Student Learning Research Articles

Pengembangan Media Pembelajaran Interaktif Berbasis Power Point untuk Meningkatkan Hasil Belajar PKn Kelas IV Sekolah Dasar

The purpose of this study is to develop interesting, interactive, and appropriate media for students to use in Civic Education (PKn), which is a key component of effective learning materials. This research uses the Research and Development (R&D) method. Interview sheets and questionnaires are data collection techniques used. The products developed are made by utilizing interactive elements such as animations, tests, and short films that are relevant to the content of citizenship and tailored to the needs of elementary school students. The data obtained were analyzed quantitatively and qualitatively. The results in the form of products that are considered worthy of being tested. The results of the trial show that this media can improve the understanding of the subject matter and increase student involvement in the learning process. Analysis of student learning outcome data before and after the use of media showed a significant increase in average scores. PowerPoint-based interactive learning materials can be a useful substitute to improve student achievement in PKn courses. This media can also make learning more fun and meaningful, so it can be used in various classroom settings to encourage creative and active learning

From Classroom to Screen: Examining Academic Achievement in Indonesian Students’ Transition to Online Learning in Pre- and Post-Pandemic

The COVID-19 pandemic posed an unprecedented challenge to the education system, requiring rapid adaptation to online learning. This study investigates how sustainable educational innovations facilitated this transition and supported student learning outcomes. The academic performance of 321 Indonesian university students from various fields was analyzed in online and offline learning environments. Findings revealed a notable improvement in GPA scores of 2.75 or lower in online settings compared to offline learning, while no significant differences were observed for higher GPA ranges. Students reported that online learning was more understandable, offered readily available multimodal resources, and provided additional learning time. Additionally, they felt that online learning enhanced academic success and promoted self-directed learning. This study highlights the critical role of online tools in sustaining academic continuity and addressing global educational challenges by offering adaptable educational frameworks. These insights can guide policymakers and educators in leveraging digital innovations to ensure uninterrupted learning experiences and ensuring academic continuity.

Implementasi Penggunaan Media Baamboozle untuk Meningkatkan Motivasi Belajar Matematika Kelas 4 SDN 11 Panai Hulu

This study aims to improve the mathematics learning outcomes of grade IV students of SDN 11 Panai Hulu by using Baamboozle. This research is a Classroom Action Research (PTK). The research is carried out in two cycles, where each cycle consists of planning, implementation, observation, and reflection. In each cycle, the Project Based Learning (PjBL) learning model supported by Baamboozle was used to show a significant improvement in student learning outcomes. The results of the analysis showed that the average student score increased from 77.25% in the first cycle to 84.97% in the second cycle, with the percentage of learning completion also increasing significantly. The use of Baamboozle as a learning aid allows students to collaborate, compete, and interact in a fun atmosphere, thereby improving their understanding of the math material. This study concludes that digital educational game-based learning methods, such as Baamboozle, are effective in improving student learning outcomes, as well as providing a more interesting and interactive learning experience. Recommendations are given so that this method is more often applied in the learning process in elementary schools to improve the quality of education.

The Effect of Blended Learning of Management Course on Art Management Students’ Performance at College of Sichuan, China

