Successful Learning Research Articles

Urgensi Administrasi Guru dalam Kegiatan Belajar Mengajar

Teacher administration and teaching and learning activities are two important entities in the world of education. The existence of teacher administration is needed to support teaching and learning activities. The aim of this research is to explore the importance of teacher administration to the success and quality of teaching and learning. The method used in this research is literature study. Data collection was carried out by reading a collection of scientific articles/journals and books in various digital library institutions and the internet. The analysis was carried out based on similar research as well as studies of various theories regarding teacher administration, learning and teaching and learning activities. From the results of the analysis carried out, it was found that although teacher administration does not have a significant influence on the quality of learning, its existence must still be used as a guide in designing teaching and learning activities. The interactions that occur between teachers and students in learning are very much determined by the teacher's preparation and supporting facilities.

Implementation of Coaching Leadership Style by Principals to Enhance Learner Success

In this empirical study, the researchers argue that immediate attention is required to ensure that principals successfully implement Coaching Leadership Style (CLS) to enhance the sustainability of learning experience learner success. The problem underpinning this study is that the principals face difficulties in implementing CLS. The study is based on in Instructional Coaching Leadership Theory. The major assumption of this theory is that Instructional Coaching Leadership Theory is viewed as a method of providing sustained and personalized support to the principals and emphasizes the fundamental role of active learning, reflection, and feedback in the learning process. The purpose of this study is to evaluate the challenges facing principals in successfully implementing CSL and how principals can mitigate these challenges. This study used qualitative methodology to gather data from three secondary and two primary school principals in Bloemfontein through structured interviews. The findings of the study revealed that principals lamented the lack of training to implement CLS. In the discussion with the participants, the researchers concluded that necessary steps should be taken to empower the principals on CLS. Recommendations for further research and implications for principalship and training programs are provided. This empirical study contributes to the body of knowledge by exploring how can principals practice CLS to achieve the objectives of the study of successfully implementing CLS to enhance learner success and of devising means of mitigating challenges experienced by the principals. Keywords: Implementation, Coaching Leadership Style, Instructional Coaching Leadership Theory, learner success.

A Comprehensive Survey on Deep Clustering: Taxonomy, Challenges, and Future Directions

Clustering is a fundamental machine learning task which aims at assigning instances into groups so that similar samples belong to the same cluster while dissimilar samples belong to different clusters. Shallow clustering methods usually assume that data are collected and expressed as feature vectors within which clustering is performed. However, clustering high-dimensional data, such as images, texts, videos, and graphs, poses significant challenges for clustering tasks, such as indiscriminate representation and intricate relationships among instances. Over the past decades, deep learning has achieved remarkable success in effective representation learning and modeling complex relationships. Motivated by these advancements, Deep Clustering seeks to improve clustering outcomes through deep learning techniques, garnering considerable interest from both academia and industry. Despite many contributions to this vibrant area of research, the lack of systematic analysis and a comprehensive taxonomy has hindered progress in this field. In this survey, we first explore how deep learning can be integrated into deep clustering and identify two fundamental components: the representation learning module and the clustering module. Then we summarize and analyze the representative design of these two modules. Furthermore, we introduce a novel taxonomy of deep clustering based on how these two modules interact, specifically through multistage, generative, iterative, and simultaneous approaches. In addition, we present well-known benchmark datasets, evaluation metrics, and open-source tools to clearly demonstrate different experimental approaches. Finally, we examine the practical applications of deep clustering and propose challenging areas for future research.

Learning Strategies in Mathematics for Related Study Programs Focusing on Cooperative Education in Germany – Viewed from the Perspectives of the Academic Disciplines, Economics and Engineering, as well as Gender

AbstractCognitive learning strategies are seen as a central element for successful learning. Acquiring knowledge about its worth, can support persons in sophisticated groups in attaining academic success. Consequently, the authors are interested in domain-specific learning strategies for mathematics in the academic disciplines of economics and engineering in cooperative tertiary education, in addition to determining gender-specific preferences for particular learning strategies. Data from a cross-sectional design with N = 565 cooperative students from Germany are used. A 2 × 2 analysis of variance, with one repeated measure, show the impact of academic disciplines and gender on seven specific cognitive learning strategies in mathematics. Taken together, these results show the complexity of cognitive learning strategies in higher education learning.

