Learning Profiles Research Articles

Penerapan Projek Penguatan Profil Pelajar Pancasila (P5) tentang Kearifan Lokal pada Kurikulum Merdeka di MIN 1 Kutai Timur

<p><em>To support the quality of education in Indonesia, the Independent Curriculum concept is implemented through the Pancasila student profile. The Strengthening Pancasila Student Profile Project is present as an effort to develop the character of students' Pancasila student profiles. Through this project, students are invited to observe the surrounding environment in order to find solutions to various existing problems.</em><em> </em><em>This research aims to determine the implementation of the Strengthening Pancasila Student Profile (P5) Project activities at MIN 1 East Kutai and its impact on students. This research uses a qualitative approach. Qualitative research methods are used as a study of natural object conditions. The approach used by researchers in the research is a qualitative descriptive approach.</em><em> </em><em> Data was collected through observation and interviews with one of the teachers at MIN 1 East Kutai. Through observations and interviews, field notes are produced which researchers use as a consistent data source and support research findings.</em><em> In</em><em> implementing the independent curriculum, students create or implement projects. Implementation of P5 activities is one of the independent curriculum project activities. Activities carried out at MIN 1 East Kutai with the theme of Local Wisdom "Food and Batik Typical of Kutai" resulted in P5 activity projects in the form of 1) making Kutai serabi, 2) making typical Kutai pulut rice, 3) making typical Kutai tamarind vegetables, 4) making typical Kutai batik. T</em><em>he result of t</em><em>his research contributes to understanding the importance of implementing the Independent Curriculum and integrating the six Pancasila Student Profiles in learning. This research also provides guidance for educational institutions in integrating the Pancasila Student Profiles in learning and optimizing the implementation of the Independent Curriculum. Thus, this research provides an overview of the importance of thorough preparation in planning P5 activities in order to form a Pancasila Student Profile that is in accordance with the objectives set by the Ministry of Education and Culture, Research and Technology.</em><em></em></p><p><em> </em></p><p><strong><em>Keyword:</em></strong><em> independent curriculum, teacher preparation, local wisdom, project for strengthening pancasila student profiles.</em></p>

Understanding the Essence of Class Culture in Building the Pancasila Learner Profile: An Approach to Quality Education

<p><span id="docs-internal-guid-ec0d5663-7fff-3b0a-db36-0c6ad2e1fd70"><span>This study uses a descriptive qualitative approach to explore the essence of classroom culture in shaping the profile of Pancasila learners in class XI PPLG at one of the state vocational schools in Surakarta. Through participatory observation and in-depth interviews, teachers have been shown to play a central role in integrating national values, such as the habit of praying, giving advice, and creating a learning environment that supports learners' social development. Practices such as cooperation activities, group sharing for presentations, and giving learners the freedom to be independent became an integral part of the classroom culture. The results show positive developments in learners' tolerance towards different religions and opinions. The conclusion of the study confirms the importance of a deep understanding of classroom culture as the main key to creating quality education, which not only transfers knowledge but also shapes learners' characters into a generation with intelligence, character, and personality.</span></span></p>

PEMBELAJARAN BERDIFERENSIASI DALAM KERAGAMAN PESERTA DIDIK TERHADAP PEMENUHAN TARGET KURIKULUM

Differentiated learning is a form of effort in a series of learning that pays attention to the needs of students in terms of learning readiness, student learning profiles, interests and talents. So through differentiation learning carried out by educators it is hoped that they can achieve the target of fulfilling the independent curriculum, namely giving freedom to students of different religions to develop their talents and interests and produce a profile of Pancasila students who are targeted in this independent curriculum. In terms of differentiated learning, it can be in accordance with the philosophy of thought according to Ki Hajar Dewantara which states that education "guides" the nature of each student so that he is able to achieve the highest safety and happiness as a human being or a member in a society. In this case the educator acts as a facilitator who can provide direction so that the student does not lose his way and can become a complete human being.

