Learning Curriculum Research Articles

The Influence of The Student Facilitator and Explaining Model in Differentiating IPAS Learning in The Independent Curriculum in Primary Schools

Science is a combination of Natural Sciences (IPA) and Social Sciences (IPS) which is now a new subject in the Independent Curriculum. Science and Technology began to be taught in elementary schools to develop students' basic abilities in natural sciences and social sciences. In science and science subjects, teachers are still monotonous or too often rely on student books and teacher books. As we know, elementary school students are still children, so if the teacher is always monotonous teaching will be boring. This research aims to determine the effect of the Facilitator and Explain learning model on the science learning outcomes of class IV students at SDN Cibiru 6 KCKB. This type of research is experimental research. The sampling technique uses Purposive Sampling. The instrument in this research is a test of student learning outcomes, while the data analysis technique uses the t-test. Based on the results of the research, the average value of the experimental class was 83.00 and 73.40 in the control class. It can be seen from the results of the data analysis that has been carried out that t count (3.29) > t table (1.68), so the hypothesis is accepted. From the research results it can be concluded that there is an influence of the Facilitator and Explaining model on students' science learning outcomes. For this reason, it is recommended that teachers who teach science subjects apply the Facilitator and Explaining model in the learning process.

Development and implementation of digital pedagogical support systems in the context of educational equity

In response to the covid-19 pandemic, the digital strategy of education has become a key pedagogical approach for higher engineering disciplines. In this complex environment, the outcome-oriented higher engineering discipline faces the challenge of educational equity in terms of curriculum design and learning outcome assessment for its online engineering practical courses. In order to solve this problem, this study develops a digital teaching assistant system to facilitate the reform of educational equity in higher engineering disciplines. The teaching and learning functions of the system aim to support the interaction between teachers and students in the teaching process and the visual display of learning outcomes, and its intelligent evaluation and analysis function is based on the multi-criterion group decision-making model of Quality Function Deployment (QFD) combined with t-test to realize the evaluation of course learning outcomes. The results show that the academic performance of this system is significantly better than that of other similar systems. The statistical results of the teacher-student satisfaction survey of the two systems show that the teacher-student interaction and multi-dimensional learning evaluation analysis report function provided by the system are the most highly recognized, and the system also has better educational equity in resource recommendation, interaction and collaboration, learning achievement display and learning achievement evaluation, etc. In addition, the system is more in line with the teaching characteristics of higher engineering disciplines, which can provide effective assistance for teachers of higher engineering disciplines to improve teaching plan and cultivate students’ disciplinary practicality, consequently creating favorable conditions for the establishment of teaching equity.

The impact of virtual reality haptic simulators in pre-clinical restorative dentistry: a qualitative enquiry into dental students’ perceptions

PurposeIn the realm of restorative dentistry, the integration of virtual reality haptic simulation (VRHS) for learning operative skills has garnered varied perceptions among dental students. Therefore, the aim of this study was to delve deep into undergraduates dental students’ perceptions related to the impact of VRHS in pre-clinical restorative dentistry.MethodsA homogeneous purposive sampling method was utilized to gather data from third-year undergraduate dental students (n = 23) at the College of Dental Medicine, Qatar University, to thoroughly investigate their views on the impact of VRHS on their learning experience in preparing a standard class I cavity. An explorative qualitative method using face-to-face focus group sessions were conducted in English during 2023. Focus group sessions were recorded and transcribed using Microsoft Teams. Two authors independently read the transcripts, coded the text, and manually analyzed text using an inductive thematic approach.ResultsA total of 21 (91.3%) students participated in this study. Analysis of 3 focus group interviews revealed five primary themes summarized with the term “MASTR” (M = manual dexterity, A = assessment, S = sequence, T = training, and R = realism). Based on frequency of reported themes, students perceived realism/ lifelike nature of VRHS requiring further enhancement to achieve the desired learning objective.ConclusionAlthough, VRHS play a crucial role in modern dental education, offering innovative solutions for training, evaluation, and feedback, the need to enhance their ability to simulate real-life dental procedures and learning environment (realism), coupled with interactive and immersive learning experiences were the most frequently raised theme by students. In terms of curriculum design and learning pedagogies, dental educators should consider the appropriate sequence when integrating VRHS within the undergraduate curricula.

