Optimal Learning Outcomes Research Articles

Exploration of Digital Teaching Faced by Teachers in the Pandemic Era

The COVID-19 pandemic has prompted a significant shift to remote work and distance learning, requiring individuals to adapt to new technologies. This study analyzed data from 2,500 junior high school teachers in Chaiyi, Taiwan, revealing that high system service quality positively impacts teaching competencies, teacher involvement, and effectiveness. Despite advancements in digital tools, challenges such as equipment availability and varying teacher willingness hinder widespread adoption. Effective remote teaching requires ongoing support from institutions and the enhancement of teachers' digital literacy to ensure optimal learning outcomes.

The Use of Educational Software and Tools for Teaching Programming

This article explores the role and effectiveness of educational software and tools in teaching programming. As programming becomes an essential skill across many disciplines, the demand for innovative teaching approaches has grown. Educational software designed for programming instruction, ranging from block-based tools like Scratch to sophisticated environments like MATLAB, can enhance student engagement, support self-paced learning, and help students of varying skill levels understand complex programming concepts. This paper analyzes various tools, their benefits, and limitations, while highlighting the need for strategic implementation to achieve optimal learning outcomes. The findings indicate that while educational software can significantly support programming education, it should be complemented by traditional teaching methods and adapted to the learners' levels and needs.

Assessing Learning in Mathematical Sensemaking Electromagnetism Instructions among Rwanda Polytechnic Students at Huye College

In the realm of electromagnetic (EM) courses in engineering, many studies have reported students’ learning difficulties related to mathematical frameworks representing physical phenomena. Students’ learning engagement and learning gains are not satisfying. The present study assessed first-year engineering students’ behavioural engagement and perceived learning gains in mathematical sensemaking electromagnetism instructions at RP-Huye College. Within a single-case research design, a six-weeks intervention incorporating mathematical sensemaking instructions, supported by physical experimentation and computer simulations, was implemented to 61 first-year engineering students who were enrolled in the department of electrical and electronics engineering. All enrolled students were purposively recruited to participate because this target population was less than 100. Data were collected through classroom observations, which used the behavioural engagement related to instruction (BERI) and a post-topic evaluation, which used a semi-structured questionnaire. Data analysis involved the use of graphs, descriptive statistics and inductive thematic analysis. Findings revealed that students were mostly engaged during mathematical sensemaking by hands-on and simulation-based activities, particularly in topics related to electromagnets, where engagement levels peaked at 7.5 in average. Conversely, lecture-based tasks, especially on magnetic forces and electromagnetic induction, recorded the lowest engagement at 6.2 in average. The post-topic assessment on perceived learning gains showed that students had highly positive perceptions on their learning experiences (M=4.82, SD=0.48) and recognized the significance of EM in engineering (M=4.85, SD=0.38). These numerical results were complemented by students’ narrations, which indicated that they gained particular attention about specific EM formulas and how they can apply them in engineering. However, the present study also noted that further refinement in instructional design, particularly by incorporating specific dimensions of mathematical sensemaking, could optimize learning outcomes for EM courses in engineering. Additionally, formal assessments of students’ mastery and experimental studies can benefit future work.

Implementation of Augmented Reality Media in Physics Learning to Develop Students' Cognitive Abilities: A Systematic Literature Review

Augmented reality as a learning media has the ability to explain physics concepts contextually and concretely to students in three dimensions, so this study aims to identify the trend that influence the use of augmented reality Media in physics learning on the cognitive abilities of students. This research is composed of the results of a synthesis of the findings of previous research articles that are relevant in the 2017-2022 period. This study adapted systematic literature review method with Publish or Perish software, then filtered and extracted data according to the criteria for the research objectives to produce 47 relevant articles and compiled using PRISMA Protocol. From the results of several research syntheses, it was found that the use of augmented reality in physics learning can improve students' cognitive abilities which include self-efficacy, conceptual understanding, critical thinking, high order thinking, visual representation, abstract thinking, scientific literacy, creative thinking, computational thinking, reasoning and problem solving. In addition, the use of augmented reality media provides optimal learning outcomes for students and has a positive influence on affective abilities. Future research is expected to be able to present in depth the influence of augmented reality media in physics learning to develop students' affective abilities and attitudes.

