8th Grade Students Research Articles

Far Transfer of Metacognitive Regulation: From Cognitive Learning Strategy Use to Mental Effort Regulation

Training of self-regulated learning is most effective if it supports learning strategies in combination with metacognitive regulation, and learners can transfer their acquired metacognitive regulation skills to different tasks that require the use of the same learning strategy (near transfer). However, whether learners can transfer metacognitive regulation skills acquired in combination with a specific learning strategy to the regulation of a different learning strategy (far transfer) is still under debate. While there is empirical evidence that learners can transfer metacognitive regulation between different learning strategies of the same type (e.g., from one cognitive learning strategy to another), whether transfer also occurs between learning strategies of different types is an open question. Here, we conducted an experimental field study with 5th and 6th grade students (N = 777). Students were cluster-randomized and assigned to one of three groups: two experimental groups receiving different training on the metacognitive regulation of a cognitive learning strategy and one control group receiving no training. After training, students worked on two different tasks; after each task, we measured their metacognitive regulation of a resource management strategy, that is, investing mental effort. Results (based on data from 368 students due to pandemic conditions) indicated far metacognitive regulation transfer: After training, students in the training groups were better able to metacognitively regulate their mental effort than students in the control group. Although effect sizes were small, our results support the hypothesis of far transfer of metacognitive regulation.

EcoLingua: Optimizing Indonesian Learning through Lumen5 in Digital Era

This scholarly investigation examines the evolution and application of Lumen5-based video instructional media for Indonesian language pedagogy with a specific emphasis on environmental themes. Employing a Research and Development (R&D) methodology through the ADDIE framework, the inquiry produced five interactive videos that address various environmental challenges, including forest fires, flooding, waste management, landslides, and the maintenance of school hygiene. The research encompassed extensive evaluations involving 10th-grade students, utilizing a combination of qualitative and quantitative methodologies to evaluate the efficacy of the video-centric learning paradigm. Findings indicated a 30% enhancement in students' understanding of environmental concepts in comparison to conventional text-based instructional strategies. Moreover, 80% of the students indicated heightened engagement with the educational content, while 75% exhibited advancements in their digital literacy competencies. The utilization of Lumen5's AI-driven platform was found to be effective in producing interactive, visually stimulating materials that are appealing to Generation Z learners. By aligning with the Merdeka Curriculum and integrating local environmental contexts, this inquiry presents a scalable framework for augmenting both language instruction and environmental awareness in the context of the digital era. The outcomes imply that AI-enhanced video learning platforms possess the potential to effectively reconcile the divide between traditional educational approaches and modern instructional requirements while fostering environmental consciousness among learners.

Meningkatkan Hasil Belajar IPA melalui Model Inquiry pada Materi Perubahan Benda di SD An Nuriyah

The low learning outcomes of 6th grade students of SD Islam An-Nuriyah Jagakarsa on the material of changes in science subjects is the main problem of this study. In addition, traditional learning is less able to encourage critical thinking, critical thinking skills and problem-solving skills. The purpose of this study was to improve the learning outcomes of 6th grade students of SD Islam An-Nuriyah Jagakarsa on the material of changes in science subjects. To improve critical thinking, analytical skills, and problem-solving skills, science learning is very important. The inquiry-based learning model is used because it has the ability to encourage students to participate in the active learning process and explore the material independently. This study was designed as a classroom action research (CAR), with two cycles that include planning, implementation, observation, and reflection. The research instruments included observation sheets, learning outcome tests, and documentation. The results showed that student learning outcomes increased significantly. Although the average score of students was still below standard during the first cycle, they increased significantly during the second cycle. In addition, in activities such as asking questions, discussing, and experimenting, students showed an increase in desire and encouragement to participate. In conclusion, the inquiry-based learning model improves students' academic achievement in addition to improving their scientific process skills. There is evidence that implementing this model can significantly improve the quality of science learning in elementary schools.

