Significant Improvement In Students Research Articles

Digital pedagogy: experiential learning theory improves mathematics learners’ engagement and learning outcomes in optical physics course

In response to the evolving educational landscape during the COVID-19 pandemic, this study explores the application of experiential learning theory (ELT) in an Optical Physics course for mathematics undergraduates. With a focus on improving engagement and academic performance, we address the critical need for effective pedagogical approaches in a virtual environment. The study involves 176 students, encompassing a wide demographic spectrum, during 2021, and utilises an extensive theoretical framework to support the ELT approach. The core of the study is an innovative learning model based on hands-on experiments, designed to enhance engagement, deepen understanding, and promote active learning. Students perform a series of experiments, reflect on their observations, connect theory to practice, and answer challenging questions that link theoretical concepts with real-world applications. Our results reveal a significant improvement in students’ academic outcomes, with higher average grades and reduced course abandonment compared to the previous year. The study also explores students’ perceptions, revealing their appreciation for this active learning approach, as it enhances motivation, concentration, enjoyment, and perceived learning. Collecting data through questionnaires, in-class feedback, andpost-class email reflections further validates the effectiveness of the Kolb-based ELT approach. In conclusion, our study demonstrates the power of implementing hands-on experiential learning in virtual education settings, fostering deeper engagement and improved academic outcomes, especially in a post-pandemic world where such pedagogical innovation is vital.

Efektivitas Model Pembelajaran Kooperatif Tipe Numbered Head Together (NHT) Berbantuan Alat Peraga dalam Meningkatkan Kemampuan Berpikir Kritis Siswa pada Pembelajaran Matematika

The study aims to test the effectiveness of a Numbered Head Together (NHT) cooperative learning model with a tool in improving students' ability to think critically about learning mathematics. The research method used is quantitative with the type of Quasi-experimental research. The study population was class X students of SMA Negeri 1 Cigugur in the 2023-2024 school year, with samples taken using purposive sampling technique, namely classes X1 and X2 with a total of 64 students and the statistical test used was t-test. The instruments used included testing students' critical thinking skills and elevating students' responses. Data analyzed using test instruments and analysis of mathematical critical thinking abilities. The results of the study showed that there was a difference in average mathematical critical thinking skills between students who obtained cooperative NHT-type learning with a tool compared to students who gained conventional learning. Normality tests and homogenity tests show that the N-Gain Score data are distributed normally and the data variance is homogeneous. The results of the hypothesis test showed a significant improvement in students' ability to think critically in the experimental group. Students' response to the NHT learning model was also positive

Analisis Perkembangan Berpikir Kritis Siswa dalam Pembelajaran Matematika Perspektif Studi Longitudinal

This research explores the development of students' critical thinking in mathematics learning through a longitudinal study approach. With a focus on problem solving, creative thinking, and conceptual understanding, this study aims to understand how students develop critical thinking skills over time. A longitudinal research method was used with 100 students from two secondary schools in Medan city as participants. Results showed significant improvements in students' critical thinking scores from the beginning to the end of the semester, with teacher training interventions and differences between schools making significant contributions. The implication of this study is the importance of innovative learning approaches and support for teachers in improving students' critical thinking skills in the context of mathematics learning

Junior Leadership Program: Empowering Elementary Students to Develop 4C Skills (Critical Thinking, Creativity, Communication, Collaboration)

