Students In Learning Process Research Articles

Lecturers' and Students' Perceptions of MBKM: The MBKM Curriculum Implementation Journey

This study addresses the specific research problem of examining the preparedness of lecturers and students for the implementation of the Merdeka Belajar Kampus Merdeka (MBKM) curriculum, focusing on critical insights and challenges. The research methodology involved surveys conducted among lecturers and students, aiming to gauge their awareness, engagement, and perceptions regarding MBKM activities. Students in the Management Study Program presented varying perspectives, with 45 out of 53 respondents actively preparing for MBKM. However, 5 students felt unprepared, and 3 expressed disinterest. Survey results regarding the impact of MBKM program implementation on the student learning process reveal positive outcomes. A substantial 37% reported good learning improvement, 43% very good, and 20% excellent. In terms of perception, 78% of students anticipated the program's positive contribution to broadening perspectives and enhancing competencies. However, 19% remained uncertain, and 3% claimed ignorance, suggesting a need for targeted communication strategies to address uncertainties. The study further delves into the barriers to MBKM program implementation in the Management study program. Curriculum adjustment emerged as a significant hurdle for 59% of respondents, with funding and partner exploration concerns at 32% and 52%, respectively. Additionally, 37% faced challenges adjusting academic information systems, while 13% each identified regulations and information gaps as obstacles. These findings underscore the multifaceted nature of challenges, emphasizing the necessity for comprehensive strategies to address curriculum, funding, partnerships, and information system adjustments for a successful MBKM program implementation.

Digital Competence for University Lecturers in Vietnam: A Case Study Result At 10 Universities

The digital transformation process has been systematically implemented across all fields of education and training, significantly impacting all activities of universities in Vietnam. Digital technology has changed the way lecturers access, deliver, and assess knowledge for university students. Digital competence is also crucial for lecturers to research and apply advanced teaching methods, from using online platforms to analyzing data to personalize the learning process for students. The purpose of this study is to develop a framework of digital competence for university lecturers in Vietnam and to identify the current status of digital competence among university lecturers in Vietnam. The study used a quantitative research method with a survey sample of 180 lecturers representing 10 universities from 4 regions of Vietnam. The research results show that the digital competence of university lecturers in Vietnam consists of 4 components: (1) Basic information technology competence, (2) Competence in designing, implementing, and evaluating digital education by lecturers, (3) Competence in training students in the application of digital technology, (4) Communication and collaboration competence in a digital environment. From these findings, 4 measures are proposed to develop the digital competence of university lecturers in Vietnam: (1) Increasing awareness among lecturers about digital transformation in the teaching process; (2) Investing in equipment, infrastructure, and information technology infrastructure to meet the requirements of digital transformation in education; (3) Providing training and development opportunities for lecturers' digital competence; (4) Establishing support mechanisms and policies to encourage lecturers to enhance their digital competence.

Learning Degrees for Students with Special Needs in Inclusion Class Settings

The aim of this study is to describe the learning degrees of students with special needs in the inclusive high school classroom setting in Pangkalpinang City. This study used a qualitative approach with the case study method which was conducted to see and observe learning for students with special needs at SMAN 1 Pangkalpinang. Data collection techniques using interviews and observation. Data analysis techniques in this study used three stages, namely data reduction, data exposure, and drawing conclusions. The results of the research are the learning degrees of students with special needs in the inclusion class setting at SMAN 1 Pangkalpinang going well because the teacher has made learning modifications according to the level of potential, obstacles, and needs of students. The teacher's attitude towards the uniqueness of the learning process of students with special needs is very positive. The teacher’s efforts in teaching students with special needs together with other students in inclusive classes include: (1) Consultation with special school teacher, (2) Discussions with colleagues, (3) Implementing cooperative learning and project based learning which accompanies all students, (4) Learning for students with special needs in inclusive classes is developed on the principles of flexibility, modification of learning degrees, and support

Contextual Teaching and Learning-based E-Worksheet on Science Subjects for Fourth Grade Elementary Schools

