Learning Cycle Research Articles

Class Action Research: Application of the Sociodrama Method in Increasing Student Learning Motivation

Classroom action research is a teacher's effort to solve problems that arise in the classroom environment and as a means of assessing the learning process. This study aims to find out how the application of Sociodrama increases student learning motivation, as well as the results of the application of the Sociodrama method in increasing student learning motivation. Regarding the implementation of learning in the classroom, it is known that the daily test scores of the Islamic Cultural History subject are for 45 students, and for those who have fulfilled the KKM, as many as 21 students or 47.73%. Meanwhile, those who have not reached KKM are 23 students, or 52.27%. This study used Classroom Action Research (PTK) conducted on grade VIII students of SMP Muhammadiyah Tebing Tinggi City for the 2023-2024 school year. The results of the study In the first cycle, the presentation of student learning activities at each meeting increased with an average student learning activity of 52.856%. This proves that the first cycle has not reached the expected target because learning will be declared successful if student activities reach the target of 80%. It is necessary to make improvements by continuing the second cycle of learning. In cycle II, the percentage of student learning activities at each meeting increased, averaging 74.285%. Thus, learning activities applying the Sociodrama as a learning method have reached the target with a success indicator of 80%. Therefore, there was an increase in learning motivation for grade VIII students in the Islamic Cultural History Subject.

Shifting gears: Creating equity informed leaders for effective learning health systems.

Leadership is vital to a well-functioning and effective health system. This importance was underscored during the COVID-19 pandemic. As disparities in infection and mortality rates became pronounced, greater calls for equity-informed healthcare emerged. These calls led some leaders to use the Learning Health System (LHS) approach to quickly transform research into healthcare practice to mitigate inequities causing these rates. The LHS is a relatively new framework informed by many within and outside health systems, supported by decision-makers and financial arrangements and encouraged by a culture that fosters quick learning and improvements. Although studies indicate the LHS can enhance patients' health outcomes, scarce literature exists on health leaders' use and incorporation of equity into the LHS. This article begins addressing this gap by examining how equity can be incorporated into LHS activities and discussing ways leaders can ensure equity is considered and achieved in rapid learning cycles.

Combining Synthetic Images and Deep Active Learning: Data-Efficient Training of an Industrial Object Detection Model.

Generating synthetic data is a promising solution to the challenge of limited training data for industrial deep learning applications. However, training on synthetic data and testing on real-world data creates a sim-to-real domain gap. Research has shown that the combination of synthetic and real images leads to better results than those that are generated using only one source of data. In this work, the generation of synthetic training images via physics-based rendering is combined with deep active learning for an industrial object detection task to iteratively improve model performance over time. Our experimental results show that synthetic images improve model performance, especially at the beginning of the model's life cycle with limited training data. Furthermore, our implemented hybrid query strategy selects diverse and informative new training images in each active learning cycle, which outperforms random sampling. In conclusion, this work presents a workflow to train and iteratively improve object detection models with a small number of real-world images, leading to data-efficient and cost-effective computer vision models.

Case study: adult learning and public health—a foundational training programme in field epidemiology with lessons and opportunities for collaboration

ABSTRACT This article explores the first field epidemiology training programme (FETP) through a case study to understand its approach to learning and education. Field epidemiologists deploy to outbreaks to investigate, control, and prevent future epidemics and pandemics. Since the 1950s, they have learned their trade through FETP. FETP arose at a paradigmatic crossroads, has endured for seventy years, and is now delivered in over ninety countries. COVID-19 has highlighted the urgency for re-thinking learning in the health sector, hence the analysis of this case can inform FETP, public health, and the adult education field. Inductive content analysis of this case using published accounts from the programme designer-leader and participants suggests the programme’s approach to learning reflected Knowles’s andragogical assumptions, Kolb’s experiential learning cycle, and Lave and Wenger’s legitimate peripheral participation in communities of practice. Alignment with such influential contributors to the field of adult learning clarifies the programme’s paradigm and explains its endurance. Now, given the lessons of COVID-19, critical learning approaches are needed to enable field epidemiologists to engage issues of culture and power as they investigate epidemics. Recent adult learning theories offer opportunities for adult educators to collaborate with public health programmes. COVID-19 urges that we do not hesitate.

