Post-test Scores Of Students Research Articles

Effects of technology-enhanced constructivist learning on science achievement of students with different cognitive styles

The purpose of this study is to examine the effect of technology-enhanced constructivist learning on science achievement of seventh-grade students with different cognitive styles. Cognitive styles of the students are examined within the frame of Witkin et al. (1977) in terms of field dependent and field independent cognitive styles. The quantitative study was conducted using an experimental method with a factorial design that is a modification of the pretest-posttest control group design. The sample of the study consists of 39 seventh-grade students (19 students in the experimental group and 20 students in the control group). Strength and Energy Achievement Test and The Embedded Figures Test (EFT) were used to collect the data. The results of this study show that there is no statistically significant difference between the mean score ranks of experimental and control groups for the pretest and posttest scores of students. Furthermore, there is no significant difference between the pretest and posttest scores of the field independent students in both experimental and control groups but there are significant differences between pretest and posttest scores of the field dependent students. Suggestions were presented by the results obtained from the research.

An assessment of the efficacy of clinical skills simulation using standardized patient in teaching behavior management and modification skills in Pediatric Dentistry to dental undergraduate students: A double-blinded, randomized, controlled trial.

Clinical skills simulation (CSS) is an important tool in teaching and learning. The literature review showed a scarcity of research data regarding the use of CSS,in teaching, especially in dentistry. The use of CSS in dental teaching was found restricted to the use of low fidelity typhodonts fitted to phantom heads used in teaching cavity preparation and crown cutting. The aim of the study was to determine the efficacy of CSS using standardized patient in teaching behavior management and modification skills to dental undergraduate students. This double-blinded, randomized controlled trial was undertaken among 3rd year dental undergraduate students, and the study was undertaken at the Department of Pediatric and Preventive Dentistry. Fifty, 3rd year BDS students were randomly allotted to simulation and nonsimulation groups. Baseline data regarding their knowledge in the behavior management of child patients were assessed. Simulation group was further divided into group of six students and underwent CSS with standardized patient. Pretest and posttest knowledge regarding behavior management was assessed in the simulation group using questionnaires approved by an expert committee. The results were analyzed to see if there is any improvement in their knowledge after CSS. Students in simulation and nonsimulation groups were assessed for their behavior management skills during patient management, by an independent observer, using a checklist. Mean, standard deviation (SD), and unpaired student t-test were done to assess the baseline knowledge of students who participated in the study. Mean, SD, and paired t-test were used to compare the pretest and posttest score of students who underwent simulation. Mean, SD, and unpaired t-test were used to compare the behavior management skills of both groups of students. The knowledge of students in both groups before the study was comparable with no statistically significant differences. There was a statistically significant improvement in the knowledge of students who underwent CSS regarding behavior management of child patients. The unpaired Student's t-test showed a significant difference in the behavior management skill of dental undergraduate students when treating a child patient. The students who underwent CSS fared better compared to students who were taught behavior management methods by traditional methods only. Clinical skill simulation using standardized patient is an effective adjunct to be used along with traditional method of teaching while teaching behavior management and modification skills to dental undergraduate students.

Designing flipped classroom using Kemp's instructional model to enhance deep learning and self-directed collaborative learning of basic science concepts.

BACKGROUND:The flipped classroom pedagogy allows students to introduce a topic and gather their own meanings outside of the classroom, then explore the topic and create their meanings or exclude their misconceptions during class. Our aim was to enhance the ability of self-directed learning (SDL) among medical undergraduates. Pedagogical benefits of the model are highlighted along with potential challenges to its use.MATERIAL AND METHODS:Kemp's Instructional model was used to design flipped classroom. Need analysis was done to assess the perceptions of the students on the current teaching practices and their expectations for adoption of innovative methods. Validation of content was done by Delphi method by subject experts across the institutions. Content included objectives; case scenarios and extended multiple choice questions. Students were divided into two groups. Group A and Group B, 50 in each. A topic was given 1 week prior and both groups were subjected to a pretest to identify their self-study performance. Group A was exposed to 4 sessions of flipped classroom. They were provided with PowerPoint slides with voice recordings. In the classroom, first 30 min was meant for quiz and next 30 min was meant to clarify the doubts. Group B were exposed to the 4 regular lecture sessions. Both the groups were subjected to the posttest and test after 4 weeks. Later with another topic, flipped classroom was conducted for all the 100 students and the feedback was taken from all the students and faculty using a validated questionnaire.RESULTS:Posttest scores of students who were flipped were statistically significant (p < 0.001). Most (98%) students opined that these interactive sessions evoked interest in the topic. Flipped classroom sessions were found to be effective in improving students’ learning behavior toward SDL, collaborative learning skills and critically analyzing the basic concepts.CONCLUSIONS:By following a systematic process (Kemp's instructional Model, it is possible to design need-based flipped classroom sessions. They are found to be effective in improving students’ learning behavior toward deep learning, self-efficacy, SDL, collaborative learning skills, critically analyzing the basic concepts. In a flipped classroom, “the learning environment transforms into a dynamic and more social space where students can participate in critiques or work through problems in teams.

