Achievement Of Competencies Research Articles

ANALISIS KESESUAIAN SKL, KI, KD, DAN INDIKATOR KURIKULUM PAI

ABSTRACT A thorough analysis of the alignment between SKL, KI, KD, and curriculum indicators of Islamic Education (PAI) is crucial to ensure that the curriculum developed is truly relevant to the needs of students and can significantly contribute to character building and a good understanding of Islam. This study aims to analyze the alignment between Graduate Competency Standards (SKL), Core Competencies (KI), Basic Competencies (KD), and indicators in the Islamic Education Curriculum (PAI). The alignment between these elements is a critical aspect in ensuring the effectiveness of the learning process and the achievement of the desired educational goals. The research method used is literature study with a descriptive qualitative approach. The results indicate that, in general, there is good alignment between SKL, KI, KD, and indicators; however, some discrepancies were found that could affect the achievement of student competencies. Some KD do not fully reflect the competencies expected in the SKL, and some indicators do not clearly measure the achievement of the set KD. These findings provide recommendations for improvements in the development and implementation of the PAI curriculum to be more integrated and consistent in achieving educational goals. Keywords : Curriculum Alignment, SKL, KI, KD, Indicators, Islamic Education

Experience of caring for patients with COVID-19 and educational achievement among Japanese resident physicians: a nationwide survey with general medicine in-training examination

BackgroundAs healthcare professional trainees, resident physicians are expected to help with COVID-19 care in various ways. Many resident physicians worldwide have cared for COVID-19 patients despite the increased risk of burnout. However, few studies have examined the experience with COVID-19 care among resident physicians and its effects on competency achievement regarding clinical basics and COVID-19 patient care.MethodThis nationwide, cross-sectional Japanese study used a clinical training environment questionnaire for resident physicians (PGY-1 and − 2) in 593 teaching hospitals during the General Medicine In-Training Examination in January 2021. The General Medicine In-Training Examination questions comprised four categories (medical interviews and professionalism; symptomatology and clinical reasoning; physical examination and clinical procedures; and disease knowledge) and a COVID-19-related question. We examined the COVID-19 care experience and its relationship with the General Medicine In-Training Examination score, adjusting for resident and hospital variables.ResultsOf the 6,049 resident physicians, 2,841 (47.0%) had no experience caring for patients with COVID-19 during 2020. Total and categorical General Medicine In-Training Examination scores were not different irrespective of the experience with COVID-19 patient care. For the COVID-19-related question, residents with experience in COVID-19 care showed a significant increase in correct response by 2.6% (95% confidence interval, 0.3–4.9%; p = 0.028).ConclusionsThe resident physicians’ COVID-19 care experience was associated with better achievement of COVID-19-related competency without reducing clinical basics. However, approximately half of the residents missed the critical experience of caring for patients during this unparalleled pandemic in Japan.

Enhancing digital literacy in later life: the role of perseverance and consistency of interest

ABSTRACT In an era where digital competence is increasingly crucial, understanding the factors that influence successful learning outcomes, especially among older adults, is vital. This study investigates the impact of psychological motivation, perseverance, consistency of interest, and instructor interaction on cognitive problem-solving abilities, subsequently affecting digital competence and individual impact. Utilizing Partial Least Squares Structural Equation Modeling (PLS-SEM) on a sample of 459 older adults who have completed digital competence training, this research provides empirical insights into the learning process. Findings reveal that psychological motivation significantly influences cognitive problem-solving, which, in turn, enhances digital competence and personal achievement. Interestingly, while perseverance and interaction with instructors also positively impact problem-solving, consistency of interest does not show a significant effect. These results suggest the need for educational strategies that foster motivation and effective instructor-learner interaction to improve digital learning outcomes. The study underscores the importance of tailored digital education approaches for older adults, highlighting the role of motivational and cognitive factors in bridging digital divides and enhancing life quality through digital literacy.

Examining Teacher Feedback, Perceived Competencies, Interests, and Achievement in Fourth-Grade Students in Portugal

In a social cognitive framework, teacher feedback is a relational influence that is particularly significant in shaping learners’ vocational self-concept during childhood—a critical stage for career development. This study examines the relationships among perceived teacher feedback, children’s competence perceptions, interests, and achievement in two core curriculum subjects: native language (Portuguese) and mathematics. The sample comprises 409 fourth-grade students (51% male), aged between 9 and 13 years, who completed self-report questionnaires. Structural equation modeling analysis revealed that positive feedback in reading and mathematics is significantly associated with children’s perceived competencies in Portuguese language and mathematics, respectively. Furthermore, perceived competencies accounted for the indirect effects of feedback on both interests and grades. Conversely, negative feedback had a detrimental effect on all variables. Implications, limitations, and future directions for children’s career development will be discussed.

