Student Understanding Research Articles

Assessing clinical medicine students’ acceptance of large language model: based on technology acceptance model

While large language models (LLMs) have demonstrated significant potential in medical education, there is limited understanding of medical students’ acceptance of LLMs and the factors influencing their use. This study explores medical students’ acceptance of LLMs in learning and examines the factors influencing this acceptance through the lens of the Technology Acceptance Model (TAM). A questionnaire survey conducted among Chinese medical students revealed a high willingness to use LLMs in their studies. The findings suggest that attitudes play a crucial role in predicting medical students’ behavioral intentions to use LLMs, mediating the effects of perceived usefulness, perceived ease of use, and perceived risk. Additionally, perceived risk and social influence directly impact behavioral intentions. This study provides compelling evidence supporting the applicability of the TAM to the acceptance of LLMs in medical education, highlighting the necessity for medical students to utilize LLMs as an auxiliary tool in their learning process.

Pengembangan Modul Interaktif Mahasiswa PPG PAUD Terintegrasi Pembelajaran Berbasis Proyek sebagai Optimasi Pembelajaran Mahasiswa PPG di Sekolah Mitra

This article discusses the development of an interactive module for early childhood education (PPG PAUD) students integrated with project-based learning as an effort to optimize learning in partner schools. The program aims to enhance the skills and understanding of PPG PAUD students through the use of interactive modules designed to support project-based learning. The methodology includes needs analysis, module design, implementation, and effectiveness evaluation. The results indicate that the interactive module significantly increases students' learning motivation, engagement, and material comprehension. Additionally, the integration of project-based learning allows students to develop practical skills relevant to the teaching context in partner schools. In conclusion, the development of interactive modules integrated with project-based learning provides a positive contribution to optimizing learning for PPG PAUD students.

Analysis of the Use of Differentiated Instruction Learning Strategies in Answering Diverse Learning Needs in the Classroom of MAS Darul Hadist Hutabaringin Kec. Siabu Kab. Mandailing Natal

This study aims to analyze the effectiveness of the use of Differentiated Instruction (DI) strategies in responding to diverse learning needs in the classroom of students at MAS Darul Hadist Hutabaringin Kec. Siabu Kab. Mandailing Natal. The research method used is a qualitative approach with data collection techniques through observation, interviews, and document analysis. The results of the study indicate that the implementation of DI can increase students' motivation, involvement, and understanding of the subject matter. Teachers apply grouping based on interests and abilities and vary learning methods to adjust to student characteristics, which contribute positively to their learning outcomes. The implementation of DI faces challenges in the form of limited time, resources, and learning facilities. Teachers need additional preparation to adapt materials and methods, and institutional support is needed so that the implementation of DI runs optimally. This study concludes that DI is an effective learning strategy in improving the quality of education in school environments with diverse learning needs, and recommends that schools support the implementation of DI through ongoing training and improving learning facilities.

Akselerasi Pemahaman Mahasiswa Melalui Pengembangan Media Pembelajaran Holografi Multi Bahasa Mata Kuliah Konsep Pendidikan Seni

This study aims to accelerate student understanding in the course of Art Education Concepts through the development of multilingual holographic learning media. This approach utilizes hologram technology to present learning materials in a visual and interactive manner, supporting more effective concept comprehension. The methodology employed is a development design, beginning with an analysis of student needs followed by the design, implementation, and evaluation of the holographic learning media. The study involved students from various language backgrounds, testing the effectiveness of the media in supporting cross-language understanding. Results show significant improvements in students' comprehension of art education concepts, as evidenced by pretest and posttest assessments. The holographic learning media offers significant potential in art education, providing an immersive learning experience accessible to multilingual students. This research provides new insights into the use of advanced technology for art education.

Adopting technology-based pedagogies for epistemic justice

Adopting culturally responsive technology-based pedagogies that recognize and accommodate students' diverse learning needs, styles, and experiences is crucial in challenging epistemic justice and improving learning outcomes. The objective was to explore how integrating an understanding of individual students' distinctive traits into developing technology-based pedagogies informed by students' different ways of knowing can increase learning outcomes. In this article, I discuss how adopting culturally responsive technologies in classrooms can redress epistemic injustice and improve learner outcomes by promoting student engagement, hands-on experiential learning, and culturally aware learning. The concept of epistemic justice inspires efforts to enhance learning environments and cultivate a sense of connection and community among students. The cases draw from my experience adopting the intervention and are presented within an analytical framework of culturally responsive technology-based pedagogies in selected hybrid and in-person media production courses.

