Psychomotor Domains Research Articles

Implementation of the Use of Authentic Assessments for Biology Teachers in Public High Schools in Makassar City

Abstract. This study is a quantitative descriptive research that aims to examine the Biology teachers’ perception on authentic assessment in SMAN (public senior high schools), the implementation of authentic assessment in Biology learning, and the inhibiting factors of Biology teachers in implementing authentic assessment at SMAN in Makassar City. The research population were 23 SMAN in Makassar City. Of the 23 schools, only 16 schools had teachers willing to be respondents or the sample of the study with the total of 35 Biology teachers at SMAN in Makassar city. Data collection techniques employed observation, questionnaires, and interviews. The results of the study reveal that the Biology teachers’ perception on authentic assessment is categorized as Very Good, while the implementation of authentic assessment by Biology teachers at SMAN in Makassar City which includes the cognitive, affective, and psychomotor domains is categorized as Very Good as well, where the teachers assess the knowledge competency by giving written and oral assignments to students, in the affective domain the Biology teachers at SMAN in Makassar City assess each student during and after learning, and in the psychomotor domain the teachers conducts an assessment by giving project assignments, portfolios, and products to students both individually and in groups. The inhibiting factors encountered by Biology teachers in authentic assessment overall have similarities, namely limited time in assessing, lack of students’ motivation in learning, and lack of availability of facilities and infrastructure in Biology Laboratory.Keywords: Authentic Assessment, Perception, Assessment Implementation, Assessment Inhibiting Factors

Evaluation of changes in the cognitive, affective, and psychomotor domains of learning following an interprofessional intervention for malaria and its control among the Bedia tribe, a particularly vulnerable tribal group, in rural Eastern India.

The "Bedia" tribal people are found all over India; they are poor, illiterate, and confined culturally. In many parts of India, malaria, a disease caused by mosquitoes, is becoming more common. Raising awareness and educating people about it is the best method to stop disease and maintain good health. This study aimed to determine the perception, attitudes, and practices of a particularly vulnerable tribal group-the "Bedia"-in the rural region of eastern India. A questionnaire with 19 structured questions has been created. The Bedia participants received the questionnaire from us. They had already responded. The intervention took the form of several health education workshops that were created in response to the deficiencies identified in the pre-test assessment's replies. The identical questionnaire used for the pre-test evaluation was given to each participant for the post-test who attended the training sessions. The current study found that while the first cognitive domain question on malaria transmission was not statistically significant, changes in malaria breeding grounds, regions with higher mosquito numbers, and the source of information about malaria are. Their knowledge of the treatment for malaria and the agent used to treat it is statistically significant in the current study, but the fifth question on the most common symptom of malaria was not statistically significant. The answers to the questions about "What you will do if you see someone suffering from malaria," "How much time was spent in the malaria control program," "Malaria detection," and "Regular usage of bed-nets" in the affective and psychomotor domains all had statistical significance. Our research on interventions to raise awareness of malaria in this tribal region of northern West Bengal, eastern India, bordering Bangladesh, was published for the first time to our knowledge. In the majority of the items from the cognitive, psychomotor, and affective learning domains, we have seen significant changes.

EFFECTIVENESS OF THINK-PAIR-SHARE METHOD ON LEARNING OUTCOMES OF ISLAMIC RELIGIOUS EDUCATION

Learning effectiveness is a measure related to the success rate of a learning process. The author categorizes the criteria for the effectiveness of learning methods in this study referring to student learning outcomes. When conducting observations, researchers found that many students' learning outcomes were not complete or many of their scores were still below the KKM. Due to this fact, the researcher was encouraged to use one of the TPS (Think Pair Share) type cooperative learning models. The purpose of this study was to determine the effectiveness of the Think Pair Share method on student PAI learning outcomes in the cognitive, affective and psychomotor domains of students. writer approached this research with a qualitative approach from a case study. The design of this research is class action or often called Classroom Action Research (PTK). With the results of class action research for 2 cycles using the TPS method and 1 pre-cycle using the lecture method, student learning outcomes have improved. The conclusion that can be drawn from the results of class action research to determine the effectiveness of the Think Pair Share method on PAI learning outcomes in class VI SDN Kotabatu 04 is that learning using the TPS method is said to be effective when compared to the lecture method that PAI teachers usually use in every PAI lesson, the results are clearly indicated by the achievement of the target student learning outcomes of more than 75% with indicators of success in improving learning outcomes in the cognitive, psychomotor and affective domains of class action research results.

