Subject Teachers Research Articles

Approaches and methodologies for the development of education programmes for natural science subjects teachers

Relevance. This study addresses the need for a new methodological system to meet the current demands of natural science teacher training in schools in Kazakhstan. The effectiveness of this system should align educational objectives with outcomes. Purpose. The aim is to equip future teachers with skills to convey scientific information to pupils of various age groups, introduce methods and teaching configurations to enhance educational activities and apply development methods. Methodology. The study involved theoretical analysis and synthesis of philosophical and educational psychology literature, modelling, observation, and analysis of future teachers' activities. Results. The research investigated and systematised approaches to methodological design in educational programmes, identifying key professional competencies. It established factors of professionalism to form mental models of professional activity and self-concept in individuals. Conclusions. The study highlights the necessity for a revised methodological system to enhance natural science teacher training in Kazakhstan. It emphasises aligning educational objectives with outcomes and equipping future teachers with the skills to communicate scientific information to students effectively. The research has established the importance of integrating modern methods and teaching configurations to foster educational activities. Additionally, it underscores the relevance of developing professional competencies and mental models for professional activity. The findings support the development of educational programmes that address current educational reforms and the interdisciplinary nature of modern science, promoting a comprehensive approach to teacher training in natural sciences. Keywords: innovation process; teacher education; development of educational programmes; methodological system

Pengaruh Media Sosial Terhadap Motivasi Belajar Siswa di SMP Negeri 12 Kota Tidore Kepulauan

This article examines the use of social media to support the learning process at SMP Negeri 12 Tidore Islands City. This research aims to determine the influence of social media on student learning motivation. The method used in this research is descriptive qualitative, data collection techniques are interviews, observation and documentation. The results of this research found that the use of social media really supports learning at SMP Negeri 12 Tidore Islands City, students are very enthusiastic in collaborating on teaching materials with online media, students are more enthusiastic about following online tutorials, students find it easier to learn, teachers are providing education to students to use social media wisely, with social media, teachers and students can interact in learning activities anywhere and at any time. In this way, educational interactions are created between students and teachers which can strengthen student motivation so that students have a sense of enthusiasm for studying more actively. So that the use of social media will have an impact on students as a good communication medium. This method of using social media can be used as initial capital to increase effective educational communication between teachers and students as well as educating students. Moreover, if other subject teachers also do the same thing to build closeness with students and direct students to educational communication that takes place outside of school learning hours. The conclusion of this research is that the use of social media in learning at SMP Negeri 12 Tidore Islands City is going very well so that students

THE EFFECT OF MGMP TRAINING ON ENGLISH TEACHERS PERFORMANCES

Subject Teacher Conference (MGMP) is a program initiated by the government to develop the professional development of subject teachers. MGMP is a forum for teachers to improve their abilities, broaden their knowledge, accommodate ideas and can be a place to accommodate problems faced by teachers. The aim of this research is to find out how the MGMP training program influences the performance of English teachers. This research uses quantitative methods using a sample of 30 English teachers in Cirebon district. The data collection technique is using a Google Form questionnaire which is shared via a link. The results obtained with the formula (t test > t table) = (11.301 > 2.048) indicate that the t test results are greater than the t table, meaning that Ha is accepted and H0 is rejected. And the results of this research show that the MGMP program has an effect on the performance of English teachers with a percentage of 91.1%.

Analisis Kompetensi Profesional Guru Dalam Meningkatkan Hasil Belajar Sosiologi

The purpose of this study was to determine the professional competence of teachers in improving the learning outcomes of sociology in class X IPS 1 at Kapan State High School and the obstacles faced by Sociology teachers at Kapan Public High School in increasing their professionalism. This research uses a descriptive qualitative research method. Data collection techniques were carried out using observation, interviews, and documentation. The subjects of this study were the school principal and sociology teacher. The data analysis technique uses data reduction, compilation, categorization, and conclusions. Based on the results of this study show that teachers at Kapan State High School cannot be said to be professional; this is because, first, the learning process does not have a sociology subject teacher; some teachers are required to teach sociology even though the teacher is not a sociology subject teacher so that the delivery of sociology subjects is not according to the material presented by the teacher. Second, there are learning barriers that do not include the criteria for completeness of KKM in schools due to teachers who are not always in their scientific field in improving learning outcomes, such as teachers having difficulty in dividing teaching time between sociology and geography, lack of professional educators in the field of sociology, and lesson planning. Thus, the results of learning sociology at the Kapan State High School are ineffective. This is because schools still face many obstacles in providing educators who work in the field of sociology.

