General Instructions Research Articles

Penerapan Pembelajaran Berdiferensiasi Berdasarkan Gaya Belajar Peserta Didik

Pembelajaran berdiferensiasi hadir untuk mengatasi perbedaan individu dalam kemampuan, minat, dan gaya belajar peserta didik di dalam kelas. Namun kenyataannya masih sedikit guru yang menerapkan pembelajaran berdiferensiasi. Guru kerap kali memberikan pembelajaran secara umum tanpa mempertimbangkan perbedaan individu di dalam kelas selain itu guru juga terbiasa mengajar sesuai dengan gaya belajarnya tanpa mempedulikan gaya belajar peserta didik sebagai subjek pembelajaran. Dalam penelitian ini peneliti menerapkan pembelajaran berdiferensiasi berdasarkan gaya belajar peserta didik sebagai upaya memenuhi kebutuhan belajar peserta didik yang beragam. Penelitian ini merupakan penelitian kualitatif dengan menggunakan pendekatan deskriptif yang dilakukan di SMA Negeri 1 Bondowoso. Teknik pengumpulan data dilakukan melalui observasi. Observasi ini dilakukan dengan cara mengamati aktivitas peserta didik selama mengikuti proses pembelajaran. Hasilnya penerapan pembelajaran berdiferensiasi berdasarkan gaya belajar peserta didik dapat memberikan dampak positif bagi peserta didik dalam proses pembelajaran. Peserta didik menjadi antusias dalam eksplorasi materi pembelajaran karena mereka dapat melakukan proses pembelajaran sesuai dengan minatnya sehingga pembelajaran dapat lebih bermakna. Selain itu peserta didik juga terlihat senang selama proses pembelajaran berlangsung yang menjadi salah satu indikator suasana pembelajaran yang menyenangkan. Berdasarkan hal tersebut disaran kepada guru untuk dapat menerapkan pembelajaran berdiferensiasi di dalam kelas untuk memenuhi kebutuhan peserta didik yang beragam sehingga dapat terciptanya pembelajaran yang menyenangkan dan lebih bermakna.

Flow-field design of the bipolar plates in polymer electrolyte membrane fuel cell: Problem, progress, and perspective

As a promising carbon-neutral technology, the polymer electrolyte membrane fuel cell (PEMFC) is gaining considerable attention over the past decades. Many problems in PEMFC performance and durability can be ultimately ascribed to the flow-field design, which is a complex and systematic work owing to the inherent sophisticated nature of the PEMFC with multicomponent mass transportation and multiphysics field coupling. This paper presents a critical review of the state-of-the-art flow-field designs and an in-depth analysis of the key problems involved from a perspective of efficient mass transport within the PEMFC. In particular, flow-optimization principles are discussed specifically for the enhancement in reactant mass transfer, water management, optimized opening ratio, uniformity of flow distribution, and choice of appropriate numerical approaches assisting the flow-field design. The material formability and forming accuracy and their effects are also discussed for metallic bipolar plates. The objective of this review work is to present a comprehensive overview of the problems, progresses, and perspectives of the flow-field designs for bipolar plates in PEMFC and provide a general theoretical instruction for present and future relevant R&D activities that aim at high-performance, durable, and low-cost fuel cells.

Research on the Innovative Model of Artificial Intelligence Technology Facilitating Sports Management in Colleges and Universities

Abstract The challenge of managing information in collegiate physical education has progressively escalated, thereby amplifying the complexities inherent in the sports management domains at higher education institutions. The advent of artificial intelligence technology heralds a promising avenue for the evolution of sports management frameworks within these settings. This study delineates the development of a specialized cloud platform tailored for the management of collegiate sports, encompassing aspects such as teaching and research management, quality assurance in education, general teaching affairs, practical instruction, and support for auxiliary teaching processes. This platform is engineered using the OpenStack cloud architecture, and it meticulously explores advanced scheduling algorithms for virtual machines to enhance platform efficiency. Systematic testing of the platform reveals critical performance metrics; notably, prior to optimization, the CPU utilization of the educational system spikes to 100% with a Time to First Byte (TTFB) reaching indefinite timeouts when concurrent accesses surpass 9, 000, leading to a system shutdown and cessation of service availability. Post-optimization, the platform robustly sustains business accessibility even under similar stress conditions. Furthermore, the empirical usage data of the sports management systems indicate predominant utilization for fulfilling work-related needs (0.796), psychological requirements (0.74), and the pursuit of enhanced operational efficiency (0.732).

