Learning Context Research Articles

Many lower-grade students, particularly in grade 3 of SD/MI, face difficulties in understanding and applying the Subject, Predicate, Object, and Adverbial (S-P-O-K) structure accurately. This study explores the use of the Adventure Quest strategy, adapted from online role-playing games, as an innovative learning model to enhance students’ comprehension of SPOK through engaging, story-based missions. Using a descriptive qualitative design, the research analyzes classroom interactions and students’ responses during implementation. The findings reveal that the Adventure Quest approach increases students’ motivation, participation, and confidence in constructing structured sentences. Students reported high satisfaction and improved understanding of SPOK concepts. This study contributes a novel pedagogical adaptation by integrating game-based adventure elements into Indonesian language learning, demonstrating its potential to create an active and contextual learning environment.

Certification-based vocational education often emphasizes practical training, yet repetitive subject-based learning tasks place a heavy burden on teachers and reduce student motivation. To address this challenge, this study examined the integration of a gamified chatbot into cognitive content instruction for the Level B Computer Hardware Fabrication certification. A quasi-experimental design was implemented across three academic years, involving a control group (conventional instruction), an experimental group using a non-gamified chatbot, and another using a gamified chatbot. Over an eight-week intervention, participants completed pre- and post-tests to measure learning effectiveness, while learner satisfaction was assessed through a validated questionnaire. Results from ANCOVA revealed that the gamified chatbot group achieved learning outcomes equivalent to teacher-led instruction and significantly outperformed the non-gamified chatbot group. Post hoc tests confirmed large effect sizes favoring gamification. Learners also reported greater satisfaction, particularly in reduced boredom and improved alignment with learning preferences. These findings demonstrate that a gamified chatbot can effectively function as a mobile cognitive content instructor, sustaining motivation, enhancing learning outcomes, and alleviating teacher workload in certification-oriented education. The proposed model is scalable and holds global relevance, offering adaptability to other vocational certifications, STEM training, and content-intensive learning contexts.

Abstract This research was conducted to evaluate the effectiveness of the Task-Based Learning (TBL) method in enhancing the English language learning outcomes of Great students at SMA YPPGI Sinakma, Wamena, Papua Pegunungan. The study employed a quantitative approach, utilising a pre-experimental design featuring a one-group pre-test and post-test model. A total of 30 students were selected as the sample through purposive sampling. Data collection instruments included pre-tests, post-tests, classroom observations, and student questionnaires. The findings indicated that the Task-Based Learning method significantly enhanced students’ English proficiency. The average pre-test score of 58.2 rose to 78.6 in the post-test, reflecting an overall mean improvement of 20.4 points. Statistical analysis via a sample t-test confirmed a significant difference between the pre-test and post-test results at the 0.05 significance level. Furthermore, observational and questionnaire data revealed that students exhibited increased motivation, confidence, and active engagement during the learning process. The results demonstrate that Task-Based Learning effectively promotes students’ English learning by fostering meaningful communication, collaboration, and practical language use. Consequently, it can be concluded that the TBL method is a suitable and effective teaching strategy for enhancing English proficiency among high school students, particularly in remote learning contexts such as SMA YPPGI Sinakma Wamena.

The growing integration of generative artificial intelligence (GenAI) tools in higher education has potential to transform learning experiences. However, empirical research comparing GenAI-supported learning with traditional instruction lags behind these developments. This study addresses this gap through a controlled experiment involving 96 undergraduate computer science students in a Database Management course. Participants experienced either GenAI-supported or traditional instructions while learning the same concept. Data were collected through questionnaires, quizzes, and interviews. Analyses were grounded in self-determination theory (SDT), which posits that effective learning environments support autonomy, competence, and relatedness. Quantitative findings revealed significantly more positive learning experiences with GenAI tools, particularly enhancing autonomy through personalized pacing and increased accessibility. Competence was supported, reflected in shorter study times with no significant achievement differences between approaches. Students performed better on moderately difficult questions using GenAI, indicating that GenAI may bolster conceptual understanding. However, interviews with 11 participants revealed limitations in supporting relatedness. While students appreciated GenAI’s efficiency and availability, they preferred instructor-led sessions for emotional engagement and support with complex problems. This study contributes to the theoretical extension of SDT in technology-mediated learning contexts and offers practical guidance for optimal GenAI integration.

