Quality Improvement Learning Research Articles

SUPERVISI FORMATIF TERHADAP PENINGKATAN KUALITAS PEMBELAJARAN DI MADRASAH TSANAWIYAH NEGERI 1 ACEH UTARA

The improvement of teaching and learning quality at Madrasah Tsanawiyah Negeri 1 Aceh Utara is an urgent need to strengthen the Islamic education system. In this context, the implementation of formative supervision strategy becomes the main focus in enhancing the effectiveness of learning. This research aims to analyze the impact of implementing formative supervision strategy on the quality of teaching and learning at the madrasah. The research method used is qualitative research with a case study approach. Data were obtained through classroom observations, interviews with teachers and educational staff, as well as analysis of curriculum-related documents and learning evaluations. The results show that formative supervision is effective in improving the quality of teaching and learning at Madrasah Tsanawiyah Negeri 1 Aceh Utara. With formative supervision, teachers can receive constructive feedback, support in competency development, and enhance student engagement in the learning process. However, this research also identifies several challenges faced in implementing formative supervision, including the availability of adequate resources and managerial support. Therefore, recommendations are provided to enhance teacher training in formative supervision, improve collaboration between management and educational staff, and strengthen educational infrastructure to support sustainable implementation

Innovative Media: A Successful Approach to Improve Learning Quality

Innovative Media: A Successful Approach to Improve Learning Quality

Analysis of Ict Learning In Increasing The Intellectual Intelligence of Students In MTSN 4 Aceh Utara

Information and Communication Technology (ICT) education aims to provide knowledge and skills to learners in order for them to stay updated on technical advancements that are constantly changing. ICT learning at MTsN 4 Aceh Utara requires a variety of strategies and methods that emphasize the development of thinking, analysis, and problem-solving skills to enhance the intellectual intelligence of learners. The research is qualitative and uses methods of comparative analysis, involving students directly in the learning analysis of ICT. The results of the research show that intellectual intelligence has a positive influence in developing critical thinking, creativity, and analytical ability of students in MTsN 4 Aceh Utara. Average percentage results showed 73.3% for the learning material aspects of ICT, 70% for learning methods aspects, and 73,3% for learning evaluation aspects. These findings contributed to the overall improvement of learning quality in MTsN 4 Aceh Utara.

The Evolution of E-Learning Platforms: From U-Learning to AI-Driven Adaptive Learning Systems

Background. Information and communication technology development has brought significant changes in how learning is carried out, primarily through e-learning platforms. From the introduction of u-learning (ubiquitous learning) that allows access to learning anywhere and anytime to the emergence of adaptive learning systems driven by artificial intelligence (AI), this evolution continues to change the educational landscape. Purpose. This study examines the evolution of e-learning platforms from u-learning to AI-based adaptive learning systems. The main focus is understanding how each development phase has improved learning effectiveness and met individual learning needs. Method. This research uses a qualitative approach with literature study methods. Data was gathered from various academic sources, including journals, books, and conference reports discussing the evolution of e-learning. Thematic analysis is used to identify critical patterns and trends in developing e-learning platforms. Results. The results show that the evolution of e-learning has brought significant improvements in accessibility, interactivity, and personalization of learning. U-learning allows for more flexible access to education. At the same time, AI-based adaptive learning systems offer a more personalized learning experience by tailoring teaching materials and methods according to student’s needs and abilities. These findings emphasize the importance of technology in improving learning effectiveness and efficiency. Conclusion. The study concludes that e-learning platforms have evolved significantly from u-learning to AI-based adaptive learning systems, improving learning quality and effectiveness. Integrating AI in e-learning offers excellent potential for creating more personalized and compelling learning experiences. Recommendations for follow-up research include further exploring the long-term impact of adaptive learning systems and developing more advanced technologies to support more inclusive and efficient learning.

