Evaluation Of Learning Outcomes Research Articles

Internalisasi Nilai-Nilai Agama Islam dalam Pembentukan Karakter Peserta Didik di Sekolah Dasar Negeri 116 Buton Kabupaten Buton

This research discusses the internalization of Islamic religious values ​​in the formation of students' character at 116 State Elementary Schools, Buton Regency. Aims to describe the internalization of Islamic religious values ​​in forming the character of students at SD Negeri 116 Buton and describe the factors that influence the internalization of Islamic religious values ​​in forming the character of students at SD Negeri 116 Buton. This research uses pedagogical research to determine the ability of educators to carry out the learning process, especially in terms of their pedagogical competencies. The implementation of learning starts from planning, implementing and evaluating learning outcomes and being able to understand students from all their characters, especially in increasing interest in learning and psychological research referred to in this research is research that is based on the objective conditions of the students being researched by considering the conditions faced by them. students, especially when learning takes place and the condition of educators when carrying out learning. The research results show that the implementation of the integration of PAI learning values ​​is carried out by teachers in the learning process through the preliminary, core and closing stages. The values ​​instilled are in accordance with the basic competencies that have been planned. The character value that often appears is religious character. The implementation of PAI integration education at SD Negeri 116 Buton attracted quite a lot of attention because all subject teachers were required to master Islamic Religious Education. The role of teachers is very dominant in the formation of the religious character of their students in the future. Behind the success of students there is always a competent teacher who provides great inspiration and motivation to them as a source of energy to always learn and move to catch up, achieve progress and achieve their goals. The main thing for a student is that by utilizing the infrastructure, students are able to accept the teacher's explanation and are more interested in following the lesson. In order to improve the quality of educational institutions in global competition in positive terms in education and to shape the character of students, continuous efforts are needed to achieve goals. Several obstacles, one of which is the lack of facilities and infrastructure so that they are unable to provide a conducive atmosphere for students, learning equipment that is still simple, toilet facilities are inadequate compared to the large number of students and so on. The conclusion of this research is that the internalization of the values ​​of Islamic religious education through learning from the preliminary stages, from the learning process to the end of learning, becomes an integral series, this can be implemented with adequate facilities and infrastructure even though there are still obstacles in its implementation.

Program Development for Enhancing Teachers’ Competencies in Teaching Railway Control and Maintenance in Vocational Colleges under the Office of Vocational Education Commission

Teacher competency is crucial for the quality development of learners. Teachers with high competence in learning management will result in high-quality learners. This research aims 1) to study the components and indicators of teachers’ competency in teaching railway control and maintenance. 2) to study current conditions, desirable conditions, methods of development, and needs for the development of teachers’ competency in teaching railway control and maintenance. 3) to design and develop a teachers’ competency-enhancing program in teaching railway control and maintenance, and 4) to study the results of implementing the teacher competency-enhancing program in teaching railway control and maintenance. The methodology was research and development conducted in 4 Phases as follows according to the objectives. The results showed that 1) Components and indicators of teachers’ competency in teaching railway control and maintenance have 5 components, and 17 indicators, confirmed by experts, are appropriate at the highest level. 2) Current condition, teachers’ competency in teaching railway control and maintenance, overall was moderate level. The desirable condition, overall was at the highest level. Competency development methods consist of (a) Training, (b) Self-learning, (c) Workshops, (d) Study visits, and (e) Work practice in the workplace, and the priorities of the needs for competency development, including (a) Self-development, (b) Ethics and professional ethics of teachers, (c) Measurement and evaluation of learning outcomes, (d) Curriculum administration and learning management, and (d) Building relationships and cooperation with the community for learning management, respectively. 3) Teachers’ Competency Enhancing Program in Teaching Railway Control and Maintenance consists of (a) Principles, (b) Objectives, (c) Model and development methods, (d) Contents and developing activities consisting of 5 Modules, and (e) Measurement and Evaluation. The result of the program evaluation by qualified experts was appropriate, utility, and possibility at the highest level. 4) The results of implementing the teachers’ competency-enhancing program in teaching railway control and maintenance were used. It was found that (a) knowledge of teacher competency in teaching railway control and maintenance before development received an average score of 17.70 out of 30, representing 58.99% after development, receiving an average score of 25.90, representing 86.33%. Knowledge after development was higher than before development. (b) Teachers’ competencies and overall performance before development were at a moderate level. After development was at the highest level, and (c) the results of the program satisfaction assessment by participants overall and all aspects are at the highest level.