The population of the cities of Tobolsk province (based on the materials of the 1917 census)

On the basis of archival sources introduced into scientific circulation for the first time, the issues of preparation, the peculiarities of conducting the census of the urban population of the Tobolsk province in 1917 are revealed, and its results are analyzed. The census materials were in demand to coordinate the food issue, supply the population with food, the urban economy as a whole, and prepare for elections to the Constituent Assembly and local authorities. In the study of the processes of formation of urban settlements and their transformation, various methodological approaches are traced. In this regard, the modernization theory of social development is of interest, where, according to the concept, urbanization is considered through the prism of demographic processes primarily in cities. The work is based on the materials of the 1917 urban census in the Tobolsk province. To analyze documentary sources, a set of statistical methods was used, as well as historical-genetic, historical-comparative, historical-typological research methods, methods of graphical representation of the obtained statistical data. Based on newly introduced and published sources of population statistics. The author made the following conclusions: despite the presence of general instructions, there are specific features in the preparation and conduct of the census associated with tight deadlines, lack of qualified personnel and other reasons; the results obtained, although they had a number of drawbacks, suggest an increase in the proportion of the alien population, a decrease in the number of males due to mobilization to the front. The author made the following conclusion: despite the presence of general instructions, there are specific features in the preparation and conduct of the census associated with tight deadlines, lack of qualified personnel and other reasons.

Towards a Process Model for Digital Twin Implementation: The Implementation Canvas

Originating from product life cycle management, more and more Digital Twins (DTs) are implemented in research contexts and industrial use cases. DTs allow for continuous information provision, a mandatory requirement, e.g., for the circular economy. Implementing a DT faces integration challenges and requires precise planning for selecting specific components of a DT and its functionalities. A process model supports making informed decisions, structuring the application and its demand for certain DT elements, and streamlining implementation processes. Albeit specific implementations come with individual requirements, a generic process model allows for the transfer of general instructions and rules to particular cases. Our ongoing research focuses on developing a process model for implementing DTs. The process model builds upon the VDI norm 2206 for implementing cyber-physical systems and enhances the VDI norm by providing more granular sub-modules. This paper reports on the first development steps and preliminary artifacts, e.g., a visual inquiry tool in a DT implementation canvas. Our research builds upon a thorough analysis of theoretical and practical requirements and existing frameworks and architectures for DTs.

Effects of reading instructions on pre-service teachers’ judgment bias when learning from texts

Learning from texts means acquiring and applying knowledge, which requires students to judge their text comprehension accurately. However, students usually overestimate their comprehension, which can be caused by a misalignment between the cues used to judge one’s comprehension and the cognitive requirements of future test questions. Therefore, reading instructions might help students to use more valid cues and hence to make more accurate judgments. In two randomized experiments, we investigated the effect of application instructions (in contrast to general and memory instructions) on judgment bias regarding memory test performance and application test performance. In Experiment 1, 131 pre-service teacher students read two texts: For the first text (pretest phase), all participants received general reading instructions. For the second text (testing phase), they received one of the three reading instructions. Main results were that the general reading instructions in the pretest phase resulted in underestimation for memory test performance and overestimation for application test performance. Results from the testing phase yielded mixed effects and, overall, no strong evidence that reading instructions, and in particular application instructions, are beneficial for debiasing judgments of comprehension. Experiment 2 (N = 164 pre-service teachers) restudied the effects with the same texts but a different study design. Results replicated the effects found in the testing phase of Experiment 1. Overall, the results indicated that reading instructions without further support are not sufficient to help students to accurately judge their comprehension and suggested that text characteristics might impact the effect of reading instructions on judgment bias.

