Learning Approaches Of Students Research Articles

Learning approaches of undergraduate medical students at exit and entry of their medical schools.

Objective: To Compare the learning approaches of medical students at the exit and entry of their medical school, to evaluate the influence of gender and to look for factors leading students towards a change in their learning approach, if any, through interviews. Study Design: Concurrent Mixed Method study. Setting: Ameer-ud-deen Medical College, Lahore. Period: March 2021 to March 2022. Methods: Sequential mixed method 100 first year and 100 Final year MBBS students were included in the study for quantitative analysis. ASSIST Questionnaire is used for identifying student’s approach to studying as either deep, surface or strategic and the correlation of gender with preference of study approach. Descriptive statistics wer`e performed. Student’s t-test was used for statistical comparisons. Qualitative data was collected through in depth semi structured interviews of final year students. Thematic analysis was done to interpret the data and triangulation method was used for validation. Results: There is an over-all predominance of deep approach in the both first and final year MBBS students. The number of first-year students employing a strategic approach were significantly in majority as compared to final year students doing the same. No significant difference is seen in the learning approaches of male and female students. Interviews indicated reasons of shifting away from strategic learning approach in the final year medical students. No significant difference was seen in the selection of approach between female and male students of both groups. Conclusion: Study suggests that there is a predominance of deep approach in the medical students both at exit and entry points. This is due to their clinical exposure and environment, assessment methodologies, curriculum planning, seniors and peer pressure and most importantly their immediate teachers. The more we understand these learning styles, the better we can guide our future generations towards deep learning and improve their attitude and professional skills.

