Learning Instrument Research Articles

The impact of applying unfolding case-study learning on critical care nursing students' knowledge, critical thinking, and self-efficacy; a quasi-experimental study

BackgroundThe unfolding case-study learning approach is a growing modernized learning strategy implemented in different health disciplines. However, there is a lack of existing research that examines the effects of unfolding case studies in advanced nursing courses. AimTo examine the impact of applying an unfolding case-study learning approach on critical care nursing students' knowledge, critical thinking, and self-efficacy. MethodsThis posttest-only, quasi-experimental study was conducted at XXX University in Palestine. A single-stage cluster sampling was used to assign nursing students enrolled in the critical care nursing course into experiment and conventional groups. The intervention group (n= 91) underwent unfolding case-study learning for selected cardiovascular topics, whereas the conventional group (n= 78) was taught using the traditional teaching methods. The posttest assessment was conducted using Knowledge Acquisition tests, Yoon`s Critical Thinking Disposition Instrument (YCTD), and the Self-Efficacy for Learning and Performance instruments. The Social Constructivist Theoretical Framework was integrated into the study. ResultsHomogeneity was achieved between both groups concerning Age, Gender, and GPA. The experiment group scored significantly higher than the conventional group regarding the posttest knowledge acquisition tests (7.12 vs. 5.49, respectively, t=-12.7, P<0.001, CI: −1.89 to −1.38), critical thinking (4.32 vs. 3.63 respectively, t=17.390, p<0.001, CI: −77 to −61) and self-efficacy (6.12 vs. 4.4 respectively, t=-30.897, p<0.001, CI: −1.82 to −1.60). Multivariate analysis revealed that 69 % of the variations of posttest scores were influenced by critical thinking scores (Adjusted R Squared=0.690, F=3.47, P=0002, η2=0.969). Similarly, self-efficacy has been shown to contribute by 74 % to the variations of scores after conducting the study program (Adjusted R Squared=0.743, F=4.21, P=0001, η2=0.974). However, the variations of both critical thinking and self-efficacy scores were not significantly influenced by the contribution of knowledge acquisition (p=0.772 and 0.857, respectively) and students’ GPA (p=0.305 and 0.956, respectively). ConclusionsIrrespective of knowledge level and GPA, the unfolding case-study learning approach can enhance the critical thinking and self-efficacy of students enrolling in advanced nursing courses.

Project-based learning through augmented reality-assisted math trails at Blenduk Church to promote mathematical literacy

Mathematical literacy ability is one of the indispensable abilities in the development of mathematics education today. Currently, the mathematical literacy ability of students in Indonesia is still low. In the field of education, the era of society 5.0 has a great impact, so education must be able to produce human resources who have good mathematical literacy and are able to apply technology well with their literacy abilities. This study aims to determine how the quality of a project-based learning model with math trails assisted by augmented reality in the context of Blenduk Church is able to promote students' mathematical literacy. The research method used is design research. The data were analysed using qualitative and quantitative data analysis techniques. Qualitative data analysis techniques were used to analyse the results of student response questionnaires after conducting project-based learning with augmented reality-assisted math trails at Blenduk Church. Meanwhile, quantitative analysis techniques are used to analyse students' mathematical literacy skills obtained from student test results before and after conducting project-based learning with augmented reality-assisted math trails at Blenduk Church. However, further research is needed on the development of augmented reality-assisted learning instruments and media in other contexts to promote students' literacy skills.

Learning Readiness of Gki Classic Waibumoi Sunday School Children Assessed In Physical And Psychological Conditions

development of communication and information. The purpose of this study is to elaborate on the development of readiness to learn among Sunday school children in the GKI Klasis Waibu Moi, viewed from both physical and psychological dimensions. Data for this study were obtained through observation and interviews. Observation activities were conducted at GKI Diaspora Doyo Baru, GKI Yo Anibi, GKI Mahanai, and GKI Lahe Roi. Meanwhile, interview activities were conducted with representatives of Sunday school children, parents, and Sunday school teachers. The interview data collected were then subjected to reduction, classification, and analysis processes. The results of the study indicate that the readiness to learn among Sunday school children in GKI Klasisi Waibu, viewed from two dimensions, namely physical and psychological dimensions. The physical dimension includes the family's income level, education, career, and parental parenting patterns. Meanwhile, the psychological dimension includes interventions and cultural convergence and learning motivation reflected in the Sunday school curriculum, learning instruments, media, and learning resource

Effectiveness of Higher Order Thinking Skills-based Test Instruments in Science Learning in Indonesia: A Meta-analysis

