Student Mastery Research Articles

Reinforcement of Core Foundational Science Concepts during Clinical Rotations: A Strategy to Enhance Medical Student Learning and Diagnostic Reasoning.

Cognitive science principles can facilitate integrating and retaining basic science concepts during the clinical years of undergraduate medical education. We hypothesized that reinforcing foundational science concepts during the core clerkship experiences fosters the development of clinical reasoning in medical students. A patient simulation session on diabetic ketoacidosis (DKA) in the pediatric clerkship was chosen to pilot the program. We introduced an intervention in which a team of clinical and foundational science faculty facilitates student discussions, helping them connect important physiological and pathophysiological concepts to the disorder's clinical presentation, diagnosis, and management. The student survey reported that 87% strongly agreed that it helped them reinforce their understanding of foundational science concepts related to clinical cases. The NBME subject exam results of the pediatric clerkships from the corresponding years were subjected to a cognitive diagnostic assessment called the DINA model analysis. The student content mastery in acid-base disorders was improved following the intervention (student mastery of skills, 0.73 vs 0.80, P=0.035). Similarly, analysis of the Step 2 Clinical Knowledge (CK) skills from the NBME subject exam item analysis reports showed improvement in the skill "diagnosis" on the topic of diabetes (probability value- before and after the intervention, respectively, 0.73 and 0.85, p=0.04) following implementation. Our study shows the impact of foundational science reinforcement during clinical clerkships in developing undergraduate medical students' clinical reasoning and diagnostic skills.

Construction of the “Mission poCELLble” -Cellular Structure and Function: A Strategic Intervention Material (SIM) for Grade 7 Biology

This study aimed to address the persistent challenges of low student mastery in Grade 7 Biology by constructing and validating a Strategic Intervention Material (SIM) titled "Mission poCELLble" – Cellular Structure and Function. The development process was driven by the urgency to provide targeted support for students struggling with key concepts in cellular biology. A Strategic Intervention Material (SIM) for grade seven biology was the main objective of this study. The SIM was meticulously crafted based on the identified least mastered skills and the Department of Education's standard criteria for SIM construction. This research followed the input-process-output model of developing instructional material, utilizing two sets of questionnaires: one set for five identified experts and one for teacher and student users, each containing 19 statements tailored to their respective roles. Data analysis informed the construction of the SIMs, including identifying least mastered skills, assessing student-teacher agreement with the Kappa Measure, and measuring expert and readability levels with Cronbach's alpha and Flesh-Kincaid Reading Ease.The results revealed that the SIM content, pedagogical and technical aspects were “very evident” as rated by the experts. The internal consistency between responses are rated as “good”. These findings suggest the potential of the "Mission poCELLble" SIM as a valuable tool for intervention purposes in Grade 7 Biology classrooms. Further research is recommended to assess the SIM's effectiveness in improving student learning outcomes.

Effectiveness of Using Game-Based Quizizz in Teaching Vocabulary (An Experimental Study of The Eleventh-Grade Students of SMAN 2 Pujut)

This research aims to determine the effectiveness of using Game-Based Quizizz on the vocabulary mastery of eleventh-grade students at SMAN 2 Pujut. This research was pre-experimental research with one group pre-test-post-test design. The population in this research was class XI IPA 1 students at SMAN 2 Pujut. The sampling technique used in this research was a purposive sampling technique with one experimental class. The results obtained from the data analysis showed that the mean score of the pre-test was 30.71 and after treatment, the mean score of the post-test increased to 68.06. Data collection was divided into three steps i.e., pre-test, treatment, and post-test. A result with a significance value of 0.00 was found and the significance value obtained was lower than the alpha value i.e., 0.05. The test results showed that the significance value (α) is lower than the value (0.00 > 0.05), meaning that the use of Game-Based Quizizz is effective. Therefore, the use of Game-Based Quizizz is very effective for teaching vocabulary to students and can effectively improve students’ vocabulary mastery.

