Student Learning Retention Research Articles

Model Pengembangan Desain Instruksional Pada Materi Fluida Statik

The research carried out is related to assessing the use of learning models. The learning model used is the Instructional Design development model on Static Fluid material in Class XI SMA Negeri 1 Batangtoru. This model requires students to be more active in class. The use of this model will be combined with the use of modules as a learning resource, so that it can become an alternative for implementing learning. The aims of this research are 1) to describe learning using modules as an effective learning resource, 2) to describe student activities while using the Instructional Design Development Model in Static Fluid material in Class XI SMA Negeri 1 Batangtoru with modules as a learning resource, 3) to describe the results student learning while using the Instructional Design development model in Static Fluid material in Class Learning Resources.This research is action research which is developmental and pre-eliminary in nature, so it only uses one class. The research design uses Kemmis MC Taggart's cycle model with a One Group Pretest-Posttest Design learning pattern. This research was carried out at SMA Negeri 1 Batangtoru class XI MIPA1, with 34 students. This learning consists of three cycles. The implementation of learning in each cycle uses different syntax, so that you can find out which cycle is most effective. Student learning activities are divided into three stages, Instruction stage, Doing stage, and Evaluating stage. Student learning activities increase in each cycle. Student activities are in the active to very active category. The highest student activity is in cycle 3 with the very active category. Student scores increase from pretest to posttest in each cycle. The highest posttest average score was in cycle 2. The highest n-gain was also in cycle 2 with the medium category. Student learning retention is included in the very strong category. The most effective learning uses the Instructional Design development model in Static Fluid material in Class XI SMA Negeri 1 Batangtoru with modules as learning resources located in cycle 2. Based on the analysis of research data results, it can be concluded that the Instructional Design development model for Static Fluid material in Class XI SMA Negeri 1 Batangtoru with modules as learning resources is suitable for use in Static Fluid material in Class This model can be an alternative learning model implemented by teachers. This research requires thorough preparation, so that further research can be better prepared

Integrasi Sifat Mekanik dan Optik yang dimiliki Beton terhadap Pembelajaran Fisika dengan Penerapan Kurikulum Merdeka

The research carried out is related to assessing the use of learning models. The learning model used is the Instructional Design development model on Static Fluid material in Class XI SMA Negeri 1 Batangtoru. This model requires students to be more active in class. The use of this model will be combined with the use of modules as a learning resource, so that it can become an alternative for implementing learning. The aims of this research are 1) to describe learning using modules as an effective learning resource, 2) to describe student activities while using the Instructional Design Development Model in Static Fluid material in Class XI SMA Negeri 1 Batangtoru with modules as a learning resource, 3) to describe the results student learning while using the Instructional Design development model in Static Fluid material in Class Learning Resources.This research is action research which is developmental and pre-eliminary in nature, so it only uses one class. The research design uses Kemmis MC Taggart's cycle model with a One Group Pretest-Posttest Design learning pattern. This research was carried out at SMA Negeri 1 Batangtoru class XI MIPA1, with 34 students. This learning consists of three cycles. The implementation of learning in each cycle uses different syntax, so that you can find out which cycle is most effective. Student learning activities are divided into three stages, Instruction stage, Doing stage, and Evaluating stage. Student learning activities increase in each cycle. Student activities are in the active to very active category. The highest student activity is in cycle 3 with the very active category. Student scores increase from pretest to posttest in each cycle. The highest posttest average score was in cycle 2. The highest n-gain was also in cycle 2 with the medium category. Student learning retention is included in the very strong category. The most effective learning uses the Instructional Design development model in Static Fluid material in Class XI SMA Negeri 1 Batangtoru with modules as learning resources located in cycle 2. Based on the analysis of research data results, it can be concluded that the Instructional Design development model for Static Fluid material in Class XI SMA Negeri 1 Batangtoru with modules as learning resources is suitable for use in Static Fluid material in Class This model can be an alternative learning model implemented by teachers. This research requires thorough preparation, so that further research can be better prepared.

Effects of Discovery Learning Model Towards Science Process Skills and Learning Retention

This research aims to determine the effect of the Discovery Learning learning model on science process skills and student learning retention. The population in this study were all 4th-grade students at SDN 6 Cakranegara, totalling 66 students. Samples were taken using a non-probability sampling technique with a saturated sampling type. This research uses a Pretest-Posttest Nonequivalent Control Group Design research design. The instruments used are observation sheets to measure science process skills and multiple-choice test questions to measure learning retention. Analysis in this study used the One-Way ANOVA test with the help of SPSS 21.0 for Windows. The experimental class's average science process skill score was greater than the control class at 77.95%, as was student learning retention at 65%. The statistical analysis results show that the significance value of the influence of treatment on science process skills is 0.000, while the significance value of the influence of treatment on student learning retention is 0.000. So, it can be concluded that H0 is rejected and Ha is accepted, which means a) the discovery learning model influences the science process skills of class IV students, and b) the discovery learning model influences the learning retention of class IV students.

