Students Of Class Research Articles

The impact of Emergency Remote Education (ERE) on anatomy classes for medical students

The impact of Emergency Remote Education (ERE) on anatomy classes for medical students

Communication anxiety as barrier: extending theory of planned behavior on student intention to participate in synchronous online learning

Purpose Student in-class participation is a crucial aspect in the learning process, including in synchronous learning process. Several variables may hinder students from actively participating in synchronous learning including communication anxiety. As behavior, student in-class participation can be modeled using theory of planned behavior (TPB) with communication anxiety as barrier variable. The current study aims to investigate student decision-making process to actively participate in synchronous online learning using TPB frameworks and examine the effect of communication anxiety as part of extended TPB. Design/methodology/approach This was quantitative nonexperimental research conducted by gathering cross-sectional data through electronic survey. A total of 1,009 Indonesian college students voluntarily participate in the survey. Structural equation modeling was used to analyze the data and test the hypothesis. Findings The results indicate that there was significant and positive effect between TPB-related variables: (1) attitude, (2) subjective norms, (3) behavioral control, (4) intention and (5) behavior. Communication anxiety, as an additional variable in the extended model, shows significant and negative effects on behavioral control and active participation behavior. However, the communication anxiety indicates insignificant effect on students’ intention to participate in online synchronous learning. The findings support the evidence that students’ intention to actively participate in synchronous learning can be described using TPB and communication anxiety hinders student to actively participate in synchronous learning. Originality/value The paper extends TPB on student active participation. Prior research limited to original theory of planned behavior (TPB) on student in-class and massive open online course (MOOC) participations, whereas the current research includes communication anxiety as additional variable on extended TPB to understand students’ intention to actively participate in synchronous online learning.

A pilot study for the evaluation of 3D anatomy application 'Complete Anatomy' as an additional non-mandatory study tool for the functional anatomy classes of first year physical therapy students.

For this pilot study, the use of the digital 3D anatomy application Complete Anatomy was evaluated as a non-mandatory additional study tool throughout the semester. The aim of the study was to investigate if the Complete Anatomy usage time had an effect on final exam grades and how the app was used post-Covid19. This cross-sectional study asked first year bachelor/freshman university students of Physical Therapy and Rehabilitation Sciences to fill out a questionnaire to gauge Complete Anatomy usage time, the student's exam results, and how the app was used, for example, in relation to other study tools. A positive correlation was found between the proportion of students that passed the final exam and the number of hours of Complete Anatomy usage (rs (4) = 0.94, p = 0.016). Compared to students who didn't use Complete Anatomy, these positive effects were observed when students used Complete Anatomy for at least 10 h (p = 0.04). The app was well-used with almost half of the respondents reporting >10 h of usage time. The results from this study provide a good overview of how and how often Complete Anatomy is used. Although a positive correlation between the hours of use and the number of passing grades was found in this pilot study, a future study to prove the causality between these two factors is warranted to further investigate the effect of Complete Anatomy as an additional non-mandatory study tool.

Adjectives in the Summary Paragraph of the MSPE: Are They Telling Us Something?

Rationale and ObjectivesMany US medical schools do not provide a summative, comparative assessment of students (class rank), instead utilizing descriptive adjectives in the summary paragraph of the Medical Student Performance Evaluation (MSPE). The objective of this study was to determine whether those adjectives correlate with student performance. Materials and MethodsApplications from all US allopathic medical schools received by a single diagnostic radiology program in the 2023-24 cycle were reviewed. The final adjectives from schools that rank students were coded as positive, negative, or neutral. For students from non-ranking schools, descriptive adjectives from the MSPE summary paragraphs were extracted and categorized based on the final adjective coding schema along with a library of commonly used positive adjectives. The frequency of adjectives was correlated with applicant academic and demographic factors using multivariable logistic regression. ResultsApplications from 97% (147/151) of US allopathic medical schools were received. 60.5% (89/147) of schools rank their students with 27.9% (41/147) using a final adjective coded to performance tier. Of the 58 non-ranking schools, 56.9% (33/58) used descriptive adjectives in the MSPE’s summary paragraph. There was no association with academic performance metrics and either generally positive adjectives or coded descriptive adjectives. There was a greater association with positive descriptive adjectives for non-white applicants (p=0.011) and generally positive adjectives for higher ranked schools (p=0.004). ConclusionUndefined descriptive adjectives in the MSPE’s summary paragraph, when benchmarked to final adjectives, do not correlate with academic performance, and may instead be used for student advocacy by medical school deans.

