Learning Project Research Articles

Strategies to promote self-regulated learning for online diverse students

The rapid growth of digital technologies has expanded opportunities for faculty to assist students with diverse self-regulatory abilities in online higher education. Yet, limited research explores effective strategies for supporting racially diverse students’ self-regulated learning (SRL) in online learning. Further, new research has called for educators to utilize adaptive technologies that provide effective prompts, feedback, and action recommendations to promote the dynamic process of SRL. Thus, this research qualitatively explored the strategies employed by faculty and the role of digital technologies perceived by faculty in providing adaptive support for the SRL of racially diverse students. Data from semi-structured interviews with twenty-eight faculty from a public university were analyzed through thematic analysis. Results provided two groups of themes. First, the strategies included (a) project-based activities, (b) collaborative learning projects, and (c) student-led facilitation. Second, the role of digital technologies involved (d) diversifying interaction channels and (e) monitoring progress and adjusting strategies. These results contribute to new knowledge regarding strategies to promote self-regulated learning of racially diverse students in higher education.

Inquiry-Guided Experiential Learning in FASB Codification Research: An Investment Portfolio Simulation Project

We designed and implemented an inquiry-guided experiential learning project in which students researched and interpreted accounting standards from FASB Accounting Standards Codification to support their applications and assessment of the accounting treatment in a hands-on quasi-real-world simulation for investment activities. Specifically, in the project’s first phase, students explored, researched, identified, and interpreted the related accounting standards from the Codification for a fictional client’s investment activities. Students then ran an investment portfolio simulation in the second phase, in which they (1) created organic investment activities, (2) made authentic applications of accounting standards, (3) analyzed and evaluated the impact on self-prepared financial reports, and (4) modified subsequent investment decisions. Most students were well motivated to explore and self-study the accounting concepts and procedures. They considered the project relevant, interesting, and effective. Their performance in project knowledge tests improved student learning along factual, conceptual, procedural, and metacognition knowledge dimensions. They were willing to put time and effort into the project and would recommend it for future use.

Integrating soil geochemistry and machine learning for enhanced mineral exploration at the dayu gold deposit, south China block

Combining traditional geochemical methods with advanced analytical techniques is a hallmark of contemporary exploration efforts. This study explores the intricate geological dynamics of the Dayu gold deposit, located in the Dayao Uplift of the South China Block. Using a multidisciplinary approach that includes soil geochemistry, conventional geochemical methods and advanced computational techniques such as machine learning and Discriminant Projection Analysis (DPA), we aim to uncover the deposit formation information. Our results reveal a complex pattern of element anomalies, which serve as a geochemical fingerprint of the Au mineralization processes that shaped the deposit over geological time. Principal Component Analysis (PCA) and cluster analysis on soil samples highlight significant correlation among Au and its pathfinder elements. By leveraging the predictive capabilities of machine learning algorithms, particularly Convolutional Neural Networks (CNN), we improve exploration strategies, enhance the precision of target delineation and guide sampling efforts. DPA further identifies distinct discriminant functions, aiding in group differentiation and providing insights into prospective mineralization zones. This study exemplifies the integration of traditional and innovative methodologies, offering a pathway to a deeper understanding of mineralization processes and improving the effectiveness of exploration in complex geological terrains. The findings advance our knowledge of the Dayu gold deposit and demonstrate the potential of these integrated approaches in similar geological settings.

Pengaruh Strategi Pembelajaran PBK (Proyek Belajar Karakter) Terhadap Keterampilan Menulis Teks Drama Siswa Kelas XI SMK Swasta Prama Artha Bandar Huluan

This research aims to, (1) To analyze students’ skills in writing drama texts using the Character Learning Project strategy for class XI students at Prama Artha Bandar Huluan Private Vocational School. (2) To analyze students’ skills in writing drama texts without using the Character Learning Project strategy for class XI students at Prama Artha Bandar Huluan Private Vocational School. (3) To analyze the influence of the Character Learning Project strategy on the drama text writing skills of Prama Artha Bandar Huluan Private Vocational School class students. The population in this study were class , and writing linguistic rules for drama texts. The method used in this research is a two group posttest design. Data analysis techniques use analysis prerequisite tests, normality tests, and hypothesis tests. The research results in the control class obtained an average of 71.58 and were included in the sufficient category. Meanwhile, the research results used the Character Learning Project strategy 82.19 and were included in the very good category. Through hypothesis testing, namely 2.02 7.57, it can be concluded that there is a significant influence from the use of the Character Learning Project strategy on the Drama Text Writing Skills of Class XI Students of Prama Artha Bandar Huluan Private Vocational School.

