School Level Research Articles

Studi Review dalam Meningkatkan Hasil Belajar di Sekolah Dasar dalam Sebuah Penelitian Tindakan Kelas

This research aims to review the influence of Classroom Action Research (PTK) on student learning outcomes at elementary school (SD) level. The method used in this research is a literature review study, by collecting and analyzing scientific articles related to the implementation of PTK in elementary schools. The data collection technique used is analysis, which will later function to collect relevant data and sources in this research. The type of data used is qualitative, chosen because the method applied is a literature study. From analysis of various sources, it was found that the implementation of CAR had a significant impact in improving student learning outcomes. This method allows teachers to identify learning problems, plan improvements, and evaluate the effectiveness of teaching strategies implemented on an ongoing basis. This study combines six literature studies with a Systematic Literature Review (SLR) approach to examine the influence of the Card Sort, Problem-Based Learning (PBL), Jigsaw, Course Review Horay, and Guided Discovery learning methods on achieving learning outcomes. The results of the analysis show that interactive and collaborative methods, such as Card Sort, Jigsaw, and PBL, are able to increase student participation, understanding, and learning motivation. Meanwhile, the influence of social media on learning outcomes emphasizes the important role of parents and teachers in guiding the use of social media to remain productive. Overall, active and collaborative learning methods and improvements to improve the quality of learning at the basic level.

The impact of sign language on Spanish language acquisition

The present research article examines the role of sign language in the acquisition of the Spanish language through the teaching of sign language at the high school level. It focuses on a sample of high school students from a private institution in the city of Chone. Additionally, a descriptive approach was employed, centered on the scientific tasks of research and the respective sampling method. For data collection, two interviews were conducted with English teachers, and a survey was applied to an English teacher. The results indicate that the acquisition of the Spanish language through the use of sign language is significant for students. Moreover, the use of pedagogical strategies is essential to help them develop their communicative skills. On the other hand, it is important for teachers to use visual resources to ensure active participation from students. Consequently, the findings highlight factors influencing the learning and acquisition of the Spanish language through the use of sign language. In other words, this study contributes to educational research by providing relevant information about the importance of Spanish language acquisition for students with hearing impairments.

The Impact of Sign Language on Spanish Language Acquisition

The present research article examines the role of sign language in the acquisition of the Spanish language through the teaching of sign language at the high school level. It focuses on a sample of high school students from a private institution in the city of Chone. Additionally, a descriptive approach was employed, centered on the scientific tasks of research and the respective sampling method. For data collection, two interviews were conducted with English teachers, and a survey was applied to an English teacher. The results indicate that the acquisition of the Spanish language through the use of sign language is significant for students. Moreover, the use of pedagogical strategies is essential to help them develop their communicative skills. On the other hand, it is important for teachers to use visual resources to ensure active participation from students. Consequently, the findings highlight factors influencing the learning and acquisition of the Spanish language through the use of sign language. In other words, this study contributes to educational research by providing relevant information about the importance of Spanish language acquisition for students with hearing impairments.

Factors Influencing Students’ Performance in University Mathematics Courses: A Structural Equation Modelling Approach

This study examined the predictive relationships between Grade 12 National Senior Certificate (NSC) Mathematics results (representing students’ academic preparation at the secondary school level), university mathematics credits (indicating students’ progress in mathematics-related university courses), gender, and socioeconomic status (SES, measured by school quintile and family income) on student performance in specific university mathematics courses. The endogenous construct, student performance in university mathematics courses, was assessed using final grades from three courses representing progressive levels of mathematical complexity. Previous research had often evaluated these factors in isolation, leaving gaps in understanding how they collectively influenced academic success in South African higher education. Participants were selected using stratified random sampling to ensure representation across diverse socioeconomic backgrounds and genders. Data collection relied on institutional records for NSC Mathematics results, university mathematics credits, and course grades. SES information was gathered using surveys capturing school quintile and family income data. Structural equation modelling (SEM), specifically the covariance-Based SEM approach, was employed to analyse these variables’ direct and indirect effects on student performance. The analysis was conducted using the lavaan package in R, enabling the simultaneous assessment of multiple variables and offering a comprehensive understanding of their interrelationships. Results indicated that NSC Mathematics results and university mathematics credits were significant predictors of student success. Additionally, gender and SES were found to moderate these relationships, with performance disparities observed. The findings emphasised the need for a multi-dimensional approach to predicting and supporting student success in university mathematics. Recommendations included the implementation of targeted interventions, such as academic assistance programmes and policy initiatives, to ensure that all students have equitable access to resources and opportunities.

