Core Learning Research Articles

The impact of smart classrooms on the core literacy of college English learners and the relationship between core literacy and learning outcomes: Evidence from China

College English major students are taken as the subjects of evaluation, applying learning analysis technology based on learning behaviour data sets and traditional evaluation and comprehensively using the analytic hierarchy process for index weighting and evaluation practice to construct a comprehensive evaluation index system for the core literacy of college English major students. Secondly, this study deeply examines the impact of smart classrooms on the core literacy of college English learners. By applying different regression models, including Ordinary Least Squares (OLS), fixed effects model, and dynamic lagged fixed effects regression, the research results consistently show that the smart English teaching model significantly improves the core literacy of college students. The regression coefficients of all models are between 0.2150 and 0.2818, and they are robust and reliable at a significance level of 1%. In addition, the study explores the role of academic resources as a mediating variable and finds that smart English classrooms improve students' English core literacy by increasing academic resources. Academic resources are confirmed to mediate the positive impact of smart English classrooms on students' English core literacy, producing a mediating effect of 30.78%. Using deep neural networks, this study further explores the complex relationship between core literacy and learning outcomes. Therefore, as an innovative teaching model, the application potential of smart English classrooms in improving students' English core literacy is significant.

TVGeAN: Tensor Visibility Graph-Enhanced Attention Network for Versatile Multivariant Time Series Learning Tasks

This paper introduces Tensor Visibility Graph-enhanced Attention Networks (TVGeAN), a novel graph autoencoder model specifically designed for MTS learning tasks. The underlying approach of TVGeAN is to combine the power of complex networks in representing time series as graphs with the strengths of Graph Neural Networks (GNNs) in learning from graph data. TVGeAN consists of two new main components: TVG which extend the capabilities of visibility graph algorithms in representing MTSs by converting them into weighted temporal graphs where both the nodes and the edges are tensors. Each node in the TVG represents the MTS observations at a particular time, while the weights of the edges are defined based on the visibility angle algorithm. The second main component of the proposed model is GeAN, a novel graph attention mechanism developed to seamlessly integrate the temporal interactions represented in the nodes and edges of the graphs into the core learning process. GeAN achieves this by using the outer product to quantify the pairwise interactions of nodes and edges at a fine-grained level and a bilinear model to effectively distil the knowledge interwoven in these representations. From an architectural point of view, TVGeAN builds on the autoencoder approach complemented by sparse and variational learning units. The sparse learning unit is used to promote inductive learning in TVGeAN, and the variational learning unit is used to endow TVGeAN with generative capabilities. The performance of the TVGeAN model is extensively evaluated against four widely cited MTS benchmarks for both supervised and unsupervised learning tasks. The results of these evaluations show the high performance of TVGeAN for various MTS learning tasks. In particular, TVGeAN can achieve an average root mean square error of 6.8 for the C-MPASS dataset (i.e., regression learning tasks) and a precision close to one for the SMD, MSL, and SMAP datasets (i.e., anomaly detection learning tasks), which are better results than most published works.

The translation-to-policy learning cycle to improve public health.

Learning Health Systems (LHSs) have not directly informed evidence-based policymaking. The Translation-to-Policy (T2P) Learning Cycle aligns scientists, end-users, and policymakers to support a repeatable roadmap of innovation and quality improvement to optimize effective policies toward a common public health goal. We describe T2P learning cycle components and provide examples of their application. The T2P Learning Cycle is based on the U.S. Department of Veterans Affairs (VA) Office of Research and Development and Quality Enhancement Research Initiative (QUERI), which supports research and quality improvement addressing national public health priorities to inform policy and ensure programs are evidence-based and work for end-users. Incorporating LHS infrastructure, the T2P Learning Cycle is responsive to the Foundations for Evidence-based Policymaking Act, which requires U.S. government agencies to justify budgets using evidence. The learning community (patients, providers, clinical/policy leaders, and investigators) drives the T2P Learning Cycle, working toward one or more specific, shared priority goals, and supports a repeatable cycle of evidence-building and evaluation. Core T2P Learning Cycle functions observed in the examples from housing/economic security, precision oncology, and aging include governance and standard operating procedures to promote effective priority-setting; complementary research and quality improvement initiatives, which inform ongoing data curation at the learning system level; and sustainment of continuous improvement and evidence-based policymaking. The T2P Learning Cycle integrates research translation with evidence-based policymaking, ensuring that scientific innovations address public health priorities and serve end-users through a repeatable process of research and quality improvement that ensures policies are scientifically based, effective, and sustainable.

