Significant Improvement In Students Research Articles

PELATIHAN PENGGUNAAN MICROSOFT POWERPOINT SEBAGAI ALAT PRESENTASI DI SMA IBRAHIMY 2 SUKOREJO

The Microsoft PowerPoint training program is one form of skill development in the use of information technology within the educational environment. This activity aims to enhance students’ understanding and skills in utilizing Microsoft PowerPoint as an effective and engaging presentation tool. The training was conducted on June 3, 2025, at the Laboratory of the Faculty of Science and Technology, involving 30 female students from Class X2 of SMA Ibrahimy 2 Sukorejo. The materials presented included an introduction to PowerPoint, steps for creating presentation slides, and hands-on practice sessions. The results of the training indicated a significant improvement in students’ ability to create independent and creative presentation media. It is expected that the participants will be able to apply the acquired skills in teaching and learning activities as well as in other contexts requiring structured and visual information delivery.

Enhancing clinical mathematics proficiency of nursing students through heuristic-based learning packets: A quantitative evaluation

Mathematics plays a vital role in nursing practice, as it supports essential tasks such as medication administration, fluid management, and the accurate interpretation of patient data. However, nursing students often struggle to apply mathematical concepts in clinical settings where quick and accurate decisions are crucial. The study explores a heuristic way to help students become more confident and capable in using mathematics to ensure safe and effective patient care. A learning intervention was conducted among nursing students using specially designed packets incorporating heuristic strategies for understanding clinical mathematics. Data collected before and after the intervention were analyzed to identify meaningful improvements in their skills, with results handled under strict ethical and privacy guidelines. The results showed significant improvements in students’ performance in clinical mathematics after using heuristic-based learning materials. These gains were consistent across key areas such as unit conversion, dosage calculation, fluid balance, and data interpretation. The findings confirm that focused and contextual instruction can meaningfully support nursing students in developing the skills necessary for safe and effective patient care.

ENHANCING VOCABULARY KNOWLEDGE OF GRADE 11 STUDENTS THROUGH THE WORD WEB WONDERS (WWW) INTERVENTION: AN ACTION RESEARCH

The purpose of this quantitative study utilizing a quasi-experimental one-group pretest-posttest design was to improve the student’s vocabulary knowledge on lexical relations among high school students. The study participants were 30 eleventh-grade students from Asuncion National High School. The study introduced an intervention called WWW (Word Web Wonders) Intervention to improve student vocabulary knowledge. The pre-test and post-test results showed a significant difference: the pre-test had a mean score of 15.3 (SD = 3.08), while the post-test showed a mean score of 32.8 (SD = 4.28). The statistical analysis revealed a significant improvement in students’ vocabulary knowledge following the intervention, t (29) = 43.1, p < 0.001. The result found out that there was a difference between the pre-test and post-test based on its overall mean. Additionally, the effect size, as measured by Cohen’s d, was approximately 4.69, indicating an extremely large effect. These findings suggested that the intervention effectively improved students’ vocabulary knowledge levels. To provide a comprehensive understanding of the students' insights during and after the intervention, the researchers conducted interviews with selected individuals. From the responses gathered, five themes emerged regarding the insights of students: (1) Increased Vocabulary Retention and Understanding; (2) Increased Awareness of Different Word Relationships; (3) Using One’s Newly Acquired Vocabulary in Real Communication; (4) Increased Self-Efficacy and Confidence in Addressing Vocabulary Challenges; and (5) Activation of Prior Knowledge. Keywords: Word Web Wonders (WWW), vocabulary knowledge, lexical relations, high school students, Philippines

Raising Awareness of 3R (Reduce, Reuse, Recycle) Using Revin the Environment Hero Serious Game for Elementary Schoolers