Beyond Smart Devices: Fostering Critical, Communication and Collaborative Thinking in IoT-Based Sensor and Actuator Competence Learning Outcomes

This research aims to explore the level of critical and collaborative thinking among university students in IoT-based sensor and actuator competence courses in Surabaya during 2022-2023. This study employs quantitative research methods and utilizes the structural equation modeling approach with partial least squares algorithm for analysis. This paper aims to explore the intricate connections between critical thinking, communication skills, collaboration skills, and learning outcomes in the context of sensor and actuator competence by examining the existing research and exploring practical implications. Respondents comprise of 360 electrical engineering students in Surabaya currently taking sensor and actuator competencies in the 2022/2023 school year. The findings had significant role of collaborative learning in enhancing the association between critical thinking and learning outcomes, particularly in the affective and psychomotor domains. Collaborative learning can be considered an effective strategy to reinforce the connection between critical thinking and academic achievement in these two domains. The implications of this study have the potential to guide educational institutions in designing and implementing effective strategies for fostering critical and collaborative thinking skills among students in IoT-related fields.

Development of Discovery Learning Based E-Modules on Animalia and Ecosystem Materials for Class X High School Students

The initial investigation in the research conducted was an interview with a Biology teacher and gave a questionnaire to 21 students of class X MIPA SMAN 12 Bungo to find out the needs of students in e-module teaching materials. The use of teaching materials used by students is still in the form of printed books, LKS, handouts, videos and image media that do not contain concepts about Biology material that is easily understood by students. Therefore, e-modules are needed that can help students in the learning process. It is known that students have difficulty understanding the concepts in Animalia and Ecosystem material, resulting in low learning outcomes. Therefore, e-modules are needed that can help students in the learning process. The purpose of this research is to produce e-modules based on discovery learning on Animalia and Ecosystem materials for class X SMA / MA students who are valid, practical and affective. This type of research is development research using the Plomp model. The Plomp model consists of three phases, namely the preliminary research phase, the design and prototyping phase and the assessment phase. The subjects in this study were students of class X SMAN 12 Bungo. The research data consisted of validation sheets, practicality assessment sheets by teachers and students, observation sheets and learning outcomes in the cognitive, affective and psychomotor domains, as well as multiple choice questions to assess the cognitive domain of students. The results showed that the discovery learning-based e-module with an average value of 93.13% with very valid criteria. The results of the practicality assessment by teachers with very practical criteria with an average value of 83.33% and the practicality assessment by students with very practical criteria with an average value of 87.72%. The effectiveness test found an influence on the learning outcomes of the cognitive, affective and psychomotor domains of students. So in this study it can be concluded that the discovery learning-based e-module on Animalia and Ecosystem material that has been developed is very valid, very practical and very effective which can be used in the learning process.

Pengaruh Model Project Based Learning Berbantuan Media Color Paper Terhadap Kemampuan Menulis Permulaan Siswa

Skills are the result of the learning process in the psychomotor domain, which is formed to resemble learning outcomes in the cognitive domain. Skill is the ability to do or do something well. The purpose of this opinion, ability is the skills and potential possessed by a person to master a skill he has from birth. This ability is something that will happen like the exercise that is used to do something. Beginning writing skills are needed to practice writing skills at the beginning of low grade children. With the aim to be trained in writing. Project Based Learning (PjBL) is a learning model that uses a project or activity as a medium. Students carry out exploration, assessment, interpretation, synthesis, and information to produce various forms of learning outcomes. The method of writing this scientific work is to use literate studies (library research). The results of this study are expected to provide an overview for developing further research regarding the project based learning model and integrated into other learning.