Purpose: The Junior Leadership Program aims to enhance 4C skills—Critical Thinking, Creativity, Communication, and Collaboration—among elementary students, addressing the critical gap in traditional education that prioritizes rote learning over essential skills development. Research Design and Methodology: Conducted at SDI BTN IKIP 1 in Makassar, this study involved 20 students (15 girls and 5 boys) employing Participatory Action Research (PAR) to integrate 4C skills into the curriculum. Data were collected through surveys, interviews, and SWOT analysis. Implementation included workshops, focus group discussions, and project-based learning activities. Findings and Discussion: Findings indicate significant improvements in students' analytical and creative problem-solving abilities, communication skills, and teamwork. Teachers reported increased proficiency in integrating 4C skills, while parents observed enhanced confidence and problem-solving capabilities in their children. Challenges such as aligning new curricula with existing standards and securing consistent parental engagement were mitigated through targeted teacher training and parental workshops. Implications: These findings underscore the need for educational reforms incorporating 4C skills and suggest that similar programs could be adapted to diverse educational contexts. Future research should explore the long-term impacts and strategies for broader implementation of 4C skill development in elementary education.

The Impact of Nursery Rhymes on Enhancing Speaking Skills of Grade Three and Four Students

This action research study examined the impact of nursery rhymes on enhancing the speaking skills of grade three and four students. The study was conducted in an elementary school setting, with a focus on identifying whether the incorporation of nursery rhymes into the curriculum could effectively improve the speaking abilities of young learners. The study employed a quantitative approach involving pre-test and post-test. The study began by assessing the speaking skills of grade three and four students through pre-tests, which included tasks such as pronunciation, vocabulary, fluency and confidence. The findings of this action research suggest that nursery rhymes have a positive impact on enhancing the speaking skills of grade three and four students. The quantitative analysis post-test result revealed a significant improvement in students' speaking abilities after the integration of nursery rhymes into the curriculum. This research highlights the potential benefits of incorporating nursery rhymes into elementary education as a means to enhance speaking skills. The study provides valuable insights for educators, curriculum developers, and policymakers interested in improving language education for grade three and four students. Further, research is recommended to explore the long-term effects of nursery rhyme integration and its applicability in diverse educational contexts.

Pelatihan Inovasi Pembelajaran Berbasis Permainan Edukatif untuk Meningkatkan Karakter Siswa Sekolah Dasar

This activity explores the development and implementation of “Moral Quests,” an educational game designed to enhance the character development of elementary school students at SD Inpres Sero by adapting Indonesian folklore. The significance of this community engagement project lies in creating an innovative educational tool that instills moral values in young learners—an essential aspect of their holistic development. The topic is highly relevant as it leverages cultural heritage, specifically Indonesian folktales, to make learning engaging and meaningful. The community engagement project employs a participatory approach, involving teachers, students, and community members during the design and implementation phases to ensure cultural relevance and educational effectiveness. The methodology includes storytelling, interactive games, and character-building activities to achieve its objectives. The results demonstrate a significant improvement in students’ understanding and application of core moral values such as honesty, responsibility, and respect. These findings underscore the potential of culturally adapted educational games in nurturing desired character traits among young learners. In conclusion, this project emphasizes the importance of integrating cultural elements into educational tools to enhance their impact and relevance, pointing toward a positive future for character development.

Evaluation of a psychological readiness program and final clinical practicum among final year nursing students: A mixed methods study

BackgroundFinal year nursing students may experience higher levels of stress owing to the increasing complexity and expectations from their clinical practicums. Enhancing psychological readiness may be a potential strategy to enhance nursing students' transition to the clinical area. ObjectiveTo evaluate the effects of a psychological readiness enhancement for transition to professional practice program and a 10-week clinical practicum on students' psychological wellbeing, resilience, practice readiness and confidence. DesignA sequential mixed-methods approach comprising of a single-group evaluation and descriptive qualitative study. SettingFinal year nursing students enrolled in an undergraduate nursing program from one autonomous university in Singapore was recruited. Participants148 final year nursing students participated in the single-group evaluation study. A total of 24 participants who completed the psychological readiness program were recruited in the qualitative study. MethodsThis study included two phases. Phase I comprised of an evaluation of a blended psychological readiness program and clinical practicum. Data was collected across three waves to assess nursing students' psychological wellbeing, resilience, practice readiness and confidence. In Phase II, a qualitative study using individual semi-structured online interviews was conducted to examine students' experiences of the psychological readiness program and clinical practicum. ResultsThe psychological readiness program led to significant changes in students' anxiety and patient centeredness scores. The accumulated effects of the psychological readiness and clinical practicum showed significant improvements in students' practice readiness and confidence. Although there were no significant improvements in depression, stress and resilience scores, there were improvements in the trend across three waves. Students attributed these improvements to the psychological readiness program and sharing by the alumni. ConclusionsThe findings of this study laid the foundation for the development of psychological readiness programs. However, larger scale studies using randomized controlled trial designs should be used to confirm the effects of these interventions.