Indonesia faces a significant environmental challenge with rising annual waste production, reaching 69.7 million tonnes in 2023, yet only 62.91% was properly managed. This problem stems from a lack of awareness about proper waste management, especially among children. To address this issue, this study developed Revin the Environment Hero, a serious game designed to enhance elementary school students' understanding of the 3R concept (Reduce, Reuse, Recycle). Employing a Research & Development approach with the ADDIE model, the game was tested with 40 elementary students in Surabaya. Pre-test and post-test questionnaires assessed the game's effectiveness, and a Paired Sample T-Test showed a significant improvement in students' 3R knowledge (t-value = -12.637, p < 0.001). Feedback revealed high satisfaction with the game’s engaging narrative, interactive mechanics, and clear instructions. The game not only increased students’ theoretical knowledge but also encouraged practical application of the 3R principles through creative recycling activities. These findings demonstrate the potential of serious games as effective educational tools for promoting environmental awareness and sustainable behaviors in young learners. Future studies should expand respondent diversity and include additional features, such as varied challenges and adjustable difficulty levels, to further enhance educational outcomes.

Effects of Feedback and Reflection on Communication Skills Training for Occupational Therapy Students.

Communication skills (CS) are essential for occupational therapists. Incorporating feedback intervention theory and reflective practice theory into training can enhance CS in occupational therapy students. To investigate the effects of the Feedback and Reflection for Communication Skill Training program (FR-CT) on the CS of students. A pretest-posttest design was used. Psychiatry department of a medical center in Taiwan. Occupational therapists, students, and patients with mental disorders were recruited. Students' CS were assessed before and after the intervention using the Gap-Kalamazoo Communication Skills Assessment Form. Students conducted three interview sessions with different patients and engaged in reflective practice. Clinical instructors provided timely feedback, and experts offered in-depth feedback. Experts noted significant improvements in students' overall CS and in four CS domains-Builds a Relationship, Gathers Information, Shares Information, and Provides Closure (p < .05)-with small to medium effect sizes (rs = .29-.37). FR-CT improves students' CS, particularly in key domains. Incorporating feedback and self-reflection has the potential to improve CS. Plain-Language Summary: Effective communication is crucial in occupational therapy. This study developed a training program that is designed to enhance occupational therapy students' communication skills with patients by combining feedback and reflection. Known as the Feedback and Reflection for Communication Skill Training program (FR-CT), the program included an initial skill development session for students. Instructors then provided students with timely feedback and conveyed in-depth feedback that was generated by experts based on real interviews with patients and guided students to reflect on their performance. We discovered that, after completing the FR-CT, students significantly improved their communication skills related to building relationships, gathering information, sharing information, and concluding conversations with patients. This study demonstrates that integrating feedback and reflection into training can significantly enhance students' communication skills. The study also provides a clinically feasible and effective approach to communication skills training for occupational therapy professionals.

Organizing Skill Training in Developing Individualized Education Programs for Special Education Students during Practicum and Internship

This study aims to develop a theoretical framework and conduct experimental research on organizing training activities to enhance the skills of Special Education students in designing Individualized Education Programs (IEPs) during their practicum and teaching internships. Based on an analysis of theoretical foundations and practical requirements, the research proposes a 15-step procedure for implementing skill development activities tailored to the professional characteristics and training needs of Special Education students. The experimental phase was carried out in two cycles to evaluate the feasibility and effectiveness of the proposed intervention. The results demonstrated significant improvements in students’ abilities to develop IEPs after the intervention, contributing to the enhancement of teacher training quality and the preparation of future educators capable of meeting the needs of students with disabilities in the context of current educational reforms.

The Effectiveness of 21st Century Competency Assessment Model and HOTS in Improving Writing Skills: An Experimental Research

The Research examines the effectiveness of a 21st Century Competency and Higher-Order Thinking Skills (HOTS)-based writing assessment model in improving students' writing skills. The research employs an experimental design with two groups: an experimental group that participated in HOTS and 21st Century Competency-based learning, and a control group that followed conventional learning methods. Data were collected through pre-test and post-test evaluations to measure students' writing abilities across various text types, such as observation report texts, biographies, procedures, explanations, editorials, and articles. Data analysis was conducted using SPSS 24 and Microsoft Excel. The findings reveal a significant difference in writing skills between the group using the HOTS and 21st Century Competency-based assessment model and the control group. The Mann-Whitney test indicated that the significance value for the post-test across all text types was 0.000, which is less than 0.05, meaning H0 was rejected and a significant difference was observed. The HOTS-based learning approach proved to be more effective in enhancing students' writing skills, as it encourages critical and creative thinking, enabling students to produce more structured and meaningful writing. These findings support the theory that a 21st Century Competency-based approach, which integrates higher-order thinking skills, can lead to significant improvements in students' writing abilities.

