Learning Outcomes In Education Research Articles

Effects of Collaborative Support on Learning in Serious Games for Programming

This study examines the effectiveness of a collaborative support method in enhancing programming learning outcomes in a serious game. The game Code Hasp was developed to facilitate the comparison between two support methods, worked examples and a collaborative peer support approach. A total of 111 elementary school students participated, divided into two groups. The experimental group received collaborative support from teammates alongside worked examples, while the control group relied solely on worked examples. Pre- and post-test results and in-game data revealed that the collaborative support method improved learning efficiency and problem-solving skills. A notable effect of the process was the emergence of a leadership role in most collaborative groups. The game’s support design and shared goal structure mitigate potential problems associated with unbalanced participation. These findings suggest that collaborative support systems in serious games are a promising strategy for promoting engagement and improving learning outcomes in programming education.

Development of Pancasila monopoly learning media based on SAVI to improve Pancasila education learning outcomes

The low learning outcomes of students in interpreting the rules in the school and home environment need attention. This is caused by the teacher's teaching methods, which are less varied and interesting. This study aims to develop Pancasila monopoly media to improve PPKn learning outcomes. The study applies the 4D development model, which stands for Define, Design, Development, and Dissemination. This model was chosen because the stages of implementation are divided in detail and systematically. The analysis is descriptive of quantitative and qualitative data obtained through observation, interviews, and direct measurements in the field. The results of the media expert assessment obtained a score of 93.7% with very good criteria, and the material expert obtained a score of 96.2% with very decent criteria. Student learning outcomes increased to 82.32 from the previous score of 42.50. The increase was 39.8%. While the control class that did not use media increased its score from 49.05 to 75.48. The results of the N-Gain test obtained an average difference in the experimental class of 39.8 with an n-gain of 0.76 and a moderate criterion, and the effectiveness interpretation obtained a score of 76.50 with a fairly effective criterion. While the control class with an average difference of 26 obtained an N-Gain score of 0.52 on the moderate criterion and an effectiveness level of 52.35, a less effective.

Assessment methods and their impact on learning outcomes in education

This article takes a look at the various ways through which assessment is conducted in education and how these methods have impacted the learning outcomes of students. There are two major approaches that have taken center stage: formative and summative assessment. While formative assessment is a continuous process, informing students of feedback that allows them to monitor, identify, and correct their mistakes during the learning process, summative assessment measures the knowledge attained at the end of a given academic period. Quantitative analysis of results from 300 students, through a mixed-methods approach, together with qualitative interviews with teachers, indicates that students who consistently go through formative assessments have an average gain in scores of 12%, while the average improvement for students who are majorly subjected to summative assessments is 6%. It is for this reason that such findings have stressed the need for integration of formative assessment as an integral strategy that could help improve learning outcomes, rather than having the dependence solely on summative assessments.

Pengaruh Kecerdasan Emosional dan Kecerdasan Spiritual Terhadap Prestasi Belajar Pendidikan Agama Islam Dan Budi Pekerti Peserta Didik Di SD Negeri Kecamatan Pamboang

The impact of spiritual and emotional intelligence on students' learning outcomes in Islamic Religious Education and Budi Pekerti in SD Negeri Pamboang District is examined in this study. This kind of study is categorized as quantitative research with Ex Post Facto paradigm. A questionnaire was utilized for data collection, and descriptive and inferential statistics, together with partial and multiple regression analysis for hypothesis testing, were employed for analysis. The study's findings suggest that: 1) The Pamboang sub-district's primary school kids' learning success demonstrates the greatest proportion in the range of 81-79, with a frequency of 48 and a percentage of 31%. That is, 48 students received a score between 79 and 81; 2) With a coefficient of determination of 54%, emotional intelligence has an impact on students' learning success in the PAI and Budi Pekerti topics in SD Negeri Pamboang District. This indicates that emotional intelligence has a significant enough impact on pupils' academic success; 3) With a determination coefficient of 27,8%, spiritual intelligence has an impact on students' learning success in the PAI and Budi Pekerti topics in SD Negeri Pamboang District. This indicates that spiritual intelligence has a significant impact on students' learning outcomes; 4) Students' learning outcomes in PAI and Budi Pekerti topics are influenced by both spiritual and emotional intelligence, with a 61% coefficient of determination. This indicates that spiritual and emotional intelligences have a significant enough impact on students' learning outcomes.

