Achievement Of Competencies Research Articles

Analisis Proses Pembentukan Tujuan Pembelajaran Berdasarkan Capaian Pembelajaran di SDN Sukasari 4 Kota Tangerang

Teacher competence is seen from active performance and innovation that is continuously updated according to the characteristics of students every year. The Learning Implementation Plan (RPP) needs to be prepared properly and in detail to support teaching and learning activities that are seen based on existing potentials. This research is a type of qualitative research to determine the process of forming learning objectives based on learning outcomes at SD Negeri 4 Tangerang City. The author uses data collection techniques in the form of problem observations at SDN 4 Tangerang City, and interviews with grade 3 teachers at SDN 4 Tangerang City. The results of this study show that indicators in determining learning objectives consist of 2 aspects, namely conformity with indicators of competency achievement, and the formulation of learning objectives includes the completeness of the material.

Higher Order Thinking (HOTS) Skills Assessment Model in Arabic Language Skills Learning in Madrasah

One of the goals of learning Arabic is to master the four skills of Arabic: listening skills, speaking skills, reading skills, and writing skills. The HOTS assessment of the four skills aims for students to achieve various competencies that align with the times. These competencies include critical, creative, innovative thinking, communication skills, collaboration, and self-confidence. The five things conveyed by the government, which is the target character of students, are attached to the assessment system and are 21st-century skills. This research is a qualitative study that produces descriptive data. The type of this research is library research. The data analysis used is content analysis. The HOTS assessment of the four Arabic language skills can be carried out by aligning the forms of assessment and the HOTS thinking process dimensions: creating, evaluating, and analyzing, which are then outlined in competency achievement indicators elaboration of essential competencies.

THE EFFECT OF REACT MODEL TOWARD KNOWLEDGE COMPETENCE IN PHYSICS LEARNING

The physics outcomes of learning by students cannot be said to be good due to several factors including the lack of activity and Students' participation in the learning process and the lack of understanding of students of teacher for material presented. To overcome this, an appropriate model of learning is needed to overcome the above problems by using the REACT model. The research purposewas to find out whether there was a influence in significant on the influence of the REACT model on the achievement of knowledge competence in physics learning at Class XI SMAN 6 Padang. This research type includes Quasi Experiment Research. The research design used was the Posttess-Only Control Design. The research population were all class XI MIPA. The technique for sampling used was Purposive Sampling. Data on students' knowledge competency achievement were taken through the posttest using multiple choice questions. Based on the research data, The average value was discovered of the knowledge competency of the class for experimental was 81.94 and that of the class for control was 76.22. By carrying out a similarity test of two averages on knowledge competence at a significant level of 0.05, tcount > ttable is obtained. Thus the research results got conclussion that there is a influence in significant on the effect of the REACT model on the achievement of knowledge competence in learning physics at class XI SMAN 6 Padang.

The Effect of Cognitive Assessment using the Quizizz Application on the Motivation and Minimum Competence of Elementary School Students

This research was conducted by looking at the results of the assessment of low motivation, which impacts the low competence of the minimum achievement of students. Aims to analyze the effect of cognitive evaluations using the quizizz Application on elementary school students' motivation and minimum achievement. This research method uses quasi-experimental quantitative, with a quasi-experimental control group design. Data analysis techniques using normality tests, homogeneity, instrument validation, analysis of test results, and hypothesis testing. The study results concluded that the normality test for the experimental class was 0.000 and the control class was 0.000, so the experimental and control class data were normally distributed. 80.30 to 84.90 and the initial experimental class by 62.52 to 72.00, it can be concluded that the experimental class increased by 4.60 and the control class by 9.48, test the hypothesis using t-test db = N-2 = 50 – 2 = 48 at 5% confidence level obtained t table = 1.671. The result of the t count is more significant than the t table (7,975 > 1,671). With db = N-2 = 50 – 2 = 48 at the 5% confidence level, t table = 1,671 is obtained. The result of the t count is more significant than the t table (6.080 > 1.671), thus stating a correlation between assessment using the quizizz Application on students' motivation and achievement of minimum competencies. Keywords: Cognitive assessment, quizizz, motivation, achievement of minimum competence

