Educational Methods Research Articles

Philosophy of Education: A Theoretical Study of Concepts, Schools, and Their Influence in Educational Science

Philosophy of education is a branch of philosophy that reflects the nature, goals, and methods of education in understanding the basic principles that shape the education system. This study includes various theories in epistemology, ethics, and ontology that play a role in formulating policies, curricula, pedagogical practices, and effective teaching methods. Education aims to develop the intellectual, emotional, social, and spiritual potential of individuals through a lifelong learning process. With a library research approach, this article discusses the relationship between philosophy of education and educational science, branches of philosophy, and the influence of philosophical schools on the development of the education system. Understanding the philosophy of education is very important for educators and policy makers in creating a better education system. In addition, the philosophy of education contributes to building a humanistic education system that focuses on the development of the intellect, morality, and character of students for the advancement of society.

Revitalising education through an interuniversity arrangement

Fair, open and inclusive discussions are key to ensuring voices are heard. This is integral to effective human communication, as is actively involving participants in deciding on group discussion rules. Professor Mika Nakano from the Centre for Liberal Arts at Fukuoka Institute of Technology believes that in Japan, the adherence of social norms to traditional, established patterns is hindering society. She believes that entrepreneurship education will empower young people and ultimately improve society. She and her colleagues are creating a network of 18 universities in the Kyushu-Okinawa region. Through this interuniversity arrangement, she wants to revitalise education. Part of this work is developing remote discussion skills in Japanese university students, which Nakano believes is currently lacking. Through her research, she wants to level the playing field when it comes to economic, digital and social disparities between children. Her vision is a society where there are opportunities for everyone and one in which collaboration is inclusive. Nakano is also interested in argumentation as an education method, through which participants can respectfully share ideas and viewpoints. She is developing a curriculum that utilises quantitative and qualitative approaches drawn from psychology and anthropology methodologies. This incorporates observation, questionnaire and interview methods to propose effective learning methods that will be tested to verify their effectiveness.

"Pancreata: The Keto Struggle": an innovative educational tale-based game for diabetic ketoacidosis revitalizes collaborative learning, learner's engagement among undergraduate medical students.

Traditional didactic teaching methods in medical education, while foundational, often lead to passive learning and insufficient engagement. "Pancreata-The Keto Struggle," an educational tale-based game for diabetic ketoacidosis (DKA), was developed to address these challenges by promoting collaborative learning, enhancing student engagement, and improving knowledge retention through an interactive and narrative-driven approach. This study involved 150 first-year medical students divided into 25 small groups of 6 each. Participants were assessed before and after engaging with the game through a structured formative assessment, a validated questionnaire measuring engagement and learning effectiveness, and a confidence level questionnaire. In-depth small-group interviews were also conducted for qualitative feedback and thematic analysis was performed. Statistical analyses were performed using SPSS version 17. The introduction of "Pancreata-The Keto Struggle" resulted in significant improvements in students' formative assessment scores, from a mean of 19.2 ± 1.9 before the game to 39.3 ± 2.2 out of 50 after the game (p < 0.0001). Notably, students demonstrated the highest confidence gains in managing DKA and interpreting laboratory results. Qualitative analysis identified seven common themes reflecting the game's impact on learning: collaboration, retention of concepts, internal drive, self and peer assessment, joyful learning, beyond books, and aesthetic content. Over 95% of students reported increased engagement and learning effectiveness due to the game's intrinsic motivation, narrative, and group learning mechanics. "Pancreata-The Keto Struggle" effectively revitalizes collaborative learning in medical education by integrating game-based learning with traditional teaching methods. The game not only facilitates a deeper understanding of complex clinical conditions like DKA but also broadly improves students' clinical management skills and confidence. These findings underscore the potential of educational tale based games to enrich medical education and advocate for their broader application across curricula.

