Journal articles on the topic 'Student outcomes'
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Saunders-Stewart, K. S., P. D. T. Gyles, B. M. Shore, and R. J. Bracewell. "Student outcomes in inquiry: students’ perspectives." Learning Environments Research 18, no. 2 (May 31, 2015): 289–311. http://dx.doi.org/10.1007/s10984-015-9185-2.
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Morin, Karen H., and Janis P. Bellack. "Student Learning Outcomes." Journal of Nursing Education 54, no. 3 (March 1, 2015): S3—S4. http://dx.doi.org/10.3928/01484834-20150217-10.
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Siregar, Annasari. "APPLICATION OF QUANTUM TEACHING LEARNING MODEL AS AN EFFORT TO IMPROVE STUDENT LEARNING OUTCOMES." JURNAL PAJAR (Pendidikan dan Pengajaran) 4, no. 5 (September 26, 2020): 994. http://dx.doi.org/10.33578/pjr.v4i5.8134.
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Low student learning outcomes are a problem in schools, including where researchers teach. As an effort to improve student learning outcomes is the application of the quantum teaching learning model. This research was conducted on fifth grade students of SDN 022 Bathin Solapan with a total of 35 students. This research is a classroom action research. The instrument used was a learning outcome test. The results of this study found that the average initial data of students was 59.71 with 11 students who completed, in the first cycle, there was an increase with the average student learning outcomes being 68.14 with 23 students who achieved mastery, in cycle II student learning outcomes have reached the expected success indicators, namely the average student learning outcomes amounted to 75.28 with 32 students who were able to achieve the minimum passing criteria. The conclusion that can be drawn is that the application of the quantum teaching learning model can improve student learning outcomes.
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Lacoe, Johanna, and Matthew P. Steinberg. "Do Suspensions Affect Student Outcomes?" Educational Evaluation and Policy Analysis 41, no. 1 (August 17, 2018): 34–62. http://dx.doi.org/10.3102/0162373718794897.
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Discipline reformers claim that suspensions negatively affect suspended students, while others suggest reforms have unintended consequences for peers. Using student panel data from the School District of Philadelphia, we implement student fixed effects and instrumental variable (IV) strategies to examine the consequences of suspensions for offending students and their peers. A suspension decreases math and reading achievement for suspended students. The effects are robust to IV estimates leveraging a district-wide policy change in suspension use. Suspensions are more salient for students who personally experience suspension than for their peers. Exposure to suspensions for more serious misconduct has very small, negative spillovers onto peer achievement, but does not change peer absences.
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Mohamad Nurdin, Dadang, Deni Darmawan, and Hudiana Hernawan. "EFEKTIVITAS PENGGUNAAN MULTIMEDIA INTERAKTIF DAN MOBILE LEARNING DALAM MENINGKATKAN HASIL BELAJAR PADA MATA PELAJARAN MATEMATIKA." PEDAGOGIA 14, no. 1 (August 17, 2016): 86. http://dx.doi.org/10.17509/pedagogia.v14i1.2341.
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The purpose of this study is (1) to determine the learning outcome of students using interactive multimedia; (2) the improvement of student learning outcomes using mobile learning; (3) to determine the differences between the learning outcome of students using interactive multimedia and mobile learning. The method used is the method of quasi-experimental research design used in this study The Static group pretest – posttest design. Results obtained indicate that (1) there is an increase in student learning outcomes which uses interactive multimedia; (2) there is an increase in student learning outcomes using mobile learning; (3) there are differencesbetween the learning outcome of students using interactive multimedia and mobile learning.
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Murtiningsih, Murtiningsih. "PENGARUH MOTIVASI BELAJAR, SARANA BELAJAR, DAN PERCAYA DIRI TERHADAP HASIL BELAJAR IPS SISWA PENERIMA BSM (BANTUAN SISWA MISKIN) SMP NEGERI DI SURABAYA." JURNAL EKONOMI PENDIDIKAN DAN KEWIRAUSAHAAN 5, no. 2 (September 30, 2017): 178. http://dx.doi.org/10.26740/jepk.v5n2.p178-191.
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This research aims to know (1) the influence of learning motivation towards learning outcomes students (2) influence of a learning tool toward student learning outcome (3) influence of confidence against a student learning outcome (4) influence of learning motivation, learning tools, and confident against the learning outcomes of students. This research uses a quantitative approach. Analysis of the multiple linear regression analysis was used. Population studies as many as 150 students taken in random sampling as much as 110 students in Junior High School State 39, 41, and 43 Surabaya school year 2014-2015. The results showed (1) there is the influence of learning motivation towards learning outcomes students (2) there is the influence of the means of learning towards student learning outcome (3) there are confident against influence student learning outcomes (4) there is the influence of learning motivation, learning tools, and confident against the results of student learning receiver BSM (poor students coupon) junior high school state Surabaya. Based on research it can be concluded that the motivation of learning, learning tools, and simultaneous confidence effect significantly to student learning outcomes, namely 94.4 whereas 5.6 is affected by other variables outside of the variables examined. To cover the shortfall, it can be done by way of teaching with the methods vary according to the material being taught by associate Social Science material in everyday life, learning tools are fitted and foster the confidence of students, so that the results of his studies.
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Kinyon, Kathryn, Shannon V. D'Alton, Kristen M. Poston, and Berry S. Anderson. "Changing Student Outcomes Without Sacrificing Student Satisfaction." Journal of Nursing Education 60, no. 3 (March 2021): 169–71. http://dx.doi.org/10.3928/01484834-20210222-09.
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Wilson, Janie H., Rebecca G. Ryan, and James L. Pugh. "Professor–Student Rapport Scale Predicts Student Outcomes." Teaching of Psychology 37, no. 4 (September 30, 2010): 246–51. http://dx.doi.org/10.1080/00986283.2010.510976.
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Driessen, Geert. "Teacher ethnicity, student ethnicity, and student outcomes." Intercultural Education 26, no. 3 (May 4, 2015): 179–91. http://dx.doi.org/10.1080/14675986.2015.1048049.
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Sidik, Ahmad, and Sukaya Sukaya. "KONTRIBUSI PERSEPSI KETERAMPILANMENGAJAR DAN MOTIVASI BELAJAR TERHADAPHASIL BELAJAR." Voteteknika (Vocational Teknik Elektronika dan Informatika) 7, no. 3 (July 10, 2019): 220. http://dx.doi.org/10.24036/voteteknika.v7i3.105585.
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The background of this research is the problem of low learning outcomes in training Menerapkan Dasar-Dasar Elektronika, which 31,28% of students scored under lower minimum limit value (KKM). The purposes of this research are to reveal the contribution of students' perceptions of teacher teaching skills and the motivation to learn individually or jointly on learning outcomes. Keywords: students' perceptions of teacher teaching skills, motivation to learn, Learning Outcomes.The Occupant of this reseach come to 99 students and the number of sample is 49 students at the class X SMKN 1 Padang. The sampling technique is Simple Random Sampling. Data on student learning outcomes obtained from subject teachers Menerapkan Dasar-Dasar lektronika. While data on students' perceptions of teacher teaching skills and the motivation to learn collected through questionnaires distributed to students by using a Likert scale that has been tested for validity and reliability.The result showed that (1) students' perceptions of teacher teaching skills and the motivation to learn jointly contribute significantly to student learning outcomes SMKN 1 Padang amounting to 37,99%. (2) students' perceptions of teacher teaching skills contribute significantly to student learning outcomes SMKN 1 Padang amounted to 23,88%, (3) motivation to learn contribute significantly to student learning outcomes SMKN 1 Padang amounted to 26,39%, so it can be concluded that students' perceptions of teacher teaching skills and the motivation to learn contribute to student learning outcomes in SMKN 1 Padang. Keywords: students' perceptions of teacher teaching skills, motivation to learn, student learning outcome.