Non-Pedagogical School Personnel as Agents in the Functional Assessment of Students with Disabilities and Special Educational Needs

Functional assessment, as opposed to classical psycho-pedagogical diagnosis, has been playing a significant role in the new model of inclusive education in Poland, launched by the Ministry of Education in 2020. It is a multispecialty process of collecting data about the child or youth’s functioning in order to design an adequate support plan in the ecological niche of the young person’s school. While the specialist role is well described in this process, subject teachers’ and parents’ roles are still being discussed. Little is known about the possibility of playing an active role in this process by the school’s non-pedagogical personnel. The paper aims to explore this role, which was done in a focus group research. The results are promising: they show a high level of non-pedagogical personnel observation awareness of the children’s functioning and their readiness to learn more about the nature of children’s needs and play a more active role in the functional assessment process.

KESULITAN GURU DALAM MENGEMBANGKAN PERANGKAT PEMBELAJARAN (MODUL AJAR) KURIKULUM MERDEKA DI SEKOLAH DASAR

The aim of this research is to describe the problems or difficulties faced by teachers in developing learning instrumention in the merdeka curriculum. This research method uses qualitative research, a type of library research. The object of this research is the learning intrumentation in the merdeka curriculum developed by the teacher. The teaching module is a new language from the Lesson Plan (RPP) which has significant differences. The teaching module has three components, namely general information components, core components and attachments. Each component has further development, but the core components are the components of developing learning outcomes (CP), learning objectives (TP), learning objective flow (ATP) which become difficulties for teachers in developing teaching modules. In solving problems experienced by teachers when developing learning instrumentation, teachers must take part in any activities held regarding the merdeka curriculum, such as seminars, workshops, Teacher Working Groups (KKG), Subject Teachers' Conferences (MGMP), or look for information on books, articles , magazines, as well as the official website owned by the merdeka curriculum.

DIFFERENCES AND RELATIONSHIPS ON SELF-EFFICIENCY AND DISCIPLINE CHARACTER OF HIGH SCHOOL STUDENTS

This research aims to determine the results of student descriptive statistics on the variables of self-efficacy and disciplinary character of high school students in physics subjects. Then, this research also aims to determine the differences and relationships between self-efficacy and the disciplinary character of high school students in physics subjects at the two schools that were the research locations. The method used in this research is a mixed method. The results of the research show that Junior High School 6 Batanghari obtained superior self-efficacy and discipline character scores compared to Junior High School 11 Batanghari. Based on the t-test which states the data comparison is smaller than 0.05 and the correlation test states the data results are smaller than 0.05. This research shows that there are differences and relationships between self-efficacy and the disciplinary character of high school students in physics subjects at the two schools that were the research locations. The novelty in this research is to examine students' self-efficacy and character in learning physics. The results of this research provide implications for physics subject teachers to provide appropriate interventions to develop students' disciplined character with adequate self-efficacy.

PERBANDINGAN METODE DEMONSTRASI DAN METODE DISKUSI DALAM MENINGKATKAN PEMAHAMAN KONSEP TRIGONOMETRI PADA SISWA KELAS X SMASWASTA KAMPUS TELUK DALAM

The purpose of this research is to determine the comparison of demonstration methods and discussion methods in increasing understanding of trigonometry concepts in Class X SMA Swasta Teluk Dalam. This research uses a type of quantitative research, namely experimental class 1 using the demonstration method and experimental class 2 using the discussion method. The population in experimental class 1 is class X-A of the SMA Swasta Teluk Dalam, totaling 30 students, while the population in experimental class 2 is class X-B of the SMA Swasta Teluk Dalam the totaling 28 students. Results of the research stated that in experimental class 1 by carrying out the pretest the average learning outcome was 58,28 and the posttest obtained an average learning outcome of 73,41. Meanwhile, in experimental class 2, the pretest obtained an average learning result of 57,85 and the posttest obtained an average learning result of 61,32. So, there is a comparison of the demonstration method with the discussion method. The conclusion of the research based on hypothesis test calculations is that tcount = 2.74 is greater than ttable = 2.004 with a significance of 5% because tcount > ttable then Ha is accepted and H0 is rejected, which means the research shows that there is a difference in understanding the concept of trigonometry between students taught using the demonstration method and students who are taught using the discussion method in class X of the SMA Swasta Teluk Dalam. Students taught using the demonstration method tend to have better understanding than students taught using the discussion method. It is hoped that every subject teacher applies the demonstration method to improve students' learning abilities and students' understanding of concepts in Trigonometry material as well as to serve as a guide or reference for every reader or researcher who wants to write their next thesis.

