Evaluation Of Learning Outcomes Research Articles

Analisis Kualitas Butir Soal HOTS pada Mata Pelajaran Biologi yang Diberikan pada Siswa Kelas 12 dan Dievaluasi Menggunakan Aplikasi Anates

The aim of this research is to develop and describe an effective assessment instrument. This type of research is Research and Development, while the data collection technique uses test techniques. Data analysis techniques use qualitative and quantitative analysis. The results of this study are as follows: there are 13 significant assessment items and 12 items that are not yet significant. Therefore, there are still some items that need to be improved to be used as a suitable assessment instrument, both theoretically and empirically. Suitable theoretically means that it has fulfilled the aspects of construction, language, and material. While suitable empirically means through validity testing, reliability, difficulty level, discriminant power, and distractor quality analysis. An assessment instrument can be considered suitable if it meets the characteristics of Higher Order Thinking Skills; and the assessment instrument can be used as a tool to evaluate learning outcomes because it can differentiate between students with high, medium, and low abilities.

간호리더십 함양을 위한 학습성과 평가체계 연구

Purpose : This study aims to develop an evaluation system for assessing the learning outcomes and achievements of leadership development programs intended for personal and professional growth. Method : The research involved measuring the leadership qualities of nursing students, nursing educators, and clinical nurses through surveys, analyzing their general characteristics and nursing leadership scores. Additionally, a comparative analysis of existing leadership-related evaluation systems from 18 universities was conducted. The development of the leadership learning outcome evaluation system followed the procedures outlined in the evaluation system development. Results : The priorities of nursing leadership demands were different among nursing students, nursing educators, and clinical nurses. Nursing students identified major professional competence (4.43 points) as most crucial, while nursing educators and clinical nurses emphasized that communication skills (4.77 points, 4.82 points) were the most important. The analysis of existing leadership evaluation systems revealed a variety of components, including structure and criteria, performance standards, and achievement levels, performance levels, goal attainment, related courses and extracurricular activities, evaluation (timing, methods, tools, stakeholders, etc.), results analysis (stakeholders, disclosure status, disclosure methods, etc.), and improvements (evaluation and improvement timing). Conclusion : The program learning outcome evaluation system should undergo continuous improvement through regular analysis and feedback. This process will enhance the leadership skills of prospective nurses, enabling them to adapt to the evolving nursing and healthcare environment.

21st-century stewardship: infusing environmental stewardship education with global citizenship

Environmental stewardship education, as a locally oriented concept, benefits from being recast to account for the emergent, multidimensional, and interdisciplinary nature of today’s most pressing socio-ecological issues. In an effort to infuse environmental stewardship education with global citizenship, instructional materials on community-based conservation in Peru were delivered to high school students in New York, USA. The purpose of this study was to assess the impact of instructional materials on student learning outcomes related to the practice of global citizenship in environmental stewardship education. The CLIA model for powerful learning environments was used to convey the competencies, learning conditions, interventions, and assessments that structured the delivery of the instructional materials. To evaluate learning outcomes, written student responses were analyzed, using the qualitative coding methodology. Additionally, transformative learning was assessed using the Learning Activities Survey. Results suggest a trajectory past knowledge comprehension and toward transformative, empowered action, progressing from a cognitive understanding to affective and ultimately behavioral shifts. Based on these findings, this study conceptualized and operationalized the concept 21st-century stewardship – a term coined here as an updated stewardship model that is infused with global citizenship’s multi-scalar perspectives, global compacts, and layered identities to achieve its maximum impact in our interconnected world.

INOVASI PEMBELAJARAN PAI MELALUI PENDEKATAN OUTING CLASS DI SMA NEGERI 1 SUMBERASIH PROBOLINGGO

This research explains and analyzes Islamic Religious Education (PAI) learning innovations at SMA Negeri 1 Sumberasih which are implemented through the Outing Class approach. SMA Negeri 1 Sumberasih has adopted the Outing Class approach as a strategy to increase the effectiveness of PAI learning. This approach involves using the environment outside the classroom as a learning resource that provides students with direct experience. Implementation methods include planning Outing Class activities that are integrated into the PAI curriculum, involving teachers as facilitators, and evaluating learning outcomes. Evaluation is carried out to ensure that PAI learning objectives are achieved and students gain a better understanding through direct experience outside the classroom. The informants in this research were the Principal, Deputy Head for Curriculum, Deputy Head for Student Affairs, PAI Teacher, and Students. The results of this innovation can make a positive contribution to students' understanding of Islamic teachings and enrich students' learning experiences. It is hoped that the positive implications of the Outing Class approach can be an inspiration for other schools and universities in developing PAI learning at the high school level.