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Vourlekis, Betsy S., and James X. Bembry. "Baccalaureate Student Outcomes in Research Methods." Journal of Baccalaureate Social Work 8, no. 1 (September 1, 2002): 121–32. http://dx.doi.org/10.18084/1084-7219.8.1.121.
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Programs seek innovative and useful approaches to demonstrate accountability for quality results through systematic evaluation and improvement of programmatic outcomes. In this undertaking the research curriculum is an important area for scrutiny. This study tested student outcomes in research methods classes in a baccalaureate program to examine the outcomes of research knowledge, attitudes, and self-confidence for a cohort of students as a whole (N=82) and for four different research class “options” provided in the program's curriculum. Outcome measures were test scores on the standardized Kirk-Rosenblatt Research Knowledge Scale, and a self-efficacy rating measure. Findings showed satisfactory student achievement overall in comparison to other reported BSW samples (posttest scores), mixed evidence to the program concerning knowledge gains and student self-confidence, but considerable consistency of outcomes across class options. Results illuminate useful areas for further investigation and enhancement.
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Faradhila Putri, Apri Wahyudi, and Abdul Hamid. "PENERAPAN MODEL PEMBELAJARAN INDEX CARD MATCH DALAM MENINGKATKAN HASIL BELAJAR IPA KELAS III DI MI NURUL ULUM TULUNGAGUNG." Al-Ibda: Jurnal Pendidikan Guru Madrasah Ibtidaiyah 2, no. 01 (March 19, 2022): 38–45. http://dx.doi.org/10.54892/jpgmi.v2i01.216.
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AbstractThis research is motivated by the low learning outcomes of IPA subjuc in MI Nurul Ulum Tulungagung, Gadingrejo subdistrict, Pringsewu District. This research is a class action research (ptk) through the application of the index card match learning model which is carried out twice a cycle in class III students (25 students). Instruments used were interviews, documentation, teacher and student observation sheets, student worksheets, the factor investigated were student learnig outcomes, teacher and student activities. The procedure of this study starts from planning, observation, action, evaluation, analysis and reflection. The results of this study indicate that the application of the index card match learning model in class III MI Nurul Ulum can significantly improve student learning outcomes. Pra cycly activities show that overall student learning outcomes only reach 35,52%, after taking action in cycle 1 using the indec card match learning method student learning outcomes have increased student learning completeness by 60,21%, then proceed to the cycle II action and have ancreased completeness by 87,50%.Keyword : learning, index card match, learning outcome
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Zuhra, Laina, Melva Silitonga, and Mufti Subdibyo. "Relationship Interests, Motivation and Attention Parents of Biology Student Learning Outcomes Race: Passage of Interest in SMA Negeri Percut Sei Tuan." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 3, no. 4 (December 30, 2020): 2300–2310. http://dx.doi.org/10.33258/birle.v3i4.1513.
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This study aims to determine: (1) Biology learning outcomes of students; (2) Student interest in learning; (3) student motivation; (4) Parents' attention; (5) The relationship between interest, motivation and parental attention to student biology learning outcomes in the cross-interest group of class X students. This research was conducted at SMA Negeri 2 Percut Sei Tuan in 2019. The research method is a descriptive correlational research method with a research sample of 100 students. determined by cluster random sampling (random sample class). The research instrument consisted of a cognitive learning outcome test, a student interest questionnaire, a student learning motivation questionnaire, and a student parent attention questionnaire that had been tested for validity, reliability, discrepancy and level of difficulty. Data were analyzed using correlation analysis techniques using SPSS 21.0 for windows. The results showed: (1) Cognitive learning outcomes of 74.08 which fall into the moderate category; (2) The level of student interest was 64.67 which was in the medium category; (3) The level of student motivation is 68.46 which belongs to the medium category; (4) The level of attention of the students' parents is 66.74 which is in the moderate category; (5) The significant relationship between student interest in learning, student motivation, and parents' attention to student cognitive learning outcomes with Sig 0.00 <0.05.
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Seybert, Jeffrey A. "Assessing Student Learning Outcomes." New Directions for Community Colleges 2002, no. 117 (2002): 55–66. http://dx.doi.org/10.1002/cc.53.
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Kadry, Seifedine. "Quality-Assurance Assessment of Learning Outcomes in Mathematics." International Journal of Quality Assurance in Engineering and Technology Education 4, no. 2 (April 2015): 37–48. http://dx.doi.org/10.4018/ijqaete.2015040104.
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Student outcomes are statements that describe the attributes; skills and abilities that students should have and be able to do by the time of graduation. For quality assurance evaluation, these outcomes must be assessed. In order to evaluate the level to which an outcome is met, it is necessary to select some courses where the outcome is covered. Course objectives must be linked to the student outcomes and define in terms of measurable performance indicators. Using just two outcomes as an example, this paper presents a systematic approach to assess directly and indirectly student learning outcomes in Mathematics through differential equation course, by define appropriate measurable performance indicators, build up assessment rubrics, collect and analyze data for possible recommendations and improvement.
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Halimah, Ai Mumu. "PENGGUNAAN MODEL PEMBELAJARAN KOOPERATIF DENGAN TEKNIK KELILING KELAS UNTUK MENINGKATKAN HASIL BELAJAR IPS PADA SISWA KELAS III SD NEGERI 013 PAGARAN TAPAH DARUSSALAM." JURNAL PAJAR (Pendidikan dan Pengajaran) 1, no. 1 (September 7, 2017): 98. http://dx.doi.org/10.33578/pjr.v1i1.4376.
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This research is motivated by the poor results of social studies third grade students of SD Negeri 013 Pagaran Tapah Darussalam. This study aims to determine the learning outcome IPS third grade students SD Negeri 013 Pagaran Tapah Darussalam through the application of learning models with engineering koopertif around the class, which is held for 1 month. As the subjects in this study is the third grade students of SD Negeri 013 Pagaran Tapah Darussalam 2015-2016 school year the number of students 25 people. Forms of research is classroom action research. The research instrument consists of instruments and instrument performance data collecting activity observation sheet teachers and student activities. Based on the analysis and discussion can be concluded that the use of cooperative learning model with class roving technique can improve learning outcomes IPS In the third grade students of SD Negeri 013 Pagaran Tapah Darussalam. The success of the use of cooperative learning model with roving technique classes in social studies, it is known that the increased learning outcomes of prior actions, the first cycle to the second cycle. Improvement of learning outcomes of prior actions, the first cycle to the second cycle. Before the act of student learning outcomes was 55.2%, with average student learning outcomes 55.65%. In the first cycle of student learning outcomes was 82.6%, with an average of student learning outcomes reached 68%. Although not achieve mastery individual or group, but after the action on the first cycle of learning outcomes of students increased from an average of learning outcomes by 55.2% to 68%. After the improvements to the activity of teachers and students in the second cycle, students achieve learning outcomes quite satisfying, 64% higher, with the average student learning outcomes reached 84%.
