Educational Success Research Articles

AI in inclusive education which differences in research trend

Abstract In modern education systems, inclusive education is an approach that aims to meet the different needs of all students, especially those from underrepresented groups, by ensuring everyone has fair access to good education. It sees the value in every child and creates a setting where differences are accepted and appreciated. Artificial intelligence (AI) can change how we learn, especially in the area of inclusive education. Using AI technologies is important to meet students’ different needs, particularly those with disabilities. Studies show that AI can create personalized learning by adjusting content to fit individual needs and giving quick feedback with smart tutoring systems. Additionally, using AI in teaching methods can improve engagement for students from underrepresented groups, which helps combat existing gaps in educational success. However, even with the increasing recognition of AI’s advantages, challenges like poor infrastructure and lack of teacher training remain, making it hard to implement effectively. The manuscript’s aim is to analyse the trend of publication research. Mainly, the manuscript focuses on analyzing the paradigm that is used in research when academicians treat arguments about AI inclusion and Education. The results will create an opportunity for future discussion on the effects of AI on inclusive education, looking at both the possibilities it offers and the obstacles that need to be addressed to build fair learning environments for every student.

EFEKTIVITAS MANAJEMAN MADRASAH

The concept of MBM provides quite ideal direction to Islamic educational institutions called madrasas. Because with MBM madrasah can manage all existing madrasah management, both finance, persoanalia, infrastructure, class and public relations. With MBM madrasah can advance in quality according to the goals set by each madrasah, of course, these goals are above the standard goals set by the Ministry of Agriculture, as the ministry responsible for the success of madrasah education. Thus, when MBM can run effectively in each madrasah, madrasah competition to achieve quality goals is very possible, commanded by a strong and professional madrasah head.

Higher education and graduates' success in the labor market

This study reflects one of the aspects of social stratification; the relationship between education and economic remuneration is traced. The purpose of the study is to reveal the correlation of skills and competencies acquired during education and the graduates' employment. Over time, universities have begun to pay more attention to social and cognitive skills that are considered important for the modern labor market: critical thinking, teamwork, communication, problem solving without micromanagement. The data show the current state of affairs in higher education and in the labor market, where universities, to a greater extent, focus on competencies related to research and scientific activities, without relying on the opinions of employers. On the other hand, employers want to see graduates with a set of professional competencies that will allow them to perform their job duties without a long period of internal training. The work uses general scientific approaches to the study of the transformation of higher education, in particular, the method of institutional analysis was applied. The analyzed data allow us to take a look at the tasks that higher education faces at this stage. It was found that the link between diplomas and real skills, as well as economic rewards, is optional. Over time, universities have begun to pay more attention to social and cognitive skills that are considered important for the modern labor market: critical thinking, teamwork, communication, problem solving without micromanagement. At the same time, the problem of the slow response of higher education to the changing reality remains, in this regard, recommendations are given on monitoring feedback from graduates and employers (using quantitative and qualitative methods), so that universities will be able to adapt the courses taught more effectively. Especially important is the interaction of universities with public and private organizations that will immerse students in real work processes corresponding to the specialty.

Effectiveness of educational interventions: An ecological systems analysis of initiatives from the UK opportunity areas programme

AbstractGovernment interventions to address inequalities in education are common in the United Kingdom and internationally. Whilst there is a tendency for policy discourse to focus on benchmarks and indicators as measures of educational success, the inclusiveness and effectiveness of government interventions in education has been questioned. This paper uses the ecological systems perspective as a way of analysing how government interventions may, or may not, lead to real impact on young people's educational outcomes. Two case studies are presented on projects funded as part of the opportunity areas (OA) programme in England to tackle barriers to learning for young people: Ipswich ‘Learning Behaviour Leads’ and Norwich ‘Engagement Coaches’. The research team carried out an evaluation of these projects in seven schools, using a mixed methods approach which involved interviews and reflective journals by the staff delivering the projects (n = 7), interviews with members of the school senior leadership teams (n = 7), an online survey with teachers (n = 23) and focus groups with young people involved in the projects (n = 14). The evaluation found that although there was shared understanding of the purpose and priorities of the OA programme between the macro and exosystems, there were tensions between these and the microsystem, and a lack of interconnection with the mesosystem. Whilst the projects benefited the young people involved, they fell short of the initial intentions to foster engagement amongst the most at‐risk groups, and failed to address the macro aims of fostering a pan‐system response.

