Significant Difference In Students Research Articles

Pengaruh Sekolah Pasar Modal terhadap Pengetahuan Investasi Saham Mahasiswa Manajemen Keuangan Syariah UIN Sayyid Ali Rahmatullah Tulungagung

This study aims to see the difference before and after the implementation of the Capital Market School (SPM) on stock investment knowledge in Sharia Financial Management (MKS) study program students, Faculty of Economics and Islamic Business (FEBI) UIN Sayyid Ali Rahmatullah Tulungagung. The type of approach used in this research is a quantitative approach, while the type of research is quasi experimental (pseudo experimental research). The research design used is one group pre test-post test design, so that research data is obtained from SPM participants as respondents who are measured using a pre-test before the SPM is implemented, and a post-test after the SPM. The population used is MKS students who are SPM participants, with a total population of 129. While the sample used was 30 MKS students as SPM participants who met the criteria in sampling. The sampling technique is purposive sampling using predetermined sampling criteria. While the type of data source used is primary data, which is obtained from the pre-test and post-test of SPM participants. The variables used are SPM as the dependent variable, and stock investment knowledge as the independent variable. While the data collection technique used is the test method, all of which data is obtained from the results of measuring the investment knowledge of MKS students using measuring instruments in the form of pre-test and post-test. The results of hypothesis testing using paired sample t-test show that there is a significant difference in students' stock investment knowledge before and after the implementation of SPM.

Using e-scaffolding to develop students’ scientific reasoning through inquiry-based learning

Introduction. Through inquiry-based learning (IBL), scaffolding is provided to help students develop their scientific reasoning (SR). However, the results obtained by students vary depending on their prior knowledge because the strategies of scaffolding vary on demand. Therefore, the different levels of scaffolding should be provided to all students based on their prior knowledge to facilitate their internalisation of new information in the classroom.Aim. The present research aimed to examine students’ SR in a course involving two electronic scaffolding levels (e-scaffolding) in IBL.Methodology and research methods. The authors conducted a mixed-methods explanatory study followed by semi-structured interviews and think-aloud exercises with two classes (experimental and control) of 64 physics students in Indonesia for eight weeks. The authors collected the quantitative data by testing their prior knowledge and SR and obtained the qualitative data from the interviews and the think-aloud exercises, learning activities, photos, videos, and teachers’ notes. ANOVA analysis of the quantitative data and thematic analysis of the qualitative data were performed.Results and scientific novelty. To our knowledge, our research marks the first instance of providing scaffolding with a tiered level option, a feature previously limited to a single level. It was found that there were significant differences in students’ SR based on students’ prior knowledge of the subject. E-scaffolding developed more on SR for students with low prior knowledge. Taking notes as a habit and switching roles during experiments helped improve students’ SR. It was observed that the students with low prior knowledge still needed e-scaffolding buttons to master physics concepts. Meanwhile, the students with high prior knowledge employed e-scaffolding buttons only to answer task completion.Practical significance. Based on the research findings, the tiered e-scaffolding produced in this work opens a new potency to be applied by physics teachers to enhance student’ SR. Additionally, educational technology developers may consider tiered e-scaffolding designs to provide an adaptive system.

Using e-scaffolding to develop students’ scientific reasoning through inquiry-based learning

Introduction. Through inquiry-based learning (IBL), scaffolding is provided to help students develop their scientific reasoning (SR). However, the results obtained by students vary depending on their prior knowledge because the strategies of scaffolding vary on demand. Therefore, the different levels of scaffolding should be provided to all students based on their prior knowledge to facilitate their internalisation of new information in the classroom.Aim. The present research aimed to examine students’ SR in a course involving two electronic scaffolding levels (e-scaffolding) in IBL.Methodology and research methods. The authors conducted a mixed-methods explanatory study followed by semi-structured interviews and think-aloud exercises with two classes (experimental and control) of 64 physics students in Indonesia for eight weeks. The authors collected the quantitative data by testing their prior knowledge and SR and obtained the qualitative data from the interviews and the think-aloud exercises, learning activities, photos, videos, and teachers’ notes. ANOVA analysis of the quantitative data and thematic analysis of the qualitative data were performed.Results and scientific novelty. To our knowledge, our research marks the first instance of providing scaffolding with a tiered level option, a feature previously limited to a single level. It was found that there were significant differences in students’ SR based on students’ prior knowledge of the subject. E-scaffolding developed more on SR for students with low prior knowledge. Taking notes as a habit and switching roles during experiments helped improve students’ SR. It was observed that the students with low prior knowledge still needed e-scaffolding buttons to master physics concepts. Meanwhile, the students with high prior knowledge employed e-scaffolding buttons only to answer task completion.Practical significance. Based on the research findings, the tiered e-scaffolding produced in this work opens a new potency to be applied by physics teachers to enhance student’ SR. Additionally, educational technology developers may consider tiered e-scaffolding designs to provide an adaptive system.