Exploration of students’ scientific literacy in work and energy through STEM-based 7E learning cycle with formative assessment

21st century education requires students to have scientific literacy competencies to overcome problems in society in the globalization era. The low scientific literacy is closely related to students’ difficulties in work and energy topic. Solution is needed to improve scientific literacy by designing appropriate learning model. This study has a purpose to analyze students’ scientific literacy on work and energy through STEM-based 7E learning cycle with formative assessment. This study used embedded experimental mixed method design. The subjects were 27 of tenth grade students of Laboratory UM high school, Indonesia. Data were collected using essays of scientific literacy test with 0.657 reliability and interviews. Data were analyzed quantitatively using paired sample t-test, N-gain, and d-effect size. While the qualitative using data collection procedures, data reduction, coding, presentation, and building a conclusion. The results indicated STEM-based 7E learning cycle with formative assessment was able to increase significantly students’ scientific literacy in medium category. The results showed that majority of students at Conceptual Level which students are able to answer related with the main concept of kinetic and potential energy but but did not go beyond the concepts of scientific discipline. However, students have difficulties on indicator of creating and evaluating the experiments. For future studies, 9E Learning Cycle or aspects of ‘Art’ could be added in STEM to gain even higher students’ scientific literacy.

The Development Trend of English Instant Translation Software in the Background of Mobile Internet

Abstract With the continuous development of the Internet industry, the function and technology of instant translation software can be continuously improved. This paper takes the machine translation model based on neural networks as the research basis and proposes a translation model suitable for the use of English instant translation software. Through word vector transformation, natural language is transformed into digitized symbols, and the n -gram model is used to improve the fluency of the processing. Using the neural probabilistic language model, the conditional probability of language processing is calculated. Introduce a recurrent neural network and optimize and adjust it based on the original model. Design the model framework for instant translation software for a series of operations, such as language signal processing. The case study revealed the factors that influenced users’ experience of using the software and their expectations of the instant translation software. The results show that the OR estimate of users’ satisfaction is 3.1655, and a one-unit increase in satisfaction will increase the advantage of instant translation software by 3.17 times. The error rate of translation software, as well as the learning cycle, have different degrees of influence on the advantage of the software. The period 2001-2022 was chosen as the study period, and the number of published patents for instant translation software research was examined. The overall trend during the study period showed a gradual increase. The number of patent publications increased by 40.9% to 62 in 2017, compared to the previous year. Instant translation software's future development trend is positive.

Poznávanie miestnej krajiny prostredníctvom integrovaného tematického vyučovania

This paper presents an Integrated Thematic Instruction to learn about the local landscape. The curriculum from different subjects is thematically linked, with the main integrated subject being Man and Society (Homeland Science). The study is based on the curriculum framework of the National Curriculum for Primary Education, which was approved in 2023. This plan sets out the time allocation for the learning areas and subjects in each learning cycle. Our focus was on the learning standards within each learning area in Cycle 1 of primary education.

Evaluating ChatGPT-Generated Linear Algebra Formative Assessments

This research explored Large Language Models potential uses on formative assessment for mathematical problem-solving process. The study provides a conceptual analysis of feedback and how the use of these models is related in the context of formative assessment for Linear Algebra problems. Particularly, the performance of a popular model known as ChatGPT in mathematical problems fails on reasoning, proofs, model construction, among others. Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve student’s achievement of intended instructional outcomes. The study analyzed and evaluated feedback provided to engineering students in their solutions, from both, instructors and ChatGPT, against fine-grained criteria of a formative feedback model that includes affective aspects. Considering preliminary outputs, and to improve performance of feedback from both agents’ instructors and ChatGPT, we developed a framework for formative assessment in mathematical problemsolving using a Large Language Model (LLM). We designed a framework to generate prompts, supported by common Linear Algebra mistakes within the context of concept development and problem-solving strategies. In this framework, the instructor acts as an agent to verify tasks in a math problem assigned to students, establishing a virtuous cycle of learning of queries supported by ChatGPT. Results revealed potentialities and challenges on how to improve feedback on graduate-level math problems, by which both educators and students adapt teaching and learning strategies.