Early Caregiver Predictability Shapes Neural Indices of Statistical Learning Later in Infancy.

Caregivers play an outsized role in shaping early life experiences and development, but we often lack mechanistic insight into how exactly caregiver behavior scaffolds the neurodevelopment of specific learning processes. Here, we capitalized on the fact that caregivers differ in how predictable their behavior is to ask if infants' early environmental input shapes their brains' later ability to learn about predictable information. As part of an ongoing longitudinal study in South Africa, we recorded naturalistic, dyadic interactions between 103 (46 females and 57 males) infants and their primary caregivers at 3-6 months of age, from which we calculated the predictability of caregivers' behavior, following caregiver vocalization and overall. When the same infants were 6-12-months-old they participated in an auditory statistical learning task during EEG. We found evidence of learning-related change in infants' neural responses to predictable information during the statistical learning task. The magnitude of statistical learning-related change in infants' EEG responses was associated with the predictability of their caregiver's vocalizations several months earlier, such that infants with more predictable caregiver vocalization patterns showed more evidence of statistical learning later in the first year of life. These results suggest that early experiences with caregiver predictability influence learning, providing support for the hypothesis that the neurodevelopment of core learning and memory systems is closely tied to infants' experiences during key developmental windows.

Effect of Choose-Your-Own-Adventure (CYOA) Activities on Pharmacy Student Knowledge

ObjectiveMany strategies are used in pharmacy education to maintain student engagement through active learning. Gamification, such as the choose-your-own-adventure activity (CYOAA), is one such method. The purpose of this study was to assess improvement in clinical knowledge and retention after the implementation of CYOAA. MethodsTwo CYOAAs were designed and implemented within second-year pharmacy courses. One activity was on venous thromboembolism (VTE) and the other on chronic obstructive pulmonary disease (COPD). Students completed a six question prequiz and postquiz for both activities mapped to core learning objectives and four similar but more difficult questions on corresponding exams. After the CYOAAs, the students completed a reflection and perceptions survey. ResultsSeventy-five students completed the VTE CYOAA and 77 completed COPD CYOAA. Over the three time points, there was a significant decrease in the mean assessment scores on the VTE activity (68% to 65% to 40%) versus a significant and sustained increase in mean assessment scores on COPD (62% to 83% to 85%). Of the 36 and 33 students who completed the postsurvey, the majority agreed or strongly agreed that they preferred CYOAA to traditional cases and that the activities improved their knowledge, critical thinking skills, and confidence in clinical decision-making. ConclusionThere was a mixed result in the mean assessment scores, with an increase seen with the COPD CYOAA and a decrease with VTE, as well as positive perceptions for VTE and COPD, indicating that this classroom innovation is well-liked and may improve knowledge outcomes.

Implementasi Metode Pembelajaran Card Sort Untuk Meningkatkan Motivasi Belajar Siswa Sekolah Dasar

This research is motivated by the still low learning motivation among students in schools, particularly in the fifth-grade elementary school level. The researcher focuses on the implementation of the card sorting learning method to enhance student motivation. The aim of this study is to understand the planning, implementation, and evaluation of the card sorting learning model to improve student motivation in this subject area. This is observed through the process of teaching and learning activities, which includes the initial stage of learning, the core learning activities, and the conclusion of the learning process, all aimed at boosting student motivation. This study employs a descriptive qualitative research design. The subjects of this research are fifth-grade students from MI Al-Ma'arif 02 Jombang, as well as the researcher. Data collection techniques used include observation, interviews, and documentation. The findings of this research indicate that: 1) the selection of enjoyable and active learning methods can enhance student motivation, 2) students are enthusiastic about participating in lessons using the card sorting method, 3) students have become more confident and skilled in expressing opinions and actively asking questions, both to peers and to the teacher, and 4) it can help students become more independent and better understand the material presented

Hybrid Quantum or Purely Classical? Assessing the Utility of Quantum Feature Embeddings

