Students Gain Research Articles

Self-Perceived Competencies and Attitudes on Palliative Care in Undergraduate Nursing Students: A Multicenter Descriptive Study.

Introduction: Caring for the dying can generate anxiety and emotional distress, particularly in nursing students, and perceived competence could play a crucial role in enabling nurses to perform their duties with greater confidence. Unfortunately, few studies describe the relationship between students' nursing attitudes and perceived self-efficacy in palliative care (PC). To overcome this gap, this survey aimed to assess the attitudes towards dying patients and the perceived competence of nursing students in palliative care at different universities in the south of Italy. Methods: A cross-sectional study was conducted from September 2022 to March 2023 involving nursing students from the three major Sicilian universities (Italy). The study included a survey investigating socio-demographic characteristics, palliative care training, knowledge about pain management, and previous experience with dying. Moreover, the Professional Competence of the Core Curriculum in Palliative Care Nursing (CCPCN) questionnaire and the Frommelt Attitudes Toward Care of the Dying-B Italian version (FATCOD-B-I) assessed competencies and emotional attitudes. Results: A total of 1913 nursing students were recruited, of which 71.3% were females, and 53.9% were in the age range of 18 to 21 years. In the multivariable analysis, practical PC training was a substantial factor in enhancing competencies (Adj-OR 2.78 [95% CI = 2.12-3.65]). Male students had higher competence odds (Adj-OR 1.38 [95% CI = 1.14-1.66]), and perceived knowledge strongly correlated with self-assessed competence. Advancement in academic years also positively influenced competence self-assessment (Adj-OR 1.98 [95% CI = 1.75-2.24]). Regarding emotional attitudes, a per-quartile increase in competence score was found to improve the attitude score (Adj-OR 1.24 [95% CI = 1.13-1.35]). Conclusions: Nursing students gain valuable experience during clinical experience. PC training and perceived knowledge of PC significantly increase nurses' competencies, and the latter seem to be strongly associated with attitudes. Thus, introducing palliative care education into nurses' core curricula could be a way to reduce anxiety and emotional distress in young students.

SOSIALISASI PENCEGAHAN DAN PENANGANAN KEKERASAN SEKSUAL PADA PELAJAR

Sexual violence among students is becoming a major problem, especially in the school environment. Data from the Ministry of Women's Empowerment and Child Protection (KPPA) shows that cases of sexual violence against children are increasing. In 2022 there will be 18 cases of sexual violence in schools. The method used is the Community Service Program related to outreach to MTs students located in Nagasari Village, Serang Baru District, Bekasi Regency. This service aims to socialize the prevention and preventive treatment of sexual violence. The results obtained from community service are that students gain improvement and new understanding regarding the forms, prevention and handling of cases of sexual violence so that students are enthusiastic about protecting themselves from promiscuity.

The Future of Doctoral Training in Nonprofit Studies: New Students and New Challenges

The past decade has witnessed important shifts affecting the training of doctoral students studying nonprofits. The student body has become larger and more diverse as more students gain access to graduate school, more universities introduce doctoral programs, and the increasing use of the PhD or the Doctorate in Public Administration (DPA) as a professional qualification drives practitioners to seek these degrees. At the same time, academic hiring has not kept pace with the number of graduates, while non-academic employers are increasingly interested in hiring PhDs and DPAs. How should educators respond to these challenges? Combining market data with our experiences as teachers and pracademics from several different disciplines, we offer a roadmap for the evolution of doctoral training. We argue that doctoral programs must focus on meeting employer needs ahead of boosting recruitment. This includes focusing on training students for practitioner jobs and moving away from defining student success as an academic job offer. Programs must embrace the diversity of their students and attend to the needs of the whole student by developing peer support structures, encouraging faculty mentorship, adopting new teaching practices, including interdisciplinary perspectives, and creating resources that orient students to both doctoral study and post-graduation employment.

Integrating Autonomous Learning in University Teaching for Students

Abstract: Autonomy not only plays an integral part in helping students gain academic success when pursuing tertiary education but also boosts the quality of education to meet high demands in society. Another important advantage of autonomy is that it can be a ground preparation to foster students' higher learning. From real social situations and educational changes, this paper summarizes some factors influencing autonomy and some ways to integrate learners' autonomy in teaching in order to help students succeed in their learning process.

