Learning Profile Of Students Research Articles

Exploring neural efficiency in spatial cognition: A comparative study of 3D visual stimuli in virtual reality across STEM and non-STEM fields

Spatial cognition plays a crucial role in our daily lives. The relationship between spatial abilities and mathematical performance is well-established, with visuospatial training offering significant benefits in academic STEM (Science, Technology, Engineering, and Mathematics) disciplines. Developing visuospatial training requires an objective evaluation of spatial cognition and consideration of various 3D displays. This study aims to compare the neural efficiency of STEM and non-STEM individuals during mental rotation tasks (MRT) in 3D and 2.5D conditions (pseudo 3D) using virtual reality (VR). For that, we propose a novel integrative assessment of spatial cognition by combining a cost-effective VR headset and functional near-infrared spectroscopy (fNIRS). Overall, the findings reveal that STEM individuals exhibit greater neural efficiency in the dorsolateral prefrontal cortex (PFC) while solving MRT in a VR environment compared to their non-STEM counterparts. Additionally, the study shows that there is no significant difference in performance between 3D and 2.5D stimuli, suggesting that both conditions are equally suitable for MRT in VR. One possible explanation is that immersive VR reduces the distinctions between 3D models and 2.5D images, considering MRT scores and PFC activity. This research underscores the practicality and relevance of using VR and fNIRS to evaluate visuospatial tasks and the potential to identify distinct student learning profiles and enhance spatial skills. Furthermore, it highlights the potential of 2.5D stimuli as a cost-effective alternative for learning applications in VR. Here, we demonstrated that modeling the same task in 3D and 2.5D conditions can compare how humans interact with visuospatial tests, providing insights into applying VR devices to develop spatial skills.

Analysis of Inclusive Education Curriculum in Physical Education, Sports, and Health Subjects at Brajan Elementary School, Tamantirto, Yogyakarta

This study aims to determine the implementation of the inclusive education curriculum related to learning planning, learning implementation, and learning assessment. The study was conducted at Brajan Elementary School, Tamantirto in the 2023/2024 school year. This study used a qualitative method with observation, documentation, and interview techniques with three main respondents: class VI teachers, principals, and Physical Education, Sports, and Health (PJOK) teachers. The research findings show that the school has not prepared a PDBK Student Learning Profile, made adaptations or modifications related to the devices, or prepared an Individual Learning Program. This is because teachers do not yet know about preparing inclusive learning, teachers have never attended training, schools do not have GPK, lack adequate resources, and schools have not been involved or collaborated with related experts in preparing learning devices for PDBK.

An Empirical Study of Adaptive Learning Algorithm Based on Intrinsic Motivation in English Online Teaching and Learning

An empirical study of adaptive learning algorithms based on intrinsic motivation in English online teaching and learning delves into the intersection of technology and motivation in language education. By investigating how adaptive learning algorithms can leverage intrinsic motivation factors, such as personal interests and curiosity, researchers aim to optimize online English instruction for individual learners. This paper introduces Weighted Feature Clustering Adaptive Learning (WFCAL) as a novel approach to optimizing English teaching and learning processes. Traditional methods of instruction often fail to address the diverse needs and learning profiles of students, leading to suboptimal outcomes. WFCAL offers a solution by dynamically adapting instructional content based on the individual characteristics of learners, thereby creating personalized learning experiences. Through the application of WFCAL, significant improvements in language proficiency have been observed across various skill domains, including vocabulary, grammar, and reading comprehension. The algorithm clusters learners into groups based on their proficiency levels and adapts instructional delivery to cater to the specific needs of each cluster. This approach promotes engagement, motivation, and efficacy in language learning, leading to enhanced outcomes. learners in Cluster 1 showed an average increase in vocabulary knowledge from 65 to 80, while learners in Cluster 2 demonstrated an improvement from 70 to 85 in grammar understanding. Additionally, reading comprehension skills improved by an average of 10 points across all clusters. The algorithm clusters learners into groups based on their proficiency levels and adapts instructional delivery to cater to the specific needs of each cluster.