THE RELEVANCE OF KI HAJAR DEWANTARA'S EDUCATIONAL PHILOSOPHY IN THE NATIONAL EDUCATION CURRICULUM POLICY BASED ON MERDEKA BELAJAR

Education policies and curricula in Indonesia are constantly changing. These changes have a big impact on how learning is done in schools. Muhammadiyah Al Mujahidin High School in Wonosari is one school that started using the new curriculum. The author links Ki Hajar Dewantara's educational philosophy with the new curriculum because they are related. The research focuses on Ki Hajar Dewantara's philosophy, how it is implemented at the school, and its relevance to the National Education Curriculum Policy. The method used is qualitative research with a descriptive qualitative approach and method, then continued with field research using observation, interview and documentation techniques. Then, for data analysis techniques this research uses data analysis techniques according to Miles and Huberman, namely qualitative data obtained from data reduction, data display, and conclusion drawing/verification. Results and conclusions: Ki Hajar Dewantara's educational philosophy focuses on freedom, namely independence in the sense that education is not dictation but is guidance. Muhammadiyah Al Mujahidin High School has implemented the independent learning curriculum very well and is well received among students and teaching staff, because the learning activity program at Muhammadiyah Al Mujahidin High School is used to carrying out activities that are similar to the system in the independent learning curriculum. The relevance of Ki Hajar Dewantara's educational philosophy to the independent curriculum at Muhammadiyah Al Mujahidin High School is Experience-Based Education, Student-Centered Learning, Character Education, Student Independence, Local Community Involvement, and Inclusivity and Diversity.

LightDepth: A resource efficient depth estimation approach for dealing with ground truth sparsity via curriculum learning

Accurate depth estimation from monocular images is critical for various applications such as robotics, augmented reality, and autonomous navigation. However, achieving high accuracy while maintaining computational efficiency is a major challenge, particularly for resource-constrained devices. In this paper, we present LightDepth, an approach that leverages curriculum learning to estimate depth efficiently while taking into account resource constraints. It modifies the ground truth sparse depth maps from the KITTI dataset by resizing them to 31 extents during training to reduce sparsity and control complexity. The resulting model achieves comparable accuracy to state-of-the-art large models while outperforming them in response time by 71%. Our approach outperforms resource-efficient models regarding depth accuracy (measured by RMSE), achieving a 56% improvement. LightDepth is designed to be fast and resource-efficient, making it suitable for deployment in resource-constrained devices. It also balances the trade-off between accuracy and resource efficiency. All codes are available online at https://github.com/fatemehkarimii/lightdepth.

An innovative Doctor of Nursing Practice scholarly project curriculum model: Strategies for supporting learners at various entry levels

The Doctor of Nursing Practice (DNP) Program curriculum must address the challenge of developing Competency Based Education (CBE) curriculum for DNP Scholarly Projects tailored to meet variations in nursing learner preparation and practice, from novice bachelor's entry level and master's advanced nurse practice expert entry level pathways. The recent Future of Nursing 2020–2030: Charting a Path to Achieve Health Equity report by the National Academy of Medicine advocates that competency-based education (CBE) approaches in nursing schools should focus upon the advanced practice nursing population within collaborative academic practice partnerships. This article describes an innovative DNP Scholarly Project Curriculum model at an academic health science center that integrates academic partnerships and CBE strategies that have been developed for second degree Bachelor's direct entry to nursing (direct entry), post BS in nursing to DNP (BS to DNP), Post Master's to DNP (PM DNP) entry levels of preparation. The DNP Scholarly Project Curriculum utilizes an innovative, scaffolded approach to fostering CBE for the assessment of learning activities at the doctoral level. The DNP Scholarly Project Curriculum includes domains of quality improvement, critical appraisal of the literature, evidence-based practice models, implementation practice models, policy analysis, and process/outcome evaluations. Preliminary alumni and stakeholder feedback suggests that these projects are not only impacting practice but improving learner competency in quality improvement science. Implementation of this model has led to enhanced CBE-driven curriculum teaching and learning strategies, and sustainable collaborative academic partnerships.

