Student Responses Research Articles

Development of Student Worksheets Based on a Scientific Approach to Colloidal System Material

The purpose of this study was to determine the feasibility of developing student worksheets based on a scientific approach, student responses and teacher responses to the developed student worksheets. The type of research used was research and development with a 4D model. The instruments used in this study were validation sheets and response questionnaires. Before the field trial was conducted, the student worksheets were validated by a team of experts to determine the shortcomings of the student worksheets, then revised and tested. The results showed that the average percentage obtained from the media expert validator was 80.66%, material experts 85.33%, and language experts 82.66%, with an average percentage of 82.88%, this indicates that the student worksheets can be used with feasible criteria. The percentage obtained from the results of student responses was 34% very interested, 55% interested, and 11% less interested. The percentage of teacher response results was 25% very interested, 65% interested, and 10% less interested, this shows that the student worksheets developed can be used in State Islamic High School 5, Aceh Besar. Research on the development of student worksheets based on a scientific approach to colloidal system material offers innovation in more interactive learning, encourages conceptual understanding through exploration and experimentation, and improves students' critical thinking skills.

Subsurface Geosciences Learning in Virtual Reality: A Case Study in Central Luconia Province, Malaysia

The recent proliferation of Extended Reality (XR) applications in geoscience education and research has opened new avenues for the enhanced visualization and analysis of the Earth’s geodata. This study specifically explores the benefits for teaching when supplementing industry standard software packages, such as Paleoscan, Petrel, and JewelSuite, with 3D visualization in XR. The teaching focuses on but is not limited to an understanding of subsurface seismic and well data. During this study, the undergraduate Petroleum Geoscience students transitioned from 2D computer screen visualizations to immersive XR tools. The dataset selected for teaching focuses on the subsurface carbonate EX field in the South China Sea. The EX-field in Central Luconia is located 100–300 km from Sarawak’s coastline in water depths of 60–140 m. It includes a post-stacked time- 3D seismic cube linked to wells, allowing students to work with seismic data, adjust scales, and conduct preliminary seismic analysis. The findings revealed a significant improvement in respondents’ skills in comprehending and analysing seismic and core data, enhancing the overall learning experience in Petroleum Geoscience. This paper also examines the students’ feedback on their learning experiences during virtual subsurface visualization throughout their university degree in geoscience. For evaluating learning success, we used an approach that merges quantitative and qualitative data, The students’ perceptions were assessed through anonymous quantitative surveys and questions. The analysis of student responses emphasizes the valuable learning experience offered by 3D virtual environments designed for realistic first-person navigation and freedom of movement, like a real field experience. The results highlight the potential of virtual subsurface visualization for imparting essential skills to geosciences.

“They’re Going Through Something, Too”: The Challenges and Opportunities of Empathy and Prosocial Behavior in Middle School

Despite the volume of research on empathy and prosocial behavior, there is a dearth of studies exploring early adolescents’ experiences of practicing cognitive empathy and prosocial behavior. Without understanding both the challenges and opportunities of these two skills, we cannot effectively support their growth during this critical developmental period. This study aims to fill this gap. Sixteen sixth-grade students from two middle schools in a small Northeastern city in the United States participated in semi-structured interviews about their experiences of practicing cognitive empathy. Three themes appeared in student responses: preparing, cognitively empathizing, and responding. Youth experienced unique challenges in each of these components, including masking, relational distance, emotional awareness and regulation, capacity, misunderstanding, and negative peer pressure. The authors suggest a three-pronged approach—focusing on skills, relationships, and the social environment—to address these challenges and bolster adolescents’ unique strengths to promote cognitive empathy and prosocial behavior in middle schools.

Meningkatkan Hasil Belajar PAK melalui Problem Based Learning (PBL) Tema Kemampuan dan Keterbatasanku bagi Peserta Didik Kelas VII Fase D SMP Negeri 1 Sawo

This research aims to increase student interest and learning outcomes in Catholic Religious Education subjects through the application of the Problem Based Learning (PBL) learning model for class VII students at SMP Negeri 1 Sawo. This research uses the classroom action research (PTK) method which is carried out in two cycles. The first and second cycles discuss My Abilities and Limitations. The subjects in this research were Class VII-B students at SMP Negeri 1 Sawo for the 2024/2025 academic year, consisting of 12 people. The main techniques for collecting data are carried out by means of tests and observations, while supporting techniques use interviews and documentation. The research results show that the application of the PBL model can significantly increase student interest and learning outcomes. This is shown by increased student activity in learning, increased test scores, and positive student responses to learning.

