Student Knowledge Development Research Articles

PERAN KONTEN VIDEO MUSIK DALAM MENINGKATKAN MOTIVASI INTRINSIK BELAJAR MUSIK PADA SANGGAR BIOLA QUINTA YOGYAKARTA

Due to rapid technological advances, innovation and creativity are necessary in every sector of life, including the world of arts education. This article aims to determine the role of music video content in increasing intrinsic motivation to learn music at Sanggar Biola Quinta Yogyakarta. Intrinsic motivation for learning music is an essential concept because the motive is built through habits that encourage students’ curiosity and high enthusiasm for music learning. Sanggar Biola Quinta Yogyakarta is a non-formal music education provider that is active in producing music video content on its YouTube channel. This research uses a qualitativemethod with a case study approach. Observation, documentation studies, and interviews carried out data collection. The research results show that the production of music video content in the form of violin solo cover videos on the Sanggar Biola Quinta YouTube channel plays a decisive role in increasing students’ intrinsic motivation to learn music, and increasing intrinsic motivation to learn music results in a high desire to study music more actively. The production of music video content that offers novelty in music learning tools at Sanggar Biola Quinta has a positive impact on student knowledge development.

Magnets and electric: Improving elementary students’ understanding on the concept of energy and force

COVID-19 has brought a wide impact on the world including education. It comes with the difficulties of conducting the teaching-learning process and achieving the students’ comprehension and understanding of the subjects, especially science. It is worsened by the thematic learning model, where students are required to understand more than one learning concept in one learning sub-theme. The offline teaching, which is scheduled in the first semester of the 2021/2022 academic year is a momentum to reshape the thinking concept of elementary school students. One of the concerns is physics. Physics is very important in the development of student knowledge, because of its continuous application in everyday life. In addition, the use of natural science in secondary schools is wide. Another important point is that students have less ability to understand new knowledge. Therefore, practice is needed to support the learning of theories. Considering this problem, the team of community service of Engineering Faculty Universitas Muhammadiyah Malang used magnetic and electric kits to explain the concept of energy and force to students. These topics are difficult for students, and they need to learn them with direct practice. Learning using the physics kits, magnet and electric, made students can understand better the basic concepts of magnetism and electricity. Moreover, students can practice their motoric skills using the kits. Students can also develop their creativity and innovation by varying the experiments with the kits. Lots of practice with magnets and electric kits helped teachers to evaluate students’ ability and absorption of the materials. With this learning media, the learning provided by the teacher can be more interesting and fun for students. Therefore, students can improve their knowledge and skills in understanding concepts and their knowledge of physics.

E-Learning Mobile Development of Student Structured Learning Applications during the pandemic

During the Covid-19 pandemic, teaching and learning activities were threatened with a decline in the quality of world education, including the quality of education in Indonesia. Students and teachers cannot interact to carry out educational activities at school. Meanwhile, in the world of education, interaction and communication are very important for the growth and development of student knowledge. If this is lost, then one generation of students could be threatened by poor quality education services caused by the covid-19 virus. Although the internet has been developed in the world of education for a long time, there are still many schools that are still unable to develop it properly for students. This is evident when the national exams were held before the Covid-19 period, there were still many schools that did not understand and understood providing facilities directly to students. This is a challenge in itself for Indonesia when the covid-19 virus attacks and paralyzes all activities. Forcing all activities to be done inside the house and reducing all activities outside the home. Learning activities and examinations are important activities that are always the focus of the school every semester. This activity previously required students to be in school, but during the pandemic this should not be done due to the government's decision to limit the spread of the virus. All schools must think hard for a solution to this problem. Schools take an important role in school activities so that the quality of education services does not decrease drastically. Private schools are no exception, whose activities come from greater than that of students' parents. While many students' parents think that if there are no activities at school, the money for school payments will be postponed. Schools only have one choice so that the learning process and exams continue, namely by using an online application that can adjust national standards and school standards. Although there are many applications in circulation, many of these applications cannot be adapted to school conditions at a low cost. Mostly, if the school wants changes to the application, then the developer sets a lot of rates that the school cannot afford. Learning and examinations are activities where the administration must also exist for reporting by schools. The reporting format, of course, is different for each school with their respective systems. With the mobile application developed by researchers and implemented according to school administration, in general, learning activities and examinations continue to run with results that can be accounted for because they have reports that are adjusted by the school.