Adolescent depression in school: risk factors and consequences on school functioning

Abstract Adolescents spend most of their formative years in school, making it an important context to consider when investigating crises. A personal crisis that often has its onset during adolescence is depression. To gain a better understanding of depression in school, we explore possible individual and school-related risk factors and outcomes of depressive symptoms in line with current etiology models. First, we investigate the intersection of possible demographic risk factors of depression (female gender, immigration background, SES). Second, we explore school-related factors (conscientiousness, parental expectations, social inclusion) that might be associated with students’ depressive symptoms, and whether depressive symptoms mediate the effects of these school-related factors on school-functioning (grades, test anxiety). The representative data was collected in 30 Austrian secondary schools in a survey study with three waves. The sample consisted of 1874 12th-grade students from 93 classes. We used well-established self-report scales for all constructs that showed good reliability and students’ mean grades on the most recent tests. Analyses were pre-registered. In general, students experienced heightened depressive symptoms. More specifically, calculating a dummy-coded regression, we found female students with an immigration background and low SES to be the most burdened. The results of the mediation model showed depressive symptoms to partially mediate the association of conscientiousness, social inclusion, and parental expectations with test anxiety; this was not observed for grades. Furthermore, we only found conscientiousness to be positively associated with grades. Directions for future research and implications are discussed.

Development of Fukado Learning Media on Mathematics Content of Space Building Materials on The Improvement of Student Results Class VI at SD Negeri Sadeng 01 Semarang City

The purpose of this study was to develop Fukado media with Borg and Gall's development theory through 10 stages of development so that the developed media can be used to achieve learning objectives, namely improving student learning outcomes. The research subjects used 6th-grade students at SD Negeri Sadeng 01 Semarang City with 27 students. Augmented reality is one of the media that can help with learning. The development of this media is done by analyzing problems, designing media, media validated by experts, and testing on learning. The effectiveness of this learning media is seen with assessment instruments on validity, effectiveness, and practicality. Media development that has gone through various stages of development is declared successful with a level of validity of media, material, and language of 88%, 95%, and 91% respectively, The effectiveness of the media can be seen from the increase in learning outcomes in mathematics learning with the difference in the average student score reaching 15 from the original 61 to 76 obtained from trials with pretest and posttest.

The effect of a unit prepared with a global history approach on the academic success of high school students: The example of the unit on Türkiye and the World during World War II

The global history approach emerged as a method for understanding the interactions and connections that have shaped the modern world, preventing fragmentation and providing a specific perspective on world-building. In this study, the global history approach, which has rapidly developed within the discipline of history and has become widespread not only in the United States but also in Europe and Asia, was examined and its effect on the academic achievement of high school students was analysed. This research, in which a quasi-experimental design was used, was limited to a total of 6 lesson hours for 3 weeks, taking into account the acquisitions of the unit. While the unit reflecting the global history perspective was applied to the students in the experimental group, the unit in the current history curriculum was presented to the students in the control group. High school 12th grade students, who were thought to be suitable for the subject and purpose of the study, were determined as the study group. In this context, the 5th unit of the Turkish Revolution History and Kemalism textbook, ‘Türkiye and the World in the World War II Process’ unit, and three different public schools, namely vocational and technical Anatolian High School, Anatolian High School and Anatolian Imam Hatip High School in İpekyolu district of Van province, were selected as schools. In the study, achievement test was applied to the students in both experimental and control groups as pre-test and post-test. The achievement test, consisting of 30 questions in total, was selected from the questions related to the research topic between 1998 and 2022 by ÖSYM. As a result of the research, it was determined that the history unit prepared with the global history approach had a significant and positive effect on the academic achievement of high school students.

FOSTERING THE STUDENTS’ SPEAKING ABILITY THROUGH COMMUNICATIVE APPROACH OF PARTICIPATION POINT SYSTEM

The objective of this study was to investigate how the implementation of a communicative participation point system could enhance students' speaking abilities. Specifically, the research aimed to determine whether the use of the participation point system influenced students' grades and how students perceived its role in developing their English-speaking skills. The study focused on both the learners' perceptions and their performance scores. A sample of 36 students was selected from a total of 150 12th-grade students at SMA Negeri 4 Palembang. Utilizing a mixed-method approach with an explanatory sequential design, quantitative and qualitative data were collected in two phases, with each phase informing the other. The findings revealed that the t-value (4.846) exceeded the t-table value (1.680), confirming that the alternative hypothesis (Ha) was valid. This indicates that the application of the communicative participation point system had a significant impact on students' speaking performance and scores.

