Learning Objectives Research Articles

Aspek Tata Bahasa dalam Buku Teks Bahasa Indonesia Tingkat SMP Kelas VIII

This study examines grammar material in Indonesian language textbooks for grade VIII junior high school, specifically within the Merdeka Curriculum framework. The research aims to describe and analyze grammar content in the textbooks, focusing on word structures and the alignment of grammar competencies with learning objectives in each chapter. The research employs a qualitative descriptive method with a document study approach. Data were collected from official textbooks published by the Ministry of Education, Culture, Research, and Technology (Kemendikbudristek) in 2021. Data collection was conducted through document analysis, with the researcher serving as the primary instrument, assisted by an analytical table. Data analysis followed three stages: data reduction, data presentation, and conclusion drawing. The findings reveal that the grammar material in the textbooks includes word structures such as affixation and reduplication, as well as sentence structures categorized by the presence or absence of clauses, the sequence of subjects and predicates, and the roles of functional elements. The analysis identified two chapters in the grade VIII textbook that contain grammar material and four chapters that do not explicitly include grammar material but align with the stated learning objectives. The study concludes that grammar material in textbooks is essential for enhancing students’ language skills, in line with the principles of the Merdeka Curriculum, which emphasize independence and creativity in learning.

Teaching Concept Hanover : Digitally integrated teaching for medical students at the University Clinic for Ophthalmology of the Hanover Medical School

Challenges in practice-oriented teaching at university clinics are increasing. A lack of resources contrasts a growing number of students. Digital lectures, seminars, and blended-learning concepts enable resource-efficient and effective teaching in ophthalmology. To implement and evaluate a digital teaching concept combining lectures, seminars, and bedside teaching at the Department of Ophthalmology at Hannover Medical School (MHH). Following the National Competence-Based Learning Objectives Catalogue for Medicine (NKLM), digital theoretical units were combined with practical in-person formats. The concept includes: on-demand digital lectures, a three-day, digitally pre- and post-prepared seminar on basic examination methods, and digitally enhanced bedside teaching. The concept was piloted in a cohort. Student feedback was recorded via the eLearning system and compared with previous evaluations. The concept proved feasible, communicable, and digitally verifiable. Educators were satisfied with student preparation. Learners rated the implementation positively, and ophthalmology improved by 10 ranks in the MHH medical subject rankings. Satisfaction with digital teaching increased significantly. Combining asynchronous digital preparation and review with synchronous bedside teaching and in-person seminars enables resource-efficient and effective teaching. The concept was well-accepted. Further studies are required to evaluate its nationwide implementation and its impact on exam performance.

Hybrid learning in higher education: Considerations for its implementation in course design

Hybrid learning, combining face-to-face and distance instruction through digital technologies, has gained greater prominence in higher education, noted for its flexibility and adaptability. This innovative model fosters student engagement by overcoming the limitations of the traditional classroom and promoting collaborative learning and autonomy. This article presents a methodological guide for planning hybrid environments with a student-centered approach supported by digital technologies. The method is based on a literature review, providing a conceptualization and characterization of hybrid learning. It also outlines a structured guide for a university course under the hybrid model, considering available physical and virtual conditions, the degree of possible hybridization, as well as the development of learning objectives, activity design, instructional material, assessment strategies, and chronogram. The results show the experience from a thematic unit of the course “pedagogical praxis in the university context” at the Universidad Nacional de Costa Rica, which exemplifies this planning by integrating face-to-face and virtual activities, and continuous and formative assessment. In conclusion, understanding the advantages and challenges of hybrid learning is key to developing effective methodologies focused on flexibility and personalization in higher education.