EFFECT OF PICTURE AND PICTURE LEARNING MODELS ON ELEMENTARY SCHOOL STUDENT LEARNING OUTCOMES

This study aims to find out the influence of picture and picture learning models on the learning outcomes of grade II students at SD Negeri 1 Simpang 4 on the theme of clean and healthy living. The approach used in this research is a quantitative approach with the type of research used is quasi experimentation. The sample in this study consisted of 42 people consisting of 21 people of class IIA and 21 people of class IIB. Data collection techniques used are observation, test, validation, and documentation. The data analysis technique used is the T-test analysis. Based on the results of the study, it was found that the average posttest value of students' learning outcomes in the experimental class (II-B) of SD Negeri I Simpang Peut Nagan Raya regency was 76.19, while the average posttest score of students in the control class (II-B) of SD Negeri I Simpang Peut Nagan Raya regency was 63.33. This is proven by the results of statistical data analysis "T-Test Test" that obtained thitung value (3,339) &gt; ttabel (1,724). This proves that hypotheses are accepted. Thus, it can be concluded that the picture and picture learning model affects students' learning outcomes on the theme of clean and healthy living in grade II of SD Negeri 1 Simpang Peut.

Effect of using GeoGebra software on students’ achievement at university level

This study examined the effect of using GeoGebra software on students’ achievement in the case of limit concepts at university level. The instruments used in this study were GeoGebra software, traditional teaching method, and Mathematics Achievement Test (MAT) taken to get the required information. A quasi-experimental design was used and the GeoGebra software introduced in teaching of the limit concept of Complex Analysis among twenty-nine students of section B and traditional teaching method introduced among thirty-one students of section A of the second semester of Master’s in Mathematics Education. After the pre-test, the control group students had been taken the limit concept and related problem in a traditional method and the experimental group students toughed the same content with interactive worksheets by using GeoGebra software. After five hours of lecture in both groups, the standardized MAT (2) was applied for the post-test to the students of both groups. The gathered quantitative data were analyzed by using SPSS 26 version of the scores of sixty students on both groups. As a result, the findings of the research showed that the pre-test scores of students in both groups were insignificant differences. But the pre-test and post-test scores of students in the experimental group and post-test scores of students in both groups were significant differences. The result showed that students were found more interactive in teaching through GeoGebra software and have a positive effect on students’ achievement on the limit concept.

Female medical and nursing students’ knowledge, attitudes, and skills regarding breast self-examination in Oman: a comparison between pre- and post-training

PurposeBreast cancer is one of the most common cancers in women worldwide. Educational and awareness programs impact early practices of breast self-examination, resulting in the early detection of cancer and thereby decreasing mortality. The study aimed to assess the levels of knowledge and awareness of breast cancer and breast self-examination among medical and nursing students in Oman and to compare their knowledge, attitudes, and skills after a training program.MethodsThis quasi-experimental study was carried out for female 90 medical and 80 nursing students in Oman in November 2019. A pre-test questionnaire was given before the training program and a post-test questionnaire was administered after the training program. Students’ knowledge, attitude, and skills regarding breast cancer and breast self-examination were compared. Scores for skills of practicing breast self-examination were compared between lecture and activity group and lecture-only group.ResultsPre-test and post-test data were collected from 170 female students. Significant improvements were observed in the post-test scores for students’ knowledge, attitude, and skills after the intervention (P<0.001). The mean scores for skills of practicing breast self-examination after the lecture and the activity were higher than those obtained after the lecture only (P=0.014 for medical students and P=0.016 for nursing students).ConclusionAn educational training program on breast cancer and breast self-examination with an emphasis on skills can motivate participants to perform breast self-examination regularly, and may therefore help students to train other women to perform breast self-examination for the early detection of breast cancer.

