Aptitude-treatment Interaction Research Articles

Implementing of the Aptitude Treatment Interaction (ATI) Learning Model for Linear Equation Systems and Matrix Materials for Prospective Mathematics Education Teacher Students

ABSTRACT This study aims to see the learning outcomes of prospective mathematics education teacher students after applying the Aptitude Treatment Interaction (ATI) learning model for linear equation systems and matrix. This study uses a quantitative descriptive approach with data collection techniques are test and documentation. Subjects were grouped into three categories, namely subjects with high mathematical abulity, medium, and low mathematical ability. The results showed that the application of the Aptitude Treatment Interaction (ATI) learning model gave a good response to learning outcomes with an average of 78.10 in the good category. This can be seen from the student learning outcomes as a whole, both students with high mathematical ability, medium, and low mathematical ability. So, it can be concluded after applying the Aptitude Treatment Interaction (ATI) learning model that the overall intake of students when viewed from their mathematical abilities does not cause a wide gap between them.

Is the perceptual disfluency effect moderated by working memory capacity? Direct replication of Lehmann et al. (2016)

According to an aptitude-treatment interaction experiment (Lehmann et al., Metacognition and Learning,11, 89–105, 2016, N = 47, published in Metacognition and Learning), perceptually disfluent texts facilitated retention and comprehension performance (but not transfer performance) only for learners with higher working memory capacity (WMC). No effects of WMC for a fluent text were found (albeit theoretically, fluency may be more advantageous for learners with lower WMC). The findings of our (pre-registered) direct replication (supervised online sample of N = 96) show a substantial deviation from the original results: In contrast to the interaction effect (disfluency and WMC) of the primary study, we obtained null results for disfluency, WMC, and their interaction for all learning outcomes. Our replication data are not indicative of WMC as a boundary condition moderating the disfluency effect on learning. We discuss discrepancies in the results of the primary study and our direct replication regarding particular methodological and analytical decisions, questioning the robustness and generalizability of Lehman et al.’s results beyond their primary study.

LEARNING SYSTEM OF LINEAR EQUATIONS WITH APTITUDE TREATMENT INTERACTION MODEL FOR VOCATIONAL HIGH SCHOOL

This project aims to employ the aptitude treatment interaction model in the teaching system of linear equations as an alternative learning approach for high school students pursuing vocational careers. Instructional design was utilized to develop the learning model. An essential aspect of applying the aptitude treatment interaction model to learning design is the analysis of student requirements. Learning outcomes and performance goals are thoughtfully considered and aligned with instructional objectives. The findings suggest that educators should utilize the aptitude treatment interaction model when teaching systems of linear equations. The effectiveness of the learning model depends on how well it is tailored to the student's abilities.

Using the Aptitude Treatment Interaction Model Integrated Character Values to Improve Mathematical Story Problem Solving Skills for Fifth-Grade Students

Using the Aptitude Treatment Interaction Model Integrated Character Values to Improve Mathematical Story Problem Solving Skills for Fifth-Grade Students

The advantages of the aptitude treatment interaction learning model in learning mathematics

Penelitian ini bertujuan untuk mendeskripsikan keunggulan penerapan model pembelajaran aptitude treatment interaction dalam pembelajaran matematika berdasarkan artikel penelitian yang diterbitkan dalam satu dekade terakhir. Penelitian ini menggunakan metode literature review secara sistematis dengan mengumpulkan 15 jurnal yang relevan kemudian diseleksi kembali untuk memenuhi kriteria inklusi dan kriteria penilaian kualitas hasil penelitian. Ditemukan informasi perkembangan penelitian analisis penerapan model pembelajaran aptitude treatment interaction mulai dari tingkat SD, SMP, SMA, dan Perguruan Tinggi. Tingkat keberhasilan yang ditunjukkan dari penerapan model aptitude treatment interaction dalam pembelajaran matematika di tingkat SD, SMP, SMA dan Perguruan tinggi sangat tinggi. Selaras dengan hasil analisis dari penelitian yang disajikan tertulis beberapa masukan yang diberikan oleh penulis, salah satu masukan yang dituliskan dalam artikel adalah seorang guru harus melakukan persiapan yang baik saat menerapkan model aptitude treatment interaction dalam pembelajaran dan guru harus mengetahui kemampuan siswa dengan baik karena jika guru salah dalam mengelompokkan siswa maka perlakuan yang diperoleh siswa juga akan salah.