This research is motivated by the many applications of Higher Order Thinking Skills-based test instruments in science learning. However, it has not been found how effective the instrument is in science learning. The purpose of this study was to determine the effectiveness of Higher Order Thinking Skills-based test instruments in science learning. This type of research is a meta-analysis. Data sources come from the databases of Google Scholar, Hindawi, ScienceDirect, Wiley, Taylor of Francis, Sage Journal, Springer, ProQuest and ERIC. Search keywords are test instruments, test instruments based on Higher Order Thinking Skills in science learning, and higher order thinking skills. This study analyzed 20 articles published in 2020-2023 used in the meta-analysis. Data analysis techniques with the help of JSAP software. The results concluded that the summary effect size value was 1.24 (very high effect size). This finding shows that the use of test instruments based on Higher Order Thinking Skills is effectively applied in science learning. Furthermore, the research provides higher order tinking skills-based test instruments in science learning in Indonesia and provides important information for the application of higher order thinking skills-based test instruments in the future

Linguistic and Auditory Assessment: An Effort to Improve the Beginning Reading Ability of Dyslexic Children in Grade IV at Elementary School Level

This study describes the implementation of linguistic and auditory awareness assessment in improving dyslexic children's early reading skills. The factors studied include linguistic (phoneme, morphology, orthography) and auditory (phoneme, morpheme, semantic, syntax) awareness, which are important in the early reading process. The research method was descriptive qualitative, with one 10-year-old student subject from grade 4. The assessment phase involved classical identification with learning instruments from grade 4 to grade 1, as well as a pre-early reading assessment focusing on linguistic and auditory awareness. Results showed significant linguistic awareness (33.59%) and auditory awareness (60%) influence reading ability. Phoneme and morphology aspects affect reading ability in terms of linguistics, while morphemes and syntax are significant in auditoris.

Self-directed learning in dental hygiene students: Impact of locus of control and personality traits.

The purpose of this study was to identify demographic variables, the level of self-directed learning (SDL), locus of control (LOC), and personality traits in dental hygiene (DH) students and to identify predictive variables for SDL. Cross-sectional survey research was conducted with a convenience sample of DH students (n=229) in the United States using a web-based survey. The validated instruments used were the Self-Directed Learning Instrument (SDLI) to determine level of SDL, the Academic Locus of Control (ALC) scale for college students to evaluate LOC, and the Big Five Inventory-2-Extra Short Form (BFI-2-XS) to identify personality traits. Descriptive, correlation, and regression analyses were performed. The completion rate was 68.9% (n=159). The average SDLI score of the sample was 82.59, indicating a high overall level of SDL. The average ALC score was 10.34, indicating an overall internal LOC. Internal LOC (B=-0.319, SE=0.082, β=-0.330, p<0.001) and an open-minded personality trait (B=1.156, SE=0.363, β=0.233, p=0.002) emerged as significant predictors of learning motivation (B=-0.138, SE=0.057, β=-0.214, p<0.017) and self-monitoring (B=0.553, SE=0.253, β=0.167, p=0.030) SDLI constructs. SDL among DH students can be cultivated by enhancing their learning motivation and self-monitoring skills. This may be achieved by helping learners increase their internal locus of control and open-mindedness. Future studies should explore exercises to help promote these traits.

Country typology reflecting (sub)national conditions for housing policy implementation

The paper demonstrates the importance of subnational data on housing to be systematically reported and added to country typologies. We asked which national and local level characteristics of housing regimes can serve as benchmarks for reasonable country groupings. The aim of this paper is to (1) develop a methodological tool enabling the comparison of conditions for housing policy implementation on national and subnational levels and (2) identify the group of countries where conditions for housing policy implementation on national and subnational levels tend to be comparable. This country classification can be used as a practical instrument for comparative analyses and policy learning. As a conceptual framework, we used the international comparative Housing research 2.0 launched by Hoekstra in 2020. For our analysis, we selected 15 basic factors that were tested in 24 European countries. We have identified three key factors having an impact on housing policy implementation: decentralisation level in housing, local budget housing expenditure and the information on which governance level has core competencies within housing. The numeric database has been run through a k-means cluster analysis. Five distinct types of countries with similarities in conditions for housing policy implementation on national and subnational level have been identified and described.