Development of Student Worksheets (LKPD) Based on Socio-Scientific Issue (SSI) on Flat Form Topics to Improve Reading Literacy and Numeration Skills

This study explores the development and effectiveness of student worksheets (LKPD) based on Socio Scientific Issues (SSI) to enhance reading literacy and numeracy skills among fifth-grade students. Conducted at SDN Jabontegal, SDN Lebaksono, and SD Islam Nahrul Ulum, the research identifies the challenges faced by students in implementing independent learning policies and the inadequacy of existing teaching materials in improving literacy and numeracy. The LKPD was designed to integrate reading and numeracy skills through contextual issues related to the students’ environment, such as historical events and objects in Mojokerto. Validity and reliability tests, involving expert validators in material, language, and media, confirmed the LKPD’s high validity and reliability, with scores of 86%, 83%, and 90%, respectively. The effectiveness of the LKPD was demonstrated through significant improvements in students’ literacy and numeracy skills, as evidenced by N-Gain scores of 0.82 in the experimental class, compared to 0.65 and 0.47 in control classes. Student and teacher responses indicated high levels of agreement on the practicality and readability of the LKPD, with percentages ranging from 72% to 100%. These findings suggest that the SSI-based LKPD is a practical and effective tool for enhancing literacy and numeracy skills in primary education. Keywords: Socio Scientific Issues, Literacy, Numeracy, Student Worksheets, Primary Education, Teaching Materials

Design and Application of Augmented Reality in Science Education to Develop Students' Critical Thinking Skills

The goal of this project is to create instructional materials based on augmented reality (AR) that will enhance students’ critical thinking abilities. There were 25 pupils enrolled in the public junior high school where the study was done. The ADDIE approach is being used in this development research study. The resulting product is AR-based media equipped with learning devices consisting of a Learning Implementation Plan, Student Worksheets, test instruments. Data collection was carried out using validation sheets, learning implementation sheets, student activity sheets, critical thinking tests and student response questionnaires. The percentage of each score attained was calculated in order to analyse the data. The findings indicated that the student worksheet’s validity scored 85.3 in the very valid category, the learning implementation plan’s validity scored 87.3 in the same area, and the learning outcome test’s average validity score was 90 very valid. With an average of 93.6%, learning implementation indicated very good outcomes; student activities in learning showed very good results with an average of 94.3%; and 88% of student responses fell into the very good category. The critical thinking test’s findings indicated that the critical thinking indicators of interpretation, analysis, and explanation had the biggest increases, and the conclusion indicator saw the lowest. The study’s conclusion is that teachers can use the augmented reality-based learning tool to teach the Life Organization System’s content since it is valid, practical, and effective.

Examining graduate student perspectives on supervision and peer mentoring across four professional faculties

Purpose The purpose of the study was to examine graduate student perspectives on the common and unique roles peer mentors and supervisors play in supporting student success and wellbeing during their program. Design/methodology/approach A qualitative research design involving semistructured interviews with 62 thesis-based masters and doctoral students from four professional faculties, Education, Medicine, Nursing and Social Work, at a large public research-intensive university in Canada. Findings Findings transcend the four disciplines of study. Communities of support are described that involve both supervisors and peers in combination, clusters of meaning by supervisory paradigm are identified and original findings presented that expand upon the learning alliance framework by explicitly considering the role of peer mentors in graduate student success. Research limitations/implications While supervisors bear primary responsibility for fostering effective research-based relationships, this study’s findings strengthen the argument that mentoring and advising of graduate students is most effective when conducted within a collaborative community of support that involves learning alliances among faculty, peers, program staff and academic leaders across the institution. Practical implications A four-pronged approach to graduate education that emphasizes the collective responsibility of institutions, programs, supervisors and students in creating a supportive ecosystem for holistic graduate student academic success and wellbeing is recommended. Social implications Key argument that it is essential to embrace a collaborative and community of support mindset, where multiple stakeholders actively contribute to the wellbeing and academic development of graduate students throughout their programs. Originality/value A cross-disciplinary perspective is offered on the importance of both supervisors and peers in assisting thesis-based graduate students to successfully navigate academic, social and personal journeys through graduate school.