Implementasi Model KEMP dalam Meningkatkan Minat Efektifitas Pembelajaran PAI di Kelas X A SMAN 1 Sindangbarang

PAI subjects are identified with learning that is rote, passive and only oriented towards textbooks. This is strengthened by the role of PAI teachers who teach without a mature model and rely on their habits as giving advice in teaching. Learning is one-way and mostly filled with lectures from the teacher. The aim of the research is to design a design based on the Kemp model of PAI competencies. This research uses a qualitative approach as a framework, benchmark and principle, and the research method is content study by utilizing a set of procedures to draw correct conclusions from various book and document sources. The result of the writing is a PAI learning design using the Kemp model which consists of nine elements, starting from a statement of general objectives and ending with an evaluation of learning outcomes. PAI learning will be more meaningful if PAI teachers are willing to implement the Kemp model. The implications of this writing need to be followed up with a field practice study to determine the effectiveness and efficiency of the Kemp model of instructional design.

Role Of The Teacher In Getting Used To The Dhuha Prayer In Children Aged 4-5 Years

The Process of praying Dhuha not all children who are wrong or the way in which they move or recite the Dhuha prayer, the reason is because there are children who are just cool playing alone or playing with their friends regardless of what the teacher tells them to do and cause the child not to know and only cool alone. Therefore, the role of the teacher is needed to get used to worship dhuha prayer in children. This study aims to find out the role of the teacher in the habitation of Dhuha prayer in children aged 4-5 years at RA Al Huda, Pajar Village Mataram, Central Lampung Regency. The type of reascreach with a qualitative descriptive nature. Research used data collection techniques using interviews, observation an documentation. Data sources wew taken from various informant including the head and teachers of children aged 4-5 years at RA Al Huda, Pajar Matram Village, Central Lampung Regency. Based on the result of the study, it was conclude that the role of the teacher in the habituation of Dhuha prayers in children ades 4-5 years at RA Al Huda Pajar Matram Village, Central Lampung Regency, in this section the following conclusions can be drawn : the teachers as a demonstrator, the teacher sets an example starting from the i tention of ablution, ablution movements an procedures for dhuha prayers. The teachers as class manager, the teacher provides an explantion of the reasins why the dhuha prayers must be carried out every day and the teachers is able to overcome the obstacles that exist during the implementation of the Dhuha prayers habituation. The teachersacts as a mediator and facilitators, the teacrhers prepares media that supports the habituation of the Dhuha prayers with pictures of prayrs movements, the practice of ablution, the teacers as evaluator, namely in his role the teachers carries out continous evaluators or contonous evaluation or assessments of student learning outcomes, teaching skills and also the result obtained to determine the extent to which the learining process is successful.

Relevance of Classical Test Theory in the Assessment of Learning in Tertiary Institutions in Nigeria

Over the years, measurement experts have been captivated by the description of students, which has resulted in the development of test theories such as Item Response Theory and Classical Test Theory. The traditional method of item analysis, known as "Classical Test Theory," asserts that an individual's observed score on an exam is equal to their true score and an error score, with all items in the test contributing equally to student performance. Assessment, in this context, refers to any method used to gauge a learner's current knowledge. The significance of Classical Test Theory in teaching, learning, and evaluating learning outcomes has spurred academic inquiry. This paper explored the application of Classical Test Theory in tertiary institution assessment, emphasizing its relevance in evaluating learning outcomes. Some notable points included the simplicity of mathematical procedures in classical test analysis and the straightforwardness of model parameter estimation. Additionally, this paper advocated for the utilization of statistical sophistication inherent in Classical Test Theory to interpret undergraduates' performance effectively. Lecturers were encouraged to familiarize themselves with its application to provide meaningful insights into students' performance.

