Статті в журналах: "Modules- Indian school students"

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Fernandes, Reona, Swathi Naik, Archana-Gururaj Bhat, Rashmi Shetty, Manjunatha-H. Hande, Abdul Ghafur, Mahadev Rao, Vijayanarayana Kunhikatta, and John-Preshanth-Kumar Pathiraj. "Knowledge Assessment of E-Bug Assisted Antimicrobial Resistance Education Module in Class VII School Students of South Indian Coastal Town of Manipal." Journal of Clinical Medicine 8, no. 1 (January 12, 2019): 84. http://dx.doi.org/10.3390/jcm8010084.

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Antimicrobial resistance (AMR) is a recognized public health threat today globally. Although many active and passive stewardship strategies are advocated to counter AMR clinically, educating school going children on AMR could be a cost-effective measure to minimize AMR development in the future. We implemented NICE’s e-bug as a module to educate class VII school students on AMR determinants. A prospective quasi-experimental study on 327 students from nine different schools of class VII around Manipal town, Udupi district, Karnataka state, India were included in the study. Ten questions on AMR determinants from the e-bug program were used in written pre-test. After an education intervention, a post-test was conducted. Descriptive statistics to estimate epidemiological characteristics, Wilcoxon Signed Ranks and Kruskal–Wallis tests were applied to analyze statistical significance of pre/post-test performance scores and between schools. Students had inadequate knowledge on seven AMR determinants (antimicrobial indication, its course, hand hygiene, fermentation, spread of infection, microbial multiplication and characteristics of microbe) as analyzed from the post-test performance (p < 0.05). Comparison of post-test performance between schools showed significant improvement in scores (p < 0.05) for three questions (definition on antimicrobial, cover while cough/sneezing and microbial characteristics). Although students exhibited sub-optimal knowledge on some AMR determinants, they showed keenness to learn, which was evident by their post-test performance. Our findings and previous similar studies from Europe are suggestive of early pedagogic interventions on AMR through inclusion of such education modules in the regular school curriculum could be a potential tool for AMR prevention.

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Sprague, D., K. Burgoyne, D. La Vallie, and D. Buchwald. "‘In Our Voice’: Lessons learned from a cardiovascular disease curriculum for American Indian students." Health Education Journal 71, no. 6 (November 2, 2011): 678–87. http://dx.doi.org/10.1177/0017896911422772.

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Background: American Indian children and adolescents are at risk for obesity, type 2 diabetes, hypertension, elevated cholesterol, and smoking, all of which are risk factors for cardiovascular disease. Objective: To address these health issues, we developed, implemented, and evaluated a culturally appropriate cardiovascular disease curriculum called ‘In Our Voice’ for American Indian students in grades 7 through 12. The curriculum consisted of 16 modules lasting 50 minutes each, and it was implemented as a pilot test at five sites in two western states. Results: We faced many challenges to success, including competing demands for instructional time and classrooms, which prevented two schools from completing the curriculum. Two notable findings emerged: students preferred a multicultural focus over a culturally tailored focus, and they desired more interactive educational materials. Conclusion: Recommendations for successfully implementing an innovative curriculum include ensuring the ongoing presence of researchers at school sites, funding an internal curriculum champion at every site, and maintaining student advisory boards to communicate student feedback to researchers.

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Sanders, Elmer, Leigh-Ann Cruz, Emily Speidell, Rose Schnabel, Adhitya Balaji, Elise Hogarth, Jade Miller, Sofia Vaides, and Matthew R. Allen. "11039 Indiana CTSI High-School STEM Summer Research Program: Future opportunities from a 2020 virtual program." Journal of Clinical and Translational Science 5, s1 (March 2021): 63. http://dx.doi.org/10.1017/cts.2021.565.

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ABSTRACT IMPACT: o The Indiana Clinical and Translational Sciences Institute K-12 STEM Outreach Program’s pivoted to a virtual program in summer 2020 which yielded novel approaches that could be retained in future years to extend the reach/impact of our pipeline program. OBJECTIVES/GOALS: o Provide students with a meaningful and safe research experience during the COVID Pandemic. o Develop new modules and approaches that could be delivered virtually. o Engage students from communities that were not possible in previous years when in person meetings were required. METHODS/STUDY POPULATION: o The program has historically supported over 100 high school students per year in a summer research internship for the last 5 years. Students are placed with academic research mentors in various Schools and Departments across the IUPUI campus, and also with industry laboratories. o COVID-related restrictions required development of 100% virtual program. Key aspects of the virtual program included: cohort-based research mentor assignments with 1-4 mentees matched per research mentor, research projects that could be conducted virtually, heavy engagement of high-school teachers to facilitate the research experience with cohorts of mentees, a more rigorous virtual seminar series that included new modules such as COVID-specific programming and thus enhancing public education about COVID. RESULTS/ANTICIPATED RESULTS: o The program served 130 students in summer 2020. o We were able to recruit new faculty and industry mentors involved in data science research. As a result, we have now increased our mentor pool to serve more students in the future. o Because student participation was virtual, we were able to accept students from further distances (up to 120 miles away) across the state. We were also able to accept local economically disadvantaged students that may have not been able to participate because of lack of reliable transportation. o A positive unanticipated outcome was that mentees relationships with the mentors was established virtually thus increasing the potential for students to remain engaged in their research. DISCUSSION/SIGNIFICANCE OF FINDINGS: o Adapting to a virtual platform provided research experience to high school students during a time when traditional approaches were not possible. Given some research experiences do not require in-person activities, this newly established model could be used moving forward to allow more statewide engagement in research experiences.

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Tiwari, Akhilesh Kumar. "Robotics Module in Enhancing Interactive Stem Education." Journal of Ravishankar University (PART-B) 32, no. 1 (September 23, 2019): 34–37. http://dx.doi.org/10.52228/jrub.2019-32-1-7.

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Teaching robotics to young students can increase their ability to be creative, innovative thinkers and more productive members of society throughout their school years. Indian government have already recognized the importance of robotics in the classroom teaching and started ATAL tinkering lab to be included in school education system. By teaching the basics of robotics to the students, one can open up a whole new world for them and exciting opportunities which they wouldn't have access to. In traditional teaching methods of science and engineering, students lack experience in applying physical principles to the physical situation in real time. Students are not engaged in creating interest in interactive learning. To overcome above problem, this paper presents a new and versatile interactive learning tool using the Whizbrabo Robotic Education Module. This module describes the method of an educational tool based on robotics to study electrical component interfacing, pcb design, mechanical structure design and elementary programming skill. The module has been demonstrated to school students of higher secondary, and undergraduate student of various colleges. The key advantages of robotics in school education will enhance the level of programming, creativity and prepare them for the future, turn their frustration into innovation and promote inclusiveness. Robotics has a lot of educational potential.

