Maximize Learning Outcomes Research Articles

Development of e-modules on global warming: concepts and solutions in senior high school chemistry education

This research aims to produce a learning product in the form of a flipbook-based e-module that is valid, practical, and effective for X students in the odd semester. Chemistry lesson This development research is based on the unavailability of innovative teaching materials that meet the demands of the merdeka curriculum. Development procedures using the ADDIE model which consists of five stages: analysis, design, development, implementation, and evaluation. E-modules are introduced to be developed into a new medium that is expected to support the diversity of learning resources and maximize learning outcomes. Validation testing was conducted by 3 validators. The validation results obtained were with average percentages of 80%, 85%, and 85%, so it can be said that the e-module is in the valid category and suitable for use. Based on the student response questionnaire, the e-module is also practical for use in X grade chemistry learning, with a practicality percentage of 80.6% and very effective in improving students' thinking skills with an N-gain score of 0.59.

METHODOLOGICAL CYCLE IN THE IMPLEMENTATION OF THE EDUCATIONAL APPROACH

The «New Ukrainian School» concept implementation necessitates the continuous enhancement of pedagogical approaches and the exploration of effective teaching methods that address contemporary educational challenges. The purpose of the article is to define the concept and analyze the functioning of the cycle of the teacher's methodical system in the implementation of educational approaches. System-structural (analysis of scientific literature, synthesis, comparison, systematization, generalization) was chosen as the main research method. The article researches the teacher`s methodological system as a cyclical process that facilitates a systematic and effective organization of learning activities. Special emphasis is placed on the key stages of this cycle: establishing learning objectives, assessing students' readiness to engage with the material, selecting educational content, and choosing optimal methods and forms for lesson design. The critical component of the methodological cycle is the selection of an educational approach that aligns with both learning outcomes and the developmental characteristics of students, thus enabling a flexible and personalized educational process. The article highlights the importance of the cyclical model in ensuring high effectiveness in the learning process, fostering the development of essential competencies among students, and achieving educational goals. Beyond theoretical justification, practical recommendations are provided for adapting the methodological system to various educational approaches, particularly in the contexts of distance and blended learning. The recommendations offered aim to support teachers in refining their practices and implementing innovative strategies focused on maximizing learning outcomes. This approach promotes the development of critical thinking and other competencies necessary for students' successful socialization in today’s world.

Teacher-led strategies for maximizing learning outcomes in higher education / Estrategias dirigidas por el profesorado para maximizar los resultados de aprendizaje en Educación Superior

A number of challenges have arisen in educational policies for higher education (HE) contexts in the last decades, leading to a shift from teacher- to learner-oriented methodologies. However, there is a dearth of studies revising effective teacher-led strategies aimed at maximizing learning outcomes in HE, since learners may still need teachers’ support in organizing their acquisition process. Consequently, adopting this instructional perspective, this paper has examined how teachers’ methodology can be (re)designed to promote successful learning in HE by means of strategies aimed at scaffolding content, language, design of tasks and output. A systematic list of effective instructional strategies is developed in this paper, overlooking those techniques that, despite their frequent use, have not proved to be highly beneficial for promoting learning outcomes. When students become expert learners, a shift from instructional to discovery or learner-based methodologies may occur.

Analytical Study of Experiential Learning: Experiential Learning Theory in Learning Activities

The aim of this research is to describe experiential learning in learning activities. David A. Kolb's Learning Theory highlights four keys stages: experience, reflection, abstract concepts, and active experimentation. This research is a library research or literature review, primarily focus on collecting and reviewing various previous studies on Kolb's learning theory. The findings indicate that the four stages of experiential learning models can enhance student engagement, deepen understanding of subject matter better, develop critical and creative skills to face future challenges, and foster collaborative work, and it can be effectively implemented at all levels of education. It can be concluded that learning activities using the experiential learning model can encourage student involvement to achieve maximum learning outcomes, and can be used at all levels of education while still paying attention to elements of relevance of the material and learning environment. However, there are still several shortcomings and challenges in applying this theory, particularly in terms of resource readiness.

