Active Student Engagement Research Articles

Developing An E-Learning Platform For Islamic Education That Incorporates The Principles Of Religious Moderation Within School Settings

The establishment of online Islamic religious e-learning with a focus on religious moderation in educational institutions is an endeavor aimed at broadening the availability of well-rounded and balanced Islamic religious education through digital learning platforms. This research aimed to create an e-learning system that specifically emphasizes the principles of religious moderation within schools. The research adopted a developmental approach (R&D), by utilizing the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). After conducting an analysis, the e-learning system was designed and developed using cutting-edge technology that enables active student interaction and engagement. Subsequently, the e-learning system was introduced as a pilot project in the school setting. Students and teachers actively participated in utilizing this system to access Islamic religious content that was customized to their individual needs and comprehension level. Throughout the implementation phase, an assessment was conducted to evaluate the effectiveness of the e-learning system in enhancing comprehension of the Islamic faith and fostering a moderate religious mindset. The findings of this research demonstrated a significant demand for Islamic religious education focused on religious moderation. There was a pressing need for the development of efficient learning tools to facilitate successful comprehension of Islamic Studies materials, particularly among junior high school students. This conclusion is supported by the analysis of data using the Wilcoxon test, which yielded a t-value of -4.878 and a p-value of 0.00, indicating statistical significance (p < 0.05).

Analisis Kesulitan Belajar Bahasa Inggris Siswa Di Kelas XI TKJ SMK N 1 BANGLI

This study investigates the challenges faced by vocational high school students in learning English, focusing on Class XI Computer and Network Engineering in SMK Negeri 1 Bangli. Drawing on the insights of education and linguistic experts, the research identifies key factors such as non-native English status, motivation issues, and limited vocabulary mastery that contribute to the difficulties encountered by students. Findings from interviews, questionnaires, observations, and academic performance analysis highlight the need for tailored teaching approaches, relevant materials, and motivational strategies to enhance English language learning. The study emphasizes the importance of active student engagement and ongoing evaluation of teaching methods, aiming to create a supportive learning environment and improve overall learning outcomes in English for vocational high school students.

Implications of falsification theory and the constructivism paradigm in the development of science education and learning

Background: Science learning holds paramount significance in the advancement of science and technology. Two pivotal theories, falsification theory and the constructivism paradigm, profoundly influence the landscape of science education.
 Purpose: The purpose of this study is to explore the impact of falsification theory and the constructivism paradigm on the development of science learning. Falsification theory, pioneered by Karl Popper, underscores the necessity of rigorous testing and validation of scientific hypotheses, forming the bedrock for the evolution of scientific knowledge. Conversely, the constructivism paradigm accentuates the active role individuals play in constructing knowledge, emphasizing a student-centered approach that involves collaborative learning, and problem-solving.
 Design and methods: In this study, we delve into the implications of falsification theory and the constructivism paradigm in shaping science education. Falsification theory advocates for empirical proof and stringent testing of scientific hypotheses, while the constructivism paradigm promotes active student involvement in building their comprehension of scientific concepts. The study investigates how the integration of these two approaches can foster robust science learning environments, encouraging critical thinking, exploration, and profound understanding.
 Results: The synthesis of falsification theory and the constructivism paradigm in science learning holds promise for cultivating a rich educational experience. By finding a delicate balance between rigorous empirical testing and providing opportunities for active student engagement, educators can create a profound and meaningful learning journey for students. This integrated approach not only instills an appreciation for the scientific method but also nurtures a deep understanding of science concepts, ultimately shaping students into critical thinkers with a genuine enthusiasm for scientific exploration.

A Game-based Assessment as A Formative Test in Academic Performance: Teachers’ Perspectives on Kahoot!

This study explored the utilization of a game-based assessment tool, Kahoot, as a formative test in the academic context focusing on the perspectives of teachers. With the increasing integration of technology into education, Kahoot has gained popularity as an interactive and engaging platform for assessing student learning. The research investigated how teachers perceive Kahoot as a formative assessment tool and its impact on their teaching practices. The qualitative approach was used in this study. Moreover, purposive sampling was administered to determine the subjects. The data in this study was collected through surveys and interviews with five lecturers of the Faculty of Education and Teacher Training of IAIN Lhokseumawe form different departments, namely; English Department, Arabic Department, and Indonesian Department to gain insights into their experiences and perspectives. The findings showed that teachers have a positive perspective on the utilization of kahoot as a formative test in academic performance. The results also revealed the advantages and challenges associated with using Kahoot as a formative test and shed light on its effectiveness in promoting active learning and student engagement. A gamed-based assessment called kahoot, facilitates teachers to save their time in assessing students’ comprehension through immediate feedback. Its accessibility simplifies teachers and students to do a test at every turn. Therefore, this research provides valuable insights into the practical use of game-based assessments in the academic setting and the implications for pedagogical approaches.

