Learning Research Methods Research Articles

Hands-on immunology: Engaging learners of all ages through tactile teaching tools.

Ensuring the public has a fundamental understanding of human–microbe interactions, immune responses, and vaccines is a critical challenge in the midst of a pandemic. These topics are commonly taught in undergraduate- and graduate-level microbiology and immunology courses; however, creating engaging methods of teaching these complex concepts to students of all ages is necessary to keep younger students interested when science seems hard. Building on the Tactile Teaching Tools with Guided Inquiry Learning (TTT-GIL) method we used to create an interactive lac operon molecular puzzle, we report here two TTT-GIL activities designed to engage diverse learners from middle schoolers to masters students in exploring molecular interactions within the immune system. By pairing physical models with structured activities built on the constructivist framework of Process-Oriented Guided Inquiry Learning (POGIL), TTT-GIL activities guide learners through their interaction with the model, using the Learning Cycle to facilitate construction of new concepts. Moreover, TTT-GIL activities are designed utilizing Universal Design for Learning (UDL) principles to include all learners through multiple means of engagement, representation, and action. The TTT-GIL activities reported here include a web-enhanced activity designed to teach concepts related to antibody–epitope binding and specificity to deaf and hard-of-hearing middle and high school students in a remote setting and a team-based activity that simulates the evolution of the Major Histocompatibility Complex (MHC) haplotype of a population exposed to pathogens. These activities incorporate TTT-GIL to engage learners in the exploration of fundamental immunology concepts and can be adapted for use with learners of different levels and educational backgrounds.

UPAYA MENINGKATKAN HASIL BELAJAR IPA MATERI PERUBAHAN SIFAT BENDA MENGGUNAKAN METODE INKUIRI

Natural Sciences (IPA) is the result of human activities in the form of organized ideas and concepts, about the natural surroundings obtained from experience through scientific processes. In learning science, students must be active so that what is learned becomes meaningful. In the initial observation of science lessons at SDN Sukamaju 3, it was found that learning outcomes did not meet the predetermined KKM standard, namely 65, students who finished studying <30%, and student activities were less than optimal because the learning process was boring. This research is a classroom action research that aims to determine the improvement of science learning outcomes at SDN Sukamaju using the inquiry learning method. The subject of this research is the third-grade student number 23, this research is conducted in three cycles in each cycle an objective test is held. In the results of the research cycle I the percentage of student activity results is 69.56% and the average grade is 63.91, then in the second cycle the percentage of student activity is 78.26%, and the average value increases to 64.13, and in the third cycle the percentage student activity is 95.65%, and the average values reach 77.17. Based on the results of this study, it can be said that the application of the inquiry learning model in science lessons on the subject of changing objects can improve the learning outcomes of third-grade students at SDN Sukamaju 3, Tapos District, Depok City.

Inquiry Approach Learning Methods Affecting Critical Thinking Skills in Nursing Students in the Pandemic Era

Introduction: The COVID-19 pandemic has made all lines of nursing education switch to an online system. The use of learning methods with an inquiry approach has been widely used but with a combination of podcast media there is still no research to improve critical thinking of nursing students. The purpose of this study was to examine the effect of the learning method with an inquiry approach with a combination of podcast media on nursing students' critical thinking skills and student satisfaction.Methods: This research is a mixed-methods research with quantitative and qualitative approaches. First year nursing students taking community nursing courses consisting of 53 students. The quantitative study used Pearson's Chi-square test and the differences between the dependent and independent variables were analyzed by t-test. Qualitative research using students' opinions about the inquiry method with a combination of podcast media is determined by using a structured interview form.Results: The experimental and control groups also differed significantly in their scores for the CTMS expectation subscale (p: 0.036), achievement (p: 0.016) and utility (p: 0.014), but they were not significantly different in terms of costs (p: 0.071). The students reported that the inquiry learning method combined with podcast media facilitated their learning and management of the nursing process, but they sometimes had difficulty.Conclusions: It can be concluded that the learning method with an inquiry approach with a combination of podcast media improves the critical thinking skills of nursing students. The research implications show how the findings may be important for future policy, practice, theory, and research on learning methods.