Levelling up learning in higher education: Gamification of in‐video components to supercharge student learning and achievement in video‐based learning

AbstractDespite the rapid growth of video‐based learning in higher education, students face challenges in sustaining their full attention on video lectures. While gamification has been used to engage students, there have been few attempts to gamify in‐video learning. The study aimed to create a gamified instructional video and examine the effects on learning. We identified gamification principles that can be incorporated to gamify in‐video components. An experiment conducted for validation purposes involved 48 undergraduate and graduate students. The results revealed that the participants who learned from the gamified instruction video (ie, experimental group, n = 23) had higher levels of necessary cognitive load required for accomplishing the given tasks than the participants who learned from a conventional video (ie, control group, n = 25). Although there was no significant difference in situational interest, the experimental group also exhibited better achievement, higher levels of intrinsic motivation, and learning satisfaction than the control group. Interview results revealed that the experimental group had a positive learning experience and clarified how the gamification strategies contributed to the outcomes. We discuss the implications of this study for research and practice. Practitioner notesWhat is already known about this topic Video‐based learning (VBL) is recognized for its ability to accommodate students with diverse educational needs, and higher education has paid attention to its accessibility. During VBL, students face challenges in sustaining their full attention on video lectures unless they are highly motivated to learn. Moreover, students lack access to receive real‐time guidance and feedback. What this paper adds We created a gamified VBL environment by embedding game elements into an instructional video. The experimental results indicated that the gamified video did not significantly increase learners' situational interest but enhanced necessary cognitive load, intrinsic motivation, learning satisfaction, and academic achievement. Interview findings supported these results, revealing that the gamified video effectively reduced unnecessary cognitive load while increasing cognitive efforts toward achieving learning objectives, thereby fostering engaging learning experiences. Implications for practice and/or policy Our attempts to create gamified instructional videos demonstrated how to enhance video lectures through gamification strategies and offered guidance for the design of gamified instructional videos. We also contributed to the exploration of gamification strategies in education and the potential of relatively underexplored gamification elements.

Analysis of teachers' problems in the implementation of the independent curriculum in PAI subjects

Many students experience obstacles in learning Islamic Religious Education, coupled with the implementation of the Independent Learning Curriculum which is still relatively new in its implementation. The implementation of the Independent Learning Curriculum certainly requires time for adjustment, so this affects student learning outcomes and the achievement of appropriate learning objectives. This study aims to examine the problems that occur at SMA Daarul Qur'an Bandung related to the implementation of the Independent Learning curriculum in learning Islamic Religious Education subjects. The research method used is a qualitative case study approach with data collection through observation, interviews and document studies. The results of the study show that in the implementation of the Independent Learning Curriculum in schools there are still various problems, especially in the teacher aspect. It can be concluded that the Independent Curriculum in Islamic Religious Education subjects at SMA Darul Quran Bandung shows a number of challenges that need to be overcome. By continuing to evaluate and adjust, it is hoped that schools can overcome the challenges faced and improve the quality of learning for students as a whole.

Written Versus Oral Assessment Are Both Equally Effective in Pharmacology ?

Background: The undergraduate medical curriculum guidelines established by the Bangladesh Medical and Dental Council (BMDC) placed significant emphasis on assessing knowledge, skills, and attitudes in pharmacology. Currently, students are mostly assessed through written and oral assessments. However, oral assessment is resource-intensive and time-consuming while written assessment can efficiently assess a larger number of students in a shorter timeframe. Objective : This study aimed to observe the level of effectiveness of written assessment and oral assessment in evaluating learning objectives in pharmacology education for MBBS students. Methods: A formative interventional study was conducted from August 2022 to September 2023 at four medical colleges in Chattogram, Bangladesh, involving fourth year MBBS students and faculty members of pharmacology. Pharmacologists' opinions were gathered prior to the assessment, and post-assessment feedback from students and examiners were collected regarding the effectiveness of written and oral assessment methods in evaluating learning outcomes aligned with the curriculum objectives. Results: A total number of 240 students and 16 faculty members of pharmacology participated in the study. There was no significant differences found in students’ and teachers’ perceptions of written and oral assessment when evaluating objectives related to the cognitive and affective domains. However, written assessment was significantly preferred for evaluating objectives related to prescribing drug for special group and analyzing information. Teachers also favoured written assessment for evaluating objectives related to prescription writing. Examiners who conducted written assessment indicated that all objectives, except for communication with patients, could be effectively evaluated through written assessment. Oral examiners reported that certain objectives could be fully assessable by oral, while objectives related to drug history taking, ethics of prescribing and prescribing for special groups were partially assessable. Choosing safe and effective drugs and analyzing information could not be adequately evaluated through oral assessment. Conclusion: Findings of this suggest that written assessment can serve as a valid alternative to oral assessment in the pharmacology curriculum within medical education of Bangladesh. This study provides valuable insights for the BMDC, offering a cost-effective and time-saving approach to pharmacology assessment in the MBBS curriculum with adequate learning outcomes. BJME, Volume-16, Issue-01, January 2025: 26-39

