Low Academic Ability Research Articles

Pengaruh Model Pembelajaran Berbasis Masalah Berorientasi Socio-Scientific Issue Terhadap Keterampilan Pemecahan Masalah Ditinjau dari Kemampuan Akademik Siswa Pada Pembelajaran Biologi

This study aims to determine problem-solving skills through the application of socio-scientific issue-oriented problem-based learning reviewed from the academic abilities of grade X students and to find the interaction of the application of socio-scientific issue-oriented problem-based learning with academic ability on the biology problem-solving skills of grade X students. This research is a quasi-experimental design. The research design used is Pretest-Posttest Non-Equivalent Control Group Design. The population of this study is Class X of SMA Negeri 1 Wonomulyo which consists of five classes, namely Classes X1 to X5 with the research samples used, namely Classes X3 and X6. The data collection technique uses eight-number essay questions that are arranged using problem-solving skill indicators that have been validated by expert validators. The data was analyzed using descriptive and inferential statistical techniques. The results of the study showed that (i) The average score of students who were taught with the SSI-oriented PBL model with a score of 74.38 (ii) The scoring criteria obtained from problem-solving skills are in the good category. (iii) The problem-solving skills of students who were taught with the SSI-oriented PBL learning model on high academic ability obtained an average score of 81.88 and students with low academic ability had an average score of 64.82. (iv).There was no effect of interaction between the model and academic ability on problem-solving skills. The conclusion of this research is that the problem-based learning model oriented towards socio-scientific issues has an effect on students' problem solving skills.

Development of an open access student-authored conceptual multiple-choice questions bank and its impact on student learning

A contributing student pedagogy in the form of creating multiple-choice questions, answering, rating, and commenting on the questions made by other learners is implemented in a fourth-year course. An innovative freely available web-based system known as PeerWise is used for developing and maintaining the question repository. Analyzing the level of engagement with PeerWise while controlling for prior students’ ability showed students of lower academic abilities, first quartile, benefited the most from this exercise. Those with higher levels of engagement performed significantly better in the course summative assessment. No significant impact was observed for students in the second, third and fourth quartiles. The quality of questions was assessed by mapping them to Bloom’s taxonomy cognitive levels. Students who developed higher-order MCQs performed significantly better than those who created lower-order MCQs. An online open educational resource in the form of an interactive question bank is also developed based on student-authored questions.

“What’s that supposed to mean?”: Examining Chicanx/Latinx transfer student intersectional microaggressions at a public four-year research-intensive university

ABSTRACT This study employed a Critical Race Theory’s intersectionality framework to examine microaggressions Chicanx/Latinx students experienced targeting their transfer student identity while simultaneously interrogating their racial, ethnic, class, and gender identities. The authors define transfer student intersectional microaggressions as microaggressions rooted in stereotypical beliefs that associate the community college transfer student identity with racialized, classed, gendered, and ageist-based assumptions to suggest lower academic abilities, socioeconomic status, and/or a questionable moral character. Based on a qualitative case study of 16 Chicanx/Latinx transfer students at a research-intensive public institution, two major forms of transfer student intersectional microaggressions emerged: (1) interrogation of perceived academic/intellectual capabilities and (2) interrogation related to race, class, gender, and/or age. Participants consistently grappled with the impact of microaggressions on their intersecting identities. This study revealed that the transfer student identity amplifies intersectional oppression for Chicanx/Latinx students. The authors offer policy and practice recommendations.

The roles of teachers in enhancing effective classroom management strategies in Gauteng high schools, South Africa

Purpose: This study explores the challenges teachers face in their classroom management roles which are essential for fostering a supportive learning environment. It investigates teachers' roles in implementing management strategies and the obstacles hindering their effectiveness in high schools.
 Design/Methodology/Approach: The present study used semi-structured interviews to collect data from twelve Grade 10 teachers in three selected secondary schools located in the Ekurhuleni North District of Gauteng Province, South Africa. The data were interpreted using a phenomenological research design and interpretive paradigm. The study was based on ecological systems theory. Thematic analysis was used to make sense of the data.
 Findings: The study revealed that key roles of teachers in effective classroom management include appropriate classroom language, acting as managers and self-criticism and evaluation of performance. However, challenges such as insufficient teaching and learning resources and the low academic ability of learners impede the fulfilment of these roles.
 Conclusion: The study finds that continuous self-criticism and evaluation are critical for improving teaching and learning processes, although teachers play a critical role in monitoring classrooms and resolving difficulties imposed by low academic competence.
 Recommendations: Recommendations include comprehensive training and support for teachers, the implementation of diverse teaching strategies and a holistic consideration of the ecological system encompassing both learners and teachers.

