Learning Materials Research Articles

Pengaruh Media Video terhadap Minat Belajar Siswa Kelas V dalam Pendidikan Agama Katolik di SD Negeri 076689 Fulolo Alasa

This study aims to see the effect of video media on the students’ learning interests for the fifth grade students in the learning process of Catholic religious education. Video media is one of the teacher's aids, which can be used as a bridge from the teachers and students in teaching and learning process The video is displaying the learning materials about Catholic religious education. This is quantitative research with experiment design. The population in this study were students of the fifth-grade in SD Negeri 076689 Fulolo Alasa elementary school. The samples are the class of V as a control as an experiment class. The researcher does a raffle from five classes to get the sample. Data collection techniques in this study were carried out by observation, questionnaire and student learning outcomes in class V.

Audio-Visual Media Learning in Arabic Language Acquistion

<p style="text-align: justify;">Audio visual media provides extensive interaction activities between students and learning materials that are easy to access anytime and anywhere. This is in accordance with interaction theory in second language acquisition which emphasizes the importance of response and active participation in learning activities. Through audio-visual media, students will more easily grasp the meaning of the material presented so that students are able to express it through spoken language. The aim of the research is to determine the suitability of using audio-visual media in second language acquisition for Arabic language students. The research uses the library research method, a data collection technique by reviewing books and articles related to the research topic. The results of library research on the use of audio-visual media in acquiring Arabic, students are more enthusiastic in learning Arabic, the process of learning Arabic is fun, students easily understand the material through audio-visual media with quality determination criteria. Several psychologists explain that the connection between second language acquisition and second language learning can improve memory and increase motivation in using audio-visual media.</p>

Individual differences diminish the pretest effect under productive memory conditions.

Pretesting, or asking a test question prior to the onset of learning, is a well-established means of enhancing learning. Research on pretesting has focused primarily on direct factual learning outcomes. Yet building a coherent knowledge base also depends on productive memory processes that permit going beyond the information directly given. In the specific productive process of self-derivation through memory integration, individual differences are prominent; verbal comprehension is a consistent predictor. In the current work, we integrated these research trends by testing the extent to which pretesting enhances learning through productive memory processes and the role played by individual differences in verbal comprehension. Across four within-subjects experiments, we assessed the pretest effect after accounting for variability associated with verbal comprehension. In Experiments 1-3, we assessed the productive memory process of self-derivation through memory integration. Adults were more successful on pretest trials compared to control (i.e., no pretest) trials, but this effect was no longer significant after controlling for verbal comprehension. This pattern emerged when we used stem-fact pretests (Experiment 1) and integration-fact pretests (Experiment 2) to probe self-derivation across single-sentence stimuli and replicated when we used stimuli more akin to everyday learning materials (i.e., text passages and photographs; Experiment 3). In Experiment 4, we shifted the test target from productive processes to fact recall and found the pretest effect held even after controlling for verbal comprehension. This research bridges the pretest and productive process literature to provide novel insight into ways of maximizing learning. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Inovasi Pembelajaran: Penerapan Kuis Interaktif dalam Pembelajaran Kosakata Bahasa Arab

Among the many media that can be used in direct or indirect learning, one of them is interactive quizzes. Interactive quizzes themselves are media or applications that contain learning materials in the form of interactive questions that make students able to increase their insight and knowledge about learning materials and can be developed as an alternative to independent learning. The purpose of this study is to find out how the responses obtained by the students from learning using the interactive tools they get. This study uses a descriptive quantitative method, namely research that presents the data in the form of numbers which are then described to complement the description. This research will be conducted on 32 students of class X-3 at SMA Muhammadiyah 3 Tulangan as a sample. The data collection technique will be carried out using a questionnaire that will be distributed to students containing questions to find out the students' responses to the implementation of Arabic vocabulary learning using interactive quizzes on the classpoint application. The questionnaire will be given to each student in the form of a sheet of paper whose statement has been validated by an expert. This study resulted in a conclusion that the use of Interactive Quizzes in Learning Arabic Vocabulary in the ClassPoint application received a positive response from students in class X-3 of SMA Muhammadiyah 3 Tulangan. The positive response given by the students after carrying out the research can be a determinant of how the students' learning development will be next.

