Skill Outcomes Research Articles

Problem-Based Learning to Enhance Mathematical Communication Skills and Learning Outcomes in Graade V

<p class="SekolahDiterima"><em>The implementation of the Problem-Based Learning model can improve the learning outcomes in mathematics regarding the volume of rectangular prisms and cubes among fifth-grade students at Elementary School. This study employs the Classroom Action Research method in an elementary school in the Yogyakarta region.. This is evidenced by the increased learning outcomes of the students in mathematics during Cycle I, which was 83.3%, and Cycle II, which was 86.3%. In Cycle I, the average score of the students in the first meeting was 73, and in the second meeting, it was 72. In Cycle II, the score in the first meeting was 80, and in the second meeting, it increased to 91. Problem-based learning significantly enhances the learning outcomes in mathematics and mathematical communication skills of the fifth-grade students a Elementary School. The implementation of the Problem-Based Learning model is carried out through five steps. The application of the Problem-Based Learning model can improve the learning outcomes and mathematical communication skills. This is evidenced by the observed improvement in the students' mathematical communication skills in each cycle. The average observation results in Cycle I were 75.84%, and in Cycle II, it increased to 86%.</em></p>

The Effect of Paired Storytelling Learning Model Assisted by Pop-Up Book Media on Students’ Story Listening Skills and Learning Outcomes of Fifth Grade Students’ at SDN Sangir Makassar

This research aims to determine whether there is an influence of the paired storytelling learning model assisted by pop-up book media on story listening skills and student learning outcomes of fifth grade students’ at SDN Sangir Makassar. The type of this research is experimental research design and a quantitative approach using a one group pre-test post-test research design, that is an experiment whose implementation only involves one class as the experimental class. The independent variable in this research is the paired storytelling model assisted by pop-up book media, while the dependent variable is listening skill and learning outcomes. The population in this study were all students at Wajo sub-district, Makassar city, while the sample was class V with a total 41 students. The data collection techniques used are documentation, interviews, observations, and test in the form of essay test whose validity has been tested. Data analysis used descriptive analysis techniques and inferential analysis tecniques. The results of descriptive statistics show that the average student pre-test score is 41,90 and has increased after being given treatment with the average student post-test score being 85,00. The results of statistical analysis by testing the hypothesis using a independent sample t-test by finding a significant influence, require a significance level criterion of 0,05 and comparing t-count with t-table so that it can be concluded that the paired storytelling assisted by pop-up book media has a significant effect of listening skills and learning outcomes of fifth grade students at SDN Sangir Makassar. Keywords: Paired storytelling, Pop-up book, listening skills, Learning outcomes

Effectiveness of an eHealth-Delivered Program to Empower People With Musculoskeletal Pain in Rural Australia: A Randomized Controlled Trial.

Our objective was to evaluate the effectiveness of a three-month physiotherapist-delivered eHealth physical activity program compared with usual care to improve function in adults with low back pain or knee osteoarthritis in rural Australia. This was a parallel, two-group, pragmatic, superiority, randomized controlled trial involving three- and six-month posttreatment follow-ups. There was a total of 156 adults with chronic nonspecific low back pain (n=97) or knee osteoarthritis (n=59) from rural Australia. The intervention involved an eHealth physical activity and an exercise program that included five to eight teleconsultations with a physiotherapist (primary time point three months) or usual care (eg, general practitioner, physiotherapy, and pain medication). The primary outcome was the Patient-Specific Functional Scale (0-30), with a three-point difference between groups being considered the minimum clinically important difference. Participants receiving the eHealth intervention (n=78) reported significantly greater and clinically worthwhile improvements in function (mean between-group difference 3.6; 95% confidence interval [CI] 1.3-5.9) compared to participants receiving usual care (n=78). Small but statistically significantly greater improvements in disability (7.2 of 100; 95% CI 2.1-12.3) and quality of life (4.5 of 100; 95% CI 0.0-9.0) also favored the eHealth group. No clinical or statistical differences between groups were found for the secondary outcomes of pain, coping skills, and physical activity levels. A physiotherapist-delivered eHealth intervention is effective and provides clinically meaningful improvements in function compared to usual care for people with musculoskeletal pain in rural communities. These findings highlight the potential for eHealth-based programs to improve access to evidence-based exercise interventions for people with musculoskeletal pain in rural communities.