The Effectiveness of Discovery Blended Learning through The Ruangkelas Feature on The Ruangguru Application to Improve Student Learning Outcomes on Animal Tissues Material

This study use a discovery learning model combined with blended learning through the Ruangkelas feature on the Ruangguru application with question and answer methods, discussions, group work, and experiments. The purpose of this study was to analyze the effectiveness of discovery learning blended learning through the Ruangkelas feature on the Ruangguru application to improve student learning outcomes on animal tissue material. Research preparation was carried out at the Department of Biology FMIPA UNNES while the implementation of the research was carried out at SMA Negeri 1 Petarukan. The sample used in this study was 72 students of class XI MIPA, using probability sampling technique. This research is a quasi-experimental research using pre-experimental design type one group pretest-posttest design. Data collection used interviews, questionnaires, tests, observation, and documentation. The data analysis technique consists of data analysis (1) learning outcomes in the cognitive domain which are determined based on classical completeness and N-gain; (2) affective domain learning outcomes are determined based on attitude criteria; and (3) learning outcomes in the psychomotor domain are determined based on skills. Learning outcomes in the cognitive domain are determined based on tests (pretest and posttest), LDS, and LKS. Affective domain learning outcomes are determined based on self-assessment and peer assessment, while psychomotor learning outcomes are determined based on performance. The results of this study are (1) student learning outcomes in the cognitive domain of class XI MIPA show classical completeness of 83.33% and an N-Gain value of 0.5 in the moderate category; (2) student learning outcomes in the affective domain show 54.17% in very good attitude criteria and 45.83% good attitude criteria; (3) student learning outcomes in the psychomotor domain show 55.56% in very good attitude criteria and 44.44% good attitude criteria. From the results of this study, it is concluded that discovery blended learning through the Ruangkelas feature is effective in improving student learning outcomes.

Mapping nutrition within medical curricula in Australia and New Zealand: a cross-sectional content analysis

ObjectiveTo systematically map nutrition content in medical curricula across all 23 medical schools in Australia and New Zealand accredited by the Australian Medical Council (AMC).MethodsA cross-sectional content analysis was conducted....

Implementation of Structured Dyadic Methods to Improve Learning Results in Web and Mobile Device Programming Class XI Students in Software Engineering Expertise Program

This research is a Classroom Action Research (CAR) to 36 students of class XI RPL SMK Negeri 4 Bandung. This study aims to improve learning outcomes in the subjects of Web Programming and Mobile Devices for class XI RPL students of SMK Negeri 4 Bandung for the 2020/2021 academic year through the application of the Structured Dyadic Method. The data collection technique is done by using learning result test, observation and documentation. The data analysis technique used is descriptive quantitative data analysis with a percentage in the form of calculating the learning outcomes test and the observation results. The results of this classroom action research are 1) cognitive learning outcomes increase, in cycle I the average cognitive score of students is 51.25 or 22 students have reached KKM. In the second cycle the average cognitive score of students increased to 83.75 or 36 students had reached the KKM. 2) The learning outcomes of students' affective domains increased, in the first cycle as many as 22 students had reached the very good or good category and increased to 33 students in the second cycle. 3) The students' psychomotor learning outcomes increased, in the first cycle as many as 28 students had reached the very good or good category and increased in the second cycle to 33 students. Therefore, it can be concluded that the application of the Structured Dyadic Method learning method can improve learning outcomes in the cognitive, affective and psychomotor domains of class XI RPL SMK Negeri 4 Bandung Academic Year 2020/2021.