Developing MoAR-Integrated Printed Learning Modules to Improve Mathematical Problem-Solving Abilities in Geometry Learning

This research develops an interactive printed learning module with Augmented Reality (AR), adopting the design research methodology and ADDIE model. The primary focus is to improve students’ mathematical problem-solving abilities by integrating AR technology to contextualize abstract concepts in real-life scenarios in a printed module on geometry learning. This study presents a MoAR-integrated printed learning module that combine meticulously planned educational materials, engaging activities, evaluation, 9E learning cycle syntax, problem-solving steps, and QR-code markers. The module seamlessly integrates with the MoAR apps, further the learning experience. The module’s validity is confirmed by a panel of seven experts, yielding a high V-coefficient of 0.92. The implementation was done at Public Junior High School SMPN 2 Mantup, involving 68 students in experimental and control classes. Practicality and effectiveness analysis measured through questionnaires and N-gain score comparison indicate that the developed learning module is practical and led to a higher increase in problem-solving abilities in the experimental class compared to the control class. This study represents an innovation in mathematics learning by integrating AR technology into a comprehensive printed learning module designed for independent use. It is recommended for further researchers to include the development of more specific AR content for particular mathematical topics and analyzing the long-term impact of AR use on improving mathematical abilities.

АНАЛИЗ РАЗВИТИЯ СПОСОБНОСТИ СТУДЕНТОВ К САМОСТОЯТЕЛЬНОМУ ОБУЧЕНИЮ В ИНТЕРНЕТЕ

The autonomous learning cycle model includes three interrelated and continuous cycles of foresight, action and self-reflection, which provide a theoretical basis for the development of students’ ability to learn independently. In the foresight stage, we must conduct introspection and self-motivation to lay the foundation for self-learning; in the action stage, we must use self-control and self-observation to prevent the emergence of negative behaviors and thoughts. Analyze and observe your own learning behavior and make timely adjustments to ensure the smooth development of self-study; the self-study stage lays the foundation for the next self-study. Teachers should be focused on developing students’ ability to learn independently in stages and systematically.

A Holistic Approach to Professional Development: Integrating Kolb's Experiential Learning Theory for Soft Skills Mastery

Abstract - Kolb's Experiential Learning Theory emerged as a foundational educational framework in higher education, offering a structured approach to design sessions and courses that encompass a complete learning cycle. The theory aligned specific phases of the cycle with varied learning styles, acknowledging the diverse preferences individuals have for learning. Recognizing these distinct learning styles constitute the initial stride in cultivating learners' awareness of alternative learning strategies. The research investigated the practical application of Kolb's theory within professional studies encompassing disciplines such as management, engineering, design, and law. Through a stage wise application of the theory, the research delved into how Kolb's Experiential Learning Theory effectively enhanced the understanding of soft skills. The objectives of the study were twofold: first, to understand the dominant learning styles of the mentioned professional courses and apply Kolb's Experiential Learning Model in a step-by-step process to teach and learn soft skills for each course, and second, to evaluate the effectiveness of the stage-wise application of Kolb's theory in understanding soft skills to the management learners for holistic student development, which could further be applied to other professional courses too. By integrating theory into practical scenarios stage by stage and in a cyclic way, educators and practitioners actively contribute to assimilation, thus paving the way for the holistic development of professional learners, equipping them with the soft skills necessary for success in their respective fields. Key words: Kolb’s experiential learning theory; learning styles; professional learners; soft skills; teaching and learning

Deep Explainable Hate Speech Active Learning on Social-Media Data

Hate speech is demonstrably aimed at social tension and violence. Detection becomes increasingly difficult as overlapping emotional feelings occur. However, there are still several unresolved issues with informal and indirect targeting of negative communication, including sarcasm, misrepresentation, and praise for the target's or society's immoral behavior. In this study, we proposed a method for instance selection based on attention network visualization. The goal is to categorize, modify, and expand the number of training instances. To this end, we first used the lexicons of hate speech and online forums to train the embedding using transfer learning. Then, we used synonym expansion to the semantic vectors. The active learning approach was used to train the task using the result-label pairs. The entropy-based selection and visualization techniques help select unlabeled text for each active learning cycle. The approach is improved, and the number of training instances is increased to improve the model's accuracy. The active learning cycles are repeated until all unlabeled texts are converted to labeled text. The semantic embedding and lexicon expansion improve the model receiver operating characteristics (ROCs) from 0.89 to 0.91. The bidirectional LSTM with attention and active learning achieved 0.90 for precision-recall. The learned model can visualize the position-weighted terms to illustrate why hate speech is classified.

