Terms Of Learning Achievement Research Articles

Peningkatan Hasil Belajar Pak BP Melalui Discovery Learning Fase C Kelas 5 UPTD SD Negeri 076716 Lolohia Nias Barat

The results of observations regarding student creativity in teaching and learning activities at UPTD SD Negeri 076716 Lolohia Nias Barat, especially in the subjects of Catholic Religious Education and Character Education, are very lacking, as well as learning outcomes that have not reached the predetermined target, only 55% have completed the KKM. The aim of this research is to improve creative and cognitive aspects by applying the Discovery Learning phase C learning method for class 5 UPTD SD Negeri 076716 Lolohia Nias Barat. This Classroom Action Research (PTK) consists of 4 stages, namely, planning, implementation, evaluation, reflection and 2 cycles. The research subjects were 6 Class 5 Face C students. Obtaining data: 1) observation with indicators of observing the creative aspect of the Pancasila Student Profile (P3): generating original ideas, clarifying statements, asking many questions, seeing things from different perspectives, applying ideas according to the context and coming up with various alternative solutions, and 2) material learning outcomes test with achievement targets of 40% proficient, 40% proficient, 20 adequate, 0% just developing. The research results showed: There was an increase in the creative aspect of P3 from cycle 1, an average of 55.6% with the developing category, cycle 2 with an average of 91.00% in the very developing category. In terms of learning achievement, there has been an increase in the number of achievement targets from proficient 40% to 60%, proficient 40% to 40%. Suggestion: in the process of teaching and learning activities, teachers should apply a variety of learning methods and plan one dimension of the Pancasila Student Profile.

Identification the Impact of Differentiated Digitally Supported Learning Environments

The concepts of flipped learning (FL) and augmented reality (AR) draw attention which find strong support for contributing to learning performance. The purpose of this research is to examine to what extent pre-service teachers' environments with and without AR support differ from traditional digitally supported learning environments in terms of learning achievement. In this process, the analysis of the relationship between the perception of efficacy and motivation related to the learning content and the learning performance to measure the pure effect of the variables was the objective of another study. The study was conducted with the static group comparison design, which is among the weak experimental designs. The study group consisted of 109 pre-service teachers. Gain score test, academic motivation scale for learning information technology and perceived information and communication technologies (ICT) proficiency scale for pre-service teachers were used as data collection tools. Within the scope of the study, in-class implementations lasted for a total of eight weeks with each lasting for three hours. The ANOVA results indicated a statistically significant difference in favor of the AR-supported FL learning environment compared to the traditional digitally supported learning environment in terms of gains scores showing the pretest-posttest difference. In addition, no significant relationship was observed between perceived information technology proficiency and motivation status and gain scores. In this context, it can be suggested that the creation of AR supported FL environments from suitable content situations in learning performance.

Zonation system in admission of new student at state secondary school in Indonesia: how predictable to learning success