Budaya Organisasi dan Faktor-Faktor yang Membentuknya di Sekolah

This research aims to explore organizational culture and identify its shaping factors in the context of an educational environment. By adopting a case study approach, this research offers an in-depth analysis of the dynamics of organizational culture in a private educational institution in Medan. The research methodology relies on data triangulation through in-depth interviews, direct observation and document review. Thematic analysis was used to process the collected data, enabling a holistic understanding of the phenomenon under study. The research findings revealed that the concept of organizational culture in a school environment is a manifestation of a system of values, beliefs, and patterns of behavior that are collectively embraced by all elements of the school. This study successfully identified several main factors that play a role in the formation of the organizational culture, including: the leadership style of the principal, the individual characteristics of the teachers, the prevailing education policy, and the expectations of the parents. In conclusion, organizational culture in a school environment is formed through a complex interaction of various factors. A deep understanding of these factors can serve as a foundation for educational institutions in their efforts to manage and develop a conducive organizational culture. This in turn is expected to encourage the improvement of learning quality as well as the professional development of educators.

The Development of Android-Based PowerPoint Learning Media on Wave Material to Determine the Learning Interests of Class XI High School Students

Technological advancements in education have enabled the development of more interactive and easily accessible learning media for students. One such innovation is the use of an Android-based PowerPoint application, which can be utilized both offline and online to enhance students' interest and engagement in learning. This study aims to evaluate the feasibility of using an Android-based PowerPoint application, measure the responses of students at SMAN 1 Lenek to the application, and assess the differences in students' learning interest before and after using this learning media. The research employs a Research and Development (R&D) methodology, following six procedural stages: problem potential analysis, observation and assessment, design and development, product testing, revision, and implementation. Data were analyzed using the ideal standard deviation method and normalized gain. The ideal standard deviation method was employed to assess the validity of the instruments evaluated by media and material experts, as well as to measure the students' responses to the application. Normalized gain was used to determine the change in learning interest scores from questionnaires distributed before and after the learning process. The results of the study indicate that the developed Android-based PowerPoint application successfully increased the learning interest of 11th-grade science students at SMAN 1 Lenek, with a gain score of 0.225, categorized as low. The students' responses to the use of this application were very positive, with an overall average score of 4.4. This research successfully developed an Android-based PowerPoint application that can be accessed both offline and online, contributing positively to the improvement of learning quality.

Metode Saintifik Dalam Pembelajaran Bahasa Jerman Dengan Tema Unterwegs

This study to explore the application of scientific methods in German language learning with the theme "Unterwegs". The research was conducted in the context of a Micro Learning course involving 34 students. By implementing 11 indicators of the scientific approach and five main steps, namely observation/observation, asking questions, gathering information, association/information gathering and communication. This research shows that the scientific method can improve learning quality and student engagement. The results confirm that the scientific approach applied flexibly and creatively is not only effective but can also deepen students' understanding of the material. The findings provide important insights for the development of more effective and engaging language teaching methods.

Improving quality and patient safety in surgical care through standardisation and harmonisation of perioperative care (SAFEST project): A research protocol for a mixed methods study.

Adverse events in health care affect 8% to 12% of patients admitted to hospitals in the European Union (EU), with surgical adverse events being the most common types reported. SAFEST project aims to enhance perioperative care quality and patient safety by establishing and implementing widely supported evidence-based perioperative patient safety practices to reduce surgical adverse events. We will conduct a mixed-methods hybrid type III implementation study supporting the development and adoption of evidence-based practices through a Quality Improvement Learning Collaborative (QILC) in co-creation with stakeholders. The project will be conducted in 10 hospitals and related healthcare facilities of 5 European countries. We will assess the level of adherence to the standardised practices, as well as surgical complications incidence, patient-reported outcomes, contextual factors influencing the implementation of the patient safety practices, and sustainability. The project will consist of six components: 1) Development of patient safety standardised practices in perioperative care; 2) Guided self-evaluation of the standardised practices; 3) Identification of priorities and actions plans; 4) Implementation of a QILC strategy; 5) Evaluation of the strategy effectiveness; 6) Patient empowerment for patient safety. Sustainability of the project will be ensured by systematic assessment of sustainability factors and business plans. Towards the end of the project, a call for participation will be launched to allow other hospitals to conduct the self-evaluation of the standardized practices. The SAFEST project will promote patient safety standardized practices in the continuum of care for adult patients undergoing surgery. This project will result in a broad implementation of evidence-based practices for perioperative care, spanning from the care provided before hospital admission to post-operative recovery at home or outpatient facilities. Different implementation challenges will be faced in the application of the evidence-based practices, which will be mitigated by developing context-specific implementation strategies. Results will be disseminated in peer-reviewed publications and will be available in an online platform.