Classroom Interactions Facilitate a Sense of Belonging in Remote STEM Classes: Lessons from a Large-Scale Quantitative Study

AbstractDuring the global COVID-19 pandemic, instructors strove to facilitate student learning, engagement, and community in an unfamiliar environment, while students adapted to a college experience that differed from their expectations. This context provided the opportunity to identify factors that increased undergraduates’ sense of belonging in remote STEM classrooms. We analyzed responses from 1589 students in 26 undergraduate STEM courses at a large R1 research university in Likert-style surveys to assess how the remote modality affected their sense of belonging in their STEM course. Likewise, we analyzed data from 22 instructors about their pedagogical mindset and implementation of classroom activities. K-means clustering of student survey responses sorted classes into four significantly distinct clusters. Student responses in cluster 1 revealed an increased sense of belonging in the post-survey, whereas students in cluster 4 reported a decreased sense of belonging. Further, we observed that a higher frequency of active learning activities (student–student and student-instructor interactions) and instructor type (teaching faculty) correlated with an increased sense of belonging. Many studies have investigated alterations in students’ sense of belonging; our study contributes by identifying activities that enhance a sense of belonging in remote STEM classrooms. Moreover, our findings from a quantitative study allow us to propose ways instructors can modify their courses to increase student sense of belonging and insulate students from the isolation of remote classrooms.

Instructor Gender Influences Non-Major’s Drawings of an Entomologist

The Draw-a-Scientist Test (DAST) has been extensively researched as a projective test used to assess individuals’ perceptions of scientists. This study investigated student perceptions of entomologists and compared responses of students taught by a male instructor with responses of students who viewed video lectures recorded by the male instructor but interacted with a female instructor. Data were collected from two sections of an introductory entomology course at Oklahoma State University, with one section taught by a male instructor and the other by a female instructor using lecture recordings of the male instructor. Drawings were analyzed for characteristics including facial expression, clothing, equipment, presence of insects, race, and gender. The majority of drawings included smiling faces, glasses, and entomology equipment, while few students illustrated persons of color. Specific criteria to classify drawn entomologists as male, female, or non-gender figures were developed and used to assess drawings. The majority of students in both sections drew male entomologists, consistent with previous DAST studies where male scientists predominate. However, a higher proportion of female entomologists were depicted in the section who interacted with the female instructor. These findings emphasize the impact of instructor gender on students’ perceptions and stereotypes. Even when lectures are given by a male instructor, interaction with a female instructor can positively influence the gender representation in students’ drawings. Efforts should be made to promote diversity and inclusivity in instruction to increase underrepresented groups in science. This study contributes criteria to assess student depictions of gender and provides valuable insights into the gender representation and characteristics depicted in student drawings of entomologists. It highlights the influence of instructor gender on students’ perceptions and stereotypes in entomology and likely applies to other fields of biology.

Experiences of Dual Enrollment: Wisconsin Student Reflections on Its Role in Shaping Their Thinking of Their Educational Trajectory

Research indicates that engaging in dual enrollment (DE) courses positively impacts college performance and degree completion time, evidenced mostly by static outcome measures (e.g., success in college, college admission, grades). These indicators are important, but do not fully examine how students perceive/experience DE opportunities. The current study used focus groups with DE students across Wisconsin (N=49) to explore how they thought about their experiences and how it informed their thinking about their future educational trajectories. Five themes emerged from thematic analysis of focus groups. First, they were able to maximize their experience thanks to onboarding support. Second, they gave a general description of how they saw their own growth as learners. Third, throughout their in-person interactions on campus, DE had the biggest influence on how this individual understood themselves. Fourth, logistical problems made the experiences less enjoyable. Fifth, the fact that DE credits offered faster and less expensive routes to and through college served as a motivator for many. Student responses indicated that DE courses on college campuses, rather than high schools, yielded more benefits. Overall, the study points toward the value of exploring student experience and particularly in relation to modality of DE.