Life Skills Integration and Flourishing Education (LIFE): A Suicide Prevention Program

Implementing university-wide suicide prevention methods is crucial for effectively working towards the ultimate objective of reducing suicide rates and preventing possible suicide-related fatalities. Implementing suicide prevention strategies in a supportive setting like a school has significant potential to enhance the understanding, beliefs, and willingness to seek assistance among young individuals (Robinson, Yuen, et al., 2011). The objective of this study was to create a program that seeks to offer promotion and preventive initiatives to effectively target a wide variety of risk variables and devise techniques to enhance protective factors, therefore reducing the likelihood of suicide attempts among college students. A needs and asset evaluation were undertaken throughout the development of the proposed intervention program to provide evidence of its usefulness to the targeted participants, who are college students enrolled in an academic institution. The curriculum was developed using the concept of the experiential learning cycle. This program development study resulted in the creation of a four-session curriculum that can be delivered through both in-person and online methods. The LIFE program is designed to address the specific needs of students by focusing on fundamental principles that enhance their psychosocial abilities and interpersonal aptitude. This program hopes to equip participants with the necessary tools to make informed choices, solve problems, engage in critical and creative thinking, communicate proficiently, foster positive relationships, demonstrate empathy towards others, and effectively manage their lives in a healthy and productive manner. This program could be implemented on a trial basis to evaluate its efficacy.

CONTINUING PROFESSIONAL TRAINING AND DEVELOPMENT ACCORDING TO AN INNOVATIVE MODEL

Every morning, in Africa, when the sun rises, a gazelle wakes up. It knows it will have to run faster than the fastest lion … otherwise the lion will kill it. Every morning, in Africa, when the sun goes up, a lion awakes. It knows it will have to run faster than the slowest gazelle … or it will starve to death. So, it does not matter whether you are a lion or a gazelle: as soon as the sun rises, you must run. The learning cycle of professional development involves experience, action, reflection, decision, and processing. The continuing professional development of the staff activating in research involves boosting and diversifying the skills of the personnel to take part in far more complex activities and also requires higher responsibilities. Therefore, the present paper shows the factors, main objectives, chief obstacles, and principles of professional development and training. At the same time, a set of suggestions and recommendations is also proposed here, more precisely a plan of action for the researcher’s professional training/ development.

Enhancing Mathematical Metacognition and Self-Efficacy in Third-Graders in Elementary School: Integrating Problem-Posing Activities within the Self-Regulated Learning Cycle

Enhancing Mathematical Metacognition and Self-Efficacy in Third-Graders in Elementary School: Integrating Problem-Posing Activities within the Self-Regulated Learning Cycle

The effect of 5e learning cycle model on academic achievement in acid-base unit: a meta-analysis study

This study conducted a meta-analysis of studies examining the effect of the 5E learning cycle model on students' academic success in an acid-bases unit. For this purpose, national studies published between 2000-2022 were scanned from various databases (YÖK National Thesis Center, Google Scholar, Dergipark), and a meta-analysis of eight studies was made according to inclusion criteria. A comprehensive Meta-Analysis (CMA) statistical program was used for analysis. Hedges's g coefficient was used while calculating the effect sizes, and the confidence level was accepted as 95%. A funnel plot was drawn to determine the publication bias, and Rosenthal's N analysis was performed. Since the studies were conducted at different cities, samples, and class levels, the effect size was calculated according to the random effect model. According to the results, Hedges's g coefficient was 1.845, and the standard error was 0.393. From this point of view, it was concluded that the effect of the 5E learning cycle model on the academic success of the students in the acid-base unit was excellent, positive, and significant.