Audio

Like fire, radio waves are a natural, physical phenomenon. Like fire, humans have learned to control radio waves for our own purposes. Human civilisation itself may be predicated on our ability to conceive of and control sound in extraordinarily complex ways within our own bodies – a development that gave rise to rich oral cultures the world over and facilitated our ability to cooperate within and beyond our immediate social groups. In turn, radio waves are a finite natural resource that can be harnessed by various pieces of technology for transmission well beyond the immediate. The etymology of the word audio is of Latin origin, with further links back to Indo-Asian connections. The word “auditorium” is another Latin-originating link to audio: auditorium in its ancient Roman language refers to a lecture room and thereby identifies public presentation of speech for groups that eventually defined institutions such as parliaments, schools, and universities. In the 130 years since Guglielmo Marconi conceived of and then developed wireless telegraphy off the back of theorisation and experiments by James Clerk Maxwell, Heinrich Hertz, and others, we have created a vast global infrastructure specifically to generate and listen for radio waves. This infrastructure includes the obvious and mundane: the transmitters and receivers which have sustained a new media industry since their development. It includes the less obvious: wireless transmission of messages to ships and aircraft around the world. And it includes technologies we now barely think of as radio at all: mobile phone towers and the phones themselves still largely use the radiofrequency portion of the electromagnetic radiation spectrum. Each of these has its place in the pantheon of human audio technologies. Other aspects of audio production and reception are just as important and culturally resonant. Technologies to enable hearing for those without it. Tools that help us translate spoken languages. The creation and sharing of audio and video over the Internet. Each of these also tells a story of the human relationship with sound and audio. Audio and radio content production and distribution have transformed in the face of the cultural, technological, and political development of the Internet. Like other media, broadcast radio has converged and submerged with digital technologies and global high-speed transmissions, now divorced from its physical, terrestrial, and local origins. Sitting at the crossroads of radio and participatory media is podcasting, a medium through which individuals, groups, and organisations can create and distribute audio storytelling on the Internet. Industries, individuals, and communities continue to grapple with these technologies. The foremost podcast platforms seek to own audio distribution channels just as they and others have come to dominate text, video, and visual media online. The National Film and Sound Archives (NFSA) of Australia, as well as the Australian commercial radio sector, this year recognised the centenary of radio on this continent. Of course, cross-continental communication systems were here long before radio. The overland telegraph was opened in 1872, and postal services operated long before that. Moreover, First Nations peoples have built complex long-distance messaging systems since time immemorial. And yet the immediacy of radio does hold a special place in the story of how fledgling towns and cities were connected and held together over the last century. This issue of M/C Journal delves into the cultural function of audio around the world and across time. The articles within demonstrate how audio production is changing alongside technology, how national policies have supported or suppressed the development and transmission of audio content, how corporations have flexed their might to shape culture, and how culture has emerged and responded to the world around it. Exploring the development of the technological component of audio and its effects and permutations on human culture has been the key element seized on by contributors to this issue to advance their intriguing – and distinctively different – directions. On all levels, it is somehow related to hearing, but it is also linked to the dissemination of creative and informational data. Through the articles in this issue, we hope to show the depth and complexity of audio research around the world: specificities of culture and policy in Europe and Asia, community radio in Australia, and the role of music in breakout, critically acclaimed films. As our contributors show, there has never been a more interesting time to re-examine audio cultures. Michael Walsh and Randall Monty each examine different audio media – music streaming and podcasts, respectively – from the perspective of their relationship to other aspects of daily life. Walsh’s interviews demonstrate the role of streaming services in offering “music in the background”, situating this use among similar uses across music history. Monty offers a reflective account of how he uses podcasts in academic research practice through listening while doing other things – chiefly commuting. In both pieces, audio as a feature of the everyday lifeworld is central. We have selected Monty’s piece as the feature article for this edition because it presents an optimistic vision of the possibilities for audio in changing research practices. The approach to audio note-taking, intentional listening, and critically assessing the podcasts accompanying each commute offers something valuable to those scholars, like ourselves, who are of the view that audio should have an increasing role in education and research. While both deal with audio in the everyday, Monty and Walsh each offer a different perspective on the role it can play: through work or leisure, in public or domestic spaces. In Jasmine Chen’s piece, we gain insight into the changing role of audio in China, first with a view of radio as a technology of the state and now of audiobooks with taboo content. Chen shows how Chinese boys’ love audio dramas such as Grandmaster of Demonic Cultivation offer a unique listening experience that immerses listeners in intimate, aural fantasies. This article deftly describes how technological advancements have shifted listening experiences from public to intimate settings in an interplay of culture and technology. Elsewhere in Asia, Sian Tomkinson analyses one of Japan’s unique media subcultures: vocaloids. These characters are built on top of audio samples from voice synthesiser software and deployed as ready-made performers by vocaloid producers. Tomkinson’s analysis of an album by vocaloid producer Neru demonstrates the depth and complexity to this unique music production culture, whereas others have overlooked the affective elements of such performances. There is a healthy representation of European media in this edition. Gemma Blackwood’s careful analysis of audio in film through a case study of the acclaimed French film Anatomy of a Fall and its feature piece – a unique cover of 50 Cent’s P.I.M.P. – demonstrates how a song can play a diegetic role in storytelling, drawing the audience’s attention to the strangeness of the situation and adding to the film’s overall sense of mystery. Blackwood also discusses the song’s cultural significance, arguing that its use in the film highlights how music can be appropriated and recontextualised. Sofia Theodosiadou and Maria Ristani likewise offer a close reading of the TRAUMA podcast and its role in articulating the collective trauma in the national identity of modern Greece, arising from a string of disasters in the period 1999-2023. The power of individual voices and testimonies in audio content is evidenced through their analysis. Still in Europe, Till Krause examines the cultural significance and economic impact of storytelling podcasts in Germany, while Johan Malmstedt delves into spectral analysis of Swedish radio to demonstrate how the sound of the ‘format radio’ stations has changed over time. Krause evidences the rising popularity of German serial storytelling podcasts, driven by their ability to offer listeners a compelling narrative experience that is often characterised by suspenseful storytelling and dramatic climaxes, and links this to other changes in the broader mediascape. Malmstedt shows that Sweden’s format radio stations have maintained a consistent musical identity throughout the years while still developing distinctive channel identities. Turning to Australia, Charitha Dissanayake explores the historical significance, current challenges, and potential pathways of ethnic radio broadcasting. Dissanayake makes the case that ethnic broadcasting, and particularly community radio, plays a vital role in fostering inclusivity and cultural preservation in Australia. Through ethnic programming – music, language and information –, migrants connect to their local communities whilst maintaining ties to their countries of origin. While the sector is diverse, Dissanayake argues that challenges persist, including an insufficient understanding of evolving community needs and engaging second-generation migrants.  Kathryn Locke, Katie Ellis, and Katharina Wolf investigate how students and staff utilise audio in an Australian higher education setting, both in everyday and academic uses. This article highlights the value of audio options like podcast lectures, audio feedback, and audio captions for offering personalised learning approaches for students. The findings reveal a general lack of understanding around the possibilities of audio learning materials, and the need for a rethink of audio-supported pedagogy in higher education.  Acknowledgments The editors would like to thank the reviewers for their work on this issue. Thanks also to Kevin Ng from Charles Sturt University for the issue's cover image.

