Student Progress Research Articles

Silabus Dalam Kurikulum KMMB

This research discusses how the syllabus is used in the KMMB curriculum. The curriculum is designed to prepare students to become active and responsible citizens, with an emphasis on developing critical thinking, problem solving, and social skills. The syllabus in the KMMB curriculum usually includes learning objectives, material to be taught, teaching methods, and assessment. Learning objectives usually include the knowledge, skills, and attitudes that students are expected to achieve. The material taught usually covers topics that are relevant to students’ daily lives and their communities. The teaching method in the KMMB syllabus usually involves an active approach, where students are given the opportunity to participate actively in the learning process. Assessments typically include formative and summative assessments, designed to measure student progress and teaching effectiveness. Overall, the syllabus in the KMMB curriculum is designed to support student-centred learning and the development of skills necessary for life in civil society.

Reflecting on embodied experience through an expert lens: drama as a pedagogic tool for developing academic language proficiency in the middle-primary school

ABSTRACT This paper reports on a major study which examined how middle-primary teachers (of students aged 8-10) in Australia used drama-rich pedagogy in their literacy programs to support the development of academic language proficiency, a critical element of ongoing student progress in literacy beyond the early years. Despite its proven status as a powerful literacy teaching strategy, drama-rich pedagogy remains underused by teachers. Key findings from a qualitative collective interventionist case study conducted in three schools in Melbourne, Victoria, Australia demonstrate that embodied and role-based experiences can work both individually and in combination to create supportive contexts for academic language development.

Evaluating support systems and interface efficiency in Hour of Code’s Minecraft Adventurer

Hour of Code is a widely recognized global event that aims to introduce programming to novice users and integrate computer science into education. This paper presents an analysis of the effectiveness of the support system and user interface of Minecraft Adventurer, a serious game designed for the Hour of Code global event. Although previous studies have primarily focused on the educational benefits of Hour of Code games, there has been limited research on their support methods. Therefore, this paper aims to address this gap with an empirical study of the experience of 104 students who played the game for one hour. Student progress was tracked by an administering teacher and after the game session, a questionnaire was administered to collect data on the participant’s perceptions of the support system, interface efficiency, and overall experience with Hour of Code. The results of the study reveal significant problems with the aforementioned systems, which apply not only to Minecraft Adventurer but also to several other similar serious games. Additionally, the findings showed a correlation between the utilization of the support system and student performance, indicating that student’s comprehension of the support system significantly influences their learning outcomes. This paper concludes by providing potential solutions to address the identified insufficiencies, offering valuable insights for future researchers and game developers on the design and evaluation of serious games for educational purposes.

Forming a Military Culture for Learners at the VNU National Defense and Security Training Center

Constructing a noble and healthy culture, a fundamental basis of the socio-political spirit, and the driving force of national development is one of the top priorities of our Party. Given the unique nature of defense activities and the task of safeguarding the Homeland in the new context, the establishment of a military culture plays a significant role and is an objective and essential requirement. The Center for Defense and Security Education at the National University of Hanoi, with its functions and responsibilities encompassing education and training in the Party's line, defense and security work of the Party and State, as well as necessary military knowledge and skills tailored to students based on the Ministry of Defense's classification. With a profound understanding of these issues, the Center consistently integrates leadership and guidance into all educational and training activities in tandem with the establishment of a military culture for students. This has become a continuous directive, with well-organized plans and the maintenance of discipline, resulting in significant achievements that collaborating units have acknowledged and highly evaluated. Nonetheless, during the process of cultivating military culture for students, some limitations have been identified, such as irregular involvement in the establishment of military culture, inadequate grasp of academic progress and training of students among the faculty and instructors, and instances of concealing each other's shortcomings among students, as well as a limited ability to engage in struggle and critique against deviant ideologies and behaviors regarding military culture. These limitations consequently impact the training objectives and requirements. Therefore, the VNU Center for Defense and Security Education must continue researching and innovating to enhance the effectiveness of its efforts to build a military culture among students.

