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Ursel, Karen L. "Minding the Gap: The Art and Science of Teaching Guided by Humanbecoming." Nursing Science Quarterly 33, no. 4 (September 17, 2020): 322–29. http://dx.doi.org/10.1177/0894318420943138.
Повний текст джерелаАнотація:
Designing learning activities to teach psychomotor skills utilizing the lens of humanbecoming required deep reflection on the principles of structuring meaning, configuring rhythmical patterns, and cotranscending with possibles to bridge the theory-to-practice gap. Teaching essential psychomotor skills presented a challenge when trying to ensure the provision of safe, competent, and compassionate care tailored to the individual’s unique experience. There are a wide variety of teaching approaches and strategies available, but few have used a theoretical framework to guide the design of the teaching-learning activities to guide development of these skills. The humanbecoming paradigm and humanbecoming teaching-learning model guided the research, design, and presentation of the teaching-learning activities to encompass the science and performing art of nursing.
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Yabo, Ricky Sumingguit. "The Joyful Experience in Learning Mathematics." Southeast Asian Mathematics Education Journal 10, no. 1 (September 30, 2020): 55–67. http://dx.doi.org/10.46517/seamej.v10i1.85.
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This study conducted to determine the effectiveness of joyful scaffolds in teaching grade VIII Mathematics in the Department of Education of the Philippines. Two intact groups were used as the subjects of the study. The experimental and control group were exposed to joyful and traditional scaffolds in teaching respectively. This study includes the pre – post assessments, significant improvements, and significant mean gain differences of students exposed to traditional and joyful scaffolds in teaching Mathematics in terms of performance level. The findings of the study revealed that the joyful scaffold in teaching is more effective in improving the students’ Mathematics performance as compared to the traditional scaffold in teaching and the skills acquired is sufficient enough to prove that these experimental group of students was able to gain experience from joyful approach and a positive change of attitude towards their view on Mathematics was realized after the exposure. The cognitive progression was deepen and attainment of knowledge was enhanced, psychomotor skills were activated and augmented through enjoyable mathematics learning activities, and students’ interests and learning manners were maximized. Furthermore, the joyful scaffold in teaching in this study was immensely efficient in improving the students’ Mathematics performance as compared to the traditional scaffold in teaching. Moreover, the outcome of this research supports the assertion that employing, relating, or incorporating several joyful media to learning boosted up students’ academic performance especially those who are detached during the classroom discussion.
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Baharom, Masri, Ahmad Hashim, and Mahaliza Mansor. "Gross Motor Development Level Of The Children Age 9 Years." International Journal for Innovation Education and Research 2, no. 11 (November 30, 2014): 129–35. http://dx.doi.org/10.31686/ijier.vol2.iss11.274.
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Physical education plays a role in contributing to the growth and development of the children through the learning experience to meet the needs of the psychomotor, cognitive, and affective domain [1,9,8,11]. All children will go through a learning process based on Physical Education syllabus as set out in the primary school integrated Curriculum (KBSR). In the Physical Education curriculum, children have been encourage to develop fitness, skill and sportsmanship. The focus of this study is about teaching of fitness in gross motor skills which consist of the locomotors and manipulative skills. Children age seven to nine years have been involved in teaching and learning process based on these skills. Children will apply all the locomotors and manipulative skills since they are in level one primary school.
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El-Kishawi, Mohamed, Khaled Khalaf, Dana Al-Najjar, Zahra Seraj, and Sausan Al Kawas. "Rethinking Assessment Concepts in Dental Education." International Journal of Dentistry 2020 (October 14, 2020): 1–9. http://dx.doi.org/10.1155/2020/8672303.
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Introduction. Dental education involves teaching and assessing the acquisition of verifiable domains that require superior psychomotor, communication, and cognitive skills. Evolving technologies and methods of assessment could enhance student’s learning environment and improve tutor assessment experience. The aim of this study was to review the current body of research and evaluate the effectiveness of various methods of assessments in improving learning and performance in preclinical and clinical dental practice. Materials and Methods. A search strategy was implemented using electronic search in major databases. The following key terms, clinical skills, preclinical, dental students, and assessment, were included in the search. Two reviewers independently screened all the articles retrieved following very specific inclusion criteria. Results. The initial search generated 5371 articles and 24 articles were selected for review and data extraction. Cohen’s kappa coefficient was used to measure interrater agreement and a score of 94.7% was obtained. Conclusion. Preclinical assessment is an effective tool for promoting skills transfer to clinical phase. Early psychomotor skills assessment is valuable. It allows early intervention in the learning process and assists in effective utilization of learning resources. Technology-enhanced assessment systems allow better patient simulation, enhance learning and self-assessment experiences, and improve performance evaluation. However, these systems serve as an adjunct to conventional assessment methods. Further research should aim at calibrating and integrating these systems to optimize students learning and performance.
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G.Pushpalatha. "Experiential Learning in English Language Teaching: A study." international journal of engineering technology and management sciences 6, no. 6 (November 28, 2022): 389–92. http://dx.doi.org/10.46647/ijetms.2022.v06i06.069.
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In experiential learning, the importance of experience is recognized. The essential function of the learning process is that of the student's experience in experiential learning. Learning by doing, doing one's own thing, and discovering new things are all terms used to describe the process of learning via experience. Experiential learning is both a concept and a practice that encourages teachers to actively engage students in hands-on learning experiences and introspective thinking to improve students' knowledge, skills, and moral values. “An important foundation of English language instruction is based on the idea that students learn best when they work together on a topic or assignment” (Knutson, 2003). It is also significant for teachers to employ experiential learning in their English classes to combine the four language skills into real-world contexts. “In contrast to just hearing about and reading about a subject, experiential learning emphasizes first-hand contact with the material being studied. A physical component is also required for the phenomenon to be fully understood” (Brown, p.291). As Brown said, experiential learning places an emphasis on the psychomotor components of language acquisition by engaging children in physical tasks where the language is submerged and reinforced. As a result of action, learners are encouraged to use a variety of abilities.
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Surrati, Amal. "Medical Staff Teaching Experience During COVID-19 Pandemic." Majmaah Journal of Health Sciences 10, no. 4 (2022): 43. http://dx.doi.org/10.5455/mjhs.2022.04.005.
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Background and Aims: The COVID-19 pandemic changed teaching and learning methods across the world. This cross-sectional study aimed to assess clinical tutor feedback on the e-learning at Taibah University Medical College during pandemic. Methods: Consenting medical faculty were asked to provide their feedback through an electronic semi-structured questionnaire which had both multiple choice and Likert scale responses. Sociodemographic data were also collected. The study was approved by Institutional Ethics Committee. Results: A total of 66 medical faculty members were participated. Most of the respondents were females (53%), almost half of them were Saudi nationals, and 48.4% had fewer than ten years of teaching experience. Most respondents felt that online teaching was the preferred choice during the pandemic, but over half of them (56.1%) favored classroom teaching for medical students. Almost fifty percent of the faculty members had not undergone training for medical education or online teaching. 86.4% of them felt that knowledge could be imparted through online teaching, but communication skills and psychomotor skills couldn’t be acquired by online teaching. Around 60% of teachers felt that it is difficult to assess the students through the virtual teaching method. Conclusions: The medical faculty members believe that e-learning is time-consuming, it decreases student-teacher interaction, and student evaluation and assessment are more difficult than classroom teaching. Virtual teaching is good for imparting knowledge; however, it is not the preferred method for teaching communication and psychomotor skills.
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Hinck, Glori, and Thomas F. Bergmann. "Video capture on student-owned mobile devices to facilitate psychomotor skills acquisition: A feasibility study." Journal of Chiropractic Education 27, no. 2 (September 1, 2013): 158–62. http://dx.doi.org/10.7899/jce-13-12.
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Objective We evaluated the feasibility of using mobile device technology to allow students to record their own psychomotor skills so that these recordings can be used for self-reflection and formative evaluation. Methods Students were given the choice of using DVD recorders, zip drive video capture equipment, or their personal mobile phone, device, or digital camera to record specific psychomotor skills. During the last week of the term, they were asked to complete a 9-question survey regarding their recording experience, including details of mobile phone ownership, technology preferences, technical difficulties, and satisfaction with the recording experience and video critique process. Results Of those completing the survey, 83% currently owned a mobile phone with video capability. Of the mobile phone owners 62% reported having email capability on their phone and that they could transfer their video recording successfully to their computer, making it available for upload to the learning management system. Viewing the video recording of the psychomotor skill was valuable to 88% of respondents. Conclusions Our results suggest that mobile phones are a viable technology to use for the video capture and critique of psychomotor skills, as most students own this technology and their satisfaction with this method is high.
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Syafitri, Widya. "Learning Experiences in Small Group Discussion in the Third Semester of English Education Students." Journal of Languages and Language Teaching 11, no. 1 (January 20, 2023): 27. http://dx.doi.org/10.33394/jollt.v11i1.6339.
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Collaborative learning remains to be a range that is progressively getting consideration in academic fields. As it has many advantages to individual student learning. One of collaborative learning methods is small group discussion. Furthermore, this study was aimed at describing the result of students’ evaluation of the learning experiences in a small group discussion in the third semester of English education students in UIN Sjech M. Djamil Djambek (SMDD) Bukittinggi based on the Students Experience Questionnaire (SEQ). This study is categorized as a quantitative study. This descriptive quantitative research collected data by distributing a questionnaire to the third-semester students. The issues addressed are students’ learning experiences in doing a small group discussion. Based on the data analysis, the result showed that the third-semester students had a good learning experience in all aspects; in the good teaching scale, understanding of learning, assessment, appropriate workload, the skills of affective and psychomotor, motivation, and satisfaction with the module used during the learning process through the small group discussion. However, the teachers still need to improve their ability in managing small group discussions.