Empowering Subject Teachers’ Professionalism Through Knowledge on Guidance and Counseling

Empowering Subject Teachers’ Professionalism Through Knowledge on Guidance and Counseling

Kappa Fleiss Analysis: Evidence Of Content Validity for Formative Assessment Literacy Test for Teachers of Fundamental Subjects in Vocational Special School/ Analisis Fleiss Kappa: Evidens Kesahan Kandungan Ujian Literasi Pentaksiran Formatif Guru-Guru Subjek Asas Sekolah Menengah Pendidikan Khas Vokasional

The Formative Assessment Literacy Test (FAT) is a new instrument designed to identify and assess fundamental subject teachers’ formative assessment literacy (FAL) in Vocational Special School. In order to determine the level of FAL, teachers require a precise measurement tool in terms of content validity as proven by expert validity. The purpose of this study is to validate the FAT instrument through expert validity and expert agreement standardization by using Kappa Fleiss analysis. Three experts with more than ten years of experience in the field of measurement and evaluation education, as well as on expert from the field of Special Education were chosen to verify the FAT content. Overall, the FAT content is rated as excellent with kappa (k) value of 0.84. While for each knowledge component’s concept, principle, and skill component’s method, k= 0.81, 0.81, and 0.89 respectively. Any changes and alterations is performed in response to expert advice and suggestion. In conclusion, based on expert evaluation, FAT has good content validity (excellent) and may be used to detect and measure teachers’ knowledge and abilities on formative assessment.

Effectiveness of Mnemonic Instructional Strategy for Enhancing Geography Achievement among Standard IX Students

The investigators employed a quasi-experimental approach to assess the effectiveness of mnemonic instructional techniques in enhancing geography proficiency among ninth- standard students at a Government Girls Higher Secondary School in Namakkal District, Tamil Nadu. Samples were selected using purposive sampling, with two sections, A and C, chosen for the experimental and control groups, respectively. Each group consisted of 40 regular students, with standardized achievement tests conducted as pre-tests and post-tests. The control group followed traditional lesson plans, while the experimental group taught through mnemonic instructional strategies in Tamil, developed and validated by six subject teachers. Results revealed that students taught using mnemonic strategies surpassed those taught traditionally, highlighting the benefits of incorporating mnemonic techniques in geography education, including improved retention, increased engagement, academic success, and the cultivation of transferable skills.

An evaluation of a simulation-based training programme to support final-year medical students in their preparation for foundation-year prescribing practice

Abstract Introduction Prescribing is a high-risk and error prone activity with doctors reporting a lack of preparedness for prescribing practice,[1] with potential for simulation-based training (SBT) to enhance prescribing skill development.[2] To support preparation for prescribing practice, a team-based SBT programme was developed for final-year medical students. Aim To determine the impact of the SBT on prescribing knowledge and student perceptions of SBT in supporting their prescribing practice. Methods An SBT event was designed to include three complex multi-morbid scenarios reflecting foundation practice. The scenarios were co-produced by a multidisciplinary team, with sessions facilitated by clinical pharmacists. Sessions focused on practical prescribing and authentic decision-making with a convenience sample of final-year medical students. Students worked in small groups to manage conditions including heart failure, atrial fibrillation, diabetic keto-acidosis and chronic obstructive pulmonary disease, all followed by a facilitated debrief. Effectiveness of the SBT on understanding of the treatment of the topics was measured anonymously using ten multiple choice questions (MCQs). A 28-item survey was self-administered to students pre and post session, including demographic questions and prescribing confidence agreement statements using a 5-point Likert-scale (strongly disagreed to strongly agreed), with further open-ended questions used to evaluate views of the SBT, and the perceived impact on prescribing confidence. Data were entered into a database and analysed using SPSS v29. Mann-Whitney U-tests were used to determine differences in unpaired agreement scores with independent t-tests used to explore change in unpaired MCQ test-scores. Results Thirty-seven students attended the SBT with 34 students completing post session surveys. Pre session, mean test scores were 4.5±2.0, and post session, mean test scores were 7.7±1.5, an improvement of 3.2 (CI 2.4 to 4.1) t(69)= 7.5, p<0.0001 (d=1.8 large effect). Self-rated prescribing confidence scores significantly increased post-teaching for ability to identify drug interactions (pre-median: 3 [neutral], post-median: 4 [agreed], p=0.019), monitoring of medications (pre-median: 3, post-median: 4, p<0.001) and ordering of appropriate investigations (pre-median: 3, post-median: 4, p<0.001), with significant differences in mean rank reported for all other self-rated confidence scores, except for completion of drug histories, and accessing of information resources. The majority of participants strongly agreed/agreed that the training was valuable (99.1%), interactive (94.1%), practical and relevant (97.1%), contextualised prescribing (94.1 %), and helped preparation for practice (94.1%). Students also strongly agreed/agreed that they were more confident with their prescribing (82.3%), and that pharmacists were appropriate subject teachers (97.1%). Open-ended responses suggested that students found the session challenging and tiring, but realistic, focusing on common prescribing scenarios they would likely encounter. The debrief and personalised feedback was valued, whilst students reported that more SBT was needed throughout their training for other topics including fluids and insulin prescribing. Conclusion Deficits were identified for self-rated prescribing confidence and knowledge-based competence on final-year medical students. A contextualised prescribing SBT programme is acceptable and valued by final-year medical students to prepare them for practice. Whilst it can improve medical student prescribing knowledge and confidence, impact on prescribing competence is unknown and further work is required to explore this educational modality on prescribing quality.