Learning Innovation based on seTARA daring in the Community Learning Activity Center

This study aims to describe learning innovations based on seTARA daring at (Community Learning Activity Center) PKBM Sunan Kalijaga Lirboyo Kediri, which includes planning, implementation, and evaluation stages, including identifying supporting and inhibiting factors and improvement efforts made. This study used a qualitative approach with a case study. In-depth interviews with leaders, teachers/tutors, and students, as well as observations of the learning process and online classes, were used to gain an in-depth understanding of experiences in the educational environment. Supporting data were obtained from official documents such as the e-learning curriculum, teaching records, and learning outcome evaluation. The results show that the learning innovation based on the seTARA daring application is practical and can benefit the students. At the planning stage, meetings were held to design implementation strategies, discuss policies, and announce the strategies and policies to students. The implementation stage involves implementing the policy and practical guidance and improving tutor innovation. The evaluation stage assessed the success of learning innovations based on the seTARA daring application by collecting feedback from tutors and students, becoming the basis for future improvement and enhancement. This research provides an essential contribution to understanding the challenges and potential solutions to optimize e-learning in the equivalency education program in PKBM.

Prospective Science Student Teachers’ Online Learning Environment Experiences: Measurement Based on the Net Promoter Score

Personalization is used in online learning to help students achieve SDG 4.C and Education 4.0 indicators. Not many studies have revealed prospective science student teachers’ online learning experiences. A good experience will provide positive and constructive self-knowledge for prospective science student teachers in designing 21st-century digital learning. This study aimed to inquire into prospective science student teachers’ views on online learning using the Net Promoter Score survey. This study involved 29 prospective science student teachers at one of the public universities in Indonesia. This study revealed that online learning provides freedom to express opinions and ideas freely, helps evaluate learning outcomes, online educational resources help understand the contents, and online simulations help understand concepts. The negative experiences in the online learning environment include the lack of interaction with lecturers, online learning has not yet built creative, innovative, and critical thinking skills and has not supported competency development. There is a significant difference between positive and negative online learning experiences, demonstrating how experiences can impact future teacher conception. Based on our findings, recommendations were provided to assist university lecturers in creating and designing an online learning environment to develop the professional competencies of prospective science student teachers.

Exploring Collaborative Problem Solving in STEM Contexts for Middle School Students

In the 21st century, advances in science and technology require students to adapt. Classroom dynamics are still often dominated by passive learning methods, such as lectures, which result in a lack of student participation. PISA evaluation shows the low problems-solving abilities of Indonesian students. Therefore, the STEM approach emerged as a solution with a focus on essential 21st century skills, such as collaborative problem solving. The aim of the research is to investigate and analyze the collaborative problem solving process of junior high school students in solving STEM problems. The research method used is a case study with a qualitative approach. The research population included all students of SMP PGRI 13 Surabaya. Data collection techniques include observation, interviews, and questionnaires. Research instruments include questionnaires, observation sheets, and structured interviews. The research results show that collaborative learning in STEM context problem solving can help students develop problem solving skills. Students demonstrate good collaborative skills and their response to this learning is very positive. Evaluation of student learning outcomes also shows an increase, indicating the success of STEM-based learning methods in increasing student motivation. This research contributes to the understanding of the importance of learning approaches that integrate STEM with collaborative problem solving.

Development of Short Story and Popular Text Writing Evaluation Tool Via Quizizz Application

In the pursuit of enhancing creative writing proficiency, the challenge students face in crafting short and popular stories within a contextual framework is a prevalent issue. This study addresses this concern by developing an evaluation tool utilizing the Quizizz application to assess students’ skills in this particular aspect of writing. Thirty-five participants from the Indonesian Language and Literature Education program engaged in surveys and semi-structured interviews, revealing the effectiveness of the evaluation tool in helping students identify their potential levels. Guided by the 4D development model, the study incorporated material and evaluation expert assessments, item analysis, and user response questionnaires. Employing a rating scale and Kuder-Richardson for item analysis, the research selected 30 questions that ensured differentiation, difficulty level, validation, and reliability, with a high-reliability coefficient of 0.727. The overall assessment, considering material and evaluation experts, as well as student and lecturer responses, indicated a high level of approval for the quiz application’s feasibility in evaluating learning outcomes. This research highlights the significance of innovative tools in assessing and improving creative writing skills, offering valuable insights for educators seeking effective approaches to enhance students’ narrative abilities within constrained contexts. It emphasizes the importance of such innovative assessment tools to empower students in writing short stories and popular texts.