Telerehabilitation as a Teaching–Learning Tool in Physical Medicine and Rehabilitation Residency Training in the Philippines

Background:Prepandemic, Physical Medicine and Rehabilitation (PM&R) residency training curricula in the Philippines did not include telerehabilitation. The impact of virtual care on residents’ competencies during the pandemic has not been evaluated locally.Objective:The objective of the study is to determine residents’ ability to achieve PM&R competencies through telerehabilitation.Methods:This mixed-methods study included an original survey among residents and a focus group discussion with training/administrative staff.Findings:Residents reported professionalism, interpersonal/communication skills, and medical ethics/public health as the top three competencies facilitated by telerehabilitation, while procedural skills were the least facilitated. Training/administrative staff perceived telerehabilitation could be incorporated into PM&R training curricula.Conclusions:Telerehabilitation contributed to residents’ achievement of training competencies and learning of PM&R topics/skills.

Percepción de aprendizajes esperados en estudiantes de enfermería para el cuidado del paciente en situaciones críticas

Objective: to describe the expected learning outcomes perceived by fifth semester student nurses of the Health Sciences University Foundation –FUCS- Bogotá, Colombia, regarding critical care, after the implementation of a problem-based learning (PBL) didactic unit. Method: descriptive quantitative cross-sectional study in which, a Likert-type questionnaire designed Ad hoc, was applied. A sample of 43 students was obtained by convenience sampling. Results: we evaluated four dimensions: expected learning, care management, didactics and PBL. The highest score was obtained by care management, and expected learning received the lowest score. The first two dimensions, which were focused on learning and care management, obtained an average score of 4.11/5, and their relationship is very close to the achievement of competencies; on the other hand, the last two, aimed at evaluating the development of the PBL didactic unit, obtained an average score of 4/5. Conclusions: the use of the PBL methodology as a strategy in the teaching-learning process for the development of skills and competencies for care in critical situations was perceived as positive by students, thus, the institution should strengthen this type of training.

Relations between dimensions of self-perceptions and academic achievement in Chinese children: A cross-lagged panel analysis.

The goal of the present study was to examine the associations between different dimensions of self-perceptions and academic achievement in Chinese children. Participants were 604 children in Grades 4-7 attending primary and middle schools in mainland China (342 boys, 262 girls; Mage = 11.25 years). Measures of children's self-perceptions and academic achievement were collected via self-reports and school records at two time points over one academic year. Results from cross-lagged panel analysis indicated that after controlling for the effects of gender, grade, and stabilities, Time 1 perceived scholastic competence positively predicted Time 2 academic achievement (β = .08, p < .05), and Time 1 academic achievement predicted Time 2 perceived scholastic competence (β = .10, p < .05). Time 1 perceived athletic competence negatively predicted Time 2 academic achievement (β = -.08, p < .01). The findings provide evidence that self-perceptions have different facets and are differently associated with academic achievement and emphasize the reciprocal predictive relations between perceived scholastic competence and academic achievement and the negative impact of perceived athletic competence self-perception on academic achievement. The implications of these results are discussed in the context of self-development and academic performance within Chinese culture, as well as their educational implications for school practices. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Modelo didáctico basado en el Aprendizaje significativo para mejorar la competencia resolución de problemas en estudiantes de Ingeniería

The purpose of this research was to propose a didactic model to improve problem-solving competence in students of Materials Engineering, Mathematical Analysis subject. The qualitative approach was used, the research was applied, propositional modality. The investigation was carried out in two moments. A sample of 30 second cycle students was used in the diagnosis. The sampling was non-probabilistic. The data were collected from the auxiliary registry. In the model proposal, the foundations, characteristics, design and description of the model were raised. The results of the diagnosis show that the level of achievement of the problem-solving competence is good. The use of the didactic model allowed students to develop problem-solving skills in mathematics. Likewise, the didactic model allowed students to manage a systemic vision that allowed them to direct their learning, evidencing improvements in the planning, organization, execution and evaluation of their problem-solving processes. In conclusion, the strategy based on meaningful learning allowed students of materials engineering students to develop competence in solving mathematical problems through meaningful learning activities in solving problems consistent with the subject.

