Learning Resources Research Articles

Analysis of Knowledge, Utilization, and Technology Adoption of Digital Learning Resource by Geography Teachers in Sragen and Karanganyar, Indonesia

Analysis of Knowledge, Utilization, and Technology Adoption of Digital Learning Resource by Geography Teachers in Sragen and Karanganyar, Indonesia

University students’ misconceptions of cellular structures and functions

ABSTRACT The goal of the present study was to assess biology students’ level of understanding and identify their misconceptions about cellular concepts. We conducted a questionnaire survey followed by interviews. Study participants (n = 620) were students enrolled in a biology degree programme. Data analysis showed that students had low knowledge of the basic characteristics of cells. Misconceptions were identified in all four core competencies of cell biology education. The most identified common misconceptions concerned the relationship between the structure and function of the cell membrane, nucleus and endoplasmic reticulum. Students have difficulty making the connection between cellular transport and its relationship to the structure of the plasma membrane. Students also struggled to make the connection between the different levels of organisation (macroscopic, microscopic and molecular). However, most students understood the concepts related to the chemical constituents of cells. Several potential factors are responsible for the appearance of misconceptions among the participants in this study, including levels, failure to use learning resources to visualise the various phenomena that take place in the cell, incomprehensible terms, and complexity of the processes and mechanisms of cell biology which, to understand them, require recourse to concepts taught in other disciplines such as physics and chemistry.

The Effect of the Application of Project-Based Learning Model on Improving Problem-Solving Skills

The learning process is a learning activity designed to provide a learning experience that involves mental and physical processes through interaction between children, teachers, learning environments and other learning resources in achieving basic competencies In child development some several aspects and abilities need to be developed, one of which is the cognitive aspect. The development of cognitive aspects is the ability of thinking that a person has to understand and understand something. The cognitive aspect is that children need to develop their abilities according to their respective ages. One of the skills that needs to be developed in children (5-6) years old is problem-solving skills. Problem-solving skills need to be possessed and developed from an early age. Because, in daily life, of course, children will be faced with various problems. So, every child must be able to solve and overcome this problem. This study aims to determine the effect of the application of the project-based learning model on improving problem-solving skills in children aged 5-6 years. The research method used is quantitative research with the Quasi-experimental method, or pseudo-experimentation. The design form used in this study is Nonequivalent Control group Design, which is a design that provides pre-test before treatment, as well as post-test after applying treatment to each group The results of the study show that: 1) An overview of children's problem-solving skills in the control group aged 5-6 years and an overview of children's problem-solving skills in an experimental group aged 5-6 years with the application of a Project-Based Learning Model so that it can be It was concluded that there was an influence of the project method on the problem-solving ability of children aged 5-6 years.

Enhancing paediatric and congenital cardiology e-learning postgraduate education: insights from the Association for European Paediatric and Congenital Cardiology directed webinar series.

A series of webinars covering widespread knowledge on paediatric cardiology and cardiac surgery topics was initiated by Association for European Paediatric and Congenital Cardiology, serving towards preparation for the Association for European Paediatric and Congenital Cardiology certification in paediatric and congenital cardiology. This study investigated the impact of webinars as educational tools for junior paediatric cardiologists in the post-COVID-19 pandemic era. A cross-sectional survey design study using an online survey as a tool for the assessment of trainees. An open and closed-ended SurveyMonkey questionnaire was used to document the learners' opinions on webinars. Results were reported using descriptive statistical analyses. Twenty-seven Association for European Paediatric and Congenital Cardiology junior members participated in the online survey from twelve different countries. Most of the participants were trainees in paediatric cardiology (56%), and the remainder were junior consultants in paediatric cardiology. Approximately 70% found no difficulties in participating in the webinars. The webinars were appreciated by participants, who found the webinars interactive and highly educational with contents highly applicable to everyday clinical practice. Significant heterogeneity emerged in training programmes across Europe and worldwide in terms of programme duration, number of fellows, teaching approach, and assessments. Training opportunities such as courses, grants, and more webinars were suggested as tools to support continuous learning by the Association for European Paediatric and Congenital Cardiology. The Association for European Paediatric and Congenital Cardiology webinar series has confirmed the crucial role of online-based learning resources in the new generation of junior paediatric cardiologists. Association for European Paediatric and Congenital Cardiology webinars and the examination in paediatric cardiology may help standardise training across Europe, promoting the highest standards in patient care.

