Learning Instrument Research Articles

The effectiveness of designing and evaluating i-STAR applications in pediatric nursing courses

To apply the App to the curriculum could improve students' motivation and concentration, and also strengthen the effectiveness of professional knowledge of nursing students. Objectives: To construct and evaluate the effectiveness of smartphone applications (i-STAR) in pediatric nursing courses. Methods: Quasi-experimental study and two-group repeated-measure design were used to evaluate the effectiveness of smartphone applications (i-STAR) in pediatric nursing courses. The “i” means “interactive”, students had to log into App and finish four steps, including “Situation(S), Task(T), Action(A), and Reflection(R). A total of 163 nursing students in the third grade of associate's degree in nursing (ADN) participated in the study. The experimental group consisted of 77 participants, whereas the control group consisted of 86 participants. The instruments included the clinical reasoning readiness scale (CRRS), self-directed learning instrument (SDLI), and learning satisfaction of students. The 1st phase was the development, construction, and testing of the “i-STAR App”, including hyperbilirubinemia, pneumonia, and urinary tract infection (UTI). In the 2nd phase, students operated and applied the App in the classroom. The 3rd phase was to evaluate the effectiveness of the “i-STAR App” in the course. Results: The average scores of CRRS and SDLI were not significantly different between the two groups in the T0 andT1 (p > .05). The experimental group of CRRS and SDLI were better than the control group in T0-T1, T1-T2, and T0-T2 (p < .001). The experimental group showed better CRRS and SDLI scores than the control group in T0-T1, and T0-T2 with Repeated measures ANOVA. Also, the experimental group showed prolonged learning effectiveness. The experimental group (41.22 ± 6.08) was more satisfied than the control group (37.29 ± 7.40) (p < .05), although their academic performance was about the same (p > .05). Conclusion: “i-STAR App” could enhance students' interest in pediatric nursing courses, strengthen nursing students' clinical reasoning and self-directed learning ability.

DEVELOPMENT OF POGIL-BASED WORKSHEETS ON HEAT MATERIAL AND ITS TRANSFER AT AN-NAJA MIDDLE SCHOOL

Science learning will feel more fun if the learning is done actively, not just lectures. Therefore, learning can be done with practicum so that students are more active. Practicum can be done with one of the components of the learning instrument in the form of student worksheets. Based on curriculum demands that incline students to be more active, they can use the POGIL learning model. The purpose of this development is to develop POGIL-based student worksheets. The development model taken is ADDIE development. This study only reached 4 stages, including analyze, design, development, and evaluation. The results obtained were that the process of developing student worksheets only reached 4 stages. including the analyze, design, development, and evaluation stages. The results of the validation of the student worksheets assessed by 3 validators got a score of 74.3% in the "Valid" category. Research on the development of POGIL-based student worksheets that has been carried out on heat material and its transfer at SMP An-NAja Boarding School. Development research using the ADDIE development method. The development only reached 4 stages with a validation result of 74.3% in the "Valid" category. This shows that the student worksheets that have been developed are suitable for use in learning.

Development and Use of Domain-specific Learning Theories, Models, and Instruments in Computing Education

Use of theory within a field of research provides the foundation for designing effective research programs and establishing a deeper understanding of the results obtained. This, together with the emergence of domain-specific theory, is often taken as an indicator of the maturity of any research area. This article explores the development and subsequent usage of domain-specific theories and theoretical constructs (TCs) in computing education research (CER). All TCs found in 878 papers published in three major CER publication venues over the period 2005–2020 were identified and assessed to determine the nature and purpose of the constructs found. We focused more closely on areas related to learning, studying, and progression, where our analysis found 80 new TCs that had been developed, based on multiple epistemological perspectives. Several existing frameworks were used to categorize the areas of CER focus in which TCs were found, the methodology by which they were developed, and the nature and purpose of the TCs. A citation analysis was undertaken, with 1,727 citing papers accessed to determine to what extent and in what ways TCs had been used and developed to inform subsequent work, also considering whether these aspects vary according to different focus areas within computing education. We noted which TCs were used most often and least often, and we present several brief case studies that demonstrate progressive development of domain-specific theory. The exploration provides insights into trends in theory development and suggests areas in which further work might be called for. Our findings indicate a general interest in the development of TCs during the period studied, and we show examples of how different approaches to theory development have been used. We present a framework suggesting how strategies for developing new TCs in CER might be structured and discuss the nature of theory development in relation to the field of CER.

