Basic Learning Outcomes Research Articles

Comparison of Basic Learning Outcomes of Electricity and Electronics Using Realistic Mathematics Learning Models And Discovery in Electricity Students of Elfatah Christian Vocational School Manado

Comparison of Basic Learning Outcomes of Electricity and Electronics Using Realistic Mathematics Learning Models And Discovery in Electricity Students of Elfatah Christian Vocational School Manado

Application of Practicum-Based Learning with Video Media to Improve Basic Learning Outcomes for Class X Students of Vocational High School

This study aims to apply practicum-based learning and video media to improve basic boga learning outcomes in class X students of VHS 6 Surabaya. The subjects of this study were students of class X Tata Boga VHS 6 Surabaya in the 2021/2022 academic year, totaling 36 students. This study used a classroom action research design with two cycles. Data collection techniques were carried out by literature study and observation. The data that has been collected is then analyzed thematically. The results showed that the application of practicum-based learning with video media was able to improve student learning outcomes in the first cycle by 36.1% while the second cycle was 77.8%, which means that there was an increase in the KKM score by 41.7%, this means that the Application of Practicum-Based Learning with video media can improve the learning outcomes of basic boga subjects for class X VHS 6 students by 41.7%. So it can be concluded that video-based practicum can improve student learning outcomes. This method can be an effective alternative to improve student learning outcomes, especially in subjects that require direct practicum.

Applying 4IRs in education technology to science pedagogy: effects and students’ experience

Education, technology, and economic growth are not only linked but synchronised to achieve holistic global development. An instance is the adoption of online platforms for learning and promoting economic activities during the COVID-19 pandemic lockdown. However, the lingering question among education stakeholders in Nigeria borders on what constitutes students’ experiences and how teaching in an online platform can foster basic learning outcomes in science. The study used a mixed method of explanatory concurrent design to investigate the innovation of online platforms for learning during the COVID-19 lockdown. The idea was to compare the innovation’s effects on participant and non-participant respondents. Of the 120 students studied, sixty students were selected from schools that adopted online learning platforms. They were comparatively paired with their contemporaries that did not adopt a similar innovation for analysis of their skills in problem-solving and critical thinking. Ten students who learned via online platforms were interviewed. Fallibilities associated with teaching–learning using online platforms were observed, coupled with the fact that the efficacy of online platforms in enhancing basic learning outcomes in science does not embrace critical thinking, but problem-solving. Therefore, actionable strategies by education stakeholders to design responsive and strictly academic online learning platforms were recommended.

Education of History of Medicine for 80 Years: History and Current Status in Republic of Korea.

Medical history education enables the medical students to understand the humanistic aspects of medicine and also help to promote the professionalism of doctors. It makes them understand the disappearing or emerging diseases by recognizing the historical changes and trends to respond appropriately. Therefore, it is helpful to study and understand modern medicine. As of March 2023, 22 (55.0%) out of 40 medical schools in Republic of Korea have medical history course as an independent subject and two schools have integrated courses with medical ethics. Compared to 53.1% in 1995 and 56.2% in 2010, similar percentage of medical schools maintained the subject independently. However, the average credits of 18 schools in 2023(2.0) are higher than those of 1995(1.4) and 2010(1.2). The number of full-time professor who specialized in the history of medicine was 2 in 1995, 6 in 2010, and 11 in 2023. Generally, a full-time professor majoring medical history tend to have other duties besides the education and research of medical history, depending on the role of the department to which he or she belongs since they are assigned to the humanities education other than medical history education. Currently, the curriculums that have been recommended by Korea Association of Medical Colleges(KAMC), Korean Institute of Medical Education and Evaluation(KIMEE), and The Korean Society of Medical Education(KSMED), emphasize medical humanities but do not necessarily include the medical history. As a result, medical history courses have increased slightly, but the other humanities classes have increased significantly since 2000. The knowledge of medical history will help students become a doctor, and a doctor with professionalism adapting to the rapidly changing medical environment. Students will also be able to establish the ideas they must pursue in the present era when they come into contact with numerous historical situations. And if they share a sense of history, they will inspire a sense of unity as a profession and will be more active in solving social problems such as health equity. It is hoped that The Korean Society for the History of Medicine will step forward to set the purpose and goal of the medical history education, and organize the contents of the education. Classes should be prepared so that students are interested in them, and education should be focused on how the contents of education will be able to be used in medicine. To this end, it is necessary to establish the basic learning outcomes of history of medicine, and prepare learning materials based on these learning outcomes. It is also necessary to increase the competencies of educators for the history of medicine, such as performing workshops. With the dedication of the pioneers who devoted their energy to the education of medical history, it is expected that medical history will find out what to do in medical education to foster better doctors and provide better education.

