Remedial Learning Research Articles

The Effect Of Remedial Learning Using Augmented Reality Media On Student Learning Interest In Cell Material

Cell material that has the character of Higher Order Thinking Skills (HOTS) and the lack of use of teaching media is one of the causes of students' difficulties in understanding it. In addition, it also has an impact on remedial learning. The purpose of this study is to determine the effect of remedial learning with augmented reality teaching media on students' learning interest in cell material. The research method uses a quantitative approach of the pre-experimental type with a form of research in the form of one group pre-test post-test. The technique used in data retrieval is the purposive sampling technique. The study sample was grade XI2 students of SMA Negeri 1 Seputih Mataram who experienced remedial cell material with a total of 18 individuals (10 men and 8 women) from 34 individuals who experienced remedial in general. The instrument used in the study was a questionnaire with the Guttman type. The aspects studied are 5 indicators of student learning interest: pleasure, focus, a sense of interest in the lesson, great curiosity, and involvement in the teaching and learning process. While the aspects assessed in this study amounted to 20. Based on research, the use of augmented reality media in remedial learning has increased. This can be seen from the average percentage value before treatment of 55.23% which is included in the low category and has increased by 64.94% which is included in the medium category. This proves that remedial learning using augmented reality-based teaching media can increase student interest in learning.

Pendekatan Mind Mapping : Proses Pembelajaran Bimbingan Belajar Kumon

So far the education system in Indonesia has not optimally implemented: classroom learning so it does not accommodate the needs of each student. It is proven that remedial learning is still in demand to increase skills outside of class hours. This condition is a serious enough problem that parents are looking for options to increase their children's abilities through tutoring. Schools in all educational units should be able to apply the concept of differential learning, namely learning that prioritizes the learning needs of age to face challenges. However, this does not mean that differentiation learning provides different treatment. In fact, every child is unique, has different styles, interests and abilities. The results of the counseling at Kumon prove the speed of students in answering 100 questions in 5 minutes. On average, students complete their assignments. Then the child learns to the next level. If they cannot reach the time limit, students will be motivated to repeat it until they meet the minimum time limit. The mind mapping and Kumon methods have similarities

How much is too much? Refining normative evaluations of prescriptive curriculum

As the disruptive effects of COVID-19 on education have prompted conversations about remedial learning and learning recovery, the expectation is increasingly that schools are more productive in less time. This raises concerns regarding potential increase in the use of prescriptive curricula. While critiques regarding the usage of such curricula abound, the lack of clarity about what it is that these curricula do and how they impact instructional processes render critiques too coarse-grained to be of value in both normative evaluations and remedial efforts. To resolve this problem, the authors provide a framework that analyzes what prescriptive curricula entail and how they impact teaching and learning. The framework postulates that prescriptiveness occurs along five dimensions and is a matter of degree along each of these. Subtle differences between how these dimensions and degrees of prescription materialize in individual curricula matter for formulating both targeted critiques about what makes such curricula objectionable and for developing adequate and feasible remedies to undo the harmful effects of prescriptive curricula.

EFFORTS TO IMPROVE LEARNING OUTCOMES USING DISCUSSION METHODS IN THE FIELD OF MATHEMATICS STUDY MATERIAL ON ADDITIONAL ACCUTATION OPERATIONS IN THE FORM OF FRACTIONS AT CLASS 6 SDN 1 JATI AGUNG AMBARAWA SUB DISTRICT

The level of students' mastery of mathematics subjects varies greatly, there are those who get good grades and there are those who get less good grades. It can be seen from the evaluation results before the process of improving students' grades. Of the 20 students who have completed it, only 7 students (35%) have completed it. there were 13 students (65%) who completed it. The causes are very varied, such as teachers who make students as learning objects, teachers use the lecture method more, students only take notes on what the teacher says if suggested by the teacher, thus making students passive and lacking motivation, students still don't understand the material being explained. , lack of providing examples and practice. The aim of this remedial learning is to improve student learning outcomes in mathematics learning material on addition calculation operations in the form of fractions using the discussion method. This remedial learning is carried out in 2 cycles where each cycle is held in one meeting. The results of the research show that student learning outcomes are good by showing that the average score in cycle 1 is 76 with a completion percentage of 75% and in cycle 2 the average score is 80.5 with a completion percentage of 100%. The researcher's conclusion is that the discussion method can improve Student learning outcomes in mathematics subjects, material for arithmetic operations in the form of fractions.