Deep unsupervised shadow detection with curriculum learning and self-training

Shadow detection is undergoing a rapid and remarkable development along with the wide use of deep neural networks. Benefiting from a large number of training images annotated with strong pixel-level ground-truth masks, current deep shadow detectors have achieved state-of-the-art performance. However, it is expensive and time-consuming to provide the pixel-level ground-truth mask for each training image. Considering that, this paper proposes the first unsupervised deep shadow detection framework, which consists of an initial pseudo label generation (IPG) module, a curriculum learning (CL) module and a self-training (ST) module. The supervision signals used in our learning framework are generated from several existing traditional unsupervised shadow detectors, which usually contain a lot of noisy information. Therefore, each module in our unsupervised framework is dedicated to reduce the adverse influence of noisy information on model training. Specifically, the IPG module combines different traditional unsupervised shadow maps to obtain their complementary shadow information. After obtaining the initial pseudo labels, the CL module and the ST module will be used in conjunction to gradually learn new shadow patterns and update the qualities of pseudo labels simultaneously. Extensive experimental results on various benchmark datasets demonstrate that our deep shadow detector not only outperforms the traditional unsupervised shadow detection methods by a large margin but also achieves comparable results with some recent state-of-the-art fully-supervised deep shadow detection methods.

INVESTIGATION OF THE CHARACTER VALUE TOLERANCE IN MULTICULTURAL LEARNING IN ELEMENTARY SCHOLL

Instilling the character values of tolerance in multicultural learning is a process of integrating attitudes of mutual respect and acceptance of differences in culture, religion, ethnicity, and other backgrounds in education. Therefore, this study aims to determine the validity of the instrument for instilling the character values of tolerance in multicultural learning. Data were obtained through the PISA database, 2018 edition, with code numbers SC017 and SC061. Data were analyzed with the help of the JASP (Jeffrey's Amazing Statistics Program) application with the CFA (Confirmatory Factor Analysis) analysis method. This study used primary data with 335 respondents from schools in Indonesia. The indicators used to measure the character value instillation instrument are the curriculum and multicultural learning. The CFI value = 0.999, NFI = 0.985, IFI = 0.999, and RNI = 0.999 have also been in accordance with the criteria applied to obtain the fit model. Thus, the character value instillation instruments whose validity was tested is included as fit. The implications of this study indicate that valid and fit assessment instruments can be applied in Indonesian schools to instill tolerance values through a multicultural curriculum. This helps policymakers and educators develop more inclusive and tolerant education programs, supporting harmonious living in diverse societies.

Arabic Language Learning Models in Schools: A Comparative Study of Islamic Boarding School-Based Madrasah Aliyah in The Kebumen, Indonesia

There are variances in learning Arabic across different institutions, such as Islamic boarding schools and Madrasah Aliyah. The objective of this study is to identify the similarities and distinctions across Arabic language learning models at Islamic boarding schools in Kebumen, Central Java, Indonesia. The focus of the research is restricted to MA Salafiyah and MA Yapika, which are the prominent Islamic schools in the Kebumen district. The research findings encompass two key aspects. Firstly, the Arabic language learning curriculum at MA Yapika and MA Salafiyah is a comprehensive curriculum that combines the Ministry of Religion curriculum with the Islamic boarding school curriculum. Secondly, the Arabic language learning model at the Islamic boarding school-based Madrasah Aliyah in Kebumen district consists of two approaches. (1) MA Yapika applies an Active Arabic Language Learning strategy (Active Learning) with specific practical objectives. (2) MA Salafiyah Wonoyoso focuses more on developing maharah lughawiyah (listening, speaking, reading, and writing) as the foundation of student competence.

Anki flashcards: Spaced repetition learning in the undergraduate medical pharmacology curriculum.

