Individual Student Learning Research Articles

Penerapan Model Pembelajaran Talking Stick Dalam Mengatasi Kesulitan Belajar Siswa Pada Mata Pelajaran PKn di MAN 2 Halut

This study aims to find out the application of the talking stick learning method can overcome the problem of learning difficulties for class X IPA 1 students in the Civics subject on Basic State Relations and the Constitution at MAN 2 North Halmahera in the 2021/2022 Academic Year. This research is a Classroom Action Research (CAR) to improve learning through findings and actions in class repeatedly (cycle). Data collection used test instruments in cycle I and tests in cycle II, while data analysis used descriptive analysis to determine individual student learning completeness, classical completeness (KKM) Civics class X IPA 1 subjects set at MAN 2 North Halmahera namely 70. Results Research shows that the application of the talking stick learning model to students of class X IPA 1 MAN 2 North Halmahera in Civics subjects has succeeded in overcoming the problem of ability to understand the basic relationship between the state and the constitution, and there has been an increase in student learning outcomes through the application of the talking stick learning model. This can be seen from the learning outcomes of students in cycle I who achieved completeness totaling 12 students (45%), while in cycle II it increased to 22 students (100%).

Making progress: A national study on the development and use of progression assessments in United States pharmacy curricula

BackgroundThe objective was to determine the utilization, frequency, characteristics, and standard-setting methods of progression assessments in pharmacy education. MethodsA survey was sent to 139 United States schools/colleges of pharmacy having an identifiable assessment lead and students enrolled in the doctor of pharmacy program. The survey examined programs' use, frequency, and characteristics of progression assessments within their curriculum. Respondents also reported any changes made due to the COVID-19 pandemic and which, if any, would be maintained in future years. Analysis consisted of descriptive statistics and thematic coding. This research was deemed exempt by the university's institutional review board. ResultsSeventy-eight programs responded to the survey (response rate = 56%). Sixty-seven percent of programs administered at least one progression assessment in 2019–2020. There was some variability in assessment practice, including professional year(s) administered, course(s) involved, and content. Approximately 75% of programs used assessments to ensure student competency in the programs' learning outcomes and to identify individual student learning deficiencies. Diversity was seen in validity and reliability practices, and most programs used pre-determined cut scores without formal standard setting. Because of the pandemic, 75% of programs changed the assessment delivery mode and 20 programs planned to maintain at least one pandemic-related change in future iterations. ConclusionsMost pharmacy programs utilize some type of progression assessment within their curriculum. While many schools administer progression assessments, there is little agreement on their purpose, development, and use. The pandemic changed the mode of delivery, which numerous programs will continue with in the future.

APPLICATION OF PROJECT BASED LEARNING MODEL TO IMPROVE STUDENT LEARNING OUTCOMES IN CLASS VB WATER CYCLE MATERIAL SD NEGERI 4 BANDA ACEH CITY

Based on observations, one of the problems in SD Negeri 4 Kota Banda Aceh is the low learning outcomes of students in science subjects. The application of the Project Based Learning model can provide a pleasant atmosphere for students in learning water cycle material. This study used the type of Classroom Action Research (PTK). The subjects of this study amounted to 23 students of classes V-B SD Negeri 4 Banda Aceh City, data collection techniques were carried out by observation, documentation, and learning outcomes tests. The technique of analyzing data from observations of student activities is with percentage descriptive statistics and individual student learning outcomes data. Based on the results of research in cycles I, II, and III obtained the following data: (1) the results of observations on student activities in learning observed during three cycles, increased in each cycle, namely: student activity in cycle I reached 81.7% of the medium category, cycle II reached 86.1% of the good category, and cycle III reached 91.3% of the very good category. (2) the learning outcomes of students in the water cycle material have increased in cycle I of classical completeness criteria reaching 60.87% with an average value of 67, in cycle II classical completeness criteria of 78.26% with an average value of 82.6, while cycle III classical completeness criteria of 91.3% with an average value of 91. It was concluded that the Project Based Learning learning model on water cycle material can improve the learning outcomes of grade V students of SD Negeri 4 Banda Aceh City.

