Learning Plan Research Articles

DNA-Based Practices for Skills Enhancement: The Future of Personalized Learning and Development

The convergence of genetics, neuroscience, and education has led to the emergence of DNA-based practices for skill enhancement, promising to revolutionize personalized learning and professional development. This paper investigates the current state of research and application in this field, aiming to evaluate the potential of genetic information to tailor educational and training programs to individual needs. Recent advancements in genomic research have identified specific genetic variants linked to cognitive abilities, learning capacity, and skill acquisition. These discoveries provide a scientific foundation for personalized education strategies, where genetic profiles can inform customized learning plans. This approach has the potential to optimize educational outcomes by aligning teaching methods with individual genetic predispositions, thereby enhancing memory retention, cognitive performance, and skill mastery. The paper explores several key areas: 1. Genetic Influences on Learning and Cognitive Abilities: An overview of significant genetic markers and their impact on learning processes. 2. Personalized Education Based on Genetic Profiles: Current methodologies and case studies demonstrating the application of genetic information in educational settings. 3. Neurogenetics and Skill Acquisition: The role of specific genes in neuroplasticity and the development of skills, with a focus on empirical studies and practical implementations. Methodologically, this research synthesizes findings from academic literature, surveys, and interviews with experts in genetics and education. A comparative analysis is conducted between traditional learning approaches and DNA-informed strategies to assess their effectiveness in various contexts. The findings indicate that DNA-based personalized learning can lead to significant improvements in educational and professional outcomes. Examples include tailored learning programs that cater to genetic predispositions, resulting in enhanced cognitive abilities and faster skill acquisition. However, the implementation of these practices is not without challenges. Ethical considerations, such as privacy concerns and the potential for genetic discrimination, must be addressed. Moreover, the current limitations of genetic research necessitate cautious and well-regulated application of these insights.

Merdeka Curriculum Formative Assessment: Analysis of Teaching Modules

This research attempts to describe how accurate the implementation of formative assessments designed by teachers is through reviewing the learning plans or 'teaching modules' of the Merdeka curriculum.Methodologically, this research uses a descriptive qualitative approach to explain the position and function of formative assessment in a sample of teaching modules as well as reviewing the management and interpretation of formative assessment results. The data in this research is in the form of learning flows in teaching modules as formative assessment content of the learning process. As a research sample, the data source for this research took teaching modules from SMA Negeri 1 Tanjungbalai, SMA Negeri 1 Rowosari, and SMA Negeri 7 Medan. The data was analyzed using an application balance review process using the Merdeka curriculum assessment guidelines. The data is reconstructed if there is a discrepancy between the formative assessment applied by the teacher in the teaching module and the theory and principles of formative assessment. Then, the results of the review and reconstruction of the comparison results in the preparation of formative assessments produce conclusions in the form of a series of learning process flows which are the core of formative assessment in the teaching module.The results showed that the position of formative assessment in the three learning modules had different proportions. The proportion of formative assessment in the first module looks very small, so the reconstruction of the flow of formative assessment is carried out for five learning activities. In the second and third modules, the proportion of formative assessment is already large, so the second module only reconstructs the flow of formative assessment in one learning activity. While in the third module, the formative assessment flow was reconstructed for two learning activities.

Integration of Sustainable Development Goals in university STEM courses

The objectives of this study are: (1) to provide an overview of the validity of learning tools for STEM Method courses based on the Sustainable Development Goals Curriculum, (2) to assess the practicality of these learning tools, and (3) to evaluate their effectiveness in enhancing students' problem-solving abilities. This research employs the Research and Development (R&D) methodology. Data collection methods include interviews, product validation, questionnaires, and tests. Data analysis techniques encompass qualitative analysis, product validity testing, practicality testing, and effectiveness testing. The findings indicate that: (1) learning tools for STEM Method courses based on the Sustainable Development Goals curriculum comprise a Learning Plan and teaching materials, both of which are highly valid (scores of 3.4 and 3.5 respectively), (2) the practicality test of the teaching materials scored 3.73, indicating high practicality, and (3) these tools effectively improve students' problem-solving abilities, as evidenced by the experimental class outperforming the control class. In conclusion, the study demonstrates that the designed learning tools aligned with the Sustainable Development Goals Curriculum not only show strong validity and practicality but also significantly enhance students' problem-solving skills in STEM education contexts.