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Misra, Shobha. "Integrated Learning Program for Third Year Professional Students at a Medical School of India." Healthline 13, no. 4 (December 31, 2022): 287–94. http://dx.doi.org/10.51957/healthline_415_2022.

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Introduction:Though, Medical Council of India had recommended introducing horizontal and vertical integration, an integrated approach to teaching medical subjects has not become popular in Medical Colleges in India.Objective: To develop, implement, and evaluate an Integrated Learning Program for the third-year professional students at a medical school in India.Method: The integrated learning programme (ILP) was conducted for the first time in 2016 for a batch of 181 third year professional students of a Medical School in Western India. It was an integrated module employing correlation and vertical integration. It incorporated Interactive Lectures, Videos, Self-study, Clinical Visits and Home Visits. Student assessment was formative using pre and post MCQ test and case presentation through checklists to assess clinical skills and home visit skills. Evaluation of the programme was based on feedback from the students and faculty members and report prepared by the students. Results: The mean score of students in the knowledge domain assessed through Multiple Choice Questions (MCQs)for ILP on Iron Deficiency Anemia conducted at the end of the ILP was statistically significantly (P=0.022). The feedback from faculty members and students was positive, highlighting benefits of ILP as; integrated learning of the basic sciences, their application to clinical cases and active student learning. Few challenges were also identified like higher input required from faculty members. Most of the faculty members and students recommended that the integrated programme should be continued and extended to other parts of the curriculum.Conclusion: The study findings conclude that an integrated learning programme is beneficial and is likely to improve quality of health care provided to the patients. It is feasible within a conventional medical curriculum of an Indian Medical School.

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Costouros, Teresa. "Jigsaw learning versus traditional lectures: Impact on student grades and learning experience." Teaching & Learning Inquiry 8, no. 1 (March 15, 2020): 154–72. http://dx.doi.org/10.20343/teachlearninqu.8.1.11.

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Despite significant research supporting active learning, many professors continue to use traditional lectures as their primary teaching method, particularly in introductory level courses. This article explores whether jigsaw cooperative learning had a positive impact on student grades and enhanced their learning experience, as compared to the traditional lecture method. The question was answered by collecting data from an insurance and risk management introductory course in the business school. To answer the question on learning experience, students completed a validated survey on each pedagogy, consisting of 15 statements that they rated on a Likert scale of 1 to 5, strongly disagreeing or agreeing with the statements. The course content was taught using lectures for four learning modules and the jigsaw learning method for four learning modules. After each module, a quiz was written by each student, and these grades were compared to establish the impact of each teaching method on student grades. Data was analyzed using descriptive statistics and two-way ANOVA testing to determine significant differences. Data was collected from two student groups. One group was a traditional university group of diverse students and the other group consisted of international students from India. I compared the results of the two student groups to identify any differences. This research adds to the studies on active learning in insurance education, specifically jigsaw cooperative learning. It also contributes to literature on effective teaching strategies for international student groups.

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Trafzer, Clifford E. "Boarding School Voices: Carlisle Indian School Students Speak." Journal of American History 110, no. 1 (June 1, 2023): 147–48. http://dx.doi.org/10.1093/jahist/jaad122.

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Whalen, Kevin. "Indian School, Company Town." Pacific Historical Review 86, no. 2 (May 1, 2017): 290–321. http://dx.doi.org/10.1525/phr.2017.86.2.290.

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During the early twentieth century, administrators at Sherman Institute, a federal Indian boarding school in Riverside, California, sent hundreds of students to work at Fontana Farms, a Southern California mega-ranch. Such work, they argued, would inculcate students with values of thrift and hard work, making them more like white, Protestant Americans. At Fontana, students faced low pay, racial discrimination, and difficult working conditions. Yet, when wage labor proved scarce on home reservations, many engaged the outing system with alacrity. In doing so, they moved beyond the spatial boundaries of the boarding school as historians have imagined it, and they used a program designed to erase native identities in order to carry their cultures forward into the twentieth century.

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Pal, Ranabir, and Dechenla Tsering. "Tobacco use in Indian high-school students." International Journal of Green Pharmacy 3, no. 4 (2009): 319. http://dx.doi.org/10.4103/0973-8258.59740.

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WILSON, PEGGY. "Trauma of Sioux Indian High School Students." Anthropology & Education Quarterly 22, no. 4 (December 1991): 367–83. http://dx.doi.org/10.1525/aeq.1991.22.4.05x1194x.

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Kaur, Jagpreet, and Khushgeet Kaur. "Developing Awareness and Attitude Towards Sustainability Through an Activity-Based Intervention." Journal on Efficiency and Responsibility in Education and Science 15, no. 4 (December 20, 2022): 212–20. http://dx.doi.org/10.7160/eriesj.2022.150402.

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The present study intended to examine the impact of an activity-based intervention on the attitude and awareness of adolescents towards sustainability and its dimensions using a quasi-experimental research design. A cluster sample of 99 participants, experimental and control groups comprising of 50 and 49 school students, was selected for the present study. The investigators constructed and standardized an activity-based module for conducting the intervention, awareness test and attitude scale for sustainability. The module was used to teach the treatment group regarding concepts related to sustainability. However, the lecture method was used to teach the control group. Both groups were taught for a duration of four weeks. The results of the analysis of covariance revealed a positive and significant impact of the activity-based module for sustainable development on the awareness and attitude of school students towards sustainability and its dimensions. Implications of these results are discussed with regard to curricular and pedagogical concerns at the school level in India.

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Boulaenko, M. E., and E. S. Husebye. "Electronic Learning Modules for High School Students in Seismology." Seismological Research Letters 74, no. 5 (September 1, 2003): 580–87. http://dx.doi.org/10.1785/gssrl.74.5.580.

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Yelavarthi, Raghu. "The need of creative thinking in Indian medical education." International Journal Of Community Medicine And Public Health 10, no. 1 (December 29, 2022): 163. http://dx.doi.org/10.18203/2394-6040.ijcmph20223538.

