Minimum Competency Research Articles

PENGARUH METODE PROJECT BASED LEARNING TERHADAP KEMAMPUAN MENULIS TEKS EKSPLANASI SISWA KELAS VIII SMP NEGERI 1 PENANGGALAN KOTA SUBULUSSALAM

This study aims to compare the writing abilities of students in writing Explanatory Texts using the lecture method and the project-based learning method among eighth-grade students at SMP Negeri 1 Penaggalan for the 2023-2024 academic year. This research employs a Quasi-Experimental method involving two groups, namely the experimental class and the control class. Data analysis revealed that the post-test scores of students in the experimental class had an average score of 80.71, with the highest score being 95 and the lowest score being 65. Data showed that 29 students scored above the minimum competency criteria (KKM), while 7 students did not meet the KKM. An inferential test and hypothesis test were conducted to determine the differences in students' abilities to write Explanatory Texts using the project-based learning method and the lecture method. Inferential tests indicated that both classes were normally distributed and homogeneous. The hypothesis test using an independent sample test revealed two key findings: the Sig. (2-tailed) value was 0.00 < 0.05. Additionally, based on the t-test assumption, the calculated t-value was greater than the t-table value with α = 0.05 degrees of freedom (df = 69), yielding t calculated > t table at 5.819 > 1.667. The hypothesis test results indicated that Ha was accepted. From these results, the hypothesis or research conclusion states, "There is a significant effect of the project-based learning method compared to the lecture method in writing Explanatory Texts for eighth-grade students at SMP Negeri 1 Penaggalan for the 2023-2024 academic year."

Update to the essential genomic nursing competencies and outcome indicators.

Genomic healthcare applications have relevance to all healthcare professionals including nursing, and most evidence-based clinical applications impact the quality and safety of healthcare. To guide nursing genomic competency initiatives, the Essential Nursing Competencies and Curricula Guidelines for Genetics and Genomics were established through a process of consensus in 2005. A 2009 update incorporated outcome indicators consisting of specific areas of knowledge and clinical performance indicators, to help support academic integration. Almost 20 years have elapsed since these competencies were first established, yet incorporating the competencies into general and specialty scope and standards of nursing practice is inconsistent, competency integration into curricula is highly uneven, continuing education in genomics for nurses is limited, and the genomic capacity of the nursing workforce remains low. These deficits have persisted despite substantial advances in genomic technology which substantially reduced costs and increased evidence-based clinical applications, including direct to consumer genomic tests, the integration of genomics into evidence-based guidelines, and evidence that genomics impacts the quality and safety of healthcare. The aim of this project was to update and achieve consensus on genomic competencies applicable to all registered nurses. This was a mixed methods study. The update to the competencies was performed based first on a literature review to update the competencies based on the current state of the evidence. Using the updated content, a modified Delphi study was conducted with registered nurse panelists from clinical, academic, and research settings. Once consensus was achieved, the competencies were made available through the American Nurses Association for public comment. Public comments were then reviewed and integrated as needed. The literature review resulted in a transition from genetics to genomics, given the reduction in costs, which resulted in an expansion of the scope of testing in both the germline and somatic contexts. Two Delphi rounds were required to reach consensus prior to the public comment period. Public comments were solicited through the American Nurses Association, and each comment was reviewed by the authors and addressed as indicated. The Essentials of Genomic Nursing: Competencies and Outcome Indicators constitute the minimum competency in genomics required of all registered nurses regardless of the level of academic training, role, or specialty. Evidence-based genomic applications span the entire healthcare continuum and, therefore, are relevant for all registered nurses regardless of academic training, role, practice setting, or clinical expertise. These competencies serve as the guide for the minimum requirements for registered nurse practice as well as guide curricula and continuing education for all registered nurses, including but not limited to administrators, educators, nursing leaders, practicing nurses, and researchers.