Prevalence of myopia and refractive parameters among children and adolescents in Hi-tech District of Chengdu City

ObjectiveTo analyze the prevalence of myopia among children and adolescents in Chengdu from 2021 to 2023, providing insights for myopia prevention and control.MethodsThis study was a school-based cross-sectional study in children and adolescents aged 3–18 years in Hi-tech District of Chengdu City. All the students underwent comprehensive ocular measurement, including uncorrected binocular visual acuity (VA), spherical equivalent error (SER) with noncycloplegic autorefraction, corneal radius (CR), and axial length (AL).ResultsOver the three-year study period from 2021 to 2023, the overall prevalence of myopia was 38.15%, with annual rates of 38.74% in 2021, 38.67% in 2022, and 37.03% in 2023. The prevalence and severity of myopia increased significantly with age (P < 0.001). The prevalence was consistently higher among girls (P < 0.001) with 40.17% in 2021, 39.43% in 2022, and 38.33% in 2023 compared to 37.03%, 38.05% and 35.85% among boys in the years, respectively. The myopia prevalence increased with school level (P < 0.001). Mild myopia was the most common (24.47%), followed by moderate (10.77%) and severe myopia (2.91%). The mean SER were −1.72 ± 1.57 D in 2021, −1.32 ± 1.51 D in 2022, and −1.42 ± 1.36 D in 2023 (P < 0.001). AL was stable across most age groups, with mean AL across the overall sample of 23.80 ± 1.02 mm in 2021, 23.79 ± 1.04 mm in 2022, and 23.81 ± 1.04 mm in 2023.ConclusionMyopic prevalence among children and adolescents in Hi-tech District of Chengdu City decreased from 2021 to 2023. The prevalence increased with age and school level, indicating a need for targeted interventions. Significant changes in spherical equivalent refraction and AL emphasize the importance of early intervention and regular monitoring of myopia for an effective management.

Creative Thinking in Science: Influence of Ethnicity, Gender and Grade Level in Co-educational Schools, Kenya

The purpose of the study was to investigate the influence of ethnicity, gender and grade level on creative thinking in science among co-educational secondary school students. The study employed cross-sectional design with purposive sampling through which 363 students were sampled from 2 co-educational secondary schools in Kakamega (n = 198) and Siaya (n = 165) counties of Kenya. The entire sample was made of grade 9 (n = 95), grade 10 (n = 99), grade 11 (n = 75), and grade 12 (n = 94) students. The same sample consisted of 168 males and 195 females. Students Science Creativity Questionnaire (SSCQ) was adapted from Smith (2019), piloted and used to measure creative thinking in science. The instrument measured four dimensions of divergent creative thinking as fluency, flexibility, elaboration and originality. The data were analysed using a 4 x 2 x 2 MANOVA. The findings indicated statistically significant ethnic differences between Luo students from Siaya county and Luhya students from Kakamega county with regard to fluency and flexibility in favor of Luhya students. There were no statistically significant gender differences in creative thinking in science and statistically significant grade level differences in the dimensions of fluency, elaboration and originality. The findings have implications for pedagogic practice. Science teachers could deliberately make learning environments characterised creative learning activities which require learners to to generate multiple ideas and encourage students to solve scientific problems. Such learning environments could be made to encourage gender inclusive pedagogic practices and tailor creative learning experiences to grade level of learners. The discussion, conclusions and recommendations of the study are herein explained.