Optimizing Essay Writing Skills through Short Film Media: A Classroom Action Research in Grade XII of SMK Parungponteng

This research uses the Classroom Action Research (PTK) method with a spiral model to improve the ability to write essay texts through the use of short film media in class XII of Parungponteng Vocational School. Teachers have shown improvement in lesson planning and implementation using short film media. Evaluation of learning outcomes shows a significant increase, with classical completion reaching 100%. Students' abilities in text structure, linguistic rules and writing (mechanics) also increase. Improvement and reflection on the learning process plays an important role in improving the quality of learning and student learning outcomes.

Implementation of the Madrasah Digital Reporting Application (RDM) in Reporting Evaluation of Learning Outcomes at Madrasah Ibtidaiyah Sabilal Muhtadin Maroangin in Puncak Village, Sinjai Selatan District

This study aims to explore the implementation of the Madrasah Digital Report Card Application (RDM) in evaluating learning outcomes at Madrasah Ibtidaiyah Sabilal Muhtadin Maroangin, Puncak Village, South Sinjai District. Qualitative descriptive method was used with data collection techniques through observation, interviews, and documentation. Data were analyzed by data reduction, data presentation, and conclusion drawing. The results showed that the implementation of RDM provides convenience in evaluating learning outcomes, including filling in grades, archiving, and printing student grades. Assessment indicators show that RDM in the madrasah is in accordance with existing guidelines and SOPs, with good planning preparation, efficient assessment implementation by educators, and effective digital reporting. This research is expected to increase understanding of the implementation of RDM in the context of madrasah education.

문제중심학습이 간호학생의 자기결정성 학습동기, 자기주도적 학습능력, 문제해결과정에 미치는 효과

Objectives This study is a single-group pre-post quasi-experimental study aimed at applying problem-based learning and identifying changes in self-determined learning motivation, self-directed learning ability, and problem-solving process. Methods The subjects of the study were 142 fourth-year nursing students at a university located in the U city who took adult nursing courses and agreed to participate in this study. Data were collected by self filling out questionnaires on self-determination learning motivation, self-directed learning ability, and problem-solving process before and after problem-based learning. The collected data were analyzed using SPSS 26.0 to determine frequency and percentage, mean and standard deviation, and differences in variables before and after problem-based learning using paired t-test, and the relationships between variables were analyzed using Pearson's correlation analysis. Results After problem-based learning, overall classes, the nursing students are self-determination learning motivation (t=-4.29, p<.001) and among the sub-domains of self-determination learning motivation, evaluation identified regulation (t=-2.12, p=.036), and intrinsic motivation (t=-5.13, p<.001) were significant improved. Self-directed learning ability (t=-4.31, p<.001) and among the sub-domains of Self-directed learning ability, management of learning process (t=-4.94, p<.001), evaluation of learning outcome (t=-3.38, p=.001), ego concepts (t=-2.06, p=.041), continuity of learning (t=-2.99, p=.003), and management of learning resource use (t=-3.41, p=.001) were significantly improved. In addition, problem solving process (t=-6.42, p<.001), and among the sub-domains of problem solving process, clarifying problem (t=-4.45, p<.001), seeking a solution (t=-4.86, p<.001), decision making (t=-3.72, p<.001), applying the solution (t=-5.04, p<.001), and evaluation and reflection (t=-4.72, p<.001) were signficantly improved. Conclusions This study was confirmed that classes applying problem-based learning are an effective teaching and learning method in improving nursing students' self-determined learning motivation, self-directed learning ability, and problem-solving process.

Efforts to enhance the awareness in significance of early detection for dental and oral diseases in the society 5.0

Oral health is an integral part of overall well-being that demands attention from every individual. Poor oral hygiene can lead to various oral diseases, including dental caries. This community service program aimed to enhance students' understanding of oral health, encourage regular dental checkups, and promote preventive measures against oral diseases through the utilization of various digital tools, including an early detection screening application. Health education sessions were conducted, incorporating pre- and post-tests to evaluate learning outcomes. Additionally, clinical examinations were carried out to assess students' oral health status. The results were encouraging, counseling and education sessions significantly increased knowledge and awareness in over half the participants (55%). However, clinical examinations revealed that a substantial portion (36 students) had unhealthy oral hygiene, highlighting the need for continuous education and preventive strategies.