Use of Videoscribe Animation-Based Science E-Modules on Learning Retention of Junior High School

Learning retention is the ability of students to remember learning material after some time. The use of videoscribe animation-based science e-modules that can increase learning retention is rarely developed. The research aims to determine students' learning retention after using the videoscribe animation-based science E-module. This research is quantitative descriptive. The sample selection using cluster random sampling selected students from class VII.B of SMPN 5 Depok, Yogyakarta with a total of 32 students. The data collection technique is a test technique using a pretest and posttest question instrument totaling 6 questions. The test instrument is in the form of multiple-choice questions, to determine student retention, a retest is carried out one week after the posttest activity. The data analysis technique is quantitative descriptive to determine the score presentation. The pretest score percentage was 43.31% in the fair category, the posttest was 79.17% in the good category, and the retest score was 91.14% in the very good category. The use of videoscribe animation-based science e-modules influences student learning retention with the average being in the good category, indicating that student retention has increased after being taught using videoscribe animation-based e-modules

Mixed Models of Non-Proportional Hazard and Application in The Open Distance Education Students Retention Data

The problem that arises in the Cox model is that there are more than two types of covariates and the presence of random effects is a non-proportional hazard (NPH). One example of a case that involves many factors is student retention. Low student retention can lead to dropping out of college or failure in completing studies. The purpose of this study is to overcome the problem of NPH caused by the presenceof time-independent covariates, time-dependent covariates, and random effects. The research method uses simulation. Some of the modified models are the stratified Cox model, the extended Cox model, and the frailty model. The developed model is applied to distance education student retention data. The results of the study show that frailty and study programs provide considerable diversity in explaining thetotal diversity of the model. It can be concluded that frailty needs to be considered by UT to improve the quality of services to students. In addition, other covariates that have a significant effect on UT student learning retention modeling are age, domicile, gender, GPA, marital status, employment status, number of credits taken, and number of registered courses.

The effectiveness of brain-based learning model (BBL) integrated with the whole brain teaching (WBT) model toward students’ retention

Retention of learning results is a measurement of students’ ability to remember the lesson being learned after an amount of time before. This research aimed at investigating the effectiveness of the Brain-Based Learning Model (BBL) integrated with the Whole Brain Teaching (WBT) model on the retention of students’ learning results. This research was a quasi-experiment using a posttest-only control group design. The population of this research was the students of State Junior High Schools in Malang in the 2017/2018 academic year. The samples were selected from State Junior High School 1, State Junior High School 4, State Junior high School 6, State Junior High School 8, State Junior High School 15, State Junior High School 17, Junior high school 25, and Junior High School 26. The results of the data analysis showed that the learning model provides a significant effect on the retention of students’ science learning in Junior High schools in Malang. LSD notation shows that the effect of the WBT model integrated BBL model on student learning retention is lower as much as 6,79% and significantly different compared to the WBT model. The effect of that model is significantly different from the effect of BBL learning but higher as much as 8,06% and significantly different compared to the effect of the BBL learning model as well as higher (14,12%) and significantly different compared to the effect of conventional learning.

Flipped Learning, Self-Regulated Learning and Learning Retention of Students with Internal/External Locus of Control

Flipped Learning, Self-Regulated Learning and Learning Retention of Students with Internal/External Locus of Control

Edgar Dale's Pyramid of Learning in medical education: Further expansion of the myth.

A mythical Pyramid of Learning, usually attributed to Edgar Dale (or the National Training Laboratories [NTL]) and giving student learning retention rates, has been cited in a wide range of educational literature. A 2013 literature review indicated that medical education literature similarly cites this Pyramid. It was hoped that highlighting this myth in that review would reduce references to the Pyramid in future medical education literature. This study aimed at determining what change in Pyramid citation has occurred in the past 5years. A documented literature review, following the same process as the original review, was conducted. The search dates were September 2012 to April 2018, and the databases were Academic Search Complete, CINAHL, Medline and Google Scholar. Sources were from peer-reviewed journals or conferences, in English. From an initial search result of 992 documents, 41 were found to match the criteria. Trends discovered are: the number of Pyramid citations in medical education literature is increasing dramatically, new sources of the Pyramid are now being used, refutations of the Pyramid are being used to support it, and even researchers who acknowledge the weakness of the Pyramid still cite it. In spite of the 2013 review, the situation has become worse. One possible reason is that refutations use too polite academic wording, and other researchers then consider the Pyramid to be merely "disputed" or "debated." To kill the myth of the Pyramid, it is necessary for this article's Abstract to state unequivocally: The Pyramid is rubbish, the statistics are rubbish, and they do not come from Edgar Dale. Until the NTL can provide details about the original research, their version must also be treated as rubbish.