Implementation of Inquiry and Group Methods Investigation in PJOK Towards Student’s Participation and Critical Thinking

Physical education is an important part of developing students' interests and talents in schools. Teachers must have a strategy for learners. This research aims to analyze the implementation of the inquiry learning method and group investigation on participation and critical thinking of students. This research was quasi-experiment by using two group pretest-posttest design. The sample in this research were 51 eighth grade students of SMPN 4 Pamekasan. The data collection was carried out using questionnaires and students’ activity assessment sheets. Furthermore, the data analysis was carried out univariate by using the SPSS application. The results of this study in group 1 with the inquiry learning method showed an average increase in student participation by 5%, and critical thinking by 8.8%. Furthermore, the group investigation method in group 2 showed an average increase in student participation by 7.3% and critical thinking by 15.2%.

Assessing the perceived research competencies of academic librarians in Pakistan: Implications for work performance

This study aims to investigate the research experience, perceived research capabilities, and role of LIS education in reading and doing research. It further explores their preferred educational activities to learn research skills and the impact of research competencies on their work performance. An online survey was conducted through a questionnaire and the data were collected from the librarians working in academic libraries in Pakistan. The findings revealed that a majority of the academic librarians wrote either journal article/s or presented their research in conferences. With regard to research competencies, academic librarians indicated their high confidence in performing discrete steps involved in a research project. However, the participants noted their lack of confidence in knowing which statistical test(s) to run and how to code qualitative data to identify themes and sub-themes. The study also revealed that Library Information Science (LIS) qualification more adequately trained academic librarians to read about rather than conduct research. Academic librarians considered continuing education programs (i.e. workshops, seminars, sessions, and attending conferences) as an effective delivery mode for learning research methods. The research competencies of the participants also came out as a positive predictor of work performance. The study suggests that academic libraries, LIS schools, and other organizations, should be keenly aware of librarians’ research learning needs and facilitate them by creating a supportive environment for learning and applying research knowledge.

Implementasi Inquiry Learning melalui Aplikasi Google Classroom Mata Pelajaran Fiqih

This study aims to find out how the implementation of Inquiry Learning method learning through Google Classroom in Fiqh subjects, to find out the advantages and disadvantages of Inquiry Learning method learning through Google Classroom on Ijarah Fiqh subjects. The results showed that: the implementation of learning used when learning (online) used Google Classroom, namely the teacher referred to the government's recommendation, namely using one sheet of lesson plans. While the advantages of the Inquiry Learning learning method through the Google Classroom application include: (1) This inquiry learning can provide space for students to learn according to their style/desire, (2) Students become more independent during assignments, (3) increase creativity in learning. While the disadvantages of learning the Inquiry Learning method through the Google Classroom application include: (1) Internet signal/connection, (2) Limited Internet quota. (3) Teachers cannot supervise and supervise students during learning. The solution that will be solved by the researcher is by developing the inquiry learning provided, in the sense that students will be increasingly challenged by the problems given by the teacher. One of them is the use of audiovisuals or classrooms in Google Classroom. In addition, students can understand the material introduced by the teacher. Teachers can provide materials and assignments in the Google Classroom application, which also has the Meet feature available. So that it raises the idea of ​​creativity and independence of students in learning according to their style.

Jurisprudential Inquiry Based on Edmodo to Improving Students Critical Thinking in Citizenship Education Courses

This study aims to prove and analyze the application of the jurisprudential inquiry method based on the Edmodo electronic learning media to improve students' critical thinking skills in the Citizenship Education course. This type of research uses classroom action research by developing a model from Stephen Kemmis & Robin McTaggart in the form of a cycle of planning, action and observation, and reflection. The research subjects were 32 students. The data collection technique used a structured observation instrument and a free description test. The data analysis technique used descriptive statistics frequencies with the help of the SPSS 24 application to process the data from the student critical thinking observation questionnaire, the one sample t test with SPSS 24 to see the results of student learning completeness, and the nonparametric test - binomal test with SPSS 24 to see the results classical student learning mastery. The results showed that the high level of critical thinking of students in the Citizenship Education course by applying the jurisprudential inquiry learning method assisted by the Edmodo application. Learning Citizenship Education is no longer a boring subject for students because lecturers can apply learning methods and learning media that are combined innovatively, creatively, and effectively.