Analysis of Numeracy Ability of Class VI Students at State 2 Elementary School of Kotamobagu

This research aims to analyze students' numeracy abilities in elementary schools. The research used is quantitative research with experimental methods. The subjects in this research were class VI students at SDN 2 Kotamobagu involving PPG Daljab UNIMA Category 1 Batch 2 students as actors in the learning process and researchers acting as observers in the research. Data collection techniques use learning outcomes evaluation tests and observations regarding students' skills and attitudes during the learning process. The instruments used are evaluation test questions consisting of 5 questions and a skills observation sheet consisting of 3 assessment aspects, namely measurement, modeling, and presentation. As well as observing students' attitudes which consist of 3 aspects, namely activeness, cooperation, and creativity. Data analysis in this research uses the Rasch Model. The research results show that numeracy ability is an ability that needs to be continuously improved and is not enough if only applied once or twice. Numeracy skills require continuous habituation and appropriate instruments or measuring tools to stimulate increased numeracy skills.

Use of instructional videos to teach mechanical systems analysis based on the finite element method in a class with local and overseas students

AbstractInstructional videos have the advantage of delivering visual and verbal learning materials simultaneously and they can be used for teaching. The aim of this study is to evaluate the learning outcomes in Mechanical Systems Analysis based on the Finite Element Method for video‐based teaching blended with face‐to‐face education. Forty‐five students whose first languages are English, Mandarin and others participated in a survey to evaluate learning outcomes. The learning outcomes were analyzed using the one‐sample Chi‐square test or binomial test. The correlation between the usefulness of the text‐based and video‐based learning materials and the first language of the students was analyzed using the Pearson Chi‐square test. P values smaller than 0.05 were assumed to be statistically significant. Overall 34 students found video‐based learning materials very useful whereas 10 students found them useful resulting in a statistically significant difference. Twenty‐four students found text‐based learning materials very useful whereas 20 students found them useful without statistically significant difference. Student cohorts speaking English and Mandarin as their first language found video‐based learning materials significantly very useful. Video‐based learning materials can be used to improve learning outcomes in courses with computer applications and students can benefit from a blended teaching strategy regardless of their first language.

Video clips in physics education

Film recordings – video clips – have been used in the teaching and learning processes for decades. At the very beginning, the dominant role was played by television and professionally prepared recordings on portable media (e.g. LaserDiscs). With the advancement of technology and the emergence of new media, as well as the revolution in access to image and sound recording and processing devices, video clips – including amateur ones – have become the dominant path of contemporary visual communication. The paper is of an overview character and discusses examples of educational use of video in physics education in the past and at present, including TV lectures, popular science programs, dedicated video materials and educational environments, software for video measurement and evaluation of learning outcomes. Various illustrations along with literature references are given to outline potential educational pathways in making use of video clips as didactically valuable medium in teaching - learning physics.

교직이론 과목에서 현장 역량 강화를 위한 혼합형 PBL 수업 사례 연구

This study attempted to present a specific case of blended Problem-Based Learning (PBL) in teacher education course to enhance the field competency of pre-service teachers. The participants were first-year adult learners majoring in Early Childhood Education who were enrolled in the educational psychology course. The blended PBL process was organized by appropriately combining face-to-face and online sessions, following the sequence of 'Course Introduction,' 'Problem Presentation,' 'Subsequent Problem Steps,' 'Presentation of Results and Discussion,' and 'Review and Evaluation of Learning Outcomes.' Five PBL problems were developed, and during the initial five weeks, students were assigned to individually contemplate one problem per week. In the 10th week, a face-to-face group discussion session was conducted. Subsequently, continuous online communication through Learning Management System (LMS) and Social Networking Services (SNS) was maintained, leading to the group presentation of the final project at the end of the semester. The analysis of reflection journals submitted by students after the class was conducted to assess the effectiveness of a blended PBL course. The case presented in this study proposes a form of instructional design that integrates real-world experiences, suggesting a hybrid approach to PBL in education. Furthermore, the application of blended PBL in educational psychology courses suggests the potential to enhance field competency in teacher education courses.