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Evendi, Erpin, and Nur Hardiani. "Evaluation of Student Learning Outcomes on Square Materials With Problem-Based Learning Model." Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram 9, no. 2 (December 30, 2021): 295. http://dx.doi.org/10.33394/j-ps.v9i2.4390.
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Good knowledge construction is a guarantee of achieving better learning outcomes. In the context of our current study, the PBL model is implemented in the classroom and further evaluation of students' cognitive learning outcomes is carried out. Specifically, the purpose of this study is to evaluate student learning outcomes on square material in the application of the PBL model. This research is a quasi-experimental with pretest-posttest control group design. The number of research samples for each group was 25 students in a private Islamic school (equivalent to a secondary school) in Mataram, Indonesia. Data on student learning outcomes was collected using a learning outcome test instrument on square material. Descriptive and statistical analysis was carried out on student learning outcomes data, this was analyzed using the SPSS.23 tool. The results of the study show the advantages of the PBL model in improving student learning outcomes when compared to conventional learning. Finally, we recommend the use of this model in learning mathematics to improve student learning outcomes.
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Trianah, Yeni. "PENERAPAN PENDEKATAN SAINS TEKNOLOGI MASYARAKAT (STM) PADA MATERI ASAM BASA TERHADAP ASPEK KESADARAN LINGKUNGAN, RESPON, DAN HASIL BELAJAR KIMIA SISWA SMK N 3 LUBUKLINGGAU." Jurnal Perspektif Pendidikan 13, no. 2 (December 27, 2019): 150–58. http://dx.doi.org/10.31540/jpp.v13i2.950.
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This study aims to determine the increase in environmental awareness, response, and student learning outcomes on acid-base material usiang a community science technology approach. The method in this study uses a quasi-experimental class X2 SMK Negeri 3 Lubuklinggau. The instruments used are questionnaires and pretest postest questions. The results showed that: 1) there was an increase in students’ environmental awareness with the indicators being students’ knowledge, understanding, attitudes, and actions with the awareness indicator valur at the pretest 2,83% belonging to “low awareness”, while for the postest, the avarege the value of awareness indicator is 3,85% and belongs to the criteria of “moderate awareness”; 2) student responses also show a positive repsonse; and 3) student learning outcoms also show an increase in the precentage of 87% of studentf in the “complete learning”. Based on the results, it can be concluded that the scientific technology approach of the community can increase environmental awareness, knowledge, and student learning outcomes on acid-base materials.
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Meals, Anthony R. "Who’s really driving student outcomes?" Phi Delta Kappan 99, no. 7 (March 26, 2018): 31–34. http://dx.doi.org/10.1177/0031721718767857.
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The author, a teacher and substitute bus driver, explains the pivotal role that bus drivers play in the education process by proving safe transport and getting students off to a good start each day. Reducing bus transportation budgets, or charging families for using it, reduces student access to education.
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Weismuller, Penny C., Merry A. Grasska, Marilyn Alexander, Catherine G. White, and Pat Kramer. "Elementary School Nurse Interventions: Attendance and Health Outcomes." Journal of School Nursing 23, no. 2 (April 2007): 111–18. http://dx.doi.org/10.1177/10598405070230020901.
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Regular school attendance is a necessary part of the learning process; student absenteeism has a direct association with poor academic performance. School nurses can influence student attendance. This study describes the impact of school nurse interventions on student absenteeism and student health. A retrospective review of 240 randomly selected elementary student health folders and attendance records was conducted. School nurses were involved with 75% of high-absence students as compared to 66% of low-absence students; they were also more involved with students who had previously identified health conditions. There were no referrals to the school nurse for absenteeism and school nurse interventions were not targeted to attendance, despite 17% of students missing 11 or more school days. Nursing documentation was sparse and primarily task related. Few records contained entries of nursing diagnoses, interventions, or outcomes. Of the 134 interventions provided, only 56 (41.2%) had some information about the condition outcome, but it was insufficient to determine the effectiveness of nursing interventions. Furthermore, the record system did not support the collection of standard information for interventions or outcomes from which effectiveness could be determined. Recommendations include establishment of an attendance referral policy and improved documentation systems, including the use of standardized nursing language to demonstrate student outcomes.
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Xhomara, Nazmi, Leticja Gusho, and Arjana Muçaj. "Course Organization, Faculty-Student Interaction, and Student Involvement and Their Influence to Students' Course Outcomes." Research in Education and Learning Innovation Archives, no. 30 (January 19, 2023): 19. http://dx.doi.org/10.7203/realia.30.21524.
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The purpose of the study is to investigate the influence of course organization, faculty- student interaction, and student involvement in course outcomes at university level. A correlational research design, a structured questionnaire, and a random cluster sample of the students (N=371) were used in the study. The study showed a significant difference somewhere among the mean scores of the course outcomes for the four groups of course organization. It also found a significant difference somewhere among the mean scores of the course outcomes for the five groups of faculty-student interaction, as well as a significant difference somewhere among the mean scores of the course outcomes for the five groups of student involvement. At the same time, the study showed that 32.6% of the variance in course outcomes is explained by course organization, 16.6% of the variance is explained by faculty-student interaction, and 28.4% of the variance is explained by student involvement. The findings of this study enhanced Astin’ s theory of student development, as course organization, faculty-student interaction, and student involvement are important variables that predict course outcomes.
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Aulia, Zikra, and Armiati Armiati. "Pengaruh Kemandirian Belajar dan Persepsi Siswa Tentang Metode Mengajar Guru Terhadap Hasil Belajar Siswa Kelas X Pada Mata Pelajaran Administrasi Umum di SMK Negeri 1 Padang Panjang." Jurnal Ecogen 2, no. 4 (December 13, 2019): 811. http://dx.doi.org/10.24036/jmpe.v2i4.7858.
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This research is conducted to find out: (1) the influence of learning independence on student outcome, (2) the influence of students’ perceptions about the method of teaching teachers to learning outcomes, (3) the influence of learning independence and students’ perceptions of teacher teaching methods on student outcomes. This rtype of research is descriptive quantitative research. The population of this study was class students X accounting and financial institutions and online marketing businesses in SMK Negeri 1 Padang Panjang consisting of 125 students, the sample of this study was 96 students. Data is collected by documentation and questionnaire. The questionnaire method was used to collect data on learning independence variables and student perceptions od teacher teaching methods that had been tested for validity and reliability, while the documentation method was used to collect variable data on general administration learning outcomes. The analysis prerequisite test included normality test, heteroscedasticity tes and mulitcollinearity test. Hypothesis testing is done using multiple analysis regression analysis. The results of this study are: (1) there is a positive and significant influence of elarning independence on learning outcomes, (2) there is a positive and significant influence of student perceptions od teacher teaching methods on learning outcomes, (3) there is a positive and significant influence on learning independence and student perceptions of teaching methods teacher on learning outcomes. Based on the result of the study, obtained 23% of the influence of learning independence and students’ perceptions of the teacher’s teaching methods on students learning outcomes Keyword: learninig independence, students’ perceptions of teacher teaching methods, learning outcomes
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Purnamasari, Yeni, Samrin Samrin, and Muh Syarwa Sangila. "Penggunaan Media Pembelajaran Origami terhadap Hasil Belajar Matematika Siswa Kelas V Sekolah Dasar." Diniyah : Jurnal Pendidikan Dasar 3, no. 1 (June 15, 2022): 31. http://dx.doi.org/10.31332/dy.v3i1.5383.