Exploring the Ethical Dimensions of Testing and Assessment: An Investigation Into Grade Inflation Among EFL Teachers

Concerns over grade inflation have been raised since teachers tend to give students higher grades than they should. If the level of achievement does not correspond to an appropriate improvement in quality, it can raise concerns about the value of grades as a meaningful measure of academic achievement as well as the integrity and effectiveness of the education system. This research aims to find out how EFL teachers perceive grade inflation and what procedures and ethical considerations they follow in the grade inflation process. A descriptive qualitative study was employed using structured questionnaires and semi-structured interviews with two high school EFL teachers in Bandung. The result showed that although academic performance remains a central consideration, unconscious biases may influence grading when student behavior is factored into assessments. Moreover, teachers acknowledge the dilemma of doing grade inflation where they actually get pressure implicitly from the assessment system, which often takes the form of minimum competency standard (KKM/KKTP). However, they approach it positively, viewing it as an opportunity to enhance student abilities. Despite employing different procedures and assessment criteria in their grade inflation practices, both teachers incorporate ethics. This highlights the need for all teachers to understand and implement ethical grading practices.

Empowerment and Training on Making Minimum Competency Assessment (AKM) Questions Based on Reading Literacy and Numeracy for Chemistry Teachers throughout Tulungagung Regency

Chemistry MGMP teachers in Tulungagung Regency need more knowledge to improve their competence in preparing literacy and numeracy-based chemistry AKM questions. This chemistry AKM participates in the National Assessment, so teachers need training and assistance in creating chemistry AKM questions and instruments. This community service activity aims to strengthen teacher competence in evaluating chemistry learning and providing strategies for preparing AKM chemistry questions. Community-based research (CBR) methods were conducted through training and practice involving 37 chemistry teacher participants. The service results showed an increase in N-Gain of 0.7, which was in the high category, so the teachers could write AKM chemistry questions based on reading literacy and numeracy. The questionnaire results also show that this community service activity is beneficial and provides valuable experience for teachers, with 90% of teachers answering strongly agree and considering that this training activity has been carried out.

Evaluating the Impact of Team-Assisted Individualization and Team Games Tournament Approaches on Student Engagement in Science Learning

This study assesses the efficacy of the Teams Assisted Individualization (TAI) and Teams Games Tournament (TGT) learning models in enhancing academic performance and engagement among Mathematics students. Utilizing a classroom action research approach, the study was conducted over two cycles, each comprising four stages: observation, initial data collection, implementation planning of TAI and TGT, and report preparation. The participants included 72 students from classes VII A and VII B. The research revealed significant improvements in student performance. In class VII A, utilizing TAI, the percentage of students meeting the minimum competency level (KKM) increased from 45% in the pre-action phase to 85% by the end of Cycle II. Similarly, in class VII B, under the TGT model, the percentage of students achieving the KKM rose from 55% to 92%, with completion rates of assigned tasks also showing notable improvements. The findings suggest that both TAI and TGT models are effective in promoting higher academic achievement and greater student engagement in Mathematics. The substantial increase in students meeting the KKM and completing tasks indicates that these collaborative learning strategies significantly enhance learning outcomes. Implementing the TAI and TGT collaborative learning models has proven beneficial in boosting engagement, motivation, and academic performance among seventh-grade students at SMPN 243 Jakarta in their Mathematics coursework.

Current Trends in The Formation of Mathematical Terminology on An Online Platform

To monitor quality improvement and student learning outcomes, schools must adopt a Minimum Competency Assessment (MCA). The Minimal Competence Assessment consists of two sub-tests: literacy and numeracy. This is in accordance with the provisions of the Indonesian Ministry of Education, Culture, Research and Technology in order to improve the quality of learning and student learning outcomes. The existing test method has limits with school resources that cannot satisfy the quota of pupils who can utilize the program jointly. In addition, the existing system is incapable of displaying student grades because the evaluation is a cumulative score for the whole student body. Hence, the school constructed a web service-based application utilizing the Representational State Transfer approaches so that it could independently administer complete numeracy and literacy assessments to its pupils, allowing schools to track their students' numeracy and literacy improvement. The system is constructed utilizing two distinct platforms, namely web-based apps and mobile applications based on Android. Web-based application was developed for admin and teachers while mobile application was developed for students. The findings of this study's testing indicated that the web service application performed as predicted. According to the findings of the questionnaires given to evaluate the application's usability using the Nielsen technique, teachers were happy with the application's Learnability, Memorability, Efficiency, Errors, and Satisfaction. The majority of instructors are satisfied with the implementation of this Minimum Competence Application, according to the survey findings.