Development of an Economic Learning Strategy Module Based Problem-Based Learning to Improve Learning Quality and Teaching Skills

This research aims to develop a Problem Based Learning (PBL) based Effective Learning Strategy (ELS) module to improve the quality of learning and teaching skills. The ELS module is designed to provide systematic guidance to educators in implementing PBL in their learning. This study used a data analysis technique, namely a comparison test using SPSS software. The evaluation results show that this module provides a practical approach to improving teaching skills, focusing on setting up problem-based tasks and facilitating problem-solving oriented discussions. Based on the results of the study, it can be concluded that the development of coursebooks has a significant impact on improving student learning outcomes. Before the use of the textbook, the average score obtained was at a certain level of 74.98, but after the use of the textbook, there was a significant improvement in the learning outcomes with a significantly increased average score of 86.16. Keywords: problem-based learning, quality of learning, teaching skills

Facilitators and barriers for implementing the PALS school-wide positive behavior support model in a Swedish municipality: A focus group study.

A research-supported model to support schools' prevention of behavior problems and promotion of a positive school climate is school-wide positive behavior support (SW-PBS), in Scandinavia adapted into "positive behavior, interactions and learning environment in school" (PALS). Facilitators and barriers for achieving and sustaining a full implementation of PALS in a Swedish primary school context have not previously been studied. The purpose of this study was to explore school staff and administrators' experiences of implementing PALS in a municipal school district in the western region of Sweden. Using a qualitative focus group design, staff with roles in the implementation and school administrators (N = 22) representing 12 schools were asked about their experiences regarding facilitators and barriers for implementing PALS. Data were analyzed using qualitative content analyses involving a combination of inductive (data-driven) and deductive (theory-driven) approaches. In the deductive, final step, the inductively derived categories were associated with the Normalization process theory core constructs coherence, cognitive participation, collective action and reflexive monitoring. The analysis resulted in nine categories in which both facilitators and barriers were identified: alignment with school mission and values; building and strengthening relationships; shared staff engagement; administrators' commitment and leadership; support and resources for adopting PALS; changed experiences of PALS work over time; positive feedback sustains motivation; learning for quality improvement; and staff continuity throughout implementation. Findings indicate that staff and administrators experienced the implementation as predominantly positive, that PALS provides a structure for relationship-based work, and fits particularly well in primary school contexts. The facilitators and barriers identified provide valuable knowledge that can inform sustainable implementations of PALS in similar contexts.

Implementation of Universal Design For Learning In Inclusive Education : A Scoping Review In Asian Countries

Universal Design for Learning (UDL) derives from the Universal Design (UD) architecture, challenging traditional product adaptation by advocating for designs that consider every individual (King-Sears, 2009). The Individuals with Disabilities Education Act (IDEA) extended UD to learning environments, resulting in the development of UDL with three core principles outlined by CAST in 2020. These enduring principles emphasize multiple ways of engagement, various means of representation, and multiple means of action and expression, aligning with the brain's learning networks (CAST, 2021). UDL goals encompass inclusivity, equity, flexibility, and accessibility. Methods include diverse means of representation, engagement, and action and expression, utilizing accessible texts, multimodal resources, and technology tools. Assessment in UDL involves formative assessment, varied formats, clear criteria, and consideration of learning styles. Implemented in Asian countries, UDL positively impacts education, particularly for special needs students. Shifting from instructor-centered to student-centered approaches enhances student involvement, satisfaction, and self-efficacy. UDL empowers teachers to diversify methods, adapting to student abilities and improving learning quality. The effect of UDL on inclusive education is substantial, increasing accessibility, individualized paths, engagement, breaking barriers, empowering diverse learners, and enhancing academic performance. UDL's multifaceted approach ensures effective use of materials and activities by students with diverse needs. In conclusion, UDL is a robust framework fostering inclusive and effective learning environments. Its principles, methods, and materials contribute to overall inclusive educational success. Limitations, including educator training gaps, pose barriers to rigorous implementation. Scoping review data unveils UDL's multidimensional implementation in various Asian educational contexts, providing crucial insights into its regional applications and implications.