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Background: Creative thinking provides an innovative and imaginative way to solve complicated problems. It has the potential to be widely used in medical education, especially early in a first-year medical student's career as part of their foundation course. Creative thinking participants develop crucial life-long learning skills to cope with varied ideas and collaborative teamwork.Methods: A survey of first-year students who took the course revealed that they need more creative ways of teaching. They require their minds to be ignited by their thoughts and teamwork rather than general theories taught monotonously. For this, creative thinking modules should be taught to the students necessarily. Two modules on creative thinking that should be implemented have been briefly described.Results: This paper stresses the importance of introducing creative thinking modules in the foundation medical course to reinforce the principles taught for practical understanding and implementation by the student in their career. Projects that failed throughout history in science and technology did so not because of flaws in technique or methodology, but because people were locked in their preconceptions, set attitudes, and old habits. To thrive and prosper, science, technology, engineering, and math (STEM) industries require innovation.Conclusions: It is of a strong opinion that in the Indian context, creative thinking modules should be implemented in the foundation course for first-year medical students. This will positively impact attitudes, ethics, and communication skills, which will be the foundation of their entire medical education and career.

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Triyanto, Aan Titik, and Ine Kusuma Aryani. "INCREASING LEARNING MOTIVATION AND LEARNING OUTCOMES IN MATHEMATICS USING MODULES FOR ELEMENTARY SCHOOL STUDENTS." Dinamika Jurnal Ilmiah Pendidikan Dasar 14, no. 1 (March 21, 2022): 54. http://dx.doi.org/10.30595/dinamika.v14i1.11541.

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Abstract. This study aims to look at the use of modules to improve learning motivation and learning outcomes in mathematics for elementary schools. Modules are a source of learning in learning activities. Modules can be either manual or e-modules. The type of data used is secondary data. The method used in this research is the literature study method. The data obtained were compiled, analyzed, and concluded in to get conclusions about the literature study. Based on the research results of literature studies from several research results and books and journal articles, it shows that: (1) the use of modules can increase student motivation. (2) the use of modules can improve student learning outcomes.

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Cerisier, Jean-François, and Aruna Popuri. "Computers and School: Indian and French students' discourse." European Journal of Education 46, no. 3 (August 12, 2011): 373–87. http://dx.doi.org/10.1111/j.1465-3435.2011.01486.x.

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BigFoot-Sipes, Dolores Subia, Paul Dauphinais, Teresa D. LaFromboise, Sandra K. Bennett, and Wayne Rowe. "American Indian Secondary School Students' Preferences for Counselors." Journal of Multicultural Counseling and Development 20, no. 3 (July 1992): 113–22. http://dx.doi.org/10.1002/j.2161-1912.1992.tb00567.x.

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Rose, Susan D. "Boarding School Voices: Carlisle Indian School Students Speak by Arnold Krupat." Western American Literature 57, no. 2 (June 2022): 213–16. http://dx.doi.org/10.1353/wal.2022.0027.

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Powers, Kristin. "Promoting School Achievement among American Indian Students Throughout the School Years." Childhood Education 81, no. 6 (September 2005): 338–42. http://dx.doi.org/10.1080/00094056.2005.10521323.

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Amalia, Sholihati, and Wuri Wuryandani. "Socio-Cultural Based Learning Module for Critical Thinking Ability in Elementary School: Systematic Search." Acta Educationis Generalis 10, no. 2 (August 1, 2020): 180–87. http://dx.doi.org/10.2478/atd-2020-0017.

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AbstractIntroduction:The purpose of this article is to examine the use of socio-cultural based learning modules for developing critical thinking skills in elementary school children.Methods:This article is a systematic review that collects data from relevant indexed journals.Results:The findings are discussed in theoretical studies so as to produce conclusions. Well-structured socio-cultural modules can provide many benefits for students, namely for students who are actively involved in learning activities, and they can also attract students’ to be involved in learning activities.Conclusions:The application of socio-cultural learning helps students in learn about their own culture, which can develop students’ character. These findings provide input for future research needed to develop socio-cultural based learning modules for the critical thinking needs of elementary school children.

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Regan, Paul A., and Joslyn Sciacca Kirby. "Optimizing Medical Student Dermatology Education with the American Academy of Dermatology’s Basic Dermatology Curriculum." SKIN The Journal of Cutaneous Medicine 3, no. 6 (December 2, 2019): 443–46. http://dx.doi.org/10.25251/skin.3.6.15.

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Skin disorders are among the most common complaints in primary care settings, yet dermatology is often underrepresented in medical school curricula. Lecture time during the preclinical years is limited, and clinical dermatology rotations are rarely mandatory. Therefore, dermatology learning during medical school must be efficient and effective. The American Academy of Dermatology’s Basic Dermatology Curriculum is a set of peer-reviewed, online learning modules that serve as an introductory educational resource for medical students to learn about skin disease. Several studies have demonstrated positive effects of the modules in dermatology instruction, and the use of the modules in medical school curricula has been strongly supported by students. Dermatology educators should consider incorporating the Basic Dermatology Curriculum modules into preclinical and clinical medical student dermatology education.

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Tomasi, Alessandra G., Thomas Belhorn, and Frank C. Church. "PRIME Immunology: Self-directed Introduction to Medical School Immunology." Medical Science Educator 31, no. 4 (June 16, 2021): 1279–82. http://dx.doi.org/10.1007/s40670-021-01326-7.

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Abstract Introduction Medical students find immunology difficult to understand and relate to clinically and are often frustrated by the amount of detailed material. We created PRIME Immunology: Preview or Review of Important Material for Everyone: (i) video modules, (ii) Instagram site, and (iii) vocabulary files called Immunology Language. Methods The self-paced modules introduced key topics in immunology for students to complete prior to their instructional block. Results and Conclusions Use of PRIME Immunology during a 3-year period suggested that providing students with an overview of key topics before the start of their course may (i) reduce student angst about immunology and (ii) improve retention of immunology.

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Morgan, Joe, Wei Zhan, and Matt Leonard. "K-12 Project Management Education: NASA Hunch Projects." American Journal of Engineering Education (AJEE) 4, no. 2 (November 13, 2013): 105–18. http://dx.doi.org/10.19030/ajee.v4i2.8227.

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To increase the interest in science, technology, engineering, and math (STEM) among high school students, the National Aeronautics and Space Administration (NASA) created the “High Schools United with NASA to Create Hardware” (HUNCH) program. To enhance the experience of the students, NASA sponsored two additional projects that require universities to design and implement educational modules to be delivered over two (fall and spring) semesters to the six high schools in the area of project management. These modules exposed the students to project management concepts and tools that can be applied in their HUNCH projects. The benefits of the project management modules are: 1) acquiring knowledge in project management, 2) timely, cost- effective execution of the HUNCH projects, and most important, 3) increased student interest in STEM. This article discusses the details of Texas A&M University’s design and implementation of the project management modules. The faculty members involved in the sponsored research projects designed and taught the educational modules. The educational modules were reviewed by the Project Management Institute-Clear Lake (PMI-CL) to ensure consistency with PMI’s project management standards. Texas A&M University partnered with three high schools during this project. Undergraduate students at Texas A&M University who were enrolled in a project management course using project management techniques to complete their capstone design projects mentored the high school students. The interactions between the undergraduate and high school students proved beneficial to both parties. Pre- and post- tests in project management were designed and conducted in each high school. The data are used to analyze the effectiveness of student learning.