Introduction. A new student acceptance model with the zoning system raises various problems, including the unequal number of public schools in an area causing students to experience barriers to obtaining a proper education. The decrease in motivation and achievement of students is because the selection is only based on zoning, and the achievements of prospective students at the previous education level are not considered. Students fail to enter superior schools because they are outside the zone. The distribution of quality public schools are not evenly distributed, causing limited choices and causing the implementation of the principle of justice in access to education services – lack of readiness of local governments in setting zones.Aim. From the problems above, this study aims to find differences in learning achievement in terms of admission, predict learning achievement from elementary school to junior high school, and determine graduation document predictions with a zoning system on student achievement.Research methodology and methods. The research used a quantitative approach from October 2021 to March 2022. The research sample was 356 students who entered the 2018 state junior high school and graduated from the 2020 school year junior high school. The sampling technique for this study used proportional random sampling. Determining the size of the research sample was done by considering the pathways for accepting new students: the zoning path, the achievement path, the affirmation path, and the parent transfer path. Data analysis used ANOVA and multiple regression analysis at a significance level of 5%.Results and scientific novelty. The results showed no difference in the average report cards of junior high school students when viewed from the path when they entered the junior high school through the zoning system. The results of one-way ANOVA obtained F = 1.298 with a significance level of 0.275. The differences in the entry paths of students to junior high school, namely from the zoning pathway, academic and non-academic achievement pathways, affirmation pathways, and parental transfer paths, are proven not to affect their learning achievement in junior high schools. There is a linear regression from students’ learning achievement in elementary school to students’ learning achievement in junior high school. The partial and simultaneous tests show that it is not proven that learning achievement in elementary school affects learning achievement in junior high school. When they graduate from elementary school, students’ learning achievement has a weak predictive power on students’ learning achievement in junior high school. The national primary school-based school examination average, elementary school report card average, and elementary school examination average, used as entry requirements to junior high school in the zoning system, only have a predictive power of 1.4–2,7%.Practical significance. Parents can use this research to make decisions on their child’s education. Parents do not need to worry about the zoning system implemented by the government in accepting new students because the zoning system does not affect children’s achievements at the level of education they take. The school must also implement education systems and policies properly so that the quality of education in each institution is maintained so that parents do not worry about choosing a place for their child’s education.

The study on the effects of gamified interactive e-books on students' learning achievements and motivation in a Chinese character learning flipped classroom.

Existing empirical research has demonstrated the positive effects of flipping the classroom to improve student motivation and achievement by flipping in-class learning content to pre-class. However, the flipped classroom approach requires that students be engaged and motivated in the pre-class stage to ensure that the in-class learning activities run smoothly. Previous studies have highlighted the difficulties that students often encounter when trying to learn Chinese characters in Chinese language classes, especially those who are in the early stages of learning the language. Therefore, in this study, a gamified interactive e-book was developed and used in a flipped classroom for Chinese character learning. To evaluate the effectiveness of this approach, a pre-test and post-test control group experimental design was used. The participants were 90 s-grade students from a public primary school in Zhengzhou, China, who were randomly assigned to two experimental groups and one control group: the students who used a gamified interactive e-book in a Chinese character learning flipped classroom (GIEFC group), the students who used a traditional flipped classroom (TFC group), and the students who used a traditional teaching classroom (TTC group). The experimental results indicated that students in the GIEFC group scored higher than those in the TFC and TTC groups in terms of learning achievements and motivation. In addition, the experimental results also demonstrated the positive effects of gamified interactive e-books in flipped classroom learning. Future research could explore a variety of different types of game elements as well as the extension of research to other subjects.

Investigating Impacts of Using Mobile Video Lectures on Student Satisfaction and Academic Achievement in Blended Learning

In this study, a mobile Blackboard blended learning (BL) environment was implemented to teach the introductory computer course by integrating a learning management system with supplementary video lectures into BL provided through mobile technologies. The purpose of the study was to explore the impact of the mobile Blackboard BL environment on student satisfaction and learning achievement. The quantitative collection method was employed through a quasi-experimental design with a pretest and posttest control group. For seven consecutive weeks, the experimental group of students was taught in the mobile Blackboard BL environment and the control group of students was taught in the traditional learning environment. The students were asked to complete the instructional materials motivation survey to gauge their satisfaction level and given an achievement test at the end of the learning process. The study's findings revealed that the satisfaction level was significantly higher in the experimental group of students than in the control group of students. However, there was no statistical difference between students in the experimental and control groups in terms of learning achievement although students in the experimental group obtained slightly better results from the achievement test.

