N-gain Analysis Research Articles

Increasing Students' Scientific Literacy Competence Through A Stem-Based PjBL Learning Model: A Case Study of an Ecosystem Project

Scientific literacy has an important role in equipping individuals to be sensitive to the environment and actively participate in making decisions regarding existing environmental issues. This research aims to test the effectiveness of the STEM-based Project-Based Learning (PjBL) learning model in increasing the scientific literacy of PGMI students in science courses. This research uses an experimental method with a one group pretest-posttest design. The research subjects were 41 students selected using cluster random sampling technique. The instruments used in this research include a scientific literacy test instrument and an observation sheet on the implementation of PjBL-STEM learning. The findings of this research show that learning through PjBL-STEM on Ecosystem material facilitates students in solving existing environmental problems in the form of STEM-based projects. The results of the T-Paired test have a sig.2-tailed value of 0.000<0.05, indicating that there is a significant difference in the scientific literacy results of PGMI students in science courses. Based on the N-Gain analysis, a score of 0.5 shows that the STEM-based PjBL learning model is effective in increasing the scientific literacy of students in the medium category.

Creating a diagnostic test to assess conceptual understanding of fraction operations

Background: Fraction operations are fundamental in mathematics education, yet many students face challenges in mastering these concepts. Effective assessment tools are crucial for identifying areas of difficulty and guiding instructional improvements.Aim: This study aims to develop a diagnostic test to accurately measure the conceptual understanding of fraction operations among students in the Elementary School Teacher Education Program (PGSD) at STKIP Melawi.Method: Utilizing a research and development approach with mixed methods, this study follows Ebel's Model of Test Development. The process includes item selection, validation, and reliability testing, involving both qualitative and quantitative analyses.Results: The developed diagnostic test demonstrated strong validity and reliability metrics. Analysis revealed that students commonly struggle with both the conceptual and procedural aspects of fraction operations. Frequent errors were noted in the interpretation and execution of solution steps. No student achieved the highest possible score, indicating significant gaps in understanding. The N-Gain analysis showed an average score of 0.5610, suggesting medium to high effectiveness in identifying learning challenges, with individual scores ranging from 0.32 to 0.93.Conclusion: The diagnostic test developed in this study provides a robust tool for assessing the conceptual understanding of fraction operations. It highlights specific areas where students encounter difficulties, offering valuable insights for targeted instructional strategies. Integrating this diagnostic test into the curriculum can enhance the ability to diagnose and address learning obstacles, ultimately improving mathematics education outcomes.

Solar cell based power-bank prototype as a media to increase students' scientific literacy

This research aims to i) implement the solar cell based power-bank prototype for learning media; ii) describe the feasibility of the solar cell-based power-bank prototype for learning; and iii) describe students' scientific literacy. This research method uses the analysis, design, development, implementation, and evaluation (ADDIE) research and development model. The subjects of this research are class IX students and science teachers at SMPN 4 Central Bengkulu. Data collection techniques include questionnaires, tests, and interviews. The data analysis technique uses N-gain analysis, percentages, and the Aiken's V formula. The research results show that the media developed is valid with an Aiken index value of 0.98 > the minimum standard Aiken' V of 0.92 and can increase students' scientific literacy based on an N-gain of 0.92. 0.71, this can be seen in the dimensions of context and content based on N-gain of 0.73 and 0.69, while the dimensions of attitude, curiosity, respect, and willingness, reflect the respective percentages of 79.62%, 78.86%, 78.89%, 75.60%. Based on the results of the hypothesis test, the sig value is obtained. (2 tailed) 0.000 < 0.05 which means Ha is accepted and Ho is rejected, which means the solar cell-based renewable energy media used in science learning influences the increase in students' scientific literacy.