The Design of Web Service-based Minimum Competency Assessment Application with the REST Method in Senior High Schools

To monitor quality improvement and student learning outcomes, schools must adopt a Minimum Competency Assessment (MCA). The Minimal Competence Assessment consists of two sub-tests: literacy and numeracy. This is in accordance with the provisions of the Indonesian Ministry of Education, Culture, Research and Technology in order to improve the quality of learning and student learning outcomes. The existing test method has limits with school resources that cannot satisfy the quota of pupils who can utilize the program jointly. In addition, the existing system is incapable of displaying student grades because the evaluation is a cumulative score for the whole student body. Hence, the school constructed a web service-based application utilizing the Representational State Transfer approaches so that it could independently administer complete numeracy and literacy assessments to its pupils, allowing schools to track their students' numeracy and literacy improvement. The system is constructed utilizing two distinct platforms, namely web-based apps and mobile applications based on Android. Web-based application was developed for admin and teachers while mobile application was developed for students. The findings of this study's testing indicated that the web service application performed as predicted. According to the findings of the questionnaires given to evaluate the application's usability using the Nielsen technique, teachers were happy with the application's Learnability, Memorability, Efficiency, Errors, and Satisfaction. The majority of instructors are satisfied with the implementation of this Minimum Competence Application, according to the survey findings.

Meningkatkan Literasi dan Numerasi dengan Memadukan Teknologi pada Program Kampus Mengajar 6 di SD N 2 Tamansari

The Teaching Campus is an MBKM (Free Learning Campus) program organized by the Ministry of Education and Culture with the aim of providing opportunities for students to learn and develop themselves through activities outside of lectures. This program gives students the opportunity to become teacher partners, encourage learning innovation, and develop literacy, numeracy, and technology adaptation in the 3T area. Focus is also given to efforts to increase people's interest in reading and the importance of literacy and numeracy, including the obstacles faced in its implementation. This research aims to revive the school literacy movement through literacy and numeracy familiarization activities. The research results show that technical training, understanding material concepts, and introducing technology are the main focuses of mentoring. The implementation of the Literacy and Numeracy Minimum Competency Assessment (AKM) with technological devices provides positive results, including increasing understanding of numeracy material, individual development, motivation and self-confidence of students. This research provides a positive picture of the potential for improving the quality of basic education through the Teaching Campus program.

Evaluation of the Campus Teaching Program Batch 6 on Literacy Improvement Based on the Kirkpatrick Model Level I and II at SMPN 1 MANIIS Grade VIII

Program evaluation is one of the best ways to improve the quality of a program activity. The quality of the program will affect the achievement of goals for an institution or organization. The purpose of this research is to evaluate the effectiveness of the Campus Teaching Program Generation 6 in improving the literacy of eighth-grade students at SMPN 1 Maniis, based on Kirkpatrick Model Levels 1 and 2. The research method used is quantitative descriptive with a survey method, involving 30 eighth-grade students who participated in the Minimum Competency Assessment (AKM) Class. Data collection techniques were conducted using questionnaires, tests, observations, and documentation. The research results showed a significant improvement in students' literacy knowledge, with the average increasing from 31.83 to 56.83. Additionally, the acquisition of N-Gain Score (0.5792) and N-Gain Percent (58%) indicates that this program falls into the "Moderate" and "Sufficiently Effective" categories according to the Kirkpatrick Model. Overall, the Campus Teaching Program has proven to be effective in improving the literacy of eighth-grade students at SMPN 1 Maniis, in line with Kirkpatrick Model Levels 1 and 2. The implication suggests that this program is worthy of continuation.

Pembangunan Game Edukasi Interaktif Pelajaran Bahasa Jawa Indramayu pada SDN 1 Margadadi

This research aims to improve the abilities of students at Elementary School 1 Margadadi in reading and writing the Javanese language of Indramayu. The process involved conducting observations and data collection, followed by analyzing the existing issues by gathering grade data from Class V for the past 2 years in the subjects of writing and reading in Indramayu Javanese language.. It was found that many students were not achieving the Minimum Competency Criteria. To address this issue, As a solution, an educational game for learning the Indramayu Javanese language was developed. The research methodology consisted of five stages, including problem analysis, game analysis, system design, system implementation and testing, and finally, conclusions and recommendations. This educational game utilizes the Visual, Audio, and Kinesthetic (VAK) learning method within its content. Results from testing the game with 10 student respondents showed that the average time for writing Javanese script was 13.63 seconds, which was faster than manual writing that took 27.03 seconds. The longest time recorded was 16 seconds for the letter "Nyo," as only 7 respondents were able to complete this task. Furthermore, the testing of understanding the Javanese language of Indramayu revealed that the average scores exceeded the Minimum Competency Criteria, with an average score of 84.6% for the normal level in the game and 81.4% for the hard level in the game.