UPAYA PENINGKATAN MOTIVASI DAN HASIL BELAJAR MELALUI PENDEKATAN KOOPERATIF MODEL COURSE REVIEW HORAY SISWA KELAS XII.2 PADA MATA PELAJARAN ANALISIS INSTRUMEN

UV Vis Spectrophotometry is one of the learning materials that are difficult for students to understand because of the abstract concept. This difficulty in understanding can affect the further development of student knowledge. This research describes the learning process through a cooperative approach to the Course Review Horay model. The method used is a class action research method on one of the research subjects 17 students of class XII.2 SMK SMTI Padang. The research objectives were achieved with instruments in the form of learning descriptions, class observations, interviews, diagnostic tests and final tests. The results showed that the learning process at each stage went well. The understanding of students in the concept understanding category has increased classical completeness from 68.75% to 93.25%. Student responses to the application of a cooperative approach to the course review horay model are very positive. Suggestions put forward that this method can be used to visualize abstract photometric or spectrophotometric concepts and can minimize misconceptions. Giving examples in everyday life can improve students' understanding, and motivate students to follow the learning process.

The designing of ocean threat comics by elementary students

Abstract A paucity of research has been conducted with learners in elementary classrooms on both the use of and the student creation of science comics. During the classroom-based research featured in this article, Grade 4 students designed ocean threat comics for the culminating activity of an interdisciplinary Ocean Literacy unit, one component of a larger study. Throughout the research, the students were afforded with opportunities to develop their visual meaning-making skills and competences, as well as their aesthetic understanding of and critical thinking about multimodal ensembles through participation in activities that focused on various elements of visual art and design, and conventions of the medium of comics. The visual and descriptive analysis of one student’s ocean threat comics, which includes excerpts from the interview about her work, reveals her motivations for selecting and orchestrating specific semiotic resources to represent and express particular meanings that realized her objectives as a sign-maker. Overall, the descriptions of the pedagogy featured during the research and the student’s ocean threat comics demonstrate how the development of student knowledge about elements of visual art and design, and conventions of the medium of comics can inform and deepen students’ semiotic work of comprehending, interpreting and designing science comics.

Pengembangan Literasi Digital untuk Meningkatkan Kemampuan Membaca

<p><em>The rapid development of technology today should be the main key in efforts to develop students' abilities and skills in the field of education and the learning process in dealing with the world of technology and information. The support and role of education is expected to increase the nation's competitiveness in the midst of global competition. The openness of information technology should be balanced with the progress of good reading literacy, but in Indonesia in particular, reading literacy skills for children are still at the bottom. Therefore, the development of digital literacy is expected to be a benchmark and a supporting factor in the development of student knowledge that can be accessed by digital media around the environment such as mobile phones, computers, laptops, etc. This article proposes a new conceptual framework for the concept of digital literacy, combining five types of literacy: (a) photovisual literacy; (b) reproductive literacy; (c) information literacy; (d) branched literacy; and (e) socio-emotional literacy that can support knowledge development.</em></p>

Schoolboards' expectations of the superintendent – a Swedish national survey

ABSTRACT In Sweden, the local schoolboard has the ultimate responsibility for school quality and student knowledge development, and is held responsible if the expected outcomes are not met. Assisting the board is the superintendent who is the Chief Executive Officer. The aim of the study is to investigate the board’s relation to and expectations of the superintendent, and this article is a result of a national investigation in which all schoolboard chairs were surveyed. Two main questions were addressed: 1) what expectations does the local schoolboard have of the superintendent, both in general and in relation to student achievements and 2) which tasks are the superintendents expected to prioritise in carrying out their work? Data have been collected through a web-based survey using both structured and open-ended questions. The results show that the schoolboards’ strongest expectations placed on superintendents are to execute the leadership mission followed by managing the organisation within allocated budget frames. Responsibilities for academic outcomes have a lower ranking. Superintendents have many opportunities to influence the schoolboards’ decisions and thereby affect which goals they should prioritise in the local school organisation. The superintendent is an invisible ruler who in the chain of governance occupies the best position to influence both the schoolboard’s acting policy and the schools’ acting practice. By being aware of the existing asymmetric distribution of power, the schoolboard has the opportunity to exercise control over its official whose legal responsibility is to assist its members in their decision makings.