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Barretto, Remedios G., Emerita L. Cabrera, Mariza P. Manlagaylay, and Jennyleigh A. Mangubat. "Students’ Insights and Experiences of On-the-Job-Training in the Workplace." Asia Pacific Journal of Social and Behavioral Sciences 10 (July 18, 2017): 12. http://dx.doi.org/10.57200/apjsbs.v10i0.66.
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This study looked into the students’ on-the-job training insights and experiences in the workplace. It attempted to identify the learning skills that the students gained in the workplace and determined how the workplace helped in developing the students’ learning skills. The study also determined the most important learning skill needed to be developed by the OJTs as identified by the agencies and to design a program for the internship based on the recommendations from the agencies. This qualitative research utilized data from the students’ narrative reports and journals every second semester from 2007-2009. An interview was conducted with the head of the office to verify and confirm the students’ reports. There was a total of 43 OJT students in 2007, 136 OJTs in 2008 and 122 OJTs in 2009. These OJTs were assigned to 10 agencies in Malaybalay City and the 13 municipalities of the province of Bukidnon.The findings revealed that the students had gained learnings from their on-the-job training which are categorized into (1) affective skills, (2) cognitive skills, and (3) psychomotor skills. This study showed that the workplace has helped develop the students’ skills through the programs and activities provided for them. Communication skills (Cognitive Skills) are found to be very important in the workplace. A crash course on ICT, Personality Development, Individual and Group Management and Community Organization were identified as activities/action plan for the improvement of the OJT program.Keywords: On-the-job-training, insights and experiences, workplace, learning kills, internships
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Gupte, Trisha, Field M. Watts, Jennifer A. Schmidt-McCormack, Ina Zaimi, Anne Ruggles Gere, and Ginger V. Shultz. "Students’ meaningful learning experiences from participating in organic chemistry writing-to-learn activities." Chemistry Education Research and Practice 22, no. 2 (2021): 396–414. http://dx.doi.org/10.1039/d0rp00266f.
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Teaching organic chemistry requires supporting learning strategies that meaningfully engage students with the challenging concepts and advanced problem-solving skills needed to be successful. Such meaningful learning experiences should encourage students to actively choose to incorporate new concepts into their existing knowledge frameworks by appealing to the cognitive, affective, and psychomotor domains of learning. This study provides a qualitative analysis of students’ meaningful learning experiences after completing three Writing-to-Learn (WTL) assignments in an organic chemistry laboratory course. The assignments were designed to appeal to the three domains necessary for a meaningful learning experience, and this research seeks to understand if and how the WTL assignments promoted students’ meaningful learning. The primary data collected were the students’ responses to open-ended feedback surveys conducted after each assignment. These responses were qualitatively analyzed to identify themes across students’ experiences about their meaningful learning. The feedback survey analysis was triangulated with interviews conducted after each assignment. The results identify how the assignments connected to students’ existing knowledge from other courses and indicate that assignment components such as authentic contexts, clear expectations, and peer review supported students’ meaningful learning experiences. These results inform how assignment design can influence students’ learning experiences and suggest implications for how to support students’ meaningful learning of organic chemistry through writing.
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Valieiev, Ruslan, Yaroslav Pokaichuk, Andrii Zhbanchyk, Vasyl Polyvaniuk, Olena Nykyforova, and Kyrylo Nedria. "In the Search for the Golden Mean: Students` Satisfaction with Face-to-Face, Blended and Distance Learning." Revista Romaneasca pentru Educatie Multidimensionala 13, no. 1 (March 16, 2021): 20–40. http://dx.doi.org/10.18662/rrem/13.1/357.
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At the present time, digital educational technologies are gradually being introduced into the sectors of education aimed at the complex competencies that combine psychomotor skills and soft skills. Particularly, special tactical police training is aimed at the formation of specific police skills of tactical progression, disposition, communication, as well as decision-making and problem-solving skills. Considering the prevailing tendency in post-Soviet countries to use traditional apprenticeship in police special tactical training, the most justified is the implementation of the concept of cognitive apprenticeship. This concept, on the one hand, allows to create such complex police skills for an unpredictable, chaotic workplace environment, as decision-making and problem-solving, and on the other hand, is based on the teaching experience accumulated by instructors. The important outcome of the orientation of police training on soft skills by the above approaches is the satisfaction of students. In this regard, the study examines the levels of academic satisfaction from traditional, blended, and distance learning. Distance learning was implemented during quarantine due to the Covid-19 pandemic. The study found a higher degree of the students` satisfaction with blended learning than satisfaction with face-to-face and satisfaction with distance learning.
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Aldridge, Michael D., and Elizabeth McQuagge. "“Finding My Own Way”: The lived experience of undergraduate nursing students learning psychomotor skills during COVID-19." Teaching and Learning in Nursing 16, no. 4 (October 2021): 347–51. http://dx.doi.org/10.1016/j.teln.2021.07.002.
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Alvarez-Lopez, Fernando, Marcelo Fabián Maina, Fernando Arango, and Francesc Saigí-Rubió. "Use of a Low-Cost Portable 3D Virtual Reality Simulator for Psychomotor Skill Training in Minimally Invasive Surgery: Task Metrics and Score Validity." JMIR Serious Games 8, no. 4 (October 27, 2020): e19723. http://dx.doi.org/10.2196/19723.
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Background The high cost and low availability of virtual reality simulators in surgical specialty training programs in low- and middle-income countries make it necessary to develop and obtain sources of validity for new models of low-cost portable simulators that enable ubiquitous learning of psychomotor skills in minimally invasive surgery. Objective The aim of this study was to obtain validity evidence for relationships to other variables, internal structure, and consequences of testing for the task scores of a new low-cost portable simulator mediated by gestures for learning basic psychomotor skills in minimally invasive surgery. This new simulator is called SIMISGEST-VR (Simulator of Minimally Invasive Surgery mediated by Gestures - Virtual Reality). Methods In this prospective observational validity study, the authors looked for multiple sources of evidence (known group construct validity, prior videogaming experience, internal structure, test-retest reliability, and consequences of testing) for the proposed SIMISGEST-VR tasks. Undergraduate students (n=100, reference group), surgical residents (n=20), and experts in minimally invasive surgery (n=28) took part in the study. After answering a demographic questionnaire and watching a video of the tasks to be performed, they individually repeated each task 10 times with each hand. The simulator provided concurrent, immediate, and terminal feedback and obtained the task metrics (time and score). From the reference group, 29 undergraduate students were randomly selected to perform the tasks 6 months later in order to determine test-retest reliability. Results Evidence from multiple sources, including strong intrarater reliability and internal consistency, considerable evidence for the hypothesized consequences of testing, and partial confirmation for relations to other variables, supports the validity of the scores and the metrics used to train and teach basic psychomotor skills for minimally invasive surgery via a new low-cost portable simulator that utilizes interaction technology mediated by gestures. Conclusions The results obtained provided multiple sources of evidence to validate SIMISGEST-VR tasks aimed at training novices with no prior experience and enabling them to learn basic psychomotor skills for minimally invasive surgery.
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Dahlia, Dahlia, Maison Maison, and Nehru Nehru. "Developing An Authentic Assessment Instruments of Psychomotor Domain For The Physics Learning on Measurement Materials in Class X SMA." Journal of Science Education Research 4, no. 2 (November 12, 2020): 44–48. http://dx.doi.org/10.21831/jser.v4i2.35713.
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Practicum is a form of learning activity relates to assessment, which is part of a series of learning processes. Assessment in practicum not only consists of cognitive aspects but also emphasizes affective and psychomotor aspects. Psychomotor is a domain related to skills or ability to act after receiving learning experiences. An authentic assessment of the psychomotor domain is needed to determine each student learns and apply their learning outcomes into life. The study aimed to determine the procedure for developing an authentic assessment instrument of the psychomotor domain for physics learning on measurement material in class X SMA and describe the teacher's assessment toward the developed the authentic assessment instrument. The study used Dick and Carey developmental model consisted of ten stages. They are (1) analysis the learning objectives, (2) learning analysis, (3) analysis of students and their environment, (4) formulating specific objectives, (5) developing assessment instruments, (6) developing learning strategy, (7) developing and selecting learning materials, (8) formative evaluation, (9) revision, and (10) summative evaluation. But, the article used only nine of ten stages. The validation sheet was assessed by two expert lecturers. The product of the psychomotor assessment instrument was validated by two expert lecturers through 2 revisions. The developed instrument was tested in small groups, namely class X MIA 7, SMA N 1 Muaro Jambi. The validation obtained a total score of 136. Means, the score included in the category of 136 ≤ N <150: "Very Good." The teacher's responses were 82% of very good (positive). In short, the developed instrument was feasible to continue to trial steps. The trial to 10 students obtained a mean of 82.1. Based on the range of student scores, seven students were classified as highly skilled, and three students were classified as skilled. Based on results and discussion, it concluded that authentic assessment instruments of the psychomotor domain for the physics learning on measurement materials were feasible to use for teacher class of class X MIA in SMA N 1 Muaro Jambi.
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Priest, Philip. "Putting Listening First: A Case of Priorities." British Journal of Music Education 10, no. 2 (July 1993): 103–10. http://dx.doi.org/10.1017/s026505170000156x.