Case report of rare tissue injury and left arm dislocation after incorrect blood pressure measurement during clinical practice

In midwifery education based on theoretical and practical foundations, students encounter midwifery profession education which based on for the first time in the Basic Clinical Skills in Midwifery Course. The aim of the Basic Clinical Skills in Midwifery Course is to help students understand the basic philosophy of midwifery and the role of the midwife in the health system, and to provide the student with knowledge, skills and attitudes about the basic concepts, principles and methods in midwifery care. In the Basic Clinical Skills in Midwifery Course, students are offered learning methods that will enable them to develop behaviors in the cognitive, affective and psychomotor domains. In this context, the course is carried out in skill development laboratories and clinical environments, after the lecturer in the classroom explains the basic concepts, the health system and midwifery, the protection and development of health, the fulfillment of physiological care needs, and the demonstration of the skills related to the psychomotor domain. Clinical practices are an indispensable element of midwifery education. The Midwifery Basic Clinical Skills Course has a very important place in clinical skills training, as students experience the hospital environment for the first time in their education life and experience midwifery practices for the first time on real patients. The aim here is to discuss a case that can be experienced after the correct application of vital sign measurement techniques and erroneous measurement.

Development of Character Education Evaluation Model (In Schools and Islamic Boarding Schools)

The research objective focuses on developing an evaluation model for character education in schools, madrasas and Islamic boarding schools with proper character education evaluation, so that these character values are actually internalized in the souls of students, displayed in good behavior, and finally emerge as a habit. cultured. This research uses a qualitative approach with content analysis techniques. Content Analysis Studies defines this method as a detailed and systematic examination of the content of a given set of materials for the purpose of identifying patterns, themes or biases. Research shows that the results of character education are more emphasized in the affective and psychomotor domains than the cognitive domains. Evaluation techniques that can be used include 1) Actualization of Character Education Values through Evaluation 2) Authentic Assessment as the Main Means of Implementing Character Education in Schools 3) Research Rubric 4) Evaluation of the Implementation of the Character Education Program by TIM. Evaluation of the results of character education is not only carried out by the teacher, but by a team consisting of teachers, principals, other school staff (administrative staff, laboratory assistants, technicians), school committees, parents, the general public, and also the students themselves to assess changes in attitude. to himself or his group.

간호대학생 대상 시뮬레이션 실습교육의 효과에 대한 체계적 문헌고찰 및 메타분석

The purpose of this study is to systematically analyze the effect of simulation practice education by dividing it into HFS(high-fidelity simulator) use and SP(standardized patient) use. A total of 20 studies were selected from domestic and foreign studies published from January 2000 to January 2023 and analyzed using the RevMan 5.4 program and the R program. The effect size was analyzed by dividing the effect of simulation practice into cognitive, affective, and psychomotor domains. In the case of using a HFS, it was effective in the cognitive and affective domains. The effect size showed a statistically significant in nursing knowledge and critical thinking in the cognitive domain, and self-efficacy, clinical performance ability, practice satisfaction, confidence in the affective domain. But there was no effect in the psychomotor domain. SP utilization practice had a statistically significant effect in cognitive areas and knowledge. As a result of meta-ANOVA with grade, intervention duration, and subject as control variables in the domains, statistical heterogeneity was found in the grade and subject in the cognitive domain when the HFS was used. Based on these results, I suggest that HFS and SP be appropriately selected and utilized in future simulation practice education design.

A portrait of affective assessment implementation in junior high schools: Assessing its ideality

Ideal assessment in teaching and learning should involve the cognitive, affective, and psychomotor domains following the Merdeka Belajar curriculum, which emphasizes Pancasila values. However, whether teachers can develop affective domain assessments optimally is still questionable. A literature study has been conducted by researchers and found that in Indonesia, teachers tend to develop cognitive domain assessments more than affective and psychomotor domain assessments. Therefore, this research uses a phenomenological approach to investigate the implementation of affective domain assessment conducted by school teachers. The participants of this study consisted of 18 middle school teachers in Indonesia. Data were collected through open-ended questionnaires, interviews, and focus group discussions (FGDs). Data analysis was conducted using the model by Miles, Huberman, and Saldana, which consists of three stages: 1) data reduction, 2) data display, and 3) conclusion drawing. The study found that teachers understand affective assessment well and emphasize the importance of instilling affective values in education to reduce moral problems. They also emphasize the need for changing teaching strategies and providing relevant materials to help students understand their lessons. However, the planning for affective assessment is time-consuming and the implementation in middle schools is not ideal. Subject teachers often handle this assessment, which should be the responsibility of all teachers, rather than just Religion, Guidance and Counseling, and Civic Education.

