Student Learning Outcomes Research Articles

Navigating Challenges in Online Cybersecurity Education: Insights from Postgraduate Students and Prospects for a Standardized Framework

This study focuses on the challenges encountered in online cybersecurity education. It adopts an exploratory research design using a mixed-methods approach to investigate the perceptions and experiences of postgraduate students enrolled in an online cybersecurity program. The collection of data is structured into two distinct phases. In the initial phase, qualitative insights are gathered through workshops with students and industry experts, followed by administering a questionnaire to delve deeper into students’ perceptions and challenges. Thematic analysis of the responses reveals significant interest in online cybersecurity programs but also highlights issues such as ineffective communication and poor engagement. The findings highlight the necessity for a standardized framework to improve communication, engagement, and overall effectiveness in virtual learning environments. By empowering instructors to design more interactive courses and leveraging technology efficiently, the framework aims to improve student motivation, satisfaction, and learning outcomes. Moreover, it serves as a valuable resource for institutions, fostering collaboration and innovation in cybersecurity education. Implementing this framework will create a more conducive learning environment, directly enhancing student preparation for success in the dynamic field of cybersecurity.

Peningkatan Hasil Belajar Matematika Melalui Pendekatan Teaching at The Right Level Berbantuan Papan Musi

This research aims to improve student learning outcomes in Mathematics subjects using the TaRL (Teaching at The Right Level) approach assisted by Papan Musi media. This approach is an approach based on the level of students' abilities. This learning considers the needs and characteristics of each student. The goal is to create fun learning so that all students can achieve the expected learning goals. The subjects of this study are 32 students (15 male students and 17 female students) of class V. This classroom action research is reflective and collaborative. The implementation is carried out for two cycles. The results of this study show that the application of the TaRl (Teaching at The Right Level) approach assisted by a prayer board can improve the learning outcomes of Mathematics students in grade V of elementary school. This can be seen from the increase in the percentage of the average value of the observation results in cycle 1, namely the completeness value of 51% and the average value of 73%. Of the 32 students, 17 students have achieved KKM scores. There was also a very good increase in cycle 2 with a percentage of 85% and the average score in this cycle reached 87.5%. There were 28 students who improved their learning outcomes. So, using the Teaching at The Right Level learning approach with the help of the musi board media in Mathematics learning has an impact on improving the learning outcomes of grade V students of SDN 1 Mataram.

Integrating LLMs and software-defined resources for enhanced demonstrative cloud computing education in university curricula

This paper explores the integration of Large Language Models (LLMs) and Software-Defined Resources (SDR) as innovative tools for enhancing cloud computing education in university curricula. The study emphasizes the importance of practical knowledge in cloud technologies such as Infrastructure as a Service (IaaS), Platform as a Service (PaaS), Software as a Service (SaaS), DevOps, and cloud-native environments. It introduces Lean principles to optimize the teaching framework, promoting efficiency and effectiveness in learning. By examining a comprehensive educational reform project, the research demonstrates that incorporating SDR and LLMs can significantly enhance student engagement and learning outcomes, while also providing essential hands-on skills required in today’s dynamic cloud computing landscape. A key innovation of this study is the development and application of the Entropy-Based Diversity Efficiency Analysis (EDEA) framework, a novel method to measure and optimize the diversity and efficiency of educational content. The EDEA analysis yielded surprising results, showing that applying SDR (i.e., using cloud technologies) and LLMs can each improve a course’s Diversity Efficiency Index (DEI) by approximately one-fifth. The integrated approach presented in this paper provides a structured tool for continuous improvement in education and demonstrates the potential for modernizing educational strategies to better align with the evolving needs of the cloud computing industry.

Implementation and evaluation of a mobile application to support occupational therapy education

Purpose This study aims to evaluate the usability and effectiveness of a mobile application, ValTO, designed to enhance communication and professional reasoning skills in occupational therapy students through a case-based learning approach. Design/methodology/approach A descriptive exploratory study was conducted with 32 second-year occupational therapy students. The usability of the app was assessed using the Mobile Application Rating Scale and the System Usability Scale, complemented by the University of Oviedo’s Learning Satisfaction Survey. Findings The majority of students (77.8%) rated the app above average on the System Usability Scale, with 50% scoring it as excellent. Mobile Application Rating Scale scores revealed high ratings across functionality, aesthetics and information quality, with a significant correlation between app usability and user satisfaction. Increased student satisfaction was also observed in the Learning Satisfaction Survey compared to previous years. Originality/value ValTO integrates modern mobile health tools into occupational therapy education, enhancing students’ decision-making skills in an innovative, real-world context. This study contributes to the growing body of research on mobile health applications in educational settings, demonstrating their potential to improve both student engagement and learning outcomes.