Implementasi Pendidikan Inklusif pada Siswa Berkebutuhan Khusus

This study explores the implementation of inclusive education at MTs Darul Ihsan Anggana, with a specific focus on the school's readiness, curriculum adjustments, and the challenges faced in integrating students with special needs into a regular learning environment. Using a qualitative approach with a phenomenological method, the research involved in-depth interviews, participatory observation, and document analysis to gather comprehensive data on the experiences of students with special needs, teachers, and parents. The results indicate that the school has demonstrated a strong commitment to implementing inclusive education by providing teacher training and adapting the curriculum to accommodate diverse learning needs. However, significant challenges persist, including limited resources, inadequate parental support, and social stigma towards students with special needs. These findings underscore the need for ongoing support from the government and stronger collaboration among schools, teachers, and parents to improve the effectiveness of inclusive education in Indonesia. While inclusive education has shown positive impacts in enhancing the social skills and self-confidence of students with special needs, further curriculum adjustments, increased teacher training, and greater community support are essential to fully optimize learning outcomes and create a more inclusive educational environment for all students.

Implementasi Metode Dan Evaluasi Pembelajaran Di Pondok Pesantren Jareqje Pambusuang Kabupaten Polewali Mandar

The implementation of teaching methods must align with educational objectives, the material taught, and evaluation tools to measure teacher effectiveness and student success. This study aims to analyze the teaching methods at Pondok Pesantren Jareqje Pambusuang, which integrate traditional (salafi) and modern (khalafi) approaches. The research method used is descriptive qualitative, involving observation, interviews, and document analysis. The results show that the sorogan, bandongan, and outdoor learning methods enhance active student engagement and collaboration, which are essential for optimal learning outcomes. A supportive learning environment also plays a role in influencing student interest and engagement. Evaluation is comprehensively conducted through diagnostic, formative, and summative assessments that evaluate both academic abilities and character development of the students. The implications of this research suggest professional development for educators, the integration of technology in teaching, and health programs to improve the effectiveness of learning and student well-being.

TEKNOLOGI AUGMENTED REALITY SEBAGAI MEDIA BELAJAR BERBASIS ANDROID BAGI SISWA KELAS 4 SD NEGERI 11 SESETAN

Low learning interest among students, especially fourth-grade elementary school students, often becomes an obstacle in achieving optimal learning outcomes. To help make the learning process more effective and efficient, educational media are used as intermediaries between educators and learners that connect, provide information, and deliver messages. With the advancement of technology, the education world faces new challenges in applying technology to learning activities, particularly in the development of educational media. One technology that can support learning is Augmented Reality (AR). The main component of Augmented Reality is a 3D object that appears when a marker is scanned by software or an application. This will make students more interested in learning because of the animated 3D objects. In this research, the researcher developed "Augmented Reality Technology as an Android-Based Learning Media for Fourth-Grade Students at SD Negeri 11 Sesetan" to assist teachers and students in the learning process. With it students will become more interested in the learning process when using this AR-based educational media

A Comparative Analysis of the Student Preferences for Digital and Physical Books in Library Usage

The study investigates student preferences for digital and physical library resources at San Sebastian College-Recoletos de Cavite, Philippines, amidst the evolving landscape of educational technology integration. Through a comprehensive analysis of survey data collected from Senior High School and College students, the research identifies significant trends in resource utilization patterns and their impact on academic achievement. Results indicate a preference for digital resources, although some students still value physical materials. Statistical analyses reveal discipline-specific variations in resource utilization and a positive correlation between the frequency of accessing digital resources and academic performance. The study underscores the importance of aligning library services with student preferences to optimize learning outcomes and foster digital literacy. Recommendations are made for tailored interventions to enhance resource provision and promote equitable access across academic disciplines

The Impact of Online Learning on the Learning Interest of Students at Anak Bangsa Christian High School in Surabaya

