in this study is quasi-experimentation with the design of a pretest-posttest control group. The instruments used are questionnaires and problems. The results showed that the average N-gain of student learning interest in the experimental class was 0.79 high category and control class 0.28 low category. The results of each experimental class indicator included a very positive category while the category control class was positive. Based on the results of the analysis of both classes, it can be concluded that the average interest in student learning in the experimental class is more increased than in the control class, especially on indicators of student engagement. The average N-gain result of student learning outcomes in the experimental class obtained a score of 0.61 moderate categories, then in the control class obtained a score of 0.35 medium category. Based on the test results, the average of the two classes obtained significance scores of 0.000 < 0.05, meaning that there was a difference in the average learning outcome of students in experimental classes and control classes. This proves that the discovery learning model's application can improve students' learning outcomes higher than the discovery learning model in the control class. This study concludes that the application of discovery learning models can increase students' interest and learning outcomes in harmonic vibrational materials in MAN 4 Aceh Besar

Many previous studies have shown that students' learning strategies and engagement are both important factors affecting students' learning outcome. We want to know whether the engagement of students who use different learning strategies is different, so that we can proxy measure students' engagement according to the learning strategies used by students. Different from the past methods of using questionnaires or interviews, this research used education data mining technology to directly analyze the learning logs of online learning system to extract students' learning strategies. We collected the learning logs of 56 students, and extracted the learning strategies of the students using sequence clustering. We classified four learning strategies and performed Pearson correlation analysis with students' learning outcome and engagement, and discussed the key strategies that affect students' learning outcome. We also found that students who use different learning strategies have different levels of engagement.

This study aims to determine: (1) The relationship between students' perceptions of pedagogical competence and student fiqh learning outcomes, (2) The relationship between teacher performance and student fiqh learning outcomes, (3) The relationship between students' perceptions of pedagogical competence and teacher performance with student learning outcomes. learn fiqh students. This type of quantitative research with correlation research methods. The population is 107 students with a sample of 36 students taken by random sampling technique. The data collection technique used is a non-test technique. The non-test technique, namely a questionnaire, was used to collect data on student perceptions of pedagogical competence and teacher performance variables. While the variable of student fiqh learning outcomes through the results of learning evaluation. The data analysis technique used is correlation and regression. The research results show: (1) there is a positive and significant contribution between competencies pedagogy with student learning outcomes MTs. Al-Washliyah Percut Sei Tuan, (2) there is a positive and significant contribution between teacher performance with student learning outcomes MTs. Al-Washliyah Percut Sei Tuan, and (3) there is a positive and significant contribution together between pedagogical competence and teacher performance with learning outcomes students of MTs. Al-Washliyah Percut SeiT uan.

Teenagers, one of Indonesia's primary consumers, mainly access social media using smartphones. As a student, they use it freely, even when the teachers are in classes. Schools fear unlimited access to social media because the distraction could affect their scores. However, it also could bring positive change. 2019 is the year when the global pandemic crippled the world. Schools are forced to operate online with no direct supervision of the teachers. Social media could be used as an alternative teaching method in such events. This study aimed to determine the relationship between the intensity of social media use and learning related to learning outcomes. The use of social media carried out by students regardless of time affects student learning outcomes, both positively and negatively. Teachers use social media to support the value obtained by students to the maximum through utilization in learning. This study uses correlational quantitative methods with problem characteristics in the form of relationships between 2 or more correlations. The data collection techniques used were questionnaires and interviews. The analysis techniques used are normality test, linearity test, double linear regression test, and Pearson correlation test. The results obtained are: (1) a positive and significant relationship exists between the intensity of social media use and student sociology learning outcomes. (2) there is a positive and significant relationship between learning and student sociology learning outcomes. (3) there is a positive and significant relationship between the intensity of social media and learning with the sociology learning outcomes of grade XI social studies students of SMA N 1 Ngawi. The use of social media can be beneficial for students in learning and learning outcomes of student sociology

