Self-study Activities Research Articles

The Effectiveness of Implementing the Goal of Organizing Guidance Activities to Guide Self-study for Students Majoring in Educational Management

This study delves into the effectiveness of self-study guidance initiatives within the Educational Management program at the Academy of Educational Management, as perceived by 135 students from Course 14 to Course 17 (36 males and 99 females). The findings highlight the significant role of teachers in organizing and facilitating self-study activities, with a majority of students perceiving these initiatives as effective. This underscores the importance of structured support mechanisms in fostering students' autonomous learning skills and enhancing their academic success. However, the study also reveals areas for improvement, particularly concerning the frequency of self-study guidance activities and the equitable provision of support to all students. Addressing these shortcomings is crucial for ensuring that all students have equal opportunities to benefit from self-directed learning initiatives, thus promoting inclusive educational practices and enhancing overall student outcomes. Despite the valuable insights provided by this study, it is essential to acknowledge its limitations. One limitation is the use of convenience sampling, which may introduce biases and limit the generalizability of the findings. Additionally, the study relies on self-reported data, which may be subject to social desirability bias and inaccuracies. Furthermore, the study focuses solely on student perceptions and does not capture the perspectives of teachers or administrators involved in implementing self-study guidance initiatives. Future research could address these limitations by employing more rigorous sampling methods, incorporating multiple sources of data, and exploring the perspectives of various stakeholders.

The Use of Online Self-Reflection to Teach Writing: The Case of Second Year ENSC Students

The introduction of online learning in the last two years offered learners the chance to develop their autonomy and compelled teachers to offer self-study activities that develop learners’ metacognition. One practice that allows students to take ownership of their learning is reflective writing. A sample of 27 students from the second year class of the Department of English at the ENSC were required to submit via email post-writing reflective journals wherein they describe, analyse, and evaluate their writing experience. This study analyses the content of the students’ self-reflection. It seeks to answer the following research questions: (1) To what extent are the students able to verbalize their thoughts about their writing processes and products? (2) How is this online practice beneficial for the students? To answer these questions, the content of the reflective reports has been quantitatively and qualitatively analysed in addition to the teacher’s experience and insight from this experience. The results showed that the students generated rich and varied content about their writing and developed their reflective ability throughout the year. It improved their metacognitive knowledge and their self-evaluation skills. Besides, sharing the reflective reports allowed students to feel closer to their teachers which relieved their fear from writing.

AN INTERDISCIPLINARY APPROACH ON BUILDING KNOWLEDGE CONSOLIDATION ROUTINE IN LSP TEACHING - A CASE STUDY ON ECONOMICS STUDENTS IN ROMANIA

Considering the constant concern expressed by worldwide policy makers and regulatory bodies in the education sector for the need to adjust learners’ knowledge, skills and competencies in an attempt to meet the 21st century challenges, one could no longer consider learning effective unless it is voluntary, self-motivated and a lifelong practice. For a long time now, teaching has gone beyond the bare conveyance of information, with the educators permanently striving to apply modern teaching methods and strategies, to ensure relevant and sensitive content, to not overlook students’ learning profile and to include relevant global social issues in all their teaching. This paper researches and presents a case study showing relevant data on students’ individual consolidation habits in terms of: students’ motivation to continuous self-improvement, frequency of self-study activities, preferred method/activity and desire to improve, against the author’s endeavour to raise students’ awareness of the importance of building self-study habits. The paper foregrounds the exploitation of conceptual and applied methods in LSP teaching, with the purpose of enhancing students’ predilections towards individual consolidation of newly-acquired knowledge. The beneficiary target group consists of first-year Economics students from the Bucharest University of Economic Studies - ASE, Romania, majoring in Management and Finance and Banking.

