Effect Size Criteria Research Articles

Science Learning Using e-LKPD Ethno-SiMaYang Tapis Lampung Cloth to Improve Critical Thinking Skills

This research aims to explain the effect of using the Etno-SiMaYang Lampung Tapis Cloth e-LKPD in improving students' critical thinking skills. This research is R&D research with the Borg and Gall research model stages 1-7. The samples in this study were class VII.1 as the control class and class VII. 2 as the experimental class, the sample was selected using a cluster random sampling technique. The data collection instruments used were teacher and student needs analysis questionnaires, expert validation questionnaires, teacher and student response questionnaires, as well as pretest-posttest questions. The data analysis technique uses the t-test on students' n-Gain values. The research results stated that the expert validation results for construction suitability, content suitability and readability obtained a percentage score of 85.00% which indicated that the e-LKPD product was valid with the criteria "very high". The average percentage of teacher and student responses was 99.00% and 97.10%, which shows that the e-LKPD product is practical with the criteria "very high". The effectiveness of e-LKPD products in improving critical thinking skills in experimental classes can be seen from the average n-Gain for students of 0.71 in the "large" category with the effect size criteria being in the "large" category.

The Effect of Using E-modules in Biology Learning on Learning Outcomes of High School and University Students: Meta-Analysis

This study aims to determine the effect size (ES) of the application of e-modules in biology learning on student's learning outcomes. This study uses the type of meta-analysis research. The research sample consisted of 14 articles sourced from the results of article identification through Google Scholar and Eric. The research data were collected based on the reference of inclusion and exclusion criteria. Data analysis was conducted by calculating the ES value using Cohen’s d formula. The results of data analysis showed that there were 14 articles divided into two levels of education, namely high school (9 articles) and university (5 articles) with a total average effect size score of 1,14 which means the effect size criteria are very large (VL). The ES average score for the high school level is 1,20 or very large (VL) ES average, while the ES average score for the university level is 1,02 or categorized as large (L) ES average. Therefore, it can be concluded that the effect size of the application of e-modules in biology learning has a significant impact on improving student learning outcomes.

The Effectiveness of Ethnopedagogy Based Problem Based Learning Model on Students' Digital Literacy

The aim of this research is to determine the effectiveness of the ethnopedagogy-based problem based learning model on students' digital literacy. The type of research is meta-analysis research. The data sources in the research come from 13 national and international journals published from 2021-2024. Search for data sources through the online databases Google Scholar, ScienceDirect, Wiley and Researchgate. Data collection techniques are direct observation and documentation. Inclusion criteria are research originating from journals and proceedings indexed by Sinta, Scopus, EBSCO, Copernicus International and IEEE, research related to ethnopedagogy-based project based learning models for students' digital literacy, research having complete data to calculate the effect size, research must be open access, and has a sample size of 25 students. Data analysis through quantitative analysis by calculating the effect size value of each study with the help of the JSAP application. The research results concluded that the problem based learning model based on ethnopedagogy had a significant influence on digital literacy with an average effect size value of 0.819 with high effect size criteria. These findings provide important information for teachers in implementing problem based learning based on student ethnopedagogy to develop digital literacy.

The Effectiveness of Edmodo- Based Project Based Learning on Students HOTS

Abstract The 21st century has a significant impact on the development of education. 21st century education directs students to have higher order thinking skills (HOTS). Furthermore, project-based learning is one of the learning models that is highly recommended to encourage students' HOTS skills. Many applications of project-based learning models have not found the effect of edmodo-based project-based learning on students' HOTS skills. This study aims to determine the effect of edmodo-based project-based learning model on students' Higher Order Thinking Skills (HOTS). This type of research is a meta-analysis. The data source comes from the analysis of 10 national journals indexed by SINTA. Data sources were searched through Researcgate, Google Scholar, DOAJ and Mendeley. Inclusion criteria are that the research comes from SINTA indexed journals, the research must be experimental, the research was published in 2021-2023 and reports complete data for calculating effect size. Statistical analysis using JASP assistance. The results concluded that the edmodo-based project-based learning model had a significant effect on students' HOTS with an average effect size of 1.097 with high effect size criteria. This finding explains that the edmodo-based project-based learning model is effective in improving students' higher order thinking skills (HOTS) with a z value = 6.474; P < 0.001

The Influence of the Flipped Learning Model on Creative Thinking Ability in the Revolution 4.0 era

