Learning Outcomes Of Course Research Articles

Improving Students’ Social Studies Learning Outcomes Using the Group Investigation Model

This study aims to explore how the group investigation model could be used to improve student learning results in social studies courses. This study was a two-cycle classroom action research study. Six students of class IV from SDN Inti Sungai Miai 11 Banjarmasin participated in this study for the 2020/2021 academic year. Data were collected using observation techniques on implementing lesson plans and student activities and testing on student learning outcomes. The student standard score was ≥ 70, and the expected classical success indicator was 81%-99%. According to the research findings, teacher activity received a score of 90.625 on very good criteria. With practically all active criteria, student activity improved to 85.7%. Individual learning outcomes showed that five students with a classical completeness of 83.33% were nearly entirely complete. Based on these findings, it was possible to conclude that using the Group Investigation model could increase student learning outcomes in social studies courses.

Scenario- and discussion-based approach for teaching preclinical medical students the socio-philosophical aspects of psychiatry

BackgroundThis study used a scenario- and discussion-based approach to teach preclinical medical students the socio-philosophical aspects of psychiatry and qualitatively evaluated the learning outcomes in a medical humanities course in Taiwan.MethodsThe seminar session focused on three hypothetical psychiatry cases. Students discussed the cases in groups and were guided by facilitators from multiple disciplines and professions. At the end of the semester, students submitted a narrative report comprising their reflections on the cases and discussions. The authors utilized content analysis to categorize students’ narratives into three facets, namely, the philosophical, social and individual.ResultsIn total 163 preclinical medical students participated in the class; 150 of them mentioned the scenario-based lesson in their reports; 33.3% of these reports discussed the case at the philosophical dimension (n = 50), 45.3% at the social dimension (n = 68), and 26.6% at the individual dimension (n = 40). Four major themes emerged: (1) a psychiatric diagnosis has far-reaching consequences for an individual’s life, (2) the social structure affects how patients experience psychiatric disorders, (3) students related personal experience or those of friends and family to understand psychiatric disorders, and (4) medical humanities are of particular importance in psychiatric education.ConclusionsThis study demonstrated that the scenario-based discussions led by a multidisciplinary team of facilitators can benefit medical students with limited clinical experience to contemplate the socio-philosophical aspects of psychiatry. The authors suggest that this pedagogical model during preclinical education should be encouraged.

Problem-based learning for improving problem-solving and critical thinking skills: A case on probability theory course

Problem-based learning (PBL) has been widely applied as an alternative to improve learning outcomes, but it is still little studied in the context of the probability theory course. This study described how implementing the PBL model improves students’ problem-solving and critical thinking skills in probability theory course and evaluates its quality. This design research involved 58 undergraduate students and two probability theory course lecturers from two universities in Indonesia as participants. Data collection used observation to describe PBL implementation, then questionnaire and pretest-posttest to evaluate the quality of the model. This study produced a PBL model for the probability theory course which is implemented through five steps: i) Orienting students on problems; ii) Organizing students to study; iii) Assisting individual and group investigations; iv) Developing and presenting work or solutions; and v) Analyzing and evaluating problem solving processes. Lecturers and students consider that the implementation of PBL is practical. PBL implementation can also improve students’ problem-solving skills and critical thinking in the probability theory course. Thus, implementing PBL can be used as a solution to optimize learning outcomes in the probability theory course.

The Effectiveness of the Blended Learning Approach Based on Edmodo to Enhance Student Learning Outcomes in English Courses