Teachers’ Perception of Differentiated Instruction for Slow Learner in Inclusive School Yogyakarta

This present study aims to find out the teachers’ perception and practice about the implementation of Differentiated Instruction (DI) in English-as-a-foreign-language (EFL) teaching to students with Slow Learner (SL) in inclusive school. This study employed a descriptive qualitative method conducted at Junior high school in Yogyakarta, Indonesia, by selecting two English teachers as participants. The data were collected through observation, interview and document. The findings revealed that the teachers do not fully comprehend the concept of DI, especially in the analysis of student learning profiles, even though socialization regarding differentiated learning has already been given by the government. The challenges that teachers encountered were the insufficient training on how to identify and accommodate the needs of slow learner students, who constitute a large proportion of their classes. In concussion, the English teachers have already had the basic concept of differentiated learning, but have not been able to implement it effectively in practice.

PEMBELAJARAN BERDIFERENSIASI DALAM KERAGAMAN PESERTA DIDIK TERHADAP PEMENUHAN TARGET KURIKULUM

Differentiated learning is a form of effort in a series of learning that pays attention to the needs of students in terms of learning readiness, student learning profiles, interests and talents. So through differentiation learning carried out by educators it is hoped that they can achieve the target of fulfilling the independent curriculum, namely giving freedom to students of different religions to develop their talents and interests and produce a profile of Pancasila students who are targeted in this independent curriculum. In terms of differentiated learning, it can be in accordance with the philosophy of thought according to Ki Hajar Dewantara which states that education "guides" the nature of each student so that he is able to achieve the highest safety and happiness as a human being or a member in a society. In this case the educator acts as a facilitator who can provide direction so that the student does not lose his way and can become a complete human being.

An Exploratory Study of Professional Issues Based on the Pain Points of Teaching Modular Projects

Abstract The modular teaching mode has been introduced into many disciplines, especially in higher education, computer education, and other skill-based disciplines. The modular teaching mode is more widely used. Based on the modularization project, this paper explores the pain points in teaching, starting from the principle of modularization project teaching and listing the advantages of modularization project teaching. Based on the principle of modular project teaching, a diagnostic model for teaching pain points is proposed. The K-means algorithm is used to construct a student learning profile, analyze the students’ learning pain points, and design a modular project teaching model to address these pain points. Through experimental analysis, we verify the effect of the model on teaching pain point problems. The experimental class saw a rise in student performance from 104 to 110 points. The pre-and post-test academic performance of the experimental class is significantly different at the 0.05 level, as indicated by the significant difference of 0.001. In the case of improving learning interest, close to 70% of the students expressed greater interest in learning after learning from the teaching model proposed in this paper.

What Do We Know About Different Instruction in Primary Schools?: A Systematic Literature Review

Differentiated learning is a concept that differentiates learning activities in class based on student learning readiness, student interests and student learning profiles. Differentiated learning is one of the government policies as part of the independent curriculum offered to overcome learning loss after the Covid-19 pandemic. This study aims to find out 1) the research methods used in researching differentiated learning in elementary schools, 2) the subjects of the research study 3) the findings that are the subject of these studies. The study method used in this analysis is a systematic review and meta-analysis (PRISMA). From data identification, article screening and presentation of articles in the 2018-2022 period, there are 33 articles ready for review according to the scope of differentiated learning in elementary schools. The results of the research show that the research method that is widely used is a type of quantitative research with the teacher as the research subject. The research findings show that the teacher's view of differentiated learning influences its practice in the classroom, teachers have different understandings regarding differentiated learning. Differentiated learning activities can improve the quality of student learning in class.