Experiential Learning in a Biomedical Device Engineering Course: Proposal Development and Raw Research Data-Based Assignments.

The online version contains supplementary material available at 10.1007/s43683-022-00094-z.

Development of Assessment Instrument for Steam-Based Thematic Learning to Measure the Critical and Creative Thinking Skills of Students in Elementary Schools

Development of Assessment Instrument for Steam-Based Thematic Learning to Measure the Critical and Creative Thinking Skills of Students in Elementary Schools

Enhancing teacher collaboration in higher education: the potential of activity-oriented design for professional development.

Professional development programs for teachers in higher education are often characterized by top-down approaches, which fail to make appreciable differences in teaching practices. This study uses a qualitative approach to explore activity-oriented design (AOD) as an instrument for collaborative learning in higher education teacher professional development. We examine Teknosofikum, an ongoing project developed in Denmark along three iterations, involving a total of 64 course participants (42 in the hybrid format; 22 online). The study applies the methodology of design-based research: data was collected via 15 semi-structured group interviews, online forums, and field notes/recordings from online meetings and onsite workshops. Data analysis follows the methodology of grounded theory and evidence is given significance inductively, based on contextual data. Four activities were selected to assess the potential of AOD methods in enhancing teacher collaboration, with different aims reflection, discussion, theory-practice alignment, and participation. Our analysis revolved around three main categories: trust, deep interaction, and shared beliefs/values. The results show how collaborative group work activities have improved trust and knowledge-sharing among participants and have contributed to creating a safe learning environment. The paper concludes that AOD methods could better assist educational designers in promoting professional development courses that aim at enhancing teacher collaboration in higher education.

Development of Learning Instrument to Increase Student’s Physics Concept Mastery Through Conflict Cognitive Approach

Physics learning using direct instruction method or speech method did not optimal in increasing concept mastery. This case results in low learning outcomes due to the low mastery of students' physics concepts. The solution to this problem is to develop learning instruments based on a cognitive conflict approach assisted by lesson videos to improve students' mastery of physics concepts as valid and appropriate products for use in learning. The learning tools developed are syllabus, lesson plans, Student’s Worksheet, lesson videos and concept mastery assessment instruments. The kind of research is research and development with the 4D method (define, design, develop, disseminate). This research is limited to the development stage, which includes validity testing. The results of this study can be concluded that the learning tools in the category are very valid and reliable. Based on these results, the learning tools developed are suitable for use in learning.

Development of Physics Learning Instrument using Guided Inquiry Model as Effort to Increase Student Learning Result on Dynamic Fluid Learning Material at Senior High School

This study intends to generate a valid, practical and effective guided inquiry model of Physics learning instruments to increase the results of senior high school students. The learning material was developed based on Kemp with steps: 1) topic and goal, 2) student characteristics, 3) study goals, 4) content, 5) preliminary research, 6) source of learning activities, 7) support service, 8) evaluation. The instrument was tested to eleven grades eleven in the second semester with a pre-experimental one-group pretest-posttest design. Study data was collected through observation, tests and questionnaires. The study revealed that revised learning instruments were valid. Practicability level of learning instrument based on lesson plan practicability were in good category and fulfill the guided inquiry model syntax. Instrument effectiveness could be seen from an Increase in student ability in concept understanding, as shown by N-gain with a high category in 0.81 value; Positive students respond to learning instrument and learning activity, in which 96% responded positively, and 4% responded negatively. Based on the study finding, it was concluded that student learning results shown by student concept comprehension, psychomotor skill, and character that consist of discipline and responsibility increased upon the implementation of learning instrument developed by the guided inquiry model on dynamic fluid learning material. This research implies that the development of physics learning tools will have a positive impact on increasing students' abilities in learning physics on dynamic fluid topics.