Mathematics learning plays an essential role in developing students’ logical, systematic, and analytical thinking skills. One of the higher-order thinking abilities that serves as a main focus in mathematics education is mathematical reasoning. This ability is closely related to the process of mathematical proof, which functions to justify the truth of a statement logically. This study aims to examine the relationship between the understanding of proof concepts and the development of mathematical reasoning among junior high school students through a library research approach. Data were obtained from various sources such as textbooks, journal articles, research findings, and relevant educational documents. The analysis was conducted using the content analysis method to review both conceptual and empirical findings from the literature. The results indicate that understanding the concept of proof not only helps students comprehend the logical structure of mathematics but also contributes to the development of deductive and reflective reasoning skills. Engaging in proof activities enables students to shift from merely imitative reasoning toward independent logical construction (creative reasoning). However, teaching proof at the junior high school level still faces several challenges, such as students’ limited understanding of basic logic, time constraints, and the lack of teacher training in teaching proof effectively. Therefore, learning strategies that emphasize students’ thought processes, provide opportunities for exploration, and integrate proof activities into meaningful learning contexts are needed.

In the wake of the global pandemic, polarization, displacement, and increased social isolation, people are seeking shared, practical, accessible, and integrated learning. A methodology of collaborative teaching and communal learning in place helps students to find connection (to each other, God, and place), cultivate hope, and partner with God's presence in the city. This article provides insights from shared learning, collaborative teaching, and journeying in Los Angeles through an urban immersion course we have co-taught since 2010.

The development of digital technology and artificial intelligence (AI) has brought significant transformations in various aspects of life, including the character formation of Generation Z. This research aims to explore the role of AI as a "Digital Love Language" in supporting character education in the digital era. The method used is a literature study with a qualitative approach, which examines the literature related to the potential, challenges, and ethical implications of the use of AI in character education. The results of the study show that AI has the ability to provide personalized, adaptive, and contextual learning, so that it can strengthen character values such as empathy, responsibility, and integrity. However, the use of AI also poses risks such as data privacy breaches, technological dependencies, and algorithmic bias. Therefore, synergy is needed between families, communities, and educational institutions in directing the use of AI wisely and ethically. This research emphasizes the importance of digital literacy as a foundation for understanding and managing technology critically, as well as the need for clear ethical regulations in the development and application of AI. With a holistic and collaborative approach, AI can be a strategic instrument in shaping the character of Generation Z who are resilient, ethical, and ready to face future challenges.

Traditional didactic teaching approaches fall short of adequately supporting diverse student learning styles. Complementing didactic teaching approaches with simulation-based experiential learning can bridge the gap between theoretical knowledge and practical application. However, few studies have rigorously examined the outcomes of this approach in global health education and training. This study describes participants’ self-reported experiences with the World Health Assembly Simulation (WHA SIM), a complex hybrid simulation consisting of a three-day educational exercise, including a tabletop exercise followed by live-action role play, designed to simulate practical global health governance settings. We conducted a descriptive, sequential exploratory study between September 2022 and July 2023, beginning with an anonymous pre-simulation survey among undergraduate students in the Faculty of Health at York University, followed by qualitative post-simulation interviews. The survey included questions on participants’ background, comfort, and confidence in key practice skills and experiences with simulation-based learning. Data was analyzed using simple descriptive statistics for the quantitative data and a framework analysis for qualitative data. Among 39 survey respondents, 18 were interviewed. Participants for interviews were selected through snowball sampling to ensure diverse perspectives. Participants reported feeling more confident in a range of skills, including research capabilities, critical analysis, time management, and organizational effectiveness. They also described increased confidence in interpersonal communication, public speaking, networking, collaboration, and leadership. Several participants reflected on gaining a deeper appreciation of complex global health issues and noted the simulation provided valuable career-relevant insights. Findings highlight the value of simulation-based experiential learning as perceived by undergraduate students in health and science-related degree programs. While this study does not objectively measure knowledge acquisition or skill mastery, it illustrates how the WHA SIM can support confidence and reflective learning in global health education and training contexts.

This qualitative case study examines how the Communicative Language Teaching (CLT) approach can be adapted to general English classes in a higher education institution in Timor-Leste to answer the long-standing question of how students can acquire speaking proficiency in a multilingual learning environment. The paper brings into focus the incorporation of CLT into classroom activities with special emphasis on the application of role play, pair work, seminars, simulations, and task-based learning as means of promoting interactive and communicative competence. A descriptive qualitative case study design was used to develop in-depth knowledge of contextual teaching and learning experiences, the perspectives of the participants, and naturally occurring practices in the institutional setting. Semi-structured interviews, classroom observations, and document analysis were the data-gathering methods. Purposive sampling was used to select the two lecturers and seven students directly involved in teaching general English. Thematic analysis was used to analyse the data, which made it possible to identify repeated themes and patterns that revealed both opportunities and difficulties in implementing CLT in context. The results of the study indicate that, despite the adaptation of the CTL approach in teaching practices, its implementation is often sporadic due to concerns about English proficiency, teacher training, and flexibility in using local and official languages during instruction. The research demonstrates the necessity of adapting CLT methods to the local education environment and arranging long-term professional development for lecturers. This study helps us understand how context-sensitive CLT approaches can lead to improved results in teaching and learning English in Timor-Leste. The interactive approach and the systematic teacher model could significantly improve students' communicative competence.