The Role of Evaluation in the Selection of Learning Materials for a Dynamic Curriculum

This study aims to explore how teachers evaluate and select appropriate teaching materials to ensure their alignment with learning objectives and student needs. Using a descriptive qualitative approach, data were collected through document analysis and structures interviews with teachers. The analysis focused on the criteria used in the evaluation process, challenges faced in selecting materials, and strategies to overcome these challenges. The results indicate that teachers prioritize the relevance of teaching materials to students’ levels of understanding and learning objectives. However, they often face constraints such as limited budgets, restricted access to quality mterials, and time constraints for conducting evaluations. Despite these challenges, teachers demonstrate creativity by adapting existing materials and utilizing local resources. This study concludes that evaluation play a crucial role in ensuring the quality of teaching materials, while creative and flexible approaches help teachers address challenges effectively. These findings undercore the importance of integrating evaluation and innovation in teaching material selection to enhance the teaching and learning process within a dynamic curriculum framework.

Enhancing Information Literacy through Generative AI in the Library Classroom

This article explores the integration of a generative AI chatbot into undergraduate education to enhance information literacy. By leveraging the ACRL Framework for Information Literacy, specifically the 'Scholarship as Conversation', 'Research as Inquiry', and 'Searching as Strategic Exploration' frames, the authors argue that AI tools can improve students' research skills while emphasizing the importance of critical reading and resource verification. Using scaffolding with AI supports students transitioning from their current skill levels to achieving specific learning objectives. The paper reviews the impact of generative AI on higher education and proposes two adaptable assignments for classroom use. The article concludes that effective use of AI in educational settings can enhance learning outcomes and prepare students for the complexities of modern research practices while promoting ethical information usage.

Development of Fukado Learning Media on Mathematics Content of Space Building Materials on The Improvement of Student Results Class VI at SD Negeri Sadeng 01 Semarang City

The purpose of this study was to develop Fukado media with Borg and Gall's development theory through 10 stages of development so that the developed media can be used to achieve learning objectives, namely improving student learning outcomes. The research subjects used 6th-grade students at SD Negeri Sadeng 01 Semarang City with 27 students. Augmented reality is one of the media that can help with learning. The development of this media is done by analyzing problems, designing media, media validated by experts, and testing on learning. The effectiveness of this learning media is seen with assessment instruments on validity, effectiveness, and practicality. Media development that has gone through various stages of development is declared successful with a level of validity of media, material, and language of 88%, 95%, and 91% respectively, The effectiveness of the media can be seen from the increase in learning outcomes in mathematics learning with the difference in the average student score reaching 15 from the original 61 to 76 obtained from trials with pretest and posttest.