Exploring the role of online discussion forums in endorsing Egyptian undergraduates’ EFL learning

eLearning Management systems (eLMS) are software applications used in universities worldwide to implement specific educational goals. eLearning platforms have several features that support traditional Face to Face (FTF) teaching and provide valuable opportunities for independent, self-paced learning. One of these features is the Online Discussion Forums (ODFs). This research paper investigates the role of ODFs in endorsing English as a Foreign Language (EFL) learning by examining students' perceptions of its accessibility, peer/instructor interaction, assessment criteria, and discussion topics. The paper also investigates the influence of gender on students' perceptions of the role of ODFs. This is a non-experimental research design, and 108 Egyptian undergraduates completed a semi-structured questionnaire of five dimensions. Percentages of frequency were calculated and quantitatively analysed via the SPSS. Research findings revealed male and female students’ positive perceptions of using ODFs in their learning process. Results also revealed that students highly perceived choice of topics and assessment as crucial factors for successful learning via ODFs, followed by peer/instructor interaction and accessibility of the tool. Implications for further research include employing ODFs to improve project-based teaching in different disciplines.

Enhancing Learning Through Animated Video: An Eye-Tracking Methodology Approach

AbstractThis study investigates the impact of different animation styles on learning outcomes in physics, with a focus on explanations of the seasons. Using a combination of pre-post performance tests and eye tracking, we compared animations featuring a presenter with pure animations without a person in the frame. The sample consisted of students from a seminar for prospective physics teachers (N = 32, mean age = 23.9, SD = 5.7). The results indicate that while both formats achieved high learning success, the pure animation significantly outperformed the presenter-inclusive format in terms of effect size and in attracting gaze to the key areas of interest (AOIs) essential for understanding the physics of seasons. Intriguingly, specific hand gestures in the animation with a presenter were shown to reverse this effect, substantially increasing gaze attention on relevant AOIs. These findings suggest that specific animation elements can enhance educational efficacy in physics. This understanding has the potential to improve educational animations in media but also traditional teaching in school or university.

Analisis Cara Belajar Siswa Berprestasi pada Muatan Matematika Kelas III di SD Negeri 10 Langkai

The way students learn is one of the important factors that greatly influences the achievement or learning outcomes studied. In education, it is often known that each student has a different way of learning. A good way of studying will determine success in learning. This research aims to find out how outstanding students in class III learn at SD Negeri 10 Langkai. This research uses qualitative research. Data collection uses observation methods, interview methods, and documentation methods. This research took 3 student subjects who had achievements in Class III of SD Negeri 10 Langkai. Meanwhile, the data analysis uses descriptive of Mile and Huberman’s analysis which consists of: data reduction, data presentation and drawing conclusions. The results of the research found that the learning methods for high-achieving students are: (1) making a study schedule during the day or in the evening to prepare for the next day's learning, (2) reading textbooks when the learning process has begun with the teacher's direction to know the material to be read, (3) record the material, in its application in class III of SD Negeri 10 Langkai there are rules for recording the material. Students are not allowed to make mistakes when the teacher is explaining, (4) repeating material, not all students repeat material that has been taught at school, but quite a few students also repeat material at home so that the material they get sticks in students' minds (5) do the tasks given by the teacher very well which will determine the learning outcomes. Students who excel have different ways of learning from other students. Students who excel will be more consistent in carrying out the learning methods they have created, so that the learning results they get will be more satisfying.

<span><strong>Vietnamese English-major students’ views and practices on English pronunciation</strong></span>

English pronunciation competence is important in learning English as a foreign language. The present study aimed to provide insights into English-major students’ views and practices for this competence. To its end, the study investigated (1) relevant values of English pronunciation competence perceived by English-major students, (2) specific pronunciation errors they attend to for improvement, and (3) practices they undertake to improve this competence. For data collection, an interview survey was conducted among 16 students majoring in English from a university in Vietnam. The results reveal that all students endorsed the valued English pronunciation competence for their confidence in English communication and learning success as an English major in college. They also cited their common pronunciation errors (which stemmed from phonological discrepancies between English and Vietnamese and other relevant causes) and self-initiated practices for improvement; however, only a few students had developed effective self-improvement strategies. Accordingly, pedagogical implications are addressed and further studies are recommended to advance our understanding in this regard.