Innovative Approaches to Foreign Language Learning: A Study of Methods Including Duolingo and Beyond

This article examines the effectiveness of various methods of foreign language learning, including digital tools like Duolingo, traditional grammar-focused approaches, immersive learning environments, and the role of music in language acquisition. Through a comparative analysis, the study highlights the strengths and limitations of each method and advocates for a blended approach that integrates these techniques to maximize learning outcomes. The findings suggest that combining digital platforms, traditional methods, immersive experiences, and supplementary tools such as music provides the most comprehensive path to language proficiency. The article calls for further research into the integration of these methods in formal education systems.

AI-CiciBot as Conversational Partners in EFL Education, focusing on Intelligent Technology Adoption (ITA) to Mollify Speaking Anxiety

This study examines the role of AI-CiciBot as a conversational partner in mitigating speaking anxiety among Indonesian EFL (English as a Foreign Language) students. The aim is to explore the integration of intelligent technology adoption (ITA) into classrooms to enhance language learning and reduce anxiety during speaking activities. The primary gap addressed in this research is the lack of technology-based solutions for oral language practice in Indonesia, where traditional curricula emphasize reading and writing over speaking. This study aims to fill the gap by introducing AI-CiciBot, a novel AI-powered conversational tool that provides a supportive, low-pressure environment for students to practice speaking English. The study uses a mixed-methods approach, combining quantitative data from pre-test and post-test scores and qualitative insights from student interviews. The research tools include a questionnaire and an AI-CiciBot platform for speaking practice. IBM SPSS Statistics analyzed the data, focusing on students' speaking performance and anxiety levels before and after using AI-CiciBot. Findings in this study show a significant improvement in students' speaking skills and a reduction in anxiety. The mean score for pre-tests was 49.17, which increased to 90.47 in post-tests, indicating AI-CiciBot's effectiveness. Interviews revealed that students initially hesitant to engage in speaking activities due to fear of judgment became more confident and willing to participate after practicing with the AI bot. This study contributes to the field of EFL education by demonstrating the potential of AI-driven tools like AI-CiciBot to address speaking anxiety and improve oral proficiency. It also highlights the importance of ITA in encouraging students to embrace AI-based learning solutions. To maximize learning outcomes, future research should investigate the long-term impact of AI-CiciBot on students' speaking proficiency and its integration with human instructors.

VR Simulation: Advancing Practical Skills in Computer Science Education

This study presents the successful integration of Virtual Reality (VR) tools as an element in the computer science curriculum at the German University of Technology, Oman. The research study investigates the use of MyScore, a VR application developed by RWTH Aachen University - Teaching & Research Field Engineering Hydrology as an environment for computer hardware assembly and troubleshooting exercises. The VR simulation utilized in this study acts as a gamified environment, incorporating elements like scorekeeping and interactive challenges to enhance practical learning in computer science, akin to game-based strategies that engage and motivate students. Over some weeks, the project involved seven students and one tutor in immersive learning sessions to develop applied skills in computer hardware assembly with VR technology over conventional teaching methods. Structured surveys and direct observations were used for data collection through students' interactions with the VR sessions. We also evaluated the student's learning experiences as well as the usability of technology. The results showed that the user-friendliness of the VR interface and its ability to accurately simulate real-world tasks associated with computer assembly received both positive and negative reactions. While some students praised the technology for being pretty cutting-edge, some criticized it as unrealistic or non-interactive. We also received complaints that ranged from actually moving around in the virtual space to navigating only through teleportation spark points. Specifically, two students got motion sickness, which is a well-known obstacle associated with VR environments, and consequently left the sessions prematurely. The feedback of the instructor pointed out that setting up the VR equipment is straightforward and described some potential methods. Still, a call for more reliability in simulations and better interfaces began to surface as nevertheless less controversial agenda items. However, the instructor saw how VR has the potential to revolutionize educational practices. Providing interactive views between the VR device and students that can act as new learning methods. The present study extends the discussion on educational technology by providing empirical evidence of the benefits and challenges experienced in deploying VR for technical education implementation. These findings thus support the continued development and validation of VR technologies in pursuit of improved commitment, cost-effectiveness, immersion, and environment quality that may maximize learning outcomes in future educational applications.