Improving Argument-Based Explanation Writing in Inclusive High School Science Class for Students with and without Exceptionalities

ABSTRACT There have been many calls for the development of discipline-specific argument writing interventions to integrate science-specific and general literacy standards and goals. Yet, adolescents with and without exceptionalities struggle to meet existing writing demands. This explanatory sequential mixed methods design draws from the strengths of multiple baseline design and integrates rich qualitative data, from a student perspective, to better understand the elements that contribute to effective discipline-specific writing instruction. The study examined the effects of implementing Self-Regulated Strategy Development (SRSD) through a writing-to-learn sensemaking framework adapting the DEFEND strategy to improve students’ written argument-based explanations across inclusive science classrooms and focus learners with exceptionalities. A ninth-grade science teacher delivered science and writing instruction and collected quick writes before, during, and after SRSD implementation. Results indicated that students’ argument-based explanations improved in discipline-specific components (i.e. claim, evidence, reasoning, knowledge) and general components (i.e. organization and writing quality). Students discussed the challenges of using their developing knowledge to write argument-based explanations using the DEFEND strategy, with particular difficulties in expressing reasoning and an appropriate counterclaim. Issues of feasibility and usability are discussed.

The Current Needs for Learning Al-Quran and Fardu Ain (KAFA) Classes Through Homeschooling Method for Elementary School Students

This study aims to ascertain how primary school instructors felt about homeschooling of the Qur'an and Fardu Ain (KAFA). Needs analysis was conducted using a quantitative method with a questionnaire instrument containing three construct, distributed to 79 KAFA Islamic Education teachers in the state of Terengganu, Malaysia. The obtained data was analysed using Statistical Package for the Social Sciences (SPSS) software and were descriptively examined. The study's conclusions demonstrated that teachers' perceptions of the implementation of KAFA classes are high (M=4.28, SD=0.590), moderately high (M=3.63, SD=0.867) with regards to the students' level of mastery in KAFA subjects, and moderately high (M=3.43, SD=0.714) regarding the requirements of KAFA classes for homeschooling. The implication of this study is to be able to provide preliminary information about the need to provide a homeschooling model of Al-Quran and Fardu Ain (KAFA) classes for primary school students.

An analysis of turn-taking behaviors of Japanese learners of English in videoconferencing discussions

To successfully interact in a new language, learners must effectively take turns and manage the floor. Expectations and rules for turn-taking can differ between languages, making this more than a question of grammatical proficiency and vocabulary acquisition. In addition, the increased use of videoconferencing software in education and beyond makes learning to manage the floor in virtual spaces a useful skill for everyone, including language learners. To analyze the turn-taking behaviors of first language (L1) speakers of Japanese using English in videoconferencing interactions, three classes of first-year university students with intermediate level English skills were selected to have their in-class videoconferencing discussions recorded. Three of the recorded discussions were selected and analyzed to identify turn-taking behaviors and to analyze the techniques that influenced the speakers’ ability to succeed. Participants were observed to leave long gaps between speakers at turn transitions and rarely extended discussion topics to include multiple turns per speaker. There were three behaviors that were observed that helped some participants to reduce the gap between speakers. Clearly marking the end of a turn, energetic use of verbal backchannels, and comfort with unintentional overlap all seemed to be correlated with improved transition speed. Increased use of questions did lead to some topics being discussed beyond a single turn per speaker, but the difference was relatively small.

Excessive media use in class and university students’ academic performance: the mediation effect of online vigilance and gender differences

ABSTRACT It is prevalent for university students to spend a large amount of time and effort on media use during classes. Previous studies have proposed that there is an inconsistent conclusion about the effect of excessive media use on academic performance; that is, some research proposes negative effect while the other argues no effect. Therefore, the present study draws on the Stimuli-Organism-Response (SOR) framework, and adopts online vigilance as the organism that mediates the relationship between three dimensions of excessive media use in class (i.e., excessive social use (ESU), excessive hedonic use (EHU), and excessive cognitive use (ECU) and academic performance. Gender differences about the effect of excessive media use in class are also tested. Our empirical findings (n = 457) indicate a full mediation of online vigilance, confirming its organism role. Gender differences of the effect of excessive media use are also confirmed. In addition, our post-doc analysis further indicated that the effect of ECU on academic performance is fully mediated by ESU/EHU and online vigilance. This study enriches the literature of excessive media use in educational area, and emphasizes the importance of university students’ psychological states over the media use per se when predicting academic performance.

