Improve Learning Outcomes Research Articles

Flashcard Development to Improve Learning Outcomes in Private 4th Class Science Learning

This research aims to develop flashcard products equipped with barcodes, test the feasibility of flashcard media in science learning to improve student learning outcomes; and knowing the effectiveness of using flashcard media in increasing average scores. This type of research is Research and Development (R&D) using the Borg & Gall development model which includes eight stages, namely potential and problems, gathering information, product design, design validation, design improvement, product testing, product revision, and usage trials. The subjects of this research were fourth grade students at SDN 01 Bojongkoneng. The research results showed: Flashcard learning media, product validity as seen from the validation results by material expert validators got a percentage of 90%, and media experts got a percentage of 92%; The effectiveness of the product can be seen from the results of student responses which include small group trials getting an average pretest score of 54 and posttest 82, and large group trials getting an average pretest score of 51 and posttest 85. In the small class the score is n- the gain was 0.60 in the medium category, while the large class obtained an n-gain value of 0.68 in the medium category. Thus, the research results show that learning media in the form of flashcards and equipped with barcodes is feasible and effective in learning science and technology as an improvement in student learning outcomes.

Implementation of STEM-Integrated Modules and Wasaka Character Values to Improve Learning Outcomes

STEM education, which includes Science, Technology, Engineering and Mathematics, is essential to prepare students with the skills and knowledge required in the modern world. This study aims to evaluate the effectiveness of the implementation of a STEM-integrated module combined with Wasaka character values to enhance student learning outcomes. The Wasaka values, rooted in local culture, include religiousness, resilience, responsibility, and independence, and are integrated into the STEM curriculum to create a holistic educational approach. The research employs a quasi-experimental design with pre-test and post-test assessments 35 students in a field trial phase. Statistical analyses, including paired t-tests and Wilcoxon signed-rank tests, were used to determine the significance of differences in student performance before and after the intervention. The results show a significant improvement in student learning outcomes, with all students demonstrating higher scores in post-tests compared to pre-tests. The integration of STEM and Wasaka character values enhanced academic achievement. This research concludes that the STEM-integrated module with Wasaka values is effective in improving both cognitive and character aspects of students, providing a model for more comprehensive and culturally responsive educational practices.

Development of Domino Card Media in IPAS to Improve Learning Outcomes Students of SD Negeri Patemon 02 Gunung Pati District, Semarang City

One of the most important elements in educational activities is the learning media. But in practice, only a few teachers are able to take advantage of the learning media that exist today, this has an impact on student learning outcomes. Therefore, the purpose of this study was to develop domino cards as a learning media teaching science in elementary schools. This research uses the Research and Development method with the model used. namely Borg and Gall. This study involved teachers and 20 students in grade V of SD Negeri Patemon 02. Domino learning media was designed to meet the needs of teachers and students through documentation, interviews, observations, and questionnaires. The study results show the percentage of level of eligibility of domino card media by material and media experts with a percentage of 95% and 93% respectively with very feasible criteria. The pretest and posttest results show that domino card learning media improves student learning outcomes, with an n-gain value of 0.55 and moderate criteria. This shows that domino card learning media is effective for improving student learning outcomes science learning outcomes in learning grade V students of SD Negeri Patemon 02 human respiratory system material.

