Ability Of Students Research Articles

APPLICATION OF THE RADEC LEARNING MODEL IN ENHANCING STUDENTS CRITICAL THINKING SKILLS IN SOCIAL STUDIES LEARNING

The aim of this research is to find out how the radec learning model is applied in improving students' critical thinking skills in social studies learning. Descriptive analysis was carried out to describe the pretest-posttest results in the experimental class and control class on students' critical thinking skills. Based on the results in table 1, it was obtained data, namely in the experimental class, there was a difference of 36.26 with a pretest of 50.87 and a posttest of 87.13. The control class had a difference of 35.53 with a pretest of 50.20 and a posttest of 85.73. These results indicate that there are differences in the average critical thinking abilities of students in both the experimental class and the control class. So it can be concluded that the application of the RADEC model can improve students' critical thinking skills in social studies learning.

THE DEVELOPMENT OF LEARNING KITS BASED ON CAUSALITY MODEL TO IMPROVE CREATIVITY THINKING SKILLS MOMENTUM AND IMPULSE OF STUDENTS

Teachers still do not fully pay attention to the creative thinking abilities of students. This is seen from the selection of models in the teaching tools used by teachers in teaching. The selection of teaching models that tend to be directed towards direct teaching results in students being less active in following physics learning. Therefore, this research aims to determine the feasibility of a causality model learning device to improve creative thinking skills on the material of momentum and impulse. This type of research includes research and development (R&D), using a 4D model design. However, in this research, only the development stage is carried out. The research procedures carried out refer to the steps of developing the 4D model, namely define, design, and develop. The developed learning device consists of a syllabus, lesson plans, and pre-tasks. Data collection is done through validation of the learning device by validators. The results of the validation of the learning device reached an average validation value of 87.50% with the criteria of very valid and the reliability score is 92.30%. Based on these results, it can be concluded that the causality model learning device to improve the creative thinking skills of momentum and impulse students is suitable to be used in learning.

Influence of Head Teachers’ Instructional Leadership Practices on Students’ Academic Achievement in Public Day Lower Secondary Schools in Rwanda: A Case of Nyagatare District

This research was to investigate the influence of the head teacher's instructional leadership practices on students' academic achievement in public lower secondary schools in Rwanda. Specifically, this study was to assess the influence of shared expectations on students' academic achievement in public day lower secondary school in Nyagatare District, Rwanda. Determine influences of resource utilization on students' academic achievement in public day lower secondary schools in Nyagatare, Rwanda, and determine the influence of supervision of instruction on student academic achievement in public day lower secondary schools in Nyagatare district, Rwanda. This study was significant to policymakers, head teachers, and the ministry of education. The study adopted a descriptive survey design. The targeted population in this study consisted of 7238 respondents. A total sample of 379 respondents from lower secondary schools in Nyagatare District, and the researcher used purposive sampling techniques to choose 3 headteachers and simple random sampling to choose 92 teachers and 284 students. The findings were analyzed through SPSS version 21, and interpretations were made based on results given by respondents. To the first objective, results indicate that 69.6% strongly agreed that headteachers share expectations with students and teachers; 80.4% strongly agreed that teachers and students are involved in developing expectations of their teaching and learning; 75.0% strongly agreed that shared expectations affect a student's resilience and ability; 66.3% strongly agreed that the headteacher communicates with teachers and learners on expectation of learning outcomes; and 59.8% strongly agreed that the headteacher engages in activities that sustain the school annual academic expectation. To the second objective, the study indicates that the results indicated that 79.3% strongly agreed that the availability and quality of resources, such as textbooks, technology, and learning materials, significantly impact students' academic performance. 80.4% strongly agreed that the headteacher is pro-active in harnessing resources to support instruction. 90.2% strongly agreed that the headteacher has developed a policy on the utilization of text books and other resources in our school, and 88.0% strongly agreed that the headteacher has implemented measures of effective teaching and learning resources. To the second objective, 72.8% strongly agreed that the headteacher carries out supervision during teaching and learning; 82.6% strongly agreed that the headteacher provides feedback after lesson observation. 72.8% strongly agreed that the head teacher checks professional documents like lesson plans, schemes of work, etc., and 64.1% strongly agreed that the headteacher delegates observations of lessons. For the students’ performance, the study indicates that 68.0% strongly agreed that increased students’ retention indicates their level of academic performance. 92.3% strongly agreed that students’ graduation rate indicates their level of learners’ academic performance, and 83.8% strongly agreed that improved examination and test marks indicate their level of academic performance. The study found a positive correlation between Head teachers' instructional leadership practices and students' academic achievement in Rwandan public day lower secondary schools, with Pearson's p-value and significance justified by p-values less than 0.05. The study recommends that to Invest in training principals to improve leadership skills, focus on instructional planning, foster a learning culture, regularly assess performance, collaborate with teachers, and involve parents in the educational process. Encourage clear plans aligned with learning objectives, foster a learning culture, and regularly assess student performance to adapt teaching methods. Involve parents in the educational process for reinforcement.