The importance of the environment in everyday school life

It is relevant that the study presented presents an analysis of the main methodologies used in the education of students that emerged in Elementary School, having as a model the theme, The Environment in School Daily Life and its Active Methodologies. The study aims to evaluate the results by the capacity of the students acquired Environment in the Daily School Life of these deaf students, through active methodologies. The student is encouraged to take an active and responsible stance in their learning process, seeking self-regulation and meaningful learning. Learning methods and techniques that stimulate student-teacher and student-student interaction, teaching materials and resources and handouts, almost always, in collaborative learning, taking the student to be responsible for the construction of their knowledge. Based on this premise, we will present a qualitative research and significant results. Expand our information through field research by observation studies and studies, expanding experiences with students emerging from a state school in Manaus. Therefore, we will present some methodologies, among which are Recycle, Reuse and Reduce solid waste. It was found that the methodologies used are oriented according to child-centered learning theories. In this investment in the deaf and their registration, student, context, thus, the service to useful services for stimulation and development is essential. Based on the evaluation of the results by the applicability of the environment themes obtained in the school routine, and the uses of active methodologies, to propose a new method of study to train deaf students. We will seek the best way to work as methodologies in the training of the deaf subject. It was verified the use of the methodologies that motivate the use of the methodologies that motivate the use of their disks and the direction of solutions to make an impasse and promote their development, which is an adequate and necessary instrument for a new learning. It is concluded that the teaching and learning process with deaf students still lacks research opportunities aimed at the adoption of new techniques that favor learning at better levels of qualification for the child.

Enhancing Grade 10 Physical Sciences Teachers’ Self-Directedness in Implementing Blended Problem-Based Learning: Designing blended problem-based learning

The concept of self-directedness is a missing link in South African science classrooms, and as a result, science teachers are often not self-directed in employing innovative teaching and learning strategies such as blended problem-based learning (BPBL) that might enhance self-directed learning. Literature is replete with studies showing that science teachers in the United States, Indonesia, and South Africa, to name a few, lack the necessary technological skills to utilise simulations in the teaching and learning of Physical Sciences. This intervention-based explanatory mixed methods study was conducted in one of the nine education provinces of South Africa. Quantitative data were generated using a self-directed learning instrument (SDLI), the Physics Education Technology interactive simulations questionnaire, and a PBL questionnaire. Forty participants were sampled using both cluster and systematic random sampling techniques. Qualitative data were generated through a BPBL scenario, a reflective portfolio, and semi-structured interviews with two purposively selected participants. The quantitative data were analysed using descriptive and parametric statistics. The reflective portfolio was analysed using a performance standards scoring rubric adopted from Smith et al. (2001). The BPBL Scenario Evaluation Schedule and interviews were analysed using Saldaña’s (2013) code-to-theory analytical model. It was concluded that there was a significant difference in participants’ perceptions of PBL, self-directedness, and interactive simulations after attending a teacher professional development intervention (TPDI) and implementing BPBL. The findings show that the utilisation of interactive simulations and PBL in Physical Sciences classrooms were unknown to teachers – suggesting that teachers were not self-directed in implementing BPBL. This study presents a model for designing BPBL activities and an evaluation schedule for assessing those activities for self-directedness in educational practices.

Multimedia constructivism instrument: Validity and reliability analysis

&lt;span lang="EN-US"&gt;This study aimed to investigate the use of the translated version of constructivism multimedia instrument through validity and reliability tests. The instrument contained five constructs of which each construct contained five items which made 25 items in total. The translation process has been implemented through the back-translation by researchers and expert translators. The validation process was performed by nine panel experts who are lecturers in the field of Language and curriculum. The results of validity analysis through intraclass correlation coefficient (ICC) found that the reliability value between evaluators was .957 based on 95% confidence interval between .904 to .989 (F (8,192)=23.469, p&amp;lt;.05). Meanwhile, the process of obtaining the reliability value was conducted on 70 students and obtained a high overall reliability value of the instrument which was .853. In addition, the reliability values for each construct of the multimedia constructivism learning instrument were .753 (negotiation), .780 (inquiry learning), .691 (reflective thinking), .683 (authenticity) and .803 (complexity). Overall, the high values of validity and reliability of the instrument proved that this translation study has been successfully implemented.&lt;/span&gt;

Physics Edutainment Learning based on Engklek and Ontang-Anting Games: Creating Fun Physics for Students

This study aims to describe students' responses to edutainment-based physics learning. The study was conducted with a qualitative approach involving 33 pre-service physics teachers. The data were analyzed using Miles and Huberman's model, including data reduction, data display, and conclusion drawing. The results showed that 52% of pre-serviceteachers did not know the existence of edutainment-based physics learning as a learning instrument to create exciting and fun physics learning. However, most pre-service physics teachers choose numbers from 7 to 10 to indicate their level of agreement for edutainment-based physics learning. This means that most pre-service physics teachers agree that traditional Engklek games and Ontang-anting are applied to learn physics based on edutainment physics.

