Learning Profiles Research Articles

Interaction between overconfidence effects and training formats in nurses’ education in hand hygiene

BackgroundUndergraduate training in hand hygiene is a keystone of infection control. Several studies have shown overconfidence effects in hand hygiene practices, which can impair metacognition. We hypothesized that overconfidence might be prevalent in the early education stages of nursing students and that these effects could be reduced through frequent interactive learning formats, such as learning groups.MethodsWe conducted a multicenter cross-sectional questionnaire with 196 German nursing students, including general, surgical, and anesthetic nursing specializations.ResultsOverconfidence was observed in nursing students across all specialties and years of education. The cluster analyses showed three different types of learners: two characterized by overconfidence and one demonstrating justifiable confidence. Furthermore, the moderation analysis indicated that providing feedback and promoting metacognition regarding students’ learning achievements could mitigate overplacement, particularly through the frequent implementation of interactive teaching formats.DiscussionDespite some limitations, these findings highlight the prevalence of overconfidence effects in nursing students, the presence of different learning profiles, and the importance of incorporating feedback within interactive learning formats concerning hand hygiene. Accordingly, educators need to be trained and supervised to deliver these learning formats and provide feedback to students effectively.

The Profile of Young Diverse Learners in Academic Background: A Scoping Review based on Social Intelligence

An essential element in a learner’s educational development is social intelligence. It gives us the ability to know ourselves and others, and is as essential an aspect of experience as the ability to perceive things. The main focus of this review study is social intelligence in relation to the academic background and personal identity (diversity or social identity) of young and diverse learners. This review focuses on the social intelligence of learners; their behavior patterns, gender, socio-economic status, parental profile, socio-economic status, and their ethnic background and especially the social intelligence of learners with disabilities. This allows educators to help learners with social intelligence disadvantages develop healthy interactions with their peers. Even though many studies have been conducted on the social intelligence of learners with various personal identities, but this study uniquely supports the social intelligence of young learners with emphasis on demographic characteristics. Overall, strategies for maintaining healthy social intelligence can be developed to meet the individual needs of learners. This strategy also addresses the identified issues, taking into account the different needs of the learners. This study result will reveals a crisp and concept clarity on the basis of social intelligence of young learners, induces the young community to pass over their schooling with sound knowledge with the assistance of authorities.

PEMBELAJARAN BERDIFERENSIASI SEBAGAI PENDEKATAN KERAGAMAN PESERTA DIDIK UNTUK MEMENUHI TARGET KURIKULUM

The purpose of this study is to gather information and clarify concepts related to differentiated learning to meet curriculum goals based on student diversity. Differentiated learning is learning that helps the student's learning process according to the students' learning profile, learning readiness and interests. The method used in this article is a library approach that collects information from documents, books, articles, scientific journals, and literature related to differentiated learning as an approach to student diversity to meet curriculum targets. After analyzing various trusted sources, researchers can produce conclusions which is valid and useful. Conclusion Students have diversity in each individual such as interests, readiness, learning profiles. This requires a curriculum and learning that can facilitate the needs and character of students, one of which is an independent curriculum and differentiated learning. Differentiation learning consists of three aspects, namely content differentiation, product differentiation and process differentiation

Use of Differentiated Instruction at Special Education Schools: Teachers’ Perspective

The study was designed to explore teachers’ perceptions about implementation of differentiated instruction for special students by adopting quantitative approach. A questionnaire was used to collect data from the teachers of special education schools. The survey design involved the administration of questionnaire to special education teachers in selected schools within the target population. The target population for this study comprised special education teachers working in specific schools within the designated divisions of South Punjab. By adopting convenient sampling method, 346 teachers from special education schools were selected as the sample of the study. The value of Cronbach’s alpha (0.836) showed that questionnaire was highly reliable. The collected data was analyzed by using Statistical Package for Social Sciences (SPSS). Findings showed that there was no significant difference in the opinions of teachers by gender and locality about implementation of differentiated instruction. Teachers were also in favor of using customized instruction, agreement about the fact that support for employing small groups, multisensory teaching, instructional decisions, pre assessment, varied learning activities, taking ownership, guiding, supporting students, individual learning, developing groups and feasibilities, understanding of students' learning profiles. Teachers had negative opinions about cooperative learning methods, peer tutoring, respecting opinion, curriculum development, assigning worksheets, student needs, adopting alternative methods and divergent thinking. Findings showed that lack of support, limited resources, behavioral challenges, time constraints were the major barriers. It was recommended that differentiated instructions could b improved by adopting including assessment techniques, developing plans, adopting technology and adaptation of advanced differentiated techniques.

