Learning Cycle Research Articles

Evaluating the stealth of reinforcement learning-based cyber attacks against unknown scenarios using knowledge transfer techniques

Organizations are vulnerable to cyber attacks as they rely on computer networks and the internet for communication and data storage. While Reinforcement Learning (RL) is a widely used strategy to simulate and learn from these attacks, RL-guided offensives against unknown scenarios often lead to early exposure due to low stealth resulting from mistakes during the training phase. To address this issue, this work evaluates if the use of Knowledge Transfer Techniques (KTT), such as Transfer Learning and Imitation Learning, reduces the probability of early exposure by smoothing mistakes during training. This study developed a laboratory platform and a method to compare RL-based cyber attacks using KTT for unknown scenarios. The experiments simulated 2 unknown scenarios using 4 traditional RL algorithms and 4 KTT. In the results, although some algorithms using KTT obtained superior results, they were not so significant for stealth during the initial epochs of training. Nevertheless, experiments also revealed that throughout the entire learning cycle, Trust Region Policy Optimization (TRPO) is a promising algorithm for conducting cyber offensives based on Reinforcement Learning.

The Analysis Of Bela H. Banathy’s Model And Its Relevance To Islamic Education Learning In Schools

Learning Islamic religious education is an essential part of achieving national education goals. Meanwhile, choosing a learning model is important in achieving success in Islamic Religious Education. This research aims to reveal how applying the Bela H. Banathy learning model in Islamic religious education can improve the quality of learning. This qualitative research uses a literature study approach. The data analysis method uses descriptive analysis methods to reveal the application of the learning model developed in 1968 by Bela H. Banathy in learning Islamic religious education in schools. The research results show that the Bela H. Banathy learning system is relevant to learning Islamic religious education. This model uses an approach oriented towards student learning outcomes by developing the concept of a spiral or learning cycle. Implementation of this model is carried out through six stages, namely: (1) formulating goals, (2) developing tests, (3) analyzing learning activities, (4) designing a teaching system, (5) carrying out test development activities, (6) and making improvements based on Banathy's evaluation results. The Banathy model has advantages in formulating goals according to student abilities and a structured and measurable learning system. This model can provide meaningful learning experiences, improve critical thinking skills and creativity, and use a holistic learning approach. On the other hand, weaknesses include the need for more steps in designing learning and the tendency to ignore previously learned knowledge. Keywords: Learning Model, Bela H. Banathy, Islamic Religious Education

Developing student 21st-century skills through STEM engineering design learning cycle (STEM-EDELCY) model

Twenty-first-century skills are increasingly recognized as critical skills that today’s students must develop to adapt to increasingly rapid world changes. This research aims to test the effectiveness of the STEM-EDELCY learning model to improve students’ 21st-century skills. This research involved 285 junior high school students (aged 12–13) from three state schools located in the city of Yogyakarta, Indonesia. This experimental research uses a three-factor pretest and posttest design. The instruments used were essay test questions and observation sheets. Data analysis was performed using ANCOVA and a paired sample t-test. The results of this research show a statistically significant influence between the use of learning models on students’ 21st-century skills posttest scores. Post-hoc testing revealed that students in the STEM-EDELCY group had a higher level of 21st-century skills than students in the 5E-learning cycle group and the guided inquiry group. The STEM-EDELCY model is effective for developing 21st-century skills.

Flow with Mechanics: A 7E Instructional Material in General Physics 1

The COVID-19 pandemic has changed the world and has had a profound effect on education. Under the new normal, the learning environment drastically changed, and it affected the students’ understanding of various school lessons. The researchers developed Flow with Mechanics: A 7E Instructional Material in General Physics 1 to help the learners in coping up with the lessons in this school setup. In developing Flow with Mechanics, the researchers used the ADDIE model. The instructional material is interactive and was based on the 7E Learning Cycle to improve students’ critical thinking skills in learning Fluid Mechanics. It was validated by the experts, and then implemented on Grade 12 Science, Technology, Engineering, and Mathematics students at Cardona Senior High School. It revealed that Flow with Mechanics: A 7E Instructional Material in General Physics 1 is worth developing and is effective for use as per the result of the analyses.

Participatory action and learning in forest management: A field worker's guidebook for supporting community forest management

The guidebook introduces Participatory Action and Learning (PAL) as an approach for both FUG members and forestry field staff tolearn together to promote active and equitable management of forest. Simply, PAL is about how facilitators and users act together tolearn from experience, and hence continually update the plans and subsequent actions. It is based on the concept of the learning cycle for participatory action research (PAR) used by FRP/DFID funded FFMP, a collaborative research project of Department of International and Rural Development (DIRD), The University of Reading, UK, Livelihoods and Forestry Programme (LFP). It is a unique synthesis of experiences gained through intensive action research in forest management with four forest users groups in the middle hills, while at the same time enriched by the experiences of LFP.