Merdeka Curriculum and Merdeka Mengajar Platform to Improve Teacher Pedagogical Competence

The Merdeka Curriculum is one of the government's programs as a stepping stone in improving the quality of education. The Merdeka Curriculum provides freedom for educators to design learning as needed by students. The Merdeka Curriculum is a refinement of the 2013 Curriculum with several changes such as changing basic competencies and core competencies into learning outcomes, emphasizing formative assessments, and also providing freedom for educational units to develop operational curricula independently. The presence of the Merdeka Mengajar Platform also supports the implementation of the Merdeka Curriculum by providing digital resources to develop teacher professionals. This platform has a menu for Personal Development, Teaching, Inspiration and Information about the Merdeka Curriculum which can make it easier for teachers to obtain references, inspiration and understanding regarding the implementation of this curriculum. Implementation of the Merdeka Curriculum requires teachers to master pedagogical competencies such as understanding students, designing learning, implementing learning, evaluating learning outcomes, and developing student competencies. This research uses the literature study method. The results of this research show that the Merdeka Curriculum and Merdeka Mengajar Platform can increase the competence, innovation and creativity of teachers.

360-degree virtual reality video to teach neonatal resuscitation: an exploratory development study

Simulation is an effective training method for neonatal resuscitation (NR). However, the limitations brought about by the COVID-19 pandemic, and other resource constraints, have necessitated exploring alternatives. Virtual reality (VR), particularly 360-degree VR videos, have gained attraction in medical training due to their immersive qualities. The primary objectives of the study were to produce a high quality 360-degree virtual reality (VR) video capturing NR simulation and to determine if it could be an acceptable adjunct to teach NR. The secondary objective was to determine which aspects of NR could benefit from the incorporation of such a video in training. This was an exploratory development study. The first part consisted of producing the video using a GoPro action camera, Adobe Premiere Pro, and Unity Editor. In the second part participants were recruited, based on level of experience, to watch the video and answer questionnaires to determine acceptability (user experience and cognitive load) and aspects of NR which could benefit from the video. The video was successfully developed. Forty-six participants showed a strong general appreciation. User experience revealed high means (> 6) in the positive subscales and low means (< 4) for immersion side effect, with no difference between groups. Cognitive load was higher than anticipated. Participants indicated that this video could be effective for teaching crisis resource management principles, human and environment interactions, and procedural skills. The 360-degree VR video could be a potential new simulation adjunct for NR. Future studies are needed to evaluate learning outcomes of such videos.

Pelatihan Microsoft Office Excel Sebagai Upaya Peningkatan Kompetensi Siswa SMKN 1 Praya Tengah Dalam Mengolah Data

The right information can be obtained with good data management. For accurate business decision making, organizations need this information. It is very important for vocational school students to understand data processing so that they can improve their performance in the industrial sector. As a strategy for preparing vocational school students for the world of work, training in using Microsoft Office Excel 2013 for data processing is very useful. At SMKN 1 Praya Tengah, students are involved as partners in this training. The program begins with a pre-test to measure students' initial abilities, followed by scheduling training with partners, creating material based on pre-test results, implementing training, and closing with an evaluation of learning outcomes. The results show students' ability to use various formulas in Microsoft Office Excel 2013 to process data. This contributes to improving graduate skills and the quality of education at SMKN 1 Praya Tengah.

인공지능 융합교육 수업 사례 연구

Objectives This study aimed to develop an AI convergence education lesson case that can be applied to integrated curriculum for lower elementary school students, and to analyze its effectiveness by applying it to actual lessons. Methods For this purpose, AI-based educational lessons were developed in accordance with the ADDIE model and subsequently implemented over 16 sessions with 20 first-grade students from an elementary school in Daegu. In order to assess the efficacy of the aforementioned lessons, a range of methodologies were employed, including the evaluation of learning outcomes, surveys on lesson satisfaction, in-depth interviews with students, an analysis of students' diaries, and the examination of teacher's field notes. Results The results of the study indicated that integrating AI content within the framework of subject-centered convergence education in elementary schools can significantly enhance students' understanding of AI, including its principles and applications. The lessons, which were developed around themes such as the “Community, Autumn, and South Korea” taught in the first grade of elementary school, led to high levels of satisfaction among students. In particular, the projects “Creating a Sharing Market Stall,” “Getting Acquainted with Autumn,” and “Promoting Traditional Korean Foods” not only facilitated a deeper understanding of AI but also enabled students to become proficient in using AI tools. Furthermore, these activities contributed to the development of students' creative thinking and problem-solving skills, thereby demonstrating the potential of AI convergence education for supporting comprehensive learning outcomes in young learners. Conclusions The results of this study have demonstrated the potential of AI convergence education within elementary education. In order to implement AI convergence education programmes effectively for lower-grade elementary students, it is necessary to develop educational materials, enhance the technical capabilities of AI tools, and establish institutional support measures.

