Learned Response Research Articles

The effect of peer tutoring on pediatric nursing education: a systematic review.

This study aimed to systematically review studies on the effect of peer tutoring on pediatric nursing education for nursing students and identify its contents and characteristics. A comprehensive search was conducted from November to December 2023 across databases including PubMed, Embase, CENTRAL, CINAHL, ProQuest, and others. We included both published and unpublished literature in English or Korean. Three reviewers independently screened and selected eligible studies that involved undergraduate nursing students participating in peer tutoring programs focused on pediatric nursing education. We analyzed quantitative outcomes related to learning effects and learner responses. The quality of the studies was assessed using the revised Cochrane risk-of-bias tool for randomized trials and the risk of bias assessment tool for non-randomized studies. Five studies were reviewed, encompassing randomized controlled trials, a non-randomized controlled trial, a cohort study, and a before-after study. These interventions were conducted in school settings or pediatric clinical environments and featured different forms of peer teaching: horizontal, near-peer, and reciprocal. The tutor-to-tutee ratios ranged from 1:3 to 1:36.5. The educational content covered nursing care for major neonatal diseases, communication skills, medication administration, and resuscitation techniques. Significant improvements in cognitive knowledge and communication skills were observed among nursing students. However, there was noticeable variability in the design and reporting of the studies. Peer tutoring programs can effectively enhance pediatric nursing education by improving nursing students' knowledge and skills. For future meta-analyses, more studies in this field reported according to reporting guidelines are needed.

Penerapan Metode Proyek Dalam Kurikulum Merdeka Pada Mata Pelajaran Al-Quran Hadits

This study examines the application of the project method in learning Al-Quran Hadith class X at MAN 4 Jombang in the context of the Merdeka Curriculum. Using a qualitative approach with observation, interview, and documentation analysis methods, this study aims to understand the implementation, impact, and challenges of applying the project method. The results show that the implementation of the project method has brought significant changes in the learning process, creating a more interactive and learner-centered learning environment. The main characteristics of learning include independent completion of tasks, full responsibility of learners, and involvement of various parties. Positive impacts are seen in increased motivation, understanding of the material, and development of 21st-century skills. However, challenges such as time constraints, variations in learners‘ abilities, and educators’ professional development needs are still faced. This research provides insights into the potential integration of contemporary learning approaches in Islamic education and highlights the importance of systemic support in the implementation of educational innovations. The findings can serve as a reference for the development of educational policies and practices that are responsive to the needs of learners in the modern era while maintaining the core values of Islamic education.

중학생을 위한 OECD 학습 나침반 2030 기반 기업가정신 교육 프로그램의 효과 검증 : 진로개발역량과 창의성역량을 중심으로

Based on OECD Learning Compass 2030, competencies required for students to shape their futures in an era of increasing uncertainty, this study attempted to verify the effectiveness of the entrepreneurship education program developed with the aim of improving the entrepreneurial competence of all students rather than simply cultivating prospective entrepreneurs. First, a draft of an entrepreneurship education program was developed by examining related literature such as entrepreneurship, entrepreneurship education, OECD learning compass 2030, self-regulated learning, and creative problem solving, and applied it to the educational field by looking for a school that wishes to introduce an entrepreneurship education program in terms of career education. A total of 17 classes were conducted for 26 students in the first class, and a total of 14 classes were conducted for 16 students in the second class. To verify the effectiveness of education, quantitative and qualitative data collection were conducted in parallel. First, among the sub-areas of career development competency, career design and pioneering spirit, which are highly relevant to entrepreneurship education, were included in the pre- and post-test for quantitative data collection, and creativity competency measurement tools that represent entrepreneurial behavioral characteristics were included. In addition, in order to closely observe the learner's response to the educational program, the researcher directly played the role of the instructor and conducted participation observation and field records, and FGI was conducted at the end of the education to collect specific opinions from students on the educational program. In the first class, the average score of post-test of career design, pioneering spirit, and creativity competency improved, but significant differences were found only in the area of career design, and in the second class, significant differences were found in all areas. This is thought to be the result of reflecting the improvements of the first class in the second class. In the 1st and 2nd FGI results, students were able to confirm the educational effect by saying that they could use it later because they experienced the process of coming up with ideas themselves like entrepreneurs and opinions that it helped them design the future. In the future, it is necessary to introduce the entrepreneurship education program developed in this study to more diverse educational fields and verify its effectiveness, and through this, students are expected to be able to independently design their lives and contribute to the world even in uncertain situations.