Background and Aim: Blended learning, or hybrid learning, is the integration of online educational resources and opportunities for interaction with traditional face-to-face classroom approaches. This study examined the impact of blended learning on the academic performance of art management students taking management courses at Sichuan College, China, with a specific focus on the application of the Chaoxing platform. Additionally, it explored the students' viewpoints regarding the utilization of the Chaoxing platform. The research objectives had been to determine the effectiveness of blended learning methods in enhancing the performance, management skills, and problem-solving ability of art management students in their management course, and to determine the extent to which blended learning methods influenced students' attitudes towards their intention to adopt the Chaoxing platform for management learning. Materials and Methods: The study employs a combination of qualitative and quantitative approaches and combines quantitative analysis of pre-test and post-test scores with qualitative insights obtained from the open-ended questionnaire. There were a total of 61 undergraduate students who were studying art management and took part in the pre-test/post-test design. Each group underwent a single modality of teaching for a duration of eight weeks. The JAMOVI software program was used to analyze the quantitative data. The NVivo program was used to analyze qualitative data to investigate the experiences, usage, and recommendations of students regarding the Chaoxing platform. Results: The quantitative analysis revealed significant enhancements in performance, management skills, and problem-solving ability among students in the experimental group. Independent sample t-tests for all evaluated variables confirmed that there were statistically significant differences between the experimental and control groups. The inclusion of qualitative observations provided additional depth, highlighting the favorable impact of blended learning on experience, usage, and recommendation. Conclusion: The study revealed that blended learning had a favorable impact on student learning outcomes, improving their performance, managerial skills, and problem-solving ability. The experimental group, which got blended learning using the Chaoxing platform, showed significant score changes compared to the control group, indicating the effectiveness of this platform in management education. The qualitative data indicates that the effective integration of blended learning can greatly improve the outcomes of art management education.

Development Evaluation and Acceptability of Module in Science Technology and Society

The purpose of this study is to develop, evaluate, and determine the acceptability of an instructional module in Science, Technology, and Society (STS) for students at West Visayas State University. The study aims to assess how effectively the module enhances student learning outcomes, focusing on its instructional quality, content relevance, and technical accuracy. In response to the increasing demand for high-quality educational materials, particularly in the field of STS, this research addresses the need for structured, self-paced learning tools that support both student engagement and academic performance. Modules provide a flexible learning environment that aligns with contemporary educational practices and meet the growing need for autonomous learning resources. The study utilized the ADDIE model, a systematic instructional design framework, to guide the development of the module. Participants included 51 students enrolled in the Bachelor of Secondary Education and Bachelor of Elementary Education programs. Data were collected through pre-tests, post-tests, and evaluations by expert validators. The module was assessed on various criteria including content accuracy, instructional quality, and technical aspects such as design and layout. Results indicated significant improvement in student performance, with post-test scores increasing from “poor” to “very good.” Expert validators rated the module as “Very Acceptable” across most categories, particularly in instructional quality, although some recommendations for improving content accuracy were noted. The study concludes that the developed STS module is an effective instructional tool for enhancing student learning outcomes. The findings suggest that continuous updates to the module’s content are necessary to maintain its relevance and accuracy. Further research could explore the long-term impact of such modules on student engagement and retention, with recommendations for integrating multimedia enhancements to foster a more dynamic learning experience. Keywords: Instructional Module, Science Technology and Society, ADDIE Model, Educational Material Development, Acceptability

Structuring Palliative Care Education for Medical Students: Impact of a Novel Framework and Pocket Card.

Palliative care (PC) education is not uniformly provided across U.S. medical schools. While PC competencies for medical students have been articulated, no student-facing, unifying framework for competency-based PC learning exists. In 2022, we developed a student-facing organizing framework (the "6 Ps") based on existing PC competencies and created a pocket card introducing foundational PC concepts organized within the 6 Ps framework. In 2023, we provided a mandatory 15-minute session to introduce the 6 Ps and pocket card to the first-year class of our large, urban medical school. We provided voluntary pre- and post- session surveys to evaluate usability and impact of the framework and pocket card. One hundred-twenty students of the 204-student class (59%) attended. Survey response rate was 106/120 (88%) pre-session and 101/120 (84%) post-session. Following the session, students agreed the 6 Ps was a good framework for conceptualizing PC (95/101; 94%), that the pocket card was understandable (96/101; 95%), and they would use the pocket card to teach fellow students about PC (85/101; 84%). Nearly all students endorsed learning novel concepts (95/100; 95%). Pre/post session comparison of self-assessed confidence approaching hypothetical clinical tasks, such as educating a patient about PC and hospice, revealed significant improvement (P < .01). First-year medical students were able to use the 6 Ps framework and pocket card after a brief introduction, endorsing new learning and demonstrating significant gains in knowledge and self-assessed confidence. Medical educators across schools may consider adopting this novel tool and approach to introduce or support student learning about PC.