Scaffolding Case Studies

Background: Nursing education is transitioning to competency-based education (CBE). A key principle of CBE is scaffolding curricula from simple to complex to facilitate student learning. Problem: There is no standardized method of scaffolding nurse practitioner (NP) curricula. Approach: A workgroup of NP educators analyzed visit types—such as wellness, acute, chronic, and transition of care visits—to determine the appropriate placement of case scenarios for early, middle, or late-stage learners. Each case was then aligned with the educational preparation requirements for specific NP populations to identify which populations would benefit most from the scenario. Outcomes: A structured classification system, using predefined criteria, was developed to scaffold case scenarios in NP education. This systematic arrangement supports the implementation of CBE and facilitates learning. Conclusions: The scaffolding model can be used with a variety of learning resources and provides a standardized method for scaling complexity within NP curricula.

Interprofessional and Inter-Organisational Collaboration in the COVID-19 Vaccination Programme: Lessons From North Central London.

To discuss inter-organisational collaboration in the context of the successful COVID-19 vaccination programme in North Central London (NCL). An action research study in 2023-2024. Six action research cycles used mixed qualitative methods. Four findings are presented which illustrate inter-organisational collaboration across professional and organisational boundaries: working in the action research group, learning to work as an action research group, working collaboratively in new ways, working outside professional, occupational and organisational silos. These themes are discussed in relation to the literature on interprofessional and inter-organisational collaboration. The COVID-19 vaccination programme offered a way out of the pandemic. Between December 2020 and February 2022, 2.8 M people were vaccinated by the NCL Vaccination team in an example of inter-organisational collaboration between science, health and community. Staff on the vaccination programme worked inter-organisationally in new ways to achieve this. In NCL several thousand local residents joined the NHS to work with healthcare professionals including nurses, nursing associates and students to deliver the programme in new ways which are illustrative of inter-organisational collaboration. No PPI within this study. The implications for the profession and for healthcare organisations of the findings are that, in contrast to traditional ways of working which have been entrenched in silos of professional knowledge and expertise, health professionals are able to work in new ways and find inter-organisational work satisfying. This has implications for patients as it has the potential to improve communication between very different organisations and as the vaccination programme shows, results in successful public health vaccination rates. This study set out to create a public resource for learning (for future pandemics or other works of national effort) to commemorate the collaborative efforts of the diverse vaccination workforce and volunteers involved in the programme. Participation in the COVID-19 vaccination programme had a profound effect on NHS clinical and professional staff, on partners across business and volunteer organisation in North Central London and on volunteers from the public in North Central London. Inter-organisation collaboration has been sustained after the delivery of the vaccination programme in North Central London; innovative ways of working have been introduced in the local community to deliver ongoing vaccinations and wider prevention activities and the partnership between academia and clinical practice. The research findings have had an impact on the research participants and the wider public through the website created as a public resource to commemorate the COVID-19 vaccination programme in North Central London. The consolidated criteria for reporting qualitative studies (COREQ) was used as a guide throughout data collection and analysis. The public were involved as participants in this study. They did not participate in the study design.

Development of Natural Sciences Learning Media Based on Science Literacy on the Topic of Solar System in Elementary School

The lack of learning media that enables students to learn makes it challenging to understand the learning material. This research aims to describe the design process of solar system multimedia products and determine the validation results of solar system multimedia products according to the results of expert reviews and individual trials. This development research uses the ADDIE (Analysis, Design, Development, Implementation, Evaluation) method. Data collection uses a questionnaire method. The research results show that the learning media developed has a very feasible category, with the results of student responses being very feasible with an overall average percentage of 95% and the results of teacher responses getting a percentage of 89.3% with a very feasible category. This demonstrates how well-suited the learning resources created for the solar system are for use as classroom instruction. According to the research, learning materials could be a solution for creating science learning materials that improve and ease students' comprehension, particularly regarding solar system content.