Lack of motivation to learn students results in them being less focused on learning and less active during the learning process, which impacts low student learning outcomes, especially in the science and science learning process. A lack of innovative teaching materials mostly causes this or tends to be monotonous. Therefore, supportive teaching materials that are attractive in form and based on appropriate learning models are needed so that students are enthusiastic about learning and can think critically. One medium that is a solution is to use CTL-based E-Worksheet. This research aims to develop a CTL-based E-Worksheet for grade 4 elementary school science content. This research is a development research type with the ADDIE model. The research subject is CTL-based E-Worksheet media on class 4 science content. Data collection uses expert test instruments and trials. The data analysis technique calculates the percentage score for validation assessments and user responses. The research results show that the development of a CTL-based E-Worksheet for grade 4 science content meets very valid criteria from the quality aspect, with a detailed score of 93.775% from media experts, 95% from learning design experts, and 94.6% from learning content experts. The results of the student response test showed an increase from the pretest results, with an average score of 34.8%, to an average score of 84.8 on the students' post-test results. Based on these results, the CTL-based E-Worksheet teaching materials that have been developed are suitable for application in learning. This research implies that it presents CTL-based E-Worksheet learning media with grade 4 science content as a solution to problems in the student learning process.

Penerapan Metode Brainstroming dalam Pembelajaran PPKN Kelas 6 SD Untuk Menanggulangi Kejenuhan Siswa Di Kelas

The Brainstorming Learning Model is the right model for the type of student who is active but still lacks confidence in expressing opinions or ideas. The Brainstorming Learning Model motivates students to share the ideas they have without any pressure. The purpose of using the Brainstorming learning model is to find out whether there is a significant positive impact on the Brainstorming learning model on student boredom during the learning process of students in class VI Civics at Elementary School. This research method uses qualitative research methods. The research results show that the Brainstorming learning model has an effect on eliminating students' boredom in the learning process. This can cause students to feel involved and their ideas are valued, which in turn motivates them to learn with more interest.

Midwives views about preceptorship and peer-learning in a birth unit: A cross-sectional study

BackgroundPractical training in a birthing unit is an important part of midwifery education. Previous research on the preceptor role predominantly consists of qualitative interview studies and have not explored pedagogical models like peer learning. ObjectivesThe purpose of this study was to quantitatively describe midwives' experiences, conditions, and needs in their role as preceptors in a birthing unit, as well as their attitudes towards and experiences of peer-learning. DesignA cross-sectional study, using a web-survey. SettingsThe survey was distributed to all midwives working in a birthing unit in Sweden. ParticipantsA total of 573 valid responses were obtained. MethodsA questionnaire consisting of 22 questions, which included background questions, questions to be answered on a four-point Likert scale, and open-ended questions, was sent out from November 2022 to March 2023. The collected data were analysed using descriptive statistics, Chi-square, and Mann Whitney U test analyses. The open-ended responses were analysed using quantitative content analysis. ResultsMidwives with ≤10 years of experience were more hesitant about taking on the preceptor role. They also described a lack of support and found it more challenging to integrate supervision into their working hours than midwives with >10 years of experience. Time for supervision and time for reflection with midwifery students were identified as areas that could improve the quality of supervision. Of the respondents, 42.8 % had experience of peer learning. “Students learn from each other” was identified as the most common advantage of peer learning. ConclusionsLong-term experience as a midwife plays a crucial role in how midwives perceive their role as a preceptor and the conditions they experience. The midwives in this study had started supervising students earlier than they deemed advantageous. As the preceptor plays a critical role in the midwifery student's learning process, it is important to have experienced preceptors.

Pengembangan Media Flipbook Dalam Pembelajaran IPS Pada Siswa Kelas III SD

This research is motivated by developments in the times that are increasingly leading to technology. Therefore, research that uses technology as a learning medium, namely flipbooks as a piece of software that can facilitate the learning process for third-grade elementary school students on the material "I am part of society" where in the previous learning process they still used manual media such as print media, namely book.The aim of the researcher in doing this is to find out how the flipbook media has developed in grade III elementary school social sciences learning, and whether this media can make it easier for students to understand the lessons being taught and is suitable for use.The method used in this research is to use a Literature Review which is by: 1). Collect data or information, 2). Evaluating data, theory, information, or research results, 3). Analyze results in publications such as books, research articles, or those related to research questions. The results of this research are utilizing technology which makes flipbook-based learning media a very good and accurate medium and can be used as a guide for overcoming educational problems in student learning.