Enhancing Conceptual Understanding of Electricity and Magnetism through VR Simulations

The study explores the efficacy of Virtual Reality (VR) simulations in enhancing students’ conceptual understanding of electricity and magnetism, using the Labster platform. Traditional teaching methods often need to adequately convey the complexities of these topics, leading to limited student engagement and poor comprehension. The research compares two groups: one receiving traditional instruction and another using VR-based simulations. The study found that students in the experimental group, who used VR simulations, showed a 35% improvement in post-test scores, compared to a 15% improvement in the control group. The VR group also reported higher levels of engagement and found abstract concepts such as electric fields and circuits easier to understand through interactive, immersive learning environments. Teachers noted that VR aided in visualizing difficult concepts, although challenges included a learning curve in technology usage and the need for proper integration into curriculum. The findings suggest that VR, when used as a supplemental tool, has the potential to significantly improve learning outcomes in physics education. However, the study highlights the need for further research into long-term impacts and accessibility issues and strategies to better integrate VR into traditional teaching methods.

Enhancing Algorithmic Thinking Skills through Phygital Games: The Case of Space Codyssey

This paper presents an educational phygital game, Space Codyssey, aiming at cultivating the algorithmic thinking skills of young children. Space Codyssey is a phygital game, and its contains programming activities for the Sequence, Repetition, and Selection Structures, as well as Code Debugging activities (Debugging). The game utilizes Augmented Reality technology to present missions via QR cards. Additionally, digital storytelling is used as a means of assistance and teaching for preschool and early primary students. In the game, reading skills are not a prerequisite, and programming is accomplished using symbolic commands through a "Visual Programming Language." The participatory design methodology that was adopted, involving 28 educators from various specialties, reflects a holistic approach to the development of educational technologies. This interdisciplinary collaboration allowed for the integration of diverse pedagogical perspectives, ensuring that the game meets the multifaceted needs of modern education. The paper highlights the educational goals and learning outcomes for the designtated age group. It presents the scenario, the subject, the elements of the game, the rules, and the game mechanics. It also describes the implementation stages and the development of the application. Finally, it presents the results from a study, which involved 28 educators and aimed to improve the game before its use in educational settings.

Assessment and learning outcomes for generative AI in higher education: A scoping review on current research status and trends

Generative artificial intelligence (GenAI) impacts higher education assessment and learning outcomes, which are closely related and intertwined. Literature suggests that educators and researchers have many varied concerns regarding student assessment in the higher education GenAI context, such as how to assess students’ learning and the new (refocused) learning outcomes that emerged in GenAI-facilitated learning environments. To provide evidence-based insights into and answers to these concerns, we conducted a scoping review by collating literature in relevant research areas. Following a five-stage scoping review framework, we collaboratively collected and coded 34 studies. The three assessment approaches identified in the review were traditional assessment, innovative and refocused assessment and GenAI-incorporated assessment. The new, refocused learning outcomes identified were career-driven competencies and lifelong learning skills. The review also revealed that most research designs were qualitatively oriented (e.g., with exploratory design, descriptive research, ethnographic research and phenomenological research). This study proposes a holistic diagram showing the current research status and trends. It suggests five future research directions: innovative assessment designs, collaborations among assessment approaches, new learning outcomes, relationships between assessment approaches and learning outcomes, and quantitative or mixed research studies. Implications for practice or policy: Traditional assessment methods in higher education do not operate effectively in the GenAI era. Innovative and refocused assessment and GenAI-incorporated assessment are promising strategies to assess student learning. Career-driven competencies and lifelong learning skills are new focused learning outcomes evolved from the use of GenAI. More quantitative and mixed research studies should be conducted to provide additional empirical evidence on the impact of GenAI on student assessment and learning outcomes.