The Use of Learning Media to Improve Student Learning Outcomes at Elementary Schools

Learning media is a tool that can be used by teachers in the learning process to create learning that is interesting and easier to understand in accordance with learning objectives, there are lots of learning media that can be used both from the environment and from factory-made. This article aims to examine the use of appropriate learning media to improve student learning outcomes at the elementary school (SD) level. The type of research used in this research is qualitative research literature review method. The data collection technique uses documentation techniques obtained from various sources which include scientific articles, books and so on which are considered relevant to this research, which are then analyzed using content analysis techniques. The results showed that student learning outcomes were influenced by the use of media in learning, there are many benefits in using learning media, namely learning will be more interesting, the material taught is easier for students to understand.

Study Policies of Two Ministries in Implementing the Education Curriculum in Indonesia

This study aims to analyze the policies of two ministries, namely the Ministry of Religious Affairs (Kemenag) and the Ministry of Education, Culture, Research and Technology (Kemendikbudristek) at the elementary and junior high school levels, in implementing the education curriculum in Indonesia. This study is qualitative with a Systematic Literature Review (SLR) approach. Data in the form of scientific articles collected from 2015–2024. The data collection technique used the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) procedure. The study results show significant differences in the curriculum's structure, focus, and approach implemented by the two ministries. The Ministry of Religious Affairs curriculum emphasizes integrating religious values ​​with science. In contrast, the curriculum under the Ministry of Education and Culture focuses more on developing general competencies based on science and technology. However, there is potential to synergize the policies of the two ministries to create a more holistic curriculum, which not only builds intellectual intelligence but also strengthens religious character and national insight. This study recommends harmonizing inter-ministerial policies through more intensive coordination mechanisms and adapting inclusive curricula according to the needs of the multicultural society in Indonesia. This study focuses on policy analysis at the ministerial level and does not directly evaluate school or district-level curriculum implementation. This study contributes by comparatively analyzing the education policies of two ministries in Indonesia, which have not been widely discussed in previous studies. This study also highlights the importance of policy synergy in building an integrative and adaptive curriculum to the challenges of education in a culturally and religiously diverse society.

Development and revision of the nonverbal ability test for identifying gifted programs in Türkiye(BNV-II)

ABSTRACT The present study aims to develop the Bildiren Nonverbal Ability Test, Second Version (BNV-II), intended for the identification of gifted children at the primary school level. The first version of the test was originally created as a paper-and-pencil assessment. However, to reduce the risk of individuals becoming overly familiar with the test items due to repeated annual administration without modifications, the BNV-II was revised into a digital format for tablet use, incorporating updated items. In the initial phase of the study, the test was constructed in two forms, A and B, and administered to a pilot sample of 1,360 children aged 6–10 years old, drawn from various locations across Türkiye. The final version of the test was determined through an item difficulty, item discrimination, and item-total score correlation analysis. A norming study was subsequently conducted, involving a total of 6,567 children in Türkiye. The sample for Form A comprised 1,560 females (48%) and 1,659 males (52%), while Form B included 1,628 females (49%) and 1,720 males (51%). Reliability was assessed using test-retest, split-half, KR-20, and KR-21 methods, with standard error, standard deviation, and reliability coefficients calculated. Content, construct, and criterion-related validity were evaluated. The KR-20 reliability coefficient was 0.92 for both forms, and test-retest reliability was 0.91. Parallel-form reliability was 0.86, while correlations between BNV-II total scores and those of NNAT-I, TONI-3, and RSPM were 0.85, 0.86, and 0.77, respectively. These results confirm the BNV-II as a reliable and valid tool for identifying gifted children in Türkiye.

