Learning Cycle Research Articles

An Application Based on the 5E Learning Cycle Model Supported by Concept Cartoon with Primary Pre-Service Teachers

The study aims to examine the effect of concept cartoon supported lesson plan development practices based on the 5E learning cycle model on the non-routine problem solving skills and attitudes towards mathematics teaching of primary pre-service teachers, to determine the level of problem construction, to evaluate the texts in the problems constructed with concept cartoons developed by primary pre-service teachers in terms of text writing success level and to reveal their opinions about the practices. The study utilized a nested design, which is a mixed-method research approach, and employed a convenient sampling method for participant selection. Data collection was carried out using the attitude towards mathematics teaching scale, problem solving scale, interview form, and lesson plans developed by primary pre-service teachers. The data were evaluated by content analysis, t-test for related samples, descriptive analysis, progressive scoring scale, problem posing skills scoring key, grading scale. Significant enhancements in attitudes toward mathematics teaching were observed in favor of the post-test, with opinions categorized into six distinct groups, highlighting challenges encountered during the evaluation phase and the process of problem posing. It was ascertained that the overall level of achievement in text creation was generally deemed satisfactory.

Upaya meningkatkan hasil belajar pendidikan pancasila dan kewarganegaraan melalui model pembelajaran cooperatif learning tipe number head together kelas xi sma negeri 1 palembang

This research was conducted at SMA Negeri 1 Palembang. The objects of this research were 38 students of class XI IPA 6. The purpose of this research was to determine the effect of the numbered head together (NHT) learning model on the learning outcomes of students in class XI IPA 6 SMA Negeri 1 Palembang with material on strengthening national unity within the framework of the Unitary State of the Republic of Indonesia. The method used in this study was classroom action research (PTK) which was carried out for three learning cycles, each cycle consisting of the stages of planning (Planning), implementation (Action), observation (Observation), and reflection (reflection). The results of this study indicate that there is an effect of applying the Numbered Head Together (NHT) learning model on student learning outcomes. Judging from the initial data obtained by researchers who show learning outcomes for class XI IPA 6 with an average grade of 72, students who complete are 74% and students who do not complete are 26%, the highest score is 79 and the lowest score is 63 from KKM 70. And the final results obtained in the 3rd cycle of learning increased to an average class value of 87, the percentage of students who completed was 100% and the highest student score was 100 and the lowest score was 80.

A Pediatric Resident Advocacy in Complex Care Curriculum.

Children and youth with special health care needs (CYSHCN) are a special, vulnerable population. Children with medical complexity (CMC) represent a smaller, medically fragile sliver (6%) of the US child population. Several professional pediatric entities direct (or require) pediatric educators to instruct residents in advocacy for all children, explicitly including CYSHCN/CMC populations. While many existing curricula address pediatric advocacy education, a gap remains in curricula specifically designed to aid learners in advocacy of CYSHCN/CMC. Using Kolb's experiential learning cycle as a framework, we designed and delivered a comprehensive outpatient complex care curriculum, including several didactic video lectures (total: 60:04 minutes, median: 6:25 minutes) and experiential site visits devoted to advocacy topics for CMC, as one portion of a 4-week elective complex care rotation. Residents completed pre- and posttests of knowledge and pre- and postsurveys to self-assess attitudes, comfort, and behavior; viewed didactic video lectures; and engaged in experiential site visits. Reflective statements captured attitudes regarding advocacy for CMC. Between July 2016 and June 2020, 47 trainees completed the rotation; data were available for 30 trainees. Residents demonstrated a statistically significant improvement in knowledge (p < .001), as well as improved attitudes, diversity sensitivity, and comfort in advocating for CMC postrotation. Qualitative comments showed overwhelmingly positive learner reaction. This curriculum, which can be offered as a stand-alone resource or a supplement to a comprehensive complex care curriculum, incorporates didactic and experiential teaching methods and addresses a significant competency in advocacy education.