Does the transition from face-to-face to face-to-screen improve oral health literacy? A non-inferiority randomized controlled trial

BackgroundIn recent years, more attention has been paid to virtual education methods in the field of oral health. Oral health literacy (OHL) plays a major role in reducing oral health inequalities. Individuals with inadequate health literacy are more susceptible to oral disorders. This study was a parallel randomized controlled trial with a non-inferiority design that aimed to compare a virtual educational intervention with traditional in-person education to improve OHL.MethodsThis study was conducted in adults visiting a university dental school, from February 2022 to May 2023. After the inclusion and exclusion criteria were checked and informed consent was obtained, the participants were randomly allocated into two groups by balanced block randomization. One group received in-person education in the waiting room, and the other received an educational video through an online messenger. The Oral Health Literacy Adult Questionnaire (OHL-AQ) assessed participants’ OHL levels before, immediately after, and three months after the intervention. The researchers who analysed the data were blinded. Generalized estimating equation (GEE) analysis was used to compare the groups (P < 0.05). The non-inferiority margin was determined using the fixed-margin method.ResultsIn total, 149 individuals participated. Seventy-five patients were randomly allocated to the in-person group, and 74 were allocated to the virtual group; their data were analysed. GEE analysis revealed no significant difference in the change of OHL scores immediately after the intervention between the two groups (P = 0.07). However, at the three-month follow-up, the in-person group exhibited a significantly greater improvement in OHL scores compared to the virtual group (P = 0.03). After three months, virtual education was inferior to in-person education, unlike in the immediate post-test.ConclusionAfter three months, an online video sent in a messenger environment was less effective than traditional in-person education in improving OHL.Trial registrationThe trial protocol was registered in the Iranian Registry of Clinical Trials (IRCT) on 08–02-2022, (IRCT20220106053643N1||http://www.irct.ir/).

Measuring the Impact of Meta-AI on English Reading Comprehension Score Enhancement: A Study Within Social Media Application

The integration of AI with social media platforms is significantly influencing English language skills, reshaping how users engage with and learn the language. So far, no studies have specifically examined how AI affects English reading for first-year non-English major undergraduates in Saudi Arabia. This study investigates how Meta-AI combined with WhatsApp enhances reading comprehension. Two intact classes were randomly chosen and assigned to experimental (N=43) and control (N=49) groups in a quasi-experimental study. The experimental group received instruction through AI-enhanced social media, namely WhatsApp, while the control group continued with a conventional approach. Data were collected before and after treatment. Statistical analysis revealed that the experimental group enhanced reading comprehension significantly more than the control group, which received conventional teaching. The study implies that integrating AI with social media platforms like WhatsApp can improve substantially English reading comprehension, suggesting a beneficial shift towards technology-driven learning methods in education.

Abstract TP102: Exploring the Role of Podcasts in Stroke Recovery and Prevention

The recovery process for stroke patients requires ongoing reinforcement of critical health information. Traditional education methods of written handouts often fail to adequately meet patient needs, particularly for those with limited literacy, or busy lifestyles. Podcasts are emerging as a powerful tool in patient education, offering a flexible, accessible, and engaging format that can be accessed anytime, anywhere. The hypothesis was that by prescribing podcasts, we could ensure patients have continuous access to vital information, allowing for repeated exposure and improved retention of key concepts. Studies have shown that podcasts can significantly enhance knowledge retention and listener engagement, even when listeners are engaged in other activities, as verified by EEG. This makes podcasts a practical solution for reinforcing key health messages and catering to diverse learning preferences, offering an alternative for patients who may struggle with written materials. Since neurological patients struggle to retain complex medical information provided during brief consultations, this can lead to gaps in understanding, and consequently suboptimal outcomes. Putting this hypothesis to the test, our method was to create a podcast with episode topics selected by a multidisciplinary stroke team, focusing on the frequently asked questions posed by stroke survivors and caregivers. Each podcast episode features interviews with expert guests or stroke survivors who discuss strategies and resources relevant to the topic. To enhance accessibility, links to printable information and specialist directories are provided in the show notes of each episode. The results demonstrate global demand for access to such specialized information, with regular listeners in 56 countries, all 50 of the United States and over 1600 downloads in outlying US territories. Each new episode consistently averages 300 audio downloads or video views in the first week they are released. In conclusion, neurology providers are encouraged to incorporate podcasts as a standard component of their stroke patient education strategy. Also, future research should focus on developing specialized neurological podcasts tailored to community needs, providing insight into how to aid them to better understand and manage their conditions, ultimately contributing to improved adherence to treatment plans and better quality of life.