Pengaruh Hasil Belajar Dasar Listrik dan Elektronika, Motivasi, dan Kesiapan Siswa terhadap Hasil Praktik Kerja Industri:

This research is a type of quantitative research that aims to determine whether there is an effect of practical learning outcomes, student motivation and student readiness on the results of industrial work practices for students in the Electrical Power class SMKN 2 Serang City and how big the effect is. The research method used is quantitative research which consists of 4 variables, namely Basic Electrical and Electronics Learning Outcomes (X1), Learning Motivation (X2), Student Readiness (X3), Industrial Work Practice Results (Y). The data were taken using questionnaires, tests, and final grades of students which were then processed using the SPSS data analysis application. The results of the study show that there is no effect between basic electrical and electronic learning outcomes on industrial work practice results with a value of sig (0.279 > 0.05), student learning motivation has an influence on students' industrial work practice results with a value of sig (0.026 < 0.05), student readiness has an influence on the results of industrial work practices with a sig value (0.045 < 0.05). Based on the results of the analysis showed that the basic learning outcomes of electricity and electronics, learning motivation and student readiness had an effect of 0.071 or 7.1% unit.
 Keywords: The Influence Of Electricity And Electronics Basic Learning Outcomes, Students' Motivation, And Readiness On Industrial Work Practice Outcomes

Regression Equation Model of Motivation, Self-Confidence, and Anxiety Variables in Mastering Badminton Games Learning Outcome Test

The study was aimed at testing the models of variable regression equations of motivation, self-confidence, and anxiety in the mastery of badminton learning outcomes. The method used in this research was the correlational descriptive method involving 100 badminton school students aged 11-15 years as participants. The research was conducted in the Badminton schools in Bandung City. The instruments used in this study were motivational scales, confidence scales, anxiety scales, and Badminton learning test outcomes. The data obtained were analyzed by using regression method with double regression analysis employing SPSS statistic analysis software for Windows version 21. The results showed that motivation, confidence, and anxiety had a significant impact on the basic learning outcomes of badminton.

Role of the academic curriculum in the development of the basic learning outcomes (knowledge - skills – capabilities) of the architect using the method of currere

Basic learning outcomes play an important role in giving students the general academic profile that determines the characteristics of the academic program outcome. The research problem is formulated, which is the lack of clarity about the role of the academic curriculum in the development of the basic learning outcomes of the architect in particular. Based on the foregoing, the research has tackled the development of basic learning outcomes (knowledge-skill-capability) for the architect in particular, using the method of Currere that is approved globally in the development of academic curricula and vocabulary (knowledge - skill - capacity) for the purpose of developing the efficiency of the academic outcome. The research adopted a descriptive analytical method using the method of Currere. The results of the research include a diagnose of a number of gaps which were based on reviewing the vocabulary of the course according to the need for it or its compatibility with the academic description of the graduate engineer or the academic outcome. Furthermore, the research determines some conclusions that showed the shortcomings of the academic curriculum and the reality of the practice, as well as the research has recommended with a set of recommendations that maximize the compatibility between the outcomes of the academic program and the requirements of the labor market.

HUBUNGAN KEPERCAYAAN DIRI DENGAN HASIL BELAJAR DASAR TEKNOLOGI MENJAHIT SISWA KELAS X SMK NEGERI 8 MEDAN

A BSTRACT This study aims to: 1) Knowing the level of confidence of students on the basic subjects of sewing technology students class X SMK N 8 Medan.2) To determine whether confidence affects the basic learning outcomes of technology sewing students class X SMK N 8 Medan.3) For Knowing the relationship of confidence to the learning result of basic technology of sewing students of class X SMK N 8 Medan. Technique sample is by using proportional random sampling counted 36 people. For Self Confidence variable (X) data is collected by using questionnaire, while the learning result variable (Y) is crawled by using cognitive test. Data analysis using descriptive, test tendency analysis requirement by using normality test, hypothesis test with product moment correlation. From result of research of student self confidence tends to enough that with percentage 77,8%, so also result of learning base of sewing technology pertained enough with percentage 69 , 4%. Based on the calculation of rxy correlation analysis of 0.719 which means there is a strong relationship between self-confidence with Basic Learning Outcomes Technology Tailoring students class X SMK Negeri 8 Medan. From the result of t-test calculation (significance test) obtained tcount of 6,039 while ttable price with degree of freedom (dk = 36-2 = 34) at 5% significant level is 1,697. And the hypothesis that reads There is a positive relationship between confidence with learning outcomes basic technology sewing students class X SMK Negeri 8 Medan. Thus it can be concluded the hypothesis is accepted. Kata Kunci : Kepercayaan Diri, Hasil Belajar Dasar Teknologi Menjahit