Enhancing multimodal output in CLIL education: the impact of VR games on fourth-grade students’ English poster designs and presentations in Taiwan

Despite the growing recognition of the importance of multimodal input and digital virtual reality (VR) games in enhancing EFL learners’ productive language skills, a significant gap remains in empirical research examining their impact on multimodal output—particularly writing and speaking—within content and language integrated learning (CLIL) science education. This quasi-experimental study addresses this gap by investigating the potential benefits of using VR games to enhance fourth-grade CLIL students’ productive language skills, specifically writing and speaking, through the analysis of their ability to convey scientific concepts in multimodal output. Grounded in self-regulated learning (SRL) theory, the study compares the effects of multimodal input embedded in VR games with those of traditional PowerPoint (PPT)-led games on students’ English poster designs (writing) and oral presentations (speaking), using the 4Cs (Content, Communication, Cognition, and Culture) framework in multimodal assessments. The study involved 81 fourth-grade students from three Taiwanese public elementary schools, divided into an experimental group (EG = 40) using VR-based games and a control group (CG = 41) using PPT-led games for content review. A mixed-methods approach was employed, combining quantitative evaluations with rubrics based on the 4Cs framework and qualitative rater reflections to provide a comprehensive understanding of how different review methods influenced student performance and creative output. Quantitative findings revealed that students using VR review games significantly outperformed those using traditional PPT games in aspects of Content and Cognition for both poster designs and presentations, demonstrating greater depth, accuracy, and application of scientific concepts and higher-order cognitive skills. In terms of Communication, the EG showed higher target vocabulary usage and sentence complexity in presentations, but no significant differences were found in Culture outcomes between the groups or in Communication in posters. Expert raters’ reflections further highlighted that students using VR games exhibited more innovative and integrated use of scientific content, critical thinking, and multimodal expressions, reflecting deeper engagement with the material. This study empirically demonstrates that game-based virtual reality learning environments (VRLEs) significantly enhance students’ multimodal output in content and cognitive skills. Theoretically, it extends the application of SRL in CLIL contexts by highlighting the potential of VRLEs to foster advanced cognitive skills and emphasizes the importance of multimodal assessments in capturing comprehensive student learning outcomes. Future research should explore integrating cultural content into VR environments to enhance students’ cultural awareness and sensitivity.

Applicability of ChatGPT in Online Collaborative Learning: Evidence Based on Learning Outcomes

The study delves into the impact of ChatGPT, a generative AI technology, on online collaborative learning (OCL) outcomes in educational settings. With a focus on knowledge activation and critical thinking, this research involved thirty university students from various disciplines, divided into experimental (ChatGPT) and control (traditional online search) groups. The research process involved controlled experiment and semi-structured interviews. Results revealed a significant disparity in knowledge activation levels between the experimental and control groups, showcasing the efficacy of ChatGPT in enhancing students' engagement with challenging concepts. Furthermore, the study underscored ChatGPT's role in fostering critical thinking skills, thereby enriching the learning experience and promoting deeper understanding among participants. The findings shed light on the potential of AI technologies, like ChatGPT, to serve as virtual tutors, guiding learners through problem-solving tasks and facilitating metacognitive skills development. By facilitating collaborative interactions and peer-to-peer learning, ChatGPT emerged as a valuable mediator in online discussions and group activities, encouraging active participation and knowledge sharing within learning communities. The research contributes to the evolving landscape of education technology, emphasizing the significance of AI-driven tools in augmenting educational practices and enhancing student learning outcomes. This study paves the way for further exploration of AI integration in educational contexts, offering insights into the transformative potential of generative AI technologies like ChatGPT.

Therapeutic-Use-of-Self as Relational Pedagogy in Occupational Therapy Education: A Qualitative Description Study.