How Do the STAD Cooperative Learning Model, Conventional Methods, and Student Confidence Affect Football Learning Outcomes?

This study evaluates the impact of the STAD-type cooperative learning model and the conventional model on football learning outcomes among Grade VIII students at Junior High School 2 Sijunjung, specifically considering students' confidence levels. The primary issue addressed is the low football learning outcomes linked to conventional teaching methods, which often result in reduced student engagement. The objectives of this research are clearly defined: to examine the interaction between the learning model and student confidence in relation to learning outcomes, to compare the effectiveness of the two models, and to investigate differences in learning outcomes between high and low confidence students within each model. Using a quasi-experimental method, the study employs qualitative descriptive analysis for measuring confidence and quantitative analysis for assessing football skills. A sample of 82 male students was divided into high and low confidence groups, each receiving instruction through either the STAD or conventional model. Data were collected via confidence questionnaires and football skill tests, then analyzed using two-way ANOVA and Tukey’s test. The findings indicate that the STAD-type cooperative learning model is generally more effective in enhancing football learning outcomes compared to the conventional model. Notably, there is a significant interaction between the learning model and confidence; students with low confidence utilizing the STAD model achieved better learning outcomes, whereas those with high confidence performed better under the conventional approach. This suggests that confidence plays a crucial role in learning outcomes, with lower confidence students benefiting from collaborative learning settings. In conclusion, the study highlights the overall effectiveness of the STAD-type cooperative learning model, especially for students with low confidence. It emphasizes the importance of tailoring teaching methods to align with students’ confidence levels to maximize learning outcomes. Future recommendations include exploring strategies to boost confidence among students, which could further enhance their engagement and performance in physical education.

Peningkatan Kemampuan Analisis Fakta dan Opini Peserta Didik Kelas XI TEK 2 SMK Negeri 5 Surabaya dengan Model Pembelajaran Kooperatif

This study aims to describe the improvement of the ability to analyze facts and opinions in argumentation text of students of class XI TEK 2 SMK Negeri 5 Surabaya, as well as to describe the effectiveness of cooperative learning model in class XI TEK 2 SMK Negeri 5 Surabaya. This type of research is a class action research (PTK). This class action research was conducted in class XI TEK 2 of SMK Negeri 5 Surabaya in semester 1 of 2024/2025 academic year. The subjects of this study were students of class XI TEK 2 consisting of 31 students; 24 male students and 7 female students. Data collection techniques using direct observation and test methods. Based on the results and discussion, the following conclusions can be drawn. (1) There was an increase in the learning outcomes of students in class XI TEK 2 in learning to analyze facts and opinions in argumentation text. The increase in student learning outcomes was 37.5. In addition, the increase in learning outcomes did not only occur in students who had not met the minimum score in cycle I, but also in 4 groups at once. Even as many as three groups achieved maximum learning outcomes. (2) Cooperative learning model is effective in learning to analyze facts and opinions in argumentation text. The cooperative learning model encourages learners to actively discuss to determine facts and opinions in argumentation text in groups.