Influence of Simulations on Students' Achievement in Physics in Secondary Schools in Nandi East, Kenya

Many secondary schools in Kenya are yet to incorporate Mobile Technologies into their educational practices, despite widespread ownership and use by both students and teachers. This study investigated the influence of simulations on students' achievement in physics in secondary schools in Nandi East, Kenya. The dismal performance in physics locally and nationally may be linked to slow technological integration, hence the need for the study. The target population consisted of Form Three physics students and 30 Heads of Department (HODs) from 31 secondary schools. A descriptive survey design was utilized. Random and purposive sampling was used to select participants, and data collection involved questionnaires and interviews. Using Taro Yamane’s Formula, the sample size was determined to be 300 students, 30 HODs, and 30 schools. Data were analyzed using SPSS, providing descriptive statistics such as frequencies, percentages, pie charts, means, and standard deviations (SD). The reliability of the questionnaire items was confirmed with a Cronbach Alpha coefficient above 0.7. The findings emphasize the significant benefits of integrating simulations on students' academic achievement in secondary school physics learning. While the study offers important insights, its geographical limitation, technological access issues, and narrow scope constraints must be considered. These results have implications for various stakeholders including learners, parents, teachers, school administrators, curriculum developers, and policymakers. Learners will benefit from improved effectiveness, engagement, and personalized instruction, while policymakers will gain insights for future improvements. The study recommended learners be allowed to bring their own devices to school to ensure equality and equity in access to digital learning materials.

Analysis of Computational Bibliometric Mapping in Multimedia for Art Learning Media Publications using VOSviewer

This research explores the development of fine arts learning media using interactive multimedia research. The goal can be a reference for researchers in conducting and defining research themes, especially around multimedia learning. The method is used through a bibliographic approach with computational mapping analysis using VOSviewer. Article data is retrieved from the Google Scholar database using a publish-or-perish reference management application. Article titles and abstracts serve as guidelines when searching for keywords like "art," "learning media," and "multimedia." We found 447 seemingly related articles. The study period used as learning material is a paper from the last five years (2018 to 2023) indexed by Google Scholar. The results of research on fine arts learning media using interactive multimedia can be classified into four terms. The first term "Training" belongs to cluster 2 with a total of 34 links, an overall link strength of 138, and 59 events. The second term, "Media", belongs to cluster 2, with a total of 30 links, an overall connection strength of 142, and 74 events. The third term, "Multimedia", belongs to cluster 2, with a total of 27 links, an overall connection strength of 110, and 55 events. The fourth term "art" belongs to cluster 1 with a total of 34 links, an overall link strength of 138 and 59 events. From 2018 to 2020, the survey found research fluctuations in several media-based art learning media studies (65, 110, and 124 publications per year, respectively). The number of studies decreased from 44 (2021) to 16 (2023) from 2021 to 2023. Thus, there are still many opportunities for researchers to discuss it.

In the Educational Nexus: Understanding the Sequential Influence of Big Five Personality Traits, Major Identity, and Self-Esteem on Academic Outcomes through Clustering Algorithms

This study investigates the relationship between the Big Five personality traits, major identity, self-esteem, and academic outcomes in education. It uses clustering techniques to examine the impact of these factors on students’ academic performance. The research reveals unique patterns when considering personality traits, major identity formation, and self-esteem. The findings highlight the importance of considering these factors when understanding academic attainment trajectories. The study uses popular clustering methods like K-means, DBSCAN, and Hierarchical clustering to reveal latent clusters and provide unique profiles with different combinations of major identity orientations, personality traits, and self-esteem levels. The performance of clustering algorithms is also evaluated using standard assessment metrics. The findings offer insights into the sequential influence of these factors on academic outcomes, guiding the design of student-centric learning materials and providing a framework for promoting successful academic results through an all-encompassing strategy for student development.

