Optimal Learning Outcomes Research Articles

Literature Review of the Effect of Parenting on the Learning of Dyslexic Learners in Inclusive Schools Between 2019-2024

This article was written to present a literature review to find out the forms of parenting that affect the learning of dyslexic students in Inclusive Schools in the period between 2019 and 2024. The method used in this research is a Systematic Literature Review (SLR). Data was obtained from journal articles, research reports, and proceedings aligned with the paper's topic using the help of Harzing's Publish or Perish. Parenting has a vital role in shaping the behavior, social skills, and academic achievement of dyslexic learners. From the search for articles on parenting patterns of dyslexic learners in the 2019-2024 time span, there were 16 articles consisting of 11 journal articles, four research reports, and one proceeding. The results showed that democratic and supportive parenting consistently improved the engagement and learning outcomes, independence, and self-confidence of dyslexic children. Meanwhile, authoritarian and permissive parenting showed mixed impacts, often impeding educational progress. In addition, this study highlights the importance of collaboration between parents, educators, and support personnel in creating an inclusive and adaptive learning environment. The implications of this study suggest that ongoing support from families and educational environments is essential to achieve optimal learning outcomes for dyslexic learners.

Self-Regulated Learning and Academic Stress of Islamic School Students: Mediating Effect of Student Engagement

Students in Islamic schools often experience academic stress due to the demands of studying general subjects and religious subjects. Self-regulated learning and student engagement are important to help students manage stress and optimize learning outcomes. The purpose of this study was to test the indirect effect of student engagement in mediating self-regulated learning on academic stress in students. This study used a saturated sample of 154 students who were analyzed quantitatively by testing the outer model and inner model with the SmartPLS application. The measuring instruments used were a modification of the Student-Life Stress Inventory (SLSI) scale (α = 0.989), a modification of the Student Engagement in School Questionnaire (SESQ) scale (α = 0.983), and a modification of the Assessing Academic Self-Regulated Learning scale (α = 0.988). The results of the inner model analysis showed that self-regulated learning had a significant effect on academic stress (β = 0.026; T = 2.239; P = 0.026), and student engagement entered as a mediator of the effect of self-regulated learning on academic stress remained significant (β = 0.023; T = 2.617; P = 0.009), which means it mediates partially. The R-Square results of self-regulated learning together with student engagement on academic stress showed a value of 0.994, which means that 99.4% of self-regulated learning and student engagement affect academic stress. The implication for Islamic schools is the importance of increasing self-regulated learning and student engagement to help students reduce academic stress by implementing student-centered learning strategies.

Strategic Approaches to Curriculum Development: Analyzing and Influencing Educational Outcomes

Outcome-Based Education (OBE) emphasizes aligning curriculum design with instructional strategies and student outcomes, aiming to enhance educational quality and achievement. This study investigates effective methods for curriculum development and implementation that optimize learning outcomes. The objectives include identifying strategic approaches, evaluating current practices to determine strengths and weaknesses, and analyzing the impact of diverse curriculum techniques on student achievement. Practical recommendations are proposed to address curriculum gaps, ensure alignment with national and international standards, and incorporate innovative technologies into curriculum design. The study employs document analysis, systematically reviewing relevant literature from databases such as Google Scholar, JSTOR, ResearchGate, and ERIC. By analyzing comprehensive data and insights, the research identifies best practices and gaps in current curriculum approaches. The findings aim to reshape educational experiences and outcomes to better meet learners' evolving needs, ensuring curricula remain effective, responsive, and future-ready. This study contributes to the ongoing discourse on enhancing curriculum design through strategic and evidence-based practices.

Profil capaian Technological, Pedagogical, and Content Knowledge (TPACK) mahasiswa tahun kedua calon guru matematika

Prospective teachers must possess strong knowledge of technology, pedagogy, and mathematical content to ensure optimal learning outcomes. Therefore, mathematics teacher candidates are equipped with knowledge of technology, pedagogy, and content through various courses. However, the effectiveness of these courses in enhancing Technological, Pedagogical, and Content Knowledge (TPACK) must be regularly assessed as part of the evaluation process for teacher education programs. This study aims to describe the TPACK achievement of second-year mathematics teacher candidates. The research is a survey study involving 18 second-year mathematics education students at a university in Jambi, Indonesia. A TPACK questionnaire comprising 7 components with a total of 35 items was used. Interviews with program coordinators were conducted to enrich the data on curriculum content designed to support students’ TPACK development. The results indicate that the students’ mastery of TPACK is not yet optimal. The university needs to further optimize TPACK mastery through courses or extracurricular activities during the remaining period of study.