Development of E-Comic Media Assisted by Class Minimum Competency Assessment (AKM) for Enhancing Competency in Elaborating Fairy Tale Messages among Lower Grade Students

Development of E-Comic Media Assisted by Class Minimum Competency Assessment (AKM) for Enhancing Competency in Elaborating Fairy Tale Messages among Lower Grade Students

National assessments of money laundering risks: Stumbling at the start.

The Financial Action Task Force (FATF) requires national governments to demonstrate an understanding of the distribution of money laundering risks across different sectors of the financial system. Such understanding is the foundation for effective control of money laundering under the risk-based approach called for by the FATF. We analyzed the National Risk Assessments (NRAs) of eight systemically important countries before 2020 to test whether these demonstrated that basic understanding. The eight show very different conceptualizations, analytic approaches, and products. None showed more than minimal competence at risk assessment. For example, most relied largely on expert opinion, solicited, however, in ways that violated the well-developed methodology for eliciting expert opinion. They consistently misinterpreted Suspicious Activity Reports, the most fine-grained quantitative data available on money laundering, and failed to provide risk assessments relevant for policymakers. Only one described the methodology employed. Although conducting strong money laundering risk assessments is challenging, given the difficulty of estimating the extent of laundering in any sector, existing practices can be improved. We offer some potential explanations for the failure of governments to take this task seriously. The lack of involvement of risk assessment professionals is an important contributing factor to the weaknesses of the current NRAs.

Development of Numeracy Assessment Based on Ethnomathematics in the Merdeka Curriculum Phase B

The independent curriculum develops learning according to the interests, learning styles, and abilities of students, which are connected to teacher competencies. The phases of the independent curriculum in elementary school are Phase A, Phase B, and Phase C. In the independent curriculum, there is a Minimum Competency Assessment (MCA), which contains numeracy literacy. This research aims to produce a numeracy assessment product for the phase-B independent curriculum that contains Ethnomathematics. Ethnomathematics is the integration of curriculum, pedagogy, mathematics, and local wisdom. Local wisdom used as ethnomathematics integration makes students trained and able to explore mathematical concepts around the environment. This research method is Research And Development (R&D) with the 4D model (Define, Design, Develop, and Desseminase). The results of material validation are 4.9 with a score of 98% conclusion worth using, the results of language validation are an average of 4.6 with a score of 92% conclusion worth using, and the results of material validation 4.7 with a score of 94% conclusion worth using. The average pretest result of trial-1 was 61, and trial-2 was 62.5. The posttest results from trial-1 were 88.4, and trial-2 were 92. The N-Gain Score results obtained 0.715, which means high, with the interpretation of the effectiveness of N-Gain 71.5%, which means effective. Student response questionnaire results in 83% very satisfied category. It is concluded that the ethnomathematics-based numeracy assessment in the independent curriculum Phase B developed is feasible to use and effective in learning mathematics.

Analysis of Mathematical Connection Ability in Minimum Competency Assessment Algebra Test Viewed From Students’ Intrapersonal and Interpersonal Intelligence

Mathematical connection is a crucial skill for students, as it reduces the need to memorize numerous concepts and procedures independently. This study explores the variance in mathematical connection abilities among students with different intelligence types, specifically intrapersonal and interpersonal, in the context of solving algebraic problems on the AKM (Minimum Competency Assessment) test. Utilizing a qualitative descriptive methodology, this research focused on four students from class VIII-B at an Islamic Junior High School in Blitar. Data were gathered through questionnaires assessing intrapersonal and interpersonal intelligence, followed by the AKM Algebra test and interviews with selected students—two from each intelligence category. The findings reveal that students with interpersonal intelligence demonstrated superior mathematical connection abilities compared to their intrapersonal counterparts. Individuals with interpersonal intelligence met all indicators of mathematical connections, whereas intrapersonal intelligence subjects varied, with some meeting only one or two. This discrepancy underscores that students of the same intelligence type can exhibit differing levels of mathematical connection abilities, influenced by various factors such as mathematical skills, development of geometric thinking, and reasoning abilities.