The social role of the academic and the student in active methods for education

ABSTRACT This study aims to understand the patterns of conduct, forms of action, role construction, role performance and institutional nexus of behavior that characterize the social role of academics and students in undergraduate Accounting courses through the adoption of active methods for education. A qualitative, multiple case study was developed through in-depth interviews with academics and focus groups with students from universities in Paraná and Santa Catarina that use active and traditional education methods. It was found that academics need to change their attitude in the classroom and use active methods to make their teaching more dynamic, giving students more responsibility. Yet, academics must maintain the traditional teaching methods when the teaching content or the learning profile of the students requires it. Regarding the student role, the study reveals that they have different attitudes towards the learning process and different learning styles that do not depend on the methods used.

UNVEILING THE MYSTERY OF NEURONAL SYNCHRONIZATION: HOW COORDINATED BRAIN ACTIVITY SHAPES COGNITION IN THE CONTEXT OF EDUCATION

Neuronal synchronization, a captivating and intricate phenomenon within the realm of neuroscience, unfolds as a mesmerizing dance of coordinated firing among groups of neurons, ultimately giving rise to distinctive brain rhythms. This paper embarks on a comprehensive exploration, delving into the profound impact of neuronal synchronization on cognition, particularly within the educational landscape. The journey navigates the nexus of neuroscience and education from unraveling the fundamental mechanisms underlying this phenomenon to elucidating its far-reaching cognitive consequences and practical applications in teaching. This exploration extends beyond theoretical discussions to embrace real-world applications, with case studies and examples illustrating successful implementations of neuronal synchronization principles in educational settings. These instances serve as beacons, shedding light on how understanding and leveraging neuronal synchronization can significantly enhance the teaching and learning experience. As we peer into the future, emerging trends in neuroeducation come to the forefront. This trajectory holds promise for personalized and adaptive learning experiences dynamically shaped by the principles of neuronal synchronization. The potential benefits of inclusive education become apparent, emphasizing the importance of recognizing and accommodating the diverse cognitive profiles of learners. In essence, this paper positions neuronal synchronization not merely as a scientific concept but as a guiding principle poised to revolutionize pedagogy. The intricate interplay between neuroscience and education showcased through the lens of neuronal synchronization, beckons a future where scientific insights do not just inform teaching strategies intricately woven into the fabric of our cognitive processes. This abstract invites readers to embark on a journey that transcends disciplinary boundaries, illuminating the transformative potential that understanding neuronal synchronization holds for the evolution of education.

Learning profiles and their relation to the experiences of learning generic skills at the end of the first year of university study

University students’ approaches to learning and generic skills have important consequences for studying and success in higher education. However, person-oriented research, which explores how students with different learning profiles evaluate their learning of individual generic skills, has not been the core interest of previous studies. This study investigates the learning profiles of university students (N = 901) in two disciplines and their relations to the experiences of learning critical thinking, collaboration and communication at the end of the first study year. The interrelations of the variables were analyzed with correlations and Latent Profile Analysis (LPA) estimating auxiliary variable relation. LPA yielded three learning profile groups that differed from each other in their approaches to learning: unreflective, dissonant and deep-organized, which, respectively, comprised 7, 58 and 35% of the sample. The experiences of learning generic skills of the three learning profiles varied. The comparison of the profiles showed that students representing the deep-organized profile scored highest on all measured generic skills compared to the other two learning profiles.

AN INTERDISCIPLINARY APPROACH ON BUILDING KNOWLEDGE CONSOLIDATION ROUTINE IN LSP TEACHING - A CASE STUDY ON ECONOMICS STUDENTS IN ROMANIA

Considering the constant concern expressed by worldwide policy makers and regulatory bodies in the education sector for the need to adjust learners’ knowledge, skills and competencies in an attempt to meet the 21st century challenges, one could no longer consider learning effective unless it is voluntary, self-motivated and a lifelong practice. For a long time now, teaching has gone beyond the bare conveyance of information, with the educators permanently striving to apply modern teaching methods and strategies, to ensure relevant and sensitive content, to not overlook students’ learning profile and to include relevant global social issues in all their teaching. This paper researches and presents a case study showing relevant data on students’ individual consolidation habits in terms of: students’ motivation to continuous self-improvement, frequency of self-study activities, preferred method/activity and desire to improve, against the author’s endeavour to raise students’ awareness of the importance of building self-study habits. The paper foregrounds the exploitation of conceptual and applied methods in LSP teaching, with the purpose of enhancing students’ predilections towards individual consolidation of newly-acquired knowledge. The beneficiary target group consists of first-year Economics students from the Bucharest University of Economic Studies - ASE, Romania, majoring in Management and Finance and Banking.