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Asrial, Asrial, Syahrial Syahrial, Dwi Agus Kurniawan, Alirmansyah Alirmansyah, Muhammad Sholeh, and Muhammad Dewa Zulkhi. "The Influence of Application of Local-wisdom-based Modules toward Peace-loving Characters of Elementary School Students." Indonesian Journal on Learning and Advanced Education (IJOLAE) 4, no. 2 (May 1, 2022): 157–70. http://dx.doi.org/10.23917/ijolae.v4i2.17068.

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The purpose of this study was to compare the application of printed modules and electronic modules based on local wisdom of ngubat padi to see indicators of the Peaceful Love character. This type of research is quantitative research. This study used a sample of 44 students in class VA and class V B at SDN 76/I Sun-gai Buluh. Data analysis used descriptive and inferential statistics. The peace-loving character of students can be seen in the application of electronic modules and print modules. From the two teaching materials, the peace-loving character of students with the application of the E-Module is dominant in the very good category, while the peace-loving character of students with the application of the printed module is domi-nantly good.

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Astuti, Budi, Edi Purwanta, Rizqi Lestari, Caraka Putra Bhakti, Era Anggela, and Herwin Herwin. "The effectiveness of digital module to improve career planning of junior high school students." World Journal on Educational Technology: Current Issues 14, no. 3 (May 31, 2022): 940–50. http://dx.doi.org/10.18844/wjet.v14i3.7396.

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Career planning is an activity to help students determine future careers, such as high school, jobs and desired positions. The digital module is an alternative that can be used to convey career planning material to students. This study aims to determine the effectiveness of digital modules in improving junior high school students’ career planning. This research is an experimental study using a quasi-experimental design method. The career planning instruments was tested for validation using confirmatory factor analysis, resulting in 17 valid items and a reliability of 0.830. The subjects of this study were junior high school students from the seventh-grade level. The result shows that digital modules effectively improve junior high school students’ career planning, with an n-gain score of 0.60. The digital module contributes as a novelty in guidance and counselling to deliver career guidance services, besides making it easier for students to learn independently. Keywords: Career planning, digital module, junior high school students.

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Fiolentin, Enggar, Kusnan Kusnan, Suparji Suparji, and Tri Rijanto. "Project Work Based Modules Development on Construction and Building Utilities Subjects to Increase Student Learning Outcomes of Vocational High School." International Journal for Educational and Vocational Studies 3, no. 2 (April 30, 2021): 103. http://dx.doi.org/10.29103/ijevs.v3i2.4440.

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This study aims to develop a Work-Based Modules project in Construction and Building Utilities subjects to increase student learning outcomes of State Vocational High School 1 Sidoarjo. And to analyze the feasibility of the module in terms of (1) validity; (2) practicality; (3) has a project work-based Modules; (4) student learning outcomes after being taught by project-based Modules. This development research was carried out based on the six stages of the development method. The instruments used in this study were: (1) Questionnaire. Syllabus, lesson plans, Student Worksheets (SW) & Assessment instruments to measure the validity of values; (2) Learning management observation sheet, observation sheet to measure practicality; (3) learning outcomes test to measure the effectiveness of learning devices. The research was conducted on class XI students with competency skills in Modeling Design and Building Information. The results showed that the project-based Modules that works on the subjects of Construction and Building Utilities developed is valid in terms of validity, Practical interms of practicality, and proven effective in terms of effectiveness. Mean while, the learning outcomes indicated that (1) the Cognitive learning outcomes of students whose learning using project-based Modules and SW were significantly higher than students using only SW; (2) the learning outcomes in the Affective domain for students whose learning uses project-based modules, is significantly higher than students who learn only using SW; and (3) the learning outcomes inthe Psychomotor domain of students whose learning uses project-based Modules are significantly higher than those of students who only using SW.

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Anjarsari, Dewi, Sri Wardani, and Agung Tri Prasetya. "Development of E-modules to Improve Critical Thinking Skills of Grade IV Elementary School Students." International Journal of Research and Review 10, no. 1 (January 26, 2023): 553–60. http://dx.doi.org/10.52403/ijrr.20230164.

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The use of science material textbooks in the digitalization era needs to be developed into supplement teaching materials that are packaged electronically. Science learning is required to contain a combination of theory and practice to improve critical thinking skills. The purpose of this study is to determine the effectiveness of E-modules in improving students' critical thinking skills. The method used is Research and Development (RD) with a 4D model with stages of define, design, develop, and disseminate. Inkiri-based e-modules using inquiry syntax, there are materials, educational games, inquiry-based student worksheets are the main characteristics of inquiry-based E-module media that are developed. Based on the results of the study, the average score percentage of the validity of inquiry-based e-modules by material experts and media experts was obtained at 91.94% with details of material expert validation of 92.38% and media experts of 90.5% so that it can be used. Teacher and student responses to the practicality of inquiry-based e-modules Keywords: [E-modules, Inquiry, Critical Thinking]

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Ballejos, Marlene P., Polly Olsen, Tanisha Price-Johnson, Cindy Garcia, Tassy Parker, Robert E. Sapién, and Valerie Romero-Leggott. "Recruiting American Indian/Alaska Native Students to Medical School." Academic Medicine 93, no. 1 (January 2018): 71–75. http://dx.doi.org/10.1097/acm.0000000000001952.

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Keller, Jean A. "Stature Analysis of Perris Indian School Students, 1894–99." Canadian Bulletin of Medical History 18, no. 1 (April 2001): 109–40. http://dx.doi.org/10.3138/cbmh.18.1.109.

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Whitford, Denise K. "School Discipline Disproportionality: American Indian Students in Special Education." Urban Review 49, no. 5 (June 9, 2017): 693–706. http://dx.doi.org/10.1007/s11256-017-0417-x.

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McCarthy, Glenda. "Mentoring American Indian Students in an Urban High School." Journal of American Indian Education 54, no. 3 (September 2015): 98–112. http://dx.doi.org/10.1353/jaie.2015.a835511.

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Musdi, Edwin. "IMPROVING HIGH SCHOOL MATHEMATICS TEACHER ABILITY IN MAKING E-MODULE IN PADANG PANJANG CITY." Pelita Eksakta 2, no. 1 (April 16, 2019): 54. http://dx.doi.org/10.24036/pelitaeksakta/vol2-iss1/64.