The use of ultrasonography in education for undergraduate nursing students: A literature review.

The incorporation of ultrasonography into nursing practice is becoming more common, but how ultrasonography is used or applied in nursing student education is still unclear. This study aimed to review and synthesize relevant literature on the use of ultrasonography in education for undergraduate nursing students. An electronic literature search was conducted in June 2022 (updated in June 2023) using MEDLINE, CINAHL, Scopus, and Ichushi-Web databases. Two researchers independently screened/assessed the eligibility of the studies, synthesized extracted data using a narrative synthesis (due to anticipated heterogeneity across studies), and evaluated the methodological quality of quantitative studies using the Medical Education Research Study Quality Instrument. Thirteen peer-reviewed articles were included in the review. All of the studies were conducted in high-income countries, and the majority of them employed an uncontrolled single-group design. Ultrasonography was used mainly for visualizing the vascular system to improve students' puncture skills, but it was also used with various other applications. The included studies were predominantly of moderate quality and heterogeneous, but all of them reported at least some benefits in nursing student education, such as enhancing knowledge and understanding of subcutaneous anatomical structures, and improving confidence in and/or skills of venipuncture and other visualization/assessment methods. This review provides a broad perspective and highlights the potential use of ultrasonography in education for undergraduate nursing students. Further research is needed to develop standardized teaching methods/curriculum and competency assessments in order to ensure minimum competency standards for students and to improve clinical outcomes for patients.

Advancing One Health through veterinary education: a mixed methods needs assessment for implementing a WOAH-harmonized national veterinary medicine curriculum in Ethiopia.

International organizations now actively promote and implement One Health collaborative approaches to prevent, detect, and control diseases in humans and animals, recognizing the critical importance of the veterinary and agricultural sectors. Moreover, Veterinary Services are chronically under-resourced, especially in low- and middle-income countries. Given the importance of National Veterinary Services to food security, nutrition, poverty alleviation, and global health security, strengthening veterinary capacity is a priority for the international community. The World Organisation for Animal Health (WOAH) outlines a set of minimum competencies veterinarians need to support National Veterinary Services effectively. To improve the quality of veterinary education, Ethiopia has developed a new 2020 national curriculum that is harmonized with the WOAH competencies. A mixed methods needs assessment was conducted to identify barriers and challenges that Ethiopian veterinary medicine programs have faced in implementing the new WOAH-harmonized national curriculum. Representatives from active veterinary programs granting a Doctor of Veterinary Medicine (DVM) degree were invited to share their experiences via an online survey and follow-up focus group discussion. Fourteen veterinary programs, representing 93% of eligible programs nationwide, participated in the needs assessment. Quantitative analysis indicated that the most difficult topics associated with the new curriculum included Organization of Veterinary Services (Competency 3.1), Inspection and Certification Procedures (3.2), and practical applications of the regulatory framework for disease prevention and control (multiple competencies). Challenges associated with specific instructional methodologies, particularly the facilitation of off-site (private and public sector) student training, were also perceived as barriers to implementation. Focus group discussions elucidated reasons for these challenges and included limitations in faculty expertise, resource constraints (e.g., supplies, infrastructure), and access to off-site facilities for hands-on teaching. The results of this needs assessment will be used to identify and prioritize solutions to implementation challenges, helping Ethiopian veterinary medicine programs move the new WOAH-harmonized curriculum from theory to practice. As veterinarians are integral partners in advancing One Health, strengthening the capacity of Veterinary Services can ultimately safeguard animal and human health, grow economies, and improve lives.

Development of Mathematics Teaching Materials for Junior High School Students Based on Minimum Competency

The purpose of this study is to produce mathematics teaching materials for Junior High School students based on Minimum Competence Assessment and as needed by the students. This type of research is developmental research. The instrument used is the questionnaire sheet on the practicality of the teaching material and the questionnaires of satisfaction partners through Google Forms. Based on the research, it was found that the teaching material was well received and supported by the validation results of six mathematics teachers at junior high schools in Semarang. The results show that the learning tool is very useful for contextual learning. Keywords: minimum competence assessment, mathematics learning, teaching materials, contextual, local wisdom

Development of a Spatial Geometry Instrument Based on Minimum Competency Assessment