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The encouragement of aural methods should be basic to any fostering of musical experiences and understanding. This basis has been lost in European formal music education largely because of the all-pervading influence of musical literacy. Efforts to retain some importance for the aural experience through examinations have mostly been unsuccessful. If music is primarily an aural experience, then it is this that should govern the work of teachers at all times. A case is presented for both class and instrumental teachers to recognise the importance of psychomotor skills and the value of imitative methods for all pupils, enabling improvisation on all instruments. The argument draws on some examples of teaching and learning from other cultures.
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Deutsch, Ellen S. "Simulation in Otolaryngology." Otolaryngology–Head and Neck Surgery 145, no. 6 (September 30, 2011): 899–903. http://dx.doi.org/10.1177/0194599811424862.
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Simulation is revolutionizing medical education, certification, and ongoing professional development. Simulation encompasses a variety of technologies as well as nontechnical approaches to improve individual psychomotor skills, group effectiveness, and systems processes, all without direct risk to patients. Simulation-enhanced learning experiences, addressing learning objectives based on the needs of the individual or the group and following the principles of adult education, can be used to ensure consistent and comprehensive learning opportunities, thereby creatively complementing didactic and clinical learning experiences. Pockets of simulation expertise are already present in the field of otolaryngology; more will develop as these exciting and important innovations blossom.
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Hidayat, Maulana Ilham Malik, and Hasan Subekti. "Promoting science process skills and learning outcomes through cybergogy approaches with PhET media for Junior High School Students." Jurnal Pijar Mipa 17, no. 4 (July 31, 2022): 499–506. http://dx.doi.org/10.29303/jpm.v17i4.3623.
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This study aims to describe the implementation of the cybergogy approach in improving Science Process Skills and learning outcomes. The research design used is One Group Pretest Posttest Design with a quantitative approach. The data collection method used is test and observation. The subjects of this study were 16 students of class VIII-A of Junior High School 2 Papar, Indonesia. Observers in this study were two science teachers and one student majoring in science. The instruments used in this study include learning implementation sheets, Science Process Skills observation sheets, pretest and posttest sheets of cognitive learning outcomes. The data analysis technique used quantitative analysis. Implementing learning through the cybergogy approach is carried out well, and a high learning success rate affects the improvement of science process skills and learning outcomes. The pretest of 80% and posttest of 94,4% showed increased cognitive and affective learning outcomes. The average N-Gain result obtained is 0.7 with high criteria. Science process skills as psychomotor and affective aspects experienced a significant increase. The use of PhET media also increased science process skills and learning outcomes. This study concludes that implementing the cybergogy approach to learning using PhET as a V-Lab media can improve science process skills and student learning outcomes.
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An, Jiwon. "Factor Influencing Learning Outcome in Nursing Education Using Gamification: A Scoping Review." Journal of Korean Academy of Fundamentals of Nursing 28, no. 4 (November 30, 2021): 440–57. http://dx.doi.org/10.7739/jkafn.2021.28.4.440.
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Purpose: This review explored trends in studies on learning outcomes in nursing education using gamification, to provide directions for future research.Methods: This scoping review was conducted according to the Joanna Briggs Institute's guidelines. The literature search date was February 1, 2021.Results: Thirty-two studies were included. The largest proportion of studies were quantitative descriptive studies, including qualitative mixed methods (34.4%). More studies applied gamification in practical classes (53.1%) than in theoretical classes. Virtual simulation games (37.9%) and simple quiz games (34.4%) were most often used. Commonly used gamification elements included scores/points, feedback, badges, countdowns, challenges, competitions, and levels. Two themes emerged regarding the impact of gamification on learning: learners’ experiences and achievement outcomes with cognitive, affective, and psychomotor subthemes. Nursing education using gamification improved engagement, motivation, and learning achievement. However, there was less evidence for affective and psychomotor outcomes than for cognitive outcomes.Conclusion: Gamification can be an effective educational strategy if educator's have sufficient understanding and readiness and appropriate gamification elements are applied to nursing education. Further research should investigate knowledge retention in the cognitive domain, collaboration and empathy in the affective domain, and the improvement of nursing skills using new technologies in the psychomotor domain.
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Aristizabal-Almanza, Johanna Lorena, Arcelia Ramos-Monobe, and Violeta Chirino-Barceló. "Aprendizaje activo para el desarrollo de la psicomotricidad y el trabajo en equipo." Revista Electrónica Educare 22, no. 1 (December 15, 2017): 1. http://dx.doi.org/10.15359/ree.22-1.16.
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This action-research project was conducted to determine how the use of principles of active learning, specifically collaboration, had an effect on psychomotor performance and achievement in teamwork. The research setting included 20 students of first grade from a private school located in Bogota, Colombia. The students were selected through not randomized sampling based on criteria. The methodological process included observation, interviews, and a scale based on standardized tests to measure skills; the latter was applied before and after the intervention. Data analysis was performed using a triangulation of qualitative data, and through comparative analysis of the initial and final student profile for quantitative inputs. The results showed that, after the intervention with collaborative techniques based on action learning, students achieved a positive variation in their performance. Being part of a team positively affected the achievement of the objectives. Systematical reflection on their practices fostered their capacity to identify strengths and weaknesses to build knowledge in interaction with others. Knowledge construction was nurtured based in their previous experiences. Students showed more accountability and self-directed learning behaviors, according to their age. Overall the experience showed the importance of research and innovation in the classroom in order to provide meaningful data, so teachers and researchers can engage in providing learning experiences based in active learning.
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Muntholib, Muntholib, Eli Khusmawardani, Yahmin Yahmin, and Mohd Shafie Rosli. "Investigating Eleventh Graders' Critical Thinking Skills on Reaction Rate." Tadris: Jurnal Keguruan dan Ilmu Tarbiyah 7, no. 2 (December 29, 2022): 275–88. http://dx.doi.org/10.24042/tadris.v7i2.12016.
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Critical thinking skills are high-order thinking skills in which students are required to solve complex problems. The topic of reaction rate has conceptual knowledge, cognitive skills, and psychomotor skills that can be used to assess and develop students' critical thinking skills. This study aims to analyze the critical thinking skills of science eleventh graders on reaction rate. This research applies the survey research method. As the research instrument, it uses a critical thinking skills test on the reaction rate consisting of 27 multiple choice questions with a reliability of 0.756 by involving 153 public senior high school students. The authors develop this test. The results show that the average score of respondents’ critical thinking skills was 33.66 (low category). At the sub-skill level, the average score of respondents' skills in interpreting was 32.73 (low), analyzing was 29.04 (low), inferencing was 36.77 (low), evaluating was 24.61 (low), and explaining was 33.88 (low). This shows that the learning experiences of the students have not been able to develop their critical thinking skills. Therefore, this research suggests the need for a learning strategy that can be used to improve students' critical thinking skills.
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Fenyi, Daniel Arkoh, and Georgina Afeafa Sapaty. "The ‘Hidden’ curriculum in higher education in Ghana: The perception of language students in the college of education." International Journal of Learning and Teaching 14, no. 4 (September 9, 2022): 125–43. http://dx.doi.org/10.18844/ijlt.v14i4.7064.
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Abstract A holistic curriculum or education seeks to develop all three domains of learning: cognitive, psychomotor and affective. While the cognitive domain focuses on the mental and psychological fortitude of learners, the psychomotor focuses on the use and development of muscular or motor skills and the affective domain deals with the feelings, emotions and attitudes of students. Interestingly, not all these domains are sufficiently written or documented as guidelines or curricula for classroom practice. It is for such reasons that the ‘hidden’ curriculum becomes needful, as it not only complements the official curriculum but plays a significant role in shaping the values of learners. This qualitative study engages 52 language students in a college of education in Ghana to reveal their views on their experiences with the ‘hidden’ curriculum. Questionnaires and semi-structured interviews were the data collection instruments. The inductive content analysis technique is used to analyse the collected data. The outcome of the study reveals that gender and sexuality, religion, politics, hard work and confidence are values ‘taught’ through the hidden curriculum. The findings of the study create awareness, especially for teachers that, beyond ‘what’ they teach in the classroom, ‘how’ they teach also unconsciously transmits lessons. This means that teachers should be mindful of how they dress, walk, talk and behave in the classroom since all these virtues contribute to the overall teaching and learning process. Keywords: Curriculum, cognitive skills, psychomotor skills, affective skills, classroom practice;
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Fenyi, Daniel Arkoh, and Georgina Afeafa Sapaty. "The ‘Hidden’ curriculum in higher education in Ghana: The perception of language students in the college of education." International Journal of Learning and Teaching 14, no. 3 (September 9, 2022): 121–39. http://dx.doi.org/10.18844/ijlt.v14i3.7064.
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Abstract A holistic curriculum or education seeks to develop all three domains of learning: cognitive, psychomotor and affective. While the cognitive domain focuses on the mental and psychological fortitude of learners, the psychomotor focuses on the use and development of muscular or motor skills and the affective domain deals with the feelings, emotions and attitudes of students. Interestingly, not all these domains are sufficiently written or documented as guidelines or curricula for classroom practice. It is for such reasons that the ‘hidden’ curriculum becomes needful, as it not only complements the official curriculum but plays a significant role in shaping the values of learners. This qualitative study engages 52 language students in a college of education in Ghana to reveal their views on their experiences with the ‘hidden’ curriculum. Questionnaires and semi-structured interviews were the data collection instruments. The inductive content analysis technique is used to analyse the collected data. The outcome of the study reveals that gender and sexuality, religion, politics, hard work and confidence are values ‘taught’ through the hidden curriculum. The findings of the study create awareness, especially for teachers that, beyond ‘what’ they teach in the classroom, ‘how’ they teach also unconsciously transmits lessons. This means that teachers should be mindful of how they dress, walk, talk and behave in the classroom since all these virtues contribute to the overall teaching and learning process. Keywords: Curriculum, cognitive skills, psychomotor skills, affective skills, classroom practice;
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Windsor, John A., Scott Diener, and Farah Zoha. "Learning style and laparoscopic experience in psychomotor skill performance using a virtual reality surgical simulator." American Journal of Surgery 195, no. 6 (June 2008): 837–42. http://dx.doi.org/10.1016/j.amjsurg.2007.09.034.