DEVELOPMENT OF INTERACTIVE LEARNING MEDIA BASED ONARTICULATE STORYLINE 3 SOFTWARE ON TEMPERATURE AND HEAT MATERIAL IN SMA NEGERI 14 MEDAN

This study aims to produce interactive learning media based on articulate storyline 3 software to test the feasibility of the developed media, determine the response of students to the developed media and test the effectiveness of Interactive Learning media. This type of research is research and development with a development design model 4D (Define, Design, Development, Disseminate). The subjects of this study were 40 students of Class XI in SMA Negeri 14 Medan. The research instruments used were observation sheet, interview instrument, student response questionnaire and test instrument. Based on the results of the feasibility test by material experts obtained a percentage of 90% with very decent criteria, assessment by media experts is 86% with very decent criteria and assessment by expert users (teachers) is 90% with very decent criteria. The effectiveness of Interactive Learning Media obtained a value calculated with a gain of 0.43. The results were included in the medium category in improving students ' cognitive abilities. Based on these results, it can be concluded that the Interactive Learning media based on articulate storyline 3 software that has been developed is very feasible to be used as a medium in the process of learning physics and can improve students cognitive abilities. Keywords: Interactive Learning Media, 4D Thiagarajan, Articulate Storyline 3

THE INFLUENCE OF PROJECT BASED LEARNING MODEL USING KWL CHART ON STUDENT PROCESS SCIENCE SKILLS IN PHYSICS LEARNING AT SMA NEGERI 2 LUBUK PAKAM

This study aims to determine the effect of the Project Based Learning model on high school students’ science process skills. The type of research used is a quasi experimental research design with a two group pretest posttest design. The population used was students of class XI MIA SMA Negeri 2 Lubuk Pakam, totaling 2 classes. The research sample consisted of two classes, the class taken was XI MIA I as the experimental class and XI MIA III as the control class. The instrument used is a science process skills test in the form of an essay consisting of 10 questions that hav been declared valid by the validator. Based on the results of the study, the average pretest score for the experimental class was 20,68 and the pretest for the control class 18,85. The results of testing the hypothesis showed that a significant value of 0,411 > 0,05 otherwise is accepted or both classes have the same initial abilities. After applying the Project Based Learning model, the average posttest score of the experimental class was 77,68 and that of the control class was 64,71. The results of testing the hypothesis showed that a significant value of 0,00 < = 0,05, it is stated that is accepted, meaning that there is a significant influence of the Project Based Learning model on student’s science process skills.

The Evaluate Analysis of Problem Solving ability student and its Causes: A Case Study in Higher Middle School Student

Problem solving ability (PSA) is the ability that students have in solving problems related to mathematical concepts based on appropriate procedures. The aim of this research is to describe students' PSA as well as find out the types of errors made by students in working on PSA questions. The subjects in this research were 32 students of class XI MIPA 1 SMA Negeri 3 Denpasar. The data in this research was collected using PSA tests and interview drafts. This data was then analyzed using a qualitative descriptive approach. This research concluded that: 1) The average student PSA was 49.24 in the medium category, 2) the mistakes made by students were due to obstacles in processing mathematical processes and 3) the root of the problem was the lack of innovation in existing textbooks.

Efektivitas Pembelajaran Kelas Digital pada Mata Pelajaran Teknlogi Informasi dan Komunikasi Kelas VII SMP Negeri Payakumbuh

Digital classes students follow learning by listening to the teacher's briefing that enters the class, using various needs for learning such as LKS, textbooks, and other media. This study aims to determine the effectiveness of digital classroom learning in the subject of Information and Communication Technology in grade VII of SMP Negeri Payakumbuh. The type of research is quantitative research with a sample of 38 where in this quantitative research uses many numbers. The research method used is a quasi experiment. Data collection is carried out through tests, and data analysis is carried out using t-tests. The results of the study showed that the average score obtained in ICT subjects using google classroom on student learning outcomes was higher than the average score in the control class that used paper sheets. Thus, the t-count is smaller than the t-table, which can be interpreted that there is a significant effectiveness on student learning outcomes between classes that use google classroom in digital classrooms.