Normal section strength of eccentrically compressed reinforced concrete structures with loop reinforcement joints. Experimental studies

Introduction. The current RF regulatory documentation contains only general instructions on the structural requirements for loop reinforcement joints in reinforced concrete structures without accounting their influence on the bearing capacity of normal sections, in particular, eccentrically compressed elements. These circumstances limit designers and may have a negative effect on the reliability of design solutions. In this regard, it seems necessary to investigate various possible structural options of loop joints and experimentally check their effect on the normal section strength of eccentrically compressed elements under static loads.Aim. To conduct experimental studies of the bearing capacity for normal sections of eccentrically compressed reinforced concrete elements with various options of loop reinforcement joints.Materials and methods. Experimental studies were carried out by testing reinforced concrete elements under an eccentrically applied static compressive load, taken into account the requirements of the current regulations. Results. The result of the studies involve experimental data on the normal section strength of eccentrically compressed reinforced concrete elements with various options of loop reinforcement joints, as well as data on their stiffness and crack resistance.Conclusion. According to the results of experimental studies, destructive loads, cracking patterns, and deflections of test samples were determined. For all eccentrically compressed samples with loop joints, the strength of normal sections is lower by 3–12 % than the strength of control samples without reinforcement joints. This reveals a tendency of a bearing capacity to increase as the length of the straight insert at the joint, as well as the area of the transverse reinforcement in the joint area, increases. Further, a more detailed publication of the obtained experimental data is planned.

The Effect of Using Blended Learning on Iraqi EFL Students’ Reading Achievement

Improvements in technology have made blended learning (also known as hybrid learning) a crucial component of education worldwide. The word "blended learning" (BL) refers to a teaching approach that combines classroom activities with online learning. In this study, the main objective was to investigate how blended learning affects students' reading achievements in Iraq. For the academic year 2022-2023, at the Directorate of Education, Diyala, 62 students were chosen from the fifth preparatory class, in order to investigate the effects of blended learning on the participants' reading achievements. The participants were classified into intervention and control groups. In the intervention group, the students received traditional general English instructions while using computers and internet-based learning. As for the control group, they were all instructed by the textbook, which followed the traditional learning model. The results demonstrated a statistically significant factor distinction within the experimental and control groups' mean achievement scores in reading comprehension, indicating that using a blended learning strategy is a more beneficial and effective strategy than using a traditional approach. According to the findings, blended learning presents an interactive and tech-based learning that improves the results of the teaching-learning process and opens up new opportunities for life-long learning and self-directed studies.

The multidomain intervention trial for prevention of dementia among older adults with type 2 diabetes: a multi‐center, randomized, 18‐month controlled trial

AbstractBackgroundThe aim of the Japan‐Multidomain Intervention Trial for Prevention of Dementia in Older Adults with Diabetes (J‐MIND‐Diabetes) was to examine the efficacy of multi‐domain intervention in prevention of cognitive decline in older adults with type 2 diabetes and mild cognitive impairment (MCI).MethodThe J‐MIND‐Diabetes is an 18‐month, multi‐centered, randomized controlled trial. Outpatients with type 2 diabetes aged 70‐85 years with MCI were recruited and randomized into multi‐domain intervention (management of metabolic and vascular risk factors, physical exercise, nutritional guidance, and promotion of social participation) and control groups (general instructions on dementia prevention) at a 1:1 allocation ratio using the stratified permuted‐block randomization methods. The primary outcome was a change from baseline to 18‐month follow‐up in a global composite score combining several neuropsychological tests, which include the MoCA‐J, the MMSE, the Rey‐Osterrieth Complex Figure Test (ROCFT), delayed recall test of a 10‐word list, the Digit Span, the Trail Making Test, the Digit Symbol Substitution Test, and the Letter Word Fluency Test.ResultBetween March 13, 2019, and May 8, 2020, 361 patients were screened and 154 were randomly assigned to the multi‐domain intervention group (n = 81) or control group (n = 73). 110 (71%) participants completed the trial. The full analysis set included 136 patients. In the primary efficacy analysis, there was no significant differences in the change of composite score from baseline to 18‐month follow‐up between the intervention group and the control group (mean difference 0.066 [95% CI ‐0.089 to 0.222]). In the analysis for each neuropsychological test, scores of immediate and delayed recall tests of the ROCFT in the intervention group significantly improved by a mean of 1.627 points and 1.793 points, respectively. The mean difference in the change of score of delayed recall test of the ROCFT between intervention group and control group was significant (mean difference 1.803 [95% CI 0.169 to 3.436]). In subgroup analyses, intervention effect on composite score was significant among patients with moderate to severe white matter hyperintensities (mean difference 0.351 [95% CI 0.088 to 0.614]).ConclusionThe multi‐domain intervention could improve memory function in older adults with type 2 diabetes and MCI.