Learning interest is an internal drive that motivates individuals to learn something willingly and without coercion, leading to optimal learning outcomes. Online learning, on the other hand, refers to the teaching and learning process conducted without face-to-face interaction, supported by internet access and technological devices such as smartphones, laptops, or computers. The implementation of online learning during the pandemic has had varying effects on students' learning interest. This study aims to determine whether online learning influences the learning interest of students at Anak Bangsa Christian High School in Surabaya and to measure the extent of its impact. A quantitative method was employed in this research, with data collected through questionnaires completed by 60 respondents, representing the student population of Anak Bangsa Christian High School. The findings indicate a positive correlation between online learning and the learning interest of these students. The study reveals that students' learning interest increased with the enhancement of online learning methods. The contribution of online learning to shaping the learning interest variable among students at Anak Bangsa Christian High School in Surabaya was 57.5%. The study concludes that well-structured online learning can have a positive impact on students' learning interest. Online learning, when implemented interactively and creatively and supported by appropriate resources, can serve as an alternative learning system for the future, allowing students to more easily pursue study programs aligned with their talents and interests.

Pengaruh Motivasi Belajar Dan Self Efficiacy Terhadap Hasil Belajar Mahasiswa Pada Mata Kuliah Metodologi Penelitian

This research is motivated by the importance of educational quality which is influenced by internal and external factors in learning achievement. Motivation drives students to achieve academic goals, while self-efficacy strengthens self-confidence and perseverance in facing challenges. With the global challenges facing education in Indonesia, analysis of these factors is crucial. The purpose of this study is to analyze the effect of learning motivation and self-efficacy on student learning outcomes. This study uses associative research with a quantitative approach, through a survey research method by distributing questionnaires to students of the Office Administration Education Study Program class of 2022 at the State University of Jakarta as the population in this study. With a sample of 41 students from classes A and B who meet the criteria for filling out the questionnaire, then the data was analyzed using SPSS version 30.0.0.0. The results of this study indicate that learning motivation and self-efficacy have a positive and significant effect on student learning outcomes. Partially, students who have high motivation and self-confidence tend to get better learning outcomes. The implication of the results of this study is that lecturers and educational institutions need to pay attention to increasing students' motivation and self-efficacy through teaching methods and programs that support and can increase their academic self-confidence, thereby optimizing learning outcomes and the quality of graduates.

The role of learning activities and social presence in synchronous hybrid classrooms: results from a natural experiment

ABSTRACT The synchronous hybrid classroom (SHC) combines on-site and remote learners simultaneously. This study aims to investigate how participation mode (on-site vs. remote) affects students’ perceived learning in a SHC, examining social presence as a mediator. A second aim explores how different learning activity types along the ICAP framework influence students’ perceived learning across both groups, again considering social presence as a potential mediator. A natural experiment was conducted with 241 vocational secondary school students regularly participating in a SHC, either on-site (n = 136) or remotely (n = 105). Results showed that participation mode influenced students’ perceived learning indirectly through social presence. Remote participants perceived their social presence as lower and learning less effective than on-site participants. Interactive learning activities were most frequently used in this SHC implementation. The mediating effect of social presence was particularly strong for active/interactive activities on-site and passive/interactive ones remotely. This study contributes to theory by unravelling the complex interplay of the pedagogical design of a SHC and students’ learning experiences, highlighting the critical role of fostering social presence to optimise learning outcomes in SHC. Furthermore, it underscores the practical necessity for robust technological infrastructure and professional development support for teachers to enhance the efficacy of SHC settings.

Improving students’ responsibility in tennis courses: “The Silent Movement” model for physical education programme

Background: Tennis courses are a mandatory component prepared for prospective physical education teachers in universities. However, many students do not achieve optimal learning outcomes due to the irresponsible attitude of students, which can hinder the learning process. Research Objective: The purpose of this study is to develop and produce a tennis learning model (Silent Movement Tennis) for increasing the sense of personal and social responsibility in students. Silent Movement Tennis is the latest model in tennis learning, and there has been no previous research. Method: This research used the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) method in producing a learning model called “Silent Movement Tennis,” which consists of 4 movement skill activity posts that must be carried out by every student with a sense of responsibility. The respondents of this study are all 4th semester students (academic year 2023-2024), totalling 30 people, consisting of 9 females and 21 males at a university in the city of Palembang. The Silent Movement Tennis model was also validated by 3 experts consisting of 1 learning planning expert, 1 tennis practitioner, and 1 developmental psychologist and analysed using the Content Validity Index (CVI) and Content Validity Ratio (CVR). Finding/Result: The results of validation by experts who have been analysed show the value of the Content Validity Index (CVI) shows an average score of 3.63, and the Content Validity Ratio (CVR) analysis shows an average score of 0.27, which means the model developed is appropriate, relevant, or good, and also high content validity to increase the sense of social and personal responsibility for students. Conclusion: Silent Movement Tennis model as an alternative model to improve basic tennis skills and student responsibility. Future research efforts must focus on the design and implementation of sports values programs, namely by developing learning games and other sports based on the TPSR model to foster and develop a sense of personal and social responsibility that is important for students to become an adaptive and resilient generation, which ultimately contributes to their future success.

