Cognitive Learning Achievement Research Articles

Creativity as Key Trigger to Cognitive Achievement: Effects of Digital and Analog Learning Interventions

AbstractThis study analyses the coherent integration of creativity into science education modules for eighth-grade students to enhance competence development. The learning modules’ content covered a basic ecological unit about forests, applied as digital or analog lesson. By utilizing the creativity subscales ‘Act’ and ‘Flow’ its analysis resulted in a clear factorial structure. Notably, higher levels of creativity were associated with increased cognitive learning achievements among students, irrespective of the instructional delivery method—be it analog or digital. Particularly, the ‘Act’ and ‘Flow’ dimensions exhibited a promising potential for augmenting learning outcomes in learner-centric, gamified modules. The mentoring role of teachers is supposed to promote a flow state and simultaneously to highlight the significance of autonomy in learning processes. Unexpectedly, there were no discernible gender differences. This research significantly contributes to our understanding of the interplay among creativity, learning success, and instructional modalities within the realm of science education.

Improving Vocational and Technical Education: Comparing Flipped and Traditional Classrooms’ Impact on Learning Performance in Management Courses

This essay examines the effectiveness of flipped classroom approaches in improving learning outcomes among first-year management students at Chinese vocational colleges. Using a quasi-experimental design, the study involved fifty classes with a total of 1,000 students, divided into experimental and control groups. The study aimed to evaluate how the flipped classroom model influences academic achievement, analytical, creative, and practical intelligence, as well as learning attitudes. It also investigated whether cognitive styles (visual vs. verbal orientation) moderated the relationship between teaching methods and learning outcomes. Results show that the flipped classroom significantly enhances cognitive learning achievements, analytical, creative, and practical intelligence, and fosters a more positive learning attitude compared to traditional methods. Notably, cognitive styles had a minimal impact on learning outcomes, suggesting that the benefits of flipped classrooms apply broadly across different learning preferences. This research enhances the understanding of effective pedagogical strategies in vocational education and underscores the flipped classroom’s potential to improve student learning experiences.

Effects of self-regulated learning on cognitive engagement and learning achievement in online discussions

Effects of self-regulated learning on cognitive engagement and learning achievement in online discussions

The Relationship between Breakfast Habits and Knowledge of Nutritional Status and Learning Achievement of Class VII Students of SMPN 02 Banjar Agung, Lampung

Breakfast is an activity that has benefits for school children which contributes energy and nutritional needs to support daily activities. Better memory is associated with increased glucose, indicating brain performance, especially those related to memory aspects. Consuming breakfast can improve cognitive learning and academic achievement. If children have good nutritional knowledge, they will determine which foods to consume that are healthy and have high nutrition. The aim of this research is to determine the relationship between breakfast habits and knowledge of nutritional status and learning achievement at SMPN 02 Banjar Agung, Lampung. The method used in this research uses descriptive analytics with a cross sectional approach. This research was conducted from June to July 2022. The number of samples in this research was 120 class VII students at SMPN 02 Banjar Agung who were filtered according to inclusion and exclusion criteria. The data was tested in the semester. This research showed that 100 people (80.0%) had good breakfast habits and 89 people (74.2%) had good learning achievements. Based on the results of the Chi Square test, the relationship between breakfast and knowledge of nutritional status obtained a p value = 0.040 (p < 0.05). The results of the Chi Square test regarding the relationship between breakfast and learning achievement obtained a p value = 0.000 (p < 0.05). It can be concluded that there is a significant relationship between breakfast and children's nutritional status and learning achievement.

Increasing cognitive learning and sports massage skills through a project-based blended learning model

Background: Low achievement and poor learning skills among current students. Research Objectives: This research analysed the project-based blended learning model on cognitive learning achievement and sports massage skills. Methods: This research is a quasi-experiment. The population was 9 classes (180 students) in the Department of Physical Education. There were 4 classes (80 students) of the samples in this study. A random sampling technique was utilised in this study. A post-test-only control group design was used. Learning achievement was measured by multiple-choice tests, and the skills were measured by a massage skills test. The data were analysed using MANCOVA with SPSS at a 5% significance level. Finding/Results: The research finding showed that (1) there was a difference in massage learning achievement and massage skills between students who studied with project-based blended learning assisted by interactive multimedia and those with direct instruction with a significance number of 0.001 which is smaller than 0.05, (2) there was a difference in massage learning achievement between students who studied with project-based blended learning assisted by interactive multimedia and those with direct instruction, with a value of F = 8.400 and (3) there was a difference in massage skills between students who studied with project-based blended learning assisted with interactive multimedia and those with direct instruction, with a value of F = 13.817. Conclusion: It can be summarised that the project-based blended learning model could improve learning achievement and massage skills. The level of digital literacy has not been considered in this research; it is recommended that future research pay attention to this variable.

