Evaluation Of Learning Models Research Articles

Digital-Based Learning Evaluation Model for High School Students

This research aims to develop a digital-based learning evaluation model for Senior High School students. This research method used a design research approach with a development study type. This research followed the model developed by Tessmer, which includes the stages of preliminary and formative evaluation. The formative evaluation stage encompasses self-evaluation, prototyping (expert review, one-to-one, and small group), as well as field testing. The data collection techniques for this research involved interviews and questionnaires, with data analysis conducted through both quantitative and qualitative methods. The results of this study indicated that the material validation score was 95.33%, categorized as "very feasible," the language validation score was 93%, also categorized as "very worthy," and the media validation score was 93%, categorized as "very worthy." The results of the response test obtained from the initial trial showed a response from educators of 88% and from students of 87.22%, both categorized as very worthy. Meanwhile, the results from the small group trial indicated a response from educators of 93.89%, also categorized as very worthy, and a response from students of 92.17%, which is again categorized as very worthy. It is clear that Senior High School teachers and students can benefit much from using the digital-based learning evaluation paradigm.

Improved ACO algorithm fused with improved Q-Learning algorithm for Bessel curve global path planning of search and rescue robots

Addressing issues with traditional ant colony and reinforcement learning algorithms, such as low search efficiency and the tendency to produce insufficiently smooth paths that easily fall into local optima, this paper designs an improved ant colony optimization algorithm fusion with improved Q-Learning (IAC-IQL) algorithm for Bessel curve global path planning of search and rescue (SAR) robots. First, the heuristic function model in the ant colony algorithm is improved, the elite ant search strategy and the adaptive pheromone volatility factor strategy are introduced, and the initial path is searched in realize the motion environment with the help of the improved ant colony algorithm, and the initialized pheromone matrix is constructed. Second, the improved ant colony algorithm and Q-Learning (QL) algorithm are fused by utilizing the similarity between the pheromone matrix in the improved ant colony algorithm and the Q-matrix in the QL algorithm. A heuristic learning evaluation model is designed to dynamically adjust the learning factor and provide guidance for the search path. Additionally, a dynamic adaptive greedy strategy is introduced to balance the exploration and exploitation of the robot in the environment. Finally, the paths are smoothed using third-order Bessel curves to eliminate the problem of excessive steering angles. Through three sets of comparative simulation experiments conducted in Pycharm platform, the effectiveness, superiority, and practicality of the IAC-IQL algorithm were verified. The experimental results demonstrated that the IAC-IQL algorithm integrates the strong search capability of ant colony algorithm and the self-learning characteristics of QL algorithm. SAR robots equipped with the improved IAC-IQL algorithm exhibit significantly enhanced iterative search efficiency in grid simulation environment and image sampling simulation environment. The global path optimization indicators demonstrate high efficiency, and the paths are smoother.

New Insights for Teaching the One Health Approach: Transformative Environmental Education for Sustainability

The One Health approach often reaches classrooms through Environmental Education (EE), which aims to guide society’s response to current crises (environmental, health, economic, values). However, traditional EE teaching has focused on isolated ecological concepts and standardised solutions, ignoring the multidimensional nature of EE and failing to integrate the interdependence between environmental, animal, and human health. Moreover, teacher training often neglects didactic content knowledge, preventing students from acquiring the systemic vision needed to address eco-social problems and create sustainable solutions aligned with the Sustainable Development Goals (SDGs). This limits teachers’ ability to influence students’ concerns and behaviours. In this context, this study aims to reflect on the current state of the issue and propose strategies informed by Science Education research to improve EE teaching, enabling the integration of One Health dimensions through effective didactics to achieve Transformative Environmental Education (TEE). For this purpose, we begin by addressing the limitations identified in recent systematic reviews, shifting the paradigm towards a symbiosis of EE and Science Education through scientific practices. We then present practical examples showcasing successful EE initiatives that foster a deeper understanding of socio-environmental issues, encourage innovative solutions, and nurture engaged citizens from early education onwards. These proposals can support classroom practice and ongoing teacher self-development. Pedagogical strategies include tackling issues that require systemic and critical thinking by developing scientific and epistemic practices while raising awareness of Environmental Justice. Thus, this study advocates for a new vision of EE, integrating the One Health approach, which could be applied to develop new educational programs, including teacher training. This would lead to a new learning evaluation model and help identify key determinants that trigger pro-environmental behaviours.