Can We Talk? Teacher Booktalks as an Influence on Intermediate Readers’ Choice Reading Selections

This study investigated the impact of booktalks on 5th-grade students’ choice reading selections. The experimental design had 22 students in a treatment classroom where four booktalks across four distinct genres were delivered bi-weekly for an academic year (64 books in total) with opportunity for immediate checkout—three copies of each title were available. The same books in the same quantities were made available to students in the control classroom but no booktalks were provided to the students. Throughout the year, a growing positive climate of reading was observed in the treatment classroom with great excitement over the booktalks being demonstrated by the students who exhibited a strong desire to read the books. Observations and reporting from the control classroom did not yield a similar situation. A two-tailed t test showed a statistically significant difference in the circulation of books featured in booktalks in the treatment classroom over books simply displayed in the control classroom. Surveys indicated that the booktalks were particularly influential in the decisions made by 5th-grade students in the treatment classroom regarding their reading.

Physical literacy: physical literacy knowledge and its relationship to physical fitness of senior high school students

Introduction. This study aimed to investigate the level of physical literacy and its relationship with physical fitness among 10th-grade students in Sleman Regency using a correlational research design. Objective. The subjects were 64 students (32 male, 32 female) aged 15–17. The research sample using a purposive sampling technique, selected based on several criteria: non-athletes and residents of Sleman Regency. Methodology. The instrument in this study used two tests, were the Adolescence Physical Literacy Questionnaire (APLQ) and the Bleep Test. The APLQ showed good internal consistency (α = 0.951), validity (0.680–0.790), and reliability (0.837–0.981). The Bleep Test had a validity of 0.915 and reliability of 0.868. Thus, this research instrument was valid and reliable. Data analysis used the Spearman correlation test, were carried out with the help of IBM SPSS Ver. 20. Results. The results of this study indicated that the linearity data obtained a Sig value of 0.975 > 0.05 and an F count value of 0.025 < F table of 2.528, so there was a significant linear relationship between physical literacy and physical fitness. Furthermore, hypothesis testing with Spearman analysis obtained a correlation coefficient between physical literacy and physical fitness of -0.091, these results showed a very weak relationship between the two variables. Discussion. The significance value (p-value) was 0.473 > 0.05, so it can be concluded that there is no significant relationship between physical literacy and physical fitness. Conclusions. Thus, it was concluded that there is no significant relationship between physical literacy and physical fitness among 10th-grade students in Sleman Regency.

Pengembangan Media Pembelajaran Interaktif Berbasis Powerpoint Untuk Meningkatkan Pemahaman Bilangan Cacah Siswa Kelas 6 SDN Baratajaya

This study aims to develop PowerPoint-based interactive learning media to enhance the understanding of natural numbers among 6th-grade elementary school students. The research employed the Research and Development (R&D) method using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. The research subjects were 30 students from VI Elementary School Baratajaya. Data was collected through observations, interviews, questionnaires, and learning outcome tests. Media and material expert validation results showed the learning media was suitable for use with an average score of 86.5%. The implementation of learning media demonstrated improved student understanding with an N-gain value of 0.71 (high category). Student response to the learning media showed a satisfaction rate of 88.3%. It can be concluded that PowerPoint-based interactive learning media effectively improves 6th-grade elementary school students' understanding of natural numbers.

The Impact of Informative and Narrative Texts on Arabic Language Comprehension in Islamic Education

This study investigates the impact of narrative and informative texts on Arabic reading comprehension in the context of Islamic education. Arabic proficiency is crucial for understanding Islamic teachings, yet the differential effects of narrative and informative texts on comprehension have not been extensively explored. While narrative texts engage students through storytelling, fostering emotional connections and intuitive understanding, informative texts provide factual knowledge, supporting analytical thinking and academic comprehension. The gap in literature lies in the comparative analysis of these two types of texts in Arabic language learning within Islamic education. The primary objective of this study was to evaluate how narrative and informative texts affect Arabic comprehension in 12th-grade students. A comparative methodology was employed, using pre- and post-test assessments to measure reading comprehension after exposure to both text types. Statistical analysis was applied to determine the significance of differences in comprehension scores between narrative and informative texts. The results indicated a significant difference in students' comprehension scores, with narrative texts yielding higher mean scores (87.81) compared to informative texts (73.77), suggesting that narrative texts may be more engaging for students. However, no significant correlation was found between the two text types and overall comprehension, highlighting the influence of factors such as teaching methods and student engagement. The study’s limitation includes its small sample size, which may affect the generalizability of the results. The originality of this study lies in its focus on Arabic language learning in Islamic education, providing insights into how different text types can enhance reading comprehension and support language development in this specific educational context.