Strengthening Students' Problem-Solving Skills Through Project Based Learning Models Based on Environmental Issues in the Era of Sustainable Education

The ongoing environmental degradation has become a serious challenge that must be addressed through early education. At the elementary school level, students need to be equipped not only with academic knowledge but also with 21st-century skills such as critical thinking, collaboration, and problem-solving that are relevant to real-life situations. Unfortunately, classroom learning remains largely conventional and lacks contextual relevance to environmental issues surrounding students. This study aims to enhance students’ problem-solving skills through the implementation of the Project Based Learning (PjBL) model based on environmental issues. The subjects of the study were 30 fifth-grade students at SDI Negeri 1 Mamboro. The method used was quantitative with a quasi-experimental design involving one experimental group without a control group. The research instruments included pretest and posttest assessments, observation sheets, and student reflection journals. The results indicated a significant improvement in students’ problem-solving skills, with the average pretest score rising from 50.6 to 82.3 in the posttest. The paired sample t-test yielded a significance value (p &lt; 0.05), indicating the effectiveness of the PjBL model in improving students’ critical and reflective thinking related to environmental problems. Qualitative data further supported these findings by showing increased active participation, collaboration, and environmental awareness among students. However, the study has a design limitation due to the absence of a control group, so the results should be interpreted with caution. Overall, PjBL based on environmental issues has proven to be an effective approach in fostering competencies and sustainable education values at the elementary school level.

Developing the Smart Classroom Environment Model to Enhance Innovative Thinking and Digital Literacy

This research aims to 1) study the current state of learning environments that promote innovative thinking and digital literacy, 2) develop the SCID Model for smart classrooms, 3) examine the model&amp;rsquo;s effectiveness, and 4) evaluate and validate the model through expert review. The study is conducted in four phases: Phase 1 involves surveying the existing learning environment; Phase 2 focuses on developing the SCID Model and research tools; Phase 3 implements the model with students; and Phase 4 evaluates and validates the model. The research sample comprises 245 faculty members from Northeast Rajabhat Universities, seven educational technology experts, seven research instrument specialists, six expert panel members, and 23 undergraduate students enrolled in the Technology and Innovation for Learning course. Research tools include a learning environment questionnaire, in-depth interviews, the SCID Model, implementation tests, assessments of innovative thinking and digital literacy, and a satisfaction survey. Data analysis employs frequency, percentage, mean, standard deviation, dependent t-tests, and content analysis for qualitative data. Results reveal that the current smart classroom environments face significant challenges in physical, psychological, social, and technological aspects, with the highest demand for improvement. The developed SCID Model comprises input factors (physical environment), a learning process (psychological, social, technological environments), outputs (digital literacy skills), and outcomes (innovative thinking skills). Implementation showed significant improvements in students&amp;rsquo; skills at the 0.05 level, with high satisfaction. Expert validation found 33.33% confirmed model completeness, while 66.66% suggested refinements.