Utilizing Communicative Activities to Teach Oral English Skills to Students at Tuyen Quang School for Excellence (TSE)

This study investigates the efficacy of utilizing communicative activities to enhance oral English skills among students at Tuyen Quang School for Excellence (TSE). Recognizing the paramount importance of oral proficiency in mastering a foreign language, this research aims to address the challenges faced by students in traditional English classrooms where communicative opportunities are limited. Through a structured implementation of various communicative activities, such as role-plays, discussions, and problem-solving tasks, we observed significant improvements in students' speaking abilities. Data were collected through pre- and post-intervention assessments, surveys, and interviews, providing a comprehensive understanding of the impact of these activities. The findings reveal that not only do communicative activities significantly improve oral skills, but they also boost students' confidence and willingness to participate in speaking tasks. This study underscores the necessity of incorporating interactive and student-centered approaches in English language teaching to foster better communicative competence.

Case Study of a Social-Venture Planning Course : Focusing on Characteristics of Social Problem-Solving Processes and the Effects on Entrepreneurial Competency

This study developed an educational program, the “Social-Venture Planning Course”, to tackle social issues and aimed to identify features of the social problem-solving processes of students and to scrutinize changes in their entrepreneurial competencies. The course was designed as a liberal arts class for undergraduate students. Various qualitative data were gathered throughout the program, and entrepreneurial competency was assessed before and after the course and then analyzed. The study revealed three key characteristics in the students' problem-solving processes. First, students demonstrated a nuanced understanding of social problems, recognizing their complexity beyond a simple dichotomy of solver and affected stakeholder. Second, they showed a practical and feasible approach to solutions, prioritizing real-world applicability over idealistic perfection. Third, students displayed creativity by adapting existing solutions and presenting their own unique approaches, showcasing their ability to think innovatively within practical constraints. The Social-Venture Planning Course led to significant improvements in students' entrepreneurial competencies. Notably, substantial enhancements in problem-solving competency and management knowledge indicated the course's effectiveness in these areas, while interpersonal skills and idea generation competency remained unchanging. The study's conclusions and discussions offered valuable insights for the effective implementation of the Social-Venture Planning Course, highlighting its potential to foster a wide range of entrepreneurial competencies.

The Effectiveness of a Critical Literacy Model to Improve Students’ Critical Literacy Skills

In the current era of media saturation, the emphasis on teaching reading is on cultivating students' critical literacy abilities. This enables them to examine the specific social and political biases conveyed by an author and form a critical perspective on the topics addressed in a text. The objective of this study is to evaluate the efficacy of a critical literacy model in enhancing students' critical literacy abilities during English as a Foreign Language (EFL) Reading classes. A quantitative analytic method was employed for experimental study. The study was conducted in the English Language Education Study Program at a private university situated in Yogyakarta. There were 20 students in the sampling. The individuals in question were students in their fifth semester who enroll in the Critical Reading Class during the Odd Semester of the Academic Year 2022/2023. The data were acquired through the methods of observation, questionnaire administration, interviews, and reading assessments. The study's findings showed that the model was effective, as evidenced by the results of the independent T test indicate a statistically significant difference, with a significance level (two-tailed) below 0.05. In addition, the scores of the pre-test and post-tests in the experimental class surpassed those in the control class. The experimental group demonstrated a substantial improvement in their post-test score, achieving a gain of 3.64 points. In summary, the implementation of the critical literacy framework yielded significant improvements in students' critical literacy skills across various dimensions, including precision, coherence, profundity, analysis, and the identification of latent implications.