“Doing economics” through a photographer’s lens: An experiential learning approach

Kolb Learning Cycle Theory is employed in this study as a pedagogical framework to show how combining economics with photography can foster experiential learning. The author draws on her personal experience of teaching a course titled Economic Issues through a Photographer’s Lens to undergraduate students in an urban setting. She discusses the instructional design and activities of the course (which include field photography, photo essays, and photo exhibits) and their impact on students’ engagement and motivation. The author concludes that such experiential learning methods have the potential to improve students’ understanding of economic concepts and issues and to encourage students to discover deeper meaning in their studies.

Science Process Skills in Education: Bibliometric Analysis and Review

This research aims to view and review published research on Science Process Skills (SPS) in 2020–2023 using VOSViewer. Article data from Google Scholar database journals collected using Publish or Perish. In 2020-2021 the number of articles published experienced a significant increase, but starting from 2022-2023 it experienced a drastic decline. Topics such as science process skills, students, development, effects, models, analysis, and learning have often been discussed by researchers. In contrast to keywords such as correlation, STEM, self efficacy, case, comparison, improvement, argumentation, and POGIL, these are research topics that are rarely researched and too broad to be studied in more depth. The results of the review of the top 10 articles cited tend to examine strategies for mastering science process skills which include experimentation, minds-on, inquiry approaches, discovery learning, strategic manipulation, debate skills, ICT, STEM, student-centered teaching, use of a variety of learning tools, hands-on exercises, group activities, PhET, mobile scientific investigations, guided inquiry, PBL, PjBL, learning cycles, use of learning media, modules and worksheets. The novelty of this research is a bibliometric analysis and review of the latest research in the field of SPS. The implication of this research is contributes and support Kurikulum Merdeka’s science learning outcomes. Future researchers can use these insights to improve science education, helps focus on their studies, and pinpoint SPS research trends.

The Effect of Using the Metacognitive Learning Cycle Strategy in Developing Reading Comprehension in the Arabic Language Subject for Ninth Grade Students

The study aimed to identify “the effect of using the metacognitive learning cycle strategy in developing reading comprehension in the Arabic language subject for ninth-grade students.” The study adopted the experimental method and the quasi-experimental design, where a reading comprehension test was prepared, consisting of (17) items. The study sample consisted of (50) students who were chosen intentionally. The results of the study showed that there was a statistically significant effect on the study sample’s scores in the reading comprehension test according to the teaching method (metacognitive learning course strategy for teaching the Arabic language, regular), and the differences were in favor of those who were exposed to For the strategy of the metacognitive learning course for teaching the Arabic language compared to individuals using the traditional method, the researcher recommends preparing a guide for the Arabic language teacher regarding reading comprehension skills and methods for developing them.

Transforming the experiential learning of sport management graduates into transferable employability signals

ABSTRACT Graduate employability plays a critical role during job recruitment and selection. Practical experience provides a strong foundation from which sport management graduates can signal their employability. Our Australian-based mixed-method study explored signals that managers seek from sport management graduate-entry applicants during job recruitment and selection. Semi-structured interviews were conducted with 10 sport managers. Interview transcripts were deductively coded using the Experiential Learning Cycle and thematically analysed. An online employability survey, guided by Employability Dimensions, was distributed and gained responses from 166 sport managers. Analysis was conducted using non-parametric statistics. Findings revealed 10 observed signals: to assist sport management graduates indicate their employability during job recruitment and selection and for sport managers to recognise employable graduates. The observed signals comprise multiple signal indicators, developed to guide theoretical knowledge and practical application of the employability signals for graduate job applicants.