Implementation of Differentiated Learning in English Lesson Using Independent Curriculum at MAN Surabaya

This study explores differentiated learning in English classes at MAN Surabaya within the Independent Curriculum framework. Differentiated learning adapts teaching strategies, content, and assessments to meet students' varying needs, readiness levels, interests, and learning profiles. The research identifies strategies used by the teacher, student preferences, and implementation challenges. Using qualitative methods such as observations, interviews, and document analysis, the study finds that the teacher employs flexible grouping, tiered assignments, and individualized instruction to cater to diverse student needs. Students favor activities aligned with their interests and readiness, finding them more engaging and effective. However, challenges include limited resources, time constraints, and the need for ongoing professional development. The study concludes that differentiated learning can improve student engagement and achievement but requires significant support for the teacher, including resources, time for planning, and continuous professional development. These findings highlight the importance of educational policymakers and school administrators providing necessary support and resources to enable effective differentiated learning implementation in classrooms.

Building the Profile of Pancasila Students through Adit Sopo Jarwo Animation Series

The Pancasila Student Profile is a program within the Merdeka Curriculum aimed at enhancing the quality of education through character education aligned with Pancasila as the state ideology and the foundation of the nation's soul. This study aims to evaluate the implementation of the Pancasila Student Profile within the Merdeka Curriculum. The results indicate that creative content can serve as an effective medium for reinforcing the Pancasila Student Profile. The primary objectives of the Pancasila Student Profile are to uphold the noble values and morals of the nation, prepare students to become inclusive global citizens, achieve social justice, and develop 21st-century competencies. Various methods can be employed to introduce the six Pancasila Learner Profiles. Besides providing direct examples in daily life, the reinforcement of the Pancasila Student Profile can also be achieved through creative content and animated series. One example of an animated series created by Indonesian youth that can be used to strengthen the Pancasila Student Profile is "Adit Sopo Jarwo." This series depicts the adventures of a boy named Adit, who consistently demonstrates behavior in line with Pancasila values in his activities. Through this series, children can learn the importance of embodying a character consistent with Pancasila.

Collaborative Learning Integrated Pancasila Profile Based on Cultural Diversity to Improve Critical Thinking Ability

Critical thinking is the ability to analyze, interpret and evaluate information objectively and rationally needed in the 21st century to face future challenges through innovative approaches in order to take advantage of opportunities in the digital and global era. Critical thinking skills at the elementary school level are still low and need to be improved through collaborative learning according to the implementation of the independent curriculum. The profile of Pancasila students is the skills that Indonesian students must have based on the noble values of Pancasila. This study aims to test the application of collaborative learning integrated with the Pancasila student profile based on cultural diversity with the Project Based Learning learning method to improve critical thinking skills. This study uses quantitative research pre-experiment method of one group pretest-posttest design. The subjects of this study involved 18 grade 4 students who were divided into small groups and calculated using the N-Gain test. The N-Gain test is a measuring technique to determine the effectiveness of a treatment before and after learning. The results of this study found the overall average N-Gain results showed moderate criteria between 0.3≤g≤0.7 and quite effective at a percentage between 56-75. Another result of this study, by doing collaborative learning students can become peer tutors and innovate to complete projects given by teachers from the development of an independent curriculum integrated with the Pancasila learner profile. Therefore, collaborative learning integrated with the Pancasila learner profile is concluded to improve critical thinking skills.

Implementation of Pancasila Learner Profile-Based Attitude Assessment in Junior High School Civics Study Field Based on Phase D in the Independent Curriculum Era

Indonesia's education system is facing numerous challenges due to the rapid development of information and communication technology, resulting in students being perceived as less empathetic and less skilled in addressing social issues. The Pancasila Student Profile is a policy by the Ministry of Education and Culture within the Merdeka Curriculum to strengthen national character. This study aims to analyze the implementation of the Merdeka Curriculum in Civics subjects, the attitude assessment models, and the supporting and inhibiting factors. The research employs a qualitative approach, with the subjects including the principal, curriculum vice-secretary, Civics teachers, and students. Data collection is conducted through source and technique triangulation, while data analysis involves data reduction, data display, and data verification. The findings reveal that the implementation of the Civics Curriculum has altered the concepts and meanings outlined in the teaching module; learning and assessment are now an integrated unit; the material's scope is more comprehensive according to the learning outcomes of four key elements (Pancasila, the 1945 Constitution, Unity in Diversity, and the Unitary State of the Republic of Indonesia) in phase D. The assessment model in the Merdeka Curriculum encompasses cognitive (formative, summative) and psychomotor (projects, practice, products) assessments as a unified whole. Attitude assessment is based on the Pancasila Student Profile (P5) strengthening program, with the selection of dimensions tailored to the objectives, subject matter, and the P5 theme set by the school. Daily assessments are the basis for the Pancasila Learner Profile-based attitude report card. Supporting factors include the synergy of the school community in implementing P5, while obstacles include some teachers' lack of understanding of the indicators in the six elements and sub-elements of the Pancasila Learner Profile, with assessments still being manual and done in Excel.