Many applications of flipped learning have a huge impact on students' creative thinking ability in learning. However, no deep conclusions have been found and are still subjective. This study aims to determine the influence of flipped learning to improve students' creative thinking skills in the era of the industrial revolution 4.0. This type of research is a meta-analysis. The research data came from google scholar, Researchgaet, ScienceDirect and ERIC. The inclusion criteria in this study are research from SINTA and Scopus indexed journals; Research must be experimental or quasi-experimental; Research related to flipped learning models on students' creative thinking skills; Research published in 2020-2024; The study must have complete data to calculate the value of effect size; sample size (N) > 25 students. The results of the analysis of 15 journals concluded that there was a significant influence on students' creative thinking ability with a high mean effect size (ES = 1.12) criterion. These findings explain the application of flipped learning effectively helps teachers and students in improving creative thinking skills in the learning process.

Effect Size Model Inquiry Based Learning on the Ability of Pancasila Student Profile

The purpose of this study was to determine the effect of the size of the inquiry-based learning model on the ability of the student profile of Pancasila students. This type of research is quantitative research with a meta-analysis approach. Data sources come from 10 journals published 2020-2024. The process of searching for data through google scholar, mendeley, ScienceDirect, ERIC and Taylor of Francis. Data selection process using PRISMA 2020 method. Inclusion criteria are research must be experimental methods, research comes from national and international journals indexed by SINTA and Scopus, research must be related to research variables, research subjects of elementary, junior high and high school students, and research has complete data to calculate the value of effect size. Data analysis is calculating the effect value of each study with the help of Microsoft Excel 2020. The results of the study concluded that the inquiry-based learning model had a significant influence on the ability of the student profile of Pancasila students with an average effect size value of 0.806 with high effect size criteria. This study provides important information for teachers to implement inquiry-based learning models on the ability of student profiles of Pancasila students

The Effect of the 5E Learning Cycle Model Assisted by Problem-Solving-Based Student Worksheets on Student Learning Outcomes in the Material of Thermodynamics

This study examines the effect of the 5E learning cycle model assisted by problem-solving-based worksheets on student learning outcomes in thermodynamics material. The focus of the results studied includes aspects of knowledge, skills, and attitudes, especially cooperation, responsiveness, and self-confidence. This study used an experimental method with a post-test-only design. This research involved students in class XI MIPA at a high school in Singaparna. The results of hypothesis testing with the t-test and the Mann-Whitney test on student learning outcomes show that it is rejected, with a large effect size criterion. These results indicate that the 5E learning cycle model supported by problem-solving-based worksheets affects student learning outcomes in thermodynamics material. Thus, it can be concluded that the 5E learning cycle model assisted by problem-solving-based worksheets affects student learning outcomes on thermodynamics material.

Does the Guided Inquiry Model Improve Student's Problem Solving Thinking Ability? Meta-Analysis

The purpose of this study was to investigate the effectiveness of guided inquiry models to improve students' problem-solving abilities. This type of research is a meta-analysis. The inclusion criteria in research are publications from reputable international journals and proceedings; Research must be experimented with guided inquiry learning models and conventional control class models; Research obtained from google scholar database; Hindawi, ScienceDirect, ERIC and IEEE; research related to guided inquiry and problem solving models; The study was published in 2013-2023 and the study had a sample size (N), mean value and standard deviation (SD). The results of the analysis of 18 studies suggest that there is a significant influence of guided inquiry models on problem-solving ability (Z = 9.29; p < 0.001; 95 % Confidence Interval [0.581; 1.245]. Effect size criteria are high with (rRE= 0.849]. This finding explains that the guided inquiry model has a significant effect on students' problem-solving abilities

Effect of STEAM-Based Hybrid Based Learning Model on Students' Critical Thinking Skills

The purpose of the study was to determine the effect of STEAM-based hybrid based learning model on students' critical thinking skills. This research is a type of meta-analysis research. The research data came from 15 national and international journals. The process of searching for data sources through the google scholar database, Science Direct, Eric, Plos ONE and Wiley. The data selection method is the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) method. The inclusion criteria for this meta-analysis research are that the research must be published in the last 5 years 2018-2023, the research must use experimental or quasi-experimental methods, the research must have an experimental class that applies a hybrid-based learning model and a control class, the research comes from journals indexed by SINTA and Scopus, and the research has complete data to calculate the effect size. The data analysis technique is quantitative analysis by calculating the effect size value, research heterogeneity and publication bias with the help of the Comprehensive Meta-analysis (CMA) version.3 application. The results of the study concluded that the summary effect size or average effect size (p < 0.01; ES = 1.052) criteria were strong. This finding explains that the hybrid-based learning model has a significant effect on students' critical thinking skills. This STEAM-based hybrid-based learning model has a higher effect on students' critical thinking skills than the conventional model. Model has a high influence on students' critical thinking skills than conventional models

The importance of discriminative power rather than significance when evaluating potential clinical biomarkers in epilepsy research.