Achieving an adaptive learner

This essay was invited upon the receipt of the American Psychological Association Division 15’s Career Achievement Award for Distinguished Psychological Contributions to Education in 2021. I propose that modern education should prepare students to continue learning so they can adapt to changing times, circumstances, and knowledge bases. A key step in adaptation is recognizing that there is something new. I review evidence from three sets of previous studies that show traditional instruction succeeds in helping students complete routine tasks but falls well short of preparing students to learn from new information and adapt it to novel situations. I try to understand these results from three levels of analysis: The overarching goals of instruction; the psychological assumptions underlying the instruction; and the in situ demands and natural responses of classroom learners. Given these analyses, I motivate four instructional design principles that emphasize helping students innovate new ideas and solutions, which in turn, leads them to focus on new information and prepares them to adapt and learn from future situations.

Development of Student Worksheets for Blended Learning Models Assisted by Learning Videos to Improve Students' Creative Thinking Skills

Creative thinking skills are one of the demands of 21st-century learning. This study aims to produce a product of student worksheets for blended learning models assisted by learning videos to improve students' creative thinking skills with the objectives of being valid, practical, and effective. This research is research and development that refers to the development model proposed by Thiagarajaan, namely the 4D research model consisting of Defining, Designing, Developing, and Disseminating. The validity of the learner worksheet was analyzed using CVI. The practicality value used a learner response questionnaire distributed via Google form filled in by 30 learners. The effectiveness was analyzed using paired sample T-Test. The results showed a value of 0.85 with a valid category, practicality of 90.67% included in the convenient category, and effectiveness, so it concluded that the worksheet of the blended learning model assisted by the learning video developed is valid, practical, and effective for improving students' creative thinking skills.

Dynamic Evaluation of the Merdeka Curriculum: Unveiling the Effectiveness of Science Lesson Planning, Implementation and the Response of Junior High School Students

Merdeka curriculum is an education initiative in Indonesia that gives educators the flexibility to create learning that is more in-depth and suited to the needs of learners. This curriculum focuses on strengthening character and developing essential competencies, allowing students to go deeper into concepts and develop skills that are relevant to the challenges of the times. However, there are many obstacles in its implementation, especially in science learning, so it needs to be analyzed more deeply. The purpose of the research is to describe the planning, implementation, assessment, and students' responses to the implementation of the Merdeka curriculum in junior high school science subjects. The method used in this research is descriptive-quantitative. The subjects of this study were junior high school science teachers and students in grade VII in one of the private schools in the city of Bandung. The instruments used in this study were observation sheets and questionnaires. Based on the data analysis above, it can be concluded that the average score of science learning planning in the independent curriculum is 3.15, so it is in the good enough category. The average score of the science learning assessment obtained is 2.5, so it can be said that teachers still do not carry out learning assessments well. The average for all aspects of learner response has a good category, namely 73.62%. Thus, it is suggested that the teacher prepare everything related to learning activities to the maximum so that maximum results can be obtained

Pengembangan Lembar Kerja Peserta Didik Berbantuan Kartu Domino Fisika Pada Materi Cahaya Dan Alat Optik