Overcoming Learning Barriers in Faraid Education for Improved Student Outcomes

General Background: Pondok Pesantren (Islamic boarding schools) are vital for character and knowledge development in Indonesia, especially in the study of faraid (Islamic inheritance law). Specific Background: At Wali Barokah Islamic Boarding School in Kediri City, students face obstacles such as ineffective teaching methods, limited resources, and challenges in understanding Arabic texts. Knowledge Gap: Existing research has not thoroughly analyzed these specific barriers and their impact on learning outcomes. Aims: This study identifies the obstacles faced in faraid education and offers strategic recommendations for improvement. Results: Using qualitative methods, the research reveals that methodological issues, insufficient materials, and rigid teaching styles significantly hinder student understanding and motivation. Novelty: This study provides a comprehensive analysis of the barriers affecting faraid learning. Implications: It highlights the need for adaptive teaching methods and improved resources to enhance student engagement and comprehension, ultimately fostering competent graduates in accordance with Islamic law. Highlights: Ineffective Teaching Methods: Predominantly traditional approaches lead to student disengagement and reduced comprehension. Language Challenges: Difficulties in understanding Arabic texts hinder students' ability to grasp complex concepts in faraid. Resource Limitations: Insufficient learning materials negatively impact the applicability and relevance of the knowledge acquired by students. Keywords: Faraid Knowledge, Islamic Boarding School, Learning Obstacles, Teaching Methods, Student Motivation

314 - The Development of Learning Materials for Preparing Virtual Patients for Magnetic Resonance Imaging Study Using Virtual Reality Technology for Students of Radiological Technology

314 - The Development of Learning Materials for Preparing Virtual Patients for Magnetic Resonance Imaging Study Using Virtual Reality Technology for Students of Radiological Technology

Developing Canva-Based Sitekol on Collage Topic for First-Grade Public Elementary School Students

The study aims to create a learning media product using Canva for elementary school students to alleviate the lack of learning materials, which has been negatively impacting student academic performance. The research also seeks to evaluate the practicality and effectiveness of the learning media product. This study uses research and development with ADDIE design. The results of the analysis revealed that some students do not meet the minimum standards and require learning tools to improve their skills in cutting and sticking when studying collage topics. This research developed Sitekol media on collage topics in the design stage using Canva and Wordwall applications. The validity test results showed that Sitekol media received a 90% score from media experts for color appearance, image combinations, fonts, media layout, videos, and practical use. Material experts rated it at 95.3% for material aspects, levels of thinking, and supporting learning content. Students also found Canva-based Sitekol learning media to be beneficial as a teaching tool due to its accessibility, portability, convenience, interactive features, and detailed learning media instructions. The statistical tests conducted resulted in significant findings with high average values. Students responded very positively to the practicality of the media, giving an average score of 4.9 out of 5, indicating 98% of the ideal score. It can be concluded that using Canva-based Sitecol learning on grade 1 collage material exhibits practicality and validity as a learning medium.

Microlearning technology based on video content: advantages, methodology and quality factors

Abstract The quality organization of the educational process using video-based microlearning technology can have several benefits for students. These include the ability to learn at their own pace and according to their individual needs, access from anywhere at any time, and focus on specific topics and tasks, which allows them to better absorb the learning material. Microlearning technology is being used effectively in business for employee training. However, the present study focused on the process of teaching using microlearning technology based on video content within the discipline Information Systems and Technologies in Economics. The experiment involved teachers and students of the National University of Life and Environmental Sciences of Ukraine (NULES). To evaluate the quality of video-based microlearning technology, a data coverage measurement and analysis model (SBM-DEA) was used. The input factors were indicators of the quality of the e-course and learning technology, and the output parameters were students’ academic performance, students’ and teachers’ evaluation of the e-course and learning technology. The results showed that out of 39 respondents, 29 confirmed the effectiveness of this technology, which is 75% of the total. This indicates that the introduction of microlearning technology into the educational process has improved learning outcomes and that this technology has been positively evaluated by both teachers and students. The results of the study are important for improving the quality of organization of the educational process using the technology of microlearning based on video content, identifying key factors of quality of microlearning based on video content.