Curriculum-based sexual and reproductive health education: revealing its relevance for risky sexual behaviors among secondary school students in Mwanza, Tanzania

BackgroundSecondary school students are vulnerable to risky sexual behaviors (RSBs) which may lead to adverse health consequences, such as teenage pregnancies and sexually transmitted diseases (STDs), including HIV/AIDS. In Tanzania, the burden of teenage pregnancy was reported to be 27% in 2016. The integration of sexual and reproductive health (SRH) education into the school curriculum is one of the proven crucial interventions. However, there is limited information on the extent to which curriculum-based SRH education is relevant for fostering good practices for coping with RSBs. This study sought to describe students’ and teachers’ perceptions of the relevance of curriculum-based SRH education.MethodsA qualitative study was conducted from May to June 2020 (involving 5 secondary schools in Ilemela district, Mwanza, Tanzania). In-depth interviews (30) were conducted among secondary school students and 10 interviews for teachers. The data were collected in Swahili and then transcribed and translated into English after which thematic content analysis was performed.ResultsThe majority (56%) of secondary school students were revealed to have a limited understanding of curriculum-based SRH education, which was limited to a few aspects of health that involved married people and pregnant women. Teachers of different subjects had different perceptions about the relevance of curriculum-based SRH education. Civics teachers had the perception that it was relevant and enough, while Biology teachers thought that it was not enough. Students reported utilizing the information taught in class to manage and navigate RSBs. Moreover, they expressed a need for additional delivery strategies to be used for a comprehensive understanding of sexual and reproductive health.ConclusionDespite the identified gaps in providing a comprehensive knowledge that builds on the appropriate attitudes and skills, the existing curriculum-based SRH education in secondary schools was utilized to help students in addressing and managing RSBs. However, there is a need for more comprehensive information and an improved delivery approach for SRH to equip students with the necessary skills when faced with RSBs.

Development of Scrapbook Learning Media in Basic Culinary Subjects at SMK Negeri 3 Padang

This research is motivated by the use of an merdeka curriculum which gives schools and teachers the authority to carry out learning using practicums or not, as well as variations in learning media which are still lacking in Culinary Basics subjects which have an influence on student learning outcomes. The aim of this research is to analyze the validity of Scrapbook learning media and the practicality of Scrapbook learning media during the learning process. This type of research is research and development (RnD). The product trial subjects were lecturers on learning media and basic culinary arts, teachers of basic culinary subjects and X Culinary students at SMK Negeri 3 Padang. The research data analysis technique is the Aiken's V formula and the practicality value is analyzed descriptively. The research results obtained were validation of media development by media and material experts of 0.77 which was declared valid and 0.89 which was declared very valid. The practicality of using Scrapbook learning media by basic culinary subject teachers and Culinary X students is 90% with very practical criteria.

