Learning Ability Of Students Research Articles

Strategies of Effective Online Teaching and Learning in Vocational Computer Programming Education

Background and Aim: This research analyzes the existing issues with online teaching and learning in vocational computer programming education, devises strategies for online teaching and learning, and then implements and adjusts these strategies to confirm their effectiveness. The expected strategies for effective online teaching and learning proposed in this study include nine aspects: The study focuses on the following nine aspects: 1) the informatization teaching ability of teachers; 2) the autonomous learning ability of students; 3) the interaction between online teaching and learning; 4) the course content; 5) the teaching resource; 6) the teaching design; 7) the learning engagement; 8) school policy support; and 9) the online teaching and learning platform. Methodology: The sample consisted of 21 experts with qualified Delphi requirements from high vocational colleges in Guangxi, as well as 60 computer program students in their second year of study. Research instruments include an open-ended interview and Likert scale questionnaire, as well as data analysis using median, mode, interquartile range, percentage, and descriptive analysis. Results: The research results found that online teaching and learning in vocational computer programming education in aspects were at a medium-high level; after implementing and readjusting the strategies, the effectiveness of online classes was comparable to that of traditional classes. The research results summarized 80 strategies and suggestions for online teaching and learning in vocational computer programming education and put forward a discussion of the future development trend. Conclusion: The study's findings show that, with some strategic modifications, online instruction in vocational computer programming education achieved a medium-high effectiveness that was on par with traditional classroom settings. The study also offered eighty strategies and insights for the advancement of online education in this field in the future.

Strategi Implementasi Kurikulum Merdeka Untuk Anak Berkebutuhan Khusus Di Sekolah Inklusi School Of Universe

This study focuses on the implementation of the Kurikulum Merdeka in inclusive education for children with special needs at the School of Universe, a school that adopts an inclusive education system. The identified problem is how the curriculum can be adapted to support the diverse learning abilities of students, particularly those with special needs. The aim of this study is to analyze the strategies and approaches used in teaching, as well as the role of teachers in supporting the learning process of students with special needs. The research method employed is qualitative with a case study approach, where data were collected through in-depth interviews, observations, and analysis of relevant documents. The results show that curriculum adjustments, such as the use of flexible teaching methods and the integration of technology, can improve motivation, engagement, and learning outcomes for students with special needs. Furthermore, the support provided by teachers through individualized teaching approaches plays a significant role in creating an inclusive learning environment. The conclusion of this study highlights the importance of flexibility in curriculum implementation and the need for teacher training focused on developing skills to manage diverse student abilities in inclusive schools. This research makes an important contribution to the development of inclusive education in Indonesia.

Analysis of Student Learning Difficulties in Integrated Social Studies Subjects in Class VIII

The main problem in this study is the low understanding of class VIII UPTD SMP Neger 1 Gunungsitoli students related to Integrated Social Studies subjects. Learning difficulties have an impact on the activities of students in the classroom who tend to be passive and do not play an active role. The purpose of this study was to determine learning difficulties in social studies learning in students at UPTD SMPN 1 Gunungsitoli Utara. In this study researchers used qualitative research methods. The results of the research conducted, it is known that the factors that influence students' learning difficulties include internal and external factors. Internal factors include the minimal interest in learning of students and the low level of learning ability of students so that it affects low learning outcomes, as well as external factors which include lack of attention from parents and the way teachers teach that has not hit students. It can be concluded that students have difficulty learning social studies, caused by external and internal factors.

The application of digital technology in teaching physics: A quantitative study in terrain using Sem-moderating

The formulation of the problem that arises from this research is to find out and analyze how the variables of creativity in delivering subject matter and the effective use of digital media affect the improvement of students' learning abilities through the capacity to use technology as an intervening variable. The subjects of this study are high school teachers and students in Medan City, where the variables in this study are independent variables, namely the creativity of delivering subject matter and the effective use of digital media, the dependent variable, namely the variable of improving students' learning abilities and the intervening variable is the variable capacity to use technology. The results of data analysis used using SEM analysis using SMART PLS 4.0 software. The research method uses a descriptive quantitative method of data analysis using the structural equation model (SEM) method, where the results of data processing with the SEM method are carried out with the PLS 4.0 application. From the results of this study, the conclusions are that partially the variables of creativity in the delivery of learning materials and the effective use of digital media affect student learning abilities and affect the capacity to use technology. Simultaneously, the variable delivery of learning materials and the capacity to use technology affect students' learning ability through the variable capacity to use technology as an intervening variable. The more creative the delivery of learning materials, and the more effective the use of digital media through the creation of the right technology use capacity will have an impact on improving student learning abilities and producing students who are creative and able to translate learning materials significantly.