Vocabulary Mastery of Students Who Play Mobile Legends Game at Eleventh Grade of MAN 2 Lombok Timur Academic Year 2022/2023

The aim of the study is to determine the level of students’ specific vocabulary mastery on mobile legends. This study analyzed specific vocabulary mastery of students who play mobile legends of the 11 grade students of MAN 2 Lombok Timur. Descriptive quantitative method was used in this study and the population was 19 students and all of the population was taken as the sample. The data were collected by conducting a test. The test consisted of 30 questions and there are tree aspects of vocabulary in the test, i.e., word form, meaning and use aspect. The result of this study shows that student’s mean score is 72.26, median is 71, mode is 87 and standard deviation is 12.60. Based on the test result, student’s achievement score is classified as good. Among 19 students, 5 were classified as very good, 10 as good, 3 as fair, 1 as poor, and none as very poor in vocabulary mastery. The test covered three aspects: word form, meaning, and use. In word form, 9 students were very good, 6 good, and 4 poor, with a mean score of 6.78 and standard deviation of 2.41. For meaning, 9 were very good, 7 good, and 3 fair, with a mean of 16.57 and standard deviation of 3.92. In usage, 1 student was very good, 14 good, 3 fair, and 1 poor, with a mean of 48.89 and standard deviation of 8.29. Overall, the students' vocabulary mastery was classified as good. It can be concluded that students who play mobile legends have good specific vocabulary mastery on mobile legends based on the test results that have been obtained as can be seen that the average student score is good with an average score of 72.26, which is a good score.

Profiling the skill mastery of introductory programming students: A cognitive diagnostic modeling approach

Profiling the skill mastery of introductory programming students: A cognitive diagnostic modeling approach

Peningkatan Hasil Belajar Siswa Melalui Model Pembelajaran Project Based Learning (PjBL) di SMP Negeri 1 Sungai Pinyuh Kabupaten Mempawah

This Classroom Action Research was conducted in the subject of Catholic Religious Education and Character Building for Grade VII at SMP Negeri 1 Sungai Pinyuh, Mempawah Regency, with the aim of implementing the Project Based Learning (PjBL). The PjBL model was chosen because it has the potential to encourage active student involvement in the learning process by completing projects that are relevant to the subject matter. This research is a Classroom Action Research (CAR) consisting of two cycles. The subjects of the research were 12 seventh-grade students.The research results show that in Cycle I, the average score was 73.33, categorized as Fair. Meanwhile, in Cycle II, the average score increased to 86.67, categorized as Good. Although there was still one student in Cycle II who had not yet met the required standard, the class-wide mastery of 80% was achieved, and the student in question participated in independent remedial activities. The improvement in students' post-test scores can be seen from the average score. The average score increased from 73.33, categorized as Fair, to 86.67, categorized as Good, with a 33.33% increase in student mastery. Thus, the PjBL model is effective in improving learning outcomes and student involvement in the learning process at SMP Negeri 1 Sungai Pinyuh.

Peningkatan Hasil Belajar Pak Bp Dengan Penerapan Model Pembelajaran Problem Based Learning Melalui Diskusi Kelompok Pada Peserta Didik Fase D Kelas IX Uptd SMP Negeri 3 Lolofitu MOI

This research explores the effectiveness of the Project Based Learning (PBL) method in enhancing student learning outcomes in Catholic Religious Education and Character Education in Phase D for ninth-grade students at UPTD Negeri 3 Lolofitu Moi. Using a quantitative approach, this study involved 10 students from the school and employed an experimental design to analyze the impact of PBL on understanding the material related to Rights and Obligations as Members of the Church and Society. Data were collected through observations of teacher activities, student activities based on observation sheets, group discussions, the learning process, and the completion of student worksheets. The results showed that teacher activity in implementing PBL improved from 68.7% (good) to 98.8% (excellent). The findings indicate a significant increase in quiz test scores, from 50% (good) student mastery to 90% (excellent), suggesting progress in material comprehension. Further observations revealed that student engagement in the learning process and group discussions increased from 68.7% (good) to 98.4% (excellent), which not only enriched their learning experience but also developed collaborative skills and critical thinking. These findings confirm that the PBL method, with a focus on collaborative learning, can be an effective strategy for enhancing learning outcomes and student motivation in religious education. This study recommends the broader implementation of the PBL method in religious education curricula, as well as further research to explore other variables that may influence student learning outcomes.