Enhancing student critical thinking and learning outcomes through innovative pedagogical approaches in higher education: the mediating role of inclusive leadership

This quantitative study examines the influence of innovative pedagogical approaches (IPA) on enhancing student critical thinking (SCT) and student learning outcomes (SLO) in higher education, with an emphasis on the mediating role of inclusive leadership(IL). Using a sample of 321 students from public and private universities in Pakistan, the research reveals that methods such as problem-based learning, flipped classrooms, and interactive teaching significantly boost academic performance and cultivate critical thinking skills. The findings indicate that innovative pedagogical approaches positively and significantly impact student critical thinking (β = 0.536, t = 6.539, p < 0.001) and learning outcomes (β = 0.551, t = 12.725, p < 0.001). Additionally, inclusive leadership mediates the relationship between innovative teaching methods and both student critical thinking (β = 0.331, t = 3.833, p < 0.001) and learning outcomes (β = 0.405, t = 8.662, p < 0.001). Data were collected using survey questionnaires adapted from established studies on inclusive leadership, innovative pedagogical approaches, student critical thinking, and learning outcomes. These results highlight the essential role of inclusive leadership in enhancing the efficacy of innovative pedagogies by creating a supportive and diverse learning environment. The study suggests that implementing active learning strategies and integrating technology in the classroom, along with inclusive leadership practices, can significantly improve student engagement, critical thinking, and overall academic performance. This research offers valuable insights for educators and policymakers seeking to enhance teaching and learning experiences in higher education.

The connection between course materials and teaching approaches

ABSTRACT This study investigated whether there was a connection between postsecondary instructors’ course material use and their teaching approach. The research was gathered through an online survey. The study focused on two approaches to teaching, teacher-focused and student-focused, with the Approaches to Teaching Inventory-Revised (ATI-R), and examined the use of open educational resources (OER) versus commercial materials. The theoretical framework that guided the study was constructivism, and the Relational 3P conceptual framework was applied to analyse the process stage of teaching. The results of the one-way MANOVA (n = 337) revealed that the effect of course material type on instructional approaches was statistically significant (F(2, 334) = 3.40, p = .034, η2p = .02). Specifically, a statistically significant difference was found for conceptual change/ student-focused (CCSF) instructional approach (F(1, 335) = 5.72, p = .017, η2p = .02), but not for the information transmission/teacher-focused instructional approach (ITTF) (F(1, 335) = 1.17, p = .281, η2p = .003). These findings have important implications for understanding the impact of course materials on teaching approaches and student learning outcomes in postsecondary education. Instructors who reported using OER scored higher on the more robust CCSF instructional approach than those who used commercial materials.

Peningkatan Hasil Belajar Pendidikan Agama Katolik dan Budi Pekerti dengan Metode Problem Based Learning Fase D Kelas VII SMP Negeri 3 Tukka

This study aims to determine the improvement in student learning outcomes in Catholic Religious Education and Character Education after the implementation of the Problem Based Learning (PBL) method for seventh-grade students in Phase D at SMP Negeri 3 Tukka. The research method used is Classroom Action Research (CAR) conducted in two cycles. Each cycle consists of planning, implementation, observation, and reflection phases. This method was chosen for its ability to develop critical thinking skills, collaboration, and the application of religious values in daily life. The study employs a quantitative approach with pretests and posttests to measure learning outcomes. Data were collected from test results and observations during the learning process. The results indicate a significant improvement in student learning outcomes following the implementation of the PBL method. In the first cycle, the average student score increased from 70.6 to 75.6, while in the second cycle, it rose further to 90.6. Additionally, there was an improvement in critical thinking skills and the ability to work collaboratively among students. Thus, the implementation of the PBL method has proven effective in enhancing learning outcomes in Catholic Religious Education and Character Education for seventh-grade students in Phase D at SMP Negeri 3 Tukka.