Case Study of a Social-Venture Planning Course : Focusing on Characteristics of Social Problem-Solving Processes and the Effects on Entrepreneurial Competency

This study developed an educational program, the “Social-Venture Planning Course”, to tackle social issues and aimed to identify features of the social problem-solving processes of students and to scrutinize changes in their entrepreneurial competencies. The course was designed as a liberal arts class for undergraduate students. Various qualitative data were gathered throughout the program, and entrepreneurial competency was assessed before and after the course and then analyzed. The study revealed three key characteristics in the students' problem-solving processes. First, students demonstrated a nuanced understanding of social problems, recognizing their complexity beyond a simple dichotomy of solver and affected stakeholder. Second, they showed a practical and feasible approach to solutions, prioritizing real-world applicability over idealistic perfection. Third, students displayed creativity by adapting existing solutions and presenting their own unique approaches, showcasing their ability to think innovatively within practical constraints. The Social-Venture Planning Course led to significant improvements in students' entrepreneurial competencies. Notably, substantial enhancements in problem-solving competency and management knowledge indicated the course's effectiveness in these areas, while interpersonal skills and idea generation competency remained unchanging. The study's conclusions and discussions offered valuable insights for the effective implementation of the Social-Venture Planning Course, highlighting its potential to foster a wide range of entrepreneurial competencies.

Tuning Up Listening Skills: Unveiling the Impact of Busuu Application on Junior High School Students' Listening Proficiency

This study aims to examine the impact of the Busuu application on students' listening skills. This research uses a pre-experimental quantitative approach with a pre-test and post-test design in one group. This research specifically used eighth grade students at MTs Anwarul Maliki and was conducted in three stages: pretest, treatment, and posttest. Research findings show a significant improvement in students' listening skills in class VIII B before and after treatment with the Busuu application. This application has proven to be more effective than traditional methods, improving the practice and effectiveness of listening learning. The results of data analysis show an increase in students' average pre-test score from 34.44 to 64.44 from the average post-test score with the use of the Busuu application, making the process of learning listening skills easier and more practical. The results of this research can provide evidence to readers regarding the use of busuu which can affect junior high students' English listening abilities. This research implies that the Busuu application is more effective than traditional methods in improving listening skills. This provides empirical support for the use of technology in language learning, showing that technology-based methods can provide better results.

Implementation of Culturally Responsive Teaching to Increase School Literacy Academic Literacy through Description Text Learning

This study aims to improve the writing skills of descriptive texts of students in class VII A of SMPN 1 Muncar in the 2023/2024 academic year by using the Culturally Responsive Teaching (CRT) approach. This research tries to overcome the challenges in improving students' writing skills, especially in composing description texts. Culturally Responsive Teaching (CRT) is an approach that emphasizes the importance of students' cultural background in the learning process. In this study, the CRT approach was applied to create a more inclusive and effective learning environment. The main goal was to improve the quality of description text composition and more deeply engage students in the writing process. This study used a Classroom Action Research design with two cycles, including planning, implementation, observation, and reflection stages. Data were collected through writing assessment, classroom observation, and interviews with students. The results showed a significant improvement in students' description text writing skills. After implementing the CRT approach, students showed improved descriptive writing skills, with a greater focus on cultural nuances and diverse perspectives. The average score increased significantly throughout the two cycles, demonstrating the effectiveness of the CRT approach. In addition, the study also showed that culturally responsive teaching created a more inclusive and culturally aware classroom atmosphere. Students reported increased motivation, confidence and a stronger connection between their cultural background and the writing process. Overall, this study confirms the importance of adopting and implementing the Culturally Responsive Teaching approach to improve students' description text writing skills. It provides valuable insights for educators who want to create a more inclusive and effective language learning environment, improving the overall quality of education and literacy levels at SMPN 1 Muncar.