Teaching clinical pharmacology is often a challenge for medical schools. The benefits and popularity of active recall and spaced repetition through Anki flashcards are well-established and can offer a solution for teaching complex topics, but educators are often unfamiliar with this resource. We implemented 501 faculty-generated pharmacology flashcards in five modules across the medical preclinical curriculum, available to 104 first-year students. At the end of each module, students were surveyed on the usefulness of this novel resource. The data from the cohort who had access to flashcards was compared with the previous cohort, without access, to analyse whether student use of Anki flashcards changed students' perceptions of the pharmacology curriculum and whether there were changes in pharmacology exam performance. Seventy-five percent of the respondents rated the Anki pharmacology flashcards as 'very useful' or 'somewhat useful'. Eight hundred and seventy-five responses were analysed with a natural language processing algorithm, showing that fewer students mentioned pharmacology as a difficult topic in the cardiovascular and renal modules, compared with the cohort who did not use Anki flashcards. There was not a statistically significant difference in test scores between the cohorts. Anki flashcards were well-received by medical students, which might have impacted their perception of the curriculum, as evidenced by the decrease in mentions of pharmacology being a difficult topic, maintaining consistency in academic performance. Educators should consider providing flashcards to offer spaced repetition opportunities in the curriculum; an additional benefit could be increasing information equality in medical schools.

Application of Collaborative Learning with Mind Mapping Method on Ecosystem Material For Science Subjects

Teachers are encouraged to have the ability to develop learning strategies and models that are in accordance with the curriculum and student learning styles. Teachers who deliver material with a lecture model will dominate the learning process, so students will tend to behave passively by only listening to the explanation of the material presented. Combining the collaborative learning model with the mind mapping method is expected to improve students' activeness and social relationships. The purpose of this study was to determine how the application of collaborative learning with the mind mapping method affects ecosystem material in science subjects. This research was conducted on March 23, 2024, with the 35 7th grade students of SMPN 1 Plosoklaten. The method used in this research is descriptive analysis with a qualitative approach. The learning model applied can improve personal relationships between students and increase creativity. Therefore, the collaborative learning model with the mind mapping method can be applied in the learning process of science subjects on ecosystem material in grade 7 SMPN 1 Plosoklaten.

Emergency Department Slit Lamp Interdisciplinary Training Via Longitudinal Assessment in Medical Practice.

Eye emergencies make up nearly 3% of US emergency department (ED) visits. While emergency physicians (EP) should diagnose and treat these ophthalmologic emergencies, many trainees report limited ocular exposure and insufficient training throughout their residency to confidently conduct a thorough slit-lamp exam. We created an interdisciplinary, simulation-based mastery learning (SBML) curriculum to teach emergency attending physicians how to operate the slit lamp with multimodal learning methodology at a tertiary academic center. The EPs first demonstrate their initial slit-lamp competency with a 20-item checklist, and they then review the necessary curricular content to pass their independent readiness test before completing their in-person teaching and demonstration session with an ophthalmology attending to demonstrate procedural mastery (minimal passing score >90%). Fifteen EPs were enrolled; all completed the final exam of the curriculum. The pre- and post-curriculum checklist scores increased by an average of seven points (P = .002); 86.7% of EPs felt confident in completing a slit-lamp exam after the curriculum, compared to 20% at the beginning. Five of 15 reported teaching learners within the two-month post-curricular period, ranging from 5-30 students. The hands-on teaching was the most positively reviewed element of the curriculum. The SBML program successfully trained EPs on performing a comprehensive slit-lamp exam with promising results of downstream education to junior learners. We encourage other institutions to leverage SBML as a teaching modality for procedural-based training and advocate cross-discipline education initiatives.

Patient teacher can impart locality to improve lightweight vision transformer on small dataset

Vision Transformer (ViT) has achieved unprecedented success in vision tasks with the assistance of abundant data. However, the lack of inductive bias in lightweight ViT makes learning locality challenging on small datasets, leading to poor performance. This limitation impedes the application of lightweight ViT in scenarios with limited datasets and computational power. Knowledge Distillation (KD) allows student models to benefit from the teacher model. However, in the progressive learning stage, traditional single-stage KD methods are usually suboptimal for delivering fixed knowledge to the growing student model. To address these issues, we propose a simple yet effective two-stage KD method called Curriculum Information Knowledge Distillation (CIKD) for the first time. Specifically, we incorporate a curriculum learning framework, progressing from easy to difficult, in the KD curriculum. At the first stage, i.e., Attention Locality Imitation (ALI), the student model learns locality from the low-level semantic features of the teacher model through self-attention distillation. Afterward, at the second stage, i.e., Logit Mimicking (LM), the student model learns label information and high-level semantic logit from the teacher model. Without bells and whistles, our approach achieves state-of-the-art results on 8 small-scale datasets with ViT-Tiny (5.0M). Our code and model weights are available at: https://github.com/newLLing/CIKD.