Domestic work and girl child school drop outs: A case study of selected secondary schools in Kyamuhunga town council Bushenyi district

This study explores demographic and contextual factors influencing educational participation, with a focus on gender disparities and causes of girl child school dropouts. A significant gender imbalance was observed, with 93% male respondents and only 7% female, reflecting patriarchal societal norms that restrict female participation. Age distribution highlighted a concentration of respondents aged 20–30 years (34%), aligning with the study’s emphasis on educational challenges among youth. Marital status data showed a predominance of unmarried respondents, correlating with the high student population. Religious affiliation revealed a Catholic majority (80%), with implications for education access shaped by religious norms. Key causes of girl child school dropouts were identified as poverty (100%), lack of girl-specific needs (97%), early marriages (67%), and peer pressure (40%). Poverty emerged as the dominant factor, supported by UNICEF findings, while unmet needs like menstrual hygiene supplies and early marriages significantly impacted education continuity for girls. Additionally, domestic work was shown to adversely affect girls’ academic performance and psychological well-being. The study underscores the need for targeted interventions, including empowering students, motivating teachers, and enhancing learning resources. While consistent with existing research, addressing gender imbalances and incorporating perspectives from parents and teachers could enrich understanding and inform inclusive strategies. Keywords: Gender Disparities, Girl Child Dropouts, Educational Barriers, Poverty and Education, Domestic Work Impact

Developing Area-based Multidisciplinary Action Learning Through Design Indigenous History Learning Resources of Culturally Diverse Students in Secondary Schools Northern Thailand

This research investigated the indigenous history and culture of Ban Pang Mai community in Mae Suai District, Chiang Rai Province, Thailand, developed area-based multidisciplinary action learning resources for culturally diverse secondary school school students in Northern Thailand. And study lessons from the area-based multidisciplinary action learning of students from diverse cultural backgrounds in Northern Thailand. Employing Multidisciplinary Action Research (MDAR), the study involved 119 participants: 45 community informants (leaders, monks, scholars, and residents), seven expert evaluators, and 67 high participants: 45 community informants (leaders, monks, scholars, and residents), seven expert evaluators, and 67 high school teachers and students involved in developing local learning resources. Data were collected through unstructured interviews, historical data accuracy assessments, historical picture book suitability assessments, and focus group discussions. Qualitative data were analyzed using content analysis. The study found that Ban Pang Mai, a Tai Yai hill tribe community situated in a watershed forest area, possesses a unique cultural heritage linked to the “Small Houses in the Big Forest” migration project. Their way of life is deeply rooted in self-sufficient agriculture. The research developed local history learning resources, including a community study book, “The Ethnic Community Way of Life: Ban Pang Mai,” and three video segments incorporating Augmented Reality (AR) technology. These resources, developed using the Mahaboworn process (integrating universities, communities, cultural beliefs, and schools within the Indigenous Civic Education Network (ICEN)), aim to promote equitable and inclusive education by managing community memory and history. The effectiveness of these resources was rated at the highest level. Finally, the study identified key learning competencies emerging from the area-based multidisciplinary action learning process, termed “Multidisciplinary Action Learning Competency,” encompassing values of happiness, respect, awareness, consciousness, management, confidence, application, engagement, sustainability thinking, and lifelong learning.

تطبيق نموذج التعليم القائم على المشاريع أوProject Based Learning في تعلماللغة العربية في المدرسة المتوسطة الإسلامية الحكومية 5 باسامان

The researching in this thesis was motivated by the existence of problems with student at mtsn 5 pasaman Students realize that in teaching this language students will not be interested in learning Arabic if they do not use an approach or model in their learning, Not all students actively participate in this project-based learning model, Lack of resources such as textbooks and technology in implementing the project-basedlearning model ,Difficulty in time management, because project-based learning requires time for planning, implementation. The research methodology studied by researchers used qualitative methods. The qualitative method is research that attempts to reveal the natural or realistic conditions that exist at that location. Qualitative research not only collects individual variables, but these variables can be linked to other variables. This research, the researcher used a qualitative approach with a descriptive case study type, namely research that describes a social event and certain situations that are described correctly using words. Results show that the challenges of the project-based learning model process: learning Arabic through a project-based model at SMP Islam Negeri 5 Pasaman faces many challenges, including: The diversity of students' basic abilities middle school students have varying knowledge and abilities in Arabic. Difficulty in time management .The time allocated for learning Arabic at SMP Negeri 5 Basaman is generally limited, so it can be a challenge to complete projects that take a long time because project-based learning requires time for planning, implementation and evaluation, Availability of learning resources.