Hakikat Media Pembelajaran Membaca di Kelas Tinggi

The use of learning media in high-level reading classes plays an important role in improving students' reading abilities. Various types of learning media, including visual, audio-visual, and interactive computer-based materials, are used for this purpose. The process of utilizing learning media includes analysis of student characteristics, design, development, implementation and evaluation of learning outcomes. This learning media has various functions in teaching reading, such as facilitating access to information, motivating students, helping understanding and retention of information, fostering critical thinking skills, enabling differentiated learning, encouraging independent learning, and developing digital literacy skills. In addition, many studies have investigated the effectiveness of various learning media, such as comics, modules, computer-based interactive learning, and picture cards, in increasing elementary school students' interest in reading and academic achievement.

Inquiry Learning Methods to Increase Student Motivation and Learning Outcomes

Background: The current learning process has changed from teacher-centred learning (TCL) to student-centred learning (SCL). Therefore, innovative learning models are needed to improve student learning outcomes and motivation. This study aimed to measure the effect of inquiry learning methods on student motivation and learning outcomes.Methods: This was a quasi-experimental approach with a pre-test and post-test control group approach. The samples were divided into 29 students as the intervention group and 29 students as the control group. The researcher used the MSLQ (Motivated Strategies for Learning Questionnaire) to measure learning motivation. Meanwhile, to assess student learning outcomes, researchers used an assessment using the MCQ (multiple-choice question) learning outcomes evaluation method. The study's results were analysed using the paired sample t-test with a value of 0.05.Results: The study results in the intervention group showed the average value of the pretest learning motivation was 135.33, and the posttest-3 was 158.03, while the pretest-3 was68.43 and the posttest-3 was 83.03. The results of the different tests for learning motivation were obtained by pre-posttest-1 p-value of 0.012, pre-posttest-2 p-value of 0.000, pre-posttest-3 p-value of 0.001, while the study results from pre-posttest-1 to pre-posttest-3 obtained p-value = 0.000.Conclusion: There is an influence of inquiry learning method on the motivation and learning outcomes of Nursing Students.

Perspectives of medical undergraduate students toward self-directed learning

Objectives: Self-directed learning (SDL) is a process in which individuals take the initiative with or without the help of others in diagnosing their learning needs, formulating goals, identifying human as well as material resources for learning, implementing appropriate strategies and evaluating learning outcomes. In SDL, the onus of learning is on the learner and learning control is slowly transferred from facilitator to learner. Hence, this study helped to understand the SDL readiness in undergraduate medical students and figure out whether it differed between students of 2nd and 3rd professional years. Materials and Methods: The study was conducted on undergraduate medical students of 2nd and 3rd professional year of tertiary care medical college hospital in south India after receiving permission from the Institutional Ethics Committee. A total of 285 students were considered in this study from both years after informed consent. A pre-validated questionnaire of the self-rating scale for SDL (SRSSDL) tool was included, and it comprised five components, namely, awareness, learning strategy, learning activity, evaluation and interpersonal skills, with 12 questions in individual sections. Demographic data were expressed in percentages while the Chi-square test and independent sample Mann–Whitney U-test were applied to understand the differences between 2 professional years. Results: Out of 285 students, 56.8% had a moderate level of readiness, followed by a high level of readiness (42.9%). The majority of the students from both academic years had a moderate level of readiness toward SDL. Learning strategy had the highest mean response score of 3.7 ± 0.52, followed by awareness with 3.69 ± 0.49. This mean score reflects that the majority of participants’ responses recorded were either ‘sometimes’ or ‘often’ for various components of the SRSSDL tool. The distribution of awareness, learning strategy, learning activities, evaluation and interpersonal skills did not show any significant association across academic years and gender. Conclusion: The moderate level of readiness shows that areas of improvement must be identified and evaluated with teacher guidance when necessary. The SRSSDL tool can be used as a measure of evaluation, as it helps to classify student readiness toward SDL.