Upaya Meningkatkan Kompetensi Guru, Konsentrasi, dan Kemampuan Bahasa Anak melalui Metode Bermain Tepuk di Kelompok Bermain XYZ

Student learning concentration, student language skills, and teacher competency are very important in achieving student development in early childhood education. These three competencies in the XYZ Playgroup Class in Jakarta have not been well developed. This research aims to analyze the effectiveness of the clapping playing method on teacher competence, the development of student learning concentration, improving students' language skills, as well as the implementation of the learning process in the classroom. The research method used is classroom action research which includes three cycles, each cycle includes the stages of planning, observation, action and reflection. The research subjects were 16 students, two observers. The research instrument is an assessment rubric to measure teacher competency, student learning concentration, and student learning ability. The research results showed that teacher competency increased from Cycle 1 to Cycle 2 with an N-Gain of 03, but from Cycle 2 to Cycle 3 there was no increase because the N-Gain value was still the same (0.3). Meanwhile, the comparison of teacher competency from Cycle 1 to Cycle 3 achieved good development, because the N-Gain value reached 0.6. Student learning concentration has increased, as can be seen from the N-Gain from Cycle 1 to Cycle 2, an increase of 0.4 was obtained. Then the N-Gain from Cycle 2 to Cycle 3 obtained an increased value of 0.6. Students' language skills experienced an increase in N-Gain from Cycle 1 to Cycle 2, resulting in an increase of 0.4. Then the N-Gain from Cycle 2 to Cycle 3 obtained an increased value of 0.5.

Enhancing Learning Abilities in Students Using a Cognitive Neuroscience Model Based on Brain-Computer Interface Signal Analysis

Computational intelligence is used to create artificially intelligent systems with the ability to learn, adapt, and solve problems. Learners’ computational abilities can be improved with the help of Cognitive Neuroscience techniques. Computational intelligence refers to the ability of a learner based on the complex operations of the brain in the four relevant dimensions: Visual (V), Aural (A), Kinematic (K), and Reading/Writing (R/W). Our proposed framework consists of electroencephalogram (EEG) data acquisition, signal extraction, and EEG signal categorization to assess students’ cognitive learning abilities. Our proposed approach uses an EEG device equipped with a microprocessor, a Think Gear (TGAM) EEG sensor, and a PCB of 16 dry electrodes. The EEG device and the remote processing device are connected by Bluetooth. The EEG signal provides the students with neurofeedback on their cognitive learning capability. The feedback obtained through the learning process will be endowing to improvise computational intelligence. The statistical derivative, Pearson Co-efficient, is used to find the correlation among the derived attributes. The attributes considered are the learner’s gender, stream, age, and geographical region. The results obtained highlight that gender, stream, and age have no correlation with the detectable learning index, and the most accurate learners are kinesthetic ones. Bi-modal learners, who can maintain focus while reading and using their kinematic abilities, had the second highest learning capacity.

여고생의 자기주도적 학습능력이 외모관리행동에 미치는 영향

The purpose of this study is to analyze the relationship between self-directed learning ability and appearance management behavior of female high school students. Data collection was conducted in July 2023 for 231 female high school students living in the Gyeongnam region, and a questionnaire was used. For data analysis, frequency analysis, factor analysis, reliability analysis, F test, Duncan test, and regression analysis were used with the SPSS program. The results of this study are as follows. The factors of high school girls' self-directed learning ability consisted of six dimensions: learning goal setting, self-reflection, learning will, learning avoidance, learning interest, and learning effort. The factors of female high school students' appearance management behavior consisted of six dimensions: plastic surgery, body shape, fashion, hair, health, and skin. Female high school students' self-directed learning ability and appearance management behavior were partially different according to monthly average pocket money, family economic level, and grades. The double grades showed a significant difference in the self-directed learning ability of female high school students. Self-directed learning ability of female high school students was found to be a variable that partially affects appearance management behavior. In particular, learning avoidance, self-reflection, learning interest, and learning effort of self-directed learning ability were found to be factors influencing appearance management behavior. It is expected that the results of this study can be used as useful information and basic data for educational guidance and program planning for adolescents.