This research aims to develop a spatial geometry instrument based on minimum competency assessment. Spatial geometry is a field of mathematics that is important in developing an understanding of shape, size, and spatial relationships between objects in 3-dimensional space. Minimum competency assessment is an approach to measuring the basic understanding that individuals must have in a field of science. The research method used in this research involves the instrument development stage which consists of identifying minimum competencies in spatial geometry, designing the assessment instrument, validation by experts, and testing the instrument on a group of participants. The results of this research are a minimum competency assessment instrument in spatial geometry that can be used to measure basic understanding in this field. It is hoped that this instrument can be a useful tool in curriculum development and assessment in the field of spatial geometry, as well as assist educators in identifying students’ level of understanding of basic concepts in spatial geometry. Apart from that this research also contributes to the development of a minimum competency assessment methodology in the context of mathematics and other fields of science. Keywords: spatial geometry, minimum competency assessment, contextual

Conventional in vitro fertilisation rather than intracytoplasmic sperm injection when only one oocyte is retrieved: Time to overcome irrational fears.

The use of intracytoplasmic sperm injection (ICSI) currently extends beyond male factor infertility, notably replacing conventional in vitro fertilisation (IVF) in scenarios like limited oocyte availability, where it is used as a precaution against complete fertilisation failure. While existing studies on the use of conventional IVF in such situations provide some reassurance, the available evidence is somewhat insufficient and ICSI is commonly used. To evaluate whether conventional IVF can be a feasible option when only one oocyte is retrieved. A retrospective study was performed to evaluate the fertilisation rate with conventional IVF in women retrieving only one oocyte and whose partner had normal semen. The study aimed at evaluating whether the fertilisation rate was aligned with the threshold indicated by recognized IVF laboratory performance indicators (Vienna Consensus). Clinical pregnancy and live birth rates were secondary outcomes. Out of 304 cycles with a single oocyte inseminated with conventional IVF, 209 achieved normal fertilisation and 82 did not. Thirteen had no mature oocytes. The fertilisation rate was 69% (95% CI: 63-74%) and increased to 72% (95% CI: 66-77%) when immature oocytes were excluded. The fertilisation rate surpassed the minimum competency threshold of the Vienna Consensus (60%), even if below the benchmark value (75%). Clinical pregnancy and live birth rates per oocyte retrieval were 10% and 8%, respectively. Univariate and multivariate analyses failed to identify any predictive factor of fertilisation. Conventional IVF with one oocyte met Vienna Consensus standards even if it fell short of higher benchmarks.

Managing Modular Instruction and Students' Learning Outcomes

This study was conducted to determine the level of management of modular instruction in relation to the student’s learning outcomes. The study was conducted among 31 teachers, 12 school heads, 55 parents, and 191 Grade 10 students in Paquito S. Yu Memorial National High School of Lower Timonan, Dulop National High School of Dulop, Dumingag National High School, all of Dumingag Zamboanga del Sur during the School Year 2021-2022. This study used the quantitative-correlational research design. The descriptive statistics included the use of weighted average mean, standard deviation, frequency and percentage distribution; and inferential statistic were done using Kruskal-Wallis test, Spearman-rho correlation and t-test of r using SPSS and online data analysis calculators. The findings revealed that the respondent schools are highly equipped with educational technology to support modular instruction, have modules downloadable through the DepEd websites. The schools have sufficient financial support and material resources and it is properly utilized to sustain the massive reproduction of Self-Learning Modules (SLMs). Teachers were highly trained to manage modular instruction including the preparation of the contents, printing, distribution and assessment. They were also provided with adequate trainings to enrich their content knowledge with integration of educational technology. The contents of the self-learning modules were not only limited to the minimum essential learning competencies, rather it is enriched with in-depth discussions of concepts, visual illustrations, links for demonstrations and short videos. Moreover, the study concluded that the four groups of participants have similar perceptions on the level of management of modular instruction. Most of the student participants have satisfactorily achieved the minimum essential learning competencies in their English subject during the second quarter. The empirical evidence pointed out that even if the schools have highly evident provisions of technology and highly trained teachers, the students’ learning outcomes may not be very impressive. Finally, the study recommends that the Department of Education should allocate an additional budget for modular distance learning modalities; provide teachers with laptops, ensure reliable internet connectivity, provide assistance to teachers, design enhancement activities to improve students' learning outcomes; and encourage parents to support their children. Future researches should focus on the effect of modular instruction on higher-order thinking skills.