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Yikar, Seda Karacay. "The effect of simulator use on students' skill enhancements." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 2 (December 5, 2017): 253–56. http://dx.doi.org/10.18844/prosoc.v4i2.2755.
Повний текст джерелаАнотація:
Nursing education is a training that requires many cognitive and psychomotor skills to be given to the students. Especially, it is expected that students should do every application skillfully before going out to hospital practice.This study was carried out in order to determine the effect of simulation usage on nursing skill development.These work is a review.There are many advantages to using the simulation in nursing education. These; critical thinking, clinical decision-making and problem-solving skills, a specific situation,skill in simulated education and a case example case can be revitalized versatile. Thus, it is possible to provide students with active learning opportunities to create coherent and comparable experiences; Help students integrate knowledge and skills. Through simulation laboratories, students develop their practice and as a result, mistakes they may make can be reduced. Keywords: Simulation; nursing education; skill development in nursing.
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Turaç, Nilay, Nurcan Çalışkan, and Emel Gülnar. "Comparison of mastery learning model and WhatsApp assisted learning in teaching psychomotor skills: A triangulation studyPsikomotor beceri öğretiminde tam öğrenme modeli ve WhatsApp destekli öğretim yöntemlerinin karşılaştırılması: Bir triangülasyon çalışması." Journal of Human Sciences 14, no. 3 (September 6, 2017): 2601. http://dx.doi.org/10.14687/jhs.v14i3.4769.
Повний текст джерелаАнотація:
Aim: The purpose of this study is to comparison the effect of mastery learning model and WhatsApp assisted learning on teaching psychomotor skills.Material and method: The study was conducted as a triangulation study between 8 March- 16 December, 2016. The students were divided into two groups in a randomized way. One of the groups (n:30) was instructed with mastery learning model concerning the skill of inserting nasogastric catheter; whereas, the other group (n:30) was assisted through WhatsApp. While the quantitative data were collected by using “Nasogastric Catheter Insertion Skill Check List”, the qualitative data were collected through the focus group interview. The data were analyzed by using number, percentage, student-t test, and descriptive analysis method.Results: The skill mean scores for the students learning the skill of nasogastric catheter insertion through WhatsApp assistance were (26.27±5.70) significantly higher than the mean scores of those learning this skill with mastery learning model (22.07±4.06). However, it was found that students learning with mastery learning experienced less stress during the practice. Conclusion: It is considered that in teaching of psychomotor skills, the use of means of social media such as WhatsApp as a support to the courses together with the mastery learning model would be beneficial. Extended English abstract is in the end of PDF (TURKISH) file. ÖzetAmaç: Araştırma, tam öğrenme modeli ile WhatsApp destekli öğretimin psikomotor beceri öğretimine etkilerinin karşılaştırılması [sbf1] amacıyla yapılmıştır.Materyal Metot: Araştırma, Mart- Aralık 2016 tarihleri arasında triangülasyon çalışması olarak yapılmıştır. Öğrenciler, randomize olarak iki gruba ayrılmıştır. Bir gruba (n:30), nazogastrik sonda takma becerisiyle ilgili tam öğrenme modeliyle destek verilirken diğer gruba (n:30) WhatsApp ile destek verilmiştir. “Nazogastrik Sonda Takma Becerisi Kontrol Listesi” kullanılarak nicel veriler, odak grup görüşmesiyle nitel veriler toplanmıştır. Veriler sayı, yüzdelik, student-t testi ve betimsel analiz yöntemiyle analiz edilmiştir.Bulgular: Nazogastrik sonda takma becerisini WhatsApp desteğiyle öğrenen öğrencilerin beceri puan ortalamaları (26.27±5.70), tam öğrenme modeliyle öğrenen öğrencilerin ortalamalarından (22.07±4.06) anlamlı derecede yüksek bulunmuştur. Ancak, tam öğrenme modeliyle öğrenen öğrencilerin uygulamada daha az stres yaşadıkları saptanmıştır. Sonuç:WhatsApp gibi sosyal medya araçlarının, beceri eğitiminde tam öğrenme modeliyle birlikte derslere destek olarak kullanılmasının yararlı olacağı düşünülmektedir.// Annotate Highlight // Annotate Highlight // Annotate Highlight // Annotate Highlight // Annotate Highlight // Annotate Highlight // Annotate Highlight // Annotate Highlight
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Frost, Jane, and Lori J. Delaney. "Nursing students’ experience in performing intimate clinical procedures via high fidelity Mask-Ed simulation." BMJ Simulation and Technology Enhanced Learning 5, no. 2 (March 16, 2018): 73–77. http://dx.doi.org/10.1136/bmjstel-2017-000293.
Повний текст джерелаАнотація:
BackgroundDidactic clinical skills training employing low fidelity simulation has been the traditional approach to teaching undergraduate nursing students the insertion of an indwelling urinary catheter. This approach, however, does not adequately prepare students for the intricacies and complexity of this procedure in the real world, which is associated with high rates of infection secondary to procedural contamination.ObjectivesTo explore students’ confidence levels in developing clinical psychomotor skills associated with the insertion of an indwelling urinary catheter in a high-fidelity simulation using Mask-Ed.MethodsA mixed methods study was conducted involving final year Bachelor of Nursing students. Preproceduraland postprocedural confidence was rated by students using a 5-point Likert scale. A focus group consisting of eleven students was conducted to further explore student’s experience of engaging with a Mask-Ed character and the procedural experience from a learning perspective.ResultsThe findings indicated that students increased their procedure confidence when engaging with the Mask-Ed simulation (P=0.025). The ability to maintain procedural asepsis and ability to accurately identify the correct anatomical structures related to indwelling urinary catheter insertion were found to be related (rs=0.71, P<0.05). Three primary themes were identified: caring of a person, intimate care and communication.ConclusionPsychomotor skills related to communication, support and maintaining procedural asepsis were areas that required further clinical development, which are not concurrently integrated into the simulation approach using manikin based simulation. Mask-Ed provided a unique learning opportunity to replicate a clinically and anatomically realistic experience.
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Miller, Matthew B., Alison K. Macpherson, and Loriann M. Hynes. "Athletic Therapy Students' Perceptions of High-Fidelity Manikin Simulation: A Pilot Study." Athletic Training Education Journal 13, no. 2 (April 1, 2018): 158–67. http://dx.doi.org/10.4085/1302158.
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Context: Athletic therapy students learn emergency skills through a variety of modes, including students portraying injured athletes and cardiopulmonary resuscitation manikins. Although acceptable and satisfactory forms of teaching, these methods are limited in their ability to create realistic physiological symptoms of injury. Objective: To assess how athletic therapy students perceive their learning needs (LNs) relative to the use of high-fidelity manikin simulation (HFMS) compared with student simulation (SS) in the laboratory setting. Design: Pretest-posttest study design. Setting: Nursing Simulation Centre, Sheridan College, Brampton, Ontario, Canada. Patients or Other Participants: Thirty students from the Bachelor of Applied Health Science (Athletic Therapy) program at Sheridan College in years 2 and 4. Intervention(s): Perceived LNs related to the use of the Laerdal Medical SimMan3G HFMS contrasted with the use of SS for learning to respond to a prescribed emergency scenario. Main Outcome Measure(s): Participants completed questionnaires for both the SS and HFMS environments that consisted of 16 specific LNs spanning the cognitive, psychomotor, and affective domains of learning. Paired t tests and a 2-way analysis of variance were used to analyze the questionnaire data. Results: Participants reported all LNs as being equally important in both environments, but HFMS was identified as a better environment for achieving 13 of the 16 LNs. The mean change from pretesting to posttesting of all LNs in the affective domain improved significantly (P < .05) in the HFMS environment. Year 4 participants deemed HFMS to be a more effective means of learning in the cognitive and psychomotor domains (P < .05). Conclusions: The HFMS experience enhanced athletic therapy students' perceptions of their confidence, base of knowledge, decision-making skills, and overall acute management of critical lifesaving situations. The HMFS environment is a more effective tool for addressing the LNs in the affective domain, which includes skills related to confidence, attitudes, values, and appreciations.
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Sriphong, Lawan, Sathit Niratisai, and Chanokporn Sukonpan. "Effective Collaborative Learning through Online Flipped Laboratory amid the COVID-19 Pandemic." International Journal of Information and Education Technology 12, no. 5 (2022): 384–89. http://dx.doi.org/10.18178/ijiet.2022.12.5.1631.
Повний текст джерелаАнотація:
The novel coronavirus (COVID-19) pandemic has a great impact on pharmacy education. Laboratories needed to shift from traditional learning to full online-learning mode. As a result, the flipped online model has been developed as an online tool to accommodate with this online laboratory requirement. Laboratory experiences in an online collaborative format were conducted in pharmaceutical analysis laboratory course in 2020, and 2021. The students learned in online flipped laboratory can use digital technology quite well. They have been able to perform online laboratory effectively. The perspective of student engagement to collaborative learning was developing among group working. Besides, students showed strong positive-attitude to collaborative learning and teamwork. Nonetheless, in comparison with experiment-practice learning, students reflected negative perception of online learning. Thus, virtual facilitation in pre-class learning material is a key of improvement to strengthen students’ engagement and improve psychomotor skills.