The Value of Collaboration with Patient Advocacy Organizations to Enhance Initiatives Focused on Patient-Centered Care and Improve Outcomes in Chronic Lymphocytic Leukemia

Introduction: Collaborative efforts in medical education that include patient organizations have been shown to be instrumental in enhancing clinical outcomes and exposing professional and patient learners to practice-changing evidence. Here we describe the educational and practical impact of a strategic partnership between PeerView Institute for Medical Education (PeerView) and CLL Society that has led to successful outcomes across six educational initiatives on management of patients with chronic lymphocytic leukemia (CLL) developed for a variety of professional audiences. Methods: Six educational initiatives targeted healthcare professionals, including hematologist-oncologists, oncology nurses, pharmacists, and other relevant professionals, involved in the management of patients with CLL; patients with CLL also engaged in these activities, which included in-person and virtual live satellite symposia, in-person and virtual live regional workshops, and online self-study activities. Influenced by the partner's participation and accessibility of its patient outreach resources, the instructional design of the interventions was chosen for its ability to deliver skills-based education and comprised case-based content, concise scientific lectures, and expert guidance on using CLL Society tools/resources to engage with patients and encourage them to participate in their own care. Designed to meet the needs of the target audience, the learning objectives addressed knowledge of the science supporting the use of targeted therapies, such as BTKi and BCL2i platforms, in the CLL setting, as well as ability to manage safety concerns, personalize treatment plans, and counsel patients. Furthermore, each initiative emphasized the patient voice through the integration of patient testimonials developed in collaboration with CLL Society or sharing of existing partner tools and resources (eg, Expert Access™ program, Patient Education ToolKIT, Test Before Treat™ biomarker educational program). These resources were made available for download to aid in retention and facilitate implementation of the education into practice, helping providers improve their ability to work in a collaborative, patient-centric manner. Outcomes measurements included pre- and post-assessment questions designed to quantify the impact of the educational content on learners' knowledge, skills, and clinical practice intentions. Results of these assessments were compared with baseline audience findings to determine the effect of the education. Results: To date, these activities have actively engaged 16,855 learners.* Pre- to post-participation score changes across all initiatives demonstrated gains of up to 69% in knowledge and 68% in skills and strategies over baseline. These substantial gains were consistent across all initiatives, highlighting the effectiveness of the educational content. Notable improvements in knowledge and skills were seen in treatment selection, identification and management of safety considerations, and ability to counsel patients with CLL. Additionally, these data demonstrated an increase in the participants' ability to incorporate evidence-based protocols and creation of personalized treatment plans into practice. Hundreds of learners, including patients with CLL, have downloaded the provided tools and resources. *Outcomes data as of 7/26/2023. Conclusions: As shown with these outcomes, the initiatives led to significant improvements in healthcare professionals' knowledge, skills, and intentions regarding CLL patient care and enabled participants to achieve their specific learning objectives and make positive behavior changes that can lead to improved patient outcomes. Furthermore, the outcomes from this collaboration between PeerView and CLL Society demonstrated that incorporation of patient perspectives and tactics proven to enhance gains in knowledge and skills into medical education increases the ability of participants to effectively manage patients with CLL. Overall, these data suggest that collaborative educational initiatives with patient support groups enhance healthcare professionals' ability to deliver effective, compassionate, and modern CLL care, resulting in a positive impact on the lives of patients.

Fostering crosslinguistic knowledge about language in young learners: effects of explicit L2 Spanish grammar learning on L1 English grammar

This study explored the effects of learning activities which encouraged positive crosslinguistic influence from L2 Spanish to L1 English grammar in young learners. The learners (N = 82) were studying Spanish as their compulsory foreign language at an English state primary school in the UK. As part of ten timetabled Spanish classes over a period of six months, 40 pupils, aged 10–11, engaged in self-study activities involving aspects of Spanish grammar. The activities incorporated thematic content and metalanguage based on the grammar, punctuation and spelling exam (GPS), a national English grammar test taken at the end of primary education. A control group of 42 children engaged in self-study activities with no focus on grammar. L1 English grammar knowledge pre- and post-intervention was assessed using GPS scores. At post-test, a small, non-significant positive effect on attainment in L1 English grammar was observed. Although preliminary and involving only a small effect, the results are promising, showing that engagement with Spanish grammar activities might lead to better performance on English grammar. These findings are consistent with recent research which has established that the cognitive maturity required to develop and deploy metalinguistic awareness is present in children at a younger age than previously assumed.