Amid growing calls for relational teaching approaches in higher education to improve student learning outcomes and student and educator well-being, a need remains for effective relational pedagogies. Therapeutic-use-of-self (TUS) is an occupational therapy skill that centers the client-occupational therapist relationship, yet there is a dearth of research exploring its application as a pedagogy. This presents an opportunity for a widely used occupational therapy skill, TUS, to be adapted as a much-needed relational pedagogy. Objective. We explored the experience of TUS as a relational pedagogy in occupational therapy education from educator and student perspectives. Method. This qualitative description study borrowed from the evocative methodology of collaborative autoethnography. We, six researcher-participants, across two Canadian entry-to-practice occupational therapy programs, engaged in five discussions exploring the relationship between participant stories and contexts. Reflective memoing and reflexive thematic analysis were applied for analysis. Findings. Four themes were described: (a) education as transaction, (b) authenticity in learning, (c) experiencing TUS, and (d) relationship as resistance. Conclusion. With an emphasis on authenticity, empathy, power equity, and critical reflexivity, TUS challenges status quo approaches to education. Although neoliberalism challenges the feasibility of relational pedagogy in higher education, TUS holds promise as a relational and critical pedagogy.

Pengaruh Penggunaan Metode Resitasi Terhadap Hasil Belajar Siswa Pada Mata Pelajaran Dasar-Dasar Akuntansi Dan Keuangan Lembaga

This study aims to discover the influence of the Recitation Method on Student Learning Outcomes in Basics of Accounting and Institutional Finance subject for Class X, Department of Accounting and Institutional Finance at SMK Negeri 1 Limboto, Gorontalo Regency. This study employed a quantitative approach using the Expost Facto research method. Furthermore, this study used primary data from distributing questionnaires to class X students in Basics of Accounting and Institutional Finance, Department of Accounting and Institutional Finance at SMK Negeri 1 Limboto. This then resulted in the number of samples amounting to 44 respondents. The data were later analyzed using the simple linear regression analysis in SPSS 21 program. The findings show that the recitation method positively and significantly influences student learning outcomes, meaning that a better implementation of recitation method will enhance student learning outcomes. The coefficient of determination obtained is 30,1%, indicating that the variability in student learning outcomes can be addressed by the recitation method at 30,1%.On the hand, the remaining 69,9% is influenced by other variables not examined in this study.

Penggunaan Media Video Pembelajaran Dalam Meningkatkan Hasil Belajar Siswa Pada Mata Pelajaran IPS Terpadu Kelas VII A di SMP Negeri 2 Kota Gorontalo

The purpose of this research was to improve students' learning outcomes in Integrated Social Science through the use of educational video media. Researchers as teachers supported by Integrated Social Studies teachers as partners or observers. This research was carried out in 2 cycles over 4 sessions, where each cycle lasted 2 sessions. Each cycle has 4 phases consisting of Planning, Implementation, Observation/Monitoring and Reflection. Data collection techniques in this study are observation, teacher activity observation sheets, student activity observation sheets, tests to determine student learning outcomes and documentation. The results of the study showed an improvement in students' learning outcomes in cycle I, where 15 students achieved the passing grade and the highest score was 80. The test was then continued in Cycle II with a slight enhancement, which showed an improvement in students' learning outcomes whore 29 students achieved the grade, and the highest score was 90.

Penerapan Model Pembelajaran Kooperatif Tipe Two Stay Two Stray Untuk Meningkatkan Aktivitas dan Hasil Belajar Siswa

In this research, there were problems that showed a low level of learning activity and also in the initial ability test of students showed that the learning outcomes of the cognitive domain of students on the material of the adjusting journal were still low. The purpose of this research was to determine the increase in students' accounting activities and learning outcomes in class XII IPS 2 at SMA Swasta Dharmawangsa Medan through the application of the Two Stay Two Stray type cooperative learning model on the material of the trading company's adjustment journal. This type of research is Classroom Action Research (PTK) which is carried out in two cycles. The subjects in this study were 27 students of class XII IPS 2. The instruments in this study consisted of knowledge tests and activity observation sheets. The results of the observation of student activity in cycle I there were 9 students (34%) who fell into the active and very active categories. In cycle II students who were included in the active and very active categories increased to 27 students (100%) and had met the success indicator >85%. And from the results of data analysis, the first cycle knowledge test was obtained with an average value of 62.2 with 15 students (56%) and an increase in the second cycle knowledge test with an average value of 84.1 with 26 students (96%) and has met the success indicator >85%. Based on these data, the indicators of this study have been met. So, it can be concluded that the application of the Two Stay Two Stray type cooperative learning model can improve student learning activities and outcomes at SMA Swasta Dharmawangsa Medan.