Reflection and peer assessment to promote self-directed learning in higher education

Reflection and peer assessment as pedagogical approaches were implemented through a group project in this study aimed to transform students into reflective and self-directed learners thereby enhancing their competence and learning achievements. To support students’ learning progress and evaluate their learning outcomes, formative and summative assessments were conducted halfway through and at the end of the project, respectively, under the guidance of the course instructor. Self-reflection as a systematic reviewing process during the formative assessment enabled students to critically evaluate their own learning behavior and identify intrinsic learning needs, while team members were encouraged to provide constructive feedback to peers which could play a crucial role in improving their overall learning experiences. In contrast, the summative assessment exercise allowed students to grade their peers within each group considering pre-assigned criteria as guided by the course instructor. The summative assessment indicated contrasting performance among the two participating groups, which could be attributed to their differences in active engagement, peer interactions, and collaborative learning during the project that eventually influenced the group's performance. Though both teams were comparable in terms of competence, effective collaboration and organization among group members supplemented the learning process and turn their performance distinct. However, in some cases, the realization of learning needs was not transformed into necessary actions, which was eventually reflected in the group performance. Overall, this study demonstrated that reflection and peer assessment practice are conducive to the development of critical thinking and self-directed learning among students, which can augment their learning experiences at the university level. Keywords: Self-directed learning, active learning, reflective practices, formative assessment, contructivism, transformative learning theory.

Pengembangan E-Modul Asam Basa Model Project Based Learning (PjBL) Terintegrasi Science, Technology, Engineering, Art, And Mathematics (STEAM) pada Peserta Didik SMKN 9 Bulukumba

This research is a development research that aims to develop and produce an acid- base E-Module with Project Based Learning (PjBL) integrated Science, Technology, Engineering, Art, and Mathematics (STEAM) which has valid, practical, and effective criteria. The development model used in the study refers to the ADDIE development model, which consists of the analisys stage, the design stage, the development stage, the implementation stage, and the evaluation stage. The acid-base E-Module with PjBL integrated STEAM developed was validated by two experts. After being validated, the acid- base E-Module with PjBL integrated STEAM was piloted on students at grade X TKJ 1 at SMKN 9 Bulukumba of academic year 2021/2022 with 27 students. The results show that the acid-base E-Module with PjBL integrated STEAM developed had conducted a validation process, measuring the level of practicality and effectiveness. The E-Module is stated as valid based on the results of the E-Module validation with an average value of 3.42 (vaery valid). The E-Module is stated aspractical based on: (1) the implementation of the acid-base e-module based on problem-based learning at an average value of 1.9 (fully implemented), (2) the teacher's response with an average score of 97.12 (very practical), and (3) the students’ responses with an average score of 81.34 (very practical). E-module is stated as effective based on the results of the N-gain test of 0.76 (high) and classical completeness of 85.19%. Therefore, the results of the study indicate that the acid-base E-Module with PjBL integrated STEAM has valid, practical, and effective qualities. An outline summary of the acid-base E-Module with PjBL integrated STEAM contains a glossary, basic competencies, competency achievement indicators, instructions for using e- modules, concept maps, learning activities 1, 2, 3, and 4, evaluation and answer keys.

E-Modul Based Flipped Classroom Learning Models in Vocational Education

This research is motivated by the lack of innovative learning media used in that it is still less innovative, only using media available in the environment and not utilizing technology. The aim of this research is to produce an E-Module oriented to the flipped classroom model that can improve students’ achievement of 21st century competencies. This study used a development research design with the ASSURE development model. The results showed that the E-Module oriented to the flipped classroom model using the Kvisoft Flipbook Maker application in learning computer network security developed met valid criteria with the characteristics of the media content in accordance with the curriculum, clear design and layout, ease of media operation, clear language. , simple, concise, easy to understand, and the presentation is clearly adapted to the characteristics of students. The results of observations and questionnaires show that the learning media is practical with characteristics that have clear content and objectives, are easy to read, have an attractive appearance and can increase student attractiveness and interest in learning computer network security. In addition, the media developed has also been effective in increasing student activity and learning outcomes and the 21st century students’ learning competencies have also increased.
 Keywords: Flipped; Classroom learning; learning competencies