Generative AI for Economic Research: Use Cases and Implications for Economists

Generative artificial intelligence (AI) has the potential to revolutionize research. I analyze how large language models (LLMs) such as ChatGPT can assist economists by describing dozens of use cases in six areas: ideation and feedback, writing, background research, data analysis, coding, and mathematical derivations. I provide general instructions and demonstrate specific examples of how to take advantage of each of these, classifying the LLM capabilities from experimental to highly useful. I argue that economists can reap significant productivity gains by taking advantage of generative AI to automate micro-tasks. Moreover, these gains will grow as the performance of AI systems continues to improve. I also speculate on the longer-term implications of AI-powered cognitive automation for economic research. The online resources associated with this paper explain how to get started and will provide regular updates on the latest capabilities of generative AI in economics. (JEL A11, C45, D83, I23, O33)

Guiding pre-service teachers’ visual attention through instructional settings: an eye-tracking study

In complex classroom situations, pre-service teachers often struggle to identify relevant information. Consequently, classroom videos are widely used to support pre-service teachers’ professional vision. However, pre-service teachers need instructional guidance to attend to relevant information in classroom videos. Previous studies identified a specific task instruction and prompts as promising instructions to enhance pre-service teachers’ professional vision. This mixed-methods eye-tracking study aimed to compare pre-service teachers’ visual attention to information relevant for classroom management in one of three instructional conditions. Participants viewed two classroom videos and clicked a button whenever they identified situations relevant to classroom management in the videos. They got either (1) a specific task instruction before video viewing (n = 45), (2) attention-guiding prompts during video viewing (n = 45), or (3) a general task instruction (n = 45) before video viewing as a control group. We expected a specific task instruction and prompts to better guide participants’ visual attention compared to a general task instruction before video viewing because both experimental conditions contained informational cues to focus on specific dimensions of classroom management. As both a specific task and prompts were assumed to activate cognitive schemata, resulting in knowledge-based processing of visual information, we expected the specific task instruction to have a similar attention-guiding effect as prompts during video viewing. Measurements were conducted on an outcome level (mouse clicks) and on a process level (eye tracking). Findings confirmed our hypotheses on an outcome level and in part on a process level regarding participants’ gaze relational index. Nevertheless, in a disruptive classroom situation, participants of the prompting condition showed better attentional performance than participants of the other conditions regarding a higher number of fixation and a shorter time to first fixation on disruptive students. Further qualitative analyses revealed that, when observing classroom videos without instructional guidance, pre-service teachers were less likely to identify disruptive situations in the video and more likely to attend to other situations of classroom management concerning the teachers’ action. We discuss advantages of both attention-guiding instructions for pre-service teacher education in terms of the economy of implementation and the salience of situations.