Enhancing Educational Outcomes by Boosting Artificial Intelligence Application in Personalized Learning

As the social expectation of the standards of talent training increases, the society has become more aware of the limitations of the traditional one-size-fits-all education paradigm and has endeavored to develop educational paths that can better cater for individually different needs of the learner. Personalized learning, as an important instructional strategy in the new era, is intended to make education more pertinent to the unique needs, learning style, and ability of each individual student for the purpose of optimizing their educational outcomes (Kaswan et al., 2024). The rise of artificial intelligence (AI) makes changes to conventional education patterns and improvements in personalized learning possible as this technology can be harnessed to provide tailored learning materials to students, improve their information acquisition and retention, and thereby enhance their learning efficiency and educational experience (Chen et al., 2020).

The Path to Improvement of China's Professional Cultivation in the Perspective of Legal Clinics

Since its inception in the United States in the 1960s, the legal clinic has developed rapidly in the United Kingdom, Finland and other countries due to its characteristics of significantly improving students' practical ability. China has also joined this trend. Since 2000, seven universities, including Peking University and Tsinghua University, have taken the lead in introducing legal clinics, and other universities have followed suit. Although the application of legal clinic in major universities has been quite mature, its application has been limited to general undergraduate courses rather than vocational undergraduate courses. Therefore, the legal clinic has been in a blank state in vocational undergraduate courses which train practical talents. Based on the blank phenomenon of legal clinic in vocational undergraduate, this paper aims to explore the path of improvement of vocational training in the perspective of legal clinic. Through the research, it seeks to put forward practical suggestions to promote the effective use of legal clinic in vocational undergraduate, in order to better cultivate practical talents. The literature review method and comparative method are used to conduct an exhaustive research on the development history of legal clinics in the international arena and in China. By comparatively analysing the application of legal clinics in general and vocational undergraduate courses, the applicability and development path of legal clinics in vocational undergraduate courses are explored. The research found that although legal clinics have achieved remarkable results in general undergraduate courses, there is a gap in the field of vocational undergraduate courses. Through comparative analyses, a path for the improvement of the law clinic in vocational undergraduate is proposed, including suggestions for adaptive adjustment of the clinic model, broadening the field of cooperation, and strengthening cooperation with the industry. This research fills the research gap of legal clinics in the field of vocational undergraduate, and provides new perspectives and paths for colleges and universities in cultivating the practical ability of vocational undergraduate students. By promoting the application of legal clinic in vocational undergraduate, it can better meet the needs of the actual legal profession and provide substantial support for the cultivation of more comprehensive legal professionals.

Social intelligence of cadets of the security and defence sector higher education institutions who receive higher education in the specialities of “Law” and “Psychology”