<div class="WordSection1"><p><span lang="EN-US">A learning model called blended learning mixes online and face-to-face instruction. It includes multiple implementation techniques, instructional models, and learning styles. </span><span lang="EN-US">The Edmodo application media is one of the educational chances supplied by exploiting current ICT advances. The purpose of this study was to determine the effectiveness of learning using the Edmodo-based blended learning model in improving student learning outcomes in English courses. </span><span lang="EN-US">This study employed an experimental research methodology. Data are grouped and extraneous information is reduced due to the descriptive qualitative approach's framework, which collects data through testing, observation, and documentation. In this study, data analysis started with data collecting and was then condensed, including summarizing, choosing the most crucial information, concentrating on it, searching for themes and patterns, and removing irrelevant information. Based on the research findings, two approaches—online via the Edmodo application and offline—are recommended for implementing the blended learning strategy based on Edmodo (face to face). Students use Edmodo to interact with lecturers and other students during online lectures. Beforehand, the lecturer created a virtual class on Edmodo and connected all the students to it. The in-person meetings include group discussions based on the material covered in the online classes. Events held in person can also be hosted using the Edmodo app. Based on test results and an analysis of the learning outcomes of students who used the blended learning strategy built on Edmodo, it is rated in the very good category.</span></p></div>

Effect of Problem-Based Learning Model on Learning Outcomes in Microeconomic Course

The purpose of this research is to analyze effect of problem-based learning model on learning outcomes in microeconomic course. The approach used in this research is a quantitative approach. Population in this study are students from Medan City Private Universities. Due to the large population, sample is determined randomly, namely 50 respondents. The data analysis technique in this research uses simple linear regression analysis. The research results show that problem-based learning model has a positive and significant effect on learning outcomes in microeconomic course.

Research on Evaluation Model of University Dance Practice Course Based on Dance Flow Theory

This study focuses on the evaluation model of university dance practice courses based on Dance Flow theory. Firstly, through the analysis of the research background, the purpose of this study is clarified, emphasizing the shortcomings of students’ emotional and cognitive development in existing teaching models, as well as the lack of attention to students’ Flow state. Secondly, through literature research, the relevant concepts of Dance Flow theory are defined, exploring the characteristics of Flow state and its importance in evaluating dance practice courses. Thirdly, the significance and challenges of evaluating university dance practice courses are analyzed. Course evaluation can help students and teachers improve their practical abilities and teaching quality. However, there are challenges in formulating scientifically reasonable evaluation criteria and balancing objectivity and subjectivity. Therefore, the study proposes strategies to optimize the evaluation model using Dance Flow theory. Lastly, through the implementation and analysis of the evaluation model, relevant conclusions are drawn. The conclusions include: Firstly, the evaluation model based on Dance Flow theory effectively assesses students’ performance and learning outcomes in dance practice courses. Secondly, the study finds that there are differences in Flow experience and learning outcomes among different students in dance practice courses.

Pemanfaatan Media Business Model Canvas (BMC) Dalam Meningkatkan Hasil Belajar Perencanaan Usaha Pada Mata Kuliah Kewirausahaan

The learning outcomes of each student tend to vary according to their level of intellectual intelligence. Some students have a level of ability above other students, some are at an average level of ability and some are below the ability of other students. This can be seen when the teaching and learning process occurs, often some students dominate the atmosphere and others are just passive. In entrepreneurship courses, especially in discussions about business plans, students are often found to be passive, less creative, lacking ideas and just keep quiet. Therefore, in improving learning outcomes in Entrepreneurship courses, especially on the subject of business planning, one method that can be used is to use learning tools or media in the form of the Business Model Canvas (BMC). By using this media, it is hoped that student activity, creativity and learning outcomes will increase. The use of the Business Model Canvas (BMC) can stimulate student activity and creativity in the teaching and learning process because they are challenged to express their business ideas on the 9 canvas blocks that are available. Using this media will also be fun, discussing with each other, looking for new sources of knowledge and ultimately it is hoped that there will be an increase in learning outcomes. The results of the research concluded that the use of Business Model Canvas (BMC) media in the Entrepreneurship learning of the FEB Jambi University Management Study Program could be a solution in overcoming students' lack of activity in learning and minimal use of learning methods and media. Media Business Model Canvas (BMC) in Entrepreneurship learning in making business plans can improve student learning outcomes. The use of Business Model Canvas (BMC) media in Entrepreneurship learning can reduce verbalism in learning so that learning is more interesting, fun and not boring. Â

