Achieve Learning Goals Research Articles

Student Achievement of Course Learning Goals in an Asynchronous Distance Learning Course Redesigned using Fink's Taxonomy of Significant Learning

Fink’s Taxonomy of Significant Learning (FTSL) is an instructional strategy that provides an effective framework for (re)designing course learning experiences to achieve student-centered learning goals. Originally developed for in-person courses, little research exists around its application to effectively design distance learning (DL) courses. This study aims to evaluate if the DL community can also utilize FTSL as a strategy for supporting online learners toward achieving significant learning goals. To address this aim, an asynchronous DL general education course for undergraduates was redesigned by applying FTSL during the development of course learning goals, assessments, and learning activities. A deductive, manifest content analysis was conducted to measure achievement of course learning goals across all nine written course assessments (n=40 student participants). Then, learning frequencies were quantified for each category of significant learning. Study findings indicate most student participants engaged in learning experiences related to five of the six categories within Fink’s taxonomy several times throughout the semester, with higher frequencies of learning in categories for application, followed by the human dimension and foundational knowledge, then caring and integration. In conclusion, study findings support that applying FTSL during the course (re)design process also supports online learners toward achieving significant learning goals, with course assessments that include analysis, aesthetic learning, and self-reflection as useful exercises for achieving said goals. Future research can build on this study by evaluating if online learners that achieve significant learning goals also experience long-lasting change relevant to the learner’s life (i.e., engage in a significant learning experience).

Kontribusi Guru PAI dalam Upaya Membimbing Ibadah Shalat Berjamaah pada siswa Kelas IV SDIT Insan Kamil Bukittinggi

The teacher's contribution is very important in terms of worshiping students. PAI teachers have the responsibility to guide student behavior to achieve learning goals. As is the case in carrying out congregational prayers. The aim of this research is to determine the contribution of teachers in efforts to guide congregational prayers at SDIT Insan Kamil Bukittinggi. After conducting research, the following results were obtained; (1) The contribution of PAI teachers in efforts to guide congregational prayers for class IV students at SDIT Insan Kamil Bukittinggi is that PAI teachers carry out efforts to guide congregational prayers using several methods, namely, education by example, education by habituation, and education by advice. Among the contributions of these teachers include: PAI teachers as motivators, PAI teachers as role models (examples), PAI teachers as mentors (advisors), and PAI teachers as evaluators. (2) Supporting factors for PAI teachers in guiding congregational prayers are adequate worship facilities, a supportive environment and good cooperation between teachers, while (3) factors inhibiting student behavior, there is still a lack of awareness of the importance of congregational prayers and solutions provided by PAI teachers in overcoming inhibiting factors. provide supervision, guidance and discipline in the implementation of congregational prayers.

Development of Pop-up Book-Based Learning Media Utilizing Augmented Reality for Science Subjects

The role of teachers in education goes beyond simply delivering teaching materials. A teacher must create an exciting and interactive learning atmosphere that captivates students' attention and encourages active participation in learning. Teachers often face challenges in creating engaging and relevant learning materials while integrating the latest technology, which can impede the achievement of learning goals and reduce the effectiveness of the teaching-learning process. A significant issue is the lack of student motivation and involvement, evident from boredom and inattention despite using various learning resources. This study aims to address this issue by developing a Pop-Up Book-based learning media utilizing Augmented Reality (AR) for science subjects in Grade V Elementary School. The research was conducted at SDN Pandanwangi 3 and followed the ADDIE development model—Analysis, Design, Development, Implementation, and Evaluation. The findings indicate that the AR-based Pop-Up Book is effective in enhancing the quality of learning. Implementing this media at SDN Pandanwangi 3 successfully motivated students, improved their understanding of the subject matter, and demonstrated high practicality according to questionnaires and learning outcomes. The final evaluation confirms that this media is valid, practical, and effective in meeting learning objectives. It is recommended that AR-based learning media, such as Pop-Up Books, be extended to other subjects and educational levels. Further research is suggested to explore the effectiveness of such media across different contexts and disciplines, ensuring broader applicability and impact in academic settings.