Background As graph datasets—including social networks, supply chains, and bioinformatics data—grow in size and complexity, researchers are driven to search for solutions enhancing model efficiency and speed. One avenue that may provide a solution is Quantum Graph Learning (QGL), a subfield of Quantum Machine Learning (QML) that applies machine learning inspired or powered by quantum computing to graph learning tasks. Methods We reevaluate Quantum Feature Embeddings (QFE), a QGL methodology published by Xu et al. earlier this year. QFE uses Variational Quantum Circuits to preprocess node features and then sends them to a classical Graph Neural Network (GNN), with the goal of increasing performance and/or decreasing total model size. Xu et al. evaluated this methodology by comparing its performance with the performance of variously-sized classical models on the benchmark datasets PROTEINS and ENZYMES, and they report success. Our core methodology and learning task remain unchanged. However, we have made several changes to the experimental design that enhance the rigor of the study: 1) we include the testing of models with no embedder; 2) we conduct a thorough hyperparameter search using a state-of-the-art optimization algorithm; and 3) we conduct stratified five-fold cross-validation, which mitigates the bias produced by our small datasets and provides multiple test statistics from which we can calculate a confidence interval. Results We produce classical models that perform comparably to QFE and significantly outperform the small classical models used in Xu et al.’s comparison. Notably, many of our classical models achieve this using fewer parameters than the QFE models we trained. Xu et al. do not report their total model sizes. Conclusion Our study sheds doubt on the efficacy of QFE by demonstrating that small, well-tuned classical models can perform just as well as QFE, highlighting the importance of hyperparameter tuning and rigorous experimental design.

Kurikulum Madrasah sebagai Penyeimbang Dampak Negatif Perkembangan Teknologi Digital

The development of digital technology has a significant impact on various sectors of life, including education. This paper explores the role of the madrasah curriculum as a counterbalance to the negative effects of digital technology development. Through an analysis of the madrasah context, including characteristics of the madrasah, students, educators, facilities, partnerships, potential funding sources, and socio-cultural environment, it was found that the madrasah curriculum needs to identify and explore differentiating strengths according to its characteristics. The learning plan for madrasahs includes the formulation of Learning Outcomes, learning objectives, assessments, and learning resources involving both extracurricular activities and projects that strengthen student profiles. Additionally, planning priority programs for madrasahs is an important focus. In the classroom, the learning plan includes the preparation of teaching modules, teaching materials, and other documentation reflecting the core learning objectives. The madrasah curriculum plays a central role as a counterbalance by integrating religious values, wise digital literacy, and moral development. With this approach, the madrasah curriculum shapes comprehensive Islamic individuals who are able to face modern technological challenges while remaining steadfast in traditional values. Thus, the madrasah curriculum becomes an essential instrument in shaping a balanced and adaptive generation in this digital era.

The Content Analysis of Cognitive and Psychomotor Domains in an English Textbook for Senior High School Grade XI

This research investigated the evaluation of an English textbook. This research aimed to analyze the relevance between the revised edition of the 2013 Curriculum English textbook “Modul Pembelajaran SMA Bahasa Inggris” for Senior High School grade XI to the Core Competence concerning cognitive and psychomotor domains. This research employed content analysis under descriptive qualitative as the research design. The data of this research was collected from the English textbook “Modul Pembelajaran SMA Bahasa Inggris” for Senior High School grade XI. The collected data was categorized into tables and elaborated into each core Competence, Learning Indicator, and Learning process. The data was analysed using a conclusion drawn and then it was interpreted. The results of this research indicated that the relevance between learning indicators to the Basic competencies is adequately relevant for the Cognitive Domain and slightly relevant for the Psychomotor Domain. Besides, the relevance between learning activity to the Basic competencies is barely relevant for the Cognitive Domain and barely relevant for the Psychomotor Domain. The findings came up with the fact that the English textbook has more emphasis on the cognitive domain than the psychomotor aspect. Thus, the teacher should cover the rest of those aspects in the process of teaching and learning so that the students can achieve the Basic competencies optimally.