RETENTION-BASED LEARNING: AN APPROACH TO MAXIMIZING STUDENT LEARNING OUTCOMES IN HIGH SCHOOL PLANT ANATOMY LESSON

Purpose – Many students perceive plant anatomy as difficult due to the complexity of the material. Additionally, conventional teaching techniques often neglect the importance of information retention in the learning process. Therefore, this study examines the effects of Retention-Based Learning on students’ learning outcomes compared to conventional learning without Retention-Based Learning. Methodology – A multiple-group time series research design was used to measure the effectiveness of Retention-Based Learning on students’ learning outcomes including information retention, cognitive load, and learning achievement. Retention interventions in the Retention- Based Learning class included watching videos, identifying images and answering questions. The participants in this study were seventyeight 10th-grade public high school students in Bandung, West Java, Indonesia, divided into two research groups. Findings – This study found that students in the experimental group had better information retention in each lesson and a significantly higher ability to process information with less mental effort and lower cognitive load than the control group. Additionally, the experimental group showed significantly higher learning achievement than the control group. These findings demonstrate the importance of maintaining information retention to maximize learning outcomes in plant anatomy lessons. Significance – This study indicates that maintaining retention can be a simple and powerful learning approach to help high school teachers teach complex material. The study highlights the significance of maintaining student retention to improve learning performance.

Google Classroom Based Arabic Language Learning at Madrasah Tsanawiyah Negeri 5 Tulungagung

The need for learning on digital applications or platforms is currently very high. Arabic language learning is entering an era of industrialization where access to learning already uses applications or digital platforms. The use of contemporary applications such as Google Classroom will change learning patterns from paper-based to paperless. This article aims to explain and analyze Arabic language learning based on Google Classroom media which has been carried out at Madrasah Tsanawiyah Negeri 5 Tulungagung. Employing a qualitative approach, this study analyzed descriptive data in the form of speech or writing and the observable behavior of the research subject. Data were obtained from interviews, observations, and documentation, where the authors conducted research by going directly to the field to find data at Madrasah Tsanawiyah Negeri 5 Tulungagung. The findings showed that learning Arabic using the online model via Google Classroom is very effective and efficient. Google Classroom becomes an alternative media to create changes in learning, it changes the learning environment which was originally traditional to an effective activity by utilizing facilities and attractive media to produce the maximum learning outcomes. This research is expected to provide a scientific contribution as a solution to the learning process in the digital era. The researcher advises future researchers that there is still a lot of online media that can be analyzed further.

Inquiry Learning as an Effort to Improve Results

The inquiry learning process should be seen as a stimulus that can challenge students to feel involved or participate in learning activities both in digesting, observing, analyzing, responding and answering problems that are being experienced. Any learning carried out by a teacher has the aim of achieving maximum learning outcomes, so he must master the material taught using a variety of learning methods in general (lectures, discussions, questions and answers, giving assignments) and specifics such as effective and fun inquiry (PAIKEM) in order to boost student learning outcomes. The condition of students when learning Islamic Religious Education subjects (not serious about carrying out assignments, reluctant to ask questions, argue, connect subject matter with the real world, students' ability to accept lessons is low) so that learning outcomes are not optimal. The various obstacles above can be found alternative solutions with the creativity of the teacher to package Islamic Religious Education subject matter using the inquiry method in the hope that learning outcomes will improve better than before.

Prompt Engineering for Nurse Educators.

The integration of generative artificial intelligence (AI) tools like OpenAI's ChatGPT into nursing education marks a transformative advance in personalized learning and interactive engagement. Variability in faculty's experience with AI outputs highlights the need for well-crafted prompts that align with educational objectives, maximize learning outcomes, and ensure contextual relevance. Effective prompting is a key to eliciting accurate, relevant responses from AI, fostering a dynamic learning environment that bolsters student comprehension of complex topics. This article examines the critical role of prompt engineering in optimizing AI-generated content's effectiveness within academic settings. With a detailed guide and strategies specifically designed for nursing education, the article prepares faculty to proficiently use generative AI. By mastering prompt engineering, educators can leverage AI tools as powerful aids, potentially significantly enhancing teaching effectiveness, work efficiency, and student learning outcomes.