Utilization of YouTube to Improve Learning Outcomes in Madrasah

Penelitian ini berfokus pada penggunaan YouTube sebagai platform pembelajaran untuk meningkatkan hasil belajar siswa di Madrasah. Tujuan utama penelitian ini adalah untuk mengevaluasi efektivitas video pembelajaran interaktif dalam memperdalam pemahaman siswa terhadap materi pelajaran, serta untuk mengidentifikasi tantangan dan peluang dalam integrasi teknologi ini dalam kurikulum pendidikan Islam. Metode penelitian yang digunakan adalah metode kualitatif dengan pendekatan studi kasus, melibatkan observasi langsung, wawancara mendalam dengan guru dan siswa, serta analisis dokumen terkait. Hasil penelitian menunjukkan bahwa penggunaan YouTube sebagai alat bantu pembelajaran dapat meningkatkan keterlibatan dan motivasi belajar siswa. Video pembelajaran yang disajikan secara interaktif membantu siswa lebih memahami konsep-konsep pelajaran dengan lebih baik, sejalan dengan teori konstruktivisme. Implikasi penelitian ini menekankan pentingnya pengembangan keterampilan teknologi bagi guru dan integrasi yang lebih sistematis dari platform digital dalam kurikulum pendidikan Islam untuk mendukung pembelajaran yang lebih efektif dan relevan. Penelitian ini memberikan kontribusi signifikan dalam literatur pendidikan digital, khususnya dalam konteks pendidikan agama, serta membuka peluang untuk penelitian lanjutan yang lebih komprehensif. ______________________________________________________________________________________ This research focuses on using YouTube as a learning platform to improve student learning outcomes in Madrasah. The main aim of this research is to evaluate the effectiveness of interactive learning videos in deepening students' understanding of the subject matter and identify challenges and opportunities in integrating this technology into the Islamic education curriculum. The research method used is a qualitative case study involving direct observation, in-depth interviews with five teachers and 2 students, and analysis of related documents. The research results show that using YouTube as a learning aid can increase student engagement and learning motivation. Learning videos presented interactively help students understand lesson concepts better, which is in line with constructivism theory. The implications of this research emphasize the importance of developing technological skills for teachers and more systematic integration of digital platforms in the Islamic education curriculum to support more effective and relevant learning. This research made a significant contribution to the literature on digital education, particularly in the context of religious education, and opens up opportunities for more comprehensive further research.

Enhancing Conceptual Understanding of Electricity and Magnetism through VR Simulations

The study explores the efficacy of Virtual Reality (VR) simulations in enhancing students’ conceptual understanding of electricity and magnetism, using the Labster platform. Traditional teaching methods often need to adequately convey the complexities of these topics, leading to limited student engagement and poor comprehension. The research compares two groups: one receiving traditional instruction and another using VR-based simulations. The study found that students in the experimental group, who used VR simulations, showed a 35% improvement in post-test scores, compared to a 15% improvement in the control group. The VR group also reported higher levels of engagement and found abstract concepts such as electric fields and circuits easier to understand through interactive, immersive learning environments. Teachers noted that VR aided in visualizing difficult concepts, although challenges included a learning curve in technology usage and the need for proper integration into curriculum. The findings suggest that VR, when used as a supplemental tool, has the potential to significantly improve learning outcomes in physics education. However, the study highlights the need for further research into long-term impacts and accessibility issues and strategies to better integrate VR into traditional teaching methods.

Research on the Innovation in College English Teaching under the Background of New Liberal Arts

This article provides a brief overview of the application and development of artificial intelligence (AI) in the field of education under the background of New Liberal Arts. It also highlights the importance and current status of innovative approaches in college English teaching. Furthermore, it presents the research objectives and methods. The application of artificial intelligence in education has witnessed significant growth and advancement in recent years. AI technologies, such as machine learning and natural language processing, have been utilized to enhance various aspects of education, including personalized learning, intelligent tutoring systems, and automated grading. These applications have shown promising results in improving students' learning outcomes and engagement. In the context of college English teaching, innovation is crucial to meet the evolving needs and expectations of students. Traditional teaching methods often fail to cater to individual learning styles and preferences, leading to limited effectiveness and student disengagement. Therefore, there is a pressing need to explore innovative approaches that leverage AI technologies to create more interactive and personalized learning experiences. The research aims to investigate the potential of integrating AI into college English teaching and its impact on students' learning outcomes and engagement. The study will employ a mixed-methods approach, combining quantitative analysis of students' performance data with qualitative interviews and surveys to gather comprehensive insights. By examining the effectiveness and challenges of AI integration in English teaching, this research seeks to provide valuable recommendations for educators and policymakers to enhance the quality of college English education. Above all , this study aims to explore the application of artificial intelligence in college English teaching, considering its potential to improve learning outcomes and engagement. By adopting a mixed-methods research approach, this study intends to provide valuable insights and recommendations for educators and policymakers to promote innovative and effective English teaching practices.