THE EFFECT OF APTITUDE TREATMENT INTERACTION LEARNING MODEL ON MATHEMATICAL CREATIVE THINKING SKILLS

The study aimed to determine the effect of the implementation of the Aptitude Treatment Interaction learning model and its effectiveness on the mathematical thinking skills of SMPN 1 Ajibarang students on the topic of Opportunity, between the ATI (Aptitude Treatment Interaction) experimental class and the control class with the cooperative learning model. This type of research was a quasi-experimental design with two control experiment groups, a pre- test and a post-test design. The results showed differences in student learning outcomes between the two classes, as evidenced by the results of the t-test (2 parties), where the significance value was 0.009 0.025. Thus, there was an average difference between the experimental and the control classes. So, the application of the ATI (Aptitude Treatment Interaction) learning model in the experimental class affects the creative thinking ability of SMP for eighth grader students on the subject of opportunity compared to the control class

Utility of a slopes difference test for probing longitudinal multilevel aptitude treatment interactions: a simulation.

To determine which interventions work best for which students, precision education researchers can examine aptitude-treatment interactions (ATI) or skill-by-treatment interactions (STI) using longitudinal multilevel modeling. Probing techniques like the slopes difference test fit an ATI or STI framework, but power for using slopes difference tests in longitudinal multilevel modeling is unknown. The current study used simulation to determine which design factors influence the power of slopes difference tests. Design factors included effect size, number of waves, number of clusters, participants per cluster, proportion of assignment to the treatment group, and intraclass correlation. Of these factors, effect size, number of waves, number of clusters, and participants per cluster were the strongest determinants of power, model convergence, and rates of singularity. Slopes difference tests had greater power in longitudinal multilevel modeling than where it is originally utilized: multiple regression.

Does the size of tracing actions affect learning outcomes?

ABSTRACT Objective Explicit instructions to students to use the index finger to trace out specified elements of mathematics worked examples have been shown to improve mathematics learning outcomes; however, there is limited research on whether the magnitude of tracing actions impacts these outcomes. Method Using an experimental design, 34 adults were randomly allocated to an experimental (tracing out larger ellipses) or control (tracing out smaller ellipses) condition. We hypothesised explicit instructions to make larger tracing actions on the surface of worked examples on a mental mathematics skill would support learning more than making smaller tracing actions. Video analysis established the two conditions differed in distance traced in the expected direction. Results Contrary to hypotheses, making larger tracing actions did not result in better post-lesson problem-solving. Instead, an aptitude–treatment interaction was established between multiplication expertise and experimental condition, with less expert students in particular solving more similar post-test problems after making smaller tracing actions. This interaction may reflect a split-attention effect generated by experimental materials. Conclusions Findings suggest there needs to be close consideration of how instructions to trace lesson elements are designed, so that visual processing following the index finger supports rather than hinders learning. Directions for future research are discussed.

Exploring individual differences in the prediction of awareness and improvement in trainee interpreters: an aptitude-treatment interaction approach

ABSTRACT The research on interpreting aptitude has focused on the abilities, skills and personal traits of individuals in order to predict their future interpreting performance. However, an important variable between the personal characteristics and success of trainee interpreters in interpreter training, which is instructional practices, is overlooked. Consequently, the different outcomes that were seen in trainees with various characteristics could be attributed to their adaptations to different instructional conditions. In order to address this gap in the literature, this exploratory study used the aptitude-treatment interaction (ATI) paradigm to examine the interactions between individual differences in trainee interpreters and feedback treatment. The findings of regression analyses suggested that working memory capacity predicted interpreting improvement under explicit and mixed feedback conditions rather than implicit conditions, and motivation predicted performance in the mixed group. Working memory capacity also predicted trainees’ awareness in the explicit and mixed feedback groups, but not the implicit group. The results also showed that feedback awareness predicted interpreting progress, and error awareness predicted an improvement in the mixed group. Based on these findings, this study highlighted the importance of instruction-related factors in the relationship between aptitude and interpreter training success.

Mathematic Creative Thinking Processes Through Mind-Mapping Based Aptitude Treatment Interaction Learning Model: A Mixed Method Study

<p style="text-align: justify;">This study aims 1) to determine the effectiveness of the Mind-Mapping based Aptitude Treatment Interaction model towards creative thinking and 2) to explain the mathematical creative thinking process based on the creative level. The number of participants was 26 students who took the Multivariable Calculus course in the odd semester of 2020/2021. This research used the mixed-concurrent embedded method. The data collection techniques were validation, observation, creative thinking tests, and interviews. The results showed that 1) the Mind-Mapping based Aptitude Treatment Interaction model was effective in developing creative thinking, as indicated by the average creative thinking score of the experimental class, which was higher than the control class and 2) the characteristics of students mathematical creative thinking process varied following the creative thinking levels. The students mathematical creative thinking level consists of not creative (CTL 0), less creative (CTL 1), quite creative (CTL 2), creative (CTL 3), and very creative (CTL 4). Students at the CTL 2, CTL 3, and CTL 4 can meet the aspects of fluency, flexibility, and originality.</p>