Decolonizing the Teaching and Learning of Indigenous Nguni Music Instruments in Higher Institutions of Learning in South Africa

This is an ethnographic study which was carried out to determine appropriate and effective models, approaches, strategies and techniques, for the transmission of Indigenous African Music (IAM), as practised in the communities of Tsembeyi village in the Eastern Cape Province and Impunga Village in KwaZulu-Natal Province of South Africa to the institutions of higher learning. The research explored pedagogical intervention measures for transplanting the teaching and learning of indigenous Nguni music instruments at Walter Sisulu University. This enquiry is underpinned by the praxial and Ubuntu theories, which ensure that participants are practically involved in doing, making, and experiencing learning as a collective. The study adopted an interpretive paradigm entrenched in a qualitative approach. Semi-structured interviews and participant observation were administered to collect data from 13 preservice music teachers including the main researcher and 3 community music experts drawn from the amaXhosa and AmaZulu, who are part of the Nguni nation in the Eastern Cape, and KwaZulu-Natal provinces. The thematic analysis revealed that the importance of engagement of the community in teaching and learning Nguni music instruments, underlying philosophical knowledge, and the understanding and approach to the construction and playing of IAM instruments. The authors argue for the possibility of breaking down the barriers of marginalization, and discrimination and celebrating human capabilities through the use of local resources and engagement of the community, thus, striking a meaningful and appropriate balance between the approaches that are used in traditional communities and institutions of higher learning. Keywords: Decolonization, Transmission, Curriculum, Indigenous African Music, and Nguni.

BOOK REVIEW: TECHNOLOGY IN SECOND LANGUAGE WRITING: ADVANCES IN COMPOSING, TRANSLATION, WRITING PEDAGOGY AND DATA-DRIVEN LEARNING

This book provides a comprehensive exploration of the integration of technology in second language (L2) writing instruction. It examines the evolution of technology’s role in L2 learning, particularly in writing, where individual practice is crucial. The book consists of 11 chapters encompassing research and development reports on the application of technology, especially machine translation (MT), in the L2 writing learning process. While 90% of the content focuses on research results, a conceptual review in one chapter highlights the limitations of MT in English as a foreign language (EFL) writing. The book caters to L2 teachers and language learning researchers, offering valuable insights into using MT and wiki writing as effective learning instruments. Additionally, it presents novel strategies, such as using Wikipedia to hone critical thinking skills, and introduces handwriting automation for L2 writing assessment. Despite its merits, the book’s structure, content balance, and limited readership accessibility are areas requiring improvement. Nonetheless, its research findings and practical implications make it a valuable resource for L2 educators seeking to harness technology in writing instruction.

Home / Archives / Volume 11 Issue 1 / EDUCATION &amp; LANGUAGE STUDIES Validity Assessment Of Student's Acceptance Towards Online Distance Learning

Online distance learning is one approach for delivering teaching and learning that is becoming popular nowadays. The student's acceptance of online distance learning should be measured because it indicates the successful teaching and learning delivery level. For this purpose, we need an evaluated and validated instrument to measure students' acceptance of online distance learning. To achieve this, Exploratory Factor Analysis (EFA) and Nomology Analysis are used to evaluate and validate students' acceptance of online distance learning instruments. The EFA of this study on 32 items resulted in the construction of seven dimensions: Self-Productivity, Content Productivity, Effort Expectancy, External Influence, Personal Innovativeness, Self-Management Learning and Behavioural Intention. The correlation analysis indicates that all the bivariate relationships among the components were significantly correlated with at least a 95% confidence level. This result shows that the instrument can be considered valid and reliable and used to measure students' acceptance of online distance learning.

KESULITAN GURU DALAM MENGEMBANGKAN PERANGKAT PEMBELAJARAN (MODUL AJAR) KURIKULUM MERDEKA DI SEKOLAH DASAR

The aim of this research is to describe the problems or difficulties faced by teachers in developing learning instrumention in the merdeka curriculum. This research method uses qualitative research, a type of library research. The object of this research is the learning intrumentation in the merdeka curriculum developed by the teacher. The teaching module is a new language from the Lesson Plan (RPP) which has significant differences. The teaching module has three components, namely general information components, core components and attachments. Each component has further development, but the core components are the components of developing learning outcomes (CP), learning objectives (TP), learning objective flow (ATP) which become difficulties for teachers in developing teaching modules. In solving problems experienced by teachers when developing learning instrumentation, teachers must take part in any activities held regarding the merdeka curriculum, such as seminars, workshops, Teacher Working Groups (KKG), Subject Teachers' Conferences (MGMP), or look for information on books, articles , magazines, as well as the official website owned by the merdeka curriculum.