The Effect of Toolbox Trainings on Nursing Sensitive Quality Indicators: A Randomized Controlled Trial.

Toolbox training or toolbox talks is short-term training to improve occupational health and safety practices in various sectors. These on-the-job trainings provide employees with opportunities to ask questions and share experiences, facilitating the enhancement of workplace safety practices. The aim of this study is to determine the impact of toolbox trainings provided to nurses on nursing-sensitive quality indicators (pain management, pressure ulcer, patient falls, peripheral venous catheter complications, and adverse event reporting) in the workplace. Randomized controlled, pre-test, post-test, and control group design. Before the toolbox training, pretest measurement instruments were used for the nurses in both the experimental and control groups, and the nursing-sensitive quality indicators were monitored by two independent observers. Toolbox training was provided to nurses in the intervention group on their shift in the respective units. Both groups were followed up at the 8th and 12th weeks after the training. Descriptive tests, independent sample t-tests for intergroup comparisons, and repeated and mixed ANOVA for intragroup comparisons were utilized in data analysis. Significant differences were found between pre-test and post-test scores of the nurses in the group who received toolbox training in terms of falls, pressure ulcers, pain management, peripheral venous catheter, and adverse event reporting (p < 0.01). It was observed that the application scores significantly differed among all nurses who received toolbox training according to the findings of both observers, generally increasing in the second follow-up compared to the first, but decreasing in the third follow-up (p < 0.05). Evaluated according to unit quality indicators, it was determined that the number of patient falls (mean 4.04, 2.32, and 1.95 respectively), pressure ulcer occurrences (mean 4.48, 2.69, and 2.45 respectively), and the number of patients experiencing peripheral venous catheter complications decreased (mean 26.79, 16.46, and 15.42 respectively) in the units where nurses who received toolbox training worked. The average number of correctly managed pain patients (mean 37.82, 71.61, 69.07 respectively) and the number of reported adverse events (mean 2.79, 6.60, 6.42 respectively) were observed to increase in the second follow-up but decrease in the third follow-up. As a result, it was determined that on-the-job trainings increased nurses' knowledge level regarding nursing-sensitive quality indicators, improved their practices, and enhanced unit quality indicators. According to the findings of this study, on-the-job trainings provided to nurses were found to be an effective method, and it is recommended to use them in addition to traditional training methods in nurses' in-service education. There is a growing demand for shorter and different training methods in nurses' education. In addition to classical in-service training methods, this training method, which was applied for the first time in the field of nursing, contributed to the improvement of quality indicators sensitive to nursing. Our findings emphasize that it will be useful to use this training method in future studies on improving and developing nursing-sensitive quality indicators. The study has been registered with ClinicalTrials.gov (NCT05853588).

Reflections of Simulation-Based Education on the National Core Curriculum of Turkey: A Content Analysis

Background: Simulation-based education prepares medical students to interact with real patients by resembling real environments. There are a variety of methods in simulation-based education from low-fidelity to high-fidelity, and from basic task trainers to complicated mixed methods. Although it is not specified whether a topic in the national core curriculum is related to simulation-based education or not, the National Core Curriculum draws a general approach for selecting appropriate learning activities in undergraduate medical education. This study aims to reveal adequate simulation methods for the topics in the National Core Curriculum and to present a tool for simulation method selection criteria. Method: A content analysis was conducted in a qualitative design. The literature review was conducted to deeply understand the principles of simulation-based education and was used as a guide to evaluate the topics in the National Core Curriculum. The content analysis of the National Core Curriculum-2020 was performed to structure a tool for the simulation method selection criteria in undergraduate medical education. Results: Several simulation methods can be used according to the utilization of medical schools. A total of 20 number main skills were identified as suitable for simulation-based education and methods were matched with these skills with at least three alternatives. Conclusion: The tool we conducted covers basic to complicated simulation methods that every medical school can adopt according to its facilities. We recommend our tool as a guide in selecting adequate resources while developing simulation-based education in undergraduate medical education.