Correlation between TPACK and Conation of Certified Biology Teachers in State High Schools in Banda Aceh

The ability to apply TPACK will make it easier for teachers to teach material to students. One of the factors that influences TPACK in teachers is conation. If a teacher has a connection, TPACK can run well. This research aims to determine the relationship between TPACK and the certification of Biology teachers at State High Schools in Banda Aceh. The approach used in this research is to use a quantitative approach while the type of research is correlational research. The subjects used in this research were all Biology teachers who had been certified at the high school level in Banda Aceh. The data analysis technique used in this research is qualitative data and quantitative data. Qualitative data was obtained from interviews and observations, while quantitative data was obtained from questionnaires filled in by respondents and then data analysis was carried out using SPSS. The results of the research show that the calculated rvalue for the relationship between TPACK and conation is 0.538 > rtable 0.316, so it can be concluded that there is a medium category relationship between the TPACK variable and the conation variable. Because the calculated r in this analysis is positive, it means that the relationship between the two variables is positive.

Teachers’ perceptions: What happened after more than 10 years of developing the mathematics textbook

This qualitative study describes teachers’ perceptions of a mathematics textbook after more than a decade of developments in Saudi textbooks, including introducing English terms into Arabic textbooks. The sample of this study was 14 mathematics teachers at the high school level. The analysis of teachers’ interviews allowed the researcher to develop a deep understanding of the perceptions of fundamental changes in mathematics education. The findings expose the concerns of teachers regarding resource adequacy in light of the modern learning style that considers students as the center of the education process, and language issues in connection with textbook comprehensibility. These findings indicate that the Saudi Ministry of Education and leaders in mathematics education should focus on all elements of constructive alignment if they seek to meet the targets set to reform mathematics education.

PENGELOMPOKKAN HASIL BELAJAR SISWA SDN 3 ARDIREJO DENGAN METODE CLUSTERING K-MEANS

Grouping student learning outcomes is a strategic step to improve the quality of learning by understanding student achievement patterns in more depth. This study aims to analyze student learning outcomes at SDN 3 Ardirejo by applying the K-Means clustering method, which is designed to group data based on similarities in academic value characteristics from various subjects during one semester. The clustering results show the effectiveness of this algorithm in dividing students into high, medium, and low achievement clusters, making it easier for teachers to design adaptive learning strategies that suit the needs of each group. In addition, the information generated provides valuable insights for planning intervention programs, such as remedial learning for low-achieving students or enrichment materials for high-achieving students. This study contributes to a more systematic management of educational data at the elementary school level and is expected to be a reference for more effective decision-making, both at the school level and by educational stakeholders.

Navigating the Kindergarten Transition: An Exploratory Case Study of Challenges and Opportunities for Non-Immigrant and Immigrant Families

ABSTRACT The transition to kindergarten marks a significant milestone in the lives of families as their child takes their first step into the formal schooling environment. This exploratory case study examined challenges and opportunities among non-immigrant and immigrant families during the transition. The findings showed that non-immigrant and immigrant families encountered unique challenges and employed distinct strategies at the school, home, and community levels. In school, non-immigrant families proactively engaged with schools to navigate the kindergarten registration process, while immigrant families struggled with unfamiliarity with the U.S. education system and documentation requirements. The lack of communication with teachers was prevalent for both groups; while some non-immigrant families initiated conversations, immigrant families faced language and cultural barriers. Although time constraints were universal at home, both groups emphasized the importance of parental involvement. Non-immigrant families often relied on extended family support, whereas immigrant families depended on immediate family. Limited English proficiency presented extra challenges for the language development of children in immigrant families, as they sought supplementary educational resources within their social networks. At the community level, non-immigrant parents were aware of resources, but immigrant families faced obstacles due to inadequate community support for their children’s transition.