The synergy between workforce, students, and lecturers in collaborative learning

This research focuses on applying technology in collaborative learning, specifically through online platforms that connect students and the workforce. It is objective is to enhance synergy among the workforce, students, and educators to improve learning quality. The case study methodology follows Creswell’s qualitative approach with five key steps: planning the case study; data collection; analysis; result interpretation; and reporting. The research explores innovative online platforms to create a comprehensive and diverse learning experience. Technology enables access to materials, virtual classrooms, e-books, mobile learning, and internship programs, fostering flexible and engaging education. Collaborative learning with workforce participation enhances effectiveness and skills. Students gain work experience related to their fields through active interaction with practitioners. At the same time, educators refine teaching methods and understand workforce demands-the synergy among the workforce, students, and educators’ mutually beneficial relationships. The workforce leverages student resources for problem-solving and innovation, while students enhance their networks. Educators gain input for curriculum improvement. The research enhances education quality, prepares students for the dynamic workforce, and aligns educational programs with industry demands. It emphasizes the importance of collaborative learning, integrating online platforms to increase skill development.

What I really want: Policy maker views on education in Southeast Asia

This paper reports the views and perceptions of randomly selected education policy makers in Southeast Asia, based on surveys of 651 senior public officials in 14 middle-income countries globally. The findings show that officials tend to prioritize increasing secondary school completion over improving learning quality, despite global evidence suggesting that improving learning quality is more crucial for economic growth. Additionally, the surveyed Southeast Asian officials severely underestimate learning poverty and do so at twice the rate of officials from other countries. Officials were most likely to cite system capacity as the primary constraint to improving learning. The findings show that officials’ support for gender equality and disability inclusion is high. Interviewed officials prefer to invest in in-service teacher training or early-grade reading compared to other options such as EdTech or inclusion for students with disabilities. This mix of alignment and misalignment between policy makers’ goals and the stated goals of development partners can inform future engagement in policy dialogue, analysis, and information campaigns.

Current Trends in The Formation of Mathematical Terminology on An Online Platform

To monitor quality improvement and student learning outcomes, schools must adopt a Minimum Competency Assessment (MCA). The Minimal Competence Assessment consists of two sub-tests: literacy and numeracy. This is in accordance with the provisions of the Indonesian Ministry of Education, Culture, Research and Technology in order to improve the quality of learning and student learning outcomes. The existing test method has limits with school resources that cannot satisfy the quota of pupils who can utilize the program jointly. In addition, the existing system is incapable of displaying student grades because the evaluation is a cumulative score for the whole student body. Hence, the school constructed a web service-based application utilizing the Representational State Transfer approaches so that it could independently administer complete numeracy and literacy assessments to its pupils, allowing schools to track their students' numeracy and literacy improvement. The system is constructed utilizing two distinct platforms, namely web-based apps and mobile applications based on Android. Web-based application was developed for admin and teachers while mobile application was developed for students. The findings of this study's testing indicated that the web service application performed as predicted. According to the findings of the questionnaires given to evaluate the application's usability using the Nielsen technique, teachers were happy with the application's Learnability, Memorability, Efficiency, Errors, and Satisfaction. The majority of instructors are satisfied with the implementation of this Minimum Competence Application, according to the survey findings.

The Design of Web Service-based Minimum Competency Assessment Application with the REST Method in Senior High Schools