Penerapan Understanding By Design dalam Perencanaan Pembelajaran Penegakkan dan Perlindungan Hukum di Indonesia

Understanding by Design (UbD) is a learning approach in education that prioritizes the learning objectives themselves. Based on observations at SMA Negeri 8 Semarang, not all of the teachers implemented the learning methods recommended in the Independent Curriculum, where lectures and the application of UbD were still the solution. This research aims to present information on how to implement the UbD framework. This research is important for teachers in helping to develop learning plans that are in accordance with the latest curriculum, namely the Merdeka Curriculum. The first stage is determining learning objectives which determine a total of 8 objectives which are guided by Core Competencies, Basic Competencies and Competency Achievement Indicators. The second stage is determining the evaluation which includes an assessment and contains evaluation questions to achieve the stated goals. The third stage in preparing a learning plan based on UbD regarding law protection and enforcement in Indonesia is the learning step. After the learning plan is prepared, it is then prepared for a review sheet as an inspection and assessment instrument for the reviewer

Development of a method for assessing the level of digital competencies of higher education teachers based on the calculation of the multidimensional polytope volume

The object of the study is the method for assessing the level of digital competencies of higher education teachers. Teachers with a high level of digital competencies can create more interactive, interesting and more effective learning materials, which has a positive impact on education quality. The ability to ensure the continuity and quality of the educational process in remote conditions is relevant. To improve the qualification level of teachers, it is necessary to form a measuring system of indicators. A method for calculating the potential for changing the digital competency level was developed and trajectories of forming digital competencies of higher education teachers based on the project-vector methodology were formed. The method was implemented and verified as part of the state project in the Republic of Kazakhstan with the participation of the Higher Education Development National Center and Astana IT University. Testing of 62 teachers of Astana IT University, Karaganda Buketov University and Toraighyrov University was taken as a basis. The analysis involved measuring the achievement of their competency level in four categories: didactic, design, monitoring, and personal. The results obtained allow a systematic approach to the process of assessing and forming the competencies of higher education teachers. The result obtained is due to integrating the project-vector management methodology into the process of digital competency assessment. The value of the method is the possibility of using it both personally by teachers to track the level of competency achievement, and by the management of higher educational institutions for motivation and when signing contracts. In the future, the results of the pilot project are planned to be distributed to other higher education institutions in the Republic of Kazakhstan. And then extend its results to higher education institutions in Central Asia and Eastern Europe

Islamic Self-efficacy: Building the Competence of Human Development

The readiness of human resources is the most critical support in developing halal tourism. Competence of human resources as strength. Several studies have used social cognitive theory in building human competence. However, it is rare to use a social cognitive theory approach to work as worship. This study aims to determine the achievement of human development competencies in Halal Tourism. This study uses a social cognitive theory approach with Islamic values, namely Islamic Self-Efficacy. The number of samples in this study was 96 respondents who came from the tourism-driving community in Terban Kudus. The analysis used multiple regression with SPSS to test the effect of Islamic self-efficacy on human resource competence. As a result, it is known that the behavior of believing in destiny, halal knowledge, and workplace spirituality simultaneously and partially affect the competence of halal tourism ambassadors. This study reveals the existence of Islamic Self-efficacy in building human resource competence in the field of halal tourism.

Training and Sustaining: Training and Learning Collaborative Outcomes Across a Statewide Network for Early Autism Diagnosis.

The objective of this study was to describe the development of a primary care professional (PCP) autism diagnosis training model and to report on outcomes related to PCP training and sustained engagement in a longitudinal learning collaborative. We developed Accelerating the Diagnosis of Autism with Primary care Training (ADAPT), a training program to prepare PCPs to develop independent competency in evaluation of autism in children aged 14 to 48 months. ADAPT includes didactic and case-based modules and practice-based coaching delivered by an expert diagnostic specialist; after training, PCPs participate in a longitudinal learning collaborative. Aligned with competency-based medical education standards, measures of autism evaluation knowledge and diagnostic competency are collected. From 2021 to 2023, 13 PCPs completed ADAPT didactic and practicum training to reach competency in independent autism evaluation. Clinicians demonstrated significant improvement in total autism knowledge after didactic training (p = 0.02). Scoring agreement on an autism observational assessment tool between clinicians and expert diagnosticians improved over case observations and practicum evaluations. Similarly, PCPs demonstrated improved evaluation competence, moving on average from Advanced Beginner to Competent Performer as rated by expert diagnosticians. After training, PCPs attended 57% of monthly learning collaborative sessions. Training PCPs to deliver autism evaluations for young children as part of tiered community-based models of care is a promising solution to address access and waitlist challenges. ADAPT is an intensive, standardized PCP training model that results in achievement of independent competency and sustained engagement in autism evaluation. Effectiveness-implementation studies are needed to ensure scalability and sustainability of training models.