Nursing Students' Satisfaction Regarding Clinical Learning Environment at Liaqat College of Nursing for Female

The clinical learning environment is where nursing students gain hands-on experience and apply their academic knowledge in real-world healthcare environments. The clinical learning environment is a complex system of components within a healthcare facility that influence learning outcomes. A cross-sectional study was conducted between February and March 2024 at Liaquat College of Nursing in Jamshoro, Sindh, Pakistan. The study population included Generic BSN students in their first, second, and third years. BSN Generic students who wanted to take part in this study were included. Data was collected using a non-randomized convenience sampling technique. The intended sample size was 70 nursing students selected from Liaquat College of Nursing for Female in Jamshoro. The results reveal that most BSN Generic students "agreed" with the statement that the "clinical instructor was competent and about his/her skills", with a percentage of 51.4%. Overall, the findings indicate that the clinical learning environment is satisfactory. In addition, students were satisfied with the competency of the clinical instructor, and the findings also concluded that patients in healthcare settings are adequately cared for by healthcare providers. Satisfaction in clinical settings often correlates with a deeper understanding of nursing practices. Students are more likely to engage actively, when they are content with their clinical experiences.

Formation of Bachelor`s Skills in the Field of Machine Learning and Intelligent Data Analysis

The article presents the content of the educational disciplines “Workshop on Python Programming” and “Fundamentals of Artificial Intelligence”, included in the module “Data Analysis. Machine learning. Artificial Intelligence”, implemented in Ural universities. Modern teachers note that when preparing the next generation of teachers, the priority should be their acquisition of experience in using artificial intelligence tools in teaching. The objectives of mastering the module are developing students’ skills in the field of neural network mathematical modeling, developing knowledge about basic data analysis algorithms, development of skills in visualization and interpretation of data to solve applied problems using object-oriented programming technologies and artificial neural network technologies. As part of project activities, students gain experience in data mining by completing research projects (for example, a project on comparative assessment of the effectiveness of multilayer perceptron learning algorithms) and applied projects (for example, on the development of a neural network system for predicting the success of schoolchildren’s research work; on the development of a neural network system for predicting student attendance training sessions). At USPU, software systems have been developed in Python that implement the presented neural network prognostic systems. Educational and methodological materials for the disciplines of the module include video lectures and presentations for them, laboratory work (including those based on GoogleColab notebooks), datasets, test sets, theory questions and practical tasks for exams and tests. The effectiveness of the developed teaching methodology is confirmed by the results of a pedagogical experiment. Keywords: neural network technologies, data mining, predictive systems, machine learning, content of the academic discipline

Enhancing Cultural Awareness through Project-Based Learning: A Study on Historical Preservation in Kazakhstan

The Mangistau region of Kazakhstan is rich in cultural heritage and is characterized by various toponyms reflecting its multifaceted history. In the context of the Mangistau region, incorporating the cultural and historical context into the program helps students form a deeper connection with the region and its tangible and intangible heritage. By learning historical place names and their etymological origins, students gain insights into the history and cultural development of the region. This study investigates the teaching of etymological analysis of historical toponyms of the Mangistau region through project-based teaching and its impact on student’s attitudes toward history and interest in historical and cultural values. The study employed a quasi-experimental design based on quantitative research methods. According to this design, pre-test results were used to divide the groups into experimental and control groups. The participants comprised 61 students (Experimental group n=31; Control group n=30) studying in the 2nd grade of a high school in Almaty, Kazakhstan, in the 2023-2024 academic year. The experimental group was taught project-based learning activities for six weeks, while the control group was taught historical toponyms and etymological analysis of the Mangistau Region using traditional teaching methods and techniques. The Attitudes Toward Historical and Toponymy Subjects Scale and the Interest in Historical and Cultural Values Scale were used as data collection instruments. The pre-test and post-test results of the experimental and control groups were analyzed using the Independent Samples t-test technique. The analysis revealed that the students in the experimental group demonstrated significantly higher mean scores in the post-test compared to the control group. The findings indicated that teaching with a project-based learning approach on historical toponyms and etymological analysis of the Mangistau region increased students’ interest in and attitudes toward historical and cultural values.

Immersive Virtual Reality (VR) when learning anatomy in midwifery education: A pre-post pilot study.