Design and development of job sheets to facilitate independent learning in Workshop Practices and Engineering Drawing Subjects: A case study at Vocational Secondary School

Introduction: This study investigates the necessity for innovative and effective practical learning media by developing a Job Sheet and assessing its feasibility through evaluation process that includes media experts, subject matter experts, and end-users.Methods: This study utilized a Research and Development approach based on the 4D model (Define, Design, Develop, Disseminate) to systematically and iteratively refine the Job Sheet. Data were gathered through descriptive observation, semi-structured interviews, and questionnaires, subsequently subjected to thorough quantitative analysisResults: The feasibility evaluation resulted in an 87.5% score from media experts, underscoring the Job Sheet's robust design principles, usability, and conformity with digital learning media standards. A score of 92.5% from subject matter experts indicated the material's relevance, accuracy, and alignment with learning objectives. The results of user testing indicated an 85% satisfaction score, affirming the practicality and engagement potential of the Job Sheet in actual educational contexts. Conclusions: The findings highlight the substantial role of the Job Sheet as an effective resource for improving practical learning. This study emphasizes the potential of tailored learning media to connect theoretical and practical knowledge, thereby enhancing student engagement and facilitating effective skill acquisition.

Technology for Achieving Learning Objectives Through a System-Activity Approach and the Development of Critical Thinking in Geography Studies

This article explores the integration of technology through a system-activity approach to enhance critical thinking and achieve learning objectives in geography education. The system-activity approach, grounded in constructivist learning theory, emphasizes active learning, student engagement, and critical thinking development. By incorporating digital tools such as Geographic Information Systems (GIS) and Virtual Reality (VR), the approach enables students to explore complex geographical phenomena, analyze spatial data, and engage with real-world problems interactively. This study employs survey methodology to assess the impact of technology-enhanced, activity-based learning on students' critical thinking and overall learning outcomes. The findings underscore the effectiveness of the system-activity framework in improving geography education by fostering deeper engagement and understanding of geographical concepts. This paper contributes to the ongoing discourse on educational innovation, offering insights for educators aiming to integrate modern technologies into geography studies to enhance student competencies in navigating modern information spaces and developing essential 21st-century skills.

Learners' Conceptions of Language: An Exploration of Potential Contributions from Folk Linguistics

Despite the abundance of studies on learners' beliefs in the field of second language acquisition, very few have addressed learners' conceptions of the language itself. In this article, we argue that examining these conceptions is crucial for understanding the beliefs and attitudes students hold towards other languages and their learning processes. Specifically, we observe how a prescriptive view of language can influence students' expectations regarding the nature of the content being learned. Additionally, we note that the notion of correctness is often imprecise and ambiguous within the educational context. Furthermore, we explore how learners' conceptions about language components are intricately linked to their expectations about language learning. In particular, we observe that an emphasis on words as the primary object of learning can be detrimental to sociopragmatic factors. Moreover, we note that the folk conception of meaning as a rigid and context-independent entity can lead to a naïve universalist perspective, privileging the L1 as a means to understand and evaluate the L2. To delve into learners' conceptions of language, we propose the use of qualitative methods grounded in folk linguistics. Folk linguistics is the study of non-linguists' beliefs and ideas about language and language learning, including how they perceive and describe language use. This approach involves the study of metalanguage through discoursal data, which can be gathered both through metacognitive and contextual approaches. Additionally, we suggest that understanding the folklinguistic notions held by educators and those embedded in teaching materials is significant in this line of research, as it can help in designing and implementing educational interventions that are more closely aligned with learners' pre-existing conceptions, potentially leading to improved learning outcomes.

Toward a Free-Response Paradigm of Decision-Making in Spiking Neural Networks.

Spiking neural networks (SNNs) have attracted significant interest in the development of brain-inspired computing systems due to their energy efficiency and similarities to biological information processing. In contrast to continuous-valued artificial neural networks, which produce results in a single step, SNNs require multiple steps during inference to achieve a desired accuracy level, resulting in a burden in real-time response and energy efficiency. Inspired by the tradeoff between speed and accuracy in human and animal decision-making processes, which exhibit correlations among reaction times, task complexity, and decision confidence, an inquiry emerges regarding how an SNN model can benefit by implementing these attributes. Here, we introduce a theory of decision making in SNNs by untangling the interplay between signal and noise. Under this theory, we introduce a new learning objective that trains an SNN not only to make the correct decisions but also to shape its confidence. Numerical experiments demonstrate that SNNs trained in this way exhibit improved confidence expression, reduced trial-to-trial variability, and shorter latency to reach the desired accuracy. We then introduce a stopping policy that can stop inference in a way that further enhances the time efficiency of SNNs. The stopping time can serve as an indicator to whether a decision is correct, akin to the reaction time in animal behavior experiments. By integrating stochasticity into decision making, this study opens up new possibilities to explore the capabilities of SNNs and advance SNNs and their applications in complex decision-making scenarios where model performance is limited.