Enterprise architecture-based metamodel for machine learning projects and its management

In this study, we consider projects for developing service systems using machine learning (ML) techniques. These projects involve collaboration between various stakeholders. Several types of models representing system architectures are introduced so that stakeholders can develop a common understanding of these projects. In addition, metamodels are constructed by combining ML service systems models to provide project practitioners with a holistic view of the projects. In certain cases, these metamodels need to be extended to incorporate other business models for the business–IT alignment used in enterprises. For such situations, an enterprise architecture-based metamodel and method for managing the metamodel are proposed in this study, which provide a holistic view of business–IT alignment for ML projects. We confirm the effectiveness of the proposed metamodel and management method through real examples.

Establishing an indoor agriculture system at a rural Montana PreK‐12 school creates hands‐on experiences for college seniors studying horticulture

AbstractIn 2022, seniors studying horticulture at Montana State University (MSU; Bozeman, MT) had the opportunity to participate in a unique community‐based learning project in collaboration with the newly built PreK‐12 public school in the rural town of Winifred, MT, to establish the greenhouse infrastructure to be used in curriculum at the school. The new greenhouse facility presented an opportunity for Winifred students to not only gain experience growing vegetables, but also to provide a source of fresh vegetables for school lunches and for community members. This course presented two unique opportunities for the MSU horticulture students: (1) to experience problem‐solving horticultural challenges through designing and troubleshooting the setup of the cropping systems for the greenhouse and (2) to participate in a course with a real‐world impact on improving food security in rural areas of Montana. Over the course of the semester, the MSU students successfully established the infrastructure for the Winifred School greenhouse, which has continued to be integrated into the curriculum as well as providing fresh produce for students and community members. By the end of the course, MSU students demonstrated program learning outcomes including demonstrating the content knowledge and skills necessary to function successfully in a horticultural career and being able to identify and analyze plant growth problems and develop solutions or strategies to solve those problems.

SpanSeq: similarity-based sequence data splitting method for improved development and assessment of deep learning projects.

The use of deep learning models in computational biology has increased massively in recent years, and it is expected to continue with the current advances in the fields such as Natural Language Processing. These models, although able to draw complex relations between input and target, are also inclined to learn noisy deviations from the pool of data used during their development. In order to assess their performance on unseen data (their capacity to generalize), it is common to split the available data randomly into development (train/validation) and test sets. This procedure, although standard, has been shown to produce dubious assessments of generalization due to the existing similarity between samples in the databases used. In this work, we present SpanSeq, a database partition method for machine learning that can scale to most biological sequences (genes, proteins and genomes) in order to avoid data leakage between sets. We also explore the effect of not restraining similarity between sets by reproducing the development of two state-of-the-art models on bioinformatics, not only confirming the consequences of randomly splitting databases on the model assessment, but expanding those repercussions to the model development. SpanSeq is available at https://github.com/genomicepidemiology/SpanSeq.

Implementation of economic and didactic opportunities of the educational university-based technology park in the training of engineers for the food industry

Introduction. With the advent of a new component in the system of continuous education – the children’s and youth leisure technology park (technopark) at engineering universities – the task arose to identify its niche in this system, to determine educational and mentoring opportunities. Research purposes are to determine the economic and didactic capabilities of university educational technology parks and to describe the principles of advanced education. Materials and methods. The research material was the activities of the technology park in the field of training personnel for the food industry. Systemic, personal, activity-based and axiological methodological approaches were used. Project-oriented learning and the research-based teaching method, collaboration technology, methods of collective and creative project activity, STEM education technologies, and collaborative learning were applied. Results. Leisure education in the technology park for schoolchildren with engineering inclinations is aimed at the students’ individual development in a creative team, project activities under the guidance of a mentor, demonstration of their scientific and technical achievements at international competitions, active search for their creative “I” and choice of direction for further professional development within the walls a specific university and an already chosen specialty. The technology park is also considered from the perspective of economic pedagogy. The “product” that the technology park offers is the skills of creative work, the ability to combine knowledge obtained from various fields of technical and technological sciences to generate new knowledge and create unique industries, i.e. as an intellectual “good” in the format of skills for its use and skills for ethical assessment of the results of future achievements (axiological aspect of training and education). STEM education technologies are optimally combined with the use of remote access laboratory installations for research, which makes it possible to conduct physical and chemical experiments in real time in real installations, remotely controlling the operation of the installation. This makes it possible to form a clear idea of natural phenomena and their role in technological processes. Conclusion. The creation of university-based technology parks is promising for the actively developing technology industry, it provides the opportunity to form a talented personnel reserve and develop environmental thinking.