Virtual reality learning environment for enhancing electronics engineering laboratory experience

AbstractEngineering laboratory courses have a significant role in building practical knowledge and enhancing the skills of the students. While working in electronics laboratories, students often operate complicated laboratory equipment and juggle through a set of multiple knobs and buttons to configure the equipment(s). It takes a lot of practice to master the skill of operating the laboratory equipment and it becomes difficult for students to operate the equipment without any prior experience. Virtual reality (VR) is the emerging technology and has the potential to provide a better learning experience to the students. In this paper, a VR‐based learning environment (VLE) is developed, which aims to give prior training to the engineering students about the electronics laboratory hardware. An experimental study was conducted to measure the effectiveness of VR on student knowledge development, learning motivation, and cognition. The study was conducted among the 65 engineering students and they were randomly divided into two groups: treatment group (N = 33) and control group (N = 32). The students of the treatment group were taught with the VR approach and students of the control group were taught with a conventional teaching approach. The outcomes of the experiment indicate that VR has a significant positive impact on student knowledge, learning motivation, and cognition. By interacting with the three‐dimensional virtual models of the laboratory instruments, students were able to demonstrate an improved understanding of the laboratory hardware. Also, the treatment group students mentioned that they were not worried about the equipment malfunction that has further enhanced their confidence and reduced the cognitive load.

Does cardiorespiratory fitness knowledge carry over in middle school students?

Conceptual knowledge development in physical education is critical to helping learners become physically literate. Understanding physical education learners' long-term knowledge development is one of the first steps in designing effective curriculum. Guided by the constructivist learning theory, this study aimed to determining the extent to which the cardiorespiratory fitness knowledge learned in the first year contributed to further knowledge development in the second year. A two-year longitudinal design was adopted to track 716 students' learning documented in their physical education workbook from sixth grade to seventh grade. Canonical correlation and multivariate multiple regression analyses were conducted to determine the relationship of learning during the two years. The results showed that student knowledge development in the first year did facilitate their knowledge development in the second year (Rc = 0.54; Wilks' λ = 0.69, F(9, 1728.1) = 30.99, p < .01, η2 = .31). Specifically, students' three types of knowledge development (descriptive, relational, and reasoning) were all significant contributors (descriptive: Wilks' λ = 0.96, F(3, 710) = 9.34, p < .01, η2 = .04; relational: Wilks' λ = 0.98, F(3, 710) = 4.44, p < .01, η2 = .02; reasoning: Wilks' λ = 0.90, F(3, 710) = 26.13, p < .01, η2 = .10) to their further learning with the knowledge development from the reasoning assignments to be the strongest facilitator. Students' overall learning in the first year significantly contributed to their descriptive (R2 = 0.12), relational (R2 = 0.26), and reasoning (R2 = 0.21) knowledge learning in the second year.

Nursing students' perceptions of a clinical learning assessment activity: 'Linking the puzzle pieces of theory to practice'.

The nursing profession struggles with providing a bridge to close the theory to practice gap for students. Students are expected to graduate with competencies that promote their safe and comprehensive nursing care provision in accordance with professional standards. This paper reports on students' a simulated clinical educational intervention embedded into a second-year nursing student clinical topic offering experiential learning opportunities for a large cohort. Feedback was analysed using Braun and Clarke's (2006) thematic qualitative process to investigate student-learning experiences and present student perceptions of this experience. Three key themes were identified: support promoted learning, focus on the bigger picture and practice clarifies puzzle pieces. Students perceived the simulated clinical experience as beneficial to their confidence, learning and ability to develop their professional practice. Promotion of learning outcomes facilitated by the structured, supportive and educational approach was important for students. Nurse educators have a responsibility to develop learning experiences that enable student's ability to link theory to practice in context. Ongoing exploration and evaluation of this intervention is required however, such an approach appears to support student's knowledge development for transference across situations and within large student cohorts.