Effectiveness of Islamic Religious Education Learning in Minority Regional Public Schools in Indonesia: Case Study in Tarutung District, North Sumatra

The research findings provide an explanation that the effectiveness of Islamic religious education learning in public primary schools in minority areas has an impact and influence on the development of (1) character and (2) student learning motivation. The effectiveness of Islamic religious education learning in public primary schools in minority areas is strongly influenced by the following factors: (1) learning, (2) practical activities, (3) reinforcement, (4) tolerance, (5) teacher quality, and (6) environment, and (7) learning facilities. In order for the objectives of Islamic religious education in schools in minority areas to be achieved, it must be done through increasing access and quality of Islamic religious education, especially in schools through (1) the availability of Islamic religious education services in schools, (2) the quality of Islamic religious education services in schools, and (3) the quality of students' understanding and practice of religious teachings. In addition, effectiveness can be achieved through effective programmes and learning and the results to be achieved. In principle, the aspects that need to be considered, namely the effectiveness of learning and teaching, the quality of learning service facilities.

Effectiveness of ChatGPT in facilitating learning for students with special educational needs: An empirical study in Saudi Arabia.

This paper aims to explore the effectiveness of ChatGPT in facilitating learning for medical students with special educational needs (SEN) while acknowledging and addressing the challenges that SEN students may encounter in utilizing this technology. This cross-sectional survey study assessed ChatGPT's efficacy in supporting medical students with SEN across three Saudi Arabian universities. Utilizing purposive and convenience sampling, a questionnaire was administered to 283 SEN students. Statistical analyses, including t-tests and ANOVA, were conducted to evaluate perceptions of ChatGPT's effectiveness, considering demographic factors and impairment types. Notable differences were observed in perceptions of ChatGPT's effectiveness by impairment type and education level. Statistically significant differences were observed among the participants with different types of impairments in relation to flexibility in communication (p = .01), scaffolding and guided practice (p = .0435), immediate feedback and reinforcement (p = .0334), visual and audio support (p = .0244), and simplified learning (p = .002) factors. For instance, individuals with communication and interaction impairments rated ChatGPT's support significantly higher for simplified learning (M = 4.39, p = .002) and visual/audio support (M = 4.08, p = .024) compared to other impairments. Education level significantly influenced perceptions across all support factors (p < .05), with diploma holders consistently rating ChatGPT more favorably. Although by providing personalized, simplified, and scaffolded learning experiences, along with social and emotional support, ChatGPT demonstrates promising potential in enhancing learning of SEN students; it does not prove to be effective across all types of impairments.

Preparing physiotherapists for the future: the development and evaluation of an innovative curriculum