Penguatan Implementasi Kurikulum Merdeka Setelah Masa Post Covid Pada Guru Ekonomi MGMP Provinsi Jawa Tengah

This article aims to support the government's policy regarding the implementation of the Freedom Curriculum, which is provided to the Council of Economics Subject Teachers in Central Java Province as an additional option for the recovery of learning during 2022-2024. In this service, workshops and training related to the implementation of the Freedom Curriculum are conducted, with a focus on utilizing technology and community-based strategies and platforms. These are being developed for the implementation of the Freedom Curriculum. The outcome of this dedication is that each teacher can comprehend the concept of the Freedom Curriculum implementation well. Therefore, it is expected that all stakeholders involved in this implementation can optimize its utilization as an effort for post-pandemic learning recovery.

Improving Teachers' Skills in Digital Literacy through Workshops at SD Negeri Trayu Kapanewon Samigaluh, Kulon Progo Regency in the 2022/2023 Academic Year

The purpose of the study was to determine the ability of teachers to use digital literacy with aspects of Internet Searching and Knowledge Assembly, and to determine the ability of researchers to manage workshops. The research method used in this study is school action research using three cycles, each cycle consisting of planning, implementation, observation, and reflection. The subject of this research is the teachers of SD Negeri Trayu Kapanewon Samigaluh Kulon Progo Regency, totalling 8 people consisting of 6 class teachers and 2 subject teachers. Data collection using qualitative data and quantitative data. Observation sheets were used to collect data on the use of digital literacy and workshop management data. The results showed that at the stage of lesson planning by teachers as a whole, the total number received an average score of 2.46 with an unsatisfactory predicate, then at the implementation stage, the average result was 2.24; with a less good category. Furthermore, on the teacher's ability to use digital literacy as a learning resource which includes aspects of Internet Searching and aspects of Knowledge Assembly, as well as on its implementation, the average result is 4.35 with a very skilled category.

Increasing Teachers' Ability in Applying Outing Class-Based Contextual Learning Models Through Workshops for Teachers of SD Negeri Bendo Kapanewon Samigaluh Teachers for the 2022/2023 Academic Year

The aim of this research is to improve teachers' ability to use an outing class-based contextual learning model and to improve the ability of school principals to manage workshops using an outing class-based contextual learning model. This type of research is school action research carried out in two cycles. Each cycle is carried out in two meetings, with a time allocation of 4x35 minutes for each meeting. Each meeting has four main activities, namely 1) planning, 2) implementation, 3) observation, and 4) reflection. In cycle I the researcher presented material on the nature of learning models, the preparation of learning steps. Cycle II carried out the preparation of learning implementation plans and teaching practices. There were 8 participants involved, consisting of 6 class teachers and 2 subject teachers. The research results showed that in cycle I, the participants' ability to use the outing class-based contextual learning model increased. At the 1st meeting it reached 72.32%; the 2nd meeting reached 83.93%. Meanwhile, the results of cycle II for the 1st meeting reached 88.84%, the results for the 2nd meeting reached 94.20%. The results of the principal's ability to manage the workshop were obtained in the first cycle for the 1st meeting reaching 84.92%, for the 2nd meeting reaching 86.22%. The results in cycle II of the 1st meeting reached 87.40%; and the 2nd meeting reached 90.28%. So it can be said that the ability of teachers to use the contextual learning model based on outing classes and the ability of school principals to manage workshops using the contextual learning model based on outing classes have increased significantly.

Increasing Teacher Ability in Implementing Mind Map Based E-Modules by Strengthening Students' Independent Learning Character through IHT at Banjarharjo Kalibawang Kulon Progo Public Elementary School for Academic Year 2022/2023

The aim of this research is to improve the ability of teachers to apply Mind Mapp-based E-Modules by strengthening students' independent learning character through IHT and improving the ability of researchers to manage IHT at the Banjarharjo Kalibawang Kulon Progo State Elementary School for the 2021/2022 academic year. The type of research carried out was School Action Research (PTS) which was carried out over 2 cycles consisting of 2 meetings. The subjects of this research were 8 teachers consisting of class teachers and subject teachers at the Banjarharjo Kalibawang Kulon Progo Public Elementary School. Observation results regarding the feasibility of implementing E-modules in each cycle, cycle I 1st meeting: reached 2.71: percentage 67.81%; following the 2nd meeting it reached 3.36; percentage 83.95%; following cycle II, 1st meeting, the average score reached 3.54; percentage 88.38%; following the second cycle II meeting the average score was 3.69; the percentage reached 92.19%. Based on participant activities, the average score for cycle I of the 1st meeting reached 3.06; percentage 76.42%; next cycle I, second meeting, the average score was 3.39; percentage 84.84%; Following are the results from cycle II of the 1st meeting, an average score of 3.54 was obtained; percentage 88.61%; Furthermore, the results obtained in the second cycle of the second meeting were an average score of 3.70; percentage 92.50%; Results of participants' assessments of researchers/resource persons for cycles I and II, the average score obtained for cycle I of the 1st meeting; 81.08%; following the 2nd meeting 84.30%, then in cycle II the 1st meeting reached 88.43%; Following are the results of the second cycle II meeting, the average score is 90.44%.