The quest for epilepsy biomarkers is on the rise. Variables with statistically significant group-level differences are often misinterpreted as biomarkers with sufficient discriminative power. This study aimed to demonstrate the relationship between significant group-level differences and a variable's power to discriminate between individuals. We simulated normal-distributed datasets from hypothetical populations with varying sample sizes (25-800), effect sizes (Cohen's d: .25-2.50), and variability (standard deviation: 10-35) to assess the impact of these parameters on significance and discriminative power. The simulation data were illustrated by assessing the discriminative power of a potential real-case biomarker-the EEG beta band power-to diagnose generalized epilepsy, using data from 66 children with generalized epilepsy and 385 controls. Additionally, we evaluated recently reported epilepsy biomarkers by comparing their effect sizes to our simulation-derived effect size criterion. Group size affects significance but not discriminative power. Discriminative power is much more related to variability and effect size. Our real data example supported these simulation results by demonstrating that group-level significance does not translate, one to one, into discriminative power. Although we found a significant difference in the beta band power between children with and without epilepsy, the discriminative power was poor due to a small effect size. A Cohen's d of at least 1.25 is required to reach good discriminative power in univariable prediction modeling. Slightly over 60% of the biomarkers in our literature search met this criterion. Rather than statistical significance of group-level differences, effect size should be used as an indicator of a variable's biomarker potential. The minimal required effects size for individual biomarkers-a Cohen's d of 1.25-is large. This calls for multivariable approaches, in which combining multiple variables with smaller effect sizes could increase the overall effect size and discriminative power.

Influence of Menstrual Cycle on Internal and External Load in Professional Women Basketball Players

The menstrual cycle can be seen as a potential determinant of performance. This study aims to analyze the influence of the menstrual cycle in women on sports performance, more specifically on the internal and external load of professional women basketball players. The sample consisted of 16 women players and 14 training sessions were recorded. A descriptive analysis of the mean and standard deviation of the variables according to the different phases of the menstrual cycle was performed, as well as an ANCOVA, partial Eta2 effect size criteria, and Bonferroni's Post Hoc test to identify differences among phases. The results establish that ovulation is the phase in which higher values of external load are recorded and, therefore, the late follicular phase is the time of the cycle where a greater intensity in explosive distance, accelerations and decelerations are recorded. Considering women's hormonal cycles, understanding their function and the individual characteristics of each athlete is essential since it allows for the development of specific training, the prevention of injuries and therefore positively affects the performance of women players. To this end, individual training profiles should be created in specific contexts, not following general rules. In addition, psychological factors and the specific position of the athletes should be monitored.

English

An analysis of critical thinking research during 2010 to 2021 was conducted using effect size criteria; subsequently, a model was proposed for teaching and learning management that promoted critical thinking by students at the basic education level using the Thai digital collection data base. Based on a search of past research quality examination criteria were identified using a research quality check form. Out of 200 studies identified, 173 met all criteria that covered 34 universities across Thailand. The most frequently used concepts (38.7%) were from the Watson and Glaser study, followed by the Ennis and Mill man study (16.8%). For the 173 learning management models, the most effective learning management model involved inquiry-based learning (19.5%), followed by problem-based learning (7.2%). The effect size value of the inquiry-based learning was high (2.32). In addition, critical thinking encouraged students at the high school level (effect size 2.37) and elementary level (effect size 2.77), based on these high levels of effect size.   Key words: Critical thinking, research synthesis, students in basic education level.

Revisiting Transcranial Light Stimulation as a Stroke Therapeutic-Hurdles and Opportunities.

Near-infrared laser therapy, a special form of transcranial light therapy, has been tested as an acute stroke therapy in three large clinical trials. While the NEST trials failed to show the efficacy of light therapy in human stroke patients, there are many lingering questions and lessons that can be learned. In this review, we summarize the putative mechanism of light stimulation in the setting of stroke, highlight barriers, and challenges during the translational process, and evaluate light stimulation parameters, dosages and safety issues, choice of outcomes, effect size, and patient selection criteria. In the end, we propose potential futureopportunities with transcranial light stimulation as a cerebroprotective or restorative tool for future stroke treatment.