Implementation of Merdeka Curriculum in Islamic Religious Education Learning: Analysis of Principles and Assessment Models

The purpose of this study is to analyze the PAI learning evaluation model in the Merdeka curriculum. To find out the obstacles faced by teachers in implementing the Merdeka Curriculum in PAI subjects. This research uses a qualitative method with a descriptive approach. Data collection was carried out through interviews, observation and documentation. The data analysis technique goes through the stages of data reduction, display and conclusion drawing. The results showed that the Merdeka Curriculum emphasizes flexible evaluation that gives students the freedom to determine their interests and talents. The evaluation used includes diagnostic, formative and summative assessments, using types of assessment instruments in the form of rubrics and anecdotal notes. Teachers face obstacles in implementing the Merdeka Curriculum such as time constraints during working hours, lack of involvement of school stakeholders with parents, diversity of student abilities, and less than optimal feedback and monitoring follow-up.

Analisis Kebutuhan Evaluasi Pembelajaran Unsur Dalam Tari Merak Bagi Peserta Didik Sekolah Menengah Pertama Berbasis Crossword Puzzle

This research to create innovative learning in creative evaluation through a crossword puzzle. The problem is focused on the fact that teachers still use conventional or paper-based learning evaluation models. To approach this issue, Sugiyono's theory on Evaluation is used as a reference for conducting the research. The learning evaluation process was carried out at SMP IT INSAN CENDEKIA to analyze the needs of students and teachers in the learning evaluation process at the school. The research method used is Research and Development (R&D), which will produce an online-based learning evaluation innovation. Data was collected through qualitative research used to capture art learning evaluation assessment data conducted by teachers using observation, interviews, and documentation data collection techniques. The data was analyzed descriptively qualitatively. Quantitative research was used to test the validity and reliability of the products to be produced. The results of the research show that the wordwall puzzle is very practical for use by students of SMP IT INSAN CENDEKIA in the learning evaluation process, with 22 out of 24 students able to understand and use this application effectively. This study concludes that the online-based crossword puzzle learning evaluation model can provide new innovations in the evaluation process and has a high level of effectiveness and efficiency.

Exploration of Issues in Online Learning for Undergraduates in Sichuan Province and Construction of an Evaluation Model

Online learning gradually becomes an important way for people to acquire knowledge. The current study aims to construct an effective online learning evaluation model to enhance online learning. In order to achieve the research aim, this study interviewed 21 respondents regarding online learning to analyze the current problems in the development of online learning among undergraduate students in Sichuan Province. Secondly, the Delphi method was used to establish a graphical model based on the feedback from 21 experts. Finally, referring to the CIPP evaluation principle, 5 experts evaluated the online learning evaluation model. Research results show that online learning suffers from low student engagement and motivation, limited teaching content and methods, inadequate personalized teaching know-how, insufficient online teaching capabilities, imperfect privacy and security, technical environment and conditions mismatched, and not available resource updates and sharing, etc. To solve the above-mentioned problems, the current study constructed an online evaluation model which comprised four core components, namely, students, teachers, technical support, and learning resources. For students, this model encourages students’ learning engagement, family support, and learning desire. At the same time, this model takes teaching method, instructional design, and teaching feedback into consideration. Moreover, this model provides support for technical support, platform availability, and technical security. Last but not least, this model generates learning resources with appropriate content, interactive tools, and managing shared resources