Exploration of Issues in Online Learning for Undergraduates in Sichuan Province and Construction of an Evaluation Model

Online learning gradually becomes an important way for people to acquire knowledge. The current study aims to construct an effective online learning evaluation model to enhance online learning. In order to achieve the research aim, this study interviewed 21 respondents regarding online learning to analyze the current problems in the development of online learning among undergraduate students in Sichuan Province. Secondly, the Delphi method was used to establish a graphical model based on the feedback from 21 experts. Finally, referring to the CIPP evaluation principle, 5 experts evaluated the online learning evaluation model. Research results show that online learning suffers from low student engagement and motivation, limited teaching content and methods, inadequate personalized teaching know-how, insufficient online teaching capabilities, imperfect privacy and security, technical environment and conditions mismatched, and not available resource updates and sharing, etc. To solve the above-mentioned problems, the current study constructed an online evaluation model which comprised four core components, namely, students, teachers, technical support, and learning resources. For students, this model encourages students’ learning engagement, family support, and learning desire. At the same time, this model takes teaching method, instructional design, and teaching feedback into consideration. Moreover, this model provides support for technical support, platform availability, and technical security. Last but not least, this model generates learning resources with appropriate content, interactive tools, and managing shared resources

Implementation of Social Studies Learning at Cimahi City Junior High School Post-Covid-19 Pandemic

This study aims to determine the implementation of social science learning at the end of the COVID-19 pandemic in junior high schools in Cimahi City. The approach used is qualitative with a descriptive method. The research instruments used are observation, interviews, documentation, and literature studies. Data analysis is carried out interactively simultaneosly as data collection and continous until data collection is complete. Furthermore, data reduction is carried out, data exposure is done, and finally, conclusions are made. The results showed that junior high school social studies teachers in Cimahi City had implemented social studies learning at the end of the COVID-19 pandemic by planning, implementing, and conducting learning assessments following applicable laws and regulations. Learning planning includes preparing annual programs, semesters, syllabi, and lesson implementation plans, although some social studies teachers must complete them. Most social studies teachers have carried out learning, including preparatory or preliminary activities, core learning, and closing, following the learning syntax very well, and some are included in the excellent category and quite well according to applicable regulations. However, the enrichment program has not been able to be implemented optimally. Social studies teachers have also conducted learning assessments following aplicable laws and regulations, including affective, cognitive, and psychomotor domain assessments.

Assessing the Suitability of Fifth Grade Textbooks on 'Ecosystems and Our Environment' in Lebong Elementary Schools

This descriptive-quantitative study examines the eligibility of Grade 5 student textbooks on the theme of ecosystems and the environment at Lebong Regency Elementary School, using survey and observation to collect data and analyze it quantitatively. Lebong District's 93 elementary schools, including 180 fifth-grade teachers, are sampled using regional sampling, a random selection technique taken per sub-district. The study's main data is gathered through a questionnaire and secondary data from sources like textbooks for class IV students on the theme of "Ekosistem dan Lingkungan Sahabat Kita". The results of the research show that the conformity factor of material description with KI and KD is considered quite appropriate with an average percentage of 56.76%. Then, in terms of accuracy, the material was assessed as meeting the requirements with a percentage of 62.92%. Then, in terms of learning support materials, it was also assessed as meeting the requirements with a percentage figure of 64.3%. Finally, Factors for suitability of material descriptions with KI and KD, material accuracy factors, and learning support material factors were also declared to meet the requirements after obtaining a percentage figure of 62.47%. The results of the research concluded that the feasibility of a textbook for fifth-grade students on the theme of ecosystems and the environment of Our Friends at Lebong Regency Elementary School was eligible because it met several criteria such as the suitability of the material with Core Competencies (KI) and Basic Competencies (KD), material accuracy, learning support material, suitability of material descriptions with KI and KD, material accuracy factors and learning support material factors. The study reveals positive aspects of Lebong Regency Elementary School's Grade 5 student textbooks on ecosystems, including conformity with Core Competencies, accuracy, and learning support. However, improvements include aligning with curriculum guidelines, improving content clarity, optimizing learning support materials, and continuous evaluation for better educational impact.

Keterlibatan Orang Tua Dalam Pembentukan Karakter Religius Peserta Didik di SD Islam Almadina, MI Al Khoiriyyah 2 dan SDN Purwoyoso 02 Semarang