BackgroundEducational innovation in health professional education is needed to keep up with rapidly changing healthcare systems and societal needs. This study evaluates the implementation of PACE, an innovative curriculum designed by the physiotherapy department of the HAN University of Applied Sciences in The Netherlands. The PACE concept features an integrated approach to learning and assessment based on pre-set learning outcomes, personalized learning goals, flexible learning routes, and programmatic assessment. PACE distinguishes itself from traditional education because of the flexible learning routes, vertical organization in learning communities, absence of pre-defined learning activities and class schedules, and a culture of continuous learning and development. PACE is based on three guiding principles: 1) flexible and varied, 2) self-directed and collaborative, 3) future-oriented. PACE was implemented in 2021 for first-year students. This study evaluates the implementation to inform future curriculum development.MethodsA sequential explanatory mixed methods design was used to evaluate the implementation of PACE using a questionnaire, focus groups, in-depth interviews, and a national progress test allowing for benchmarking results. Participants were undergraduate physiotherapy students of cohort 2021–2022, the first group who experienced PACE and teachers involved with this cohort. Questionnaire data were analyzed using descriptive statistics. To compare mean total scores of the national progress test between four different universities a one-way ANOVA was conducted including a post-hoc analysis. Reflexive thematic analysis guidelines were applied to analyze the interview data.ResultsIn total 82 first year students (44,6%) of cohort 2021–2022 and 36 teachers (60%) completed the questionnaire. Results show that the guiding principles were implemented as intended. Results of the national progress test on knowledge and clinical reasoning showed that students of the HAN University performed well compared to other universities. Thematic analysis of interviews and focus groups resulted in three themes and nine subthemes: 1) navigating a personalized curriculum, 2) caring and sharing, and 3) shaping professional identity. PACE contributed positively to students' intrinsic motivation, learning joy, identity development, and life-long learning skills. Areas for improvement were self-directed learning support, and teaching strategies to prompt deep learning.ConclusionThe evaluation showed that the guiding principles of PACE were implemented as intended and that the innovation positively contributed to student learning,

Study on the Changes in College Students' Learning Behaviors under ChatGPT-based Interventions: A Case Study of Hunan University of Technology

Generative artificial intelligence, exemplified by ChatGPT, has garnered significant attention from the global technology community. Scholars suggest that this technology could lead to profound transformations in areas such as education and research. As digital information continues to evolve, the disruption of traditional educational models by AI-driven innovations appears to be an inevitable progression. This study aims to explore whether generative AI facilitates or impedes the development of education, its impact on traditional offline educational models, and its potential to enhance student learning outcomes. Utilizing sampling techniques, surveys, data mining, convolutional neural networks, and logistic regression, this research systematically investigates and critically analyzes college students' perceptions of the advantages and disadvantages of ChatGPT compared to conventional learning methods, the degree of its influence, and potential future implications.

The effectiveness of ChatGPT in assisting high school students in programming learning: evidence from a quasi-experimental research

ABSTRACT Programming education gains importance in high schools as the digital age progresses. However, the openness and adaptability of programming languages present unique challenges for instructional practices compared to other subjects. While traditional instructional tools offer limited support, ChatGPT, a groundbreaking Generative Artificial Intelligence, has shown impressive capabilities in natural language processing and knowledge generation. This study explored whether ChatGPT can transcend existing limitations and improve programming education through a quasi-experimental approach with post-hoc interviews in high school classrooms. A total of 153 students participated, and the results from MANCOVA and ANCOVA analyses revealed that students using ChatGPT reported lower levels of flow experience, self-efficacy, and learning achievement compared to those utilizing conventional methods. Post-hoc interviews further revealed that students felt ChatGPT's effectiveness in facilitating their programming learning fell short of their initial expectations. These findings highlight the need to carefully consider the complexity of programming learning tasks and students' cognitive, affective, and interactive dimensions when integrating AI technologies into education. We discuss the implications and provide thorough pedagogical strategies, specifically the guidance–practice–transformation (G–P–T) mode, to maximize the potential of AI tools and support high school programming education, emphasizing the balance of technological innovation with learning best practices.

Highten Discrete Mathematics Learning Through Gamified: A Sustainable Development Goals (SDG) Perspective

Objectives: This study aims to address challenges in engaging and motivating students in mathematics learning by integrating gamification aligned with Sustainable Development Goals (SDGs), particularly SDG 4: Quality Education. Theoretical Framework: Drawing on the Dick and Carey instructional design model, the study develops a structured approach to gamifying mathematics education using the Quizizz application. Method: A ten-stage development methodology is adopted, covering needs analysis, instructional design, iterative implementation, and evaluation, specifically tailored for first-semester students at IKPIA Perbanas Jakarta. Results and Discussion: The findings indicate that gamification significantly enhances student engagement and comprehension, achieving a 95.83% accuracy rate in mathematics exercises. Discussions underscore the alignment of gamified tools with digital-native students' preferences and their integration into Learning Management Systems (LMS). Gamification complements traditional teaching methods, fostering interactive and effective learning experiences. Research Implications: Gamification offers scalable models for embedding game mechanics into curricular designs, improving motivation and student-centered learning in higher education. Originality/Value: This research highlights the transformative potential of gamification in higher education, contributing innovative insights into its application in mathematics education and its alignment with SDG 4.