To monitor quality improvement and student learning outcomes, schools must adopt a Minimum Competency Assessment (MCA). The Minimal Competence Assessment consists of two sub-tests: literacy and numeracy. This is in accordance with the provisions of the Indonesian Ministry of Education, Culture, Research and Technology in order to improve the quality of learning and student learning outcomes. The existing test method has limits with school resources that cannot satisfy the quota of pupils who can utilize the program jointly. In addition, the existing system is incapable of displaying student grades because the evaluation is a cumulative score for the whole student body. Hence, the school constructed a web service-based application utilizing the Representational State Transfer approaches so that it could independently administer complete numeracy and literacy assessments to its pupils, allowing schools to track their students' numeracy and literacy improvement. The system is constructed utilizing two distinct platforms, namely web-based apps and mobile applications based on Android. Web-based application was developed for admin and teachers while mobile application was developed for students. The findings of this study's testing indicated that the web service application performed as predicted. According to the findings of the questionnaires given to evaluate the application's usability using the Nielsen technique, teachers were happy with the application's Learnability, Memorability, Efficiency, Errors, and Satisfaction. The majority of instructors are satisfied with the implementation of this Minimum Competence Application, according to the survey findings.

A Proposed Integration Model of Project Based Learning and Simulation to Improve the Learning Quality

Although many studies have been conducted to improve the quality of the learning process at the higher education level, the need for an effective learning model that can develop students' skills remains a challenge that needs to be fully resolved. Considering and redeveloping the suitable learning model to use is very important. This study proposed a project-based learning and simulation model to develop students’ skills and the quality of learning in higher education. The implementation stages of the model are also offered, applied, and analyzed, and the effectiveness of the model is also seen. The 4-D model design, including define, design, develop, and disseminate, was used in this study. The results show that the project-based learning and simulation model developed in the aspects of the rationale for the learning model, supporting theory of learning model, description of learning model syntax, implementation of the learning model, syntax interconnection in learning model, and support platform for learning model were in the highly valid category. Meanwhile, there is also a statistically significant difference in students’ pre-test and post-test scores, which means that students’ skills improved after implementing project-based learning and simulation model in learning. It is concluded that project-based learning and simulation models support improving learning quality in higher education.

Intelligent Analysis System for Teaching and Learning Cognitive Engagement Based on Computer Vision in an Immersive Virtual Reality Environment

The 20th National Congress of the Communist Party of China and the 14th Five Year Plan for Education Informatization focus on digital technology and intelligent learning and implement innovation-driven education environment reform. An immersive virtual reality (IVR) environment has both immersive and interactive characteristics, which are an important way of virtual learning and are also one of the important ways in which to promote the development of smart education. Based on the above background, this article proposes an intelligent analysis system for Teaching and Learning Cognitive engagement in an IVR environment based on computer vision. By automatically analyzing the cognitive investment of students in the IVR environment, it is possible to better understand their learning status, provide personalized guidance to improve learning quality, and thereby promote the development of smart education. This system uses Vue (developed by Evan You, located in Wuxi, China) and ECharts (Developed by Baidu, located in Beijing, China) for visual display, and the algorithm uses the Pytorch framework (Developed by Facebook, located in Silicon Valley, CA, USA), YOLOv5 (Developed by Ultralytics, located in Washington, DC, USA), and the CRNN model (Convolutional Recurrent Neural Network) to monitor and analyze the visual attention and behavioral actions of students. Through this system, a more accurate analysis of learners’ cognitive states and personalized teaching support can be provided for the education field, providing certain technical support for the development of smart education.

What are the roles of positive psychological construct in blended learning contexts? Integrating academic buoyancy into the Community of Inquiry framework.

In the post-epidemic era, blended learning has become a social trend for the future of higher education, and scholars have endeavored to understand the factors that influence student learning in these blended communities. Communities of Inquiry is a conceptual framework that describes the components of blended learning environments, indicating teaching presence, social presence, and cognitive presence. However, the framework fails to adequately explore how individual learning motivational factors influence student learning. Therefore, this study extends the Community of Inquiry framework by drawing on a positive psychological construct-academic buoyancy to reveal the relationship between academic buoyancy and the three presences through empirical research. The theoretical model was validated by SPSS 26.0 and smartPLS4.0. To evaluate the measurement and structural models, structural equation modeling (SEM) was carried out using the partial least squares (PLS) method. (a) Teaching presence positively predicts academic buoyancy, and academic buoyancy positively predicts social presence and cognitive presence; (b) academic buoyancy mediates teaching presence and social presence, as well as teaching presence and cognitive presence; and (c) academic buoyancy acts as a chain mediator between teaching presence and cognitive presence through social presence. The results of this study fill a gap in the multiple roles of individual positive psychological construct-academic buoyancy in blended learning communities, extend the Community of Inquiry theoretical framework, and provide empirical evidence for blended learning quality and practical improvement strategies.

