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This study aims to determine the ability of students in predicting a phenomenon based on facts found in everyday life, ability to observe the phenomenon from video, and explaining the findings from the video observations. This research used a descriptive method. The research sample consists of 101 students of 11th grade majoring in natural science from 3 different class groups in one public high school in Bandung. The learning process was carried out online using G-Form Student Worksheet. The research consists of three stages: First, students predict phenomena in the combustion process of wood, paper, and LPG; second, students observe the video of carbon compounds combustion; And third, students explain the findings of their observations. The data obtained were then analyzed qualitatively. We found that 87% of students were able to predict the phenomena during the combustion process of wood, paper, and LPG and only 47% of students could mention that the remaining charcoal is composed of carbon. At the observation stage, 69% of students could observe the formation of CO2 and H2O compounds as a result of carbon compounds combustion. However, during the explanation step, only 4% of students can mention the elements C and H as the main elements that make up carbon compounds and only 21% of students can conclude that not all compounds containing elements C and H are carbon compounds. [ABSTRACT FROM AUTHOR]

Applying the relevance of AI is a necessity in the present scenario of education. As technology has advanced the learning methods and learning outcomes have changed the scenario of the learning environment. The use of intelligent chatbots have paved the way for interactive sessions among teachers and students. The use of intelligent chatbot has increased productivity, communication, learning and tutoring assistance and also makes the subject more interesting. The future of the learning process will be using AI, application and intelligent chatbot which will reduce the ambiguity and give one to one interaction for the student in a classroom. The aim of this research paper is to provide emphasis on the use of intelligent chatbot in the classroom with specific domain knowledge. It also emphasizes the need of the hour as students in a class will be understanding a subject in different levels. The research paper focuses on how the learning outcome will differ and students will improve the performance knowledge in the subject. The research paper takes in an overview of the traditional method concepts in comparison with the new adoption of AI tools. The students can at any point of time after the class interact with the intelligent chatbot and get the required output. It is not a replacement for the teachers but it enhances the knowledge domain, even if the teachers are present. So at any point of time, he/she can interact and get valuable results [ABSTRACT FROM AUTHOR]

One of the sources of difficulty in science teaching and learning is students' misconceptions. The misconceptions are quite persistent and interfere with students' ability to learn. Meanwhile, there is an abundance of research on students' misconceptions, but the existing knowledge seems to be fragmented. This review paper seeks to contribute to concise knowledge of students' misconceptions by clarifying its position, disadvantage, and its benefit to science teaching/learning. Specifically, based on papers published from the 1990s, the article aims to address the role of students' misconceptions in science teaching and learning and the key challenges of integrating students' misconceptions into teaching strategies. The findings show how students' misconceptions interfere with the learning process, as well as effective teaching strategies for eliminating them. However, it is also observed that teachers find it challenging to integrate students' misconceptions into teaching strategies. These insights are necessary for understanding how students' misconceptions can contribute to science teachers' pedagogical content knowledge framework. Based on the review findings, it is suggested that further research should focus on diagnosing students' misconceptions in all science subjects. For teaching practice, the article recommends developing booklets of students' misconceptions (a book illustrates a variety of misconceptions in a particular topic) as a helpful reference for teachers to get to know more about possible existing misconceptions. [ABSTRACT FROM AUTHOR]

Covid-19 pandemic engulfed the world at the beginning of 2020, which impacted the Education Sector around the world. Institutions worldwide had to migrate from the supervised classroom training method to the unsupervised online training method. However, did the online training method have a similar impact compared to the classroom training method? This paper aims to study the application of Augmented Reality and Virtual Reality in the education sector as well as their impact on the learning process. The study aims to substantiate the inoculation of Augmented Reality and Virtual Reality in the Ed-Tech sector. An Ed-Tech giant like Interplay Learning which has made a Virtual Reality and 3-D gaming platform for an interactive learning experience has received $18 million in Series-B funding; similarly, Byju's has acquired Osmo, an American start-up that gives an interactive learning experience using AR/VR technology, which signifies the scope of AR/VR learning experience. Due to the Sars-Covid-19 pandemic, students worldwide relied on online video calling/conferencing platforms like Microsoft Teams, Zoom Call, Webex Meet, Skype, Google meet, etc., which gave them a temporary relief to their learning process and did not waste their academic year. However, the question remains, "How to enhance the learning experience on online platforms?" The answer for the present situation is inculcating AR/VR in the learning experience. AR/VR provides a better interactive learning experience by creating a stimulative environment similar to an offline classroom environment. The paper will discuss various research and findings of the past and provide substantive evidence for the implementation of AR/VR in the ed-tech sector. [ABSTRACT FROM AUTHOR]