The problem faced in learning Physics is the lack of a variety of interesting and interactive learning media, which can affect students' interest and understanding of the material being taught. In an effort to overcome this problem, a Physics Domino Card-assisted LKPD was developed as an innovative learning media. This study aims to determine the feasibility of Learner Worksheets (LKPD) assisted by Physics Domino Cards on the material of Light and Optical Instruments; to determine the response of students to the implementation of learning activities using the LKPD. This research is a development research using the 4-D model (Four D Model), which consists of the defining stage (define), the planning stage (design), the development stage (development), and the disseminate stage (disseminate). The instruments used include product validation sheets and student response questionnaire sheets. The data analysis technique used is descriptive analysis, namely product validation analysis using the V Aiken coefficient and analysis of learner responses using percentages. The results of the validation analysis showed that the LKPD assisted by Domino Card Physics obtained a V Aiken coefficient of 0,86 which was categorized as very valid. Students' responses to the use of LKPDs assisted by Physics Domino Cards as learning media showed a percentage of 89%, which was categorized as very good. LKPD assisted by Physics Domino Cards on the material of Light and Optical Instruments is very feasible to use and get a very good response from students, so it can be used as an alternative learning media that is effective in increasing students' interest and understanding of Physics material.

Pengembangan Lembar Kerja Peserta Didik Zat Pengawet Makanan Berbasis Project Based Learning

This study aims to determine the feasibility level and teacher response test and student response test of project-based learning worksheets on food preservatives material developed based on the results of expert judgment and student responses based on the results of field trials. The form of this research is research and development (Research & Development) which adopts the ADDIE development model. The subject of this research is a project-based learning worksheet that was tested on 30 students of SMPN 2 Maya Island. The data collection instruments used were feasibility questionnaire, learner response questionnaire and teacher response questionnaire. The results of data processing show that the student worksheets developed are feasible to use in learning in terms of the percentage of material feasibility, language, and graphics, namely 97.2%; 94.02%; and 94.4%, respectively. The results of the percentage of learner response questionnaires on material aspects, language aspects and graphical aspects. Based on the three aspects of learner response, the percentage of feasibility of project-based learning worksheets on food preservatives is 89.9% which is included in the very high category. The results of the calculation of the percentage of teacher response questionnaires from 3 integrated science subject teachers amounted to 94.98% which is included in the very high category.

성취기준을 디지털화한 콘텐츠가 실과 내용 영역의 관심도에 미치는 영향

This study explored ways to evoke interest and enhance enthusiasm among university students in education learning the practical arts curriculum using text-based achievement standards, aiming to foster intrinsic learning motivation. The study employed an experimental approach with students from the College of Education, where content visually representing achievement standards for each practical arts subject area was developed and utilized for the learning process, with learner responses quantitatively analyzed. Data were collected through surveys, and changes in interest in achievement standards before and after applying the visual content were tested using bootstrapping and paired sample T-tests with a 95% confidence level. The analysis confirmed a significant increase in students' interest in practical arts content areas after exposure to the visualized content. Specifically, changes in interest before and after learning with digitized content of achievement standards showed significant differences in human development and proactive life, living environments and sustainable choices, sustainable technology and convergence, and digital society and artificial intelligence. Notably, interest in digital society and artificial intelligence increased the most, with high significance at the 1% level. In contrast, no significant difference was found in technological problem-solving or innovation. These results highlight the importance of using digital resources in teacher training programs to effectively teach achievement standards in practical arts education to university students. This, in turn, is expected to establish a robust foundation for future teachers to implement learner-centered education in actual teaching settings.

Analysis of Validity and Learner Response to the Development of Pro-Environment Based Teaching Materials on Global Warming Material

Pro˗environmental attitudes are specific actions a person takes to minimize the negative impacts of human activities on the environment and environmental health. This research aims to determine the validity and response of senior high school students to environment˗based teaching materials. This study is classified as research and development (R&D), and the ADDIE model, which stands for analysis, design, development, implementation, and evaluation, is the paradigm used. Two media validators and two material validators verified the teaching materials. The validation results from material aspects obtained a percentage of 1.6% and media aspects a percentage of 6%, both of which are included in the valid category. Students' response results to teaching materials are in the very practical categories, with a mean percentage of 85%. Based on the results of validity and student responses, it can be concluded that the pro-environment-based teaching materials on global warming developed are valid and can be used in the physics learning process in high schools to increase students' knowledge and character towards the environment.