The Role of Dyadic Teacher–Student Relationships for Primary School Teachers’ Well-Being

Teacher well-being is not only relevant for the effectiveness of individual teaching and student learning but also for general school quality and societal functioning, because teacher well-being is related to lower burnout risks and lower attrition. Previous research identified social relationships in school as a crucial source of teacher well-being. However, studies investigating the role of teacher-student relationships as a determining factor for teacher well-being are still scarce. This study takes a qualitative approach toward investigating the role of dyadic teacher-student relationships in teacher well-being. We analyzed twenty-six semi-structured interviews with Swiss primary school teachers, using a qualitative content analysis. The results showed that dyadic teacher-student relationships played an important to a very important role in the everyday life of teachers and were a source of both positive and negative emotions, cognitions, and physical sensations. The quality of the dyadic teacher-student relationship was reflected in the social-emotional competence of both teachers and students. Conflicts were not necessarily inhibiting teacher well-being. The findings of this study can be used to inform teacher-training institutions, as well as authorities, on how to support teachers in building relationships with their students and, in turn, foster their well-being.

Penerapan Metode Pembelajaran Two Stay Two Stray (TSTS) untuk Meningkatkan Hasil Belajar Siswa pada Materi Budaya Hidup Sehat di Tingkat Sekolah Dasar Negeri 110 Pekanbaru

This model can be used during the teaching process, one of which is cooperative learning. However, this model emphasizes students to learn in discussion forums, to exchange opinions. In this study using the Two Stay Two Stray method, this method directly involves students to be always active during the learning process. The purpose of this learning method is to improve the spirit of working together, helping each other, being mutually responsible for the tasks that have been given. If this learning method can be used correctly it is hoped that it can increase student enthusiasm during learning, so that with the enthusiasm for learning it can be easy to achieve learning goals. As for the type of research used using quantitative research and in the selection of data collection techniques used using observation, tests and documentation. The samples used in this study were 37 students in VA class and 38 students in VB class. After this learning is applied, it can be concluded that the results of the research show that the achievement of VA class students has increased in terms of individual student learning outcomes and has increased in classical learning outcomes. Whereas in class VB there was an increase in learning achievement both individually, but did not experience classical learning mastery.

Learning Experiences in Small Group Discussion in the Third Semester of English Education Students

Collaborative learning remains to be a range that is progressively getting consideration in academic fields. As it has many advantages to individual student learning. One of collaborative learning methods is small group discussion. Furthermore, this study was aimed at describing the result of students’ evaluation of the learning experiences in a small group discussion in the third semester of English education students in UIN Sjech M. Djamil Djambek (SMDD) Bukittinggi based on the Students Experience Questionnaire (SEQ). This study is categorized as a quantitative study. This descriptive quantitative research collected data by distributing a questionnaire to the third-semester students. The issues addressed are students’ learning experiences in doing a small group discussion. Based on the data analysis, the result showed that the third-semester students had a good learning experience in all aspects; in the good teaching scale, understanding of learning, assessment, appropriate workload, the skills of affective and psychomotor, motivation, and satisfaction with the module used during the learning process through the small group discussion. However, the teachers still need to improve their ability in managing small group discussions.

On the role of digitalization and globalization for the development of mobile video games in the education of the future: trends, models, cases

The global world processes of digitalization have influenced the development of educational services and products market. To provide qualified education modern educational institutions need to use effective tools for organizing, managing, and facilitating the educational process with the help of mobile video games. The article aims to analyze the modern processes of education digitalization and the role and prospects of mobile video games in the education. The implementation of mobile applications in the educational process can provide a competitive advantage for higher education, as well as enhance the quality of individual student learning, and be useful for teachers and educators who intend to improve the methodology of the educational process. The results of the study show the growing of the market for mobile video games in education, the increase of investment and the formation of market leaders over the past 5 years. Based on the research methodology, the specifics of mobile video games use in today's global space were conducted, and the involvement of information giants such as Google, Amazon, and other companies actively involved in the digitalization of education was investigated. It is determined that modern models of the educational process should be integrated with digital ones, actually forming a mixed model, between traditional and digital, which can improve the professional students’ qualification. The conclusions and suggestions indicate that the key areas of mobile video games in education will be the creation of applications for mastering technical specialties, the demand for which is rapidly growing in the world. The practical part of the article consists in the analysis of the mobile video games development prospects and the characteristics of their key advantages and main trends in the educational market.

Teaching graduate research skills in genomics via an integrated 'flipped' journal club program.