Implementation of the Project for Strengthening Pancasila Students Profiles on the Formation of Students’ Character in Class X SMA Negeri 1 Mataram

The purpose of this study was to determine the Implementation of the Pancasila Learning Profile Strengthening Project on Student Character Building Class X At SMA Negeri 1 Mataram, the research method used qualitative methods. In this method, observations are made first before conducting interviews or direct observations in the field, this method is considered suitable for knowing how progressive or stages of P5 learning for learning citizens both formally and non-formally. The subjects used in this research are students at the 10th grade level of Senior High School at SMA Negeri 1 Mataram to find out how to implement the Pancasila Learner Profile in the classroom. The Pancasila Learner Profile Strengthening Project has 6 elements that we observe then it can be seen that Beriman, Bertaqwa dan kepada Tuhan Yang Maha Esa and Berahklak Mulia, Mandiri Gotong Royong, Berkhebinekaan Global and Bernalar Kritis. After being observed qualitatively, it can be concluded that this method is indeed suitable or efficient for the character building of students in class 10. After conducting research in class X SMA Negeri 1 Mataram, information was obtained that the implementation of the Pancasila Student Profile Strengthening Project on the character building of students in class X was less than optimal because there were various obstacles that caused a lack of understanding delivered by educators, including limited time that did not allow the implementation of the Pancasila Student Profile Strengthening Project

Physical chemistry students’ learning profiles and their relation to study-related burnout and perceptions of peer and self-assessment

We explored chemical engineering students’ approaches to learning, study-related burnout, and perceptions of peer and self-assessment in a challenging physical chemistry thermodynamics course. Cluster analysis revealed three learning profiles based on students’ approaches to learning: students who scored high in both organised studying and the deep approach to learning, students who scored high in the unreflective approach to learning, and students who scored high in all three approaches. According to our findings, students who employed deep learning strategies and managed their time carefully experience the least study-related burnout. These students also felt more efficacious when participating in assessment and had fever negative experiences of both peer and self-assessment. Consequently, physical chemistry educators should adopt practices that facilitate a deeper approach to learning, including paying careful attention to course workload and utilising teaching methodologies that can foster the deep approach like peer and self-assessment.

Physical fitness profile of primary school learners in the Eastern Cape province of South Africa.

Low levels of physical activity in high- to low-income countries, including South Africa, pose a great risk of cardiovascular-related diseases. This study aimed to assess and compare the physical fitness profile among children. The study setting comprised rural and urban primary school learners in the Eastern Cape province, South Africa. A cross-sectional study was adopted utilising a randomly selected sample of boys and girls aged 9-14 years. Physical fitness measures were assessed using the Euro-fit test battery. Some parametric tests were used for mean comparisons of the various anthropometric measurements and physical fitness characteristics across demographics. The sample consisted of 870 primary school learners. The average weight and height of the sample were 39.29 ± 10.34 kg and 144.06 ± 10.81 cm, respectively, with a mean body mass index (BMI) of 18.80 ± 4.11 kg/m2. The results showed that boys reported significantly high levels of physical fitness. Sit-ups (p ≤ 0.001) and VO2 max (p ≤ 0.001) significantly increase with age, while all the physical fitness measures were significantly higher among rural-based learners. Rural-based learners and boys generally had better physical fitness performance than their peers. The effect of gender and place of residence should be considered when designing physical fitness interventions. This study adds to the existing body of knowledge about the effect of demographic factors on the physical fitness profile of children, where boys and rural-based learners are reported to be more physically fit than their counterparts.