Pengaruh Efikasi Diri Terhadap Prestasi Belajar Kognitif di SMA Katolik Don Bosco Bitung

This study aims to determine the effect of self-efficacy on cognitive learning achievement. This research was conducted at Don Bosco Catholic High School Bitung. The respondents in this study were X and XI-grade students. The research method used is the quantitative research method. Techniques in sampling using sampling techniques with the Slovin formula. The entire research sample totaled 130 students. The research instrument used is a questionnaire with alternative answers: Strongly Agree, Agree, Disagree, and Strongly Disagree. This study uses descriptive statistical analysis and simple linear regression analysis. The results of the study showed that Self-Efficacy had a calculated coefficient data result of 0.95 with a very good category and Cognitive Learning Achievement obtained a calculated coefficient of 0.68 with a good category. The results that have been found show that there is an effect of Self-Efficacy on Cognitive Learning Achievement at Don Bosco Bitung Catholic High School. It is said to be influential because the results obtained are the results of the coefficient of determination of 0.502. From this result by looking at the coefficient interval, it is categorized as moderate. From this explanation, it can be concluded that the effect obtained by 50% is categorized as strong and 50% is influenced by other factors, so the higher the student's self-efficacy, the more student learning achievement will increase.

Investigating the relationships among peer moderation, cognitive engagement, and learning achievement in online discussion forums

ABSTRACT Online discussion forums are an important component of communication and interactions between teachers and students. The success of online discussion forums depends largely on the e-moderating behavior of the students who are assigned the role of peer moderators. Their ability to facilitate meaningful discussions, encourage diverse perspectives, and keep the conversation on track is paramount to achieving group cognitive engagement and superior performance. This study analyzed the discourse generated by learners in online discussion forums, with a particular focus on the still under-explored effort of peer moderation on groups’ cognitive engagement and learning achievement in online discussion forums. The result of multiple regression analyzes demonstrates how certain levels of cognitive engagement and peer moderation relate to learning achievement. Furthermore, this study examined the moderating role of peer moderation in the association between high-order cognitive engagement and learning achievement. The findings indicate that while peer moderation can have a positive moderating effect, this effect is weaker for a higher number of Development moderations, suggesting that excessive Development may lead to endless arguments and decrease discussion efficiency.

Tapping into collaborative skills and learning achievement: The effect of implementing the common knowledge construction model equipped with podcasts on chemical bonds topic

The impact of integrating the Common Knowledge Construction Model (CKCM) with Chemical Bonds-focused Podcasts on students' collaboration skills and cognitive learning achievements is investigated in this study. A quasi-experimental design was employed, with cluster random sampling to select the experimental (N=23) and control (N=30) classes from a private high school in Solo City. Descriptive and inferential analyses were conducted, employing the Mann-Whitney test for hypothesis testing. Results showed that the CKCM approach significantly enhanced collaboration skills (p < 0.001) and learning achievements (p = 0.014), indicating substantial educational benefits. In conclusion, integrating the CKCM with Chemical Bonds podcasts positively influenced students' collaboration skills and cognitive learning achievements. Moreover, this comprehensive model addressed conventional learning objectives and integrated elements of ethnoscience, providing students with a broader and more culturally contextualized understanding. The CKCM model, supplemented by podcasts, facilitated a dynamic learning environment that actively engaged students in knowledge construction. These findings advocate for integrating CKCM and podcasts into educational curricula, offering a scalable model for enhancing 21st-century skills.

