Good Learning Experience Research Articles

The Correlation between Servqual Dimensions and Student Satisfaction

Service quality is a very crucial element in ensuring the competitiveness of various institutions. By having a good service quality, the reputation of the organization will enhance and thus become their added competitive advantage. In higher education institution, service quality is important to ensure the students whom are their primary stakeholders are able to have a good learning experience in which will then influence their satisfaction. The primary objective of this paper is to analyze the correlation between five elements in SERVQUAL dimensions (tangibility, reliability, responsiveness, assurance, empathy) and the student satisfaction. The questionnaires were distributed among the students in various faculties in UiTM Sabah by using convenience sampling technique and 250 questionnaires were managed to be collected for analysis. Overall, the result shows that the students are satisfied with service quality in UiTM Sabah. Specifically, all five SERVQUAL dimensions correlate with student satisfaction. Reliability, responsiveness and empathy dimensions have strong correlation with student satisfaction. Meanwhile, both tangibility and assurance have moderate correlation with student satisfaction. This study is hoped to contribute towards the new knowledge in the field of service quality especially in higher education institutions Future research is also proposed at the final section of this study to discover new findings from different perspectives of service quality.
 Keywords: servqual; students’ satisfaction; service quality; higher education institution; service delivery.

Interactive Media Information Security Immersive Experience System Based on Virtual Reality Technology

With the rapid development of information technology, mobile in recent years, with the rapid development of information technology, mobile 5G, virtual reality, augmented reality, big data, cloud computing, artificial intelligence, etc. are gradually integrated into people's lives, work and Learning brings infinite possibilities for the future. From a learning perspective, in order to allow learners to gain a deep sense of immersive experience under virtual reality technology, and to enhance learners’ good spatial learning experience, this article introduces the research on the interactive media information security immersion system based on virtual reality technology. The teaching platform in the media conducts research and design, uses dynamic screen image transmission algorithms to design models and confirmation frameworks, and also presents the effect satisfaction of the immersive system through a comparative experiment method, and finally tests the completeness of the immersive system function And completeness. The test accuracy of the immersive system is as high as 90%, and the effect satisfaction is as high as 80%. It reflects the effectiveness of the system, enhances the learner's experience and spatial perception ability, and has a very high impact on the student's learning process and learning effect.

When it is time to decide: factors associated to the choice of a medical specialty.

After finishing their initial education, physicians can enter post-graduate training programs. In Chile, there are multiple medical specialties options. This review synthesizes the factors associated with the choice of specialty, according to international publications. Students coming from rural areas or small towns would tend to choose Family Medicine. Men prefer specialties such as Surgery. Having relatives in the medical profession, specializing in a specific field, also influence the choice. Concerning interests and preferences, these are linked to personal traits and some biological variables. The inclination towards clinical or surgical fields could be predicted. Academically, the curriculum, good learning experiences and teacher models favor choice, while the harassment suffered could contribute to avoidance. Besides, both prestige and economic prospects are influential factors in the choice and specialties such as Surgery are preferred. The choice of specialty must reach a balance between the students' interests and public health needs. Identifying these factors would allow a better understanding of the present shortfall (or surplus) in certain fields and contribute to the definition of policies and decision-making.