Equity in the classroom

Abstract The theme of equity in the classroom is particularly relevant and necessary in the current context of education. The choice of this theme is motivated by several important factors that underline the need for a systematic and rigorous approach in the study of educational equity. Equity in education represents a fundamental pillar for sustainable social and economic development. In a constantly changing society, where ethnic, cultural, and socio-economic diversity is increasingly pronounced, ensuring equitable access to quality education for all students becomes extremely necessary. The study of equity in the classroom allows for the identification and addressing of inequalities that affect the educational success chances of students from different backgrounds. Conducting a dissertation on the theme of equity in the classroom will allow me to develop advanced research skills, critical thinking, and analytical competencies. These skills are essential for my career in the field of education and will enable me to significantly contribute to the development of more equitable educational policies and practices. Additionally, this research will facilitate collaboration with other professionals in the field of education, encouraging the exchange of ideas and experiences.

Implementation of Universal Design For Learning In Inclusive Education : A Scoping Review In Asian Countries

Universal Design for Learning (UDL) derives from the Universal Design (UD) architecture, challenging traditional product adaptation by advocating for designs that consider every individual (King-Sears, 2009). The Individuals with Disabilities Education Act (IDEA) extended UD to learning environments, resulting in the development of UDL with three core principles outlined by CAST in 2020. These enduring principles emphasize multiple ways of engagement, various means of representation, and multiple means of action and expression, aligning with the brain's learning networks (CAST, 2021). UDL goals encompass inclusivity, equity, flexibility, and accessibility. Methods include diverse means of representation, engagement, and action and expression, utilizing accessible texts, multimodal resources, and technology tools. Assessment in UDL involves formative assessment, varied formats, clear criteria, and consideration of learning styles. Implemented in Asian countries, UDL positively impacts education, particularly for special needs students. Shifting from instructor-centered to student-centered approaches enhances student involvement, satisfaction, and self-efficacy. UDL empowers teachers to diversify methods, adapting to student abilities and improving learning quality. The effect of UDL on inclusive education is substantial, increasing accessibility, individualized paths, engagement, breaking barriers, empowering diverse learners, and enhancing academic performance. UDL's multifaceted approach ensures effective use of materials and activities by students with diverse needs. In conclusion, UDL is a robust framework fostering inclusive and effective learning environments. Its principles, methods, and materials contribute to overall inclusive educational success. Limitations, including educator training gaps, pose barriers to rigorous implementation. Scoping review data unveils UDL's multidimensional implementation in various Asian educational contexts, providing crucial insights into its regional applications and implications.

Learning Communication Patterns Using Online Systems at SMKN 2 Palangka Raya

This study aims to determine how the pattern of online learning communication at SMKN 2 Palangkaraya. Seeing the situation that is happening in online learning in the midst of the current Covid-19 pandemic outbreak in Palangkaraya City, the task of the teacher in delivering material to students using the online method is sometimes hampered due to an impossible network, this is also common for students who take part in the process. learn to teach online. The success of education has to do with the skills of teachers in learning to their students. As this learning is very important in education that allows students and educators to interact. However, currently not a few educators are still experiencing difficulties in using online learning tools. Teachers who only give assignments every time. day without any feedback or interaction with students. With the presence of the current COVID-19 pandemic, it shows the unpreparedness of the education system in certain schools, especially the Palangkaraya 2 Public High School (SMKN) in carrying out online learning activities. The author raised this theme because there were so many student complaints about the learning process that they did not understand the material given by the teacher, even though not all teachers teach like that and this is only done by certain people, so the author wants to know what are the patterns of learning communication using online systems. at SMKN 2 Palangkaraya so that students can listen to the learning process given by the teacher. The results of the study on how learning communication patterns use the online system at SMKN 2 Palangka Raya reveal that SMKN 2 Palangka Raya in improving the online learning process, before determining the learning pattern of course SMKN 2 Palangka Raya must choose media that is in accordance with the times and the intended target.