A Partially Flipped Physiology Classroom Improves the Deep Learning Approach of Medical Students.

This study aimed to compare the impact of the partially flipped physiology classroom (PFC) and the traditional lecture-based classroom (TLC) on students' learning approaches. The study was conducted over five months at Xiangya School of Medicine from February to July 2022 and comprised 71 students majoring in clinical medicine. The experimental group (n = 32) received PFC teaching, while the control group (n = 39) received TLC. The Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) was used to assess the impact of different teaching methods on students' learning approaches. After the PFC, students got significantly higher scores on deep learning approach (Z=-3.133, P<0.05). Conversely, after the TLC, students showed significantly higher scores on surface learning approach (Z=-2.259, P<0.05). After the course, students in the PFC group scored significantly higher in deep learning strategy than those in the TLC group (Z=-2.196, P<0.05). The PFC model had a positive impact on the deep learning motive and strategy, leading to an improvement in the deep approach, which is beneficial for the long-term development of students. In contrast, the TLC model only improved the surface learning approach. The study implies that educators should consider implementing PFC to enhance students' learning approaches.

"Better than my professor?" How to develop artificial intelligence tools for higher education.

Artificial Intelligence (AI) tools are currently designed and tested in many fields to improve humans' ability to make decisions. One of these fields is higher education. For example, AI-based chatbots ("conversational pedagogical agents") could engage in conversations with students in order to provide timely feedback and responses to questions while the learning process is taking place and to collect data to personalize the delivery of course materials. However, many existent tools are able to perform tasks that human professionals (educators, tutors, professors) could perform, just in a timelier manner. While discussing the possible implementation of AI-based tools in our university's educational programs, we reviewed the current literature and identified a number of capabilities that future AI solutions may feature, in order to improve higher education processes, with a focus on distance higher education. Specifically, we suggest that innovative tools could influence the methodologies by which students approach learning; facilitate connections and information attainment beyond course materials; support the communication with the professor; and, draw from motivation theories to foster learning engagement, in a personalized manner. Future research should explore high-level opportunities represented by AI for higher education, including their effects on learning outcomes and the quality of the learning experience as a whole.

Drama in STEAM education: Possible approaches and connections to drama-based activities in STEAM education

AbstractDrama in Education (DiE) has been a well-known teaching technique for an active learning approach for students. It utilizes different forms of conventions to enhance a student's learning experience in the classroom, offering alternatives instead of the traditional teaching approaches. Drama can encourage students to learn and think critically and improve public speaking, communication, and confidence. The article portrays the use of drama activities in STEAM education by depicting the benefits and challenges. This study uses a qualitative approach to collect data, including relevant literature, descriptions of drama activities, and observation. The findings display that drama in STEAM education can improve and stimulate students' learning and knowledge in a particular subject. This study aimed to view 19 higher education students' perspectives of drama activities in STEAM. Two activities were completed during this pilot study and observations were made throughout the process. Furthermore, drama in STEAM stimulated the students, were more enthusiastic about exploring, examining and learning, socializing with their groupmates, and the confidence to perform.