Developing an Effective Preparation Strategy Model for Competency Tests in Heavy Equipment Engineering at Vocational High Schools

This study aims to develop an effective preparation strategy model for competency tests in Heavy Equipment Engineering at vocational high schools. Recognizing the pivotal role of vocational education in equipping students with industry-relevant skills, the research addresses the challenges students face in preparing for competency assessments. Utilizing a mixed-methods approach, the study integrates quantitative data from surveys and pre/post-tests with qualitative insights from interviews and focus groups. The proposed model encompasses curriculum alignment, innovative teaching methodologies, and effective study techniques, incorporating best practices identified through an extensive literature review. Pilot testing in selected schools provided critical feedback, allowing for refinements to ensure the model's applicability and effectiveness. The evaluation of the model's impact revealed significant improvements in students' test scores and self-reported preparedness, demonstrating the model's potential to enhance competency levels. Comparative analysis highlighted the model's superiority over traditional preparation methods, while qualitative feedback underscored its strengths and areas for further enhancement. The findings contribute to the field of vocational education by offering a structured preparation strategy that can be adopted by schools and policymakers to improve student outcomes. The study's implications extend to educational authorities, providing a framework for policy formulation and implementation. Future research directions include refining the model and exploring its applicability across different vocational disciplines.

PENDAMPINGAN PROGRAM KAMPUS MENGAJAR ANGKATAN 7 UNTUK MENINGKATKAN LITERASI DAN NUMERASI DI SDN 1 ARYOJEDING KABUPATEN TULUNGAGUNG

The Campus Teaching Batch 7 program aims to improve literacy and numeracy at SDN 1 Aryojeding, Tulungagung Regency, through comprehensive mentoring. The program involves students as agents of change who collaborate with teachers in designing and implementing innovative learning strategies. The methods used include observations, interviews, and pre- and post-intervention evaluations to measure the effectiveness of the program. Preliminary results show a significant improvement in students' reading and numeracy skills after participating in this program. Intensive mentoring and the use of interactive learning media proved effective in motivating students and improving their understanding of basic literacy and numeracy concepts. In addition, the program also succeeded in improving teachers' skills through a sustainable learning model. The success of this program shows the importance of collaboration between universities and primary schools in creating a better learning environment. It is hoped that this mentoring model can be adapted and applied in other schools to improve the quality of basic education in Indonesia.

PENDAMPINGAN MAHASISWA PROGRAM KAMPUS MENGAJAR ANGKATAN 7 DALAM UPAYA PENINGKATAN KEMAMPUAN LITERASI DAN NUMERASI DI SDN 3 REJOTANGAN KABUPATEN TULUNGAGUNG

The Campus Teaching Batch 7 program aims to improve students' literacy and numeracy skills through student mentoring at SDN 3 Rejotangan, Tulungagung Regency. This activity examines the effectiveness of the mentoring program in overcoming the problem of low student literacy and numeracy skills. The methods used are observation, interviews, and pre- and post-assistance tests to measure changes in students' abilities. The results show that there is a significant improvement in students' literacy and numeracy skills after receiving intensive assistance from students. This program also had a positive impact on students' learning motivation, as seen from the increased participation and enthusiasm of students in learning activities. The mentoring students acted as facilitators, providing interesting and relevant materials, and using interactive and fun learning methods. In addition, the collaboration between student assistants, teachers, and parents also supports the success of this program. Student assistance in the Teaching Campus Program Batch 7 is effective in improving students' literacy and numeracy skills at SDN 3 Rejotangan. Recommendations are given to develop similar programs in other schools to improve the quality of basic education in Indonesia.

