Learning Resources Research Articles

Implementasi Discovery Learning untuk Meningkatkan Kecerdasan Digital Mahasiswa

The digital era demands students to have comprehensive digital intelligence, including students' ability to access, manage, analyze, and present digital information, alongside a grasp of digital ethics and safety. This research seeks to examine how the Discovery Learning approach influences the enhancement of students' digital intelligence. The study employed a pre-experimental design utilizing a one group pretest-posttest, which included 31 students in their fifth semester from the Faculty of Teacher Training and Education. The results showed a significant increase in students' digital intelligence. Statistical analysis produced a significance probability of p = 0.0000 (p <0.05), an average increase of 25.01%. Through the stages in this model, students are given the opportunity to not be passive in the learning process, so they can have critical thinking skills, problem solving, and digital skills needed in today's digital era. Further research should explore other elements, including lecturer readiness, availability of digital learning resources, and supportive institutional policies

ChatGPT in Computer Science Education: A Case Study on a Database Administration Course

GenAI tools like ChatGPT have changed the educational landscape, and empirical experiences are needed to better understand how to use them to their fullest potential. This article empirically explores the usage of ChatGPT 3.5 in database administration education through a case study conducted with 40 computer science students. Specifically, it inspects how widespread the use of ChatGPT is and students’ perceptions of this tool, how prior knowledge on a topic affects the use of ChatGPT, and the relationship between the usage of ChatGPT and success in solving practical problems. The student’s grades in a computer practical exam, a set of theoretical tests to assess progression in knowledge acquisition, and a comprehensive questionnaire are employed as research instruments. The obtained results indicate that students use ChatGPT moderately but more frequently than traditional internet learning resources such as official documentation, Stack Overflow or googling. However, the usage is uneven among students, and those who end up getting better grades use ChatGPT more. Beyond prompting skills, one of the elements that is key to the students’ productive use of this tool is their prior knowledge about database administration. This article concludes that ChatGPT is an excellent educational instrument in the context of database administration and that in order to use it properly, it is necessary for students to have good prompting skills as well as a sound theoretical basis. Training students in the use of GenAI tools like ChatGPT, for example, with a guided practice strategy where prompting and conducted step-by-step practice are employed is key to prevent the appearance of new digital trenches.

Development Evaluation and Acceptability of Module in Science Technology and Society

The purpose of this study is to develop, evaluate, and determine the acceptability of an instructional module in Science, Technology, and Society (STS) for students at West Visayas State University. The study aims to assess how effectively the module enhances student learning outcomes, focusing on its instructional quality, content relevance, and technical accuracy. In response to the increasing demand for high-quality educational materials, particularly in the field of STS, this research addresses the need for structured, self-paced learning tools that support both student engagement and academic performance. Modules provide a flexible learning environment that aligns with contemporary educational practices and meet the growing need for autonomous learning resources. The study utilized the ADDIE model, a systematic instructional design framework, to guide the development of the module. Participants included 51 students enrolled in the Bachelor of Secondary Education and Bachelor of Elementary Education programs. Data were collected through pre-tests, post-tests, and evaluations by expert validators. The module was assessed on various criteria including content accuracy, instructional quality, and technical aspects such as design and layout. Results indicated significant improvement in student performance, with post-test scores increasing from “poor” to “very good.” Expert validators rated the module as “Very Acceptable” across most categories, particularly in instructional quality, although some recommendations for improving content accuracy were noted. The study concludes that the developed STS module is an effective instructional tool for enhancing student learning outcomes. The findings suggest that continuous updates to the module’s content are necessary to maintain its relevance and accuracy. Further research could explore the long-term impact of such modules on student engagement and retention, with recommendations for integrating multimedia enhancements to foster a more dynamic learning experience. Keywords: Instructional Module, Science Technology and Society, ADDIE Model, Educational Material Development, Acceptability

Desain Modul Berbasis Etnomatematika Makanan Tradisional Lepet Ketan Pada Pembelajaran Geometri