Pengembangan KIT Pembelajaran Dari Limbah Pada Materi Ikatan Kimia Untuk Meningkatkan Hasil Belajar Siswa

The research with the title Development of Chemical Learning KIT from Waste on Chemical Bonding Materials to Improve Student Learning Outcomes in Class X high school aims to find out whether the KIT created can meet the eligibility standards of a KIT and can improve student learning outcomes. The population in this study were all students of class X SMA Budisatrya Medan. The sample used in this study was taken by purposive sampling of one class, namely class X MIA 1 as an experimental class that was taught using KIT learning media. The test instruments used in this study were 20 questions that have been tested valid. Based on the results of data analysis, the KIT Learning media made have met the eligibility standard and in the hypothesis test the data obtained from the calculation table obtained tcount= 13.90 while at 1.696 ttable, so the tcount is higher than the ttable value (tcount&gt;ttable) then Ho rejected and Ha accepted so it can be concluded that the average chemistry learning outcomes of students taught using the Chemical Bond KIT learning media are made higher than the KKM value (by 70) ie the average posttest score of students is 84.29.

Google Site as a Tool for Teaching Undergraduate Students in Forensic Medicine

Background: Today, students are well versed with use of internet and web based teaching can becomeimportant source to supplement traditional teaching. Web based teaching via google site can touch deeperaspect of learning by serving as good tool for revision.Objectives: To develop web based teaching module via google site and evaluate students’ performancebefore and after exposure to web based teaching module along with perceptions of students and facultieson it.Methods: Web based teaching module in Forensic Medicine on one topic of core competency (Mechanicalinjury) was developed and validated. Module contained lecture notes, photographs, etc. on google sites.Consent form, feedback form and pre-test and post-test Questionnaire (Total 10 multiple choice questions)were formed and validated. All the medical undergraduate students (5th semester) were subjected to pre-testquestionnaire, web based teaching module, post-test questionnaire followed by feedback after obtainingtheir informed written consent via google site. Feedback of faculties were also obtained and analysed.Results: Out of 138 participants, 84 were male and 54 were female. There was no statistically significantdifference between perceptions of male and female participants. Comparison of pre and post test scores ofstudents was done using Wilcoxon’s sign rank test. Students scored significantly more in post-test. Bothstudents and faculties gave positive feedback for web based teaching module.Discussion: Classroom traditional teaching is always limited to time, place, person and mood of studentswhile web based teaching via google site can be accessed by students on their own time, ease and pacewithout any limitation. Higher domain can be explored and in depth teaching is possible via web basedteaching.Conclusion: Web based teaching module via google site was found to be very useful to enhance teachingexperience of undergraduate students as good tool of revision.

The Effect of Electronic Flashcards on EFL Students' Vocabulary Learning: The Case of Saudi Arabia

This study aimed to investigate the effect of electronic flashcards on EFL vocabulary learning of preparatory-year female students at a Saudi Arabia. It was conducted following the quantitative research methodology with a quasi-experimental design. Two groups were assigned: an experimental group who used electronic flashcards, and a control group who employed the traditional method of vocabulary learning. A pre-test and a post-test were administered in order to appraise their performance before and after the experiment. The results revealed that the post-test scores of students in the experimental group were significantly higher than their pre-test. Also, the results showed that electronic flashcards promoted students' vocabulary, causing a statistical significance in comparison to the control group. Based on these findings, this study was able to draw a number of implications and recommendations

Development of an E-learning module and evaluation of this method of teaching to supplement traditional education in Pathology

Background: E-learning has been introduced as a tool in thE-learning process in the majority of the international universities worldwide. Present study was done to develop and evaluate E-learning module to supplement traditional education in Pathology. Methods: A standardized E-learning module in Pathology was developed and validated on one ‘must know’ topic (Peripheral blood smear examination). All 2nd M.B.B.S. students (5th Semester) were subjected to a pre-test questionnaire, the E-learning module and a post-test questionnaire followed by feedback after obtaining their informed written consent. Feedback and suggestions given by the students were analysed. Results: Out of 145 participants, 98 were male and 47 were female. There was no statistically significant difference between perceptions of male and female participants. Comparison of pre and post test scores of students was done using Wilcoxon’s sign rank test. Students scored significantly more in post-test. Only 3% scored less in post-test and 5% had similar pre- and post-test scores. Frequency and median score of various parameters of feedback given by students showed positive perceptions. Conclusion: The students’ feedback showed that the E-learning method was a very effective way of teaching. In future E-learning should be implemented more frequently in Medical Education, which will create new and exciting opportunities for both educational institutions and students.