Unveiling the Veil: Intangible Cultural Heritage and the Filipino College Students

This study examined the current knowledge of Filipino college students on the Intangible Cultural Heritage (ICH) of the Philippines. The study included 75 college students during the academic year 2022-2023. Through a qualitative approach, the students submitted written essays anchored to the research questions. Thematic analysis was employed to analyze the qualitative data, adhering to the stages of open coding, axial coding, and selective coding. The analysis resulted in the surfacing of various themes which are the result of this study: (1) Exposure to art forms, (2) association with indigenous people, (3) essence of values and practices, (4) misunderstandings about ICH, and (5) safeguarding of ICH. Students who came from the provinces experienced ICH through their festivities and local cultures, which are annual celebrations of various communities. There were also students who observed their locality’s people, handicrafts, and even familial behaviors. The presence of various art forms, performances, and experiences with indigenous peoples, and local traditions, regardless of whether it is within their families or communities, and their own knowledge of recent social issues unveiled the opportunities for the students to be exposed to the concept of Intangible Cultural Heritage and safeguard it. The author proposed a recommendation to further study and formulate a probable teaching and learning approach for college students to be more exposed to the Intangible Cultural Heritage of the Philippines.

Problematika Penerapan Pembelajaran Problem Based Learning pada Mata Pelajaran Akidah Akhlak

The 2013 curriculum regulations require learning to use a student-centered or scientific approach, but in reality the majority of teachers still use conservative learning for reasons of making learning easier for teachers, adapting to students' characteristics, adjusting the dimensions of knowledge and learning objectives, even though in a number of studies it has received a lot of criticism from experts because this kind of learning makes students passive and not creative in building knowledge. From this phenomenon, I present a problem based learning model as part of the learning approach for students at madrasah ibtidaiyah level in Islamic religious education subjects. The aim is to find out what problems teachers have in operationalizing the problem based leaning model and what the learning problems are like for students in elementary age children in the Aqidah Akhlak subject whose dimensions of knowledge are mostly conceptual and religious doctrine.This research uses a qualitative approach and field research which is useful for describing learning activities in the classroom.The findings from the research are the most crucial problem in the first syntax when the teacher presents teaching material in the form of text for students to understand, plus fatal apperception, the formation of groups that are not heterogeneous, student participation is weak, learning references are limited, and, unfocused learning objectives.

Exploring challenges and perceptions in the learning environment: an online qualitative study of medical students

BackgroundThe teaching and learning environment (TLE) in medical schools is critical for shaping the outcomes and competencies of graduates. Research on TLE has highlighted its influence on student learning approaches and outcomes, yet gaps remain, particularly in qualitative insights, especially in Saudi Arabian contexts. This study aims to explore the students’ experiences and perceptions of the TLE in a new medical college.MethodsThis qualitative study consisted of a total of five focus group discussions (3consequtive sessions for male group and two for female group) conducted virtually using the Zoom videoconferencing application. All the discussion sessions took place during a lockdown because of the COVID-19 pandemic between December 2020 and February 2021. Each session lasted for 45–60 min. Each group was formed of 4–5 students from different academic levels in the Majmaah medical school, which was established 10 years ago and is located in a small city. After “verbatim transcription” of the sessions was made, a framework thematic analysis of the data was performed using the NVivo software.ResultsThe study results revealed that various elements, such as educational content, faculty roles, and personal factors, collectively influenced the students’ educational experiences. The students valued educational relevance and autonomous decision-making. The multifunctional role of faculty as mentors, evaluators, and resource providers was considered essential in enhancing academic experiences. Additionally, there was an evident need to improve the physical learning environment and facilities to adapt to emerging educational needs. These results align with existing literature, emphasizing the integration of theory and practice and the significant impact of faculty roles in academic experiences.ConclusionThe findings suggest that medical colleges should involve students more in decision-making related to their education and ensure the practical relevance of the educational content. Establishing open communication channels between students and faculty who act as mentors and evaluators is also essential. Furthermore, enhancing supportive infrastructures, such as mental health and financial services, and promoting extracurricular activities are crucial for fostering a more effective and nurturing learning environment.