The Effectiveness of the Guided Discovery Learning Model and Project-Based Learning in the Digital Beauty Design Course

This study aims to look at the effectiveness of the Guided Discovery Learning (GDL) learning model and the Project-Based Learning (PjBL) model in terms of learning achievement, self-confidence, and students' critical thinking skills in the Digital Beauty Design course. This type of research is Quasi experiment. The subjects of this study were two classes of students from the Department of Cosmetology and Beauty Education, Padang State University who were randomly selected. Data analysis to test the effectiveness of the GDL model and PjBL model in terms of each dependent variable using the t test. While the data analysis technique to test the difference between the effectiveness of the GDL model and the PjBL model uses the MANOVA test. The results showed that, in terms of learning achievement, self-confidence, and students' critical thinking skills, it is known that the application of the GDL model in the Digital Beauty Design course is effective, the application of the PjBL Model in the Digital Beauty Design course is effective, and there is no difference in the effectiveness of the GDL model and the PjBL model. in the Digital Beauty Design course.

Pengaruh Pendidikan Karakter, Kreativitas Belajar dan Motivasi Belajar terhadap Prestasi Belajar Siswa

This study aims to determine the effect of Character Education, Learning Creativity and Learning Motivation on Student Achievement in terms of Knowledge and Attitude Values partially and simultaneously as well as the most influential variables. The population is all class XI SMAS Darul Falah Enrekang. Data collection uses a sample selection technique with a non-probability sampling method. Based on predetermined criteria, the sample processed was 64 people who studied Economics with the data collection techniques used were observation, questionnaires and documentation. The data analysis technique used is simple regression analysis and multiple linear regression using SPSS software ver.22.The results of this study indicate that character education, learning creativity and learning motivation partially and simultaneously have a positive effect and the variable character education has the most dominant effect on student learning achievement in terms of knowledge and attitude values in economics subjects.

Collaborative guessing game for EFL learning with kinesthetic recognition

Guessing games combined with innovative educational technology have hardly ever been adapted to English as a foreign language (EFL) learning. This study aims to claim that collaborative guessing games with physical movement have full potential to facilitate English learning of adolescent EFL learners. To this end, based on the cognitive theory of multimedia learning (CTML) proposed by Mayer (2006), the authors have extended the CTML model with collaboration mechanisms and proposed the collaborative CTML. In this study, a collaborative kinesthetic guessing game system (CKGG) was developed for the purpose of implementing English learning with guessing games and physical movement. When playing the games, learners in the experimental group were further divided into Player and Helper to give them opportunities to learn collaboratively while learners in the control group were asked to go through the whole game on their own. Helper was allowed to give textual hints and authentic pictorial hints to Player and Player was asked to answer the questions using physical movements and pronouncing the target English. Furthermore, this study prepared learners with two learning stages: one is Stage 1 where learners used teacher-designed materials for their learning, and another one is Stage 2 where learners used learner-designed materials for their learning. The experimental results show that the experimental group significantly outperformed the control group in terms of learning achievement.

Analysis of Differences in Student Learning Achievement: A Review of Gender and Majors

<p>The article explains student learning achievement, then looks at differences in student learning achievement in terms of gender and major aspects. This research uses a combined approach through descriptive and inferential quantitative approaches. Data collection using questionnaires and documentation. A total of 438 samples have been studied through random sampling techniques to see differences in learning achievement for male and female students in science and social studies majors<strong>.</strong> Data were also collected by interviewing 12 students and 3 teachers, the selection of informants referring to social situations, the selection of informants was carried out with a purposeful sample technique. Data analysis using the t-test found that learning achievement was no difference in terms of background majoring in science and social studies, in contrast to gender there were differences in learning achievement between male and female students. Qualitative data analysis obtained by students practicing learning achievements in the form of memorization, understanding, practice, and evaluation. Meanwhile, affective learning achievement through aspects of: receiving, responding, valuing, organizing. Psychomotor academic achievement on aspects of: reflex movements, basic skills, physical skills.</p>

Strategi Guru PAI : Problematika dan Solusi Peningkatan Prestasi Belajar Peserta Didik