The article emphasises that for the actors of the security and defence sector, solving various communication situations is a constant and important task which can become difficult to perform if the social intelligence abilities are not sufficiently developed. A comparative analysis of the peculiarities of social intelligence abilities of higher education students of higher education institutions of the security and defence sector, who study in the specialities of “Law” and “Psychology”, was carried out. It is emphasized that the specificity of the social situation of the study participants' intellectual abilities development is due to certain features: lockdowns and quarantines of 2020–2021 with the vast majority of distance education, which were caused by the spread of the COVID-19 virus infection; martial law, which has been in force since February 2022. The senior students of Kharkiv National University of Internal Affairs and the Military Law Institute of Yaroslav Mudryi National Law University took part in the study. The empirical data were obtained using J. Guilford’s psychodiagnostic methodology for studying social intelligence. It has been found that the general level of social intelligence of most of the surveyed cadets corresponded to the average level. It has been shown that the general level of social intelligence of the cadets studying “Psychology” was higher than that of the cadets studying “Law”. It has been revealed that the differences in the level of social intelligence of the surveyed groups of cadets were due to a statistically significantly higher level of development of the ability to predict the consequences of the behaviour of others in typical conditions among cadets studying “Psychology” and a more developed ability to understand the logic of interaction situations and the significance of people's behaviour in these situations. It has been established that the most developed ability of social intelligence of the study participants studying in the speciality “Law” was the ability to understand the change in the meaning of similar verbal reactions of a person depending on the context of the situation that caused them. It has been argued that the specific social conditions of personality formation of higher education students in recent years have not significantly affected the level of development of their social intelligence abilities. The main directions of development of social intelligence abilities of cadets studying in different specialities are presented.

초등학생들의 뉴스 댓글 수용 양상과 뉴스 리터러시 교육의 시사점

This study is a qualitative study that presents the role and meaning of news comments and implications for elementary school news literacy education by deeply analyzing elementary school students’ acceptance of news comments. For elementary school students, news comments are a mechanism that stimulates interest and interest in news and social issues, and are an auxiliary device that helps them understand news. In addition, news comments frequently expose the context of free communication between people so that they can indirectly participate in social and political conversations and contact various disagreements. And for elementary school students, news comments are a role model for learning the competencies necessary as citizens, such as the attitude of being interested in and participating in social problems and how to express opinions on social problems. According to the results of the study, elementary school students are exposed to negative communication such as criticism and slander by encountering news in the online world, but even in them, they have screened jade stones and showed the possibility of accepting sound social discourse. Therefore, this study demanded serious reflection and reflection on the online news comments and comment spaces currently being produced, and suggested that it is necessary to find ways to use news comments educationally to foster healthy citizenship for future generations. In order to increase the effectiveness of news literacy education for elementary school students in the future, it is necessary to actively utilize news comments in the form of pros and cons and provide educational materials applying various news comment frames to supplement the cognitive abilities of elementary school students. And concrete educational measures should be prepared for practical use and critical acceptance of social approval clues.

Understanding Learning Technology In the Industrial Revolution Era 5.0

The concept of learning technology in the Industrial Revolution 4.0 and 5.0 eras has undergone significant changes, including personalization. This concept views that learning technology in the Industrial Revolution 5.0 era prioritizes personalization, namely providing a learning experience that is in accordance with the needs and abilities of individual students. There are several new concepts in learning technology, including: (1) Artificial Intelligence (AI). AI is used to improve the efficiency and effectiveness of the teaching and learning process, such as data analysis, performance evaluation, and development of learning materials; (2) Internet of Things (IoT) which allows the use of sophisticated devices and sensors to collect data and monitor student performance, so that it can be used as evaluation and development material; (3) Virtual and Augmented Reality (VR/AR). VR/AR technology is used to create a more interactive and immersive learning experience, so that students can be more motivated and involved; (4) Big Data, namely big data technology used to collect and analyze data from various sources, so that it can be used as evaluation and development material for the teaching and learning process; (5) Cloud Computing which allows wider accessibility of learning materials and learning platforms, so that students can learn anytime and anywhere; (6) Gamification is used to create a more engaging and interactive learning experience, so that students can be more motivated and involved; (7) Microlearning allows students to learn in a short time, but remains effective and efficient; (8) Mobile Learning which allows students to learn using mobile devices, so they can learn anywhere and anytime; and (9) Open Educational Resources (OER). OER allows students to access learning materials that are widely available and free. Unlike in previous industrial revolution eras, the Industrial Revolution 5.0 era makes learning technology adaptable to current business and industry needs, such as: (1) Skills Development, namely learning technology must be able to improve students' abilities in various fields, such as technology, data analysis, and communication; (2) Learning technology must be able to improve students' abilities in various industrial fields, such as robotics, artificial intelligence, and IoT; and (3) Digital Literacy, namely learning technology must be able to improve students' abilities in using digital technology effectively and efficiently.Overall, learning technology in the Industrial Revolution 5.0 era must be able to adapt to these changes and provide a more effective, efficient, and focused learning experience.