Sustainable Teaching and Learning E-learning Model towards Redesigning Transformative Learning Model for Knowledge Sharing & Infrastructure Enhancements Post COVID-19

Background: Recently, e-learning has become a very basic, integral part of technologybased learning. Wide trends are increasing day by day because of the demands and its usage based on working remotely due to highly penetrated mobile handheld devices and digital media. The smart campus infrastructure has played a vital role to its full extent towards Z millennium students in the 20th century. The teaching and learning accessibility depends on terms of various cost-based affordable platforms, either with synchronous learning or asynchronous mode of learning. Methods: The current research explores the changeling leading to infrastructural reforms as per the need for digital media for e-learning during and after COVID-19 spreads. The perspectives in 2 forms of research study are: 1st working on infrastructural needs and demands for the smart campuses and online learning challenges and 2nd is working on platforms technology utilization for better accessible resources for all learners. This work studied different aspects during and after COVID-19, leading to the importance of uninterrupted internet access, phone, hardware and reliability, etc. In this work, the importance of gamification study and flipped classrooms for enhancing learner performance to highly engage them in learning environments focused research model on learner engagement on Gamified perceiving study with Smart PLS-SEM was investigated. Promoting sustainability in its entirety through knowledge transfer and contributions to address various challenges in the redesign of learners' syllabi to meet educational needs, emphasizing online learning to integrate various modes of learner platforms, personalized teaching and learning, peer-to-peer communication for learner enhancement, and student engagement through gamification are studied. Results: Learners who are enrolled at the school, college, and university levels of education increased exponentially post-COVID-19. More than 90% responded to school closures with different learning abilities. Nearly 50% of countries in the world are merging guidance with faculty training. The enrolment in online courses has surged to more than 80%, and the success rates for online courses have increased to more than 70%. The eventual outcome is to emphasize the two aspects of the online platform of teaching and learning by giving students higher outcomes and intelligent aspects of a smart campus. The learners progress in terms of less network connectivity loss, efficient chat system, knowledge sharing, online assessments, micro-learning, increasing engagement, and gamification rewards in online learning. PLS-SEM results indicate the fitness values for a fit model with x2/df as 1.50 and RMSEA as 0.059. Conclusion: From the learning prospective, the research focuses on inferring the importance of gamified learning applications for student learning satisfaction levels. This enhances and improves their fun learning competence.

Hybrid didactic design in mathematics learning on fraction: A hermeneutic phenomenology

Although many studies have involved fractions in the elementary school curriculum, research on this topic at the junior high school level has been limited, particularly in identifying the factors causing student learning difficulties and designing alternative didactic approaches to overcome these challenges. Therefore, this study aimed to investigate these aspects. Hermeneutic phenomenology was used in this study. The participants in this research were students from a junior high school in Lombok, Indonesia, consisting of 29 eighth-grade students (aged 14-18), most of whom were female and from the Sasak ethnic group. Instrument, such as fraction operation tests, in-depth interview guidelines, and a hybrid didactic design for mathematics learning. Data related to learning difficulties were analyzed using a thematic analysis approach with NVivo-12 software. The study's findings revealed that students' low ability to operate integers, especially multiplication and division, was a primary factor in learning difficulty. The hybrid mathematics learning design sequence consists of three stages. The first stage encompasses several activities, namely Let’s Guess and Let’s Read. The second stage involved activities like Let’s Search, Let’s Discuss, and Let’s Conclude. The third stage comprised activities of Let’s Practice and Self-Reflection.

What dimensions of school climate promote adaptive functioning in adolescents with ADHD? A prospective longitudinal study.