This study aims to describe the relationship between social attitudes and student chemistry learning outcomes during the Covid-19 pandemic. This type of ex-post facto quantitative research involved 203 students of class XII science which was determined by using multistage random sampling technique from a total population of 406 students at Madrasah Aliyah Mataram. Social attitude data were obtained from questionnaires and learning outcomes data were obtained from description questions on the colligative properties of solutions. The results of the descriptive analysis showed that the categories for social attitudes and student chemistry learning outcomes were in the moderate category with a percentage of 68,5% and 66%, respectively. Of the seven element of social attitudes, the highest value is found in the element of tolerance and the lowest value is found in the honest element. The results of the analysis show that social attitudes and student chemistry learning outcomes during the Covid-19 pandemic have a positive and significant relationship although it is very low (rxy = 0,24). Based on these results, it can be concluded that social attitudes can affect student chemistry learning outcomes during the Covid-19 pandemic in class XII IPA at Madrasah Aliyah Mataram, although the effect is relatively low. It is hoped that these findings will be taken into consideration by schools so that they can take appropriate policies so that student learning outcomes are better.

Poster Comment strategy is a good way to precisely provide information to students, understand what they imagine, and exchange ideas between them. The problem in this research is “How to Use Poster comment Strategies in Improving Students’ learning outcomes in Zakat Topic in Class VI SDN 21 Ambawang River ?”. The research method used was descriptive research, with classroom action research with a collaborative nature with a teacher. The research included 23 students of VI grade at SDN 21 Sungai Ambawang, Kubu Raya. Data collection technique in this study was measurement technique. While the tool used was the observation sheet. The results showed: (1) The lesson planning in class using the Poster comment strategy was good, this could be seen from the ability of the teacher to prepare lesson plan in cycle I of 68.38%, this happened because in the early stages of the lesson plans the teacher had not fully prepared the and mastering the components described. In Cycle II, the increase was 91.17%. (2) The implementation of the learning activities the first cycle of 65%, in the second cycle, it was 95%. The increase in teacher activity impacted increasing student activity in learning, which in the first cycle was 63.28%, in the second cycle, it increased to 86.71%. (3) Students’ learning outcomes in Zakat Topic with the Poster comment strategy's implementation experienced an increase, wherein cycle I, the average value of students’ learning outcomes was 66.73, then in cycle increased to 77.71. Based on these results, it can be concluded that the use of demonstration methods in the learning process can improve student activity and learning outcomes.

Learning outcomes are measures of student results achieved during the learning process. Student learning outcomes are not only influenced by cognitive aspects but also affective aspects, one of which is self-efficacy beliefs. This study aims to determine and describe the effect of applying the POGIL model with the PAVES-PEPS strategy to improve students' self-efficacy beliefs and learning outcomes in physics learning. This study used pre-experimental methods with a One-Group Pretest-Posttest Design research design. The Sample was students of XI MIPA 1 SMA Islam Sidoarjo, selected through the purposive sampling techniques. The instruments used include a self-efficacy questionnaire sheet, questions on learning outcomes, and student response questionnaire sheets to the applied learning model. The results showed a significant difference between students' self-efficacy beliefs and student learning outcomes before and after applying the learning model used. The average value of students' self-efficacy beliefs and learning outcomes has improved. They improved students' self-efficacy beliefs in the medium category and student learning outcomes in the high category. Thus, learning physics using this models affect to improve students' self-efficacy beliefs and learning outcomes.

This research aims to describe; 1) the influence of using pop-up book learning media on student learning motivation, 2) the influence of using pop-up book learning media on student learning outcomes, and 3) the influence of using pop-up book learning media on student motivation and learning outcomes. This type of research is quasi-experimental research using a quantitative approach. The subjects of this research were 30 students in class V of Silih Nara 4 Elementary School. This research design uses One Group Pretest-Posttest Design. Data collection techniques use observation, questionnaires and documentation. The analysis technique uses a simple linear regression analysis test. The research results show that; a) there is a significant influence of the use of pop-up book learning media on student learning motivation, b) there is a significant influence of the use of pop-up book learning media on student learning outcomes, c) there is a significant influence of the use of pop-up book learning media on student motivation and learning outcomes.