Teaching through integration - Action research at a private nursing institution in Karachi, Pakistan.

This research aims to explore the outcome of teaching through integration, on nursing students learning using Harden model (1984) of curriculum strategy. The study used action research as a methodology. Two modules of Year II BScN curriculum were taught through integration to 120 students at a private nursing institute in Karachi, Pakistan. The Data was collected from February to May 2018. Four focus group discussions (FGD) of six students each were conducted, before and after module implementation. The data were analysed using Creswell method. The study findings consist of three themes "integration adds to contentment", "integration carries challenges and "integration supplements teaching learning strategies" with their respective subthemes as Complete connected and comprehensively concise" Integration carries challenges, added burden, and lacked creativity and logistics. The findings show that teaching through integrated modules help students to become focused and responsible learner, optimize understanding of concepts, and strengthen theory practice integration for delivering holistic care. The study recommends to use integration strategy as a step towards enhanced student learning and better patient outcome.

Rancangan e-LKPD Berbasis Collaborative Creativity Learning (CCL) Pokok Bahasan Perpindahan Kalor Pada Mesin Pembuatan Gula Pasir

Physics as a subject matter involves understanding concepts and mathematical applications that are often a challenge for students, for example the concept of heat transfer. To provide a memorable and interesting learning experience, the context of the e-LKPD design can be taken from everyday life, such as the process of making granulated sugar in a sugar factory. The process involves the concept of heat transfer, for example the stages of evaporation and crystallisation of neera. The purpose of this study was to analyse the validity of the design and learners' responses to the e-LKPD design. This type of research is development research with the ADDIE model and is limited to the development stage. Data collection involved literature study, observation, interviews, questionnaires, and documentation. The validation results obtained an average percentage value of 87.33%, with a very feasible category and learner responses showed a high level of interest, with a percentage value of 83%. Thus, e-LKPD based on collaborative creativity learning (CCL) on the subject of heat transfer in sugar making machines can be considered feasible and can be implemented effectively to students in learning activities.

Pengembangan LKPD Representasi Matematis Berbasis Project Based Learning untuk Kelas IV Sekolah Dasar

This study aims to determine the development process, product validity, and student response to the development of LKPD Mathematical Representation Based On Project Based Learning For Class IV Elementary Schools. This research uses research and development (R&D) methods using a 4D model consisting of, Define, Design, Development, and Disseminate. Data analysis on is carried out based on expert assessment and learner responses. Data assessment Using Likert scale and Guttman scale. The subject of this study was class IV/B SDN Benda 2 with a total of 20 students for the 2023/2024 school year. The results of this study are in the form of LKPD products PjBL-Based Mathematical Representations for Grade IV Elementary Schools. Validation in product development is seen in terms of material, language, and design with an average score of 88% with the criteria of "very feasible" and can be tested to students. The results of students' responses to LKPD product development obtained a score of 91% with the criterion "very good”. From the results of validation and student response, the PjBL-Based Mathematical Representation LKPD product for Grade IV Elementary School can be said to be very feasible and good for use in learning activities.

Merdeka Belajar Dalam Pandangan Alqur’an Hadis

Merdeka belajar is a concept of education that gives learners the freedom to learn according to their interests, talents, and abilities. This concept is in line with the Islamic view that learning is a duty and a need for every human being. In the Qur'an, the concept of merdeka belajar can be found in several verses, such as QS Al-Alaq verse 1-5 which commands humans to read and learn. This verse shows that learning is important and must be done by every human being. In the hadith, the concept of merdeka belajar can also be found. For example, in a hadith narrated by Al-Bukhari, the Prophet Muhammad PBUH said, "Seeking knowledge is obligatory for every Muslim." This hadith shows that learning is obligatory for every Muslim, both men and women. Based on the view of the Qur'an and hadith, merdeka belajar can be interpreted as the freedom of learners to learn according to their interests, talents, and abilities. This freedom must be balanced with the responsibility of learners to study hard and achieve maximum results