Machine Learning (ML) Methods in Assessing the Intensity of Damage Caused by High-Energy Mining Tremors in Traditional Development of LGOM Mining Area

The paper presents a comparative analysis of Machine Learning (ML) research methods allowing to assess the risk of mining damage occurring in traditional masonry buildings located in the mining area of Legnica-Głogów Copper District (LGOM) as a result of intense mining tremors. The database of reports on damage that occurred after the tremors of 20 February 2002, 16 May 2004 and 21 May 2006 formed the basis for the analysis.
 Based on these data, classification models were created using the Probabilistic Neural Network (PNN) and the Support Vector Machine (SVM) method.
 The results of previous research studies allowed to include structural and geometric features of buildings,as well as protective measures against mining tremors in the model. The probabilistic notation of the model makes it possible to effectively assess the probability of damage in the analysis of large groups of building structures located in the area of paraseismic impacts. The results of the conducted analyses confirm the thesis that the proposed methodology may allow to estimate, with the appropriate probability, the financial outlays that the mining plant should secure for the repair of the expected damage to the traditional development of the LGOM mining area.

PENERAPAN METODE INQUIRI DALAM MENINGKATKAN KETERAMPILAN MEMPREDIKSI DAN PEMAHAMAN KONSEP BELAJAR SISWA PADA POKOK BAHASAN PERUBAHAN WUJUD BENDA KELAS V SD ISLAM NW CEKING TAHUN PELAJARAN 2021-2022

In carrying out learning activities the teacher tries to use the inquiry learning method to make students more active, creative and critical and can solve problems so as to improve student achievement. This study aims to determine whether the application of the inquiry learning method in improving the skills of predicting and understanding student learning concepts on the subject matter of changing the shape of objects in class V Islamic Elementary School NW Ceking. The type of research used is classroom action research (CAR). The instruments used are tests, observations and documentation. This research was conducted in two cycles with two evaluations. Based on the results of the evaluation and observation in each cycle, the learning outcomes obtained can be seen in the evaluation results, namely the first cycle with an average value of 60.43 with classical completeness of 52.17%, and in the second cycle there is an average value of 74.56 with a classical completeness percentage of 91.30%. This shows that complete learning has been achieved in accordance with the existing curriculum. Thus the application of the inquiry method in improving predictive skills and understanding of student learning concepts on the subject matter of changing the shape of objects in class V Islamic Elementary School NW Ceking

PENERAPAN METODE INQUIRI DALAM MENINGKATKAN KETERAMPILAN MEMPREDIKSI DAN PEMAHAMAN KONSEP BELAJAR SISWA PADA POKOK BAHASAN PERUBAHAN WUJUD BENDA KELAS V SD ISLAM NW CEKING TAHUN PELAJARAN 2021-2022

In carrying out learning activities the teacher tries to use the inquiry learning method to make students more active, creative and critical and can solve problems so as to improve student achievement. This study aims to determine whether the application of the inquiry learning method in improving the skills of predicting and understanding student learning concepts on the subject matter of changing the shape of objects in class V Islamic Elementary School NW Ceking. The type of research used is classroom action research (CAR). The instruments used are tests, observations and documentation. This research was conducted in two cycles with two evaluations. Based on the results of the evaluation and observation in each cycle, the learning outcomes obtained can be seen in the evaluation results, namely the first cycle with an average value of 60.43 with classical completeness of 52.17%, and in the second cycle there is an average value of 74.56 with a classical completeness percentage of 91.30%. This shows that complete learning has been achieved in accordance with the existing curriculum. Thus the application of the inquiry method in improving predictive skills and understanding of student learning concepts on the subject matter of changing the shape of objects in class V Islamic Elementary School NW Ceking

UPAYA MENINGKATKAN KECERDASAN EMOSIONAL SISWA SMB VIHARA VAJRA BODHI MANGGALA MENGGUNAKAN METODE DISCOVERY-INQUIRY LEARNING

This research aims to describe the increase in emotional intelligence through the discovery inquiry learning method to students Buddhist Vihara Vajra Bodhi Manggala Sunday School Kudus. This is a type of classroom action research, this research consists of 2 cycles with a four-step approach, namely planning, action, observation, and reflection. Data collection techniques using questionnaires, observation, evaluation, and documentation. The results can be proven by the evaluation of students' emotional intelligence 649 or 81.12% in cycle 1 increasing to 684 or 85.5% in cycle 2. 59 or 73.75% in cycle 1 and 76 or 95% in cycle 2. Meanwhile, based on individual observations 552 or 69% in cycle 1 increased to 778 or 97.25 in cycle 2. Based on the results of increasing students' emotional intelligence, it can be concluded that discovery inquiry learning method can improve the emotional intelligence of Vihara Vajra Bodhi Manggala Sunday School students in Kudus.