Building capacity to lead: Development implementation and evaluation of a leadership and management education program for nurse leader-managers

Background/Objective: Nurses in leadership and managerial roles require ongoing opportunities to develop their leadership knowledge and skills. Effective nursing leadership contributes to team functioning and healthy work environments, as well as improved outcomes for staff and patients. This paper reports on the development, implementation and evaluation of a Leadership and Management for Nurses Program (LMNP) in Ontario, Canada. The program was designed for novice nurse leader-managers to enhance knowledge and skills necessary to promote competence, confidence, and effectiveness in these roles.Methods: A program evaluation framework was developed to evaluate the LMNP including the degree to which the program supported participants in achieving their leadership goals and the impact of the program on participant leadership and confidence. Upon completion of the program all participants were invited to respond to an electronic evaluation survey exploring both program processes and outcomes. Descriptive statistics were used to analyze survey data.Results: Fifty-four participants responded to the survey. Results suggest that the program length and content were appropriate, contributing to the achievement of leadership learning goals and the development of leadership and managerial skills and knowledge, increased confidence and overall preparedness to lead.Conclusions: Novice nurse leader-managers require support to develop and maintain leadership and managerial competencies, underscoring the importance of providing leadership development opportunities through programs such as the LMNP. Healthcare organizations should consider how best to support ongoing nurse leader-manager development through leadership training and mentorship programs.

Pengaruh Penerapan Model Inquiry Learning Berbantuan Modul Terhadap Hasil Belajar Siswa pada Mata Pelajaran IPS Kelas VII SMPN 12 Padang

Based on the results of observations at SMPN 12 Padang, a problem was found that most of the grade VII students in the Social Sciences (IPS) subject still did not reach the limit of the Learning Goal Achievement Criteria (KKTP) that had been set. This is because the teaching and learning process is still centered on teachers (teacher centred) and the use of models that are not suitable for learning activities. This study proves that the application of the Inquiry Learning learning model supported by learning modules significantly improves student learning outcomes in social studies subjects in grade VII of SMPN 12 Padang. This study uses a quasi-experimental method with a pretest-posttest control group design. The research sample was taken by purposive sampling by dividing students into two groups: an experimental group taught using the Inquiry Learning model and a control group taught by conventional methods. The main data collection technique is through learning outcome tests given before and after treatment. Data analysis was carried out using a t-test to compare the average post-test scores of the two groups. The results of the analysis showed a significant difference between the two groups, where the experimental group obtained a higher average score. This indicates that the Inquiry Learning model is effective in improving students' conceptual understanding of social studies subjects.

PENGARUH KOMPETENSI, GAYA KEPEMIMPINAN, DAN PELATIHAN TERHADAP KINERJA GURU DI SMPN 1 JEMBER JAWA TIMUR

The quality of a school is reflected in teacher performance, which significantly impacts overall education quality. Teacher performance is the outcome of tasks performed based on skills, experience, commitment, and time management. Assessing this performance is crucial for identifying obstacles and rectifying errors to achieve learning goals. At SMPN 1 Jember, teacher performance is commendable, meeting 80% of the school target, yet teachers often struggle with administrative duties, which can detract from classroom focus. This study aims to determine whether competence, leadership style, and training individually and collectively influence teacher performance at SMPN 1 Jember. Using multiple linear regression with SPSS 29 software, the research employs a saturated sampling method, involving all 48 teachers at SMPN 1 Jember. Findings indicate that competence and leadership style positively and significantly impact teacher performance, while training has a negative yet significant effect. Collectively, competence, leadership style, and training positively and significantly influence teacher performance at SMPN 1 Jember. Keywords: Teacher Performance; Competence; Leadership Style; Training

The Role of Artificial Intelligence in the Education of Students with Special Needs

Artificial intelligence (AI) based education represents a significant transformation in the field of education of our age. Artificial intelligence (AI) technology has great potential to enrich the learning experience of special needs students, provide support to teachers, and reduce inequalities in education. Artificial intelligence (AI) technologies can be used to more effectively understand the learning needs of special needs students and provide customized learning experiences for them. Expert systems, adaptive tutorial systems, dialogue-based systems, learning analytics and educational data mining are widely used AI systems developed to increase productivity in educational environments, facilitate achievement of learning goals, provide instant feedback and enrich student interaction. Assessing the learning inclinations, strengths, and weaknesses of students with special needs enables AI to provide tailored learning content and resources that cater to their individual requirements effectively. In this article, tried to present a road map to teachers and researchers by examining the role of AI-based technologies in the education of special needs students, the AI-based technologies that can be used, and the issues to be considered when choosing these technologies.