Increasing the Results of Bullet Rejection Skills Using the Jigsaw Learning Method

This study aims to evaluate the impact of using the Jigsaw learning method in improving students' shot put skill outcomes. The Jigsaw method is applied in a classroom environment to facilitate group collaboration, where students are given the responsibility to learn a particular aspect of the shot put technique and then teach it to the rest of the group. The study involved observation of the learning process, evaluation of skill progress, and analysis of student responses using the PTK (class action research) method to students SMK Tamansiswa, Mojoagung, Kab. Jombang, with a total of 38 students. The results showed a significant improvement from the pre-cycle which was complete 5 students with 13.2%, incomplete 33 students and 86.8%. In cycle 1, 13 students with 34.2% were complete, while 25 students with 65.8% were incomplete. In cycle 2 100%, in students' in-depth understanding of the shot put technique, increased collaboration between students, and higher learning motivation. These results highlight the potential of the Jigsaw method as an effective approach in improving classroom skills in the sport of shot put. This study provides a foundation for further integration of collaborative learning methods in the context of teaching sport in schools

Predicting Communication Skills Outcomes for Preschool Children with Autism Spectrum Disorder Following Early Intervention.

This study aims to assess changes in the receptive and expressive language skills and to determine if the baseline characteristics such as communication, cognitive and motor skills, predict outcomes in preschool children with Autism Spectrum Disorder (ASD) following early intervention. We recruited 64 children participating in the Early Start Denver Model (ESDM) early intervention program at an Autism Specific Early Learning and Care Center (ASELCC) in Australia. Baseline characteristics across various developmental domains was measured using the Mullen Scales of Early Learning (MSEL), Vineland Adaptive Behaviour Scales, 2nd Edition (VABS-II), and the ESDM Curriculum Checklist. Linear mixed-effects models were used to examine the effects of the intervention on outcomes. Fixed-effects such as time, groups (verbal and minimally verbal), and time-by-group interactions were assessed whilst adjusting for covariates. Further, multiple linear regression models were used to determine if the baseline characteristics were significant predictors of the outcomes following the early intervention. Among the 64 children who participated in this study, 38 children were verbal, whereas 26 were deemed to have minimal verbal skills. The mean age of the sample was 4.1 years with a significant male predilection (83%) and from a culturally and linguistically diverse (CALD) background (64%). Findings of the linear mixed effects model showed significant within and between group differences in the ESDM subscales, indicating higher magnitude of changes in the verbal group compared to the minimally verbal group. Finally, the multiple linear regression models suggested that baseline MSEL visual reception and expressive language scores were predictive of changes in the ESDM receptive and expressive communication scores. Understanding a child's baseline skill levels may provide valuable clues regarding what interventions would work best, or which interventions may be less suitable for individual preschool-aged children with ASD.

Examining the Relationship Between Perceived Coaching Approaches for Life Skills Development and Life Skills Outcomes for High School Athletes

Promoting life skills is a prominent focus of the mission of high school sports. The purpose of this study was to examine the relationship between perceived coaching approaches for life skills development and life skills outcomes for high school athletes. A total of 346 athletes participating in high school sports from the United States completed the athlete-reported version of the Coaching Life Skills in Sport Questionnaire (perceived implicit and explicit coaching approaches) and the Life Skills Scale for Sport. Findings from hierarchical and stepwise regression models revealed that perceived implicit and explicit levels of coaching were differentially associated with each of the eight life skills outcomes, with the most consistent and significant predictor of life skills outcomes being structuring and facilitating a positive climate. Findings are discussed in relation to the conceptual and practical utility of the implicit–explicit continuum of life skills development and transfer, the importance of coach and athlete awareness of coaching approaches for life skills development, and recognition of the strengths and limitations of a variety of ontological and epistemological approaches to studying life skills in sport.