Eye tracking is a popular indicator to measure student' attention and ability to focus based on eye movement and eye position. In this era of Education 4.0, interface design, user experience and privacy issues prevent people from using wearable devices, which make it difficult to measure paper visual behavior and fine eye movement for several different eye tracking device types. Therefore, this paper present results on study to investigate the importance of eye tracker availability for student learning processes. Integrated Structural Equation Modeling and Analysis of MOment Structures (SEM-AMOS) model used for presenting the results. Excel, Statistical Package for the Social Sciences (SPSS) and AMOS software employed in implementing the simulation and factors of quantitative heuristic approach (QHA) used to analyze the model performance. The results show that there is a positive and significant relationship between the eye trackers availability and its importance. The findings of the QHA paper support the hypothesis. [ABSTRACT FROM AUTHOR]

Educators are working hard to adapt to new learning strategies to mitigate the epidemic's impact. Educators learn and adapt together as part of online teaching and learning. For the learning process to continue, teachers need to be more creative in online learning in the face of the pandemic. Learning at home through online learning may continue to satisfy students' learning goals to help them develop their abilities and interests as they advance through their educational levels. Using methodologies from the field of meta-analysis, the authors of this paper investigate and explain the implementation of various forms of online education throughout the pandemic, such as blended learning and e-learning. The aim is to see how online, blended, and e-learning affect learning outcomes. Based on research from many educational institutions, this study is limited to 2020 and 2021 in Indonesia during the pandemic. According to the value of effects of size 1.33, the utilization of online learning during times of pandemic substantially impacts the attainment of learning outcomes. Based on the ten papers evaluated, all studies showed a positive side effect, showing that online learning had a significant impact on motivation to learn during the pandemic. [ABSTRACT FROM AUTHOR]

Nowadays, there are numerous and wide variety of online learning platforms (OLP) available for students and educators. In order to make the online learning process run smoothly, educators need to be smart in choosing a good medium to use. Many factors should be considered concurrently during decision-making processes. As a result, Multi Criteria Decision-Making (MCDM) method, which seeks to pick the best option from a set of choices, can help decision makers in making suitable and unambiguous judgments in difficult situations. To evaluate such difficulties, this paper combines neutrosophic set with the Best-Worst Method (BWM) approach. The neutrosophic set is important in solving indeterminacy problems and it is more suitable to solve real-world decision-making problems. Besides, in the MCDM problem, similarity measures may be used to describe how different alternatives vary and are similar to one another. However, it appears that the existing similarity measures seem to have a few major weaknesses and inherent problems, such as producing unreasonable results in some cases. Therefore, to cater such problems, this paper introduced a novel single-valued neutrosophic best-worst method, SVN-BWM approach with improved similarity measures of the single-valued neutrosophic set (SVNS) model into a case study of selecting the best online learning platforms based on educators' preferences. The data are collected from six decision makers (DM) among Mathematics lecturers of Universiti Teknologi MARA (UiTM) Shah Alam. From the findings, it is found that Google Meet is the most preferred online learning platform. [ABSTRACT FROM AUTHOR]

Governments and stakeholders are working together to eliminate and mitigate the enormous and tremendous outcomes of the COVID-19 Pandemic. Most schools in states, cities and districts need to improve their productivity to focus on students' studies, learning, and training sessions. Thus, preventing the learning disaster from converting a generational catastrophe necessitates critical acts from all sectors. Apart from maintaining or improving the students' outcomes, the education system and policymakers are pressured continuously to reduce the cost of quality education. The present paper focuses on and guides policymakers and educational administrators in becoming informed consumers of online learning and its potential impact on academic productivity. To alleviate the possibly shocking consequences of the Pandemic, stakeholders and governments are invigorated to make some changes in the policy replies, such as the strategy for re-opening schools by suppressing the virus's transmission build robust education systems for unbiassed and justifiable development. Finally, the policymakers and the government must reimagine the education system and accelerate change in the teaching pattern and learning system. [ABSTRACT FROM AUTHOR]

The purposes of the research are to know process of learning face-to-face learning in the classroom to online learning. This paper uses a qualitative descriptive approach. The results showed that synchronous learning with google meet was easy to run, more quota-efficient, students could actively discuss and google meet supports online learning. Meanwhile, asynchronous learning with Edmodo LMS is also easy to run, looks like a social media platform, students and educators can discuss interactively with each other and students can learn whenever they want. The implication of this paper is an overview of further research on the use of Google Meet and Edmodo to support online learning. [ABSTRACT FROM AUTHOR]