시뮬레이션을 활용한 아동간호 실습교육 연구에 대한 통합적 문헌고찰

Due to difficulties arising from patient infections, a decline in the number of births, and other factors, clinical education in pediatric nursing has become challenging. Consequently, the demand for simulation-based practical training has been increasing. This study aims to analyze an integrative review of simulation-based pediatric nursing practicum, based on Jeffries’ simulation learning model, and provide foundational data for the development of standardized simulation-based pediatric nursing practice program. Five domestic database serched using the keywords ‘simulation’ and ‘nuring’ to retrieve relevant literature. Out of 744 aricles 14articles that met the driteria of this study were analyzed using descriptive statistics. In the research findings, 78.6% utilized high-fidelity simulators for education, with 45.5% of these incorporating standardized patients. Only 14.3% of the studies reported that instructors had completed simulation education training. Operating and debriefing times varied widely, ranging from 10 to 90 minutes. The most frequently measured learning outcome was 'nursing performance ability,' with 92.9% of the studies assessing the cognitive domain, and 42.9% evaluating all cognitive, affective, and psychomotor domains. The results of the study suggest that in the future, numerous randomized controlled trials should be conducted to actively derive a foundation for the design of pediatric nursing simulation education programs.

Implementation of Authentic Assessment in Islamic Cultural History Subject Within the Independent Curriculum

This research aims to describe and analyze the implementation of authentic assessment in the "Kurikulum Merdeka" (independent curriculum) for the subject of Islamic cultural history at the Tsanawiyah madrasah level. The method used in this research uses qualitative research with a case study research design. This research was conducted at MAN 2 Banyuwangi with the observation, interview, and document study stages, supported by primary data using books, journal research, and relevant theories. The data collection techniques were interviews, documentation, observation, and questionnaires. The data analysis technique involved analyzing interactions through the steps of data collection, data reduction, and data presentation. This study's results indicate that the assessment implementation includes the cognitive, affective, and psychomotor domains. Assessment in the cognitive domain is in the form of written tests, oral tests, and assignments. Assessment in the affective domain is self-assessment and observation. Assessment in the psychomotor domain is in the form of assessment of performance, projects, products, and portfolios. Teachers faced obstacles in conducting authentic assessment activities, such as the complexity of instrument preparation, using numerous rubrics, too many points for each assessment, and limited time constraints.

Rethinking Psychomotor Assessment in Hospitality and Tourism: Miller's Pyramid Perspective

This conceptual paper aims to explore the applicability of Miller's Pyramid as a framework for designing psychomotor assessments in the field of hospitality and tourism education. While Miller's Pyramid was originally developed for healthcare education, its structured approach to assessing psychomotor skills development has the potential to benefit other education fields, including hospitality and tourism. The paper begins by discussing the evolution and growth of hospitality and tourism programs, emphasizing the increasing demand for practical skills in these fields. It then delves into the psychomotor learning domain in hospitality and tourism education, drawing parallels to Simpson's Psychomotor Domain. The paper concludes by proposing how Miller's Pyramid can be adapted to design effective psychomotor assessments tailored to hospitality and tourism programs.