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Technological development is very possible to use in learning activities for improving the quality of education. Much research has strongly advocated the use and integration of technology in the learning process. One form of utilization of these technologies is the use of E-Modules. E-modules in learning are teaching materials used in assisting learning activities in the form of soft-files that are operated through computers. Interactive e-learning module motivates students to learn more spiritually, actively and independently that can be used by teachers in the learning process. E-Modules allow students to learn not only in the classroom but wherever they are. However, there are many teachers who cannot create or design e-modules. In West Sumatra itself, especially the city of Padang Panjang, e-modules are unknown by teachers. Based on the results of interviews with math subject teachers who are also chairmen of the High School Mathematics MGMP in Padang Panjang City, in general the teachers in the city of Padang Panjang do not know about e-modules and really need training or guidance on e-modules themselves to improve quality their learning in class. Based on this, it was felt necessary to implement an activity program to improve the ability of mathematics teachers in desaining E-Modules in the Padang Panjang city with the partners of Mathematics MGMP. This activity will be facilitated by the IT team who will explain the ins and outs of the E-Module so that technical knowledge about e-modules can be properly controlled by partners. In addition to the IT team this program also involves a team of Mathematics experts who will evaluate the modules designed by teachers during the implementation of the activities so that the quality of modules that can be used by students can be maintained. The mechanism for implementing PKM activities is carried out using action research steps which consist of 4 (four) stages, namely: planning, action, observation and evaluation, and reflection. The implementation of this activity creates e-learning modules that can be designed by subject teachers, especially mathematics.

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Sutrisno, S., and Mukhamad Murdiono. "Pengembangan modul pendidikan anti korupsi pada mata pelajaran Pendidikan Pancasila dan Kewarganegaraan untuk kelas x sekolah menengah atas." Harmoni Sosial: Jurnal Pendidikan IPS 4, no. 1 (October 16, 2017): 55–66. http://dx.doi.org/10.21831/hsjpi.v4i1.9789.

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Penelitian ini bertujuan untuk menghasilkan: (1) Modul pembelajaran pendidikan antikorupsi sebagai sumber belajar yang layak untuk peserta didik SMA kelas X, (2) Modul pendidikan antikorupsi yang efektif pada hasil belajar peserta didik di SMA, (3) Modul pendidikan antikorupsi yang efektif pada sikap antikorupsi peserta didik di kelas X. Penelitian ini merupakan model penelitian dan pengembangan (research and development). Berdasarkan hasil penelitian menunjukkan bahwa: (1) dihasilkan modul pendidikan antikorupsi yang layak sebagai sumber belajar pada mata pelajaran PPKn kelas X; (2) modul pendidikan antikorupsi yang efektif untuk meningkatkan hasil belajar peserta didik di SMA. Hal ini ditunjukkan dengan perolehan gain score dan meningkatnya nilai mean; (3) modul pendidikan antikorupsi yang efektif untuk meningkatkan sikap antikorupsi peserta didik di SMA. Hal ini ditunjukkan dengan perolehan gain score dan meningkatnya skor mean.Kata kunci: modul, pendidikan antikorupsi, pendidikan pancasila dan kewarganegaraan DEVELOPING ANTI-CORRUPTION EDUCATION MODULE IN THE SUBJECT OF PANCASILA AND CIVICS EDUCATION OF HIGH SCHOOL STUDENTS GRADE XAbstractThis research aims to produce: (1) anti-corruption education learning modules for high school students grade X, (2) anti-corruption education modules that effectively improve the learning outcomes of students in high school, and (3) anti-corruption education modules that effectively improve the anti-corruption learners in grade X. This research model is research and development (R&D) based. The following conclusions were drawn from the research results: (1) The development results in anti-corruption education modules in subjects Pancasila and Civics Education in grade X, (2) anti-corruption education modules are affective to improve learning outcomes of students in high school as evidenced by the acquisition gain score and an increase in the mean value, (3) anti-corruption education modules are affeetive to improve the anti-corruption attitudes of high school students. This is evidenced by the acquisition gain score and an increase in the mean score.Keywords: module, anti-corruption education, pancasila and civics education

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Ahern, Wilbert H. "An Experiment Aborted: Returned Indian Students in the Indian School Service, 1881-1908." Ethnohistory 44, no. 2 (1997): 263. http://dx.doi.org/10.2307/483370.

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Abdul Rajak, Mohd Azrul, Ayu Afiqah Nasrullah, Sitty Nur Syafa Bakri, and Suriana Lasaraiya. "IMPACT OF PROBLEM-BASED LEARNING - SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS MODULES TO HIGH SCHOOL STUDENTS’ IN RURAL AREA: A COMPARISON STUDY." International Journal of Education, Psychology and Counseling 7, no. 48 (December 15, 2022): 458–68. http://dx.doi.org/10.35631/ijepc.748034.

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Students enrolled in Science, Technology, Engineering, and Mathematics (STEM) courses in Malaysia have recently decreased, particularly among rural students. It is necessary to mobilize the effort and awareness of the importance of STEM intensively, which supposedly begins at the school level. Accordingly, STEM AUMS Warriors, UMS organized the AUMS Warriors STEM program for rural students by using problem-based learning (PBL)-STEM modules to promote STEM education. Therefore, this study was conducted to examine the impact of the PBL-STEM module on rural students in terms of students’ interest in STEM, students’ learning motivation and students’ soft skills development. In the program, four PBL-STEM modules namely Seibutsu module, Da Vinci Code module, The Power of Atom module, and Inception module were used separately in four meetings attended by 79 rural high school students. Qualitative analysis is conducted using a questionnaire that includes components related to students’ interest in STEM, students’ learning motivation and the development of students' soft skills. The questionnaire was distributed to students each time the module is completed. The result shows that the average value for each statement is more than 5.2000 and most of the students give a response of 'Agree' and 'Strongly Agree' for each statement. These results show that all PBL-STEM modules have a positive impact on rural students. A comparative study between the modules showed no significant difference between the modules and the average value for all the aspects studied showed an increase from the first meeting to the last meeting. The study demonstrates, all activities in the module successfully increase students' motivation to learn STEM subjects and further boost students' interest in STEM. The implementation of the PBL method in the module through presentation and group work activities helps in enhancing the students' soft skills including communication, collaboration, self-confidence, and student self-learning skills.

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Potter, Samuel, Rebecca M. Krall, Susan Mayo, Diane Johnson, Kim Zeidler-Watters, and Robin L. Cooper. "Population Dynamics Based on Resource Availability & Founding Effects: Live & Computational Models." American Biology Teacher 78, no. 5 (May 1, 2016): 396–403. http://dx.doi.org/10.1525/abt.2016.78.5.396.