EVALUATION MODEL FOR INDONESIAN LANGUAGE LEARNING AT MTS MIFTAHUL KHOIR

This study explains the model of learning development and evaluation in Indonesian subjects at MTs Miftahul Khoir. The main objective of this study is to explore the learning development and evaluation model as an effort to improve the quality of students in understanding Indonesian lessons. This study used a qualitative descriptive approach. Data collection methods involve interviews, observation, and documentation. Data analysis is carried out through three stages: reduction, presentation of data, and drawing conclusions. The results showed that 1) the Indonesian learning development model in MTs Miftahul Khoir involves reading, listening/listening, writing, and dialogue/speaking models, 2) Evaluation of the learning model is carried out with daily tests, midterm tests, quick quizzes, and through the results of discussions and questions and answers to students. The headmaster engages in class visits and reports on learning outcomes at the end of the semester as part of the learning evaluation, in an effort to improve students' abilities and achievements in Indonesian.

Implementation and evaluation of Exercise is Medicine in primary care clinics within a large academic health system

ObjectiveExercise is Medicine (EIM) is a global initiative encouraging healthcare providers to routinely assess and promote physical activity (PA) among patients. The objective of this study was to evaluate the...

Hattie's Visible Learning Evaluation Model in Learning Strategies and Publication of Scientific Work of IKIP Siliwangi Students

This research aims to evaluate the application of the Hattie's Visible Learning Evaluation Model in strategy learning and the publication of scientific work sat IKIP Siliwangi. Using quantitative and qualitative data analysis methods, this research analyze student responses to sixty aspects of assessment that cover various learning elements. The results of the research identified the aspects with the highest and lowest scores from each study program, namely Guidance and Counselling (BK) and Indonesian Language and Literature Education (PBSI). These results provide in-depth insight regarding significant factors in developing effective learning strategies and supporting the publication of student scientific work such as humor, teaching strategies teacher, credibility outdoor/adventure programmes, lecturer effect, lecturer subject matter knowledge, questioning, religious campus, feedback personality, mentoring computer-assisted instruction, lecturer-students relationships, drama/art programs, study skills, extra-curricular programs, dan classroom discussion. Meanwhile, less effective factors are of concern, such as parental involvement, students control over learning, boredom, gender, use of calculators, changing school calendar, lack of sleep, moving between schools, mathematics, drugs, pre-term birth weight, ability grouping, not labeling students, ability grouping for gifted students. The implications of this research finding can be the basis for improving more optimal learning strategies in higher education environments, especially IKIP Siliwangi.

Information Integration Technology Boosts Informationalized Teaching of Ideological and Political Courses in Colleges and Universities

Abstract Along with the application and popularization of information fusion technology in all fields of life, education informatization is also increasing. In this paper, a scale prediction model is introduced based on the Multi-scale Attention Module MAM, composed of CSP-MAM, to detect the position of students in the classroom. Students’ expression changes in the school are identified through face classification, border regression, and face key point localization techniques. Using the data analysis function of the back-end of the information classroom, we obtain students’ classroom interaction information, and with the help of information fusion technology, we fuse the Information of the three classroom dimensions to construct the ideological and political learning evaluation model. In evaluating individual students’ concentration, the frequency of neutral and positive expressions of the five students is 49,960 times higher than that of negative expressions. After the ideological and political informatization teaching, the student’s overall learning effect score is 9.0174, and the three dimensions have been improved by 1.245, 0.9492, and 0.9024, respectively, which shows that the student’s learning concentration and effect under ideological and political informatization education are good.

Research on the integration path and expected effect of university civic education and music teaching based on information fusion technology

Abstract In order to better promote the work of civic education, all other courses share the responsibility of civic education. Using information fusion technology to integrate cloud classrooms and rain classrooms, we construct a strategy to realize the fusion path of civic education and music teaching based on the catechism. The K-modes algorithm is improved based on the basic idea of k-means, and the expected effect of the fusion path is evaluated using the algorithm and the learning evaluation model based on the hierarchical analysis method. The results showed that the integration path resulted in more than 70% of teachers’ evaluations being qualified, students’ evaluation scores in music increasing from no more than 70 to more than 85, and the average rating of overall quality increasing from 66.98 to 77.45. It can be seen that the proposed pathway organically integrates aesthetic and moral education, which enables students to improve their artistic and moral qualities and achieve all-around development in the process of music teaching.