Design of Flipped Classroom Learning in Vocational Education to improve HOT Skills in the era of the Industrial Revolution 4.0

This study aims to describe and analyze how the flipped classroom learning model design in Computer Network Security learning in Information Systems Study Program, Faculty of Computer Science. This study aims to design and develop a flipped classroom model to improve 21st century learning ability (4C).The type of development method used is Research and Development (R & D). The development procedure used is 4-D, and is part of the development stage of a learning model. The type of data used is primary data where data is obtained directly from universities, lecturers, experts and students. The results of research based on needs analysis and literature reviews have produced a flipped classroom model design, and based on the results of expert validation it can be concluded that the website-based flipped classroom design is considered quality to measure student competency achievement consisting of menu material, student recap, questions, concept understanding, assessment self, character values, and recap values. Based on the validation results of all the design indicators for the flipped classroom model which were assessed by the validator from the aspects of the feasibility of the content, the language of the instruments, and the feasibility of the graphic aspects of the valid and feasible categories for testing.
 Keywords: HOT skills; flipped; classroom learning; vocational education

EVALUASI PEMBELAJARAN MAHASISWA KEPERAWATAN: SEBUAH TINJAUAN

The achievement of learning outcomes in tertiary institutions has benchmarks that must be relevant to the industrial world. Active involvement of students in the learning process and the desire to achieve competence according to learning outcomes needs to be facilitated by continuous planning and evaluation. The aim of the current study was to evaluate clinical practice learning satisfaction in nursing students. This research is a descriptive analysis with cross sectional design. The instrument used is the Educational Practices Questionnaire-C (EPQ-C) questionnaire used for self-evaluation learning evaluation variables with 22 statement items with modification. The sample of this study were 78 nursing students using a non-probability technique, namely total sampling. The results of this study indicate that the questionnaire used was reliable with Cronbach`s Alpha 0,77. The results shown respondents were in the satisfied category as much as 51,2% (40 people). The conclusion in this study is that most students express satisfaction with the clinical learning process that takes place during their education period. However, several assessment items need to get attention so that they can be used as indicators in improving the learning process for students, especially nursing. So that learning satisfaction becomes better and competence achievement is more optimal.

Manajemen Pembelajaran Online Menggunakan Adobe Flash pada Mata Kuliah Pattiserie Terhadap Capaian Kompetensi

Learning media is an instrument that greatly determines the success of the teaching and learning process. Because its existence can directly provide its own dynamics to students. After the spread of the Covid-19 outbreak had an effect on the world of education, changes to the learning system were directed to an online home study policy. This study aims to determine the effectiveness of Adobe Flash CS6 media in online learning towards competency achievement in the Pattiserie course. This research method uses a quantitative method by comparing student learning outcomes online during the pandemic with before the pandemic in the Pattiserie course at the IKK FPP UNP department. Based on data obtained from the 2017 and 2019 batch of Pattiserie semester scores, the average grade for the experimental class was 73.01 and the average grade for the control class was 88.53. From the results above, it can be concluded that a valid and practical media has not been able to replace the effectiveness of Pattiserie learning, in other words, this Pattiserie course is more competent if it is carried out practically in a laboratory because the hierarchy of practical courses must be carried out in a laboratory/workshop.