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MacLean, Piers, and Marie Cahillane. "The human factor in learning design, research, policy, and practice." International Journal of Information and Learning Technology 32, no. 3 (June 1, 2015): 182–96. http://dx.doi.org/10.1108/ijilt-12-2014-0029.
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Purpose – The purpose of this paper is to highlight the importance of coherent alignment of current theory from cognitive psychology with practice and policy in training and education institutions developing e-learning materials and present recommendations emphasising the human factor within processes. Design/methodology/approach – In this paper a recent empirical study which applies current theory from cognitive psychological and multimodal learning research provides the backdrop to discussion about alignment of strategic vision, through policy, to effective practice. Findings – Despite advances in cognitive psychology which can be applied to targeting effective and measurable training and education, many institutions fail to maintain updated e-learning strategy and policy resulting in a negative impact on practice and the learner experience. Practical implications – The model presented in this paper is intended to promote thoughtful discussion about the processes and framework necessary for improved collaboration and communication supported by ongoing evaluation of institutional e-learning policy such that policy becomes a dynamic process congruent with developments in the learning sciences. Social implications – The paper includes recommendations for a refined view of knowledge, skills, and attitudes and alignment of policy with practice and theory and will be of interest to training and education institutions seeking to review their policies for training needs analysis and e-learning. Originality/value – This paper offers an up-to-date view of training needs analysis and multimedia design for training discrete psychomotor skills. It will be of value to organisations and institutions providing training and education mediated by technology as well as those involved in the design of training interventions.
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Wahyuningsih, Binarti Dwi, Sri Sudarsih, and Moh Zainudin. "THE DIFFERENCES OF PROJECT-BASED LEARNING AND COOPERATIVE LEARNING MODELS TO INFLUENCE OF CRITICAL THINKING ABILITY IN STUDENT MEDICAL AND SURGICAL SUBJECT 3RD SEMESTER OF DIII NURSING STUDY PROGRAM." INTERNATIONAL JOURNAL OF NURSING AND MIDWIFERY SCIENCE (IJNMS) 4, no. 2 (August 29, 2020): 124–31. http://dx.doi.org/10.29082/ijnms/2020/vol4/iss2/286.
Повний текст джерелаАнотація:
Achieve maximum academic competition, it is necessary to have critical thinking skills. Both of these are certainly influenced by the learning methods applied by lecturers. Learning of Medical Nursing Nursing learning requires cognitive, affective and psychomotor abilities. Learning methods that are appropriate and easily accepted by students such as project based methods learning and cooperative learning provide learning experiences in the classroom to think more critically and have a high ability to master the concepts and cause motivation to learn. The purpose of this study was to determine the differences in the effect of Project Based Learning learning methods with Cooperative Learning on motivation and Critical Thinking skills in Surgical Medical Nursing teaching. The source population in this study was student D III Nursing STIKES HEALTHY DEVELOPMENT PPNI Mojokerto Semester III. The sample in this study was the third semester students, Nursing Diploma Program, as many as 78 students. The data collection techniques of this research were written test and questionnaire test. Data analysis was performed with data normality test using Kolmogorov mSmirnov test and the results were all data were normally distributed so that the data analysis used different tests namely Mann Whitney, as well as to determine differences in the effect of each class using the Wilcoxon test. The results showed the Asymp.Sig (2tailed) < 0.05 which is 0.000 which means that there are differences in critical thinking skills between classes that use the project based learning model and the Cooperative Learning model after receiving treatment. The Project Based Learning Method guides students through a problem that is solved by a project so that the ability to think in students is more increased.
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Krásnická, Martina, Viktor Vojtko, Zdeněk Strnad, and Rudolf Hrubý. "Learning Outcomes of Simulation of Insolvency Proceedings Inspired by the US Mock Trials." Acta Universitatis Agriculturae et Silviculturae Mendelianae Brunensis 64, no. 6 (2016): 1951–59. http://dx.doi.org/10.11118/actaun201664061951.
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The main aim of this paper is to quantify students’ learning outcomes from a pilot project inspired by Mock trials developed in the USA and applied into the Czech system of law education of students of business disciplines. The pilot project involved a simulation of insolvency proceedings where the students played roles of various participants. The learning outcomes were evaluated in accordance to Bloom’s taxonomy of learning objectives and findings support previous studies on this topic. Our results generally confirm the findings of various studies saying that the teaching of basic concepts and terminology is more effective in the form of lectures and that main simulation as a pedagogy outcomes are in the affective and psychomotor domains. However, the differences in cognitive results of our students are very small as measured by an anonymous final test, which suggests that there are more factors to be considered and further studied. The results also show that the students prefer the simulation method to the traditional lectures and perceive it as an efficient learning experience with long‑term impact on their learning as well as attitudes and skills. Such a study has not been done in the Czech environment and the findings enrich both business and law education theory and practice.
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Mystakidis, Stylianos, and Eleni Berki. "The Case of Literacy Motivation." International Journal of Web-Based Learning and Teaching Technologies 13, no. 1 (January 2018): 64–79. http://dx.doi.org/10.4018/ijwltt.2018010105.
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The University of Patras' Library Services designed and offered to primary and secondary schools the pilot educational program “From the Ancient to the Modern Tablets”, featuring immersive multimedia learning experiences about the book history. The pilot program consisted of three stages: a playful library tour, followed by an interactive game-based digital storytelling activity with game elements, and a collaborative creative reflective hands-on activity. Utilizing the avatar psychology power, the visualization and simulation affordances of 3D immersive learning environments and the appeal of storytelling and game-based learning, the “gamified” blended narrative on the book evolution enabled learning as problem-focused, embedded and context-generated. An additional research study was conducted to investigate teachers opinions regarding the effectiveness of the 3D Virtual Immersive Environment(s); this focused on students' learning and thinking skills in the socio-cognitive, psychomotor and affective domain. This work exposes the pedagogical design, presents the socio-technical development and reflects on the initial research findings.
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Agrawal, Poonam. "Role of ‘Role play’ in teaching ‘Progression of Learning’ in all the three domains [cognitive, psychomotor and affective] for medical teachers." International Journal of Clinical Biochemistry and Research 9, no. 4 (December 15, 2022): 346–48. http://dx.doi.org/10.18231/j.ijcbr.2022.067.
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Role play is an important and interesting educational tool and it provides ample opportunity for learner to learn at both cognitive and affective domain simultaneously. Role play is favoured by both learners and instructors at the same time, as this activity breaks the monotony, brings variation and make the learner active and involved. Each domain of learning has multiple levels of learning that progresses from more basic surface level learning to more complex deeper level learning. Author wish to share her personal experience of implementing role-play as a novel approach to teach three learning domains and the progression of learning. Participants were faculty who were attending revised basic course workshop. All the participants were divided into three groups representing one domain of learning. Group one represented cognitive [knowledge] domain. Group two represented psychomotor [skill] domain. Group three represented affective or attitudinal domain. They were assigned task related to their domain and wee asked to express progression of learning of their domain. All the participants found activity very useful and enjoyed learning the progression of learning in an enjoyable manner.
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Klein, Nicole Aydt. "Slapjack Shuffle: Teaching Instructional Method Selection Using Playing Cards." Pedagogy in Health Promotion 4, no. 1 (December 19, 2016): 65–70. http://dx.doi.org/10.1177/2373379916682975.
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A key skill for the health education specialist is mastery of instructional strategies, especially as they relate to program implementation. Providing classroom experiences for undergraduate public health and health education students to be able to creatively and appropriately match methods to learning objectives is essential to successful future programs and initiatives. By completing the Slapjack Shuffle activity, students experience different teaching methods and match them to appropriate learning objective domains. Using decks of playing cards and guided by the instructor, students experience five different teaching methods (verbal instructions, demonstration, lecture, audiovisual, and peer instruction) to determine the advantages and disadvantages of using each when teaching a psychomotor skill. The lesson concludes with a game designed to create a physiological stress response to illustrate how a health educator could introduce the topic of stress management to a target population. Suggestions for assessing student mastery of the concepts taught include traditional assessment and student teaching demonstration. Student feedback for the activity is positive, with most reporting the activity as effective and memorable.
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Christy, La Donna Y., and Jo-Anne A. Senneff. "Progressive care orientation: Incorporating a program that supports transition to practice." Journal of Nursing Education and Practice 9, no. 12 (August 21, 2019): 19. http://dx.doi.org/10.5430/jnep.v9n12p19.
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Objective: Progressive care units (PCUs), also sometimes called intermediate care units, improve the utilization of beds within intensive care units while adjusting the workload of the nurse. PCUs encompass a scope of care between the critically ill patient and the acute care patient. Owing to the advanced skills set needed, nurses with limited experience in this setting may benefit from an orientation course in addition to on-the-job training. The purpose of this project was to develop and evaluate an orientation program for nurses working in progressive care settings at a multi-site hospital system.Methods: Kolb’s experiential learning theory and adult learning theory were used as a framework to plan and design a 2-day instructional program that addressed the cognitive, psychomotor, and affective aspects of learning needs.Results: A total of 244 participants completed the 2-day program. The teaching strategies were shown to be effective, as indicated by survey results reporting a mean score of 4.36 on a 1-5 Likert scale (with a score of 1 indicating the presenter did not clearly articulate the subject and 5 indicating that the presenter clearly articulated the subject). The participants stated that they intended to make changes in practice and identified changes to improve the program (e.g., inclusion of high-fidelity manikins, patient-controlled anesthesia).Conclusions: Incorporating a specialized training program for newly licensed nurses and nurses transitioning to the PCU with less than 2 years’ experience in this setting may improve the nurse’s confidence and performance of patient care skills in this highly acute environment.