METODE GURU PENDIDIKAN AGAMA KRISTEN DALAM MEMBANTU SISWA TUNANETRA (GANGGUAN PADA PENGLIHATAN) DALAM BELAJAR

The purpose of this study is to find out and provide appropriate teaching methods for Christian Religious Education (PAK) teachers to help visually impaired students in learning. Because there are still Christian religious education teachers in teaching the visually impaired only use conventional methods (lectures) which are monotonous and less interesting. As a result, students often feel bored and have difficulty understanding the learning material. For this reason, this research uses a qualitative method with a literature research approach. Data was collected by reviewing various literature, articles, books, and related sources of information. The results show that Christian Religious Education teachers can use several teaching methods that are suitable for the characteristics of visually impaired students, such as the lecture method, question and answer method, discussion method, and drill method. In addition, Christian Religious Education teachers must give special attention, guide, and motivate blind students to help them learn. The conclusion of this research is that Christian Religious Education teachers must be able to apply a variety of appropriate and interesting teaching methods in an innovative, creative, and versatile manner to optimize the learning experience of blind students, making learning more effective and enjoyable. Appropriate teaching methods and supportive approaches significantly improve students' engagement and understanding of the teaching materials.

An interdisciplinary research field transformed into an intermedial science exploration programme: how to explore neurotronics research and development in a school student laboratory programme

Abstract This work presents the development and implementation of an interdisciplinary and intermedial science outreach programme designed for school students. The programme integrates biological systems and technological advancements to provide students with hands-on laboratory experiences and immersive media, including virtual reality videos and augmented reality posters. Through a co-creation process involving scientists and educators, the programme aims to enhance students understanding of bio-inspired information pathways and neurogenesis. Preliminary evaluations indicate high engagement and educational value, suggesting that such interdisciplinary approaches can significantly enrich science education. Graphical abstract

Comprehensive undergraduate experiment: determination of phenylurea herbicide in tea by magnetic solid-phase extraction-high performance liquid chromatography

Against the backdrop of the Ministry of Education's promotion of new agricultural science construction and interdisciplinary integration, a comprehensive chemistry experiment to enhance the practical skills of students in preparing biomass functional materials and detecting pesticide residues was designed. Natural loofah was utilized as a precursor in synthesizing nitrogen-doped magnetic porous carbon materials, which were then applied in a magnetic solid-phase extraction (MSPE) technique. Subsequently, high performance liquid chromatography (HPLC) was employed to analyze and detect the phenylurea herbicide monuron in tea. The experimental process included material synthesis, characterization, optimization of the MSPE conditions, adsorption performance studies, and HPLC, reflecting its scientific, systematic nature and providing a comprehensive learning platform for students. It not only deepens student understanding of the relationship between material characterization and application, but also improves their experimental design and problem-solving capacities. Moreover, by integrating cutting-edge science, ideological and political education, and experimental training, it not only stimulates student interest in scientific research and cultivates innovative thinking and practical skills, but also strengthens their feelings of social responsibility and historical mission. This approach realizes the comprehensive educational goals of experimental training and lays the foundation for nurturing high-quality talent with a global perspective and sense of social responsibility.