Metode Pembelajaran Dalam Perspektif Alqur’an Dan Hadits

Method is the most important element in the Islamic education learning process. Because methods are among the determining factors for the success or failure of education and learning. And it would be good if the learning methods were appropriate and relevant to the needs and conditions of students in the learning process. The output in Islamic education is the confirmation that students must have the ability to understand, believe and practice Islamic teachings as a concrete result of the learning process. And to make this happen, learning methods in Islamic education must be based on primary sources, namely the Koran and the Hadith of the Prophet SAW which have been tested for validity with current developments. Islamic education learning methods that can be applied according to the perspective of the Qur'an and Hadith include: the method of bil hikmah, example, stories, ibrah or mau'izah, habituation or habituation, parables, punishment and reward, lectures, discussions or dialogue and jidal or debate, question and answer, demonstration, and practice or repetition. In essence, the Qur'an or Hadith is a solution in the process of human life that must be studied and understood in order to achieve its essence in living human nature as a servant of Allah SWT.

Data mining approach for prediction of academic success in open and distance education

Predicting and improving the academic achievement of university students is a multifactorial problem. Considering the low success rates and high dropout rates, particularly in open education programs characterized by mass enrollment, academic success is an important research area with its causes and consequences. This study aimed to solve a classification problem (successful or unsuccessful), predict students’ academic success, and identify those at risk. The primary objective was to predict the academic success status with 26,708 students enrolled in Istanbul University open and distance education programs between 2011 and 2017. Predictions were based demographic data and success grades in Turkish, Atatürk's Principles and History of Revolution, English, and Disaster Culture courses. The study utilized classification models from supervised learning algorithms and was conducted using the SPSS Modeler 18 program. Initially, the data was divided into 70% training and 30% test data. Then, models were constructed by using Random Forest, Tree-AS, C&RT, C5.0, CHAID, QUEST, Naive Bayes, Logistic Regression, NeuralNet, and SVM algorithms. Model performances were compared according to accuracy, sensitivity, specificity, F1 score, positive predictive value, negative predictive value, and Matthews Correlation Coefficient criteria. The C&RT model demonstrated the best performance, achieving the highest specificity value of 0.915.

Peningkatan Literasi Digital pada Anak Usia Dini dalam Merekontruksi Moral Menuju Pendidikan Berkualitas Perspektif SDGS 2030

The purpose of writing this article is to explore how character education can support the achievement of the Sustainable Development Goals, especially in the context of the quality of education in Indonesia. The type of research used in this article is qualitative research, using descriptive-critical analysis that emphasizes the analysis of data obtained through various sources of books and other writings. The results show that character education is an important aspect in improving the success of education. Because the big challenge in the education system is the biggest factor in the low quality of education in Indonesia. So it is necessary to make more active efforts to develop the character education of the nation's children so that the role of the SDGs program can be carried out and its goals are in line with efforts to equalize education, and become a reference and impetus to further encourage the character education of Indonesian citizens.