Dialogue as the basis for formative assessment

The aim of the article is to show dialogue as the basis for formative assessment. We can look at formative assessment as one of the ways to support students in managing their learning process, where the interaction between the assessed and the evaluator as well as the openness and conversation of these two entities are important. Dialogue is a way to understanding and self-understanding, an important part of which is the feedback provided to students by the teacher. When giving feedback, the teacher must take care of the space for dialogue and remember that what is said is important, as well as how and in what relationships it is done. In the article, I pay special attention to dialogue, which is today the basic instrument of learning, it is a process in progress that never ends. In dialogue education, it is important not only to listen, but also to meet and interact with each other, during which specific meanings are built. Dialogue becomes the basis for formative assessment, and the mere provision of feedback to the student during the dialogue is essential in the teacher-student relationship, and vice versa. In this case, the role of the teacher who becomes a participant in the dialogue with the students, changes as well. In conclusion, I would like to point out that active participation in dialogue education changes the perspective of looking at feedback and puts it on an equal footing between the teacher and children, which lays the foundation for a new understanding of the child's role in learning and developing subjectivity, important for both sides of this dialogue.

Pengembangan Aplikasi Android Pembelajaran Gamelan Selonding Gaya Tenganan

Purpose: The purpose of this research is to develop an android application for learning Selonding Instrument of Tenganan Style. Research Method: The type of this research is used Research and Development (R&amp;D). The result of this research is an android-based Selonding Instrument learning application, namely learning activities or subject matter which is divided into several substances such as basic knowledge of Gamelan Selonding, instrumentation, tone structure, saih (tone tasks), the basic technique of using the application, game techniques, song and quiz questions related to Selonding Instrument. Result and discussion: The results of the validation of the learning content expert test with a percentage of 93.34%, the results of the validation of the learning media expert test with a percentage of 96.67%, the validation results of the learning design expert test with a percentage of 90%, the results of the musical teacher trial with a percentage of 96.67%, the results of individual trials with a percentage of 92% and the results of small group trials with a percentage of 94.5% stated that the results of the application were very good. Implication: The development used in developing learning applications is in the form of a Borg and Gall product development model

Technology-Based Learning Management at State Vocational Schools In Minahasa Selatan

The purpose of this study was to analyze and describe technology-based learning management at SMKs in South Minahasa Regency. Technology-based learning management is a form of learning management that utilizes technological learning instruments to support the teaching and learning process to obtain optimal learning outcomes. The results of the study indicate that the management of technology-based learning has begun to be carried out by the three SMKs which are the current research locations, namely through planning, implementation and evaluation. These three schools already have sufficient supporting facilities for the implementation of technology-based learning management, however, there are still weaknesses and deficiencies that need to be addressed, especially by the Education Office and especially school principals so that the use of technology can be more optimized to support optimal learning outcomes.

Technology-Based Learning Management at State Vocational Schools In Minahasa Selatan

The purpose of this study was to analyze and describe technology-based learning management at SMKs in South Minahasa Regency. Technology-based learning management is a form of learning management that utilizes technological learning instruments to support the teaching and learning process to obtain optimal learning outcomes. The results of the study indicate that the management of technology-based learning has begun to be carried out by the three SMKs which are the current research locations, namely through planning, implementation and evaluation. These three schools already have sufficient supporting facilities for the implementation of technology-based learning management, however, there are still weaknesses and deficiencies that need to be addressed, especially by the Education Office and especially school principals so that the use of technology can be more optimized to support optimal learning outcomes.