Impact of Using Big Data Analisys in Increasing Personalization of Learning

In today’s digital era, big data analytics has become a very relevant topic to improve learning personalisation as it can collect and analyse very large and complex data. Big data analytics can lead to a more efficient learning system by collecting and analysing huge and complex data. In education, big data analytics can be used to understand students’ learning behaviour, their needs and preferences, so that learning and learning outcomes can be improved. This research is conducted with the aim of using big data analytics to improve learning personalisation. It also aims to find out the challenges of using big data analytics to improve learning personalisation. The method used in this research is quantitative method. This method is a way of collecting numerical data that can be tested. Data is collected through the distribution of questionnaires addressed to students. Furthermore, the data that has been collected from the distribution of the questionnaire, will be accessible in Excel format which can then be processed with SPSS. From the research results, it can be seen that the big data analysis has shown that the use of more detailed and accurate data can help teachers find students’ special needs and improve learning effectiveness. As a result, teachers can create learning strategies that are better suited to students’ needs and improve their learning outcomes. From this study, we can conclude that the use of big data analytics in improving personalisation allows teachers to understand better the individual needs and preferences of students, so that more suitable learning plans can be developed and student engagement can be improved.

Oil painting teaching design based on the mobile platform in higher art education

To improve the current oil painting teaching mode in Chinese universities, this study combines deep learning technology and artificial intelligence technology to explore oil painting teaching. Firstly, the research status of individualized education and related research on image classification based on brush features are analyzed. Secondly, based on a convolutional neural network, mathematical morphology, and support vector machine, the oil painting classification model is constructed, in which the extracted features include color and brush features. Moreover, based on artificial intelligence technology and individualized education theory, a personalized intelligent oil painting teaching framework is built. Finally, the performance of the intelligent oil painting classification model is evaluated, and the content of the personalized intelligent oil painting teaching framework is explained. The results show that the average classification accuracy of oil painting is 90.25% when only brush features are extracted. When only color features are extracted, the average classification accuracy is over 89%. When the two features are extracted, the average accuracy of the oil painting classification model reaches 94.03%. Iterative Dichotomiser3, decision tree C4.5, and support vector machines have an average classification accuracy of 82.24%, 83.57%, and 94.03%. The training speed of epochs data with size 50 is faster than that of epochs original data with size 100, but the accuracy is slightly decreased. The personalized oil painting teaching system helps students adjust their learning plans according to their conditions, avoid learning repetitive content, and ultimately improve students' learning efficiency. Compared with other studies, this study obtains a good oil painting classification model and a personalized oil painting education system that plays a positive role in oil painting teaching. This study has laid the foundation for the development of higher art education.

Research on the Optimization Method of Project-Based Learning Design for Chinese Teaching Based on Interference-Tolerant Fast Convergence Zeroing Neural Network

The system known as project-based learning, which is applied to specific courses without compromising the coverage of the necessary technical material, uses projects to drive knowledge. The plan and implementation of project-based learning in Chinese teaching as a major project, which embraces undergraduate creativity and places an emphasis on real-world, open-ended projects are discussed in this paper. In this paper, research on optimization method of project-based learning design for Chinese teaching based on optimized interference-tolerant fast convergence zeroing neural network (PBLD-ITFCZNN-BRO). It consists of three stages, import phase, main stage and evaluation stage. In the initial phase, the teacher separated the students to groups before the lecture to make sure that every group poses various traits, with some strong leadership skills and hands-on skills. The second phase of the PBL procedure helped transform what is primarily a passive learning environment (taking notes, listening, and sitting) into a more dynamic, student-centered, and interactive one. Students presented data, articulated their concepts, and then optimized their approaches to problem-solving during the evaluation step. The teachers concluded by summarizing. The performance of the proposed PBLD-ITFCZNN-BRO approach contains 15.26%, 20.42% and 21.27% greater accuracy, and 15.61%, 17.50% and 20.24% greater precision rate, compared with Investigation of Computer Network Technology on New Media Problem-Basis Learning Teaching Mode (CNT-PBLTM), PBL Model Basis application on Deep Learning in Physical Education Classroom Integrating Production with Education (PBL-DL-PEC), Interdisciplinary project-based learning: experiences with reflections from teaching electronic engineering at china (PBL-EEC) techniques, respectively.