Üniversite Öğrencilerinin Dijital Oyun Oynama Tutumlarının İncelenmesi: Z Kuşağı Üzerine Bir Araştırma

The aim of this study is to investigate university students’ attitudes who are called as Generation Z, on digital game playing. In this study, 109 female and 106 male students with a total of 215 students who are attending to various departments of Alanya Alaaddin Keykubat University, took place voluntarily. In the research, Digital Game Playing Attitude Scale (DGPBS) which was developed by Demir and Bozkurt (2019), was used. The data of the research was analysed using IBM SPSS 25 packaged software. To statistically analyse the data obtained from the participants, independent sample T-Test and one-way analysis of variance test are used. It is observed that there is a statically significant difference, according to the gender variable, by means of behavioural sub-dimension in students’ digital plays. It is detected that there is a statically significant difference, in terms of students’ cognitive sub-dimension digital plays causing from faculty difference. It is detected that there is a significant difference in students’ digital plays by means of any sub-dimension causing from class variable. It is observed that there is significant difference in students’ digital plays by means of cognitive sub-dimension according to the educational level variable of the mother. It is detected that there is significant difference in students’ digital plays by means of cognitive sub-dimension according to the digital play times. As a result of the research students’ digital play attitudes are affected accordingly to gender, faculty, class, digital play time and mother’s educational level.

Discovering Differences in Consciousness of Facial Features Among Japanese University Students in the Year of Admission According to COVID-19

Purpose of the study: This study aims to determine the significant differences in students' awareness of appearance between those admitted to universities during the COVID-19 pandemic and those admitted when the pandemic was deemed controlled in Japan.
 Methodology: The author hypothesized notable variations in the change of self-consciousness regarding appearance, particularly facial appearance, contingent upon the year of admission. To test this hypothesis, a questionnaire survey was conducted among 428 students in Japan attending universities as of Fiscal Year 2023 to gauge their facial self-consciousness.
 Main Findings: The initial analysis focused on changes in body image and facial self-consciousness. However, due to the predominant focus on facial aspects, a chi-squared test was allowed to determine the relationship between the year of admission and changes in facial self-consciousness. The results indicated a significant difference between the admission year and changes in facial self-consciousness, with the largest difference between 2020 and 2023.
 Novelty/Originality of this study: The author used Cross-tabulation and Chi-Square analyses to compare previous years with 2023. The findings showed significant differences in facial self-consciousness depending on the admission year, with a p-value of less than 0.05. The results indicated statistically significant differences in facial self-consciousness among students admitted in 2020. (p < .05, =.005, =.014, ­­ =.016).

Integrated environmental education physics project to enhance student creativity

This study aims to describe the results of research on physics education integrated with environmental issues, especially related to climate change, through literature review and its implementation in schools. The aspects observed include the feasibility, effectiveness, and student responses to the implementation of integrated physics learning with environmental education related to climate change to enhance creativity. The research method used was quantitative research with a true experimental design involving pretest and posttest control groups. The subjects of the study were science students in public secondary schools in Jombang, divided into experimental and control groups. The research data were processed using observation sheets for the feasibility of learning, prerequisite tests including tests for data normality and homogeneity, paired t-tests, two-tailed t-tests, one-tailed t-tests, n-gain tests, effect size, and student response questionnaires. Based on the research findings, it can be concluded that (1) there is a significant difference in students' creativity before and after the implementation of integrated physics learning with environmental education related to climate change, with the experimental group experiencing a higher increase compared to the control group, indicating the effectiveness of integrated physics learning with environmental education. (2) Student responses after the implementation of integrated physics learning with environmental education related to climate change were categorized as excellent. Therefore, as an initial study, it can be stated that climate change education can be implemented in the form of project performance and has an impact on student creativity.