Correlation Between Self-learning Readiness and Self-study Activities in Higher Education

The dynamics of learning in higher education today, right down to the stage of producing graduates that oriented are towards sustainable learning needs (long life learning), and meeting the needs of a specific market need. This has resulted in universities implementing self-learning, which is characterized by the interaction of lecturers and students in organizing learning, giving a greater share to students. The readiness of universities in carrying self-learning, in this study emphasizes the interactions found of lecturers and students in accommodating forms of self-learning activities consisting of Apprenticeship, Urban Development, Student exchange/ interscience, Research Collaboration, Entrepreuneurial, Independent Project, Community Engagement, and Learning Society. The result on lecturer respondents using a linear regression approach, shows that the factors of Apprenticeship and Research Collaboration activities, have little effect on the readiness of universities in carrying out Self-Learning activities, which shows that lecturers have to provide the widest possible opportunity for students to engage directly, in Apprenticeship and research activities.
 Keywords: Self Learning, Self Study, Higher Education

Scientific Approaches to the Development of the Communicative Experience of the Future Artist of an Instrumental Ensemble

In the view of modern trends in education, the level of competitiveness and the degree of general and professional competencies development becomes a determining indicator for future specialists. Therefore, our study reviews the analysis and characteristics of scientific approaches, as well as defines and analyses the essence of scientific approaches that will ensure an effective process of developing the communicative experience of a future artist of an instrumental ensemble. To implement the set objective, we used theoretical and empirical research methods (analysis of academic literature, synthesis, systematization, generalization). The analysis of scientific approaches made it possible to single out those approaches that are the most effective for developing the communicative experience of a future artist of an instrumental ensemble, specifically: systemic, axiological, activity and competence-based approaches. In the process of applying the systemic approach, we carry out interdisciplinary integration and establish connections between all components of the educational process. The axiological approach is used to develop a system of general human and professional values in students that determine their attitude to the world, to their activities, to themselves as persons and professionals. The implementation of the activity approach in the educational process brings to the fore the active cognitive activity of students, its practical component, which is supposed to ensure their development, motivation to study and enrichment of experience. By the competence-based approach, scholars mean the focus of the educational process on the formation and development of general and special (professional) competencies of a person, and, for our study specifically, the competence-based approach will contribute to the active research and self-study activities of ensemble artists, their intellectual and cultural development. The implementation of each of these approaches in the educational process guides us towards the development and formation of students’ skills, which ensure the dialogue between the teacher and the student and the interaction between the team members.

Blended learning model via small private online course improves active learning and academic performance of embryology.

While blended learning has been growing in popularity in recent years, the effectiveness of this procedure remains controversial. In this report, we assess the effectiveness of blended learning of embryology within international medical students. The participants were international medical students taking embryology in the Bachelor of Medicine and Bachelor of Surgery program. The blended learning group (BLG) consisted of students (n= 43) in the 2018-2019 academic year, taught with blended learning model via a customized small private online course (SPOC). The control traditional teaching group (TTG) consisted students (n= 48) in the 2017-2018 academic year, taught with traditional teaching model. Academic performance, including mean scores and passing ratios on the final exam of two groups were compared and analyzed with a t-test. In addition, a questionnaire directed toward evaluating student's perceptions with the blended learning was administered to students in BLG. The majority of students in BLG actively participated in online self-study activities and discussion in face-to-face class sessions. The mean score and passing ratio were significantly greater than those of students in TTG (p< 0.01). Results from the questionnaire revealed that the majority of BLG students felt that this method was beneficial for their learning of human embryology. The blended learning model, that integrates SPOC with face-to-face class lectures proved a more effective means for the teaching of embryology than the traditional lecture-based teaching model. This blended learning method may serve as a feasible model that can be readily applied for use in other medical courses.

The Use of STEM Approaches To Improve Formula Derivation Steps in Material Science and Engineering Programmes at Higher Education Institutions

Many complex formula derivation steps found within material science and engineering programmes are essential skill-developing activities that enhance students’ learning. However, most students lack the required mathematical knowledge to fully comprehend some of those derivation steps. This work developed a framework of clarifying some of the formula derivations steps by adding further mathematical steps that support the students’ constructive and cognitive learning. Some derivation steps were added to the derivations of the theoretical tensile strength model as well as the Maxwell’s and the Voigt-Kelvin models. The idea was not to disrupt students’ constructive or cognitive learning processes but to facilitate their learning since their ultimate aim is not to derive but to apply the steps of the modified derivations in solving other material science and engineering problems. The students benefited from the activities in two folds; firstly, they understood the reasons behind each derivation step and secondly, it improved their self-study activities by reducing their study periods. These activities provide a platform to widen STEM activities at higher education institutions. The ongoing work will look at other important formula derivation steps within material science and engineering that can enhance students’ learning.