Implementation of the ASICC learning model to improve the metacognitive students' based on lesson study extracts

This research is driven by observations from the eighth-grade class at Junior High School 5 Kertosono, which revealed that lesson planning, reading comprehension, and problem-solving strategies have not been effectively utilized. Therefore, this research aims to enhance students' awareness and metacognitive skills through the application of the ASICC learning model. The focus of this study is on 18 eighth-grade students at Junior High School 5 Kertosono. This research is classroom action research based on a lesson study conducted over two cycles. The data analysis used is the scores of metacognitive awareness and skills in the first cycle compared to the second cycle, tested using N-Gain analysis. The research results reveal that metacognitive awareness in the first cycle showed that 11.1% of students were in the "medium" category, which increased to 22.2% in the second cycle. Meanwhile, metacognitive skills experienced a significant increase in the "high" category, starting from 16.7% in the first cycle and rising to 33.3% in the second cycle. The ASICC learning model can be applied to enhance students' metacognition. Another finding reveals that students with good metacognitive awareness do not always possess good metacognitive skills

The Effectiveness of the Games Based Learning Model Using LUAK Game Media (Physics Kid’s Ludo) on Understanding Concepts in the Material on Climate Change and Global Warming

This study aims to improve students' conceptual understanding by implementing a game based learning model using the LUAK (Ludonya Anak Fisika) game media on climate change and global warming material. Concept understanding data were collected through a test using a pre-experimental method with a One Group Pretest-Posttest design involving one class in class X with a total of 36 students, but the researcher only used 32 students because 4 students had other roles to help researchers in conducting treatment in class. Then the data analysis techniques used were N-Gain analysis and effect size analysis. Hypothesis testing used normality test, homogeneity test, and Wilcoxon test (non-parametric test). The results showed that the class that applied the game based learning model using the LUAK (Ludonya Anak Fisika) game media had an N-Gain value of understanding ability of <g> = 0.54 which was included in the moderate category. Meanwhile, the calculation result of Effect Size of understanding ability with a value of 2.22 which is included in the very high category. Thus, the application of game based learning model is considered effective for understanding ability in climate change and global warming material. Additionally, students provided positive feedback after using this game-based learning model.

Empowering Students' Creative At The Utilization of Moodle-H5P with Flipped Classroom in Global Warming Learning to Enhance Students' Creative Attitudes

Fostering creative attitudes is essential in global warming learning, as it helps students think creatively and critically about complex environmental issues. This study aims to examine the impact of Moodle-based interactive media with H5P in flipped classroom settings on improving students' understanding of global warming in physics. The creative attitude indicators measured in this study include curiosity, imagination, collaboration, perseverance, risk-taking, openness to new experiences, independence and self-confidence in one's ideas, persistence, imagination and appreciation of fantasy, discipline and commitment to tasks, and collaboration and group trust. The research uses a pre-experimental design with a one-group pretest-posttest approach. Data were collected through tests, and analysis was conducted using ANOVA and N-Gain analysis. The findings reveal a significant improvement in students' creative attitude test scores after using Moodle H5P-based learning media, as shown by the ANOVA results. Additionally, the N-Gain analysis indicates that the improvement in students' creative attitudes falls into the moderate category. The use of Moodle H5P-based interactive media in a flipped classroom setting has a significant impact on enhancing students' creative attitudes, especially in understanding global warming. The use of Moodle H5P-based interactive media in a flipped classroom setting has a significant impact on enhancing students' creative attitudes towards understanding physics topics, particularly global warming.

Interactive Audio-Visual Learning Media Through Articulate Storylines Containing Problem-Based Contextual Learning to Improve Students' HOTS and Scientific Attitudes

This study examines the development of interactive audio-visual learning media using Articulate Storylines with problem-based contextual learning to improve students' higher-order thinking skills (HOTS) and scientific attitudes. Integrating Problem-Based Learning (PBL) with audio-visual media aims to address the challenges of modern education by encouraging critical thinking skills, creativity, and problem-solving in real-world contexts. The media design includes a login interface, learning materials on fluid dynamics, interactive quizzes, and evaluations. This study evaluates students' practicality, effectiveness, and scientific attitudes after using this media, with results showing moderate to high increases in HOTS. Validation tests show that this media is well-structured, engaging, and supports active learning, although the interactivity aspect can still be improved. N-Gain analysis shows that students improve their critical and analytical thinking skills per Bloom's Taxonomy and constructivist theory. These results indicate the potential of this media to enhance student learning outcomes.