Essential Skills in Teaching English to Children: A Comprehensive Overview and Research-Based Analysis

Teaching English to children presents unique challenges and requires a specific set of skills distinct from teaching adults. Children acquire language naturally through real-world interaction, play, and sensory experiences. This article examines the essential skills that teachers need to effectively teach English to young learners and optimize their language acquisition. It also incorporates findings from existing research to highlight the effectiveness of various teaching methodologies, stressing the role of motivation, interaction, classroom management, and technology in fostering successful English learning experiences for children.

Variations in online self-regulated learning abilities among Chinese K-12 teachers across different regions and levels.

Online self-regulated learning (OSRL) is crucial for online learners' success and lifelong learning. This study investigated the OSRL characteristics of K-12 teachers in China, who embody the dual roles of learners and educators. It also analyzed the differences in OSRL abilities across different genders, education stages, and school locations, and examined the correlation between education qualifications, years of service, and OSRL abilities. A self-report measure was used to assess K-12 teachers' OSRL, with data collected from 1,443 K-12 teachers (394 males and 1,049 females) in northeastern China. Descriptive statistical analysis was utilized to explore the characteristics of their OSRL. Independent t-tests and ANOVA were employed to investigate differences in OSRL among different genders, regions, and educational stages. Correlation analysis was conducted to examine the relationships between education qualifications, years of service, and OSRL among K-12 teachers. The data analysis revealed that K-12 teachers scored the lowest in Online Learning Self-Efficacy (OLSE), followed by Online Learning Management Strategies (OLMS), and then Online Learning Resource Management (OLRM). Notably, urban K-12 teachers exhibited higher OLSE abilities than their rural counterparts, while high school teachers scored higher in OLSE and OLMS compared to primary school teachers. Furthermore, a positive correlation was observed between education qualifications and K-12 teachers' OLSE, whereas a negative correlation was identified between years of service and K-12 teachers' OLSE. The findings reveal an uneven development across various dimensions of online self-regulated learning among K-12 teachers, necessitating support for the advancement of OLSE, OLMS, and OLRM. Particular attention should be given to the OLSE of teachers with longer teaching years and rural teachers. Encouraging K-12 teachers with lower education qualifications to pursue further education is also recommended. This study provides evidence and a novel perspective for teacher educators to develop online professional development programs, which is significant for optimizing online learning experiences and enhancing educational outcomes.

PENINGKATAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA KELAS III DENGAN MEDIA POWER POINT INTERAKTIF MACAN (MATERI PECAHAN)

This research aims to improve the low level of mathematical problem solving regarding fractions using Interactive Power Point media for class III students at SD 2 Panjunan. Data collection techniques in this research used observation, interviews and documentation techniques, tests. The instruments of this research are interview sheets, observation sheets, and test question sheets. The method in this research uses the classroom action research method. The subjects in this research were class III students at SD 2 Panjunan with a total of 26 students. This research uses the Kemmis and Mc Taggart model research design, where each cycle or round consists of several stages which include, planning, action, observation, and reflection. The research results in Cycle I showed an average of 42% where the level of learning success was still low, and in cycle II after using interactive power point media it showed an average of 88% with a very good category, this shows that the application of interactive Power point in the learning process with fraction material can improve mathematics learning outcomes for class III students at SD 2 Panjunan. The conclusion of this research is that Interactive Power Point media can improve students’ mathematical problem solving abilities in fraction material.

Didactic and Psychological Principles of Successful Design of Serious Games

In this paper, a systematic, evidence-based overview of didactic and psychological design principles is provided, which have a significant impact on the learning success of Serious Games. Design criteria are described that relate to the structure of games, the principle of learning through play, interaction regarding usability and playability, as well as motivation with the necessary game incentives. Furthermore, perspectives on the future development of Serious Games are outlined, focusing particularly on the implementation of concepts of adaptive e-learning and AI-supported learning.