Personalized Vulnerability Assessment of Customized Low-Rise Wood-Frame Residential Structures under Hurricane Wind Loads: A Flexible Scenario-Based Simulation Approach

Hurricanes are one of the costliest and deadliest weather and climate disasters that impact the United States, largely affecting the residential sector. Residential structures are essential for the health and safety of the community during a hurricane event. However, homeowners typically have to rely on general information and instructions to understand their level of risks. The knowledge of structural vulnerability to hurricanes at the individual residential building level is often limited, which hinders personalized disaster preparation and mitigation decision-making. To this end, a vulnerability assessment method is proposed for individual homeowners to create customized finite-element models that quantify wind damage of low-rise wood-frame residential structures under various scenarios using ANSYS 2020 R1 parametric design language. A case study was conducted to test the proposed methodology and investigate prevailing failure modes under different structural characteristics and wind scenarios. Specifically, the impacts of roof framing features and previous exposure to environmental conditions on the potential damage of residential buildings under hurricane wind loads were studied. Analysis results, including the percentage of failed sheathing, nailed connections and framing members, are used to inform personalized mitigation recommendations. The proposed customized vulnerability assessment may increase homeowners’ situational awareness of disasters and promote rational retrofitting decisions.

Coach Experience and Age-Category effects on Young Soccer Players Training Environment: An Exploratory Study on Perceived Coaching Behavior in Timor-Leste

The objective of this investigation was to analyse soccer player’s perception of coaching behavior in Timor-Leste, comparing coaching experience (experienced vs inexperienced coaches) and age-categories (under-10 vs under-14 male). Data was collected using the Coach Behavior Assessment System questionnaire. Two experienced coaches and three inexperienced coaches from five different soccer clubs were subjects of the investigation. Seventy-five under-10 and one hundred and forty-two under-14 players responded the questionnaire. A Kruskal-Wallis test was completed to evaluate differences between the two scenarios. Statistical differences were observed in inexperienced coaches for mistakes/errors and misbehaviors as rated by the players, and in experienced coaches for general technical instruction. Under-14 players revealed significantly higher scores to the opposing age group for all spontaneous behaviors and for positive reinforcement, mistake-contingent encouragement, and mistake-contingent technical instruction, while Under-10s rated higher behaviors for keeping control. Timorese’s soccer coaches should promote a positive and reinforced training environment that can be focused on player’s progress. It is recommended a more holistic approach to coach educational programs.

Mentality and Mindset as Categories of Sociocultural and Civilizational Anthropology

The article examines the content and mechanism of the interaction of mentality and mentality as phenomena of the spiritual and mental life of an ethnic group, a people. The relevance of intelligence is determined by the fact that the tradition of understanding them as synonymous is preserved in scientific research, but at this stage these concepts are becoming more and more controversial. Mentality is a scientific category that reflects a certain phenomenon that is rooted in the depths of people’s life and captures stable, established characteristics of spirituality. Anthropology records the constancy of mentality, its staticity, but at the same time its relative changeability, because it is a mechanism that determines the reaction to the surrounding world. In the terminology of anthropologists, mentality is expressed through the concept of «general instructions» associated with behavioral characte-ristics, which at the same time does not depend on conscious reflection. In other words, mentality can be understood as a system of relatively strong stereotypes, as it necessarily reflects certain static properties of a social type that have developed in the process of life experience. As for mentality, it is a qualitative, identifying characteristic of a social subject that focuses natural-historical and cultural features in itself. The definition of mentality and mentality, their differences, is substantiated on the basis of historiographical research of foreign and domestic scientists, scientific schools of sociology, cultural studies and psychology.

Dimensions of students’ views of classroom teaching and attitudes towards mathematics: A multi-group analysis between genders based on structural equation models

The study intends to examine the dimensions of teaching perceived by students in mathematics and their relations with attitudes towards mathematics (ATM) across genders. In this study, 602 students (Mage = 13.55, 48.34% male) from Chinese middle schools participated in a questionnaire assessing their perceptions of general and content-focused instruction and ATM. The Rasch model demonstrated that the six-factor model of classroom teaching is superior to one-factor and two-factor (i.e., general and content-focused instruction) models. The links between dimensions of teaching and attitude compositions were shown to be different across genders. Further, dimensions of teaching were important for boys' enjoyment and value and girls' boredom and self-concept in mathematics. Lastly, compared to content-focused instruction, the explanation degree of the general instruction to ATM is higher in both boys and girls.