An independent learning curriculum that emphasizes culture is needed to recognize more deeply about the culture around and in Indonesia. In this era significant changes occurred in the curriculum, leading to the development of more specific skills and a focus on technology and innovation. Ethnomathematics is one of the learning approaches that relates local culture in mathematics learning. There is a need to develop teaching materials that can improve mathematical skills in students and can be easily understood in accordance with presenting social and cultural skills in their area. Researchers raised the issue of local culture, especially the traditional food Lepet Ketan to be used as a learning resource through ethnomathematical studies in it. To be clearer, the author here will examine the relationship between each form of food type and mathematical elements. This research is a type of research and development R&D (Research and Development) using the ADDIE development model. The data analysis technique used is a qualitative descriptive data analysis technique using an assessment instrument in the form of a questionnaire involving Media Experts and Material Experts Based on the data obtained through the questionnaire assessment sheet, it can be said that the module is suitable for use. The ethnomathematics-based mathematics module on the flat building material developed is Very Feasible based on validity criteria according to the validator's assessment. Based on the results of the validation of material experts, a percentage of 98%, media experts 98%.

The impact of socioeconomic status on parental agency in family language policy for English language learning in China

ABSTRACT This study investigates how Chinese parents of different socioeconomic status (SES) exercise their agency in family language policies (FLP) for English language learning amid educational reforms and sociocultural dynamics. Drawing on Spolsky’s language policy framework and Bourdieu’s, concept of capital, this study analysed 40 interviews with parents from different regions of China. The findings reveal that parents’ ideologies, management strategies, and practices in children’s English learning at home vary across SES groups, influenced by differences in access to economic, social, cultural and linguistic capital. High-SES parents perceive English as vital for global opportunities and set ambitious educational goals, employing resource-intensive support to encourage early bilingualism. Conversely, low-SES parents, constrained by limited resources, prioritise English primarily for school success and locally-based careers and employ adaptive strategies. Practices across SES groups vary from immersive activities in high-SES families to more passive exposure and basic academic support in low-SES families. The study demonstrates that SES, mediated by capital, affects parental agency in FLP. By illustrating the disparities across SES groups, this study contributes to a broader discourse in FLP, demonstrating how parents manifest resilience and adaptability in optimising resources for language learning through dynamic interactions with macro- and micro-level contexts.

Enhancing International Postgraduate Students’ Research and Supervision Capabilities in Tanzanian Higher Education Institutions

Research and supervision are viewed as vital aspects of successful learning in postgraduate programs. This cultivates the effectiveness of the whole process of learning for international postgraduates in their host countries. In this process, learning environment is designated to facilitate the international postgraduate students’ knowledge based on useful learning resources offered by the respective institutions. Currently, most of the common complaints from the international postgraduate students in Tanzanian Higher Education Institutions centered around infrequent and erratic communications between them, their lecturers, and supervisors who were mentioned to be very busy with other administrative and teaching responsibilities. Some were said to have many students and tend to be away from their universities too often. This study was conducted in Tanzania, involving eight international postgraduate students (4 females and 4 males). Convenient and snowball sampling methods were employed to recruit the participants of the study. Qualitative design was employed whereby telephonic in-depth interview and reflective writing were utilized to generate data which were thematically analysed. By using the Sen’s capability theoretical framework, this study endeavored to unveil conversion factors that hinder enhancement of international postgraduates’ research and supervision capabilities. The study thrusts the importance of enhancing research and supervision capabilities to postgraduate students and proposes the best practices of supervisory inputs.

Exploring Students Online Learning Behavioral Engagement in University: Factors, Academic Performance and Their Relationship.

As online learning platforms become prevalent, online learning has been an important way for college students. Online learning engagement, as an evaluation of online learning quality, is crucial for enhancing learning quality and promoting higher education by investigating college students' engagement and its influencing factors in the online learning environment. This paper aims to identify key factors affecting college students' online learning behavioral engagement. Based on a literature review, the Delphi expert consultation method was used to build an assessment framework covering five dimensions (participation, concentration, interaction, challenge, and self-monitoring) with sixteen specific indicators. The Analytic Hierarchy Process (AHP) determined the weights of these factors. Then, data from 63 students using the "Ketangpai" online learning platform were collected and analyzed to explore the correlation and predictive relationships between online learning behavior indicators and academic achievements. The results showed a strong correlation between the frequency of accessing online learning resources and long-term online learning and academic performance, and a prediction model was established. The framework offers theoretical and methodological insights for designing online learning activities and evaluating learning quality. It supports intervening in and assessing college students' online learning processes and improving learning quality. Also, exploring the relationship helps educators formulate personalized online teaching strategies, improving online education effectiveness and students' learning experiences.