Acral Lentiginous Melanoma. Part I. Epidemiology, Etiology, Clinical Presentation, and Diagnosis.

This review article focuses on acral lentiginous melanoma (ALM), a rare cutaneous malignancy and the least common subtype of cutaneous malignant melanoma (CMM). ALM exhibits distinct characteristics, such as low overall mutation rates and increased chromosomal alterations. It is associated with worse prognosis, more advanced disease, and lower survival rates compared to other CMM subtypes. The incidence of ALM varies globally, with higher rates in non-white populations, particularly affecting Black, Hispanic, and Asian individuals. Racial disparities may be attributed to a lack of awareness, biological/genetic differences, cultural values, and socioeconomic status. The etiology of ALM remains unknown, but studies suggest a limited impact of UV radiation, potential links to trauma and stress, and a unique tumor immune microenvironment. Diagnostic challenges include varied clinical presentations, with specific biopsy techniques recommended. Clinical research on ALM lacks representation from diverse populations, ultimately limiting its translatability. Understanding the molecular landscape and clinical aspects of ALM will be crucial for improved diagnosis, treatment, and addressing health disparities. LEARNING OBJECTIVES: After completing this learning activity, participants should be able to discuss the epidemiology, etiology, mutational landscape, tumor microenvironment, and clinical presentation of acral lentiginous melanoma (ALM). Moreover, participants should also be able to describe the important racial disparities observed in ALM.

Identifying Key Components and Objectives of Mobile Learning in Chemistry Education

Identifying Key Components and Objectives of Mobile Learning in Chemistry Education

Remodeling pedagogical evaluation tools to incorporate student self-efficacy and sense of belonging in scientific research.

Curated undergraduate research experiences have been widely used at colleges and universities for decades to build student interest, technical preparation, and confidence in the pursuit of scientific careers. Educators often employ standardized survey instruments to evaluate learning outcomes for research experiences, but many of these assessments consider only technical skill development and career interests and are not rooted in discrete pedagogical theories. As higher education aims to create inclusive and equitable learning experiences for students, we argue that pedagogical assessment tools for undergraduate research experiences need to expand to consider outcomes such as increased science literacy, confidence in relational "soft" skills, and a sense of belonging to a community that values scientific inquiry. We report on and critique a survey instrument that uses validated metrics to evaluate student sense of belonging and the relational skills developed during an undergraduate research experience. We also provide a revised survey instrument that is founded in social and emotional learning principles and expectation disconfirmation theory. We describe best practices for remodeling the undergraduate research environment to prioritize these inclusive learning objectives alongside publishable research output that is sought by research advisors. Survey tools, like the one described here, are critical for helping colleges and universities train students in science while evolving to promote inclusivity, self-efficacy, and sense of belonging. Higher education programs will continue to produce scientists, but a focus on confidence-building and soft-skill development is essential for creating a general population that is scientifically literate and supportive and trusting of the scientific process.

A comparative study of AI‐generated and human‐crafted learning objectives in computing education