From Junior to Elite in Soccer: Exploring the Relative Age Effect and Talent Selection in Spanish Youth National Teams.

The implications of relative age grouping in sport are known as the Relative Age Effect (RAE). This study has the twofold purpose of analyzing RAE in Spanish youth national soccer teams and examining the prediction value of being selected for national youth teams to be a professional. The sample was composed of 548 players divided into five groups. A descriptive analysis of distribution and participation, frequencies, mean and standard deviation, crosstabs, Sankey charts, coefficient correlation and Cohen’s effect size criteria and two regression analyses were performed. Results established that the RAE is present in U’17 to U’21 Spanish youth national teams. Talent detection and selection programs are more reliable the closer they are to adulthood, reaching a success rate of almost 100% at the U’21 stage. The selection of players for such programs should be delayed as much as possible, thus, preventing younger players from dropping out and those selected from thinking they have already reached their goal. To this end, they should focus on long-term improvement, not short-term performance. In addition, factors such as the RAE or the maturity level of the athletes should be monitored.

Examining Early Adolescent Positive and Negative Social Technology Behaviors and Well-being During the COVID-19 Pandemic.

Public concerns of how frequently adolescents used screens during the pandemic shutdowns fueled the need to research whether these behaviors were conducive or detrimental to their wellbeing. The aims of this longitudinal survey study of 586 middle school students in the Northeast U.S. were to examine (a) changes in positive and negative social technology behaviors prior to the coronavirus disease (COVID-19) pandemic (fall 2019) compared to during the pandemic (fall 2020) including any differences by subgroups and (b) whether changes in social technology behaviors were associated with wellbeing outcomes and any moderating factors. We found that during this time period, there were significant increases in frequency of checking social media, social technology use before bedtime, and problematic internet use. Students also experienced significant increases in social anxiety, loneliness, and depressive symptoms, but also increased strategies of coping when stressed. By following our preregistered analytical plan, each research aim was addressed within a multilevel modeling framework with time nested within students. We found extremely small effects of social technology behaviors associated with wellbeing, such as online support seeking being related to strategies when coping with stress. Though we found statistically significant effects, none of the findings met our effect size criteria (i.e., effect of ≥.05). Overall, we did not find any strong support that the changes in wellbeing that adolescents experienced during the COVID-19 social distancing was meaningfully related to their social technology use, which is counter to the popular assumption that adolescent wellbeing is intricately tied to their social technology use.

Faraday flashlight project-based STEM to enhance problem-solving skill of students

The problem-solving skills is one of necessary competence to compete in twenty-first century. However, research about the impact of Project-based learning based science, technology, engineering and mathematics (PjBL-STEM) towards problem solving skills in the topic of electromagnetic induction is still limited. Faraday flashlight project as representative of basic development of modern technology in the topic of electromagnetic. The purpose of this research is to investigate the effect of Faraday flashlight in STEM integrated PjBL learning towards the increase in students’ problem-solving skills. The mixed methods involved 36 senior high school students as participants. The research instrument was the Problem-Solving Skills Test, observation (panduan observasi), and interview. Data were analyzed by paired sample t-Test, N-gain, effect size, and data reduction. The result shows that PjBL-STEM had enough effect on students’ problem-solving skills. This condition was caused by each syntax of PjBL based STEM, which could help students enhance their problem-solving skill. Students’ skills in describing problems, utilization of Faraday induction approach, specific application of physics, and logical progression had increased in medium categories. However, mathematical procedures had a high category. Based on effect size criteria, PjBl based STEM had high effect on all problem-solving skill indicators.

Developing Arabic Language Instructional Content in Canvas LMS for the Era and Post Covid-19 Pandemic

Online and offline learning practices must not ignore pedagogy, psychology, technology, instructional content, and other aspects of teaching and learning process. Instructional content needs more attention during and after Covid-19 pandemic because it must match the characteristics of students. Therefore, this problem has led to the development of mE-Book for Arabic learning in Canvas Learning Management System (LMS). This research aimed to investigate the effectiveness of mE-Book as instructional content for Arabic language learning in Canvas LMS and the extent of mE-Book acceptance by students in the framework of the Technology Acceptance Model (TAM) 3. This research used a nonrandomized control group pretest-posttest design by comparing two groups with and without mE-Book and the interview to know the students’ point of view about mE-Book. The results showed that mE-Book was effective as instructional content for Arabic language learning in Canvas LMS with large effect based on effect size criteria. Students’ perspectives showed that the use of mE-Book as instructional content for Arabic language learning in Canvas LMS is interesting for online and offline learning. In conclusion, students could accept mE-Book in learning activity in Canvas LMS because it eased students in Arabic language learning.