Turning nursing students’ mistakes into resources for learning in simulation-based training: facilitators’ assumptions about providing feedback in debriefing

BackgroundThe aim of this study was to investigate how facilitators approach and use nursing students’ mistakes in simulation-based training as learning resources in the simulation debriefing phase. Facilitators are responsible for raising students’ awareness of their performances during the debriefing and facilitating reflections on their performances, including satisfactory behaviours and performance gaps. Research on facilitators’ work during debriefing has highlighted various challenges, such as providing a safe and constructive climate among novice students while simultaneously teaching them the correct procedures, methods, and knowledge of caring practices to become professional nurses. There is a lack of research on how facilitators approach, handle, and use students’ mistakes as a learning resource. Thus, this study investigated facilitators’ assumptions about providing feedback to nursing students when they made mistakes during simulation-based trainingMethodIndividual semi-structured interviews were conducted with nine experienced facilitators from three universities in Norway. Data were analyzed following the principles of thematic analysis (TA).ResultsFacilitators made varying assumptions about the simulations and debriefings as learning processes. These differences were evident in their accounts of how feedback was provided to students when they made mistakes during the simulation-based training.ConclusionFacilitators’ statements about their practices reflect assumptions about how they make simulation activities a resource for meaningful learning, including how to use students’ mistakes as learning opportunities during debriefing discussions. Consequently, these assumptions regarding learning provide valuable insights into the ambiguous and complex praxis of using simulation-based training as a professional educational tool.

Penanaman Nilai-nilai Moderasi Beragama Siswa melalui Pembelajaran Aqidah Akhlaq di MA Bahauddin Ngelom Sidoarjo

The issue of religious moderation is important. School education plays a vital role in the process of instilling these values ​​of moderation. The urgency is reinforced by the influence of the modern era and the challenges of increasingly rampant urban society. In a case study, a phenomenon of educational institutions in urban areas was found that still maintain the content of ethical and moral education and insert moderation content. Of the many institutions that are competing to strengthen these values, MA Bahauddin Ngelom Sidoarjo is one of them. In addition to reasons from the urban space side that make it very possible for multicultural problems to occur, MA Bahauddin is also a private institution that is of interest to many applicants. The purpose of this study is to narrate how to instill the values ​​of religious tolerance through Aqidah Akhlak lessons at MA Bahauddin along with supporting and inhibiting factors. This study is a qualitative study and the data collection method is through interviews, personal documents, memos, and other official documents. This study has produced several conclusions, including; First, the instillation of religious tolerance values ​​in students' aqidah akhlaq learning at MA Bahauddin Ngelom Sidoarjo is going well and effectively, as evidenced by the systematic stages in learning aqidah akhlaq including the introduction of tolerance values, instillation through learning and experience, internalization of tolerance values, reinforcement and appreciation. Second, supporting factors in the process of instilling tolerance values ​​through learning Aqidah Akhlak at MA Bahauddin include the existence of government policies related to religious tolerance in educational institutions, the existence of adequate learning facilities and resources, support from the head of the madrasah and madrasah stakeholders, literature on aqidah akhlaq materials that emphasize the value of religious tolerance, inclusive madrasah management, and a tolerant surrounding community environment. While some inhibiting factors are the level of differences in students' abilities and emotional maturity, differences in the origins of previous schools, limited time in learning aqidah akhlak, some students pay less attention and are sleepy during learning.

Developing Flipbooks Teaching Material Based on Local Wisdom in Improving Young Learners’ Writing Skills of Descriptive Texts

The environment is the main source of learning. The ability of students to understand the descriptive texts and writing these is still low. The use of teaching materials in learning is less close to student life. The availability of learning resources is still limited. Students can read but have not been able to understand the content of the material. This study aims to determine the feasibility and effectiveness of flipbook teaching materials based on local wisdom in improving learning outcomes by analyzing the description text of grade V elementary school students. The method in this study uses the type of Research and Development (R&D) research with the Borg and Gall development model. Product validity tests are carried out with material expert validators and media expert validators. The results of this study showed that the results of the media feasibility test obtained were 93.75% with a very feasible predicate and the feasibility test results from material experts were 93.75% with a very feasible predicate. The results of large-scale usage trials showed an increase from pretest to posttest with an average N-Gain of 0.4 and significance (2-tailed) of 0.000 < 0.05. Flipbook teaching materials display designs and materials conceptualized according to the local wisdom of the Tegal Regency. The conclusion of the results of this study shows that flipbook teaching materials based on local wisdom are declared feasible and effective in improving learning outcomes by analyzing the decriptive texts.