The Influence of Problem Based Learning Models on Cognitive Learning Outcomes and Scientific Attitudes of High School Students on Thermochemical Subject

This study seeks to ascertain whether there are notable disparities in cognitive learning outcomes and scientific attitudes among high school students in both the experimental and control groups regarding thermochemical topics. Additionally, it aims to outline the cognitive learning outcomes profile in the experimental group and evaluate the scientific attitude profile of students in the same group concerning thermochemical concepts. This research is using quantitative research method. The population in this study were five high schools in Sleman Regency, Ngaglik Region. The sample used was SMA 2 Ngaglik in class XI Science. The research employed both non-test methods, such as questionnaires, and test-based approaches, using multiple-choice questions, for data collection. Non-parametric analysis was utilized for data analysis. The findings indicated that there were no significant variances in cognitive learning achievements and scientific attitudes among high school students in both the experimental and control groups regarding thermochemical topics. Moreover, the learning outcomes profile in classes implementing the Problem Based Learning model and scientific approach was rated as very good, while the scientific attitude profile in these classes was deemed adequate across all aspects

Efektivitas Penilaian Anekdot untuk Mengukur Capaian Pembelajaran Kognitif Anak Usia Dini

This study aims to evaluate the use of anecdotal assessment in measuring the cognitive learning achievement of early childhood children in the context of the Merdeka curriculum at the Integrated Early Childhood Education Citra Bakti. The method applied is qualitative descriptive with data collection techniques through interviews and documentation. Primary data sources include interview results and observations of children's and teachers' activities, while secondary sources consist of documented planning and assessments previously conducted. Data analysis was performed descriptively. The research findings indicate that at the Integrated Early Childhood Education Citra Bakti, the Merdeka curriculum is implemented using anecdotal assessment, covering achievements in religious values, morals, identity, and literacy. The effectiveness of anecdotal assessment is proven in evaluating the learning achievements of early childhood children in the Merdeka curriculum, providing a comprehensive overview of social, emotional, and cognitive development aspects. This approach is in line with the principles of the Merdeka curriculum, which focuses on developing the creativity, independence, and uniqueness of each child. The use of direct observation in anecdotal assessment also provides opportunities for educators to better understand the individual needs and interests of children. By analyzing children's activity anecdotes, educators can provide more accurate responses to their individual needs and interests, allowing for the development of appropriate learning strategies that support the holistic development of children.

Effect of Wordwall-Assisted Brain-Based Learning to Cognitive Learning Outcomes on Optical Equipment Material

Improving student learning outcomes will always be influenced by how teachers teach and provide innovation in learning. This study focuses on evaluating the cognitive learning achievements of class XI high school physics students in the Optical Instrument material, using the Wordwall-assisted Brain Based Learning model. The study is a quasi-experiment with all students in class XI of MS SMAN Plus Riau Province. A sample of 59 students with class XI MS 1 as the experimental group and class XI MS 4 as the control group. Daily tests were conducted to collect data on cognitive learning outcomes, which were analyzed both descriptively and inferentially. The findings indicate a significant difference in cognitive learning outcomes between the experimental and control groups, with the former achieving an average outcome of 81.83 and the latter attaining an average of 73.10. These results demonstrate that the Wordwall-assisted BBL learning model can enhance the cognitive learning outcomes of grade XI students in Senior High School, specifically in the Optical Equipment material.

Comparison of distance and blended learning models on UIN Saizu Purwokerto students' learning outcomes

The case of the Covid-19 pandemic led to a government policy to enforce online learning with distance learning and blended learning models. Lecturers are required to present learning innovations using these two models to continue to achieve maximum learning outcomes and student learning outcomes. It is through the implementation of distance learning that students can study anywhere. The blended learning model is innovative and collaborates offline/face-to-face lectures with online lectures. With the implementation of this online learning system, both distance learning and blended learning have differences in student learning outcomes. This study aims to determine the differences in student learning outcomes using distance learning and blended learning models regarding cognitive, affective, and psychomotor aspects. The research method used in this study is quantitative, with a research design using a comparative test to compare learning outcomes between two groups with different treatments. One group uses distance learning, and one group uses blended learning. The data analysis technique used to answer the hypothesis of this research is a statistic with different/comparative test, the t-test with statistical test Kolmogorov Test and Shapiro-Wilks Test to determine normality test and homogeneity test, and a nonparametric test using the Mann-Whitney test. The results showed no significant difference in cognitive, affective (activeness), and psychomotor learning achievement between students who learned to use the distance learning and blended learning models. Significant differences in learning achievement only occur in the affective aspect, particularly in student discipline in learning. Students who learn to use blended learning have better discipline than those who use distance learning.