"Ardor and diligence": Quantifying the faculty effort needed in emergency medicine graduate medical education.

Regulatory requirements around protected faculty effort to support graduate medical education (GME) programs have changed. The amount of labor required to run a GME program is unknown. We sought to describe the work performed by program leadership and core faculty in emergency medicine (EM). We performed a prospective survey study of core faculty in EM. Participants completed a demographic questionnaire followed by quarterly time surveys, covering activities in eight domains: evaluation, teaching and education, scholarly activity, service, interview/recruitment, clinical supervision, student responsibilities, and wellness and administration. We collected data from April 2022 to March 2023. We calculated descriptive statistics and used analyses of variance (ANOVA) to assess differences by faculty role and quarter. A total of 596 physicians completed the demographic questionnaire and 347 (58.2%) completed at least one quarterly time survey including 142 (41%) females, 48 (14%) program directors (PDs), 84 (24%) assistant/associate program directors (APDs), and 215 (62%) general core faculty (GCF). The mean number of hours per week spent on nonclinical education work was 60 h for PDs, 47 h for APDs, and 44 h for GCF. ANOVA found significant differences in mean hours per week and faculty role in domains of evaluation (p < 0.001), service (p = 0.007), and interview/recruitment (p < 0.001). We detected differences in mean hours per week and quarter in domains of evaluation (p < 0.001), teaching and education (p < 0.001), interview and recruitment (p < 0.001), and clinical supervision (p < 0.001). Running a residency program requires many hours of faculty work, which can vary based on faculty role and time of year. These results can inform decisions regarding faculty support.

Teacher-written feedback in L2 writing education: Insights into student tensions and responses

This study aimed to investigate the perceptions and experiences of six undergraduate students enrolled in two writing courses within an L2 teacher education programme. The focus was on understanding the tensions these students experienced when engaging with their tutors' written feedback and the impact of these tensions on their responses. Adopting a qualitative methodology, the research involved semi-structured background interviews and stimulated recall interviews. Key findings reveal multiple dimensions of tensions, including emotional, interpersonal, academic, and institutional. Students employed various adaptive and maladaptive strategies to navigate these tensions, ranging from proactive engagement and peer support to avoidance and selective feedback engagement. The study also identified five characteristics of the interaction between tensions and responses: dynamic, context-dependent, idiosyncratic, cumulative, and interconnected. These insights emphasise the need for educators to provide clear, specific, and constructive feedback, and foster a supportive environment that mitigates negative impacts and promotes adaptive strategies. The findings have significant implications for research and practice, advocating for the development of feedback literacy among educators and students to enhance the effectiveness of written feedback in L2 writing education.

Evaluating student responses from the perspectives of artificial intelligence

Evaluating student responses from the perspectives of artificial intelligence

Pengembangan LKPD Berbasis Problem Based Learning pada Pembelajaran IPAS Materi Wujud Zat dan Perubahannya di Kelas IV

The purpose of this study was to produce Problem Based Learning-based LKPD products in IPAS learning material on the form of substances and their changes in class IV SDN 22 West Pontianak. This research uses the research and development (RnD) method with the ADDIE approach which contains four research steps, namely analysis, design, development and implementation. At the product trial stage, it was conducted in class IV SDN 22 West Pontianak with a total of 25 students. Data were collected through product validity tests by expert validators and students and teacher response questionnaires to LKPD products. The results of the material aspect validity test showed a percentage of 96% with the interpretation of “very feasible”. The results of the design aspect validity test showed a percentage of 92% with the interpretation “very feasible”. The results of the language aspect validity test showed a percentage of 95% wirh the interpretation of “very feasible”. LKPD products trials were conducted in small groups and large groups. The results of students responses in small groups showed a percentage of 91% with the interpretation of “very feasible”, while the results of students responses in large groups showed a percentage of 92% with the interpretation of “very feasible”. The results of the teacher’s response showed a percentage of 94% with the interpretation of “very feasible”. Based on the overall results of the assessment, it can be concluded that the Problem Based Learning-based LKPD product developed is very feasible to be used in the learning process of IPAS material on the form of substances and their changes in class IV SDN 22 West Pontianak.