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This study aims to improve students' mathematics learning abilities through the use of origami learning media in fifth grade mathematics learning. This study is a classroom action research. The subjects of this research were the fifth grade students of SD Negeri 7 Lasolo, which consisted of 13 students. Data collection techniques used observation, tests, and documentation. Data analysis was in the form of quantitative and qualitative descriptive. The results of the study show that the use of folding paper (origami) learning media can improve students' mathematics learning outcomes. The completeness of student learning outcomes in the pre-cycle was 38.46%, with an average value of 57.69. After the first cycle of action there was an increase in student learning outcomes with a percentage of 61.53% and an average value of 66.92. In this second cycle, student learning outcomes increased with a percentage of 76.92% and an average value of 72.61. Increasing student learning outcomes from pre-action to cycle II was 25.86%.Keywords: Origami, mathematic learning outcome, geometry
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Popov, Sergey V., and Dan Bernhardt. "Fraternities and Labor-Market Outcomes." American Economic Journal: Microeconomics 4, no. 1 (February 1, 2012): 116–41. http://dx.doi.org/10.1257/mic.4.1.116.
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We model how student choices to rush a fraternity, and fraternity admission choices, interact with signals firms receive about student productivities to determine labor-market outcomes. The fraternity and students value wages and fraternity socializing values. We provide sufficient conditions under which, in equilibrium, most members have intermediate abilities: weak students apply, but are rejected unless they have high socializing values, while most able students do not apply to avoid taint from association with weaker members. (JEL C72, J24, J31, Z13)
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Bentrim, Erin, Kim Sousa-Peoples, Garrett Kachellek, and Wendy Powers. "Assessing Learning Outcomes: Student Employees in Student Affairs." About Campus 18, no. 1 (March 2013): 29–32. http://dx.doi.org/10.1002/abc.21110.
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Ernawati, M. Dwi Wiwik, Sudarmin Sudarmin, Asrial Asrial, Haryanto Haryanto, Miftahul Zannah Azzahra, and Elza Triani. "A study of attitude and interest in the student’s lessons." Cypriot Journal of Educational Sciences 17, no. 6 (June 30, 2022): 1901–13. http://dx.doi.org/10.18844/cjes.v17i6.7484.
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The researcher aims to examine student attitudes, interests and learning outcomes considering that students’ attitudes and interests are in line with and affect student learning outcomes, especially in science lessons. The research method was in the form of mixed methods with explanatory design. The results of the t-test are of students’ interest in learning, student attitudes and student learning outcomes in the science subjects of classes VII A and VII B. Subsequently, there are differences in students’ interest in learning in both classes; there are differences in students’ attitudes in both classes; and student learning outcomes indicate that there are differences in learning outcomes in both classes. The results of the regression test of students’ interest in learning, students’ attitudes and student learning outcomes in the science subjects of classes VII A and VII B conclude that there is an influence between students’ interest in learning, students’ attitudes and student learning outcomes in science subjects. The novelty of this research lies in the variables used in this study, namely three variables that were studied directly consisting of students’ interests, attitudes and science learning outcomes. The implications of this research function as a reference for teachers and students in improving students’ science learning outcomes.
Keywords: Interests, attitudes, education, learning outcomes, science.
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Agustin, Wenda Wulan, Hartati Hartati, and Silvi Aryanti. "Physical Fitness Analysis of Student Learning Outcomes." Journal Physical Education, Health and Recreation 5, no. 2 (April 29, 2021): 162. http://dx.doi.org/10.24114/pjkr.v5i2.24529.
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The aims of this study was to find out about physical fitness, learning outcomes, and the relationship of physical fitness for learning outcomes of thhird semester Physical education and Health student FKIP Sriwijaya University.The type research used in descriptive and with a correlation design. The population of this research is the third semester students. The sample ini this study was 67 students of the third semester. The instruments used harvard stept tes and secondary data from learning outcomes on the cumulative grade point index (IPK). Technique for analysis data was processed by percentage and used computer assistance trough the SPSS 22 program. Based on the analysis of persentage of data obtained, the result of student physical fitness obtained a persentage of 81% amounting to 54 student with very good categories, 15% amounting to 10 student ini good categories, and 4% amounting to student with enough categories. Learning outcomes (IPK) of students obtaines a percentage 0f 73% amounting to 49 student with praise, and 27% of 18 student with satisfying predicates. The result of the correlation test data analysis technique r=0,000 less than 0,05, indicate that there is a significant relationship between physical fitness and student learning outcomes. The result of the interpretation of the coefficient is=0,598 which includes a moderate level of relationship and cotributes 34,8%. The implication of this research is that good physical fitness will be able to affect the achievement of good learnig outcomes. Kata Kunci: Hasil Belajar, Kebugaran Jasmani, Mahasiswa
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Hajriani, Rini. "Peningkatan Hasil Belajar Peserta Didik dengan Menggunakan Model Pembelajaran Discovery learning pada Kelas XI MA As’adiyah Putri Sengkang." Science Education and Learning Journal 1, no. 2 (November 30, 2021): 75–78. http://dx.doi.org/10.54339/scedule.v1i2.189.
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This research is classroom action research. Teachers who are delivering learning materials do not use varied methods and always use the lecture method, so that most students do not understand and are not active in the learning process which results in unsatisfactory student learning outcomes. The purpose of this study was to determine the increase in student learning outcomes through the Discovery Learning cooperative learning model in biology class XI IPA MA As'adiyah Putri Sengkang. The subjects of this study were students of class XI MA As'adiyah Putri Sengkang, totaling 22 students. It was carried out in two cycles. Each cycle was carried out 3 meetings. At the end of cycles I and II, data was collected using a learning outcome evaluation test. The instruments used in this research are learning outcomes test questions and student activity observation sheets. The results showed that the application of the Discovery Learning learning model could improve student learning outcomes in biology class XI IPA 5 MA As'adiyah Putri Sengkang.
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Reed, Carole-Rae, Luis Ivan Garcia, Margaret Slusser, Sharon Konowitz, and Jewelry Yep. "Linking Essential Learning Outcomes and Interprofessional Collaborative Practice Competency in Health Science Undergraduates." Journal of the Scholarship of Teaching and Learning 17, no. 1 (March 6, 2017): 15–23. http://dx.doi.org/10.14434/v17i1.19607.