Active didactics in the learning processes of high school students

The study focused on evaluating the implementation of active teaching methodologies in the learning process of high school students, with an emphasis on strengthening cognitive skills and self-awareness. The results revealed that the majority of teachers apply these strategies in their classes, which supports the initial hypothesis. However, areas for improvement were identified in teacher training and the effective application of these methodologies, especially in terms of pedagogical support and the application of metacognitive strategies. Based on these findings, the creation of a methodological guide is proposed to support teachers in the correct implementation of active didactics. This guide would include specific strategies to activate cognitive processes in students, design activities that promote student leadership, and encourage the development of critical thinking and the application of learning. Additionally, the strengthening of pedagogical support for students and promoting of learning cycles to improve class methodology are suggested

The Contribution of Preschool Teacher Education Program in Equipping Teachers with Indicators of Relevant Curriculum in Ethiopia

The purpose of this study was to investigate the contribution of Teacher Education Program in equipping preschool teachers with some indicators of relevant curriculum practice as guiding principles of development and learning, appropriate curriculum, learning cycles, and fit methods of instruction and assessment means for children in Ethiopia. A survey method was employed in conducting the study. The data for the study were collected from 221 teacher-trainees using questionnaires of rating scale with open-ended questions and five trainers using interview questions. The data were analysed using frequency, percentage, and sums. The data from survey questionnaire indicated that the contribution of Teacher Education Program in acquainting trainees with guiding principles of child development and learning, developmentally appropriate curriculum, learning cycles of children, fit methods of instruction and assessment means for children did not get high level of agreement from the respondents. The data from interview and open ended questions revealed obstacles as lack of qualified teachers, unsuitable curriculum materials, difficult courses, negative attitude to the profession, time shortage and absence of centres for skills development in the training program. Measures useful for alleviating problems were also indicated parallel to the problems.

Implementation of Differentiated Discovery Models to Improve Students’ Understanding of Physics Concepts and Science Process Skills

This study aimed to improve students’ understanding of physics concepts and science process skills by combining the discovery model with the differentiated instructions approach. This study used the Collaborative Classroom Action Research method, which was carried out in two learning cycles with 36 research subjects in class X.1 at a high school in Banjarmasin. Each learning cycle comprised several meetings involving the stages of plan, do/action, see/observation, and reflection. The results from cycle I indicated that 8.33% of students had completed all the indicators of learning objectives (ILO) related to understanding the physics concept of alternative energy. Furthermore, there was an enhancement in students’ process skills, with an average increase of 37% falling into the “Less” category. The results in cycle I showed that learning activities required improvement for cycle II. The results in cycle II showed that 78% of students had completed all the ILO of understanding physics concepts, and there was an increase in students’ processing skills with an average score of 66.67% in the “Good” category. An increased understanding of physics concepts with an N-Gain value in the “High” category had a strong positive relationship with an increase in science process skills in the “Medium” category. Based on the findings of this study, it was identified that the differentiated discovery model could improve students’ understanding of physics concepts and science process skills because it could facilitate students’ learning needs, thus providing implications for students’ activeness and receptiveness to information learning physics in class.

The Effect of the 5E Learning Cycle Model Assisted by Problem-Solving-Based Student Worksheets on Student Learning Outcomes in the Material of Thermodynamics

This study examines the effect of the 5E learning cycle model assisted by problem-solving-based worksheets on student learning outcomes in thermodynamics material. The focus of the results studied includes aspects of knowledge, skills, and attitudes, especially cooperation, responsiveness, and self-confidence. This study used an experimental method with a post-test-only design. This research involved students in class XI MIPA at a high school in Singaparna. The results of hypothesis testing with the t-test and the Mann-Whitney test on student learning outcomes show that it is rejected, with a large effect size criterion. These results indicate that the 5E learning cycle model supported by problem-solving-based worksheets affects student learning outcomes in thermodynamics material. Thus, it can be concluded that the 5E learning cycle model assisted by problem-solving-based worksheets affects student learning outcomes on thermodynamics material.