Pengembangan LKPD Berbasis Problem Based Learning pada Pembelajaran IPAS Materi Wujud Zat dan Perubahannya di Kelas IV

The purpose of this study was to produce Problem Based Learning-based LKPD products in IPAS learning material on the form of substances and their changes in class IV SDN 22 West Pontianak. This research uses the research and development (RnD) method with the ADDIE approach which contains four research steps, namely analysis, design, development and implementation. At the product trial stage, it was conducted in class IV SDN 22 West Pontianak with a total of 25 students. Data were collected through product validity tests by expert validators and students and teacher response questionnaires to LKPD products. The results of the material aspect validity test showed a percentage of 96% with the interpretation of “very feasible”. The results of the design aspect validity test showed a percentage of 92% with the interpretation “very feasible”. The results of the language aspect validity test showed a percentage of 95% wirh the interpretation of “very feasible”. LKPD products trials were conducted in small groups and large groups. The results of students responses in small groups showed a percentage of 91% with the interpretation of “very feasible”, while the results of students responses in large groups showed a percentage of 92% with the interpretation of “very feasible”. The results of the teacher’s response showed a percentage of 94% with the interpretation of “very feasible”. Based on the overall results of the assessment, it can be concluded that the Problem Based Learning-based LKPD product developed is very feasible to be used in the learning process of IPAS material on the form of substances and their changes in class IV SDN 22 West Pontianak.

A novel method for a technology enhanced learning recommender system considering changing user interest based on neural collaborative filtering

This study introduces an advanced recommender system for technology enhanced learning (TEL) that synergizes neural collaborative filtering, sentiment analysis, and an adaptive learning rate to address the limitations of traditional TEL systems. Recognizing the critical gap in existing approaches—primarily their neglect of user emotional feedback and static learning paths—our model innovatively incorporates sentiment analysis to capture and respond to nuanced emotional feedback from users. Utilizing Bidirectional Encoder Representations from Transformers for sentiment analysis, our system not only understands but also respects user privacy by processing feedback without revealing sensitive information. The adaptive learning rate, inspired by AdaGrad, allows our model to adjust its learning trajectory based on the sentiment scores associated with user feedback, ensuring a dynamic response to both positive and negative sentiments. This dual approach enhances the system’s adaptability to changing user preferences and improves its contentment understanding. Our methodology involves a comprehensive analysis of both the content of learning materials and the behaviors and preferences of learners, facilitating a more personalized learning experience. By dynamically adjusting recommendations based on real-time user data and behavioral analysis, our system leverages the collective insights of similar users and relevant content. We validated our approach against three datasets—MovieLens, Amazon, and a proprietary TEL dataset—and saw significant improvements in recommendation precision, F-score, and mean absolute error. The results indicate the potential of integrating sentiment analysis and adaptive learning rates into TEL recommender systems, marking a step forward in developing more responsive and user-centric educational technologies. This study paves the way for future advancements in TEL systems, emphasizing the importance of emotional intelligence and adaptability in enhancing the learning experience.

Extended Learning beyond Physical Schools in Rural Contexts in Uganda; a Case of Kyotera District