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Abstract Assessing student learning outcomes and determining achievement of the Interprofessional Collaborative Practice (IPCEP) Core Competency of Values/Ethics in a generic pre-professional Bachelor of Science in Health Science (BSHS) program is challenging. A course level Student Learning Outcome (SLO) is: “….articulate the impact of personal values and professional ethics in healthcare decision-making”. A program level terminal learning outcome is to “….critically discuss the interface of values/ethics on health outcomes”. One university level Essential Learning Outcome (ELOs) that all baccalaureate students are expected to achieve by graduation is Ethical Reasoning. This was equivalent to the IPCEP Values/Ethics core competency. This paper describes a strategy to simultaneously measure the Values/Ethics competency at course, program, and university levels. A narrative analysis (n=94) using required ethical decision making BSHS student papers was conducted to determine achievement of SLOs/ELOs and the IPCEP Values/Ethics core competency. Eleven items in the grading criteria were linked to outcome criteria for university ELO competency. A point value was assigned to each of these items using a scoring rubric indicating level of achievement. Results indicated that most students were at the Skilled level for the majority of students, and demonstrated adequate achievement of university, program, and course level learning outcomes as well as achievement of the IPCEP Values/Ethics core competency. Keywords: Assessment; Essential Learning Outcomes; Ethics; Rubrics; Values; Student Learning Outcomes; Competency
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Hutajulu, Ayu Lestari, Marwan Usman, and Oknaryana Oknaryana. "Pengaruh Persepsi Siswa Mengenai Kemampuan Mengajar Mahasiswa PPLK dan Motivasi Belajar Terhadap Hasil Belajar Siswa Pada Mata Pelajaran Ekonomi Kelas X di SMA Negeri 10 Padang." Jurnal Ecogen 1, no. 4 (March 20, 2019): 935. http://dx.doi.org/10.24036/jmpe.v1i4.5673.
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This study aims to analyze: 1) the influence of student perceptions about the ability to teach PPLK students on student learning outcomes on economic subjects. 2) the effect of learning motivation on student learning outcomes on economic subjects 3) the influence of student perceptions about the teaching ability of PPLK students an d learning motivation to wards student learning outcomes on economic subjects. The population of this study was all students of class X in 10 N SMA in 2017/2018. A sample of 158 people with a sampling technique in the form of a simple random sampling technique. The data analysis technique used is descriptive analysis and multiple linear regression analysis. The results showed that: (1) students' perceptions of the teaching ability of PPLK students had a significant positive effect on student learning outcomes on economic subjects. (2) learning motivation has a significant positive effect on student learning outcomes on economic subjects. (3) the perception of the teaching ability of PPLK students and the motivation to learn together together have a significant effect on the variables of student learning outcomes on economic subjects .Keywords: Learning Outcomes, Student Perception Regarding the Teaching Ability of PPLK Students and Learning Motivation
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Wilson, Janie H. "Instructor Attitudes Toward Students: Job Satisfaction and Student Outcomes." College Teaching 56, no. 4 (September 2008): 225–29. http://dx.doi.org/10.3200/ctch.56.4.225-229.
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Saputri, Dwi Fajar, and Arif Dwi Rahman. "PENERAPAN METODE EKSPERIMEN BERBANTUAN SOFTWARE PhET PADA MATERI LISTRIK DINAMIS DITINJAU DARI KEMANDIRIAN BELAJAR SISWA KELAS X MAN SINTANG." Jurnal Pendidikan Matematika dan IPA 9, no. 1 (January 18, 2018): 87. http://dx.doi.org/10.26418/jpmipa.v9i1.23702.
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This research aims to investigate the effects of expiremental learning using software PhET for student learning outcomes reviewed by learning independence student. The research is quasy experimental design, with factorial design 2x3. The research samples are the student of XA as the experimental class and the student of XB as the control class. The instruments were test for colecting data of learning outcome and the questionnaire for colecting data of learning indepence student. The result it can be concluded that: 1) There are difference of result of learning outcomes of implementation by experimental learning using software PhET and by conventional learning, the result of learning outcomes of implementation by experimental learning using software PhET better than of result of learning by conventional learning; 2) There are difference of result of learning outcomes in groups of students who have high, medium and low learning independence; 3) There is no interaction beetween learning methods and learning independence on student learning outcomes.Keywords: experimental learning, software PhET, learning outcomes, learning independence.
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Wulandari, Anita, Siti Roudlotul Hikamah, and Umi Nurjanah. "PENERAPAN MODEL PEMBELAJARAN RCCDE UNTUK MENINGKATKAN HASIL BELAJAR SISWA PADA MATERI INTERAKSI MAKHLUK HIDUP DENGAN LINGKUNGAN." JURNAL BIOSHELL 10, no. 1 (April 25, 2021): 10–13. http://dx.doi.org/10.36835/bio.v10i1.782.
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Learning model is a whole series of teaching material presentation which includes all aspects before and after learning. The problem in this study is that student learning outcomes are still lo and lacking enthusiasm in the learning process, where the value of student learning outcomes is still much below the KKM. This type of research uses PTK, with a quantitative data collection in the from of student learning outcomes tests and qualitative data obtained from intervies and studend documentation data. With 23 students as research subjects. Based on the results of this study, the average cognitive score of srtudentd in cycle I was 73. In the first cycle the average cognitive score of students II was 82, so there was an increase of 9%. So the application of the RCCDE learning model can improve students learning outcomes in the material of interaction of living things with the environment so that it can help in the student learning proses.Keywords: RCCDE model, learning outcomes, the interaction of living things with the environment
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Muhammad Dia, Afri Tantri, and Dewi Maya Sari. "Efforts to Improve Learning Outcomes of Tiger Jumping in Floor Gymnastics through Demonstration Teaching Methods." Jurnal Mahasiswa Pendidikan Olahraga 1, no. 1 (October 8, 2020): 37–46. http://dx.doi.org/10.55081/jumper.v1i1.124.
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This study aims to determine the improvement of tiger jump learning outcomes through the application of teaching styles of demonstration teaching methods to class Xl MIA 1 SMA Negeri 3 Medan for the 2019/2020 academic year. This study was a student of class XI who became a sample with a total of 28 students who would be given action in the form of learning through the Application of the Demonstration Teaching Method towards the learning outcomes of floor gymnastics tiger jumping. The method used in this research is Classroom Action Research. To obtain the data in this study, a learning outcome test was carried out at the end of each cycle in the form of an application to assess the Learning Outcomes of Tiger Jumping, Floor Gymnastics. With the implementation of this research learning outcomes test is carried out for two weeks or two meetings. Data analysis was performed by data reduction and data exposure. Of the 28 students, there were 8 students (28.57%) who had reached the level of mastery learning with an average value of student learning outcomes of 55.17%. The results of the first cycle, there were 18 students (64.28%) of 28 students, who had reached the level of mastery learning with an average value of student learning outcomes 68.14%. In cycle II there are 25 students (89.28%) of 28 students who have reached the level of learning completeness with an average value of 79%. It can be seen that student learning outcomes from the initial test to cycle I and cycle II have increased, it can be said through the application of this demonstration teaching method can improve student learning outcomes.
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Fariha, Mutia. "PENERAPAN PROBLEM BASED LEARNING UNTUK MENINGKATKAN HASIL BELAJAR MATERI BARISAN DAN DERET DI KELAS X-IPS2 MAN RUKOH BANDA ACEH TAHUN AJARAN 2014 / 2015." Al Khawarizmi: Jurnal Pendidikan dan Pembelajaran Matematika 1, no. 2 (December 31, 2017): 157. http://dx.doi.org/10.22373/jppm.v1i2.3429.