The integration of technology within teaching offers efficient and diverse learning opportunities. Studies have shown that the use of virtual reality (VR), improves anatomical knowledge and spatial understanding. The aim of this pilot study was to examine whether the utilization of immersive virtual reality goggles as a learning tool for anatomy increase midwifery students' knowledge, and to explore the potential of replacing traditional classroom teaching with VR. We conducted a pre-post pilot study using a questionnaire before and after the use of VR as a learning tool in two cohorts of midwifery students in higher education. Cohort one had completed eight hours of classroom teaching of anatomy before participating in the VR session. The study included 44 midwifery students from two different classes at the same Master's program in midwifery at a university college in Norway. Student in both cohorts were in their first semester of midwifery studies and possessed a Bachelor's degree in nursing. Both cohorts had an increased average mean score in anatomical knowledge immediate after and 14 days after attending the learning session in VR. Students from the cohort that did not participate in anatomy lectures scored high on knowledge, both before and after the session in VR compared to the cohort that had additional classroom teaching in anatomy. Implementing VR as a learning tool, can contribute to increase spatial understanding and anatomical knowledge. By focusing on student learning in combination with learning activities and collaboration, the technology helps students gain understanding and knowledge.

Quality Control Analysis in Construction Works of 80/100 U-Ditch Channel with 15 Ton Axle Cover (Jl. Manyar Indah)

This research records experiences and findings during the Work Practice Internship (MPK) on the 80/100 U-Ditch channel construction project with 15 Ton Axle Cover on JL. Manyar Indah, Surabaya. This MPK is part of the Bachelor of Building Engineering Education curriculum at Surabaya State University and aims to provide students with insight and practical experience that cannot be obtained in the classroom. This project, which will run from April to June 2024, provides an opportunity for students to understand the difference between academic theory and practice in the field, as well as getting to know construction implementation methods directly. The main focus of this project is quality control in construction, especially in the use of precast methods for drainage channels. Effective quality control is essential to ensure that construction meets established standards, prevent wasted costs, and guarantee the quality of the final result. In this project, quality control is carried out through several methods, including Quality Control (QC) for wiremesh, Fc'30 Ready Mix concrete, and core concrete compressive strength tests (core drill test). Each stage of quality control aims to ensure that materials and construction implementation comply with established specifications. The quality of the wire mesh used is checked through measurements and structural verification to ensure durability and sturdiness. Fc'30 Ready Mix concrete is tested through a slump test and laboratory compression test to ensure its strength. Core drill testing was carried out on the completed U-Ditch structure to evaluate the strength of the installed concrete. The findings from MPK show that strict quality control and the application of precast technology can improve construction efficiency and quality. The practical experience students gain in the field not only enriches their knowledge but also strengthens the technical and professional skills required in the construction industry. In addition, this MPK helps students build relationships with professionals in the industry, expand their network, and prepare them for careers in the building engineering field. It is hoped that this experience can improve students' competence as prospective professionals in the field of building engineering. This research also highlights the importance of collaboration between universities and industry. This collaboration not only provides benefits for students in the form of practical experience but also provides opportunities for universities to strengthen relationships with industry and expand partnership networks. Thus, this MPK not only contributes to improving the quality of building engineering education but also to the development of better construction industry practices. It is hoped that this research can make a positive contribution to the development of the building engineering education curriculum and encourage increased collaboration between universities and the construction industry. Through effective quality control and the use of precast methods, this project can be used as an example in creating efficient and high-quality construction, in line with the needs and expectations of stakeholders.

INSTRUCTIONAL MATERIAL: A TOOL FOR ACHIEVEMENT IN MENSURATION AT SENIOR SECONDARY SCHOOLS IN NIGERIA

This study investigated the effects of instructional materials in secondary schools in Ogun State and how the student attitudes towards mensuration affect the student’s academic achievement. Three research questions and three null hypotheses guided the study. The quasi-experimental research design was employed to conduct the study. A sample of 65 was drawn from the population of senior secondary school students in Obafemi Owode Local Government Area of Ogun State, Nigeria. The instruments used to collect data were Mathematics achievement tests and attitude questionnaires. The pre-test was administered to both experimental and control groups and later the post-test. The researcher also administered the questionnaire to the participants. The reliability of the Likert-scale sections of the data obtained was determined by computing Cronbach’s alpha values The research questions were answered descriptively using mean and standard deviation while the hypotheses were tested inferentially at a 0.05 level of significance using Analysis of Variance (ANOVA). The result showed that students taught using instructional materials understood the concept of mensuration better than those taught with traditional/conventional methods. There was also a significant difference between the mean gain of students taught using instructional materials and those taught using traditional methods. There was no significant difference between students understanding the concept of mensuration when taught with traditional/conventional methods. It was recommended among others that mathematics teachers adopt instructional methods of teaching by using a variety and stimulating materials that instill in learners’ confidence, enthusiasm, and interest in mensuration that leads to greater achievement.