To Explore the Cultivation of Independent Learning Ability of Students Majoring in New Media from the Perspective of Lide Shuren

With the continuous development of network technology and the rapid rise of the new media industry, higher requirements are put forward for the independent learning ability of the new media major students. In this paper, under the guidance of khalid ents education concept, through the network environment analyzes the current situation of the new media professional students autonomous learning ability, put forward the corresponding training strategies and methods, and the construction of the evaluation mechanism of autonomous learning ability is discussed, in order to provide new media professional students autonomous learning ability training theoretical reference and practical guidance.

The impact of unfolding case studies combined with think-aloud strategies on the clinical reasoning and self-directed learning abilities of postgraduate students: A mixed methods study

AimTo conduct unfolding case studies and test their effectiveness in improving clinical reasoning, teamwork and self-directed learning among postgraduate students. BackgroundPostgraduate students, as advanced nursing professionals in clinical settings, are the driving force behind the rapid development of the nursing profession. Effective clinical reasoning is a fundamental nursing skill that postgraduate students must cultivate, having a direct impact on patient health outcomes. The development and usation of unfolding case studies, which reflect the evolving conditions of patients, combined with think-aloud teaching methods, can enhance postgraduate students' clinical reasoning abilities and foster communication and self-reflection, thereby achieving this goal. DesignMixed methods design. MethodsThe Nurses' Clinical Reasoning Scale and the Nursing Students' Self-Directed Learning Ability Scale were used to evaluate the clinical reasoning and self-directed learning abilities of nursing students. A qualitative exploratory design with a think-aloud interview technique was employed to explore the clinical reasoning process of nursing students in unfolding cases. Twenty-one nursing students completed the questionnaire survey. Data analysis was conducted using Wilcoxon signed-rank tests, Spearman correlations, regressions and inductive content analysis. ResultsAfter implementing the case study, there was a statistically significant improvement in students' clinical reasoning, self-directed learning and teamwork abilities. Think-aloud analysis revealed that the cognitive strategies most employed by students in clinical reasoning were 'Making choices', 'Forming relationships', 'Searched for information' and 'Drawing conclusions'. ConclusionUnfolding case studies combined with think-aloud strategies provide a conducive learning environment for postgraduate students, effectively enhancing their clinical reasoning and self-directed learning abilities.

PENGARUH MEDIA RODA PUTAR PELANGI TERHADAP KEAKTIFAN BELAJAR SISWA PADA MATA PELAJARAN PKN DI KELAS III MIN 7 KOTA MEDAN

The learning process is not innovative, especially in terms of the use of media, and learning becomes monotonous and uninteresting if a conventional approach is used. This is the motivation of this research. This has an impact on students' low interest in learning, which in turn causes them not to have many learning activities. In this research, researchers used a quantitative approach, and the type of research used was quasi-experiment. This data is collected using questionnaires, tests and instructions. The purpose of this research is to find out how students who receive Rainbow Spinning Wheel training differ from students who do not receive such training.The results of the research show that the use of rainbow spinning wheel media significantly changes the learning abilities of students in class III MIN 7 Medan City. This is shown by the average learning activeness score of students who use the Rainbow Spinning Wheel media of 80. On the other hand, the t test results obtained, 20.6 versus 16.74, indicate that the average learning activeness of students who do not use the Roda media Rainbow Spin is 71.78.