A Study on Improved Deep Learning Structure Based on DenseNet

The existing image-related deep learning research methods are conducted through algorithms based on feature identification and association, but there are limits to their accuracy and reliability. These methods are inefficient for artificial neural networks to extract features and learn because of the loss of spatial information in the process of removing background and flattening images and have a limit on increasing accuracy and reliability. The deep learning algorithm applied in this study was based on the DenseNet neural network which is recently the best in performance and accuracy, and its architecture was improved with a focus on increasing the learning performance. As a result of the experiment, both speed and accuracy of learning data were more increased than the existing DenseNet architecture, which means to diagnose more images than the existing methods within the same amount of time.

Mobile microlearning: a systematic literature review and its implications

ABSTRACT The study aimed to conduct a systematic literature review to identify the trends, impacts, and challenges of mobile microlearning (MML) research. Using five academic databases from the fields of social science, engineering, and medical science as search sources, 26 scholarly articles, published between 2015 and 2020, were retrieved. The study applied a content analysis method to analyze and synthesize the data with three focal points: (a) research purposes and publication sources; (b) research settings, including learning domains, contexts, research methods, measures, and participants; and (c) research outcomes, advantages, and challenges of MML based on the reviewed literature. Results indicated that the mixed-method approach has become a trend in MML studies and MML has been widely applied in both formal and informal settings, especially in the just-in-time workplace learning. In terms of advantages, MML not only enhanced learners’ achievement and motivation but also improved skills and knowledge retention. Some deficiencies of MML that were identified included the need for further investigation on meaningful designs of microcontents to fit into small screen mobile devices and issues of usability. The paper discusses implications for researchers and practitioners.

Impact of Inquiry Learning Method on the Grammatical Accuracy of Iranian EFL Learners’ Writing

Impact of Inquiry Learning Method on the Grammatical Accuracy of Iranian EFL Learners’ Writing

INQUIRY METHOD ANALYSIS IN PROCESS LEARNING OF PEOPLE'S POETRY

In an education, learning is supported by various methods, media, and learning models to improve the quality of learning. In this article, the author only focuses on one example of the method used to assist the teaching and learning process. The method is a way whose function is as a tool to achieve a goal. The better the method, the more effective the attainment of the goal. This writing aims to describe the inquiry method regarding the strengths and weaknesses in the process of learning folk poetry and the reconstruction of the inquiry method in the process of learning folk poetry. This writing is a non-research scientific article, where only the author's ideas are expressed. Compiled from several theories such as learning folk poetry, learning methods, learning methods in the 2013 curriculum, and related to inquiry learning methods. The results of this paper are found the weaknesses and strengths of the inquiry method in learning poetry and the weaknesses are reconstructed to make it better or more effective.

The Effect of using Group Investigation Methods, Inquiry and Learning Style on Learning Outcomes

This study aims to distinguish 2 learning methods, namely investigative learning methods that will be compared with inquiry learning methods. Both methods apply a learning model that prioritizes groups and makes discoveries. The results of hypothesis testing concluded that the group learning method has higher learning outcomes than the inquiry learning method, while students who have different learning outcomes are dominated by students who have kinesthetic, then visual and auditory learning styles. The third conclusion is obtained that the learning methods and learning styles have a positive interaction on the achievement of student learning outcomes.