Learning strategies are approaches that a teacher selects and employs when delivering instructional materials with the goal of facilitating students' assimilation and comprehension of those materials so that, ultimately, the learning objectives can be mastered at the conclusion of learning activities. There were still pupils at Mutiara Bangsa Middle School in Bandar Lampung who scored below the KKM, which was an issue for the school. Islamic religious education teachers there also used the learning technique to improve learning results. Therefore, study is required to understand the teaching methods used by Islamic religious education instructors at Mutiara Bangsa Middle School in Bandar Lampung to improve student learning outcomes as well as the barriers to using these methods. This is a qualitative study that employs the qualitative descriptive method. Using observations, interviews, and documentation. While data analysis techniques go through four stages, namely data collection, data reduction, data presentation and conclusions. The results of this study indicate that the learning strategy of Islamic religion teachers to improve learning achievement at Mutiara Bangsa Middle School in Bandar Lampung is quite good. The conclusion from this study is that the strategies used by Islamic Religious Education teachers to improve learning achievement are direct learning strategies, indirect learning strategies, interactive learning strategies, experiential learning strategies, and independent learning strategies. In terms of learning achievement in Islamic religious education, the majority has increased and improved. There are still impediments to its implementation, such as a lack of interest in Islamic religious education, the fact that students only participate in the learning process, and the extremely limited time available for Islamic religious education learning.

Effects of Multisensory Integration through Spherical Video-Based Immersive Virtual Reality on Students’ Learning Performances in a Landscape Architecture Conservation Course

Many courses are transitioning from offline to online instruction in the wake of the COVID-19 pandemic. Landscape architecture conservation courses face problems such as reduced interest in learning, poor learning attitudes and low learning efficiency among students. At the same time, due to the nature of landscape architecture conservation courses, students need more experience to learn well, and many landscape architecture courses do not meet this requirement. Online education also lacks the necessary education scenarios and is not very immersive, making it difficult to meet students’ learning needs. Continued advances in technology have provided new ways for people to connect with nature, increasing awareness and adoption of sustainable landscape architecture practices. To solve the above problems, this study uses multisensory spherical video-based immersive virtual reality technology to develop a VR learning system for landscape architecture conservation courses based on the senses of sight, sound and smell. This system is simple to operate, but interactive and immersive. A quasi-experimental study was also conducted to test the effectiveness of the system. Analyzing the results of the study, students in the experimental group outperformed students in the control group in terms of learning achievements, learning model satisfaction, technology acceptance, flow experience and learning attitudes, which suggests that the use of multisensory spherical video-based immersive virtual reality technology in a landscape architecture conservation course is effective in improving students’ learning performances, and that the study can provide input for the development of other courses.

Meta-Analysis on Investigating and Comparing the Effects on Learning Achievement and Motivation for Gamification and Game-Based Learning

This meta-analysis aimed to investigate and compare the efficiencies of gamification and game-based learning in terms of learning achievement and motivation. With distinctive features, gamification and game-based learning were hypothesized to exert different effects on learning achievement and motivation. The effects on learning achievement were more stable and significant for game-based learning (ES = 0.54, 95% CI [0.38, 0.70]) than for gamification (ES = 0.85, 95% CI [0.32, 1.37]). The overall effects on motivation were more significant for gamification (ES = 0.77, 95% CI [0.53, 1.01]) than for game-based learning (ES = 0.60, 95% CI [0.42, 0.78]). Gamification exerted less significant but more stable effects on intrinsic motivation (ES = 0.64, 95% CI [0.37, 0.91]) than on extrinsic motivation (ES = 0.92, 95% CI [0.50, 1.34]). Game-based learning exerted less significant but more stable effects on extrinsic motivation (ES = 0.56, 95% CI [0.35, 0.77]) than on intrinsic motivation (ES = 0.62, 95% CI [0.12, 1.13]). The main conclusion was that gamification and game-based learning, as two distinct game-related pedagogies, differently influenced learning achievement, intrinsic motivation, and extrinsic motivation. The dependence on immersion subject to external or internal factors and ludic contexts associated with internalization of motivation influenced the effect stability on learning achievement and motivation.

Penerapan Cooperative Learning Pada Pembelajaran Daring Mata Pelajaran Informatika Ditinjau Dari Keaktifan dan Prestasi Belajar Siswa di SMP.