A comparison of two learning approach inventories and their utility in predicting examination performance and study habits.

The revised two-factor Study Process Questionnaire and the Approaches and Study Skills Inventory for Students are two instruments commonly used to measure student learning approach. Although they are designed to measure similar constructs, it is unclear whether the metrics they provide differ in terms of their real-world classification of learning approach. The purpose of this study is to compare outcomes of these two inventories in a study population from an undergraduate (baccalaureate) human anatomy course. The three central goals of this study are to compare the inventories in terms of 1) how students are classified, 2) the relationship between examination performance, time spent studying, and learning approach, and 3) instrument reliability. Results demonstrate that student classifications of corresponding scales of each inventory are significantly correlated, suggesting they measure similar constructs. Although the inventories had similar reliability, neither was consistently strong in predicting examination performance or study habits. Overall, these results suggest that the two inventories are comparable in terms of how they measure learning approach, but the lack of correspondence between learning approach scores and measurement outcomes questions their validity as tools that can be used universally in classrooms.NEW & NOTEWORTHY Although learning approach inventories have been used extensively in education research, there has been no direct comparison of how student classification differs between instruments or how classification influences the interpretation of how learning approach impacts student performance. This is especially relevant in light of recent research questioning the validity of the Study Process Questionnaire (LoGiudice AB, Norman GR, Manzoor S, Monteiro S. Adv Health Sci Educ Theory Pract 28: 47-63, 2023; Johnson SN, Gallagher ED, Vagnozzi AM. PLoS One 16: e0250600, 2021).

Differences in Approaches to Learning Between Occupational Therapy Students in the USA and Norway

Students approach learning in different ways, and this study aimed to examine and understand differences in learning approaches between occupational therapy students in Norway and the USA. A total of 321 students, from two universities in the USA and six higher education institutions in Norway, completed the short version of the Approaches and Study Skills Inventory for Students. The data were analyzed with linear regression analyses. U.S. students had substantially higher scores on the strategic approach and higher scores on the deep approach, compared to the Norwegian students. Differences may be due to different national regulations and levels of education required for entering the programs, or personal factors such as predisposition for learning.

A Longitudinal Examination of Student Approaches to Learning and Metacognition

Student Approaches to Learning (SAL) mainly consists of two contradictory approaches (surface and deep learning) to learning that have been extensively studied in educational research. Metacognition, which refers to the process of thinking about one’s thinking, has been shown to play a crucial role in helping students shift from a surface to a deep approach to learning. The current study collected data using two questionnaires (RSPQ-2F&amp; MAI) from 1329 students. Both metacognition and learning approaches showed medium correlations and an effect of the year of study. A crossed-lagged model shows no effect of deep learning on metacognitive knowledge or regulation, although this does increase significantly over time. Overall, the study’s findings suggest a complex yet clear relationship between student learning approaches and their final grade outcomes. Students will lean towards more surface learning as their (perceived) workload increases and assessments become more challenging. These findings suggest that teachers and policy makers should seek ways to increase deep learning methods, possibly using metacognitive skills training.

The Acquisition of Sports Massage Knowledge Using a Blended Learning Approach for Sports Science Students in Higher Education

This study aimed to assess the efficacy, benefits, and prospective impact of sports massage education delivered through a blended learning framework for college students. This study involved 52 male students enrolled in a sports massage course. Using qualitative methodology, this study employed systematic content analysis augmented with numerical data, visually representing user responses to sports massage education combined with blended learning. Analysis of the findings shows that 84.29% of participants showed a positive perception of the overall media aspects, contribution, benefits and potential related to learning sports massage through the blended learning model. In conclusion, this study argues that the integration of blended learning models increases the contribution, benefits, and potential of sports massage education, thereby enriching students' learning experiences

Tantangan dan Strategi Mendisiplinkan Siswa Berkebutuhan Khusus dalam Pendidikan Inklusif: Tinjauan dari Perspektif Studi Literatur