Relationships between self-efficacy and learning approaches as perceived by computer science students

Optimizing learning outcomes in university students necessitates an understanding of the processes that drive high-quality learning outcomes. This study investigates the motivational factors and learning methodologies perceived by computer science students during an introductory course. A cross-sectional study was conducted with 171 computer science students asked to complete a psychometric instrument (“Study Skills Inventory for Students”) during the first year of their university studies. Two major theoretical frameworks in educational psychology, namely students’ self-efficacy and learning approaches were tested relative to a factor structure obtained from learning situations. The findings supported self-efficacy and three learning approaches among computer science students. Models for deep, surface, and strategic learning approaches suggest that students with higher self-efficacy tend to adopt a deeper approach to learning. Conversely, students with lower self-efficacy were more inclined toward surface learning methods. Furthermore, a link was identified between strategic learning approaches and students’ experiences within their learning environments. The results substantiate earlier research and align with learning approach theories. The findings indicated that, in higher education settings, focus should be directed toward understanding the motivational factors influencing students and their learning approaches for educational outcomes.

Enhancing legal writing skills: The impact of formative feedback in a hybrid intelligence learning environment

AbstractRecent developments in artificial intelligence (AI) have significantly influenced educational technologies, reshaping the teaching and learning landscape. However, the notion of fully automating the teaching process remains contentious. This paper explores the concept of hybrid intelligence (HI), which emphasizes the synergistic collaboration between AI and humans to optimize learning outcomes. Despite the potential of AI‐enhanced learning systems, their application in a human‐AI collaboration system often fails to meet anticipated standards, and there needs to be more empirical evidence showcasing their effectiveness. To address this gap, this study investigates whether formative feedback in an HI learning environment helps law students learn from their errors and write more structured and persuasive legal texts. We conducted a field experiment in a law course to analyse the impact of formative feedback on the exam results of 43 law students, as well as on the writer (students), the writing product and the writing process. In the control group, students received feedback conforming to the legal common practice, where they solved legal problems and subsequently received general feedback from a lecturer based on a sample solution. Students in the treatment group were provided with formative feedback that specifically targeted their individual errors, thereby stimulating internal cognitive processes within the students. Our investigation revealed that participants who were provided with formative feedback rooted in their errors within structured and persuasive legal writing outperformed the control group in producing qualitative, better legal text during an exam. Furthermore, the analysed qualitative student statements also suggest that formative feedback promotes students' self‐efficacy and self‐regulated learning. Our findings indicate that integrating formative feedback rooted in individual errors enhances students' legal writing skills. This underscores the hybrid nature of AI, empowering students to identify their errors and improve in a more self‐regulated manner. Practitioner notesWhat is already known about this topic Collaboration between humans and AI in educational settings advances learning mutually, fostering a unified developmental process. Collaborative education models advocate leveraging human and AI strengths for adaptive learning. Despite abundant theoretical research, empirical studies in HI remain limited. This gap underscores the need for more evidence‐based approaches in integrating AI into educational settings. What this paper adds Field experiment investigating the impact of formative feedback in a hybrid intelligence learning environment based on the theory of learning from errors. Comparison of a traditional legal learning environment (lecturer teaching using sample solutions) versus formative feedback in a hybrid intelligence learning environment. Implementing formative machine learning‐based feedback supports law students in producing more structured and persuasive legal texts, leading to enhanced exam performance and higher grades. Implications for practice and/or policy Our research contributes significantly to computer‐based education by presenting empirical evidence of how formative writing feedback impacts students' legal knowledge and skills in educational settings. This underscores the importance of incorporating empirical data into the development of AI‐based educational tools to ensure their effectiveness. By focusing on individual errors corrected by formative feedback, we contribute to the learning from errors literature stream. This perspective offers valuable insights into how such feedback can support students' writing and learning processes, filling a gap in empirical evidence. Our findings demonstrate the potential impact of ML‐based learning systems, particularly in large‐scale learning environments like legal mass lectures. Formative writing feedback emerges as a scalable and beneficial addition to traditional learning environments, triggering internal learning processes, fostering self‐regulated learning and increasing self‐efficacy among students. By demonstrating the effectiveness of formative feedback within the framework of HI, particularly in legal education, our research underscores the potential of combining human understanding with AI‐supported feedback to enhance learning outcomes.