<p>This study aims to increase student activity and learning achievement through the application of <em>Cooperative Learning </em>Type STAD in Informatics online learning by utilizing the <em>Google Jamboard </em>application. This research is included in the <em>quasi-experimental</em> type of research with the <em>design of One Group Pretest-Posttest</em>. The population in this study was all grade VII students of a state owned school. The sample used was class VII G students with a total of 32 students. The <em>sampling</em> technique uses<em> cluster random sampling</em>. Data collection techniques use questionnaires and tests. The technologyk data analysis used is a normality test, homogeneity test, and hypothesis test using<em> a paired sample t test</em>. The results of the study, which were reviewed in terms of learning activity, statistically there was an increase from an average score of 72.90 to 80.69. Meanwhile, in terms of learning achievement, it showsthat statistically the average pre-test score<em> </em>is46.56 and the average <em> post</em> test score is 65.03 so that there is an increase through the application of <em>Cooperative Learning </em>Type STAD in informatics online learning.</p>

Haynayan AR: An Augmented Reality-Based Lesson for the Improvement of Learning Achievement in Cell Biology for the STEM Curriculum

ICT-infused lessons have been proven to significantly enhance the learning achievements in various disciplines specially during the pandemic. Most schools have adopted blended and remote learning. In Education 4.0, schools are relying on technology and among these educational technologies are Augmented Reality and Mobile-based Learning. These educational technologies are gaining popularity given their accessibility and advantages. So, the researchers designed and developed Augmented Reality-based learning Tool for Cell Biology and Basic Microscopy. The study aimed to assess the developed learning tool in terms of learning achievement and employed methods such as technology acceptance model for users and pre-post testing approach to assess learning outcomes. Findings revealed that Augmented-Reality based learning tools significantly enhance the learning achievement of students. Thus, the study suggests capability training for teachers on the use of such emerging technologies. Keywords: cell biology, education, augmented reality, educational technology

Comparative Analysis of Prospective Physics Teachers’ Learning Achievement in Terms of Cognitive Style (Field Dependent and Field Independent)

This study aims to determine the comparison of student achievement with field-dependent (FD) and field-independent (FI) cognitive styles. The method used in this research is a comparative descriptive method with a quantitative approach. The sample consisted of 30 prospective physics teacher students who were studying at the University of Mataram. Research data were taken using the Group Embedded Figure Test (GEFT) and documentation of the study result card (SRC). GEFT is used to determine cognitive style while documentation is used to determine the cumulative achievement index (CAI) of students. Based on the results of the t-test at the 95% confidence level (α = 0.05) with the degree of independence (dk = 2= 28), it shows that there are significant differences in learning achievement between FI and FD students. The average learning achievement of FI students (CAI = 3.15) tends to be better than that of FD students (CAI = 3.37).

The effectiveness of an augmented reality app in online civil engineering learning

ABSTRACT In this study, an AR-based mobile learning application is proposed to assist online civil engineering course learning during the COVID-19 pandemic. A quasi-experiment has been conducted, and feedback from both the teacher and students has been analysed to examine the effectiveness of the proposed approach in terms of learning achievements. The subjects were 46 sophomores who majored in civil engineering in one class taught by one instructor in a southern U.S. state university. The quasi-experimental results showed that the proposed approach could not significantly improve the students’ online learning achievements. However, the feedbacks brought some explanation to this non-significant result. They indicated that students found this mobile AR app to be an interesting, helpful, practical, and effective approach in their online learning that helped them gain more in-depth knowledge than traditional teacher-centred classroom instruction.