Designing data-informed support for building learning habits in the Japanese K12 context

While building proper learning habits has been said to enhance academic performance, it is challenging to give long-term support for building habits in educational contexts due to the lack of continuous tracing of one’s habitual behaviors. With the accumulation of learning logs and the advancement of Learning Analytics (LA) techniques, this paper illustrates the data-informed support for building learning habits, which involves persuading one to change behaviors. Specifically, we tackled 2 research objectives following the Persuasive Systems Design (PSD) model. First, we defined indicators of learning habits from log data and analyzed 115,340 learning logs of 96 learners from a Japanese junior high school. As a result, the learners’ types of habits could be detected even though some might not be efficient and the stages of habits fluctuated over time. We also identified differences when comparing the learning habits extracted from the log data with those reported in the questionnaire. Second, based on the understanding of the learner profiles, we designed elements of an LA dashboard to support habit-building by applying the design principles from the PSD model. Overall, the learners recognized the feasibility of integrating data-informed support into their daily learning. Therefore, we look forward to the evidence of its effectiveness on the behavior change that can be depicted by the transition between stages of different types of learning habits.

How information management is taught in school today: A student’s perspective. The results of multilevel latent class analysis

The article presents the results of an analysis of students’ responses about teaching them how to work with information when solving learning tasks. The results of a survey conducted in the course of the project on monitoring the digital transformation of educational organizations in 2021 were used. Four specific students’ learning profiles have been identified, depending on the tasks they receive from the teacher to develop information literacy skills. Three typical groups of schools have been identified according to the types of profiles of teaching students to work with information. The influence of schools’ digital equipment, activities aimed at upgrading the functioning and development of innovative methods of educational work at school on the existing practices of teaching students to work with information has been analyzed. It was found that if a school is provided with digital equipment for students’ individual learning, teachers are more willing to give them tasks to work with information in the digital environment. It has been revealed that the development and discussion of concepts and plans for mastering digital technologies in pedagogical teams is positively related to the practice of using tasks to develop students’ information literacy. The recommendations for the formation of information literacy in general education school students are offered.

Impelementasi Kurikulum Merdeka Belajar Pada Pembelajaran Projek Penguatan Profil Pelajar Pancasila di SMP IT Ar-Ridha Pantai Cermin

This study aims to examine the application of the concept of Merdeka Belajar through Pancasila Profile students in learning Islamic Religious Education (PAI) at Ar Ridha Pantai Cermin IT Junior High School. The research uses descriptive qualitative method to deeply understand the dynamics of learning in the field. Data are collected through observation, interviews, and document analysis related to the learning process. The results showed that the implementation of Merdeka Belajar creates a pleasant learning environment, with learning that favours students and the use of varied methods by PAI teachers tailored to student needs. Teachers at SMP IT Ar Ridha Pantai Cermin also emphasise the importance of noble moral values, global diversity, mutual cooperation, independence, critical reasoning, and creativity in accordance with the Pancasila Learner Profile. The obstacles faced include the lack of socialisation and training from the education office and the lack of technical guidance related to the preparation of the Merdeka Curriculum teaching module, most of which information is conveyed through WhatsApp groups based on the Ministry of Education and Culture's circular letter.

Implementation of Post-Pandemic Learning Independence Culture in Elementary Schools

The COVID-19 pandemic has had an impact on the Indonesian education system, causing changes in students’ cultural learning patterns and decreased creativity. Schools are restructuring their learning culture to focus on students and adapt to the environment. Indonesian government education system law no. 20 of 2003 mandates cultural values, cultural acculturation, and fostering independent learning. Teachers play an important role in motivating students and implementing a culture of independent learning, which has a positive impact on their learning process. This research aims to determine the effectiveness of implementing a culture of independence in learning at SD Negeri 1 Pangkalan Baru, Central Bangka Regency, Bangka Islands Province. This research uses a phenomenological approach and qualitative methods to collect data and information from informants. The research aims to build a culture of independence, minimize teacher-student understanding and increase effective communication relationships between students. The research was conducted at SD Negeri 1 Pangkalan Baru Central Bangka, Bangka Belitung Islands Province. Data collection in qualitative research includes observation, interviews, and documentation and data can be taken from several sources. The analysis and sharpness of qualitative research is greatly influenced by the strength of the words and sentences used in the literature. The objects of the research were students at SD Negeri 1 Pangkalan Baru, Central Bangka Regency, Bangka Belitung Islands Province. The results of the research show that at SD Negeri 1 Pangkalan Baru, the focus on independent learning is emphasized through emotional intelligence, cultural habituation, and the character education system. The Pancasila learner profile emphasizes six dimensions: faith, piety, noble character, global diversity, and independence. Independent learning involves creating a study schedule, discussing with teachers, and applying critical reasoning skills. Constructivism theory encourages critical thinking, creativity, and problem solving, thereby leading to increased motivation and academics success.