Evaluation of Problem-Based Learning Experiences Addressing Health Promotion in the Fourth Grade of Primary School.

The global issues of overweight and sedentary lifestyles require comprehensive responses from health systems. Despite this, health education remains fragmented and sporadic. This study aims to target primary school children to instil healthy habits using active learning strategies, with a specific focus on promoting a healthy diet and physical activity. This study employed problem-based learning (PBL) projects with fourth-grade primary students to encourage the acquisition of healthy habits. Conducted over four consecutive years at a two-line school, the study utilised an opportunity sample, evaluating intervention and control groups by comparing their corresponding scores. The control groups consisted of 54 students, while the intervention group included 159 students. Data collection involved pre-test and post-test questionnaires to measure outcomes. Differential evaluation scores revealed significantly higher results in the intervention groups compared to the control groups, with an average score increase of 3.62 points in control groups and 6.94 points in intervention groups, particularly in attitudinal competencies. The strategies employed facilitated the development of crucial skills such as information search, synthesis, representation, analysis, decision making, teamwork, and intrapersonal awareness. Additionally, they significantly broadened the knowledge acquired regarding healthy habits. The problem-based learning approach proved effective in helping children understand the importance of making healthy choices and encouraged the integration of such habits into their daily lives. These findings suggest that active learning strategies can significantly enhance health education and promote long-term healthy behaviours among primary school children.

Analysis of the Role of Teachers in Increasing Citizenship Awareness Through Civics Learning in Elementary Schools

This study investigates the role of teachers in increasing students' civic awareness through Pancasila and Citizenship education (PPKn) provided in elementary schools. The research was carried out at SDN 060939, Jl. Turi Timbang Deli Medan Amplas District, Medan, The main aim of this research is to identify the approaches and approaches used by teachers in teaching citizenship concepts. In addition, this research will also investigate how this impacts students' understanding and perceptions of civic values. Qualitative case studies were conducted through classroom observations, in-depth interviews with teachers and students, and analysis of curriculum documents. The research results show that teachers, through interactive learning, group discussions, and community-based projects, play an important role in increasing students' civic awareness. Apart from that, parental involvement and support from the school environment also contribute greatly to the quality of PPKn learning. This research emphasizes how important it is for teachers to receive ongoing training to improve their pedagogical skills.Besides that, limited time, availability of resources, and variations in student understanding are problems for teachers when teaching Civics. According to this research, schools and governments must provide better support to teachers through training, comprehensive open materials, and good learning environments. Thus, Civics learning is expected to increase students' civic awareness.

The Impact of Mentoring Youth Placed At-Risk on the Socialization of Preservice Physical Educators

Purpose: Grounded in occupational socialization theory, the purpose of this study was to investigate the influence of mentoring underserved youth on the socialization of preservice teachers within a community-engaged after-school program. Methods: Data consisted of semistructured interviews, critical incident accounts, and field notes. All interviews were audio-recorded and transcribed. Data were analyzed inductively using elements of grounded theory and constant comparison. Findings: Four themes were developed. First, each participant entered teacher training to provide positive experiences for students. Second, the practical experience supported preservice teachers in feeling more comfortable in their roles as educators. Third, preservice teachers developed personal relationships with the students in the after-school program. Fourth, preservice teachers internalized the obligation to model healthy social–emotional behaviors. Conclusions: Findings indicate the benefits of mentoring in a community-engaged learning project. Interacting with a diverse population of students can positively impact teacher socialization and feelings toward students and teaching.