Non-digital educational games to support conceptual change in astronomy education

Research on astronomy education has primarily focused on investigating students' conceptual understanding through the lens of student cognition. However, learning involves more than just acquiring or reorganising ideas. Despite this, there have been very few studies that have examined the learning process through multiple perspectives within a naturalistic environment. Additionally, the lack of validated astronomy game resources aligned with curriculum learning outcomes has hindered the inclusion of Game-Based Learning (GBL) in astronomy education. To address this issue, this paper explores the use of non-digital games as a pedagogical approach to support multidimensional conceptual change in post-primary astronomy education. Two dimensions of learning were examined: affective and cognitive. A mixed-methods quasi-experimental research approach was employed on a cohort of 474 post-primary students, divided into intervention and control groups. The results demonstrate robust evidence of the efficacy of non-digital games in promoting sustained conceptual change for post-primary students. The sociocultural environment created by the games was observed to favour student motivation and prolonged cognitive conceptual change. The GBL pedagogical intervention created multiple opportunities for students to review and refine their knowledge and perception of astronomy.

Team-based learning (TBL) curriculum combined with video vignettes improves performance of undergraduate medical students on OSCE compared with TBL alone

BackgroundClinical practitioners think of frequent causes of diseases first rather than expending resources searching for rare conditions. However, it is important to continue investigating when all common illnesses have been discarded. Undergraduate medical students must acquire skills to listen and ask relevant questions when seeking a potential diagnosis.MethodologyOur objective was to determine whether team-based learning (TBL) focused on clinical reasoning in the context of rare diseases combined with video vignettes (intervention) improved the clinical and generic skills of students compared with TBL alone (comparator). We followed a single-center quasi-experimental posttest-only design involving fifth-year medical students.ResultsThe intervention group (n = 178) had a significantly higher mean overall score on the objective structured clinical examination (OSCE) (12.04 ± 2.54 vs. 11.27 ± 3.16; P = 0.021) and a higher mean percentage score in clinical skills (47.63% vs. 44.63%; P = 0.025) and generic skills (42.99% vs. 40.33%; P = 0.027) than the comparator group (n = 118). Success on the OSCE examination was significantly associated with the intervention (P = 0.002).ConclusionsThe TBL with video vignettes curriculum was associated with better performance of medical students on the OSCE. The concept presented here may be beneficial to other teaching institutions.

Studi Efektivitas Penerapan Kurikulum Merdeka Belajar di SMA Islam Athirah 1 Makassar

This research aims to analyze and also develop the effectiveness of implementing the curriculum they study at SMA Islam Athirah 1 Makassar. The independent learning curriculum is a new policy in the world of education in Indonesia which gives freedom to each educational unit in managing and developing a curriculum that suits the needs and characteristics of students. By taking this approach, we will explore the opinions of each student teacher and also the school principal regarding the implementation of the independent learning curriculum at SMA Islam Athirah 1 Makassar. The data collected in this article was through observation and interviews. The independent learning curriculum at SMA Islam Athirah 1 Makassar will have a positive impact in increasing creativity, independence and interest in learning for students at SMA Islam Athirah 1 Makassar.