MOOC-Based PBL Model to Improve Chemical Literacy Skills In Content, Procedural and Epistemic Knowledge Aspects

This study explores the effectiveness of a MOOC-based Problem-Based Learning (PBL) model in enhancing chemical literacy across three dimensions—content, procedural, and epistemic knowledge—among grade 10 high school students. Employing an explanatory sequential mixed-methods design, the research gathered data through chemical literacy tests, interviews, and observations. The participants comprised 80 students from three districts in Central Java, Indonesia. Quantitative analysis using Rasch modeling revealed a significant improvement in scores, with an average pretest score of 44.82, increasing to 66.50 post-intervention. The effect size of 1.1819 was categorized as "good," indicating the model's potential for fostering learning. However, the average post-test score remained below the minimum completion criterion of75.80. Qualitative findings highlighted weaknesses in the problem orientation stage of the PBL model, particularly in connecting students’ prior knowledge to new learning objectives. This stage is critical for setting the foundation for subsequent PBL phases, suggesting that insufficient scaffolding may have hindered optimal learning outcomes. To enhance the effectiveness of MOOC-based PBL, the study recommends restructuring the problem orientation stage to align better with students' initial knowledge levels. These findings underscore the promise of integrating MOOC-based PBL in chemistry education while emphasizing the need for refinements to address identified challenges. By bridging gaps in problem orientation and fostering deeper connections between prior and new knowledge, this approach could more effectively support the development of chemical literacy, providing valuable insights for educators and policymakers.

The Influence of Leadership-Member Exchange (LMX), Motivation and Continuity Commitment on Increasing the Work Productivity of State Vocational School Teachers in the City of Central Jakarta

The measure of teachers' effectiveness and efficiency while doing their duties and responsibilities during the learning process is teacher productivity. Despite their location are close to the central of power, close to the source of policies, participate regularly in any competency training, and being equipped with better facilities, the productivity of teachers in Central Jakarta's municipality remains make apprehensive. This case indicates the need for evaluation and efforts to improve teacher's productivity continuously , which at the end will give positive impact the quality of education on the whole. This study aims to analyze the influence of Leadership-Member Exchange (LMX), motivation, and Continuance Commitment both partially and simultaneously on the productivity of public vocational schools teachers in Central Jakarta. Data were collected using a questionnaire distributed to 100 public vocational school teachers in Central Jakarta as the sample (respondents). Through a quantitative research method with a multiple regression analysis approach, the results indicate that LMX, motivation, and Continuance Commitment have a positive and significant impact on teacher productivity. Simultaneously, these three variables mutually support, leading to an overall increase in productivity. Based on these findings, it is recommended that schools need to enhance the quality of relationships between leaders and teachers and create a motivating work environment to support the achievement of optimal learning outcomes. This research is expected to provide insights for policymakers in formulating human resource development strategies in the education sector

The Role of Artificial Intelligence in the Future of Language Teaching and Learning Practices in Higher Education

Integrating Artificial Intelligence (AI) into education is set to transform teaching and learning practices. Although the benefits of AI in education are vast, significant challenges and uncertainties persist. This study examines the role of AI in language teaching and learning at a university in Tanzania, focusing on its applications, impacts, challenges, and ethical considerations. Data were collected from 128 participants through surveys, interviews, observations, and group discussions. The findings revealed the growing use of AI-powered educational technologies in Tanzanian university settings, offering innovative solutions to traditional challenges and optimizing learning outcomes. However, challenges such as data privacy, lack of proficiency in AI, lack of suitable equipment, plagiarism issues, and high dependency on AI need to be addressed. Moreover, questions about the evolving roles of teachers and the ethical implications of AI usage in education. Despite the challenges, the study highlights AI’s potential to transform teaching, personalize learning, and enhance instruction through improved access to materials and data analysis. Furthermore, instructors mainly benefit from AI lesson content creation and virtual reality simulations. Concerns regarding dependency and misuse raise issues regarding critical thinking and integrity. This study advocates for ongoing dialogue among stakeholders to ensure responsible AI integration and maximize its benefits.

MOCK INTERVIEW SYSTEM

Abstract -Sconti-AI is an innovative platform revolutionizing exam preparation and interview practice by harnessing advanced AI technology. It offers detailed feedback, scores, and explanations for mock tests, optimizing learning outcomes and improving performance. Its standout feature, a mock interview tool, uses Generative AI and image recognition to detect cheating, analyze emotional responses, and provide personalized insights for better interview preparation. Built with robust technologies like React, Python- Flask, and Gemini-AI, the platform ensures scalability, reliability, and user engagement. Key Words: LLM, Media Pipe, Gemini AI, AI, ML and Image Processing.