PENGARUH PENDIDIKAN KESEHATAN MELALUI METODE PEER GROUP TERHADAP KETERAMPILAN TENTANG PERAWATAN LUKA DAN BIDAI PADA SISWA

Literature studies show that the incidence of accidents and joint dislocations in students is still high, with 6 - 10 cases occurring at school. This continues to be a concern for schools so that the school health unit (UKS) has an important role in first aid for accidents (P3K). in schools. So efforts are needed to increase students' understanding with various educational and evaluation methods related to First Aid. The aim of the research is to look at differences in health education through the peer group method on skills regarding wound care and splints among students. This research uses a Quasy Experiment design. The sample in this study used a purposive sampling technique based on criteria with a sample size of 60 respondents divided into two groups, namely 30 intervention groups and 30 control groups. The measuring tools used are SOP Wound Care Splints and Observation Sheets. The time for conducting the research was September 10-13 2024. Data were analyzed using the Shapiro Wilk Test &amp; Paired T Test. The results of the research in the intervention group were differences in skills regarding wound care and splints among students before and after being given health education through the peer group method at SMP N 2 Mesjid Raya with a value of p = 0.000, and in the control group there were differences in skills regarding wound care and splints. Students at PKPU Aceh Middle School with a value of p = 0.000. The conclusion in this study is that there is a comparison between the intervention group and the control group regarding skills regarding wound care and splints in students with a value of p = 0.043. It is hoped that the School Health Unit and Community Health Center can provide health education to students through collaboration on various first aid cases.

Framework Design for Reinforcing the Potential of XR Technologies in Transforming Inclusive Education

This study presents a novel approach to inclusive education by integrating augmented reality (XR) and generative artificial intelligence (AI) technologies into an immersive and adaptive learning platform designed for students with special educational needs. Building upon existing solutions, the approach uniquely combines XR and generative AI to facilitate personalized, accessible, and interactive learning experiences tailored to individual requirements. The framework incorporates an intuitive Unity XR-based interface alongside a generative AI module to enable near real-time customization of content and interactions. Additionally, the study examines related generative AI initiatives that promote inclusion through enhanced communication tools, educational support, and customizable assistive technologies. The motivation for this study arises from the pressing need to address the limitations of traditional educational methods, which often fail to meet the diverse needs of learners with special educational requirements. The integration of XR and generative AI offers transformative potential by creating adaptive, immersive, and inclusive learning environments. This approach ensures real-time adaptability to individual progress and accessibility, addressing critical barriers such as static content and lack of inclusivity in existing systems. The research outlines a pathway toward more inclusive and equitable education, significantly enhancing opportunities for learners with diverse needs and contributing to broader social integration and equity in education.

Continuous Quality Improvement for Civil Engineering Course During and After the Covid-19 Pandemic

The Covid-19 outbreak has profoundly affected teaching and learning, necessitating a careful transition back to conventional methods in the post-pandemic era. This study examines the Continuous Quality Improvement (CQI) of Course X in Civil Engineering during and after Covid-19, focusing on specific challenges faced and measures implemented during this transition. The evaluation includes an assessment of academic performance through diagnostic tests, course outcomes, program outcomes, and student feedback as components for planning effective CQI initiatives. Overall CO-PO performance metrics indicate that in semester 20214, CO1-PO1 was attained at 86%, while CO2-PO2 achieved 71%. However, during face-to-face assessments in semesters 20224 and 20234, a significant decline was observed: CO1-PO1 dropped to 54% and 53%, respectively, while CO2-PO2 decreased to 61% in semester 20224 and slightly increased to 62% in semester 20234. These findings underscore that while students adapted well to online learning, they faced significant barriers when transitioning back to hands-on activities. This research provides targeted insights into enhancing educational delivery methods post-pandemic, highlighting the necessity of integrating traditional and innovative teaching strategies to foster student engagement and improve learning outcomes. The implications are particularly relevant for educators and policymakers as they refine curricula and teaching methodologies to address the evolving needs of students in response to global disruptions.