Implementation of perinatal quality collaborative statewide initiative improves obstetrical opioid use disorder care and outcomes

BackgroundMaternal deaths resulting from opioid use disorder (OUD) have been rising across the United States​. OUD among pregnant persons is associated with adverse pregnancy outcomes including preterm birth along with racial disparities in optimal OUD care. ObjectiveWe aimed to evaluate whether the Illinois Perinatal Quality Collaborative’s (ILPQC) implementation of the Mothers and Newborns affected by Opioids – Obstetric quality improvement initiative was associated with improvement of OUD identification, provision of optimal OUD care for birthing patients, and reduction in racial gaps of optimal OUD care. Study DesignUsing a prospective cohort design, hospitals reported monthly key measures for all patients with OUD at delivery between July 2018 – December 2020. ILPQC facilitated collaborative learning opportunities, rapid-response data, and quality improvement (QI) support. Generalized linear mixed effects regression models were used to​ evaluate improvement in optimal OUD care including increases in linkages to medication assisted treatment, recovery treatment services and naloxone counseling across time​; and to determine whether optimal OUD care was associated with positive outcomes such as lower odds of preterm birth. ResultsNinety- one hospitals submitted data on 2,095 pregnant persons with OUD. For the primary outcomes, the rates of patients receiving Medication Assisted Treatment (MAT) and recovery treatment services improved across the initiative from 41 to 78% and 48 to 67% respectively. For the secondary outcomes, the receipt of recovery treatment services and both recovery treatment services / MAT provided prenatally before delivery admission was associated with lower odds of preterm birth (aOR (95% CI) 0.67 (0.50, 0.91) and 0.49 (0.31, 0.75), respectively). During the first quarter of the initiative, Black patients with OUD were less likely to be linked to MAT (23% vs. 48%); however, an increase in MAT rates across the initiative occurred for all patients, with the greatest improvement for Black patients with an associated reduction in this disparity gap with greater than 70% of both Black and White patients linked to MAT. ConclusionThe MNO-OB initiative is associated with improvements in optimal OUD care for pregnant patients across Illinois hospitals, while racial disparity in OUD care was reduced across the MNO OB initiative. The findings further implicate how optimal OUD care can improve pregnancy outcomes and close persistent racial gaps in pregnant individuals with OUD.

What can nurses learn from patient's needs and wishes when developing an evidence-based quality improvement learning culture? A qualitative study.

Patient participation is fundamental in nursing care and has yielded benefits for patient outcomes. However, despite their compassionate care approach, nurses do not always incorporate patients' needs and wish into evidence-based practice, quality improvement or learning activities. Therefore, a shift to continuous quality improvement based on evidence-based practice is necessary to enhance the quality of care. The patient's opinion is an essential part of this process. To establish a more sustainable learning culture for evidence-based quality improvement, it is crucial that nurses learn alongside their patients. However, to promote this, nurses require a deeper understanding of patients' care preferences. To explore patients' needs and wishes towards being involved in care processes that nurses can use in developing an evidence-based quality improvement learning culture. A qualitative study was conducted in two hospital departments and one community care team. In total, 18 patients were purposefully selected for individual semi-structured interviews with an average of 15 min. A framework analysis based on the fundamental of care framework was utilised to analyse the data deductively. In addition, inductive codes were added to patients' experiences beyond the framework. For reporting this study, the SRQR guideline was used. Participants needed a compassionate nurse who established and sustained a trusting relationship. They wanted nurses to be present and actively involved during the care delivery. Shared decision-making improved when nurses offered fair, clear and tailored information. Mistrust or a disrupted nurse-patient relationship was found to be time-consuming and challenging to restore. Results confirmed the importance of a durable nurse-patient relationship and showed the consequences of nurses' communication on shared decision-making. Insights into patients' care preferences are essential to stimulate the development of an evidence-based quality improvement learning culture within nursing teams and for successful implementation processes.