AbstractBackgroundIn computing education, educators are constantly faced with the challenge of developing new curricula, including learning objectives (LOs), while ensuring that existing courses remain relevant. Large language models (LLMs) were shown to successfully generate a wide spectrum of natural language artefacts in computing education.ObjectivesThe objective of this study is to evaluate if it is feasible for a state‐of‐the‐art LLM to support curricular design by proposing lists of high‐quality LOs.MethodsWe propose a simple LLM‐powered framework for the automatic generation of LOs. Two human evaluators compare the automatically generated LOs to the human‐crafted ones in terms of their alignment with course goals, meeting the SMART criteria, mutual overlap, and appropriateness of ordering.ResultsWe found that automatically generated LOs are comparable to LOs authored by instructors in many respects, including being measurable and relevant while exhibiting some limitations (e.g., sometimes not being specific or achievable). LOs were also comparable in their alignment with the high‐level course goals. Finally, auto‐generated LOs were often deemed to be better organised (order, non‐overlap) than the human‐authored ones.ConclusionsOur findings suggest that LLM could support educators in designing their courses by providing reasonable suggestions for LOs.

Integrating Real-Life Contexts in The Development of Teaching Materials for Arabic Listening Skills

Teaching materials are a crucial component in the learning process. Their availability can significantly impact the achievement of learning objectives and students' understanding of the material. This study aims to develop audio teaching materials based on a contextual approach for maharah istima’ expecially at MTsN 6 Ponorogo, as well as to describe how the integration of the contextual approach is implemented in the developed teaching materials. The research method used is a research and development method following the Borg and Gall development model. The data collection techniques employed include interviews, observations, questionnaires, and documentation. The data analysis techniques used are Milles and Huberman's qualitative data analysis and descriptive quantitative data analysis. The results indicate that the development of teaching materials in this study is based on four student needs related to Arabic language learning. These four needs have been realized into audio-based teaching materials, complemented by a workbook to support maharah istima’ learning. Furthermore, aspects of real-life context in these teaching materials are integrated into four areas: media that align with the current context of technological development, materials and exercises that relate to students' real-life contexts, and learning activities that align with the seven principles of the contextual approach.

Cardiac Ultrasound Training for Medical Students Utilizing Drawing and Ward-Based Instruction.

In this report, we present a cardiac ultrasound training module for medical student learners. The module assists medical students in developing foundational skills in image acquisition, identification of normal cardiac ultrasound anatomy, and demonstration of professionalism when performing the associated OSCE exam. We delivered the module across a 2-week cardiology rotation. On the first day, participants completed a pretest, a 1-hour introductory tutorial including a drawing exercise, and 1-hour of supervised practice with ward patients. Following supervised practice, participants were provided with an ultrasound machine for self-directed practice over the remainder of the clinical rotation. On the final day, participants completed a posttest and module evaluation. Pre- and posttest OSCE scores were compared to assess participants' cardiac ultrasound skills. A total of 121 students completed the module, of whom 116 completed the pre- and posttest. Median OSCE scores improved from 6 to 24 out of 39 (p < .001). Before the module, 9% of participants agreed or strongly agreed they were able to identify cardiac anatomy on an ultrasound of the heart, which increased to 98% after the module. Following the module, 92% of participants agreed or strongly agreed that ultrasound training helped with other learning on the cardiology rotation. We demonstrated that a brief training session followed by self-directed ward-based practice improved cardiac ultrasound skills in undergraduate medical students. Participants felt more confident identifying cardiac anatomy, and a large proportion felt the ultrasound training helped with other learning objectives on the cardiology rotation.

Curricular Innovations: Pedagogical Perspectives in Preparing the Next Generation

Learning is a multifaceted process involving acquiring knowledge, skills, abilities, and dispositions. The execution of a curriculum, as it pertains to how students engage with and master subject matter, has progressed beyond the standards-based accountability reforms of the 1980s. It now encompasses more than achieving behavioral change as a singular outcome in learning experiences. The traditional Skinnerian learning objectives have given way to the contemporary lens of critical pedagogy, emphasizing the learner’s perspective, including critical race theory, feminism, and trauma-informed pedagogy. Regrettably, many accrediting bodies rely on standardized criteria as learning outcomes without considering the context or culture. In this paper, we argue that for learning to be transformative, we need to embrace integrated curricular models, which are essential and complex dimensions for learning across the lifespan. Because learning is situated, contextually grounded, and culturally relevant, our approach must transcend any single subdiscipline of kinesiology.