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This research is a classroom action research that aims to (1) determine how to apply the model of problem based learning in order to improve student learning outcomes and (2) determine learning outcomes and student activities through the application of problem-based learning models. The subjects were students of class X-IPS2 totaling 26 people. The object of research is the study model Problem Based Learning in learning. Student learning outcome data collected through tests and analyzed descriptively. The results of the analysis after the action was obtained in the first cycle there were 11 students (42.3%), which reached the KKM. In the second cycle increased to 23 students (88.5%), which reached KKM, an increase of 42.2%. Student activity also showed an increase, in the first cycle only reached four aspects to seven aspects of the second cycle. Based on the analysis it can be concluded that the application of the model of Problem Based Learning can improve learning outcomes and student activity significantly
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Stemmer, John K., and David M. Mahan. "Assessing the Library’s Influence on Freshman and Senior Level Outcomes with User Surveys." Evidence Based Library and Information Practice 10, no. 2 (June 14, 2015): 8. http://dx.doi.org/10.18438/b8pg62.
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Abstract
Objectives – This study seeks to identify areas where relationships exist between a student’s library usage and student outcomes at Bellarmine University, a private master’s level institution. The study has two primary aims. The first is to see if an operationally oriented user survey can be used to provide evidence of the library’s support for institutionally important student outcomes. The second is to develop a regression model that provides a big picture with multiple variables to determine if library factors are still significant in student outcomes when controlling for significant demographic factors.
Methods – The library regularly conducts student user surveys, and this study examines the results of the first three surveys, from 2007, 2008 and 2010. These surveys include individually identifiable data on why students come to the library and how often they use it in person and online. Researchers aggregated student responses into class-based cohorts and used regression analysis to analyze the extent and significance of the relationships, if any, that exist between student use of the library and student outcomes such as retention, graduation and cumulative GPA. The study takes into consideration known significant student demographic factors such as American Collect Testing (ACT) composite score, full- or part-time status, and their session GPA.
Results – The study identifies specific library services and resources that have significant correlations with the selected student learning measures and outcomes. For freshman students, the ability to access the library online influences both retention and graduation. In looking at freshman learning outcomes represented by GPA, the results again indicate that the library has a positive influence on a student’s GPA. The library’s influence appears through two factors that highlight the library as a place: providing a place to study alone and as a place that has specialized equipment available to students. The library influences seniors’ cumulative GPA differently than for freshmen, primarily through the library’s role as an information resource. The variable check out books had a positive impact on senior’s GPA.
Conclusions – This study indicates that the library does have an influence on student outcomes, whether learning outcomes, represented by cumulative GPA, or more typical student success outcomes, represented by second-year retention and graduation. This is true even when controlling for certain demographics, including the student’s ACT score, whether the student is part-time or full-time, and their session GPA. The factors that influence an individual student’s outcome change depending on the point in time in the undergraduate experience. These statistical analyses provide significant evidence for the value the library provides in support of institutionally important student outcome goals.
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McGill, Jenny. "International Student Migration: Outcomes and Implications." Journal of International Students 3, no. 2 (June 1, 2013): 167–81. http://dx.doi.org/10.32674/jis.v3i2.509.
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The present study examined the possible correlation between six life circumstances of international students (N=124) admitted entry into the United States for the purpose of academic study and their geographic choice of location upon graduation. This paper improves upon the current literature by offering actual migration outcomes (rather than intentions), by including three factors not previously analyzed, and by considering graduate students from a new subject field. The independent variables included: duration of study, scholarship award, doctoral study, participation in optional practical training, application for a temporary work visa, and the economic classification of the student’s country of origin. The dependent variable was student geographic location as of 15 May 2011, categorized as in the United States or outside of the U.S. Data from foreign student graduates (academic years 2000-2011) from 43 countries were analyzed in binary logistic regression.
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Sembiring, Polintan Rehulina, Reh Bungana Br.Perangin-Angin, and Yakobus Ndona. "THE EFFECT OF DISCOVERY LEARNING AND LEARNING MOTIVATION ON STUDENT LEARNING OUTCOMES PPKN SUBJECTS IN CLASS IV SDN 105316 BERANTI." Sensei International Journal of Education and Linguistic 1, no. 2 (June 30, 2021): 512–27. http://dx.doi.org/10.53768/sijel.v1i2.38.
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This study aims to determine: 1) The effect of discovery learning and conventional learning models on student learning outcomes, 2) The influence of learning motivation on student learning outcomes. 3) The interaction between learning models and learning motivation on student learning outcomes. This study used a quasi-experimental research method. The research was conducted from April to May 2021.The population of this study were the fourth grade students of SDN 105316 Beranti, the number of which was 42 students who were determined randomly by random sampling technique. The research sample was 22 students of class IVA as the experimental class and 22 students of IVB class as the control class. The data collection technique used a learning motivation questionnaire and a learning outcome test. The data analysis technique used two-way analysis of variance. The results of the study are as follows: (1) There are differences in learning outcomes students who are taught with a learning model discovery learning with an average value of 85,919 higher than the learning outcomes of students taught by the learning model conventional on average 80,000, the analysis of variance results show Fcount value of 4.333> Ftable value of 3.22 and a probability or significance value of 0.00 <0.05, so H0 is rejected, (2) There is a significant difference between student learning outcomes with high learning motivation and the average85.07and students who have low learning motivation on average 57.81. Result of analysis of variance obtained Fcount value of 79.45> Ftable value of 3.22 and a significant value of 0.013 <0.05, so that H0 is rejected., (3) There is an interaction between discovery learning model and student motivation in improving student PPKn learning outcomes, analysis of variance results Fcount value of 8.807> Ftable value of 3.22 and a significance of 0.014 <0.05, so that H0 is rejected.
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Smallhorn, Masha, Jeanne Young, Narelle Hunter, and Karen Burke da Silva. "Inquiry-based learning to improve student engagement in a large first year topic." Student Success 6, no. 2 (July 9, 2015): 65–71. http://dx.doi.org/10.5204/ssj.v6i2.292.
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Increasing the opportunity for students to be involved in inquiry-based activities can improve engagement with content and assist in the development of analysis and critical thinking skills. The science laboratory has traditionally been used as a platform to apply the content gained through the lecture series. These activities have exposed students to experiments which test the concepts taught but which often result in a predicted outcome. To improve the engagement and learning outcomes of our large first year biology cohort, the laboratories were redeveloped. Superlabs were run with 100 students attending weekly sessions increasing the amount of contact time from previous years. Laboratories were redeveloped into guided-inquiry and educators facilitated teams of students to design and carry out an experiment. To analyse the impact of the redevelopment on student satisfaction and learning outcomes, students were surveyed and multiple choice exam data was compared before and after the redevelopment. Results suggest high levels of student satisfaction and a significant improvement in student learning outcomes. All disciplines should consider including inquiry-based activities as a methodology to improve student engagement and learning outcome as it fosters the development of independent learners.
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Lao, Hendrik A. E., Ezra Tari, Ishak Nahas, Hengki Wijaya, and I. Putu Ayub Darmawan. "The use of e-learning in motivating students to excel towards learning outcomes." Journal of Education and Learning (EduLearn) 15, no. 3 (July 2, 2021): 458–64. http://dx.doi.org/10.11591/edulearn.v15i3.19368.