Instagram Based Reading Strategies Improve Students’ Comprehension Skills

This study aimed to investigate the effectiveness of using Instagram as a social media platform to enhance students’ reading comprehension among tenth-grade students at SMK 02 Empat Lawang. The research employed a quasi-experimental design involving two groups: an experimental class taught using Instagram and a control class taught through conventional methods. The participants consisted of 62 students, divided equally between the two groups. Data were collected through pre-tests and post-tests comprising 40 multiple-choice questions related to narrative texts. Statistical analysis, including paired sample t-tests and independent t-tests, revealed a significant improvement in reading comprehension in the experimental class compared to the control class. The mean post-test score of the experimental group (75.40) was significantly higher than that of the control group (54.67), indicating that integrating Instagram into reading instruction effectively enhanced students’ engagement and comprehension. The findings suggest that incorporating social media, particularly Instagram, into educational practices can serve as a powerful tool for improving language skills in the digital age. Highlights: Innovative use of Instagram for reading narrative texts. Significant improvement in students’ post-test scores. Suggests Instagram’s pedagogical value in digital learning. Keywords: Instagram, Reading Comprehension, Social Media, Narrative Text, Digital Learning

PERCEPTIONS OF ENGLISH FOR MEDICAL PURPOSES (EMP) MODULE: INSIGHTS FROM STUDENTS AND LECTURERS

This study investigates the perceptions of first-year medical students and lecturers regarding an English for Medical Purposes (EMP) module implemented at a private medical university in northern Malaysia. A total of 55 participants were involved, including 45 medical students, 5 medical lecturers, and 5 English language lecturers. The research aimed to understand how the module supports learners’ communicative competence in medical contexts. Utilizing a mixed-methods approach, data were collected through student questionnaires and semi-structured interviews with both language and medical lecturers. Findings revealed that students viewed the module as highly beneficial in enhancing their speaking confidence, use of medical terminology, and ability to communicate effectively during clinical role-plays and presentations. Interactive activities such as simulated patient interviews, collaborative discussions, and peer evaluations were especially appreciated. Lecturers observed significant improvements in students’ fluency, clarity, and confidence, affirming the module’s relevance to real-world medical communication. However, both groups suggested enhancements, including multimedia clinical simulations, spontaneous interaction tasks, culturally responsive communication components, and more personalized feedback. These findings underscore the importance of task-based, learner-centered instruction in medical English education. Grounded in Vygotsky’s sociocultural theory, the study highlights how authentic, socially mediated learning experiences support language development in professional healthcare settings.

Cooperative Learning as a Pathway to Competency-Based Education

This study explores the development of key competencies through the active learning methodology of cooperative learning in formal educational settings. In response to the increasing global demand for competency-based education, this research investigates how structured peer collaboration fosters cognitive, social, and emotional competencies among students. Drawing on a constructivist pedagogical framework, the study examines the effects of cooperative learning strategies—such as Jigsaw, Think-Pair-Share, and Numbered Heads Together—on students’ abilities to communicate effectively, think critically, solve problems, and work collaboratively. Using a mixed-methods design, the research combines quantitative data from pre- and post-intervention assessments with qualitative observations and student interviews. Results indicate significant improvements in students’ teamwork skills, responsibility, and metacognitive awareness. Furthermore, cooperative learning promotes a supportive classroom climate that enhances motivation and engagement. The findings highlight the importance of intentional task design, group heterogeneity, and reflective practices in maximizing the impact of cooperative learning on competency development. The study concludes that cooperative learning is not only an effective instructional method but also a transformative educational approach that aligns with the goals of 21st-century education.

Integrating Computer-Aided Argument Mapping and the Flipgrid Application to Foster Self-Directed Learning and Enhance Students’ Argumentative Writing Skills

This study investigates the impact of integrating computer-aided argument mapping (CAAM) and the Flipgrid app to foster self-directed learning and enhance argumentative writing skills among university EFL learners. A mixed-methods approach with a single-group pre- and post-test design was employed, involving 27 third-year university EFL students selected through purposive sampling. Over 13 sessions, with 11 dedicated to the intervention and 1 each for pre- and post-testing, participants engaged in CAAM and Flipgrid-facilitated activities designed to improve argumentative writing. Results reveal a significant improvement in students’ writing performance, indicated by a substantial increase in their overall writing score from M=11.25 to M=18.77, (p&lt;.001), confirming the intervention’s effectiveness. In the ‘writing content,’ aspect, notable progress was observed in the ‘evidence’ sub-component, while improvement in ‘counter-arguments’ was minimal. An improvement in the ‘writing coherence’ aspect was also observed with ‘logical connections 1’ showing substantial progress. Additionally, students’ writing tasks indicated marked improvement, with significant differences in the scores between the first and subsequent writing tasks. Qualitative feedback showed that students not only gained confidence in organizing their arguments but also showed significant growth in their ability to engage in self-directed learning. The study shows how combining CAAM with Flipgrid can enhance students’ argumentative writing in self-access settings, suggesting that visual argument mapping with interactive video platforms may effectively support skill development in self-directed learning.