Feasibility of Four-Tier Multiple Choice Diagnostic Test for Identification Conception on Chemical Equilibrium Concept

The purpose of this study was to obtain the feasibility of a four-tier multiple choice (4TMC) diagnostic test instrument for the identification of conceptions on chemical equilibrium material in terms of validity, practicality, and effectiveness criteria. This type of research is ADDIE development research with the Analyze, Design, Development, and Evaluation stages. Validity is obtained from a validation sheet consisting of construct, content, and language validity which gets mode = 4, so that the four-tier multiple choice instrument is said to be valid. Practicality is obtained from a learner response questionnaire supported by a learner activity observation sheet. Practicality in terms of the student's response questionnaire is 84% with a very practical category, while the student activity observation sheet gets mode = 1, so the diagnostic test instrument is said to be practical. Effectiveness is obtained from the diagnostic test instrument reliability test. The Cronbach alpha value obtained in the reliability test was 0.798, so the diagnostic test instrument developed was declared reliable. Based on the results of validity, practicality, and effectiveness, the four-tier multiple choice diagnostic test instrument is declared suitable for use.

“Intelligent tutoring effects on induced emotions and cognitive load of learning-disabled learners”

Purpose This study addresses the learning requirements of learners with learning difficulties by monitoring their learning experience in an Intelligent Tutoring System. Intelligent Tutoring Systems were developed to enrich the teaching-learning process. Materials and Methods In the present work, the interface is designed and developed utilizing the potential of Artificial Intelligence to meet their individual needs. Designing an online learning platform for a learners with learning difficulties requires consideration of their learning problems and preferences. The interface was developed focusing on all the requirements of the LD learners. The objective of the present study is to monitor the learning experience in the form of induced emotions and cognitive load of the learners to determine the impact of learning. Results 83 learners were observed during various stage of learning. The results obtained through the Support Vector machine (SVM) classification technique showed the positive attitude towards intelligent tutoring. The analysis revealed that a total of 0.23% of learners were positively induced. Their learning experience was positive and effective. The cognition load on learners was minimum with single-mode instruction and least disturbed. Conclusions The system was improved based on preference feedback on design features. This helps in improving content design and creating device independent and responsive visual design. The fatigue effect analysis on cognitive load implied that multiple modes of instruction increased drowsiness. Single mode of instruction have a positive impact on the learning process and it reduces the cognitive load of the learners. Implications for Rehabilitation The user interface designed and developed for learners with Dyslexia, Dysgraphia and Dyscalculia has learning disabled-friendly features. These can be used to create a device-independent and responsive design. Learning experience is monitored along with the impact on cognitive load of the learners. The research helps in understanding the stimulation and response of learners with learning disability for different learning conditions. Most existing learning systems are limited to non-learning-disabled learners. The ITS developed during research presents a Universal learning design helpful for all learners with and without learning disability.