The 6th Year of the Study of Human Medicine is Mainly Orientated to Practice: a Pilot Study with a Digital Logbook

Digital learning resources are in increasing demand, especially in the light of the planned reform of the medical licensing regulations for 2028. In a pilot project, we digitised and evaluated a logbook for students in their practical year (PJ).The aim of this study is to evaluate the digital and non-digital PJ logbooks.Based on a printed PJ logbook, a digital PJ logbook was developed as a web app. The implementation was performed using the commercial enterprise knowledge management system Confluence (Atlassian Corporation, Sydney, Australia), which allows responsive design, integration with the university's user directory, and incorporation of corporate design. Student satisfaction (n=34) was assessed using questionnaires and a 5-level Likert scale. Additionally, students self-assessed their skills at the beginning and end of the rotation before (n=49) and after (n=34) the introduction of the digital logbook by grade points.The majority of students found the digital logbook to be an intuitive and a valuable addition. In the stationary setting, the introduction of the digital logbook led to a significant improvement in self-assessed skills by 0.73 grade points at the beginning (p<0.001) and 0.78 grade points at the end of the rotation (p<0.001). In the operating theatre, there was only a significant improvement of 0.47 grade points at the beginning of the rotation (p=0.027).The evaluation demonstrates that the digital PJ logbook is well-received by students and significantly improves their self-assessed skills. The observed increase in self-assessed skills could be attributed to the introduction of the digital logbook and its contents, although other factors, such as the engagement of the instructors, cannot be excluded. Future modifications are planned to make the logbook more appealing.

Strategi Belajar Pemagang Indonesia di Jepang dalam Meningkatkan Kemampuan Bahasa Jepang

This study explores the strategies Indonesian interns employ to enhance their Japanese language proficiency during internships in Japan. A qualitative research method was utilized, collecting data through an online survey from 90 respondents. The survey included information on personal characteristics, learning strategies, experiences, and challenges encountered during the learning process. Analysis revealed that most interns were male (86.7%) with a predominant age range of 26-30 years, most of whom had resided in Japan for over 2 years. While many had educational backgrounds equivalent to high school, their initial proficiency levels in Japanese varied, with most starting at level N4. Common learning strategies included self-study using media such as videos (including films and TV shows), reading Japanese textbooks, and practicing speaking with friends. Direct interaction with native Japanese speakers outside work contexts was also considered crucial. Despite relatively low participation in formal Japanese language classes, respondents found their chosen self-study methods to be effective. Primary challenges included time constraints and difficulties in grasping Japanese grammar. Effective strategies identified for improving Japanese language proficiency among interns encompass consistent self-directed learning, direct interaction with native speakers, and the use of relevant learning resources. The implications of this research underscore the importance of adapting to irregular work schedules and maintaining high motivation to achieve significant progress in mastering the Japanese language.

Exploring EFL Learning Barriers and Support Mechanisms of Indonesian Middle Socio-Economic Status Learners

A learner's EFL learning can be affected by various factors, one of which is socio-economic status (SES), with most Indonesians belonging to the middle SES. This study employs a case study approach and semi-structured interviews to explore the barriers faced by middle SES Indonesians in EFL learning and the potential support mechanisms. The findings reveal three key themes: support from surroundings, access to learning resources, and self-efficacy. Support from surroundings and resource access are interrelated external factors, highlighting the importance of ease of access in the learning environment. Conversely, self-efficacy reflects learners' internal beliefs in their ability to succeed in EFL. The study suggests several support mechanisms, such as providing equitable opportunities for practice, enhancing access to learning materials, and fostering a supportive educational environment. Resources like visual aids, culturally relevant materials, and free language platforms can significantly benefit not only middle SES learners but others as well. Despite these insights, the study has limitations, including reliance on interviews and a small participant pool of four graduates. Future research should utilize multiple instruments and larger, more diverse samples for stronger findings. The insights gained can inform policymakers, educators, and families in enhancing EFL implementation, emphasizing that support should also come from home. Implementing educational policies that address the needs of all socio-economic classes can make learning more relevant and engaging.