Hubungan Minat Belajar Mahasiswa Tata Rias dan Kecantikan terhadap Hasil Belajar pada Mata Kuliah Perawatan Wajah Teknologi

This study aims to analyze the relationship between learning interest of Cosmetology and Beauty students and learning outcomes in the Facial Care Technology course. Learning interest is understood as an attraction that motivates students to actively participate in learning, while learning outcomes reflect the level of understanding and skills acquired. The research method used is descriptive quantitative with a correlational approach. Data were collected through a closed questionnaire using a Likert scale to evaluate five aspects: social, academic, emotional, personal, and environmental. The sample in this study consisted of 100 samples consisting of make-up and beauty students from the 2021 intake who had met certain criteria, selected using a purposive sampling technique. The results showed that there is a significant relationship between learning interest and learning outcomes. Students' learning interest contributes to their academic achievement, especially in the indicators of concept understanding, practical skills, and application in real situations. With a positive correlation coefficient, it is concluded that an increase in learning interest is directly proportional to an increase in learning outcomes. This research also provides important implications for the management of education in the field of Cosmetology and Beauty, especially in designing learning strategies that support the development of student learning interests. This study suggests improving academic support and learning facilities to encourage interest and optimal learning outcomes. The findings contribute to the development of theory and practice in the field of cosmetology education, with the hope of improving the quality of competitive graduates.

How do the current e-learning offers affect the learning behaviour of students? A study of e-learning offers and learning behaviour among students from different universities and colleges in the fields of media management and business administration in Baden-Württemberg

Students today have unlimited access to digital resources, yet this abundance often hinders independent learning, which is crucial for academic success. This study investigates how current e-learning tools influence the learning behaviour of students specializing in media management and business administration across universities in Baden-Württemberg. A qualitative group discussion with eight students aged 20–24, analyzed through Mayring's content analysis, reveals that while e-learning platforms offer flexibility and accessibility, they also present challenges such as distraction and the need for self-discipline. The findings highlight that optimal learning outcomes require structured e-learning strategies tailored to individual needs and emphasize the hybrid model as a promising approach for future education.

Blended Learning Models: Combining Online and Offline Education for Optimal Outcomes

Blended learning is an educational approach that integrates traditional face-to-face learning with online instruction, aiming to provide a comprehensive and flexible learning experience for students. The rapid expansion of digital technology and the need for adaptable educational methods have accelerated the adoption of blended learning models across various educational settings. This paper explores the effectiveness of blended learning models in promoting optimal learning outcomes, comparing different approaches and discussing the factors that contribute to their success. It further examines the advantages and challenges of implementing blended learning, with an emphasis on how this model can address the diverse needs of learners in the 21st century. Key Words: Blended Learning, Educational Technology, Flexible Learning, pedagogical implications, flipped classroom, Digital Learning

An idiodynamic study on students’ negative emotions in relation to instructor clarity and non-verbal immediacy in a CLIL classroom

ABSTRACT While positive teacher behaviors are recognized as crucial for effective learning, empirical research on their moment-to-moment impact on student emotions, particularly in the context of CLIL classrooms remains limited. This study addresses the gap by employing the idiodynamic method, a novel approach grounded in Dynamic Systems Theory, to provide a nuanced understanding of how individual Chinese university students’ negative academic emotions evolve in response to specific teacher behaviors. Using a mixed-methods design, the study reveals that teacher communication behaviors significantly influence students’ emotional trajectories, highlighting the coexistence and potential benefits of both negative and positive emotions in fostering a healthy language learning environment. While CLIL increases cognitive load and anxiety, effective teacher clarity and nonverbal immediacy strategies can mitigate these effects, fostering engagement and reducing negative emotions. The study challenges the simplistic categorization of emotions as either negative or positive, emphasizing the coexistence of diverse emotions and the potential benefits of negative activating emotions in language learning. It underscores the need for teacher training programs to incorporate not only pedagogical knowledge but also strategies for fostering positive communication and leveraging the dynamic interplay of student emotions for optimal learning outcomes.