Penerapan Model Promblem Based Learning untuk Meningkatkan Kemampuan Komunikasi Matematis Peserta Didik

This study employs the Problem Based Learning (PBL) approach to better equip XI-IPS 3 students at SMA Negeri 2 Medan to communicate mathematical ideas and concepts. In this complicated information age, mathematical communication abilities are essential, yet reality shows that this ability is still low among Indonesian students. Each of the two cycles of this classroom action study included steps of planning, carrying out the action, observing the results, and reflecting on the experience. Data were collected through written tests and observations to assess students' mathematical communication skills and teachers' proficiency in applying PBL. The results show a significant improvement in students' mathematical communication abilities. Before the intervention, only 28.57% of students reached the Minimum Completion Criteria (KKM), but after two PBL cycles, this percentage increased to 77.14%, exceeding the 75% target. Improvements were also seen across all mathematical communication indicators, including representing problems, explaining strategies, and interpreting solutions. This research proves that PBL is effective in enhancing students' mathematical communication skills.

Improving Speaking Skills of 11th Graders at Nguyen Trai High School Using Role Play: Students’ Perspectives

This study investigates the efficacy of role-play as an instructional strategy for improving speaking skills and investigates students’ attitudes towards this technique. Conducted at Nguyen Trai High School, the research adopted an action research approach, encompassing planning, execution, observation, and reflection within a single cycle. A cohort of 40 eleventh-grade students during the 2022/2023 academic year participated. The study employed direct observation to gauge student attitudes towards role-play and its impact on speaking abilities. Additionally, a questionnaire survey was administered to collect student opinions on the role-play method and speaking skills. Further insights were gleaned through interviews with select students, aimed at delving deeper into their questionnaire responses and validating the accuracy of feedback. This mixed-methods approach facilitated an assessment of role-play’s effectiveness in enhancing speaking skills, with findings suggesting a significant improvement in students’ speaking competence.

The Impact of Teaching Geographical Causal Diagrams on Students’ Geographical Interrelationships Thinking

Thinking about the interactions among geographical elements, referred to here as geographical interrelationships thinking, is a crucial part of geographical synthetic thinking. Causal diagrams are commonly employed in geography to cultivate students’ geographical synthetic thinking. To test the hypothesis that teaching with geographical causal diagrams can enhance students’ geographical interrelationships thinking, the author designed a teaching experiment. A total of 37 high school students participated in the one-month four-lesson teaching experiment. The results showed a significant improvement in students’ geographical interrelationships thinking. There was a significant positive correlation between students’ proficiency in drawing causal diagrams and their geographical interrelationships thinking.

Enhancing Reading Comprehension through Speed Reading: A Study of Eighth-Grade Students in an Indonesian EFL Classroom

This study investigates the impact of the Speed-Reading method on the reading comprehension of eighth-grade students at SMPN 8 Makassar. Utilizing a quantitative pre-experimental design, the research involved a one-group pretest-posttest approach, engaging 34 students. The intervention consisted of structured speed-reading sessions supplemented with visual aids, aimed at enhancing students' reading speed and comprehension. Data were collected through pre-tests and post-tests and analysed using SPSS to determine the effectiveness of the Speed-Reading method. The findings reveal a significant improvement in students' reading comprehension scores post-intervention. The mean pre-test score of 59.29 increased to 83.5 in the post-test, with statistical analysis confirming the significance of this improvement (p < 0.05). These results align with previous studies, highlighting the Speed-Reading method's efficacy in fostering a more engaging and cooperative learning environment. The method not only boosts reading speed but also enhances comprehension, making it a valuable addition to EFL instructional strategies. The study concludes that the Speed-Reading method is an effective pedagogical tool for improving reading comprehension in EFL contexts. Its implementation can lead to substantial gains in students' reading abilities, suggesting its broader applicability across various educational settings. Future research should explore the long-term benefits and potential adaptations of Speed-Reading techniques to further validate and expand upon these findings.