Facilitating Student Learning With a Chatbot in an Online Math Learning Platform

Chatbots represent a promising technology for engaging students in math learning. Guided by Jerome Bruner’s constructivism and Lev Vygotsky’s Zone of Proximal Development, we designed and developed a chatbot that incorporates scaffolding strategies and social-emotional considerations, and we integrated it into ASSISTments, an online math learning platform. We conducted an experimental study to examine the influence of learning math with the chatbot compared to traditional learning with hints. This study involved 85 middle and high school students from three diverse school settings in the United States. The results revealed no significant differences in students' math learning performance and perceived helpfulness and interest between the chatbot and traditional hints conditions. However, students in the chatbot condition displayed significantly lower confidence in solving a similar problem after the intervention, likely due to the removal of the high level of support provided by the chatbot. Despite this, students’ open responses indicated that a significantly higher number of students had positive attitudes towards chatbots. They appreciated the chatting feature, breaking down a problem into steps, and real-time support. The study concludes with a discussion of the findings and implications for chatbot designers and developers and presents avenues for future research and practice in chatbot-assisted learning. In support of Open Science, this study has been preregistered and both the data and the analysis code used in this study are publicly available at https://osf.io/am3p8/ .

The Effect of Teaching in the Dry and Wet Laboratory on the Achievement of Practical Analytical Chemistry Students in the Faculty of Science at Jerash University and the Acquisition of Laboratory Skills

The purpose of the study was to investigate the effect of teaching in the dry and wet laboratory on the achievement of practical analytical chemistry students in Science College at Jerash University and acquisition of practical laboratory skills. The study used a purposeful sample, consisted of (76) students. They were divided into three groups: The first studied using wet lab, the second studied using wet and dry lab, and the third studied using wet and dry lab. The study tools consisted of an achievement test, and a laboratory skills observation scale. The results showed that there were statistically significant differences in students’ achievement and the acquisition of laboratory skills, attributed to teaching in dry and wet laboratory. There were no statistically significant differences due to gender, in achievement and the acquisition of laboratory skills. The study recommended the adoption of the method of using dry and wet laboratory in teaching the practical analytical chemistry in the the faculty of science at the university of Jerash.

Dictionary Speech Assistant to Improve Students’ Pronunciation

Non-native students often experience difficulty to learn pronunciation which then affects their speaking ability. On the other hand, proper communication requires proper pronunciation as well. However, today’s technological advancement provides an alternative to aid pronunciation mastery, one of which is in the context of mobile-assisted language learning. This research investigated the effectiveness of Dictionary Speech Assistant in ELSA Speak Application to Improve Second Grade Students of SMP Negeri 6 Semarang Pronunciation Ability. The objective of this research was to find out the result of students’ pronunciation ability before and after applying Dictionary Speech Assistant; as well as to find out whether there was any significant difference of students’ achievement in their pronunciation mastery before and after taught using this mobile application. Dictionary Speech Assistant is one of the features or tools in ELSA Speak Application. It is a pronunciation dictionary that facilitated by Automatic Speech Recognition which provides direct feedback. This research employs pre-experimental design involving 34 students as the research sample. The data was gained from pre-test and post-test. The instrument of this research were tests consisting of single-word and phrase test. Subsequently, the data was analyzed by using t-test formula in Microsoft SPSS software to find out the significant difference on students’ pronunciation ability before and after applying Dictionary Speech Assistant. The result showed that Dictionary Speech Assistant effectively improves the students’ pronunciation ability. The main factor affecting this improvement was the students’ interest in teaching learning process involving Dictionary Speech Assistant. The researchers concluded that Dictionary Speech Assistant is beneficial for students in learning pronunciation