Chronic pain, complexity and a suggested role for the osteopathic profession

Chronic pain is common and has a substantial impact on individuals’ lives and the society in which they live. However, current strategies for managing chronic pain have low to moderate efficacy. We present a complexity informed model of managing chronic pain.The authors propose that the biological, psychological and social factors influencing the experience of chronic pain can be framed as elements of a complex system (when ‘system’ is understood as a mental model of a set of relationships in the world) and discuss the advantages of this approach.The ‘Learning Cycles’ framework of Human Learning Systems is suggested as an appropriate approach to managing chronic pain. There are five elements of the Learning Cycle; ‘understanding the system’, ‘co-design’, ‘experimentation exploration’, ‘embedding and influencing’ and ‘system stewardship’. The authors describe how this could be implemented in osteopathic practice.The implications of a complexity approach with respect to evidence-informed as opposed to evidence-based practice is briefly discussed. Further, the opportunity for osteopathy to be at the vanguard of broader movement for change in public service and healthcare is highlighted.Applying Learning Cycles to the context of managing chronic pain requires further research to explore its utility. Learning Cycles provide an action-research model that would supply the rich data by which to understand the efficacy of chronic pain management. Implications for practice•Using a complexity informed approach (Human Learning Systems' Learning Cycles) in the management of chronic pain.•Structured and efficient way of providing a co-produced, person specific approach to practice.•Practical way of incorporating biological, psychological and social factors influencing the person's experience of chronic pain into management, without assuming causal weighting.•Epistemological implications for research and the current understanding of hierarchy of evidence.

A Study on Impact of Online Teaching among College Students in Madurai during Covid-19

The newly identified virus, SARS-CoV-2, is responsible for the COVID-19 pandemic, resulting in numerous fatalities and widespread closures across various sectors. To keep the learning cycle going, schools are turning to online teaching platforms like Google Meet, Zoom, Microsoft Team, Cisco Webex, and Slack, among others. These are the platforms that protect students from the epidemic and promote their ability to learn continually through online learning. The study focuses on the shift of educational sectors from offline to online modes, with the goal of measuring students’ satisfaction levels with online classes.

Meta-Analysis on the Effectiveness of Learning Cycle Models and Online Teaching Strategies in Chemistry Education

Meta-Analysis on the Effectiveness of Learning Cycle Models and Online Teaching Strategies in Chemistry Education

MODEL TECHNOLOGY LEARNING CYCLE (TLC): SUCCESS IN LEARNING

The current 21st century development has had a major effect on educational reforms that must adapt to technological developments. There have been many developments in the learning process by integrating technology in order to realize educational reform, one of which is the technology-integrated learning model, TLC. The TLC model was developed to enable future educators to use technology for learning. The TLC model has shown its effectiveness in integrating technology into learning. This has been seen from several studies that show a positive impact on the use of TCL on student learning outcomes. Therefore, the purpose of this article is to explain what an integrated model of technology, TLC, and its application in the learning process is based on the findings of several researchers. Literature study was used in writing this article. The study of journals and books was carried out to enrich the study of the model of integrating TLC technology in learning as well as the study of research results according to several researchers. This article shows that TLC has five phases, namely awareness, exploration and filtration, learning, application, and sharing and reflection which are built to support the use of technology by educators. Educators will have the ability to use new technology and use technology applications in the learning process

Improvement of student’s argumentation skill through problem-based learning in the concept of nerveous and endocrine system disorders

21st-century education directs learners to develop the skills of argumentation. Argumentation skills are the intellectual abilities involved in solving problems, making judgments and decisions, and formulating ideas and beliefs. The purpose of this research was to improve students' argumentation skills through the implementation of the Problem-based learning model in the concept of nervous and endocrine system disorders. This study was Collaborative Classroom Action Research with two learning cycles in the concept of Nervous and Endocrine System disorders. This study reveals students' argumentation skills adapted from Dawson Venville (2009). The results of this research revealed that the level of students' argumentation skills in cycle I was only up to levels 1 and 2. As much as 59% of students were at level 2 argumentation skills and 41% of students were at level 1 argumentation skills. In cycle II, there are students with level 3 argumentation skills. The rest scattered on levels 1 (3% of students) and 2 (35% of students) argumentation skills. Through this research, we found that students' argumentation skills increased from cycle I to cycle II.

Konsep Daur Belajar sebagai Implementasi Manajemen Kurikulum di Sanggar Anak Alam Yogyakarta

This research aims to describe the learning cycle concept as an implementation of curriculum management at Sanggar Anak Alam (SALAM) Yogyakarta. Indonesia's curriculum policy nomenclature changes from year to year, however, Sanggar Anak Alam (SALAM) itself consistently carries out learning cycle-based curriculum practices as a form of research. This curriculum practice has been running since the inception of SALAM in 1988 until now. Researchers use a case study approach with a qualitative type of research. Data was obtained through interviews, observation and documentation. The data is then analyzed using condensation techniques, presenting the data until conclusions are drawn. The results of the research include first, SALAM holistic education is carried out through a learning cycle and is supported by activities such as the Monday Legi market and minitrip. Second, learning cycle-based curriculum management practices with curriculum planning, implementation and evaluation. Curriculum management through the learning cycle positions students as real subjects, choosing to carry out and achieve goals with the help of facilitators so that holistic education is achieved.

MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK MELALUI MODEL PEMBELAJARAN PJBL DI KELAS X.10 SMA NEGERI 5 PALEMBANG

This study aims to improve critical thinking skills through a project based learning model in class X.10 SMA Negeri 5 Palembang. This study involved 38 students. The research procedure includes planning, implementing actions, observing, and reflecting which consists of three learning cycles. The type of data obtained in this study is quantitative data obtained from formative test results to measure students' abilities. The results of the research and discussion show that there was an increase in the results of critical thinking skills tests from cycle I to cycle II of 16.8%, then from cycle II to cycle III there was an increase of 13.2%, and overall from cycle I to cycle III there was an increase of 30%. From the results of this study, it can be concluded that there is an increase in the critical thinking skills of class X.10 students of SMA Negeri 5 Palembang in economics subjects through a project-based learning model.

Application of Learning Cycle 7e on Environmental Pollution Material Toward Students' Interest and Learning Outcomes in Class X

This study aims to describe the learning interest and cognitive learning outcomes of students with the Learning Cycle 7E learning model on environmental pollution material. This research uses a quantitative approach with the type of Pre-Experimental Design and One Group Pretest-Posttest design. The research sample was all students of class X SMA Negeri 1 Antang Kalang. The research instruments included learning interest questionnaire, cognitive learning outcomes test, and learning applicability observation sheet. Questionnaires and tests were given before and after the implementation of the Learning Cycle 7E model, while observations were made during the learning process. Data analysis shows that interest in learning based on the calculation of N-gain testing using excel shows there is an increase but still low. While the cognitive learning outcomes between pretest and postest experienced changes but classically said to be incomplete. This model also shows a high level of applicability, indicating its suitability for the context of biology learning at the high school level.

Reflecting on how action research enables theorising in operations management: a provocation to interiority

This reflection on action research in operations management explores some undeveloped themes: the place of meaning in the social science of OM and how quality may be assessed, how knowledge/theory is developed and how action research in OM creates impact. The case is made that action researchers’ interiority as attentiveness to data of consciousness and to data of sense as they enact the cycles of action and reflection through the meta learning cycle is undeveloped in OM research and is central to cogenerating practical knowledge and grounding the impact of their work.

Online Task-Based Language Learning to Enhance Thai Monks’ Speaking Performance

This research aimed to achieve two main objectives: (1) to assess the learning achievements in online task-based language learning, and (2) to evaluate satisfaction with the utilization of the online task-based language learning model. The study’s population comprised Buddhist monk students from four provinces in Thailand: Chiang Rai, Phrae, Phayao, and Nan. A total of 80 participants took part in a 30-hour English language training program that focused on task-based language teaching (TBLT) implemented through online technology to enhance Thai monks’ speaking performance. Zoom and free online tools such as Pronunciation Checker App were integrated into the TBL learning cycle to deliver this online training. The research process can be summarized four stages consisting of orientation stage, pre-practicing stage, practicing stage, and post-practicing stage. The comparison of learning outcomes before and after the implementation of the instructional model for monks revealed a significant difference in the average scores. The overall score before training was 38.78 (S.D. = 5.85), while the post-training learning outcomes had a higher average score of 47.34 (S.D. = 4.99). The assessment of satisfaction was divided into four dimensions: (1) content and language usage; (2) English instructional activities for monks; (3) teaching and learning process; and (4) development of English-speaking skills. Overall, participants expressed high levels of satisfaction across all four dimensions of the instructional design approach, with a mean rating of 4.49 and a standard deviation of 0.56.

Classroom Action Research: Implementasi Model Picture and Picture in Social Learning in Elementary Schools

One of the factors that influences students' learning motivation is the use of appropriate learning media by teachers because media is a tool to convey the message of the material being taught. This research aims to analyze the effects of using multimedia in the learning process in elementary schools. This research uses quantitative methods with a classroom action research approach. Data sources were taken using questionnaires and oral tests from twenty-one students from one of the elementary schools in Indonesia. All data were analyzed using SPSS 18 software with descriptive analysis (percent). Overall statistical analysis shows that the use of the model Picture and Picture in social learning has shown encouraging results. This fact can be seen from the increase in students' pre-test and post-test scores which were carried out through two learning cycles. Even students show positive learning attitudes such as being happy, enthusiastic, and always active in learning. Therefore, pictures and pictures are one of the alternatives that teachers can use as a solution for social learning which has been considered boring and students get bored quickly.