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Researchers focus on the efforts of teachers to improve learning outcomes. Researchers examined the use of e-learning in motivating student achievement on learning outcomes. The influence of student activity on learning outcomes. Student achievement motivation on learning outcomes. The reason for the low quality of student learning makes the author interested in studying this problem. This paper contributes to using e-learning methods, student activeness, and student achievement motivation and can improve learning outcomes. Researchers find a digital-based learning process, the use of e-learning teaching methods in students' achievement motivation towards learning outcomes. The authors see student learning outcomes after using e-learning. Respondents of the study were 35 students who took Christian religious education subjects. The results of the study revealed that independent use of the material received very high scores. Student activeness is carried out correctly and effectively, the highest perceived to be at a mean value of 4.35. Students who take advantage of e-learning have high learning outcomes. The use of e-learning methods, student activeness, and student achievement motivation is implemented correctly and effectively. It was believed to be able to improve the learning outcomes of Christian Religious Education.
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Pardede, Dahlia Megawati, and Sondang Rina Manurung. "EFFECT OF INQUIRY LEARNING MODEL AND MOTIVATION ON PHYSICS OUTCOMES LEARNING STUDENTS." Jurnal Pendidikan Fisika 5, no. 1 (June 1, 2016): 1. http://dx.doi.org/10.22611/jpf.v5i1.3698.
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The purposes of the research are: (a) to determine differences in learning outcomes of students with Inquiry Training models and conventional models, (b) to determine differences in physics learning outcomes of students who have high motivation and low motivation, (c) to determine the interaction between learning models with the level of motivation in improving student Physics learning outcomes. The results were found: (a) there are differences in physical students learning outcomes are taught by Inquiry Training models and conventional models. (b) learning outcomes of students who are taught by Inquiry Learning Model Training better than student learning outcomes are taught with conventional model. (c) there is a difference in student's learning outcomes that have high motivation and low motivation. (d) Student learning outcomes that have a high motivation better than student learning outcomes than have a low motivation. (e) there is interaction between learning and motivation to student learning outcomes. Learning outcomes of students who are taught by the model is influenced also by the motivation, while learning outcomes of students who are taught with conventional models are not affected by motivation.
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Febryan, Irwan, Ni Putu Juni Artini, Nyoman Ayu Putri Lestari, and I. Made Aditya Dharma. "Kebutuhan Cooperative Scripts Berbasis PowerPoint Untuk Meningkatkan Hasil Belajar Siswa Kelas IV Sekolah Dasar." Mimbar Ilmu 27, no. 2 (August 23, 2022): 209–15. http://dx.doi.org/10.23887/mi.v27i2.46517.
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One of the causes of the lack of student interest and student activity in participating in learning is that learning is still teacher-centered and the teacher has not used many variations of models and media during learning activities, so students are easily bored. The passive participation of students in the learning process can affect student learning outcomes, such as the results of observations that have been carried out showing that many student test scores are still below the KKM. The low learning outcomes need to find a solution, namely by applying a cooperative script model assisted by PowerPoint media. The purpose of this study was to analyze the effect of the cooperative script model with the help of PowerPoint media on student learning outcomes. This study used a posttest only control group design. Data were collected by the test method. The data collection instrument was in the form of a student learning outcome test in the form of an objective test. After that the data obtained were analyzed using descriptive statistical analysis and inferential statistical analysis through t-test. The results showed that there was an effect of the cooperative script model with the help of PowerPoint media on student learning outcomes. So, it can be concluded that the cooperative script model assisted by PowerPoint media has a significant effect on student learning outcomes.
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Solikhin, Febrian, Weni Inda Sari, and Krisna Dewi. "The Application of Numbered Heads Together (NHT) in Online Learning." International Journal of Chemistry Education Research 5, no. 2 (October 17, 2021): 84–90. http://dx.doi.org/10.20885/ijcer.vol5.iss2.art6.
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This research is a Classroom Action Research conducted at Public Senior High School 3 Bengkulu City, especially class XI MIPA 4. Online learning in this class reduces student learning activities. Many students are passive in learning. This affects decreasing their learning outcomes. For that, it is necessary to provide the appropriate treatment for solving the problem. This treatment is to apply a learning model that requires students to be more active in learning. One of them is the Numbered Head Together (NHT) learning model. This study aims to increase student activeness in the online learning process and improve student learning outcomes using the NHT model, especially chemical equilibrium material. The subjects of this study were 34 students of class XI MIPA 4. The instruments used were the student activeness observation sheet and the learning outcome test instrument. This research runs in 2 cycles, with each cycle consisting of planning, implementing, observing, and reflecting. The results obtained, overall, there was an increase in student activity in the online learning process and student learning outcomes. The percentage of student activeness in online learning increased from 40.19% in cycle I to 85.29% in cycle II. Meanwhile, the percentage of student learning outcomes completeness was risen from 55.88% in the first cycle to 82.35%. Both have achieved the target set, which is 75%.
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Wiryantama, Samudra, and Albrian Fiky Prakoso. "The Effectiveness of the Implementaton of Blended Learning in Economics." EDUKATIF : JURNAL ILMU PENDIDIKAN 4, no. 1 (December 30, 2021): 754–62. http://dx.doi.org/10.31004/edukatif.v4i1.1917.
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This research aims to compare the effectiveness of blended learning and online learning in influencing students’ learning outcomes, as well as the effectiveness of blended learning application based on the students’ learning outcomes, learning activities, and student responses in central bank, payment systems, and payment instruments chapter. This is a quasi-experimental study with a non-equivalent control group design. The sample used in this research consisted of 68 students from class X IPS 1 and X IPS 3 of SMAN 1 Porong 2020-2021. The data used in this study were obtained using tests, questionnaires, and observations which were analyzed using non-parametric statistical analysis, N-gain calculation, and descriptive statistical analysis. The results showed that (1) learning models affect student learning outcomes; (2) there is a significant difference in the average students’ learning outcomes between blended learning and online learning, (3) blended learning is more effective to be implemented than online learning, based on the students’ learning outcome, and (4) blended learning is effective to be implemented based on learning outcomes, activities, and student responses.
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Nurlaelah, Nurlaelah. "Problem-Based Learning Method for Improving the Learning Achievement of Students." Edunesia: Jurnal Ilmiah Pendidikan 4, no. 2 (February 13, 2023): 447–57. http://dx.doi.org/10.51276/edu.v4i2.330.
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The issue with this study is the low levels of student learning outcomes and learning activities in the sample IPS2 individuals. The objective of this project is to raise student learning outcomes and active learning achievement in social studies. PTK, or classroom action research, is the term used to describe this sort of study. Planning, action implementation, observation, and reflection are all phases of research. The information used in this study came from watching student learning outcomes and activities in Social Sciences 2 courses. According to the recapitulation data, the first cycle's average percentage of learning activities was 63.8%, and the second cycle's average percentage was 89.34%. This demonstrates an increase in student learning activities. In cycles I and II, respectively, the average student learning outcome was 42.22% and 71.04%. This demonstrates that social studies 2 student learning outcomes have improved. The minimum completeness score (71.04%) is obtained, according to the recapitulation of learning activities and student learning outcomes using problem-based learning techniques. Thus, applying the problem-based learning method can improve learning outcomes and learning activities of class C1 IPS2 students of the PGMI FAI-UMI Makassar Study Program.