Psikoedukasi Penggunaan Internet dan Short Course Keterlibatan Siswa dalam Kegiatan Pembelajaran yang Efektif

Technology and the internet can help students learn effectively. Improper use of online resources accessed for educational purposes can also hinder effective learning, as students need more participation and control. This training encourages students to participate in teaching and learning, even using internet-supported education facilities. The first part of the training was psychoeducation regarding the effectiveness of internet use among teenagers, and the second part was related to a short course regarding student engagement in learning activities. Psychoeducation uses the lecture method, and question-and-answer discussions with participants, and a short-course used the lecture method discussions in small groups of four to five students. The activity's outcomes included increases in participants' pre- and post-test knowledge of internet effectiveness (up from 51% of participants) and student involvement (up from 96.2% of participants). According to the paired sample t-test results, there was a noteworthy distinction between the short-course activities yielded pre-test and post-test scores with a p<.001. On the other hand, the outcomes of the psychoeducational activities pre- and post-test did not differ significantly, a p-value of 0.828. After completing this activity, students are expected to be focused on their academic work and possess the skills necessary to use the internet efficiently.

Generating personalised profiles of student engagement to predict student performance and support student learning using LMS data

With the rising popularity of delivering educational content in the online space, this study set out to better understand how students are increasingly engaging with Learning Management Systems (LMSs) for their learning (Gupta, Muralidharan, & Raghavan, 2021; Henrie, Halverson, & Graham, 2018; Conijn, Snijders, Kleingeld, & Matzat, 2017). A data mining approach was used to investigate whether student activity data from LMSs could be used, first in generating profiles of student engagement and, second, in predicting student academic performance (Romero & Ventura, 2013; Tempelaar, Rienties, & Giesbers, 2015; Conijn et al., 2017). LMS activity data was collected throughout a semester for a cohort of undergraduate students (N=534) enrolled in a biomedical science subject. This activity data comprised of total views and downloads of lecture recordings and average time spent viewing lecture recordings, total number of page clicks, total number of LMS course and content page clicks (e.g., lecture lessons), total number of discussion forum posts and views, and total number of formative quiz attempts and reviews (Wang, Chen, & Anderson, 2019; Conijn et al., 2017). K-means cluster analysis was performed to generate profiles of student engagement using this digital LMS data. Measures of student activity derived from this digital LMS data were used to predict academic performance (students' final unit totals), using linear regression and ANOVA. We demonstrate the utility of LMS log data in constructing 'profiles' of student engagement, and in establishing predictors of academic performance. In line with existing literature, average time spent viewing lecture recordings was determined to be a significant predictor of academic performance. Clustering analyses revealed three distinct clusters, or ‘profiles’ of student engagement, each representing key differences in student engagement activity, with greater homogeneity in student engagement behaviour within clusters, and greater heterogeneity across clusters. The current findings provide valuable insights on how our students are increasingly engaging with LMSs for their learning. As delivery of education towards the online space continues to gain momentum, evidence-based approaches such as those utilized in this study will help inform and enhance teaching practices (Jovanovi?, Gaševi?, Pardo, & Dawson, 2020; Ullmann, Wild, & Scott, 2018; Conijn et al., 2017). A better understanding of how students are differentially engaging with LMSs will also help support the development of teaching resources that more closely mirror and complement online student learning behaviors (Dyckhoff, Zielke, Bültmann, Chatti, & Schroeder, 2013; Conijn et al., 2017).

Voice Matters: How Can a School Listen to Student Voice in School Governance?

This manuscript critically examines the role of student participation in the governance of educational institutions, with a particular focus on the current state of civic education in Hong Kong. The analysis brings to the fore the shortcomings and limited breadth of the existing curriculum programme, spotlighting the imperative need for reform. The manuscript underscores the significance of amplifying students' voices in decision-making processes, stressing the creation of platforms that encourage and facilitate their expression of opinions. The paper presents a suite of potential enhancements that schools could implement to bolster student involvement. These include liberalizing regulations, instituting student councils, and providing more avenues for direct student feedback. The global movement towards greater student agency is duly noted, acknowledging the challenges that schools still face in this transition. However, this paper posits that the active engagement of students in school governance serves as not only a tool for developing their future civic skills, but also an effective strategy for surmounting the obstacles inherent to civic education. In summary, this manuscript accentuates the crucial role of student voice in shaping civic education and cultivating a more inclusive school environment.