Development of STEM-PjBL Learning Media to Improve Students' Critical Thinking Skills for Counting Whole Number and Fraction

This study aims to describe the process and results of the development of PjBL-based learning media integrated with STEM to improve students' critical thinking skills on the material of counting operations of whole numbers and fractions. This research is a development research with Plomp development model to develop learning tools in the form of Teaching Modules and Project Worksheets on arithmetic operations of whole numbers and fractions with STEM integrated project learning design. The instruments of this research are project worksheets, teaching modules, student response sheets, and pre-test and post-test sheets. Data collection techniques used questionnaires (validation sheets and student responses) and tests. Data analysis was conducted by testing the validity, practicality, and effectiveness of learning devices. The results showed that the learning devices obtained validity criteria of 87.9% for the Project Worksheet while 84.375% for the validity of the Teaching Module and each was classified as very valid. For the effectiveness criteria, the N-gain was 0.7512 in the limited trial and 0.7091 in the class trial and each obtained high effectiveness criteria. The learning tools obtained practical criteria for implementation with an average student response of 79.3% and 80.45% for project learning design. Thus, the learning tools are declared valid, effective, and practical to use.

COMPARISON OF NATIONAL CURRICULUM 2006 AND SINGLE NATIONAL CURRICULUM

This study aimed to compare and find the differences between National Curriculum (NC) 2006 and the Single Nation Curriculum (SNC) 2020 of English textbook of grade 5 by using Nichols curriculum model. The main objective was to find out drawbacks in the previous document and highlighted new dimensions and perspectives added to SNC. This was a qualitative research. Interpretive paradigm was used, in which phenomenological method was adopted and content analysis was done to compare the both curricula of English. For this purpose, a rubric was developed to analyze the key differences between NC 2006 and SNC 2020 which had five components; in terms of content, student learning outcomes, suggested activities, assessments, and projects. This study highlighted the importance of curriculum revision efforts and their successful implementation in achieving national and societal goals. The results showed that the curriculum had undergone significant changes and updated with a focus on improving the teaching and learning process, developing language skills, and incorporating advanced technological methods. Additionally, assessment and evaluation tools and methods had been added, and teacher training had been given more attention and elaboration in the SNC compared to the 2006 curriculum.

UTILIZING DEEP LEARNING MODELS IN KABIRDHAM, CHHATTISGARH, TO FORECAST AND MODEL RAINFALL

Deep learning has emerged as a key area for modeling and forecasting complex time series data. The future performance of Kabirdham rainfall data was investigated in this machine learning project. To construct and validate the model, the dataset is divided into 35% test sets and 65% training sets. We utilized the Root Mean Square Error (RMSE) measure to compare these deep learning models. In this data set, the Modified BPN ANN model performs better than the BILSTM and GRU models. The predictions of these three models are comparable. The development of a comprehensive Kabirdham weather forecast book might benefit from this knowledge. Scholars and policymakers would both benefit from this information. Beyond statistical methods, we think this study can be utilized to apply machine learning to complicated time series data.

The Improvement of Students' Creative and Collaborative Thinking Skills by Applying STEAM-Integrated Project-Based Learning

This research introduced a new method by integrating STEAM-based project learning to effectively enhance students' creative and collaborative thinking skills, which has not been widely explored in the educational context. The subjects were 14 students consisting of 8 male students and 6 female fifth grade students who were selected using purposive sampling techniques. The type of research used Classroom Action Research. Data collection was carried out by interviews, observations and tests. The data analysis techniques used qualitative and quantitative. The study results showed that The average creative thinking skill of students was increase; the average collaborative thinking skill of students was increase; and learning outcomes also increased. The the result showed that STEAM integrated project-based learning can improve creative and collaborative thinking skills as well as students' social science learning outcomes. The research also contributed by showing that the implementation of STEAM-integrated project-based learning effectively enhances students' creative and collaborative thinking skills, providing a robust framework for educators to foster innovation, teamwork, and problem-solving abilities in the classroom, ultimately preparing students for complex real-world challenges.