Improving learning outcomes: The effectiveness of e-book reading literacy based in learning management psychology

The research aims to improve learning outcomes of Management Psychology Courses use E-book teaching material reading literacy based for the student of the Education Administration Study Program, Faculty of Education, Universitas Negeri Padang, Indonesia. The research used 2 x 2 factorial design experimental methods with ANOVA. The research obtained the highest score 96.6 for experimental class, and 93.3 for control class. The students learning outcomes in the experimental class have an average 81.93 and average 71.75 for control class. The result of t-test for both of class, tcount was 5.11 and ttable was 1.66. It implied there was a significant difference about students learning outcomes. The learning outcomes of student that used E-book teaching material was higher than students that used printed teaching materials. The students who have high reading literacy and used E-book teaching material, the student learning outcomes was higher than the student who have high reading literacy but used printed materials. And the students who have low reading literacy and used E-book teaching material, the learning outcomes was higher than the students who have low reading literacy but used printed teaching material.

Does Gamification Make a Difference in Programming Education? Evaluating FGPE-Supported Learning Outcomes

While gamification has been paired with computer programming education on numerous occasions, most of the scientific reports covering the evaluation of its learning outcomes pertain to single-case specialized gamification applications with none or little chance of reuse in other institutions and courses; thus, they offer only limited replicability and comparability of results. In this work, we aim to address this gap by investigating the learning outcomes of a programming course based on the FGPE (Framework for Gamified Programming Education) platform, an open-source, fully configurable gamification platform developed specifically to support teaching and learning computer programming that can be used by any institution to support any programming-related course. This is, to the best of our knowledge, the very first study evaluating the learning outcomes of FGPE-supported programming education. Moreover, we address the question of whether students learning with gamified platforms limited to programming practice can benefit from additionally using non-gamified MOOCs by comparing the results attained in three groups differing in the choice of learning support tools (FGPE and MOOC vs. FGPE only vs. MOOC only).

XÂY DỰNG CHUẨN ĐẦU RA VÀ BỘ CÔNG CỤ ĐÁNH GIÁ CHUẨN ĐẦU RA HỌC PHẦN “NHẬP MÔN NGÀNH SƯ PHẠM” TRONG CHƯƠNG TRÌNH ĐÀO TẠO GIÁO VIÊN Ở TRƯỜNG ĐẠI HỌC VINH

Training and assessment according to the learning outcomes (LO) is an inevitable trend in improving the quality of teaching and learning in undergraduate education. The Introduction to Pedagogy course in the teacher training program is designed with the learning outcomes: the knowledge of pedagogy, planning skills, communication and teamwork skills, discipline training, and teacher behavior. On that basis, assessment toolkits are designed to match the course learning outcomes (CLO). The course is organized in the form of project-based learning and practical experience at preschools, primary schools, or secondary schools. The initial implementation shows learners' initiative and positivity in learning, understanding the level of requirements to be achieved through the set of assessment criteria announced at the beginning of the course, helping learners form future career competencies.

Student-led podcasts to enhance literature evaluation skills

Background and purposeCritical evaluation and understanding of primary literature is essential to pharmacy practice. This project evaluated student confidence and learning outcomes in a critical care elective course where podcasts were used as an active learning assignment for literature evaluation. Educational activity and settingThird-year pharmacy students created a 15- to 20-min podcast episode that reviewed a landmark critical care trial. A pre/post survey was used to assess student perceptions of confidence in evaluating primary literature. A standardized rubric was used to assess literature evaluation skills in several domains. FindingsNinety-two third-year pharmacy students were enrolled in the critical care elective course, and 93% (86 of 92) completed the survey. Student perceptions of their ability to evaluate literature improved for all seven questions, including comfort in interpreting study methodology and applying findings of literature to patient care. Students scored proficient on most components of the standardized rubric, with ability to discuss results and conclusions being the lowest performing domain (78.2% fully proficient). After completing the activity, students felt more confident in interpreting results, applying findings, and orally presenting a journal article to peers. Most students felt the podcast activity helped them strengthen their literature evaluation skills and recommended this activity to a peer. SummaryThird-year pharmacy students reported an improvement in confidence in the interpretation and application of primary literature after creating a podcast episode reviewing a critical care trial. Additional research with creation of podcasts or other audio/visual methods should be studied in the future.