포디프레임을 활용한 오르골 제작과 창의적 활동을 포함한 융합교육프로그램의 교육적 효과

Objectives In this study, we investigated the educational effectiveness of a convergence education program in which students make music boxes and participate in creative activities using 4Dframes. Methods For the purpose, we developed a convergence education program that includes music box production and creative activities using 4Dframes. And this research was conducted with a total of 12 students, including 4 students of middle school, and 8 students of elementary school. Students were divided into four teams and took classes, and a survey consisting of 6 items on a Likert scale was conducted to determine the effectiveness of the program. Additionally, for qualitative research, three researchers independently analyzed video recordings and transcriptions, including students' activities, in-depth interviews, observation records, and evaluation meetings. Results The convergence education program consisting of a total of 10 sessions was developed and administered to students to confirm its educational effectiveness. Through the convergence education program that links music education, engineering, science, and technology activities developed in this study, changes in perception regard-ing students' enjoyment of music box making, self-evaluation of scientific inquiry ability, awareness of creative ability, preference for music concerto, heip with studying sheet music and playing musical insturments, and desire for music creation were confirmed. In particular, unlike traditional music classes where students play the piano while reading sheet music, they were able to gain a specific and intuitive understanding of playing music through creative activities such as making a music box with a 4Dframe and modifying it in various ways, and had a positive experience with music related activities. Conclusions Teachers can contribute to educational success by actively listening to students' ideas to stimulate their thinking processes, acknowledging the work students produce, and working collaboratively with students to explore the significance of these activities. Additionally, as digital technology makes it possible for students to take on the roles of composer, performer, and listener simultaneously. As future changes may occur in the way stu-dents engage with music in education, teachers must be equipped to design teaching methods that take advant-age of the opportunities offered by new technologies.

Optimizing Ipsative Assessment in the Philippines: A Narrative Review on the Experiences of Mathematics Teachers

As education systems evolve globally, there is a demand for innovative assessment methods that align with modern classrooms. Ipsative assessment, focusing on personal growth over peer comparisons, is increasingly favored. However, there is inadequate evidence regarding its efficacy in mathematics education, particularly in developing countries such as the Philippines. This study utilized a narrative literature review to explore the ipsative assessment experiences of Mathematics teachers in the Philippines. Findings revealed two (2) emerging perceptions and responses to Ipsative Assessment in Mathematics Education, such as (1) Attitudes Towards Self-Reflection and Growth and (2) Impact on Teaching Practices and Student Learning. Four (4) themes emerged for the challenges in implementing Ipsative Assessment; namely: (1) Shift in Assessment Paradigms; (2) Challenges in Data Interpretation and Feedback; (3) Resistance to Change; and (4) Challenges on Integration into Curriculum and Pedagogy. As to the contributions of Ipsative Assessment to improving teaching practices and student learning outcomes, three (3) themes surfaced, such as, (1) Enhanced Self-Awareness and Reflective Capacity; (2) Personalized Instruction and Differentiation; and (3) Data-Driven Decision-Making and Continuous Improvement. It is recommended that through targeted interventions, capacity-building initiatives, and collaborative efforts, mathematics educators are now empowered to leverage ipsative assessment as a powerful tool for enhancing their teaching practices and fostering student success in mathematics education in the Philippines.

Preparedness, Resilience, and Sustainability for Pedagogical Success at the National University of Science & Technology, Oman during the COVID19 and Lessons for the Future

Preparedness, Resilience, and Sustainability for Pedagogical Success at the National University of Science & Technology, Oman during the COVID19 and Lessons for the Future

Exploring Black parents’ critical consciousness in relation to their engagement with their children's schools

AbstractDespite consensus that parent involvement is integral to children's educational success, Black parents’ involvement remains largely characterized from a deficits‐based perspective. Using critical race and critical consciousness theories, this study explored parents’ analysis of educational inequities and their school engagement. Using interview data from a sample of Black parents (n = 20), emergent understandings of parents’ thoughts, motivations, and actions to engage with their child's school were explored. Findings revealed that Black parents held both critical and traditional views, expressed themes of internal and external efficacy in their motivation, and engaged critically and traditionally in their child's education. Results are consonant with literature on Black parents’ engagement and to the nascent understanding of how parents' beliefs about structural racial oppression within schools impacts how they engage in that space.

How values relate to student achievement in upper secondary education: Integrating interdisciplinary perspectives on value beliefs in the school context

Educational research often refers to the subjective values assigned to aspects of education. Theoretical frameworks from the related disciplines of psychology and sociology applied to the context of education aim to better describe why some students are more motivated in school than others to understand differences in academic outcomes. In the current study, we followed an interdisciplinary approach that aimed to integrate psychological views regarding domain-specific value beliefs (i.e., intrinsic, attainment, utility, cost) and sociological views regarding domain-general values of education (i.e., stimulation, comfort, status, behavioral confirmation) and to investigate how they relate to academic success in upper secondary education. In a sample of 3,775 upper secondary school students in Germany, we found evidence that combining the two perspectives had incremental effects when predicting domain-specific achievement and GPA. We discuss how integrating interdisciplinary theoretical perspectives could foster communication between scientific disciplines and benefit future research in the field of motivation.