로버스카우트의 초·중등학교 연계 봉사활동 사례 연구: 로버스카우트 제도의 교육봉사활동으로서의 가능성 탐색

Objectives This study aims to explore the potential of the Rover Scout program as an educational volunteer activity by analyzing the experiences of university students who are Rover Scouts affiliated with the Korea Scout Association. These students participated in volunteer activities, guiding students during school field trips in ele-mentary and secondary schools. Methods To achieve this, a qualitative case study was conducted on the volunteer activities of university students who are Rover Scouts. These activities were carried out in collaboration with elementary and secondary schools under the jurisdiction of a local educational office (both entities are anonymized as A Association and A Educational Office, respectively). In-depth interviews and participant observations were conducted with five university stu-dents and graduates who voluntarily continued to perform over 100 hours of volunteer work for more than a year, even after fulfilling their graduation requirements. Results The participants gained diverse experiences in guiding students during activities outside the classroom, which were often in unstable environments. Due to the systematic volunteer management system centered around A Association, the participants were able to sustain their volunteer activities for an extended period, which enhanced their understanding of students and nurtured their aspirations to become teachers. However, they also faced challenges, such as a lack of support from their universities and the absence of clear boundaries regarding the role of Rover Scouts in volunteer work. Conclusions The Rover Scout activities, as analyzed in this study, were consistent with the purposes and content of educational volunteer activities. Moreover, these activities contributed to developing essential skills and expe-riences, such as knowledge related to organizing field trips and managing student behavior, which are crucial for teachers but difficult to acquire through traditional teacher training programs. Based on these findings, the study suggests implications for improving university volunteer programs and the Rover Scout system to enhance the quality of volunteer activities.

Analyzing the Impact of Learning Technology on the Quality of Education in Schools: Potential and Risks

This research examines the impact of learning technologies on the quality of education in schools, focusing on the potential and associated risks. In the digital era, the integration of technology in the teaching and learning process is becoming increasingly important. This research method uses a qualitative approach with literature study techniques to analyze and understand the impact of learning technology on the quality of education. Learning technology contributes significantly to improving the quality of education in schools, both in terms of accessibility and quality of learning processes. Technology allows students to access a wide range of information sources and learning materials and supports more flexible and interactive learning. With educational apps, learning videos and online platforms, students can study independently outside of school hours and adapt learning to their own style and pace. This helps to create a more personalized and adaptive learning experience, which results in increased student motivation and understanding of the material. However, the application of technology in education also brings a number of risks that need to be taken seriously. One of the main risks is that students' dependence on technological devices can reduce their ability to think critically and solve problems independently. This implies that schools and governments need to develop policies that support the effective application of technology, including teacher training in integrating technology with the curriculum, provision of adequate infrastructure, and efforts to ensure equal access for all students.

A Study on How to Cultivate Musical Transitions Using A. Copland’s Theory of Students of Liberal Arts Music Education at University

This study adopted literature analysis and hermeneutic research methods, utilizing Aaron Copland's theory of film music to explore strategies for promoting musical transfer among students in college-level general music education. Music courses in liberal arts education at the university level typically focus on enhancing students' appreciation and understanding of music. however, given the nature of such courses, there may be limitations in applying musical concepts to real-life situations unless a specific instructional design is considered. To address this issue, this study developed a preliminary educational model through a literature review, and subsequently refined and finalized the model by incorporating revisions identified during the actual process of designing lessons using film music. The findings indicate that the educational model employing film music has the potential to enhance students' musical comprehension and appreciation skills and serves as an effective tool for facilitating the transfer of musical concepts across various contexts. These results suggest that the integration of film music into liberal arts music education is an effective approach for expanding students' musical thinking and experiences, thus presenting a new direction for music education.

E-modul IPS Kekayaan Budaya Indonesia Berbasis Karakter Toleransi dan Cinta Tanah Air Untuk Kelas IV Sekolah Dasar

This research is motivated by the limitations of teachers in utilizing technology to develop engaging and effective teaching materials, which impacts students' motivation and understanding of learning. The study aims to produce a valid, practical, and effective character-based IPS e-module. The research employs the ADDIE model, which includes analysis, design, development, implementation, and evaluation stages. Data collection involved validation instruments from material, language, and media experts, as well as practicality questionnaires for teachers, student response questionnaires, and pretest and posttest questions. Data analysis utilized both qualitative and quantitative techniques. Subjects included teachers and 20 fourth-grade students from a public elementary school in Malang Regency. Results showed validation scores of 92.3% from material experts, 95% from language experts, and 97.5% from media experts, all categorized as very valid. Teacher practicality was rated at 98%, and student responses at 92.5%, both deemed very practical. Effectiveness, measured by the n-gain test, scored 78.06, indicating effectiveness. These results indicate that the character-based IPS e-module provides engaging material, making it easier for students to understand the content, increasing motivation and learning outcomes, and fostering student character development. The e-module makes learning interactive, with students feeling enthusiastic and actively engaged. The character-based IPS e-module can be used as an innovative learning media by integrating character values, making learning more meaningful.