Journal clubs are well regarded as a highly effective means of engaging graduate students with the contemporary research literature, where individual students prepare and deliver presentations on selected research articles to their peers, followed by a group discussion. Regular journal clubs have the advantage of enhancing student scientific reading, assessment and communication skills as well as developing a better understanding of the field. We developed a flipped journal club program as part of the one semester module 'Genomics Research Methods' with the goal of enhancing-and quantifying-individual student ability to engage with the genomics scientific literature. This involves all students and faculty reviewing a given manuscript, with the former submitting research relevant questions they would wish to ask the presenting student at the journal club, and the latter grading them. These questions are then ranked based on their median grade, and subsequently discussed in class. This cycle repeats weekly until all students have presented. Our analysis of question grade data over three consecutive years demonstrated clear improvements in student performance for all students between the start and end of the module. While no difference in performance was noted based on gender over the full semester, improvement in performance was significantly evident for the female cohort between the start and end of the module. Our results are consistent with module survey feedback of overall reported enhanced research self-efficacy. This demonstrates that this flipped journal club implementation is a highly effective means of both assessing and improving individual student learning in genomics research ability. The involvement of the teaching faculty furthermore offers a means to foster a dynamic research community for all participants involved. This methodology is easily transferable to other bioscience graduate/undergraduate programs seeking to effectively teach essential research ability skills and enhance student self-efficacy.

Summer regression—the impact of summer on English learners’ reading development

Each summer, students may lose some of the academic abilities they gained over the previous school year. English learners (ELs) may be at particular risk of losing English skills over the summer, but they have been neglected in previous research. This study investigates the development of oral reading fluency (ORF) of ELs compared with native English speakers. Using the AIMSweb Reading Curriculum-Based Measurement (R-CBM) in a pre-post design, reading fluency of N = 3,280 students] n = 363/11.1% ELs vs. n = 2,917/88.9% native speakers (NS)] was assessed in a school district in the Southeastern U.S. in May (4th grade) before and September (5th grade) after the summer break. Results showed that, on average, ELs performed 23.36 points below NS after the summer break. However, native English speakers and ELs lost ORF at similar rates over the summer (β = –0.02, p = 0.281). Contradictory to our hypothesis, students who had been higher performing in the spring had more reading performance losses over the summer (β = –0.45, p < 0.001). Future studies should assess the underlying individual student characteristics and learning mechanisms in more detail in order to develop evidence-based recommendations for tailored programs that can close the achievement gap between ELs and native English speakers.

‘It can facilitate so much!’ Student writers’ practice of self-efficacy to develop their use of formulaic phrases

This study is about student writers’ development of their own approaches to using formulaic phrases from a compendium (Academic Phrasebank). While the essential role of formulaic phrases in academic texts has been well-established in research, teaching about the effective use of these phrases is not widely available, and little attention has been paid to how students learn to employ formulaic phrases in their own writing. Therefore, this research aims to explore this gap in understanding how student writers develop individual approaches to using formulaic phrases through the lens of self-efficacy.
 Twelve self-selected student writer participants at undergraduate, Master’s and PhD levels were interviewed and asked about how they used formulaic phrases from the resource. Three key findings emerged from the data: firstly, that the resource may support inclusion as an empowering tool to enable student writers to participate confidently in academia; secondly, that students could employ the resource flexibly at different stages of the writing process depending on their individual approach to text construction; thirdly, that it could offer particular support with writing to students who have a specific learning difficulty (SpLD).
 This paper contributes to understanding these individual student learning processes in the use of formulaic phrases for writing through self-efficacy. The implication for learning development is that making more guidance about formulaic phrases widely available and accessible would be beneficial to students’ writing processes.

Requirement Analysis of Student Individual Learning Based on the Idea of Lifelong Learning

We are currently experiencing a knowledge-chasing society in which acquiring new knowledge and solving new problems are necessary and required skills for people to survive in human society in the future. Therefore, in such a circumstance, it is of certain research value to analyze the requirement satisfaction of Student Individual Learning (SIL) based on the idea of lifelong learning and discover problems in the process of SIL. However, existing studies generally have a few shortcomings such as the too narrow scope of study groups and the undiversified research objects. To this end, this paper took English learning as an example to research the requirement analysis of SIL based on the idea of lifelong learning. In the texts, the paper constructed a requirement satisfaction (RS) model of SIL, gave the calculation method of the learning benefit of SIL, and elaborated on the strategy optimization and selection method of SIL. The effectiveness of the proposed model was verified by experimental results attained in the study.