Utilization and Challenges of Using ICT at SPM Al-Mashduqiah: Perception of English Teachers

The use of technology in English learning is becoming increasingly crucial to achieve optimal learning outcomes. This study aims to explore teachers' perceptions regarding the use and challenges of using Information and Communication Technology (ICT) in English learning at SPM Al-Mashduqiah. Using a qualitative method with a case study type, this study focuses on the perception of English teachers in the school as the subject of the study. Data were obtained through semi-structured interviews, observations, and documentation, which were then analyzed using a descriptive approach to describe and interpret the teacher's experiences and views in detail. The findings reveal that teachers have been utilizing ICT in various aspects of English learning, including the use of learning apps, interactive videos, and online platforms for assignments and evaluations. However, teachers face several challenges, such as limited facilities, lack of technical training, and resistance to changes from traditional teaching methods. Teachers' perceptions of ICT utilization vary; most view ICT as a tool capable of increasing student engagement and learning effectiveness, while others feel burdened by the need to master new technologies in their use in English learning. The study concludes that although the use of ICT in English learning at SPM Al-Mashduqiah has great potential to improve the quality of education, further efforts are needed to address existing challenges, including increased facility support and ongoing training for teachers. These findings are expected to provide valuable insights for policymakers and education practitioners in designing effective strategies for ICT integration, making an English learning more enjoyable and effective.

Implementasi Model Pembelajaran Basic Learning (PjBL) untuk Meningkatkan Pemahaman Siswa dalam Materi Asmaulhusna (Al-Mumit dan Al-Qowiyyu) Kelas V di SD Negeri 37/1 Bajubang

This study aims to implement the Project-Based Learning (PJBL) model to improve students' understanding of Asmaulhusna, particularly Al-Mumit and Al-Qowiyyu, in the fifth grade of SD Negeri 37/1 Bajubang during the 2023/2024 academic year. The PJBL approach was chosen to help students gain a deeper understanding of the concept of Asmaulhusna while internalizing its values in their daily lives. The research employed Classroom Action Research (CAR) methodology conducted in two cycles, each comprising planning, implementation, observation, and reflection stages. Qualitative data were collected through observations and documentation of student activities, while quantitative data were gathered through summative test results. In the pre-cycle stage, the students' average score was 65, with only 50% achieving the Minimum Mastery Criterion (KKM) of 75. After implementing PJBL in Cycle I, the average score increased to 78, and the percentage of students meeting the KKM rose to 74.07%. In Cycle II, the average score improved further to 90, with all students (100%) meeting the KKM. The findings demonstrate that the PJBL model effectively enhances students’ learning outcomes. Beyond the improvement in scores, students also exhibited active engagement in group discussions, confidence in presentations, and creativity in completing projects such as creating posters and educational videos. The use of video media and Student Worksheets (LKPD) made the material more engaging and relevant for the students. Reflections from each cycle highlighted significant improvements in teaching implementation, particularly in group collaboration and the application of Asmaulhusna values in students’ behavior. With optimal learning outcomes achieved in Cycle II, the study was concluded after two cycles. In conclusion, the PJBL model effectively improves students’ understanding of Asmaulhusna and provides meaningful learning experiences. The study recommends the adoption of PJBL as an innovative method for Islamic Education learning, particularly at the primary school level.

Evaluating the M6 learning model and realistic mathematics education (RME) approach in enhancing critical thinking skills in mathematics: A focus on students’ logical-mathematical intelligence

Background: Critical thinking skills are essential in the 21st century; however, Indonesian students often show low critical thinking abilities in mathematics. This issue arises partly from limited use of instructional methods that foster critical thinking among junior high school students.Aim: This study aims to assess the effectiveness of the M6 learning model and Realistic Mathematics Education (RME) in enhancing students' critical thinking abilities in mathematics, considering their levels of logical-mathematical intelligence.Method: A quasi-experimental design was employed with a sample of 318 seventh-grade students from State Middle Schools in Cirebon Regency in the 2023/2024 academic year. Stratified cluster random sampling produced three groups: 107 students in the first experimental group, 105 in the second, and 106 in the control group. Instruments included a critical mathematical thinking skills test and a logical-mathematical intelligence test, with hypothesis testing conducted using two-way analysis of variance with unequal cells.Results: The analysis revealed significant differences in students' critical thinking abilities based on the learning model and logical-mathematical intelligence levels, with notable interactions between these variables.Conclusion: The study concludes that the M6 and RME learning models influence critical mathematical thinking skills differently across logical-mathematical intelligence categories. These findings underscore the importance of aligning instructional models with students' intelligence profiles to optimize learning outcomes in critical thinking.

The Relationship between Interest and Learning Motivation with Physics Learning Outcomes on the Concept of Newton's Laws

This study aims to analyze the effect of student interest and motivation to learn on physics learning outcomes on the concept of Newton's Law. Low interest and motivation to learn is one of the causes of students' difficulty achieving optimal learning outcomes in physics, especially in abstract material such as Newton's Law. The research used a quantitative approach with descriptive statistical methods. Data were obtained through a Likert scale-based questionnaire to measure interest and motivation to learn and a multiple-choice test to assess learning outcomes. Analyses were conducted using multiple linear regression with the help of SPSS. The results showed that interest and motivation to learn significantly influenced student learning outcomes, with a contribution of 73% and a positive relationship. This result confirms the importance of lecturers in designing learning strategies that can increase student interest and motivation to support the success of physics learning, especially in Newton's Law material.