How do muzakki pay professional zakat? (the qualitative inquiries using the Bloom model)

PurposePrevious studies described the professional zakat had been limited. Generally, the past authors conducted a quantitative method with general results and did not focus on the behaviour of people who pay the professional zakat. As a result, the purpose of this study is to provide a comprehensive understanding of how the general public can pay their zakat using Bloom’s theory.Design/methodology/approachThis research uses primary data with in-depth interviews from five informants, including civil servants (PNS) and private employees. Spiral analysis was used to analyse the data, arrange it, read it frequently, take brief notes, find categories, interpret and summarise it.FindingsThe results show Bloom’s theory can accommodate muzakki’s behaviour by paying professional zakat. It can be seen from the following conclusions: firstly, in the cognitive domain, muzakki’s behaviour of paying the professional zakat was motivated by their memories (experiences), the ability to interpret, the ability to understand the principles of zakat, the ability to understand the relations and the ability to understand the role of zakat from its norms. Secondly, in the affective domain, muzakki’s behaviour in paying the professional zakat was motivated by their ability to receive, give positive value, call others and dare to take risks. Thirdly, in the psychomotor domain, guided practice, mechanised practice and adoption drive muzakki’s behaviour of paying zakat.Research limitations/implicationsThis study has limitations regarding the number of samples (informants). In addition, the results of the research are designed to be very subjective so that they cannot be generalised to phenomena that exist in other places and countries that also require zakat in the profession. In the future, the results of this study can be used as a variable development with quantitative methods so that it can involve more samples to get maximum and a broader result.Practical implicationsThis research has a valuable managerial impact on the zakat management institutions, particularly in Langsa, Aceh, Indonesia and all zakat institutions worldwide. Therefore, the central government can evaluate the zakat gap through various socialisation activities by promoting the cognitive, affective and psychomotor domains. Socialisation should improve people’s behaviour to pay zakat so that the amount of zakat collected will be higher and will reduce the gap between the potency of zakat and the zakat in reality which has been unequal so far.Originality/valueThis research will contribute to the significant development of zakat in terms of studying the behaviour of muzakki paying the professional zakat. Although the theory of planned behaviour was dominated by previous research, this research reveals other aspects of muzakki behaviour using Bloom’s model by elaborating on cognitive, affective and psychomotor domains.

Curriculum mapping of a dental materials science course: a reality check and way forward

BackgroundDental materials science is an important subject, but research on curriculum mapping in preclinical dental materials science courses is still scarce. The present study aimed to conduct a curriculum mapping in analysing elements and suggesting recommendations for an institutional dental materials science course.MethodsCurriculum mapping was conducted for the Year 2 undergraduate dental materials science course (Bachelor of Dental Surgery programme) in a Malaysian dental school. Based on Harden’s framework, the following steps were used to map the curriculum of the institutional dental materials science course: (1) scoping the task; (2) deciding the mapping format; (3) populating the windows, and (4) establishing the links. Two analysts reviewed the curriculum independently. Their respective analyses were compared, and discrepancies were discussed until reaching a consensus. A SWOT analysis was also conducted to evaluate the strengths, weaknesses, opportunities, and threats associated with the curriculum.ResultsCourse learning outcomes, course contents, levels of cognitive and psychomotor competencies, learning opportunities, learning resources, learning locations, assessments, timetable, staff, curriculum management and students’ information were successfully scoped from the institutional dental materials science course. The present curriculum’s strengths included comprehensiveness, alignment with standards, adequate learning opportunities, well-defined assessment methods, and sufficient learning resources. However, the identified weaknesses were repetition in curriculum content, limited emphasis on the psychomotor domain, dependency on a single academic staff, and limited integration of technology. The SWOT analysis highlighted the opportunities for curriculum improvement, such as revising repetitive content, emphasising the psychomotor domain, and incorporating advanced teaching strategies and technology.ConclusionsThe present dental materials science curriculum demonstrated several strengths with some areas for improvement. The findings suggested the need to revise and optimise the course content to address gaps and enhance student learning outcomes. Ongoing monitoring and evaluation are necessary to ensure the curriculum remains aligned with emerging trends and advancements in dental materials science.