The Influence of Using Smart Multiplication Table Learning Media (Takalintar) on the Learning Outcomes of Grade III Elementary School Students

Abstract. Teaching learning activities usually occur between teachers and students. Teachers as learning managers, play a role in creating a comfortable and conducive learning climate. Therefore, as a teacher, you must be able to choose and apply effective learning media to achieve learning goals and be able to attract student learning results. The purpose of this study is to determine the influence of the use of TAKALINTAR learning media on the learning outcomes of students in grade IIIA SD Inpres Kuanino 3. This type of research is quantitative research classified as Quasi Experimental research, using a pretest-posttest- control group design. The sampling technique uses a saturated sampling technique with a sample of 30 respondents. The instruments in this study used observation, test and documentation data. The data was analyzed by normality tests, homogeneity and hypothesis tests using t-tests. The results of this study showed that the average score of the pretest-posttest- of the experimental class and the pretest-posttest- of the control class using the t-test, the posttest of the experimental class and the control class was 84.67 > 75.00 with a difference of 1.98 and the pretest of the experimental class and the control class was 50.67 > 51.33. Further through hypothesis testing (Paired Sample T-test) shows that the value of sig. (2-tailed) t-test for Equality of Means of 0.000 < 0.05 means that H0 is rejected and Ha is accepted. The conclusion of this study is that there is a significant influence of the use of smart multiplication table (TAKALINTAR) media learning on the learning outcomes of grade IIIA students of SD Inpres Kuanino 3.

Manajemen pembelajaran siswa dengan Autism Spectrum Disorder (ASD) di SLB Samara Bunda Yogyakarta

This study aims to determine the implementation of learning management students who have autistic disorders that include planning, organizing, implementing and evaluating for children with autistic disorders in Samara Bunda SLB Yogyakarta. Supporting factors and inhibitors in the implementation of learning for students who experience autistic disorders in Samara Bunda SLB Yogyakarta. The results of the ability of students who experience autism disorders after getting learning at Samara Bunda Yogyakarta SLB, this study uses a qualitative approach, the data sources in this study include the principal, vice principal of the affairs of Curriculum, Studentism, Advice and Infrastructure, class teacher, school committee, people old students, and documents, the main instrument in this study is the researcher. Learning management for students with autistic disorders consists of 1). Learning planning, 2). Organizing learning, 3). Implementation of learning, 4). Evaluation of learning. Students' ability as a result of participating in learning programs at Samara Bunda SLB is that students become emotionally stable, independent, confident, concentrated, child behavior becomes more controlled, social communication skills are increased, skilled and capable. Factors that support the learning of students with autistic disorders in Samara Bunda SLB are good and directed student abilities, good cooperation between the school and parents / guardians, good cooperation between schools, the government, stakeholders and observers of education in students with autism disorders , availability of facilities and infrastructure, adequate funding, and experts. The inhibiting factors in achieving learning goals are the students' initial abilities that have not been good, not directed, and behaviors that cannot be controlled, the absence of continuity between teachers and parents