The Quiet Learner of the UK Art Classroom

AbstractThis paper investigates the perceptions and implications of quietness among students in the UK classroom, challenging the prevalent notion that vocal participation equates to engagement and success. Despite concerns from educators and parents about quiet students' engagement, this research explores how silence and quietness function as integral components of classroom dynamics. Through interviews with Year 11 students, the paper examines students' views on their quietness and its role in learning. The literature review reveals diverse conceptualisations of quietness, ranging from an absence of speech to positive social disengagement, attentive listening and creativity. Theoretical frameworks such as Figured Worlds and Flow Theory are employed to understand how students' identities and learning experiences are shaped by their quietness. The findings conclude that the negative perceptions of quiet students arise from a misunderstanding of quietness, advocating for a progressive view that recognises the benefits of 'quiet ways' in teaching and learning. Further research with educators is proposed to explore their perceptions of student quietness and its impact on educational practices. This study contributes to a nuanced understanding of classroom participation, challenging traditional expectations of vocal engagement.

The ChatGPT Fact-Check: Exploiting the Limitations of Generative AI to Develop Evidenced-Based Reasoning Skills in College Science Courses.

Generative large language models (LLMs) like ChatGPT can quickly produce informative essays on various topics. However, the information generated cannot be fully trusted as artificial intelligence (AI) can make factual mistakes. This poses challenges for using such tools in college classrooms. To address this, an adaptable assignment called the ChatGPT Fact-Check was developed to teach students in college science courses the benefits of using LLMs for topic exploration while emphasizing the importance of validating its claims based on evidence. The assignment requires students to use ChatGPT to generate essays, evaluate AI-generated sources, and assess the validity of AI-generated scientific claims (based on experimental evidence in primary sources). The assignment reinforces student learning around responsible AI use for exploration while maintaining evidence-based skepticism. The assignment meets objectives around efficiently leveraging beneficial features of AI, distinguishing evidence types, and evidence-based claim evaluation. Its adaptable nature allows integration across diverse courses to teach students to responsibly use AI for learning while maintaining a critical stance.

Relationship between the learning gains and learning style preferences among students from the school of medicine and health sciences

BackgroundThe field of health sciences is constantly evolving, presenting significant challenges to student learning performance. Therefore, it is crucial to identify the factors influencing students' learning style preferences, as these relate to how they acquire, understand, interpret, organize, and process information from their courses. In this study, we evaluated whether there is a relationship between students' learning style preferences and their learning gains.MethodsA cross-sectional study was conducted between 2021 and 2022 using a convenience sampling approach with students of the School of Medicine and Health Sciences at the Mexico City Campus of Tecnológico de Monterrey. Students completed online questionnaires to assess normalized learning gains, as well as preference questionnaires from the VARK inventory (Visual, Auditory, Reading/Writing, and Kinesthetic types of learning preferences) and the Felder-Silverman learning style model, which is a framework that categorizes learners based on their preferences across several dimensions: active/reflective, sensing/intuitive, visual/verbal, and sequential/global. Descriptive statistics and Spearman’s correlation were used to analyze the data.ResultsIn relation to the VARK inventory, students exhibited a tendency to prefer multimodal sensory learning, particularly favoring the kinesthetic style. The number of VARK styles and the preference for kinesthetic learning were significantly correlated with learning gains. The Felder-Silverman test indicated that students preferred sensing, visual, and sequential learning; however, the levels of preference for active, intuitive, and sequential learning were associated with higher learning gains. Reflective learning demonstrated an inverse correlation with learning gains.ConclusionOur results indicate the importance of incorporating experience and practical skills in the classroom. Additionally, it is recommended that students work collaboratively, share and discuss learning materials, foster innovation and abstract learning, and follow logical and sequential approaches to optimize their educational achievements. It is fundamental to find learning models that improve the academic performance of students with a reflective learning preference.