Exploration of the Utilization of "LAYAR" as a Means of Assessment of Dentistry Education during the Covid-19 Pandemic

Introduction: The pandemic of COVID-19 has impacted all areas of life, as well as in education. Learning and evaluation of learning (assessment) outcomes must be transformed into online methods. Faculty of Dentistry Universitas YARSI used YARSI e-learning (LAYAR) as the most widely used media in the assessment of distance learning outcomes. Objective: This study aimed to explore the learners' perceptions related to the experience of using LAYAR as an assessment media during distance learning period at Faculty of Dentistry Universitas YARSI. Material and Methods: The study used a qualitative method with a phenomenological approach. Data collection was conducted through FGD (Focus Group Discussion) with academic and clinical stage students. The results of FGDs were written in the form of verbatim transcripts and then thematic analysis was carried out. Results: FGDs were conducted with 2 groups of academic stage students consisting of 8 students each and 1 group of clinical stage students consisting of 8 students. Three main themes were identified: the utilization of LAYAR, the assessment method used during distance learning through LAYAR, and the constraints of using LAYAR in the assessment. Conclusion: The use of LAYAR as an assessment media is considered quite user friendly but the limitation of the range of questions needs to be reviewed. The clinical stage students feel that the utilization of LAYAR was still insufficient. In addition, it was necessary to further utilize LAYAR for formative assessments that can further help students' understanding of learning.

MUSIC EDUCATION ASSESSMENTS IN CHINA: BIBLIOMETRIC ANALYSIS


 
 
 
 Music assessment is critical to delivering thoughtful, frequent music instruction. The assessment provides information to both instructors and students regarding student achievement and serves as a guide for instructional practices. In China, the teaching system is affected by an exam-oriented habitus, which has resulted in the long-term use of summative assessment to evaluate learning outcomes in the music classroom. Traditional assessment methods have the disadvantage of needing more real-world context. Students answer questions one by one without the need to apply long-term critical reasoning skills. Peer assessment is related to both the processes and the outcome. It is a technique where students assess their performance. Instructors must relinquish their dependence on traditional metrics of technique usage to accommodate this new concept. Peers evaluate student work on projects, assignments, and reports. Innovative teaching techniques and assessments are not only the exterior expression of innovation in music education but also the focal point of this innovation. When it comes to adapting to the demands of the new millennium, music education assessment is a strategic decision for the twenty-first century. The purpose of this study is to review the music assessment methods in Chinese higher education through a bibliometric analysis.
 
 
 

PENERAPAN MODEL PROBLEM BASED LEARNING UNTUK MENINGKATKAN HASIL BELAJAR PESERTA DIDIK PADA MATERI PERTUMBUHAN DAN PEMBANGUNAN EKONOMI

This Classroom Action Research aims to evaluate the improvement of learning outcomes in the Economic Growth subject among students of grade XI-IPS at SMA Negeri 2 Toma through the implementation of Problem Based Learning. The research method employed is classroom action research, which involves a series of stages from planning, implementation, observation, reflection, recommendations, to the evaluation of students' learning outcomes. The research findings indicate that students' activities in implementing the stages of the Problem Based Learning model in the economics subject, particularly in understanding the Concepts and Factors of Economic Growth, experienced a significant improvement, reaching over 75%. This improvement is also reflected in the number of students who successfully achieved the Minimum Completeness Criteria (KKM), which increased by 25.16%. Additionally, the average learning outcomes of students increased from 69.89 in Cycle I to 80.89 in Cycle II. Furthermore, students' responses and attitudes towards the implementation of the Problem Based Learning model were highly positive, demonstrating the effectiveness of the model in enhancing the quality of learning.

Increasing Students' Digital Literacy Through the Use of Google Cardboard Media on the Theme of My Dreams In Class IV of Elementary School

Purpose of the study: This research aims to determine and improve students' digital literacy using Google Cardboard media for class IV students at Elementary School and assessing the extent to which students' participation and involvement in learning activities using Google Cardboard can motivate them to actively learn.
 Methodology: This research is classroom action research. The subjects of this research were 25 grade IV students at Elementary School. The object of the research is to increase students' digital literacy through Google Cardboard media. Data techniques use tests and observations. The research instrument uses observation sheets and test questions or evaluation of learning outcomes.
 Main Findings: The results of the study showed that before the implementation of Google Cardboard media on the theme of my dreams, 5 students (20%) had completed it and 20 students (80%) had not completed it and the class average score was 60%. However, after learning using Google Cardboard media in learning the theme of my dreams in cycles 1 and II, data was obtained that student learning outcomes increased. With the increase that occurred in students who had reached 88%.
 Novelty/Originality of this study: The novelty of this research is that through the use of Google Cardboard with a focus on the theme "My Dreams", class IV students elementary school can develop their digital literacy skills while gaining a deeper understanding of technology and information, thereby increasing students' digital literacy. through more contextual learning experiences.