Research on the Reform of English Precision Teaching in Colleges and Universities Facilitated by Artificial Intelligence Technology

Abstract The article analyzes the precise teaching reform by applying artificial intelligence technology in English teaching in colleges and universities to improve teaching efficiency and student learning effect. The study establishes an English teaching model based on learner profiling, using artificial intelligence technology for student data analysis to achieve personalized customization of teaching content. Through empirical analysis, this study found that the experimental class adopting this teaching model significantly improved classroom interaction, learner class profile, and English performance. The average score of English assessment of students in the practical class increased from 55.5465 to 78.7267, and the passing rate also increased significantly. In addition, the teaching mode can effectively reduce the degree of dispersion of students’ performance and reduce the performance differences among students. The application of artificial intelligence technology in English teaching in colleges and universities can effectively promote students’ learning interest and performance improvement, providing a new direction for reforming English teaching in colleges and universities.

English Language Teaching Methods: Exploring the Impact of Various Approaches on Students’ Language Learning Outcomes

This scholarly paper embarks on an in-depth exploration within the domain of English language teaching methodologies, casting a spotlight on three innovative approaches: immersive teaching, task-based teaching, and reflective teaching. Each of these methods represents a unique strategy in the broader context of language pedagogy, aimed at enhancing the efficacy of language acquisition among learners. By meticulously examining the effectiveness of each approach in fostering language learning outcomes, this study makes a significant contribution to the ongoing scholarly conversation about the most effective methods for teaching languages. Through an exhaustive review and analysis of both existing literature and empirical evidence, the paper illuminates the distinct advantages and potential limitations inherent in each of these teaching strategies. Immersive teaching, with its focus on surrounding learners with the target language in context, aims to simulate the natural language acquisition processes. Task-based teaching, on the other hand, emphasizes the completion of meaningful tasks that require language use, thereby promoting practical language skills in real-world contexts. Reflective teaching introduces a critical component, encouraging both teachers and learners to reflect on their experiences, strategies, and outcomes to continuously adapt and improve the learning process. By offering educators a nuanced understanding of these diverse approaches, the paper provides valuable insights into how language education can be optimized to meet the varied needs of learners. It highlights the importance of selecting and tailoring teaching methodologies to suit specific educational contexts and learner profiles, thus enhancing the overall effectiveness of language learning programs. This comprehensive analysis not only aids educators in making informed decisions about their teaching practices but also contributes to the development of more dynamic, responsive, and effective language teaching and learning environments.

Profiles of Learners of Turkish as a Second Language in Terms of Acculturation Orientation, Psychological Adjustment, and Perceived Cultural Distance

When individuals encounter a cultural circle other than the one that constructs their memory, self, and consciousness, they are likely to experience some adaptation problems. Especially for individuals living in a foreign country, such problems can be much more diverse. Therefore, it is extremely important to examine such problems by focusing on the individual’s perceptions and experiences in various dimensions. The aim of this study is to determine the profiles of learners of Turkish as a second language in terms of acculturation orientation, psychological adjustment, and perceived cultural distance and the relationship between them. In line with this aim, the correlational method, one of the quantitative research methods, was preferred in the study. The sample group consisted of 300 learners at B2, C1 and C1+ language levels who were studying at Turkish language teaching centres of different universities in Türkiye in the 2022-2023 academic year. A 7-point Likert-type short scale developed by Demes and Geeraert (2014) consisting of the dimensions of acculturation orientation, psychological adjustment, and cultural distance was used as a data collection tool; the data were analyzed using the SPSS 26.0 statistical package program. As a result of the research, it was found that the participants, who exhibited different profiles in terms of scores according to gender, language level, education level, reason for coming to Türkiye, native language, and number of languages known, showed that as their orientation toward home culture increased, their orientation toward Turkish culture and perceived cultural distance scores increased correlatively; however, their psychological adjustment scores decreased. While no relationship was found between the participants' orientation toward Turkish culture and their psychological adjustment and intercultural distance perceptions, it was observed that as their psychological adjustment scores increased, their perceived cultural distance scores decreased. Finally, the results obtained from the study were interpreted and discussed in the light of the literature. Various suggestions were also presented to the researchers by mentioning the limitations of the study.