Interest-Driven Creator Course in a Blended Setting to Develop Chinese College Students’ Adaptive Learning Skills

The aim of this study is to improve the adaptive learning skills outcomes of undergraduate students in bachelor’s degree by designing a compulsory interest-driven creator (IDC)-based English course in blended setting. A total of 210 Chinese college students participated in a quasi-experimental intervention. The research was conducted for 16 lessons over 16 weeks at a private college in China. The performance of the experimental group (EG) and the control group (CG) was assessed by adaptive learning skills survey as a pre-test and a post-test to investigate proficiency. The results in EG showed a better outcome on the test than the CG. The result is especially worth implementing since its main components are the formation of individuals’ adaptive learning skills and ability to master specific learning outcomes. Therefore, the value of the IDC courses in higher education based on a blended setting augmented the effectiveness of learning outcomes with flexible and dynamic adaptive learning skills.

Computer Assisted Instruction (CAI) Integrated Case Method-Flipped Classroom: Innovative Instructional Model to Improve Problem-Solving Skill and Learning Outcome of TVET Students

The post-pandemic has affected all educational institutions, including TVET. The situation has shifted fully online learning into a blended one, conducted online through e-learning and onsite through face-to-face learning. In this learning, students must do self-directed learning before coming to the class, known as the flipped classroom method. On the other hand, to trigger their effort to do so, applying the case method is valuable to improve their problem-solving skill. Therefore, the flipped classroom and case method integration needs to be implemented. In the flipped classroom method, students must use CAI media to optimise the learning outcome. This study aims to see the effectiveness of integrating CAI into case method-flipped classrooms in improving the problem-solving skills and learning outcomes of TVET students. This study used a quasi-experiment with a pre-test and post-test control group design. The research instruments were a questionnaire and an achievement test with 62 participants. Based on the results, it was found that there was a significant difference in students’ problem-solving skills and learning outcomes between control and experimental groups. Research findings showed substantial improvements in students’ material understanding and problem-solving skills. Students reported high engagement and satisfaction with the proposed interactive learning model. Thus, it can be concluded that the CAI-integrated Case Method-Flipped Classroom effectively improves TVET students’ problem-solving skills and learning outcomes. The novelty of this research is that it offers an innovation from various learning models in TVET that TVET educators can implement. The model provides time efficiency availability of such a lead-in that bridges the initial material to the primary material. Hence, the investigation results in this study provide a new knowledge reference for the TVET education curriculum.

Competency-Based Medical Curriculum: A Resurgent Paradigm for Medical and Dental Graduates

Present society is characterized by its growing complexity, dynamics and knowledge intensity, which requires professionals who are able to face new situations and problems confidently and expertly. Education faces the problem that knowledge acquisition does not necessarily mean the successful application of the same knowledge. In case of academic professionals, they should possess a broad and profound domain-specific knowledge and skills, the capability to acquire knowledge expeditiously and know-how where and when needed. Learning in a professional context has, therefore, become more important and general academic education is becoming more professional oriented. Medical education is changing to meet the demands of ever evolving health care system. One of these changes is the development and implementation of competency-based medical education (CBME). Competency-based learning and training is an approach to teaching and learning more often used in learning concrete skills than abstract learning. It differs from other non-related approaches in that the unit of learning is extremely fine-grained. Rather than a course or a module, every individual skill or learning outcome (known as a competency) is one single unit. Learners work on one competency at a time, which is likely a small component of a larger learning goal. The student is evaluated on the individual competency and can only move on to other competencies after they have mastered the current skill being learned. After that, higher or more complex competencies are learned to a degree of mastery and are isolated from other topics. Another common component of competency-based learning is the ability to skip learning modules entirely if the learner can demonstrate mastery. This can be determined through prior learning assessment or formative testing. This article pertaining to the discipline of medical education gives a broad overview and elaborates on this emerging competency based medical education approach and its related concepts.