EFEKTIVITAS METODE TOKEN KIMIA TERHADAP HASIL DAN RETENSI BELAJAR SISWA PADA MATERI SISTEM PERIODIK UNSUR DI KELAS X MAN 3 PONTIANAK

Student learning results and retention is still low on periodic system learning elements caused by a lack of motivation students in the periodic table system memorize elements and lack of reward when students are already able to memorize the table Periodic system of such elements. So it requires a learning method that can motivate students in deleting periodic table system elements. The study aims to determine the difference in outcomes and retention of learning between students taught with and without using the chemical token method on the periodic element system material, knowing the great effectiveness of the chemical token method of the results and Student learning retention on periodic element system materials in class X MAN 3 Pontianak. This research uses the type of experimental Quasi research with the design of control group design. The sampling technique uses saturated sampling with the X-class of MIA as the experimental class and X-grade IIS 2 as the control class. Data collection techniques using measurement, observation and interview techniques, while the data collection tools are test results and learning retention, interpreters and observation sheets. Analysis Data Using Test-T shows that there are differences in learning outcomes while learning retention differences are known through the Mann-Whitney U test with the result that there is a difference in learning retention between students taught with and without Using a chemical token method. Learning with the chemical token method affects student learning outcomes by 22.91% by medium category, and 10-day student study retention of 36.86% with high category.

Use of WebQuests in Mathematics Instruction: Academic Achievement, Teacher and Student Opinions

WebQuests are designed to ensure meaningful learning by combining technology with a constructivist approach in the classroom setting. This study aims to examine the effect of WebQuests used in instruction on students' academic achievements and the student and teacher opinions on WebQuests. The participants of this study using the quasi-experimental method were composed of 78 ninth-grade students and five mathematics teachers. Within this scope, WebQuests for the attainments in the domains of Data, Counting and Probability learning in the ninth-grade curriculum were developed by the researchers. The academic achievement test developed by the researchers was applied to the experimental and control groups as pretest, posttest and delayed posttest. In the implementation process, the experimental group was expected to solve the non-routine problems within WebQuests. The student and teacher opinions on the implementation were received at the end. The SPSS software package was utilized for quantitative data analysis and the qualitative data were subjected to a content analysis in the study. Consequently, it was discovered that the WebQuest teaching strategy had a positive impact on the student learning retention. Furthermore, the themes obtained through teacher and student opinions and recommendations of the study emphasize important issues for future studies.

Novel Educational Approach for Medical Students: Improved Retention Rates Using Interactive Medical Software Compared with Traditional Lecture-Based Format

Mannequin and computer-based simulators are useful for the practice of patient management, physical procedures, and competency. However, they are ineffective in teaching clinical medicine. StepStone Interactive Medical Software (SS) is a web-based medical learning modality that provides the user with a highly focused set of evaluative and interventional tasks to treat memorable virtual patients in a visual case-based format. To determine whether the SS learning modality is superior to traditional lecture format in medical student learning and retention. After Institutional Review Board (IRB) approval was obtained and the consents were signed, 30 third-year medical students were assigned randomly to 2 groups of 15 students each: The control group received two 30-minute PowerPoint lectures (Microsoft Corporation, Redmond, Washington) about torsades de pointes (TdP) and pulseless electrical activity (PEA), and the SS group was given 1 hour to review 2 SS cases teaching TdP and PEA. A preintervention test was given to assess their baseline knowledge. An immediate postintervention test was given to both groups. Twenty-two days later, a long-term retention test was administered. The results were analyzed using a Student t test for continuous variables. The mean scores for the preintervention test in the control and SS groups were 44.9 ± 3% and 44.1 ± 2%, respectively (p = 0.41). The mean scores for the postintervention test in the control and SS groups were 61.7 ± 2% and 86.7 ± 2%, respectively (p < 0.001). Improvement from baseline knowledge was calculated, and the mean improvement was 16.8 ± 3% in the control group and 42.5 ± 2% in the SS group (p < 0.001). The long-term retention test revealed the mean scores of 55.8 ± 3% in the control group and 70.1 ± 3% in the SS group (p < 0.001). Long-term improvement from baseline knowledge was calculated and the control group improved by 10.9 ± 4%, whereas the SS group improved by 26 ± 3% (p = 0.002). The SS learning modality demonstrated a significant improvement in student learning retention compared to traditional didactic lecture format. SS is an effective web-based medical education tool.