Development of Interactive Digital Teaching Materials Using Canva for Science (IPAS) in Grade V of Elementary School

The advancement of technology in the era of the Fourth Industrial Revolution has brought significant changes to the education sector, including the need for innovative teaching materials that align with the characteristics of 21st-century learners. This study aims to develop interactive digital teaching materials based on Canva to improve students' learning outcomes in Science and Social Studies (IPAS) for Grade V of elementary school. The method used is Research and Development (R&amp;D) with the ADDIE model (Analyze, Design, Develop, Implement, Evaluate). Validation results from subject matter experts, media experts, teachers, and field trials indicate that the developed teaching materials are categorized as "Very Feasible." Data analysis results also show a significant improvement in students' learning outcomes, with an N-gain value of 0.75 (high category) and T-test results with a significance of 0.00. This indicates that the use of interactive media based on Canva is effective in enhancing students' understanding of IPAS material.

Artificial intelligence-integrated interactive multimedia to improve conceptual understanding in eighth-grade science learning

This study assessed the effectiveness of interactive multimedia connected to Artificial Intelligence (AI) in improving the concept understanding of eighth-grade students. The research method used was an experimental design with a Pretest-Posttest design model. Data were collected through observation of student participation, evaluation of concept understanding before and after treatment, and survey of students' responses to learning. Data analysis was carried out using a paired T-test, which was conducted using descriptive statistical analysis, namely calculating the mean, median, and standard deviation from the results of the pretest and posttest tests. The study found significant improvement in students' concept understanding and participation after utilizing AI-based interactive multimedia. This research implied the use of AI in interactive multimedia is an effective way to improve the quality of science education in high schools. The use of AI-based interactive multimedia provided a new approach that improved students' understanding of science concepts.

Analysis of College Students' Critical Thinking Skills in Learning Physics Case Method Assisted by Lumio by SMART

The critical thinking skills of education students need further enhancement. Critical thinking can be fostered through physics instruction using the case method, which links physics concepts to real-life situations. This approach is expected to improve students' critical thinking skills. Furthermore, in line with the needs of today's learners, integrating technology is essential. Lumio by SMART offers a dynamic platform to engage students, making learning more interactive and participatory. This descriptive study aimed to analyze students' critical thinking skills and their responses to the use of Lumio by SMART. The analysis was based on critical thinking skills scores and student feedback. The results demonstrated a significant improvement in students' critical thinking skills, as evidenced by the increase in post-test scores compared to pretest scores. Additionally, student responses were overwhelmingly positive. These findings suggest that the use of the case method, enhanced by Lumio by SMART, is effective in improving critical thinking skills. Thus, educators should incorporate the case method in their teaching to develop critical thinking and other cognitive skills, while leveraging technology to boost student engagement.