Impact of COVID-19 Pandemic on Indian Students

The COVID-19 pandemic has disrupted the education sector globally, leading to unprecedented challenges for societies. This research paper explores the impacts of the COVID-19 pandemic on Indian students, with a particular focus on the challenges and opportunities presented in the education sector. It discusses the government’s initiatives to mitigate the disruption caused by the pandemic, which includes the closure of educational institutions and the subsequent shift to online learning. The positive impacts of this transition, such as the rise in digital literacy, increased online meetings, and improved time management skills, are examined. The paper also studies the negative consequences, emphasizing on digital divide that has widened between students from different socioeconomic backgrounds. The lack of internet connectivity, particularly in rural areas, has hindered the educational progress of many students. This disparity has led to some students taking up illegal jobs due to financial constraints, further exacerbating societal inequalities. Additionally, the gender gap in digital access is highlighted, particularly the limitations faced by female students in terms of mobile internet access. The research also sheds light on the mental health toll on students, considering the challenges of social isolation, anxiety, and an abusive environment. The study concludes by emphasizing the urgent need for efforts to bridge the digital gap, maximize the utilization of online platforms, and strengthen information technology infrastructure in educational institutions.

Implementing Student Led Conference (SLC)-Based Learning Reflection in Teaching and Learning Process: A Case in an Islamic Primary School

Student Led Conferences (SLC) have emerged as a transformative approach to student reflection and goal setting, fostering a collaborative learning environment that empowers students to take ownership of their educational journey. This qualitative study delves into the implementation of SLC at SD Islam Al Azhar 60 Pekalongan, exploring its impact on students, teachers, and parents. Employing a qualitative descriptive approach, the study encompasses observations, interviews, and documentation to gather data from 25 students and 2 teachers in Class 1B. Data analysis follows the interactive model of Miles, Huberman & Saldana, involving data condensation, data display, and conclusion drawing. The findings reveal that SLC implementation provides a valuable platform for students, teachers, and parents to assess student progress and identify areas for improvement. SLC enables teachers to gain insights into individual student development, while parents gain a deeper understanding of their children's strengths, challenges, and aspirations. SLC empowers students to take charge of their learning by allowing them to select topics of interest for presentation. This fosters self-directed learning, encouraging students to delve deeper into subjects that resonate with them. Moreover, SLC facilitates open communication among stakeholders, fostering a sense of shared responsibility for student success. Teachers and parents gain valuable insights into students' learning experiences, enabling them to provide tailored support and guidance. SLC implementation at SD Islam Al Azhar 60 Pekalongan exemplifies the transformative power of student-centered approaches. By empowering students to take ownership of their learning, SLC cultivates a collaborative environment that nurtures academic growth, personal development, and lifelong learning.

Abstract A111: Summertime fun: Findings from three cohorts of C-STEPS summer research trainees

Abstract Introduction: For the past three summers (2021-2023), a National Cancer Institute-funded R25 research education program has been underway at the University of New Mexico Comprehensive Cancer Center, entitled “Cancer Research—Scholarship and Training Experiences in Population Sciences” (C-STEPS). The program engages a diverse population of undergraduate students from across the nation in hands-on, mentored 10-week summer research education and training in cancer control and population science (CCPS). Methods: Using a data-driven methodology, the C-STEPS team has collected quantitative and qualitative data via REDCap surveys to evaluate program aims and student progress and ascertain how students experience the program to improve it for future cohorts. Students who decline admission are provided a one-time survey about the reasons they declined and asked to prioritize factors in their selection of summer research programs. Students enrolled in the program complete a pre- and post-program survey, pre- and post-seminar surveys, and a bi-annual alumni survey. The pre- and post-seminar surveys reflect expected competencies for each of the eight seminars that are part of the curriculum. The alumni survey captures academic accomplishments and career updates since completion of the summer program. Results: We have collected three years of pre/post-program data and pre/post-seminar data. Student knowledge, confidence, and interest in CCPS has steadily increased within each cohort across each of the three time periods: pre-program, immediately post-program, and alumni (1-3 years after the initial research experience). The pre/post seminar surveys indicated that the structure of the seminars inhibited interactions between the presenter and students and warranted change. We have administered the decliner and alumni survey twice each. Data from the decliner survey suggest that students apply to multiple programs each summer and the timeframe for notification to students about their acceptance may need to be shortened to give students more time to consider their C-STEPS offer in relation to other summer opportunities. Data from the alumni survey indicate that students continue to engage in research with their C-STEPS mentor and present the research at their home institution. Conclusion: Efforts to decrease the length of time between when a student applies and when they are notified of their acceptance are at the forefront of the refinement process for the next cohort. The seminars have been restructured to promote more student-led discussions and interactions between presenters and students. The CCPS research experiences and professional networks students develop during the summer have led to new educational and career opportunities. Initial evidence indicates that the success of C-STEPS extends well beyond the immediate one-time immersive research experience. Citation Format: Shoshana Adler Jaffe, Paige A. Lynch, Judith Sheche, Joseph Rodman, Miria Kano, Shiraz I. Mishra. Summertime fun: Findings from three cohorts of C-STEPS summer research trainees [abstract]. In: Proceedings of the 16th AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2023 Sep 29-Oct 2;Orlando, FL. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2023;32(12 Suppl):Abstract nr A111.