ANALYSIS OF MOTIVATION AND NON-COGNITIVE PERSONALITIES IN ENGLISH ACHIEVEMENT AND GLOBAL COMPETENCES: THE CASE OF AGRICULTURE STUDENTS

The ability to speak English is essential to compete in global competition. As a provision in this competition, honing global competence must get attention. Good English skills and the knowledge related to the capacity to identify cultural differences and willingness to interact with other people are also critical. The success of mastering these abilities cannot be separated from the role of individual personality and learning motivation as factors that influence the success of educational outcomes. This research aimed to discover the influence of non-cognitive personality that moderates students' motivation to learn English, which also affects the achievement of English learning outcomes and global competence. The non-cognitive personalities are taken from Goldberg's Big Five Personality Traits (1992), namely Openness to new experiences (Openness), conscientiousness, enthusiasm for socializing (extraversion), compliance (agreeableness), and mental stability (Neuroticism). The research used an online survey of 304 First Year Faculty of Agriculture students who took English courses. The data analysis used descriptive qualitative study. The results obtained showed that extraversion personality dominantly influences the motivational variable. Meanwhile, the global competence and skills variables are dominated by Openness. Lastly, the global knowledge variable is dominated by Neuroticism.

THE APPLICATION OF INTERPERSONAL COMMUNICATION WITH ANDRAGOGY APPROACH IN ENGLISH COMPETENCY ACHIEMENT OF ORPHAN

ABSTRACT: The english competency of orphan children are not as good as the students who have complete parents. The orphan children have no parents who can accompany them to study and to support them in studying. They are usually shy and afraid to say waht they need to everyone.So the orphan students need to be taught by an approach which can improve their english competency. Quali Interpersonal Surabaya Institution has a programme to the orphan children that can improve their English competency. They are taught by an andragogy approach with interpersonal communication. For that need the existence of research that able to see the result reach by the participants to the program of the application approach with interpersonal communication in English competency achievement. Research conducted to know the result of the application of andragogic approach with interpersonal communication counseling that can improve English competency at Quali International Surabaya institution seen from the process of training the Orphans. And also to describe the participation of participants in the program how to improve english competency by applying the Andragogy approach with interpersonal Communication Counseling in Quali International Surabaya Institution. The main problem to be known in this research that is to increase English competency by self concept, life experiences, learning readiness, learning orientation, need knowledge and motivation. This research used descriptive and qualitative method. The techniques of collecting data used in this research was interview, observations and documentation. The writer can conclude that the English training for increasing competency of the orphans, improvement can be seen from the changes of the learners before and after training orphans independently increase competency seen from indicators of achievement of the results. They can pass the English competency examination which held by the certification institution in English competency. Keywords : andragogy approach, interpersonal communication, english competency achiement

INTERNALISASI NILAI NASIONALISME MELALUI PEMBELAJARAN KE-NU-AN PADA SISWA KELAS VIII DI MTs TARBIYATUL MUBTADIIN WILALUNG DEMAK TAHUN 2022

Internalization of Nationalism through NU learning is considered capable of having a good impact on students, schools and the community by creating a nationalist environment. This research method uses a field approach which is descriptive qualitative in nature involving resource persons from the Madrasah Head, Curriculum, Teachers, and students. Data collection was obtained through observation, interviews, and document studies. The results of this study found that: 1) Internalization steps include planning, implementing and evaluating by formulating core competencies and basic competencies, formulating competency achievement indicators, formulating learning objectives, selecting learning materials, selecting learning methods, determining learning steps, choose the media or learning resources, determine the evaluation of learning. 2) The difficulties in the internalization process include: Difficulties in formulating competency achievement indicators, difficulties in choosing learning methods, limitations of learning media, difficulties in implementing learning evaluations. 3) The solution to internalizing the value of Nationalism through NU-ness learning includes: Being active in Subject Teacher Consultations (MGMP) activities, participating in teacher training, creating active learning. The implication of this research is that the internalization of nationalism values ​​can be increased through the implementation of NU-ness learning activities.

Perception of competence achievement and students' satisfaction using virtual laboratories in Medical Biochemistry course: Lessons from the COVID-19 pandemic.