The study of ADHD has predominantly focused on individual-level risk-factors, and less is known about contextual factors that promote adaptive functioning. The present study is the first to evaluate the longitudinal association between five dimensions of school climate (academic expectations, student engagement, disciplinary structure, respect for students, willingness to seek help) and student outcomes, and whether ADHD symptom severity moderates those associations. Participants included 274 adolescents (45 % female) who completed assessments in 8th (T1) and 10th (T2) grades. Hierarchical regressions revealed that school climate predicted multiple outcomes over and above ADHD symptom severity, including academic motivation, homework performance, emotion dysregulation, internalizing symptoms, and close friendships. A fair but strict school disciplinary structure and respect for students were the most consistent predictors of study outcomes regardless of ADHD symptom severity. Further, higher levels of disciplinary structure and willingness to seek help attenuated the association between ADHD symptom severity to internalizing symptoms and emotion dysregulation, respectively. Interventions are needed that target school level contextual factors, such as applying fair and consistent discipline and demonstrating respect for students. Structural level school factors may partially mitigate the negative impact of ADHD symptoms.

Effects of Content and Language Integrated Learning at Primary School Level: A Multi-Level Meta-Analysis

Effects of Content and Language Integrated Learning at Primary School Level: A Multi-Level Meta-Analysis

Collaborative problem solving in science classrooms: Tools for developing 21st century skills

AbstractIn this article, we analyze the relationship between interaction formats and collaborative problem‐solving (CPS) skills during guided inquiry activities in science classes. These science classes are conducted by teachers participating in a problem‐based professional development program. Seven teachers and 24 elementary school students (1st to 4th grade) participated in inquiry activities, which were videotaped. In the analysis of videos of seven groups of four students, it was found that students showed processes of socially shared regulation of learning, especially in participation formats in which the teacher interacts with the small group and when students develop the task autonomously. The quality of participation is observed in perspective taking, whereby students receive and express opinions while responding reciprocally, adopt productive conversations, formulate new contributions, and elaborate on each other's ideas. Likewise, in these activities, teachers provide scaffolding using questions that promote exploration and reasoning. These are central dimensions of dialogic learning, in which discourse progression is enhanced. These results contrast with previous studies in Chile, where it was found a predominance of structured interactions and a passive role of students at the same school levels.

TEACHER’S PERCEPTION ON THE COMPONENTS OF ECONOMICS CURRICULUM

This study investigated teachers’ perception on the components of economics curriculum at the level of secondary school in Bauchi Educational zone. The study has five objectives, research questions and five null hypotheses. The study employed a descriptive survey design. All the economics teachers (113) in the population were selected as samples based on census sampling techniques. An instrument titled “Teachers’ Perception on Economics Curriculum Questionnaire” (TPNECQ) with 35 items measured on a five-point Likert scale was adopted, validated and used for data collection. The instrument was pilot tested and yielded a reliability coefficient of 0.766. To determine differences among the economics teachers, the research hypotheses were tested using one-sample t-test with the help of SPSS version 20.0 at a significance level of 0. 05. Generally, the results of the study indicated that null hypotheses 1 and 5 were accepted. While null hypotheses 2, 3 and 4 were rejected. Based on the findings and conclusions of the study, some recommendations were proffered.

IDENTIFIKASI KONSEP BIOLOGI YANG DIANGGAP SULIT OLEH SISWA SEKOLAH MENENGAH ATAS: A SYSTEMATIC LITERATURE REVIEW

As a field of natural sciences that studies living things, biology not only plays an important role but also basis for various essential applied fields such as agriculture, medical, biotechnology and environmental science. However, biology is also a subject that is often reported difficult to learn. This study aims to identify biology concepts that are considered difficult by high school students in Indonesia through a literature review in the form of a Systematic Literature Review (SLR). The results of the analysis of the selected articles show that the concepts that are considered difficult are distributed at all grades in high school level. The concepts of viruses, plantae, animalia, invertebrate, cells, animal tissue structure and function, excretory system, movement system, disorders in the circulatory system, immune system, cell division, metabolism, enzymes, growth and development of organism and plant tissue culture are biological concepts that are considered difficult by high school students. The factors that cause certain biological concepts are difficult to learn as well as the efforts to overcome the difficulties in the biology learning process related to these concepts are analyzed in this study