MENINGKATKAN HASIL BELAJAR MENULIS TEKS BERITA MENGGUNAKAN MODEL APTITUDE TREATMENT INTERACTION (ATI)

The purpose of this study was to determine the application of the ATI learning model in improving the ability of class VIII.A students to write news texts at SMP Negeri 4 Pagar Alam. This research method uses CAR. The action taken is the application of the Aptitude Treatment Interaction (ATI) learning model with the stages of preparation, implementation of actions, reviews and descriptions. This research was conducted in 2 cycles. In the initial test, the average score of students only reached 58.6 or only 9 people completed, while in cycle 1 the average score was 75.94. Furthermore, the value of students in cycle 2 was quite good, ie more than 85% of students got a score of 8.0 and the average acquisition reached 81.78, which was an increase of 97.2% classical completeness. Meanwhile, individual student scores have increased each cycle. Even though at the end of the evaluation there was still one student who scored <7.0.

The Effect of the Discovery Learning Model through the Aptitude Treatment Interaction (ATI) on Student Learning Outcomes on the Human Motion System Concept

This study aimed to determine the effect of the Discovery Learning model through the Aptitude Treatment Interaction on students' cognitive abilities in the concept of the human motion system. The method used in this research is quasi-experimental with a pretest-posttest control group design. The population in this research is all students in grade XI MIPA SMAN A Serang City in the 2021/2022 academic year. The sample of this research is class XI MIPA 1 as the experimental class and class XI MIPA 2 as the control class. The sampling technique used in this research was purposive sampling. Data collection technique used posttest to measure student cognitive abilities taken at the beginning and the end of learning. Learning outcomes showed that the average value of students' cognitive skills in experimental class is 84, an excellent category. In contrast, the average value in the control class produces a score of 74 in the superb category. To prove the hypothesis, the writer counted the significance by using a t-test (t-test) of the Independent Simple T-test, the student's cognitive learning outcomes are 0,002, so it can be concluded that there is an effect of the discovery learning model through the Aptitude Treatment Interaction (ATI) approach on student learning outcomes on the concept of motion systems in humans.

Implementation of Aptitude Treatment Interaction (ATI) in Nahwu Learning: Identification of Student Ability Characteristics

Aptitude Treatment Interaction (ATI) is used as a learning method that treats differences in student abilities; this is considered appropriate for Nahwu learning. The purpose of this study is to elaborate on Nahwu's learning activities using Aptitude Treatment Interaction (ATI) through the involvement of lecturers and students. This study uses a qualitative approach; the participants are non-Arabic speaking Nahwu students in Indonesia, totaling 40 students. Data collection techniques are using observation, structured interviews, and using questionnaires. The results showed that there were implications for the use of Aptitude Treatment Interaction (ATI) in learning motivation, as indicated by an increase in scores on the evaluation of students' Nahwu understanding abilities and perceptions that showed a good assessment of this method. The recommendation of this research is the preparation of teaching materials based on Aptitude Treatment Interaction (ATI) for Nahwu learning that can be done at universities in Indonesia.

Modeling of Online Learning Strategies Based on Fuzzy Expert Systems and Self-Directed Learning Readiness: The Effect on Learning Outcomes

This study proposes an online learning model based on fuzzy expert systems to recommend learning contents that are most appropriate for facilitating more efficient learning. The process used two computer applications which are Matlab for fuzzy analysis and the learning management system Moodle platform for online learning environment. Besides, considering the learner themselves by their self-directed learning readiness as the moderating variable in this study. To examine the learning strategies, we used aptitude treatment interaction for the learning model. Statistical analysis is used to examine the effect of this strategy and the students’ self-directed learning readiness on the learning outcomes. We found that students who are taught by online learning strategies based on fuzzy expert systems have better learning outcomes than students who are given traditional online learning strategies. Students who have high self-directed learning readiness have higher learning outcomes than students who have low self-directed learning readiness in both online learning strategies. Students who have low self-directed learning readiness are more appropriate to learn by the online learning strategies based on fuzzy expert systems to improve their learning outcomes

Game-Based Learning Multimedia Design with Aptitude Treatment Interaction (ATI) Model in Basic Programming Lessons

Game-Based Learning Multimedia Design with Aptitude Treatment Interaction (ATI) Model in Basic Programming Lessons