Improving introductory financial accounting learning and retention through course redesign

This paper reports the results of a course redesign project for introductory financial accounting taught predominately to non-accounting majors. The objectives were to improve student learning and student retention. Student learning was measured with an assurance of learning (AOL) instrument. Retention was measured by the DFWI rate, composed of the grades of D, F, W (withdrawal) or I (incomplete). Thus, we measured the impact that the course redesign had on mean AOL scores and on mean DFWI rates. The first step in the redesign was to reduce the detailed course content. This created time for pedagogical changes in the second step. Metacognitive and active learning activities were added to foster student learning. Results indicated that the content reduction alone did not significantly impact AOL scores or DFWI rates. The pedagogical changes significantly improved AOL scores, and the combination of the content reduction and pedagogy changes decreased DFWI rates. It is hoped that the positive results will serve to inform other such course improvement efforts.

A Survey of Augmented Piano Prototypes: Has Augmentation Improved Learning Experiences?

Humans have been developing and playing musical instruments for millennia. With technological advancements, instruments were becoming ever more sophisticated. In recent decades computer-supported innovations have also been introduced in hardware design, usability, and aesthetics. One of the most commonly digitally augmented instruments is the piano. Besides electronic keyboards, several prototypes augmenting pianos with different projections providing various levels of interactivity on and around the keyboard have been implemented in order to support piano players. However, it is still unclear whether these solutions support the learning process. In this paper, we present a systematic review of augmented piano prototypes focusing on instrument learning based on the four themes derived from interviews with piano experts to understand better the problems of teaching the piano. These themes are (i) synchronised movement and body posture, (ii) sight-reading, (iii) ensuring motivation, and (iv) encouraging improvisation. We found that prototypes are saturated on the synchronisation themes, and there are opportunities for sight-reading, motivation, and improvisation themes. We conclude by presenting recommendations on augmenting piano systems towards enriching the piano learning experience as well as on possible directions to expand knowledge in the area.

The Commitment of Special School Teachers Towards The Implementation of Distance Learning During the Covid-19 Pandemic

The COVID-19 pandemic is a challenge for teachers to keep learning. One alternative that teachers can do is distance learning. The continuity of learning is largely determined by the commitment of the teacher. The purpose of this study is to reveal the contribution of teacher commitment to the continuity of learning, as well as to find out the effective contribution and relative commitment of teachers to learning in special schools. This research approach is quantitative research. The sampling technique used is accidental sampling, where the determination of the sample is based on chance, anyone who responds to the researcher can be used as a sample. Data collection techniques using a questionnaire. The teacher commitment instrument was adapted from the commitment scale developed by Allen and Meyer which has sufficient validity and reliability. The learning instrument uses content validity, and the instrument reliability uses the interrater technique. Questionnaires were sent via WhatsApp to all teacher communities throughout Indonesia which were limited to 3 days and collected 872 respondents. The data were analyzed by multiple regression with the help of SPSS 23. The results showed that the teacher's commitment to the implementation of distance learning was influenced by the teacher's commitment by 2.5% and influenced by other variables not included in the linear regression model by 97.5%. Normative commitment has an effective contribution (1.31%) and a relative contribution (51.77%), which is the largest contribution compared to the other two aspects of commitment.

Perception and Experiences of Undergraduate Nursing Students on Clinical Learning Environment in a Public University

Background: Clinical learning is viewed as a fundamental and essential part of nursing education. Clinical training offers chances to use the theoretical knowledge in practice, raise problem-solving and executive skills, learn time management, collaborate with others, and develop professionalism. Objective: This study intended to reveal the perceptions and experiences of the clinical learning environment of undergraduate nursing students and the influencing factors of the clinical learning process. Methodology: A mixed-method approach comprising qualitative, exploratory, and phenomenological research design was used. Nonprobability purposive sampling technique was applied to select the sample. Data were collected by mixed methods of inquiries of 14 in-depth interviews, 4 focus group discussions, and clinical observations from third- and fourth-year bachelor of nursing students. A content analysis approach was used to analyze the collected contents. Results: The study identified seven factors influencing nursing students’ clinical learning experience. An expert clinical instructor, supportive role of clinical nurses, reliable communication and relationship, job description, theory-practice integration, availability of resources, and social and psychological factors are essential for effective clinical learning. Conclusion: Nursing students face many challenges in the clinical learning environment. For effective clinical learning, the seven identified factors are recommended to consider while designing clinical learning instruments for the students.