After the COVID-19 pandemic, there was an increasing demand for remote learning and an expansion in the substitution of traditional practical sessions with lab-based virtual tools. This study aimed to assess the effectiveness of virtual labs in practicing biochemical experiments and to examine the student's feedback regarding this tool. Virtual and traditional labs training were compared in teaching qualitative analysis of proteins and carbohydrates experiments for first-year medical students. Students' achievements were assessed, and their satisfaction regarding virtual labs was estimated using a questionnaire. A total of 633 students were enrolled in the study. There was a significant increase in the average scores of students performing the virtual lab of protein analysis compared with those trained in a real lab and those who watched videos explaining the experiment (p < 0.001). The opposite was noticed in the qualitative analysis of carbohydrates with significantly high grades of students trained conventionally compared with those who practiced with virtual labs (p < 0.001). Students' feedback rates on the virtual labs were high (>70% satisfaction rate). Most students believed virtual labs were supported with a clear explanation, yet they thought it did not give a realistic experience. Students accepted virtual labs, but they still prefer using them as preparatory to classic labs. In conclusion, virtual labs can offer good laboratory practice in the Medical Biochemistry course. Their impact on students' learning might be increased if selected cautiously and implemented properly in the curriculum.

Socialization in professional reality integration for nursing student transition (SPRINT) to improve professional competence: A quasi-experimental study

BackgroundProfessional socialization could support competency achievement and assist the transition phase. It is rare to find quantitative studies examining the effects of professional socialization for nursing students (NS). ObjectivesTo investigate the effects of a socialization in professional reality integration for nursing student transition (SPRINT) to improve the professional competence of undergraduate NS in Indonesia. DesignA quasi-experimental study non-equivalent control group pre-test post-test design was conducted using convenience sampling. ParticipantsOne hundred twenty NS (60 participants in the experimental group and 60 participants in the control group) from two nursing departments in private universities in Indonesia. MethodsThe SPRINT educational intervention consisted of professional socialization training using several learning methods and activities. Meanwhile, the control group received conventional socialization. The Nurse Professional Competence short-form (NPC-SF) scale was evaluated prior to the participants’ internship program, lasting from 6 to 12 weeks after clinical education in both groups. ResultsSPRINT intervention significantly increased overall professional competence scores of the experimental groups higher than the control group. By comparing the mean scores in three times measurement, the six competency areas mean score increased significantly for the experimental group while, for the control only three areas of competence increased in twelve week post-test. ConclusionA “SPRINT” as an innovative educational program developed in collaboration with academia, clinical preceptors, could improve professional competence. It is recommended to implement SPRINT program to assist the smooth transition from academic into clinical education.

The relevance of entrepreneurial competences from a faculty and students’ perspective: The role of consensus for the achievement of competences

Given the importance of entrepreneurship for the socioeconomic development of territories, understanding the conditions to which universities can contribute to training managers who master entrepreneurial competences is relevant. In this regard, the success of teaching-learning programmes can be conditioned by the importance faculty and students assign to the contents of that education programme, which, in this case, are the entrepreneurial competences addressed. Based on stakeholder theory, principal-agent theory and stewardship theory, this study analyses the importance that faculty and students in undergraduate business programmes assign to ten entrepreneurial competences. A sample of 62 faculty members and 278 students demonstrates that both groups agree that Commitment, Relational and Opportunity competences are important, and that Conceptual and Technical competences are less relevant. While at the same time, they diverge on the importance assigned to the remaining five competences: Organisation, Strategic, Learning, Personal Strength and Social Responsibility. In addition, this research shows a higher competences' achievement by students when a consensus exists between students and faculty on the importance of these entrepreneurial competences, or when students attach a higher importance to these competences.

Social Entrepreneurship and Complex Thinking: Validation of SEL4C Methodology for Scaling the Perception of Achieved Competency

This article aims to show the validated results of implementing a self-created methodology for developing the perceived achievement of social entrepreneurship competency and how this methodology is equally valid in developing the perceived achievement of complex thinking competency. Presenting a multivariate descriptive statistical analysis, this article offers the results of an educational intervention carried out on a sample group of students from a Mexican university before and after implementing the SEL4C (Social Entrepreneurship Learning for Complexity) methodology (developed by the Interdisciplinary Research Group IRG Reasoning for Complexity R4C at the Institute for the Future of Education IFE of the Tecnologico de Monterrey). It corroborates that the proposed methodology impacts the perceived achievement of social entrepreneurship competency and its sub-competencies and also manages to develop the perception of achievement of the complex thinking competency. This article contributes to the studies associated with the formation of competencies and the social entrepreneurship approach as a valid pedagogical tool for developing transversal skills.