The Effect of the Learning Cycle 7E Model with Prezi Media on Problem Solving Skills and History Learning Outcomes

The aim of this research is to determine the effect of the Learning Cycle 7E model and Prezi media on problem-solving skills and history learning outcomes. This research uses a quantitative approach, quasi experimental design with a pretest-posttest non-equivalent control-group design. The sample consisted of 70 students in classes X2 and X4 at Ambulu state high school. Data collection techniques used documentation and tests. The data analysis technique used the ANACOVA test and the LSD (Least Significant Different) follow-up test. The research results of the Learning Cycle 7E model assisted by Prezi media had a better influence on students' problem-solving skills in history subjects. A significant effect can also be seen on the history learning outcomes achieved by students using the Learning Cycle 7E learning model assisted by Prezi media.

Development of culture-based budi pekerti learning strategies and learning styles in skills lessons

The purpose of this research is to develop character learning strategies, find out the learning outcomes of skills taught with hobbyist Batak culture learning strategies and Javanese culture-based learning strategies, find out the learning outcomes of skills that have visual and kinesthetic learning styles, and know the interactions between learning strategies and styles. Learning that has an impact on learning outcomes. This research is development research with a quasi-experimental treatment. The instruments used are learning achievement tests and learning style questionnaire sheets. The hypothesis was tested using Anava. The results of the study stated that learning Skills I in the Batak culture-based learning strategy class had higher learning outcomes than the Skills class with Javanese culture-based character learning strategies in 27 public schools in Medan City. Second Learning Objectives Student skills have a higher kinesthetic learning style compared to students who have a visual learning style in Medan City Middle School students. So for culture-based learning strategies, the results will be better if students have a tendency for kinesthetic learning styles, because kinesthetic learning styles are in accordance with character learning strategies.

BILINGUAL INSTRUCTIONS OF INDONESIAN PRIMARY SCHOOLS IN ENDENESE COMMUNITY

This study aims at determining the first-grade teacher perception of primary school on the use of bilingual instructions and the impact on students’ learning outcomes. This qualitative study used the first-grade teacher who taught reading and writing in first year students at SDK Pu’ubheto, Ende Sub-district of Ende Regency. The data were collected through in-depth interview, observation and documentation. The interview document data were analyzed descriptively. The result showed that the teacher was successfully implementing bilingual instruction. Finally, the implementation of bilingualism by the teacher affected teacher-student interaction and improved students' reading and writing skill and learning outcomes..

Student Learning Outcomes on Heat Material Using E-Learning-Based Collaborative Learning (KABEL)

This study aimed to determine whether student learning outcomes after using e-learning-based collaborative learning (KABEL) on heat material were better and whether there was a significant difference between student learning outcomes before and after the using KABEL application. This experimental study used a pre-experimental design and a one-group post-experimental design. Data was collected by giving a multiple-choice pre-test and post-test to 150 randomly selected class XI students. The results of data analysis showed that student learning outcomes increased by 47.34 when compared to the material before and after using e-learning-based collaborative learning. The learning outcomes of students' attitudes and skills after using e-learning-based collaborative learning (KABEL) are in the very good category, with an average score of 3.66 for the attitude aspect and 3.8 for the skills aspect.

Application of Problem-Based Learning in Biotechnology Learning Contains Local Potential Jruek Drien Aceh to Improve Problem-Solving and Self-Directed Learning Skills of High School Students

Mastery of 21st-century skills by students is very dependent on the education and learning process. This research aims to measure the increase in students' problem-solving and self-directed learning skills. One of the biotechnology lessons that highlights the local potential of Aceh's Jrek Drien which can be a solution to overcome this problem. The research method used was quasi-experimental with a nonequivalent control group design. The population in this study was class X (Ten) students with a research sample of two classes, experimental and control classes, the research sample was determined based on convenience sampling. Data collection instruments used a problem-solving skills description test and a self-rating scale self-directed learning (SRSSDL) questionnaire. The results of the research showed that students' problem-solving skills increased with an average gain score for the experimental group of 22.44, while for the control group, it was 15.00 with the N-gain score for the experimental group being in the medium category and the control group being in the medium category of 0.320. Meanwhile, the students' self-directed learning ability obtained an average score of 81.61 for the experimental group and 79.12 for the control group. Students showed a positive response to the implementation of problem-based learning containing the local potential of Jrek Drien in the good category. Based on the research findings and results, it is stated that there is a significant difference in the increase in learning outcomes of students' problem-solving skills and self-directed learning between the experimental and control classes