Unfolding self‐regulated learning profiles of students: A longitudinal study

AbstractBackgroundIt is vital to understand students' Self‐Regulatory Learning (SRL) processes, especially in Blended Learning (BL), when students need to be more autonomous in their learning process. In studying SRL, most researchers have followed a variable‐oriented approach. Moreover, little has been known about the unfolding process of students' SRL profiles.ObjectivesWe present the insights derived from a study that measured motivation and the learning strategies used by 198 students of a university entry‐level, business school, BL course to develop an understanding of students' SRL processes.MethodsThe Strategies for Learning Questionnaire (MSLQ) was used to survey 198 students three times during a semester to investigate SRL profiles and how they unfolded as the course progressed using a person‐oriented approach. Through a clustering approach, we focus on MSLQ's motivation aspects as its importance has been emphasised by different SRL theories, and extant research into motivation in learning analytics (LA) is still lacking.Results and ConclusionsThrough the longitudinal clustering approach, we identified minimally, average, and highly SRL profiles. We acknowledged that students might change their SRL profiles as the course progressed as a result of feedback they received.What are the 1 or 2 Major Takeaways from the Study?This study contributes to the SRL theory by examining students' SRL profiles adaptation longitudinally (addressing the challenge identified regarding the cyclical nature of SRL). This study contributes to LA by investigating motivational constructs currently lacking in the field and bringing forward theory based empirical evidence to inform theory and practice.

Analysis of Student Learning Styles in Differentiation Learning

This research is an attempt to describe students’ learning styles in differentiation learning. The study was conducted on all students of class X-3 at SMAN 8 Malang. Learning style is a consistent way that students have in capturing stimulus or information, how to remember, think, and solve problems. Based on the implementation of the independent curriculum, it is also necessary to map learning needs based on the learning profile of students. This mapping can be done by providing a diagnostic assessment to find out. There are various ways of information processing that students display, some are easier to process through visual information, some are auditory (sound), and others are kinesthetic (direct practice). The findings obtained from this study are that mapping different learning styles can not only improve the quality of learning in students but also help them in mastering mathematics.
 Keywords: learning style, differentiation learning

Manajemen Pendidikan Aqidah Akhlak MTs Al Munawwarah di Lingkungan Eks Lokalisasi Pekerja Sex Komersial (PSK) Desa Slarang Kecamatan Kesugihan Kabupaten Cilacap

The purpose of this study is to describe the management of MTs The Impact on Students Who Come from the Ex-Localization of Slarang Commercial Sex Workers (PSK) in the 2019/2020 Academic Year. This research was conducted with a qualitative approach. The subjects of this study were the principal, teachers, and students. Data collection techniques from this study using the method of observation, interviews, and documentation. The results of this study indicate that, 1) Learning planning by teachers is carried out by compiling annual programs, semester programs, developing learning syllabus, and developing lesson plans. 2) Organizing learning is carried out by the teacher, namely: structuring classrooms, structuring students, using learning resources, using learning media, and using facilities and infrastructure. 3) Implementation of learning is the teacher carrying out learning activities including preliminary activities, core activities, and closing activities. 4) Learning evaluation is the principal of madrasah providing guidance, assistance, supervision and assessment on problems related to the technical implementation and development of teaching education in the form of improving teaching education programs and activities to create teaching and learning situations. Meanwhile, the teacher evaluates learning through process assessment and results assessment. Process assessment is carried out on student participation both individually and in groups during the learning process. Assessment of results is carried out at the middle and end of the semester. 5) Reporting of learning outcomes that the content of reporting learning outcomes includes things such as student learning profiles at madrasah (academic, physical, social and emotional), student participation in activities at madrasah (active, moderate, insufficient or inactive), progress of results student learning during a certain learning period, appeal to parents.

Modeling Students' Self-Efficacy in Mathematics during the Covid-19 Pandemic


 Self-efficacy in learning mathematics helps the student to overcome difficulties and challenges in problem-solving during unprecedented times. This article aims to measure the level of students' self-efficacy and its determinants during the COVID-19 pandemic in learning mathematics online. The study considered primary data from 233 students selected in a non-random approach at Visayas State University, Baybay City, Leyte, Philippines through the aid of an online survey. The data were analyzed using some descriptive statistics calculation and regression analysis was used to model the students' self-efficacy and its factors. Results showed that, on average, the students' self-efficacy level is considered "moderate" amidst the pandemic. This means that most of these students are still having mathematical anxiety and experiencing hindrances in achieving good academic performance in mathematics online. The statistical model revealed that the demographic and learning profile of students is not significantly influencing the level of self-efficacy. In addition to that, the mathematics teachers' intervention has shown also an insignificant influence on the students' self-efficacy. In conclusion, students during the pandemic are having difficulty adopting a new type of learning (distant/online) due to their moderate level of self-efficacy. Hence, the study recommends that teachers must make the learning environment exciting and interesting to boost the students' motivation and self-efficacy in doing their mathematics tasks. Furthermore, teachers must give mathematics activities that are suitable and doable for online learning that enhances students' creative thinking.