Investigating oral presentation anxiety of freshmen English major students in a Philippine higher educational institution

The objective of this Interpretative Phenomenological Analysis study is to gain a deeper understanding of how Freshmen English Major Students in a Philippine Higher Educational Institution experience and cope with anxiety related to oral presentations. Semi-structured interviews were carried out using a group of students who struggle with oral presentation anxiety. The interviews are recorded, transcribed, manually coded, and thematically examined. This qualitative study focuses on examining the students' perception of their anxiety, its causes, coping mechanisms, and its impact on their academic performance and well-being. The results reveal five themes for the encountered problems: (1) apprehension and distress in oral presentations (2) resource scarcity and readiness deficiency results to constrained engagement (3) the spotlight fears and trembling grip on stage (4) medium hurdles like encountering language disruptions and intrusions (5) the struggles with regards to one’s well-being; and six themes for the coping strategies: (1) emotional respite in human connections (2) mental resilience and adaptation (3) the calming rhythm for stress relief (4) harnessing movement and artistry for coping showcases embodied expressions (5) embracing emotional equilibrium through the power of acceptance in coping (6) unique coping strategy and perspective. The findings of this study add to a better understanding of the influence of this anxiety on student progress and assist in designing therapies to help this population's anxiety about oral presentations.

Implementation of Technology Enhanced Formative Assessments in 21st Century Education

Teaching methods in the 21st century are more inclined to be more creative and innovative in engaging students in the digital era. Technology tools have become pivotal in 21st-century education, where students prefer flexible learning. 21st-century learning has also become more inclusive, where students become active learners. 21st-century learning has also taken a paradigm shift in analyzing student performance. Student progress is monitored by their continuous performance in the classroom in the form of feedback-based formative assessments instead of limiting them to graded summative assessments. This paper focuses on lecturers’ views on 21st-century classrooms and their challenges in implementing 21st-century learning methods. The role of technology-assisted formative assessments has also been investigated through qualitative research conducted among selected lecturers from two departments in a private institution. Research findings proved that lecturers are much more inclined towards 21st-century learning as students and lecturers like more interactive and formative assessments, as they promote continuous learning. However, using technology tools has mixed among lecturers due to its constraints in certain boundaries. It is also found that implementing 21st-century learning in the classroom contributes to challenges for the lecturers regarding technology adaptation, time constraints, and student motivation.

Global educational ramifications of COVID-19 on minorities and students living in poverty or extreme poverty: A literature review

Public education requires all stakeholders to collaborate as a community and focus on the essential factors that create a path for student progress, growth, and maturity. The result nurtures students from kindergarten to graduation and beyond and affords them opportunities to become efficacious members of their communities. Schools are a business operating on the premise of the service industry, working collectively with and for the communities they serve. Their operational parameters are to work with all stakeholders to successfully facilitate excellence in education for all students regardless of gender, race, or socioeconomic status. Recent COVID-19 school closures have opened dialogues concerning the ramifications of continued school closures, the slow reopening of schools, and the current chronic educational gap for minorities and students living at the poverty or extreme povertylevels. This literature review examines peer-reviewed articles, policy papers, editorials, and global research that examines how the COVID-19 school closures and slow reopening processes affect the equitable global education of minorities and children living in poverty or extreme poverty.