Algebra-based high school physics

About 60% of all physics majors chose the field because of their positive experience in high school physics courses, according to a study by the American Institute of Physics presented at the 2018 summer meeting of the American Association of Physics Teachers. In most US public high schools, only the upper 35% of the student body is allowed or encouraged to enroll in algebra-based physics classes. Such restrictions often exclude many otherwise bright and capable youngsters—of all races and ethnicities—from that formative first step toward a future in physics.At one time, weakness in elementary mathematics, including fractions, decimals, and long division, and in basic algebra prevented even higher-level students from being successful in algebra- and trigonometry-based high school physics courses. Those mathematics deficiencies also have prompted a number of public high schools to discontinue entire physics programs. As a certified high school physics and chemistry teacher who taught mostly in Chicago inner-city high schools, where a majority of students were Black or Hispanic, from 1975 to 2001, I initially found a severe deficiency in elementary arithmetic skills. However, inexpensive electronic hand calculators have made it possible for many students to properly solve basic algebra problems that are common in physics and chemistry.Drills and practice with standard physics formulas helped my physics students remember their first-year algebra, if not learn those algebra skills in the first place. Many high school algebra-based physics texts have only a few problems of the same type, which often does not provide good learning experiences for students of any level. To enhance their learning, I would have students do about 10 physics problems per formula; I would go around the room and show the students how to do the first problem and then allow them to solve three more of the same type using the same formula. By solving for all the formula’s variables in the same manner, students learn or reinforce their algebra skills as they master their scientific problem-solving. After I retired I learned that Black students I had taught at Carver Area High School and Paul Robeson High School who entered nearby Chicago State University passed their university chemistry courses, and some even graduated with degrees in chemistry.I believe that inner-city Black and Hispanic students have great potential for majoring in physics and chemistry in higher education. About two-thirds of US high schools do not have a teacher who majored in physics or physics education.11. S. White, J. Tyler, Focus On: Who Teaches High School Physics?, American Institute of Physics (2014). Also, collegiate physics programs are being eliminated because of low enrollments. If high schools open algebra-based physics to all students and provide extra physics help—including mathematics remediation, which is done everywhere in the world except in the US—not only will many student lives be enhanced, but more students will major in physics, thereby helping rescue higher-education programs at risk of discontinuation, and there will be many more competent, certified high school physics and chemistry teachers.ReferenceSection:ChooseTop of pageReference <<1. S. White, J. Tyler, Focus On: Who Teaches High School Physics?, American Institute of Physics (2014). Google Scholar© 2021 American Institute of Physics.

Evaluation of an undergraduate psychiatric clinical rotation: Exploring student perceptions.

BackgroundGlobally, the appropriate transformation of medical training is critical to ensure the graduation of competent physicians who can address the growing health needs.AimTo explore medical students’ perceptions of their learning experience during the undergraduate psychiatry late clinical rotation (PLCR) at Stellenbosch University (SU) and to use the findings to make possible recommendations regarding curriculum renewal.SettingIn recognition of this, the Department of Psychiatry at the Faculty of Medicine and Health Sciences of SU is reviewing its current teaching and learning practices.MethodsData were collected from two focus groups.ResultsThree main themes emerged: ‘learning in the clinical context’, ‘gaining knowledge’ and ‘generational needs’. Whilst several suggestions were made for potential improvement, the participants still endorsed that the PLCR does provide them with a good learning experience in psychiatry.ConclusionsConsidering that these perceptions are from a group of millennials, the insights arising from the ‘generational needs’ theme were especially valuable. To bridge the generational gap and develop a curriculum that will not only meet the standards expected by educators but also achieve acceptance from learners, future research with a specific focus on clinical teachers’ perceptions is needed.

A Study to Assess the Impact of Interactive Technique Using Concept Maps on Learning among Nursing Students

Teachers helps the students to acquire knowledge Innovative methods of teaching is a skill for the teachers. Various research has shown that innovative teaching methods enhance students learning process. teaching is one of the important roles. There are many innovative teaching methods that that can be used to teach nursing students. Teachers try hard to create a new learning environment. Education helps students to develop creative thinking. Institute must include various method to teach the students, using various innovative method to teach is a skill. Teachers should develop a degree of attention curiosity, interest, and passion for the students. There is a need to reinvent various innovative style of teaching, so that students receive good learning experience. A study to assess the impact of interactive technique using concept maps on learning among Nursing Students. Objectives: To assess the existing study habits among nursing students and to compare the effectiveness of concept maps. Design: Experimental study with two group post-test control group was adopted for the study. Setting: College of Nursing, Pune. Participants: The sample were chosen according to nonprobability purposive sampling. The group consists of Third year B.Sc. nursing student, 20 students were selected for the study. Methods: The tool consist of 58 items. This tool was prepared to collect data related to time schedule had 4 questions, concentration had 3 questions listening and note taking had 3 questions, reading had 9 questions, exam 2 and learning style had 8 questions. Result: The present study asses the knowledge of both the group with the use of questionnaire, the data that was collected and analyzed by using descriptive and inferential statistic. The learning style of students were evaluated in both the groups intervention experimental (concept maps group) and control group. The table value is 9.15 which is two times higher than the p value on3.92 at 0.0001 level.