Integrating Scientific Approaches in Digital Learning Materials to Improve Spatial Abilities in Cube Geometry: A Research and Development

This research aims to determine the level of validity, practicality and effectiveness of digital teaching materials based on a scientific approach, so that they can improve students' spatial abilities in cube material. This type of research is development research with the ADDIE development model. Research instruments in the research include questionnaire validation sheets, lesson plan validation sheets, digital teaching material validation sheets, test instrument validation sheets, spatial ability tests, as well as teacher and student response questionnaires to digital teaching materials. The research results show that: (1) the scientific approach-based digital teaching materials developed have met the validity criteria based on validator assessments with the average validity of digital teaching materials for material being 3.44 and 3.82 for media in the very appropriate category; (2) the scientific approach-based digital teaching materials developed have met the practicality criteria through: a) the results of the student response questionnaire to digital teaching materials show a practicality percentage of 82.75% in the very practical category, b) the results of the teacher response questionnaire to digital teaching materials show practicality percentage 91.67% in the very practical category; (3) The scientific approach-based digital teaching materials developed meet the effective criteria with: a) classical student learning completeness of 90%, b) more than 65% of students have achieved 75% of the learning objectives for each indicator, c) increasing students' spatial abilities After using digital teaching materials, it can be seen from the students' average score increasing from 47.67 in the pretest to 86.50 in the posttest. The results of the N-Gain analysis which shows that students' spatial abilities have increased by 0.725, meaning they are in the high category.

A Quiziz Game-Based Learning Implementation in Improving Learner’s Critical Thinking Skills

This study aims to determine the effectiveness of game-based learning through Quizizz in improving the learning outcomes of seventh-grade social studies students at SMP Negeri 7 Semarang. The research employed a pre-experimental design, specifically the one-group pre-test-post-test method. Data sources included teachers, students, the learning process, relevant documents, and validators. Data were collected through observations, document analysis, and questionnaires. The data analysis utilized the N-Gain test and the T-Test, with the predetermined minimum completeness criteria. The findings demonstrate that game-based learning through Quizizz is highly feasible and effective. The validation data indicate that Quizizz as a tool for improving critical thinking skills has a high level of validity, with average scores of 95.7% from media experts, 100% from material experts, and 100% from experts in critical thinking. The N-Gain analysis indicated a 29% improvement in the first cycle, categorized as Less Effective, and an 82% improvement in the second cycle, categorized as Quite Effective. In addition, the significance value of 0.00 indicates a statistically significant difference between the two groups. Keywords: Game-Based Learning, Quizizz, Critical thinking

Improving Students' Scientific Literacy by The Implementation of PBL Model Integrated with Climate Action

Improving Students' Scientific Literacy by The Implementation of PBL Model Integrated with Climate Action. This research aims to analyze the implementation, improvement, and response of students to the implementation of the integrated PBL model of climate action to increase students' scientific literacy at MA Matholi'ul Anwar. This type of research uses quantitative research with a true experiment control group pretest and posttest design. The subjects of this research were from X.1 is class control, X.2 is class experiment 1, and X.9 is class experiment 2. The research data was processed through calculations of learning implementation analysis, prerequisite tests, Wilcoxon test, N-gain analysis, Kruskal-Wallis test, effect size analysis, and student response questionnaire sheets. Based on the research results, it was concluded that (1) the implementation of the integrated PBL model for climate action to increase students' scientific literacy was carried out in the very good category, (2) there were significant differences in students' scientific literacy abilities before and after the implementation of the PBL mode. In class experiment 1 experienced a higher increase as shown by the results of the n-gain analysis with a score of 0.87, a score of 0.79 in experiment class 2, and a score of 0.76 in the control class, thus showing the implementation of the integrated PBL model of climate action effective to implement, (3) students' responses after implementing the integrated PBL climate action model obtained results in the very good category. The research implies that students show an attitude of caring about the environment, namely carrying out reforestation, 3R, and saving energy.

Improving Indonesian students' mathematical literacy with brain-based learning: a comparative study of pisa scores

This research is driven by Indonesia's comparatively low performance in the 2023 PISA assessment, which indicates a significant deficiency in students' capacity to solve literacy-based mathematical problems, largely attributable to the absence of comprehensive, structured guidance. This consequently gives rise to low levels of mathematical literacy, thereby underscoring the necessity for enhanced learning methodologies. The objective of this study is to evaluate the efficacy of the Brain-Based Learning (BBL) model in enhancing students' mathematical literacy abilities in comparison to the traditional learning approach. This study employed a quasi-experimental methodology with an unequal control group design. The research subjects were 72 grade VIII students at SMPN 1 Baleendah, comprising 36 experimental group students (grade VIII K) and 36 control group students (grade VIII L). The data were obtained through mathematical literacy tests and subsequently analysed using descriptive and inferential statistics with the assistance of IBM SPSS 24.0 software. The results of the n-gain analysis indicated that the data were normally distributed with homogeneous variances. The results of the independent sample t-test indicated a statistically significant difference in the improvement of mathematical literacy skills between the two groups, with the BBL group exhibiting a greater degree of improvement than the conventional method. These findings contribute to the scientific literature on the effectiveness of the Brain-Based Learning (BBL) model in addressing low mathematical literacy in Indonesia, with statistically significant improvements. This research provides new insights into the application of brain-based learning models in the Indonesian educational context.