The educational environment for improving students' self-study: best european practices

The aim of the article is to investigate the influence of educational environment on students' self-study, which can deepen the understanding of pedagogical design of mixed education. During the study and assessment of informational sources the economical and statistical, abstract-logical, economical and mathematical research methods, methods of factor and correlation analysis were used. The obtained indicators, on the one hand, are a positive result and indicate the effectiveness of the model for the use of the educational environment Moodle to improve students' self-study, and, on the other hand, point to the need for management actions aimed at raising the level of organization and implementation of the educational process. The implementation of best practices of European countries, namely the educational environment Moodle, allows the organization of active cognitive self-study activities of students, improve their performance, increase the amount of information provided in the classroom, increase motivation for learning.

THỰC TRẠNG TỰ HỌC VÀ CÁC YẾU TỐ ẢNH HƯỞNG ĐẾN HOẠT ĐỘNG TỰ HỌC CỦA SINH VIÊN KHOA KHOA HỌC XÃ HỘI VÀ NHÂN VĂN TRƯỜNG ĐẠI HỌC CẦN THƠ

Self-study is a path of endogenous development to become perfect and develop personal abilities. Only when the self-learning force can be promoted, the learning results will be certain. Therefore, the issue of students’ self-study is mainly prominent in the current context. The study was conducted to find out the current situation of students' self-study as well as identify and analyze factors affecting self-study activities of students of the School of Social Sciences and Humanities in Can Tho University (CTU). Then, the study proposed several suitable measures aiming to support students who will have appropriate self-study methods to improve learning outcomes. Research data were directly collected by questionnaire method of 200 students at School of Social Sciences and Humanities, CTU. Descriptive statistical methods are mainly used in the study to analyze factors affecting self-study activities. The study has identified four groups of factors that affect students' self-study ability, that is, family, individual, school and teachers.

EXERCISES FOR DEVELOPING STUDENTS-PHILOLOGISTS SKILLS TO UNDERSTAND VARIANTS OF THE GERMAN LANGUAGE IN THE PROCESS OF READING

The article discusses possible strategies forteaching reading the texts in German for students of philology.The methodological literature and the experience of scientistsin the field of developing the competence in reading have been considered. A set of exercises for teaching understanding ofvariants of German is presented. The application of a set ofexercises aimed at teaching such receptive type of speechactivity as reading provides the organization of independentwork of students of Philology in order to understand the variantsof the German language in the process of reading. The formationof skills and abilities covers the following stages: preparatory,executive, as well as the stage of text reflection.The stages identify the types of exercises that are relevantboth for mastering foreign language material and improvingcommunication skills in reading. The article offers ways tooptimize the independent work of students of Philology in orderto improve the learning process of mastering communicativecompetence in the process of reading authentic texts in German.The author focuses on lexical items for Austrian and SwissGerman, provides interactive exercises on the Learning Apps.Attention is focused on the independent organization of teachingreading to students of Philology. The author presents thelinguistic and cultural information of the German-speakingcountries: Germany, Austria and Switzerland. It is recommendedto do the set of tasks both during the classroom training andas a selfstudy activity using information and communicationtechnologies.

Cyber Range for Research-Inspired Learning of “Attack Defense by Pretense” Principle and Practice

There is an increasing trend in cloud adoption of enterprise applications in, for example, manufacturing, healthcare, and finance. Such applications are routinely subject to targeted cyberattacks, which result in significant loss of sensitive data (e.g., due to data exfiltration in advanced persistent threats) or valuable utilities (e.g., due to resource the exfiltration of power in cryptojacking). There is a critical need to train highly skilled cybersecurity professionals, who are capable of defending against such targeted attacks. In this article, we present the design, development, and evaluation of the Mizzou Cyber Range, an online platform to learn basic/advanced cyber defense concepts and perform training exercises to engender the next-generation cybersecurity workforce. Mizzou Cyber Range features flexibility, scalability, portability, and extendability in delivering cyberattack/defense learning modules to students. We detail our “research-inspired learning” and “learn-apply-create” three-phase pedagogy methodologies in the development of four learning modules that include laboratory exercises and self-study activities using realistic cloud-based application testbeds. The learning modules allow students to gain skills in using latest technologies (e.g., elastic capacity provisioning, software-defined everything infrastructure) to implement sophisticated “attack defense by pretense” techniques. Students can also use the learning modules to understand the attacker-defender game in order to create disincentives (i.e., pretense initiation) that make the attacker's tasks more difficult, costly, time consuming, and uncertain. Lastly, we show the benefits of our Mizzou Cyber Range through the evaluation of student learning using auto-grading, rank assessments with peer standing, and monitoring of students' performance via feedback from prelab evaluation surveys and postlab technical assessments.