HANDS-ON FLUIDIZED BED CLASSROOM IMPLEMENTATION AND ASSESSMENT

In this study we examined the first-time use of a miniaturized fluidized bed module in a chemical engineering classroom. Learning activities were developed to foster learning at the higher levels of Bloom's taxonomy and within the ICAP framework to provide interactive, constructive, and active engagement to promote a deeper understanding of concepts. A hands-on activity facilitated by a desktop-scale fluidized bed and reinforcing printed worksheet materials was deployed within a 50-min class to encourage student engagement. Results from module performance tests compare well to predictions based on theoretical models suggesting this tool can effectively demonstrate fundamental concepts related to pressure loss in a packed bed, minimum fluidization velocity, constant pressure drop in a fluidized bed, bed expansion and repacking below a top screen. Pre- and Posttests 1 and 2 show student learning was significantly improved after pre-homework and the hands-on activity compared to the learning after the lecture alone. Student responses to two open-ended questions on Pre- and Posttests 1 and 2 allowed us to identify persisting student misconceptions about packed and fluidized beds. Suggestions for future work to repair these misconceptions are included in this study. Tweetable AbstractA hands-on fluidized bed learning tool enabling visualization of packed and fluidized beds in a chemical engineering classroom, and associated impacts on conceptual learning and student engagement.

The Effectiveness and Relationship of Student Responses toward Learning Outcomes Using Interactive Multimedia-Based E-Modules in Elementary Schools

An interactive multimedia-based e-module is an enhanced version of conventional modules incorporating information technology. It integrates navigation buttons and user instructions, enabling independent use by those at any location and time. This phenomenon facilitates the optimal implementation of learning in the digital literacy era. This study employed a quantitative design utilizing the pre-experimental design research method. It specifically utilized a one-shot case study research form to examine the effectiveness of learning. Additionally, it employed the correlation analysis method to investigate the relationship between student responses and learning outcomes. This effort is achieved by utilizing interactive multimedia-based e-modules focused on the topic of building space in elementary school. A total of 24 fifth-grade students were included as research subjects. Moreover, the employed instruments consisted of tests of learning outcomes and questionnaires. The research data were evaluated using descriptive statistics, the N-Gain, and the correlation test. The findings indicated that using interactive multimedia-based e-modules for teaching space-related content yielded significant positive effects on learning outcomes. The research data were analyzed using descriptive statistics, N-Gain, and correlation tests. The findings revealed that: 1) the utilization of interactive multimedia-based E-Modules for teaching space-related content is quite effective, resulting in significant improvements in learning outcomes falling within the medium category; and 2) there exists a strong and close relationship between student responses to the implementation of interactive multimedia-based E-Modules and their learning outcomes in mathematics learning at the elementary school level.

Development of Educational Monopoly Learning Media in Science Subjects to Improve Students Learning Outcomes

Student interest in learning will increment in the event that the educator utilizes different learning media than expected. This research and development mean to develop and test the feasibility, and effectiveness of educational monopoly learning media in grade V elementary school science subjects. This study used the Borg and Gall model. Data collection techniques use tests (pretest-posttest) and non-tests in the form of observations, questionnaire interviews, and document data. The results of validation by media and material experts show that the media has met the very valid criteria with percentages of 88.69% and 93.33% respectively. Based on thes results pretest-posttest, is known that educational monopoly learning media is effective in improving learning outcomes, shown by the results of an increase in the average pretest score of 54.67 to 80.33 at the time of the posttest and the results of the N-Gain test obtained a value of 0.58 with the medium classification. In light of the aftereffects of the questionnaire, the response of teachers and students received a very positive response. So, it can be concluded that the educational monopoly learning media is effective in improving science learning outcomes and is suitable for use in class V learning at SDN 03 Mereng