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With the looming global population crisis, it is more important now than ever that students understand what factors influence population dynamics. We present three learning modules with authentic, student-centered investigations that explore rates of population growth and the importance of resources. These interdisciplinary modules integrate biology, mathematics, and computer-literacy concepts aligned with the Next Generation Science Standards. The activities are appropriate for middle and high school science classes and for introductory college-level biology courses. The modules incorporate experimentation, data collection and analysis, drawing conclusions, and application of studied principles to explore factors affecting population dynamics in fruit flies. The variables explored include initial population structure, food availability, and space of the enclosed population. In addition, we present a computational simulation in which students can alter the same variables explored in the live experimental modules to test predictions on the consequences of altering the variables. Free web-based graphing (Joinpoint) and simulation software (NetLogo) allows students to work at home or at school.

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Komarudin, Komarudin. "STEM-Based E-Module in Improving Students' Mathematical Creative Thinking Ability: A Needs Analysis for Indonesian Students." Jurnal Cartesian (Jurnal Pendidikan Matematika) 2, no. 1 (November 30, 2022): 124–36. http://dx.doi.org/10.33752/cartesian.v2i1.2685.

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Creative thinking is one of the 21st century thinking skills, because it allows individuals to adapt quickly to various changes that occur. The integration of e-modules and STEM is expected to improve students' mathematical creative thinking skills. This study aims to analyze the need for teaching materials in the form of STEM-based e-modules in improving students' mathematical creative thinking skills. The subjects of this study were 14 mathematics teachers and 39 students from various school levels in Indonesia. Data collection is done through a questionnaire technique. The research instrument consisted of a questionnaire on the needs of teachers and students for STEM-based e-modules, each with 14 questions and 13 questions. The results showed that teachers and students felt that it was necessary to develop an integrated STEM e-module in improving students' own mathematical creative thinking skills.

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Syahrial, Syahrial, Asrial Asrial, Dwi Agus Kurniawan, and Latipia Damayanti. "Comparison of Print Modules and E-Modules to the Tolerance Character of Students." International Journal of Elementary Education 5, no. 2 (June 21, 2021): 298. http://dx.doi.org/10.23887/ijee.v5i2.34351.

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Nowadays, the character of tolerance in elementary school students is experiencing degradation. Whereas the character of tolerance is one of the important characters possessed by students in their social life. This study aims to analyze the comparison of responses and tolerance characteristics of students who learn to use two different learning modules, namely the electronic module and the printed module. This research is quantitative descriptive. The population in this study amounted to 243 students. Determination of the sample is done by using the purposive sampling technique, to obtain a sample of 32 students. Data collection in this study used instruments in the form of student response questionnaires and tolerance character questionnaires. The instrument used has been tested for validity and reliability. The collected data were then analyzed using descriptive and inferential statistics, assumption tests (normality and homogeneity), and hypothesis testing (t-test). The results showed that students' responses were more dominant when using the electronic module based on local wisdom than the printed module. The tolerance character that appears is also more visible when using an electronic module based on the local wisdom instead of a printed module. Based on these findings, it was concluded that students' responses when using the electronic module were better than using the print module. Students' tolerance character can also be seen in the application of electronic modules and print modules. So it is recommended that the electronic module based on local wisdom be used as additional teaching materials in learning in elementary schools.

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Uma'iyah, Nofita, Sri Wahyuni, and Ulin Nuha. "Development of E-Modules Based On Mobile Learning Applications to Improve Students' Critical Thinking Skills in Science Subject." JPPS (Jurnal Penelitian Pendidikan Sains) 12, no. 2 (May 23, 2023): 122–37. http://dx.doi.org/10.26740/jpps.v12n2.p122-137.

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Developing an E-module based on a mobile learning application is used to improve the critical thinking skills of junior high school science students. Objective: This research aims to develop products in e-modules based on mobile learning applications that are valid, practical, and effective. Methods: The research method used is the ADDIE development model, which includes five stages: analyzing, designing, developing, implementing, and evaluating. The data analysis techniques used are validation sheets for validity tests and observation sheets for learning implementation for practicality. And the N-gain test and student questionnaire to test effectiveness. Results: Based on the results of the data analysis conducted, e-modules based on mobile learning applications have obtained valid results with average validation scores from the three validators, namely 83%, e-modules based on mobile learning in learning are considered very practical as teaching materials in science learning in junior high school because they get an average score of 94%, e-modules based on mobile learning applications are also considered to have been effective and feasible to use as teaching materials during science learning in junior high school because they have used e-modules based on mobile learning applications, students' thinking skills increase with grades N-gain with a high score of 0.77 and student response with a score of 74% with a good category. Novelty: Previous researchers have never done this research, which develops e-modules based on mobile learning applications to improve students' critical thinking skills.

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Raj, S. Alvin, Jaffry Zakaria, and Ahmad Hashim. "Needs Analysis of Risk Management in Extra Cocurriculum Activities in School." Journal of Advances in Sports and Physical Education 5, no. 7 (July 19, 2022): 154–57. http://dx.doi.org/10.36348/jaspe.2022.v05i07.005.

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Background: Co-curricular activities are engaging out-of-classroom learning activities that attract student’s participation. However, the risk and safety of the students become a concern since it is one of the activities that often cause injuries during the activities. Such activities require a needs analysis study to be conducted to ensure that the modules produced can meet the needs and specifications of co-curricular activities in schools. Objective: This study was conducted to identify the need for module content and module specifications based on the safety of students in school during co-curricular activities. Methodology: To construct a module that can meet the needs of students and teachers, a needs analysis was conducted on 40 teachers who specialized in uniformed units, sports and games and associations in the district of Kudat. Data collection was done through constructed questionnaires and simple and purposive random sampling techniques. Results: The needs analysis shows that the student safety management modules in out-of-classroom learning have significant needs to be developed. Conclusion: The needs analysis of the study found that it is important to construct safety management modules in out-of-classroom learning to overcome the problems faced by the co-curricular advisory teachers in schools. These findings will be used to design and develop the module in the next phase. These findings are expected to help produce teaching modules that can solve the problems of co-curricular advisors during co- curricular activities.

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Herwinarso, Jane Koswojo, and Elisabeth Pratidhina. "Development of an inquiry-based module with scientific equipment to facilitate primary school students learning the force concept." Journal of Education and e-Learning Research 10, no. 2 (April 28, 2023): 314–22. http://dx.doi.org/10.20448/jeelr.v10i2.4617.