Enhancing Observation and Questioning Skills in Rural Science Education

This study aims to determine the influence of enhancing observation and questioning skills on learning outcomes, and to describe the relationship between these skills and science learning outcomes. The study included 86 fifth-grade students from four distinct rural elementary schools. Participants were divided into control and experimental groups. The collected data encompassed learning outcomes and metrics on observation and questioning skills. The impact of advancing observation and questioning skills was evaluated using an independent sample t-test at a 5% significance level. The Pearson correlation was employed to discern the relationship between these skills and learning outcomes. Results indicated that fostering observation and questioning skills significantly affects students' cognitive learning achievements. Additionally, both skills were found to have a positive and significant association with learning outcomes. While observation skills displayed a moderate relationship, questioning skills showcased a stronger correlation. Thus, enhancing these skills in science education is crucial for optimizing student learning outcomes.

Persepsi Siswa tentang Implementasi Media Literasi Digital di Pembelajaran Daring Geografi [Students' Perception about the Implementation of Digital Literacy in Geography Online Learning

<div><p class="1eAbstract-text">The background of this research is the low literacy, participation, and collaboration ability of students. The COVID-19 pandemic has had an impact on the learning process. This study aims to determine student perceptions related to the implementation of digital literacy media on participation, collaboration skills, student satisfaction, and cognitive learning achievement in geography subjects. The subjects in this study were 162 students of class XI and XII social studies at XYZ private high school in South Tangerang. This research is a quantitative descriptive study using a simple regression test to measure. Data collection techniques using a questionnaire in the form of google form. The research instrument used is a variable to measure students' perceptions about the implementation of digital literacy, participation, collaboration skills, and student satisfaction. The results showed that students' perceptions about the implementation of digital literacy media affected the participation of 38.2%. Students' perceptions of digital literacy media also affect 50.2% of collaboration skills and 64.3% of student satisfaction. Participation and collaboration ability did not show any effect on cognitive learning achievement, it was seen from the sig value. > 0.05 and Fcount. < Ftable. Cognitive learning achievement is influenced by student satisfaction and perceptions regarding digital literacy media in geography online learning by 5.4% and 2.5%, respectively. So it can be concluded that students' perceptions of digital literacy media help students learn in geography online learning.</p></div>

Competing with Media Richness: Cognitive and Psychological Endowment Effects as the Fundamentally Pervasive Perspective of Learning Performance

This study investigates the students’ behaviour, especially regarding their cognitive and psychological endowments’ effect on their cognitive absorption, attachment comprehensivity, and learning achievement through various types of learning media. Specifically, it highlights that the resulting learning performance fundamentally starts from individual endowment positions, regardless of the available types of learning media. The authors find that the cognitive and psychological endowments’ functional superiority dominates the learning achievement compared to the MR role types. Furthermore, we demonstrate that individuals’ beliefs, attitudes, and behaviour are superior to their cognitive and psychological endowments because motivation, inner spirit, and faithfulness in appropriation defeat their material knowledge acquisition in their learning processes, such as absorption, achievement, and attachment. This research presents its novelty through learning attachment behaviour due to supremely personal psychological and cognitive endowment effects. Furthermore, the students with the highest negative experiences impact low absorption, comprehensive attachment, and learning achievement. Finally, the authors reveal that individually endowed mindsets and attitudes contribute to higher learning performance than the MR role types. Thus, it demonstrates that the MR role types produce a low incremental performance, which is nothing more than maximising valuable information.

Problem-based Learning: Improving 10th-Grade Students’ Cognitive Learning Achievements and Collaboration Skills on Protist Material

Good cognitive learning achievements and collaboration skills as one of the 21st-century skills are important for students to have. However, high school students have yet to achieve these abilities, therefore the right learning model is required to improve these two abilities. This classroom action research aims to improve students’ cognitive learning achievements and collaboration skills by implementing the PBL model on protist material. The study consists of two cycles, each contains of planning, action, observation, and reflection stages with 10th-grade students as participants. Cognitive learning data was obtained through pre-test and post-test, while collaboration skills data was collected through observation. The test refers to the six cognitive domains, and indicators of collaboration skills was adapted from Greenstein. There is a significant increase in cognitive learning achievements and collaboration skills. Overall, the PBL model is effective to improve collaboration skills and cognitive learning achievements. The results propose ideas for educators to implement PBL for teaching and learning activities.