Comparison of Outcomes Between Professions Following an Interprofessional Continuing Education Program to Enhance Trauma Care for Children

ABSTRACTThe prevalence of children exposed to a potentially traumatic event (PTE), or Adverse Childhood Experience (ACE) is high, with exposure to long-lasting and severe PTEs and ACEs associated with negative health outcomes. Health care professionals who predominantly work with the paediatric population have limited training on how to screen, assess, and treat children after exposure. This study aimed to assess differences in learner outcomes between three healthcare provider types (PCPs, behavioural health providers, and other care team members [e.g. nurses, community health workers]) after participating in a continuing education programme designed to improve health outcomes of paediatric patients experiencing trauma. Learner outcomes were assessed as pre- and post-series changes in self-reported knowledge, self-efficacy, skills, and attitudes related to the programme’s learning objectives. Self-reported learner outcomes of 31 participants revealed significant increases in knowledge among all provider types, and significant increases in self-efficacy and skills for behavioural health providers and care team members. Additionally, results revealed that behavioural health providers significantly outperformed medical providers in self-efficacy and skills outcomes. These findings suggest that interprofessional continuing education programmes to enhance trauma care can be successful at training PCPs, behavioural health providers, and care team members, but learner outcomes may vary by discipline.

Ta’tsir Istikhdam Thariqah al-Sam’iyah al-Syafawiyah wa Thariqah al-Mubasyarah ‘ala Nataij Ta’allum Maharah al-Kalam bi Madrasah al-Tsanawiyah (Dirasah Muqaranah)

This article aimed to compare students' Arabic language learning outcomes of speaking skills due to the use of Audio-Lingual and direct methods. The author compared the results of the two methods to see their impacts on students’ Arabic speaking skills at Madrasah Aliyah Nurul Iman Ulu Gedong. This referred to comparative quantitative research with the type of experimental research (Post-Test-Only Control). The results of this research showed that: 1). Students' Arabic speaking skills using the Audio-Lingual method obtained the highest score of 95 and the lowest score of 53 with an average of 73.79. 2). Students’ Arabic speaking skills using the Direct method obtained the highest score of 66 and the lowest score of 28 with an average of 47.71. Thus, students’ Arabic speaking skills taught using the Audio-lingual method were higher than those taught using the direct method. 3). Based on the results of hypothesis testing using the paired sample t-test, there was a significant difference in learning outcomes of students' Arabic speaking skills as getting taught by using Audio-lingual and the Direct methods.

Improving critical thinking skills through discovery learning models assisted animation video on digestive system material

This research is quantitative research to determine the effect of using the Discovery Learning model to assist animation video on the critical thinking skills of students grade XI on the digestive system. The research method used is Quasi Experiment with a Non-equivalent Control Group Design and used purposive sampling. The research instruments used were multiple choice (pretest and post-test). Observation sheets, and students' questionnaire responses. Data on critical thinking skills outcomes were analysed using an independent sample t-test in the SPSS version 26.0 program. The result showed that the use of Discovery Learning models assisted animation video increased student critical thinking skills with a gain value of 41.43 and n gain of 0.64 in the medium category. The result of the hypothesis test shows the value of Sig. (2-tailed) 0.000 < 0.05 which means H0 is rejected and Ha is accepted. This shows that the Discovery Learning models to assist animation videos have a significant effect on student critical thinking skills of class XI of SHS 1 Lahat in the human digestive system. The implementation of learning has an excellent category, while student responses have an excellent and good category.