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Recently, science, technology, engineering and mathematics (STEM) applications have become more demanding, promoting students' interest in science from an early age. Science class in primary school needs more attention to attract students’ interest. This study aims to develop an inquiry- based module with scientific equipment for the primary school level to optimize science learning at the primary school level. The development process used a 4-D (define, design, develop and disseminate) model. The developed module and equipment cover the topics of forces and include four experiments, i.e., exploring friction in inclined planes, exploring the mechanical advantage of a pulley, observing magnetic force and exploring static equilibrium in a lever. The modules and scientific equipment are distributed to some schools in Indonesia that lack practical work facilities. The inquiry-based modules and scientific equipment are implemented in classes at four primary schools in Indonesia. In this study, the students' response to the implementation of inquiry-based modules and scientific equipment in the class is also investigated. Overall, the average of the students' responses is 3.37 (out of 4.00). It means students respond positively to the learning activity and the supporting module. Active learning with an inquiry approach is feasible to attract students' interest in science.

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Nofriza, Elvitri, Usman Rery, and Asmadi M. Noer. "Implementation of Material-Based Inquiry to Improve the Critical Thinking Ability of Senior High School Students." Journal of Educational Sciences 4, no. 4 (October 24, 2020): 748. http://dx.doi.org/10.31258/jes.4.4.p.748-757.

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The development of technology today has a huge impact on education, especially in the learning process. Therefore, an educator must be able to adapt the learning process to technological developments. One way to apply technology development in learning systems is to use e-modules in the learning process. The purpose of this study is to use guided inquiry-based e-modules to see the magnitude of the increase in students' critical thinking skills in the material reaction rate after using guided inquiry-based e-modules. The research method used a quasy experiment with a pretest-postest design using two classes as the experimental class and the control class. The sample in this study were students of State Senior High School (SMAN) 1 Sebrida Indragiri Hulu class XI. The results obtained were an increase in students' critical thinking abilities from before the use of guided inquiry-based e-modules. After the use of e-module based guided inquiry. This increase is seen from the comparison between the experimental class and the control cash class. The experimental class using e-module has a higher critical thinking ability of students than the control class that does not use e-module in the learning process.

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Jazim, Jazim, Rahmad Bustanul Anwar, and Dwi Rahmawati. "PENGEMBANGAN MODUL MATEMATIKA SMP BERBASIS PENDEKATAN KONSTRUKTIVISME." AKSIOMA Journal of Mathematics Education 5, no. 2 (January 3, 2017): 105. http://dx.doi.org/10.24127/ajpm.v5i2.667.

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The aim of this study was to develop a module of mathematics at the junior high school level class VIII. It is based on the observation of books or teaching materials used in schools is an informative and not involve students in the learning process. This study develops a mathematical module VIII Junior High School class-based constructivism. Constructivism approach chosen by reason will lead students in finding and independently formulate a mathematical concept. This type of research is the development of research (Research and Development), which is intended to develop modules Junior High School math class VIII-based constructivism. This research subject is class VIII student at Junior High School 2 Metro, Junior High School 4 Metro and Junior High School 6 Metro. When the study for two years in which the first year to implement the development of modules and the second year of implementing use of modules developed and seen the results of student learning. Implementation of the research in the first year has been implemented which reached the stage of expert validation and testing of the small scale of the development of junior high school math module VIII class-based constructivism

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Ernest, Imesta Zulfanida, and Mulya Dwi Putra M. "The Use of Google Sites-based Electronic Modules in Science Learning Against Digital Literacy of Junior High School Students." JPI (Jurnal Pendidikan Indonesia) 12, no. 2 (June 27, 2023): 293–304. http://dx.doi.org/10.23887/jpiundiksha.v12i2.56311.

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Learning in the 21st century requires innovation by utilizing technology as a learning resource for students. Integrating technology into learning has an important role to improve students' skills. One of the integrations of technology is the use of Google Sites-based Electronic Modules which are used as learning resources in science learning. This study aimed to analyze the digital literacy of junior high school students using Google Sites-based electronic modules. The population of this study included class VII students using the cluster random sampling technique. This research includes quasi-experimental research. The design used is the post-test-only control group design using angles. This study uses an instrument in the form of a questionnaire. Analyzing data is using the independent sample t-test. Based on the results of the questionnaire analysis, it is known that the digital literacy of students in the experimental class is superior with an average proportion of 48%. The results of the analysis of the independent sample t-test were Sig (2-tailed) 0.000, which means that there are differences in the digital literacy of junior high school students using electronic modules based on Google sites in science learning. It can be concluded that electronic modules based on Google sites can improve digital literacy. Electronic module based google sites can also bring up students' digital literacy skills.

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Puspitowati, Ari, Siswandari, Dewi Rochsantiningsih, and Wiranto. "Module to Support Independent Learning of Elementary School Students in the Pandemic Period." Journal of Hunan University Natural Sciences 49, no. 5 (May 30, 2022): 48–55. http://dx.doi.org/10.55463/issn.1674-2974.49.5.6.

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Lost learning during a pandemic causes students' learning outcomes to drop. An alternative solution to the child's learning problem is learning with modules. Learning modules suitable for elementary school students need to be developed. Therefore, the study aimed to: (1) Discover the condition of elementary school students learning during the pandemic period; (2) Investigate the importance of independent learning; (3) Examine the use of modules as a supporting tool; (4) Delivering module illustration that can be developed for students. Furthermore, this study used a qualitative method with a phenomenology approach, and elementary school students, parents, and teachers serve as informants. The data were collected by interview and document, using the citation technique known as snowball citation, while the data was analyzed using data triangulation. The following conclusions were drawn: (1) Students felt uncomfortable learning during the pandemic; (2) Independent learning was important for elementary school students; (3) All parents agreed that the module could facilitate independent learning during the pandemic period; (4) The module illustration developed for elementary school students was completed by examples or real-life application. In cooperation with relevant individuals, the learner can make the decisions necessary to meet their learning needs and comprises internal and external components. Reflective skills are a combination of the learner's cognitive, metacognitive, and affective abilities, which we will refer to as their "internal components." The learner's "external environment" refers to the learning facility, time available, and peer and facilitator interaction. It contained learning material, objectives, question model, and evaluation and was understandable, attractive, and pleasing to learn. Also, this was completed by video link, adapted to the learning needs, and contained character development.

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Herrera, Fernando T., and Agcelin O. Nolasco. "Printed Modular Resources for Mathematics Education: Enhancing Distance Learning in Rural Public Junior High Schools during the COVID-19 Pandemic." International Journal of Membrane Science and Technology 10, no. 2 (June 21, 2023): 775–87. http://dx.doi.org/10.15379/ijmst.v10i2.1416.