БІЛІМ БЕРУ ЖҮЙЕСІНДЕ ГЕЙМИФИКАЦИЯ ҚҰРАЛДАРЫН ҚОЛДАНУДЫҢ МҮМКІНДІКТЕРІН ТАЛДАУ

In the modern information educational environment, there is a growing interest in the use of computer games to improve the quality of education, which determines the relevance of the proposed study for the analysis of software with the possibility of gamification of the educational process in the context of the requirements of the state, society and education. The research methodology is the study of information sources of psychological, pedagogical, methodological and technical orientation, the analysis of computer educational games of foreign and domestic authors. The article considers the need for gamification of the educational process, the principles of gamification, its impact on student motivation and participation, as well as the main aspects of the optimal implementation of game elements in training. Modern software resources and platforms offering gamification in the educational process of personal development are analyzed. All software tools with the possibility of gamification of training were divided into groups: gaming platforms, educational quests, learning management services and game development sites. Particular attention is paid to methods for evaluating the effectiveness of gamified programs and platforms, which will allow creating the best didactic tasks and recommendations for teachers. Gamification can increase student motivation and their participation in various educational tasks. Intrinsic and extrinsic motivation have a special impact on students' cognitive abilities regarding learning outcomes and improve overall academic performance. Motivation, which is an important means of achieving learning goals, motivates students according to their interests. Since students perceive information differently, they can choose their activities according to their learning preferences. According to the research topic, the positive situation of gamified learning is analyzed and the relevance of digital gamification in education is determined.

Meningkatkan Motivasi Belajar Siswa pada Materi Kesetaraan Laki-Laki dan Perempuan dengan Model Problem Based Learning di Kelas X Fase E SMA Negeri 2 Tarutung

Learning motivation is an important factor that influences student success in learning learning process. However, students often experience a decrease in motivation to learn which can hinder the achievement of learning objectives. Therefore, there is a need for learning methods that can increase students' learning motivation. One method Effective learning in increasing students' learning motivation is the use of interesting and interactive learning media. Attractive learning media can arouse students' interest and enthusiasm in the learning process. With the existence of learning technology, students can learn independently and interactively, so that their learning motivation can increase. Apart from learning media and learning technology, management of Catholic Religious Education and Character education is also has an important role in increasing student learning motivation. Good management of Catholic Religious education will create a learning environment that is conducive, disciplined and oriented towards achieving learning goals. With good management of Catholic Religious education, students will feel comfortable and motivated to learn. In this research, it is hoped that learning methods can be found that are effective in increasing student learning motivation. It is hoped that this effective learning method can be implemented in the context of Islamic education to improve student learning achievement. By increasing student learning motivation, it is hoped that learning objectives can be achieved better.

Meningkatkan Hasil Belajar Melalui Canva pada Materi Bersikap Kritis dan Bertanggungjawab Terhadap Media Massa dengan Model Problem Based Learning di Kelas X SMA Negeri 2 Temanggung

Learning is a process of implementing actions that involve interactions between teachers and students, along with reciprocal communication that occurs in the context of education to achieve learning goals. Manifested in government regulations, namely Government Regulation Number 57 of 2021 concerning National Education Standards which was amended by Government Regulation No. 4 of 2022, it is stated that process standards are minimum guidelines in implementing the education system in all regions subject to the laws of the Unitary State of the Republic of Indonesia. This is also reinforced by Permendikbud Ristek No. 16 of 2022 in Chapter I article 1 which discusses process standards. The article describes process standards referring to the minimum criteria of the learning process that apply to various paths, levels of education, and types with the aim of achieving graduate competency standards. The objectives of the study include (1) to determine how the implementation of the Problem Based Learning model improves student learning outcomes with the help of Canva on the material of being critical and responsible towards mass media in class X of SMA Negeri 2 Temanggung, (2) to determine the application of the use of Canva in exploring the learning outcomes of class X students of SMA Negeri 2 Temanggung on the material of being critical and responsible towards mass media. The type of research used is qualitative with a descriptive approach. Data collection techniques in this study used observation and tests. The data analysis techniques used consisted of data reduction by selecting raw data into information, data presentation, namely presenting data in the form of descriptions, graphs, tables and drawing conclusions by making conclusions from research results that refer to the formulation of the problem. The use of the Problem Based Learning model according to the syntax which includes student orientation to the problem, organizing students to learn, guiding individual and group investigations, developing and presenting results, analyzing and evaluating the problem-solving process, is effective in helping to improve learning outcomes and critical reasoning of students on the material of being critical and responsible towards mass media.