<b>Insights From the Frontlines: Students' Perceptions of Teaching Methods in a Nigerian Medical School </b>

Background The teaching skills of the teachers impact the learning outcomes, and it is expected that learning can be enhanced through appropriate instructional strategies that will optimally help the students. An understanding of student’s perception of the available teaching methods will provide insight into what the challenges are, and how this information can be used to further optimize learning outcomes. Methods A qualitative phenomenology study using focus group discussions among 41 clinical medical students in a developing Nigerian medical school. An inductive thematic analysis was performed on the transcribed recorded data from the group discussions. Results Six themes emerged: participation, clarity and applicability, encouragement and feedback, teaching aids, students-teachers relationship, and learning environment. Students preferred problem-based learning and small group teaching, perceiving didactic lectures as lengthy and boring. They emphasized the need for teachers to use real-world examples, provide feedback, and adopt student-centered approaches. The majority of students preferred visual learning aids but noted inadequate infrastructure and resources for their preferences. Conclusions This study highlights the importance of student-centered teaching methods, incorporating visual aids and problem-based learning, to enhance engagement and retention. Teachers should adapt their instructional strategies to cater to diverse learning styles and promote interactive learning. The study suggests retraining clinical teachers to adopt student-centered approaches and utilize available resources effectively. By prioritizing student feedback and adopting inclusive teaching methods, medical educators can optimize learning outcomes and prepare students for the demands of healthcare practice. Keywords: medical, students, perceptions, teaching, methods.

Massive Open Online Courses (MOOCs) as Catalysts of Educational Transformation in the Higher Education Sector of Sri Lanka: A Systematic Literature Review

This systematic literature review evaluates the transformative effects of Massive Open Online Courses (MOOCs) in Sri Lanka’s higher education and library services. It explores how MOOCs democratize education by broadening access to previously costly and limited educational infrastructure and integrating them into library practices for enhanced access and professional development. The review synthesizes various sources to assess MOOC utilization, challenges like low completion rates, inconsistent quality, and digital divides. Strategic improvements are proposed to align MOOCs with educational and socio-economic goals in Sri Lanka. The findings highlight MOOCs’ current uses, barriers, and potential as supplements to traditional education, aiming to optimize learning outcomes and support educational transformation in both academic and library environments.

Implementasi Media Pembelajaran Berbasis Teknologi terhadap Motivasi Belajar

The learning process involves interaction between teachers and students to achieve effective and efficient educational goals. Learning media plays an important role in improving students' understanding and attracting their interest and attention to the material being taught. In today's digital era, the development of information and communication technology has made it possible to use various types of learning media, such as videos, animations, and interactive applications, which makes the learning process more interesting and enjoyable. This study aims to analyze internal and external factors that affect the effectiveness of the use of technology-based learning media on student learning motivation. The method used in this study is qualitative with a descriptive approach, involving students of the Indonesian Language and Literature Education study program. The results of the study show that the use of interactive learning media, especially videos, is very effective in improving students' understanding of concepts and stimulating their active involvement in the learning process. The availability of media that suits the needs of students and learning goals is essential to create a fun and productive learning atmosphere. The selection of the right learning media, based on student needs and learning objectives, can significantly improve the quality of education. The use of technology in education, especially technology-based media, provides opportunities to create a better learning experience, encourage student motivation, and achieve more optimal learning outcomes.