THE CROSSENS METHOD AS AN ELEMENT OF EDUTAINMENT. USE IN CHEMISTRY LESSONS

The purpose of this paper is to reveal the features of using the interactive crossense tool as an element of edutainment in chemistry classes and highlight the advantages and difficulties of their use. The following scientific methods are used in this paper: the literature screening; the experts’ opinions on the educational trends; definition of the essence of the researched concepts «crossense», «edutainment»; generalization and systematization of scientific sources to determine the state of the problem; comparison of different approaches and identification of leading research concepts. Computerization and access to the Internet in an open knowledge society opens up new opportunities for learning, involving students in an active learning process and stimulating their development. Edutainment, as a contemporary method of learning with interactive technologies and entertainment elements, has become an effective tool for improving education and preparing students for the demands of the modern world. The use of new media and entertainment methods in education provides an exciting and effective learning environment that contributes to the development of various skills and preparation for the challenges of the modern world. The popularity of the crossense method as a component of edutainment indicates the need to introduce innovative approaches to learning, especially in the field of chemistry, to ensure the interest and effectiveness of learning. The importance of introducing the crossense method into the chemistry learning process is highlighted, and its effectiveness in engaging students in the subject and increasing their success is demonstrated. By using the analysis of practical examples and scientific studies, it is demonstrated how the application of the crossense method can make chemistry learning exciting and effective. It is noted that with the development of ICT, elements of edutainment have become extremely popular and successful among different age groups, which contributes to increasing interest in learning and improving its results among participants of the educational process. The school students survey results concerning their attitude to crossense are presented. It was established that the majority of respondents have a positive attitude towards the use of crossense in chemistry lessons.

The impact of the integration of digital platforms and active teaching strategies (Kahoot!) on the performance of Brazilian medical course students in the discipline of histology.

Teaching human histology is part of understanding the tissues of the human body and, therefore, it is part of the training curriculum of all health courses. The increase in technologies and active teaching methodologies has a positive impact on student learning, as it reduces the challenges present in the subject. Therefore, this work aimed to compare the performance of students in the histology discipline, when compared to traditional teaching methodology and its association with game-based learning and a basic histology teaching platform. Three classes of the medical course were selected between the years 2022 and 2023, each of which was separated into a group. One group did not have access to any platform, being called the Traditional Group (TG), a group that used Kahoot!, being called the Kahoot Group (KG), and a group that used the teaching platform, being called the Histoatlas Group (HG). Both KG and HG groups showed greater effectiveness in learning and improved performance, when compared to TG. These improvements in KG and HG were also highlighted as learning aids and easy to use. KG students performed better in the practical test when comparing groups. However, this difference was not observed in the students' averages. However, students pointed out the relevance of trying to improve the traditional teaching methodology. Therefore, this study points out that, even though the traditional teaching methodology is efficient in the student's teaching and learning process, there is a need on the part of students to make the subject more dynamic.

Language learning through music on the academic achievement, creative thinking, and self-esteem of the English as a foreign language (EFL) learners

This study aimed to comprehensively analyze Language Learning through Music on the academic achievement (AA), creative thinking (CT), and self-esteem (SE) of English as a Foreign Language (EFL) Learners. With the rapid progress of technology, there has been a growing interest in exploring innovative teaching methods that not only enhance learning outcomes but also actively engage students in the language learning process. However, the specific impact of technology-enhanced language learning through music (TELLTM) on these language learning outcomes has received limited attention in previous research. In 2023, a sample of 360 male elementary-level language learners was selected using a multiple-stage cluster sampling (MSCS) technique. The participants' homogeneity was assessed through the Oxford Quick Placement Test (OQPT), administered following a random sampling procedure. Data collection involved the administration of three questionnaires: The academic achievement questionnaire, the self-esteem questionnaire, and the creative thinking questionnaire. The findings of the study analyzed through descriptive and inferential statistics, revealed a significant positive impact of TELLTM on the AA, CT, and SE of EFL learners. These results have important implications for educators, curriculum developers, and policymakers, providing valuable insights into the incorporation of TELLTM into English language instruction. The use of these three questionnaires provided valuable insights into the effectiveness of TELLTM in enhancing various aspects of language learning. These findings underscore the importance of incorporating music into language instruction and offer practical guidance for educators seeking to improve their teaching practices.