Education Policy Implementation at School Level: A Study of School Strategies for Facing Social Change at Klaten Senior High School, Indonesia

Social changes in the digital era have had various impacts on education policy. It is important to investigate how educational institutions implement these policy practices to find out how they can realize the vision, mission and goals of education and overcome various problems of social change. This research investigated the implementation of educational policies in the face of social change in the current era of digitalization. A case study research design using a descriptive qualitative approach guided this researcher. The first findings revealed that social changes that influence educational policies in schools include changes to learning models, use of technological tools, information accessibility, interaction, and collaboration in the teaching and learning process. The second finding discussed the existence of positive impacts and potential negative risks on the implementation of school policies due to social changes that occur. The third finding explained four school policy strategies in facing social change, including curriculum adjustments, guidance counseling, collaboration, and digital literacy. The conclusion was that the education policy at Klaten Senior High School (SMA) is generally effective in dealing with the worst impacts that may occur due to social changes in the digital era. It was hoped that these findings would become concrete steps for developing education policies at the upper secondary level. The aim was to improve the ability of teachers and students to face social changes in the digital era and for a better future. The government, through educational institutions, should provide maximum support for the implementation of educational policies.

THE INFLUENCE OF THE STRUCTURAL ANALYTICAL METHOD (SAS) WITH THE ASSISTANCE OF BIG BOOK MEDIA ON ELEMENTARY SCHOOL STUDENTS' BEGINNING READING ABILITY

This research was motivated by the results of UNESCO and PISA which stated that the literacy rate in Indonesia is still low, especially in beginning reading in elementary school students. The purpose of this study was to measure the initial reading ability of elementary school students, especially in grade I students. This research is a quasi-experimental research with a quantitative approach. Sampling was carried out using purposive sampling techniques. In obtaining data, researchers conducted initial tests (pretest) and final tests (posttest) in the form of preliminary reading tests, observation sheets and interviews. The data technique used is to use descriptive analysis techniques and descriptive statistical analysis by testing hypotheses using t-test statistics.. The data obtained are then analyzed using statistical analysis techniques, namely descriptive statistics. Descriptive statistical analysis data obtained average value (pretest) = 69,17 is in the very low category and average value (posttest) = 83,00 is in the high category. From the results of the hypothesis test analysis using paired sample test, a sig value = 0,001 is obtained in accordance with the basis for decision making, if the hypothesis test of the probability value of significance < 0.05, then H0 is rejected and Ha is accepted. Then significantly the alternative hypothesis (Ha) is accepted and the null hypothesis (H0) is rejected. Based on the hypothesis test, it can be concluded that the synthetic analytical structural method (SAS) with the help of big book media affects the initial reading ability in grade I students of SDN Kebalen 01 Kabupaten Bekasi.

Analysis of Running Techniques and Physical Factors on the Sprinter Ability of Grade V Elementary School

This study investigates the relationship between running techniques, physical factors, and the sprinting abilities of fifth-grade elementary school students. Through direct observation and measurement of students’ running techniques, as well as assessments of their physical attributes such as speed, leg muscle strength, and flexibility. This research aims to identify key factors that contribute to sprinting performance. Statistical analysis reveals a significant positive correlation between proper running techniques characterized by a forward-leaning posture, synchronized arm-leg movements, and correct foot landing and enhanced sprinting ability. Furthermore, the analysis highlights the importance of physical factors, with findings showing that students possessing greater leg muscle strength and flexibility exhibit superior sprinting capabilities. The correlation analysis underscores the strong influence of both running techniques and physical attributes on sprinting performance, indicating that improvements in these areas can lead to enhanced athletic outcomes. These findings have practical implications for the development of targeted training programs in elementary schools, emphasizing the enhancement of running techniques and physical conditioning. By focusing on structured training that incorporates muscle strengthening, flexibility improvement, and technique refinement, educators can help students maximize their athletic potential and encourage lifelong healthy habits. This research contributes to a deeper understanding of the factors influencing sprinting abilities and offers a foundation for optimizing physical education practices for young athletes.