Model Treffinger: Pengaruh terhadap Motivasi Belajar dan Kemampuan Berpikir Kreatif pada Materi Bunyi

This research aims to determine the influence of students’ learning motivation using the Treffinger learning model and to determine the influence of students’ creative thinking skills using the Treffinger learning model. This research was conducted at SMPN 2 Jati Agung, South Lampung. The research method used was quasi-experimental. In taking the sample in this study using a purposive sampling technique, with class VIII A as an experimental class and class VIII B as a control class. The instruments in this research used learning motivation questionnaires and essay tests on creative thinking skills. Research results obtained using the t-test revealed the average score of the students’ learning motivation questionnaire in the experimental class is 87.6 and in the control class is 80.0, so that a score of tcount &gt; ttable (6.019 &gt; 1.996), and the average posttest score of students’ creative thinking skills in the experimental class is 80.3 and in the control class is 61.0, so that the score of tcount &gt; ttable (7.589 &gt; 1.996). It was concluded that there was an influence of Treffinger's learning model on the sound subject on students’ learning motivation and students’ creative thinking skills.

IMPROVING STUDENTS’ WRITING SKILL THROUGH REFLECTIVE JOURNAL: A STUDY AT A SENIOR HIGH SCHOOL IN ACEH

Purpose of the study: The purpose of this study was to find out whether there is any significant difference between the students who are trained through reflective journal writing and those who are not trained through reflective journal writing. It also wanted to know students’ responses toward reflective journal writing the implementation. Methodology: The methodology of this study is an experimental research which used a quasi-experimental design. Quasi-experimental research is used to know the differences between classes that are given training and classes that are not given. The research design used in this study is the non-equivalent control group design. In this research, there were two classes taken as samples, namely experimental group and control group which consisted of 30 students of each group. The author used tests (pre-test and post-test) and questionnaire as the instruments to collect the data. The quantitative data was obtained from the result of pre-test and post-test scores of students’ writing in experimental and control groups. Then both scores were analysed through the SPSS program to calculate t-test. Main Findings: The findings of the research showed that the mean score of post-test of the experimental group 76.73 is higher than the mean score of control class 63.10. Furthermore, the result of p-value obtained from the post-test of the experimental and control group was 0.00 is less than the level of significance degree α = 0.05. In other words, there was a significant difference between the students who were trained through reflective journal writing and those who were not trained through reflective journal writing. Applications of this study: The implications related to this study the authors suggest to use Reflective Journal Writing Strategy to help students to be critical thinking writers and for the next researcher to use this strategy in other kinds of texts. Teachers are suggested to use this strategy to teach writing skills for other aspects of writing. Novelty/Originality of this study: This strategy has never been used by English teachers in South Aceh and it can contribute to the teachers to use this strategy in teaching writing, especially for senior high school students. In conclusion, the use of Reflective Journal improved students’ writing skill, especially in writing recount text of senior high schools first-grade students in South Aceh.

Effect of Metacognitive Reading Strategies on Critical Thinking: A Mixed Methods Research

This study aims at determining whether there were differences in the critical thinking skills of 6th-grade students with whom different metacognitive reading strategies were implemented in Turkish language courses. The Mixed research methodology was adopted that consists of quantitative and qualitative methods. Critical thinking applications in the control group of the study took place according to the Turkish language curriculum, whereas the applications in the experimental group were conducted through SQ4R (survey, question, read, recite, record, and review) and Interactive Read Aloud (IRA) strategies. In the quantitative part of the study, 95 students from 3 different classes attended the practice for 8 weeks, while in the qualitative part semi-structured interviews were held with 32 students in the experimental group. Quantitative data was analyzed on SPSS 22 software package, and MAXQDA 12 software program was employed for the analysis of qualitative data. It was concluded, upon a comparison of post-test scores of students who were taught the SQR4 strategy and the IRA strategy with the scores of those in the control group, that there was a significant difference in favor of the students who applied the IRA strategy in which the teacher acts as a model. No significant difference was observed between the teacher-guided experimental group applying the SQ4R strategy and the control group. Both quantitative and qualitative findings support this conclusion. All students from the IRA experimental group who participated in interviews stated that the strategy applied improved their critical thinking skills in different aspects, whereas most of the students in the SQ4R group stated that the strategy applied did not contribute to their skills.