Improving Students’ Argumentation Skills Using Dynamic Machine-Learning–Based Modeling

This study explores the potential of dynamic, machine learning (ML)-based modeling to enhance students’ argumentation skills—a crucial component in education and professional success. Traditional educational tools often rely on static modeling, which does not adapt to individual learner needs or provide real-time feedback. In contrast, our research introduces an innovative ML-based system designed to offer dynamic, personalized feedback on argumentation skills. We conducted three empirical studies comparing this system against traditional methods such as scripted and adaptive support modeling. Our results show that dynamic behavioral modeling significantly improves learners’ objective argumentation skills across domains, outperforming all established methods. The results further indicate that, compared with adaptive support, the effect of the dynamic modeling approach holds across complex (large effect) and simple tasks (medium effect) and supports learners with lower and higher expertise alike. This research has important implications for educational policy and practice; incorporating such dynamic systems could transform learning environments by providing scalable, individualized support. This would not only foster essential skills but also cater to diverse learner profiles, potentially reducing educational disparities. Our work suggests a shift toward integrating more adaptive technologies in educational settings to better prepare students for the demands of the modern workforce.

Profiles of EFL Learners’ motivational regulation strategies and their nonlinear relationship to English writing performance in mainland China

Profiles of EFL Learners’ motivational regulation strategies and their nonlinear relationship to English writing performance in mainland China

Rencana Pelaksanaan Pembelajaran Dalam Kurikulum Merdeka

The Merdeka Curriculum is here as a breath of fresh air in the world of Indonesian education, bringing a spirit of independence for teachers and students to learn and teach with creativity. One of the important instruments in realizing the vision of Independent Learning is the Learning Implementation Plan (RPP) which has undergone a significant transformation compared to the 2013 Curriculum RPP (K13). The Independent Curriculum RPP is made more concise and focuses on essential points, so that it is easy for teachers to understand and use. Learning objectives are formulated clearly, measurably and oriented towards Learning Achievements (CP), ensuring learning is centered on the outcomes to be achieved. Teachers are encouraged to understand students’ learning profiles, including their interests, talents, learning styles and learning needs. This allows learning to be designed in a personalized and meaningful way for each individual.

A haptic guidance system for simulated catheter navigation with different kinaesthetic feedback profiles.

This paper proposes a haptic guidance system to improve catheter navigation within a simulated environment. Three force profiles were constructed to evaluate the system: collision prevention; centreline navigation; and a novel force profile of reinforcement learning (RL). All force profiles were evaluated from the left common iliac to the right atrium. Our findings show that providing haptic feedback improved surgical safety compared to visual-only feedback. If staying inside the vasculature is the priority, RL provides the safest option. It is also shown that the performance of each force profile varies in different anatomical regions. The implications of these findings are significant, as they hold the potential to improve how and when haptic feedback is applied for cardiovascular intervention.

Social-emotional learning profile of junior high school students in Java

Social-emotional learning is an essential aspect of an individual’s development. Thisresearch aims to determine the profile of social-emotional learning and differences in social-emotional learning scores based on gender and grade level among junior high school students in Java. This research uses a quantitative approach with a comparative research type. The sample in this study was 2036 junior high school students on the island of Java. The data collection technique in this research used a social-emotional learning scale, which was tested for validity and reliability using the RASCH model. Data analysis techniques were carried out using descriptive statistics and the ANOVA test. The results show that the majority of junior high school students in Java had a high score in social-emotional learning (N=65.4%), and only 0.1% of students categorized indeficient. Students' social-emotional levels were not influenced by gender or grade level. The self-management aspect had the lowest score, and the self-awareness aspect had the highest score in social-emotional learning. It is hoped that the results of this research can provide an overview of the conditions of social-emotional learning in students and become a reference for the development of social-emotional learning program in schools.Guidance and Counseling teachers can improve the lowest aspect of social-emotional learning through various techniques and methods so students can have good social-emotional learning skills in all aspects. Future research needs to explore the factors that influence high levels of SEL in students and expand the research sample to obtain broader generalizations.