The Significance of Integrating Engineering Design-Based Instruction in STEM Education

Engineering design-based learning activities can successfully spark students’ interest in real-world issues by motivating them to apply their disciplinary knowledge in mathematics, science and more to analyze and solve problems identified (Uzel & Bilici, 2022). Generally speaking, problem identification and problem solving are the two primary steps in the engineering design process. Researchers assert that engineering design-based instruction (EDBI) is a novel paradigm of teaching, particularly valuable in inquiry-based instructional practices (Cooper et al., 2015). Research finds that the enactment of EDBI for addressing open, practical issues is substantially beneficial for increasing the problem-solving and design abilities of primary and secondary students (Crotty et al., 2017; Capobianco et al., 2018), and that EDBI implementation in STEM education can significantly improve students’ attitudes towards the STEM curriculum, promote their academic success, and support their 21st-century skills development (Moore et al., 2015).

Mentoring Student for Reducing the Number of Illiterates in Reading, Writing and Arithmetic at Puger Wetan Village in Puger Jember

The South Coast of Indonesia, especially in the Puger Village area East Subdistrict Puger Jember Regency still face challenge in increase quality education children. Devotion this aiming for describe effectiveness of mentoring programs student Coast through guidance Study in frame reduce number blind reading, writing and arithmetic for students Puger Wetan. Blind numbers of letters, especially blind reading, writing, arithmetic (reading, writing, arithmetic) for elementary school students, becomes problem serious that hinders progress and potential children in the future. Target tutoring for child blind reading, writing and arithmetic more focused on children child class on that is student grades 3-6 are divided into 2 groups that is child who has Can reading, writing and arithmetic and blind children reading, writing and arithmetic. The method used is PAR (Participatory Action Research), namely with identify ability latest students, giving guidance student in accordance level ability, identify appropriate methods, monitoring and evaluation, and review results. As a result, there are improvement ability as much as 36% of students who previously blind reading, writing and arithmetic, so that number blind reading, writing and arithmetic capable decrease as much as 19%.

INCREASING STUDENTS’ READING COMPREHENSION ABILITY ON DESCRIPTIVE TEXT BY USING LANGUANGE EXPERIENCE APPROACH AT THE TENTH GRADE OF SMA NEGERI 1 LAHOMI

The purpose of this study is to improve the reading comprehension skills of SMA Negeri 1 Lahomi tenth grade students by utilizing the Language Experience Approach. This study was developed using the use of classroom action research (CAR). Thirty-two students from X-MIPA 2 SMA Negeri 1 Lahomi served as research subjects. The instruments utilized to collect the data were the written test and the observation paper. Two cycles of two sessions each were used for action research in this study. Each cycle consisted of four steps: plan, action, observation, and reflection. Data were collected in both qualitative and quantitative forms. The multiple choice test yielded the quantitative data, while the observation sheet offered the qualitative data. The results of the researcher's observation sheet for the first meeting in cycle I were 72%, and for the second meeting, 84%, according to data analysis. Students' cycle I observation sheet results for the first meeting were 71%, and for the second meeting, 81%. In cycle II, the researcher's observation sheet yielded an 83% result for the first encounter and a 90% result for the second. In the first meeting, the cycle II student observation sheet result was 85%, and in the second meeting, it was 88%. Additionally, the average score for students in cycle I was 61, whereas it was 74 in cycle II. The conclusion drawn from the data is that the Language Experience Approach is a useful strategy for teaching reading. The Language Experience method (LEA) is advised for English teachers to use while instructing students in reading descriptive texts. This will assist the students become more proficient readers by using the language experience method. The researcher suggests that English teachers should use the Language Experience Approach (LEA) as one of the alternative methods to improve students' reading skills, their potential or ability with as an educator in providing information in the learning process of reading, especially when reading descriptions. Students could improve and developed their reading comprehension by using Language Experince Approach (LEA), because LEA attracted the students’ interest and motivation in teaching and learning process.