This research aims to determine the influence of teacher readiness to teach and student learning motivation on student learning outcomes in the Class X Economics subject at SMA Negeri 4 Pematangsiantar. The type of research used in this research is quantitative research with an associative approach and research design using a survey design. The population in this study was 72 students. The sample in this study was 72 students. Data collection techniques use observation, documentation, and questionnaires. The data in this study were analyzed using normality tests, multicollinearity tests, heteroscedasticity tests, multiple linear regression tests, partial tests, simultaneous tests and determinant tests. The research results show that there is an influence of teacher teaching readiness on student Economics learning outcomes with tcount > ttable (2.233 > 1.990). Furthermore, there is an influence of student learning motivation on student Economics learning outcomes with tcount > ttable (2.609 > 1.990). and there is an influence between teacher readiness to teach and student learning motivation on student Economics learning outcomes with Fcount > Ftable (3.783 > 3.110).

This study aimed to describe how the experiential learning model increases motivation and improves student learning outcomes in the knowledge domain. The research was a pre-experiment with a one-group pretest-posttest design. Junior high school (SMPN 1 Surabaya) students in the 7th grade were the subject. The research instruments are learning observation forms, pretest and posttest, and a motivation questionnaire. Data was collected using the learning method, student questionnaire, and pretest and posttest methods. The data analysis included examining learning implementation, test findings of enhanced motivation and learning outcomes using the Wilcoxon test and normalized gain analysis, and a checkup of motivation and student learning. The results showed that the learning model was implemented very well, with an average score of 93 percent at the first meeting and 96 percent at the second meeting. The students' motivation from the pretest was 59 percent with a strong category at the first meeting and then improved to 89 percent with an excellent classification at the second meeting. The second meeting had a higher percentage of 96 percent for student learning outcomes on knowing competency than the first meeting, with a measurement of 64 percent. In conclusion, the experiential learning preparatory in science learning can boost students' motivation and learning outcomes.

This quantitative study examines the influence of innovative pedagogical approaches (IPA) on enhancing student critical thinking (SCT) and student learning outcomes (SLO) in higher education, with an emphasis on the mediating role of inclusive leadership(IL). Using a sample of 321 students from public and private universities in Pakistan, the research reveals that methods such as problem-based learning, flipped classrooms, and interactive teaching significantly boost academic performance and cultivate critical thinking skills. The findings indicate that innovative pedagogical approaches positively and significantly impact student critical thinking (β = 0.536, t = 6.539, p < 0.001) and learning outcomes (β = 0.551, t = 12.725, p < 0.001). Additionally, inclusive leadership mediates the relationship between innovative teaching methods and both student critical thinking (β = 0.331, t = 3.833, p < 0.001) and learning outcomes (β = 0.405, t = 8.662, p < 0.001). Data were collected using survey questionnaires adapted from established studies on inclusive leadership, innovative pedagogical approaches, student critical thinking, and learning outcomes. These results highlight the essential role of inclusive leadership in enhancing the efficacy of innovative pedagogies by creating a supportive and diverse learning environment. The study suggests that implementing active learning strategies and integrating technology in the classroom, along with inclusive leadership practices, can significantly improve student engagement, critical thinking, and overall academic performance. This research offers valuable insights for educators and policymakers seeking to enhance teaching and learning experiences in higher education.