This research aims to describe and explain parental involvement in the formation of children's religious character at SDI Al Madina, MI Al Khoiriyyah 2, and SDN Purwoyoso 02 Semarang. This research uses a descriptive qualitative approach to describe parental involvement in the formation of children's religious character at SDI Al Madina, MI Al Khoiriyyah 2, and SDN Purwoyoso 02 Semarang. Data was obtained through observation, in-depth interviews and documentation, and analyzed using reduction, display and conclusion techniques. The results show the effectiveness and differences in the approaches used by each school in forming children's religious character. This research succeeded in describing parental involvement in the formation of religious character at SDI Al Madina, MI Al Khoiriyyah, and SDN Purwoyoso 02, including parenting, volunteering, and other school activities. The religious characters that are instilled include diligent prayer, recitation of the Koran, devotion to parents, independence, responsibility, care for the environment, honesty, tabligh, tolerance and discipline. The methods for forming religious character used are habituation, example, as well as advice and motivation. Each school shows similarities and differences in the application of these religious values, but in general the character formed is in accordance with national character and core learning competencies. In conclusion, comprehensive parental involvement is very important in strengthening the habituation of religious values ​​in children.

HR+/HER2- early breast cancer with a high risk of recurrence: The impact of online education on clinician knowledge, competence, and confidence in utilization of clinical practice guidelines to enhance patient care.

e12515 Background: Clinical practice guidelines drive treatment decision making in HR-positive, HER2-negative early breast cancer with a high risk of recurrence. Understanding is necessary to incorporate the guidelines into practice and improve patient care. To address this gap, two global educational activities were developed that consisted of a 1-hour live streaming virtual meeting with a 45-minute online enduring activity and a 30-minute panel discussion. The objective of this study was to assess the educational impact of the online educational activities. Methods: To assess educational impact a repeated-pairs pre-/post-assessment study design using 6 knowledge/competence questions, in which everyone served as their own control. A paired samples t-test assessed mean differences in the average number of correct responses to the matched pre-/post-assessment questions, and a McNemar’s test assessed significance of improvement across core learning topics from pre- to post-assessment. P values <.05 are statistically significant. Confidence was also assessed using a pre/post confidence question. The activities launched in March 2023 and data was collected till January 2024. Results: 385 oncologists from the US and outside of the US who answered all the pre-/post-assessment questions were included in the analysis. Each assessment question was mapped to an activity learning objective. The learning objectives were grouped into three core topics. All core topics showed a significant improvement in education. Conclusions: These online activities resulted in a significant improvement of oncologists’ knowledge and competence related to the utilization of clinical practice guidelines. Confidence in understanding the implications of the latest guidelines also showed a statistically significant improvement. However, there is still a need for education in a significant percentage of oncologists on this topic. [Table: see text]

Alternative grading strategies in organic chemistry: a journey

The global pandemic forced educators at all levels to re-evaluate how they would engage content, generate relevance, and assess the development of their students. While alternative grading strategies were not necessarily new to the world of chemical education research (CER) in 2020, the pandemic accelerated the examination of such principles for instructors who wished to prioritize learning over compliance with course policies and eschew points for grading. This article describes the transformation of a traditional lecture organic chemistry course under new, standards-based principles. Working from a discrete set of grouped learning outcomes, these courses aim to clearly define standards, give helpful feedback, indicate semester-long student progress, and allow for reattempts without penalty using a token system. Students explore both core (all of which must be passed in order to show progress) and non-core (students can choose a majority of these to pass) learning outcomes in a variety of formative and summative assessment approaches. Unique to the reformatting of these courses is the use of collaborative, take-home assessments, integration of multiple-choice questions, ungrading of student-submitted summary notes, live solving of select problems with peer feedback, and a learning check system that reinforces the flipped nature of content delivery. Another distinctive feature of the courses is the requirement for students who reach a certain threshold of repeating learning outcomes to perform in-person problem solving for the instructor. Overall, students report that the structure of the courses reduces their general and specific anxiety, lowers the temptations to challenge their academic integrity, and increases their own learning self-monitoring, reflecting known pedagogies of metacognition. The instructor reports that alternative grading strategies take far less time, generates more meaningful feedback, and shifts student attitudes away from final grading and toward genuine learning.

Engineering students’ perceptions of problem and project-based learning (PBL) in an online learning environment

ABSTRACT Modern engineering curricula often rely on approaches such as problem and project-based learning (PBL) as a core teaching and learning strategy. With a growing need to move these student-centred active learning curricula to online and blended learning environments, it is essential that practitioners understand the impact that these different modes of delivery may have on student collaboration. This paper aims to identify factors that affect students’ perceptions of PBL in an online learning environment. This case study was carried out in an Irish university over a seven-week period with first-year engineering students during the COVID-19 pandemic. The study utilised a questionnaire (n = 94) and semi-structured interviews (n = 7) to collect participant data. Qualitative data were analysed using Braun and Clark’s thematic analysis. The analysis identified 6 themes and 18 sub-themes that are linked to students’ perceptions of problem and project-based learning (PBL) in an online environment. The identified themes and sub-themes in this study are uniquely reported findings within the context of online PBL in engineering education.