Evaluasi Kebijakan Kurikulum Merdeka dalam Pembelajaran Pendidikan Agama Islam di Sekolah Dasar Islam Amanah Ummah

This study aims to evaluate the implementation of the Kurikulum Merdeka (Independent Curriculum) in Islamic Education (Pendidikan Agama Islam, PAI) at SDI Amanah Ummah. The research uses a qualitative method with a case study approach to deeply explore the curriculum's effectiveness as well as the supporting and inhibiting factors in its application. Data were collected through in-depth interviews with teachers and the school principal, classroom observations, and analysis of curriculum-related documents. The findings indicate that the Kurikulum Merdeka provides teachers with flexibility to design more contextual and student-centered learning. The project-based approach in this curriculum helps students understand Islamic values in an applied manner. However, several challenges were identified, such as varying levels of teacher understanding, limited learning resources, and resistance from some parents toward the new methods being implemented. This study recommends enhancing teacher training, conducting more intensive outreach to parents, and optimizing the use of technology in learning as strategic steps to improve the implementation of the Kurikulum Merdeka at SDI Amanah Ummah.

Developing active learning activities for didactic perfusion courses.

In the world of academia, traditional lecturing has been the most common pedagogical approach for centuries. However, it can create an environment for students to be passive learners in the classroom. Alternatively, active learning is a pedagogical approach intended to encourage students to engage with content in manners which have been associated with improved exam performance, final course grades, clinical reasoning skills, and critical thinking skills. Given that perfusion is inherently a profession where didactic information must be applied in practice, the implementation of active learning in didactic courses is worth considering. Although active learning is practiced in perfusion education through participation in simulations and clinical rotations, there are no easily identifiable active learning resources available to supplement didactic perfusion courses. In response, written active learning activities were specifically designed for didactic perfusion courses. The activities were designed based on the format for guided inquiry worksheets, the incorporation of the learning cycle, and the implementation of process oriented guided inquiry learning (POGIL) strategies. Key concepts were identified, learning objectives were specified, and models (figures or tables of data) were created as targets of engagement and analysis. Following each model, questions and prompts are given to guide students through identifying, understanding, and exploring the concepts incorporated in the activity as well as opportunities to apply the newly gained knowledge and understanding. Ten active learning activities have been developed based on the methods summarized above. While the purposes of this paper are to inform the perfusion community of active learning and to share guidelines on how to create active learning activities for didactic perfusion courses, the goals of the activities are to provide examples to perfusion educators and to guide students in understanding basic perfusion concepts in a clinically relevant manner. It is recommended that perfusion students complete these activities alongside their didactic perfusion courses.

Enhancing Foreign Speakers’ Satisfaction in Learning Indonesian Language with a Gamified Multiplatform Approach

This study examines how gamification can improve the satisfaction level of foreign learners studying the Indonesian language using the innovative multiplatform application named Belajar Indo. In consideration of the Indonesian government’s heightened focus on language proficiency for foreign workers and students, this study examines the challenges encountered in Bahasa Indonesia for Foreign Speakers (BIPA) programs. Integrating gamified elements into a Progressive Web App (PWA) presents an engaging alternative to traditional learning resources, which frequently fall short in terms of interactivity and accessibility. Data gathered from surveys, online observation, and user engagement metrics indicate that gamification greatly improves learner motivation, resulting in a success rate of 93.51% and a Net Promoter Score (NPS) of 8.11. The findings demonstrate that gamification enhances language acquisition while simultaneously cultivating a greater enthusiasm for learning Indonesian, proving advantageous for both beginners and advanced learners. This study advances the domain of educational technology by presenting a model that integrates language acquisition with digital innovation, highlighting gamified learning as an effective instrument for foreign language education. Future recommendations involve fine-tuning user interface components to improve usability and maintain elevated engagement levels.