The Implementation of Make a Match Method to Improve Students’ Vocabulary Mastery of Eighth Grade at MTsN Soppeng

The objective of the research was to find out whether the use of Make a Match method can improve vocabulary mastery in terms of meaning, use, and form of the eighth grade students of MTsN Soppeng. The researcher applied pre-experimental method with one group pre-test and post-test design. The population of the research was the eighth grade students of MTsN Soppeng. The total sample of the research was 27 students. It was taken by using cluster random sampling. The data were collected through vocabulary test 9pre-test and post-test). To find out whether or not the implementation of reading short stories improves the vocabulary mastery of the eighth grade students of MTsN Soppeng, the researcher used t-test analysis. The result of the data analysis showed that there was a significant difference between pre-test and post-test. It can be seen from the result of statistical calculation where it showed that the value of sig (2-tailed) was smaller than the value a 0.05 (0.00<0.05). based on the finding and discussion of the study, the researcher concludes that use make a match method is able to improve vocabulary mastery of eighth grade students of MTsN Soppeng.

Why Students Cannot Easily Integrate Component Skills: An Investigation of the Composition Effect in Programming

Programming skills are increasingly important to the current digital economy, yet these skills have long been regarded as challenging to acquire. A central challenge in learning programming skills involves the simultaneous use of multiple component skills. This article investigates why students struggle with integrating component skills—a challenge called the composition effect. This effect was first studied in learning mathematics, and findings in that area have led to more effective instruction in mathematics. In the current work, we systematically investigate the nature of the composition effect in novice code tracing through a classroom study in a university-level introductory programming course. We designed a set of problems that require integrating component skills, along with matched problems that use the same component skills separately. The composition effect was defined as the performance difference between these two types of problems. We further singled out errors that were committed in integration problems but not in the matched problems and conducted qualitative coding to categorize these errors. Statistical analyses produced three main findings. First, we found a robust composition effect across problems and students, mostly with small or medium effect sizes. Second, we identified two potential sources of errors for this composition effect: conceptual misunderstandings of how to integrate component skills and process errors resulting from slips related to cognitive load challenges. In particular, additional conceptual knowledge often appears to be needed when component skills are integrated in specific ways. Moreover, the primary source appears to be misunderstandings of how skills integrate. Composition effects may not generalize across topics, which suggests that domain topics may serve as the conceptual basis for the composition effect. Third, we found stable individual differences in susceptibility to the composition effect in both overall and finer-grained levels. Our findings provide implications for building theories that may generally explain challenges in learning complex skills and may result in practical designs for skill integration enhanced curricula and instruction to foster student mastery in computing education.

Peningkatan Hasil Belajar IPAS Materi Bumiku Sayang Bumiku Malang Melalui Pendekatan Berdiferensiasi Proses pada Peserta Didik Kelas V SDN Dukuh Kupang II Surabaya

This research aims to implement differentiated learning processes (Learning Styles) to improve learning outcomes in the IPAS subject on the topic "Bumiku Sayang Bumiku Malang" for fifth-grade students at SDN Dukuh Kupang II Surabaya. This research is a classroom action study that involves three differentiated learning styles: visual, audiovisual, and kinesthetic. The research was conducted at SDN Dukuh Kupang II Surabaya with the subjects being fifth-grade students, totaling 28 participants. This research is divided into two cycles (Cycle I and II), starting with the stages of planning, implementation, observation, evaluation, and reflection. The data collection techniques in this research use observation, interviews, documentation, and tests. The results of this study indicate an improvement in learning outcomes in IPAS on the topic "Bumiku Sayang Bumiku Malang" through differentiated process learning in the fifth grade at SDN Dukuh Kupang II Surabaya. In the initial pre-cycle activities, the percentage of student mastery was 35%, then in Cycle I it increased to 60%, and in Cycle II it rose again to 85%.