Digital pedagogy in educational chronotopes – didactical choices for teaching, learning, and assessment

ABSTRACT Over the last few years, Norway’s lower secondary education has increasingly integrated one device for each student, reflecting broader technological trends in the Western world. To plan for learning and assessment in one-to-one classrooms, this article advocates for an ecological approach by elaborating on the term “educational chronotope”, building on previous theoretical understanding of the term. Such an approach to teaching, learning, and assessment contrasts previous frameworks that emphasize teachers’ digital competence and technology’s transformative role in classrooms, like TPACK and SAMR. Drawing on empirical data from two extensive research projects, this article proposes a didactical model with six choices teachers might consider in orchestrating teaching, learning and assessment in the one-to-one digital classroom environment. The six decisions that teachers must consider are the (1) aim and task, (2) activities and (3) resources used. In addition, they must consider which (4) semiotic technologies and (5) modes students can use when working on the assignments to meet the (6) assessment criteria. The framework has significant implications for enhancing digital pedagogy and fostering student digital agency by actively involving students in shaping their educational chronotope.

Analisis Perencanaan Pembelajaran Jarak Jauh pada Mata Pelajaran Fiqih dalam Meningkatkan Kualitas Pembelajaran

The purpose of this research is to analyze the form of PJJ funding for fiqh subjects in improving the quality of learning. In the implementation of PJJ there are several challenges and obstacles. Among the challenges faced by teachers, teachers are required to think creatively and innovatively in providing online learning. Parents during online learning are needed by children. Some of the obstacles that often arise include limited internet access, lack of direct interaction between teachers and students, and difficulties in conducting comprehensive learning evaluations. The type of research used is field research. The method used in this research is qualitative research. Data sources were obtained through interviews, documentation, and observation. The results of this study Distance learning planning (PJJ) in fiqh subjects at MTsN 4 Padang Pariaman can be said to be not optimal. This is evidenced by not all Fiqh teachers at MTsN 4 Padang Pariaman have complete learning tools, but all fiqh teachers have lesson plans. Of the two resource persons of fiqh subject teachers at MTsN 4 Padang Pariaman, only one fiqh subject teacher has a complete learning tool, namely Mr. Hafizuddin Hasan in the preparation of lesson plans, it is still not 100% in line with the reality in the field

Implementasi Pembelajaran Bahasa Arab di MTs Mambaul Ulum Tulupari Tiris Probolinggo

This research aims to explore the implementation of Arabic language learning at MTs Mambaul Ulum Tulupari Tiris Probolinggo. The focus of this research consists of three main sub-variables, namely: lesson planning, lesson implementation, and assessment or evaluation of learning. The main objective of this research is to achieve effective learning for students so that the learning process can be optimized and the average student grades can reach the Minimum Completion Criteria. The research method used is a qualitative approach using a case study method. Data were collected through observation, interviews, and analysis of documents related to the planning, implementation, and assessment of Arabic language learning. The results of this research explain that learning at MTs Mambaul Ulum Tulupari Tiris Probolinggo involves a structured planning process with clear objectives, including goal identification, material selection, method determination, assessment planning, and continuous adjustment. Its implementation focuses on meaningful learning experiences, active interaction, and the use of diverse learning methods and resources. Meanwhile, learning evaluation encompasses a holistic approach with various assessment methods, feedback, formative and summative evaluations, as well as student involvement in the evaluation process and adjustments for continuous improvement.