Effectiveness of Hybrid Teaching and the Flipped Classroom in the Achievement of Competencies and Satisfaction of Students of the National University of the Altiplano Puno

Effectiveness of Hybrid Teaching and the Flipped Classroom in the Achievement of Competencies and Satisfaction of Students of the National University of the Altiplano Puno

Conceptual maps using Cmap Tools and student learning at a National Intercultural University Fabiola Salazar Leguía of Bagua

The objective of this research is to determine the relationship between the use of concept maps using Cmap Tools and student learning at the National Intercultural University of Bagua in the year 2023. This is a basic study of non-experimental nature, of cross-sectional and correlational design. The population will be composed of 106 students belonging to the Faculty of Social and Business Sciences, from which a sample of 35 students of the technological education career of the I cycle will be selected. Likewise, a questionnaire with Likert scale was used as an instrument of data collection which has allowed us to arrive at the results where the existing relationship between the variables is established in such a way that the degree of existing significance is verified. In addition, the camp tools software facilitates the students' achievement of competences making the pedagogical activity interactive and motivating, allowing them to understand the specific topic in order to organize the ideas and concepts at a comprehensive and analytical learning level

When and What: Family Physicians' Perspective on Clinical Communication Skills and Professionalism Education during the Medical Training Program in Riyadh, Saudi Arabia

Background: Effective communication skills are crucial for health professionals in order to build a favorable rapport with their patients, so enhancing their overall well-being and quality of life. From this standpoint, the implementation of communication skills training may serve as effective techniques to enhance the care delivered by healthcare personnel and the overall quality of healthcare services. Aim: To investigate the perspectives of family physicians, on the necessary communication and professionalism skills for medical students, as well as the best time during medical training programs to attain these competencies in Riyadh, Saudi Arabia. Methods: A cross-sectional survey-based study was conducted among family medicine physicians in different hospitals, Riyadh, Saudi Arabia. Participants responded to inquiries on the communication abilities and professionalism competencies while discussing the timing of competency achievement. An online questionnaire was sent to all the physicians. The questionnaire consisted of three sections: Gathering demographic information, Questionnaire on professional engagements, and a timeline estimation of each doctor's acquisition of communication skills and professionalism competencies. The data analysis was performed using SPSS, Version 26.0. Prior to analysis, data cleaning and entering were conducted. A test is considered significant if the P-value is below 0.05. Results: A total of 301 participants, aged between 30 and 41 years old, took part in the current research. Approximately 51.5% of the participants were family physician specialists, whereas around 25.9% were residents and 4% were students. A majority of FM respondents (56.5%) said that FM residency is the most opportune period in the medical training program to include the bio-psycho-social context. Respondents (50.5%) felt that it is during this time that they get a better understanding of the patient's viewpoint and that of their family. Approximately 48.5% of FM participants believe that the FM residency is the most favorable period of medical training to take into account the beliefs, needs, and perspectives of patients and their families. However, 58.5% of participants feel that this residency provides an opportunity to develop strong critical thinking skills. Furthermore, 50.2% of participants believe that the FM residency equips them with the ability to handle uncertainty effectively and adapt to various situations and contexts. The majority of FM participants were doing clinical activities at different stages; After Residency (93.8%), Residency (80.8%), or Undergraduate (86.8%). In addition, teaching practice was significantly related to the stages of communication training (P&lt;0.001); most of FM participants practice teaching after Residency (90.6%), and 53% of them practice teaching in their Residency. there is a significant relation between the clinical activity done and the stage of professionalism training (P=0.005), the majority of FM participants were doing clinical activities at different stages; After Residency (93.9%), Residency (83.6%), or Undergraduate (76.3%). In addition, the preceptor was significantly related to the stages of professionalismtraining (P=0.010); 45.5% of FM participants after residency were preceptors. Conclusion: The perspectives of these family doctors' medical educators may aid in formulating the necessary objectives for medical training, which might influence the structure of medical curricula and promote lifelong learning initiatives. Future research should focus on certifying these key competencies and enhancing evaluation methodologies, with a particular emphasis on evaluating their effect on healthcare. Keywords: Family Physicians, Perspectives, Clinical Communication Skills, Professionalism, Medical Training

Unraveling the Nexus: Emotional Abuse, Emotional Competence, Self-concept, and Academic Achievement Among Adolescents.