Upaya meningkatkan hasil belajar melalui penggunaan lembar kerja peserta didik pada mapel IPS (Geografi) Kelas VII di SMPN 1

This study aims to determine the improvement of student learning outcomes through the use of Student Worksheets (LKPD) in the seventh grade Social Sciences (geography) folder at SMP Negeri 1 Sungai Betung, Bengkayang Regency. This research is a classroom action research with two cycles. Each stage of the cycle includes planning, implementation, observation and reflection. The techniques used in this research consist of observation techniques, measurement techniques, and documentation. The data collection tool in this study used observation, test and documentation guides. The population and sample in this study were all students of class VIIE of SMP Negeri 1 Sungai Betung, Bengkayang Regency with a total of 33 students. Sources of data obtained from the results of tests and observations to be analyzed quantitatively and qualitatively. Based on the results of this study, it was shown that the implementation of learning using student worksheets for class VIIE students of SMP Negeri 1 Sungai Betung, Bengkayang Regency which was carried out by researchers in collaboration with social science subject teachers for class VII according to the Learning Implementation Plan (RPP) used 2 cycles. Each stage of the cycle includes planning, implementation, observation, and reflection. A learning implementation plan is made so that it can be carried out as planned in the learning implementation plan. It is known that in the first cycle the average value of student learning outcomes in social studies subjects is 48.96 with classical mastery of students 36.36%. From the results of the research and obtained the highest score of 73 and the lowest score of 16. And students who achieved the Minimum Completeness Criteria (KKM) were 12 people and students who did not reach the KKM were 21 people. While the treatment of cycle II had an average value of student learning outcomes in social studies subjects, namely 67.21 with classical completeness of students 78.78%. The highest score was 83 and the lowest score was 43. Of the students who achieved the Minimum Completeness Criteria (KKM) as many as 26 and 7 other students were still below the KKM. This shows that through the use of LKPD shows that the value of student learning outcomes has increased, this can be seen in the percentage of student learning mastery in the first cycle of 36.36% with an average value of 48.96, in the second cycle the percentage of student learning mastery has increased. to 78.78% in the successful category, in the second cycle there was an increase of 7.81. So, it can be concluded that the use of Student Worksheets (LKPD) can improve student learning outcomes for class VIIE SMP Negeri 1 Sungai Betung, Bengkayang Regency.

Initial Study of Students' Critical Thinking Ability Level and Concept Mastery on Earth Structure Material

Critical thinking and concept mastery is an important ability for every student to have. So, educators need to get information about the level of skills possessed by student. This study aims to describe the initial level of critical thinking skills and mastery of students' concepts, as well as the relationship between critical thinking skills and mastery of students' concepts on earth structure material in class VIII at SMP Negeri 2 Namang. The methodology used in the research is descriptive quantitative, using a critical thinking ability test and concept mastery test, and qualitative, using interviews. Students' critical thinking and concept mastery tests showed an average score of 43.78 and 55.94, with a fairly low category. The average value of the inference indicator was 25.97, and the indicator of making further explanations was 37.01. Both are the lowest indicators that still need to be improved. In contrast, the average value of the strategy and tactics indicator is 73.95, which is in the high category. The significance value obtained is <0.001, which indicates that there is a strong, significant, and directly proportional relationship between critical thinking skills and concept mastery, with a correlation coefficient value of 0.803. The results of the interview show the low enthusiasm of students in learning the structure of the earth due to the lack of a variety of media used and test questions that are not used to being done.

IMPROVING STUDENTS VOCABULARY MASTERY THROUGH ENGLISH FUN LEARNING WITH BLOOKET GAMES AT SMP SANTO ANTONIUS, JAKARTA TIMUR

This research aims to improve the vocabulary mastery of seventh grade students at Santo Antonius Middle School, East Jakarta, through fun English learning using the Blooket game. The method used was Classroom Action Research (CAR) involving 22 students as samples. This research was carried out in two cycles, where each cycle consisted of four stages: planning, action, observation, and reflection. Data collection was carried out through qualitative and quantitative techniques. Qualitative data was obtained from interviews with students before and after the cycle, as well as observations during class activities. Quantitative data was obtained from tests before and after the action. The results showed that the use of the Blooket game significantly increased students' vocabulary mastery. Based on these findings, it is concluded that learning vocabulary through interactive games such as Blooket can create a fun and effective learning atmosphere.