Implementation of Jarimatika Method to Improve Multiplication Calculation Ability in Grade III Elementary School Students

This study aims to describe the use of the jarimatika method to improve multiplication calculation skills in grade III students at SD Negeri 2 Surabaya Utara in the 2023/2024 Academic Year. This research approach is a classroom action research with four stages, namely planning, implementation, observation, and reflection. Data collection techniques in this study used observation, tests and documentation. The data obtained from the research results were then analyzed using data analysis consisting of three stages, namely (1) data reduction, (2) data presentation, (3) drawing conclusions. Based on the initial conditions, the first data obtained were only 11 students (60.4%) whose scores were able to reach the KKTP while 14 students (39.6%) whose scores were below the KKTP. After conducting the research, the results obtained showed that in cycle I there were 19 students (72.48) who were able to achieve the KKTP score and 6 (27.52%) students whose scores were below the KKTP. Meanwhile, in cycle II, there were 2 students (19.28) who were below the KKTP and 23 (80.72%) students who were able to achieve the KKTP score. This shows that learning activities using the jarimatika method can improve student learning outcomes in multiplication material.

Strategi Implementasi Kurikulum Merdeka Untuk Anak Berkebutuhan Khusus Di Sekolah Inklusi School Of Universe

This study focuses on the implementation of the Kurikulum Merdeka in inclusive education for children with special needs at the School of Universe, a school that adopts an inclusive education system. The identified problem is how the curriculum can be adapted to support the diverse learning abilities of students, particularly those with special needs. The aim of this study is to analyze the strategies and approaches used in teaching, as well as the role of teachers in supporting the learning process of students with special needs. The research method employed is qualitative with a case study approach, where data were collected through in-depth interviews, observations, and analysis of relevant documents. The results show that curriculum adjustments, such as the use of flexible teaching methods and the integration of technology, can improve motivation, engagement, and learning outcomes for students with special needs. Furthermore, the support provided by teachers through individualized teaching approaches plays a significant role in creating an inclusive learning environment. The conclusion of this study highlights the importance of flexibility in curriculum implementation and the need for teacher training focused on developing skills to manage diverse student abilities in inclusive schools. This research makes an important contribution to the development of inclusive education in Indonesia.

The Influence of Learning Styles on the Learning Outcomes of IPS Students Semester II of PGSD Uhkbpnp Study Program

This study aims to determine the effect of learning styles on the learning outcomes of students of the second semester of the Elementary School Teacher Education Study Program, UHKBPNP. This study is a quantitative study that is correlational in nature, which involves a variable that is related between one variable and another. Location of the study This research will be conducted at HKBP Nommensen University, PEmatangsiantar on students of the second semester of the Elementary School Teacher Education Study Program. The data collection technique used is the Learning Style Questionnaire and Documentation. The data analysis technique uses statistical data with the product moment correlation formula, namely the correlation test used to determine the degree of closeness of the relationship between 2 variables with interval and ratio scales. In testing this prerequisite test, IBM SPSS is used. The results of the calculation of the analysis of variance on the differences in social studies learning outcomes between students who have a visual learning style and an auditory learning style with an average = 76.28 and = 70.35. Based on F h = 64.80 and the table value for a= 0.05 with dk (1) it is obtained F t = 3.97 so that it can be stated that F h (64.80) > F t (3.97). Thus the research findings conclude the research hypothesis which states: the learning outcomes of social studies students who have a visual learning style are higher than the learning outcomes of students who have an auditory learning style at a confidence level a= 0.05 has been proven to be true.