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Charles Paul, P., and G. Thulasi. "A Study on graph with Desmos through Ict in diploma in elementary education of tamil Nadu state board." International Journal of Engineering & Technology 7, no. 1.5 (December 31, 2017): 249. http://dx.doi.org/10.14419/ijet.v7i1.5.9156.
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This paper aims at bringing out the skill based learning outcomes in teaching learning process specific to psychomotor domain through ICT’s based on New Educational Technology 2013. The present study intends to apply the Desmos software to teach the Linear Graph chapter in Diploma in Elementary Education (D.El.ED) of Second year in Tamil Nadu State. It explains the teaching strategies, i.e. visualization of graphical structure with the above module. Desmos gives hands-on experience to understand the mathematical, Graphical concepts. It also aims for an extended study on Algebra, Statistics and Geometry in the second year source book prescribed for the (D.El.ED) Course of Tamil Nadu State Board.
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Parwati, Parwati, Rina Agustin Jatnika, and Galih Dani Septian Rahayu. "IMPROVING ARTICULATION ABILITY OF MAKEDONIA KELAS IV ELEMENTARY SCHOOLS THROUGH HANDS ON ACTIVITY ACTIVITIES." COLLASE (Creative of Learning Students Elementary Education) 1, no. 3 (September 22, 2018): 108. http://dx.doi.org/10.22460/collase.v1i3.2275.
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This classroom action research was carried out by applying the hands on activity method to improve articulation abilities. Through hands on activity will be formed an appreciation and experience to establish an understanding, because it is able to teach together cognitive, affective, and psychomotor skills and can provide a deep appreciation of what is learned. Research conducted in two cycles, each cycle consists of four (4) steps of activity, namely planning, action, observation and reflection. Before the first cycle begins with observation activities to determine the condition of learning and the ability of student articulation. Cycle I actions as an effort to improve conditions that are stated as lacking in observation. Cycle II activity, an effort to improve that is still lacking in cycle I. The results of the study show that the teacher's observation still uses classical learning methods, lectures and teaching aids that are as simple as the articulation unclear and a lot of distortion. After conducting research for the last two cycles, the results of the study showed that by using the hands on activity method the students' articulation ability increased and learning on rounded material in the fourth grade of Macedonia was declared complete.
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Çakır, Turan. "The opinions of preschool teacher candidates on vocational and personal achievements from the drama lesson." Journal of Human Sciences 14, no. 2 (June 13, 2017): 2047. http://dx.doi.org/10.14687/jhs.v14i2.4616.
Повний текст джерелаАнотація:
The purpose of this study is to determine the opinion and attitudes of the preschool teacher candidates about the contribution of the drama lesson for their vocational and personal developments. The research sample consists of 62 students who take drama lessons in 2nd class in Department of Preschool Teaching of Teachers College of Sakarya University in 2014-2015. This study is actualized by descriptive research method that is one of the qualitative research techniques. Semi-structured interview form is used as the data collection tool. The content analysis is made by being interpreted the data collected. According to the results obtained, the teachers like the drama lessons when they took in university, and this lesson makes major contributions to their personal life and careers. It is confirmed at the end of this research that the attendees and the preschool teacher candidates notice the importance of the drama lesson at the right time and afterward as well. It is seen that the personal and vocational gains such as communication skills, verbal ability, empathy and social ability, body language, self-reliance, problem-solving, creativity, cognitive skills, awareness, learning by experience, psychomotor skills, taking responsibility skill are the qualifications that wanted to be gained by the students.
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Kolawole, L. F. "Constraints to the Use of Media and Information Technology in Selected Health Institutions in Nigeria." African Research & Documentation 129 (2016): 57–69. http://dx.doi.org/10.1017/s0305862x0002183x.
Повний текст джерелаАнотація:
Good health is a prerequisite to the socio-economic development of any community. According to the World Health Organization (WHO) (1988), health is defined as a state of complete physical, mental, and social well-being and not the mere absence of disease or infirmity. Education which plays an important role in achieving good health, however, is a complex and planned learning experience that aims to bring about changes in cognitive (knowledge), affective (attitude, belief and value) and psychomotor (skill) domains of behaviour (Yazachew and Alem, 2004). It is a combination of learning experiences designed to facilitate voluntary actions conducive to health. According to Fabiyi (2001), health education aims at encouraging people to adopt and sustain healthful life patterns, to use judiciously and wisely the health services available to them and use these to make their decisions, both individually and collectively to improve their health status and environment.
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Kolawole, L. F. "Constraints to the Use of Media and Information Technology in Selected Health Institutions in Nigeria." African Research & Documentation 129 (2016): 57–69. http://dx.doi.org/10.1017/s0305862x0002183x.
Повний текст джерелаАнотація:
Good health is a prerequisite to the socio-economic development of any community. According to the World Health Organization (WHO) (1988), health is defined as a state of complete physical, mental, and social well-being and not the mere absence of disease or infirmity. Education which plays an important role in achieving good health, however, is a complex and planned learning experience that aims to bring about changes in cognitive (knowledge), affective (attitude, belief and value) and psychomotor (skill) domains of behaviour (Yazachew and Alem, 2004). It is a combination of learning experiences designed to facilitate voluntary actions conducive to health. According to Fabiyi (2001), health education aims at encouraging people to adopt and sustain healthful life patterns, to use judiciously and wisely the health services available to them and use these to make their decisions, both individually and collectively to improve their health status and environment.
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KARTIKASARI, DARWATI. "MENGOPTIMALKAN KEMAMPUAN BERPIKIR ANALISIS KONSEP TEKANAN PADA ZAT PADAT MELALUI MODEL SIKLUS BELAJAR DENGAN PENDEKATAN METAKOGNITIF." ACTION : Jurnal Inovasi Penelitian Tindakan Kelas dan Sekolah 2, no. 2 (May 27, 2022): 101–14. http://dx.doi.org/10.51878/action.v2i2.1165.
Повний текст джерелаАнотація:
This Classroom Action Research conducted in the subject of Pressure on Solids aims to optimize students' analytical thinking skills through a learning cycle model with a metacognitive approach. The ability to think analytically is the foundation that students must have in understanding physics concepts and using them to solve physics problems in everyday life. The first meeting learning activities in solving problems using metacognitive knowledge and cognitive skills obtained the achievement of students' analytical thinking skills of 66.25%. In the learning process, students' self-concepts also need to be developed, because the success of learning in the cognitive and psychomotor domains is influenced by the affective conditions of students. A good student self-concept can be formed when the teacher is optimistic in the learning process and in the thinking processes of the students. The learning outcomes of the first cycle led to the learning process at the third meeting with the achievement of analytical thinking skills of 74.9%. This means that the metacognitive approach is able to optimize the level of students' analytical thinking in understanding the relationship between the concepts of force, area and pressure, and helps students to construct knowledge independently. In the fourth meeting through metacognitive experience, students are expected to be able to think autonomously, namely: having the ability to understand problems, the ability to apply concepts, the ability to connect problems with formulas that might be used, and the skills to use mathematics as a tool to draw conclusions on the phenomena encountered. The results of the self-assessment questionnaire showed that 73% of students were able to follow the learning process well even though the teacher needed encouragement to generate confidence in their abilities. The implication is that the achievement of daily tests is 64.15% and 70% of class VIIIB students at MTs Al Fatah Banjarnegara have finished studying. Through the learning cycle model with a metaconitive approach, it produces a balance in learning activities in cognitive (69), affective (74) and psychomotor (76) aspects. This means that students are quite able to analyze arguments and provide explanations based on correct and rational perceptions. In addition, students also have good attitudes and skills in carrying out the learning process and investigating pressure experiments on solids. ABSTRAKPenelitian Tindakan Kelas yang dilaksanakan dalam materi Tekanan pada Zat Padat ini bertujuan untuk mengoptimalkan kemampuan berpikir analisis siswa melalui model siklus belajar dengan pendekatan metakognitif. Kemampuan berpikir analisis merupakan landasan yang harus dimiliki siswa dalam memahami konsep fisika dan memanfaatkannya untuk menyelesaikan persoalan fisika dalam kehidupan sehari-hari. Kegiatan belajar pertemuan pertama dalam memecahkan soal menggunakan pengetahuan metakognitif dan keterampilan kognitif diperoleh ketercapaian kemampuan berpikir analisis siswa 66,25%. Dalam proses belajar konsep diri siswa perlu pula dikembangkan, karena keberhasilan pembelajaran pada ranah kognitif dan psikomotor dipengaruhi oleh kondisi afektif siswa. Konsep diri siswa yang baik dapat terbentuk bila guru memiliki optimistis dalam proses pembelajaran dan proses berpikir yang dilakukan siswanya. Hasil belajar siklus pertama mengantarkan dalam proses belajar pertemuan ketiga dengan ketercapaian kemampuan berpikir analisis 74,9%. Artinya pendekatan metakognitif mampu mengoptimalkan tingkat berpikir analisis siswa dalam memahami hubungan antar konsep gaya, luas dan tekanan, dan membantu siswa untuk mengkonstruksi pengetahuan secara mandiri. Dalam pertemuan keempat melalui pengalaman metakognitif diharapkan siswa mampu berpikir secara otonom, yaitu: memiliki kemampuan memahami persoalan, kemampuan menerapkan konsep, kemampuan menghubungkan persoalan dengan formula yang mungkin akan digunakan, dan keterampilan menggunakan matematika sebagai alat untuk menarik kesimpulan atas fenomena yang dihadapi. Hasil angket penilaian diri terdapat 73% siswa mampu mengikuti proses pembelajaran dengan baik walaupun diperlukan dorongan guru untuk membangkitkan kepercayaan akan kemampuan dirinya. Implikasinya diperoleh ketercapaian ulangan harian 64,15% dan 70% siswa kelas VIIIB MTs Al Fatah Banjarnegara tuntas belajar. Melalui model siklus belajar dengan pendekatan metakonitif menghasilkan keseimbangan dalam aktivitas belajar aspek kognitif (69), afektif (74) dan psikomotorik (76). Artinya siswa cukup mampu menganalisa argumen dan memberikan penjelasan berdasarkan persepsi yang benar dan rasional. Selain itu siswa juga memiliki sikap dan keterampilan yang baik dalam melakukan proses pembelajaran dan penyelidikan percobaan tekanan pada zat padat.