Evaluating simulated teaching audio for teacher trainees using RAG and local LLMs

In the training of teacher students, simulated teaching is a key method for enhancing teaching skills. However, traditional evaluations of simulated teaching typically rely on direct teacher involvement and guidance, increasing teachers’ workload and limiting the opportunities for teacher students to practice independently. This paper introduces a Retrieval-Augmented Generation (RAG) framework constructed using various open-source tools (such as FastChat for model inference and Whisper for speech-to-text) combined with a local large language model (LLM) for audio analysis of simulated teaching. We then selected three leading 7B-parameter open-source Chinese LLMs from the ModelScope community to analyze their generalizability and adaptability in simulated teaching voice evaluation tasks. The results show that the internlm2 model more effectively analyzes teacher students’ teaching audio, providing key educational feedback. Finally, we conducted a system analysis of the simulated teaching of 10 participants in a teaching ability competition and invited three experts to score manually, verifying the system’s application potential. This research demonstrates a potential approach to improving educational evaluation methods using advanced language technology.

P-969. Antibiotic Prescribing Patterns for Surgical Prophylaxis Before and After an Educational Campaign about Penicillin Allergies

Abstract Background Patients with a documented penicillin allergy often do not receive first-line antibiotics for surgical prophylaxis due to the concern for allergic cross-reactivity between cefazolin and penicillins. Receiving suboptimal antibiotics unnecessarily may contribute to increased risk of adverse drug reactions and undesirable clinical outcomes. This study evaluated the rate of first-line antibiotic regimen utilization for surgical prophylaxis in penicillin allergy-labeled patients before and after a prescriber-facing educational campaign about penicillin allergies.Figure 1.WINK Educational Document Methods This was a single-center retrospective cohort study conducted at a tertiary care community hospital. Education was provided over one month in-person by infectious diseases and surgical services pharmacists to surgeons and anesthesiologists, including review of an educational handout detailing current penicillin allergy label literature, cefazolin side-chain dissimilarity, and when cefazolin should be considered or avoided (Figure 1). This content was also provided to pharmacists and posted to the system intranet. Patients were included if they had a documented penicillin allergy and received an antibiotic during admission for procedural prophylaxis. Patients receiving systemic antibiotics or with an infection within three days of procedure were excluded. The primary outcome was rate of first-line pre-operative antibiotic regimen utilization for surgical prophylaxis pre-education versus post-education. Secondary outcomes included all-cause hospital readmission within 90 days, acute care length of stay, surgical site infection rate, and safety outcomes. This study was approved by the local Institutional Review Board.Table 1.Baseline Patient Characteristics Results 340 patients were included in the study, evenly split into the pre- and post-groups. Patient demographics are shown in Table 1. First-line pre-operative antibiotic regimen utilization occurred in 89 patients in the pre-education group (52.4%), and in 113 patients in the post-education group (66.5%) (P = 0.011). Secondary outcomes are listed in Table 2.Table 2.Results for Secondary Outcomes Conclusion An educational campaign focusing on reasonable use of cefazolin in the setting of a penicillin allergy label may improve use of first-line antibiotics, which may positively influence clinical outcomes. Disclosures Timothy Gauthier, PharmD, BCPS, BCIDP, AbbVie Pharma: Advisor/Consultant|Antimicrobial Therapy, Inc: Advisor/Consultant|Ferring Pharma: Advisor/Consultant|Firstline Mobile Health: Advisor/Consultant|Gilead Pharma: Advisor/Consultant|GoodRx: Advisor/Consultant|GSK Pharma: Advisor/Consultant|Melinta Pharma: Advisor/Consultant|Pattern Biosciences: Advisor/Consultant|Pfizer Pharma: Advisor/Consultant|ProCE: Honoraria|WWW.LearnAntibiotics.com: Ownership Interest

Primary school children’s oral hygiene knowledge assessed with different educational methods: a cross-sectional study

BackgroundDifferent educational methods play an important role in oral hygiene education programs. This study aims to evaluate the impact of various educational methods on the oral hygiene knowledge of primary school children.MethodsA total of 490 primary school students participated in this cross-sectional study. The students were assigned to one of three groups: a verbal explanation group, an animation group, or a peer-led reels group. Before and after the intervention, the students completed questionnaires assessing their oral hygiene knowledge.ResultsA significant increase was observed in the post-educational knowledge levels of the children in three educational methods (p < 0.001). The study found that the main effect of educational methods was statistically significant (p < 0.001). However, effects of gender, and tablet/mobile phone use, respectively, were not statistically significant (p = 0.694, p = 0.641). The animation group (6.73) and the verbal expression group (6.57) had the highest post-training knowledge levels, respectively, while the peer-led reels group had the lowest (5.95) (p < 0.001).ConclusionsAll three educational methods are effective in promoting oral hygiene, but due to the accessibility and consumption of information in the current technological era, animation videos may be more useful and suitable for modern education.Trial registrationID: NCT06569745; Date: 21.08.2024; ‘retrospectively registered’.