APPLICATION OF PROBLEM-BASED LEARNING MODEL ON MULTIPLICATION AND DIVISION MATERIAL TO IMPROVE STUDENT LEARNING OUTCOMES IN GRADE III SD NEGERI 4 BANDA ACEH

Based on observations, one of the problems in SD Negeri 4 Kota Banda Aceh is the low learning outcomes of students in mathematics subjects. The application of the Problem Based Learning model can provide a pleasant atmosphere for students in learning multiplication and division material. This study used the type of Classroom Action Research (PTK). The subjects of this study amounted to 23 students of grade III-B SD Negeri 4 Banda Aceh City, data collection techniques were carried out by observation, documentation, and learning outcomes tests. The technique of analyzing data from observations of student activities is with percentage descriptive statistics and individual student learning outcomes data. Based on the results of research in cycles I, II, and III obtained the following data: (1) the results of observations on student activities in learning observed for three cycles, increased in each cycle, namely: student activity in cycle I reached 82% of the good category, cycle II reached 84% of the good category, and cycle III reached 98% of the very good category. (2) the learning outcomes of students in multiplication and division material increased in cycle I of classical completeness criteria reaching 34% with an average value of 57.39, in cycle II classical completeness criteria of 69% with an average value of 71.37, while cycle III of classical completeness criteria 91% with an average value of 84.34. It was concluded that the Problem Based Learning learning model on multiplication and division material can improve the learning outcomes of grade III-B students of SD Negeri 4 Banda Aceh City.

Developing individual lesson and transition plans

The article discusses the peculiarities of drawing up an individual curriculum and an individual transition plan for students with special educational needs. An Individual Learning Plan is a document designed for a student with special educational needs (SEN) that sets out the student's individual learning goals and ways to achieve them. It is important that the individual curriculum (ILP) is based on the national curriculum and takes into account its requirements as much as possible. ILP helps SEN students to be involved in the educational process according to their resources and skills. An individual curriculum can be of different formats, but in terms of content it includes: long-term goals; Short-term goals; Examples of strategies and resources that should be used to work on a child's needs.Early registration for children with special educational needs is designed to plan the transition process, a positive transition experience is one of the key factors in the future social, emotional and educational success of children. Parents of students with SEN should prepare the child for the transition from kindergarten to school, carry out several activities such as: saying goodbye to kindergarten, preparing the child for school, it is effective to go to school with the child and visit the environment, communicate with teachers and assistants, prepare for first class meeting and so on. The transition from study to employment (transition) is associated with a change in lifestyle. An individual transition plan reflects the consistent work process of a particular person and his or her support team with the goal of providing the individual with timely, supportive preparatory work and the services needed to make the transition flexible. There are three intermediate goals and phases in this path, namely, the phases of orientation, training and employment. An individual transition plan helps an adolescent improve his or her quality of life.The development and implementation of an individual curriculum and individual transition plan helps students with special educational needs in intellectual and personal development, promotes integration into society.

A Transdisciplinary Approach to Differentiated Instruction

Differentiated instruction (DI) improves student performance and student satisfaction especially when preliminary instructor training is provided. However, the DI literature is overwhelming, excessively challenging many instructors to create a DI for multiple learning styles. This paper employs a transdisciplinary approach to address this gap between theory and challenging operational implementation. #1) The discipline of architecture introduced the approach of universal design, advocating that new buildings be initially built to allow universal access; this contrasts with the prior method of attempting to comply with regulations after building completion, which is often costly and wasteful. #2) The discipline of neuro-psychology identifies higher cognitive brain function with (performance) executive function which in turn is simply implemented using a multiple-modality approach. This suggests that pedagogic emphasis should be given to initial universal instruction addressing several modalities in contrast to one current DI approach requiring a costly continual monitoring and evaluation of individual student learning styles. This multiple modality approach, derived from neuropsychology is consistent with a wide variety of learning theories. #3) The discipline of industrial psychology emphasizes goal-setting, the skillful breaking up of a complex task into component tasks each of which is clearly defined, achievable timely, but challenging. #4) Goal setting coupled with the self-efficacy approach introduced by the discipline of social psychology, with an emphasis on perceptions of the self as a key motivating factor in learning, advocate that use of software technology, with numerically differentiated difficulty levels, allowing each student to both self-assess and self-improve with their own actions (self-regulation) The transdisciplinary approach advocates numerous innovations for DI which it is hoped that other researchers and instructors will pursue.

Using CEC High Leverage Practices to Prepare Teacher Candidates to Meet Individual Student Learning Needs

Using CEC High Leverage Practices to Prepare Teacher Candidates to Meet Individual Student Learning Needs

Using collaborative action research to enhance differentiated instruction

ABSTRACT Differentiated instruction has been shown to meet the needs of diverse learners, and can meaningfully improve individual student learning, however many teachers find it challenging to implement. This paper reports on a targeted professional development programme which was undertaken as a collaborative action research project. Results show many participants adapted their classroom pedagogy to provide further supports for students through differentiated instruction. We argue that this study’s use of a collaborative action research approach to provide teacher professional development, along with a focus on evidence using a differentiation observation instrument, were important stimuli for reflection and pedagogical experimentation. This targeted approach to professional reflection and exposure to research-based and other colleagues’ teaching practices led to enhanced differentiated instruction among participants. These findings contribute to understanding the processes that lead to teacher development.