Effectiveness of Assessment for Learning Instruments in Project-based Physics Learning to Measure Collaboration and Problem-Solving Skills

In general, the assessment model used by teachers in teaching only revolves around summative assessment, thus students cannot use it to identify the strengths and weaknesses of their skills in learning activities. This study aims to determine the effectiveness of the Assessment for Learning instrument in project-based physics learning to measure collaboration and problem-solving skills. The research design utilizes a pretest-posttest control group design. The population for this study includes all second-semester eleventh-grade science students, with the sample comprising eleventh-grade science 3 as the experimental group and eleventh-grade science 4 as the control group selected through random sampling technique. The instruments used include the Assessment for Learning learning assessment instrument and assessment to evaluate and improve students' collaboration and problem-solving activities. Data collection techniques involve observation and questionnaire collection. Data are analyzed using descriptive statistical data analysis and inferential statistics. The hypothesis testing results of collaboration and problem-solving skills indicate differences in collaboration and problem-solving skills between the experimental and control classes in project-based physics learning. It is concluded that assessment using AfL in project-based physics learning is effective in measuring collaboration and problem-solving abilities as it exceeds classical mastery.

Systematic Literature Review: Analysis of Misconception Problems and Diagnostic Instruments for Learning Chemistry

This research aims to analyze research trends in Chemical misconceptions in chemistry learning and diagnostic instruments used. The research method used in this research is a systematic literature review (SLR). The database obtained was 16 articles selected from the Scopus and Google Scholar databases with Publish or Perish (PoP). The results of the research found were the majority of students experienced misconceptions in learning chemistry caused by errors in preconceptions and abstract thinking concepts in the material, the method used to analyze the misconceptions found was a two-level, three-level, four-level diagnostic instrument, multiple choice, and semi-open tests and The misconceptions found in chemistry materials are acid-base, reaction rate, chemical equilibrium, chemical bonding, salt hydrolysis, and buffer solution.

Understanding learners’ relationships with music

Relationships with music are at the core of music education. However, they are rarely studied from learners viewpoints—especially those of exceptionally motivated, advanced students—as they are incorporated into the theoretical underpinning or methodological stance of research in instrumental education. In this research project we follow the musical lives of ten advanced, mastery-oriented adolescent instrumentalists. The focus of this first report of our narrative ethnography is on how their relationships with music manifest in written narratives on the role of music and instrument learning in their life. While corroborating findings of previous research, the results demonstrate many idiosyncracies in the trajectories of our participants, including critical events. The results show that studying relationships with music and their development may reveal complex ecological systems in instrument learning and interconnected theoretical concepts, such as self-regulation, self-efficacy, agency, autonomy, identity, and metacognition. These phenomena—which can be challenging to differentiate, adapt, and apply in terms of learning practices—may seem far-removed from everyday musical practices, but can be consolidated when looking at relationships with music as gateways to the learning of musical instruments.

Technological Advancements in Bite-Sized Learning: Developing a Framework for Basic Jazz Guitar Reharmonization Techniques

The capability of big data technology in online data management has made virtual learning a highly popular trend nowadays. However, vast information density makes young users lose focus in mastering one particular learning unit. This situation opens up opportunities for researchers to re-evaluate music instrument learning methods. This study aims to develop a framework for bite-sized learning of basic jazz guitar reharmonization techniques. The research methodology involves a mixed-methods design of Design and Development Research (DDR) and experimental case study. The three phases of the research include analysing the needs of jazz guitar reharmonization techniques, developing a bite-sized learning framework, and validating the conceptual framework. The results of this study will be useful for online learners of all ages who want to learn jazz guitar harmony without enrolling in formal institutions. The developed method could also potentially be commercialized as an online application for bite-sized learning and adopted as a part of heutagogy approaches.

EFEKTIVITAS PENERAPAN SILABUS YANG BERORIENTASI PADA PESERTA DIDIK DALAM PEMBELAJARAN GITAR DI SANGGAR MUSIK AMABILE

Sanggar Musik Amabile is one example of a course in Bali that conducts guitar instrument learning with a learning plan in the form of a syllabus. The syllabus is prepared based on the ABRSM curriculum which is adjusted to the abilities, needs and interests of students to achieve effective learning with maximum results. To find out the effectiveness of the application of the syllabus, a qualitative research was conducted by collecting data through teaching assistance in the form of observation activities and complemented by interview activities. From this research, it was concluded that despite experiencing several obstacles such as: (1) Lack of discipline of students in independent practice, (2) The desire of students to learn songs that are not in accordance with the grade, (3) Lack of concentration of students during learning, (4) The existence of students' willingness that cannot be forced, the application of a learner-oriented syllabus in guitar learning at Amabile Music Studio has been effective because there is conformity between learning planning and its application in the classroom and most of the learning objectives have been achieved.