Effect of Computer Assisted Instruction on Mathematics achievement among Secondary School Students in Delta State, Nigeria

The study investigated the effect of computer assisted instruction in Mathematics achievement among secondary school students in Delta State. Two research questions were raised and two hypotheses were tested at 0.05 level of significance. The study adopted the pre-test, post-test, non-randomized control group design and the population of the study comprised of 1337 senior secondary school students in Aniocha South Local Government Area Delta State. Purposive sampling technique was used to select two public and two private schools to give a sample size of 141 students. The research instrument was the Mathematics Achievement Test (MAT). The. Kuder-Richardson Formula- 20 yielded a reliability coefficient of 0.80. Data were analyzed using mean, standard deviation, t-test and ANCOVA statistics. The study revealed, that there was a significant difference between the mean achievement scores of students taught mathematics with computer Assisted Instruction (CAI) method and those taught using the lecture method. A significant difference was found in the mean scores of Mathematics students taught with computer assisted instruction based on their gender. It was concluded that computer assisted instruction method is an effective method for improving students’ mathematics achievement in secondary school students in Aniocha South Local Government Area of Delta State. It is therefore recommended that computer assisted instruction should be applied in the teaching of Mathematics in senior secondary schools in Delta State to improve academic achievements. Keywords: Mathematics Academic Achievement, Computer Assisted Instruction, Academic Abilities, High Academic Ability, Low Academic Ability

Flipped Classroom Model: Minimizing Gaps in Understanding Mathematical Concepts for Students with Different Academic Abilities

Each student has a different amount of time to fully understand information, students with high academic ability (UA) need less time than students with low academic ability (LA). Teachers should apply learning models that can facilitate their study time according to their individual needs. The aim of this research is to assess which learning model is most optimal in reducing the gap in understanding mathematical concepts between UA and LA students. Apart from that, this research also evaluates the effectiveness of implementing the flipped class (FC) model in increasing students' understanding of mathematical concepts, compared to the problem-based learning (PBL) model and conventional learning models. The research method used was the N-Gain Test and ANCOVA. The research results show that the FC model is the most optimal in reducing the gap in understanding mathematical concepts between LA and UA students. In addition, both FC and PBL models have proven effective in increasing students' understanding of mathematical concepts when compared to conventional models. Future research could consider combining the FC model with PBL or other learning models to see whether combining these models can improve students' understanding of mathematical concepts more significantly.

ADHD and family life: A cross-sectional study of ADHD prevalence among pupils in China and factors associated with parental depression.

Attention Deficit Hyperactivity Disorder (ADHD) is increasingly recognized as a major problem for children and their families in China. However, its influence on parental mental health has been seldom explored. To examine the prevalence of attention deficit hyperactivity disorder in a community sample of children aged 6-13 years, and the extent to which it impacts parental mental health. Cross-sectional study of primary school pupils (number = 2497) in Deyang, Sichuan Province, South-West China. We used standardized instruments to identify children with ADHD symptoms and parent depression. The prevalence of ADHD was 9.8%. Factors associated with the likelihood of ADHD, included family environment(P = 0.003), time spent with children(P = 0.01), parenting style(P = 0.01), and parental relationship, pupils self-harm and lower academic ability (P = 0.001). After controlling for other factors, having a child with ADHD increased the likelihood of parents' depression (OR = 4.35, CI = 2.68~7.07), additional factors included parent relationship. ADHD may be a common disorder among Chinese children, the symptoms of which may increase the likelihood of parent depression. There is a need for greater detection of ADHD in schools, acknowledgement of the challenges the disorder creates for academic success and family wellbeing, and psychoeducational tools for supporting parents of children with ADHD.

Effectiveness of E-Module STEM Biotechnology to Empower Metacognitive Skills and Science Process Skills of High School Students with Low Academic Ability in Industrial Agriculture Areas

Metacognitive skills are vital for empowering students, especially in subjects like biology that are intertwined with scientific activities. Science process skills are crucial for enhancing the learning process in science. This study aimed to assess the impact of STEM e-modules in Biotechnology on metacognitive and science process skills among students in the industrial agricultural sector, particularly those with low academic proficiency. The research followed a quasi-experimental, non-equivalent control group design with a pretest-posttest research structure. The study population comprised public high schools in Jember, with class XII students from SMAN 1 Jember selected as the sample through cluster random sampling and class equivalence testing using ANOVA. Data collection involved essay tests, and prerequisite tests ensured homogeneity and normality. Hypothesis testing employed a two-way ANCOVA at a 0.5% significance level. The findings revealed that significant differences in metacognitive and science process skills when STEM e-modules were used in Biotechnology material, variations in metacognitive and science process skills based on students' academic abilities, and an interaction between STEM e-modules and academic ability on metacognitive and science process skills. This research suggests exploring the effects of STEM Biotechnology e-modules and academic ability on other dependent variables.