IMPLEMENTASI KURIKULUM MERDEKA PADA MATA PELAJARAN SEJARAH KEBUDAYAAN ISLAM KELAS 4 DI MADRASAH IBTIDAYAH NEGERI 1 JOMBANG

Abstraction This study aims to determine the implementation and supporting factors as well as inhibiting factors in the implementation of the Independent Curriculum in the subject of Islamic Cultural History for grade 4 at State Elementary School 1 Jombang. This research is a qualitative research with a qualitative descriptive approach. The data sources are obtained from the results of interviews, observations and documentation, the technical analysis of the data uses the Miles and Huberman model, namely: data reduction, data presentation and drawing conclusions. The results of this study indicate that: The implementation of the Independent Curriculum in the Subject of Islamic Cultural History for Grade 4 at State Elementary School 1 Jombang has been carried out well, this is based on the existence of good learning planning from Islamic Cultural History teachers and the ability to compile and implement the Independent Curriculum teaching module. Supporting factors for the implementation of the Independent Curriculum are factors of learning planning by teachers, motivation of the Principal and parents of students. While the inhibiting factors are the lack of interest, talent, motivation of students, facilities and infrastructure and understanding of parents of students. Keywords: Independent Curriculum; Madrasah; History of Islamic Culture

교육과정 시기 및 학술지별 가정과교육과정 연구의 동향

This study examined the trends in home economics education research across different curriculum periods and journals. A total of 374 papers related to the 2009, 2015, and 2022 revised curricula were selected and analyzed using network analysis from four journals. First, research trends were analyzed by curriculum period. Keyword frequency analysis revealed that articles on the 2009 and 2015 revised curricula primarily focused on analyzing the curriculum to develop textbooks or programs. In contrast, papers on the 2022 revised curriculum explored broader directions. Topic modeling results highlighted the prominent topics for each period: ‘environmental education’ in the 2009 revised curriculum, ‘safety and health education’ in the 2015 revised curriculum, and ‘ecological transition’ in the 2022 revised curriculum. Second, research trends were analyzed by journal. Keyword frequency analysis by journal exposed specific research tendencies. For example, in the Journal of Home Economics Research, ‘perceptions of practical classes’ and ‘analysis of safety textbooks’ were major topics for the 2009 revised curriculum, while ‘teaching and learning plans for competence development’ dominated research on the 2015 revised curriculum. This study demonstrates that the concepts and goals emphasized in curriculum revisions are reflected in the corresponding research.

PENGEMBANGAN E-MODUL PRAKTIKUM KELISTRIKAN OTOMOTIF BERBASIS SELF DIRECTED LEARNING PADA PROGRAM STUDI PENDIDIKAN TEKNIK MESIN UNS

<p class="abstrak"><em>Technology has created numerous benefits in various aspects of life, including education. Teachers and students should integrate technology into their learning plans to ensure effective teaching and learning. The use of technology in education can inspire students to pursue new interests and motivate them to engage in learning activities that enhance their perspectives.</em><em> </em><em>The role of an instructor in a student's education is crucial. Self-directed learning (SDL) is an instructional process that requires students to identify their own learning needs, provide resources, and practice learning techniques. By using the right methods and situations in teaching, students can develop their own skills and enhance their learning experience.</em><em> </em><em>This study aims to improve the effectiveness of e-module practical on the otomotif kelistrikan in the Mesin Technical Education program.</em><em></em></p><p class="abstrak"><em>The study on the development of an e-module for otomological pedagogy found that the validity of the e-module met good results with validity scores of 84.4% (very feasible) for material, 85% (very feasible) for media, 75% (feasible) for language, and 83,3% very (feasible) for data from student responses. Critics and respondents also deemed that improvements are needed for the e-module. The results were based on feedback from the committee of otomologists who provided some suggestions about the electronic pedagogical pedagogy module in terms of quality and safety, indicating that improvements are still needed for this module. The e-module will be distributed through the Mesin Technical Education Program at the University of Surakarta.</em></p><strong><em>Keywords:</em></strong><em> development, e-modules, self directed learning</em>

ANALISIS PENGEMBANGAN KURIKULUM BAHASA ARAB

Curriculum can be interpreted as a collection of learning plans consisting of well-organized, planned and structured teaching materials that are connected to various activities and social relationships in the educational area. The objectives of this research are to know the vision, mission and objectives at MIN 01 Banda Aceh, to know the implementation of MIN 01 Banda Aceh learning, and to know the evaluation of MIN 01 Banda Aceh learning. In this research, researchers used the library research method. Where researchers apply data collection techniques while analyzing sources from books, journals, articles, seminar results and interviews. The result is that the curriculum used at MIN 10 Banda Aceh is generally in accordance with the 2013 curriculum, because in general it focuses on character and competency-based learning which requires children to be active in learning as stated in the meaning and objectives of the 2013 Curriculum.