Educating the next generation of psychiatrists in the use of clinical neuromodulation therapies: what should all psychiatry residents know?

A variety of neuromodulation treatments are available today and more are on the way, but are tomorrow's psychiatrists prepared to incorporate these tools into their patients' care plans? This article addresses the need for training in clinical neuromodulation for general psychiatry trainees. To ensure patient access to neuromodulation treatments, we believe that general psychiatrists should receive adequate education in a spectrum of neuromodulation modalities to identify potential candidates and integrate neuromodulation into their multidisciplinary care plans. We propose curricular development across the four FDA-cleared modalities currently available in psychiatric practice: electroconvulsive therapy (ECT), transcranial magnetic stimulation (TMS), deep brain stimulation (DBS), and vagus nerve stimulation (VNS). With a focus on psychiatry residency training, the article delineates core learning components for each neuromodulation technique. For each modality, we review the clinical training status, the respective FDA-cleared indications, mechanisms of action, clinical indications and contraindications, adverse effects, informed consent process, dosing considerations, and clinical management guidelines. The approach outlined in this article aims to contribute to the development of a well-rounded generation of psychiatry trainees with the capacity to navigate the growing field of neuromodulation. Whether or not a psychiatrist specializes in delivering neuromodulation therapies themselves, it is incumbent on all psychiatrists to be able to identify patients who should be referred to neuromodulation therapies, and to provide comprehensive patient care before, during and after clinical neuromodulation interventions to optimize outcomes and prevent relapse.

Exploring Machine Learning Techniques

Machine learning, emerging as a subfield of artificial intelligence in the 1950s, experienced limited progress initially. However, its resurgence in the 1990s led to significant advancements, propelled by the growing challenge of managing and analysing vast datasets. Machine learning's core premise lies in deriving optimal models from existing data to predict outcomes for new data, a process crucially tied to the expanding data landscape. Consequently, research in machine learning continues to evolve alongside the exponential growth of data. This study delves into the historical trajectory, methodologies, application domains, and ongoing research in machine learning, aiming to disseminate its knowledge and applications to contemporary researchers. Key themes include machine learning algorithms, artificial intelligence, and the implications of big data.

Implementation of Islamic Religious Education Learning in Building Students' Social Attitude

This article discusses and analyzes the implementation of Islamic religious education learning and the supporting and inhibiting factors in shaping students' social attitudes at Balaroa Elementary School, Palu City. The type of research used in this research is qualitative field research using the Miles and Huberman analysis technique. The results showed that the implementation of Islamic religious education learning in Palu City consisted of three stages, namely initial activities, core activities, and closing activities. The supporting factor for Islamic religious education teaching at Balaroa Primary School is the addition of Islamic religious education class hours. Meanwhile, the inhibiting factors are the need for more motivation for some students and the lack of facilities and infrastructure to support learning. The analysis results show that the initial activities of Islamic religious education learning at SDN Balaroa can shape the social attitudes of students by forming an attitude of discipline, responsibility, and compassion for students. Likewise, the core learning activities can create and build an attitude of sympathy and empathy in students. Furthermore, the closing activities of Islamic religious education learning can also form an open attitude and the ability to work with students. Thus, implementing Islamic religious education at SDN Balaroa has implications for forming social attitudes in students.

Analysis of the Implementation of the K13 Learning Process in Vocational High Schools

Vocational high school (VHS) is an educational unit that functions to prepare students to become graduates with good work competencies. Student work competency can be obtained through good learning process standards. This research aims to determine the level of implementation of the 2013 curriculum (K13) learning process at VHS. This research uses a quantitative descriptive approach. This research took place at a vocational school in Manado City, North Sulawesi, Indonesia, as a case study location. The data collection technique uses a questionnaire with indicators of the implementation of the learning process, namely preliminary, core and closing activities. The data analysis technique uses descriptive analysis. The research results showed that the preliminary learning activities were declared very good with a percentage of 94%, the core learning activities were declared very good with a percentage of 92%, and the closing activities were declared very good with a percentage of 97%.