Explore Students' Metacognitive Thinking Process in Solving Compound Polarity Problems Based on The Level of Academic Ability

This study was designed to identify and describe students’ metacognitive thinking process in solving compound polarity based on academic ability level. Two hundred and eighty-four high school students in Indonesia participated in the study. Students are classified into high, middle and low academic ability groups based on field notes, student academic data, compound polarity problem-solving test (CPPST) scores and teacher suggestions. Six selected students from each group were designated as research subjects and then interviewed in depth to explore their metacognitive thinking processes. CPPST answer sheets and interview transcripts were analyzed using summative content analysis and tested for validity by data triangulation. The results showed that the students with high and medium academic ability level carry out metacognitive thinking processes in the dimensions of planning, monitoring and reflection in solving compound polarity problems, where the metacognitive thinking processes of students with high academic ability are more varied than students with middle academic ability. Students with low academic ability only carry out the dimensions of planning and monitoring. Therefore, teachers need to train students' metacognitive skills in solving problems and get used to applying metacognitively in each given problem solving so that students are trained to solve problems systematically, carefully and thoroughly, and manage time properly in order to obtain the expected learning achievement.

Application of the K-Means Clustering Algorithm to Determine Student Academic Ability Levels during Covid-19

Since the existence of the COVID-19 pandemic in Indonesia, various ways and efforts have been made by the government to prevent the spread of the corona virus. One of them is by implementing an online learning system, so that it causes differences in the learning process that is usually carried out by lecturer face to face with students. Changes in the learning process are expected to be carried out effectively and efficiently. The purpose of this research is to find out how the level of students' academic ability is during online learning in the Informatics Engineering study program at Universitas Malikussaleh and aims to produce a system model that can cluster the level of student academic ability using the K-Means Clustering Algorithm. The variables used in this study are 3 parameters, namely the teaching and learning process, facilities and infrastructure and learning outcomes. The stages carried out in this study were collecting questionnaire data filled out by 200 students. The data obtained would be processed using the K-Means Clustering Algorithm and forming 3 clusters, namely low, medium and high. The clustering results of 200 data obtained 27 students having low academic ability levels (Cluster 1), 87 students having moderate academic ability levels (Cluster 2) and as many as 86 students having high academic ability levels (Cluster 3). The contribution of this research is to help the management of the Informatics Engineering Study Program at Universitas Malikussaleh to find out how the level of student academic ability is during the online learning period during the COVID-19 pandemic, so that evaluation of learning can be carried out online.

Valuing adolescent students' street smarts to foster critical thinking

AbstractThe New Zealand Ministry of Education has included an increase in the expectations of critical thinking for secondary students across curricula. However, New Zealand has a history of inequitable opportunities for minority students to learn critical thinking. This article presents a framework designed for adolescent learners to make critical thinking equitable and accessible through valuing student experiences or Street Smarts. A mixed methods study trialled the critical thinking talk model Street Smarts. There were 33 teacher participants and 824 student participants (average age 15 years). Students identified ethnically as New Zealand European (46.1%), 17.1% as Asian, 10.6% as Pasifika, 5.2% as Māori, and 4.3% as other; and as undisclosed ethnicity (16.7%). Descriptive statistics of all the critical thinking indicators showed that Providing a statement of evidence was the most frequently observed indicator in both 2018 and 2019, followed by Building points and Uptake questions. The deeper cognitive features of High‐level questioning, Recognising power structures in society and developing Situated awareness were observed in classes with high academic ability and far less so in several classes of mixed academic ability and low academic ability. However, where teachers had allowed the opportunity for students identified in the low academic ability group to share their stories and experiences of the controversy, these students demonstrated deeper cognitive features in their discussions. We conclude that more time and opportunity should be given to adolescent students, particularly minority students and students in low ability classes, to share their narratives and stories before discussing controversial topics.