Speech recognition technology for assessing team debriefing communication and interaction patterns: An algorithmic toolkit for healthcare simulation educators

BackgroundDebriefings are central to effective learning in simulation-based medical education. However, educators often face challenges when conducting debriefings, which are further compounded by the lack of empirically derived knowledge on optimal debriefing processes. The goal of this study was to explore the technical feasibility of audio-based speaker diarization for automatically, objectively, and reliably measuring debriefing interaction patterns among debriefers and participants. Additionally, it aimed to investigate the ability to automatically create statistical analyses and visualizations, such as sociograms, solely from the audio recordings of debriefings among debriefers and participants.MethodsWe used a microphone to record the audio of debriefings conducted during simulation-based team training with third-year medical students. The debriefings were led by two healthcare simulation instructors. We processed the recorded audio file using speaker diarization machine learning algorithms and validated the results manually to showcase its accuracy. We selected two debriefings to compare the speaker diarization results between different sessions, aiming to demonstrate similarities and differences in interaction patterns.ResultsTen debriefings were analyzed, each lasting about 30 min. After data processing, the recorded data enabled speaker diarization, which in turn facilitated the automatic creation of visualized interaction patterns, such as sociograms. The findings and data visualizations demonstrated the technical feasibility of implementing audio-based visualizations of interaction patterns, with an average accuracy of 97.78%.We further analyzed two different debriefing cases to uncover similarities and differences between the sessions. By quantifying the response rate from participants, we were able to determine and quantify the level of interaction patterns triggered by instructors in each debriefing session. In one session, the debriefers triggered 28% of the feedback from students, while in the other session, this percentage increased to 36%.ConclusionOur results indicate that speaker diarization technology can be applied accurately and automatically to provide visualizations of debriefing interactions. This application can be beneficial for the development of simulation educator faculty. These visualizations can support instructors in facilitating and assessing debriefing sessions, ultimately enhancing learning outcomes in simulation-based healthcare education.

Meningkatkan Hasil Belajar Melalui Metode Problem Based Learning Materi Aku Pribadi yang Unik FASE B Kelas IV SD N 030426 Lae Tarondi Kabupaten Pakpak Bharat

Classroom Action Research entitled Improving Learning Outcomes of Catholic Religious Education Through Problem-Based Learning Methods for Unique Me Material Phase B of Class IV of SD N 030426 Lae Tarondi, Pakpak Bharat Regency. This was conducted to improve the learning outcomes of students in class IV phase B of SD Negeri 030426 Lae Tarondi, Salak District, Pakpak Bharat Regency. The research was conducted by implementing the Problem Based Learning (PBL) learning method. Problem-based learning (PBL) is a student-centered learning model that has been widely known. Although it has been widely known, teachers and prospective teachers need to know the theoretical basis of PBL, the characteristics of PBL, and things that need to be done before and during the implementation of the PBL model. This article aims to explain the theoretical basis of Problem-Based Learning, the characteristics of the Problem-Based Learning model, and the implementation of the Problem Based Learning model. The method used in writing is a literature review. The focus of the study is on the theoretical basis of Problem-Based Learning, the characteristics of the Problem-Based Learning model, and the implementation of the Problem Based Learning model. The results of the study show that in addition to the theory of constructivism, the theoretical basis for PBL is Piaget's Cognitive Development Theory, Dewey's Theory, Bruner's Theory of Discovery Learning. Before implementing PBL, teachers need to train students to learn cooperatively. (Ardianti et al., 2021a)

Meningkatkan Hasil Belajar PAK Dengan Metode Problem Based Learning Fase C Kelas 6 SDN 13 Nyayum

This study discusses the improvement of learning outcomes of Catholic Religious Education (PAK) and students by using the Problem Based Learning method at SD Negeri 13 Nyayum, Landak Regency. The research subjects were grade VI students with a total of 16 students. The subject matter used was “I am a citizen of the world”. For data collection methods researchers use observation, assessment, and tests. The aspects of learning outcomes in this study are affective, cognitive, and psychomotor. Before the implementation of the study, the percentage of completeness or achievement of PAK learning outcomes was so low, namely 32% with KKTP 75. After research in cycle I, the completeness of learning outcomes increased to 81.25% with proficient criteria for 8 students, proficient for 5 students, and 3 students who were not complete with proficient criteria. Then at the end of cycle II the completeness increased to 100% with 88% proficient criteria (14 learners) and 12% proficient criteria (2 learners). From the data on the results of research in activities, it can be concluded that the Problem Based Learning Method succeeded in improving the learning outcomes of Catholic Religious Education and Grade VI students of SD Negeri 13 Nyayum.