Psikoedukasi Mengenal Gaya Belajar Anak Sebagai Upaya Mengoptimalkan Ilmu Parenting Siswa PAUD (Pendidikan Anak Usia Dini )

Early Childhood Education (PAUD) is an important stage in a child's development. Every child has a different learning style. Therefore, parents must know the types of learning styles so that they can optimize learning outcomes. Intelligence that is optimally developed through a good learning environment can lead children to become a generation of character, talent, and physical and mental health. The community service method used is a counseling approach to parents and teachers. The implementation of community service was carried out at POS PAUD Mawar 19 Sukatani, Tapos, Depok. Psychoeducational counseling to recognize learning styles in PAUD is very important to help children develop their potential optimally as well as being a source of information for teachers in determining the right learning method.

Optimizing learning outcomes in physical education: A comprehensive systematic review of hybrid pedagogical models integrated with the Sport Education Model.

There is a notable gap in systematic reviews concerning hybrid pedagogical models (PMs) integrated with the Sport Education Model (SEM) and their impact on students' outcomes. Which hybrid PMs incorporating SEM are currently the mainstream choices in research, and what are the main factors supporting their integration? How does SEM function as a foundational model in these hybrid teaching approaches? What learning outcomes are optimized through the hybrid models that combine SEM with other PMs? A systematic search was conducted in major databases in December 2023 following PRISMA guidelines. Out of the identified 1342 studies, 30 met the eligibility criteria, all of which were deemed to be of high quality. Seven hybrid types were identified, primarily composed of two PMs, among which the blend of SEM and Teaching Games for Understanding (TGfU) emerges as the mainstream in current research. SEM, serving as the foundational structure, provides a stable framework for the hybrid, termed the "SEM + 1 model," yielding positive effects on enhancing students' learning outcomes. Pedagogical models align with PMs' motivational aspects, thus enhancing learning outcomes. However, evidence for partial hybrids is lacking. Future research should explore diverse interventions, addressing coherence and teacher competence, while maintaining fidelity.

Impacts of different gamified problem-solving integration approaches on elementary math: an engagement and metacognitive knowledge perspective

This mixed-method study investigated the effects of two distinct gamified problem-solving integration approaches on student engagement and metacognitive knowledge in elementary mathematics contexts. Data collected from 59 elementary students revealed varied impacts across three types of engagement (behavioral, affective, cognitive) and metacognitive knowledge dimensions (self, task, strategy). Interviews with teachers and students provided insights into these outcomes, highlighting how specific game mechanics influenced different types of engagement and metacognitive knowledge under the two approaches. The findings offer practical implications for future gamification integration in elementary mathematics, including considerations for the selection and timing of game mechanics to optimize learning outcomes.

Effect of teachers' teaching strategies on students' learning engagement: moderated mediation model.

This study explores the nuanced relationship between teachers' teaching strategies and students' learning engagement within online environments, considering the mediation by students' perceptions of teachers' emotional engagement and the moderation by teachers' expectations. Employing a stratified sampling technique, data were collected from 1,200 Chinese primary and secondary students through the "Survey on Online Learning Engagement." Structural equation modeling was applied to analyze the relationships among teaching strategies, emotional engagement, teachers' expectations, and learning engagement. The study found that teachers' teaching strategies not only directly affect students' learning engagement (r = 0.377***, p < 0.001), but also indirectly affect students' learning engagement through students' perception of teachers' emotional engagement. It showed a significant mediating effect (indirect effect = 0.231***, p < 0.001). Additionally, teachers' expectations exhibit a notable moderating effect on the relationship between perceived emotional engagement and learning engagement (β = 0.073***, p < 0.001). In other words, in addition to teachers' teaching strategies, teachers' emotional involvement and students' perception of teachers' emotional involvement are important factors affecting students' learning involvement. This means that in online classroom teaching, the emotional transmission and experience between teachers and students play a role in the connection. The study highlights the critical role of emotional connection in educational strategies, suggesting that teachers should focus on fostering emotional engagement alongside academic content. Balanced teacher expectations are recommended to facilitate a supportive learning environment that encourages higher levels of student engagement. Educators are advised to integrate emotional warmth and responsiveness into their teaching methods and to maintain realistic expectations to promote optimal learning outcomes.