The Buffering Effect of Perceptions of Teacher and Student Defending on the Impact of Peer Victimization on Student Subjective Wellbeing

AbstractPeer victimization is associated with unwanted outcomes including less school belongingness and lower academic ability and school achievement. This study expanded on previous research by investigating how a perception of defending by peers and teachers interacted with peer victimization to predict four aspects of student subjective wellbeing: school connectedness, joy of learning, educational purpose, and academic efficacy. Participants were 1058 (488 girls, 524 boys, 20 who reported “other,” and 26 who did not report gender) U.S. adolescent 6th–9th graders, many who received free/reduced-price lunch, often from urban schools. Their mean age was 12.96 years (SD = 1.20); most identified as Hispanic (62%), followed by White (13%), Black (11%), Multiracial (7%), Asian (6%), and less than 1% American Indian or Pacific Islander. Results showed that perceived defending from students can impact victimized adolescents’ sense of connectedness to their schools and their joy of learning. It is important to understand how perceived defending impacts victims of peer victimization in order to evaluate intervention effectiveness.

Student Academic Fraud during Maths Exams During the Covid-19 Pandemic Based on GONE Theory Dimensions

<p>This study aims to describe students' academic fraud during math exams during the Covid-19 pandemic based on the missing theory dimension regarding students' academic abilities. This research was conducted in class IX, a junior high school in Semarang. Six subjects were selected purposively, with high, moderate, and low academic ability, two students each. Data collection uses test scores, academic fraud scales, and interviews. The technique of checking the validity of the data is through triangulation of sources and methods. This study shows that students with high, moderate, and low academic abilities commit academic fraud when taking the same exam but with different intensities. The background of the fraud is greed, opportunity, need, and exposure. The form of fraud is copying answers on the internet or collaborating with other friends while doing exams. Students do this because of the effects of online learning and the lack of supervision from the teacher during the exam.</p>

The relationship between parental involvement, the role of counselors, student abilities and socioeconomic status towards the interest in continuing studies in high school students in Sukabumi City

This study aims to investigate the relationship between parental involvement, the role of counselors, student abilities, and socioeconomic status to the interest in continuing studies among high school students in Sukabumi City. A total of 327 students from four high schools in Sukabumi City participated in the study. Data were collected using a self-report questionnaire that assessed parents' level of engagement, counselor support, student ability, socioeconomic status, and students' interest in continuing their studies. The results showed that these four factors have a significant relationship with students' interest in continuing their studies. The findings suggest that increasing parental engagement and counselor support, as well as providing opportunities and resources to students with lower academic ability and socioeconomic status, can increase students' interest in continuing their studies

Analysis of understanding mathematics concepts of junior high school students on the subject of coordinate systems

This qualitative research with a descriptive approach aims to find out how junior high school students understand mathematical concepts on the subject of the coordinate system, and is carried out at SMPN 1 Gambut in the 2018/2019 academic year. The subjects of this study were all 28 students of class VIII H, who then selected 9 people with the distribution of 3 students each with high, medium and low abilities based on the student's academic ability. The research data was obtained from a written test sheet type of description that has been validated and interview result. Of the seven indicators of conceptual understanding that were created, they were analyzed in order to obtain an overview of which mathematical concepts had been mastered and which had not. The results showed that students with high academic ability had not mastered giving examples and non-examples of a concept, students with moderate academic ability had not mastered three indicators other than the same indicators as students with high academic ability, namely classifying objects according to certain characteristics according to the concept, presenting concepts in various forms of mathematical representations, and applying concepts or algorithms to problem solving, while students with low academic abilities have not mastered one additional indicator other than students with moderate academic abilities, namely about using and utilizing and selecting certain procedures or operations.

STUDENTS' PROBLEM-SOLVING ABILITY IN SOLVING MATHEMATICAL PROBLEMS BASED ON POLYA'S METHOD AS A CRITERION FOR MEASURING LEARNING RESULTS

This study aims to describe students' mathematical problem-solving ability in solving story problems. The type of research used in this study is qualitative descriptive research. This research was carried out at STKIP Paris Barantai KotaBaru. The research subjects taken were 2 students in semester V with low academic ability. The researcher chose the subject on the grounds that the student had received lecture material related to problem solving and what was found From the scores of the student's middle test and final test results, there were still students who obtained a score below 50.Data collection was carried out using written tests, interviews, and documentation. The results of the research obtained related to the subject's mathematical problem-solving ability are still very lacking, this can be seen from the 4 stages of problem-solving, namely: (1) For the stage of understanding the problem, the two research subjects in the first question seem to still have difficulty in understanding the problem; (2) For the stage of planning a settlement, both subjects apply certain strategies that are not appropriate; (3) For the stage of implementing the plan, there are still errors in the calculation operation process so it is wrong in finding answers; and (4) For the re-examination stage, S1 does not try to carry out this stage, while S2 tries to carry out the re-examination stage even though the answer results obtained are incorrect.