Improving fashion design learning outcomes by problem based learning model in Vocational High School

The background of this research problem was the low learning outcomes of students in the cognitive domain of Fashion Design course. This research aims at describing the implementation of the Problem Based Learning model to improve student learning outcomes in the Fashion Design course. The research was conducted at Vocational High School 6 Padang with the method used was Classroom Action Research (CAR). This Classroom Action Research (CAR) was divided into 2 cycles. Each cycle was divided into 4 stages: 1) Planning, 2) Implementation. 3) Observation, 4) Reflection. The research subjects used were students of Grade XI Fashion Design I at Vocational High School 6 Padang, totaling 29 students. Data collection techniques used observation, tests, and documentation. The data analysis technique was carried out by quantitative and qualitative analyzing. In the first cycle, students reached the Minimum Completeness Criteria of learning outcomes as much as 55%. In the second cycle, it increased while 83% of students have reached the Minimum Completeness Criteria. Thus, it can be concluded that the implementation of Fashion Design learning by using the Problem Based Learning Model can improve student learning outcomes in grade XI Fashion Design I at Vocational High School 6 Padang.

The Relationship Between Learning Outcomes Of Pastry And Bakery Courses With Students Entrepreneurial Interest Of Family Welfare Education Study Program

The background of this research is motivated by the high number of educated unemployment in Indonesia. This study aim to describe: 1) learning outcomes of pastry courses, 2) learning outcomes of bakery courses, 3) student entrepreneurial interest, 4) analyze the relationship between learning outcomes of pastry courses and entrepreneurial interest of family welfare education study program students majoring in culinary arts, 5) analyze the relationship between learning outcomes of bakery courses and entrepreneurial interest of family welfare education study program students majoring in culinary arts, 6) analyze the relationship between learning outcomes of pastry and bakery courses with entrepreneurial interest of family welfare education study program students majoring in culinary arts. This type of research is quantitative with a correlational approach. The research population was 196 students of family welfare education study program majoring in culinary arts class of 2018 and 2019. The sample is 66 people taken by Proportionate Random Sampling. The primary data collection technique uses a questionnaire distributed is measured using a likert scale. Then for secondary data using learning outcomes in pastry and bakery courses. The analysys requirement test was carried out with normality test and linearity test, then test the hypothesis using pearson product moment and multiple correlation coefficient analysis, and then test the significance of the\ correlation with the t test using help of SPSS 24.00 version. The results showed that: 1) learning outcomes of pastry courses students is in the excellent category (34,8%), 2) learning outcomes of bakery courses students is in the very good category (51,5%), 3) entrepreneurial interest students is in the medium category as many as 37 students, 4) there was a positive and significant relationship between learning outcomes of pastry courses and entrepreneurial interest of family welfare education study program students majoring in culinary arts with a correlation value of rxy0,621 means that it has a strong level of relationship, 5) there was a positive and significant relationship between learning outcomes of bakery courses and entrepreneurial interest of family welfare education study program students majoring in culinary arts with a correlation value of rxy 0,701 means that it has a strong level of relationship, 6)there was a positive and significant relationship between learning outcomes of pastry and bakery courses with entrepreneurial interest of family welfare education study program students majoring in culinary arts with a correlation value of 0,000 < 0,005.