This research presents a detailed analysis of the challenges faced and the strategies implemented in disciplining students with special needs in the context of inclusive education. The main objective of this research is to summarize the various problems that arise from related literature and to explore the strategies used to address these challenges. The literature study method (library research) is used as the main framework for collecting and analyzing information from various sources such as books, journal articles and other scientific literature. In this analysis, the main focus is aimed at collecting information from various trusted sources in order to understand the essence of the challenges faced in disciplining students with special needs in an inclusive school environment. The main findings of this study reveal the complexity of disciplining students with special needs, requiring a deep understanding of individual needs and close collaboration between educators, school staff, parents, and the community. The results of this analysis also highlight sensitive, responsive and collaborative approach strategies to create an inclusive educational environment for all students. Apart from that, challenges in collaboration between teachers are also an important highlight in strengthening learning approaches for students with special needs. In conclusion, this abstract presents a comprehensive review of the challenges and strategies in disciplining students with special needs in the context of inclusive education. It is hoped that gaining this insight can make a significant contribution to developing a more inclusive and responsive educational environment for all students.

E-Komik Bahasa Indonesia berbasis Android dengan Pendekatan Konstruktivisme untuk Siswa Sekolah Menengah Pertama

The limitations of learning media in the teaching and learning process make it difficult and difficult to create learning media and have difficulty choosing media that suits the learning conditions experienced at SMPN 5 Kendari. This research aims to develop e-comic learning media with a constructivist learning approach for students of SMP Negeri 5 Kendari class VII semester 1. Apart from that, this research also uses the SPRINT method in making e-comics with stages namely understand, diverge, decide, prototype, and at the validate stage using ISO 25010 testing on the aspects of functional suitability, performance efficiency, usability, maintainability and portability. The result of this research is an application as an e-comic based learning media for middle school students in class VII semester 1. In addition, there are test results in the form of ISO 25010 testing from media experts which are declared very feasible with a percentage of 95.26%. Then a small group trial test was also carried out which got 93.33% and a large group CBA test of 91.86%. After testing this group, the percentage of students' completeness in understanding learning outcomes using e-comics was 78.68%. Therefore, it can be concluded that e-comics developed using the SPRINT model and constructivist approach are able to increase the effectiveness of Indonesian language learning at SMP Negeri 5 Kendari class VII.

Assessing EFL Students’ Performance and Self-Efficacy Using a Game-Based Learning Approach

Educational technology plays a major role in today’s learning as it offers significant advantages in delivering learning content, classroom communications, and assessing learners. Assessment is a cornerstone in modern and formal education and is particularly necessary for tracking progress, measuring knowledge or achievement, and planning future educational steps. This study investigates the effects of using an online game-based learning (GBL) approach in students’ assessment in terms of their performance and self-efficacy in English as a foreign language (EFL) learning. A quasi-experiment was conducted on intermediate school-level students, who were divided into two groups, namely control and experimental. Each group underwent an English language test conducted through a Google Form and a role-playing game developed to mimic the functionality of an assessment tool. The results indicate that the performance of the experiment group was neither affected positively nor negatively using the GBL assessment tool. On the other hand, the results also show that using such a tool has positively affected students’ self-efficacy levels.

Voices of IB Learners: Social Justice Education in the EFL Classroom – Opening Doors to a More Communicative Approach

This research article describes a qualitative study conducted with 14 high school seniors currently enrolled in the International Baccalaureate Diploma program at a private educational institution in Cuenca, Ecuador. This article aims to explore the impact of social justice issue-based education on the development of oral communication in the English as a foreign language classroom. As part of the process, it was essential to analyze the participants’ perceptions and experiences as integral components of language learning. The data obtained was collected in two phases. First, a questionnaire composed of six questions was applied to explore the students’ perceptions of the issue in question. In the second phase, a discussion was held with the intervention of a focus group including five students, which allowed them to openly share their points of view on the subject of this exploration. In this way, it was evident that the topics related to social justice had a positive impact on the development of the student’s oral communication and that they constituted a useful learning approach for students to increase their knowledge of English. The results achieved through the present study aim to improve English-language teaching at different levels, and consequently strengthen oral communication development in class.