Senior high school students’ usage of time and its impact on their academic achievement in Northern Ghana

Research studies have investigated the influence of institutional characteristics on student academic achievement. However, relatively little research focuses on time utilisation and its impact on student academic achievement. The current study investigated students’ utilisation of time in public senior high schools in the Northern Region of Ghana. The study aimed to determine how students utilisation of time on self-study, group study, religious activities, and classroom instructional activities predicted their academic achievements. A total of 500 students sampled from 7 public senior high schools in the Northern Region of Ghana participated in the study. The research design employed was the cross-sectional survey research design. The instrument used to collect the data was a questionnaire. Analysis was done using multiple regression analysis with the aid of the SPSS (Version 16) software. The results suggest that the time students spent attending classes positively and significantly influences their academic achievement. Class attendance, group studies and self-studies times were found to be positively related. The study recommends that students group study and self-study activities should be made compulsory and that adequate time should be allotted within study hours for students to engage in meaningful self-study and group study activities.

Designing language courses for twenty-first century competences: a model of teaching toward learner autonomy implemented in a university context in the Czech Republic

Abstract The twenty-first century is a time of unprecedented social and technological development. Defining the period is an internationally interconnected world pregnant with information, dynamic events, and individual choice. These attributes create a highly complex, unpredictable, ambiguous and volatile environment that places new demands on every adult individual to continue in their efforts to educate, requalify and upskill during the course of their whole life. Based on both national and international educational strategies, a willingness to pursue life-long learning and an ability for it represent the main objectives for the curricula and educational programs. The current study presents a language teaching model that aims at student autonomy in language learning. The model, specifically focused on business English, was based on student needs analysis studies conducted and replicated in 2006, 2013 and 2016 at ŠKODA AUTO University, and as part of an international HEI cooperation research between 2017 and 2020. The Content and Language Integrated Learning (CLIL) approach is adopted to combine course topics and outlines. In-class and self-study activities aim at language competences proportionally distributed between reading, writing, listening, and speaking tasks. Teaching methods cover both individual work and peer cooperation. Course requirements provide students with a high degree of freedom when making decisions about the content of their projects. As such, this concept helps students find the area of their self-realization, which boosts their motivation, willingness and ability both to continue and self-direct their further learning.

Self-learning activities of high school students in Rach Gia City, Kien Giang Province

Autonomy and self-study is one of the core competencies emphasized by the Ministry of Education and Training to be developed for students in the New General Education Curriculum (2018). It is very necessary to cooperate from both learners, schools and families for effective self-study. Especially, in the context of a volatile world, the way of teaching and learning has been significantly changed, in which the role of self-study is getting more and more attention. The study has investigated the awareness, self-study motivation as well as some problems about the reality of self-study activities of high school students in Rach Gia City, Kien Giang Province, thereby serving as a basis for the educators, educational managers have the direction to improve the efficiency of self-study activities and the quality of students' self-study.

The RITE of Passage: Learning Styles and Residency In-Service Training Examination (RITE) Scores.

IntroductionThe objective of the pilot study was to determine the association between learning preferences and improvement in the American Academy of Neurology Residency In-Service Training Examination (RITE) scores from postgraduate year 2 (PGY-2) to postgraduate year 3 (PGY-3) in neurology residents.MethodsNeurology residents at the University of Florida were approached to participate, and their consent was obtained. VARK inventory, representing four modalities (visual, aural, read/write, kinesthetic) of learning preferences, was completed by participants. Participants could pick more than one modality. The number of responses in each sensory domain was recorded, with higher numbers indicating stronger preference. Residents’ performance on the RITE was recorded for PGY-2 and PGY-3.ResultsSeventeen residents completed the VARK inventory and 16 had data for RITE. Residents demonstrated overall positive change in RITE from PGY-2 to PGY-3 (mean change = 6%; 95%CI: 4%, 9%). The median number of responses was highest for the kinesthetic domain (median = 7, range = 1-12), followed by visual (median = 6, range = 2-12), aural (median = 4, range = 1-10), and read/write (median = 4, range = 1-10). Among VARK domains, the number of responses in read/write had the strongest correlation with mean change in RITE performance from PGY-2 to PGY-3 (r = 0.45; 95%CI: -0.08, 0.78); residents in the high read/write group (number of response above median) had greater mean change in RITE performance (9%; 95%CI: 6%, 12%) while those in the low read/write group showed little to no increase in RITE from PGY-2 to PGY-3 (2%; 95%CI: -1%, 6%).ConclusionsHigher VARK survey responses in the read/write domain were related to greater change in RITE scores from PGY-2 to PGY-3. These findings seem intuitively obvious considering the format of the RITE. These pilot data permit further investigation of individual resident learning preference and how it relates to test performance. By understanding a resident’s learning style, both educators and the resident will have an awareness of areas that need to be improved to be successful, which may be via remedial curricula and self-study activities.