Students’ Experience of Online Interpreting Learning with Native Speakers

Interpreting is one of the skills that is very necessary in global communication. The use of digital technology and web-based technology in interpreting classes has been widely used in Indonesia, especially during the COVID-19 pandemic. Learning interpreting is very challenging, especially directly with native speakers and done using e-learning. This research aims to describe the experience of online interpreting learning with native speakers from the student's perspective regarding the problems and advantages of this learning method. This research was qualitative in nature, involving all sixth semester students in the English Literature study program who took Interpreting Workshop course totaling 25 students. Data were obtained through observation and questionnaires. The finding of the study shows learning interpreting online with native speaker has several advantages as well as it has less psychological impact. It is hoped that after finding problems, solutions can be found to overcome these problems and utilize the advantages of this learning method to maximize learning outcomes.

Maximizing Learning Outcomes while Minimizing Costs: A Cost-Effective Approach to M-Learning

In the realm of education, the pursuit of effective learning outcomes often faces the challenge of limited resources. This paper explores the intersection of maximizing learning outcomes and minimizing costs through a cost-effective approach to mobile learning (m-learning). Recognizing the ubiquitous presence of mobile devices and their potential to revolutionize learning, this study explores strategies that leverage the capabilities of mobile technology while being mindful of budgetary constraints. By leveraging the flexibility and accessibility offered by m-learning platforms, educators can design engaging and interactive learning experiences that cater to diverse learners needs. The paper investigates various cost-effective methodologies, including utilizing open-source software, repurposing existing resources, and adopting collaborative learning environments. Furthermore, it examines the role of scalable technologies and adaptive learning algorithms in optimizing resource allocation and personalizing learning experiences. Through case studies and empirical analysis, this research illustrates how institutions and educators can achieve significant cost savings without compromising the quality of educational delivery. Ultimately, the findings highlight the transformative potential of a cost-effective approach to m-learning in enhancing learning outcomes and widening access to education.

NEEDS ANALYSIS: DEVELOPING AN ESP SPEAKING MOOC MODEL IN HIGER EDUCATION CONTEXT

This study aims to investigate the needs and learning requirements of English for Specific Purposes (ESP) students in the context of developing a Massive Open Online Course (MOOC) model for ESP speaking skills. The research employed a qualitative approach, utilizing Comprehensive Needs Analysis (CNA) techniques. Data was collected through document analysis, Forum Group Discussions (FGDs) with students, interviews with lecturers, and meetings with experts. Data analysis followed qualitative methodologies, including data reduction, display, and conclusion drawing. The study reveals significant insights into students' backgrounds, English proficiency levels, and experiences with MOOCs. Participants primarily perceive their English proficiency as intermediate. While MOOCs are viewed as valuable supplementary resources, students desire more diversity and interactivity in their online learning experiences. Furthermore, the research highlights students' desires for comprehensive speaking skills development, integrated learning experiences, supportive learning environments, and user-friendly technology platforms. This study fills a gap in the literature by investigating the specific needs and learning requirements of ESP students for developing an ESP Speaking MOOC model, particularly in Indonesian context. The findings suggest the importance of prioritizing speaking skills, integrating various language skills, fostering supportive learning environments, and leveraging user-friendly technology platforms in the development of ESP Speaking MOOC models. Addressing these needs is crucial for maximizing learning outcomes and student engagement in online language learning environments.

Exploring Debriefing Modalities in Healthcare Simulation: Self-Reflection, Self-Debriefing, Tele-Debriefing and Facilitated Debriefing

Healthcare simulation has emerged as an invaluable tool for training healthcare professionals, fostering clinical skills, and enhancing patient safety. In the context of simulation-based education, various debriefing modalities have been employed to maximize learning outcomes. This article examines four debriefing modalities—self-reflection, self-debriefing, facilitated debriefing, and tele-debriefing within the healthcare simulation setting. The article explores the circumstances under which each modality is appropriate, highlights the benefits they offer, and discusses the barriers that may impede their effectiveness. By comparing and contrasting these modalities, educators and practitioners can make informed decisions about the most suitable debriefing approach for their specific simulation scenarios.