Optimization Analysis of Chinese Language Teaching Curriculum Strategies under the Constraint of Parallel Network Behavior

In the era of informatization, the rapid development of network technology has brought unprecedented changes to the field of education. Especially in the field of Chinese language teaching, the introduction of network technology not only enriches teaching methods, but also greatly expands students’ learning perspectives. However, the openness and diversity of the online environment have also brought many challenges to Chinese language teaching. How to optimize Chinese language teaching curriculum strategies under the constraints of parallel network behavior has become an urgent problem to be solved in the current education field. Traditional evaluation methods often focus on the level of knowledge mastery of students, while neglecting their learning behavior and abilities in the online environment. Therefore, we need to establish a diversified evaluation system that includes students’ internet behavior, information literacy, innovation ability and other aspects in the evaluation scope, in order to comprehensively reflect their language literacy and learning level. This paper proposes a series of innovative and optimized strategies for Chinese language teaching courses in the online environment, including promoting the “reverse classroom” teaching mode, utilizing online resources for situational teaching, stimulating students’ learning interest through online interactive platforms and establishing an effective teaching evaluation and feedback mechanism.

How Listening YouTube Song Habit Influences Students’ Vocabulary Mastery: A Correlational Study

Vocabulary mastery is essential for students to be able to communicate well in English. However, some students still struggle memorizing new words and identifying vocabulary meanings. This study aims to determine the correlation between students' habits of listening to English YouTube songs and their vocabulary mastery. The research used a quantitative correlational approach involving 24 tenth-grade students at SMA N 1 SUWAWA. The data collection was done using a questionnaire about listening habits to English songs and a vocabulary test. The data analysis was performed using the Pearson Product Moment formula. The result showed that there is a moderate positive correlation between the habit of listening to English YouTube songs and the mastery of vocabulary of SMA N 1 Suwawa tenth-grade students (r = 0.529). This indicates that the more intense the students' habit of listening to English YouTube songs, the better their vocabulary mastery. Listening habit contributes 27.98% to the mastery of vocabulary. Based on these results, it can be concluded that there is a moderate correlation between listening habit to English YouTube songs and vocabulary mastery of tenth grade students at SMA N 1 Suwawa. The more students listen to English songs, the better they master vocabulary.Keywords: listening Habit, YouTube song, vocabulary mastery

Teaching Vocabulary Using the Duolingo Application in Junior High School

Most students in junior high school, especially seventh grade, had difficulty learning vocabulary. Even though vocabulary was very important for language learning. Duolingo could help with this problem because Duolingo could make students more interested and less bored when studying. The purpose of this research was to find out whether there was an effect of the Duolingo Application in increasing the vocabulary mastery of 7th grade students at SMPN 32 Bandar Lampung in the 2023/2024 academic year. This research methodology used in this research was quasi-experimental design. The population of this research was all 7th grade students of SMP Negeri 32 Bandar Lampung for the 2023/2024 academic year with a total of 180 students. This research sample consisted of two classes, namely class 7B with a total of 34 students as the experimental class, and class 7C with a total of 33 students as the control class. This meant that the total number of samples for this research was 67. The experimental class used Duolingo Application, while the control class used the “When English Rings a Bell” textbook and dictionaries. The sample for this research was determined using a cluster random sampling technique. The treatment was carried out in first meeting. In collecting data, this research used a test instrument in the form of 40 multiple choice questions. Before giving treatment, a pretest was carried out. Then, after the treatment has been carried out, a post test was given. The results showed that there is a significant difference in student scores before and after treatment. This research used hypothesis testing, especially the T-test, to find out whether the Duolingo Application had a significant effect on students' vocabulary scores. And the results show that Sig. (ρvalue) = 0.000 < α = 0.05. So Ha is accepted and Ho is rejected. It can be concluded that there is a significant effect of using the Duolingo Application on increasing the vocabulary mastery of 7th grade students at SMP Negeri 32 Bandar Lampung in the 2023/2024 academic year.