Media Pembelajaran Berbasis Teknologi di MI/SD

Learning at the MI/SD level requires learning processes and experiences that can help students understand the lessons they will study. Learning media has an important role as an intermediary between teachers and students to understand the learning material being studied. Technology-based learning media has an important role as an intermediary between teachers and students in delivering learning material. The development and progress of science and technology is increasingly rapid and cannot be avoided, so creative and innovative educators are needed in developing learning media and resources. The Merdeka Curriculum is a reform effort in the education system in Indonesia which emphasizes developing the competencies and character of students in a more flexible and contextual manner. Efforts to improve the quality of education in Indonesia must be accompanied by technological developments. This research uses a Library Research approach with qualitative analysis based on the theory used, namely content analysis to strengthen the study with this theme. Library Research is library research by examining sources in the form of books, manuscripts, notes, etc. The use of learning media in the learning process cannot be separated from the student learning process, because the use of learning media that suits students' needs is to help students achieve learning goals

Development of a questionnaire on high school teachers' perceptions of differentiated learning in schools

Differentiated learning is an approach that adapts to each student's learning needs. Teachers provide facilities that suit students' individual needs, bearing in mind that each student has unique characteristics and cannot be treated uniformly. This article aims to provide a deeper understanding of learning differentiation and explore teachers' perceptions regarding its implementation in the classroom. The results of interview research show that the purpose of differentiated learning is to coordinate learning by paying attention to students' interests, readiness and learning preferences. This aims to help all students achieve learning goals, increase motivation and learning outcomes, and establish a harmonious relationship between teachers and students, so that students are more enthusiastic about learning. In conclusion, differentiated learning gives students the opportunity to learn naturally and efficiently with the help of teachers who are able to combine the required methods and approaches. There are several obstacles that arise, such as limited facilities and infrastructure that support the differentiated learning process, teachers need time to prepare learning instruments, appropriate methods and appropriate media, implementing differentiated learning requires relatively high costs and teachers must have good classroom management skills.

MENANAMKAN MINAT LITERASI (BACA TULIS) SEJAK DINI DI SDN NAGACIPTA 02

Lack of facilities and infrastructure that can support students’ reading activities, as well as lack of support and motivation for students. In the teaching and learning process, teachers also have not implemented innovative and interesting teaching, especially in teaching reading to students from the lower grades, resulting in a lack of interest and interest among students in literacy activities. The purpose of this writing is to explain the importance of literacy in the quality of human resources who are able to compete and keep up with current developments. The implementation method applied was socialization to students at SDN Nagacipta 02 with the theme of instilling an interest in literacy (reading and writing) from an early age, using the flashcards method for reading practice. This activity was held at SDN Nagacipta 02 which is located in Nagacipta Village, Serang Baru District on February 27 2024. The results of this program can be seen in the increased interest of students in reading. When running the program in class 2 and class 4, students appear to be able to participate in the learning process with enthusiasm and full of activity, this can be seen when running the program in class 2 using the flashcards method and for class 4 students it can also foster a sense of cooperation between classmates. Through group work in creative activities to decorate literacy trees. Because motivation and support both in terms of facilities and infrastructure, as well as the ability to package innovative teaching and learning processes can have a big impact on the growth of students’ interest in the learning process, which will influence the achievement of learning goals.

Sequence analysis and process mining perspectives to goal setting: What distinguishes business students with high and low self-efficacy beliefs?

This study investigates the relationship between students' self-efficacy beliefs, goal-setting, and learning tactics in an online business course. Using sequence analysis and process mining techniques, we analyzed log data from 209 students to identify distinct learning tactics and their association with self-efficacy beliefs, inferred from initial goal-setting and final grades. Four learning tactics were identified, with significant differences observed between students with high and low self-efficacy beliefs. High self-efficacy students demonstrated more varied and adaptive tactics, including greater use of quizzes and project-focused activities. In contrast, low self-efficacy students and those who didn't set goals showed less engagement and fewer monitoring activities. The project-focused tactic had the strongest correlation with final grades and goal achievement. Goal-setting at the course's start was linked to more effective learning behaviors and better outcomes. The study reveals how students' online learning behavior changes based on initial goal-setting and subsequent reflection. These findings contribute to research on self-regulated learning in online environments and offer practical implications for designing online courses and learning analytics interventions. Understanding these differences enables the development of targeted interventions to improve learning tactics and self-efficacy beliefs among students, ultimately enhancing their ability to achieve learning goals in online educational settings.