Peningkatan Hasil Belajar IPAS Menggunakan Model Attention, Relevance, Convidence, Satisfaction di Kelas IV SDN 06 Lasi Mudo Kabupaten Agam

The purpose of this study was to describe the use of the Attention, Relevance, Confidence, Satisfaction model to improve student learning outcomes in IPAS learning. This research is a classroom action research (PTK) that uses qualitative and quantitative approaches. It was carried out in two cycles, where cycle I consisted of 2 meetings and cycle II consisted of 1 meeting. Classroom action research includes four stages, namely planning, implementation, observation, and reflection. The subjects of this research were teachers and 25 students of Class IV SDN 06 Lasi Mudo Agam Regency. The research data were obtained from the teaching module assessment, implementation process, and learning outcomes. Data collection techniques using test, and non-test techniques. The results showed an increase in: a) cycle I teaching modules with an average of 89.6% (Good) and cycle II 95.8% (Very Good), b) Teacher activity in the implementation of cycle I with an average of 81.25% (Fair) and cycle II 95% (Very Good), while student activity in the implementation of cycle I with an average of 81, 25% (Fair), and cycle II 95% (Very Good), c) Assessment of student learning outcomes in cycle I with an average of 77.39 (Fair) and increased in cycle II to 87.07 (Good). Based on these results it can be concluded that the Attention, Relevance, Confidence, Satisfaction model can improve the learning outcomes of students on IPAS material in elementary schools.

Upaya peningkatan pembelajaran bela diri pencak silat melalui pendekatan TARL (Teaching at The Right Level) pada Kelas XI-2 SMA Negeri 10 Semarang

This research aims to improve pencak silat learning abilities through a group work approach in class XI 2 SMA N 10 Semarang. The method used is classroom action research (PTK) with a quantitative approach. The research was carried out in two cycles, each cycle consisting of two meetings. The research results show that learning pencak silat using the Teaching at the Right Level (TARL) approach can improve student learning outcomes. Data on the completeness of student learning outcomes in the pre-cycle, after cycle 1, and after cycle 2 showed a significant increase. Thus, the TARL method is effective in improving the ability of class XI 2 students at SMA N 10 Semarang in learning pencak silat.

Analysis of the Need for Interactive Multimedia Development for Second Language Learning in Primary Schools

Nowadays, there are still many students who still have difficulty learning a second language—Indonesian, especially in the city of Yogyakarta. Students still have difficulty mastering the system or rules of the language used and understanding the social rules of using a language. The next problem is that students are less able to interact using a second language. Therefore, this study aims to analyze the need for the development of interactive multimedia for second language learning in elementary school. This research is included in the type of qualitative research. The data sources in this study are students and teachers of grade II elementary school in Yogyakarta City. The data collection techniques used are questionnaires, observations, interviews, and documentation. The instruments used are questionnaires, observation sheets, interview guidelines, and documentation equipment. Meanwhile, the data analysis technique used is the Miles Huberman interactive model data analysis technique which includes data condensation, data display, and conclusion drawing/verification. The findings of this study are that the development of effective and relevant interactive multimedia is needed to facilitate more optimal second language learning in elementary schools. The implication is that the development of interactive multimedia for second language learning in elementary schools is expected to have a positive impact on improving the quality of education and student learning outcomes.

Prevalence and Determinants of Hypertension Among Urban School Teachers in Patna, India

Background: Hypertension, a major cause of cardiovascular disease, is increasingly common among urban professionals, including school teachers, who face unique stressors and lifestyle challenges. Understanding these factors is essential for developing targeted health interventions. This study aims to determine the prevalence and key determinants of hypertension among government school teachers in Patna. Methodology: A cross-sectional survey was conducted from November 2021 to October 2022 with 1321 teachers from 325 urban schools in Patna. The sample size was calculated based on a 45.4% estimated hypertension prevalence, with a 3% margin of error and 20% non-response rate. Teachers were selected using stratified sampling with probability proportional to size. Results: Of the 1283 respondents, 61.34% were male and 38.66% female. The overall prevalence of hypertension was 14.1%, higher in males (15.5%) than females (11.9%). Hypertension was significantly associated with frequent fast-food consumption, extra salt intake, tobacco use, stress, and higher BMI (p<0.05), though not with age, gender, physical activity, or depression. Conclusions: Improving dietary habits, reducing tobacco use, and managing BMI among teachers can significantly reduce hypertension. Healthier teachers create a better teaching environment, positively impacting student learning outcomes and enhancing the overall educational experience.