Purpose of the study: This study aims to improve student activity and learning outcomes by applying the Problem Solving learning model. Methodology: This research is a Classroom Action Research conducted in two cycles, with each cycle consisting of planning, implementation, observation and reflection. The subjects of the research were 33 students of class XC of State Senior High School 1 Wawonii. Data sources came from teachers and students. Data collection techniques were tests and non-tests (observation, document review). Data analysis used qualitative descriptive analysis techniques.. Main Findings: The results of the study showed that: Problem Solving model learning can improve student activity and learning outcomes, namely 71.00% in cycle I increasing to 85.33% in cycle II. Problem Solving model learning can improve student learning outcomes. The percentage of student learning outcome completion reached 64.63% in cycle I increasing to 81.82% in cycle II. From this study it can be concluded that the application of problem solving models can improve student activity and learning outcomes on the subject of stoichiometry. Novelty/Originality of this study: This study offers novelty by applying the Problem Solving Model to improve student learning activities and learning outcomes in Stoichiometry material, which has been considered difficult by many students.

This research is motivated by the low activity and student learning outcomes in learning. One alternative that is used to overcome the low activity and learning outcomes of social studies subjects is by using the Student Team Achievement Division (STAD) type of cooperative learning model with LKPD assistance. The purpose of this study was to analyze student learning activities and outcomes using the STAD type cooperative learning model assisted by Student Workshet (LKPD). This research was an experimental study using the Pre-Test Post-Test Control Group Design. The data used consists of primary and secondary data. The data were collected using test results of learning and observation sheets to determine student learning activities. The total population was 348 people with a sample size of 78 people with a purposive sampling technique. The method of analysis used the independent sample t-test. The results showed that the student's learning activity was declared active with a high category as long as the cooperative learning model type STAD was assisted by LKPD and the learning outcomes obtained a significance value of 0.000 with a significance level of 0.05. It can be concluded that there is an increase in student activity and learning outcomes using the STAD type cooperative learning model assisted by LKPD.

This research is motivated by the lack of optimal students' understanding of social studies materials. Students tend to think that social studies materials focus more on recall and memorization. As a result, interest in learning is low, will have an impact on unsatisfactory learning outcomes. A learning model is needed to increase student involvement, so that interest and learning outcomes increase, one of which is gallery walk-type cooperative learning. The formulation of the problem in this study is (1) Is there an effect of the gallery walk type cooperative learning model on students' learning interest in social studies class VIII at SMPN 1 Bandung Tulungagung? (2) Is there an effect of the gallery walk type cooperative learning model on student learning outcomes in social studies class VIII at SMPN 1 Bandung Tulungagung? (3) Is there an effect of the gallery walk type cooperative learning model on students' interest and learning outcomes in social studies class VIII at SMPN 1 Bandung Tulungagung?. There are several objectives taken from the background of these problems in general, namely it is expected to determine the influence of the gallery walk-type cooperative learning model on students' interests and learning outcomes in social studies subjects in grade VIII at SMPN 1 Bandung. The approach of this research uses a quantitative method with a quasi experimental type, a nonequivalent control group design. The sample consisted of students in class VIII F as the control class and VIII J as the experimental class, each totaling 32 students. The sampling technique used is purposive sampling. Data is collected through questionnaires, tests, and documentation. The data analysis included instrument tests, prerequisite tests, and hypothesis tests. The results of this study are (1) There is an effect of the gallery walk type cooperative learning model on the learning interest of grade VIII students in social studies subjects at SMPN 1 Bandung Tulungagung. Independent test sample t-test sig.(2-tailed) 0.000 &lt; 0.05 then H0 rejected H1 accepted. (2) There is an influence of the gallery walk type cooperative learning model on student learning outcomes in social studies subjects at SMPN 1 Bandung Tulungagung. Independent test sample t-test sig.(2-tailed) 0.000 &lt; 0.05 then H0 rejected H1 accepted. (3) There is an influence of the gallery walk learning model on students' interests and learning outcomes in social studies subjects at SMPN1 Bandung Tulungagung. A change in the value of the sig. (2-tailed) 0.000 &lt; 0.05 then H0 rejected H1 accepted.