Implementation of the Use of the Tilawati Application to Support Tahsin Teaching Staff for Effective Learning at State Islamic Institute Curup

The Tilawati app allows teachers to monitor individual students' progress more efficiently. Student progress data, including memorization and comprehension levels, is easily accessible, allowing teachers to provide more targeted guidance. This study aims to evaluate the impact of the implementation of the Tilawati application as a tahsin learning aid at the State Islamic Institute (IAIN) Curup. The focus of this research is how the Tilawati application can be used to support tahsin teaching staff in improving learning effectiveness. The research method used is classroom action research with a qualitative approach. The results showed that the use of the Tilawati application had a positive impact on tahsin learning at IAIN Curup. This research makes an important contribution to the understanding of how the use of the Tilawati application can improve the effectiveness of tahsin learning at IAIN Curup. Some of the key findings include: The Tilawati app provides an interactive and engaging learning experience for students. Therefore, from the results of the study, it can be concluded that the implementation of the Tilawati application contributes positively to the overall quality of tahsin learning. Students are more motivated, and the learning process becomes more adaptive according to individual needs.

Use of machine learning to assess factors affecting progression, retention, and graduation in first-year health professions students in Qatar: a longitudinal study

BackgroundAcross higher education, student retention, progression, and graduation are considered essential elements of students’ academic success. However, there is scarce literature analyzing these attributes across health professions education. The current study aims to explore rates of student retention, progression, and graduation across five colleges of the Health Cluster at Qatar University, and identify predictive factors.MethodsSecondary longitudinal data for students enrolled at the Health Cluster between 2015 and 2021 were subject to descriptive statistics to obtain retention, progression and graduation rates. The importance of student demographic and academic variables in predicting retention, progression, or graduation was determined by a predictive model using XGBoost, after preparation and feature engineering. A predictive model was constructed, in which weak decision tree models were combined to capture the relationships between the initial predictors and student outcomes. A feature importance score for each predictor was estimated; features that had higher scores were indicative of higher influence on student retention, progression, or graduation.ResultsA total of 88% of the studied cohorts were female Qatari students. The rates of retention and progression across the studied period showed variable distribution, and the majority of students graduated from health colleges within a timeframe of 4–7 years. The first academic year performance, followed by high school GPA, were factors that respectively ranked first and second in importance in predicting retention, progression, and graduation of health majors students. The health college ranked third in importance affecting retention and graduation and fifth regarding progression. The remaining factors including nationality, gender, and whether students were enrolled in a common first year experience for all colleges, had lower predictive importance.ConclusionsStudent retention, progression, and graduation at Qatar University Health Cluster is complex and multifactorial. First year performance and secondary education before college are important in predicting progress in health majors after the first year of university study. Efforts to increase retention, progression, and graduation rates should include academic advising, student support, engagement and communication. Machine learning-based predictive algorithms remain a useful tool that can be precisely leveraged to identify key variables affecting health professions students’ performance.

Genre-Based Teaching Approach and Problem-Based Learning (GBA- PBL) Application, Reading Strategies, and Self-Regulation

This study evaluates the Genre-Based Teaching Approach and Problem-Based Learning (GBA-PBL) mode on English expository reading and learning experiences in Chinese high schools. Using a quantitative and descriptive methodology, it profiles 428 Tianjin students from grades 10 to 12, focusing on their demographic details like age, sex, school type, and grade level. The research assesses GBA-PBL's effectiveness in understanding expository texts and developing critical thinking. It identifies predominant reading strategies such as predicting, monitoring, inferring, and summarizing, and examines students' self-regulation levels, including goal-setting, progress monitoring, and self-reflection. Significant variations in responses based on age, especially in goal setting and self-reflection, were observed, while other demographics showed less impact. The study confirms a strong relationship between understanding expository text structures, reading strategies, and self-regulation. Based on these findings, it proposes a reading program to enhance high school students' reading skills. This research highlights the beneficial impacts of GBA-PBL in fostering better comprehension and critical analysis of expository texts among high school students.