Exploring Communication Skills and Student Learning Outcomes through Student Facilitators and Explaining (SFAE) Learning Model

The low learning outcomes and communication skills of students in elementary schools still need to be solved in education in Indonesia. At the same time, basic education in the 21st century requires students to be able to collaborate and be able to communicate well. These two skills are needed in the learning process so that learning can run effectively and efficiently. This research aims to analyze students' communication skills and good learning outcomes through the student facilitator and explaining (SFAE) method. This study used a quantitative research type with a pre-experimental design with one pretest-posttest group. The research subjects were grade 2 students, totaling 34 students. Data collection methods using observation techniques, interviews, thematic learning achievement tests, and communication skills questionnaires. The research instrument used a student communication skills questionnaire which totaled 20 question items and a cognitive learning achievement test which totaled 27 multiple-choice questions with a range of C4-C5. Data analysis in this study used the normality test and paired sample t-test. The results showed that there was a significant influence between students' communication skills and student learning outcomes. Communication skills and student learning outcomes can be well explored through the student facilitator and explaining (SFAE) model.

The effects of an active learning mechanism on cognitive load and learning achievement: A new approach for pharmacology teaching to Taiwanese nursing students

BackgroundNursing students require learning strategies when studying pharmacology. The COVID-19 pandemic has increased the prevalence of online self-study. The design of effective online learning materials has therefore become vital to nursing education. ObjectivesThe objective of this study was to describe the active learning mechanism that helped nursing students learn pharmacology through interactive learning materials and to demonstrate that no increased cognitive load in nursing students when studying pharmacology using interactive learning materials. MethodWe designed an active learning mechanism to help nursing students study pharmacology by using interactive learning materials. An experimental pre- and post-test design was conducted. The participants were second-year nursing students (age 16–17) in a junior college of nursing. Students were randomly assigned to an experimental group (n = 98) and a control group (n = 90). ResultsWe developed multi-media interactive learning materials and an active learning mechanism to enable nursing students to learn pharmacology. The proposed approach not only improved learning achievements but also reduced the cognitive load of nursing students. ConclusionThe major contribution of this study exhibits a new approach to practice wherein active learning is incorporated into interactive pharmacology materials for nursing students. This can be attributed to the design features of “explanation,” “quiz and feedback,” and “encouragement.” Our results aid the development of effective interactive learning materials for pharmacology for Taiwanese nursing students.

The impact of project based E-learning on cognitive and psychomotor learning achievement in sports massage course

The purpose of this study was to describe the effects of a project-based e-learning (PjB-eL) model on cognitive and psychomotor learning achievement in sports massage courses. This quasi-experimental study used a post-test-only non-equivalent control group design. The research sample consisted of 2 classes of 40 people each, selected by a simple random sampling technique, with one class each as the experimental and control groups. Data on cognitive learning outcomes were collected using tests, and psychomotor learning outcomes using project observation sheets. The test used has met all the valid and reliable criteria. Data analysis was performed using descriptive statistics and multivariate analysis of variance test. The results showed that the average cognitive and psychomotor learning outcomes in the experimental group were significantly higher than those in the control group. The PjB-eL model can be recommended as an effective learning model to improve learning outcomes. Keywords: Project-based, e-learning, cognitive, psychomotor, learning achievement.

Implementasi Model Pembelajaran CORE ditinjau dari Prestasi Belajar Kognitif

Problem related to low learning achievement are on of the problems that need to be solved through learning. One of the elements that affect the learning process is the application of the learning models. This research aims to determine whether the CORE learning model can improve mathematics (cognitive) learning achievement. The research methode used is quasi-experimental research with the type of Pre-Experimental Design type One Group Pretest-posttest design. Students of class VIII SMP AL Hikmah Balongrejo become the sample in this research. Data collection thecniques used interviews, valid questionnaires, and learning achievement tests. While the research instruments are pretest and posttest. The data analysis technique used validity test, reliability test, normality test, and paired sample t-test. The result of the study obtained a significant level of 0,000 < 0,05. So it can be concluded the CORE learning model (connecting, organizing, reflecting, extending) can improve learning achievement (cognitive) mathematics.