Integrating preparation for international exams into foreign language education curriculum at university

In order to increase competitiveness of graduates not only in our country, but abroad as well, the development of the higher education system in Russia requires qualitative changes in the content of language training of students who are to be capable of integration into the global multicultural community, academic mobility, independence and constant professional growth. In this regard, there arises a question whether the quality of students’ knowledge, skills and abilities in the field of foreign language communication may comply with the requirements of international standards. The article reflects the results of theoretical research and practical experience in international exams preparation as part of foreign language instruction provided by the Foreign Languages Faculty of Kursk State University thus substantiating the hypothesis that it is possible to optimize the development of skills and abilities necessary to successfully pass international exams if the subject-related tasks and exercises are designed in their format and offered both for in-class and self-study activities. The purpose hereof is to explore feasibility of implementing effective preparation for international language exams in class without interference with the major curriculum. The scientific novelty of the research lies in the development and testing of a model of the educational trajectory leading to the formation of the competencies that meet international standards of foreign language education in graduates, majoring in languages. Having applied classical research methods analysis of publications and accumulated methodological experience, trial learning and observation – the authors came to the conclusion that the proposed approach is feasible and productive.

Use of the AppsGeyser application in the assessment of self-study activities in English for the equality education

Learning English as a subject that is taught independently to citizens learning non-formal education is one of the most important things to face the challenges of the future and global life, as targeted in SDGs-goal 4. One of the innovative learning strategies that support learning English independently is the use of internet applications. AppsGeyser application is an internet application that allows users to use it offline. With this application we can easily distribute content from websites, blogs and certain files that we want to share via the Android application. The use of android in the process of learning English activities independently. The purpose of writing this real work is to describe and explain the use of the AppsGeyser application in self-study activities in the English language equivalency education package C. The method used in this real work is quantitative descriptive. The population used was all citizens learning the chasing equivalence education package C in PKBM Ilmu Barokah, totaling 10 citizens learning from grade 3. The instruments used in obtaining data were in the form of pretest and posttest with percentage data analysis techniques. The results achieved by learning citizens after using the AppsGeyser application as a learning medium, namely learning citizens become easier to do, enthusiastic in doing quizzes, easier to remember material so that they can answer quizzes smoothly, are more independent in studying learning materials and the results of evaluation of learning citizens increase compared to before using the app.

Pengembangan E-UKBM Dengan Aplikasi Kvisoft Flipbook Maker dalam Pembelajaran Fisika untuk Meningkatkan Kemampuan Problem Solving Peserta Didik

The Self-Study Activity Unit Electronic (E-UKBM) is a small learning unit that orderly arranged from easy to difficult level based on e-learning using kvisoft flipbook maker application as the development of teaching material through interactive teaching media to improve students problem solving skill. E-UKBM has the characteristic of learning tool to achieve competency of knowledge and skill on teaching process using Sistem Kredit Semester (SKS). The aim of the use of E-UKBM is to improve students problem solving ability. This type of research develops the result of Plomp’s research design model, (1) Preliminary Investigation, (2) Design, (3) Realization/Contruction, (4) Tes, Evaluation, and Revision, (5) Implementation. The sample of this research is students of X MIA 3 SMA N 1 Purworejo. This data analysis was done by using the validity and reliability test, the problem solving ability test using the pre-test and post-test. The result of this study indicate that E-UKBM is valid, practical, and effective so that it is feasible to improve students problem solving ability.