Learning health systems in rehabilitation care - findings and recommendations from a scoping review

Abstract To meet the challenges posed by an aging population and changing health needs, healthcare systems require transformative action at a systemic level. One solution is to create “learning” health systems (LHS) that generate and apply evidence, innovation and quality to improve the provision of care. Given the lack of research focusing on operationalizing LHSs and the predominance of acute care studies, this scoping review aimed to fill this gap by exploring how LHS frameworks have been conceptualized and operationalized in rehabilitation organizations. The review was conducted according to the JBI guidelines and Arksey &amp; O’Malley methodological framework. Comprehensive search was performed across 5 databases to capture the extent of the literature on this topic specific to rehabilitation. Following screening and data extraction, qualitative content analysis and thematic mapping was employed to explore the selected studies (n = 26). Results were reported in accordance with PRISMA guidelines. Studies conceptualised LHS as organizational infrastructure that supports continuous learning by integrating clinical care and research. It aims generate new knowledge by capturing data from every clinical encounter and applying it to practice through iterative learning cycles, characterized by three phases: Data to Knowledge, Knowledge to Performance, and Performance to Data. Four themes emerged regarding the operationalization of LHS in rehabilitation: creating a functioning data infrastructure; facilitating research; promoting an organizational culture of learning; and person-centredness. This study is the first scoping review on LHSs in the context of rehabilitation, employing a systematic and rigorous process to capture the relevant literature. The review identified key transformational steps to become a LHS e.g., generation, dissemination and implementation of new institutional knowledge and early stakeholder engagement. Findings can be applied across non-acute health settings. Key messages • This is the first scoping review on LHSs in the context of rehabilitation. • The findings will aid organisations in non-acute health settings with the transformational process of becoming LHSs.

Machine learning-enabled constrained multi-objective design of architected materials

Architected materials that consist of multiple subelements arranged in particular orders can demonstrate a much broader range of properties than their constituent materials. However, the rational design of these materials generally relies on experts’ prior knowledge and requires painstaking effort. Here, we present a data-efficient method for the high-dimensional multi-property optimization of 3D-printed architected materials utilizing a machine learning (ML) cycle consisting of the finite element method (FEM) and 3D neural networks. Specifically, we apply our method to orthopedic implant design. Compared to uniform designs, our experience-free method designs microscale heterogeneous architectures with a biocompatible elastic modulus and higher strength. Furthermore, inspired by the knowledge learned from the neural networks, we develop machine-human synergy, adapting the ML-designed architecture to fix a macroscale, irregularly shaped animal bone defect. Such adaptation exhibits 20% higher experimental load-bearing capacity than the uniform design. Thus, our method provides a data-efficient paradigm for the fast and intelligent design of architected materials with tailored mechanical, physical, and chemical properties.

Spiraling between learning and alignment toward digital service innovation

PurposeThis study aims to develop theory on the process toward digital service innovation (DSI) and to generate insights into how companies deal with the rising complexity associated with DSI, both inside and outside of the organization, through organizational learning and alignment.Design/methodology/approachAfter purposeful sampling, in-depth, longitudinal case studies of three manufacturers are presented as illustration. Per case, multiple semi-structured interviews are conducted, and insights are validated through rich additional data gathering. Each company's DSI pathway is reconstructed with critical incident technique. Next, using systematic combining, a middle-range theory is developed by proposing a theoretical frame concerning the relations between DSI maturity, learning and alignment.FindingsThe authors posit that, as companies gradually develop and progress toward DSI maturity, they deal with a rising degree of complexity, fueling their learning needs. Companies that are apt to learn, pass through multiple cycles of learning and alignment to overcome specific complexities associated with different DSI stages, with each cycle unlocking new DSI opportunities and challenges.Originality/valueThe study applies a stage-based view on DSI combined with complexity management and organizational learning and alignment theory. It offers a theoretical frame and propositions to be used by researchers for future DSI studies and by managers to evaluate alternative DSI strategies and implementation steps.