Personalized learning path based on graph attention mechanism deep reinforcement learning research on recommender systems

In e-learning, the rapid expansion of learning resources poses challenges for learners in finding suitable materials due to their diverse preferences and cognitive abilities. Consequently, personalized learning path recommendation has emerged as a pivotal research area, especially for advancing e-learning systems. This paper introduces an algorithmic framework that integrates deep reinforcement learning with a graph attention mechanism to tailor learning paths to individual learners. The online course dataset is selected and a series of controlled experiments are conducted on the common recommendation models proposed in the past, and the experimental results are analyzed using a combination of two evaluation indices, such as data evaluation results and model variance. The experimental results show that adding the attention mechanism can significantly improve the accuracy of the model recommendation, compared with the deep reinforcement learning model without adding the graph attention mechanism, the comprehensive scores of the students in the test set were improved by 5.8 and 12.8 points, respectively, and the accuracy was improved by 5.3% compared with the previous deep learning model; the deep reinforcement model used in this paper with the addition of the labeling feedback mechanism was improved by 5.3% compared with the deep learning with feedback mechanism. In the recommendation model, the final scores of the students were improved by 3.7 and 8.2 points, respectively. In addition, the Advanced test set in the recommendation model of the learning path recommended by the student score improvement is more than two times of the Middle test set’s scores improvement, indicating that more learning recommended object knowledge points the richer, the model recommendation accuracy rate is higher. By merging graph attention mechanisms with deep reinforcement learning, our system provides precise recommendations, offering insights into the development of efficient personalized learning path systems and accelerating their educational applications.

The application of artificial intelligence in biomechanical feedback and learning effectiveness enhancement in ideological and political education

The application of artificial intelligence (AI) in ideological and political education (IPE) optimizes the learning effect with the help of biomechanical feedback mechanism, and provides technical support for deepening the reform of IPE in colleges and universities. With the help of AI technology, especially its advantages in data analysis and deep learning (DL), accurate matching and personalized recommendation of learning resources can be realized. In this study, an AI-assisted IPE system with biomechanical feedback was constructed. By analyzing students’ physiological reactions and behavior patterns in the learning process, the system can evaluate the learning state and adjust teaching strategies. The key findings show that this learning method combined with biomechanical feedback can significantly improve students’ learning participation, understanding depth and satisfaction, and make IPE more in line with students’ needs.

Pengenalan Game Edukasi Flora dan Fauna untuk Siswa SD Inpres 4 Arborek Raja Ampat

Education in remote areas often encounters challenges such as inadequate infrastructure and limited access to technology, as seen at SD Inpres 4 Arborek, Raja Ampat, West Papua. To address these issues, a technology-based learning medium emphasizing Papua's biodiversity was developed. This interactive digital educational game includes features like a flora and fauna encyclopedia, quizzes, and puzzles designed to enhance students' comprehension of local natural resources. A community service activity conducted on August 21, 2024, engaged 38 students from grades 1 to 6, accompanied by two teachers and the vice principal. The activity employed direct student training and demonstrations to illustrate the game's potential as a learning tool. Students were encouraged to explore the game independently, while teachers observed its integration into daily learning routines. The results demonstrated the effectiveness of this educational medium in enhancing student motivation, engagement, and understanding. The integration of local content within the game also reinforced students' connection to their environment, cultivated cultural pride, and heightened conservation awareness. Challenges with younger students' adaptation to digital tools were mitigated through proper guidance. Questionnaire feedback indicated strong acceptance of the game as a supplementary learning resource and highlighted its potential as a model for implementing educational technology in other remote regions.