The Effectiveness of Multimedia-based Learning Media on the Achievement of Health Students' Competences: A Literature Study

The development of information technology (IT) in the world covers all aspects of human life, including education by using technological developments and changes that occur in the learning process. The limited collection of reference books and classical (conventional) learning versions, becomes the basis for consideration when using multimedia-based learning media to create a good and interesting learning atmosphere, so learning media must be able to evolve to provide a better learning experience for students and teachers. This study aims to describe the effectiveness of multimedia-based learning media on the achievement of student competence in human anatomy and physiology. This study was a literature review using several articles sourced from Google Scholar, Directory of Open Access Journal, and Garuda. The inclusion criteria for reviewed articles included articles that investigated multimediabased learning with various research methodologies. The results of several studies indicate that there is an influence of multimedia-based learning media in improving the competence or skills of health students. Researchers recommend lecturers be able to further develop multimedia-based learning media such as video, powerpoint, audio-visual, and others.&#x0D; Keywords: student competence, learning media, multimedia

The Shifting Public Health Landscape and Virtual Learning Environment: The Effectiveness of Practice-Based Teaching Delivered In-Person, Virtual, and Hybrid.

The pandemic necessitated teaching competencies that allow public health (PH) students to be immediately workforce ready. The shift to virtual learning provided an ideal time to consider pedagogies focused on applied learning opportunities, such as practice-based teaching (PBT). This multi-year, post-test evaluation of one PBT course explored differences in students' competency achievement immediately post-course with different modalities of delivery: fall 2019 in-person (n = 16), summer 2020 virtual (n = 8), and fall 2020 hybrid (n = 15). Using a variety of methods to assess across semesters, the study found virtual and hybrid learning environments resulted in equally high levels of competency achievement as in-person delivery. Regardless of course delivery, students reported, with no difference across semesters, PBT directly contributed to their workforce readiness, helped with acquisition of essential workforce skills such as problem-solving, leadership, and teamwork, and led to skill and knowledge acquisition they would not have achieved in a non-PBT course. The increased emphasis on virtual learning changed the higher education landscape and the need for students to be workforce-ready with the technical and professional skills demanded by the field and offered opportunity to redesign courses with an emphasis on applied opportunities. Virtually delivered PBT is an effective, adaptable, and sustainable pedagogy worth the investment.

EFFECT SIZE OF MODEL APPLICATION REACT ON PHYSICS STUDENT’S ACHIEVEMENT

The 2013 Revised Curriculum requires teachers to develop learning through the integration of four elements, one of which is the 21st Century Skills (4Cs). To understand these requirements, learning with teacher-centered models and methods is no longer possible, and students must be empowered with student-centered active learning. Efforts to overcome poor student learning outcomes can be done by using a student-centered learning model and involving students actively in learning. One of them is the REACT learning model. The purpose of the study was to determine the effect of using the REACT model on physics learning outcomes for students of class X semester 2 of SMAN 1 RAO, Pasaman Regency.This type of research is experimental research using a posttest-only control design. The research subjects were all students of Class X MIPA SMAN 1 RAO for the academic year 2021/2022. The samples were taken using the purposive sampling technique. Research data is data on the achievement of student competence in knowledge competence. The final test (post-test) with multiple choice questions was used as a research instrument. The survey data were analyzed using the normality test, homogeneity test, and the similarity test of two averages.The results showed that the experimental class had an average final test score of 81 and the control class had an average final test score of 76.52. The results for the similarity of the two averages were obtained &gt; for a significance level of 0.05, which means that there is an effect of applying the REACT model on the physics learning outcomes of students in Class X MIPA Semester 2 at SMAN 1 RAO, Pasaman Regency. Keywords :2013 curriculum revision, REACT model