Role of Educational Psychologists for Social and Emotional Learning of Students and Head Teachers: A Systematic Literature Review

The purpose of this research is to review evidence about the significance of the role of educational psychologists for the social and emotional learning of students and head teachers in the development of student's learning process in different ways. The purpose of the study is to see the different successful strategies that can transform students’ lives through learning behavioral, emotional, and social interaction with others and the type of environment that is needed in the educational sector through a literature review. The main objective of the study is to analyze the need for social and emotional development of students and head teachers at the secondary level. This systematic literature review explores the pivotal role of educational psychologists in fostering social and emotional learning (SEL) among both students and head teachers within educational settings. A conventional subject-searching method was used for the systematic literature review. The results of the study highlight the multifaceted contributions of educational psychologists in enhancing emotional intelligence, interpersonal skills, and mental well-being among students, while also supporting head teachers in creating emotionally supportive school climates and effective leadership practices.

Adaptation of the Learning Process for Students in the Post New Normal Era: Learning Management System (LMS) Innovation Efforts in Indonesia

This study aims to explore the condition of Arabic learning at UIN Syarif Hidayatullah Jakarta after the New Normal Era and the response of the academic community of UIN Syarif Hidayatullah Jakarta to the post-New Normal situation through the development of a Learning Management System (LMS). The descriptive method is used by utilizing qualitative data from interviews and quantitative data from surveys using questionnaires. The findings show that students' response to adaptation after the COVID-19 pandemic has increased, especially in motivation to learn Arabic. The use of LMS elicits a positive response from students and faculty, enabling variety in teaching, increasing learning motivation, and facilitating assessment. Nonetheless, challenges related to access and conventional learning preferences must be overcome. The majority of lecturers see benefits in using LMS, but differences of opinion regarding the need for a face-to-face approach emphasize the importance of adapting and integrating learning technology with traditional approaches to improve the effectiveness of Arabic language learning. These findings support Gerald Gleason's concept of Educational Technology and John Dewey's The Philosophy of Education. Overall, the study highlights the importance of adaptation in Arabic language learning in the post-pandemic era, with the majority of students and lecturers responding positively to the use of learning technologies such as LMS despite the need for adjustments and improvements to improve overall learning effectiveness.

Fostering Student Motivation Through Teacher Competence

Teacher competency is the teacher's ability to direct the student learning process in the classroom. Teachers have an important role for students both in the classroom and outside the classroom, therefore teacher competence in teaching is very important. Competence is behavior that is reasonable in order to achieve goals that were previously adjusted due to existing conditions so that competence can be interpreted as a skill and ability. Teachers have an important role to guide students in the learning process. The teacher's ability to design effective learning strategies, understand students' individual needs, and present material in an interesting way can influence students' motivation to learn. In participating in the learning process, each student's motivation is different, some are high and some are low, in this case the teacher must influence student motivation externally to form students' internal motivation. The aim of this research is to analyze teacher competence to increase student learning motivation. The method used is a literature study which focuses on research on teacher competency to increase student learning motivation. The results of the literature review regarding teacher competence to improve student learning can be achieved by increasing the existing competence of each teacher so that this goal is achieved optimally

Analysis of self-regulated learning strategies used by online learners

This study is a qualitative survey research that examines the self-regulated learning strategies used by students in the blended online learning process. Participants were made up of 67 pre-service teachers studying at a faculty of education. A questionnaire form was used to determine students’ self-regulated learning strategies. The self-regulated learning strategies were classified under three themes: before the lesson, during the lesson, and after the lesson. The strategies used before the lessons were organizing the environment, planning, motivating oneself, and physiological and psychological readiness. During the online lessons, students used strategies such as taking notes, attention focusing, help seeking, effort management, self-discipline, taking a break, and time management. After the lessons, students used strategies such as reviewing records, organizing and transforming, practicing, working with additional resources, help seeking, self-testing, and completing tasks. Furthermore, the study results that were revealed to be different from the results of similar studies were discussed and recommendations for future studies were made. In addition, the study revealed that the strategies used by the students differed according to their communication modes. While synchronous and blended groups used more self-regulated learning strategies, asynchronous students used less self-regulated learning strategies.