DO WE NEED ETHICS? – II MBBS STUDENTS PERCEPTIONS IN LEARNING MEDICAL ETHICS.

Back ground: An Indian Medical Graduate is expected to have knowledge &amp; acquire competencies during his formal medical course, but an understanding of professional values and ethical conduct is essential for fostering the development of a good doctor.The two major aspects of teaching medical ethics include explicit teaching of cognitive base and stage appropriate opportunities for experiential learning and reflection throughout the curriculum.&#x0D; Material and Methods: It is a classroom based intervention study involving 150 second MBBS students. Self administered, semi-structured questionnaire was devised for this study. The questionnaire consisted of two parts- students perception towards learning medical ethics and their perception on statements of ethical issues which was graded on a 5 point Likert scale. An interactive lecture was done followed by which students were divided into 6 groups and case based discussions were done. Finally reflective narration was done.Statistical analysis was done by EPI Info Software. Results were expressed in mean, standard deviation and paired ‘t’ test was done.&#x0D; Results: The mean pre-test &amp; post-test score of the students towards learning medical ethics in current curriculum were 2.86 and 3.98 respectively. The mean pre-test and post-test score of students regarding statements on ethical issues were 2.82 &amp; 3.92 respectively.&#x0D; Conclusion: Medical ethics is one of the neglected topics in healthcare. To strengthen ethical reasoning and judgment in decision making, we need to expose students to various ethical scenarios based on which debates, seminars, interactive workshops can be conducted utilizing the work experience of multidisciplinary medical expertise.&#x0D; Keywords: Medical ethics, Medical practice, Students

INTERDISCIPLINARY CONTEXTUALIZATION (ICon) LESSONS IN TEACHING SENIOR HIGH SCHOOL MATHEMATICS

The study aimed to investigate the effects of Interdisciplinary Contextualization (ICon) lessons in teaching functions and their graphs. The study utilized mixed methods design to describe the features of interdisciplinary contextualization approach and to identify its effect to students’ academic performance. The lessons were implemented to thirty-eight Grade 11 public school students in Albay, Philippines. The features identified are thematic, use of local context, problem-based learning, inquiry-based learning and collaborative learning. The features identified came from the teachers interviewed who uses the approach and the researcher’s pertinent document analyses. The problems in the lessons used these features in synthesizing concepts that served as an axis of connection among disciplines. The results obtained from pretest and posttest scores of students revealed that there was a significant difference in favor of the implementation. Consequently, interdisciplinary contextualized lessons helped students to be real-life problem solvers, developed cultural awareness by citing relevant in-context problems and helped connect previously learned concepts from other disciplines. Educators must be aware that Mathematics is part of the students’ personal life, community and cultural heritage. Thus, interdisciplinary contextualization approach relate the teaching and learning process within specific communities and culture for meaningful learning experiences of the students. This approach that uses integrated lessons in Mathematics make the teaching and learning more accessible, relevant, and meaningful to every students that would further develop 21st century skills.

Universal Design for Learning Chemistry Instruction for Students With and Without Learning Disabilities

Students with and without learning disabilities in high school chemistry classes, either co-taught or self-contained, received instruction on calculating molar conversions using universal design for learning (UDL) or business-as-usual techniques. For Study 1, posttest scores of students with and without learning disabilities (LD) in co-taught classes who received the UDL treatment are compared with peers’ scores in the comparison group. For Study 2, posttest scores from students with LD who received UDL treatment in a self-contained special education class are reported. Students in the UDL treatment scored significantly higher on posttests than comparison group peers in Study 1. Mean scores for students with LD in Study 2 were similar to UDL students in Study 1. Social validity feedback on the UDL instruction was positive. Implications for UDL chemistry instruction and future research are described.