Teachers’ Competencies in Digital Integration of Learning Contents in Dynamic Classroom Practices: A Review of Teacher Professional Development Needs

Abstract Introduction: Integrating digital tools and resources into classroom instruction has become increasingly essential in modern education. As technology advances, teachers face the challenge of effectively integrating digital learning content into dynamic classroom practices. This paper explores the competencies teachers require for this task, aiming to contribute to understanding teacher professional development needs in digital integration. Purpose: This study aims to investigate the competencies required by teachers for the successful integration of digital tools and resources into classroom practices. Methods: A comprehensive literature review was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) diagram flow to address this aim. A total of 84 articles published from 2000 to 2024 were systematically reviewed, focusing on publications in English that addressed the professional development of teachers, technology integration into classroom practices, and digital competencies. Articles that did not meet these criteria were excluded from the analysis. Results: The synthesis of findings from the literature review highlighted the knowledge base of teachers’ professional development needs in digital integration. The review identified critical competencies for successful digital integration, including technological proficiency, pedagogical knowledge, and content expertise. Additionally, theoretical frameworks such as Technological Pedagogical Content Knowledge (TPACK) and the SAMR model guided the exploration of teachers’ competencies and their implications for instructional practices. Discussion: The implications of the study’s findings extend to educational policy, teacher training programs, and classroom practices. By identifying critical competencies for successful digital integration, this study provides insights into areas for further research and teacher professional development. Moreover, the discussion delves into how these findings can inform the design of effective teacher training programs and support the development of pedagogical practices that leverage digital tools to enhance student learning outcomes. Limitations: Despite the thoroughness of the literature review process, it is essential to acknowledge certain limitations. The study focused primarily on articles published in English, potentially excluding relevant research published in other languages. Additionally, while the PRISMA diagram flow facilitated a systematic review, some relevant articles may need to be noticed. Conclusions: In conclusion, this study contributes to understanding teacher competencies required for effective digital integration of learning contents in dynamic classroom practices. The study identifies critical competencies and highlights areas for further research and teacher professional development by synthesising findings from relevant empirical studies and theoretical contributions. Ultimately, the findings have implications for educational policy, teacher training programs, and instructional practices to enhance student learning outcomes in the digital age.

Exploring the Relationship between Teacher Professional Development and Student Learning Outcomes

Teacher professional development is a key factor in improving education quality and student learning outcomes. This study aims to explore the relationship between teacher professional development and student learning outcomes and identify factors that influence the effectiveness of professional development programs. The method used in this research is a literature review that includes analyzing various studies related to teacher professional development and its impact on student learning outcomes. This study collected data from relevant articles, journals and research reports. The results of the review show that teacher professional development contributes significantly to improving student learning outcomes through improving pedagogical competence, technology utilization and classroom management. However, there are obstacles such as a lack of teacher motivation that affects the effectiveness of the program. This study provides important implications for stakeholders, showing the need for collaboration between the government, educational institutions and teachers in creating a sustainable professional development system. With adequate support, it is expected that professional development can effectively improve the quality of education and student learning outcomes, as well as create a learning environment that is more inclusive and responsive to students' needs.

The correlation between self-efficacy, self-confidence, and metacognitive skills on biology learning outcomes of student’s high school

metacognitive skills and learning outcomes of class . This research is an ex-post facto type of quantitative research with data collection carried out using self-efficacy, self-confidence and metacognitive skills questionnaires, as well as first semester Biology cognitive learning scores. The sample determination method used is the Area Proportional Random Sampling technique, so the research sample a total of 301 students and the research population was all class XI students of SMAN Polewali Mandar Regency for the 2023/2024 academic year. The data was analyzed descriptively and inferentially. The results of the research show that the self-efficacy, metacognitive skills and learning outcomes of students are in the medium category, and the self-confidence of students is in the high category, and there is a fairly strong relationship between self-efficacy and student learning outcomes, a very strong relationship between self-confidence and learning outcomes, a strong relationship between metacognitive skills and learning outcomes, and a very strong relationship between self-efficacy, self-confidence, and metacognitive skills and student learning outcomes. As for future researchers, it is hoped that they will use more variables and the results of this study are not in accordance with Bandura's theory that self-efficacy is always directly proportional to self-confidence, so it is necessary to study further the factors that influence students' self-confidence.