Comparison of Flipped classroom to traditional classroom lecture in Pharmacology among second year Dental Students

Flipped classroom is a teaching method where the students are involved in pre class preparations like watching related videos of lectures, reading relevant books and class time is utilized for clarifying doubts, discussion, class activity and problem solving Objectives: To compare traditional classroom lecture with Flipped classroom and to study the effectiveness and acceptability of the Flipped classroom approach in teaching Pharmacology. Methods: Second year dental students were divided into two groups-A and B of 37 each. Group A students, were given videos and voice over power point through Google group and What’s app group on Antiepileptic drugs and after two weeks they were exposed to Flipped class using think pair and share class activity while group B students were given traditional lecture class on antiepileptic drugs. Both groups knowledge was compared using a post test questionnaire and group A students perception on flipped class was assessed using a three point Likert’s questionnaire. Mean score between the two groups was compared using Man Whitney U test and p &lt; 0.005 was considered as statistically significant. Results: 86% students preferred flipped class over conventional class and 95% liked think pair and share activity as it guided them in deeper understanding of the subject. Mean score was better among students involved in flipped class when compared to lecture class. Conclusion: Dental students had a good learning experience with the Flipped classroom method as it allowed them to learn at their pace and also guided them to apply learned information accurately

Success factors in the realization of large ice projects in education

There has been a long tradition in making ice structures, but the development of technical improvements for making ice buildings is a new field with just a handful of researchers. Most of the projects were realized by professors in cooperation with their students as part of their education in architecture and civil engineering. The following professors have realized ice projects in this setting: Heinz Isler realized some experiments since the 1950s; Tsutomu Kokawa created in the past three decades several ice domes in the north of Japan with a span up to 25 m; Lancelot Coar realized a number of fabric formed ice shell structures including fiberglass bars and hanging fabric as a mold for an ice shell in 2011 and in 2015 he produced an fabric-formed ice origami structure in cooperation with MIT (Caitlin Mueller) and VUB (Lars de Laet). Arno Pronk realized several ice projects such as the 2004 artificially cooled igloo, in 2014 and 2015 dome structures with an inflatable mold in Finland and in 2016–2019, an ice dome, several ice towers and a 3D printed gridshell of ice in Harbin (China) as a cooperation between the Universities of Eindhoven &amp; Leuven (Pronk) and Harbin (Wu and Luo). In cooperation between the University of Alberta and Eindhoven two ice beams were realized during a workshop in 2020. In this paper we will present the motivation and learning experiences of students involved in learning-by-doing by realizing one large project in ice. The 2014–2016 projects were evaluated by Sanders and Overtoom; using questionnaires among the participants by mixed cultural teams under extreme conditions. By comparing the results in different situations and cultures we have found common rules for the success of those kinds of educational projects. In this paper we suggest that the synergy among students participating in one main project without a clear individual goal can be very large. The paper will present the success factors for projects to be perceived as a good learning experience.

Levelling Up Your Pedagogy: Understanding Game Construction in the School Library

As a teacher and technology coach I have experienced firsthand the wonder of students playing and constructing video games, as games facilitate incredibly good learning experiences (Egenfeldt-Nielsen, Smith, &amp; Tosca, 2012; Papert, 1980; Salen, 2007; Shaffer, 2006; Squire, 2006, 2011). Student based game construction has the potential to transform the learner and further meet the participatory demands of 21st century learning. This paper will provide teacherlibrarians with a detailed account of my own experiences with video game construction in school environments. As a guiding framework, both Miller, Shell, Khandaker and Soh’s (2010) input-process-outcome game cycle and Koehler and Mishra’s (2008; 2009) Technological, Pedagogical and Content Knowledge (TPACK) framework will be applied to support this video game construction exploration.

Towards Accessibility in Education through Smart Speakers. An ontology based approach

As the world changes, so does the future of our students. In this respect, the evolution of the technology comes up with specific environments for educational purpose. Building smart learning environments supported by e-learning platforms is an important area of research in education domain within our days. The evolution of these smart learning environments is justified by some events (Covid19) that force students to learn remotely.The paper proposes a formalisation using ontology for providing an inclusive approach of universities’ websites, having as instance a software application component using Alexa smart speaker, that currently remains at a design level, which integrates different services (Amazon Web Services, Microsoft Services) for a proper virtual environment platform, for both students and teachers. It addresses the main concerns of the current educational system and provides a smart solution through the use of Artificial Intelligence based tools. The proposed approach not only achieves unifying data and knowledge-share mechanisms in a remotely mode, but it brings also a good learning experience, increasing the effectiveness and the efficiency of the learning process.