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Arlinah, Euis Ani. "PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE (TPS) UNTUK MENINGKATKAN AKTIVITAS DAN KETUNTASAN BELAJAR SISWA." Harmony: Jurnal Pembelajaran IPS dan PKN 6, no. 2 (December 14, 2021): 80–85. http://dx.doi.org/10.15294/harmony.v6i2.47203.
Повний текст джерелаАнотація:
The inability of most students to solve a problem shows that students do not understand the concepts taught by the teacher in learning activities, the skills to solve a problem individually and collaboratively, students need to be directed to an understanding, one of which is by determining the learning model, the cooperative learning model type Think Pair Share (TPS) is a learning model that can increase the effectiveness of students' psychomotor learning. The results showed that: (a) most of the students gave a positive response to the application of the TPS type cooperative learning model, (b) the results of observations showed that most of the students could be active in the learning process, (c) the results of the formative and summative tests showed that the students experience an increased level of completeness, (d) the TPS type cooperative learning model can increase student learning activities and mastery.
Ketidakmampuan sebagian besar siswa dalam memecahkan suatu permasalahan memperlihatkan bahwa siswa belum memahami konsep yang diajarkan guru dalam kegiatan pembelajaran, keterampilan memecahkan suatu permasalahan secara individu dan bekerjasama, siswa perlu diarahkan kepada suatu pemahaman, salah satunya dengan menentukan model pembelajaran, model pembelajaran kooperatif tipe Think Pair Share (TPS) merupakan sebuah model pembelajaran yang dapat meningkatkan efektivitas belajar psikomotorik siswa. Hasil penelitian menunjukkan bahwa : (a) sebagian besar siswa memberikan respon yang positif terhadap penerapan model pembelajaran kooperatif tipe TPS, (b) hasil observasi menunjukkan sebagian besar siswa dapat beraktivitas dalam proses pembelajaran, (c) hasil tes formatif dan tes sumatif menunjukkan bahwa siswa mengalami tingkat ketuntasan yang meningkat, (d) model pembelajaran kooperatif tipe TPS dapat meningkatkan aktivitas dan ketuntasan belajar siswa.
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Sila, I. Made, I. Gusti Ayu Mas Darwati, and Apliana Mila. "Upaya Peningkatan Hasil Belajar Siswa Terhadap Pembelajaran PPKn Melalui Ketrampilan Guru Dengan Menggunakan Metode Diskusi Kelompok." Jurnal Pacta Sunt Servanda 1, no. 2 (September 2, 2020): 64–74. http://dx.doi.org/10.23887/jpss.v1i2.362.
Повний текст джерелаАнотація:
This study was Classroom Action Research (CAR) to improve students’ achievement of SMK Dwijendra Denpasar; currently students’ achievement of Pancasila and Civics Education was relatively low. Therefore, teachers were required to design learning activities that are able to develop competences both in cognitive and psychomotor domain. Learning strategies are centered on students and create a joyful atmosphere to motivate students from the beginning to the end of teaching and learning activities to improve the quality of improving students’ achievement. The main problem to be solved was whether teacher skills using group discussion method could improve student learning achievement towards of Pancasila and Civics Education in Grade XI of SMK Dwijendra Denpasar in academic year 2019/2020. The study was is the Classroom Action Research (CAR). The research subjects were 31 students of Grade XI Ak 1 of SMK Dwijendra Denpasar. The goal to be achieved was to determine the implementation of the group discussion to improve students’ achievement of Pancasila and Civics Education. The data were collected through observation technique, student learning achievement, and questionnaires. The finding showed that research analysis was implemented in two cycles. The stages of each cycle were (1) planning, (2) action, (3) observation / observation, and (4) reflection. The data collected were the activities and post-test at the end of the cycle. There was significant improvement of activities in cycle I (one); the average score of student activities which was in accordance with the evaluation score has increased. In the cycle I the students’ average score was 69% and classical completeness was 48%. Meanwhile, the average score of cycle II was 85% and the classical score was 100%. It was due to student’s responses to the approach in implementing problem-based learning model; students were comfortable in stating problems in learning that enable them to understand the concepts being taught. Thus, the teacher’s skill on group discussion could improve students’achievement of Pancasila and Civics Education reflected by percentage of students who experience greater learning completeness to improve learning achievement.
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Lim, Jang Sun, Sanghun Lee, Han Ho Do, and Kyu Ho Oh. "Can Limited Education of Lung Ultrasound Be Conducted to Medical Students Properly? A Pilot Study." BioMed Research International 2017 (2017): 1–6. http://dx.doi.org/10.1155/2017/8147075.
Повний текст джерелаАнотація:
Objectives. Lung ultrasonography (LUS) is a useful examination to identify lung problems. Unfortunately, there are currently no LUS educational programs for medical students. We designed a brief LUS training course for medical students during the ED rotation. The purpose of training was improving cognitive and psychomotor learning domains, knowledge of ultrasound, knowledge of LUS, image acquisition, and image interpretation. Methods. Forty students in their fourth year of medical school were enrolled in this study. Student achievement was evaluated through examinations of cognitive and psychomotor skills. A survey was administered following the training. Results. The average test result was 42.1 ± 13.7 before training and 82.6 ± 10.7 after training. With respect to the assessment of LUS performance, the acceptable rates for right and left anterior chest wall scanning and right and left posterolateral scanning were 95%, 97.5%, 92.5%, and 100%, respectively. The students felt a high level of confidence in their ability to administer LUS to patients after training and they agreed that inclusion of LUS training in the medical school curriculum is necessary. Conclusion. This study showed that, among the medical students without ultrasound experience, limited LUS education to improve their knowledge, image acquisition, and interpretation ability was successful.
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Alonso-Silverio, Gustavo A., Fernando Pérez-Escamirosa, Raúl Bruno-Sanchez, José L. Ortiz-Simon, Roberto Muñoz-Guerrero, Arturo Minor-Martinez, and Antonio Alarcón-Paredes. "Development of a Laparoscopic Box Trainer Based on Open Source Hardware and Artificial Intelligence for Objective Assessment of Surgical Psychomotor Skills." Surgical Innovation 25, no. 4 (May 29, 2018): 380–88. http://dx.doi.org/10.1177/1553350618777045.
Повний текст джерелаАнотація:
Background. A trainer for online laparoscopic surgical skills assessment based on the performance of experts and nonexperts is presented. The system uses computer vision, augmented reality, and artificial intelligence algorithms, implemented into a Raspberry Pi board with Python programming language. Methods. Two training tasks were evaluated by the laparoscopic system: transferring and pattern cutting. Computer vision libraries were used to obtain the number of transferred points and simulated pattern cutting trace by means of tracking of the laparoscopic instrument. An artificial neural network (ANN) was trained to learn from experts and nonexperts’ behavior for pattern cutting task, whereas the assessment of transferring task was performed using a preestablished threshold. Four expert surgeons in laparoscopic surgery, from hospital “Raymundo Abarca Alarcón,” constituted the experienced class for the ANN. Sixteen trainees (10 medical students and 6 residents) without laparoscopic surgical skills and limited experience in minimal invasive techniques from School of Medicine at Universidad Autónoma de Guerrero constituted the nonexperienced class. Data from participants performing 5 daily repetitions for each task during 5 days were used to build the ANN. Results. The participants tend to improve their learning curve and dexterity with this laparoscopic training system. The classifier shows mean accuracy and receiver operating characteristic curve of 90.98% and 0.93, respectively. Moreover, the ANN was able to evaluate the psychomotor skills of users into 2 classes: experienced or nonexperienced. Conclusion. We constructed and evaluated an affordable laparoscopic trainer system using computer vision, augmented reality, and an artificial intelligence algorithm. The proposed trainer has the potential to increase the self-confidence of trainees and to be applied to programs with limited resources.
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Irmawan Jauhari, Moh, Suprih Hartanto, and Mudzakkir Mudzakkir. "Problematika Pembelajaran Daring di Madrasah Ibtidaiyah Negeri 3 Magetan." Journal of Education and Religious Studies (JERS) 1, no. 01 (January 4, 2021): 9–15. http://dx.doi.org/10.57060/jers.v1i01.4.