Flipbook Maker is an Electronic Learning Media for Social Studies Subjects

Technology integration in learning is essential in this digital era to improve student interaction and understanding. This community service aims to develop and implement Flipbook Maker as an electronic learning media for Social Sciences (IPS) subjects. The methods used in this community service activity include the planning, training, implementation, and evaluation stages. First, a needs analysis was conducted to determine the material to be presented as a flipbook. Second, IPS teachers were given intensive training on integrating Flipbook Maker into the curriculum.Furthermore, the flipbooks that had been created were tested in several classes to see their effectiveness and student responses. The activity results showed that using Flipbook Maker as an electronic learning medium can increase student interest, facilitate material delivery, and enrich learning resources. The evaluation showed that most students felt more motivated and helped understand IPS material. Thus, Flipbook Maker can be an alternative and innovative learning media for IPS subjects.

Enhancing Pancasila Character Traits through Innovative Science E-Books: A Digital Approach to Values Education

This research aims to improve the practice of Pancasila character values through the use of Innovative Science E-Book with digital approach in learning. By integrating Pancasila values into various science topics, this E-Book is expected to strengthen students' understanding of values such as Indonesian Unity, Social Justice, Humanity, God Almighty, and Democracy. The results showed a significant increase in the practice of Pancasila values after the use of the E-Book, especially in the aspects of Indonesian Unity and Social Justice. The E-Book was also considered very suitable for the curriculum, easy to use, and effective in increasing student engagement and understanding. In conclusion, the digital approach through the Innovative Science E-Book proved to be an effective medium in Pancasila character education in schools, making it a relevant and powerful tool in the modern educational context

Step away from the paraphrase: teaching note-taking as a gateway to knowledge transformation

In this presentation, we examined the role note-taking can play as a gateway to knowledge transformation in the reading-to-write process and challenged an academic focus on the teaching of paraphrasing. Much research has been done into the role that note-taking plays in lectures (Morehead et al., 2019), the impact of longhand notes compared with digital (Allen et al., 2020) and student writing strategies (Wingate and Harper, 2021). Although notes play an important role in evidence-based writing, in both providing a clear record of a student’s reading and increasing encoding and engagement (Voyer et al., 2022), very little research directly addresses the impact of note-taking strategies in the reading-to-write process. This study builds on work done in educational psychology by Cuevas et al. (2016) examining writing beliefs. It aims to understand student approaches to evidence gathering and explore links between their current practices and their writing beliefs. Understanding current student practices and the link with epistemological beliefs will allow us, as learning developers, to more effectively create targeted activities and interventions to support student understanding and engagement with texts in the reading-to-write process. It will also provide a foundation for explicit discussion and reflection of student beliefs about the nature of reading and writing and the link between these beliefs and note-taking practices, encouraging students to see reading and writing as knowledge construction and, importantly, encouraging deeper cognitive engagement and learning. The study builds on work done in educational psychology by Cuevas et al. (2016) examining the link between writing beliefs and students’ ability to create argumentation and synthesis and attempts to answer the questions: (1) In the reading-to-write process, what common strategies are students using to record information from their reading? (2) What potential impacts do common practices have on learning, focus, source integration and academic integrity? (3) How are students’ epistemological beliefs about reading and writing reflected in their notetaking practices? (4) How do common practices impact students’ ability to transform knowledge and incorporate it into existing beliefs? Understanding current student practices and the link with epistemological beliefs will allow us, as learning developers, to more effectively create targeted activities and interventions to support student understanding and engagement with texts in the reading-to-write process. It will also provide a foundation for explicit discussion and reflection of student beliefs about the nature of reading and writing and the link between these beliefs and notetaking practices, encouraging students to see reading and writing as knowledge construction and, importantly, encouraging deeper cognitive engagement and learning.