Analysis of mathematical critical thinking ability of junior high school students in solving circle problem

: This research aims to describe students' mathematical critical thinking ability in solving circle problems according to indicators of critical thinking ability. The subjects of this study were class IX students of SMP Negeri 2 Pangkalan Kerinci consisting of twenty-one students based on low, medium, and high academic abilities. The instruments used in this study were question sheets to measure critical thinking skills which consist of four circle material questions with each indicator containing one question, and interview guidelines to find out the reasons for not achieving critical thinking skills indicators. The data analysis technique starts from collecting data on students' KBKM test results, student work results are grouped according to the achievement of each indicator, and the achievement of each indicator is analyzed to find out the causes of the non-achievement of these indicators. The results showed that students' critical thinking skills were low with an achievement percentage of 48%. Students with high abilities have been able to interpret problems and make analyzes but there are still students who are wrong in student calculations, students in the middle category have been able to interpret problems and analyze but for inference and evaluation have not been complete, students in the low category have not been able to interpret problems as well as analysis and evaluation to conclude a math problem.

The Effect of Reciprocal Teaching Learning Model and Self-Concept on Reading Comprehension Ability

The reading ability of students in the field is still very worrying. This is reinforced by the low ability of students to understand material or questions that require higher-order thinking skills. The low reading comprehension ability can be seen from the low literacy ability of students based on PISA rankings. This study aims to analyze the effectiveness of the reciprocal teaching model on students' reading comprehension skills in terms of students' self-concept levels. The approach used in this research is quantitative with a quasi-experimental method. The participants of this study were 100 elementary school students who were divided into two groups of 50 students each in the experimental and control groups. Data was collected through reading comprehension tests and observations. Data analysis was performed by two-way ANOVA. The results showed that the Reciprocal Teaching model gave a more significant contribution to students' reading comprehension skills compared to conventional methods, especially for students who had low self-concept. Based on the findings above, it is concluded that the Reciprocal Teaching learning model has an effect on students' reading comprehension skills. Both reciprocal and conventional learning models have the same effect on students who have high self-concept. The implication of this research is that teachers must choose a learning model that can accommodate all students, not only students with high academic abilities, but also students with low academic abilities.

Effectiveness of Group Counseling with Live Modeling Techniques to Improve Academic Self-Efficacy of Guidance and Counseling Students

This research was conducted based on field phenomena in the Guidance and Counseling Department, Universitas Negeri Gorontalo. It shows that there were still students who have low academic self-efficacy abilities. The purpose of this study was to determine the effectiveness of live modeling techniques through group counseling to improve student academic self-efficacy. This study also aims to improve the academic self-efficacy of guidance and counseling students as prospective teachers and counselors. The subjects of this study were seven students as members of group counseling. The results of the research from the pre-test and post-test results obtained that tcount is greater than 23,786 < ttable 1,894, which means Ha is accepted and Ho is rejected. Hence, it was concluded that the live modeling technique in group counseling was effective in increasing the academic self-efficacy of the Guidance and Counseling students

Penerapan Metode Fun-Learning Tingkatkan Kemampuan Akademik Anak Di Panti Asuhan Baitul Amanah Irwansyah Dakhi

Children are an inseparable part of the context of change because children have an important role as the next generation of the nation. In order to be able to fulfill their responsibilities and roles in the future, every child needs to get protection and the opportunity to grow and develop physically, mentally and socially optimally. Children are vulnerable to becoming victims of various social problems because they are physically weak and easily manipulated. Orphanages are social welfare institutions that accommodate children with various social problems to help and ensure they have the basic rights to grow and develop optimally. The problems that exist at the Baitul Amanah Irwansyah Dakhi Orphanage are limitations on infrastructure and funding such as the absence of educators and the low academic ability of the orphans. Fun-Learning is a teaching method that focuses on creating comfortable and interactive teaching conditions so that learning can take place effectively. The Fun-Learning implementation was carried out during the Job Training-2 carried out using the General Method, which consisted of Engagement and Intake Contract, Assessment, Planning, Intervention, Termination.