The Independent Curriculum emphasizes student-centered learning; therefore, its implementation in Mathematics subjects at SMPN 1 Cikidang, Sukabumu needs to be evaluated. This study aims to examine how teachers design and implement Mathematics learning based on the Independent Curriculum and to reveal how students perceive its benefits and challenges. In addition, this research aims to assess the extent to which the implementation aligns with the core principles of the Independent Curriculum. The research employed a qualitative method with a field study approach, using in-depth interviews with teachers and students of SMPN 1 Cikidang. Data analysis was conducted descriptively through reduction, presentation, and conclusion drawing. The results show that teachers are fairly adaptive in designing contextual learning despite facing facility constraints, while students feel more motivated but require intensive guidance. The study concludes that teacher training and adequate facilities are essential to optimize Mathematics learning based on the Independent Curriculum.

Understanding and addressing students' emotional needs is crucial in the rapidly evolving domain of online learning, as it fosters students' motivation, interest, and educational outcomes. This literature review examines the methods, findings, and implications of recent studies that attempt to identify and analyze emotions in online learning contexts. Methodologically, a systematic review approach was employed to analyze a wide variety of academic publications released between 2021 and 2024. The survey-encompassing studies employed various methods to recognize emotions, such as happiness, sadness, and interest in virtual learning environments, including physiological signal analysis, deep learning models, and machine learning algorithms. The outcome of the literature review points out significant progress in the area of emotion detection technology where studies depict how effectively deep learning and machine learning models can recognize and interpret students' emotional expression along with effectively identifying them, Finding from the reviewed papers shows that models like CNN, LSTM, SVM, ViT, and brain-computer interfaces have been employed with varying degrees of accuracy (ranging from 55% to over 90%). In addition, using real-time feedback mechanisms that recognize emotions has the potential to improve learning outcomes, motivation, and student engagement in online learning environments

This study is motivated by the low learning outcomes of students in the Pancasila Education subject, which are partly attributed to suboptimal teaching processes and limited student engagement. The purpose of this research is to describe the improvement in learning outcomes through the implementation of the Problem-Based Learning (PBL) model among Grade IV students at SDN 23 Payakumbuh. The method used is Classroom Action Research (CAR) conducted in two cycles, each comprising the stages of planning, implementation, observation, and reflection. The research subjects included one teacher and 19 students (14 boys and 5 girls). Data collection techniques involved observation, tests, and non-test instruments. The results show that the application of the PBL model led to significant improvements across various aspects of learning. The quality of teaching modules increased from 88.88% in Cycle I to 94.44% in Cycle II, categorized as “Excellent.” Teacher activity improved from 83.92% to 96.42%, while student activity increased from 80.35% to 92.85%. Moreover, the average student learning score rose from 77.03 in Cycle I to 86.88 in Cycle II. These findings demonstrate that the PBL model is effective in enhancing Pancasila Education learning outcomes at the elementary level by promoting more active, contextual, and student-centered learning.

The application of the Merdeka curriculum in Indonesian language learning has become a complex and challenging topic. Although the Merdeka Curriculum aims to provide more freedom to teachers and students in determining learning methods and materials, there are various problems that arise in its implementation. This research aims to identify and analyze the problems faced in implementing the Merdeka Curriculum, especially in learning Indonesian. As well as solutions carried out by teachers in overcoming problems that occur in the Class 5C Madrasah Ibtidaiyah Al Fithrah Surabaya class. This research method uses a descriptive qualitative approach and data collection techniques using observation, interview and documentation. Data analysis is carried out through data collection, data reduction, data presentation, and drawing conclusions. The results of research on the implementation of the Merdeka curriculum at Madrasah Ibtidaiyah Al Fithrah Surabaya have started in stages since the 2022-2023 academic year and are going quite well even though there are obstacles such as students’ low interest in reading, poor understanding of vocabulary, and the inability to differentiate between standard language and internet language. The solutions implemented include getting students used to reading, choosing reading that they like but are educational, creating vocabulary learning media, as well as providing in-depth training and using technological media for contextual learning with regular evaluations.