Using ChatGPT in Teaching Computer Programming and Studying its Impact on Students Performance

Given the recent emergence of artificial intelligence as an important topic that can contribute to improve curricula and lecture delivery, an increasing number of scholars are investigating its impact in various educational fields. The ChatGPT, which is an artificial intelligence model developed by OpenAI, represents a significant advancement in the generative artificial intelligence area. Since its announcement, integrating the ChatGPT into computer programming curricula - and into other scientific curricula - has yielded some challenges. The main challenge is clearly evident in the conduct of in-class tests and in-lab assignments, where the students are given specific tasks to be accomplished within a certain time frame. As they might seek help from ChatGPT, these types of assessments could be considered a potential threat to academic integrity and may be viewed as a form of academic dishonesty. This study aims at integrating ChatGPT into computer programming curricula, exploring its potential to enhance undergraduate education. It follows a mixed methods approach to examine the potential integration of ChatGPT in teaching computer programming as a supplementary tool. A quasi-experimental design is followed, in which an experimental group is allowed to use ChatGPT and compared to a control group that was not. A research sample of 26 undergraduate students (13 males, 13 females) from the College of Education at Sultan Qaboos University participated in the study. The methodology encompassed three research instruments: in-class exams, in-lab assignments, and semi-structured interviews. These research instruments were utilized to assess the impact of ChatGPT on students' academic performance, which served as both independent (use of ChatGPT) and dependent (student performance) variables. The quantitative analysis revealed a significant enhancement in students' performance, while the qualitative analysis of semi-structured interviews indicated that participants view ChatGPT as a valuable support for learning. Feedback from participants suggested combining ChatGPT with traditional teaching methods to optimize learning outcomes. This study highlights the feasibility and educational benefits of incorporating AI tools like ChatGPT into teaching methodologies. It suggests that such integration can provide a more engaging and effective learning environment, potentially revolutionizing computer programming education. This paper supports e-learning practice by integrating AI-driven tools like ChatGPT into the educational framework and advances the e-learning area by demonstrating these technologies' potential to improve student academic performance in the learning environments. However, the study also acknowledges the need for further research to explore the long-term effects of AI integration in educational settings and to address any emerging challenges. These findings propose a promising direction for future curricular enhancements and suggest an effective method for the integration of AI technologies to support and enrich traditional educational frameworks.

Meningkatkan Hasil Belajar Siswa Melalui Problem Based Learning pada Materi Perempuan dan Laki-Laki Diciptakan Sebagai Citra Allah Kelas V SD Negeri 3 Nainggolan

The purpose of this study was to improve student learning outcomes through Problem Based Learning on the material Women and men are created as the image of God in class V of SD Negeri 3 Nainggolan. This study involved 12 students as participants in two cycles of action using the Problem Based Learning (PBL) method. This classroom action research uses a spiral approach, which consists of four steps of repeated unity, namely planning, acting, observing, and reflecting. Data were analyzed using quantitative descriptions. The results of the study indicate that the application of the problem based learning method has a positive impact on improving learning outcomes and the activeness of students in learning Catholic religious education and character education. The Problem Based Learning Learning Model has been proven effective in creating an interesting, active learning environment and providing more optimal learning outcomes. This study provides an important contribution in developing more effective learning strategies and can be a reference for teachers and researchers in improving student learning outcomes.

Meningkatkan Hasil Belajar Siswa Kelas IV menggunakan Metode Problem Based Learning dengan Media Video di UPT SDN Negeri 003 Pasaribu

The background of this study is the lack of optimal student learning outcomes at SDN 003 Pasaribu. There are these problems, so efforts are made to improve learning so that student learning outcomes can be improved through classroom action research. This Classroom Action Research (PTK) aims to improve the learning outcomes of grade IV students of SD Negeri 003 Pasaribu through the application of the Problem Based Learning model with the help of videos. The data collection technique uses a learning outcome test (post-test) and an attitude observation sheet according to the dimensions of the Pancasila Student Profile; namely Faith, Fear of God Almighty, and Noble Character, Global Diversity, Mutual Cooperation, Independence, Critical Reasoning, Creative. The results show that the application of the PBL model can improve student learning outcomes as shown through the comparison of post-test scores in cycles I and II. Thus, the PBL model has proven to be effective in improving the learning outcomes of grade IV students of SD Negeri 003 Pasaribu.