SONIC LANGUAGE ENRICHMENT: ENHANCING STUDENTS' ENGLISH VOCABULARY THROUGH WESTERN MUSIC

Acquiring vocabulary is a crucial component of English language acquisition for kids. Students require innovative instructional approaches to derive pleasure from the continuous learning process. The teacher should be able to communicate the subject matter and suitably utilize media effectively. This study aimed to ascertain whether the utilization of Music media may yield a noteworthy disparity in enhancing students' English vocabulary and to discover whether the efficacy of music media surpasses that of conventional media. The sample size for this study consisted of 60 students. The system has two classrooms, with each class including a total of 30 students. The pre-test results yielded a t-value of t0 = 1.517, indicating that both classes are worth studying as there is no significant difference in the increase of students' English vocabulary based on the t-test. However, after treatment and the post-test, the t-value obtained was t0 = 3.201, higher than the critical t-value (tt = 2.001) at a significance level of α = 0.05 and degrees of freedom (df) = 58. This indicates a significant difference in students' English vocabulary increase between the experimental class (taught using Music media) and the control class (introduced using conventional press) after the pre-test was administered.

EFFECTIVENESS OF GROUP GUIDANCE SERVICES USING SELF-REGULATED LEARNING TECHNIQUES TO REDUCE ACADEMIC BURNOUT IN CLASS X STUDENTS OF YPK MEDAN VOCATIONAL SCHOOL

<p>This research aims to determine the picture of academic burnout on YPK Medan Vocational School Students. The purpose of this research is too: describe the difference in scores in reducing academic burnout in students experimental group before and after being given service treatment group guidance using self-regulated learning techniques. Whereas control group before and after being given treatment with services group counseling. This research is a quantitative type of research experimental research. The object of this research is class X OTKP SMK YPK Medan. The data collection technique in this research used a questionnaire to students who experience academic burnout. The results of this research show that students who experience academic burnout are seen from several indicators including physical fatigue, emotional exhaustion, feelings of low self-esteem, depersonalization, and decreased academic confidence. Analysis test results using the Wilcoxon Signed Ranks Test and the Kolmogorov Smirnov analysis test Teo Independent Samples. Thus, based on the research results carried out include: (1) there is a significant difference in academic burnout students in the experimental group before (pretest) and after (posttest) with group guidance services using self-regulated learning techniques. (2) there is a significant difference in students academic burnout in the control group before (pretest) and after (posttest) with group guidance services. (3) there are significant differences in student academic burnout between groups experimental and control groups given treatment.</p>

Analisis Kemampuan Berpikir Kritis Matematis Siswa ditinjau dari Gender

Mathematical critical thinking is the ability to solve problems using knowledge, reasoning, and mathematical proof. This research aims to test students' mathematically necessary thinking abilities based on gender. The subjects of this research were students of class X TKJ SMKN 2 Soe. This research method is descriptive-qualitative, where data collection uses observation techniques, tests in the form of story questions, and semi-structured interviews. Data analysis in this research uses the Miles and Huberman technique in data reduction, data presentation, and concluding/verification. Data validity testing uses technical triangulation. The results of the research show that there is no significant difference in students' mathematical critical thinking abilities based on gender. Most male and female students can fulfil all indicators of mathematical critical thinking, namely providing simple explanations, building basic skills, drawing conclusions and further explanations, and determining problem-solving strategies and tactics. Female students are more detailed in the problem-solving process based on stages, while male students are less detailed

Introduction to Disability and Antiableist Health Care: A Pilot, Student-Led Module for Preclinical Medical Students.

Physical medicine and rehabilitation physicians often care for disabled patients, who comprise America's largest marginalized population. Despite medical students' and physicians' discomfort with caring for disabled patients and the pervasiveness of ableism in health care, medical education lacks disability-focused education. Kern's approach to curriculum development and disability community input were used to design a three-part, elective curriculum for first-year medical students. Part one introduced disability models and language. Part two described how to perform a comprehensive history and physical examination for a disabled patient using ADEPT-CARE. Part three provided an overview of disability history and the disability rights movement. The curriculum's goal was to improve students' attitudes regarding disability health and self-perceived knowledge and confidence in caring for patients with disabilities. The curriculum was evaluated through presurvey and postsurvey. Students favorably reviewed the curriculum. One hundred percent of students ( n = 21) agreed or strongly agreed that the curriculum improved their knowledge of disability health, increased their perceived confidence in caring for patients with disabilities, and enhanced their medical education. There were no statistically significant differences in students' attitudes toward patients with disabilities after curriculum completion. Our asynchronous module provides one potential curriculum for increasing preclinical medical students' self-perceived knowledge of disability health.