Beyond the Lonely Learner: Towards an Autoethnographic Method in Studying and Researching Religion

Being a learner can be lonely and isolating. The academic culture in the UK can leave an individual feeling segregated and alienated both from their peers and, importantly, from their authentic selves, as they scrabble to have their voices heard in an ever-segregating and performative environment. This can detract from a good learning experience, particularly in subjects like religious studies which require a multi-focal approach to learning. Humanistic education theory recognises the need for mutuality and friendship. The theory grew from humanistic psychologists who placed ‘I’ at the centre of education practices, and led to the rise of Critical Reflection as a means of self-development in many fields of study. This has, in turn, given rise to an increase in self-awareness in learners with the capacity for endless improvement. But it can leave the individual feeling disengaged from their holistic self, as personal and academic learning are separated, with a sense of fragmentation between the subject material and the personal meaning for the individual. So, are there other ways to approach learning which incorporate both the self and the subject matter in a more holistic way? This paper proposes that one possible solution is to develop an autoethnographical approach which allows the individual to engage in the subject material while seeking his/her own truths in those materials. The core ideals of autoethnography allow this by connecting ‘personal (insider) experience, insights and knowledge to larger (relational, cultural, political) conversations, contexts and conventions’ in order to create ‘nuanced, complex, and specific accounts of personal/cultural experience’ (Adams et al., 2015, p. 25). The author will challenge canonical ways of conducting research by exploring the possibility of using autoethnography as a means of cultivating dialogue with a learning community, a body of knowledge and with the self, to develop a method for learning religion which allows for a holistic and integrative approach to the individual’s own self-understanding, and helps alleviate the loneliness of the learner through learning in ways that are congruent with core values and ideals.

El mapa de los valores del Aprendizaje-Servicio

A pesar de que la bibliografía especializada reconoce el aprendizaje-servicio como una metodologíarelevante de educación en valores, no se dispone todavía de una relación suficientemente completa dela pluralidad de valores que activa. El objetivo de este artículo es construir un mapa fiable de los valores quepropone esta metodología. Para conseguirlo se definirán los niveles de aprendizaje que se superponen en una práctica educativa compleja y luego se determinarán los valores que se trabajan en cada uno de los niveles de la práctica del aprendizaje-servicio. Para conseguirlo se ha realizado un trabajo de reconstrucción racional basado en la optimización recíproca conseguida entre una selección de buenas experiencias de aprendizaje-servicio y la teoría de las prácticas morales y del aprendizaje-servicio. Esta metodología ha permitido establecer tres niveles simultáneos de aprendizaje —la práctica, las acciones y las tareas— así como un elenco de los valores que cristalizan en cada uno de ellos: un mapa completo de la variedad y riqueza de valores que se ponen en juego en el aprendizaje-servicio. Un resultado que, en los procesos de formación del profesorado, ayudará a tomar conciencia de la fuerza moral de esta metodología y a activarla durante su desempeño profesional.

Learning English from Home during the Covid-19: Investigating Learners’ Experience for Online and Autonomous Learning

Albeit the covid-19 pandemic impacts on education have been extensively discussed, little empirical evidence addresses students’ experience of autonomy. The present study investigates and obtains information about the experience that the students encountered during online English learning, their perception about it, and how their experience shapes their autonomous learning potentiality. The study was conducted in a quantitative approach adopting survey design and correlation procedure. Data was collected through an online form questionnaire. Data analysis was performed using both descriptive and inferential statistic to look for trends and correlation between the variables. The result of the study indicated that the students participating in the study seemed to have a quite good online English learning experience. They received various learning instructions and were engaged in different types of language learning activity. The majority of students perceived online English learning as fairly enjoyable, yet many of them displayed considerable potential to act as autonomous learners. Furthermore, the correlational analysis indicated a positive correlation (r=.312; sig=.008) demonstrating that students’ potentiality to learn autonomously to some extent, was influenced by their experience of online English learning. This study implies that both teachers and students gradually become more accustomed to online and autonomous learning.

Business Continuity Plan in the Higher Education Industry: University Students’ Perceptions of the Effectiveness of Academic Continuity Plans during Covid-19 Pandemic

The Covid-19 pandemic is one of the most disruptive, life-changing events that had brought the world to a perpetual standstill in 2020. Schools and institutions of higher education were impacted badly, resulting from the lockdowns and movement restrictions imposed by the governments of numerous countries. Students and faculty found themselves in virtual classrooms, with many caught unaware of what they needed to do, having to learn new things at lightning speed and feeling a sense of despair. While many online learners had frustrations and concerns regarding their online learning experience, there were those who had a good learning experience. The students’ observations and perceptions of the difficulties and opportunities they encountered in their online learning experience were assessed through grounded theory using textual thematic qualitative analysis of their reflective feedback. The findings reveal that most students had a good online learning experience and found that the academic continuity plans implemented by the universities were effective. The concerns that some students had with online learning were related to technological drawbacks such as poor internet connections, and personal concerns about academic ability and time management skills, among others. This study concludes by offering insights and recommendations to institutions, faculty, and students on how best to conduct online learning and teaching for all.