Orchestrating Teacher, Peer, and Self-Feedback to Enhance Learners’ Cognitive, Behavioral, and Emotional Engagement and Public Speaking Competence

Previous research on providing feedback on public speaking has investigated the effectiveness of feedback sources, namely teacher feedback, peer feedback, and self-feedback, in enhancing public speaking competence, predominantly individually. However, how these sources of feedback can be collectively harnessed to optimize learner engagement and public speaking performance still warrants further investigation. Adopting a pre- and post-test quasi-experimental design, this study randomly assigned four classes to four feedback conditions: Group 1 received teacher feedback, Group 2 self-feedback and teacher feedback, Group 3 peer and teacher feedback, and Group 4 feedback from all three sources. Both student engagement, measured using the Public Speaking Feedback Engagement Scale (PSFES), and their public speaking performance ratings, assessed using the Public Speaking Competency Instrument (PSCI), were validated using Rasch analysis. The inferential statistics revealed that Group 3 showed significant improvements across nearly all three dimensions of engagement, whereas Group 2 experienced significant declines in all dimensions of engagement except behavioral engagement. Group 3 demonstrated significantly greater engagement gain compared to Groups 2 and 4, indicating the synergistic effect of peer and teacher feedback in contrast to the limited impact of self-feedback. Additionally, all groups demonstrated significant improvements except for Group 2, which showed significantly lower improvement compared to Group 4. The following correlation analysis identified a significant correlation between the gain of students’ behavioral engagement and the gain of public speaking performance, whereas such association was absent between cognitive or emotional engagement and public speaking competence. This study suggests that peer feedback should be preceded by group discussion and supplemented with teacher feedback in classes for enhancing the teacher–student dialog, while self-feedback should be conducted after class to improve student engagement and public speaking performance.

Implementing an Environmental Contaminants Deliberation Module in General Chemistry.

Placing chemistry in the context of complex societal issues is one way to help students see the application of fundamental ideas in the general chemistry curriculum. Here, we describe the impact of an in-class deliberation on environmental contaminants, which encourages students to consider different perspectives when addressing the issue of water and soil quality in communities. Student surveys were used to analyze the quality of the deliberation and several key factors regarding student attitudes before and after the activity. Students report a high-quality experience during the deliberation, wherein new ideas were introduced and they carefully considered different views on the issue at hand. Not only do students gain scientific knowledge about lead contamination, they also demonstrate statistically significant gains in their attitudes toward chemistry and their motivation to take action. As a complement to traditional teaching methods, this deliberation module can address key learning outcomes in systems thinking and the impact chemistry has on society.

Bridging the gap for underserved populations: Personalized AI solutions for college access and learning support

AbstractThe evolution of artificial intelligence (AI) technology offers promising solutions to underserved populations in the United States. AI tools can reduce college access and academic barriers for low‐income students, first‐generation college students, racial and ethnic minorities, individuals with disabilities, and students living in rural areas. While AI tools offer support to college students from all demographics, they offer uniquely individualized assistance to underserved students to overcome the complex postsecondary schooling challenges they face. Examples of the nuanced, often complex, obstacles faced by these vulnerable students are discussed along with brief descriptions of AI tools that can help. AI tools leverage the power of high‐speed computing, expansive access to information, machine learning capabilities, and natural language processing. Utilizing the power of AI tools, vulnerable learners can increase their access to financial, academic, and social resources needed to attend and be successful in postsecondary education. AI tools also help close opportunity gaps as they provide means by which college students gain increased independence and control over their educational and career journeys. Note that the AI tools referenced in this article are included as examples only. We encourage ongoing discussion of AI‐powered tools and solutions to help underserved students gain more access to higher education and get individualized support for vulnerable learners.Practical Takeaways Highlighting the potential of AI in addressing educational inequalities. Using AI in higher education settings for educators to better understand and respond to student needs. Implementing AI usage in higher education settings for underserved populations to reduce dropout rates. Leveraging technology to offer tailored guidance, bridging gaps, and fostering community among the underserved populations in higher education.