Development of an Evaluation Model for Islamic Religious Education and Character Education (PAI-BP) at The High School Level: Between Urgency and Effectiveness

The research is aimed to: (1) identify a factual model of learning evaluation of Islamic Religious and Moral Education (PAI-BP); (2) develop the PAI-BP learning evaluation model to suit the needs of the high school education level; and (3) knowing and analyzing the effectiveness of the PAI-BP learning evaluation development model at the high school education level in Karanganyar Regency for the 2020/2021 academic year. The type of the research is development research targetting the evaluation model for Islamic Religious and Moral Education (PAI-BP) for high school level. The data collection method was done using observation, in-depth interviews, document analysis, tests, and questionnaires techniques. Data analysis was carried out by qualitative and quantitative analysis. The research concluded that: (1) The factual model of the evaluation of Islamic Religious Education and Moral Education (PAI-BP) at the high school education level currently done separately between the process of learning and its product; (2) The evaluation model developed has two main components, namely: the learning process and output. The learning process includes four subcomponents, namely: (a) teachers’ performance in the classroom, (b) teachers’ personality, (c) students’ behavior, and (d) learning facilities. Whereas the learning output includes four sub-components, namely aspects: (a) akidah akhlaq, (b) Qur'an-Hadith, (c) Fiqh, and (d) Islamic history; and (3) The effectiveness of the PAI-BP learning evaluation model developed shows that based on the experts, user and practitioner assessments, the model developed is considered as a Good model to evaluate PAI-BP learning at high school level education.

Model and Approach in Evaluation of English Language Learning

This study aims to describe theoretically the learning evaluation model and approach. The method used in this study is the literature review method. This method emphasizes textbooks as sources and studies. The results of this study found that the learning evaluation model is divided into two namely: a quantitative evaluation model and a qualitative evaluation model. Quantitative evaluation models include the black box Tyler model, theoretical model, CIPP model, and Alkin model. In contrast, the qualitative evaluation model includes a case study model, an illuminative model, and a responsive model. Learning evaluation approaches include traditional approaches and systems approaches. By applying this evaluation model and approach to learning, the learning evaluation process in the classroom will be systematic and the resulting output will be in line with the expectations of the education system

Exploring English-Chinese Translation Skills Based on Big Data Technology

Abstract This paper first explores and evaluates English-Chinese translation skills through deep learning in machine learning based on big data technology, focusing on applying convolutional neural networks and long and short-term memory network models in English-Chinese translation. Then it is to construct a deep learning evaluation model based on the dataset with text-level labels of English-Chinese translation. The structure of the deep learning evaluation model consists of three categories: data representation of text, feature extraction of text, and text classifier. Finally, the research object is determined from the purpose of the study, and the data analysis is performed on the experimental and control groups using the deep learning model to characterize the fluency by the continuous convergence of the data. The results showed that the continuous convergence of the experimental group remained in the range of 76.95% to 82.6%, and its average value was 79.76%. The continuous convergence of the control group remained in the range of 60.15% to 71.92%, with a mean value of 67.02%. The average convergence value of the experimental group was 12.74% higher than that of the control group, and the experimental group outperformed the control group. This study should learn and cultivate English-Chinese translation skills while improving the efficiency and accuracy of English-Chinese translation, which is a guiding reference value for the progress of translation talents.