Enhanced Dynamic Key-Value Memory Networks for Personalized Student Modeling and Learning Ability Classification

Enhanced Dynamic Key-Value Memory Networks for Personalized Student Modeling and Learning Ability Classification

The effect of PjBL-integrated STEM on students' cognitive learning abilities class x high school

PjBL-integrated STEM learning appears to impact increasing student motivation, interest, and engagement positively, thus potentially improving students' cognitive learning outcomes. The purpose of this research is to determine the effect of the PjBL-integrated STEM learning model on the cognitive learning abilities of grade x high school students. This research is quasi-experimental with a nonequivalent control group design. The research sample was 36 students involved in the experimental class and control class with class x status at SMAN 5 Metro City. The research instrument was 25 multiple-choice questions given to students in the pretest and posttest. The research data are in the form of pretest and posttest scores. The difference in pretest and posttest scores is indicated by the n-gain value. The data analysis technique is through the t-test. The results of the study showed that there was no significant effect of PjBL-integrated STEM learning on students' cognitive abilities because the N-Gain value of the experimental class was smaller than the N-Gain value of the control class (55.42 < 56.26). However, there was a difference between the two classes (t hit 1.66 > t tab -5405). The research results concluded that PjBL-integrated STEM learning had no effect on increasing students' cognitive abilities. Teachers need to understand PjBL-integrated STEM learning to create active and effective learning classes.

Development and validation of a secondary vocational school students’ digital learning competence scale

The rapid advancement of digital technology has not only affected the world of work but also students' learning. Digital learning competence (DLC) is one of the essential skills students need for effective learning in a digital environment. Despite the significant presence of secondary vocational school students in China, constituting one-third of the high school demographic, research on their digital learning needs remains sparse. Addressing this gap, this paper attempted to propose the elements and structural model of digital learning competence for secondary vocational school students (V-DLC). A corresponding questionnaire was compiled, and an analysis was carried out with 872 valid survey data of secondary vocational school students achieved by convenient sampling. A five-factor model for the V-DLC was established through exploratory and confirmatory factor analyses, cross-validity, and criterion validity tests. This paper suggests that evaluating students' digital learning competence in secondary vocational schools can be achieved by considering the dimensions of cognitive processing and reading, technology use, thinking skills, activity management, and will management, combined with students' learning experiences in school and other fields. Given the global focus on digital learning competence, this framework will pave the way for empirical research on digital learning and guide the enhancement of student learning ability in vocational settings, adapting to the digital era. Furthermore, transitioning to a digitalized vocational education system is essential for preparing students for a digitally-driven workforce, aligning with modern job market demands and global trends.

Impact of Mobile Learning on Self-Regulated Learning Abilities of Higher Education Students

This study examines the influence of mobile learning (m-learning) on the self-regulated learning skills of college students using the Z-number AROMAN decision-making approach. The rapid integration of mobile technologies into educational practices has transformed traditional learning environments, offering unprecedented opportunities to enhance student autonomy and engagement. This study introduces a novel method for evaluating complex and uncertain educational scenarios through the Z-number AROMAN decision-making process. This approach provides a robust framework for assessing various intricate aspects of self-regulated learning, including goal setting (GS), self-monitoring, and reflective practices. The study underscores the transformative potential of m-learning in education, underscoring the importance of leveraging such technology to foster student-centered learning environments. This study contributes to the body of literature on educational technology, offering valuable insights for educators, policymakers, and scholars seeking to effectively implement m-learning strategies to enhance student learning outcomes.

Utilisation of Game-Based Learning Media to Optimise the Learning Process at Bodhisattva Junior High School Bandar Lampung

Effective and innovative learning is important in improving the quality of education in today's digital era. This study aims to describe the implementation of game-based learning media utilisation in optimising the learning process at Bodhisattva Junior High School in Bandar Lampung. The research method used is the literature review method by analysing 10 journal articles related to the use of game-based learning media. The results showed that the utilisation of game-based learning media at Bodhisattva Junior High School Bandar Lampung proved to be an effective strategy to optimise the learning process. Game-based learning media makes the learning process more interesting and fun, thus increasing students' motivation and engagement in learning. Games allow active interaction with the subject matter and can be tailored to each student's learning ability and pace, enabling more personalised and effective learning..