Improving Students' Scientific Literacy by The Implementation of PBL Model Integrated with Climate Action

Improving Students' Scientific Literacy by The Implementation of PBL Model Integrated with Climate Action. This research aims to analyze the implementation, improvement, and response of students to the implementation of the integrated PBL model of climate action to increase students' scientific literacy at MA Matholi'ul Anwar. This type of research uses quantitative research with a true experiment control group pretest and posttest design. The subjects of this research were from X.1 is class control, X.2 is class experiment 1, and X.9 is class experiment 2. The research data was processed through calculations of learning implementation analysis, prerequisite tests, Wilcoxon test, N-gain analysis, Kruskal-Wallis test, effect size analysis, and student response questionnaire sheets. Based on the research results, it was concluded that (1) the implementation of the integrated PBL model for climate action to increase students' scientific literacy was carried out in the very good category, (2) there were significant differences in students' scientific literacy abilities before and after the implementation of the PBL mode. In class experiment 1 experienced a higher increase as shown by the results of the n-gain analysis with a score of 0.87, a score of 0.79 in experiment class 2, and a score of 0.76 in the control class, thus showing the implementation of the integrated PBL model of climate action effective to implement, (3) students' responses after implementing the integrated PBL climate action model obtained results in the very good category. The research implies that students show an attitude of caring about the environment, namely carrying out reforestation, 3R, and saving energy.

Student Worksheets Literacy-Based to Improve High-Level Thinking Skill

This research is motivated by the lack of availability of LKPD that supports literacy activities to improve high-level thinking skills. This type of research is Research and Development (R&amp;D) with the ADDIE model development method. The discussion of the research is adjusted to the ADDIE research and development procedures, namely: analyze, design, development, implementation, and evaluation. The subjects of this study were 24 students of grade V SDN 101867 Payagambar. Determination of the level of feasibility of LKPD or Student worksheets is based on expert validation tests and trials on students through student response questionnaires. The effectiveness of LKPD was obtained from the results of the pretest and posttest of grade V students. The results of this study indicate that the validation of material experts was 80% with a feasible category, validation of language experts was 85.41% with a very feasible category, validation of layout design experts was 90.47% with a very feasible category. The percentage results of the student response questionnaire were 86.70 which were categorized as very feasible, so it can be said that LKPD is feasible for use by grade V elementary school students. The results of the student pretest reached an average score of 69.3 with classical completeness reaching 42% with an incomplete category. While the results of the posttest after using LKPD reached an average of 84.50 with classical completeness reaching 100% and declared complete. Based on the pretest and posttest values, the gainscore value can be seen as 0.51 with a moderate effectiveness category. This shows that the use of literacy-based LKPD to improve high-level thinking skills has been effectively used by grade V students of SDN 101867 Payagambar, Batang Kuis District.

GAME MEDIA BASED ON LOCAL WISDOM TO IMPROVE PRIMARY SCHOOL STUDENTS' CRITICAL THINKING ABILITIES

This research aims to analyze the effectiveness test of interactive game media using Educandy based on local wisdom to improve the critical thinking skills of class V students which include C4 (analyzing), C5 (concluding) and C6 (creating). The research method is Research and Development (RnD) with the ADDIE Model which consists of 5 stages, namely Analysis, Design, Development, Implementation and Evaluation. Data collection instruments are interviews, expert validation questionnaires, practitioner questionnaires, pre-test and post-test questions, teacher and student response questionnaires. Data analysis used Paired sample T-Test and N-Gain tests with the help of SPSS 26.00 software. The research data shows that the recapitulation of expert scores was 90.14% in the media, including the valid category, the expert practitioner results were 86.67%, including the very practical category, and the average teacher response score was 90%, while the students' results were 87.1. % which means very valid and interesting. The results of the Paired Sample T-Test and N-Gain different tests show a significance value of 0.00 or ≤ 0.05, which means there is a difference before and after the use of game media. So, it can be concluded that interactive game media uses Educandy based on local wisdom fulfills the categories of valid, practical and interesting to use in learning and is effective for improving the critical thinking skills of fifth grade elementary school students.