Link prediction for hypothesis generation: an active curriculum learning infused temporal graph-based approach

Over the last few years Literature-based Discovery (LBD) has regained popularity as a means to enhance the scientific research process. The resurgent interest has spurred the development of supervised and semi-supervised machine learning models aimed at making previously implicit connections between scientific concepts/entities within often extensive bodies of literature explicit—i.e., suggesting novel scientific hypotheses. In doing so, understanding the temporally evolving interactions between these entities can provide valuable information for predicting the future development of entity relationships. However, existing methods often underutilize the latent information embedded in the temporal aspects of the interaction data. Motivated by applications in the food domain—where we aim to connect nutritional information with health-related benefits—we address the hypothesis-generation problem using a temporal graph-based approach. Given that hypothesis generation involves predicting future (i.e., still to be discovered) entity connections, in our view the ability to capture the dynamic evolution of connections over time is pivotal for a robust model. To address this, we introduce THiGER, a novel batch contrastive temporal node-pair embedding method. THiGER excels in providing a more expressive node-pair encoding by effectively harnessing node-pair relationships. Furthermore, we present THiGER-A, an incremental training approach that incorporates an active curriculum learning strategy to mitigate label bias arising from unobserved connections. By progressively training on increasingly challenging and high-utility samples, our approach significantly enhances the performance of the embedding model. Empirical validation of our proposed method demonstrates its effectiveness on established temporal-graph benchmark datasets, as well as on real-world datasets within the food domain.

Building Transformative Learning English Curriculum to Enhance Chinese College Students’ English Listening, Speaking Proficiency and Critical Thinking Dispositions

In the context of globalization, English, as a global language, plays an increasingly important role, with many countries making it a compulsory subject in their educational systems. However, the English proficiency of students in China, particularly in listening and speaking, is generally low. This study, based on Mezirow's transformative learning theory, aims to improve Chinese college students' English listening and speaking skills as well as their critical thinking abilities through a transformative learning curriculum. A panel of five scholars reviewed the course syllabus. The findings suggest that the comfortable and safe learning environment created within the transformative learning curriculum, combined with a student-centered approach, critical learning tasks, and authentic learning scenarios, significantly enhances student engagement and learning effectiveness.

Development and Assessment of a Rubric for Evaluating Teaching Portfolios Developed by Teaching and Learning Curriculum (TLC) Program Participants

ObjectiveTo describe the validation and reliability assessment of a rubric designed to assess the participants’ teaching portfolios and identify teaching excellence among teaching and learning curriculum (TLC) program participants. MethodsFollowing focus groups with program leadership at a single TLC program, an initial rubric was developed, consisting of criteria mapped to 5 domains, to be rated on a 4-point scale. The rubric was then redistributed to the TLC program leadership and external stakeholders for evaluation of face and content validity. The rubric was piloted using teaching portfolios from 3 cycles of the program. Cronbach αwas used to measure internal consistency and a 2-way random-effects model was used to assess the inter-rater reliability. ResultsA total of 18 portfolios were independently evaluated by 4 raters. The overall mean Cronbach α for internal consistency was 0.90 and ranged from 0.65 to 0.84 by domain. The overall mean intraclass correlation coefficient for inter-rater reliability was 0.95 and ranged from 0.57 to 0.91 by domain. ConclusionThe rubric evaluates characteristics of teaching portfolios important to internal and external stakeholders and had good to excellent internal consistency and inter-rater reliability. It can be adapted and applied by TLC programs to identify teaching excellence.

Comparison of teaching and learning concepts network for Mendelian inheritance

ABSTRACT In order to improve science education and learning, analysis of the actual field of science education is necessary. The purpose of this study is to investigate the difference between taught curriculum and learned curriculum that appears in the actual field of science education from a conceptual aspect. For this, the concepts presented by the teacher in class and the concept network learned by the students were visualised using Semantic Network Analysis. The learned concept network was analyzed immediately after class and at a follow-up (4 weeks later) to determine the effect of memory. As a result of the study, the concepts of taught curriculum and learned curriculum were similar, but the network structures were different. In other words, there were differences in the connections between concepts. In the taught curriculum, concepts were structured without being divided so that subtopics could be clarified, and as a result, the learned curriculum was also structured without being able to distinguish subtopics. In order to reduce the difference between taught curriculum and learned curriculum, there is a need to connect and teach concepts using intermediate concepts or connections concepts between concepts presented in the intended curriculum. Additionally, students’ prior knowledge influenced the learned curriculum. Therefore, in future research, there is a need to analyze how various factors that affect prior knowledge like shadow education or learner characteristics affect the learned curriculum.