Scaffolding in English Classroom: A Case Study on the Teaching of English Language to Eight-Year Students

This study aimed to find out (1) How the teacher perceives the scaffolding strategy. (2) how the teacher applies scaffolding in teaching English. This study used a qualitative descriptive method and collected data through observation and interviews. The observation process was carried out in two meetings in class VIII.6 SMPN 7 Makassar and the interview process was conducted with a teacher. The findings showed that (1) In the interview process, the teacher argues that scaffolding strategies are beneficial in the learning process, namely to build confidence, identify student knowledge, and create student independence. This is very important to achieve learning goals and increase the best potential of each student. (2) The English teacher in class VIII.6 SMPN 7 Makassar uses scaffolding strategy methods in teaching. Researchers found six types of scaffolding strategies used by the teacher in teaching, namely modeling, questioning, giving feedback, breaking down tasks, direct assistance, and providing learning resources. Teacher explain the material to be learned in a structured and systematic manner that can be easily understood by students.

Analisis Kesulitan Belajar Bilangan Cacah Kelas 4 SDIT ALMAKA

Mathematics is a science that studies how to think by emphasizing the calculation of reason and ratio. In the world of education, mathematics learning has been taught from an early age (Kindergarten or Kindergarten), then continued at the next level of education. Each level of education will be more difficult for the level of reasoning about mathematics. In learning mathematics in elementary school, students often find it difficult to understand, so it is necessary to have a method that must be adjusted to the material and children's abilities to support their ability to achieve learning goals. Numbers are positive integers of {0, 1, 2, 3, 4, 5, .....} and this should have been taught to elementary school students since grade I. This number counting operation includes addition, subtraction, multiplication, and multiplication. Sometimes students often have difficulties in orations in calculating the number of numbers in multiplication. This needs to be analyzed more carefully so that learning can be achieved properly.

Implementation of the Independent Learning Curriculum in Increasing the Learning Spirit of Students at SMP N 3 Ingin Jaya

The Merdeka Curriculum has been tested in 2,500 Sekolah Penggerak (driving schools). Not only in driving schools, this curriculum was also launched in other schools. According to data from the Ministry of Education and Culture, Research and Technology, to date, there are 143,265 schools that have used the Independent Curriculum. This number will continue to increase as the Independent Curriculum begins to be implemented in the 2022/2023 school year at the kindergarten, elementary, middle and high school levels. In this research, the method used is a qualitative method using a descriptive approach. This research is a type of research that aims to describe and analyze systematically, factually and precisely or describe phenomena, events, social activities, attitudes, beliefs, perceptions, and thoughts of people individually and in groups. Implementation is an activity process carried out in a planned manner based on a guideline and carried out based on achieving goals in an activity. Implementation cannot run well without linkages with other objects. Learning motivation is a condition within an individual that causes someone to want to carry out learning activities to achieve learning goals.

Improving teachers' capabilities in preparation of Merdeka Curriculum intracurricular learning assessment

The implementation of the Merdeka curriculum (IKM) is inseparable from the student assessment process in learning. Teachers are expected not only to be able to plan and carry out learning, but also to be able to conduct assessments to see the achievement of learning objectives. Teachers who are less optimal in assessing the achievement of learning goals for each student will have a fatal impact on early childhood growth and development. Based on this urgency, the purpose of this activity is that RA teachers have the ability to prepare intracurricular learning assessments on the Merdeka curriculum. The community service method used is the Community Based Research (CBR) method with tools using the Rapid Rural Appraisal (RRA) technique. Community service activities were carried out by involving Raudhatul Atfhal teachers of DAU District, stakeholders, and a team of experts as resource persons. The results of the activity showed that there was an improvement in the ability of RA teachers in the preparation of intracurricular assessments with an average of 4.0 indicators or in the very good category. The highest average was seen in the teacher's understanding that the summative assessment was used to determine the achievement of child development of 4.5 or as many as 65 participants (100 percent) stated that they strongly agreed and agreed with the statement. On the other hand, the lowest average (3.5) or as many as 28 participants (43.1 percent) teachers have the understanding that the assessment is used to see children's graduation.