Increasing Mathematical Curiosity Using Simple AI Instruction In Primary School

The abstract contains a brief description of the purpose: describes the objectives and In recent years, a new system has introduced itself to the world: Artificial intelligence (AI). Artificial intelligence, an active educator, has begun to take its place in our lives every day. Therefore, it has also taken its place in the education and training system. Artificial intelligence, which is also used in mathematics education, has become one of the shaping effects of the future. Therefore, it is important for education to start from a young age. The main purpose of this study is to explain the artificial intelligence system consisting of mathematical data in the language of primary school students and to increase mathematical curiosity with fun activities and applications. For this purpose, forty-five 4th grade students were studied. The study is a mixed-design study including quantitative and qualitative methods. Since the subject of data processing in mathematics was explained in the study, a pre- and post-test of success was applied. In addition, the opinions of the students were analyzed for the activities performed. In the light of the findings obtained from the study, it was observed that the students' mathematical success increased with simple artificial intelligence applications. In addition, the students whose opinions were taken stated that they discovered the relationship of the artificial intelligence system with the subject of data processing in mathematics as a result of the applications performed and that this increased their mathematical curiosity. These applications and evaluations developed suggestions for more artificial intelligence studies, especially in mathematics classes, at the primary school level.

Male and female school graduates: socio-pedagogical portrait in a gender context

Introduction. Gender equality is one of the basic values of the modern world, but there are hidden gender barriers that significantly affect life trajectories. They can act already at school and determine some characteristics of boys and girls at the level of behavior, attitudes towards teachers, choice of extracurricular activities, etc. On the threshold of graduation from school, it is especially important to establish the gender differences that have developed by this moment in professional preferences, value orientations, in the achieved level of “soft skills”, in self-esteem and well- being. Identifying gender differences in high school students is also relevant in connection with the digitalization agenda and the task of attracting girls to the field of IT technologies. The study was aimed at identifying, describing and interpreting gender differences in the socio-pedagogical portraits of male and female school graduates. Materials and methods. The analysis was based on the initial data from a survey of 11th-grade students as part of the St. Petersburg School Graduate study (the total number of respondents in 2022 was 3,509, including 1,632 boys and 1,877 girls). The data were processed by means of constructing the contingency tables for all features with the “Gender” feature, ranking of indicators by the magnitude of the differences identified, and visualization of the gender difference profile. Results. Large gender differences were revealed in such a school education outcome as career guidance: 66% of boys and 25% of girls planned a career in IT and engineering and technical specialties; 40% of girls and 20% of boys – in the field of culture and art. At the same time, in such outcomes as academic subject knowledge, functional literacy, as well as the importance of basic values (health, family, material well-being), the differences between boys and girls were small. A significant gender asymmetry was identified in the leisure time of high school students, their additional classes and digital practices, which undoubtedly affected their skills and professional choice. The psychological characteristics of high school graduates were determined, for which gender differences were the most significant, for example, anxiety (which was often experienced by 46% of girls and 20% of boys), as well as fatigue and other psychogenic disorders. Conclusion. For the true implementation of gender equality in education, it is necessary not only to provide formal equality, but also to perform comprehensive work with gender stereotypes prevalent in society. The results of the study serve as scientific grounds for developing the content of additional education programs for adults – teachers, heads of educational institutions, parents, as well as for developing methodological materials for all participants in the educational process.