Advantages and Challenges of Using Artificial Intelligence in Primary and Secondary School Education

The application of artificial intelligence in education is one of the focal research today. Researchers have discovered that with the continuous development of artificial intelligence, various artificial intelligence are being utilized in primary and secondary education. However, many issues in this field still lack a unified explanation and understanding. Therefore, the research theme of this paper focuses on the advantages and challenges of using artificial intelligence in education. Based on an analysis of relevant literature and survey data, this study explores the advantages and challenges of artificial intelligence in education. The research findings indicate that artificial intelligence can provide personalized education, offer abundant educational resources for teachers and students, and provide timely feedback on student progress. Thus, enhancing learning outcomes. However, the application of artificial intelligence in education still faces challenges such as funding limitations, inadequate policy support, privacy concerns, varying levels of teacher acceptance, and a lack of standardized curriculum. Nevertheless, the use of artificial intelligence in education holds tremendous potential. In the future, it is necessary to formulate policy and standardization at the national level and address issues such as information security and privacy protection to promote the comprehensive application and development of artificial intelligence in education.

Development of a Project-Based Learning Monitoring Application for Programming Courses

In higher education programming courses, students often perform individual practical activities using their own devices, resulting in varying conditions and difficulty in ensuring proper application of the taught concepts. Limited access to equipment further hampers student progress. To address these challenges, implementing the Scrum framework in programming courses is proposed. Scrum offers problem-solving approaches emphasizing collaboration, self-organization, and cross-functional teams for effective teamwork and optimal solutions. However, existing project management tools like Trello and Notion, although free, have limitations when applied to Scrum. Trello lacks multi-sprint support, while Notion's complex customization features complicate usability. To overcome these limitations, this research aims to develop an application specifically tailored to Scrum practices. The objective is to design and create a comprehensive application that serves as both a learning platform and a project management tool. By leveraging this application, students will be able to enhance their learning experience and perform better project management, ensuring effective collaboration and communication among team members. The proposed application will address the limitations of existing tools and provide a seamless Scrum implementation within the programming course. Ultimately, the research seeks to improve the overall effectiveness and efficiency of programming education by empowering students with a robust and user-friendly platform that aligns with the Scrum framework.

Literacy as a Strategy for Improving the Quality of Education

This research aims to provide an understanding of the important role literacy plays in the world of education for the progress of students for the nation and state. Literacy exists and is provided from an early age as a means to increase students' knowledge so that education becomes much better. The type of research used is qualitative research with a descriptive approach. The data collection technique used by the author is literature study. Literacy provides many benefits, improving the quality of human resources for educational progress.

Development of Innovative Assessment Methods in the Context of Modern Learning

The purpose of this research is to develop innovative assessment methods in the context of modern Learning. In today's digital age, traditional approaches to learning assessment are often no longer sufficient to holistically assess student progress and success. Thus, this study proposes a more innovative and comprehensive assessment method that uses modern technology and considers students' individual needs. This study identified and tested promising new assessment tools and techniques through pilot projects, such as digital portfolios, peer assessment, and realistic simulations. In addition, this study also explores how technologies such as learning analytics can be used to provide more meaningful and timely feedback to students and teachers. The results of this study indicate that this innovative assessment method can improve student engagement, comprehension, and learning outcomes. These findings also suggest that teachers and educators can use technology and data to make more informed decisions about how to develop and implement assessment strategies. In conclusion, developing innovative assessment methods in modern learning environments is essential for more inclusive, adaptive, and practical education. By integrating technology and new assessment approaches, this research significantly contributes to our understanding of creating more effective and engaging assessment systems in this digital era.