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This study investigated the physical features, quality of printed modules, and prior knowledge in mathematics among public junior high school students in rural areas during the COVID-19 pandemic. The research was conducted within the Division of Butuan City, Caraga Region, Philippines specifically focusing on South Butuan District II. A descriptive-comparative research design was employed, and a survey questionnaire was administered to 607 Junior High School students selected through purposive sampling. Statistical tools, including the average mean, Kruskal-Wallis test, and Mann-Whitney U test, were employed for data analysis and interpretation. The findings indicated that the physical features, quality of printed modules, and prior knowledge in mathematics were assessed as high, suggesting that students, regardless of school location, received consistent features and module quality. Moreover, significant differences were observed among variables based on the type of school, while no significant differences were found regarding sex and distance from the school concerning the dependent variables.

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Pati, Bharati, and Sabitri Majhi. "Information Literacy Skill." International Journal of Digital Literacy and Digital Competence 10, no. 1 (January 2019): 15–33. http://dx.doi.org/10.4018/ijdldc.2019010102.

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For the students and scholars belonging to any trade and level, exercising of information and its sources becomes inevitable. The university education in focus, identifying exact information, selecting the right source and authorized use of the same is being practised very often. This the authors call ‘Information Literacy Skill'. Considering the MLISc students, the future LIS professionals in making, this would certainly be an indication of respite that they are learning IL theories and practice during their second year course. An evaluative study on the targeted MLISC students can provide a substantial solution to this. The present study focuses on the LIS schools of state of Odisha (India) and tries to find out answers to various questions: Are the students of MLISc in LIS schools of Odisha possess adequate IL skills? Are the modules included under master degree syllabi enough for them and their skill requirements as information providers? Can IL be taught at the classroom level? Or is a meticulous practical exposure obligatory?

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Afriana, Mesi, Jayanti Syahfitri, and Apriza Fitriani. "Development of Digital-Based Interactive Modules in Senior High School." Quagga: Jurnal Pendidikan dan Biologi 15, no. 2 (July 1, 2023): 179–87. http://dx.doi.org/10.25134/quagga.v15i2.5.

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This study aims to produce a valid and practical interactive module. The research uses the Research & Development (R&D) type of development using the ADDIE model which includes five stages, namely the Analysis, Design, Development, Implementation and Evaluation stages. The sample in this study consisted of two types of samples, the first trial I (limited trial) in class X MIPA 3 and trial II (overall trial) in class X MIPA 4 and X MIPA 5. validation test and practicality test. The results of this study are: 1) The interactive module developed in this study is valid, it can be seen from the validation results in the material and media test. The data from the validation test results showed that the results of material validation obtained an overall average validity of 82.8%. While the validation results on the media test obtained an overall average validity of 88.5% so based on this value, the digital-based interactive module product is in the very valid category because it is in the 81-100% interval. 2) This study uses student response sheets to measure the practicality of the interactive module, as many as 94 students of class X MIPA with a level of practicality that is practical. This means that the interactive modules developed are practically used by students. Based on the results of this study, it can be concluded that the digital-based interactive module on ecosystem materials to improve scientific attitudes and students' cognitive learning outcomes developed is valid and practical to use in learning.

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Maytrea, Fiesta Iqlima, Irah Namirah, and Solfarina Solfarina. "DEVELOPMENT OF ETHNOSAINS-BASED LEARNING MODULE THEME ACID AND BASE FOR SENIOR HIGH SCHOOL CLASS XI." JCER (Journal of Chemistry Education Research) 4, no. 1 (June 18, 2020): 16. http://dx.doi.org/10.26740/jcer.v4n1.p16-22.

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This research-based on decreasing cultural identity because of the process of globalization and limited modules used in learning that integrated with culture. This research aims to determine the validity of ethnoscience based learning modules with the theme of acids and bases and to find out the response of class XI students to the modules used. The research method is Research and Development (R&D) which includes several stages: problem identification, data collection, design module, design validation, design revisions, small-scale trials, and final module. The results showed that the modules developed according to BSNP valid with Aiken calculations for aspects of content and media were 0.99 and 0.97. As for the responses of students in the high, medium and low groups, and the percentage 92%, 93%, and 92% which are included in the category very good. The developed module has proven valid to use in learning.

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Ariana, Desi, Risya Pramana Situmorang, and Agna Sulis Krave. "PENGEMBANGAN MODUL BERBASIS DISCOVERY LEARNING PADA MATERI JARINGAN TUMBUHAN UNTUK MENINGKATKAN KEMAMPUAN LITERASI SAINS SISWA KELAS XI IPA SMA." Jurnal Pendidikan Matematika dan IPA 11, no. 1 (January 24, 2020): 34. http://dx.doi.org/10.26418/jpmipa.v11i1.31381.

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This study aims to develop a module based on discovery learning in improving scientific literacy skills in the 11th grade of science class in senior high school. This study refers to the modified Borg and Gall model into 7 steps, (1) preliminary study; (2) planning; (3) preparation of modules; (4) expert judgment; (5) revisions; (6) limited trials; (7) revision II. The research samples are in XI MIPA 2 and XI MIPA class at 3 SMAN 1 Bringin. The technique of collecting data using written tests, questionnaires, and observations. Hypothesis testing to measure the increase in cognitive learning outcomes of students using an independent t-test on n-gain students. Assessments from material experts, subject matter teachers, colleagues, and high school students show that the modules that have been developing suitable for use in the learning process with an achievement level of 86%, 95%, 88%, and 90% respectively. The results of the t-test showed an increase in students' literacy skills (p <0.05) of 0.71 (high category). It can be concluded, the modules that have been developing become worthy to use in the learning process and effective in enhancing the scientific literacy skills of senior high school students in XI class.

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Di, Qin, Xin Zhilei, and Gao Pengkun. "Study on Module Design of Residential Units in Prefabricated Boarding Schools." E3S Web of Conferences 165 (2020): 04027. http://dx.doi.org/10.1051/e3sconf/202016504027.

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This paper aims to respond to the country’s call for the development of prefabricated buildings. Taking the middle school student dormitory interior decoration system as the research object, the prefabricated decoration and building modularization ideas are the core. The literature research method and the inductive summary method were used to analyze the residential unit modules, the functional modules and envelope modules they contained, and the combination of modules, which proved that this construction method is more efficient and environmentally friendly. Finally, a residential unit module scheme suitable for boarding school students’ dormitories is designed to provide a reference for improving the overall assembly rate of prefabricated student apartments.

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