Evaluation Model of Islamic Education Learning in Schools in The Digital Age

The COVID-19 pandemic is a challenge for educational institutions in learning and evaluation. However, Luqman Al-Hakim Elementary School implements an online oral and practice evaluation model through a video call to continue producing student outputs with Islamic characters. Students remain motivated and committed to learning to get the best grades. This research is more inclined toward a qualitative approach because it is a natural setting. The subjects of this study consisted of 2 Islamic Religious Education teachers and ten students. Data were obtained in 3 ways: observation, interviews, and documentation. Data analysis using source and method triangulation. The research findings show that the online evaluation model uses videos in practical exams and video calls in Tahfid exams and uses WhatsApp to monitor student progress. Aspects of grade promotion are assessed from the target of memorizing the Qur'an and hadith. One indicator of an increase in grade 2 is that students have remembered Surah An-Naas to Surat Abasa and five hadiths about good morals.

Constructive Cognitive Assessment of Learning in a Course on the Computational Cognition in Psychology Students

<p style="text-align: justify;">Learning evaluation is a complex task, and this study illustrates the Constructive Assessment of Learning as a complementary alternative to evaluate the computational cognition schema construction. The authors designed a mental representational task under the Chronometric Constructive Cognitive Learning Evaluation Model. Control and experimental groups performed a conceptual definition task based on the Natural Semantic Network technique (NSN). They defined ten target concepts related to computational cognition theory, using verbs, nouns, and adjectives as definers. Afterward, the participants rated the conceptual quality of each definer one by one, on a scale of one to ten; the higher the rating, the greater the quality of the definer to define the target concept. The results indicate that the NSN technique was sensitive to measuring and discriminating cognitive changes in knowledge structures produced by the specific learning of computational cognition theory. In contrast, the learning of broad psychology subjects produced general cognitive changes without organization related to the specific learning of the evaluated course. Data showed more sophisticated cognitive change patterns on the evaluated schema in the experimental group than in the control group. The findings of this study suggest that cognitive assessment techniques can be helpful in the formative assessment of learning and provide clear indicators of students' knowledge management skills.</p>

USING TELEGRAM TO IMPROVE ENGLISH PRONUNCIATION OF HIGH SCHOOL STUDENTS

This study investigated the use of social networking site Telegram in improving students’ pronunciation of eleventh grade students in one of senior high school in Tangerang, Indonesia. A total of 24 students were taken as the sample in the current study. Non-randomized one class pretest-posttest design was used in the study. Using quasi experimental research one-class pretest-posttest design, the students in the experimental class completed the process through Telegram. The tests and questionnaires were used to collect the data. In order to test whether there was an improvement within the class, the hypothesis was tested using the t-test and obtaining the gain scores. The result showed that the pronunciation of students was improved. They were interested in learning through the media, wanted to learn new things, and active throughout the learning process. Based on the percentages, students’ posttest showed that the pronunciation of students was improved after using social networking site Telegram. Moreover, this research also found that the evaluation of learning model was good, the students’ learning motivation was very good, and made a good class atmosphere in the experimental class throughout the learning process by using social networking site Telegram.

Collaborative Learning Supported by Blockchain Technology as a Model for Improving the Educational Process

After COVID-19, new accreditation standards include the need for developing better learning and teaching environments. This will be supported and connected with digitization, entrepreneurship, social inclusion, and a circular economy. The orientation towards equity and quality in education clearly imposes the need for an individual approach to each student separately. This situation is especially pronounced in higher education institutions in the field of technology, whose primary goal is very often individual training for use of highly specialized software and hardware tools. In such a situation, it is necessary to move away from the classical ex-cathedra methodology and develop student-centered learning environments. Global accreditation systems for teaching, learning, practice, and business communication can be simplified using blockchain. On the basis of blockchain technology (BCTs), this paper proposes a Collaborative Learning and Student Work Evaluation (CLSW) model that includes a multi-frontal teaching method (VFN) and combines scientific peer-review standards. BCTs are used to protect student project and assessment data storage and transmission. Assisting higher education institutions in finding “employable capabilities” of proactive students is the idea of CLSW. Before implementing the CLSW paradigm, a poll of lecturers’ views on BCTs was conducted. The poll results show a desire and willingness to teach with BCTs. The model’s fundamental capabilities and the key participants’ duties were described in a project framework. Additionally, this research and proposed model can improve educational process sustainability in general, as it is an open platform easily accessible by all the interested parties, thus contributing to life-long learning.