Designing relational feedback: a rapid review and qualitative synthesis

Feedback has long been considered a significant lever to enhance learning experience and success in higher education. However, students have shown much discontent with the current feedback practice. Feedback experienced as a relational process in which students feel recognized and valued is perceived as paramount for helping support the uptake of feedback and promote positive learning dispositions. However, little attention has been paid to suggesting how instructors in higher educational institutions can facilitate relational feedback. In response, we conducted a rapid literature review with a particular focus on the creation of feedback content. In total, 17 peer-reviewed publications on relational feedback are included. Based on a qualitative analysis of these papers, we developed a framework of 12 characteristics for offering relational feedback. These 12 characteristics were further categorised into four types of feedback conductive to a relational process, including (i) clarifying performance, (ii) suggesting improvement, (iii) inviting further communication, and (iv) evoking positive emotions. We examined how each of these characteristics supports the relational aspects of feedback. Based on the qualitative analysis results, we offered practical recommendations for instructors to apply relational feedback in their pedagogical practices.

Digitális kihívások a felsőoktatásban: Az NKE oktatóinak digitális készségeinek kvantitatív vizsgálata

The information society is not only transforming the process of education but also creating new positions and challenges in the labour market, and education must prepare for this. Research shows that the success of education depends mostly on teachers (Mourshed, Chijoka and Barber 2010). In this study, we investigate the digital competence of teachers at Ludovika University of Public Service (hereinafter: LUPC) (N=824). For the quantitative research, we used the DigCompEdu questionnaire. The level of digital competence of the teachers is assessed based on their own self-assessment. We assume that although their digital competences need improvement, but their motivation to use digital technologies in the classroom is positive. The instructors scored higher points in the areas of digital resource management, professional engagement and teaching & learning but they scored the lowest in the area of assessment.

An Advance Learning Platform for Slow Learners

LearnIt is an innovative educational system crafted to identify and support slow learners through advanced technological solutions. It employs the MERN stack (MongoDB, Express.js, React.js, Node.js) to offer a personalized learning environment tailored to meet individual student needs. This system not only enhances the educational experience for students but also provides tools to facilitate effective communication between teachers and parents, ensuring a cohesive support network for the learner. Additionally, LearnIt empowers educators with data-driven insights, allowing for informed decision-making and targeted interventions. The traditional educational model often overlooks the unique needs of slow learners, resulting in disengagement and poor academic performance. LearnIt addresses this challenge by integrating comprehensive assessment tools and personalized learning strategies within its platform. By identifying slow learners early, the system provides timely interventions that can significantly improve their learning trajectory. The use of the MERN stack ensures that LearnIt is both scalable and responsive. The assessment and monitoring module is at the core of LearnIt’s functionality. The development of LearnIt involved a detailed analysis of the educational needs of slow learners, incorporating feedback from educators, parents, and the students themselves. This user-centered approach ensured that the system's design and functionality were closely aligned with real-world requirements. Key modules of LearnIt include user management, assessment and monitoring, and communication tool. The user management module handles registration, authentication, and role-based access control, ensuring secure and personalized experiences for all users. The assessment and monitoring module is at the core of LearnIt’s functionality. It includes tools for creating and administering assessments, tracking student performance, and generating detailed reports. This module helps in identifying slow learners by analyzing their performance data and providing actionable insights to educators. With these insights, teachers can develop customized learning plans that address the specific needs of each student, fostering an inclusive and effective educational environment. Communication is another critical component of LearnIt. The platform includes features that facilitate seamless communication between teachers, parents, and students. This ensures that parents are kept informed about their child's progress and can collaborate with teachers to provide consistent support. Effective communication helps in building a supportive learning ecosystem, which is essential for the success of slow learners. The implementation of LearnIt has shown promising results. Preliminary studies indicate that the system significantly improves the identification and support of slow learners. LearnIt represents a significant advancement in the field of educational technology. By focusing on the needs of slow learners and leveraging the capabilities of the MERN stack, it offers a comprehensive solution that enhances learning outcomes. The system's personalized approach, combined with robust data analytics and effective communication tools, ensures that every student receives the support they need to thrive. As we continue to refine and expand LearnIt, its impact on educational equity and student success will undoubtedly grow, offering new opportunities for learners who have been historically underserved by traditional educational models. Keywords: Slow learners, education, literacy, mental development, intelligence.