Value Assessment of Online Educational Resources in the Context of Blended Learning

In the context of promoting informatization education and reforming blended learning, how to accurately assess the value of online educational resources has become an important research topic. However, most existing assessment methods rely on direct data statistics and experience-based judgment, lacking scientific prediction models and comprehensive consideration of learning cycles. To solve this problem, this study constructed a hit prediction model of online educational resources based on the fusion of extreme learning machine and grey Verhulst model, and a hit-based value assessment model of the resources considering the learning cycles of students. The research results showed that the proposed model not only predicted and assessed the value of online educational resources more accurately, but also provided theoretical support and decision-making reference for the implementation of blended learning reform, thereby promoting the effective utilization of online educational resources.

THE IMPROVEMENT OF STUDENTS’ CRITICAL THINKING SKILLS BY IMPLEMENTING 5E-LEARNING CYCLE MODEL IN EXCRETORY SYSTEM IN HUMANS TOPIC

Students require critical thinking skills, their development is constrained in Indonesia. This research, involving 21 8th-grade students in Bandung, aimed to enhance critical thinking on the human excretory system via the 5E learning cycle. This study used pre-experimental methods, researchers employed ACTA for assessment and objective tests for analysis. Data analysis using SPSS 24 revealed noteworthy improvement (p 0.05) in critical thinking skills, confirmed by a paired t-test (sig 2-Tailed 0.000). N-Gain showed a slight enhancement of 0.24. Critical thinking levels progressed from challenged thinker to beginning thinker. According to the modest progress, the 5E model shows the potential for improving students’ critical thinking in science education

Innovation to Improve Critical Thinking Skills in the Generation Z using Peeragogy as a Learning Approach and Artificial Intelligence (AI) as a Tool

The current generation, known as generation Z (Gen Z), is a generation that lives and is familiar with information technology in everyday life, including but not limited to learning purposes. Gen Z is characterized by teamwork in cyberspace and solving problems. Gen Z can also adopt artificial intelligence (AI) technology as their learning tool. Meanwhile, Gen Z faces the challenge of acquiring 21st-century skills requiring higher-order thinking (HOTS). This paper will focus on learning skills, especially critical thinking (CT). For this reason, it is essential to improve the competency of CT skills in Gen Z by using a model that combines the 7E learning cycle with peeragogy learning approach and adopting the latest AI applications as a tool. This model will contribute to the theoretical and practical use of AI apps for education, particularly the role of correct utilization of AI. Additionally, it can be misused to improve learning skills, especially CT skills. The results carried out in class show AI's effectiveness in improving CT skills for Gen Z, especially the role of AI in the back-end learning process, namely to verify and validate understanding. This paper suggests that AI apps should be controlled if used in the front-end learning process, especially at the exploration stage, to improve CT skills. Without controlling the AI apps, they can reduce learners' ability to explore a topic according to their creativity and criticality.

Penerapan Bahan Manipulatif Balok Garis Dapat Meningkatkan Pembelajaran Operasi Hitung Campuran Bilangan Bulat

Mathematics is one of the curricular fields of study at the Elementary School (SD) level. Due to the lack of students' understanding of this lesson, especially the material for mixed integer arithmetic operations in class VI of SD Negeri Neglasari, the compiler made the learning better. Classroom Action Research (PTK) was conducted at Neglasari Public Elementary School in the second semester of the 2022–2023 school year to improve learning in class VI, which consisted of 30 students., Student learning activities in the Mathematics subject matter of arithmetic operations on mixed integers with the application of manipulative materials row blocks in two learning cycles. After carrying out learning improvement activities using the line block manipulative material, students saw improvements in their learning outcomes and activities. As shown by the data collected, the percentage of student completeness increased from 60% in the first cycle of learning activities to 93.3% in the second cycle of learning activities. Only 6.6 percent of students have not achieved the KKm score, with a class average of 74.33. According to the data collected, it can be concluded that the use of manipulative materials can improve student learning outcomes and activities in Mathematics about mixed integer arithmetic operations in class VI of SD Negeri Neglasari. Thus, one of the effective learning methods to improve student learning outcomes and activities on mixed integer arithmetic operations material

A Correlation Study between EFL Students’ Learning Styles and their Academic Performance