Game-Based Personalized Learning in the Metaverse Computer Virtual Laboratory: Improving User Experience with a Learning Material Recommender System

Assembly learning is an important component in computer education in terms of emphasizing the understanding of computer components and their functions. This study explores the evolving learning methodologies and media to convey this knowledge, especially in today’s era of advanced technology characterized by online interactions. However, the real difficulty in the learning process is guiding students to relevant learning resources. Therefore, this study proposes the integration of Multi-Criteria Recommender System (MCRS) in metaverse, so that we can use the pretest as a reference and make appropriate learning material recommendations. The purpose of integrating the recommendation system into the virtual learning environment is to improve the computer assembly learning process so that students get the right materials and the best learning outcomes. The test results show that the recommender system can generate appropriate learning material recommendations for players, and the Metaverse-based Computer Virtual Laboratory (MCVL) also received a good usability rating.

A Walk Through Dementia: exploring the effects of a virtual reality app about dementia on students' knowledge and attitudes.

A Walk Through Dementia (AWTD) is a learning resource that shows dementia from the perspective of people with the condition. Its three 360-degree simulation films depict a person with dementia in different everyday situations and can be viewed online or on a smartphone using an app. To evaluate how first-year undergraduate healthcare students react to the AWTD app, what they learn from it and the influence it has on their clinical practice during placements. The app was used as a learning tool during two dementia training days attended by 414 students at Bournemouth University. Data were collected on the day via a post-training survey and four months later via two focus groups with a small purposive sample of students. The survey was completed by 271 of the 414 students (65% response rate) and 11 students participated in the focus groups. Survey respondents found the app easy to use and engaging. They reported a deeper understanding of dementia and felt that the app had changed their attitude towards people with dementia. Focus group participants discussed how they approached people with dementia with more awareness, more confidence and in a more person-centred manner. There are potential benefits of using the AWTD app in dementia education for undergraduate healthcare students, but further research is needed to confirm its effectiveness as a learning tool.

Textbook Accessibility and Retention in Mathematics and Economics: Insights from Cameroon

Aims: This study evaluates the impact of the Single Textbook Policy on high school students' retention in Mathematics and Economics in Cameroon. The policy, implemented to standardize educational resources, has raised concerns about its effectiveness in enhancing students’ retention of key concepts. It seeks to compare retention scores among students using no textbooks, one official textbook, or multiple textbooks, with a focus on subject-specific and gender-based differences. Study Design: The research employed a causal-comparative design to examine the retention of mathematical and economic concepts among students under varying textbook accessibility conditions. Place and Duration of Study: The study was conducted in Cameroon, focusing on students who had completed their Advanced Level examinations and were registering for university. The duration spanned the period during the registration into the university of Bamenda for the 2024/2025 academic year. Methodology: Data were collected from 300 high school students using a structured assessment of their retention of mathematical and economic concepts. Students were grouped based on their textbook usage: no textbooks, one official textbook, or multiple textbooks. Gender differences in retention were also analyzed. Means and standard deviations were used to answer the research questions while independent samples t-test and ANOVA were used to test the hypotheses at the 5% level of level significance. Results: The analysis revealed significant differences in retention scores based on the number of textbooks used. Students who used multiple textbooks demonstrated higher retention scores compared to those using a single official textbook or no textbooks. Gender differences did not significantly impact retention in either Mathematics or Economics. Conclusion: The study suggests that increasing access to multiple textbooks enhances students’ retention of mathematical and economic concepts. These findings question the efficacy of the Single Textbook Policy and recommend that educational strategies in Cameroon’s secondary schools incorporate diversified learning resources to improve academic outcomes.

Enhancing peer assessment with artificial intelligence

This paper surveys research and practice on enhancing peer assessment with artificial intelligence. Its objectives are to give the structure of the theoretical framework underpinning the study, synopsize a scoping review of the literature that illustrates this structure, and provide a case study which further illustrates this structure. The theoretical framework has six areas: (i) Assigning Peer Assessors, (ii) Enhancing Individual Reviews, (iii) Deriving Peer Grades/Feedback, (iv) Analyzing Student Feedback, (v) Facilitating Instructor Oversight and (vi) Peer Assessment Systems. The vast majority of the 79 papers in the review found that artificial intelligence improved peer assessment. However, the focus of many papers was on diversity in grades and feedback, fuzzy logic and the analysis of feedback with a view to equalizing its quality. Relatively few papers focused on automated assignment, automated assessment, calibration, teamwork effectiveness and automated feedback and these merit further research. This picture suggests AI is making inroads into peer assessment, but there is still a considerable way to go, particularly in the under-researched areas. The paper incorporates a case study of the RIPPLE peer-assessment tool, which harnesses student wisdom, insights from the learning sciences and AI to enable time-constrained educators to immerse their students in deep and personalized learning experiences that effectively prepare them to serve as assessors. Once trained, they use a comprehensive rubric to vet learning resources submitted by other students. They thereby create pools of high-quality learning resources which can be used to recommend personalized content to students. RIPPLE engages students in a trio of intertwined activities: creation, review and personalized practice, generating many resource types. AI-driven real-time feedback is given but students are counseled to assess whether it is accurate. Affordances and challenges for researchers and practitioners were identified.