The Implementation of Problem-Based Learning with Multimedia for Improving Scientific Process Skills

Introduction: Learning problems in the subject of energy and its changes where there are still students who have difficulty understanding it and lack of science process skills. Learning with a scientific process is needed to solve problems and produce a product in the form of a concept. One of them is by implementing the Problem Based Learning learning model. This research aims to determine the improvement in science process skills students in Indonesian elementary school in the 2023/2024 academic year. Participants were a classroom teacher and 23 students, consisting of 13 male and 10 female students.Methods: The data used are qualitative and quantitative data. This study uses a classroom action research method. Data collection techniques use observation and interviews. Data validity uses triangulation of sources and techniques. This study was conducted in three cycles with five meetings. Qualitative and quantitative data were collected through observation and interviews. Data analysis was carried out using three stages consisting of data reduction, data presentation, and drawing conclusions.Results: The results showed an increase in science process skills in the natural and social science subject among students when the Problem Based Learning model with multimedia was implemented. The average percentage of science process skill indicators in cycle I was 71.52%, cycle II = 82.89%, and cycle III = 89.79%.Conclusions: It can be concluded that the application of the Problem Based Learning model with multimedia can improve 4th-grade students’ scientific processing skills skills in the natural and social science subject in the 2023/2024 academic year

Biology Teaching Strategies for Greek Primary School Students with Learning Disabilities

The present research examines the impact of teaching strategies, such as structured instruction and ICTs, on the comprehension of biological concepts among Greek primary school students, including those with typical development and learning disabilities (LDs). A preliminary study was conducted with a sample of 20 teachers through semi-structured interviews. The research identified the classes and course units that posed comprehension challenges for primary school students. Interventions were carried out with a sample of 55 6th-grade students, including 13 with LDs. The interventions focused on units related to renewable and non-renewable energy sources, photosynthesis, and the structure of food webs. The first intervention utilized structured instruction with the use of lesson plans and ICTs, such as interactive whiteboards. The second intervention solely relied on ICTs. These groups were compared to students attending traditional lecture-based instruction classes. The results indicated that students with LDs performed less effectively compared to typical development students. Structured instruction proved to be the most effective teaching method for both groups, except for the unit on photosynthesis, where both groups showed decreased performance post-intervention. Students with LDs showed significant improvement in the food webs unit, suggesting that collaborative work enhanced their understanding.

초등학생의 학습태도와 수업이해 영향 요인 분석

Objectives The purpose of this study is to analyze the key factors influencing elementary school students' learning attitudes and classroom lesson understanding, using data from the third-year panel of the Jeonam Education Longitudinal Study (JELS), specifically targeting 6th-grade students. Methods Data from 1,788 6th-grade students are analyzed using the SPSS 20.0 program. The research design includes independent variables such as homeroom teacher support, academic self-concept, self-management, rule adherence, parent-child interaction, and parental educational support, while the dependent variables are students' learning attitudes and classroom lesson understanding. The study examines the correlations among homeroom teacher support, academic self-concept, self-management, rule adherence, parent-child interaction, parental educational support, learning attitudes, and classroom lesson understanding. Regression analysis is conducted to determine the impact of these variables on students' learning attitudes and classroom lesson understanding. Results The results indicate that self-management, rule adherence, and academic self-concept are significant factors influencing students' learning attitudes, while academic self-concept, rule adherence, and homeroom teacher support are significant factors influencing classroom lesson understanding. Conclusions This study suggest that support from both home and school is necessary to enhance elementary students' learning attitudes and classroom lesson understanding. The results serve as foundational data for improving students' learning experiences and reducing educational disparities in the classroom.

The Impact of Music Subject Preference on Creative Thinking and Creative Personality of Science Gifted Students: Focusing on Music- Science GI-Convergence Education Program

Objectives This study investigated the variations in creative thinking and creative personality based on the music preference of science-gifted secondary school students who participated in a music-science GI-convergence education program. Methods A total of 12 program sessions were conducted for 8th-grade science-gifted students selected in Daejeon, South Korea. Pre- and Post-tests for creative thinking and creative personality were administered. This was analyzed through quantitative and qualitative studies. Results The findings indicate that science-gifted students with a preference for music subjects exhibited significantly higher scores in creative personality compared to those who did not prefer music subjects. In addition, qualitative research results revealed that science-gifted students who preferred music subjects improved their intrinsic motivation through perseverance, passion, imagination, and a keen interest in class while participating in the music-science GI-convergence education program. Conclusions This suggests that their focus was more directed toward music-related learning. These results imply that science gifted students' inclination toward music subjects has a positive effect on the improvement of creative personality by influencing the emotional aspects of creativity expression.