Distance Learning in a Cyber Islamic University: Best Experience from Indonesia

Backgroung: The quality of online learning is a demand for the State Islamic Institute of Syekh Nurjati Cirebon as a pilot project for a cyber-based Islamic university which since 2021 has had a distance learning program of Islamic Education Study Program. The Asian Association of Open Universities (AAOU) and Academic Partnership and The Asia-Pacific Economic Cooperation (APEC) organizations provide some criteria for the quality of online learning. Mixed research with sequential methods was carried out on the study program academic community using closed and open questionnaires online and through some focus group discussions. The results show that from 8 quality dimensions (leadership management, student and learner profile, student information and support, assessment and integrity, infrastructure, learning media and resources, learning design and development, curriculum design, and learning outcomes) the average score is in the range of 84-86. This shows that the implementation of the distance learning program is good, with the curriculum design dimension having the highest score while learning outcomes having the lowest score. This is supported by the results of open statements and some focus group discussion agendas that the curriculum is very in line with the development and profile of the study program. However, until now the study program has not had any graduates. Optimizing and updating the Learning Management System, standardizing assessments, and accuracy of feedback are the aspects that need to be improved by the distance learning program. Objective: The aim of this research is to determine the level of service quality and student expectations regarding distance education carried out by the Syekh Nurjati State Islamic Institute, Cirebon, Indonesia. Method: This research adopts mix methods approach with sequential explanatory design. The data obtained through online closed and open questionnaires as well as Focus Group Discussion (FGD) with managers. Results and Discussion: The results show that from 8 quality dimensions (leadership management, student and learner profile, student information and support, assessment and integrity, infrastructure, learning media and resources, learning design and development, curriculum design, and learning outcomes) the average score is in the range of 84-86. The results obtained revealed that implementation of the distance learning program is good, with the curriculum design dimension having the highest score while learning outcomes having the lowest score. This is supported by the results of open statements and some focus group discussion agendas that the curriculum is very in line with the development and profile of the study program. Research Implications: The implication of this research are as follows: Optimizing and updating the Learning Management System, standardizing assessments, and accuracy of feedback are the aspects that need to be improved by the distance learning program.

Analysis of Student Learning Difficulties in Plants Physiology Online Lectures During Pandemic of COVID–19

The COVID-19 pandemic made higher education institutes support online education. Searching for the learning difficulties of students who have gone through lectures online needs to be done as anticipation and looking for solutions in the next lecture. This quantitative descriptive research was conducted in biology education study programs that have studied Plant Physiology in the 2020-2021 academic years. 56 respondents were given a questionnaire related to their difficulties during the online lectures. Learning difficulties in the external aspect were the slow internet network (58.90%) and the internal aspect was very difficult to focus on listening to online lectures if the room where the lecture was messy (58.90%). Physical and physical health profile, easy to get sore and sleepy during the course (57.10%). On the profile of academic learning, students find it more difficult to find textbooks during online lectures than during offline lectures (69.60%). The characteristics of the courses that affected the mastery of the material were the presence of many illustrations of physiological processes (30.40%) and complex concepts (30.40%). Lecturers and students work together to overcome these difficulties so as not to disrupt the overall course of lectures so that online lectures continue well.

Simplified Workbook in Algebra for Grade 7 Learners

The study aimed to create a Simplified Workbook to improve the performance and retention of Grade 7 learners in Algebra at Solotsolot National High School. It addressed research questions about learner profiles, Algebra performance levels, relationships between profiles and performance, and competencies that were mastered or not. Using descriptive-correlational and descriptive-developmental designs, data was collected through the Test Result and Item Analysis Package (TRIAP) for the second quarter, with analysis using frequency count, percentage, mean, and correlational techniques. The findings showed varied learner profiles in terms of sex, parental education, socio-economic status, and study habits. The performance in Algebra was generally satisfactory, with a grand mean of 27.49, and only the occupation of the mother had a significant relationship with performance. Most Algebra competencies were not mastered, indicating the need for a simplified workbook. The study's conclusions highlighted the need for parental involvement, resource centers, and teacher training to enhance learning outcomes. Recommendations included cooperation between parents and schools to improve discipline and interest in school activities, the use of the Simplified Workbook in Algebra 7, and encouraging active participation in Mathematics-related activities. Additionally, it was suggested that Mathematics teachers attend training sessions to enhance their teaching strategies and consider setting up Mathematics Clubs. Future research could examine other factors affecting mastery of Algebra competencies, such as teaching methodologies, social media exposure, and teacher-related factors.