INSTRUCTIONAL MATERIALS USAGE ON STUDENT ACADEMIC PERFORMANCE IN PHYSICS SUBJECT IN DAY SCHOOLS IN RWANDA A CASE OF NYARUGENGE DISTRICT

Students academic performance in science subjects and physics specifically has always attracted big concern among students, parents, teachers and the entire public community. The main purpose of this research was to assess the instructional materials usage on students academic performance in Physics subjects in day secondary schools in Nyarugenge District-Rwanda. It had three specific objective such as to identify the instructional materials used in physics subject in day secondary schools in Nyarugenge District, Rwanda, to assess the level of students academic performance in physics subject in day secondary schools in Nyarugenge district, Rwanda, to examine the challenges faced by teachers in preparation of instructional materials in physics subject in day secondary schools in Nyarugenge District, Rwanda, to determine the relationship between instructional materials and students academic performance in physics subject in day secondary schools in Nyarugenge district, Rwanda. This research was supported with Socio-cultural theory and attribution theory. The researcher used descriptive research design and correlational research design for data collections. The study employed different respondents including parents, students, teachers, and head teachers. The total number of participants was 520, comprising 100 teachers, 400 students and 20 head teachers. These participants were drawn from 20 selected schools across 10 sectors within Nyarugenge District, Rwanda. The Yamane formula was used to calculate the sample size of 226 respondents from target population of 520.Simple random sampling was used to select students and head teachers from secondary schools in Nyarugenge District. Purposive sampling was employed for selecting teachers based on their pertinent experiences in teaching physics subject. Researcher used questionnaire and interview guide as data collection instruments where questionnaires was designed to gather information from students, while interview guides was tailored for teachers and head teachers selected from secondary schools.The findings, summarized in Table 4.7, reveal a strong and statistically significant correlation between instructional materials and students academic performance. The Pearson correlation coefficient of 0.911 indicates a very high positive correlation, suggesting that as the quality and availability of instructional materials increase, students academic performance in physics also tends to improve. The strong correlation signifies that well-designed, up-to-date, and diverse instructional resources can significantly enhance students understanding of the subject matter, leading to better academic outcomes. The implications of this strong correlation for educational practice are considerable. Schools and educators should prioritize the development and provision of high-quality instructional materials, including textbooks, digital resources, laboratory equipment, and supplementary materials. Ensuring that these resources are current, relevant, and accessible can create a more engaging and effective learning environment for students. It reveals a strong positive relationship between instructional materials and academic performance, with an R Square value of 0.829. This indicates that approximately 82.9% of the variance in students academic performance can be explained by the quality of instructional materials provided. This strong predictive capability underscores the importance of these resources in determining academic success. The Ministry of Education should implement regular and systematic professional development programs for teachers focused on innovative teaching methodologies. Background:The academic performance of students in science, particularly physics, is a significant concern for various stakeholders. This research aims to assess the impact of instructional materials on students academic performance in physics at day secondary schools in Nyarugenge District, Rwanda. Methods:The study utilized descriptive and correlational research designs, involving 520 participants: 100 teachers, 400 students, and 20 head teachers from 20 schools across 10 sectors in Nyarugenge District. A sample of 226 respondents was calculated using the Yamane formula. Simple random sampling was applied for students and head teachers, while purposive sampling was used for teachers. Data were collected through questionnaires for students and interview guides for teachers and head teachers. Results:Findings indicated a strong, statistically significant correlation (Pearson correlation coefficient of 0.911) between instructional materials and students academic performance in physics. An R Square value of 0.829 suggests that approximately 82.9% of the variance in academic performance can be explained by the quality of instructional materials. Conclusion: The study highlights the critical role of high-quality instructional materials in enhancing students understanding and academic outcomes in physics. It recommends that schools prioritize the development and provision of diverse, current instructional resources and that the Ministry of Education implement regular professional development programs for teachers to promote innovative teaching methodologies.

Exploring the impact of intelligence quotient on mastery of biodiversity through e-modules

E-modules can facilitate student understanding of complex biological concepts, including biodiversity, but their effectiveness also depends on individual student abilities. One significant factor influencing this success is the students' intelligence quotient, which affects how they process and comprehend complex information. This research aims to determine the relationship between intelligence quotient with mastery of biodiversity material using e-modules. The method used in this research is a quantitative descriptive method with correlation studies. The sample was taken from as many as 177 students from SMAN in Tangerang City was collected using multistage random sampling technique. To assess these skills, a test instrument in the form of multiple-choice questions is used. The prerequisite test shows that the data is normally distributed, the data is homogeneous, the data is linear, the data is free from symptoms of heteroscedasticity, the data is not multicollinearity, and the data is free from symptoms of autocorrelation. Through testing the hypothesis, the equation Ŷ = 41.268 + 0.580X1 is obtained. The correlation coefficient obtained was 0.881, which means there is a very strong relationship. . Based on this research, it can be concluded that there is a positive relationship between intelligence quotient, reading comprehension ability, and mastery of biodiversity material using e-modules.