Challenges and Coping Mechanism on The Transition from Modular Scheme to Face-To-Face Modality: Implication to Teacher’s Competency

The purpose of this study is to determine perceived challenges faced by MAPEH teachers during the transition from modular to face-to- face modality in terms of workload, students’ behaviour, teaching learning resources, teacher’s competency and training and supports. Also, to determine their perceived coping mechanism using the problem-focused, emotional-focused, and avoidant- focused. Additionally, to know the MAPEH teachers’ level of teaching competency in terms of content knowledge and pedagogy and learning environment. Findings revealed that the MAPEH teachers perceived challenges on limited teaching hours (3.64), students’ disruptive behaviour in sitting still, disturbing, and shouting/screaming toward others (3.78), have personal and family problems such as parent separation, financial support, and school pressure (3.82). As well as the absence of a reliable internet connection to support limited learning materials (4.00), limited textbooks, self-learning modules (3.98), and the lack of available electronic devices such as a computer, television, overhead projector, and audio speaker use for teaching learning (3.91). Moreover, respondents experience limited Trainings, seminars, and webinars for MAPEH teachers (3.71). Meanwhile, research result showed that Problem-focused (4.42) and emotional- focused (4.23) often perceived coping mechanism. Therefore, study shows that there is no significant relationship between challenges variables and Content Knowledge and Pedagogy is partially accepted. However, there is a positive significant relationship between the challenges variables and teacher’s competency is partially sustained. Moreover, there is no significant relationship between coping mechanism variables and content knowledge and pedagogy as well as the teaching environment competency.

Impact of Learning Resources and Environment on Social Studies Achievement: A Case Study of Gorontalo Municipality Secondary Education, Indonesian

This study aims to determine how much influence the Use of Textbooks, the Internet as a Learning Source, the Intensity of Assignment Giving and the Learning Environment have on Student Learning Outcomes in Integrated Social Studies Subjects at SMP Negeri 10, Gorontalo City. This study uses a quantitative method with data analysis techniques using Multiple Linear Regression. The sample in the study amounted to 156 students. Sampling was carried out using the Stratified proportional random sampling technique. The research data came from primary sources with multiple linear regression analysis by the help of the Eviews Version 21 program. The results of the study show that: The use of textbooks, the internet as a learning source, the intensity of assignment giving and the learning environment together have a significant effect on student learning outcomes in integrated social studies subjects at SMP Negeri 10, Gorontalo City with a determination coefficient of 75.90%.

EVALUASI METODOLOGI WATERFALL DAN AGILE: STUDI LITERATUR PADA SISTEM PERPUSTAKAAN

School libraries play a crucial role in supporting educational activities by providing adequate learning resources. However, manual management practices often hinder operational efficiency, as observed in SDK Buntal, Manggarai Timur, and SD Muhammadiyah 10 Palembang. To address these challenges, this study evaluates the implementation of website-based library systems using Waterfall and Agile methodologies. The research employs a library research approach, gathering data from relevant literature, and utilizes descriptive methods to analyze the characteristics and effectiveness of each methodology. Results indicate that the Waterfall approach offers a clear and structured development process, suitable for stable requirements, while Agile provides flexibility and adaptability, allowing iterative improvements based on user feedback. This comparative analysis highlights the strengths and limitations of both methodologies in enhancing library management. The findings serve as a practical guide for educational institutions in selecting the appropriate methodology to optimize library operations. This research contributes to the broader understanding of software development strategies in education-focused systems.