EVALUATING THE IMPACT OF AI–POWERED TUTORS MATHGPT AND FLEXI 2.0 IN ENHANCING CALCULUS LEARNING

This study evaluates the effectiveness of AI-driven technologies, Flexi 2.0 and MathGPT, in enhancing personalized learning and advanced cognitive abilities among pre-service mathematics educators participating in Calculus I. Participants were allocated to a control group receiving conventional training and an experimental group utilizing AI technology, applying a quantitative experimental design. Data were gathered utilizing validated evaluations, surveys, and interviews. The results indicated that students employing AI tutors showed significant improvements in problem-solving and personalized learning compared to the control group. Concerns arose regarding potential over-reliance on AI, underscoring the need for rigorous criteria to guarantee that students engage actively in learning rather than passively receiving AI-generated responses. The findings suggest that educators should create activities requiring students to critically evaluate AI-generated responses to promote independent thinking. The findings highlight the potential of AI in mathematics education while stressing the importance of ethical considerations and teacher oversight. It requires both students and staff training to adapt to improvements in AI inside education. The study reveals that while AI can improve learning outcomes, careful implementation is essential for its effective and responsible use in educational settings.

Understanding science teachers’ TPACK for virtual lab adoption in rural schools in South Africa: a mixed-methods approach

IntroductionThis paper reports on a sequential explanatory mixed-methods study that assessed technological, pedagogical and content knowledge (TPACK) competency among life sciences teachers in the context of virtual lab adoption in rural schools in South Africa.MethodsDrawing from TPACK framework as the study’s theoretical foundation, data gathered through questionnaires (N = 186) and in-depth semi-structured interviews (N = 4) were analysed using descriptive and thematic analysis.ResultsThe study uncovered a ubiquitous deficiency in TPACK competency among the participating life sciences teachers. The teachers demonstrated significant expertise in conventional areas such as content knowledge (CK), pedagogical knowledge (PK), and pedagogical content knowledge (PCK), mainly influenced by teaching experience. However, they exhibited a noticeable gap in technology-related TPACK domains, including technological knowledge (TK), technological pedagogical knowledge (TPK), and overall TPACK proficiency.DiscussionThis paper aspires to address a significant gap in educational research by spotlighting the often-overlooked rural teaching contexts. In addition, the paper advocates for tailored professional development initiatives to enhance teachers’ overall TPACK proficiency. Such initiatives are crucial for empowering teachers to integrate technology into their teaching and improve learning outcomes effectively.

Application of the PBL Model with Multimedia in Improving Class IV Social and Science Learning Result at SDN Nglanduk 2

Teachers still face various challenges in implementing learning in the classroom. Some of them are students who are less active, lack of use of technology, lack of use of concrete objects, and students' social and science learning outcomes that have not yet reached the criteria for achieving learning objectives. The research entitled "Application of the PBL Model with Multimedia in Improving Class IV Social and Science Learning Result at SDN Nglanduk 2" aims to describe the steps for implementing the PBL model with multimedia in improving Class IV Social and Science learning result and identify whether the PBL model with multimedia can improve learning result class IV. The Problem Based Learning (PBL) model is a learning model whose application uses concrete problems to develop problem solving and critical thinking skills so that it can improve student learning outcomes. Multimedia can attract students' attention and make learning more enjoyable. This research was carried out at SDN Nglanduk 2. The classroom action research procedure used refers to the Action Research methodology, namely 1) Planning, 2) Action (Implementation of Action), 3) Observation (Observation), 4) Reflection (Reflection), which is carried out in 2 cycles. Learning evaluation is carried out after the material is presented to find out to what extent students can understand the material being taught. The evaluation results show that there is an increase in learning outcomes, namely in cycle I it was 40%, up 20% to 60% and cycle II, namely 60%, up 40% to 100%. From this Classroom Action research it can be concluded that the application of the Problem Based Learning (PBL) model with multimedia can improve social and science learning for class IV at SDN Nglanduk 2.