Learning style is an effective and a natural process in which learners begin with what they already know or feel or read. Real learning cannot take place randomly. It is based on effective steps to learn something new. This will lead to use the new content and participate in how it might work in real life. Learners are also required to creatively take what they have learned beyond the classroom. This final step moves students out of the class into their real performance. According to the learning process, each student will have a place in the learning cycle where he or she is most comfortable and can contribute the most excellent work. Even though different students prefer different places in the cycle, it is important for all students to go through each of the steps in the cycle. Learning styles approach works best within a system that focuses on self-control, intrinsic rewards and self-expression. Working with learning styles, you may find that you naturally move toward a student-centered discipline approach that encourages student self-responsibility. Students usually differ in their ways of learning. Each student can understand the subject in the way he can and interpret. There are so many external factors that affect leaning. Some of them are environmental and social. Others are psychological related to age, motivation, individual differences etc.The present study aims at investigating the correlation between learning styles of EFL college students and their academic performance.The sample consists of thirty student-teachers from Department of English / College of Education for Humanities/ University of Tikrit. The instrument of the study is a learning style questionnaire that is adapted from O Brien (1985). Results show that there is a positive relationship between students' styles and their academic performance. Based on the results gained, specific recommendations are put forward.

Design of Management Model for Facilitating Practice of Schooling Field Introduction

This study explores the enhancement of teacher quality and its impact on learning outcomes. It emphasizes the significance of professional competency development among educators. The study focuses on pre-service training as a means to improve the quality of prospective teachers. The study introduces a four-stage experiential learning cycle—real experience, reflective observation, abstract conceptualization, and active experience—tailored for prospective teachers. The study's primary objective is to elucidate the management model of mentoring and the implementation of schooling introduction within the context of Santo Fransiskus Assisi Semarang Pastoral and Catechetical College. Employing a qualitative research approach, the researchers investigate the experiences of practice assistants involved in Introduction to Schooling Fields (PLP) through interviews and observations. Informants are selected through purposive sampling. Data collection encompasses interviews, observations, and documentation methods guided by predefined interview guidelines. Concurrently, the activities of accompanying lecturers are observed to ensure effective PLP preparation for students. The collected data undergoes content analysis, leading to the identification of themes for subsequent focus group discussions (FGD). The FGD deliberates on pertinent methods for assisting the PLP practice of prospective Catholic religious education teachers. The study culminates in the design of a mentoring model for future PLP practices. Notably, the research emphasizes qualitative interpretation over quantitative frequency in data analysis. Ultimately, the study advocates for the practical application of acquired knowledge in real teaching scenarios under the guidance of adept mentors, enabling students to refine their skills and enrich their understanding through experiential teaching.

Freedom of Learning: Lesson Learned from SALAM Community

The policy of the Freedom of Learning program by the Ministry of Education and Culture of the Republic of Indonesia is currently in the spotlight and special attention of education organizers and the academic community. Philosophically and conceptually, this has been implemented by the non-formal educational institution Sanggar Anak Alam (SALAM) Yogyakarta. The purpose of the study was to analyze the SALAM learning process and the roles of the facilitators concerning the Freedom of Learning policy. This study used a qualitative approach. Research informants were selected by snowball sampling technique. The data collection process was carried out by in-depth interviews, field notes, and documentation studies. Data analysis used the Miles and Huberman model. Triangulation was used to strengthen arguments in explaining research phenomena. Based on data analysis, it is known that SALAM had its learning model. They had a Learning Cycle as the curriculum. It also indicated that the role of teachers in SALAM included; 1) designing the curriculum according to the needs of students; 2) implementing active learning; and 3) encouraging the SALAM learning community. It followed the ideal goals of the Freedom of Learning philosophy.