Who Should Learn Proving and Why: An Examination of Secondary Mathematics Teachers’ Perspectives

Reasoning-and-proving is a crucial part of students’ mathematical experiences in secondary school. There is scholarly debate, however, on the extent to which proving at the secondary level needs to be formal and whether all students should be held to disciplinary standards of rigor. In this study, we investigated the notion of “proof for all” from the perspective of secondary mathematics teachers. We analyzed, using the framework of practical rationality, the justifications teachers gave for whether or not all students should learn proof. Based on interviews with twenty-one secondary teachers from a socioeconomically-diverse set of schools, we found that teachers differ in their opinions of who should learn proving but they were similar in their feelings of obligation toward individual student learning; some teachers cited obligations to individual students as a justification for teaching proving to all students and others cited those obligations as a justification for not teaching proving to some students. We also share teachers’ perspective with regard to their obligations to the discipline, educational institutions, interpersonal dynamics among students, and the worldly relevance of mathematics education.

Life-long learning skills as a basis for individual learning style of university students

In a current situation of society development, each person should have life-long learning skills, which allow him to be flexible, autonomous, able to adapt to different scenarios of todays unstable reality. These skills can be referred to the category of soft skills, the development of which give the students the opportunity to organize their learning process effectively, and it will also help in forming students individual learning style. Life-long learning skills formed at the university can also be considered as skills oriented to the prospect of further personal and professional development perspective life-long learning skills. Thus, the purpose of this study is to find mechanisms of the development of students life-long learning skills that also help in forming their individual learning style. Using the methods of theoretical, structural-content and comparative analysis, as well as the synthesis of ideas, it was possible to find out that life-long learning skills belong to the category of soft methodological skills, the development mechanism of which is the strategies of independent learning. Moreover, studying the relationship between such concepts as life-long learning skills, universal competencies, individual learning style showed that the development of soft methodological skills of life-long education is the basis for the formation of students individual learning style. As part of the study, it was developed a methodology for teaching students cognitive and metacognitive strategies for independent learning in a foreign language class while working on listening. As the expected results of the application of this methodology, it is assumed that having mastered the strategies and techniques of independent learning, students will be able to deal with the learning material better, which in turn will help to master the competences more successfully, to increase learning motivation and to form students subjective position. As a prospect for further research, we see the development and testing of technology for teaching students the skills of life-long education, with a detailed description of the stages and guidelines for students and teachers.

How to Appeal to a Diverse Array of Learners?

Radiology educators are tasked with teaching trainees and students from all walks of life with diverse backgrounds and perspectives. The methods by which each individual student learns are as unique as their respective backgrounds. When teaching, it can be difficult to appeal and tailor learning sessions to all of the various types of learners in a classroom or lecture hall. As educators, how often do we consider the different types of learners that will attend our lectures when planning our teaching sessions?

Exploring Factors and Indicators for Measuring Students’ Performance in Moodle Learning Environment

One of the most important pillars of smart cities is the smart learning environ-ment. This environment should be well prepared and managed to improve the in-struction process for instructors from one side and the learning process for stu-dents from the other side. This paper presents the student’s Engagement, Behav-ior and Personality (EBP) predictive model. This model uses Moodle log data to investigate the influence and the effect of the students’ EBP factors on their per-formance. For this purpose, this paper uses the data log files of the "Search Strat-egies on the Internet" online course in Fall 2019 at Sultan Qaboos University (SQU) extracted from Moodle database. The intention of conducting this kind of experiments is of three-facets: 1. to assist in gaining a holistic understanding of online learning environments by focusing on student EBP and performance with-in the course activities, 2. to explore whether the student’s EBP can be considered as indicators for predicting student’s performance in online courses, and 3. to support instructors with insights to develop better learning strategies and tailor instructions for personal learning of individual students. Moreover, this paper takes a step forward in identifying effective methods to measure student’s EBP during the learning process. This may contribute to proposing a framework for the smart learning behavior environment that would guide the instructors to ob-serve students’ performance in a more creative way. All the 38 students who participated in this experiment had compatible statistics and results as the relationship between their Engagement, Behavior, Personality was symmetric with their Performance. This relationship was presented using a group of condition rules (If-then). The extracted rules gave us a straightforward and visual picture of the rela-tionship between the factors mentioned in this paper.