Exploring the Teaching Reform Path of Ideological and Political Education in Colleges and Universities in the Context of Deep Learning

Abstract Deep learning significantly enhances the comprehension of ideological and political education (IPE) concepts and facilitates the advancement of IPE teaching in colleges and universities through bilinear blended teaching reforms. This innovative teaching approach employs association rules from big data and an enhanced Apriori algorithm to analyze students’ online learning data. An analytical model of student learning behaviors in IPE, utilizing a Support Vector Machine (SVM) for learner classification, forms the basis for developing an online learner profile. This profile integrates assessments of learning outcomes, group identification, and style classification to tailor learning activities to individual needs. The efficacy of this reform was tested over one year, comparing the impacts of IPE across four different regions. Results indicate that students in the experimental group significantly outperformed their counterparts in the control group. For instance, in Shanghai, scores from the experimental group averaged 89.63 compared to 83.25 in the control group, yielding a significant difference of 6.38 points. Statistical analysis showed a t-value of 6.21 and a p-value of 0.000, affirming the positive impact of the bilinear blended teaching reform on enhancing student ideological engagement and promoting educational reform in colleges.

Teaching receptive vocabulary to two autistic children: A replicated, clinic-based, single case experimental design.

This study was conducted in a clinical setting with the aim of replicating previously used procedures for teaching receptive vocabulary. Researchers increased the number of vocabulary words and maintained use of match-to-sample (MtS), prompting, and reinforcement procedures. Researchers were also interested in the efficacy of the intervention from caregivers' perspectives. Using a concurrent multiple baseline design, two autistic preschoolers with receptive language impairment were taught to identify 30 common objects. MtS, prompting, and reinforcement procedures were individualized to support each child. Maintenance checks and generalization probes were completed after a predetermined number of intervention sessions (i.e. three or four clinic sessions). A social validity questionnaire was completed by parents following the final maintenance check. Receptive object identification improved significantly for both participants. Despite exposure to vocabulary targets for only three or four sessions, they generalized the vocabulary targets to non-identical pictures and maintained words at maintenance checks. Participants were most successful when researchers individualized prompting and reinforcement. MtS, prompting, and reinforcement were effective procedures for improving object identification, even with a limited number of intervention sessions. To support varying learner profiles, modifying prompting and reinforcement procedures was necessary. Caregivers of both participants reported positive improvements in areas such as communication, attention, and behaviors. This replicated study provides support for MtS, prompting, and reinforcement as means of teaching receptive vocabulary to autistic preschoolers in a clinical setting. The materials used were simple and cost-effective. Overall, this study outlines and supports a flexible and effective evidence-based practice to teach receptive language to autistic children.

Subgroups within a heterogeneous population: Considering contextual factors that influence the formation of dual language learner profiles in head start.

Subgroups within a heterogeneous population: Considering contextual factors that influence the formation of dual language learner profiles in head start.

Research on Online Education Teaching Mode of Colleges and Universities Based on Internet Technology

Abstract The steady growth of online education in Chinese higher education, despite its drawbacks, underscores an increasing interest in digital learning platforms. This study proposes enhancements to the Paragraph Vector, Stacking classifiers, and ZEN semantic coders to construct accurate learner profiles, facilitating personalized online education. By applying these improved models, universities can adapt their online courses more effectively, as demonstrated by case study analyses. Performance data for a sample of college students shows a concentration of scores between 80 and 90, with an average of 84.01, suggesting moderate academic achievement. Engagement metrics, particularly in educational experience richness, scored highest at 3.7854, with all engagement scores averaging above 3, indicating a strong engagement in the learning process.