إسهامات الذكاء الاصطناعي في تحسين أساليب التعليم في دولة الإمارات

This research is an in-depth study of the role of artificial intelligence in developing teaching methods in UAE universities, highlighting the University of Sharjah as an applied model. The research aims to explore how artificial intelligence technologies are applied in higher education, and to analyze their impact on the quality of education and teaching methods. By adopting a comprehensive methodology that combines a descriptive, analytical approach and a comparative approach, the research addresses the technical and organizational challenges associated with the adoption of artificial intelligence in the university environment. It also reviews successful cases and potential future applications, based on case studies and in-depth analyzes of educational environments based on artificial intelligence. The results show that the application of artificial intelligence can radically transform the university education experience by providing personalized educational experiences that match the needs of each student, and developing immediate and accurate assessment tools that provide real-time feedback to improve academic performance. In addition, artificial intelligence contributes to enhancing collaboration between students through interactive educational platforms and providing immersive learning environments that use virtual and augmented reality technologies. The study emphasizes the need to invest in technical infrastructure and develop comprehensive regulatory policies, in addition to training educational personnel to use these technologies efficiently. The research concludes by providing practical recommendations to enhance the use of artificial intelligence in university education, which contributes to achieving sustainable progress and developing a more adaptive and innovative educational system.

How to educate patients and caregivers on end-of-life nutrition care and support.

There are numerous articles, book chapters, and published guidelines on the topic of clinical ethics in the use of artificially administered nutrition and hydration, which often incorporates end-of-life (EOL) nutrition care and support. Components of clinical ethics involve the importance of ethical principles, patient-centered care, and shared decision-making. However, there is sparse information on how to educate patients and caregivers on this subject. Initially, PubMed and the Cochrane Library were used to find articles on the subject. Articles were reviewed and new concepts were identified to include. There is a practice gap with not applying clinical ethics in practice. The application of clinical ethics, which includes the teach-back method of education, soft skills and behavioral skills training, and potential sacred moments, is not well addressed in the literature. Demonstration of the process of incorporating clinical ethics into practice is beneficial in helping educate clinicians so they can then effectively educate the patient and caregiver on EOL nutrition care and support. Reasons for not applying clinical ethics in actual clinical practice may be because of clinicians not receiving training, the lack of opportunity to observe the technique applied in actual clinical practice, or possibly concern for the presumed additional time required in clinical practice to apply clinical ethics. Educating patients and caregivers on EOL nutrition care and support presupposes engaging, educating, and empowering clinicians about clinical ethics by demonstrating the process and encouraging educators to incorporate the information in an interdisciplinary/interprofessional curriculum.

The Influence of Pro Evolution Soccer Game-Based Learning on Understanding Football Rules among Tenth Grade Students

The purpose of the study. This study investigates the impact of Pro Evolution Soccer on tenth-grade students' comprehension of football regulations at SMA Dharma Pancasila Medan. Materials and methods. The employed research methodology is experimental, utilizing a pretest-posttest framework devoid of a control group. The participant cohort includes 36 students, consisting of 17 males and 19 females. Data collection involved assessments of football rule comprehension pre- and post-intervention, facilitated by the Pro Evolution Soccer game. Results. Data analysis indicates a substantial effect on comprehension of football rules following the educational intervention utilizing the Pro Evolution Soccer game. This is supported by paired t-test findings, demonstrating that the posttest mean score (74.792) notably exceeds the pretest mean score (60.347), yielding an average difference of 14.4444 and a significance level (p &lt; 0.05). Conclusions. The study concludes that Pro Evolution Soccer effectively enhances students' comprehension of football rules. Incorporating video clips into the learning approach further enriches students' understanding. The research advocates for the broader implementation of such innovative educational methods in physical education and sports to enhance learning quality and student motivation.

An evolutionary game theory analysis on the environmental impact of discharging Fukushima's nuclear wastewater: International stakeholders and strategic dynamics.