Developing and Implementing an Intervention Study: Strategies for Mentoring Students Throughout the Research Process

Introduction Designing and conducting an intervention study is an arduous task for students that requires strong teaching and mentoring practices from psychology instructors. Statement of the Problem Most research methods textbooks simply describe how an intervention is incorporated into a research study design (Johnson & Christensen, 2016), but rarely discuss steps on how to plan and develop an intervention study, leaving instructors without a guide to mentor students throughout the process. Literature Review Some research methods education instructors incorporate teaching techniques such as problem-based learning, “learning by doing,” or by incorporating online modules into their research methods curricula (Gurung, R. A. R., & Stoa, R. (2020). A national survey of teaching and learning research methods: Important concepts and faculty and student perspectives. Teaching of Psychology, 47(2), 111-120.). Teaching Implications This article provides a summary of best practices from the literature and from our experiences in planning, developing, and implementing rigorous intervention studies utilizing a checklist teaching-tool intended for undergraduate- and graduate-level psychology instructors. Additionally, teaching tips on incorporating hands-on intervention activities and projects into coursework are provided (Butler, B. M., & Morrow, J. A. (2021). Developing and implementing an intervention study: Strategies for mentoring students throughout the research process supplementary material. Figshare). Conclusion This checklist can enhance the teaching and mentorship of students to ensure successful intervention studies of their own.

Learning research methods in art and design

The purpose of this review is to represent the significance of learning the research methods in art and design, specifically. The review particularly focuses on learning the methods provided by two key researchers in art and design fields. In the book titled “visualize research: a guide to the research process in art and design", the authors take the reader into a journey with the powerful perception of visual thinking through the experimental approach used in this research category. The review also represents the authors’ emphasis on learning research methods to conduct high-quality research studies in art and design, which ultimately impacts the world.

Validitas Lembar Kerja Siswa (LKS) Biologi Berbasis Pembelajaran Guided Inquiry

The existing worksheets (LKS) are generally less attractive, the images in the worksheets are less clear and colorless, no source of images are listed, the worksheets have not used a complete LKS format, such as instructions for using good worksheets for teachers as well as the students and the student worksheets used were not arranged neatly and systematically. The use of learning methods that are not quite right. Therefore it is necessary to have teaching materials related to the 2013 curriculum, one of which is teaching materials that have the guided inquiry learning method. It was drafted a student worksheet based on guided inquiry learning. This study validates the guided inquiry learning based biology student worksheet on the material of life organization systems. This study aims to determine the validity of biology student worksheets based on guided inquiry learning. The method used in this research is development (Research and Development). The design of development research is carried out through several stages that have been modified according to the needs of the researcher, namely: the definition stage (Define), the design stage (Design), and the development stage (Develop). At the defining stage, conducting a needs analysis, the design stage carried out the preparation of worksheets, and the development stage carried out expert validation. The instrument used in this study was a validation sheet. The data collection technique in this research is validation. The data analysis technique in this research is descriptive qualitative. The results showed that the validity of biology student worksheets based on guided inquiry learning was valid. The resulting worksheets are feasible for use with a validity level of 2.96. Thus, It can be concluded that the student worksheet is valid and suitable for use as teaching material.

Inquiry based method on academic achievement of Biology students at secondary level in Hazara divison, Pakistan

Introduction: Inquiry based method is one of the innovations in teaching techniques. Despite its benefits, inquiry based method has not got due popularity in the Pakistani context. Purpose: The objectives of the study were to examine the effects of Inquiry Based Method on the academic achievement of students Biology at secondary level, to compare the academic achievement of low-achievers of Biology at secondary level taught through inquiry Based Method and Lecture Method, and to compare the academic achievement of high-achievers of Biology of secondary level taught through Inquiry Based Method and Lecture Method. Methodology: Two null hypotheses were formulated in order to achieve the objectives. One hundred twenty (120) science students of grade 10th (2017-2018) from GGHS No. 2 Haripur were considered as population. Sixty (60) Science students of grade 10th from GGHS No. 2 Haripur were selected as sample of the study. These students were divided into two equivalent groups i.e. control (n=30) and experimental group (n=30) on the basis of mean scores of pre & post- test on Biology. Experimental group was taught through Inquiry Based Method and control group was taught by Traditional Lecture Method for eight weeks. Results: The analyzed data revealed that experimental group significantly performed better than the control group. Similarly, the lower achievers of experimental group showed significantly better performance than lower achievers of the control group. Recommendations: It was recommended that teachers who are teaching Biology at secondary school level may be trained to teach Biology by applying Inquiry group learning method.