The Influence of Cartoon Film Media on Story Listening Skills and Cognitive Learning Outcomes

The objective of this study is to ascertain the impact of utilising cartoon film media on the development of listening skills and cognitive learning outcomes in the context of Indonesian language content. The research methodology employed is quantitative research utilising a quasi-experimental research model, specifically employing a pretest-posttest control group design. The population under investigation comprised 60 pupils who were all in class III at a public elementary school located in Karanganom, Klaten. Sampling in this study was purposive sampling, meaning that it is based on certain characteristics which are seen as having a close relationship with the characteristics of the population. The sample was chosen because it has the ability to homogeneous student criteria. Instrument tests carried out research analysis in the form of validity and reliability tests, prerequisite tests consisting of normality tests and homogeneity tests, and hypothesis testing in the form of paired sample t-tests. The findings of this study suggest that the utilisation of cartoon film media has a significant impact on the enhancement of listening skills and cognitive learning outcomes among individuals from Indonesia. The data presented is derived from the learning outcomes of the experimental group, which had a pretest mean score of 73.83 and a posttest mean score of 82.66. Similarly, the control group had a pretest mean score of 73.00 and a posttest mean score of 81.50. The evaluated numerical data reveals that there are three students who have achieved exceptional performance, with scores over 80%. Additionally, 18 students have obtained high scores ranging from 60% to 80%, while nine students have achieved scores in the lower range of 40% to 60%.

Inclusion of English for specific purposes in high school tracks: A Saudi context

English for specific purposes was created to meet the needs of a language for the purpose of carrying out all growing businesses and occupational functions, as well as accessing all kinds of scientific knowledge. The current study looks at the possibility of including an English for Specific Purposes (henceforth ESP) course in high school tracks. It also looks into factors such as the outcomes of ESP-trained general English instructors, appropriate materials and skills for teaching ESP, the pedagogical environment and teaching approaches of ESP, as well as the future of general English as ESP becomes more common. Through an eleven-item Likert scale survey and structured interviews conducted with four English language teachers, 135 English foreign language teachers were surveyed, and quantitative and qualitative data were collected. According to most participants, the inclusion of ESP in high school tracks will provide students with the vocabulary and structure they need to succeed in college. While ESP is considered an extension of general English (henceforth GE), its pedagogical environment and teaching approach differ, which means teachers should be trained in science, medical terms, and pedagogical aspects of ESP instruction to motivate their students and make them more enthusiastic about the subjects they will study in professional colleges after they have completed high school.

Effect of intervention programs to promote fundamental motor skills among typically developing children: A systematic review and meta-analysis

BackgroundProficiency in fundamental motor skills (FMS) is associated with children's overall development and long-term physical literacy. However, FMS is not acquired naturally, but needs to be trained. ObjectiveThis study aims to evaluate and provide up-to-date evidence on the effectiveness of intervention programs focused on promoting FMS among typically developing children between 2010 and 2022. MethodsFollowing Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines, a search was conducted in four databases (PubMed, Scopus, Web of Science, and SPORT Discus) from January 2010 to December 2022. Studies included any interventions in preschools and primary schools that aimed to improve fundamental motor skills in typically developing children aged 3 to 12, and reported fundamental motor skills outcomes and statistics. ResultsThirty-six articles (21 randomized controlled trials, 11 pre-post trials, and four quasi-experimental trials) satisfied all inclusion and exclusion criteria. Outcomes were primarily demonstrated in composite fundamental motor skills (n = 32) and its three primary parts: locomotor skills (n = 26), object control skills (n = 26), and balance skills (n = 4). A meta-analysis was conducted on 16 of these publications, revealing significant intervention effects for overall FMS proficiency (Std diff in means = 0.928, 95 % confidence interval 0.744–1.112, P = 0.001), locomotor skills (Std diff in means = 0.636, 95 % confidence interval 0.508–0.765, P = 0.001) and object control skills (Std diff in means = 0.871, 95 % confidence interval 0.660–1.081, P = 0.001).Discussion and Conclusions: The results indicate that implementing FMS development intervention programs in preschools and primary schools can be effective in promoting typically developing children's fundamental motor skills. The interventions on object control skills had a more significant effect size than locomotor skills. However, existing evidence cannot conclude which types of interventions are most effective.