팀 빌딩 비주얼 싱킹을 활용한 현대 소설 수업이 고등학교 남학생의 국어 수업에 미치는 영향

Objectives The purpose of this study is as follows. First, what perceptions do learners have about Korean language (modern novel) classes? Second, what are the responses of learners who have used team building visual thinking in all modern novel classes? Third, what is the effect of modern novel classes using team building visual thinking on learners' interest, confidence, attitude, and anxiety? The purpose of this study was to empirically verify the ef-fect on Korean language classes through the experience of modern novel classes using team building visual sink-ing for students in five classes in the second year of Y High School in Seoul. Methods The class was conducted for second-year students at Y High School in Seoul, data was collected through worksheets and questionnaires to analyze the results. The questionnaires were divided into a pre-test and a post-test after review by experts (one Korean language professor and two doctors of education), and a survey was conducted to examine the students' reactions to modern novel classes using team building visual thinking. The survey results were analyzed with descriptive statistics using SPSS 28.0, and open-ended questions and worksheets were analyzed. Results Team building visual thinking classes provided an opportunity for learners, who deeply understood the work, to express their thoughts and impressions visually and then communicate and share their opinions with oth-er learners. This enhanced learners' understanding of the novel while improving their creative thinking, expression skills, and teamwork skills. In addition, team building visual thinking was effective in increasing their learning mo-tivation, thereby making the classes more active. Conclusions Team building visual thinking classes helped build a collaborative learning environment through ac-tivities that team members do together, from idea visualization to idea sharing and feedback. This served as an opportunity to lay the foundation for teaching and learning that can actively respond to changes in education: digi-tal transformation. In particular, this study is significant in that it is a new attempt to utilize team building visual thinking in modern novel classes according to the 2022 Revised National Curriculum.

Pengembangan e-Modul Pembelajaran Berbasis Chemo-Edutainment pada Pokok Bahasan Sistem Periodik Unsur

Learning with chemo-edutainment-based e-modules on the subject of the periodic system of this element is expected to improve student learning outcomes. This study aims to: (1) determine the feasibility of chemo-edutainment-based learning e-modules in accordance with BSNP standards, namely content feasibility, presentation feasibility, language feasibility and graphic feasibility; (2) knowing the practicality of e-modules that have been developed through the responses of chemistry teachers and learners. The research method used is Research & Development (R&D) with 4D models (define, design, develop and desseminate) limited to the develop stage. The final product in the form of a flippbook-shaped e-module assisted by Flip PDF Professional was carried out feasibility validation tests and practical tests by 2 chemistry teachers and 31 students. The results of the e-module feasibility percentage in this study are, in the aspect of content feasibility of 93%, presentation feasibility of 95%, language feasibility of 95%, and graphic feasibility of 84%. The results of the practicality test through the response of the chemistry teacher got a result of 97% and the response of students got a result of 97%.

'We're like Spider-Man; with great power comes great responsibility': Coaches' experiences supporting struggling medical students.

Medical students can experience a range of academic and non-academic struggles. Coaching is a valuable strategy to support learners, but coaches describe working with struggling learners as taxing. Transformative learning theory (TLT) provides insights into how educators grow from challenging experiences to build resilience. This study explores how coaches evolve as educators through supporting struggling students. This qualitative study grounded in an interpretivist paradigm used interviews of longitudinal medical student coaches at two academic institutions. Interviews, using TLT as a sensitizing concept, explored coaches' experience coaching struggling learners. We performed thematic analysis. We interviewed 15 coaches. Coaches described supporting students through multi-faceted struggles which often surprised the coach. Three themes characterized coaches' experiences: personal responsibility, emotional response, and personal learning. Coaches shouldered high personal responsibility for learners' success. For some, this burden felt emotional, raised parental instincts and questions about maintaining boundaries with learners. Coaches evolved their coaching approach, challenged biases, and built skills. Coaches learned to better appreciate the learner point of view and employ resources to support students. Through navigating learner struggles, educators can gain self-efficacy, learn to understand learners' perspectives, and evolve their coaching approach to lessen their personal emotional burden through time.

Development of an integrative flipped classroom model to improve students’ critical thinking skills and learning responsibility

Higher education, including accounting learning, often employs conventional learning models that do not optimally involve active learning. This model is unable to facilitate students developing critical thinking skills (CTS) and learning responsibility (LR), so these two abilities are not yet possessed by students adequately. The learning model that is believed to be able to develop CTS and LR is the flipped classroom. This research aims to produce an integrative flipped classroom model (IFCM) that is valid, practical, and effective for improving CTS and LR students, especially in Introductory Accounting learning. IFCM was developed with research and development using four D models, which consist of four development stages: define, design, develop, and disseminate. This paper presents the IFCM, development process in detail and the results at each stage of development, as well as the final product in the form of IFCM which has been proven valid, practical, and effective for improving CTS and LR students in Introductory Accounting learning.