Meningkatkan Hasil Belajar PAK Melalui Metode PBL Berbantu Media Audio Visual Kelas VII-A SMPN 3 Pancur Batu

The issue of low learning outcomes in Catholic Religion for seventh-grade students is attributed to the educators' tendency to use conservative teaching methods, specifically lectures. This is evidenced by the learning results of students in Catholic Religious Education at SMP Negeri 3 Pancur Batu, where only 2 out of 7 students achieved the minimum passing criteria (KKM) set by the school, which is 75. To improve learning outcomes, the researcher implemented a Problem-Based Learning (PBL) model supported by audiovisual media. The study was conducted at SMPN 3 Pancur Batu. The findings indicate that the use of the PBL model can enhance students' learning outcomes. This is demonstrated by the improvement in learning results from Cycle 1 to Cycle 2, with qualitative data showing that 14.3% of students were categorized as Developing as expected and 85.7% as Very Developing. In terms of cognitive aspects, 85.7% were classified as Proficient and 57.1% as Skilled. The conclusion of the study is that the implementation of the PBL model with audiovisual media in teaching can improve the learning outcomes of seventh-grade Catholic Religion education.

Peningkatan Hasil Belajar Pendidikan Agama Katolik dengan Model PBL Berbantuan Media Gambar Kelas VI SDN 1 Paraduan

This classroom action research aimed to improve students' learning outcomes in Catholic Religious Education by implementing a problem-based learning (PBL) model assisted by visual media in grade VI students of SDN 1 Paraduan. The research was conducted in two cycles. The first cycle was conducted on September 17, 2024, from the first to the third lesson period, with a total duration of 105 minutes, divided into 15 minutes for the opening activity, 75 minutes for the core activities, and 15 minutes for the closing activity. The second cycle was conducted on September 19, 2024, with the same duration. The results showed a significant increase in students' learning outcomes after the implementation of the PBL model, with the average score increasing from 77 in the first cycle to 85 in the second cycle. This indicates that the PBL model is effective in improving students' learning motivation and understanding of religious concepts.

Meningkatkan Hasil Belajar Pendidikan Agama Katolik dan Budi Pekerti Menggunakan Model Problem Based Learning Berbantuan Lembar Kerja Peserta Didik Materi Peran Kaum Awam dalam Gereja Katolik Kelas XI C SMA Stella Duce 2 Yogyakarta

This study aims to figure out the improvement of learning outcomes of Catholic Religious and Character Education of class XI SMA Stella Duce 2 Yogyakarta using the Problem Based Learning model assisted by Student Worksheets. The achievement of learning outcome indicators in the affective assessment of the Pancasila Student Profile, with the Critical Reasoning dimension and elements of obtaining and processing information and ideas in cycles I and II showed an increase where in cycle I the average value was 73%, increasing in cycle II by 84%. The implementation of the Problem Based Learning model assisted by Student Worksheets can improve learning outcomes cognitively which can be seen from the results of the final summative assessment of learning cycles I and II which showed an increase where in cycle I the average value was 74%, increasing in cycle II by 82%. The results of the study indicate that the implementation of the Problem Based Learning model assisted by Student Worksheets supports students to learn critically and systematically to improve learning outcomes.

Upaya Meningkatkan Hasil Belajar Peserta Didik PAK dengan Model PBL pada Materi Yesus Mengajarkan Pengampunan Kelas V Fase C SD Negeri 5 Cinta Maju