간호대학생 대상의 핵심간호술 실습교육 운영에 대한 주제범위 문헌고찰

Purpose : The purpose of this study was to identify the type of core nursing skills training and educational effects for Korean nursing students.
 Methods : The data was analyzed by scoping review, using the framework proposed by Arksey & O'Malley (2005) and supplemented by Levac et al. (2010), was conducted. RISS, NDSL, DBpia, KISS, and KCI were used to search the literature. Two independent reviewers separately selected studies by extracting characteristics of the studies using pre-tested forms. Overall, a total of 705 articles were initially identified, out of which 40 articles were ultimately included for the final analysis.
 Result : The scenario, video taking, and peer tutoring method were observed to be the most commonly utilized educational approach for core nursing skills. The core nursing skills most frequently addressed included indwelling catheterization, vital sign measurements, intramuscular injection, and intravenous fluid infusion. When evaluating core nursing skills, the primary measurements focused on critical thinking disposition in the cognitive domain, performance confidence in the affective domain, and clinical competence in the psycho-motor domain.
 Conclusion : It is necessary to develop various operation methods for effective core nursing skills training. The findings of this study offer valuable insights that can serve as basic data for establishing effective core nursing skills training for nursing students.

Knowledge, Awareness, and Understanding of Pediatric Triage Among Nursing Officers in India: A Multicenter Study.

Triage is crucial in patient screening within emergency departments (EDs) worldwide. It is one of the essential and standard medical practices in many developed countries. However, in India, there is a need for improvement in triage utilization, as it is predominantly performed by resident doctors or medical officers, leading to an uneven distribution of clinical skills among healthcare providers (HCPs). A comprehensive analysis incorporating literature review and data collection revealed that while mandatory screening is conducted in most Indian EDs, the formal implementation of standardized triage protocols remains limited. Like in developed countries, registered nurses or nursing officers (NOs) can be effectively trained and directed to play the role of dedicated triage personnel in EDs of most of the healthcare facilities in India. This study aimed to examine the current state of triage utilization and its impact on the distribution of responsibilities among HCPs in Indian EDs. Through this online survey, the investigatorsassessed the knowledge and practical understanding of clinical triaging among NOs, working at various hospitals nationwide. The participants included 5,029 NOs working in various parts of India, predominantly nursing graduates (82.52%), the majority being employed in government healthcare settings (84.01%)and most having over five years of cumulative working experience in the ED (70.77%). Nurses showed inadequate knowledge and awareness about the Pediatric Assessment Triangle (PAT) used for quick initial evaluation (62.18%amongall participants). Concerning the complete triage process applicable, especially in pediatric ED settings, they had even less satisfactory knowledge and understanding, e.g., identifying primary (28.27%) and secondary (22.69%) survey components via focused history and examination, properly using temperature assessment (23.32%) and instant blood glucose level assessment (22.95%) in triage, and knowing various types of internationally accepted triage systems for ED-based health facilities such as the Emergency Severity Index (ESI), Canadian Triage and Acuity Scale (CTAS), and Australasian Triage Scale (ATS) (15.87%). ANOVA and post hoc analysis revealed that the intergroup performance of the study participants with maximum correct responses to the knowledge-determining specified subset of the questionnaire depicts the significantly higher role of graduate nursing degree over diploma such as General Nursing and Midwifery (GNM)/Auxiliary Nursing and Midwifery (ANM) qualification, working in government hospital versus private setup, and ED working experience of >5 years over that of <5 years. Of the participants in the study, 50% were not evaluated for cognitive or psychomotor domains during their assessment examinations. The research illuminated a significant disparity in knowledge and proficiency levels among Indian nurses concerning pediatric triage, especially with the ability to effectively apply the PAT for initial patient evaluations, discern components of primary and secondary surveys, and comprehend various triage systems. This study underscores the importance of comprehensive reform in the Indian healthcare system and teaching curriculum by emphasizing clinical triage training and interprofessional collaboration, and establishing guidelines and regulations to ensure consistent and standardized triage practices across all EDs.