대학생 학사경고자에 대한 내러티브 연구

This study aimed to counsel university students on the difficulties they face inuniversity life through learning counseling, specifically focusing on students under academicprobation, and to categorize these experiences through counselors' narratives. Results fromnarrative exploration of five students revealed that reasons for receiving academic probationcould be broadly classified into 'psychological difficulties', 'difficulties in university life ordepartmental adaptation' and 'lack of interest in academics'. It was also evident that thesestudents relied on dependent learning methods rather than self-directed ones. To assist these learners in getting back on track with their studies, the study aimed to help them understandvarious methods and strategies for enhancing learning strategies through courses, assistindividuals in objectively analyzing their own stories through one-on-one counseling, andprovide support for future learning plans based on this analysis. This study holds significance in aiming for a profound understanding of students' experiencesunder academic probation and their implications, rather than simply providing a superficialdescription of the phenomenon.

STEAM-Based Learning Implementation Plan: Integrating Science, Technology, Engineering, Art, and Mathematics in Teaching Indonesian Language Education

The purpose of this study was to describe the ability of teachers and various factors that support and hinder the ability of teachers in preparing STEAM-based learning implementation plans. The data sources in this study were 30 learning implementation plans that had been prepared by Indonesian language teachers who had participated in teacher professional education training activities at a private university in Jakarta. The method used in this study was content analysis. In addition, data collection was also carried out through structured interviews to explore the opinions of teachers about the supporting and inhibiting factors experienced by teachers in the training of preparing STEAM-based learning plans. The results of the study showed that the average ability of teachers in preparing STEAM-based learning implementation plans was very good, namely (80). This means that they have been able to describe the learning steps using the STEAM approach well. The success factor for teachers in preparing STEAM-based learning implementation plans (LIPs) is influenced by the readiness of the implementing agency, instructors, and the optimal support of certain personnel.

Developing Chemistry Lesson Plan Design: Integrating Scientific Explanation by CER Framework in STEM Learning

The main supporting component of a comprehensive learning implementation, scientifically prepared according to the chemical context, is developing a chemistry lesson plan. Scientific explanations in chemistry learning often involve causal mechanistic explanations of chemical phenomena, which provide a paradigm for understanding chemical concepts. This research aims to describe how prospective chemistry teachers use scientific explanations to develop CER framework in chemistry lesson plans that align with STEM learning. A descriptive qualitative research design was used. The authors conducted this research on 20 prospective chemistry teachers. This research used the document review, observation, CER framework assessment, and interviews. Prospective chemistry teachers can theoretically and practically prepare chemistry learning plans. The study reveals that prospective chemistry teachers struggle to offer scientific explanations for the concepts they explain through CER framework. Their responses to the CER framework assessment reveal numerous unconnected scientific explanations. One cannot combine evidence and reasoning claims into a systematic unity to explain a chemical phenomenon.

THEMATIC VIDEO STIMULATES STUDENT IMAGINATION FOR POETRY WRITING COURSE

nnovation in the field of learning is needed so that learning becomes interesting and fun. The development of learning innovations in the form of thematic videos stimulating students' imagination to write poetry is one of the efforts to make learning to write poetry fun and make it easy to write poetry. The method used to develop thematic videos stimulating students' imagination to write poetry is the ADDIE method. Imagination-stimulating thematic videos cover four broad themes: nature, events, self-portraits, and fiction. Each theme consists of five videos with a duration of 5 minutes so the total videos produced are 20 videos. Imagination-stimulating thematic videos are accompanied by guidebooks and even complete with course descriptions, semester learning plans, and lecture units of the first to sixteenth meetings. Video thematic imagination stimulants proved to be able to arouse the imagination of students before writing poetry, in fact when the video I tested in a poetry writing class in 2018, they were so absorbed that even some students were moved and cried when watching the imagination-stimulating video of the self-portrait theme, namely 'mother'. The results of the trial showed that thematic videos stimulating imagination were able to provoke students to be more productive in writing poetry.