The Qualifications of a High School Physics Teacher Have

This study critically examines at the requirements for physics teachers in secondary schools. This study intends to shed light on the topic and offer insightful information for educators, policy-makers, and other stakeholders in the field of education by examining the many abilities, know-how, and experiences that go into good physics instruction at the high school level. This essay will demonstrate the necessary credentials that high school physics teachers should have in order to successfully engage students, improve learning outcomes, and support the success of science education in secondary schools through a thorough analysis of current research, educational standards, and best practices. The study aims to provide light on this important subject in order to contribute to current debates and decision-making processes concerning the hiring, preparation, and advancement of high school physics instructors. The ultimate objective of this research is to enhance physics education for the benefit of both society and students.

<span><strong>Non-verbal language application in language teaching and learning in the English classroom: A systematic review study</strong></span>

The weight of non-verbal language application is strongly believed to significantly offer several benefits to language teaching and learning. This paper is a critical and systematic analysis of available literature on the application of non-verbal language in the English classroom context. Specifically, it investigates common types of non-verbal language used in the English classroom. In addition, the paper focuses on highlighting the effects of non-verbal language on teachers and students in terms of knowledge transferring and understanding, teaching and learning motivation and language communication. Finally, it looks into some rules and techniques to implement non-verbal language in the educational context. The research findings provide a comprehensive overview of the application of non-verbal language in order to enrich teachers’ teaching experience, boost up the students’ performance as well as competence, improve learning outcomes, and increase the quality of language teaching and learning.

Immersive Virtual Reality (IVR) Systems for Comprehensive Fire Safety Education in Primary School

In the evolving landscape of educational technology, immersive virtual reality (IVR) has emerged as a promising tool to enhance safety education for primary school students. Traditional fire safety methods, while foundational, face challenges in engaging young learners actively. This study aims to comprehensively investigate the intricate dynamics of integrating IVR technology into fire safety education for primary school students. By examining students' perceptions, assessing engagement levels, and evaluating learning outcomes, the research seeks to offer nuanced insights into the potential benefits and challenges associated with VR-based safety education. Conducted as a qualitative study, 25 semi-structured interviews were performed with primary school students (Grades 4-6 in China), employing a three-step thematic analysis. The research explores students' experiences with IVR fire safety simulations, comparing them with traditional methods, and addressing practical considerations for integration. Preliminary findings suggest positive perceptions, heightened engagement, and improved learning outcomes among students exposed to VR simulations. Practical challenges, including logistical considerations, were identified. The comparison with traditional methods illuminated strengths and weaknesses, guiding educators and policymakers. This research contributes to the intersection of education and technology by offering novel insights into the potential of IVR simulations in fire safety education. The study's significance lies in informing pedagogical practices, addressing practical challenges, and promoting safety awareness among primary school students, guiding future educational technology initiatives.

Enhancing Learning Engagement: A Study on Gamification’s Influence on Motivation and Cognitive Load

Research has demonstrated that engagement in any learning environment improves learning and may even boost performance. Consequently, numerous scholars have examined various approaches to raising student engagement in learning. Gamification is one such approach because it is thought to increase motivation and reduce cognitive load to ultimately improve learning outcomes. However, some studies have called into question its benefits, prompting more research to be conducted to properly understand the phenomenon. Hence, the study examined gamification’s influence on motivation and cognitive load for enhancing learning engagement. The study was underpinned by the integration of the Attention, Relevance, Confidence, and Satisfaction (ARCS) model, self-determination theory (SDT), and cognitive load theory (CLT) in developing a conceptual framework. A sample of 407 university students who participated in five gamified courses were involved in the study. The data collected through a questionnaire were analyzed using SmartPLS structural equation modeling software. According to the study’s findings, both motivation and cognitive load influence engagement in learning, with cognitive load being the stronger influence. The study contributes to our knowledge by elucidating the relationship between gamification and students’ cognitive load and motivation to learn, as well as how these elements ultimately engage students in the learning process.