Повний текст джерелаАнотація:
Online learning is the answer to the Covid-19 pandemic that has hit all corners of the world. Face-to-face learning experiences a shift and of course this has a direct relationship with several learning components. Madrasah Ibtidaiyah Negeri 3 Magetan is one of the favorite educational institutions in Magetan with more than a thousand students. This condition in online learning certainly requires good preparation so that learning material is still conveyed.
The research approach in this article is a qualitative and case study type. Snowball sampling was used to extract data from several informants. And the researcher will follow the main informant's directions who appoint other informants. Data analysis used is Miles B. Huberman's theory where there are three data analysis workflows in interrelated steps, data condensation, data presentation and drawing conclusions/verification.
The results of the study stated, in online learning, teachers at MIN 3 Magetan prepared everything well considering that online learning has several weaknesses and is different from in the classroom learning. Four teacher competencies are very supportive online learning implementation considering that good skills are needed from the teacher in managing and connecting several things related to online learning. In addition, teachers are required to supervise their students with the help of parents and guardians. Evaluation or assessment in online learning is carried out by the teacher based on the quantitative and qualitative descriptions. Learning assessment that touches the psychomotor realm in online learning only touches cognitive and affective aspects.
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Widayat, Edy, and Devita Murniati. "PERBEDAAN KEMAMPUAN PENALARAN MATEMATIKA SISWA ANTARA TEKNIK PEMBELAJARAN PROBING PROMPTING DENGAN METODE PEMBELAJARAN KONVENSIONAL DI KELAS VII SMP 17 AGUSTUS 1945 SURABAYA." Jurnal Ilmiah Soulmath : Jurnal Edukasi Pendidikan Matematika 3, no. 4 (January 26, 2015): 170. http://dx.doi.org/10.25139/sm.v3i4.1033.
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Orientation mathematics are mathematical reasoning abilities. Reasoning is a process or activity is thought to draw the right conclusions based on some of the statements that have been proven or assumed to be true. Students require reasoning ability in solving mathematical problems that involve critical thinking, systematic, logical, and creative. Through the mathematical reasoning students can apply for the alleged then compile evidence, manipulation, and draw conclusions correctly and precisely of the problem or a math problem. Mathematical reasoning skills students are low is one of the fundamental problems in mathematics today. The low student learning outcomes are influenced by many factors, one of which is the use of teaching methods that are less effective and efficient cause unbalance cognitive abilities, affective, and psychomotor student. Learning methods commonly used by mathematics teachers are conventional teaching methods that rely on lectures and main tools blackboard so that students tend to be passive and less involved in the classroom. Conventional teaching methods do not provide the opportunity for students to think and can hamper students' mathematical reasoning abilities. One of the techniques taught are considered accommodative can attract students and increase the activity of thinking students are learning techniques probing prompting. Which is a technique of learning by the teacher presents a series of questions that are guiding and dug so that a process of thinking that links students' knowledge and experience with new knowledge that is being studied.
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Willis, Brad Warren, Anita Sethi Campbell, Stephen Paul Sayers, and Kyle Gibson. "Integrated clinical experience with concurrent problem-based learning is associated with improved clinical reasoning among physical therapy students in the United States." Journal of Educational Evaluation for Health Professions 15 (December 25, 2018): 30. http://dx.doi.org/10.3352/jeehp.2018.15.30.
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Clinical reasoning (CR) is a key learning domain for physical therapy educators and a core skill for entry-level practitioners. Integrated clinical experience (ICE) and problem-based learning (PBL) have each been reported to improve interpersonal and social domains, while promoting knowledge acquisition and CR. Unfortunately, studies monitoring CR during ICE with concurrent PBL in physical therapy education are sparse. We hypothesized that ICE with concurrent PBL would be associated with improved self-reported CR in third-year student physical therapists (PTs) in the United States. The Self-Assessment of Clinical Reflection and Reasoning (SACRR) survey was administered to 42 student PTs at the beginning and end of their third and final year of didactic training. Between the pretest and posttest analyses, the participants completed faculty-led ICE and PBL coursework for 16 weeks. The overall SACRR score and 26 individual item scores were examined. The Wilcoxon rank-sum test and paired t-test were used, with statistical significance accepted at P< 0.05. Significant improvements were observed in the overall SACRR score (P< 0.001), including 6 of the 26 survey items centered around decision-making based on experience and evidence, as well as self-reflection and reasoning. ICE with PBL was associated with improved self-assessed CR and reflection in third-year student PTs in the United States. Monitoring the impact of curricular design on CR may improve educators’ ability to enhance cognitive and psychomotor skills, which underscores the importance of increasing the explicit use of theoretical frameworks and teaching techniques for coping with uncertainty as a way of enhancing entry-level training.
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Grant, Brianna L., Paul C. Yielder, Tracey A. Patrick, Bill Kapralos, Michael Williams-Bell, and Bernadette A. Murphy. "Audiohaptic Feedback Enhances Motor Performance in a Low-Fidelity Simulated Drilling Task." Brain Sciences 10, no. 1 (December 31, 2019): 21. http://dx.doi.org/10.3390/brainsci10010021.
Повний текст джерелаАнотація:
When used in educational settings, simulations utilizing virtual reality (VR) technologies can reduce training costs while providing a safe and effective learning environment. Tasks can be easily modified to maximize learning objectives of different levels of trainees (e.g., novice, intermediate, expert), and can be repeated for the development of psychomotor skills. VR offers a multisensory experience, providing visual, auditory, and haptic sensations with varying levels of fidelity. While simulating visual and auditory stimuli is relatively easy and cost-effective, similar representations of haptic sensation still require further development. Evidence suggests that mixing high- and low-fidelity realistic sensations (e.g., audition and haptic) can improve the overall perception of realism, however, whether this also leads to improved performance has not been examined. The current study examined whether audiohaptic stimuli presented in a virtual drilling task can lead to improved motor performance and subjective realism, compared to auditory stimuli alone. Right-handed participants (n = 16) completed 100 drilling trials of each stimulus type. Performance measures indicated that participants overshot the target during auditory trials, and undershot the target during audiohaptic trials. Undershooting is thought to be indicative of improved performance, optimizing both time and energy requirements.
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Khairunisa, Tasya, Selfiana Dhenti, Ilmia Pratiwi, Nadia Mustikasari, Robby Hilmi R, and Alfyananda Kurnia Putra. "Analisis reseliensi pembelajaran daring berbasis problem based learning di masa pandemi COVID-19." Jurnal Integrasi dan Harmoni Inovatif Ilmu-Ilmu Sosial (JIHI3S) 1, no. 6 (June 30, 2021): 773–79. http://dx.doi.org/10.17977/um063v1i6p773-779.
Повний текст джерелаАнотація:
In the current era of big data, the development of technology and communication has given a very complex influence on the learning paradigm. Now, learning has become an important instrument as a space for interaction between teachers and students in developing the cognitive, psychomotor, and affective potential of learners. Based on the theory of constructivism, it is explained that meaningful learning requires the active role of students in reconstructing understanding on the basis of the experiences they have experienced. Seeing these facts, the delivery of learning substance must be based on effective learning methods and media, so that students can improve their knowledge comprehensively. One of the learnings with these criteria can be implemented through the Problem Based Learning method, namely learning based on problems as a context for critical thinking and problem solving skills. Meanwhile, the COVID-19 pandemic, which currently requires online learning, has hampered the delivery of the essence of learning. Thus, a more detailed analysis of the resilience of online learning based on Problem Based Learning is needed during the COVID-19 pandemic. The research methodology used in this research is qualitative research. The type of data obtained is qualitative data. The data analysis technique used qualitative descriptive analysis. The result of this study is that online learning based on Problem Based Learning during the COVID-19 pandemic has resilience and effectiveness that can support student understanding on an ongoing basis.
Pada era big data saat ini, perkembangan teknologi dan komunikasi telah memberikan pengaruh yang sangat kompleks terhadap paradigma pembelajaran. Kini, pembelajaran menjadi instrumen penting sebagai ruang interaksi antara guru dengan siswa dalam mengembangkan potensi kognitif, psikomotorik, dan afektif pebelajar. Berdasarkan Teori Konstruktivisme, dijelaskan bahwa pembelajaran yang bermakna memerlukan peran aktif siswa dalam merekonstruksi pemahaman atas dasar pengalaman yang pernah dialaminya. Melihat fakta tersebut, maka penyampaian substansi pembelajaran harus didasarkan pada metode dan media pembelajaran yang efektif, sehingga siswa dapat meningkatkan pengetahuannya secara komprehensif. Salah satu pembelajaran dengan kriteria tersebut, dapat diimplementasikan melalui metode Problem Based Learning yaitu pembelajaran yang didasarkan atas permasalahan sebagai konteks berpikir kritis dan keterampilan memecahkan masalah. Sementara itu, adanya pandemi COVID-19 yang saat ini mengharuskan pembelajaran dilakukan secara daring, menyebabkan penyampaian esensi pembelajaran tersebut menjadi terhambat. Dengan demikian, diperlukan analisis lebih detail mengenai resiliensi pembelajaran daring berbasis Problem Based Learning di masa pandemi COVID-19. Metodologi penelitian yang digunakan dalam penelitian ini adalah penelitian kualitatif. Jenis data yang diperoleh adalah data kualitatif. Teknik analisis data menggunakan analisis deskriptif kualitatif. Hasil dari penelitian ini adalah pembelajaran daring berbasis Problem Based Learning di masa pandemi COVID-19 memiliki resiliensi dan keefektifan yang dapat mendukung pemahaman siswa secara berkelanjutan.