The Effect Of The Practicum-based Learning Cycle 5E Learning Model on Critical Thinking Skills on Mechanical Wave Material

This study aims to determine the effect of learning model learning cycle 5e practicum-based critical thinking skills on mechanical wave material. The low ability of critical thinking is a problem experienced by students of Class XI science, which was the background for researchers to use the 5e learning cycle model based on practicum. This study used a quasi-experimental method with a pretest-posttest design; the sample was determined using a cluster random sampling technique from a population of 180. Testing data using normality test, homogeneity test, and T-test. The findings indicated that t_count = 7.31 and t_table = t ((0.995) (65)) = 2.65. The fact that H_0 is rejected and H_a is approved shows that the practicum-based 5E learning cycle learning model impacts students' critical thinking abilities about mechanical wave content. This is because the value of t_hitung &gt; t_tabel. This is so that students may practice critical thinking skills at various phases of the practicum-based 5E learning cycle learning model. Students get instruction in the fundamentals of clarification at the phases of engagement, investigation, explanation, and elaboration. Students get instruction in inquiry, explanation, elaboration, and assessment as they pertain to the fundamental factors of the choice. Students get instruction in the investigation and explanation phases of the conclusion element. The benefit of this study is that it may serve as a reference for future studies on the impact of the 5E learning cycle's practicum-based learning model on students' critical thinking abilities about mechanical wave content.

PENINGKATAN HASIL BELAJAR IPA DENGAN MODEL PEMBELAJARAN MIND MAP UNTUK PESERTA DIDIK KELAS III DI SD N CIPOCOK JAYA 2

The teacher is responsible for preparing everything in learning activities so that they can run effectively and efficiently to be able to support student learning outcomes to the maximum. Applying a learning model that can attract students' interest and invites students to play an active role in building the knowledge they have through the mind map learning model, especially in science learning. This research is a Classroom Action Research (CAR) aimed at improving the learning process to get maximum learning outcomes. The research was conducted in class III of SD N Cipocok Jaya 2 in science learning. The results showed that the completeness of the pre-cycle learning outcomes was 43.33% of all students. In cycle I, learning outcomes increased by 16.7%, and the percentage level in cycle I reached 60%. The frequency of students who were declared to have passed the KKM in science learning increased from initially only 13 students to 18 students. Deficiencies made in learning cycle I have been corrected in the implementation of learning Cycle II and showed learning outcomes increased by 26.67% and the percentage level in Cycle II reached 86.67%. The frequency of students who were declared to have passed the KKM in science learning in cycle I increased from initially only 18 students to 26 students in cycle II

Implementation of circuit learning strategies to improve science learning outcomes

By implementing the Circuit Learning strategy, this research aims to improve student learning outcomes in class VII science subjects at SMPN 4 Mataram in 2022-2023. The type of research used was classroom action research, carried out in two cycles with 32 students. Learning outcome data is collected through evaluation tests, while student activity data is collected through observation sheets. The research results showed that in cycle 1 to cycle 2, the average score was 75 with classical completeness of 72% to an average score of 80 with classical completeness of 87.5%, increasing the average score of results and learning and classical completeness. Meanwhile, the observations of the implementation of the first learning cycle showed that students' learning activities in the learning process were included in the quite active category because the students achieved a score of 3 following the lessons. In cycle II, the score obtained was 4.6, which was included in the active category. It shows an increase in the student activity category from cycle I to cycle II, with an increase of 1.6. Teacher activities in teaching are included in the relatively good category. It is proven from the observations made by obtaining a score in cycle I, namely 9. In cycle II, the score obtained was 14, with an increase of 5. It shows an increase from cycle I, where teacher activities were included in the relatively good to excellent category. This research concludes that the Circuit Learning Strategy can improve student learning outcomes in Class VII Science Subjects at SMPN 4 Mataram in 2022-2023.

Getting to grips with genre pedagogy - Mapping and analysing the recontextualisation of Sydney school genre pedagogy in the Swedish educational context

In Sweden, genre pedagogy is repeatedly put forward as influential. However, there is little research on how it is understood and applied in practice. This article is an attempt to get to grips with how genre pedagogy has been recontextualised in the Swedish school context. This is done by discourse analyses of curriculum and syllabuses, a professional development programme on literacy and teacher guides claiming to draw on genre pedagogy. We conclude that the recontextualisation of genre pedagogy is a simplification, primarily focusing on the pedagogical know-how through a student-centred application of the Teaching and Learning Cycle, while knowledge about language and the underlying ideology aiming at redistributing educational capital is downplayed or absent.