Analisis Kesulitan Belajar Bahasa Indonesia Materi Menentukan Ide Pokok dan Ide Pendukung Pada Siswa Kelas IV Sekolah Dasar

Determining the main idea and supporting ideas of a text is a fundamental reading skill. The ability of students to identify the main idea and supporting details is a key aspect of Indonesian language learning in fourth grade. However, at SDN-11 Palangka, many fourth-grade students—approximately 73%—struggle with identifying the main idea and supporting ideas. Despite being an upper-grade class, these students should be capable of applying reading comprehension skills effectively. This has led researchers to conduct descriptive research aimed at identifying the difficulties, causal factors, and potential solutions to improve the learning of Indonesian. The focus of this study is on determining the main idea in reading texts for fourth-grade students at SDN-11 Palangka. The research employs a descriptive method with a qualitative approach, utilizing an interactive data analysis technique based on the Miles and Huberman model. This process involves data collection, data reduction, data presentation, and conclusion drawing. The data collection methods used in this research include observation, interviews, and documentation. The results indicate that the main difficulty students face in identifying the main idea is their inadequate understanding of the material related to the main idea and supporting details. The cause of these difficulties lies in the students' reading challenges, which include a lack of fluency in reading and insufficient reading comprehension skills.

THE INFLUENCE OF THE DISCOVERY LEARNING MODEL ON STUDENTS' COLLABORATION ABILITY AT SMAN 2 PADANG

This research aims to see whether there is an influence of the discovery learning model on the collaboration abilities of students at SMAN 2 Padang. The research method used was quasi-experimental with a posttest control design. Sampling in this study used purposive sampling and class XI phase F (physics 5) was obtained as the experimental class and class XI phase F (physics 2) was the control class. Data on students' collaboration abilities was taken using an observation sheet assessing students' collaboration abilities which was analyzed descriptively. To see the magnitude of the influence of the discovery learning model on students' collaboration abilities, effect size calculations are used. The results of the research showed that the average value of collaboration ability of students in the experimental class was (68.19 ± 2.49) with good criteria, whereas the average value of collaboration ability of students in the control class was (63.43 ± 2.45) with good criteria. The magnitude of the influence of the discover learning model on students' collaboration abilities is obtained from an effect size index of 1.9 and has a high category in improving students' collaboration abilities. The discovery learning model can be concluded to have an influence on students' collaboration abilities.

THE EFFECT OF HYPNOTEACHING INTEGRATED EXTENSIVE READING TO IMPROVE STUDENTS’ WRITING SKILLS (A QUASI EXPERIMENTAL AT THE TENTH GRADE STUDENT’S OF SMA N 6 BENGKULU TENGAH)

The low writing ability of students is influenced by various factors including the lack of use of learning media and learning models. The purpose of this study was to determine whether or not there is a significant achievement of using hypnoteaching integrated with extensive reading on students' writing skills at SMA N 6 Bengkulu Tengah. The type of research used is quasi-experiment. The population of this study were tenth grade students at SMA N 6 Bengkulu Tengah. This study used purposive sampling technique in determining two classes as samples, class X1 consisting of 30 students as the control class and class X2 consisting of 30 students as the experimental class consisting of 30 students as the experimental class. Writing test data were taken from control and experimental class students collected by two tests, namely pre-test and post-test. First, the researcher gave a pre-test to both classes. After that, the researcher gave a post-test to both classes. Pre-test and pot-test scores are collected from the essay test. The findings of this research indicate that teaching students' writing skills using a hypnoteaching strategy integrated with extensive reading is very effective. The average pre-test score for the experimental class was 34,00 and the post-test was 68,83. This is proven by the calculated t value (0,231) and t table (2,069) which is greater than the table at the 5% significance level. Next, the hypothesis test obtained a 2-tailed sig (p) of 0.00 while alpha (a) was 0.05 (0.00<0.05). This means that Ho is rejected and H is accepted. So, the use of an hypnoteaching integrated extensive reading to improve students' writing skills has a significant effect.