Tathbīqul Istirātijiyyatil Mumti'ah fī Ta’līmi Qowāidil Lughatil Arabiyyah lil Athfāl

The Nahwu teachers of Al Mawarits An Nabawiyyah Islamic Boarding School are confronted with the issue of waning enthusiasm towards the acquisition of Arabic grammar knowledge. To address this issue, the use of joyful learning strategies is employed, utilizing games in conjunction with the Uno Stacko medium. The objective of this study is to illustrate the utilization of joyful learning strategies in the context of Nahwu learning activities. This study utilizes a qualitative research approach, specifically employing a case study methodology. Data was collected by researchers through the process of observing and conducting interviews with Nahwu teachers. The data underwent analysis using a three-stage process that involved reduction, description, and drawing conclusions. The researchers reached the conclusion that the teachers engaged in a discourse over a pedagogical approach. Consequently, the pedagogical strategy of joyful learning was implemented through the utilization of games using Uno Stacko. The implementation of the happy learning technique has the potential to rekindle students' enthusiasm for the study of Nahwu. This phenomenon is evidenced by the active engagement of students during educational activities within the classroom setting.

Supporting Student Active Engagement in Chemistry Learning with Computer Simulations

This case study is an attempt to investigate how computer simulations can contribute to engaging students’ active participation in knowledge creation through chemistry learning. Empirical data were collected through interviews, a survey, and a test on secondary school student performance in Rwanda. The findings reveal four main forms of participating in knowledge construction with computer simulations: self-reliance, peer collaboration-reliance, teacher-guided-reliance, and strategic variation-reliance. The study found no statistical difference between male and female students’ preferences while engaging with these forms. There was also no difference in their performance in terms of higher order thinking skills in chemistry learning with computer simulations. Moreover, the findings demonstrated that computer simulations can help students to create multisensory connections enabling them to become actively engaged in chemistry learning through various settings. Consequently, the lines between abstract concepts and their related chemical reactions and processes become closely connected in a virtual reality. Finally, this study suggests a pedagogical strategy that teachers can undertake to support student active engagement in chemistry learning with computer simulations.

DEVELOPMENT OF RESEARCH COMPETENCE OF FUTURE TEACHERS IN HIGHER SCHOOL: FOREIGN EXPERIENCE

Teacher research constitutes an integral component of a pedagogue's professional activity, serving the purpose of comprehending and transforming the pedagogical reality through the application of scientific insights and methods. One of the benefits of such endeavors is enhanced research competence. The present paper delves into the approaches to developing research competence of students within the higher education institutions of European countries. The research methods include literature analysis, systematization (to elucidate key research concepts), comparative analysis (to discern the peculiarities of research competence development among students in European higher education), and synthesis (to formulate original conclusions). Based on the synthesis of scientific approaches (including the personal, activity-based, competence-based, systemic, knowledge-based, procedural-technological), research competence is construed as an integral quality of an individual, encompassing skills for conducting research to address educational issues and instructional management. A systematic examination of the approaches to research competence development among students in Germany, the United Kingdom, and France reveals a consistent and methodical progression. In the early stages of formal education, students are exposed to research-oriented learning, while in subsequent phases, they actively participate in undergraduate and graduate research. A recurring theme is the early engagement of students in research activities, bolstered by specific pedagogical conditions and teaching methodologies. These conditions include the encouragement of students' involvement in research, the reinforcement of interdisciplinary dimensions, and the pivotal role played by research advisors in coordinating student research endeavors. Additionally, active teaching methods, such as discussions, workshops, seminars, simulations, situational analyses, practical experiences, internships, and independent research, significantly contribute to the effective engagement in research activities. Project-based and problem-oriented learning methods emerge as predominant didactic approaches, seamlessly blending students' autonomous work with collaborative endeavors within small research groups. Key forms of research competence development encompass lectures, seminars, practical sessions, and consultations. These educational formats not only motivate students to apply their acquired knowledge in practical contexts but also ignite their enthusiasm for independent exploration, fostering creativity.

A Focus on the Discussion Method with Democracy in Education

This study explores the role of conversation in fostering democratic education, highlighting the limitations of traditional indoctrination methods and advocating for active student engagement. It positions the discussion method as a means to advance democracy in education, underscoring the significance of listening, speaking, and student-centered pedagogy. Drawing on John Dewey’s educational philosophy, it probes the symbiotic relationship between democracy and the discussion method, emphasizing its capacity to enhance cognitive flexibility, social aptitude, and knowledge construction. Practical classroom applications of this method, along with strategies to address implementation challenges, are also examined. In conclusion, the study underscores the need for continued research and refinement of the discussion method.