Meningkatkan Hasil Belajar Keperawatan Dasar Melalui Metode Pembelajaran Problem Base Learning (PBL) Mahasiswa Tingkat I Akper Bhakti Husada Cikarang Tahun 2018/2019

Background: Learning outcomes for basic nursing courses for two years at Akper Bhakti HusadaCikarang still do not meet the minimum graduation limit for TA. 2016/2017 as many as 13% of thetotal 59 students and for TA. 2017/2018 as many as 23% of 70 students, while the minimum targetfor graduation is 80%. So we need an effective learning method that can improve student learningoutcomes in basic nursing courses. Problem Based Learning (PBL) we can say as a learning modelthat prepares students to think critically and analytically, and seeks and uses appropriate learningresources to deal with an existing problem. The tutorial (tutoring) is academic assistance or tutoringby tutor to students (tutee) to help smooth the independent learning process of individual students orgroups related to teaching materialMethod: This research is a classroom action research in the form of a descriptive level for first-levelstudents for basic nursing courses.Results: The average value of the process scores for students scenario 1, 2 and 3 have exceeded thevalue of the graduation limit or expected value. Pre-test scores for each scenario have not reachedthe expected value, still below 68. The average post-test scores of students have been more than theexpected value.Conclusion: Tutorial methods can improve their ability to create alternatives and solve problems. Itis recommended that the tutorial method can be applied to other subjects besides basic nursing. Theselection of respondents / students studied must be chosen that has a level of intelligence or abilitythat is not much different.

Enhancing concept mastery of students through STEM-project in scientific inquiry learning

This study aims to examine the effect of STEM project in scientific inquiry learning towards enhancing concept mastery of students. The research method used was a quasi-experiment with the one group pretest-posttest design. Quantitative data was obtained through instrument of concept mastery test using a two-tier multiple choice instrument and then analyzed using dependent t-test. Based on the result of dependent t-test was found that there was significance difference between the pretest and posttest scores of students with sig = 0.000 (p<0.05). The enhancing between pretest and posttest score was obtained from N-gain analysis, the value of gain index is 0.64 showed that the enhancing of students’ concept mastery is in medium category. Based on the results obtained from this study, it showed that STEM project in scientific inquiry learning had positive impact on concept mastery of students, therefore it can be used as an alternative learning model in science learning that integrates technology.

The Effect of Algorithm Education on Students’ Computer Programming Self-Efficacy Perceptions and Computational Thinking Skills

In this study, the effect of algorithm education on teacher candidates’ computational thinking skills and computer programming self-efficacy perceptions were examined. In the study, one group pretest posttest experimental design was employed. The participants consisted of 24 (14 males and 10 females) teacher candidates, majoring in Computer Education and Instructional Technology (CEIT). In order to determine the teacher candidates’ computer programming self-efficacy perceptions, the Computer Programming Self-Efficacy Scale was used, whereas Computational Thinking Skills Scale was used to determine their computational thinking skills. The Wilcoxon Signed-Rank Test was used to analyze the differences between pretest and posttest scores of students' computer programming self-efficacy perceptions and computational thinking skills. Throughout the practices, 10 different algorithmic problems were presented to the students each week, and they were asked to solve these problems using flow chart. For 13 weeks, 130 different algorithmic problems were solved. Algorithm education positively and significantly increased students' simple programming tasks, complex programming tasks and programming self-efficacy perceptions. On the other hand, algorithm education had a positive and significant effect only on students’ algorithmic thinking sub-dimension but did not have any effect on other sub-dimensions and computational thinking skills in general.

PENERAPAN ALAT PERAGA PIPA LOGIKA PADA MATERI LOGIKA MATEMATIKA DI KELAS X

The aims of this study to determine student learning outcomes in mathematical logic material after the application of logic pipe props. This research was conducted in class X.3 of SMA Muhammadiyah Pagaralam. The research method used was the experimental method with the category of one group pretest posttest design. Data collection techniques used in this study was documentation, observation, interviews, and tests. From the results of the study it can be seen that student learning outcomes in mathematical logic material using logical pipe props can be said good. This can be seen during the learning process through observation and the Student Worksheet that is done by students. In these learning activities, students in the group are active in completing the Student Worksheet and students look skilled in using the logic pipe props, so students can find out for themselves the concepts of conjunction, disjunction, implications and implications. In addition, student learning outcomes that can be seen from the post test results are classified as having a high average where the average post test score of students is 83.00. From the average score obtained by students and the activeness of students in the learning process, it can be concluded that the logical pipe props are well used in learning mathematical logic material.