Utilizing Virtual Laboratory to Improve CNC Distance Learning of Vocational Students at Higher Education

This research develops learning materials for Computer Numerical Control (CNC) programming courses based on virtual reality technology. The impact of the Covid-19 pandemic on social activities, one of which is the educational aspect, has changed the learning pattern to a massive one where the learning process that should be carried out face-to-face, but now must carry out distance learning. Therefore, alternative learning media is needed to support the practicum process from a distance by utilizing virtual reality technology that is simulated using digital devices. The Software engineering models, namely: requirements, design, implementation, verification, and maintenance phases are the five primary stages used in this study, which uses the waterfall development model research method. The feasible of the virtual laboratory obtained the results of material validation, learning media, and small group trials of 12 diploma students of Mechanical Engineering at Universitas Negeri Padang. The findings of the study found that small group trials in CNC virtual laboratory can be successfully utilized in CNC programming courses. This research is expected to have implications for improving learning outcomes in CNC programming courses by using virtual laboratory technology in creating a conducive and quality learning atmosphere, so that the learning material provided can be accepted by students.

Learners as Partners in Assessing Course Learning Outcomes in an EFL University Context

Learners’ achievement of Course Learning Outcomes (CLOs) seems to be a common challenge in higher education worldwide, including the EFL university context in Yemen. This might be due to the disengagement of learners as partners in setting and assessing the CLOs. Limited research has been done on the engagement of learners in assessing the achievement of EFL CLOs. Thus, this study aimed to investigate the assessment of the achievement of learning outcomes of one particular course, i.e., advanced reading as perceived and achieved by EFL learners at a private university, namely University of Science and Technology, Yemen. The quantitative approach was adopted to gather data from 81 female EFL students at the university through a 5-point Likert scale checklist of the learning outcomes of the advanced reading course and students’ overall results of the course. The data were analyzed using SPSS.21. Findings revealed that the achievement of CLOs, as perceived by participants, was average, whereas their actual performance was high. The findings also revealed that there was no correlation between learners’ perceived achievement of CLOs and their actual achievement. The study may give insights into higher education institutions about the role of EFL learners in assessing the achievement of CLOs.

Application of Remap-STAD Learning Model to Improve Student Cognitive Learning Outcomes in Teaching and Learning Strategy Course

Monotonous learning process in this case the use of conventional methods that continuously have a significant enough effect on learning outcomes, therefore innovation is needed in carrying out the learning process in the classroom. regards, one innovation is using a new learning model, namely by using Remap-STAD learning model. This study aims to see the improvement of student cognitive learning outcomes who are taught using the Remap-STAD learning model. This research was conducted at Sembilanbelas November Kolaka University. The sample of this study was students of class 2018 offering B who program the Teaching and Learning Strategy course with a total of 27 students. This study used a qualitative approach to the type of classroom action research combined with Lesson Study. Data on cognitive learning outcomes are obtained through essay tests that are supported by observations. The results of this study indicate an increase in the cognitive learning outcomes of students who are taught with the Remap-STAD learning model.

A Hybrid-Flipped Classroom Approach: Students’ Perception and Performance Assessment

This study presents an improved hybrid-flipped classroom (hybrid-FC) education method based on technology-enhanced learning (TEL) along with diluted classes for a course on probability and random processes in engineering. The proposed system was implemented with the participation of two student groups who alternated weekly between attending face-to-face activities and fully online classes as a sanitary measure during the pandemic. The education model was combined with the flipped classroom (FC) approach in order to improve the quality of learning and address the negative effects of remote education. Before the lessons, the students studied the course material, filled a question form, and then took a low-stake online quiz. Then, the students attended a session where the questions reported in the forms were discussed, and they took an online problem-solving session followed by an individual quiz. Class sessions were available to both online and face-to-face students, as well as in the form of video recordings for anyone who missed lessons. Qualitatively and quantitatively, the proposed education method proved to be more effective and comprehensive than conventional online methodologies. The students' performances were evaluated via quizzes and exams measuring the achievement of the course learning outcomes (CLOs). Weekly pre/post-tests were applied to examine the students’ progress in each topic. Midterm and final exams were planned to measure the level of success for all course topics. Additionally, the students' perception was assessed with questionnaires and face-to-face interviews. A performance assessment showed an apparent increase in the success rate, and the students' perception was found to be positive.