UPAYA PENINGKATAN KEMAMPUAN BERPIKIR ANALISIS MATEMATIKA MELALUI MODEL MAKE A MATCH SISWA SEKOLAH DASAR

The aim of the research is to determine the application of the Make A Match model as an effort to improve the mathematical analytical thinking skills of class IV students at SDN 5 Tegalrejo in corner material with the help of paired cards. This research method is classroom action research on 21 class IV students at SDN 5 Tegalrejo. Collection techniques through pre-cycles, model application, evaluation tests, observation of learning activities and interviews. The results of the research showed an increase in the mathematical analysis thinking skills of fourth grade students at SDN 5 Tegalrejo in applying the Make A Match model with the help of paired cards in corner material. The scores obtained in the Pre-cycle were with a class average of 62.85, the first cycle had a class average of 72.61, and the second cycle had a class average of 88.09. Increasing mathematical analysis skills takes place in mathematical problem-solving activities through paired cards and evaluation of cycle I and cycle II through the ability to differentiate, organize and attribute. Students are able to achieve analytical thinking skills when the student's score has successfully achieved 3 indicators of students' analytical thinking skills, namely differentiating, organizing and attributing. Students gain knowledge of the concept of angles through understanding problems and surrounding angles, organizing mathematical and applied problems and making attributions in mathematical problems. The percentage of students' analytical thinking ability is achieved if it exceeds ≥ 60% of the classical percentage of students in the high category

Local Coherence and Subject Continuity: An Analysis Within the Centering Theory

Writing, which include complex processes influenced by many factors, are the least supported linguistic skills in the social context outside the learning environment compared to other learning areas. For this reason, practices in schools are important in the development of writing skills. As these practices aim to ensure that students gain awareness of the functioning of the language system and produce texts that are compatible with the discourse features shaped in line with communicative purposes, students are taught how to make choices compatible with the text type. Therefore, theories and approaches that describe how to make necessary choices to improve writing skills are one of the most important components of teaching effective writing skills. In terms of teaching writing, centering theory is essential as it provides descriptions for the discourse-compatible choices and the establishment of coherence relations needed for text production. Therefore, the aim of the study is to discuss why the centering theory should be taken into account in the practices for the development of writing skills based on the literature, and to describe how the traces of local text coherence and subject continuity are used in conjunction with the principles and concepts set forth by the centering theory

“Is Inclusive Education Inclusive Enough?”: Portraying Student with Disabilities’ Experiences on Immersive Learning

Inclusive education holds the important role on developing students’ understanding and character on inclusivity during teaching students with disabilities. Thus, an appropriate teaching method should be assigned on this course. Immersive learning has previously been studied in improving the learning gain for many students, however its application in inclusive education course has rarely been done. This study portrayed the students with disabilities experience on studying inclusive education course with immersive learning. Their experiences were explored on two main aspects including the reception towards immersive learning, and the inclusivity of the immersive learning. Data were collected through test and close-ended questionnaire from nearly thirty students after the intervention. Responses from test were analyzed statistically with Wilcoxon test, while data from questionnaire were analyzed using the statistic descriptive. Results report that students perform a positive outcome after the intervention session with many feel that the lesson is more inclusive. Statistic also shows the difference on students score before and after the lesion. This happened either for students with disability or students without disability. This study may provide a new way of teaching for students with disability, yet further studies are still needed.

Intensifying Gender Inequality: Why Belgian Female Students (Sometimes) Gain Less Internal Political Efficacy from Citizenship Education Than Male Students

Abstract Persistent gender inequalities in internal political efficacy have traditionally been attributed to gender differences in resources. This article complements the resource model by focusing on how gendered political socialization occurs during citizenship education and how citizenship education might mitigate, reproduce, or intensify inequalities. Based on multilevel models on a 2016 survey dataset (3898 students across 150 schools) of Belgian senior high school students, we show that citizenship education increases internal political efficacy for both male and female students. However, we also find that citizenship education intensifies inequalities since male students gain more from it than female students, especially in schools with a conservative gender role culture. Our results indicate that the influence of citizenship education depends on the gendered school context in which it is offered. In this respect, citizenship education risks intensifying rather than mitigating gender inequalities.