Evaluating learning outcomes of Christian religious education learners: A comparison of constructive simulation and conventional method

Learning outcomes in Christian Religious Education (CRE) are attributed to the teaching and learning approaches utilized by teachers. In Kenya, conventional methods of teaching are prevalent in classrooms, as teachers often prefer methods that alleviate their workload. Nevertheless, the implementation of learner-centred methods such as constructive simulation enhances learning outcomes. Therefore, this research evaluated the dissimilarity in learning outcomes of CRE learners instructed by constructive simulation, and those instructed with a conventional approach. The research employed a quasi-experimental study with groups under treatment and control, incorporating a pre-test and post-test approach. In total, 90 form two CRE learners from two sub-county secondary schools were purposively selected for the research. Data were collected using the Learner Attainment test in CRE as the assessment tool. The research utilized correlation analysis to establish the similarity scores between the pre-test and post-test assessments. Additionally, the t-test statistical model was employed to test the effectiveness of the two teaching methods. Results revealed a strong positive connection between the two assessment tests of learners taught using constructive simulation (r = 00.0510, p < 0.01) and conventional method (r ═ 0.673, p < 0.01). Notably, constructive simulation (t(49) = − 9.76, n = 50, p < 0.05) significantly outperformed the conventional method of teaching (t(39) = 2.700, n = 40, p < 0.324). These findings implied that constructive simulation was more effective in enhancing learning outcomes as opposed to the conventional method of teaching. The results suggest that when designing curricula and formulating educational policies, educators and policymakers should incorporate constructive simulation as a learner-centred method.

The use of UGM’s eLOK as a Student Learning Outcomes Evaluation Platform

The use of UGM’s eLOK as a Student Learning Outcomes Evaluation Platform

Introducing Artificial Intelligence and Machine Learning in K12 Education to Foster 21st Century Skills: From Theory to Practice

This paper focuses on the interdisciplinary and collaborative approach underpinning the European funded project Edu4AI “Artificial Intelligence and Machine Learning to Foster 21st Century Skills in Secondary Education”. The methodology has been conceived to enhance the practice of teaching from course design to content delivery, drawing inspiration from social constructivist theories, and inquiry project based learning instructional methods, combining elements from the maker movement and the educational robotics platforms. The final output of this process has been a particle handbook that comprises ready to use project toolkits, suitable to guide the seamless integration of Artificial Intelligence (AI) and Machine Learning (ML) in K12 school curricula, including non-scientific ones. The paper introduces the theoretical frameworks inspiring the toolkits that have been created cooperatively with the teachers’ community and piloted in the school real contexts for validation. One of the toolkit projects is also presented in the article, outlining the corresponding learning goals in terms of both hard and transversal life skills acquired, in order to ensure correspondence with students' learning outcomes evaluation. Following the presentation of the results from questionnaires collected during the project, the article concludes with some key recommendations for practitioners willing to replicate the initiative.

Pengembangan Media Pembelajaran Scratch untuk Materi Cerita Fantasi: Sebuah Tinjauan Umum

The use of technology in learning has become a major focus in improving the effectiveness of the educational process. One promising tool is Scratch, a visual programming environment specifically designed for education. In the context of fantasy story learning, Scratch offers great potential to enhance students' creativity and engagement. This article provides an overview of Scratch-based learning media development for fantasy story materials. Through a literature review and analysis of related literature, the article identifies the advantages of using Scratch in fantasy story learning, such as increasing student engagement, developing problem-solving skills, and improving understanding of story concepts. In addition, it discusses the practical steps in developing Scratch learning media, including story concept selection, interactive design, and evaluation of learning outcomes. Thus, this study provides useful guidance for educators in developing interesting and effective learning media for fantasy story materials using Scratch.