Deep learning perspective on the construction of SPOC teaching model of music and dance in colleges and universities

In the era of knowledge economy, social development has higher requirements for artistic talents’ quality. The teaching mode of music and dance in colleges and universities needs to be changed urgently. This study introduced deep learning theory and designed a SPOC teaching mode for music and dance in universities to improve the quality of music and dance teaching. Firstly, the K-means clustering algorithm was used to extract the features of online learning behavior. Radial basis function neural network was used to predict students’ performance to improve teachers’ mastery of students’ online learning behavior. Subsequently, the teaching quality evaluation system was constructed using hierarchical analysis. Finally, the effectiveness of the teaching model was tested. The results showed that under this teaching model, students’ overall literacy score reached a maximum of 11.5, and their average score in music and dance reached a maximum of 94, an increase of 11 points compared to the SPOC teaching mode. This indicates that the teaching mode gives full play to the advantages of SPOC teaching, enhances students’ enthusiasm and initiative in learning, and improves their professionalism and comprehensive quality.

Transforming Teaching Practices Through Comprehensive Clinical Supervision in Secondary Schools

The teachers do not agree that the principal's supervision is more bureaucratic and autocratic, emphasizing hierarchy. The fact is that 44% of teachers do not like the supervision carried out in the classroom by either the principal or his deputy, and 58.8% of secondary school teachers disagree with teaching observations. This is urgent to research because there is a difference between theory and reality. This research aimed to evaluate the effect of clinical supervision on the teaching performance of teachers in secondary schools. Quantitative research method using a combination of teaching and learning observation instruments that have been adapted from all schools in assessing. The subjects were 38 secondary school teachers. Data collection techniques using observation instruments. The instrument was developed from indicators used as a tool to measure teacher performance. The instrument is given a score from point 1 to point 5. Analysis technique using SPSS Version 25.0 with measurements based on Learning Plans, induction tools, material delivery, questioning techniques, student involvement, reinforcement, training, and student assignments, checking training and student assignments, closing learning, and classroom management before and after clinical supervision. The results and findings of this research help teachers in schools to know the strengths and weaknesses when teaching is delivered in class. Clinical supervision also helps teachers improve the teaching and learning process more effectively so that teaching can improve student mastery. Clinical supervision can also be used as a guide for high school students to improve their knowledge.

Facilitating regular Physical Education for students with disability-PE teachers' views.

The objective of this study is to describe how Physical Education (PE) teachers work to facilitate participation for students with disability in compulsory, mainstream inclusive, secondary school. Inclusive school-based Physical Education (PE) is an important context for students to share the benefits of physical activities with peers, especially for students with disability whose opportunities for participation in extracurricular physical activity are limited. Two focus group interviews were performed with eight experienced PE teachers who teach students with disability in regular PE. Qualitative content analysis was used to analyze the interviews. Two themes emerged, the importance of having a structured and welcoming environment and the need to adapt the PE environment. Student mastery experiences is emphasized and achieved by teaching approaches encouraging peer collaboration before physical performance and competition. Key aspects to participation for students with disabilities are inclusive mindsets, proper preparation, and adaptations. Special arrangements when participation in-class is not possible require regular and close teacher-student communication and, when needed, additional support. Experiences of participation are important matters for further advancement of equality and social inclusion for students with disability. Schools need to develop support structures to provide students with disability with "real-life" experiences that optimize participation.

Junior High School Students’ Critical Thinking Skills and Concept Mastery on Energy Topic

Using quantitative descriptive methods in the form of critical thinking skills tests and concept mastery, this study intends to ascertain the profile of critical thinking skills and concept mastery of junior high school students on energy and its changes. The average score of students on the test was 36.60 out of 100. Students averaged 29.86 on the indication of providing a basic explanation, 29.79 on the indicator of drawing a conclusion, and 28.35 on the indicator of providing a more thorough explanation. Critical thinking abilities are among the things that all three lack. The concept mastery test scores for the cognitive domains of analyzing (C4) and evaluating (C5) were, on average, 35.72 and 34.62, respectively, placing the students in the intermediate range. The findings indicated that due to students' low literacy regarding energy and its changes, their inexperience with working on higher-level thinking questions, and their use of less varied learning methods, their critical thinking skills were in the poor category and their concept mastery was in the moderate category.