Pengaruh Minat Belajar Terhadap Hasil Belajar Peserta Didik Melalui Penerapan Model Inkuiri Terbimbing Berbantuan Simulasi PhET Pada Materi Gerak Harmonik Sederhana

The problem that is often faced is that many students are less interested and less motivated in learning physics, especially on the concept of simple harmonic motion. This has a negative impact on their learning outcomes, as indicated by low test scores and overall academic achievement. Therefore, an intervention is needed that can improve students' interest in learning and learning outcomes. This study aims to determine the interest and learning outcomes of physics students in class X IPA 6 SMA Negeri 2 Kupang in the guided inquiry learning model assisted by PhET simulation on simple harmonic motion material. This research is a descriptive quantitative study with a simple regression approach that aims to determine the effect between the variable of interest in learning on the variable of learning outcomes. The results of descriptive test analysis for interest variables and learning outcomes showed that the average percentage of interest in learning on pretest was 61% (high category) and on posttest was 72% (very high category); the average percentage of learning outcomes on pretest was 22 (low category) and on posttest was 86 (very high category). The regression test results show a significant effect of learning interest on student learning outcomes on simple harmonic motion material in guided inquiry learning assisted by PhET simulation. The application of guided inquiry learning model assisted by PhET simulation can increase students' learning interest, which in turn significantly improves their learning outcomes on simple harmonic motion material.

Pengaruh Media Pembelajaran Terhadap Kemandirian Belajar dan Keterampilan Menulis Teks Drama

Students' ability in writing drama text is influenced by several factors that occur in learning. The purpose of the study was to determine the effect of learning media and students' independence in learning on the skills of writing drama texts of students in class XI of SMAN 21 East Jakarta. This research used experimental method. The population in this study were all students of class XI of SMAN 21 East Jakarta. The research sample was conducted using Purposive Sampling technique as many as 60 students who were divided into two groups, where 30 students learned using family movie drama media and the other 30 people learned using conventional media. The instruments used in this study are: Learning independence questionnaire and drama text writing skill test. The results showed that the use of family film drama media gave better results in the aspects of learning independence and drama text writing skills. The use of conventional media makes students learn through several stages or indirectly. The use of family film drama media is recommended in learning to write drama texts because it can provide a direct picture and increase students' learning independence and motivation

Kemampuan Menulis Karangan Eksposisi Menggunakan Media Gambar Fotografi Siswa Kelas X MIA 2 SMAN 3 Sungai Penuh

Writing skill is one of the critical linguistic aspects to be developed in language skills. One alternative to attract students' attention and motivation in the learning process is photographic image media. This research objective was to describe the writing skill of an expository essay using photographic image media in class X MIA 2 at SMAN 3 Sungai Penuh. The expository essay included structural aspects, content aspects, and linguistic aspects. The research design was quantitative research with a descriptive method. The research population consisted of 172 students of class X MIA at SMAN 3 Sungai Penuh, with a sample of 36 people. The research instruments were performance tests, observations, field notes, observation guidelines, and assessment sheets. The data collection technique in this research was giving an exposition essay writing test and documentation. The research indicated that the use of photographic image media could help students of class X MIA 2 at SMAN 3 Sungai Penuh in writing expository essays. It could be seen in the results of the exposition writing test of students who obtained a mean score of 81.25 with a percentage of 75% in the capable category.

초등학교 학생역량의 잠재계층 전이 유형 분류와 영향 요인 탐색

Objectives The study, in order to understand how elementary school student competencies appear and strengthen competency-based education, we confirmed the classification of latent classes in the 4th and 5th grades of elementary school, identified the patterns of student competency transition, and examined the impact of individual, family, and school-related factors on each latent class. Methods For this purpose, Latent Profile Analysis and Latent Transition Analysis were conducted, utilizing data from the first year (2021) and the second year (2022) of panel data for 4th graders (total sample size of 3,671) from the Gyeongnam Education Longitudinal Study Information collected by the Gyeongsangnam-do Office of Education. Results In the 4th grade of elementary school, the latent class of student competency was classified into three groups: ‘low competency,’ ‘medium competency,’ and ‘high competency.’ In the 5th grade of elementary school, the latent class of student competency was classified into two groups: ‘low competency’ and ‘high competency.’ It was confirmed that some of the low competency group and the medium competency group in the 4th grade of elementary school were integrated into the low-competency group in the 5th grade, and that some of the medium competency group and the high-competency group in the 4th grade of elementary school were integrated into the high competency group in the 5th grade. Conclusions Factors significantly influencing the transition from the 4th-grade student competency latent class to that of the 5th grade were found to be self-directed learning, communication with parents, parental academic support, attitude towards assessment, and satisfaction with remote learning. Based on the key research results influencing student competency, educational policy implications for enhancing student competency were derived and discussed.