Research on the Application of Hybrid Teaching in Automobile Major Teaching in Colleges and Universities

Due to the novel coronavirus pneumonia epidemic, online education has become an inevitable choice for universities to carry out teaching. In this paper, in order to solve the problems encountered during automobile major, we adopt the network platform to mix online education mode, to provide students with timely and accurate learning mode. This paper aims to help students to have positive learning motivation, have good learning experience and improve their learning effect.

The Effect of Learning Experience on the Information Literacy of Students in the Ri-Png Border During Covid-19 Period

The spread of the COVID-19 pandemic presents challenges for higher education institutions, especially in Indonesia's border areas. The transformation of face-to-face learning models to distance learning models impacts the learning experience of students, especially those who are completing writing research proposals and theses that require adequate information literacy skills. This study aims to explore the effect of student learning experiences on information literacy skills. The research data were obtained from respondents from four universities in Merauke. Purposive sampling technique is used with the criteria of students who have taken research methodology courses and are taking or have taken proposal seminar courses. One hundred respondents have filled out a questionnaire distributed online. Based on the data analysis, learning experiences contributed 17.60% to students' information literacy skills. Furthermore, each increase in student learning experiences will contribute to 0.40% of information literacy skills. These research findings can be valuable information to be developed to the next stage in making modules and learning media that can provide a good quality learning experience to improve student literacy skills, especially in writing research proposals/theses. With this module or learning media, it is hoped that it can prepare students to write research proposals and theses.

Racial Apartheid Education: The Politics of Online Learning, Traditional Education, Self Learning, and Independent Study in the United States

Unfortunately, there has been vehement debates throughout the United States about how we should educate our students—that is, whether we should use a hybrid mix of educational tools, to impart knowledge to all Americans. For example, will virtual learning be embraced by all educational institutions? Not surprisingly, online education is a frequent topic of conversation with teachers, professors, administrators, and other educators. Still, there is uncertainty about what some of our venerable education institutions should do. Suffice it to say, colleges and universities must underscore the importance of providing a first-class education for all its people. For example, African American students shouldn’t be denied educational opportunities. At stake: Minority students might be left behind. Indeed, education diversity will become a self-perpetuating problem if blacks and other students are left behind, particularly because of a lack of technology access. Furthermore, a long-overdue, educational reckoning with systemic racism in all systems and levels of education is in order. It is important to be on-point about these controversial matters.Meanwhile, education groups in the United States are struggling with ideas of incorporating distance education programs, Independent Study, and virtual learning in respective curriculums; but are such notions really about educating all our children? Needless to say, the increasing importance of online education has become the so-called new thing. But the jury is still out on whether such education technology can be effectively put in place for all students. In this regard, some colleges and universities haven’t entirely lived up to certain educational principles. No doubt, the internal struggles for providing a good learning experience for students is on-going at colleges and universities, especially when it comes to admission standards. In the final analysis, students must shrewdly learn how to navigate the various education systems, and find strength in their abilities to learn traditionally or online, without resignation.