Product Innovation Using Agile Practices in Supply Chain Management Curriculum

The dynamic business landscape demands supply chain professionals with Agile project management skills. This study introduces a novel course project simulating a new product launch for a Fortune 500 company. We designed a theoretical multi-phase student team-based Agile project as part of an undergraduate Supply Chain Management course. This article describes implementing a project where teams are guided through the "Agile Way" using scaffolding of the Scrum framework. The project is designed using team-based learning of Agile methodologies. Agile methodologies often emphasize collaboration and open communication, which can foster psychological safety in teams. Using Agile frameworks and the designed templates, student teams work through theoretical Agile product innovation phases for a Fortune 500 company throughout the semester. Students simulate a product launch and apply Agile practices. A validated Agile survey assessed student learning outcomes across two semesters. Statistical analysis revealed a significant positive impact of using Agile templates on student understanding of Agile practices, team collaboration, and continuous improvement. This project offers a practical and adaptable framework and provides insights into using Agile management in the classroom. This study contributes to understanding student learning processes and outcomes using Agile project management and outlines teaching methods for a Supply Chain Management class that successfully implements Agile management projects.

Exploring The Impact of Discipline in Students Learning Process

Exploring The Impact of Discipline in Students Learning Process

Active learning with research based on three principles of higher education

This study aims to determine how using an active learning model based on the three higher education principles can improve students' active learning. Qualitative research methods were applied in this study, with data collection through interviews, literature study, and observation. The results showed that active learning based on the three higher education principles was included in the "good" or "acceptable" category. The application of this model can make this campus a place with a positive academic atmosphere that enhances and supports collaboration, discussion, and positive and critical thinking. The novelty of this research lies in the use of active learning with mini-research projects, which are developed based on university principles and embody it. The hope is that this can help solve problems in the student learning process at the State Islamic University Sunan Kalijaga, Yogyakarta, Indonesia. The expected implication is that the university's policy supports applying the model to resolve learning problems and build real scientists for students.

Teknik untuk Mendapatkan Umpan Balik dalam Proses Pembelajaran

Getting quality feedback is important in many aspects of life. The teaching and learning process at school cannot be separated from the provision of teacher feedback to students. Feedback is necessary because it can provide information about students' abilities, guiding their ignorance at the time of learning something new and complex. However, in reality, not all teachers provide feedback that can motivate students' learning behavior. The method used in writing this article is the literature method by first collecting study materials and materials from various sources, namely books, journals, and related articles. The author formulates the existence of feedback techniques in the learning process, including several kinds of aids that can be received by students, so that they are easier to understand the lesson, namely visual, audio, and audio-visual aids. In addition, the role of motivation and media in the learning process for students is also very important and this can help the continuity of the teaching and learning process and the achievement of learning objectives.

DEVELOPING OF DIFFERENTIATED NATURAL AND SOCIAL SCIENCE LEARNING TOOLS IN MERDEKA CURRICULUM IN ELEMENTARY SCHOOLS

One way to design and carry out a learning process based on student characteristics is with a differentiatio learning strategy. The differentiation learning strategy is a very important to implement in the 21st century. This research and development study aimed to develop a differentiated learning tool. The research subjects were fourth grade elementary school students. The 4D model with four stages (define, design, development, and dissemination) was used in this study. However, the implementation of this research was only limited to the development stage. The development of differentiated natural and social sciences learning tools aimed to produce ATP, teaching modules, teaching materials, student worksheets, and learning assessments which were valid, practical, and effective for use in elementary school students. The results indicated that ATP had a percentage of 91.5%, teaching modules with a percentage of 91%, teaching materials with a percentage of 93%, student worksheets with a percentage of 91.62%, and an assessment with a percentage of 91.12% so that the average was 91.64% with a valid category. Differentiated science and science learning tools can be used as learning tools in elementary schools with limited trial student response results of 91% and field trial student response results of 97%. So it can be concluded that the differentiated science and science learning tools developed are valid for use as learning tools in the student learning process in elementary schools.

Information behaviour of students inspired by lecturers' feedback

ABSTRACT Feedback is identified in the works of researchers as an essential element for improving the learning process of students. Research shows that lecturer's feedback creates value when it provides not only appraisal information but also links to further learning. This type of feedback affects the learner’s information behaviour, i.e., encourages searching for additional information and using it in the learning process. The paper aims to analyze the peculiarities of students’ information behaviour during feedback. The research object is investigated from an information science perspective, using theories of information behaviour. An exploratory quantitative survey of 111 Communication BA students from Vilnius University, Lithuania, was conducted. The results of the study revealed the characteristics of feedback inspired by information behaviour: the feedback provided by the lecture is the primary source of information; feedback promotes individual information search; timely feedback encourages proactive information behaviour.