Evaluation of the Implementation of Project-Based-Learning in Engineering Programs: A Review of the Literature

Project-Based Learning (PBL), as an experiential methodology, improves learning outcomes and competencies (technical and non-technical) in engineering students. The Conceive–Design–Implement–Operate (CDIO) approach, adopted globally in engineering education, is based on PBL but expands the curriculum framework. Developed by MIT and the Royal Institute of Technology (KTH) in Sweden, CDIO focuses on the entire life cycle of engineering projects to train engineers so that they are capable of applying knowledge in real-life situations. Integrating CDIO and PBL into engineering curricula requires changes in teaching methodologies, teacher training and workspaces. The literature has explored their combination, highlighting shared values and mutual reinforcements. An assessment model is crucial for implementing PBL and evidencing improvement in student and course skills. Only through assessment and the cycle of continuous improvement will the adoption of PBL in engineering programs be advanced. A systematic review of the literature is proposed to identify effective methods in the evaluation of educational programs based on PBL, analyzing related research areas and evaluations according to the CDIO approach.

The Effect of Audiovisual and Demonstration Towards Students Swimming Ability of Navy’s Cadets

This study investigates the learning outcomes of Navy Cadets at Puslatdiksarmil in basic swimming, specifically breaststroke. A quantitative experimental design was used, involving 100 students divided into two groups: an experimental group receiving audiovisual and demonstration (AV-D) instruction and a control group with only demonstration (D). The performance test, based on the correctness of breaststroke technique, measured students' skills before and after treatment. A motivation questionnaire was also used to assess the impact of motivation on swimming ability. Results showed that the experimental group achieved a higher average score (73.16) compared to the control group (66.39). This indicates that AV-D significantly improves learning outcomes. Therefore, incorporating AV-D is recommended to enhance cadets' swimming abilities at Puslatdiksarmil.

Implementation of Technologocal Pedagogical Content Knowledge (TPACK) in the Malaysian-Indonesian National School

This research is to improve learning outcomes, teacher and student competence. To find out the effects of the TPACK (Technological, Pedagogic, Content Knowledge) strategy, a workshop will be held for teachers and students in schools. This research is intended to help teachers to improve their teaching competence using technology and also help decision makers to see the benefits of training using modern technology-based learning strategies which provide a solution that can be implemented in the PBM process. Apart from that, the application of TPACK is also given to students directly to get and experience the use of technology in all lines of learning up to the evaluation system. Community service was carried out on 23 - 25 July 2023 at the Johor Bahru Indonesian School, Malaysia. This service involved 27 teachers including the school principal and 122 junior high school students. In this activity, the priority is to improve teacher competency and student learning outcomes after implementing TPACK. Starting with pedagogical theory material, continued with the practice of using several learning media including QR codes as a platform for creating barcodes for teachers, Mentimeter and Padlet and continued with conducting evaluations using Kahoot media. All of these media have been given training and practice to teachers and have been given directly to students. The results of the analysis of the implementation of community service have reached a satisfaction rate of 100% with the very satisfied category.

The Effect of Three-Dimensional Media and Learning Interest to Improve Learning Outcomes of Environmental Appearance Material Reviewed from the Learning Styles of Grade IV Students of State Elementary School 2 Ketanon Tulungagung

Three-dimensional media is a suitable media used in accordance with the level of development of children aged 7-10 years, a period where children think concretely in accordance with reality. Three-dimensional media can be used in learning so that student interest in learning can increase and have an impact on student learning outcomes. In terms of student learning styles, three-dimensional media can contribute to improving student learning outcomes. The research approach taken is a quantitative research approach using the analysis that will be used to test this hypothesis is path analysis to regularly measure the effect of three-dimensional media and learning interest to improve learning outcomes in terms of student learning styles, especially in understanding the material of Indonesia's natural appearance. Path analysis research is a technique for analyzing the causal relationship that occurs if the independent variable affects the dependent variable not directly, but also indirectly. The results of the study state that: (1) Three-dimensional media has a positive and significant effect on student learning outcomes as evidenced by the sig value of 0.857 which is greater than 0.05 (2) Learning Interest has a positive and significant effect on student learning outcomes as evidenced by the sig value of 0.599 which is greater than 0.05 (3) Three-dimensional media has a positive and significant effect on student learning styles as evidenced by the sig value of 0.082 which is greater than 0.05 (5 ) Learning interests have a positive and significant effect on student learning styles as evidenced by the sig value of 0.206 which is greater than 0.05 (5) Student learning styles can improve learning outcomes as evidenced by the sig value of 0.322 which is greater than 0.05. Keywords: Three-dimensional Media, Learning Interest, Learning Outcomes, Learning Style