Learning Methods According to Modern Obaidat

Method is a way used to achieve certain goals. This method greatly affects students in receiving the knowledge delivered. The purpose of this research is to find out the learning method according to Obaidat. To achieve the research objectives, the author uses the type of library research by using written materials that have been published in the form of books and journals. There are 11 learning methods according to Obaidat, namely, lecture method, discussion method, brainstorming method, story method, problem solving method, project method, assignment method, field trip method, survey method, concept map method, and play while learning method. Remedial learning with the problem solving method is learning that is dominated by student activeness, so the success in overcoming student difficulties is higher than remedial learning with conventional methods that involve less student activeness. From the many existing learning methods, it can be concluded that students can use any method, as long as learning can take place optimally and students can understand the material presented. With the right learning method, it can encourage the growth of students' enjoyment of lessons, foster and increase motivation in doing assignments, make it easier to understand lessons, thus enabling students to achieve better learning outcomes.

Developing Remedial Learning Videos on Algebraic Expression Material in Junior High Schools

Pelaksanaan pembelajaran remedial yang terjadi saat ini dianggap belum sesuai dengan Permendikbud No 103 tahun 2014 karena guru mengalami keterbatasan waktu. Penggunaan video pembelajaran remedial berbasis e-learning merupakan salah satu upaya yang dapat dilakukan dalam mengatasi keterbatasan tersebut. Penelitian ini bertujuan untuk mengembangkan video pembelajaran remedial berbasis e-learning pada materi bentuk aljabar yang memenuhi kriteria valid, praktis, dan efektif. Penelitian ini merupakan penelitian pengembangan (Research and Development) dengan model pengembangan ADDIE. Subjek dalam penelitian ini adalah 82 Siswa Kelas VIII dari tiga jenjang sekolah Banda Aceh. Pengumpulan data dilakukan dengan lembar validasi video, angket respon siswa, dan tes remedial menggunakan e-learning. Berdasarkan hasil penelitian menunjukkan bahwa video pembelajaran remedial diperoleh rerata validasi adalah 98.40% memiliki kriteria sangat valid, hasil respon siswa sebesar 83.28% memiliki kriteria praktis, dan efektif berdasarkan peningkatan hasil belajar siswa dilihat dari N-Gain pada tes diagnostik dan tes remedial sebesar 0.57 pada kategori sedang. The current implementation of remedial learning is considered not in accordance with Permendikbud (Regulation of the Minister of Education and Culture) No. 103 of 2014 because teachers experience time constraints. Using remedial learning videos based on e-learning is one of the efforts that can be made to overcome these constraints. This study aimed to develop remedial learning videos based on e-learning on algebraic forms material that met valid, practical, and effective criteria. This study used the research and development approach with the ADDIE development model. The subjects in this study were 82 Grade VIII students at three levels of school in Banda Aceh. The instruments used were a validation sheet, student response questionnaire, and remedial test using e-learning. Based on the results of the study, the validation average obtained is 98.40% with very valid criteria, student response obtained at 83.28% with practical criteria, and effective based on the increase in student learning outcomes seen from the N-Gain on the diagnostic test and remedial test of 0.57 in the moderate category.

Remedial Teachers’ Needs for Developing New Basic Numeracy Teaching Aids: A Needs Analysis

Appropriate teaching aids can assist remedial pupils in mastering basic numeracy skills effectively. However, issues persist of remedial pupils struggling to grasp basic numeracy skills, potentially due to the lack of suitable teaching aids tailored for Malaysia’s Special Remedial Programme. Thus, this quantitative study aimed to identify remedial teachers' needs for developing new basic numeracy teaching aids in the Special Remedial Programme. This study adapted McKillip's Discrepancy Model to guide the needs analysis. A quantitative survey methodology was used with 143 remedial teachers respondents in Melaka state, Malaysia. A validated questionnaire measured the levels and discrepancies in remedial teachers’ utilisation, perceptions, constraints, and skills regarding proposed basic numeracy teaching aids by the Ministry of Education Malaysia. Descriptive statistics were calculated. Findings showed moderate utilisation, high positive perception, moderate constraints, and high skills levels in using existing basic numeracy teaching aids. Discrepancies were identified in each construct, indicating the need for improvements tailored for better remedial learning. The results suggest modifying and developing new basic numeracy teaching aids that meet remedial pupils’ learning characteristics, fostering their creative thinking, facilitating self-directed learning activities, improving time efficiency in teaching and learning mathematics, providing various customisable teaching aid templates that are easy to reproduce with affordable everyday materials, and developing user-friendly technology teaching aids. Addressing these needs can enhance remedial teaching practices and pupils’ numeracy achievement. This study provides an important initial evidence base for designing and developing appropriate basic numeracy teaching aids based on remedial teachers’ current needs.