LEDY: An Android Application-Based Learning Media Development to Improve Students’ Writing Skill

Smartphones can play a pivotal role in enhancing the learning process. Additionally, the multimedia capabilities of smartphones, such as interactive videos and educational games, make the learning process more engaging and enjoyable. The problem by students encompassed a shortage of interactive learning materials, challenges in understanding English content, restricted chances for practical application, and a sense of monotony in the learning process. Therefore, this research aims to design an Android application-basedlearning media, especially on writing skills. This research is a Research and Development (R&D) with the ADDIE model. The subject of this research is tenth-grade students at SMK Wikrama 1 Jepara, with data collected through questionnaires and a pretest-posttest procedure. The effectiveness of the Android application was assessed by using the N-Gain method in analyzing pretest and post-test data. The test outcomes demonstrated an 83.8%success rate, falling within the appropriate category. The pre-test and post-test scores exhibited improvement, with the N-Gain analysis revealing a value of 0.60, signifying enhancementin writing skills. It means that using LEDY an Android application-based learning media, contributes to an improved comprehension among 10th-grade students at SMK Wikrama 1 Jepara, particularly in the area of procedure text material.

Ocean wave energy learning project (OWELP): a program to communicate alternative energy technology

ABSTRACT Background Efforts to communicate the use of alternative energy as a solution to the continued scarcity of world energy were continuously carried out. However, not all countries with abundant potential for alternative energy sources focus on this, resulting in a lack of human resources who study the field of alternative energy. Purpose This study aims to communicate the topic of ocean wave energy and its technology as an alternative energy source through the Ocean Wave Energy Learning Project (OWELP) program. Sample This study utilized a purposive sampling method on 31 pre-service physics teachers taking environmental physics courses at one of the universities in a small area in Indonesia. Methods This study utilized a mixed-method research of explanatory design. The first stage of quantitative research used a pre-experimental approach with a one-group pretest-posttest design. Data collection instruments were in the form of knowledge test sheets consisting of essay questions, observation sheets on the implementation of lecture programs, rubrics of product assessment, and interview sheets. The next stage is the phase of collecting qualitative data to explain the results obtained in the quantitative phase through interviews. Quantitative data on learning outcomes were analyzed using the Wilcoxon test, a further test of effect size, and N-gain analysis, while the qualitative data were analyzed descriptively. Results The results of the data analysis showed that the OWELP program positively influenced students’ mastery of the concepts. The OWELP program also effectively increased pre-service physics teachers’ mastery of ocean wave energy concepts as an alternative energy source. In addition, the OWELP programcan indirectly equip various skills such as critical thinking, creative thinking, problem-solving, collaboration, and communication. Conclusion The OWELP program can be used to improve pre-service physics teachers’ mastery of the concept of using ocean wave energy as an alternative energy source.

Enhancing Pedagogical Competence in Inclusive Early Childhood Education through Interactive Digital Modules: A Pre-Experimental Study

One of the primary challenges in early childhood education (ECE) is ensuring that teachers possess the necessary pedagogical competence to effectively support diverse learners, particularly in inclusive education settings where students with special needs require tailored teaching strategies. This study explores the effectiveness of interactive digital modules in enhancing the pedagogical competence of early childhood education (ECE) teachers in inclusive settings. Using a quantitative pre-experimental design, 70 teachers from 12 inclusive ECE institutions participated in pre-and post-tests to assess their pedagogical skills before and after module exposure. Results show a significant increase in post-test scores, with an average improvement from 50 to 89, confirmed by a paired sample t-test (p < 0.01). The N-Gain analysis revealed a high level of effectiveness, with an average score of 0.78, indicating that the modules substantially improved teacher competencies. However, the lack of a control group limits the study’s ability to attribute improvements solely to the intervention. Other factors, such as previous teaching experience or additional resources, may have influenced the outcomes. Despite this limitation, the findings suggest that interactive digital modules are valuable for advancing pedagogical skills in inclusive education. These results have important implications for teacher professional development, supporting integrating of digital tools into ECE teachers' training programs. Future research should employ more rigorous experimental designs, including control groups, to better isolate the impact of digital modules and investigate their long-term effects on teaching competence and student outcomes in inclusive environments.