Impact of a sustained Cooperative Learning intervention on student motivation

Background: Cooperative Learning has been recently defined as a true pedagogical model. Moreover, in a recent review Casey and Goodyear reported that it can help physical education promote the four basic learning outcomes: physical, cognitive, social and affective.Purpose: The main goal was to investigate the impact of a sustained Cooperative Learning intervention on student motivation. The second goal was to assess students’ perceptions of the Cooperative Learning class climate. Finally, the third goal was to explore students’ feelings and thoughts after experiencing Cooperative Learning in physical education for an extended period of time.Participants and settings: 249 students (grades 8–11) and 4 teachers enrolled in 4 different high schools agreed to participate. Each school administration allocated several class groups to each teacher based on its necessities. Therefore, intact physical education classes played a part in this research project. They were randomly distributed into an experimental group with 137 students (mean age 13.91 ± 1.76 years), which experienced 3 consecutive cooperative learning units, and a comparison group with 112 students (mean age 13.41 ± 1.25 years), which experienced a traditional teaching approach during the same length of time.Research design: A pre-test, post-test, quasi-experimental, comparison group design was followed.Data collection: Prior to and at the end of the intervention programme, all participating students were asked to complete a questionnaire, which included the Perceived Locus of Causality Scale and the subscale ‘Cooperative Learning’ of the Perceived Motivational Climate Questionnaire. At post-test, participants in the experimental group were also asked to: ‘Describe your feelings, your thoughts and your ideas on the three Cooperative Learning units that you just experienced in physical education’.Data analysis: Quantitative data was analysed using SPSS 22.0, while MAXQDA 11 was used to assist with qualitative data management.Findings: Quantitative data showed an increase in intrinsic motivation and identified regulation only in the experimental group. This group also increased its perceptions of a Cooperative Learning class climate. Qualitative data analysis of the students’ responses after experiencing Cooperative Learning on a sustained basis produced five major themes: cooperation, relatedness, enjoyment, novelty and disappointment. All these findings are in line with Vallerand's hierarchical model of motivation, where social factors (i.e. Cooperative Learning) influence psychological mediators (i.e. relatedness), which mediate over the different types of motivation (i.e. intrinsic motivation) and finally lead to different outcomes (i.e. enjoyment).Conclusion: Cooperative Learning applied on a sustained basis can increase the most self-determined types of motivation, intrinsic motivation and identified regulation, in secondary education students. Students’ perceptions after experiencing Cooperative Learning for a long period of time reflected four positive ideas: cooperation, relatedness, enjoyment and novelty and a negative one: disappointment. Both the positive and the negative ideas should be considered when implementing Cooperative Learning in physical education, because students experience them.

Picking Up Big Bills from the Sidewalk: The Supply of and Demand for Quality Basic Education in India and Brazil

Despite the robust, bicausal relationship between quality primary education and sustainable, equitable development, two of the world’s fastest-growing democracies – India and Brazil – continue to lag behind their regional and economic peers in basic learning outcomes. In this article, we use a supply and demand framework to identify six institutional factors that we hypothesize may be determinative in shaping education outcomes in both countries. On the demand side, we first consider whether the actual demand for quality basic education in India and Brazil is as robust as the theoretical and empirical literature linking it to well-being would predict, examining how the real and perceived individual returns to education may affect the value people attach to schooling attainment and learning outcomes. We next investigate whether consumers and citizens possess sufficient information about the quality of the educational services provided by the state to induce demand for better schools. Finally we analyze the growth in private schools, exploring whether the existence of non-governmental alternatives undermines popular pressure on politicians and policymakers. Turning next to the supply of educational services, we examine how India and Brazil finance education, considering absolute levels of public expenditures as well as the allocation of such funds (geographically, by academic level, and by type of input). We next explore the incentives that educational management structures at the national, state/regional, district, and school levels generate for teachers, principals, and other educational administrators. Finally, we analyze public accountability mechanisms in both countries, investigating monitoring, evaluation, and reporting systems as well as anti-corruption initiatives and considering how political structures affect the responsiveness of leaders at various levels of government.

The Annual Status of Education Report (ASER)

The Annual Status of Education Report (ASER) is a national citizen-led rapid assessment of children's ability to read simple text and do basic arithmetic. ASER is designed and facilitated by the Indian nongovernment organisation Pratham, and has been conducted every year since 2005 by partner organisations in every rural district of India, reaching more than 600,000 children annually. The assessment differs from most other international and national large-scale assessments in several key respects, such as the use of household rather than school-based sampling and the focus on simple tools and indicators that are easy to administer and understand. All ASER metrics, measures and processes are intended to engage ordinary citizens in thinking about and acting to improve basic learning outcomes in India. By conducting a massive national survey each year, ASER has demonstrated that it is possible to use simple, reliable and scientific methods of sampling and assessment on a large scale for high impact at a very low cost. Key to this aspect of ASER has been its ability to mobilise over 25,000 volunteers each year. ASER has been responsible to a large extent for putting the issue of learning on the agenda in India. More recently, the model has been adapted for use in several African and Asian countries. Taken together, these initiatives reached more than a million children in 2012.

Basic Capabilities, Basic Learning Outcomes and Thresholds of Learning

Learning is assumed to be a fundamental means through which an individual can improve her life, particularly in the context of moving out of poverty. There is no prescribed methodology for evaluation of improvement to or deterioration of quality of life related to learning, beyond aggregated proxy indicators of economic benefit (e.g. lifetime earnings) and social benefit (e.g. mother and child health). Evaluation of basic capability and basic learning outcomes valued by the individual enables analysis of positive learning outcomes as capability enhancement, unrealized outcomes as potential capability, and negative outcomes as capability deprivation. A research study of 14‐year‐old children and their parents living in rural and urban poverty applies an assumption that valued learning equates with functional learning that is locally perceived as important in achieving improvement in the life of the individual.