A109A simulation escape room: Does gameful training promote active learning and student engagement

Gamification of learning is becoming increasingly popular within higher education [1]. Student activities described as ‘gameful training’, including Escape Rooms, have reported additional learner benefits including improved teamwork, creative thinking and communication skills compared to traditional session designs [2]. There is a small number of existing case studies demonstrating their utilization within healthcare professional education and the reported additional benefits included pertinent skills such as task delegation and leadership, as well as being an engaging teaching strategy that promotes active learning [3]. A trial simulation escape room was created and implemented for level 5 adult and mental health branch nursing students within a Higher Education Institution. 12 different teams of students entered the escape room and worked together to ‘treat Arthur’, a patient presenting with acute anxiety and chest pain. Students were required to assess, escalate and manage Arthur effectively and would ‘escape the ward’, once he had received all of the required treatment. The learning outcomes for the scenario and subsequent puzzles and tasks were created based on recent curriculum teaching allowing students to apply prior learning within the escape room environment. Puzzles included coded locked boxes and students were required to apply relevant knowledge, such as answering pharmacology questions, to generate codes and progress throughout the scenario. Simulation equipment was utilized and students unlocked clinical treatments and medical devices which in turn had to be delivered to Arthur. The facilitator maintained an active role within the scenario and allowed students to practise communication skills such as escalating their concerns about Arthur via the telephone. It must be noted that the design time was significant for one scenario and required several pilots to ensure that all components were cohesive. Full support and creative input was required from the simulation technicians to ensure the activity’s success. Students fed back that they enjoyed the activity and were observed to work effectively together and prioritize and delegate throughout the task with minimal supervision. Students also stated the scenario context was helpful to apply their prior learning and were pleased that they had been able to manage this patient presentation together. Feedback from facilitators was also positive and both staff and students found it to be an engaging experience. Simulation escape rooms offer an innovative and engaging way for students to apply learning and vital practice technical and non-technical skills. For educators, clear learning outcomes and allowing sufficient design time is a necessity. Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.

Practical Validation of the ICAP Theory in China: Holistic Module Learning in the Shandong 271 Education Group

ICAP is one of the most impactful theories in the international community of cognitive and learning science. ICAP research focuses on active learning and student engagement with high applicability and guiding value. In the context of the reform of curricula and instruction in China, this article seeks to pinpoint the commonalities between the ICAP theory and the rationale underlying the holistic module learning model prevalent in schools at Shandong 217 Education Group to verify the practicality of applying the theory to Chinese education.

Enhancing Self-Learning in Higher Education with Virtual and Augmented Reality Role Games: Students’ Perceptions

This study investigates how virtual and augmented reality role games impact self-learning in higher education settings. A qualitative research–action approach that involved creating augmented reality micro-stories to encourage creativity and critical thinking was used. Through role-playing, students collaborated and gained a deeper understanding of the course, improving their self-learning abilities. The findings indicate that incorporating virtual and augmented reality into higher education positively affects self-learning, promoting active student engagement and meaningful learning experiences. Additionally, students perceive these immersive educational methods as bridging the gap between virtual and in-person learning environments, ultimately leading to enhanced educational results.

Teacher Skills in Leading Small Group Discussions to Class III Students of SD Inpres 10/73 Pandu

The purpose of this research is to investigate the abilities of conducting effective small group conversations in the setting of class III students, specifically at SD Inpres 10/73 Pandu. Small group discussions are a collaborative learning technique that can improve student active engagement while also developing critical thinking abilities. This study's research methodology is a qualitative approach using case study research. Interviews and classroom observations with students and instructors were used to obtain data. The study's findings indicate that there are various extremely successful strategies of conducting a small group conversation to students/I class III SD Inpres 10/73 Pandu, including providing discussion goals. As discussion guides, we must decide what we want to accomplish in the conversation. Prepare conversation themes and material, prepare discussion topics or material to be discussed, and gather appropriate material or resources. Provide chances for all kids and guarantee that all students may engage in the conversation. Pay close attention to the comments of numerous pupils who wish to present their points or ask questions. The last one employs tactics for leading the appropriate groups and assisting pupils in broadening their thoughts.

From an Empty, to an Almost Full, and Eventually to a Never Full Glass: The Evolving Challenges of Medical Education.