The goal of this paper is to investigate students' condition during the first couple months of pandemic since it hit Indonesia. Since the beginning of 2020, the Covid-19 pandemic has imposed the use of technology in teaching and learning process, and nothing can enforce the use of technology in education as powerful as Covid-19 Pandemic. Schools and universities have been closed and the teaching and learning process must be done remotely through online learning to slow down the spread of the virus. Students must learn from home. Teacher has to adapt to using online learning platform during this pandemic. However, the e-learning process are still far from perfection as it still caused many problems for teachers and students as well; therefore, a suitable and appropriate learning environment needed to be created for improving the existing learning environment that is safe and effective for students and teacher during pandemic. This research aims to gain the basic inputs in designing an appropriate classroom/learning environment specifically for teaching during and, hopefully, after pandemic. An online survey is spread to reach more and wider respondents, because we would like to gain as much as possible data from the Z generation. There are as many as 4841 college students in Gorontalo responded to the survey. The Result of this research shows the students' condition on the first couple of months when the pandemic hit Indonesia, especially the province of Gorontalo, that effected the teaching and learning process in our university. The issues and problems surrounding the implementation of online learning as well as the students' life facing the covid-19 pandemic will be presented in more detail in this paper. [ABSTRACT FROM AUTHOR]

Augmented Reality (AR) is a technology that enables the incorporation of three-dimensional virtual objects into a real-world environment and allows users to interact with these objects in real-time on the screen. Because of its various advantages, AR is becoming increasingly popular in education settings. Several studies have proven that AR is effectively used in learning, AR encourages students to be more active, more motivated to learn and supports their spatial abilities. However, on the other hand, other studies have revealed that AR is not significantly better than non-AR-based learning settings. Cognitive load theory explains of how human information processing systems occur during the learning process and provides a framework on how to design effective learning to deal with limited human processing systems. By reviewing on some previous relevant studies, this paper discusses AR-based learning from the perspective of cognitive load theory. The review shows that, AR is effectively used in learning when 1) student learn complex material/task or learn new topic/information; 2) AR is well designed; 3) student can operate AR properly; and 4) AR is fostering generative processing. This paper will contribute to the current knowledge of AR utilization, in particular about when AR is effective for use corresponding to the perspective of cognitive load theory. Accordingly, future researchers or AR developers can design more effective AR for promoting student knowledge acquisition. [ABSTRACT FROM AUTHOR]

The ability to solve problems is one of the goals of teaching math at school. However, the purpose of education is not only to make students cognitively intelligent, but also to have good character values in their daily activities. The current state of the pandemic is affecting the learning process, and teachers struggle to conduct effective math lessons. This is certainly a teacher's effort to continue to study mathematics to enable students to develop problem-solving skills while internalizing the value of the student's character as they study during the pandemic will be needed. This paper contains an explanation of mathematical problem-based learning based on student character values and further discussion of various options for implementation during the Covid19 pandemic. [ABSTRACT FROM AUTHOR]

In present scenario due to novel coronavirus physical distance is must in order to be safe and healthier. Such that physical learning (Arul (2017)) and teaching are conducted through internet such that distance learning which is normally know as online education which are through various forms, such as Distance learning, E-learning, network learning and Virtual learning so it is usually associated with online courses or online environments, but it has much more broader dimensions. In this paper we will discuss what are the benefit techniques that can be applied in virtual education for betterment of students and to understand their satisfaction level of students in virtual education. Hence both students and teachers are interacting through online sections with various different apps. Relationship between student-teacher interactions and learning its outcomes which has been generally practised for face to face classroom teaching and learning from decades together. Due to lockdown lack of interactions between each other made to attend online classes. Hence it provides a general overview of the circumstances and its quality of virtual education (Barbera(2000), Gosling and Deandrea(2001) & Mason(2002)) which are beneficial for students in order to adopt for their learning carrier which benefits them through online education for undergraduate and master degree students which consists of many advantages and disadvantages in learning process. Online education consists of several problems due to various different issues like lack of internet (Reeves(1994)) stability, lack of prescribed time allotments, and lack of originality and so on. Hence by facing various different kind of problems it is the challenge for students in order to adopt for their learning process through virtual learning. The purpose of this article is to examine how its implication and adaptation for student's perspective in Bangalore region. [ABSTRACT FROM AUTHOR]

The new generation like to spend more time with the e-gazette such as smart phone and game compare traditional gazette such as magazine, book, and newspaper. With this culture mobile technologies offer the opportunity to embed learning in a natural environment. This paper defines the role of Mobile learning (m-learning) in inspiring students' engagement and exploring the opportunities to support learning through m-learning alignment in a university setting. In this research, m-learning application such as kahoot! E-exercises and e-quizzes adoption of m-learning during lecture and outside lectures activities for conversations and consultation. The researcher applied action research approach with the primary data collected through interviews and students' feedback on the reflections in three phases of implementation of M-learning (pre-implementation phase (knowledge), implementation phase (practice) and post-implementation phase (outcome)) in the teaching and learning processes. The positive findings showed those students' engagement skills increased via the m-learning adoption. Students had active learning opportunity where effective conversations and consultation between the lecturer and students. This paper intensifies lecturer awareness in identifying the learning tasks via m-learning that are well developed. This may further be a motivating factor to adopt measures and new strategies for the improvement of students' skills. With a large group of students and time limitations in completing the syllabus, mobile learning approach is the suggested way to be implemented by an educator to enhance active classroom where the engagement skills are created. Statistics revealed a higher engagement rate when courses are delivered using the m-learning approach. The paper concludes with open issues for future research, especially with the need to thoroughly evaluate the learning benefits [ABSTRACT FROM AUTHOR]