Exploring Food Processing in Natural Science Education: Practical Applications and Pedagogical Techniques

Food processing is an essential link in the chain that connects agricultural production with consumer nutrition and safety. This paper attempts to discuss how effectively food processing can be integrated into the curriculum of natural sciences to further the understanding of students about scientific principles through practical applications. Discussion of relevance to food processing prepares the ground for biology, chemistry, and environmental science, focusing on such core processes as fermentation, pasteurization, and conservation. This paper outlines how reviewing successful strategies and case studies, concept concretization of science is realized through practical activities and interdisciplinary projects, and larger goals are achieved in education for sustainability, food safety, and healthier eating. Besides, it underscores the place of technology and innovation through digital tools and virtual simulation in making the lessons interactive for the students in a career-oriented manner. The article concludes with the following practical suggestions for educators and advocates of the partnership among schools, industry, and community toward an enriched education preparing students with vocational skills.

Enhancing mathematical function understanding in university students: a comparative study of design thinking vs. traditional teaching methods

Mathematical education requires innovative didactic strategies to enhance the understanding and application of mathematical concepts, as traditional teaching methods often lack relevance. This methodology aims to develop a problem-solving scientific approach called design thinking as a strategy for learning mathematics functions. The study was applied to a sample of 138 students of biochemical, biological, and industrial engineering careers attending the first academic cycle at the Faculty of Natural and Exact Sciences of the Particular Technical University of Loja-Ecuador. The methodology uses a quasi-experimental design with a convenience sampling method. All participants were divided into a control group (C, D, K) and an experimental group (P, Q, R). Knowledge, skills, perceptions, and engagement were measured through pretest, posttest, workshop, rubric, project, and survey instruments. The pretest results indicate that both groups had similar knowledge of mathematical functions (pretest mean experimental group: 1.42/2 and mean control group: 1.55/2). Moreover, after applying design thinking strategy to the experimental group, variables questionnaire, project, and workshop show statistical differences (p < 0.001) between groups related to the traditional learning strategy, increasing the experimental group’s score in the project (posttest mean experimental group: 1.62/2 points, and mean control group: 1.65/2). The survey opinion indicates that 53.5% of the experimental group highlighted the project’s development as positively impacting their academic training. In conclusion, problem-solving design thinking using scientific projects as a mathematical function learning strategy contributes to improving the comprehension of polynomial functions and developing mathematical competencies, abilities, and skills to generate tangible solutions for real problems.

Implementing assessment protocols in compulsory school for students with intellectual disabilities: challenges and opportunities for teachers educating students with intellectual disabilities

PurposeThis study investigates the impact of integrating structured assessment protocols within the Japanese lesson study (JLS) framework in Swedish Compulsory School for Students with Intellectual Disabilities (CSSID). The purpose is to explore whether such integration can enhance teachers’ professional certainty in assessing and supporting students with intellectual disability (ID), aligning educational practices with inclusive legislative mandates.Design/methodology/approachThe study utilized structured assessment protocols during lesson study cycles, where teachers observed and discussed research lessons based on predefined learning objectives. Data were collected through questionnaires, assessment protocols and post-lesson discussions, then analyzed using narrative and descriptive statistical methods.FindingsThe integration of structured assessment protocols in lesson studies enhanced teachers’ focus and clarity in assessing and supporting students with ID, improving their perceptions of student engagement, interest and understanding. However, challenges in adapting the protocols to varied teaching contexts and student needs limited the overall impact on professional certainty.Practical implicationsThis study examines the adaptability of integrating lesson study with assessment protocols in special education settings. It demonstrates that structured assessment protocols used within the lesson study process provide a common focus on academic achievements for students with ID.Originality/valueThis study contributes to the field by demonstrating the potential of modifying traditional lesson study approaches to include structured assessment protocols, particularly in the context of special education. It highlights the need for ongoing professional development and sustainable assessment strategies that support the diverse learning needs of students with ID.