ANALISIS PENERAPAN PROJEK PENGUATAN PROFIL PELAJAR PANCASILA DALAM PEMBIASAAN KARAKTER DI SD MUHAMMADIYAH INOVATIF MERTOYUDAN

The aim of this research is to analyze the implementation of the project to strengthen the profile of Pancasila students in character training.The research method used is descriptive qualitative. The research was carried out from March to June 2023. The data collection techniques used were interviews and documentation. The informants in the research were the principal and class I and IV teachers at Mertoyudan Innovative Elementary School. Data sources were obtained from informant information and documentation data. The informant selection technique uses purposive sampling. The data validity technique uses triangulation of source data and data. Data analysis uses a qualitative data analysis model.The results of the research state that there are 5 steps in planning the Pancasila student profile project, namely: forming a project facilitator team for strengthening the Pancasila student profile, identifying the level of readiness of the educational unit, designing dimensions, themes and time allocation for the project strengthening the Pancasila student profile, Developing project modules, designing a strategy for reporting project results. The implementation of the learning project to strengthen the profile of Pancasila students is in order to shape children's personalities in accordance with the profile of Pancasila students. In the learning implementation stage, the project for strengthening the profile of Pancasila students is not much different from intracurricular learning activities, however, the learning project for strengthening the profile of Pancasila students is packaged more lightly and fun. Some of the activities carried out are preparing learning resources or tools and materials, dividing groups, introduction stage, action stage and reflection or sharing stage. P5 activities carried out include; Make a VASE from paper mache, make a doormat, make a pencil case from used materials.

Teaching Science through Projects Based Learning

Currently, active teaching methods are a popular trend in education to help students develop their abilities and qualities. Project-based teaching has many advantages which are suitable for the characteristics of students in Vietnam. The article focuses on analyzing the characteristics and importance of project based teaching for primary school students, and proposes the process of teaching Science in elementary school through learning projects.

Model Program Pembelajaran Bahasa Arab Non-Formal

This article discusses the concept of Arabic language learning models applied to non-formal education, the method used to obtain data in this article is a literature review, the results of this article are useful as a reference for effective and efficient Arabic language learning for both formal and non-formal education. formal, this article also describes the appropriate approach to be taken in learning Arabic in the current era, this article also describes the steps that must be taken by teachers, educators, instructors and others, as a reference in adopting methods and techniques to achieve the goals desired Arabic language learning. It is hoped that the problems in learning Arabic both from a linguistic and non-linguistic perspective can be explained by carrying out further experiments and research. The author hopes that researchers, teachers and experts in Arabic language education will be able to continue researching, applying concepts to learning, as well as funding and budgeting. Arabic language learning project for this conceptualized model.

Addressing Challenges in Enhancing Team Collaboration and Evaluating Interdisciplinary Projects

The aim of this paper is to clarify the extent to which collaborative project work needs to be promoted to develop key competences, notably autonomous learning, and effective collaboration, essential in the context of our rapidly evolving world. The impact of different assessment methods on the final outcomes of Project Based Learning (PBL) is examined in its interdisciplinary perspective. The samples encompassed 180 American College of Sofia (ACS) students divided into two cohorts: a control group of 60 and an experimental one of 120. Of particular interest is to examine whether the use of alternative assessment techniques is applicable to an interdisciplinary project and how effective they are in incentivizing teamwork. Recommendations aimed at reducing instances of social loafing and increasing student activity in collaborative project work are also discussed. The assessment tools used to measure the course objectives comprise purpose-designed checklists tailored to the specifics course needs. The research methodology is based on extensive observations of project-related activities, including periodic evaluations, questionnaires on the achievement of intermediate objectives, peer evaluations and teachers’ feedback, culminating in a final project report. In addition, a comparative analysis of the students’ academic performance is made, focusing only on the area of mathematics in the context of a multidisciplinary project. This comparative analysis is intended to provide an overall assessment of the efficacy of the alternative assessment techniques used and their suitability for PBL. Keywords: project-based learning, project-oriented learning, interdisciplinary project, teamwork, feedback, alternative assessment, rubric

On the border between play and art: A collaborative self-study of 76 playful didactic designs in higher education

Educators who work with playful approaches in teaching often use methods inspired by art-based learning. The aim of the study was, therefore, to investigate how pedagogics of art-based learning can contribute to the pedagogics of playful learning in a way that neither compromises essential values of art, nor the values of play. The study included two steps. First, we analyzed 70 didactic designs developed and tested in 2021 and 2022 in the in the Danish Playful Learning Project (PL). Second, we conducted a collaborative in-depth analysis of 6 additional playful learning designs, also developed and tested in the PL project. The study indicates that art-based skills are an important prerequisite in order to realize the potential of art-based learning as well as playful learning. However, a focus on art-based skills can lead to a more entrenched perspective that interferes with the focus on open-ended processes and experimentation that are found within playful learning.