Beyond the bottom line: the case of an integrated sustainability accounting course utilizing the PRME i5 framework

Purpose This study aims to showcase an integrated sustainability accounting course that utilizes the United Nations Principles of Responsible Management Education Impactful Five (PRME i5) framework, which is grounded in the playful learning pedagogy. By emphasizing five key learning characteristics, the PRME i5 framework equips future leaders with the skills necessary to address the challenges of sustainable development in today’s world. The paper outlines the learning outcomes for the course and puts forth some applications of the i5 strategies to guide curriculum development in this domain. Design/methodology/approach The paper uses a qualitative research approach to showcase an integrated sustainability accounting course and identify the alignment of the course activities with the PRME i5 framework. Findings The paper outlines several conceptual findings including the development of a comprehensive course framework, the integration of sustainability accounting in traditional accounting curricula and a practical example on how sustainability accounting and the PRME i5 principles can be integrated and applied in accounting. Research limitations/implications While the PRME i5 framework has not been extensively implemented in this course or directly tested for effectiveness, preliminary evidence of its modest success can be inferred from student oral and written feedback. Future research could more thoroughly investigate the effectiveness of applying the PRME i5 framework in sustainability accounting education through student interviews and surveys. Additionally, future studies could explore the impact of factors such as the availability of institutional resources, faculty expertise and student backgrounds on the successful implementation of the i5 framework in different institutional contexts. The effectiveness of the course’s learning outcomes on student learning has not been empirically tested in this paper. Future research could examine the effectiveness of the course design in positively influencing students’ knowledge and attitudes toward sustainability accounting. Practical implications Showcasing how the PRME i5 framework is applied in a sustainability accounting course can encourage educators to implement innovative pedagogies in their teaching, fostering deep learning and creating more engaging learning environments. Additionally, as the course includes various hands-on activities, implementing similar accounting course frameworks can serve as a foundation for greater collaboration between educators and the accounting industry. These partnerships can enhance students’ practical experiences in the classroom, better preparing them for the job market. Originality/value This paper contributes to the existing literature on sustainability accounting education by offering a practical example of how sustainability concepts can be integrated into an existing accounting course. As integrating sustainability concepts into existing courses can be more feasible than developing standalone courses, the course outlined in this paper serves as a modest example of how universities can effectively achieve this integration. The paper also contributes to the existing literature on playful learning by exploring its potential applications in an accounting course setting. It provides a concrete example of the PRME i5 framework’s application in an integrated sustainability accounting course at a prominent triple crown accredited university in Egypt, making it a relevant and valuable case study for other accredited educational institutions.

Correct application of spelling in the significant learning of upper basic students

correct application of spelling in the significant learning of upper basic students

Urgent findings in CT chest examinations: Radiography and medical students' capabilities and learning perspectives - a preliminary study.