Application of Management Aspects in Business in Beef Cattle Group

Community service was conducted at the Balai Gadang Sapan livestock group in the Rambatan sub-district, Tanah Datar district. This group's businesses are beef cattle breeding and organic fertilizer processing. The problem with group businesses is that management and business knowledge still need to be higher. Group members still need help to apply management and business principles in managing the business. This community engagement aims to develop the Balai Gadang Sapan group business by increasing the performance and productivity of the beef cattle breeding and organic fertilizer processing business (UPPO) through implementing management aspects in the group business. The methods for carrying out activities were lectures, discussions, mentoring, and demonstrations. The stage carried out in implementing those four methods was the preparation stage, namely preparing material related to completing the solution in the form of PowerPoint, modules, banners, and leaflets. At the implementation stage, modules were distributed to participants, and the material was later. The evaluation stage involved participants filling out a prepared questionnaire. This evaluation was carried out to determine the group's ability to implement management aspects. The results of this activity were five essential aspects that must be applied in group management: making plans consisting of learning and business planning, organizing, and carrying out activities, evaluating business activities, and cadre of management. The group's ability to apply management aspects can be improved at the intermediate and primary levels.

Implementation of Social Studies Learning at Cimahi City Junior High School Post-Covid-19 Pandemic

This study aims to determine the implementation of social science learning at the end of the COVID-19 pandemic in junior high schools in Cimahi City. The approach used is qualitative with a descriptive method. The research instruments used are observation, interviews, documentation, and literature studies. Data analysis is carried out interactively simultaneosly as data collection and continous until data collection is complete. Furthermore, data reduction is carried out, data exposure is done, and finally, conclusions are made. The results showed that junior high school social studies teachers in Cimahi City had implemented social studies learning at the end of the COVID-19 pandemic by planning, implementing, and conducting learning assessments following applicable laws and regulations. Learning planning includes preparing annual programs, semesters, syllabi, and lesson implementation plans, although some social studies teachers must complete them. Most social studies teachers have carried out learning, including preparatory or preliminary activities, core learning, and closing, following the learning syntax very well, and some are included in the excellent category and quite well according to applicable regulations. However, the enrichment program has not been able to be implemented optimally. Social studies teachers have also conducted learning assessments following aplicable laws and regulations, including affective, cognitive, and psychomotor domain assessments.

Analysis of Elementary School Teacher Readiness in Implementing the Independent Curriculum in Gorontalo City

This research aims to find out how prepared teachers are in implementing the independent curriculum in elementary schools (SD) in Gorontalo City. The research method used in this research is descriptive research with a qualitative approach. This research was conducted in several elementary schools (SD) in Gorontalo City, including SDN 96 Kota Utara, SDN 29 Kota Selatan, SDN 75 Kota Tengah, SDN 02 Kota Barat, SDN 8 Kota Barat, SDN 42 Hulonthalangi and SDN No. 57 East City. The data collection technique used in this research was conducting in-depth interviews. The research analyzed the readiness of elementary school teachers in implementing the independent curriculum using 6 indicators, namely (1) understanding of the curriculum structure, (2) readiness of learning plans, (3) readiness of the learning process, (4) readiness of teaching material modules, (5) readiness of facilities and infrastructure, 6) readiness for learning assessment. Based on the results of the research that has been conducted, it can be concluded that the readiness of teachers in implementing the independent curriculum in elementary schools in Gorontalo City based on six indicators shows that teachers in Gorontalo City are still not fully ready to implement the independent curriculum. Some teachers still lack understanding regarding the structure of the independent curriculum and admit that they still need training, especially regarding the implementation of the independent curriculum in learning, such as developing teaching modules, learning assessments, implementing the Ancasila student profile program and utilizing PMM. Apart from that, teachers admit that they still have difficulty accessing textbooks used in implementing the independent curriculum. However, in general, school infrastructure, including the internet, is very adequate in supporting the implementation of the independent curriculum in elementary schools in Gorontalo City.