Novel Educational Approach for Medical Students: Improved Retention Rates Using Interactive Medical Software Compared with Traditional Lecture-Based Format

Mannequin and computer-based simulators are useful for the practice of patient management, physical procedures, and competency. However, they are ineffective in teaching clinical medicine. StepStone Interactive Medical Software (SS) is a web-based medical learning modality that provides the user with a highly focused set of evaluative and interventional tasks to treat memorable virtual patients in a visual case-based format. To determine whether the SS learning modality is superior to traditional lecture format in medical student learning and retention. After Institutional Review Board (IRB) approval was obtained and the consents were signed, 30 third-year medical students were assigned randomly to 2 groups of 15 students each: The control group received two 30-minute PowerPoint lectures (Microsoft Corporation, Redmond, Washington) about torsades de pointes (TdP) and pulseless electrical activity (PEA), and the SS group was given 1 hour to review 2 SS cases teaching TdP and PEA. A preintervention test was given to assess their baseline knowledge. An immediate postintervention test was given to both groups. Twenty-two days later, a long-term retention test was administered. The results were analyzed using a Student t test for continuous variables. The mean scores for the preintervention test in the control and SS groups were 44.9 ± 3% and 44.1 ± 2%, respectively (p = 0.41). The mean scores for the postintervention test in the control and SS groups were 61.7 ± 2% and 86.7 ± 2%, respectively (p < 0.001). Improvement from baseline knowledge was calculated, and the mean improvement was 16.8 ± 3% in the control group and 42.5 ± 2% in the SS group (p < 0.001). The long-term retention test revealed the mean scores of 55.8 ± 3% in the control group and 70.1 ± 3% in the SS group (p < 0.001). Long-term improvement from baseline knowledge was calculated and the control group improved by 10.9 ± 4%, whereas the SS group improved by 26 ± 3% (p = 0.002). The SS learning modality demonstrated a significant improvement in student learning retention compared to traditional didactic lecture format. SS is an effective web-based medical education tool.

Making Biology Learning Relevant to Students: Integrating People, History, and Context into College Biology Teaching

Biology is front page news, so it is important that we teach students to make connections between what they learn in the classroom and what they see in everyday life. As biology researchers, we recognize the negative implications of doing science in a vacuum as we are increasingly asked to communicate effectively with local and national legislators. As biology instructors, however, we may choose to teach biology devoid of social context, believing that students can make these connections on their own. But students model their instructors’ behaviors, and follow their lead. If we integrate social issues into the biology curriculum, we model social responsibility for biology majors, and we demonstrate the need for biological literacy for nonmajors. With an ever expanding biology curriculum, some instructors may wonder how they will find space to bring in social issues, and what biological content may be omitted in the process. By strategically embedding social context into those topics that are traditionally reviewed in multiple biology courses we sacrifice little time and content, and allow students to reflect on that social context more than once. By extending the Biological Concepts Framework (Khodar et al., 2004) to issues of social relevance, we may improve student learning retention, since each concept has multiple points of entry, and therefore, multiple points of interest that can serve as avenues for the retrieval of information. Using real-world problems to thread a number of biological concepts together encourages students to move away from seeing biology as a collection of disparate concepts, subject areas, or chapters from textbooks that are far removed from society. This cues them to make connections to biology during their study of nonbiological disciplines. This approach leads to reinforcement of the social connection and to the development of a habit of mind that students can carry forward as they progress through a 4-yr curriculum and beyond. Recent reports on science education reform promote this pedagogical approach because it prepares students to grapple with the interdisciplinary nature of twenty-first century problems (National Research Council [NRC], 2005). Integrative learning is listed as one of four essential learning outcomes in the “Learning for the New Global Century report.” The “Integrative Learning Project,” initiated by the American Association of Colleges and Universities (AACU 2007) and the Carnegie Foundation for the Advancement of Teaching, provides practical resources for achieving these goals (AACU Ausubel et al., 1978; Lattuca et al., 2004). With this in mind, this feature first demonstrates the important connection between biology and social issues, and then examines how the history of biology can be used to infuse relevance into the biology curriculum.