Deteksi Anemia dan Edukasi Gizi Remaja

Stunting is a chronic malnutrition issue resulting from prolonged inadequate nutrient intake, and adolescents, as future parents, play a crucial role in its prevention. Data from the Riset Kesehatan Dasar (Riskesdas) surveys in 2007, 2013, and 2018 show a rising trend in anemia prevalence among adolescents. In 2018, 32% of adolescents in Indonesia were anemic, and in 2017, the prevalence in West Sumatra was 18.1%. Hemoglobin (Hb) testing is a vital method for early anemia detection. Additionally, providing nutritional education to teenage girls is essential for addressing anemia. This community service project aimed to detect anemia and offer nutritional education to teenage girls as a stunting prevention strategy. Conducted at SMA Negeri 12 Padang, the project involved Hb testing and nutritional education. Results revealed that 12% of 12th-grade female students were anemic. Nutritional education improved their knowledge, with average scores increasing from 19.97 before the intervention to 26.92 afterward. In conclusion, Hb testing and nutritional education are effective for early anemia detection and enhancing nutritional knowledge, crucial for preventing stunting.

학교자율시간 운영을 위한 드론 활용 교육프로그램 개발 및 학생 행위주체성 신장 효과

This study aims to develop and implement a drone-based education program for 4th-grade elementary school students during school autonomous hours and to evaluate its impact on student agency. This involved surveys of the educational community and analyses of school infrastructure and characteristics. Using the ADDIE model, a 22-session program was developed. Pre- and post-tests measuring student agency were administered to an experimental group (17) and a control group (32). Additionally, reflections and self-assessment journals from the experimental group were analyzed quantitatively and qualitatively. The findings are summarized as follows: First, the democratic consensus within the educational community played a key role in the design and implementation of the program. By synthesizing the inputs from students, parents, and teachers, a drone education program aligned with environmental and sustainable development education was developed. The program’s activities included theory and piloting practice based on safety education, using drones to solve school problems, and lessons on career and ethics. This process contributed to a sense of responsibility and cooperation among all stakeholders, especially boosting student motivation and interest in learning while maximizing the program’s effectiveness. Second, the analysis of pre- and post-test results on student agency in both the experimental and control groups, as well as the progression reflected in self-assessment journals, revealed improvements across all four domains of student agency—community agency, learning interaction, purposefulness, and responsibility. Third, the study demonstrated the potential of the developed drone education program as a valuable resource for school autonomous hours. It provided a learning experience where students took the initiative to participate, reorganizing the drone utilization from a briefly covered topic in practical arts or creative classes into 22 lessons to cover related contents in depth and foster cooperation within the educational community. The study found that the developed program positively impacted elementary school students' agency. Moreover, the materials are expected to serve as useful references for developing drone programs for elementary school students and structuring autonomous school hours.

Development of Animated Video Learning Media Integrated with Quranic Verses on Molecular Shape Material for 11th Grade Student

This research was motivated by the limited availability of learning media used as a source of student learning which has an impact on the quality and learning process. Learning media used by educators are still simple and non-technological. Therefore, it is necessary to develop a learning media to be used as an additional learning resource for students The learning media developed consists of animated videos integrated with verses from the Quran. The purpose of this research is to produce animated videos integrated with Quranic verses on molecular form material that are valid and practical. This research uses the Research and Development research method with the 4-D model (define, design, develop, and disseminate). Based on the results of the research conducted, it was found that 1) the animated video integrated with Quranic verses met the criteria of being very valid with a percentage of content feasibility on the material of 90.17%, content feasibility on the interpretation expert obtained a percentage of 95%, presentation feasibility obtained a percentage of 93.75%, presentation feasibility on the interpretation expert obtained a percentage of 100%, linguistic feasibility obtained a percentage of 92.41%, linguistic feasibility on the interpretation expert obtained a percentage of 96.87% and feasibility of grammatical obtained a percentage of 92.50%, 2) the animated video integrated with Quranic verses on molecular shape material has met the criteria of very practical with the results of student response questionnaires on the ease of use indicator obtained a percentage of 87.10%, the interest indicator obtained a percentage of 90.17%, the usefulness indicator obtained a percentage of 89.28 and time efficiency obtained a percentage of 90.62%. The results of this study indicate that the animated video developed can be used as a learning resource for students.