Objective: The effectiveness of innovative augmented reality (AR)-based teaching strategies for geometry instruction was investigated, given their relevance in enhancing the visualization of spatial structures and strengthening geometric thinking in elementary and secondary education. Methodology: A qualitative, documentary-interpretive approach was adopted, systematically analyzing fifteen recent sources (2020–2024), including peer-reviewed articles, theses, and degree projects. Categories related to intervention type, learning tasks, scaffolding, implementation conditions, and pedagogical outcomes were extracted and coded; subsequently, a thematic synthesis was conducted, contrasting cases, identifying dissonances, and documenting decisions. Results: The findings showed that AR produced consistent improvements in solid geometry comprehension, 3D modeling, and spatial reasoning when integrated into phased sequences with explicit goals, performance criteria, and verifiable outputs. Likewise, increases in student motivation and engagement were observed, especially in approaches that combined AR with GeoGebra 3D or markers, and in project-based learning contexts. However, the magnitude of the effects varied depending on teachers’ digital competence, device availability, and implementation fidelity. Conclusions: AR proved more effective when it structured the task and was accompanied by scaffolding and formative assessment; it was recommended to consolidate comparable designs, strengthen teacher training, and explore longitudinal follow-ups to estimate transfer and retention. Future research should clarify the specific contribution of AR in contexts with varying infrastructure and further explore its scalability thru m-learning and standardized achievement criteria.

This study aims to analyze the effectiveness of implementing the Contextual Teaching and Learning (CTL) model in improving the learning process and outcomes of Natural and Social Sciences (IPAS) in elementary school students. The method used is Classroom Action Research (CAR) conducted in two cycles, each covering the stages of planning, implementation of actions, observation, and reflection. The research subjects consisted of 12 fifth-grade students at Muhammadiyah Muara Bungo Elementary School, with the researcher acting as the teacher and assisted by two observers. Data were collected using qualitative techniques in the form of observation sheets and quantitative techniques in the form of learning outcome tests. The results showed that the application of CTL was able to improve the implementation of learning and student learning outcomes. Teacher observation increased from 71.42% in cycle I to 84.37% in cycle II, while student observation increased from 58% to 79%. The improvement in student learning outcomes was also significant, from 41.66% in cycle I to 83.33% in cycle II. These findings indicate that the CTL model can be an effective alternative learning strategy to improve the quality of the learning process and academic achievement of students in IPAS subjects. The implications of this study encourage the wider application of CTL as an innovative effort in contextual experience-based learning in elementary schools.

Contextual learning and feature tuning for few-shot node classification

Experiential learning is now critical in bridging the gap between theory and practice in accounting, especially in the context of small and medium-sized enterprises (SMEs). There is now an even greater expectation for graduates to have profound knowledge and sophisticated adaptive professional skills. This study focuses on the role of self-reflection in the integration of accounting knowledge with practice during SME engagement projects. Reflective reports of 14 student groups were explored using thematic analysis. Kolb’s theory of experiential learning provided the guiding framework for the study. Results revealed five interrelated themes. The first three themes, Critical Thinking, Theory–Practice Link, and Problem-Solving, are external and pertain to practice at the SME. The fourth and fifth themes, Professional Growth and Skill Development, are internal and pertain to self-reflection. Combined, the findings show the degree of improvement that real SME experiential learning contexts provide in bridging the accounting theory–practice gap and developing complex boundaryless skills in graduates. It allows for the articulation and internalisation of both technical and non-technical skills. The integration of SMEs can enhance the national accounting education framework more effectively. From the policymakers’ standpoint, this will improve graduate preparedness. SMEs get meaningful learning contexts for students and value in return for accounting services, creating mutual benefits. Providing the basic outline of external professional practice and internal professional practice themes structured around professional development is this study’s main contribution. It adds to the accounting pedagogy body of literature by demonstrating that these components can be unified to bolster teaching, sharpen technical and employability skills, and, in principle, be adapted to other business disciplines.

An expert features enhanced temporal and contextual contrasting learning model for detecting wind turbine blade icing

Enhancing inductive knowledge graph completion with contextual relation topology learning

The COVID-19 pandemic has significantly disrupted education worldwide and schools used flexible learning as an alternative modality. This study used a quantitative approach and descriptive research to describe the learning context and determine the students’ preferences in learning modalities, learning materials, learning tasks, and assessment techniques for flexible learning. Four hundred thirty-four (434) students from different levels in Bicol, Philippines, responded to the online survey questionnaire. The results reveal that the learners’ context is inconducive for flexible learning as most do not have learning spaces and experience power interruptions and Internet disconnections. The students were provided individual or group learning tasks and experienced self-paced and interactive learning in flexible learning classes. The students reported that their learning materials, learning tasks, and assessment techniques in flexible learning include teacher-made learning resources, preference for affordable and convenient devices and applications, and usage of e-classroom or online platforms for major assessments with returned scores and feedback. Describing and identifying flexible learning conditions and students’ needs were essential in creating school or community initiatives to enhance students’ flexible learning experiences. The proposed initiatives can be used as strategies for future circumstances that will need flexible learning implementation.