The Mediating Effect of Meta-Cognition, Grit on the Relationship between Growth Mindset and Self-Directed Learning Ability of Middle School Students

The Mediating Effect of Meta-Cognition, Grit on the Relationship between Growth Mindset and Self-Directed Learning Ability of Middle School Students

Investigation of Secondary School Students’ Social-Emotional Learning and Friendship-Making Skills in Terms of Various Variables

Social and emotional development is the child’s ability to express himself, establish relationships, recognize himself, adapt to his social environment, and restrain his emotions. Because of this situation, developing children’s social and emotional learning skills is important in increasing their academic success, improving their friendship-making skills in the social environment, developing positive peer relationships, and improving the relationships established in the family environment. This research also aims to examine the social-emotional learning abilities of secondary school students, their friendship making skills with age, gender, classroom, daily phone and computer usage time, and their ability to use digital technologies variables. A sampling of this research’s universe (n = 415) and sample (n = 380) were students studying in seventh and eighth grades at secondary schools in the Kartal district of Istanbul. In this research using the correlational survey model, the data was analyzed in three stages. İt has been determined with a descriptive relational/related model found that social and emotional learning levels increased and that male students had higher social-emotional and relationship-making skills than female students; less daily phone use was higher than students with high social-emotional and friendship-making skills. Finally, secondary school students are becoming more and more able to relate as the level of social-emotional learning increases. Research improving the status of students at a disadvantage in social and emotional learning in this regard will offer positive contributions to developing their relationship skills.

The Impact of MOOC Platform Quality on the Independent Learning Ability of Higher Education Students: A Critical Review of the Literature

The Impact of MOOC Platform Quality on the Independent Learning Ability of Higher Education Students: A Critical Review of the Literature

Design Thinking-based Learning Assessment Guidelines to Improve Students’ Independent Learning Capability

The less-than-optimal use of learning assessment, which influences the decline in independent learning abilities, is the background of this research. This study aims to develop design thinking-based learning assessment guidelines that are valid, practical and effective for improving independent learning abilities. This type of research is development research, and the research model used in this research is the ADDIE model, which consists of five stages: analysis, design, development, implementation, and evaluation. The subjects of this research consisted of 4 experts, 1 teacher and 38 sixth-grade elementary school students. The object of this research test is the independent learning ability of fourth-grade elementary school students. This research implies that the learning assessment guide makes it easier for teachers to involve students in achieving learning outcomes and goals. Development of a learning assessment guide based on design thinking, especially to improve the independent learning abilities of fourth-grade elementary school students. This guide facilitates learning that encourages grade IV students to become independent learners by combining design thinking concepts in the development process. The data collection method used was a questionnaire. The implication of this research is to increase learning independence. By emphasizing learning design that encourages student initiative and responsibility for their learning process, design thinking can help increase learning independence. The research results show that the data obtained is significant, which means this assessment effectively improves the independent learning abilities of fourth-grade elementary school students.

Impact of reflection writing on the learning ability of Indian medical students.

Reflective writing develops meta-cognition among students. Therefore, it is of interest to compare effectiveness of post lecture reflective writing to didactic lecture between individual and group reflective writing. Hence, we included 124 first-year students from AIIMS Bhopal, India and divided them in two groups of 62 students. Both groups took a pre-test using a reflection questionnaire. Students were taught reflective writing. Both groups attended physiology lectures on two different topics. First lecture on body fluids where Group A wrote reflections individually and Group B did so in sub-groups (B1 to B6). After another lecture on Pathophysiology of oedema, Group A wrote reflections in groups and Group B wrote individually (A1 to A6). Both groups took a test in the form of MCQ about reflective writing on lectures. After intervention both groups took a post-test using a reflection questionnaire. Mean and standard deviation of Pre-test is 3.86 ± 0.86 and Post-test is 7.58 ± 1.01, respectively. The Mean and standard deviation of reflection who wrote individually is 38.05 ± 4.41 and in group is 27.45 ± 3.93, respectively with p-value < 0.05. Evaluation of students who wrote reflection in groups after second lecture the mean and standard deviation of reflection who wrote individually is 38.22 ± 4.64 and in group is 27.03 ± 2.87 respectively with p-value < 0.05. The performance of students who wrote reflection in groups is not satisfactory as compared to students who wrote their reflection individually.