Problem-based learning and problem solving model: which is more effective in improving student learning achievement?

Identifying the syntax of student learning experiences in learning models helps lecturers be more selective in determining the relevance of learning models and student learning achievements that lecturers have previously formulated. This research aims to determine the increase in student learning achievement, using the problem-based learning (PBL) learning model and the problem-solving (PS) learning model, testing the differences in the application of the PBL and PS models on student learning achievement, and finding out which learning model is more effective in improving Student learning outcomes in sports sociology courses. This research is a quasi-experimental research with a pre-test-post-test non-equivalent comparison-group design. The research sample consisted of 60 students (30 PBL and 30 PS groups) taking sports sociology courses. The research instrument includes ten learning achievement essay test questions developed from critical thinking indicators. The data was analyzed descriptively, testing differences using the independent sample t-test and N-Gain analysis to see the effectiveness of the PBL and PS models on student learning achievements. The research results prove an increase in learning achievement for both groups using PBL and PS. Meanwhile, from the results of statistical tests, there are significant differences in learning achievement between the PBL and PS groups. Furthermore, from the results of the N-Gain test, it turns out that PBL is more effective in improving student learning achievement than the PS model. Keywords: Problem-based learning, problem solving, learning achievement, sport sociology

The Implementation of PBL Model on Student Learning Outcomes in the Concept of Life Organizational Systems

This research aims to determine the effect of the Problem Based Learning (PBL) model on student learning outcomes in the concept of Life Organization Systems. This research is experimental research, with the research design used being a one group pretest-posttest design. The sampling technique used in this research was the total sampling technique. The population in this study was all class VII of SMP Negeri 3 Biluhu for the 2024/2025 academic year. The sample in this study consisted of 3 classes, namely the experimental class, the replication 1, and the replication 2, The experimental and replication classes were determined randomly. Research data was collected using test techniques, then the data was analyzed using descriptive statistics, which include normality tests, homogeneity tests, hypothesis tests, and n-gain analysis. The results obtained for the concept of Life Organization Systems using the PBL model through hypothesis testing where for the Tcount in the experimental class was 2.42; replication 1 was 2.32; replication 2 was 2.29, and the Ttable for experimental class was 2.14; replication 1 was 2.18; replication 2 was 2.16. It can be concluded that the hypothesis testing in each class is that the Tcount is greater than the Ttable. Thus, the implementation of PBL model has an effect on student learning outcomes in the concept of Life Organization Systems.

Meningkatkan Pemahaman Puisi pada Siswa Kelas IV SD: Sebuah Studi Eksperimental tentang Metode SQ4R dengan Dukungan E-Book

Low comprehension of poetry texts among students is a significant educational challenge. It is characterized by difficulties in interpreting content and answering related questions. Monotonous teaching methods that fail to engage students or provide opportunities for deep exploration of poetic texts often cause this issue. If left unaddressed, this problem can hinder learning goals. The purpose of this study was to examine the impact of the Survey, Question, Read, Recite, Reflect, Review (SQ4R) method, assisted by e-book media, on improving poetry text comprehension in fourth-grade students. A quantitative, pre-experimental approach using a One-Group Pretest-Posttest design was employed. The entire population of 30 fourth-grade students was sampled through saturated sampling. Data were collected through pre- and post-tests and analyzed using a paired-samples t-test. The results showed a significant improvement in poetry comprehension, supporting the alternative hypothesis. The N-Gain analysis revealed a moderate level of improvement. Despite the modest gain, these findings suggest that the SQ4R method, when combined with e-book media, can significantly enhance students' poetry comprehension skills. This approach offers a more engaging and effective learning strategy compared to traditional methods. Future research should investigate the long-term effects of this method and its applicability across different age groups and literary genres. These results provide valuable insights for educators looking to diversify their teaching methods in reading comprehension instruction.