This research delves into the intricate relationship between emotional abuse, emotional competence, self-concept, and academic achievement among adolescents in Kashmir, with a specific focus on gender differences. Adolescence, marked by vulnerability, witnesses the profound impact of emotional abuse on cognitive, emotional, and psychological development. A comprehensive survey involving 300 high school students reveals significant gender disparities in emotional abuse experiences, emotional competence levels, self-concept, and academic achievement. Boys are shown to be more susceptible to emotional abuse, particularly in dimensions such as rejection, terrorizing, isolation, ignoring, and corruption. Conversely, girls exhibit higher emotional competence, self-concept, and academic achievement, emphasizing the role of societal and familial dynamics. The study underscores the need for targeted interventions recognizing gender-specific nuances, aiming to mitigate emotional abuse's adverse effects and foster a conducive environment for adolescents' emotional and academic well-being. The findings contribute to a nuanced understanding of the multifaceted challenges faced by adolescents in the context of emotional well-being and academic success.

Analisis Hubungan dan Implikasi Nilai-Nilai Karakter Dalam Kompetensi Inti

This study aims to analyze the relationship and implications of character values in core competencies (IC), basic competencies (KD), learning outcomes (CP), indicators of competency achievement (GPA), and learning objectives in the context of Islamic religious education. The literature research method for the theme "Analysis of the Relationship and Implications of Character Values in Core Competencies" involves data collection through literature study, data analysis with a qualitative approach, and method validation with reference to the framework that has existed in previous research. The study shows that: 1) KD is the learning outcome of students, IC is the main ability in social life, CP is what students are expected to master, and Competency Achievement Indicators are KD assessments, all important in achieving Learning Objectives, 2) Core Competencies and Basic Competencies as a foundation, as well as teachers who understand well KI, KD, and Indicators to design effective learning and in accordance with learning objectives, 3) Character values are important aspects of education instilled in students through KI, KD, CP, GPA, and learning objectives, focusing on positive values such as honesty, discipline, cooperation, responsibility, respect for diversity, creativity, discipline, respect, and the desire to produce ethical and competent individuals in facing life's challenges, 4) Examples of KD, KI, CP, Good and correct GPA. The implication of this study is that increasing the understanding and application of character values in Core Competencies can help shape more qualified and ethical individuals in society.

PENERAPAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL) UNTUK MENINGKATKAN HASIL BELAJAR SISWA PADA MATERI SIFAT-SIFAT PERIODIK UNSUR KELAS X DI SMAN 1 SURANENGGALA

This research is classroom action research which aims to improve the quality of learning and student learning outcomes. The objects of this research were students in class The method in this research is a qualitative descriptive method. Classroom action research design with three steps, namely Planning, Implementation, and Reflection. The indicator of success in this research is the achievement of student competency from cognitive learning outcomes which reached 92% completion with a KKM = 75. In carrying out the assessment in this activity, learning technology media through Quizizz is used to facilitate data processing to make it more efficient and effective. Through this learning, it is hoped that students will be able to grow their imagination and develop their thinking power to achieve the 4 character skills of the 21st century, such as: Critical Thinking and Problem Solving, Communication, Collaboration, and Creativity and Innovation.

Analysis of the Achievement of the Major Competency of Female College Students Majoring in Beauty, Focusing on Grades and Majors

This study was conducted to establish an educational plan to improve the major ability of female college students majoring in beauty by analyzing the achievement of major ability of female college students majoring in beauty. As a result of the analysis of overall major ability achievement, it was found in the order of creativity, communication, empathy (M=4.08), problem solving (M=4.02), and science and art convergence (M=3.86). As a result of the analysis by grade, there were statistically significant differences in overall major ability achievement, science and art convergence by major ability, problem solving, creativity, communication, and empathy, and higher grades were relatively higher than those of lower grades. As a result of analyzing the difference in major ability achievement by major, there were statistically significant differences in overall major ability achievement, science and art convergence by major ability, problem solving, and creativity, communication and empathy, and the case of cosmetics majors was relatively high compared to other majors. As a result of the analysis of the difference in major ability achievement according to the previous semester’s grades, there were statistically significant differences in overall major ability achievement in science and art convergence, problem solving, and creativity, communication, and empathy by major ability, and high grades were found to be high. In addition, as a result of the correlation analysis between sub-competencies of major ability, it was found that there was a correlation with each other.

Assessment of Knowledge Competency Achievement

Assessment in education has an important role in measuring and supporting students' overall learning achievement. The background to this research is the need to understand how various assessment techniques can be used to obtain a comprehensive picture of student abilities. The aim of this research is to identify and evaluate the effectiveness of various assessment techniques and instruments in education. The research methods used include literature studies and literature analysis related to assessment techniques, including formative, summative assessments, written tests, observations, interviews, and portfolios. The research results show that using various assessment techniques simultaneously can provide a deeper understanding of students' learning achievements and support the holistic development of their skills and competencies. In conclusion, comprehensive and diverse assessments not only measure learning outcomes but also serve as a means to improve the learning process itself.