Perbedaan Penguasaan Konsep Biologi Siswa SMA Jurusan IPS Berbasis Gender dengan Menggunakan Model Project Based Learning

Mastery of concepts in a field of science includes a combination of mastery of knowledge of the field of science being studied and dimensions of cognitive processes, including factual, conceptual and procedural knowledge. The importance of students' mastery of concepts related to the field of biology means that teachers must continue to train students to master biological concepts well. In general, social studies students have good knowledge in the field of social studies, but not necessarily good knowledge in the field of science, especially biology. The aim of this research is to reveal gender-based mastery of biology concepts of students majoring in social studies at SMA Negeri 7 Mataram using a project based learning model. The research method used quasi correlational involving 126 students, consisting of 45 male students and 81 female students. Data analysis used an independent sample t test at a significance level of 5%. The research results show that there is no significant difference between male and female students' mastery of concepts using the project based learning model. The average mastery of concepts for male students is 56.296, and the average mastery of concepts for female students is 57.510. The significance value (Sig. 2 tailed) is 0.618 > 0.05. The implication of this research is that the project based learning model does not provide a significant difference in students' mastery of concepts based on gender, or the project based learning model can be said to have the same effect in increasing students' mastery of biology concepts, both for male and female students.

Improving Scientific Literacy of Elementary School Students through Problem-Based Learning Model with Balinese Local Wisdom

Students' scientific literacy in elementary school is currently low. This is due to the implementation of the learning process that was not in accordance with the purpose of science learning and the implementation of learning still tends to be teacher-centered. Students have not been able to use their science knowledge to solve the problems that related to daily life. The purpose of this research was to analyze the effect of problem-based learning model with Balinese local wisdom on students' scientific literacy. The type of this research was quasi-experimental research. The population of this research were fifth grade of elementary school students. The research sample was selected by using random sampling with a total sample size of 55 students. Data were collected by test method. The instrument that used to collect data was scientific literacy test. The steps of data analysis were data description, prerequisite analysis test, and hypothesis testing. The study result showed significant differences in students' scientific literacy between groups of students who were taught with problem-based learning model with Balinese local wisdom and conventional learning model. Scientific literacy in students who learn with problem-based learning model with Balinese local wisdom are higher than students who learn with conventional learning model. This research implies that problem-based learning model with Balinese local wisdom can be used by teacher in learning to improve scientific literacy in students.

The Application of Cartoon Movies for Students’ Grammar Mastery in a Secondary Education Context

For serving students with multiple modes such as visual, auditory, and textual elements to facilitate learning, cartoon movies are an impressive instrument to apply in English classrooms. This current research, conducted in one of junior high schools in Indonesia, with an experimental design, aims to test the difference of using cartoon movies on students’ grammar mastery. A grammatical rule emphasizing on simple past tense was taught over eight meetings through the media. Twenty-four junior high school students who came from an eighth-grade classroom were the participants of this research and were asked to do a pre and post grammar test made by the researchers. The tests which had been validated by three experts in language and assessment were used to assess the difference of the students’ ability of grammar before and after the cartoon movie interventions. According to the mean score, the result presented that the students’ grammar mastery from low level (34.00) moving up to good level (77.50) after the treatment. The Asymp.sig. (2-tailed) is 0.000 which is less than 0.05 so that H1 is approved meaning that there is a significant difference of students’ grammar abilities before and after the treatments of using cartoon movies.

The Effect of Simulation-Based Education on Patient Training Correct Inhaler Technique of Nursing Students: A Randomized Controlled Trial.