Leveraging open data analytics and machine learning to improve mental health research and innovation: 2024 Inter-University Big Data Challenge ProceedingsIn partnership with Canadian Science Publishing, the Canadian Personalized Healthcare Innovation Network, and Underline.io

The National Inter-University Big Data and AI Challenge is an interdisciplinary, agile educational environment that bridges the gap between traditional coursework and real-world data science applications. The challenge provides undergraduate and graduate researchers with the unique opportunity to explore the intersection of Open Data and applied scientific research by developing and presenting their research amongst peers and professionals from academia and industry. By participating, students gain skills in uncovering hidden patterns and trends in structured and unstructured data using a wide range of data analytics tools and programming languages including Python, R, and various machine learning frameworks. They also gain extensive experience with scientific communication by compiling abstracts, manuscripts, posters, and videos which ultimately culminate in a presentation on Big Data Day. The guiding theme for the 2024 National Inter-University Big Data and AI Challenge was “Leveraging Open Data Analytics and Machine Learning to Improve Mental Health Research and Innovation”. During the 2024 event, we saw over 134 participants from over 15 different institutions and 15 different degree programs learn and utilize important techniques in analytics, artificial intelligence (AI), and machine learning (ML) in order to delve into the complexities of mental health diseases and treatments. These future leaders were tasked with using Open Data to enhance our understanding of mental health and explore areas for innovation regarding mental health practice and research, gaining critical insights into this field. Various topics were investigated, ranging from the socioeconomic determinants of mental health to differential outcomes in treatment efficacy across geographic boundaries. By applying computational thinking, students explored the interplay between mental health and external factors, ultimately contributing to the development of tailored interventions and personalized care plans. We are privileged to witness the analytical capabilities of this talented generation of students, and we are confident they will demonstrate excellence throughout their academic and professional careers. The 2024 Big Data Day, the culmination of our participants’ trailblazing research, was held at the Microsoft Headquarters in Toronto. On behalf of STEM Fellowship, we extend our sincere congratulations to all students who participated in the challenge and wish them success in their future endeavours. We also want to express our appreciation to all the STEM Fellowship volunteers who support this program. We greatly appreciate the valuable collaboration and support of our partners: Research Canada, Canadian Science Publishing, CPHIN, Underline, JMIR Publications, Overleaf.

The Influence of Social Media on Improving the Pragmatic Skills of EFL Saudi University Students

Social media platforms can be a gateway through which English as a foreign language (EFL) students gain access to the world of the target language, communicate with native speakers, and learn more about their culture. Against this background, the present study aims to investigate whether EFL students’ use of social media has impacted the development of their pragmatic competence and conversational skills. Sixty Saudi EFL students, aged 17 or older, studying in the English Language and Translation Department at the Saudi Electronic University participated in the study. Data were collected through an online questionnaire that assessed the participants’ perceptions of using social media networks to practice their English conversation skills. The results showed that social media use had a positive impact on the students’ pragmatic and conversational skills. Specifically, a significant proportion of the participants reported an awareness of conversational and pragmatic improvements resulting from social media use that may not be available in traditional classroom settings. These findings suggest that technology-assisted language learning, particularly learning using social media, should be incorporated into language instruction to improve EFL students’ pragmatic and conversational knowledge. In this regard, social media networks are especially valuable in providing authentic and meaningful language and interaction opportunities. Future research could examine other forms of technology-assisted language learning beyond social media and employ a mixed-methods approach to gain a more comprehensive understanding of the impact of mobile-assisted language learning (MALL) on EFL learners’ pragmatic and conversational proficiency.

From headphone to health: utilizing podcast to improve the nutrition literacy of high school students

Most of adolescents, especially high school students, have not been able to consume food that fulfills balanced nutrition principles. Low nutrition literacy is one of the causes of nutrition-related problems. In addition, Physical Education teachers’ inability to provide balanced nutrition material needs to be addressed a solution, one of which is by using podcast. This study aims to determine the effectiveness of providing balanced nutrition material podcasts to improve nutrition literacy of high school students. Quantitative research with a single group pre-experimental research design with pretest-posttest (one group pretest-posttest design) was used as the method of research. The study sample was 36 people [male: 16, female:20] selected by using proportional random sampling. Data collection technique to measure the students’ nutrition literacy level used multiple choice question instruments [Aiken Validation V: 0.83, Alpha Cronbach’s reliability value: 0.749]. Data analysis used paired t-tests, with hypothesis test calculation using IBM SPSS version 23.0. The results showed that there was an increase in nutrition literacy of high school students which was indicated by the results of pretest-posttest of 32.81 to 38.15, and the results of the SPSS test showed the effectiveness of providing balanced nutrition podcast media to improve the nutrition literacy of high school students with a sig value of 0.000<0.005. Based on these results, it can be concluded that it is effective to provide podcast media to improve the nutrition literacy of high school students. The application of balanced nutrition podcasts in learning helps students gain broad and more accurate insights because they present speakers from nutritionists so that students’ nutrition literacy increases. Keywords: Balanced Nutrition, Nutrition Literacy, Podcast, High School