13. PREPARING FOR THE PICU: A QUALITATIVE STUDY OF RESIDENTS FIRST TIME

Background Learning in the pediatric intensive care unit (PICU) can be stressful and complex. While theoretical models and innovative resources have been developed with the trainee in mind, few studies seek to characterize their voices and experiences. In this study, we aim to describe the resident learner as they prepare for their first pediatric critical care rotation. Methods Using a grounded-theory approach, pediatric (PM) and emergency medicine residents (EM) were interviewed before and after their rotation. The interviews were audio-recorded and transcribed. Two researchers independently coded the pre-rotation transcripts and discussed the coding system until agreement. The transcripts were then analyzed for emerging themes. Results 6 EM and 8 PM participated and emergent themes were: i) Emotions (see fig. 1): Residents feel anxious (some have yet to witness a patient death), but excited for a “really good learning experience”. ii) Preparation: Residents admit to scant formal preparation. They rely on ad-hoc methods, with the intensity of their efforts often motivated by fear from past experiences. When prompted, they report great efforts to ready significant others, clean, and plan ahead for meals. Linguistically, they prepare as one deploying for war (e.g. “put on armor”). iii) Learning goals: EM anticipate specific disease processes they may face in their career, while PM focus more on acquiring skills for future rotations. Both gravitate towards topics based on perceived commonality, chronology, and enigmatic quality. iv) Survival: Residents’ main “wellness strategy” is to sleep and eat when able. Afterthoughts include exercise, meditation, spending time with friends or pets, and mental health appointments. v) Information gaps and myths: Residents begin their rotation disoriented to PICU protocols and team roles. They also harbor conflated beliefs, for instance about their expected entrustability and being alone overnight. Conclusions Residents enter their PICU rotation with intense emotions, myths, and a survival approach in common, although they vary in their preparation methods and development of learning goals.

ICARE Learning Model in Improving the Students Writing Ability

This research explored the use of the ICARE Model to studying the writing ability at the Senior high school in Parepare. ICARE includes five essential elements of a good learning experience, can be applied to children, teenagers, and parents, namely Introduction, Connection, Application, Reflection, and Extension. This research involved a population from Senior high school in Parepare in the academic year 2015/2016. The students consist of two classes, an experimental class, and a control class. Each class consists of 36 students. This research utilized a cluster random sampling technique to select the sample. The instrument used in this research is the writing test. The data were analyzed by using t-test. The research reveals that there was a significant increase in students writing ability. This finding indicates that the mean score of the post-test of the experimental group is getting much better than the control class. It meant that using ICARE developed the students' ability in writing, and the writing component increased the highest is in the vocabulary aspect.

PENERAPAN PENDIDIKAN KESEHATAN DENGAN METODE ICARE BERBASIS FLIPCHART TERHADAP PENGETAHUAN DAN SIKAP REMAJA TENTANG IMS DAN HIV-AIDS DI KOTA BOGOR

Remaja merupakan aset dan generasi penerus bangsa yang harus sehat secara jasmani, mental dan spiritual. Penduduk remaja perlu mendapat perhatian serius karena remaja termasuk dalam usia sekolah dan usia kerja, mereka sangat berisiko terhadap masalah-masalah kesehatan reproduksi yaitu perilaku seksual pranikah, penyalahgunaan NAPZA dan HIV/AIDS. Salah satu model pembelajaran yang dapat diterapkan adalah model pembelajaran ICARE. Kelebihan metode ICARE ini adalah Sistem ICARE mancakup lima elemen kunci suatu pengalaman belajar yang baik, yang dapat diterapkan terhadap peserta didik. Sistem ICARE sangat baik untuk diterapkan dalam proses belajar di sekolah. Tujuan penelitian adalah diketahuinya pegaruh pendidikan kesehatan metode ICARE berbasis flipchart terhadap peningkatan pengetahuan dan sikap remaja tentang IMS dan HIV-AIDS di wilayah Kota Bogor Penelitian ini menggunakan rancangan Posttest Only Control Group Design. Penelitian dilakukan di wilayah Kota Bogor. Pengambilan sampel dilakukan secara puorposive random sampling yang dilakukan terhadap 30 responden. Variabel diukur menggunakan instrumen pre-test post-test sebelum dan setelah diberikan perlakuan intervensi berupa pendidikan kesehatan dengan metode ICARE berbasis flipchart. Uji statistik menggunakan uji Wilxoson an Mann Whitney. Hasil penelitian ini terdapat peningkatan pengetahuan dan sikap remaja tentang IMS dan HIV-AIDS setelah intervensi pendidikan memakai metode ICARE berbasis flipchart. Hasil uji Man Whitney menunjukkan bahwa perbedaan pengetahuan dan sikap sebelum dan setelah pendidikan tentang IMS dan HIV-AIDS dengan metode ICARE berbasis flipchart menunjukkan hasil bahwa pengetahuan sebelum dan setelah dilakukan intervensi didapatkan nilai p value sebesar 0.030Peningkatan pengetahuan remaja tentang IMS dan HIV-AIDS secara bermakna disebabkan karena intervensi berupa pendidikan kesehatan metode ICARE berbasis flipchart , sedangkan peningkatan positif sikap remaja tentang HIV-AIDS tidak disebabkan oleh intervensi berupa pendidikan kesehatan metode ICARE berbasis flipchart.