Concept–Effect Relationship Weighting Based on Frequency of Concept’s Co-Occurrence for Developing Personalized Remedial Learning Path

Concept–Effect Relationship Weighting Based on Frequency of Concept’s Co-Occurrence for Developing Personalized Remedial Learning Path

인지진단평가 영어 시험 적용에서 Q행렬 구축 방법과 후속 학습 효과 연구

In cognitive diagnostic modeling research, one area that has not had enough research interests is remedial learning or instruction based on the information provided by cognitive diagnostic assessment (CDA). The present study tries to address this research gap by exploring how effective subsequent self-directed learning will be after applying cognitive diagnostic assessment to diagnosing English grammar ability, which was not addressed in the existing CDA research. The significance of the present study is that it provides an in-depth self-study guide to investigate its effectiveness. To this end, the study administers a diagnostic test and provides detailed descriptions of their mastery levels of grammar for a small group of students who will follow through with the guided self-regulated learning. The post-test reveals that the guided self-study was notably effective with the improved total score and heightened skill mastery probabilities. The current research also examines the effectiveness of distractor analysis in optimally modifying Q-matrix for CDA. The result indicates the usefulness of distractor analysis for Q-matrix refinement when the response data are available. The article ends with some suggestions for future research based on the implications of the findings and limitations of the study.

Mengatasi Siswa Sekolah Dasar yang Kesulitan dalam Mengerjakan Soal Matematika dengan Pendekatan Segitiga Restitusi

The aim of this research is to describe a model for overcoming elementary school students who have difficulty working on mathematics problems using the restitution triangle approach. Difficulty working on math problems is part of the difficulty learning mathematics. Difficulty learning mathematics is generally defined as a condition where students are unable to learn mathematics subjects completely. The restitution triangle was originally a step towards positively disciplining students. The restitution triangle approach contains aspects of a humanist approach for students. There are three steps to the restitution triangle approach, starting from stabilizing identity. This step builds confidence in students that everyone has experienced mistakes in doing questions. So that students do not feel mentally down. The second step is Validation of Incorrect Actions. In this step, students are invited to reflect on any part of the problem they got wrong and are guided to correct it, there is a remedial learning process. The third step asks about beliefs. In this step, students' motivation is increased so that students now know the steps to work on the questions, and tomorrow they will not make any more mistakes when working on the questions. The results of a literature review found that the stages of the restitution triangle in positive discipline can be used to help overcome elementary school students who have difficulty working on mathematics problems.

Going beyond remedial learning support: reframing learning development as a catalyst for practice learning. A case study exploring father involvement in social work education.

This conference paper presents Learning Development as transcending remedial and deficit notions of academic support. A Learning Developer based at London Metropolitan University, presents a case study that illustrates the values and impact of Learning Development and Praxis.
 This research project piloted a Problem Based Learning (PBL) methodology in the curriculum area of Social Work. The project worked in collaboration with social work students, lecturers and university partners between 2019 to 2021. This session may be of particular interest to those working with students in the social professions and work based learning courses.
 Key challenges and implications for practice:
 
 Subject specialists seeing the Learning Developer role as one of ‘fixing students’.
 Potential of Problem Based Learning as part of accredited Social Work courses.
 Integrating Learning Development; embedded vs bolt on quick fixes.
 Learning Development as scaffolding reflective writing practice.
 