It has traditionally been considered that the larger the amount of knowledge, the greater the competency of a physician. However, the vertiginously fast accumulation of novel knowledge in modern medicine raises the risk that students and residents get lost in the chaos of information to which they are exposed. Thus, it becomes evident that redefining the model of medical education (and possibly rethinking what a "good" doctor means) becomes inevitable. Current challenges in medical training include early engagement of medical students in research activities and evidence-based medicine procedures, as well as adoption of new technologies, such as artificial intelligence. Gradually, the paradigm of the competent physician will transform from the "one who knows well" to "one who knows well where to search for knowledge." Given that person-centeredness remains an essential goal of medical education, supervision and assistance by academic staff are needed to ensure that the new training model has a positive impact on person-centered and doctor-patient relationships.

The interplay between self-regulation, learning flow, academic stress and learning engagement as predictors for academic performance in a blended learning environment: A cross-sectional survey

AimTo examine the correlations between self-regulation, learning flow, academic stress and learning engagement as predicting variables for academic achievement in a blended learning environment in Namibia. DesignCross-sectional survey. MethodsData were collected from 166 randomly selected undergraduate nursing students through an online survey between January and February 2023, and were analysed using IBM SPSS AMOS version 28.0. The data were explored through factor, parallel and confirmatory factor analyses. The relationship between the study factors and the total score of the scale was analysed using the Pearson correlation coefficient. ResultsThe results indicate that the two factors identified in the factor analysis are consistent with the theoretical proposition in this research. Factor 1 comprises items C1 to C24, which pertain to self-regulation (SR), while factor 2 consists of items D1 to D9, which relate to learning flow (LR). The findings demonstrate that self-regulation significantly predicts both flow and stress, as well as learning engagement. Additionally, there is a significant relationship between stress and self-regulated learning, as well as between stress and learning flow (r = 0.23–0.26; p= < .05). However, none of the study constructs were found to predict academic achievement. ConclusionAlthough self-regulation significantly predicted flow, stress and learning engagement, a non-significant association exists between all the study constructs and academic achievement. The results of this study have significant implications for improving the development of a positive learning environment that fosters active student engagement. Future studies should investigate correlation by conducting large-scale studies. ImpactThis study makes a valuable contribution to the current body of literature concerning academic achievement within the context of undergraduate nursing education. The insignificant relationship between the study variables and academic achievement indicate that these elements are not of considerable significance in enhancing educational achievements in blended learning surroundings in Namibia. Patient or public contributionOne hundred and sixty-six undergraduate nursing students participated in the survey. The data collected were analysed and interpreted by a skilled statistician.

Practical tips for a fast and successful transition to an online curriculum

The COVID-19 pandemic and the following lockdown forced educational institutions to transform their face-to-face curriculum into an online programme in a matter of weeks. In this article, we present 12 tips for a successful transition based on the challenges that we faced in the Bachelor of Medicine at Amsterdam Medical Centre. These tips are divided in four main themes: infrastructure, faculty development, student engagement, and teaching activities. The Community of Inquiry model is used as backbone in all tips, since teaching presence, social presence, and cognitive presence are essential factors in effective online education. These tips can be useful for everyone who wants to implement online education in their curriculum, whether borne out of necessity or by design.

INFLUENCE OF ASSESSMENT METHODS ON INTERMEDIATE RESULTS OF MEDICAL STUDENTS

The conducted research revealed that first-year students of the medical faculty prefer distance learning and the use of multiple-choice testing on an electronic educational platform when studying the course "Bioorganic Chemistry." Meanwhile, traditional classroom sessions without visual aids and open-ended questions showed the lowest performance indicators. However, students mentioned that they most effectively assimilate the educational material during such sessions, while also acknowledging the positive impact of quality visual aids on comprehension. Based on the obtained results, it is recommended to continue developing a question bank and utilizing the electronic educational platform with multiple-choice testing, but with modifications to the tasks and variations in test parameters. The research indicates that students perceive the use of technology and interactive teaching methods positively, which provide a more flexible learning environment and the opportunity for independent study. The research findings can be valuable in curriculum development and improving the quality of the educational process. Furthermore, it is worth considering the possibility of implementing a wider range of interactive teaching methods and utilizing modern technologies that foster active student engagement in the learning process.&#x0D; Keywords: quality of education; academic success; testing; form of education.&#x0D;

AN ANALYSIS OF LECTURER LEARNING ADVISORY USING PROJECT-BASED LEARNING MODEL ON WRITING SKILL

This study explores how lecturer learning advisors using project-based learning improve second-semester English education students' writing skills at Muhammadiyah University Pringsewu Lampung. Employing descriptive qualitative methods including observations, documentation, and interviews, the research reveals that students initially struggle with expository text structures. However, lecturer learning advisors play a crucial role by raising awareness of their roles as writers and motivating them to excel. This support significantly enhances students' writing skills. The study highlights the lecturer's effective fulfillment of their roles within the project-based learning framework, promoting active student engagement, creativity, and critical thinking