Implementasi Pembelajaran Berdiferensiasi dengan Model Problem Based Learning pada Siswa Sekolah Dasar Kelas VI

No students in the class are the same. They come from different backgrounds, have different learning preferences, different interests, or learn at different speeds so their readiness to learn is different. Differentiated learning is learning made by teachers to meet the learning needs of students in the classroom. This learning practice is important to share because it is expected to provide benefits regarding the application of differentiated learning in elementary schools. Differentiated learning in this study uses the Problem Based Learning (PBL) model. PBL is a student-centered learning strategy that requires students to be skilled and sensitive to solving problems in their environment. The strategy used in this differentiated learning is to map learning needs based on three aspects, namely learning readiness, interest in learning, and student learning profiles by using surveys filled out via smart phones. Then the author plans differentiated learning based on the results of the mapping, namely providing various choices of strategies, materials, and ways of learning. The results of the learning that has been carried out are that students are very happy and enthusiastic in participating in learning from beginning to end. Differentiated learning that is carried out is able to accommodate the learning needs of students in one class.

Manajemen Pendidikan Aqidah Akhlak MTs Al Munawwarah di Lingkungan Eks Lokalisasi Pekerja Sex Komersial (PSK) Desa Slarang Kecamatan Kesugihan Kabupaten Cilacap

Examines the education management process applied at MTs Al Munawwarah Kesugihan Cilacap Regency, as an effort to improve the morals of students who come from the ex-localized Slarang Commercial Sex Worker (PSK) environment. The purpose of this study is to describe the management of MTs The Impact on Students Who Come from the Ex-Localization of Slarang Commercial Sex Workers (PSK) in the 2019/2020 Academic Year. This research was conducted with a qualitative approach. The subjects of this study were the principal, teachers, and students. Data collection techniques from this study using the method of observation, interviews, and documentation. The results of this study indicate that, 1) Learning planning by teachers is carried out by compiling annual programs, semester programs, developing learning syllabus, and developing lesson plans. 2) Organizing learning is carried out by the teacher, namely: structuring classrooms, structuring students, using learning resources, using learning media, and using facilities and infrastructure. 3) Implementation of learning is the teacher carrying out learning activities including preliminary activities, core activities, and closing activities. 4) Learning evaluation is the principal of madrasah providing guidance, assistance, supervision and assessment on problems related to the technical implementation and development of teaching education in the form of improving teaching education programs and activities to create teaching and learning situations. Meanwhile, the teacher evaluates learning through process assessment and results assessment. Process assessment is carried out on student participation both individually and in groups during the learning process. Assessment of results is carried out at the middle and end of the semester. 5) Reporting of learning outcomes that the content of reporting learning outcomes includes things such as student learning profiles at madrasah (academic, physical, social and emotional), student participation in activities at madrasah (active, moderate, insufficient or inactive), progress of results student learning during a certain learning period, appeal to parents.

DIFFERENTIATED INSTRUCTION: PRODUCTIVE SKILLS DEVELOPMENT WITH HIGH SCHOOL AND UNIVERSITY STUDENTS

The Differentiated Instruction (DI) approach addresses individual learner`s needs in a mixed ability class by focusing instruction on student learning profiles. The purpose of this study was to describe the effects of the implementation of four DI strategies suggested by Herrera (2011) in order to analyze their impact on students’ productive skills within two different educational settings: the high school and university. A total of 105 students and two English teachers participated in this study. An online survey assessed learners’ perceptions of the DI strategies. The results confirmed that the 4 DI strategies implemented in both settings had a positive effect on the development of students’ writing and speaking skills. This study concluded that there is not a universal, one-size-fits-all strategy for teaching that includes all students. In-depth knowledge of students’ needs, and interests is a starting point for addressing instruction in a more effective way. Finally, the DI approach is starting to emerge in Ecuadorian EFL classrooms, and teachers are showing interest in applying the corresponding strategies as an aid to student learning.