Attitudes towards English language learning in higher education

The paper analyses the attitudes and beliefs of English language learners at the higher education level, including their motivation for learning English as a second language. The testing tool used for evaluation is a modified questionnaire adapted from a research paper that examined the students` attitudes towards learning German and Italian languages (Kovač and MršićZdilar, 2017) which was originally based on the questionnaires used to explore attitudes towards foreign language (MihaljevićDjigunović 1998,Boonrangsri et al. 2004,Zainol et al. 2012, Burgos & Perez 2015). The sample includes undergraduate students at the Faculty of Science, University of Split, who learn English as part of the elective course English for Specific Purposes within their respective study programme syllabi (Information, Physics, Information and Technology or Biology and Chemistry). The proposed research paper aims to examine how the students perceive English language learning and how they assess its importance for their further professional development and what motivates them for English language learning. As indicated in the above-mentioned research paper, students’ attitudes towards learning a foreign language are one of the basic factors which influence learning success. Their significance was recognised by foreign language teachers, while numerous studies have emphasised various aspects of their significant role in the successful mastering of a foreign language. Therefore, this study may contribute to a better understanding of why students in Croatia learn English and what may additionally motivate them to improve their proficiency and fluency. / Keywords: motivation, learning, beliefs, higher education, English for Specific Purposes

The practicality of long-term blended teaching and learning at a South African institution

Background: The rapid revolutionisation of technology and other factors such as the recent COVID-19 pandemic, prompted higher education institutions to consider the possibility, necessity and implications of officially adopting a blended teaching and learning approach on a long-term basis.Aim: This research aimed to explore the practicality of a long-term blended teaching and learning model at a South African higher education institution.Setting: This research was conducted at a selected South African higher education institution.Methods: The article adopted a qualitative case study approach, and one-on-one semi-structured interviews were conducted. The data collected was then analysed using thematic analysis.Results: Although the institution was generally ready for blended teaching and learning during the pandemic, best practices such as further training and development for both lecturers and students on the pertinent systems and technology are imperative if a long-term blended teaching and learning is to be successful. There were also concerns regarding external, technological, and socio-economic issues that could hinder a successful long-term blended model.Conclusion: While the research revealed the institution’s overall ability to swiftly transition from face-to-face, to distance online and blended teaching and learning approaches during the COVID-19 pandemic, it also revealed that work still had to be done to fully prepare the institution for formalised blended teaching and learning in the future.Contribution: This research builds on limited research on blended teaching and learning at South African contact higher education institutions and adds new theory regarding some best practices for successful blended teaching and learning.

The diagnostic work on informa tics for students of the 9th grade to check the development of functional literacy

The article presents a diagnostic work on informatics for students of the 9th grade of a comprehensive school. The work is carried out in order to determine the level of development of functional literacy (reading, natural science, mathematical literacy) in students. The assessment of functional literacy is aimed at identifying the conditions for successful learning of students in basic school in the subject of "Informatics" and their achievement of personal, meta-subject and subject results in mastering the basic educational program in this subject. The priority of developing functional literacy is enshrined in the updated Federal State Educational Standards and is the most important condition for the development of a harmoniously developed personality. The relevance of creating a diagnostic work that reveals the level of development of functional literacy in informatics is determined by the fact that, unlike other subject areas, in informatics it is impossible to rely on the content of the tasks of All-Russian Verification Works (the All-Russian Verification Works are not carried out in the 9th grade, therefore, tasks for them have not been developed), and the tasks from the Control and Measuring Materials of the Main State Exam require significant revision to fully cover all areas of functional literacy development.The diagnostic work presents one variant, which includes the text describing a certain situation, and tasks for it, developed on the context of educational material of various subject areas. The tasks are created on the basis of life situations and are united by one theme.

Enhancing digital literacy in later life: the role of perseverance and consistency of interest

ABSTRACT In an era where digital competence is increasingly crucial, understanding the factors that influence successful learning outcomes, especially among older adults, is vital. This study investigates the impact of psychological motivation, perseverance, consistency of interest, and instructor interaction on cognitive problem-solving abilities, subsequently affecting digital competence and individual impact. Utilizing Partial Least Squares Structural Equation Modeling (PLS-SEM) on a sample of 459 older adults who have completed digital competence training, this research provides empirical insights into the learning process. Findings reveal that psychological motivation significantly influences cognitive problem-solving, which, in turn, enhances digital competence and personal achievement. Interestingly, while perseverance and interaction with instructors also positively impact problem-solving, consistency of interest does not show a significant effect. These results suggest the need for educational strategies that foster motivation and effective instructor-learner interaction to improve digital learning outcomes. The study underscores the importance of tailored digital education approaches for older adults, highlighting the role of motivational and cognitive factors in bridging digital divides and enhancing life quality through digital literacy.