Increasing Teacher Competency using the contextual inquiry Learning Model through In-House Training at SD Negeri 1 Giripurwo Kapanewon Girimulyo Kulon Progo Regency Academic Year 2022/2023

This research aims to determine teachers' activities and abilities in implementing the Contextual Inquiry Learning, as well as researchers' abilities in managing IHT. School Action Research was carried out at SD Negeri 1 Giripurwo Kapanewon Girimuyo Kulon Progo Regency for the 2022-2023 Academic Year in three cycles consisting of 2 meetings in each cycle, the procedures in this research include planning, implementation/action, observation and reflection . The subjects of this research were 8 people consisting of 6 class teachers and 2 subject teachers. Qualitative data was collected in the form of active observations and the application of the "Contextual Inquiry Learning" learning model, and the researcher's assessment sheet for managing IHT. The research results relate to participant activity, the application of the "Contextual Inquiry Learning" learning model, as well as the management of IHT by researchers. The results of the activities of the first cycle participants at the 1st meeting obtained an average score of 2.56 with a percentage of 79.31%, at the 2nd meeting the average score was 3.40 with a percentage of 85.07%. Furthermore, the results of cycle II of the 1st meeting averaged a score of 3.63 with a percentage of 90.63%, at the 2nd meeting the average score was 3.81 with a percentage of 95.14%. Then, in the application of the learning model for cycles I and II, namely 1. Preparation of syntax/phases, an average score of 91.41% was obtained; Preparation of learning model steps had an average score of 91.15%, 2. Preparation of lesson plans was obtained based on an average of 91.96%, and 3. Teaching practice was 91.25%, while in the IHT Management cycle I, the 1st meeting was obtained an average -average score 3.40 with a percentage of 84.38%, at the 2nd meeting an average score of 3.60 was obtained with a percentage of 89.38%. Next, cycle II, 1st meeting. average score 3.73; percentage 92.81%; Following is the 2nd meeting; average score 3.81; percentage 95.31%; The results of the research concluded that each meeting in cycle I and cycle II had achieved improvement and had met the research success indicator of 85%.

Application of Classroom Assessment Techniques in Medical Education: Results From the Community Medicine Teaching and Learning Experience.

Introduction Efficient delivery of medical education (ME) is crucial to improving the standards of future physicians or clinicians. India has been experiencing an enormous increase inmedical colleges and student admissions into medicine. This has resulted in overcrowding and compromised the student-to-teacher ratio. Conversely, students and teachers face difficulties with learning and teaching, respectively. Classroom assessment techniques (CATs) offer an egalitarian and productive approach to student learning and evaluation. This study was conducted to understand the role of CATs in improving student learning and motivation during community medicine lectures. Further, this study assessed the classroom teaching and learning (TL) process. Method This study included 100 third-year medical students pursuing a Bachelor of Medicine and Bachelor of Surgery (MBBS) and 12 faculty members working at Great Eastern Medical School and Hospital (GEMS&H), Srikakulam, India. To facilitate learning and boost motivation, this study applied three CATsincluding a one-minute paper (OMP), muddiest point (MP), and student-generated test questions (SGTQs). After two months of applying CATs, the teachers and students were asked for feedback on their experiences. The data generated from feedback forms were tabulated and analyzed. Results According to 76% (76/100) of students, these strategies have stimulated their interest in learning community medicine. Besides, 64% (64/100) of students believed utilizing these strategies would improve their exam outcomes. Further, 77% (77/100) of students believed these methods must be applied in subsequent lessons. About 68% (68/100) of students thought other subject teachers should also employ these strategies. Of the 12 faculty members included in the study, they mostly liked the OMP (5; 41.66%) and MP technique (5; 41.66%). Conclusions Teachers and students have highly welcomed the utility of CATs to improve learning in community medicine.Of the three CATsapplied, the OMP was the most popular with students, and teachersagreed that using OMP in the classroom along with MP would be beneficial. Moststudents and teachers were enthusiastic about employing additional TL strategies like CATs.