Peningkatan Ranah Kognitif Melalui Metode Schaffolding Pada Pembelajaran Pendidikan Agama Islam

This study aims to determine the increase in the cognitive domain of students through the scaffolding method in PAI learning in Class XI OTP 4 at SMKN 1 Sinjai. This study used the type of PTK research, the subjects in this study were 25 students in class XI OTP 4 and the researcher as the executor of the applied method and the teacher as the observer. The type of action applied is that there are two cycles, where each cycle consists of 4 stages, namely planning, action, observation, and reflection. Used were observation, tests, and documentation. Analysis technique is using validity test, reliability test, descriptive statistical observation, and N-Gain analysis. The results showed that in the first cycle of action, the average score of students was 0.4304 in the low category. While in the action cycle 2 obtained as much as 0.7443 with the high category. Therefore, it can be concluded that the application of the scaffolding method can improve the cognitive domain of students in PAI learning in Class XI OTP at SMKN 1 Sinjai.

Development of E-Worksheet Inquiry-Flipped Classroom on Chemical Equilibrium Material To Improve Students' Analytical Thinking Skills

One of the skills that students must have in the 21st century is analytical thinking skills. Learning media that can support this is needed to facilitate learning and practice analytical thinking skills. One learning media that can be used is an electronic student activity sheet (e-worksheet). This research aims to produce a product in the form of an e-worksheet suitable for use to improve students' analytical thinking skills on chemical equilibrium material. The feasibility of the e-worksheet is reviewed on its validity, effectiveness, and practicality. The method used is the research and development of 4D models consisting of definition, design, development, and deployment. This research was limited to the development stage by conducting a limited trial on students in grades XI-8 of SMAN 7 Surabaya who had studied chemical equilibrium material. The data collection technique of this research uses questionnaire, observation, and test methods. The research instruments used in this study include study sheets, validation sheets, student response questionnaire sheets, observation sheets, and test sheets. This study was analyzed using the N-gain test and the Wilcoxon test. The results of the validation of the e-worksheet from the aspects of content validity and construct validity obtained a mode of 4 so that it can be declared very valid for use. The results of the student response questionnaire reached an average of 98% positive responses in the very practical category. The results of the analysis of pretest and post-test data were obtained to improve analytical thinking skills, which was shown by 80% of students receiving an N-gain score of ≥ 0.7 with a high category and based on the Wilcoxon test, a P-Value value of 0.000 (< 0.05) was obtained which stated that there was a significant difference between the pretest and posttest scores Learners. From the results of the N-Gain analysis and the Wilcoxon Test, the e-worksheet was declared effective. It was concluded that the flipped classroom inquiry e-worksheet on chemical equilibrium material is suitable for training students' analytical thinking skills.

The Enhancing French Oral Production Skills Through Digital Media: The Effectiveness of the 'French School TV' YouTube Channel in Secondary Education

This study investigates the effectiveness of the "French School TV" YouTube channel in enhancing the oral production skills of secondary school students learning French at MAS YASPI Medan. Employing a pre-experimental design, 26 students from class X Agama were subjected to a pre-test to assess their initial proficiency in introducing themselves in French. The intervention involved the use of YouTube videos from the "French School TV" channel over two sessions, focusing on self-introduction skills. A post-test was conducted to evaluate the improvement in students' oral production skills. The results demonstrated a significant improvement in the students' performance, with the average score rising from 26.92 in the pre-test to 84.58 in the post-test. Statistical analyses, including the Shapiro-Wilk normality test and paired sample t-test, confirmed the normal distribution of data and the significant difference between pre-test and post-test scores (p-value = 0.000). The N-Gain analysis further validated the intervention's effectiveness, with an average N-Gain score of 0.85, categorizing it as "highly effective." These findings suggest that integrating digital media, specifically YouTube, into the language curriculum can significantly enhance student engagement and learning outcomes. The study highlights the need for modern teaching tools and adequate teacher training to maximize the benefits of digital resources. While the results are promising, further research with larger and more diverse samples is recommended to validate these findings and explore the long-term effects of digital media on various aspects of language learning. The present study implies that the "French School TV" YouTube channel is a highly effective tool for improving the oral production skills of students learning French, offering valuable insights for educators, policymakers, and researchers in the field of language education.