Efektivitas Pembelajaran Online Mata Kuliah Filsafat Pendidikan Menggunakan Google Classroom di Masa Pandemi Covid-19

This research was conducted to test the effectiveness of online learning using google classroom in terms of student achievement and independence. This research is a quasi experimental study with the one group pretest posttest design. The research was conducted in the Educational Philosophy course, students were given a pretest of learning achievement and learning independence before learning was carried out using google classroom. After being given treatment, students were measured their learning achievement and independence. Learning achievement was measured using tests, while student independence was measured using independence questionnaires. After being measured, the data were analyzed. Learning is said to be effective if (1) the average student learning achievement score is more than 63 and the student independence score is more than 70, (2) more than 75% of students who get a minimum grade of B and enter the high criteria for student learning independence, and (3) the average posttest score is better than the pretest both for learning achievement and learning independence. Criteria (1) used the one sample t test, criteria (2) used the proportion test, while for criteria (3) used the paired sample t test. After analyzing data, online learning using google classroom is said to be effective in terms of learning achievement but not effective in terms of student independence.

A reading engagement-promoting strategy to facilitate EFL students' mobile learning achievement, behaviour and engagement

Mobile learning (M-learning) refers to the use of mobile and wireless communication technologies to enable students to access learning materials in an interactive manner, regardless of location and time constraints. However, without a proper learning design or the provision of learning guidance, most students might fail to plan their learning schedule to effectively read and comprehend the learning materials on their own, which could significantly affect their learning engagement and outcomes. In this study, a Reading Engagement-Promotion Strategy (REPS) was proposed to tackle this issue. A quasi-experiment was designed to compare the students using the REPS approach and those using the conventional ones in terms of learning achievement, behaviours (i.e., frequency of use of markers, the number of words, and usage patterns), and engagement (i.e., time spent reading and learning). The results showed that the REPS approach could improve students' learning achievement and facilitate the high achievers' engagement.

A Content Analysis and Meta-Analysis on the Effects of Classcraft on Gamification Learning Experiences in terms of Learning Achievement and Motivation

Classcraft has become an attractive gamification choice that turns classes into motivating and joyful role-playing experiences. Based on the content analysis and meta-analysis, this study aims to investigate the efficiency of Classcraft in terms of optimal gamification learning experiences associated with learning achievement and motivation. After the identification, screening, eligibility, and inclusion processes, we have found that learning achievement and motivation are significant factors conducive to optimal gamification learning. The meta-analysis based on STATA 15 has demonstrated that gamification platforms including Classcraft can similarly enhance learning achievement (d = 0.621, z = 5.846, 95% CI [0.413, 0.829]) and motivation (d = 0.608, z = 6.167, 95% CI [0.415, 0801]), suggesting that gamification platforms including Classcraft can create optimal learning experiences. Another content analysis has revealed that Classcraft involving gamified reward mechanics, interactive settings, and collaborative tasks can fulfil the conditions of optimal gamification learning experiences. The main conclusion is that Classcraft can efficiently create optimal gamification learning processes that can positively influence learning achievement and motivation. We have also discussed the potential reasons for the positive effects of gamification on learning achievement and motivation. Game implementation can reflect learners’ preference for well-being based on continuity, interaction, and openness.

Kesalahan siswa kelas VII SMP Negeri 19 Mataram Tahun Ajaran 2020/2021 dalam menyelesaikan soal cerita pada materi himpunan ditinjau dari prestasi belajar

This study aims to describe the mistakes made by the VIIA grade students of SMP Negeri 19 Mataram in solving story questions about the set material in terms of learning achievement. With the research subject, namely 6 students of class VIIA which has been selected based on learning achievement. This research is a descriptive qualitative type with research instruments in the form of written test sheets and interview guidelines. The data analysis technique was carried out by the students completed the questions using the Polya analysis or not, if using the Polya analysis, the stages were correct or not, if using the Polya analysis with the correct steps, the students' answers would be analyzed using the Polya analysis. The results of the study were at the stage of understanding the problem, the subject made mistakes 16.66% with a small category, at the stage of choosing the right problem-solving strategy made an error 20% with a small category, at the stage of solving the problem subject made a mistake 51.66% with the high category and at the stage of re-checking subjects made mistakes 64,58% with the very high category.