Evaluating Students' Academic Progress in the Role of Fuzzy Logic

This paper explores the role of fuzzy logic in the assessment of student performance in local high school, Badr, Libya, positing that it offers a more flexible and accurate alternative to traditional categorization methods of academic achievement. Conventional assessment tools, such as standardized test scores and GPAs, often yield a distorted and overly simplistic view of student performance. Utilizing a mixed-methods research design, this study compares the performance, attendance, and self-reported satisfaction of students assessed through fuzzy logic with those evaluated by traditional methods. The results demonstrate that students assessed using fuzzy logic achieved higher average scores and expressed greater satisfaction with the assessment process. Additionally, educators employing fuzzy logic provided more detailed and constructive feedback, enriching the learning experience. Thus, this research indicates that fuzzy logic can effectively mitigate the shortcomings of traditional assessment methods, enhancing the recognition of diverse student abilities. The findings advocate for the integration of fuzzy logic in educational assessment practices to promote inclusivity and improved learning outcomes.

Toward a synergistic framework of investment and motivation: Bridging imagined identities and English learning of Chinese university students

AbstractImagined identity, which opens up a variety of future possibilities for language learners, has been theorized from seemingly incompatible psychological and sociological perspectives in applied linguistics. Researchers have thus appealed for a transdisciplinary theoretical combination of these perspectives for a more nuanced understanding of language learning in context. This article makes the case for a synergistic theoretical framework of investment and motivation to theorize the idiosyncratic relationship between individuals’ imagined identity and language learning behavior. Empirical findings from a multiple‐case study conducted in Yunnan, in the south‐western corner of China, are presented to demonstrate how this framework enables a nuanced analysis of individuals’ language learning. Findings suggest that the interconnectedness of imagined identity, motivation, and investment is informed by both learner agency and contexts. This paper proposes that learners’ development of imagined identities and ways of investing in learning could be individually different, even under similar circumstances, which indicates the need for personalized teaching to improve learning outcomes. This synergistic framework thus provides implications for pedagogical practices and a need for personalized teaching.

Development of Local Culture-Based Image Media to Improve Student Learning Outcomes on the Material of Arithmetic Operations of Multiplication of Natural Numbers

The aim of this research is to develop Image Media learning media to calculate the multiplication of natural numbers for class II students at SDN Tejamari, Baros District. This research uses the type of research and development (R&D) from S. Thiagarajan's development model, which has 4 stages of development, namely defining, designing, developing and disseminating. The media developed is validated by material experts and media experts before conducting initial field trials on students. Data was collected using questionnaires from media experts, material experts, class II teacher questionnaires, student questionnaires, interview observations and documentation. Data resulting from research were analyzed using quantitative and qualitative analysis techniques. Based on the validation results, material experts got a score of 46 with a percentage of 83% with the criteria "Good", validation from media experts with a score of 44 with a percentage of 88% with the criteria "Very Good", and the results of class II teacher validation with a score of 99 with a percentage 94% with "Very Good" criteria. As for the results of the initial field trials, the percentage was 90% - 100% with the criteria "Very Good". Overall, the learning media Image Media is suitable for use by making it easier to calculate multiplication of natural numbers by students who have difficulty calculating multiplication using direct observation. This image media makes it easier for students to learn multiplication. Based on the results of the Pre-Test before using image media and the Post-Test using image media, the average score was 0.898 with high criteria. And obtained an N-Gain percentage score of 89.833 in the effective category. So, the learning media Image Media has been effectively used for students in improving learning outcomes for the arithmetic operation of multiplying natural numbers.