Generative artificial intelligence and sustainable higher education: Mapping the potential

Generative artificial intelligence (GAI) becomes widespread in higher education, and it creates new educational possibilities, with a potential to transform the educational process and promote sustainability. This study aims to explore the potential of GAI tools such as ChatGPT in promoting sustainable higher education. ChatGPT was utilized to aid the investigation at the initial stage, while the output generated was reviewed and edited by the researcher. It is indicated that GAI’s integration into higher education can lead to advancements in sustainability, such as enhancing educational practices (e.g., personalized learning, automated assessment and feedback, and educators’ professional development), optimizing resource utilization (e.g., digital learning resources, and efficient energy use), supporting inclusive and accessible education, and promoting environmental awareness and sustainability. Through these contributions, GAI can assist in the creation of more efficient, inclusive, and sustainable educational environments. It is suggested that higher education policies are modified and re-formulated to serve sustainable development, while empirical research on GAI implementation in higher education is a necessity (most publications are theoretical/conceptual). Limitations and ethical considerations should also be addressed. The study contributes to the ongoing debate on the role of GAI for sustainability in higher education.

Learning behaviour prediction and multi-task recommendation based on a knowledge graph in MOOCs

ABSTRACT One challenging issue in improving the teaching and learning methods in MOOCs is to construct potential knowledge graphs from massive learning resources. Therefore, this study proposes knowledge graphs driving online learning behaviour prediction and multi-learning task recommendation in MOOCs. Based on the knowledge graphs supported by multi-entities and features, the authors designed a novel deep learning model to fully calculate and optimise iterative learning processes, explore key semantics and potential values of learning behaviours, integrate multi-task items and flexibly analyse learners’ multi-entities and related features. Assisted by knowledge concept semantics and the formation of knowledge graphs, multi-entities of learning behaviours are fused and associated, which might be the leading trend of knowledge graphs. Sufficient experiments have proved that the whole work might ensure learning behaviour prediction and multi-task selection that can enable the knowledge graph to improve learning behaviours in MOOCs.

An Investigation into Students’ Perceptions of Using Padlet as a Discussion Board at Saigon University

Padlet.com is a cutting-edge platform enabling learners to collaborate effortlessly online by posting their work on a digital wall. Integrating Padlet into language teaching is thought to enhance remote learning, collaboration, and access to diverse language learning resources, making the learning experience more accessible, flexible, and interactive. The study aims to explore the perceptions of Saigon University students regarding using Padlet as a discussion board in their learning process. Both quantitative and qualitative methods were used to gather data through questionnaires and reflections. According to the results, the students acknowledge that the integration of Padlet enables them to create their responses in different forms, identify spelling mistakes and grammatical errors, as well as give peer assessments and comments. Additionally, most students agree that Padlet creates an enjoyable environment for productive and collaborative practice, which encourages active participation and engagement in their language learning classes. On the other hand, they admit that the greatest limitation is the stability of the Internet connection during the learning practice using Padlet.

Socio-Environmental Accessibility in Inclusive Schools in Buea Municipality by Students with Special Needs

Aim: The study sought to investigate socio-environmental accessibility in inclusive schools in Buea Municipality, Cameroon, emphasizing students with special needs. To accomplish this, the percentage of inclusive schools that fulfill accessibility requirements for students with physical, sensory, and cognitive disabilities, the accessibility and use of assistive technology and learning resources tailored to diverse students' needs, and the degree of preparation and assurance of educators in applying inclusive teaching methods were investigated. Methods: Four major theories were employed to support the research. This study was conducted in four distinct inclusive schools in the Buea Municipality. A random sampling procedure was utilized to recruit a sample of 80 students with various types of disabilities, 20 from each school. A mixed-methods research design was used, combining quantitative and qualitative data. Data was collected through a questionnaire and interview guides and expressed using percentages and frequencies. Results: The study found that most respondents recognized that inclusive schools in the Buea Municipality of Cameroon meet accessibility requirements for students with disabilities. Many interviewees stated that inclusive schools in Buea Municipality have suitable assistive technology and learning tools. Also, respondents agreed that inclusive schools in Buea Municipality lacked suitable assistive technology and learning tools. Respondents agreed that educators' preparation and assurance using inclusive teaching approaches were appropriate. Other respondents believed that educators' preparation and confidence in utilizing inclusive teaching approaches were inadequate. Conclusion: Well-structured professional development activities greatly improve instructors’ readiness to apply inclusive practices, improving student engagement and learning results. Recommendation: Immediate legislative changes and investments in school infrastructure is needed to ensure that all students can thrive in an inclusive learning environment. Keywords: Accessibility, socio-environmental accessibility, assistive devices, inclusive schools, special needs