Enhancing social sciences learning effectiveness with a learning management system

This study aims to analyze the use of Learning Management System (LMS) in improving the effectiveness of Social Science (IPS) learning. This research uses the research method of literature study, which involves searching, selecting, and analyzing literature relevant to the research topic. The results of the analysis show that the use of Learning Management System (LMS) in social studies learning has great potential to improve learning effectiveness. LMS provides accessibility and flexibility that allows students to access learning materials anytime and anywhere, overcoming space and time constraints. The interactive and collaborative features in the LMS facilitate interaction and collaboration between students and teachers, so students can share ideas, understanding, and experiences with fellow students and teachers. Through the LMS, teachers can monitor student progress in real-time and provide prompt feedback, which helps in the evaluation of learning. This research provides valuable insights for education practitioners in harnessing the potential of LMS to improve social studies learning.

Peningkatan Hasil Belajar Siswa Dengan Model Problem Based Learning Pada Materi Yesus Mewartakan Kerajaan Allah Di Kelas VIII SMP Pengabdi Singkawang Tahun Pelajaran 2023/2024

The main problem occurs for this research is the result of Catholics lesson is too low for 8th grades students in Pengabdi Junior High School for informs the Kingdom of Jesus Christ. The matter appears because of the educator could not stimulus the students’ activation in learning progress until they could not able to increase they abilities and creativities critically, results of learning methods and multimedia for educator still in speech method and common discussion which still monotone until the students feels bored and passive to learn the material, especially about “God’s Kingdom”, seems hard because it needs to analyses their meanings and the goals. This case appears badly in students results, because there are many students could not reach the Criteria of Learning Progress. In other hand, the students’ results become lower and does not fulfill the targets. This research aims is to knowing well their results in Catholics Religion for 8th grades students in Pengabdi Junior High School for informs the Kingdom of Jesus Christ through Problem Based Learning method and to indicate the increasing of their lesson. This research runs in Class Research Methods, which be held in two steps. The sources of Data is from Students results in learning and the observation of students of concern in learning. The progress of action in first step, before using Problem Based Learning method from 20 students, there is 65 % which still lower, although the total of good results just 30%. In evaluation of first steps, the researcher use the Problem Based Learning method, there is 70% the total of good results, and there is 30% of students in lower results. This matter happens significantly in second step which the total of good results become 100%. In results, this research shows there is a good progress for students’ result in learning process from the 1st and the 2nd steps. The presentation of students’ progress in learning happens due to progress of students’ interest in learning process through Problem Based Learning method in learning activities.

The Mediatory Role of Stress in the Structural Relationship of Mindfulness and Self-construal with the Academic Performance of Medical Students

Background: The identification of the factors influencing the academic progress and performance of students can be a suitable basis for planning and developing educational programs to achieve the best possible results in line with educational development. Objectives: The present study aimed to investigate the mediating role of stress in the relationship of mindfulness and self-construal with the academic performance of medical sciences students. Methods: This was a descriptive correlational study in which the convenience sampling method was used to select 301 medical students from Jondishapur University of Ahvaz, Iran, in 2022. The participants completed the mindfulness, self-construal, and stress questionnaires. In addition, academic performance was measured based on the grade point average (GPA) in the previous semester. Structural equation modeling (SEM) and bootstrapping were also employed to examine the fit of the proposed model and indirect relationships between the variables, respectively. Results: The mean of academic performance, mindfulness, self-construal, and stress were obtained as 16.57, 57.6, 140.53, and 29.72, respectively. The results showed a significant relationship between all research variables (P < 0.05) except for the relationship between mindfulness and academic performance. The results also indicated that stress was a mediator in the indirect relationship of mindfulness and self-construal with academic performance (P < 0.001). The fit indices of the Tucker–Lewis index (TLI), comparative fit index (CFI), relative fit index (RFI), normed fit index (NFI), and Root Mean Square Error of Approximation (RMSEA) in the final model were 0.94, 0.96, 0.92, 0.94, and 0.077, respectively. Conclusions: The results confirmed the proposed model’s goodness of fit. Therefore, this model can be used for identifying the factors affecting the academic performance of medical students and developing programs to prevent academic failure and stress among these students.