“I think I speak without hesitation”: Learning-Oriented Assessment to Enhance English Oral Communication of Thai Pre-Service Teachers

Learning-oriented assessments have been implemented in the English language classroom to maximize students’ ability to acquire a language through their involvement in assessment processes. Nevertheless, empirical studies investigating the oral communication ability of students using learning-oriented assessments remain limited. This study aims to investigate the effects of a learning-oriented assessment on the English oral communication ability of Thai pre-service teachers and to explore their attitudes towards the model. Thus, the study employed a mixed-methods research design. The participants of the study were 60 first-year students divided into two groups: the control group (N = 30) and the experimental group (N = 30) were selected through convenience sampling. The data were collected for 10 weeks using an oral communication test, a questionnaire, and interview questions. The results of the test were analyzed using a paired sample t-test and an independent sample t-test. The results of the questionnaire were analyzed using descriptive statistics. In addition, the qualitative data were analyzed using content analysis. The quantitative results showed positively significant effects on the development of students’ oral communication ability in the aspects of range, accuracy, fluency, interaction, coherence, and pronunciation, with a medium effect size. Additionally, the students positively reported the benefits of learning-oriented assessments as being helpful in improving their oral communication ability. Therefore, this study shows that learning oriented assessments could serve as one of many alternative approaches to developing English oral communication ability.

The Effect of Adiwiyata School Program Implementation on the Ability of Environmental Literacy of Students

Environmental problems are currently the center of world attention, especially environmental degradation in Indonesia. Education is one of the efforts to improve environmental literacy by implementing the Adiwiyata School program. This research aims to 1) analyze the conditions of the implementation of the Adiwiyata School program at Public Senior High School 3 Surakarta; 2) analyze the environmental literacy ability of students in Public Senior High School 3 Surakarta; and 3) know the effect of the implementation of adiwiyata school program on the literacy ability of students in Public Senior High School 3 Surakarta. This type of research is quantitative and has a correlation research design. The sample in this study amounted to 45 teachers and 100 students at Public Senior High School 3 Surakarta. Data collection techniques and instruments used include test sheets, questionnaires, and documentation. Data analysis techniques used descriptive statistics and independent t-tests. The results showed that 1) the implementation conditions of the Adiwiyata School program at Public Senior High School 3 Surakarta obtained excellent results with the percentage of each indicator consisting of an environmentally sound policy of 63%, the implementation of an environmentally-based curriculum 58%, and environmentally friendly support facilities management 75%, while participatory-based environmental activities obtained good results with a percentage of 49%; 2) the ability of environmental literacy of students in Public Senior High School 3 Surakarta obtained knowledge results 74%, attitude 71%, and behaviour 74% so classified in good criteria, while cognitive ability 42% so classified in moderate criteria; and 3) obtained the value of the significance of sig p-value (2-tailed) 0.000 ≤ 0.05 H0 were rejected and H1 was accepted, so there was an influence between the Adiwiyata School program implementation on the students literacy capabilities in Public Senior High School 3 Surakarta.

Влияние физической нагрузки различной интенсивности на когнитивные способности студентов

There is increasing evidence that physical activity positively affects cognitive function. Physical exercise activates molecular systems involved in metabolism and synaptic plasticity, and the interaction between these systems has been shown to influence cognitive function. The challenge for the scientific community is to find an optimal level of physical activity for students that will promote harmonious development and enhance the effectiveness of their academic performance. This article highlights the influence of various intensities of physical activity on the dynamics of intelligence indicators in male and female students. In the process of the pedagogical experiment, the students were distributed into two groups according to a certain mode of physical activity. The classes in the experimental group included exercises of high intensity, while the classes in the control group included mainly exercises of low intensity. Intellectual abilities were measured before and after 2 months of the pedagogical experiment. The Raven's Standardized Performance Matrices (SPM) test was used to assess intellectual abilities. The results of the study showed that the increase in intelligence indicators in the students of the experimental group is statistically significant, in contrast to the control group. At the same time, it was not possible to identify significant differences using ANOVA. The obtained data are useful in the context of further research, as they show specialists engaged in the study and development of the cognitive abilities of students, different possibilities of influence and a certain range in the organization of further.