On August 24, 2023, Japan controversially decided to discharge nuclear wastewater from the Fukushima Daiichi Nuclear Power Plant into the ocean, initiating intense domestic and global debates. This study employs a mixed-method approach, integrating quantitative evolutionary game theory and qualitative data analysis to explore the strategic dynamics among Japan, other nations, and the Japan Fisheries Association regarding this decision. The data includes international environmental reports and economic statistics, served as the basis for simulating decision-making processes under various legal, economic, and environmental pressures. The evolutionary game theory model is used to predict and analyze three evolutionarily stable strategies (ESS), detailing the transition from the initiation to cessation of wastewater discharge. These strategies highlight the necessity for international cooperation, rigorous scientific research, public education, and effective wastewater treatment methods. This study aims to provide both a theoretical framework and practical guidance to foster a global consensus on nuclear wastewater management, which is vital for marine conservation and sustainable development.

The Impact of Critical Thinking and Teaching Methods on Students' Writing Ability

Abstract – In today's global culture, writing—once thought to be the domain of the educated—has evolved into a critical ability for people from all walks of life. One of the most challenging language production tasks is writing, and both professional and amateur writers routinely lament the process' complexity and difficulty. Students need to be able to think critically to generate an idea. The aim of this study was to ascertain how instructional methods and critical thinking interact to affect students' writing abilities. An experimental research design was adopted. There were 80 pupils in the sample, 40 from MAN 1 Kabupaten Tangerang's experiment class and 40 from MAN 2 Tangerang's control class. The sampling method that was employed. The findings of the validity and reliability tests of the writing ability and critical thinking (30 items) were tested using research instruments. Two-way ANOVA analysis was the test utilized, and the outcome revealed: (1) At State Islamic High School 1 Tangerang Regency, educational methods have a major impact on pupils' writing abilities. It is demonstrated by the values of Fo = 77,449 and sig 0,000 &lt; 0,05. (2) At State Islamic High School 2 Tangerang, pupils' writing abilities are significantly impacted by critical thinking. The values of sig 0,000 &lt; 0,05 and Fo = 51,791 demonstrate this. (3) Do teaching methods and critical thinking have any discernible interacting effects on students' writing abilities at State Islamic High School in Tangerang?

Efektivitas Metode Quantum Learning dalam Mengajarkan Al-Qur'an dan Hadits kepada Murid SDN 249/Vi Rawa Jaya

This study aims to analyze the effectiveness of the Quantum Learning method in teaching Al-Qur'an and Hadith at SDN 249/VI Rawa Jaya. The background of this research lies in the need for innovation in Islamic education to improve students' understanding, motivation, and engagement. Quantum Learning offers an interactive, creative, and enjoyable approach, making it relevant to address challenges in conventional learning, such as low student interest and difficulties in understanding the material. The study uses a quantitative descriptive method with a quasi-experimental design approach. The research subjects were students of SDN 249/VI Rawa Jaya selected purposively. Data was collected through learning outcome tests, questionnaires, observations, and documentation. A pre-test was conducted to measure students' initial abilities, while a post-test assessed the effectiveness of the Quantum Learning method. Questionnaires were distributed to gather students’ responses to the method, while observations recorded students’ activities and engagement during the learning process. The results showed a significant improvement in students' post-test scores after implementing the Quantum Learning method. The average scores of students increased significantly compared to their pre-test results. Moreover, students responded positively to the method, expressing that the learning process became more engaging, easier to understand, and enjoyable. Observations revealed that the method successfully created an interactive learning environment, where students actively participated in group discussions, educational games, and visually-based activities. Inferential analysis using the t-test demonstrated that the Quantum Learning method had a significant impact on students’ learning outcomes. The method not only enhanced students' cognitive understanding but also positively influenced their affective aspects, such as motivation and confidence in studying Al-Qur'an and Hadith. In conclusion, the Quantum Learning method is proven effective in improving students’ learning outcomes at SDN 249/VI Rawa Jaya. However, the study identified some challenges, such as limited time and the need for teacher training to optimize the method. It is recommended that schools support the implementation of this method by allocating sufficient time, providing teacher training, and developing adequate learning facilities. This research is expected to serve as a reference for developing more effective and innovative Islamic education methods at the elementary school level.