Inovasi Pembelajaran Fisika: Integrasi Problem Based Learning dan Simulasi PhET pada Materi Gelombang Bunyi

This research is motivated by the low learning outcomes of physics students, especially on sound waves material. The purpose of this research is to evaluate the effectiveness of Problem Based Learning (PBL) learning model assisted by PhET simulation in improving students' physics learning outcomes. The research method used was a pseudo experiment with a sample of 28 students of class XI IPA 2 at SMA Negeri 2 Kupang. The data obtained were analyzed by quantitative descriptive method. The results showed that after the application of PBL learning model with PhET simulation there was a significant increase in student learning outcomes. From the results of cognitive tests before treatment (pre-test), there were no students who reached the average percentage level of scores ≥ 75%, with an average score of 19. After the treatment (post-test), 25 out of 28 students were declared complete with an average percentage level of 95 or ≥ 75%. At the stage of observation and observation of affective abilities, 25 students reached an average percentage level ≥ 75%, and 3 students were still below 75%. In the follow-up observation on the psychomotor spec, 26 students reached an average percentage level ≥ 75%, and 2 students were still below 75%. The application of PBL model assisted by PhET simulation is effective in improving students' physics learning outcomes on sound wave material.

Development of video mind mapping-based teaching materials on relations and functions to increase junior high school students' learning motivation

This study aims to produce teaching materials based on video mind mapping on relations and functions to increase student learning motivation. The research is a type of Research and Development (R&D) using the ADDIE development model but is only limited to the Development stage. The research instruments used in this study were validation sheets, test questions, and interviews. The subjects of this study were three students of class VIII at MTsN 1 Majalengka with high, medium, and low ability levels. The results indicate that the developed video mind mapping-based teaching materials have met valid criteria, making them suitable as alternative teaching materials to increase student learning motivation. The implementation of video mind mapping-based teaching materials shows promise in enhancing students' motivation to learn relations and functions, suggesting potential broader application in educational settings.

The Influence of the Project Based Learning Model on Science Learning Outcomes in Class V Students at MIS Al Huda Langkat

This research aims to determine the science learning outcomes of students by applying the project based learning model in class V MIS AL Huda, Langkat. This type of research is quasi-experimental with a pretest and posttest control group design. The population of this study was all students in class V of MIS AL Huda, Langkat, totaling 30 students. The sampling technique used was probability sampling with a stage random sampling technique, namely 30 students were sampled as part of the population. The instrument used is a test sheet to measure student learning outcomes. The data analysis technique used is descriptive statistical analysis and inferential statistical analysis with the independent sample test. Based on the results of the descriptive analysis, the average obtained for the two groups, in the control class before and after implementing the project based learning model, was a pretest score of 54.33 and a posttest score of 76.33. In the experimental class by applying the project based learning model, the pretest average was 43.33 and the posttest average was 71.33. Based on the results of the independent sample-test, it shows that the t test value with a sig value < a = 0.05 (0.000 < 0.05) indicates that H1 is accepted. The results of the research show that there is a significant difference between the experimental class (VA) applying the project based learning model and the control class (VB) on science learning outcomes for MIS AL Huda, Langkat students.

When class and race collapse: theoretically distinguishing between college students’ intersectional positions and their status groups

ABSTRACT In a longitudinal interview-based study of racial-minority students of low-income or working-class origin at an elite private university in the United States, we examine how class and race co-determine students’ friendship-making patterns. We advance previous research in college students’ friendship-making by applying a dual lens of intersectionality theory and sociological group-making. Using this lens, we find that class and race collapse into each other, but in two distinct ways. Our main sample of multiply marginalized students occupy a class-racial intersectional position. By contrast, their class-race counterparts, who are envisioned and described as wealthy Whites, constitute not a class-racial intersectional position but a class-racial status group, leading to analytically distinct friendship-making dynamics between the two types of students. Our findings also entreat us to call for an analytical distinction between intersectional position and status group, leading to a dual lens that will serve future sociological research attentive to group-making processes and group-based conflict.