 The project overcame these issues with a reach that rippled across six north east London Local Authorities as part of a Teaching Partnership. It has also been included as a topical issue for reflection, titled: ‘Promoting Positive Father Involvement’ as part of modules in practice learning. Both students and staff engaged in a workshop programme that scaffolded a dialogue between them, addressing issues of father engagement as part of practice.
 Students were able to synthesise themes of theory, policy, legislation and its application to practice. As a result, some students developed substantial case studies at both level 5 and 6, and these even informed their later dissertations and research projects. This demonstrates the social value and wider impact that Learning Development has had on improving outcomes for not only students, but fathers, children and their families.

Increasing Students' Cognitive Absorption Through Remedial Learning in Physics

Purpose of the study: To determine whether there is an increase in junior high school students' absorption of physics subjects after participating in remedial learning. Methodology: This type of research is classroom action research. Junior high school students as subjects subjected to action in this study. The sampling technique in this study used purposive sampling. The instruments used in this study were diagnostic tests, final tests, observation guidelines. The collected data were analyzed using quantitative analysis. Main Findings: The application of remedial learning has been able to help students increase their cognitive absorption from one cycle to the next. Novelty/Originality of this study: The novelty of this research is that teachers can find out one of the learning methods to increase students' absorption and add insight into learning strategies.

IMPLEMENTATION OF PAI TEACHER RESPONSIBILITIES IN ONLINE LEARNING DURING THE COVID 19 PANDEMIC

The teacher's responsibilities in assessing learning include: carrying out assessments using assessment instruments that have been developed when planning learning; carry out modifications and scoring; as well as providing input and follow-up on process improvements and providing remedial learning. The skills needed to carry out learning assessment tasks are to understand the learning assessment methodology, including assessment techniques and tools, good assessment criteria, forms and types of tests, scoring, statistics related to assessment, as well as remedial implementation programs. Therefore, a teacher needs to motivate students to carry out activities to meet their needs. Because motivation can make someone try to improve the work results they want to achieve. This effort will continue until you get what you want. This motivation arises because of a need. The needs that encourage motivation are psychological needs to fulfill physical satisfaction such as eating, drinking, oxygen and so on as well as social psychological needs to fulfill social satisfaction such as; appreciation, praise, security and so on. Apart from that, the emergence of motivation is also influenced by the environment in which the individual is located.

A pilot clinical skills coaching program to reimagine remediation: a cohort study.

Background New approaches are needed to improve and destigmatize remediation in undergraduate medical education (UME). The COVID-19 pandemic magnified the need to support struggling learners to ensure competency and readiness for graduate medical education (GME). Clinical skills (CS) coaching is an underutilized approach that may mitigate the stigma of remedial learning. Methods A six-month CS coaching pilot was conducted at Harvard Medical School (HMS) as a destigmatized remedial learning environment for clerkship and post-clerkship students identified as 'at risk' based on objective structured clinical examinations (OSCE). The pilot entailed individual and group coaching with five faculty, direct bedside observation of CS, and standardized patient encounters with video review. Strengths-based coaching principles and appreciative inquiry were emphasized. Results Twenty-three students participated in the pilot: 14 clerkship students (cohort 1) and 9 post-clerkship students (cohort 2). All clerkship students (cohort 1) demonstrated sustained improvement in CS across three OSCEs compared to baseline: at pilot close, at 6-months post pilot, and at 21-24 months post-pilot all currently graduating students (10/10, 100%) passed the summative OSCE, an HMS graduation requirement. All post-clerkship students (cohort 2) passed the HMS graduation OSCE (9/9,100%). Feedback survey results included clerkship students (9/14; 64%) and post-clerkship students (7/9; 78%); all respondents unanimously agreed that individual coaching was "impactful to my clinical learning and practice". Faculty and leadership fully supported the pilot as a destigmatized and effective approach to remediation. Conclusion Remediation has an essential and growing role in medical schools. CS coaching for remedial learning can reduce stigma, foster a growth mindset, and support sustained progress for 'at risk' early clerkship through final year students. An "implementation template" with suggested tools and timelines can be locally adapted to guide CS coaching for UME remediation. The CS coaching pilot model is feasible and can be generalized to many UME programs.