INOVASI PEMBELAJARAN SEJARAH KEBUDAYAAN ISLAM DALAM MENINGKATKAN MINAT BELAJAR SISWA DI MADRASAH TSANAWIYAH NEGERI 1 PROBOLINGGO

SKI learning using the mnemonic learning method and audiovisual media provides new experiences for the success of education in Madrasahs, based on the results of observations conducted by researchers at Madrasah Tsanawiyah Negeri 1 Probolinggo, it shows researchers that they apply interesting learning technology in learning the history of Islamic culture, thus, the feeling Being bored and not enthusiastic about learning becomes positive energy for students to be enthusiastic about returning to learning. This is the reason for researchers to research and explore this phenomenon by carrying out research activities. The focus of this research is the implementation of innovative mnemonic learning methods and audiovisual media in SKI learning. Thus, the research aims to explore innovative mnemonic learning methods and the use of audiovisual media in SKI learning. The research method used is qualitative with a phenomenological type, interview activities, observation and documentation data analysis are the data collection methods used by researchers. The results of the research show that using these methods and media has succeeded in increasing students' interest in learning, meaning that the application of mnemonic learning methods and audiovisual media creates interesting, dynamic and interactive learning, which makes students more enthusiastic and enthusiastic in participating in SKI learning, of course with full support. from teachers and students is the key to the success of this innovation. Meanwhile, the implications of this research include: 1) Increasing interest in learning, 2) Developing learning methods, 3) Enriching the curriculum, 4) Developing learning materials, 5) Strengthening Islamic identity.

OVERVIEW OF MODERN TECHNOLOGIES AND METHODS OF ORGANIZING THE INCLUSIVE EDUCATIONAL PROCESS FOR CHILDREN WITH DISABILITIES OF INTELLECTUAL DEVELOPMENT

The article highlights the importance of inclusion for ensuring the availability of education, raising the level of culture, tolerance of society, as well as the development of Ukraine as a democratic and legal state. It was emphasized that inclusive education provides more opportunities, ensures equality of all categories of the population. The works of scientists regarding the problems and prospects of inclusive education were analyzed, the technologies of teaching children with intellectual development disorders were considered. It has been established that the main result of the implementation of inclusive education is the involvement of people with special educational needs and with intellectual disabilities in particular, their education and training, whereas the effective means of implementing ideas are forms, methods and technologies aimed at taking individual characteristics into account. That is why it is expedient to use innovative technologies designed to ensure positive results in educational and correctional and developmental work. The author emphasized the importance of modern educational technologies and methods in working with children with intellectual disability and highlighted some of them. The technology «Creating a situation of success» aimed at relieving anxiety and relaxation is described; an alternative PECS communication system, which is proposed to eliminate communication problems was presented; TEASSN technology as an effective means of forming and developing understanding of other people; ABA therapy, which is a leading method of behavior correction; the «Human Doll» technique, designed for faster adaptation and socialization, understanding of personal feelings and emotions; computer technologies as a way of mastering technical means were described as well . Qualities that are necessary for successful pedagogy, principles, approaches, current directions of effective innovative activity in an inclusive environment are considered. The article concludes that the use of technology contributes to the modernization of the educational process, and also allows to obtain higher results in working with children with intellectual disabilities. It was emphasized that computer technologies are of great importance, as they have a positive impact on development of confidence and cognitive activity.