Braiding history, inquiry, and model-based learning: A collection of open-source historical case studies for teaching both geology content and the nature of science

ABSTRACTMany of the current issues facing humans are geologic in nature. Whether the issue is mitigating the impact of geologic hazards, reducing air and water pollution, managing the energy of mineral resources, or minimizing the impact of anthropogenic global climate change, we require a geosciences-literate population. This is crucial to developing policies to best address these issues and to voting to implement such policies. In this article, we introduce a novel strategy for teaching geoscience content, as well as the nature of science, to a diverse audience: the historical case study. Essentially, the historical case studies “braid” the separate strands of history, inquiry, and model-based learning into a narrative, thus allowing students to experience science in the making. This is in contrast to ready-made science as traditionally taught. We discuss the generations of the cases, summarize their content, and describe their implementation in multiple contexts of different courses. We also provide insights from the undergraduate researchers who developed the cases, the instructors who implemented them, and some preliminary data on student knowledge development concerning both geoscience content and nature of science. The cases are available online and open to the public. We welcome any feedback you wish to share.

Can Educationally Significant Learning be Assessed?

This article argues that assessment is a central feature of teaching, particularly as a means to determine whether what has been taught has been learnt. However, I take issue with the current trend in education which places a significant amount of emphasis upon large-scale public testing, which in turn has exacerbated the ‘teaching-to-the-test’ syndrome, not to mention distorting teaching decisions that are detrimental to the overall development of student knowledge and understanding. Part of the problem with assessment in education seems to revolve around the nature of knowledge and how best to assess human knowledge and understanding. Although much philosophical uncertainty and disagreement exists surrounding the nature of knowledge, I argue that coming to know something is a sine qua non of any education. In saying this, I highlight the limits of assessment by demonstrating how certain activities are resistant to large-scale public testing because they are not easily reducible to facts which can be tested for, or at least in the same way as propositional forms of knowledge. Consequently, my argument is a philosophical one to the effect that assessment, particularly large-scale public testing is incapable of assessing all forms of learning, or even the quality of student understanding because the instruments available are both too blunt and tend to capture a certain kind of knowledge that privileges theory over practice, and mental skills over physical skills.

A Historical Review of Outdoor Leadership Curricular Development and the Future With Action Research

This article is a call for research to be conducted on how to adequately design and evaluate outdoor leader preparation programs (Sugerman, 1999). The profession of outdoor leadership has been slow to examine effective ways of assessing the development of student knowledge, disposition, and performance that inform instructional practice and student learning in outdoor leader preparation programs and what are effective instructional practices (Crosby, 2000; Kime, 2008; Phipps & Claxton, 1997). This article provides (a) a historical overview of what has transpired in outdoor leadership curricular development from the past to the present and (b) a methodology to begin to explore evaluation/assessment practices and instruction.

Development of student knowledge in competence-based pre-vocational secondary education

The purpose of this study was to gain insight into the development of student knowledge in pre-vocational secondary education schools which differ in the manner and extent to which they have implemented characteristics of competence-based education. The implementation of these characteristics was examined using a teacher questionnaire and the development of knowledge was investigated using concept mapping. The results showed that students developed slightly more knowledge in learning situations with fewer characteristics of competence-based education. The organisational characteristics of the learning situations were further found to be distinctive for the development of knowledge.

Making the Processes of Designing Explicit Within an Information Technology Environment

In this paper, technology is described as involving processes whereby resources are utilised to satisfy human needs or to take advantage of opportunities, to develop practical solutions to problems. This study, set within one type of technology context, information technology, investigated how, through a one semester undergraduate university course, elements of technological processes were made explicit to students. While it was acknowledged in the development and implementation of this course that students needed to learn technical skills, technological skills and knowledge, including design, were seen as vital also, to enable students to think about information technology from a perspective that was not confined and limited to `technology as hardware and software'. This paper describes how the course, set within a three year program of study, was aimed at helping students to develop their thinking and their knowledge about design processes in an explicit way. An interpretive research approach was used and data sources included a repertory grid `survey'; student interviews; video recordings of classroom interactions, audio recordings of lectures, observations of classroom interactions made by researchers; and artefacts which included students' journals and portfolios. The development of students' knowledge about design practices is discussed and reflections upon student knowledge development in conjunction with their learning experiences are made. Implications for ensuring explicitness of design practice within information technology contexts are presented, and the need to identify what constitutes design knowledge is argued.