Теоретичний аналіз проблеми жестової стимуляції в роботі з пацієнтами з постінсультною афазією

The article contains the analyses of theoretical aspects of gesture usage as a therapeutic tool in the speech therapy rehabilitation of patients with aphasia. The paper characterizes studies that indicate a close relation between verbal and non-verbal communication. There are defined main types of gestures and their classification, as well as the communicative function of gesticulation for people with preserved speech and the ones with aphasia. There is a description of gesture functioning peculiarities for people with aphasia and their impact on the process of speech therapy rehabilitation. There were analyzed results of previously conducted studies on the effectiveness of gestural stimulation as a method of restoring communication in patients with aphasia. It allowed to state following. Most studies indicate that the use of gestures in impaired communication contributes to the restoration of verbal speech. As well as improves the search for needed vocabulary (both nouns and verbs), helps the patient to remember words better, and in the case of unintelligible speech to convey and recognize the content of the message. It also provides an opportunity for the patient to maintain contact with the surrounding people. Difficulties identified while the research are the use of gestural stimulation in remedial learning, namely motor disorders, particularly limb apraxia, which is common in stroke patients. The article contains the description of tests generally accepted in the neurological clinic, with the help of which it is possible to assess the preservation of complex forms of praxis in patients with organic lesions of the central nervous system. Furthermore, there is the analysis of studies that deny the positive influence of gestures on communication in people with aphasia, or determine the effectiveness of their use only in working with patients with a mild degree of aphasia.

Group Decision Making in Competency-Based Medical Education - Clinical Competency Committee

<p>臨床能力委員會(Clinical Competency Committee, CCC)在勝任能力導向醫學教育的總結性評量中扮演重要的角色。委員會根據以評量藍圖執行的職場觀察評量結果，進行系統性的討論，對學員的能力進展做出公正可靠的判斷，回饋給相關利害關係人，並協助學員擬定個人化之補強訓練計畫。進行會議前應有共識會議、師資培育課程、及學員能力進展資料閱讀，事前的學員自我評量能夠促進學員與教師對學員能力進展的認知，並促進學員對於教師回饋的接納理解程度；會議中須建立結構化的決策過程，最終獲得客觀且可信的決策成果；會議後應向學員提供回饋，並協助制訂補強學習計畫或提供訓練協助規劃。藉由完善的CCC程序，可提升臨床醫事人員的訓練品質、教師教學水準、醫療服務品質及專業認同。</p> <p> </p><p>Clinical Competency Committee (CCC) plays a key role in the summative assessment of competency-based medical education (CBME). Specifically, CCC conducts systematic discussions according to the results of workplace observation and assessment derived from assessment blueprints to provide an accountable and reliable judgment on the progression of trainees’ competencies. CCC then informs assessment results to stakeholders and assists trainees in developing personalized remedial learning plans. CCC members should conduct a consensus meeting, complete faculty training courses, and review trainees’ competency development data before calling a CCC meeting . Student self-assessment should also be completed before the CCC meeting to improve trainees’ and CCC members’ understanding of the progress of their competency development and to ensure that trainees agree with and accept teachers’ feedback. During the CCC meeting, a structured decision-making procedure must be constructed for objective and credible decision-making. After the meeting, feedback should be provided to students to assist them in developing remedial learning plans or training assistance plans. A comprehensive group decision-making procedure should be carried out in CCC to improve the quality of clinical staff training, teaching, and medical services as well as the professional identity of clinical staff.</p> <p> </p>

The effect of an e-learning-based remedial program on students' learning outcomes: The case of Fraction

Students experienced difficulty in studying the topic of fraction during the covid-19 pandemic resulted in incomplete learning so remedial learning was necessary. So far, remedial learning has not been optimally implemented. Therefore, to achieve optimal remedial learning objectives, e-learning based remedial learning is needed. The aims of this study were 1) to find out the effect of e-learning-based remedial learning on the topic of fraction on learning outcomes in junior high schools in Banda Aceh, 2) to examine the improvement in student learning outcomes through e-learning based remedial learning on the topic of fraction on learning outcomes in junior high schools in Banda Aceh. This experimental study used quantitative approach. This study was designed following the pre-experimental design using one-group pretest-posttest. One-group pretest-posttest is a design that includes a pretest followed by treatment and a posttest for one group. The population of this study was all eighth grade students in Banda Aceh. The sample was randomly selected. They were the eighth grade students at four junior high schools whose pretest scores had not yet reached the KKM score of 60. The instruments used were diagnostic test questions and remedial questions on the topic of fraction. Diagnostic and remedial test results data were analyzed with SPSS. The results shows that there is a significant effect of e-learning based remedial learning on the topic of fraction on learning outcomes in junior high schools in Banda Aceh, 2) e-learning based remedial learning on the topic of fraction improves the students’ learning outcomes. The implication of this research is that teachers can implement the remedial learning based on e-learning on other learning topics, so that they has alternative solutions to the problem of implementing remedial learning outside of mathematics learning.