Educational Transformation in The Digital Era

This research uses a literature study approach which aims to determine the quality of learning at SMA Negeri 1 Payaraman through the transformation of education in the Era of digital development. The method used in this study is a literature review of several previous studies using data collection techniques, reading and recording and processing research materials then a review is carried out. The review process carried out at SMA Negeri 1 Payaraman has improved the quality of learning through educational transformation including increased learning, increased knowledge, no distance, easier evaluation of learning outcomes, increased learning outcomes, the realization of a collaborative learning atmosphere, and made it easier for teachers and homeroom teachers to manage grades and write report cards. However, behind the advantages, there are disadvantages of the transformation of digital era education, including technology making students less productive and lazy, high cheating rates, less focus and decreased interest in learning, and decreased writing skills.

Meningkatkan Hasil Belajar Ilmu Pengetahuan Alam Dengan Alat Peraga Nyata Pada Siswa Kelas VI

This study aims to improve the learning outcomes of sixth-grade students in Natural Sciences (IPA) subject through the application of concrete teaching aids in the learning process. The method used is Classroom Action Research (CAR) with two cycles. The research subjects are 27 sixth-grade students in SDN Pisangan Baru 01, East Jakarta, in the academic year 2018/2019. The results show that the use of concrete teaching aids effectively enhances students' learning outcomes, as evidenced by the increase in the average score from 57.77 in the initial test to 73.7 in the second cycle. Data analysis was conducted through observation and evaluation of students' learning outcomes. These findings indicate that concrete teaching aids can stimulate students' interest in learning, increase active participation, and facilitate understanding of IPA concepts. These results have positive implications for teaching practices in schools by emphasizing the importance of using methods that are suitable for students' characteristics to achieve the desired learning objectives. Thus, this research contributes to the understanding and development of effective teaching methods in the context of elementary education.

Psychometric evaluation of a novel tool for assessing gestational diabetes and hypertension care: knowledge, attitudes, and practices of midwives and nurses.

While standardized assessment of knowledge, attitudes, and practices (KAP) related to gestational diabetes and hypertension is possible with a valid tool, existing research remains limited. This prospective validation study aimed to develop and validate a novel tool to assess the KAP of midwives and obstetric nurses. We included 125 midwives and obstetric nurses who routinely care for patients with gestational diabetes and hypertension. The tool demonstrated good internal consistency (Cronbach's alpha): knowledge (0.729, 95% CI, 0.654-0.776), attitude (0.756, 95% CI, 0.690-0.814), and practices (0.925, 95% CI, 0.905-0.943). Difficulty indices (d) ranged from 0.38 to 0.99 (knowledge), 0.41 to 0.99 (attitudes), and 0.41 to 0.93 (practices), indicating appropriate item difficulty. Discrimination indices (D) confirmed items could differentiate between respondents with low and high knowledge levels (D range: 0.02-0.77 for knowledge, 0.06-0.64 for attitudes, 0.20-0.84 for practices). The robust psychometric properties of this tool support its use in future research on KAP related to diabetes and gestational hypertension management in midwives and nurses. This instrument has the potential to be valuable in various settings, including baseline assessment before educational programs or evaluation of learning outcomes after interventions.

An Embedded Curriculum to Teach Critical Incident Debriefing to Internal Medicine Residents.

Background Internal medicine residents frequently experience distressing clinical events; critical event debriefing is one tool to help mitigate their effects. Objective To evaluate the effectiveness of a 1-hour workshop teaching residents a novel, efficient approach to leading a team debrief after emotionally charged clinical events. Methods An internal needs assessment identified time and confidence as debriefing barriers. In response, we created the STREAM (Structured, Timely, Reflection, tEAM-based) framework, a 15-minute structured approach to leading a debrief. Senior residents participated in a 1-hour workshop on the first day of an inpatient medicine rotation to learn the STREAM framework. To evaluate learning outcomes, participants completed the same survey immediately before and after the session, and at the end of their 4-week rotation. Senior residents at another site who did not complete the workshop also evaluated their comfort leading debriefs. Results Fifty out of 65 senior residents (77%) participated in the workshop. After the workshop, participants felt more prepared to lead debriefs, learned a structured format for debriefing, and felt they had enough time to lead debriefs. Thirty-four of 50 (68%) workshop participants and 20 of 41 (49%) comparison residents completed the end-of-rotation survey. Senior residents who participated in the workshop were more likely than nonparticipants to report feeling prepared to lead debriefs. Conclusions A brief workshop is an effective method for teaching a framework for leading a team debrief.