An Investigation into Approaches to Learning Adopted by Undergraduate EFL Learners Kadija Fathi

The existence of differences and confusion in the approaches to learning English crucially pose challenges to investigate the approaches that may either enrich or hinder how English language learners go about learning. This study investigated the approaches to learning English adopted by EFL undergraduate students. In addition, it examined if there is a difference between the approaches to learning adopted by students in different departments at the Faculty of Education, Sirte University in Libya. Data were collected quantitatively from 70 students using the Biggs’ Study Process Questionnaire (SPQ) as a diagnostic instrument for assessing students’ perceived approaches to learning. The results indicated that most students adopted surface approaches. These approaches to learning gained the highest mean score (M= 4.55) whereas deep approaches were the low ( M =1.77). The results also explained differences among students' approaches to learning English in different departments. The key findings provide inputs to the academic institutions on the learning process and act as a reference for decision-making and improvement in the learning approaches of students. suggestions for teachers, educational policymakers and future research have been provided in detail in this study.

LEARNING SYSTEM OF LINEAR EQUATIONS WITH APTITUDE TREATMENT INTERACTION MODEL FOR VOCATIONAL HIGH SCHOOL

This project aims to employ the aptitude treatment interaction model in the teaching system of linear equations as an alternative learning approach for high school students pursuing vocational careers. Instructional design was utilized to develop the learning model. An essential aspect of applying the aptitude treatment interaction model to learning design is the analysis of student requirements. Learning outcomes and performance goals are thoughtfully considered and aligned with instructional objectives. The findings suggest that educators should utilize the aptitude treatment interaction model when teaching systems of linear equations. The effectiveness of the learning model depends on how well it is tailored to the student's abilities.

Increasing Learning Achievement in Islamic Religious Education Through a Contextual Learning Approach of Students

&lt;span&gt;The background in this study is the low achievement of learning Islamic religious education. This research is intended to improve the learning achievement of Islamic religious education through a contextual learning approach. This exploration uses classroom action research (PTK) which consists of two cycles with four stages, namely, planning, action, observation, and reflection. The subjects of this study were grade XI students of SMA 5 Surakarta consisting of 11 boys and 19 girls. The conclusion of this study is that there is an increase in each cycle. In the first cycle, the average score of the test was 65.17 out of 30 students who took the test, with 37% (11 students) in the complete category and 63% (19 students) in the incomplete category. Furthermore, in cycle II there was an increase in tests with an average of 77.47 out of 30 students who took the test. With many 87% (26 students) completed and 13% (4 students) incomplete. The increase in Islamic Religious Education learning achievement from cycle I to cycle II by 50%. With the contextual learning approach, it can improve the learning achievement of Islamic Religious Education in students.&lt;/span&gt;

The Impact of Using Electronic Products on College Students' Learning Habits and Grades

In the digital era, the reliance of college students on electronic devices for their learning activities has grown significantly. The growing reliance on this has raised worries regarding its impact on students' learning preferences and academic achievements. As a result, the current study seeks to investigate how the utilization of electronic devices affects college students' studying patterns and academic outcomes. To achieve this objective, a comprehensive investigation will be conducted using a combination of quantitative and qualitative methods to gather data from college students representing diverse disciplines and academic backgrounds. Furthermore, this study will analyze the potential merits and drawbacks of employing electronic devices in an academic setting. Additionally, the investigation will delve into diverse elements linked to how the utilization of electronic devices impacts academic performance, such as usage duration, types of applications utilized, and individual differences among students. The anticipated results of this research hold the potential to significantly enrich the knowledge about the impact of electronic devices on students' study habits and academic performance. The study findings indicate a notable association between excessive use of electronic devices and academic performance decline among contemporary college students. Moreover, the widespread prevalence and integration of electronic products have, to some extent, altered the learning approach and lifestyle of college students.