DIAGNOSING INDIVIDUAL PSYCHOLOGICAL CHARACTERISTICS OF STUDENTS: A COMPREHENSIVE REVIEW

The field of educational psychology has long been concerned with understanding individual differences among students. Accurate diagnosis of individual psychological characteristics is essential for tailoring educational approaches to maximize learning outcomes. This article explores various methods and tools used to diagnose these characteristics, their effectiveness, and implications for educational practice.

How does movie foster experiential learning in auditing education?

PurposeThis study explores virtual platforms’ capabilities, particularly emphasising the influence of educational movies embedded with lifelike narratives to serve as a potent medium for immersive learning within the auditing discipline. Through this exploration, we aim to discern how cinematic depictions can educate and encapsulate the intricate dynamics of real-world auditing scenarios, thereby enriching the educational experience for budding auditors.Design/methodology/approachBy employing an action research methodology, this study engaged 134 auditing students from China in an experiment, using a questionnaire to assess their grasp of auditing concepts like internal control, corporate governance, and professional ethics.FindingsPreliminary findings underscore the efficacy of movies as pedagogical tools. These movie experiences bridge the gap between theoretical knowledge and its real-world application, particularly highlighting the nuances of professional ethics and corporate governance. Results show that such a method amplifies students’ comprehension of auditor skillsets, practical complications, and ethical insight and nurtures professional scepticism about tangible audit issues.Research limitations/implicationsThis study illuminates a novel virtual learning approach using movies that primes students to exercise critical thinking and augments cognitive skillsets, especially when navigating ethical conundrums. The broader implication is the potential enhancement of auditing education quality in China, presenting educators with an innovative teaching modality that bolsters students’ critical analysis and cognitive development.Practical implicationsThis study has multiple implications for auditing education policy. It underscores the imperative need for curriculum revision in contemporary auditing education. Our study can significantly change contemporary auditing education by incorporating movie-based experiential learning. Educators and institutions in China and other parts of the world explore this avenue, customising it to fit the unique requirements of their respective courses and the country’s contexts. Our study also highlights the challenges and recommendations for real-world audit simulation for auditing education. While our research highlights the promise of educational movies, it also sheds light on the potential difficulties in their integration. Audit educators need adequate support and training for effective assimilation, ensuring they leverage educational movies to maximise learning outcomes. Careful curation and selection of movies, combined with strategic planning, are paramount to this teaching method’s success. With the continual evolution of video tools, there is an opportunity for a more immersive and holistic education model, shaping the next generation of auditors.Originality/valueThis study offers insights into innovative strategies to imbue real-world experience into traditional curricula, ensuring relevance and applicability across diverse educational landscapes.

Innovative Debriefing Approach: Applying a Project Management Framework to Develop a Debriefing Communications Plan for Educational Computer-Based Simulation Games

Debriefing is a critical part of successfully implementing educational computer-based simulation games to maximize learning outcomes. Simulation game effectiveness, regarding exploring gaming characteristics and cognitive and affective impacts, has been thoroughly researched. However, debriefing is overlooked by some as time-consuming and unnecessary. Debriefing can be implemented as a process-based approach to increase experiential learning while facilitating educational simulation games. Minimal research has been conducted to identify approaches and components of successful debriefing communications and to gauge which aspects of the process are most impactful for learners. This article approaches planning debriefing interactions through a theoretical project management lens by applying a proactive, process-oriented, adaptive framework to develop a debriefing communications plan. Simulation games exhibit project characteristics, this framework is an appropriate and valuable approach to efficiently and effectively implement simulation games. Applying this theoretical framework with intentionality, integrating debriefing into educational simulation game facilitation, can contribute to favorable learning outcomes.