The Importance of Developing the Child’s Sense of Touch in the Music Classroom

Sensory learning can be traced back to ancient Greek times, and the sense of touch holds multiple types of benefits for classroom music learning. Touch is also a prerequisite for children’s future intellectual and social development. Between ages three and seven, a child’s physical and perceptual development is in a formational stage. Despite challenges that can sometimes be associated with touch, for example, behavior issues, overcrowded classrooms, increased student needs related to touching, teacher liability, and spread of viral germs, tactile activities involving human touch and manipulatives can prepare students to play musical instruments, think abstractly, and achieve socioemotional competency. Human touch activities can foster self-awareness, awareness of others, and even empathy. This article examines past theories and practices involving tactile learning, discusses research findings relevant to music instruction, offers strategies and ideas for using tactile activities, and proposes a rationale for integrating tactile learning within general music instruction.

Teachers and students use of systems thinking about their participation in school environmental clubs

AbstractThis report describes a study of three English teachers' and three students' participation in two high school environment clubs. Teachers' and students' interview perceptions were analyzed based a critical inquiry systems thinking framework involving inferences of purposes, outcomes, norms, and beliefs/discourses constituting energy/transportation, agriculture/food production, and economic systems impacts on climate change. Interviews were also analyzed in terms of teachers and students assuming roles in club projects and their use of tools mediating their participation in these projects. Teachers and students critiqued the purposes of systems as leading to negative climate change outcomes, as well as norms and beliefs/discourses justifying these systems. They also assumed roles related to fostering sustainability practices, including planting school gardens, supporting recycling/composting, and using tools to inform audiences about their activities. Literacy teachers can draw on the systems thinking framework for general instruction about systems impacting climate change.

Evidence-based practice models and frameworks in the healthcare setting: a scoping review

ObjectivesThe aim of this scoping review was to identify and review current evidence-based practice (EBP) models and frameworks. Specifically, how EBP models and frameworks used in healthcare settings align with...

Design and evaluation of non-digital gamification to support collaborative morphological analysis

Limited vocabulary leads to decreased performance and motivation in reading comprehension among students who learn English as a foreign language (EFL). Morphological analysis provides an effective means to problem-solve the meanings of unknown words and support reading comprehension. This study designed the non-digital gamification approach based on the five game features proposed by Richard E. Mayer to support collaborative morphological analysis. It compared the effects of a non-digital gamified and conventional morphological analysis intervention on reading outcomes and intrinsic motivation. An explanatory sequential mixed-method research design was adopted. Two classes from a secondary school in China were recruited and assigned to either the experimental group receiving the non-digital gamified programme ( N = 52) or the control group receiving a conventional non-gamified programme ( N = 52). Each group received its assigned programme for a total of ten 55-minute sessions. Evaluations of morphological analysis, reading comprehension and intrinsic motivation were conducted before and after the intervention. Results showed that the gamified group had significantly better performance in reading comprehension but not in morphological analysis. Furthermore, the gamified group had significantly higher perceived intrinsic motivation in terms of relatedness and autonomy than the non-gamified group, but not in perceived competence. The qualitative analyses based on student interviews suggested that in designing gamification, it’s important to facilitate peer interaction, create task value and take students’ negative emotions into account. The findings support the implementation of gamified morphological analysis instruction in general reading instruction for EFL students and underscore future directions in designing non-digital gamification.

Enhancing access to general education mathematics instruction through special education preteaching: special education-general education teacher collaboration

The study described in this paper investigated a unique collaboration among a special education and two general educators that sought to prepare students for success in the general education mathematics curriculum and that consisted of coordinated, reform-based instructional design across classroom and pull-out services provided by the special educator including preteaching. During preteaching, the special educator delivered instruction on key mathematics and collaboration skills that special education students would need a few days before they would receive instruction on the same content in their general education classrooms. Their collaboration produced high levels of teacher satisfaction, substantive teacher change, and increases in student engagement, self-efficacy, and achievement.