Unifying the Ability-as-Compensator and Ability-as-Enhancer Hypotheses

AbstractSpatial abilities have been found to interact with the design of visualizations in educational materials in different forms: (1) spatial abilities enhanced learning with optimized visual design (ability-as-enhancer) or (2) spatial abilities compensated for suboptimal visual design (ability-as-compensator). A brief review of pertinent studies suggests that these two forms are viewed as mutually exclusive. We propose a novel unifying conceptualization. This conceptualization suggests that the ability-as enhancer interaction will be found in the low-medium range of a broad ability continuum whereas the ability-as-compensator interaction will be found in the medium-high range. The largest difference in learning outcomes between visual design variations is expected for medium ability. A corresponding analytical approach is suggested that includes nonlinear quadratic interactions. The unifying conceptualization was confirmed in an experiment with a consistent visual-spatial task. In addition, the conceptualization was investigated with a reanalysis of pooled data from four multimedia learning experiments. Consistent with the conceptualization, quadratic interactions were found, meaning that interactions depended on ability range. The largest difference between visual design variations was obtained for medium ability, as expected. It is concluded that the unifying conceptualization is a useful theoretical and methodological approach to analyze and interpret aptitude-treatment interactions that go beyond linear interactions.

An investigation of students’ mathematical concept understanding and motivation through the implementation of aptitude treatment interaction learning model

An investigation of students’ mathematical concept understanding and motivation through the implementation of aptitude treatment interaction learning model

A reinforcement learning approach to adaptive remediation in online training

Advances in artificial intelligence (AI) and machine learning can be leveraged to tailor training based on the goals, learning needs, and preferences of learners. A key component of adaptive training systems is tutorial planning, which controls how scaffolding is structured and delivered to learners to create dynamically personalized learning experiences. The goal of this study was to induce data-driven policies for tutorial planning using reinforcement learning (RL) to provide adaptive scaffolding based on the Interactive, Constructive, Active, Passive framework for cognitive engagement. We describe a dataset that was collected to induce RL-based scaffolding policies, and we present the results of our policy analyses. Results showed that the best performing policies optimized learning gains by inducing an adaptive fading approach in which learners received less cognitively engaging forms of remediation as they advanced through the training course. This policy was consistent with preliminary analyses that showed constructive remediation became less effective as learners progressed through the training session. Results also showed that learners’ prior knowledge impacted the type of scaffold that was recommended, thus showing evidence of an aptitude–treatment interaction. We conclude with a discussion of how AI-based training can be leveraged to enhance training effectiveness as well as directions for future research.

IMPLICITNESS AND EXPLICITNESS IN COGNITIVE ABILITIES AND CORRECTIVE FEEDBACK

AbstractThis aptitude–treatment interaction study investigated the extent to which explicit and implicit cognitive abilities are differentially related to learning outcomes under two corrective feedback conditions. One hundred and thirteen intermediate English learners of Spanish were randomly assigned to an implicit feedback (recast), explicit feedback (explicit correction), or control group after completing tests from two aptitude batteries (High-Level Language Aptitude Battery [Hi-LAB] and LLAMA). Linguistic improvement on noun-adjective gender agreement and Differential Object Marking was assessed using grammaticality judgment and oral production tasks. Results showed that implicit but not explicit abilities were relevant for the acquisition of gender agreement under implicit feedback as measured by grammaticality judgments. In contrast, explicit but not implicit abilities were relevant for the acquisition of object marking under explicit feedback as measured by oral production. These results lent support to a double dissociation, but they also suggested higher-order interaction effects between the type of cognitive ability, outcome measure, and target structure.

Students’ thinking process in solving Higher-Order Thinking (HOT) problems through Aptitude Treatment Interaction (ATI) learning model

The assessment model in the 2013 Curriculum has adapted the international standardized assessment model. It is expected to help students to improve their higher-order thinking skills. One of the differences among students that teachers should pay attention to is their thinking process when solving math problems. The Aptitude Treatment Interaction (ATI) learning model is a learning model that adapts learning to the characteristics of students’ abilities. The purpose of this study was to investigate how high-, moderate-, and low-ability students could solve higher-order thinking (HOT) problems through the ATI learning model. This research employed mixed methods. The participants were students of Junior High School 3 Banda Aceh, in which three of them were interviewed. The data were obtained from observations, tests, and interviews. The results showed that the ATI learning model did not directly impact the students’ thinking process in solving HOT problems. Instead, it had a profound effect on students’ activities during the study. The high-ability students were better than the moderate- and low-ability students in each indicator of the thinking process in solving HOT questions. Students’ activities increased during the learning process from the first meeting to the last one.