Cucumber mosaic virus resistance: Comparative proteomics of contrasting Cucumis sativus cultivars after long-term infection

Plant viruses are a significant threat to a wide range of host species, causing substantial losses in agriculture. Particularly, Cucumber mosaic virus (CMV) evokes severe symptoms, thus dramatically limiting yield. Activation of plant defense reactions is associated with changes in the cellular proteome to ensure virus resistance. Herein, we studied two cultivars of cucumber (Cucumis sativus) resistant host Heliana and susceptible host Vanda. Plant cotyledons were mechanically inoculated with CMV isolate PK1, and systemic leaves were harvested at 33 days post-inoculation. Proteome was profiled by ultrahigh-performance liquid chromatography and comprehensively quantified by ion mobility enhanced mass spectrometry. From 1516 reproducibly quantified proteins using a label-free approach, 133 were differentially abundant among cultivars or treatments by strict statistic and effect size criteria. Pigments and hydrogen peroxide measurements corroborated proteomic findings. Comparison of both cultivars in the uninfected state highlighted more abundant photosynthetic and development-related proteins in resistant cucumber cultivar. Long-term CMV infection caused worse preservation of energy processes and less robust translation in the susceptible cultivar. Contrary, compatible plants had numerous more abundant stress and defense-related proteins. We proposed promising targets for functional validation in transgenic lines: A step toward durable virus resistance in cucurbits and other crops. SignificanceSustainable production of crops requires an understanding of natural mechanisms of resistance/susceptibility to ubiquitous viral infections. We report original findings of comparative analysis of plant genotypes exposed to CMV. Deep discovery proteomics of resistant and susceptible cucumber cultivars, inoculated with widespread phytovirus, allowed to suggest several novel molecular targets for functional testing in plant protection strategies.

Accounting for Differential Item Functioning Using Bayesian Approximate Measurement Invariance.

The main thesis of the present study is to use the Bayesian structural equation modeling (BSEM) methodology of establishing approximate measurement invariance (A-MI) using data from a national examination in Saudi Arabia as an alternative to not meeting strong invariance criteria. Instead, we illustrate how to account for the absence of measurement invariance using relative compared to exact criteria. A secondary goal was to compare latent means across groups using invariant parameters only and through utilizing exact and relative evaluative-MI protocol suggested equivalence of the thresholds using prior variances equal to 0.10. Subsequent differences between groups were evaluated using effect size criteria and the prior-posterior predictive p-value (PPPP), which proved to be invaluable in attesting for differences that are beyond zero, some meaningless nonzero estimate, and the three commonly used indices of effect sizes described by Cohen in 1988 (i.e., .20, .50, and .80). Results substantiated the use of the PPPP for evaluating mean differences across groups when utilizing nonexact evaluative criteria.

The Relationship between Teaching Skills, Academic Emotion, Academic Stress and Mindset in University Student Academic Achievement Prediction: A PLS-SEM Approach

This cross-sectional study conducted to develop a model for predicting academic achievement of university students by investigating the relationship between teaching skills, academic emotions (positive and negative), and academic stress associated with Mindset (growth and fixed) using structural equation modeling. The statistical population consisted of 360 students of the Islamic Azad University of Hamedan who were selected randomly using a relative stratified method. The study was descriptive and correlational. The data were analyzed by SPSS version 25 and SmartPLS version 3.2.8. First, the validity of the model was estimated using Cronbach's alpha, composite reliability, convergent validity, and divergent validity; then, the coefficient of determination, effect size, and Stone-Geisser criterion were calculated for evaluating the structural model. The results showed that the validity and adequacy of the suggested model were suitable. Thus, it could be used in different situations by experts in related areas. The relationship between growth Mindset and academic achievement was significant; growth Mindset moderated the effect of negative emotion and stress on academic achievement the crucial role of professor skills in the academic achievement of students was confirmed directly or through its effect on positive emotion. The effect of teaching skills was not significant on the academic achievement of students with fixed Mindset, while the effect of academic stress confirmed on these students. Therefore, the identification of students with fixed Mindset and psychological interventions for these students can be useful in their academic achievement and their mental health.