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Romero, Lisa S. "Trust, behavior, and high school outcomes." Journal of Educational Administration 53, no. 2 (April 13, 2015): 215–36. http://dx.doi.org/10.1108/jea-07-2013-0079.
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Purpose – The purpose of this paper is to contribute to the literature on student trust and to examine the relationship between student trust, behavior, and academic outcomes in high school. It asks, first, does trust have a positive effect on high school outcomes? Second, does trust influence student behavior, exerting an indirect effect on schooling outcomes? Third, are school size and student socioeconomic status (SES) antecedents of trust? Design/methodology/approach – A nationally representative sample of students attending public high schools in the USA (n=10,585) is drawn from the Educational Longitudinal Study. Structural equation modeling is used to examine the relationship between student trust, behavior and high school outcomes, controlling for SES, school size and prior achievement. Multiple measures of academic achievement are considered. Findings – There is a significant relationship between student trust, behavior and high school outcomes. Students who trust have fewer behavioral incidents and better academic outcomes with results suggesting that trust functions through behavior. This is true regardless of SES, school size or prior achievement. Practical implications – School leaders cannot change parental income or education, but can build trust. Developing and attending to student trust may not only mean that students are better behaved but, more importantly, are more successful academically. Social implications – In spite of decades of policy and legislation intended to improve schools, closing the achievement gap has proven elusive. One reason may be the relentless focus on physical artifacts of schooling, such as school organization, curriculum, testing and accountability, and a concomitant lack of attention to sociocognitive factors key to learning. Schools are social systems, and high levels of learning are unlikely to occur without a nurturing environment that includes trust. Originality/value – This research makes a valuable contribution by focussing on student trust in high schools and by illuminating the relationship between trust, behavior, and academic outcomes. Results suggest that trust impacts a broad range of high school outcomes but functions indirectly through behavior.
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Blummer, Barbara, and Jeffrey M. Kenton. "Academic libraries and student learning outcomes." Performance Measurement and Metrics 19, no. 1 (February 5, 2018): 75–87. http://dx.doi.org/10.1108/pmm-11-2017-0053.
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Purpose The purpose of this paper is to examine the literature on student learning outcomes and academic libraries. An analysis of 81 papers revealed the following themes: outcomes assessment of library skills instruction, tools for assessing students’ achievement of learning outcomes, institutional accreditation and student learning outcomes, academic libraries’ impact on student learning outcomes, and the creation of learning outcomes. An understanding of these themes highlights how student learning outcomes are created, assessed, and valued in the academy. Design/methodology/approach The methodology centered on a literature review of student learning outcomes and academic libraries from 2001 to the present. To identify relevant articles on this topic, the authors searched the library literature with various combinations of the following keywords: learning outcomes, library, academic, university, college, and higher education. Findings An analysis of 81 papers on student learning outcomes and academic libraries revealed the following five themes: outcomes assessment of library skills instruction, assessment tools for student learning outcomes, institutional accreditation and student learning outcomes, academic libraries’ impact on student learning outcomes, and the creation of learning outcomes. Research limitations/implications The research was limited to articles published in English and after 2000. Practical implications The findings can be utilized to inform instructional librarians about creating and assessing student learning outcomes. In addition, the paper can assist librarians in forging partnerships with academic departments and faculty in creating student learning outcomes to support course and departmental outcomes and accreditation efforts. Originality/value The research offers librarians opportunities to incorporate student learning outcomes in library instruction as well as collaborate with faculty in creating student learning outcomes.
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Nyompa, Sukri, Suprapta Suprapta, Sri Wahyuni, and Muhamad Ihsan Azhim. "The Effect of Student Perception of Teacher Professional Competency On The Result of Geography Learning Class XI Social Science Student’s SMA 12 Sinjai." UNM Geographic Journal 1, no. 2 (February 1, 2018): 131. http://dx.doi.org/10.26858/ugj.v1i2.6597.
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This research aims to find out: 1 Perceptions of student competency) professional teachers; 2) student learning outcomes; 3) influence the perceptions of students on the professional competence of teachers towards learning outcomes students. This research is the research of ex post facto. Free variables i.e. perception of students on the professional competence of teachers and variable is the result of student learning. Student population of Class XI IPS amounted to 49 students, samples taken 100% is 49 students. The collection of data through observation, question form and the documentation value of Deuteronomy daily student. Data analysis using descriptive analysis and inferensial correlation coefficients of determination of Moment, Product, test data, test the normality and simple linear regression linearity. The results showed that: 1) perceptions of students on the professional competence of teachers having an average score of 3.13 percentage with 78.25% higher categories include; student learning outcome 2) has an average of 3.18 with a percentage of 79.5% categories include enough; 3) inferensial analysis results obtained r_hitung (0.511) greater than r_tabel (0,281) with 5% error level. It can be concluded that the perceptions of students on professional competence teachers influential significantly to student learning outcomes of 26.1% and regression equation Ỷ = 55.639 + 0.476 X can be used in prediction of the level of perception of students on professional competence teachers learn if the result is raised or lowered.
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Robertson, Barbara, and Mark J. Flowers. "Determining the impact of lecture videos on student outcomes." Learning and Teaching 13, no. 2 (June 1, 2020): 25–40. http://dx.doi.org/10.3167/latiss.2020.130203.
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The course materials students are expected to utilise in online instruction vary. Studies have shown that students tend to enjoy online courses with lecture videos more than those without, but few studies have measured the impact of lecture videos on student outcomes. Do lecture videos increase student understanding and retention, thus improving student outcomes? Students were provided with one or more study aids, video lecture, PowerPoint or instructor-created notes for learning about the role of the Electoral College in US presidential elections. We assessed student retention and understanding of the Electoral College with a quiz as an indicator of student outcomes. We found that the video lecture in combination with a PowerPoint was the most effective study aid.
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Oknaryana, Oknaryana, and Oktapiana Irfani. "Pengaruh Minat Belajar dan Kedisiplinan Siswa Terhadap Hasil Belajar Siswa." Jurnal Ecogen 5, no. 2 (June 30, 2022): 261. http://dx.doi.org/10.24036/jmpe.v5i2.13152.
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This research aims to determine and analyze the effect of student interest and discipline on learning outcome of economic subjects at SMA Negeri 1 Bintan Utara. This type of research used is ex post facto, the population used is all students of class XI IPS at SMA Negeri 1 Bintan Utara totaling 96 students with a sample of 78 students taken using proportional random sampling Technique. In this study, the instrument used was a questionnaire with Likert Scale model. The instrument validity uses the collected item-total correlation and for reliability testing uses the alpha coefficient formula. The analysis prerequisite test used is the normality test, multicoloniarity, heteroscedasticity test. The data analysis technique used is multiple linear regression analysis technique using SPSS 20. The results of the study showed that: (1) Student’s interest in learning had a significant effect on learning outcomes of economic subjects at SMA Negeri 1 Bintan Utara (2) Student discipline had a significant effect on learning outcomes of economic subjects at SMA Negeri 1 Bintan Utara (3) Interest in learning and student discipline have a significant influence on Economic Learning Outcomes at SMA Negeri 1 Bintan Utara.Keywords : interest to learn, student discipline, student learning outcomes