Radiography and medical students (RMS), upon graduation, require capabilities to provide life-saving care through identification and communication of urgent findings on radiological imaging. This preliminary study investigated RMS' ability to identify and categorise urgent findings on CT examinations. It also explored their experiences of image interpretation education. A sequential explanatory mixed-methods study was employed. Participants were students who had recently completed Year-4 (radiography/medicine) or Year-2 (medicine-only) from three Australian universities. Urgent finding identification capabilities were assessed via a test-set of 10 CT examinations with a range of findings (normal, abnormal but non-urgent, abnormal but urgent) that was developed on a validated learning and assessment platform. Each case required selection of: normal versus abnormal; where abnormal, finding/s from a pre-defined list; urgency level; self-rated confidence. Learning experiences were then explored via a survey (Likert statements, free-text responses). Mean sensitivity, specificity and accuracy (with min‒max ranges), respectively, were: All participants [n=30] 0.87 (0.60-1.0), 0.63 (0.40-1.0), 0.75 (0.50-1.0); 4th-year radiography [n=17] 0.89 (0.6-1.0), 0.66 (0.4-1.0), 0.78 (0.60-1.0); 4th-year medicine [n=8] 0.85 (0.6-1.0), 0.50 (0.4-0.6), 0.68 (0.50-0.8); 2nd-year medicine [n=5] 0.80 (0.60-1.0), 0.75 (0.75-1.0), 0.78 (0.78-0.78). False positives were highest for cases with non-urgent abnormalities in all groups. Free-text responses revealed students' desire for dedicated urgent finding educational resources with high 'repetitive learning' effects. RMS demonstrated considerable performance in identifying urgent abnormalities as a group, but individual capabilities varied from pass-level to perfect. Together, participants demonstrated limited ability to correctly classify non-urgent CT chest abnormalities. This study highlights opportunities for targeted urgent-finding resource development, focused on improving consistency within cohorts and reducing false positive rates.

A longitudinal analysis of physical exercise in shaping language learners’ emotional well-being: a comparative analysis between L1 and L2 students

BackgroundStudents’ psychological wellness is one of the key elements that improve their well-being and shape their academic progress in the realm of language learning. Among various strategies, physical exercise emerges as an effective approach, allowing learners to manage their emotions considerably.MethodsEmploying a quasi-experimental research design, this study examines the impact of a three-month physical running exercise intervention on emotional regulation behaviors among L1 (Arabic language) and L2 (English as a foreign language learning) students. Data was collected at three (pre-test, mid-test, and post-test) intervals, focusing cognitive reappraisal (CR) and expressive suppression (ES) the key constructs of emotional regulation.FindingsThe results showed that the emotional regulation abilities of both groups were considerably impacted by the physical running exertion and differed significantly, with students’ CR skills significantly improving and their ES decreasing over time. However, no significant interaction effect between time and (L1 and L2) groups’ CR was observed, suggesting that physical exercise universally benefits cognitive reappraisal regardless of the language learning context. Conversely, a significant interaction effect was observed in students’ ES, with L2 students experiencing more reduction compared to their L1 counterparts, highlighting the unique emotional challenges faced by L2 learners and the effectiveness of physical activity in mitigating these challenges.ConclusionThe results highlight the importance of physical exercise in enhancing emotional regulation abilities among students, particularly in a second language learning context. Given this, regular physical activity programs should be incorporated into educational curricula to support students’ emotional well-being and academic success. It further offers insightful recommendations for teachers, students, administrators, and policymakers to optimize physical exercise integration in higher education.

Efektivitas Video Berbasis Literasi Sains terhadap Hasil Belajar Mahasiswa

This research aims to determine the effectiveness of scientific literacy-based videos on student learning outcomes. The scientific literacy-based videos have been validated by material experts, media experts, and language experts. The application of scientific literacy-based learning videos is carried out using blended learning, which integrates learning that combines various physical and virtual sources. The research used a pre-experimental, one-group pre-test-post-test design, namely by giving pre-tests and post-tests to students. Data analysis was carried out by determining N-Gain. The research was carried out using the Google Classroom platform. The results of the research show that the N-gain score is 81.6400, so the use of scientific literacy-based learning videos is effective on student learning outcomes. t-tests to students. Data analysis was carried out by determining N-Gain. The results showed that the N-Gain score was 0.8343 on high criteria and 83.43% on effective criteria., so the use of scientific literacy-based learning videos is effective on student learning outcomes.