Understanding Social Structure and Social Relations in Differentiated Learning in Driving School Programs

<p>The purpose of this study was to determine the social structure and social relations in differentiated learning and to find out the obstacles in the preparation of student learning profiles in the driving school program. This is one of the interesting things to study because the driving school program is a new program and uses the principle of differentiated learning. This study uses qualitative methods with data collection techniques using interview, documentation and observation techniques. Based on the results of the study, it can be seen that the social structure of the community is mostly underprivileged families and the education of parents is mostly elementary school graduates. The social relations of students from the research results can be seen from student relations both at school and at home. The obstacles in the implementation of the preparation of student learning profiles are the ability of teachers to identify the needs of students is limited, parents are not able to understand the condition of students such as the physical condition of students who encourage students to use aids in the learning process. Another obstacle faced is the lack of implementation of interest aptitude tests to identify problems faced by students, students' academic abilities, and students' potential in various fields. On the other hand, the student learning profile instrument demands complex identification from both teachers and parents.</p><p><strong>Keywords</strong>: Social Structure, Social Relations, Differentiation, Sekolah Penggerak</p>

Teaching and learning considerations during the COVID-19 pandemic: Supporting multimodal student learning preferences

Background. The advent of COVID‐19 and the subsequent national lockdown has catapulted higher education institutions into emergency remote teaching (ERT). A principal challenge in this shift is the ability to stimulate student interest towards engagement with, and retention of, course content. The creation of teaching and learning (T&L) resources and activities using a combination of the visual, aural, read/write and kinaesthetic (VARK) modes is fundamental in ensuring student engagement. Objectives. To determine the learning style profiles of undergraduate students and to explore how student learning profiles may be incorporated in T&L approaches during ERT. Methods. This descriptive study profiles the learning preferences of undergraduate students in a health science faculty using the VARK questionnaire. The study further outlines modifications in T&L implemented to support the varied learning preferences during the COVID‐19 ERT response. Results. Our findings demonstrate that the majority of our students have a multimodal learning preference, with the kinaesthetic modality being the most preferred. Voice‐over PowerPoint presentations with transitioning images, and audio files, supported the visual and aural learners through asynchronous engagement. Additionally, online discussion forums and applied projects (such as theme park designs) enhanced asynchronous learning by stimulating the visual, read/write and kinaesthetic preferences, respectively. Microsoft Team sessions with PowerPoint presentations supported visual and aural learning preferences through synchronous engagement. Conclusions. Rethinking traditional T&L approaches towards supporting the diverse student learning preferences is critical in student‐centred T&L amidst the many challenges that ERT has precipitated. Academics need to be dynamic in their T&L approaches and intuitive in their awareness of how subject content may be modified/enhanced in the ERT environment.

Profil Belajar Mahasiswa S2 Pendidikan Bahasa Indonesia (Gaya Belajar, Aktivitas Belajar, Dan Kebiasaan Belajar)

Learning activities can be achieved by a learner or student if he pays attention to various internal factors, such as learning styles or types, learning activities, and study habits. The purpose of this study is to describe the learning profile of Indonesian Language Education Master's Degree students based on learning style factors, learning activities, and study habits. The scope of this research includes (1) learning style factors include visual, auditory, and kinesthetic types, (2) learning activity factors include visual, oral, auditory, motor, writing, and mental activities, and (3) study habits factors, includes regularity in learning includes planning, implementing processes, and completing tasks and remedial, discipline, using guidelines in learning, and concentration of mind in learning. This study uses a descriptive method and a simple quantitative approach. Data collection using a questionnaire technique includes factors of learning style, learning activities, and study habits. The research sample used the total affordability sampling technique, namely all 29 respondents of Masters in Indonesian Language Education FKIP Bengkulu University in the odd semester of 2018/2019. Data analysis was carried out quantitatively using the mean and percentage formula by describing the results qualitatively. Based on the results of the study, the study profiles of S2 Indonesian Language Education students, FKIP Bengkulu University, achieved an average score of 3.43 in the high category and the highest contribution was achieved starting from learning style factors (41.3%), learning activities (30.4%), and study habits. (by 28.3%). This means that the student learning profile has been carried out at the level of a good learning process. In particular, that this learning profile is achieved sequentially starting from the best achievement, namely factors (1) learning style with a tendency sequence starting from the auditory type, kinesthetic, and visual type, and (2) learning activities with a tendency sequence starting from the motor element. , writing, auditory, verbal, visual and mental, and (3) habits with tendencies sequentially starting from the elements of regularity, discipline, and concentration in learning.