Evaluating the AMPATH Surgical App (ASAP): Open Appendectomy Module

Introduction: Due to paucity of surgical personnel and lack of resources in low- and middle-income countries (LMICs), general practitioners with little surgical education are often relied upon to complete emergent appendectomies. To address this concern, a smart phone app-based curriculum called AMPATH Surgical App: Open Appendectomy Model (ASAP) was created to enhance learner’s appendectomy skills. The aim of this study was to evaluate the effectiveness of ASAP compared to standard curricula using Kirkpatrick’s Learning Evaluation Model.
 Methods: A randomized controlled trial was performed. Participants were randomized by simple, random allocation into the intervention ASAP curriculum education group, or the control standard education group. The intervention group was provided access to ASAP while the control group received traditional appendectomy instruction that included textbook and atlas chapters on appendicitis. All participants were assessed at weeks 0, 3, and 6 for appendectomy knowledge and surgical skill, both Kirkpatrick Level Two outcomes, and confidence, a Level One outcome.
 Results: 10 students were enrolled into 2 groups: control (6/10, 60%), and intervention (4/10, 40%). At baseline there was no significant difference between control and intervention groups for knowledge pre-test, skills self-assessment, skills expert assessment, and operative time; demonstrating that the groups are similar in baseline knowledge and skill. There was no significant difference in confidence between groups after the first simulation; both groups did increase in confidence from baseline. Both groups decreased operative from baseline to simulation 1, and despite no significant difference between groups for simulation 1 expert assessment, both groups increased points earned from baseline to simulation 1.
 Conclusion: Preliminary results show ASAP to be an effective teaching tool, resulting in increased confidence and skills assessment improvements, corresponding to Levels One and Two of Kirkpatrick’s Learning Evaluation Model, respectively.

Computational Thinking Training and Deep Learning Evaluation Model Construction Based on Scratch Modular Programming Course.

To improve the algorithmic dimension, critical thinking, and problem-solving ability of computational thinking (CT) in students' programming courses, first, a programming teaching model is constructed based on the scratch modular programming course. Secondly, the design process of the teaching model and the problem-solving model of visual programming are studied. Finally, a deep learning (DL) evaluation model is constructed, and the effectiveness of the designed teaching model is analyzed and evaluated. The T-test result of paired samples of CT is t = -2.08, P < 0.05. There are significant differences in the results of the two tests, and the designed teaching model can cause changes in students' CT abilities. The results reveal that the effectiveness of the teaching model based on scratch modular programming has been verified on the basis of experiments. The post-test values of the dimensions of algorithmic thinking, critical thinking, collaborative thinking, and problem-solving thinking are all higher than the pretest values, and there are individual differences. The P values are all less than 0.05, which testifies that the CT training of the designed teaching model has the algorithm dimension, critical thinking, collaborative thinking, and problem-solving ability of students' CT. The post-test values of cognitive load are all lower than the pretest values, indicating that the model has a certain positive effect on reducing cognitive load, and there is a significant difference between the pretest and post-test. In the dimension of creative thinking, the P value is 0.218, and there is no obvious difference in the dimensions of creativity and self-efficacy. It can be found from the DL evaluation that the average value of the DL knowledge and skills dimensions is greater than 3.5, and college students can reach a certain standard level in terms of knowledge and skills. The mean value of the process and method dimensions is about 3.1, and the mean value of the emotional attitudes and values is 2.77. The process and method, as well as emotional attitude and values, need to be strengthened. The DL level of college students is relatively low, and it is necessary to improve their DL level from the perspective of knowledge and skills, processes and methods, emotional attitudes and values. This research makes up for the shortcomings of traditional programming and design software to a certain extent. It has a certain reference value for researchers and teachers to carry out programming teaching practice.