Teachers as silencers: a Q methodology study into teachers’ characteristics contributing to unwillingness to communicate among foreign language learners

ABSTRACT Purpose This Q methodology study explored foreign language learners’ divergent viewpoints on teachers’ characteristics that contribute to unwillingness to communicate (unWTC). Design/methodology/approach Q sorting was administered in-person with 40 Chinese undergraduate students enrolled in several Thai as a Foreign Language courses at a university in Thailand. The students sorted 30 statements, each reflecting distinct teacher characteristics that potentially silence them in the classroom, onto a forced-distribution grid. All Q sorts were analyzed using inverted factor analysis, followed by semi-structured interviews with six of the participants. Findings The findings revealed three profiles of characteristics that contribute to L2 unWTC, namely, the impatient teacher, the uninspiring teacher, and the intimidating teacher. These profiles were found to hinder different groups from engaging in L2 communication. The findings are discussed in relation to relevant educational theories, and implications are presented. Originality/value This study highlights the importance of understanding and addressing specific teacher behaviors that influence learners’ L2 WTC. By identifying and mitigating these behaviors, educational institutions can create more supportive and encouraging learning environments that promote greater engagement and success in language learning.

Exploring Protein Conformational Changes Using a Large-Scale Biophysical Sampling Augmented Deep Learning Strategy.

Inspired by the success of deep learning in predicting static protein structures, researchers are now actively exploring other deep learning algorithms aimed at predicting the conformational changes of proteins. Currently, a major challenge in the development of such models lies in the limited training data characterizing different conformational transitions. To address this issue, molecular dynamics simulations is combined with enhanced sampling methods to create a large-scale database. To this end, the study simulates the conformational changes of 2635 proteins featuring two known stable states, and collects the structural information along each transition pathway. Utilizing this database, a general deep learning model capable of predicting the transition pathway for a given protein is developed. The model exhibits general robustness across proteins with varying sequence lengths (ranging from 44 to 704 amino acids) and accommodates different types of conformational changes. Great agreement is shown between predictions and experimental data in several systems and successfully apply this model to identify a novel allosteric regulation in an important biological system, the human β-cardiac myosin. These results demonstrate the effectiveness of the model in revealing the nature of protein conformational changes.

Peningkatan Kemampuan Kolaborasi Pembelajaran PAK BP Metode PBL Berbantuan Video Kelas VII SMP Negeri 3 Juhar Tahun 2024/2025.

Collaboration Ability is one of the skills of the 21st Century which is believed to have an influence on learning success, but often this skill is simply missed in learning This research aims to increase student collaboration in Catholic Religious Education subjects in grade VII-1 SMP NEGERI 3 Juhar by using the Problem Based Learning learning model. This research is a Classroom Action Research that aims to overcome problems in the classroom. The subject of the study is students in grades VII-1 of SMP NEGERI 3 Juhar who are Catholic for the 2023/2024 school year, totaling 8 students. The research is carried out in two cycles and at the end of each cycle is reflected on the actions given. The data collection technique in the study uses observation sheets, and documentation. The results of the study show that the implementation of learning using the video-assisted Problem Based Learning learning model in Catholic Religious Education subjects can improve students' collaboration skills. This is shown from the results of the percentage of completeness which was initially only 41.7% with the proficient category in the first cycle to 58.3% with the advanced category in the second cycle.

Less is More: Selective reduction of CT data for self-supervised pre-training of deep learning models with contrastive learning improves downstream classification performance

Background:Self-supervised pre-training of deep learning models with contrastive learning is a widely used technique in image analysis. Current findings indicate a strong potential for contrastive pre-training on medical images. However, further research is necessary to incorporate the particular characteristics of these images. Method:We hypothesize that the similarity of medical images hinders the success of contrastive learning in the medical imaging domain. To this end, we investigate different strategies based on deep embedding, information theory, and hashing in order to identify and reduce redundancy in medical pre-training datasets. The effect of these different reduction strategies on contrastive learning is evaluated on two pre-training datasets and several downstream classification tasks. Results:In all of our experiments, dataset reduction leads to a considerable performance gain in downstream tasks, e.g., an AUC score improvement from 0.78 to 0.83 for the COVID CT Classification Grand Challenge, 0.97 to 0.98 for the OrganSMNIST Classification Challenge and 0.73 to 0.83 for a brain hemorrhage classification task. Furthermore, pre-training is up to nine times faster due to the dataset reduction. Conclusions:In conclusion, the proposed approach highlights the importance of dataset quality and provides a transferable approach to improve contrastive pre-training for classification downstream tasks on medical images.