Teaching through Learning Analytics: Predicting Student Learning Profiles in a Physics Course at a Higher Education Institution

Teaching through Learning Analytics: Predicting Student Learning Profiles in a Physics Course at a Higher Education Institution

Self-regulation and Other Learning Dimensions in Hybrid Courses: Which Characteristics Matter in Academic Performance?

Hybrid education has been referred to as the 'third generation' of distance education. An increasing number of universities are including hybrid courses within their academic offer, especially due to the worldwide pandemic that COVID-19 has caused. Therefore, it is very important to understand how students deal with the hybrid experience. Previous studies have been focused mainly in 100% online courses, but little research has been done in hybrid education. It is important to understand how self-regulation and student learning profiles can affect in a positive or in a negative way their academic performance during the course. The data was collected on hybrid courses offered by the Tecnologico de Monterrey in Mexico, through the CEVEAPEU questionnaire to 4,857 students of different careers programs of the 26 different campuses around the country. An exploratory data analysis was performed, as well as a statistical correlation analysis of Pearson and Spearman. Our findings show that the factors that affect the final academic performance of a student more significantly, although with a weak correlation, are intrinsic/extrinsic motivation, anxiety, self-regulation, and information processing. Therefore, we can conclude that, although self-regulation is a dimension that affects performance in hybrid courses, it is not the only dimension, nor it is a determining factor in the final grade on whether a student will pass or fail a course.

Perspectives on the implementation of differentiated teaching (on the example of teaching mathematics at the elementary level)

Student-centered learning is unimaginable without the implementation of differentiated approaches. We can find out a number of publications and articles about this subject. The American professor Carol Ann Tomlinson has quite important articles on differentiated teaching from contemporaries. In his work, Tomlinson discusses in detail and in depth the essence of differentiated teaching as one of the effective approaches and the principles of its implementation. However, a number of issues (why is differentiated learning so important and relevant? What makes it relevant?) Still require a good understanding in order to successfully implement this approach when teaching a particular subject. These issues are discussed in the article on the example of teaching elementary school mathematics and clarifies the perspectives of using a differentiated approach in these areas. Differentiated learning is fully suited to student-centered learning, as it implements a learning process focused on the needs, skills and abilities of each student (group of students). According to Tomlinson, differentiated learning is constructed and implemented to take into account the readiness, interests and learning profile of students to create optimal conditions for development for each of them. This is one of the best ways to implement an individual approach to students.Providing a learning process tailored to the needs of the students and teacher feedback on the needs of the students include teacher activities in a number of areas. Tonlimson and Mooney consider new opportunities for students, a sense of partnership, expectations, and training for quality learning significantly; Which contributes to class success and student growth. The condition for facilitating is the active involvement of students in the learning process, their cooperation;The essence of the issue is clarified in the article on the example of a mathematics course, how we can apply this approach in the teaching-learning process and why it is extremely valuable to implement differentiated teaching from the elementary level. This need is explained in relation to the specifics of teaching mathematics as a school subject. The "technology" of differentiated teaching, the essence of differentiation based on student readiness, as well as what the subject of differentiation includes are discussed in detail. Differentiation of each component according to the individual components of the curriculum (content, process, product) is discussed with specific examples. With the help of different types of tasks it is possible to use the possibilities and perspectives of differentiation in teaching mathematics at the elementary level. Some recommendations in this regard are offered. The issue discussed in the article concludes that the purposeful use of differentiation from the elementary level gives a great chance for the multifaceted development of students, which is accompanied by the results of successful teaching in mathematics.