This study aims to improve learning outcomes in Catholic Religious Education and Budi Pekerti subjects by using the Problem Based Learning (PBL) learning model for class V SD Negeri 5 Cinta Maju in the 2024/2025 school year. This type of research is Classroom Action Research (PTK) which is carried out in two cycles with 1 meeting in each cycle. Each cycle consists of several stages, namely planning, implementation, action, observation and reflection. The first and second cycles discussed the material Jesus Teaches Forgiveness. This study aims to determine whether there is an increase in student learning outcomes with the help of the PBL learning model on the material of Jesus Teaches Forgiveness in class V in the subject of Catholic Religious Education and ethics at SD Negeri 5 Cinta Maju. This PTK also aims to determine how much the increase in learning achievement targets with the help of the PBL method on the material Jesus Teaches Forgiveness in class V in Catholic religious education and character education subjects at SD Negeri 5 Cinta Maju. Based on the results of observations of student learning activities, teacher activities, and student learning outcomes tests that the Problem Based Learning learning model can improve the activities and learning outcomes of Catholic Religious Education and Ethics in class V Phase C students of SD Negeri 5 Cinta Maju, Sitiotio District, Samosir Regency.

Meningkatkan Hasil Belajar Peserta Didik sebagai Laki-laki dan Perempuan Diciptakan Secitra dengan Allah melalui Metode Pembelajaran Based Learning (PBL) Tahun Pelajaran 2024/2025

This study aims to improve student learning outcomes in Catholic Religious Education and Character Education, especially in the material "Men and Women Are Created in the Image of God" through the Project-Based Learning method. This study is a classroom action research conducted in two cycles at SDN 219/IV Jambi in the odd semester of the 2024/2025 school year. The results of the study showed an increase in student learning outcomes after the implementation of the PBL method.

Meningkatkan Hasil Belajar Pendidikan Agama Katolik dan Budi Pekerti dengan Model PBL (Problem Based Learning) Berbantuan Media Power Point Fase E SMK Negeri 6 Bandung

This study aims to improve the learning outcomes of Catholic Religious Education and Character Education using the Problem Based Learning (PBL) model assisted by PowerPoint media at SMK Negeri 6 Bandung, Phase E. This research is classified as Classroom Action Research (CAR) conducted in two cycles. Each cycle consists of several stages: planning, implementation, and evaluation. The first cycle covers the topic "I am the Image of God," and the second cycle addresses "Developing God’s Gifts." The subjects of this study are students in class X Phase E at SMK Negeri 6 Bandung for the 2024/2025 academic year, totaling 6 students. The data collection techniques used are written tests and observations. Based on the research results, the overall average of observations shows significant improvement, from 72 in Cycle I to 84 in Cycle II. This improvement indicates that the application of the Problem Based Learning (PBL) model assisted by PowerPoint media is effective in enhancing students' learning outcomes and critical thinking skills. Descriptive statistical data regarding the learning outcomes of Catholic Religious Education show a significant increase in the average student score from Cycle I to Cycle II, from 80 to 90, with a total score change of 60 points. This indicates that most students experienced improvement, with Isai Steven recording the highest change of 20 points, while one student, Tarigan Veri Karunianta, maintained the same score. The implementation of the Problem Based Learning (PBL) model assisted by PowerPoint media in Cycle II seems to have successfully improved students' learning outcomes, as they were more engaged in the learning process and able to complete the challenges presented more effectively. Overall, this reflects the effectiveness of the teaching method used in the second cycle.

Peningkatan Hasil Belajar Pendidikan Agama Katolik dengan Model PBL Berbantuan Wordwall Game Kelas V SDN 26 Simanindo Sangkal

This classroom action research aims to improve the learning outcomes of Catholic Religious Education among fifth-grade students at SDN 26 Simanindo Sangkal using the Problem-Based Learning (PBL) model supported by the Wordwall Game as an interactive media. The research was conducted in two cycles, with each cycle involving stages of planning, action, observation, and reflection. The primary focus was on assessing students' cognitive learning outcomes and critical thinking skills, aligned with the Pancasila Student Profile. The results of the research demonstrated a significant improvement in student performance. In the first cycle, the average cognitive score was 80.71, which increased to 91.43 in the second cycle. Additionally, students showed increased engagement in asking relevant questions, identifying key information from various sources, and formulating conclusions, which are critical elements of critical thinking. The use of the Wordwall Game successfully enhanced the learning process by making it more interactive and motivating for students. In conclusion, the implementation of the PBL model with the assistance of the Wordwall Game proved to be effective in enhancing both the cognitive learning outcomes and the critical thinking skills of students in Catholic Religious Education.