An Exploratory Study of Professional Issues Based on the Pain Points of Teaching Modular Projects

Abstract The modular teaching mode has been introduced into many disciplines, especially in higher education, computer education, and other skill-based disciplines. The modular teaching mode is more widely used. Based on the modularization project, this paper explores the pain points in teaching, starting from the principle of modularization project teaching and listing the advantages of modularization project teaching. Based on the principle of modular project teaching, a diagnostic model for teaching pain points is proposed. The K-means algorithm is used to construct a student learning profile, analyze the students’ learning pain points, and design a modular project teaching model to address these pain points. Through experimental analysis, we verify the effect of the model on teaching pain point problems. The experimental class saw a rise in student performance from 104 to 110 points. The pre-and post-test academic performance of the experimental class is significantly different at the 0.05 level, as indicated by the significant difference of 0.001. In the case of improving learning interest, close to 70% of the students expressed greater interest in learning after learning from the teaching model proposed in this paper.

Differentiating MCI from depression through verbal memory scores.

The present study aims to assess the differences between major depressive disorder (MDD) and mild cognitive impairment (MCI) in terms of verbal learning profile together with structural changes in the brain on magnetic resonance imaging (MRI) and to reveal predictive factors for MCI. Fifty-six patients with MDD and 31 MCI subjects were assessed using the Turkish Verbal Memory Processes Test (VMPT). Brain MRI was used to evaluate sulcal atrophy (SA), ventricular atrophy, periventricular white matter hyperintensity (WMH), subcortical WMH, basal ganglia infarct, medial temporal lobe atrophy, and infratentorial infarct scores based on the Modified Visual MRI Rating Scale (MVMRS). The symptoms of depression were evaluated with the Beck Depression Inventory in both groups. Demographic factors, VMPT scores, and MVMRS scores between MDD and MCI groups were compared. Also, potential predictors of MCI were analyzed by binary logistic regression analyses. The total scores of VMPT and the scores of VMPT subgroups, including immediate memory, highest learning, total learning, and delayed recall, were significantly higher in the MDD groups compared to MCI patients (Mann-Whitney U, Student's t-test, p < 0.05), indicating that higher scores were associated with better memory. The total MVMRS score and a subgroup of MVMRS, the SA score, were significantly higher in MCI patients compared to the MDD group, suggesting more atrophic changes and a higher burden of infarction in MCI patients. In our statistical analyses, impaired immediate memory (p < 0.001; OR = 6.002; 95% CI: 1.996-18.042), increased SA (p = 0.008; OR = 1.522; 95% CI: 1.118-2.073), and education (p = 0.028; OR = 0.84; 95% CI: 0.719-0.981) were significant predictive values obtained through backward Wald elimination in the binary logistic regression model for detecting MCI. Our findings suggest that VMPT may potentially represent a novel neuropsychiatric test that might be combined with MRI-based morphometric evaluation methods, such as MVMRS.

Misconception tendency of differentiated instruction in publicly shared teaching and learning videos on youtube: A mixed-methods exploration study

Differentiated instruction is a pedagogical approach in which teachers fulfill students' needs based on their interests and learning profiles. This paradigm is new to the Indonesian educational sector as the government of Indonesia introduced the Merdeka curriculum in 2022, which offers a new style of teaching and learning in Indonesia through differentiation in the classroom. As an unfamiliar approach, the recent practice of differentiated instruction may lead to a misconception, particularly in its implementation. This paper focuses on witnessing teachers' misconceptions regarding differentiated instruction in three major aspects: teacher-student relations, teacher-learning design, and teacher-learning goals, using a mixed method with an explanatory sequential design. The first phase includes video observation for qualitative data collection to build variables and obtain quantitative results. This research used a purposive sampling technique with a total of seventy-seven teaching and learning in Indonesian high school videos from YouTube with particular keywords related to differentiation. All the videos were uploaded on YouTube in 2022, ranging from January 2022 to December 2022, and were from various origins and subjects. The final result and interpretation show that the score of differentiated instruction implementation through the observation checklist was 0.4722, considered satisfactory. Furthermore, this study identifies three aspects of differentiation that need to be strengthened, including learning pace settings, giving oral feedback to students based on their needs, and responding proactively to diverse students. The recommendations for tackling misconceptions regarding differentiated instruction are given for better future implementation.