The role of diagnostic writing assessment in promoting Chinese EFL students’ learning autonomy: An action research study

Writing is a productive language skill that is difficult to improve and derive confidence from. Despite the abundant studies on product, process, or genre approaches to teaching writing and teachers’ feedback, there is a paucity of research into English as a foreign language (EFL) students’ responsibility for writing improvement and diagnostic writing assessment feedback. The present study employed an action research approach to explore the role of diagnostic writing assessment in promoting Chinese upper-intermediate EFL students’ learning autonomy. Questionnaires, reflective journals, and portfolios were utilized to elicit data, which were analyzed within Benson’s three-dimension learning autonomy framework. It was revealed that the diagnostic writing assessment impacted all dimensions of learning autonomy, helping EFL students form realistic perceptions of their writing abilities, formulate approachable remedial learning goals, select appropriate learning methods and content, monitor learning processes, and evaluate learning outcomes. It was also found that teacher interventions could significantly enhance EFL students’ learning management. This study highlighted the role and tested the feasibility of adopting diagnostic writing assessment to facilitate EFL students’ autonomous learning.

A pilot clinical skills coaching program to reimagine remediation: a cohort study

Background New approaches are needed to improve and destigmatize remediation in undergraduate medical education (UME). The COVID-19 pandemic magnified the need to support struggling learners to ensure competency and readiness for graduate medical education (GME). Clinical skills (CS) coaching is an underutilized approach that may mitigate the stigma of remedial learning. Methods A six-month CS coaching pilot was conducted at Harvard Medical School (HMS) as a destigmatized remedial learning environment for clerkship and post-clerkship students identified as ‘at risk’ based on objective structured clinical examinations (OSCE). The pilot entailed individual and group coaching with five faculty, direct bedside observation of CS, and standardized patient encounters with video review. Strengths-based coaching principles and appreciative inquiry were emphasized. Results Twenty-three students participated in the pilot: 14 clerkship students (cohort 1) and 9 post-clerkship students (cohort 2). All clerkship students (cohort 1) demonstrated sustained improvement in CS across three OSCEs compared to baseline: at pilot close, at 6-months post pilot, and at 21-24 months post-pilot all currently graduating students (10/10, 100%) passed the summative OSCE, an HMS graduation requirement. All post-clerkship students (cohort 2) passed the HMS graduation OSCE (9/9,100%). Feedback survey results included clerkship students (9/14; 64%) and post-clerkship students (7/9; 78%); all respondents unanimously agreed that individual coaching was “impactful to my clinical learning and practice”. Faculty and leadership fully supported the pilot as a destigmatized and effective approach to remediation. Conclusion Remediation has an essential and growing role in medical schools. CS coaching for remedial learning can reduce stigma, foster a growth mindset, and support sustained progress for ‘at risk’ early clerkship through final year students. An “implementation template” with suggested tools and timelines can be locally adapted to guide CS coaching for UME remediation. The CS coaching pilot model is feasible and can be generalized to many UME programs.

Case Study of Learning Difficulty Class III Students at SDN 06 Batu Taba, Ampek Angkek Sub-District

Diagnosis of learning difficulties is the process of determining the problem of students' inability to learn by examining the background causes by analyzing the symptoms of learning difficulties or barriers that appear. The purpose of this study is to identify the location of learning difficulties experienced by students and the provision of treatment. The type of research used in this research is a qualitative case study in nature. The key informants in this study were students with the initials S and supporting informants, namely the school principal, who was also a class III homeroom teacher, class II teacher, and parents of students. Data collection techniques were carried out using non-test methods, namely observation, interviews, general problem-solving tools, problem-solving tool PTSDL, Sociometry, and format of mastery of learning material difficulties. The data analysis technique is data triangulation. This study found that one student with the initial S experienced learning difficulties in mathematics and Arts and Culture and Skills. After being given counseling services in the form of remedial learning, students with the initial S experienced an increase in subject mastery.