Teaching inhaler techniques to nursing students is crucial. This study aimed to investigate the effect of simulation-based education on patient training correct inhaler technique in nursing students. This is a single-blind, randomized controlled trial in which nursing students are randomly allocated into two groups of control (n = 41) and intervention (n = 40). The students' mean score of correct inhaler technique was measured before and one week after intervention, using checklists of inhaler techniques. The mean score of control group was significantly lower than the intervention group (p < .001). The results also revealed that there was no significant difference in students' level of confidence regarding the ability to educate patients on inhaler techniques before the intervention, while all students were shown to have higher levels of confidence in this term after the intervention. Simulation is an effective way to train nursing students in the correct inhaler techniques.

VIDEO ANIMASI DAN PPT DAPAT MENINGKATKAN PENGETAHUAN TENTANG KONSUMSI SAYUR DAN BUAH PADA SISWA SEKOLAH DASAR

Good nutritional intake is very important to support the growth and development of school-aged children. However, consumption of vegetables and fruit among school-aged children is very low. Therefore, educational media is needed to influence knowledge, attitudes and behavior in consuming vegetables and fruit. This research aimed to determine the effect of nutrition education using video on knowledge, attitudes and consumption of vegetables and fruit. This research was an experimental research with a quasi experimental design with pre test - post test with a sample of 62 grade 4 students at Pasirkaliki 156 Elementary School Bandung. Analysis of mean differences before and after intervention used Wilcoxon Test (data is not normally distributed). Mann Whitney test was used to see the difference between control and treatment groups (P&lt;0.05 and CI 95%). There was a significant difference in students' knowledge scores between before and after being given nutrition education in the two groups. In this study, there was an increase in the average knowledge score of 2.94 points in the treatment group and 2.35 points in the control group. Attitude score average was increase 3.29 points in treatment group and 3.29 points in control group. However, changes in the average consumption of vegetables and fruit in the treatment group were lower than the control group. The research showed that animated video and power point media can be used to increase elementary school students' knowledge regarding vegetable and fruit consumption.

Differences in Students' Emotion Regulation Based on Gender in SMA Negeri 1 Prabumulih

This research aims to determine differences in students' emotional regulation based on gender at SMA Negeri 1 Prabumulih. This research used a comparative descriptive method by conducting an independent sample t-test for hypothesis testing. The population used in this research was 213 class XI students using 68 students (34 females and 34 males) as samples. Data collection was carried out by distributing the Emotion Regulation Scale via Google Form. The mean value obtained from the data processing results was 119.35 for females and 116.47 for males. The highest value obtained in this research through measuring the emotional regulation scale was 135 and the lowest value was 98. Sig. (2-tailed) which was obtained at 0.057 with a significance level value of 0.1. Based on this value, it means that H0 is rejected and Ha is accepted. To determine whether the difference is significant or not, look at the t count and t table. Because the calculated t result’s 1.938 is greater than the t table’s 1.668, it can be concluded that there are significant differences in students' emotional regulation based on gender at SMA Negeri 1 Prabumulih.

The Use of Task-Based Language Teaching in Improving Students' Writing Skills at X Grade in SMK Muhammadiyah 2 Bontoala

This study aimed to find out whether or not Task-Based Language Teaching method improve the writing skills of class X AP students at SMK Muhammadiyah 2 Bontoala in terms of grammar and mechanics. The research method used was quantitative with a pre-experimental design. The population in this study were students of SMK Muhammadiyah 2 Bontoala. The number of samples used was 20 students and the sample class were selected using a purposive sampling technique.Based on the results, the pre-test score of students' writing skills in terms of grammar was 65.8 and the post-test score was 81.4. While the Pre-test score of students' skills in terms of mechanics was 64.0 and post-test is 83.0. After analyzed the results of the pre-test and post-test data, the researcher found that in writing skills, p-value (0.000) less than α (0.05), this indicates that the null hypothesis is rejected and alternative hypothesis is accepted.The researcher concluded that Task-Based Language Teaching through descriptive text at SMK Muhammadiyah 2 Bontoala improved students' writing skills. There is a significant difference in students' writing skills in terms of grammar and mechanics with the use of Task-Based Language Teaching methods.