Enhancing Listening Comprehension In Grade XI-D at MAN 2 Jember through Note-Taking Techniques

Listening comprehension is a crucial skill in language learning,. But many students continue to struggle with understanding spoken information due to cognitive overload, difficulty identifying key points, and ineffective note-taking strategies. A preliminary observation in Class XI D at MAN 2 Jember revealed that students faced significant challenges in listening tasks, as shown by their low average pre-test score of 52.5. These difficulties highlighted the urgent need for targeted instructional strategies like Classroom Action Reserach to support their listening development. This classroom action research (CAR) was conducted to investigate the effectiveness of sentence and abbreviation note-taking techniques in improving students' listening comprehension. Implemented over two cycles involving planning, acting, observing, and reflecting stages, the study demonstrated a significant improvement in students’ performance, with the average score rising to 75.9 in Cycle 2, surpassing the success criterion of 70. The findings suggest that structured note-taking techniques enhance students’ ability to extract key information and reduce cognitive overload. By addressing challenges such as classroom arrangement, phonological interference, and divided attention, the study provides practical insights for teachers seeking to improve students' listening skills through effective note-taking strategies.

ENHANCING EFL LEARNERS’ VOCABULARY MASTERY THROUGH FLASH CARDS: A CLASSROOM-BASED STUDY AT SMPN 2 KISARAN

This study investigated the effectiveness of using flashcards to improve vocabulary mastery among seventh-grade students at SMP Negeri 2 Kisaran, who have demonstrated limited vocabulary knowledge due to difficulties in memorizing new words. The objective was to enhance students’ vocabulary through the implementation of flashcards as a learning tool. The study employed classroom action research based on the Kemmis and McTaggart model, conducted in two cycles comprising the stages of planning, action, observation, and reflection. A total of 30 students from class VII–7 participated in the study. Data were collected through observations and vocabulary tests. The results revealed a significant improvement in students’ vocabulary mastery, with the average test score increasing from 67.8 (33.3%) in Cycle 1 (categorized as low) to 82.8 (73.3%) in Cycle 2 (categorized as high). These findings indicate that the use of flashcards is an effective strategy for enhancing vocabulary acquisition among junior high school students.

The Influence of the Project Based Learning Model Integrated Independent Curriculum to Results Learn for Students of Class X Biotechnology Material SMK Islam Al-Azhar Jember

This study aims to analyze the effect of the Project Based Learning model integrated with the Merdeka Curriculum on the learning outcomes of Grade X students in Biotechnology material at SMK Islam Al-Azhar Jember. The study employed a quasi-experimental approach with a pretest-posttest non-equivalent control group design. The sample consisted of 34 students who were given pretests and posttests to measure their biotechnology learning outcomes, using a learning outcome test as the instrument. The results showed a significant improvement in students’ learning outcomes after the implementation of the Project Based Learning model integrated with the Merdeka Curriculum, with the experimental group achieving a posttest average score of 89.73, compared to 76.21 in the control group. The N-Gain score for the experimental group reached 0.73 (73%), which is categorized as high, while the control group scored 0.56 (56%). A t-test indicated a significant difference between the two groups (p = 0.000 &lt; 0.05). These findings indicate that the Project Based Learning model integrated with the Merdeka Curriculum is proven to be effective in improving Biotechnology learning outcomes.

Blended Learning as a Catalyst for Boosting University Students' Learning Motivation

In the digital era, enhancing the quality of education demands innovative approaches. Blended learning—combining face-to-face and online instruction—has emerged as a promising model to boost students’ learning motivation. This study employed a quantitative descriptive design to evaluate the effectiveness of blended learning in improving student motivation at UIN Suska Riau. Data were collected through questionnaires and observations. The population consisted of all students enrolled in the Economic Education Study Program, with a sample size of 143 respondents. The data were analyzed using descriptive statistics and inferential tests, including normality, homogeneity, and paired sample t-tests. Findings revealed a significant improvement in students’ learning motivation after the implementation of blended learning. The pretest results showed an average motivation score of 38.23, categorized as moderate. After blended learning was applied, the posttest average rose to 52.05, indicating a high level of motivation. A paired sample t-test yielded a p-value of 0.000 ( 0.05), confirming a statistically significant difference between pretest and posttest motivation levels. The results demonstrate that blended learning significantly enhances student motivation. These findings suggest that integrating blended learning can be an effective strategy for educators aiming to foster motivation and engagement. This study provides practical insights for lecturers and educational institutions seeking to adopt innovative learning models and develop more dynamic instructional strategies.