The period of Covid -19 pandemic unlocked many lessons and opened up the need to benchmark various interventions in the social setup, more so, the means to manage social services like education. Education is a right enshrined in article 26 (1) of the 1948 United Nations Human rights Declaration, and the Constitution of the Republic of Uganda (1995), particularly articles 30, 34(2) and objective XVIII. Uganda’s Vision 2040 asserts that, the education curriculum, examination and instruction methods should always be revised to suit the proposed changes in the education system as well as being responsive to the global demands. The COVID-19 lockdown which took almost two years, introduced non-formal learning through use of internet, radios and televisions but these did not favor rural settings. In Uganda, 55.2 percent of households have radios, 7.2 percent own televisions while 19 percent can access internet with ease. Basing on participatory action design laid on the social learning framework the assumption is that data becomes information only when filtered through a theory of reality that common data is set on the policy environment, yielding diverse political strategies and holding distinct practical programs for implementation if interpreted through different value filters. This intriguing reality led us to visit 25 out of 30 Local Council (LC) one (1) Chairpersons in Kyotera and Kasaali Town Councils and found that each received one copy of learning materials which could be accessed through photocopying yet 10 percent of the beneficiaries could comply. To address the challenge and using these materials, we organized a total of 168 audio lessons for primary one to six; and senior one to three classes which we recorded and saved on memory sticks. We drew a timetable of three hours a day throughout a week and louder speakers were mounted in 11 most rural villages in Kyotera District to deliver lessons. Through interviews conducted on visit of at least one home from a village and from political leaders, testimonies showed that learning took place. Head teachers interviewed [4] also confirmed the same We concluded that through recorded audio lessons, content can well be delivered at any time. We recommend that; Governments, institutions, teachers and other facilitators, should adopt the model to extend learning to beyond classrooms with audio lessons for future use in learning and revisions. This can be through transmission of lessons on simple memory sticks and discs. Stakeholders at all levels of education should be encouraged to appreciate existence of pre- developed lessons and lectures which Amy not require internet connection by teachers -Government Organizations should use the model and fund extension of learning in rural villages in order to affirmatively have all learners supplement on learning obtained from classrooms

NONLINEAR LEARNING PATH: A SYSTEMATIC REVIEW

Students benefit from a nonlinear learning path, also known as a nonsequential learning path, because it allows them to control the pace and sequence of their learning. However, the dynamics of a nonlinear learning path, particularly within an open learning environment like MOOCs, remain underexplored. The current study aims to map out various nonlinear learning paths and explore the potential for personalisation within these environments. Guided by the PRISMA 2020 Statement, we conducted a comprehensive review of 3,418 articles from three databases, focusing on 30 that were relevant to nonlinear learning paths in open learning environments. We discovered that a nonlinear learning path in MOOCs involves path selection, cyclical paths, or skipped paths, all influenced by the design of the MOOC learning materials. In classrooms utilizing an open learning environment, a nonlinear learning path is facilitated by activities such as face-to- face or online discussions, self-study materials, student-created content, project mentoring or coaching, peer feedback, and co-learning activities. Additionally, personalisation, tailored by educators or technology, is key to preventing students from becoming disoriented within these open learning environments. Our findings highlight the importance of promoting nonlinear learning paths in both classrooms and MOOCs, developing learning path recommender systems, and creating supportive MOOC learning materials. Future research should explore students’ perceptions of nonlinear learning paths within an open learning environment, particularly focusing on the integration and impact of MOOC learning materials.

Utilization of Ice Breaking Techniques to Reignite Students' Engagement in Learning within Elementary Education

It is common and often happens when the teaching and learning process occurs; students feel bored with learning. Teachers must be more creative in finding out the way to create more enjoyable learning. This study aims to understand the implementation of ice breaking so that every learner uses ice breaking to know the supporting factors and to overcome the inhibiting factors. This study uses a descriptive-qualitative approach. The subjects of this study were teachers as class teachers and class I.A. students. Data collection techniques in this study used interviews, observations, and documentation. The validity of the data in this study used source and technology triangulation. The interactive analysis model was used for data analysis in this study and was carried out in four stages: data collection, data reduction, data presentation, and drawing conclusions. The results showed that students were thrilled and interested in using ice-breaking in the teaching and learning process, which was carried out at the beginning, middle, and end of learning. Students' very high interest and interest affect student learning outcomes so that students can understand the learning material faster. For subsequent researchers, it is hoped that they can apply and find out about the types of ice breaking that can overcome student boredom and restore students' interest in learning.

E-Learning Web Elements for Brickwork Course in theConstruction Technology forVocational Training

E-learning web is a learning material delivered in electronic media through HTML (Hyper Text Markup Language), programming for the Construction Technology Program. This study was conducted to design and develop reference material asan e-learning web for the brickwork course based on modifying the ADDIE model. The objective of this study is to identify the aspects of web element requirements, the appropriateness of design, format, and content in the e-learning web of the brickwork course and the usability of the e-learning web. This study is a development and survey involving three types of respondents: three creative multimedia experts from Universiti Tun Hussein Onn Malaysia,lecturers, and students in construction technology programs from vocational colleges.The questionnaires and feedback forms were used using dichotomous and Likert scales. Theresults of the study indicated that all lecturers and students agree with the appropriateness of the design, format, content, and usability of the e-learning web. Overall, the development of the e-learning web of the brickwork course for the construction technology program is expected to help improve student understanding and be beneficial as an input for web developers, especially for developing educational materials for Web 4.0.