An Examination of Postgraduate Theses on Kolb’s Experiential Learning Theory in Turkiye

The aim of this study was to examine the postgraduate theses written on Kolb’s Experiential Learning Theory between 2002 and 2022 in Türkiye. In this purpose, 56 of postgraduate theses registered in the Thesis Centre of Council of Higher Education were examined. In addition to their perspectives on Kolb’s Experiential Learning Theory, graduate theses were examined in terms of graduation degree, date of completion, university they were completed, title of advisors, sample group studied and research design. The study was carried out through document analysis that is one of the qualitative research methods. In this study it was revealed that the theses examined focused on only learning styles and ignored experiential learning cycle and other components of the Experiential Learning Theory. Keywords: experiential learning, Kolb’s Experiential Learning Theory, content analysis

A Comparative Analysis of Karplus Learning Cycle Model and Ausubel Meaningful Learning Model on Children's Environmental Pollution Cognition

Environmental education aims to raise individuals who have the necessary environmental knowledge, positive environmental attitudes, and active participation in the solution of environmental problems. It is necessary to use an effective teaching model in environmental education. The study aims comparing the academic success of secondary school students in teaching environmental problems in the light of Karplus's learning cycle model (Inquiry) and Ausubel's meaningful learning model (Direct) in terms of metropolitan-centred students (experimental group) and rural-centred students (control group). In addition, the important thing in questioning is to reveal the relationship of prior knowledge with open-ended questions asked by metropolitan-centred students. In this study, 164 5th-grade students' thoughts on environmental problems, their level of producing solutions, and their academic achievements were examined. A mixed design was used in the research. A case study, which was one of the research methods, was used for qualitative data, and an independent sample t-tests and paired sample t-tests were used for quantitative data. During the data collection process, the experimental and control groups were given a pre-test before the application, then news videos containing environmental problems were watched by the experimental group, while the control group was taught with universal visuals. At the end of the lesson, the same achievement test was applied to both groups as a post-test and the change was examined. The whole application took a total of 8 lesson hours for both groups. As a result of the study, a statistically significant difference was found between the achievements of the experimental group students and the success of the control group students. In the qualitative data of the experimental group students, it was observed that they mostly commented on water pollution, air pollution, and forest destruction. In addition, the problems that individuals perceived least correctly were the visual pollution, noise pollution, and light pollution, accepted as the normality of big city life intertwined with daily life. It is clear that student-centred teaching models, like the Karpus Learning Cycle model will further increase the learning and student’s awareness.

Monitoring, evaluation and learning (MEL) in farmer field schools on food security and adaptation to climate change: pilot testing of a framework in Malawi

The farmer field school (FFS) has been promoted as an approach for educating farmers on making adaptive farming decisions. In Malawi, the FFS has been used to enhance food security within the context of adaptation to climate change. Monitoring, evaluation and learning (MEL) extends the learning cycle from the core of the FFS to the project level to facilitate learning and adaptation for improvement of interventions. This study’s objectives were to test the utility of a MEL framework for the FFS, and to explore the effects of the FFS. The framework differentiated between four capital domains. Data were collected from 33 FFS groups at 2–4 years after the start of the FFS, using spider diagramming, focus group discussions, and direct observation. These tools demonstrated their feasibility and acceptability for use by practitioners at the district level and provided cross-verification of results, whereas limitations included the risk of biased results, e.g. due to vested interests of respondents. The MEL methods can be adapted for use in other FFS programmes and other contexts through modification of the framework’s targets or questions. The effects of the FFS were evident for most targets in the human, social and natural domains, whilst effects for some targets in the financial domain were smaller. Effects that were indicative of food security and adaptation to climate change included improvements in adaptive capacity, experimentation, crop cultivation practices, crop diversification, collective actions, food sources and meals, and savings.