Determinants of Online Teaching and Learning Effectiveness for Statistical Concepts and Calculations Subjects During the COVID-19 Movement Control Order (MCO)

In today’s fast-paced ICT-driven world, understanding the factors influencing the effectiveness of online teaching and learning is paramount, especially during the Movement Control Order (MCO) when physical educational activities are restricted. Assessing the efficacy of undergraduate students under these circumstances can be particularly challenging, and the resulting conclusions may vary depending on the context. Consequently, this study is driven by three primary objectives. Firstly, this study seeks to employ factor analysis as a robust method for validating the selected online teaching and learning instruments. Secondly, it endeavors to categorize the survey instruments into distinct core variables using Principal Axis Factor analysis. Additionally, the study aims to harness multiple regression analysis to uncover the factors influencing the efficiency of online teaching and learning. To achieve these objectives, an online questionnaire was administered to 107 students enrolled in a university in Malaysia. The collected data were analyzed using Statistical Package for the Social Sciences (SPSS). The results of the multiple regression analysis revealed that lecturer roles and student attitudes have significant positive relationships with the success of online teaching and learning. In contrast, flexibility exhibited a significant but inverse association. Despite the global transition into the endemic phase of COVID-19, this study aspires to furnish valuable insights for lecturers, students, and university administrators regarding the ongoing practices of online teaching and learning. Ultimately, these insights can empower policymakers to formulate optimal strategies thereby benefiting all stakeholders involved. In conclusion, this study acknowledges its limitations and offers recommendations for further research.

Development of higher order thinking skill assessment instruments in social studies learning

&lt;span lang="EN-US"&gt;Higher order thinking skill (HOTS) in social studies learning are still often ignored by teachers despite the need for students to acquire these skills. The purpose of this study is to develop her HOTS assessment in a social studies classroom to help teachers improve their students’ thinking skills. This kind of research is research and development with 4D models. Validation was performed by two social studies learning assessment specialists and three social studies teachers. The HOTS test was administered to 112 students in class VIII (second grade) of Yogyakarta junior high school. Data analysis consisted of validity, reliability, difficulty, selectivity, and distractor index. Explanatory factor analysis (EFA) pathway analysis was used for data analysis of small trials and confirmatory factor analysis (CFA) pathway analysis was used for large trials. The multiple-choice HOTS assessment tool consisted of 30 items, and the effectiveness results of this HOTS questions on material, structure, and language aspects by two social studies learning assessment experts where it was valid and suitable for our application. Effective results for three social studies teachers indicated that the assessment tool was valid and applicable. HOTS in social studies learning helps improve quality and learning outcomes, enabling students to examine information critically, develop creativity, and improve problem-solving skills.&lt;/span&gt;

Teaching Physics through Astronomy: an object-based approach

Astronomy plays an important role in the cultural and scientific development of students, yet it is not always valued in upper secondary school. However, many Astronomy topics can be fruitfully addressed within the Physics curriculum. In this contribution, we present two workshops designed for in-service Physics teachers, aimed at proposing strategies for integrating Astronomy into the teaching of Physics. We chose light as the disciplinary focus, considering ray optics and spectroscopy as the specific topics. Valuing our collaboration with local Museums, we structured the workshops according to an Object-Based Learning (OBL) approach, enhancing the potential of scientific instruments for learning. During the workshops, the teachers experienced different ways of integrating Astronomy in the teaching of Physics through the use of instruments, and after the workshop they were invited to reflect on the usability of the proposed activities in the classroom. The findings suggest that OBL is a valuable approach for incorporating Astronomy into the Physics curriculum.

Measuring Instrument for Self-Regulated Physics Learning at High School Level in Sungai Penuh

Self-regulated learning in physics learning at school is very important. Which can influence self-regulated learning in following the learning process. To find out self-regulated learning, an instrument is needed. In fact, it is very difficult to find self-regulated learning assessment instruments in Physics subjects. Therefore, development research was carried out with the aim of developing a student self-regulated assessment instrument for Physics subjects. This type of research is research and development (R&amp;amp;D) developed by Sugiyono (2016). The sample for this research is students selected using the cluster random sampling method, namely samples from randomly selected classes, namely class XII MIPA for the 2023/2024 academic year at SMAN 2 Sungai Full. The analysis involved four expert lecturers who acted as validators. After it was valid, a trial of the instrument was carried out which was distributed to 114 students. Next, a trial test is carried out for the validity and reliability of a questionnaire. The results of the questionnaire trials that were distributed to students were analyzed using SPSS. Based on research and development from 30 statements, 28 valid questionnaire statements were obtained. Based on the analyzed questionnaire data, good validity was obtained for each question item. The reliability value obtained was (? = 0.9749).