Self-Study and Discussion Promote Students’ Science Learning

AbstractMany have investigated the effectiveness of teaching methods across different disciplines. In a previous study, we found the superior effectiveness of a two-part learning sequence consisting of self-study followed by discussion in humanities education. To examine the possibility of similar findings in science education, we compared that sequence with a traditional lecture–based teaching. Results indicate that self-study combined with discussion yields higher test scores, demonstrating its potential as a beneficial teaching strategy in science education. In Experiment 1, undergraduate students from various disciplines studied introductory biology under five different conditions: self-study and discussion, lecture and discussion, lecture and review, self-study and review, and self-study and review with additional learning materials. Results indicated that the self-study and discussion condition yielded higher test scores than both the lecture and discussion condition and the three review groups. There were no significant differences in scores among the three review groups. These results demonstrate that discussion is an effective learning method and that self-study enhances the benefits of discussion. In Experiment 2, which involved science and engineering majors, we successfully replicated the design of Experiment 1 using physics for the two discussion conditions: self-study or lecture. We also performed in-depth analyses of student interactions during the discussions. Among the two discussion groups, the self-study and discussion group exhibited more active and constructive engagement in sharing unknowns, leading to enhanced learning. These findings suggest that integrating self-study with discussion can significantly enhance learning outcomes in science education. This approach not only improves test performance but also fosters deeper student thinking. Thus, educators might consider adopting this method to create more interactive and effective learning environments in science courses.

Application of Project-Based Learning Model to Social Studies Learning Materials of the Independent Curriculum at SDN 01 Depok City

This research aims to obtain a clearer picture of how PBL can be implemented effectively in social studies learning in elementary schools, and can provide input for educational policy makers in formulating policies that support the implementation of innovative learning models and in accordance with dynamic curriculum demands. This research uses a quantitative approach with a quasi-experimental design. This approach was chosen because it is suitable for measuring the effectiveness of implementing the Project-Based Learning (PBL) learning model in improving student learning outcomes in Social Sciences (IPS) subjects. The research results show that the t test results show that the calculated t value (4.321) is greater than the t table (2.001) with a p-value 0.05. Meanwhile, the results of critical thinking, collaboration and creativity skills experienced a significant increase after implementing PBL, with an average increase of 16.7 to 17.9 points. This indicates that there is a statistically significant difference between the learning outcomes of students who use the PBL model and those who use conventional learning methods. Therefore, it can be concluded that the PBL learning model is more effective in improving students' social studies learning outcomes.

Development of Technological Learning Media to Increase Students' Civic Knowledge

Objective: This study focused on developing Bekatal learning media (Digital Civics Education) to enhance students' civic knowledge. This was motivated by issues identified in students' understanding of civic knowledge. The study analyzed the feasibility and effectiveness of Bekatal learning media for enhancing students' civic knowledge. Method: The research employed the Four D (4D) model, involving samples from both experimental and control classes. Results: The findings indicate that the Bekatal learning media developed to enhance students' civic knowledge is feasible for use, with expert The findings show that the Bekatal learning media which was developed to increase students' civic knowledge is suitable for use, with the categories of very appropriate assessment from subject matter experts, very appropriate from media experts, very appropriate from language experts, and very appropriate from evaluation experts. Furthermore, from the results of the t-test, it can be concluded that there is an increase in students' civic knowledge before and after using Bekatal learning media. Based on these data, it can be concluded that the Bekatal learning media is feasible and effective in enhancing students' understanding of civic knowledge. Novelty: This research provides an innovative technological learning media that makes users feel the sensation of playing with learning materials by the learning objectives. So that users feel energized and like they are learning but feel like they are playing.