ANALISIS PENERAPAN MODEL PEMBELAJARAN WORD SQUARE UNTUK MENINGKATKAN MOTIVASI DAN HASIL BELAJAR PADA MATA KULIAH PENGANTAR AKUNTANSI

The learning process carried out in higher education cannot be separated from the interaction process between lecturers and students. In practice, the learning process is not easy because students not only capture information from the lecturer, but also other efforts are needed to get good grades. Problems about learning outcomes are generally faced by several students in each department. This happened to 2019’s students in the D4 Financial Accounting study program at the Pos Indonesia Polytechnic, where student learning outcomes in introductory accounting courses were not quite good. In fact, these courses are very important to be studied and used as the basis for courses in future semesters in the accounting department. Several factors may affect the low learning outcomes, such as lack of interest and lack of student motivation in understanding the material presented by the lecturer, so that students are less involved in the learning process, and the learning method used by the lecturer is too monotonous. Therefore, lecturers need a learning model that is not boring so that it can help the class situation to be more active and interesting. One learning model that is interesting and has elements of a game is the word square learning model. Word square learning can make students directly involved in learning activities that are expected to be able to connect knowledge in the context of real world situations. The purpose of this study was to analyze the application of the word square learning model to increase motivation and learning outcomes of accounting students in the Introduction to Accounting course. This type of research uses a quasi-experimental design using the Noneequivalent control group design type. Determination of this type of quasi-experimental research on the grounds that this research is an educational research that uses humans as research subjects.

Flipped jigsaw II versus conventional flipped classroom: Which approach better improves learning outcomes in the International Marketing Management course?

Researchers have reported the positive effects of integrating the flipped classroom and jigsaw technique separately across courses at different educational levels. However, the use of flipped jigsaw II to cultivate real-world skills while improving students' learning outcomes in business school courses has been understudied. The present study compared the effects of the flipped jigsaw II versus the conventional flipped classroom in an International Marketing Management course on learning outcomes in terms of learning attitude, motivation, and achievement. A quasi-experimental design was used by assigning 25 control group students engaged in the conventional flipped classroom and 25 experimental group students in flipped jigsaw II. The experiment lasted six weeks in an Indonesian university's fall semester of the 2021–2022 academic year. Data were collected through questionnaires, students' test scores, and interviews. The results indicate that flipped jigsaw II produced significantly better learning attitude, motivation, and achievement than the conventional flipped classroom. Additionally, the flipped jigsaw II had a more positive effect on both low- and high-ability learners regarding learning achievement. This study contributes to the field by proposing a new framework for marketing education by exploring the feasibility of using flipped jigsaw II and offering theory and practical implications.

Klasterisasi Hasil Belajar Matematika dengan Algoritma K-Means Clustering

Mathematics has an important role in the computer field and provides a theoretical foundation for people working in the computer field. The facts show that in the Informatics Engineering study program, Unisba Blitar, the selection of specializations is carried out without considering the grades of courses that teach basic mathematical skills. In fact, mathematical ability is needed by a computer expert. For this reason, research was conducted that aimed to cluster student mathematics learning outcomes. Clustering was carried out on 51 students in semester 4, through the application of the K-means clustering algorithm. The attributes used are school origin data, majors currently in high school, and student learning outcomes in informatics logic, statistics, computational mathematics, and advanced computational mathematics courses. The results show that through clustering with the K-Means Clustering algorithm, 5 clusters are obtained, starting from the highest average score, namely cluster 2 with a value of 86.81 and the lowest average value is cluster 5 with a value of 76.50. In cluster 2, it is dominated by students from SMK graduates majoring in TKJ. Meanwhile, cluster 5 was dominated by students from high school graduates majoring in natural sciences. In addition, there are findings indicating that vocational high school graduates do not always have lower mathematical abilities than high school graduates, because intrinsic motivation also influences the level of learning outcomes.