Science learning media can support science teaching and improve student science proficiency. The purpose of this study is to analyze the trend of science learning media in Indonesia. The data was obtained through the published papers about media used in science education. The type of published papers taken comes from science education journals in the last 10 years in Indonesia with a rank of S1-S6. The data analysis carried out includes media based on 1) the topic, 2) the material, 3) the integrated learning model, and 4) the type. The results in the first analysis show that many media are developed on the topic of biology and physics. Then the results of the second analysis show that the media has been widely developed on the material of movement systems and light-optic. Furthermore, the results of the third analysis, show that the media is widely integrated with inquiry and problem-based learning models. As for the fourth analysis, the most used type of media is flash based. Many advantages of this flash-based media have been found, therefore for 10 years, this media has been widely developed by researchers. The disadvantage of this media lies on its novelty. Therefore, the researchers should develop new types of science learning media in the future. [ABSTRACT FROM AUTHOR]

The emergence of the Learning Management System (LMS) has significantly enhanced the teaching and learning process by centralising the management, organisation, delivery, and reporting of educational content and student outcomes. Moving towards outcome-based education (OBE), a LMS that is capable of supporting the delivery of OBE courses can facilitate more effective engagement with students, thereby improving students' learning outcomes and accelerating the process of continuous quality improvement. However, there is no well-rounded LMS framework for supporting the implementation of the OBE learning process to the best of our knowledge. Therefore, the objective of this paper is to investigate how well the OBE elements are integrated into the LMS framework and what research gaps exist at the delivery and assessment stages of the OBE course in the context of an LMS. The methodology entails a review of related works on LMS in terms of user management and administration, pedagogy style, usability and learning outcomes, support for learner behaviours and actions, design specification, clear and user-friendly graphical interface, course schedule creation, course administration capability, course content creation tools, rich content types, well-designed course repository, a student's profile, assessment, score, and transcript, learning and instructional design, the ability of users to interact, collaborate, evaluate, and provide feedback, reporting, technical specification and support, and finally, security. A selection of articles is analysed to identify areas for further investigation as well as the limitations of the current LMS. In summary, the findings indicate that none of the currently available LMSs effectively support and capture OBE knowledge during the delivery and assessment stages. As a result, the outcomes are unfavourable and conform to OBE requirements. Additionally, one of the significant challenges that must be addressed is designing and developing the ideal OBE-based LMS to close the gap. [ABSTRACT FROM AUTHOR]

Digital Systems is one of the more difficult courses in the undergraduate Electrical Engineering curriculum. Students are expected to master all levels of Bloom's taxonomy since an outcome of the course is the ability to design digital hardware that executes some algorithms. In this paper, we describe our effort to improve the teaching and learning process for this subject by using active learning approaches. The use of software and hardware was fully emphasized in this course through a continuous series of milestones. Padlet and E-learning were used to make student's learning of concepts visible during class time. Besides, project-based learning is implemented as an out of class learning activity for the course. Based on students' reflections of the course, the approach had effectively developed the students' understanding of digital system concepts and designs. A comparison between the performance of the course learning outcomes attainment is done between cohorts 20132014 (semester 2014/2015-2) and 20172018 (semester 2018/2019-2). The result shows that the cohort that went through active learning achieved higher performance compared to the traditional teaching method. [ABSTRACT FROM AUTHOR]

This paper presents results of an NSF project in which the goal is to provide a synthesis of research on instructional innovations that have been implemented in undergraduate courses in physics. The research questions guiding the project are: What constitutes the range of principal course innovations that are being implemented in undergraduate physics courses? What are the effects of these course innovations on student learning? The paper describes: (1) the literature search procedures used to gather over 400 innovation-related journal articles, (2) the procedures followed to analyze the studies within these articles, (3) the characteristics of the studies reported, and (4) the results from synthesizing the quantitative results of those studies that met our criteria for inclusion. [ABSTRACT FROM AUTHOR]

The development of education in the learning process is influenced by the phenomenon of Society 5.0. Education in Indonesia has also adapted to these changes by applying the concept "Merdeka Belajar." "Merdeka Belajar" means freedom of learning, which allows students to learn as freely and freely as they can to learn calmly, relax, and happily without stress. "Merdeka Belajar" aims to provide a happy atmosphere for teachers, students, and parents. "Merdeka Belajar" for students is influenced by external factors such as culture, the environment, and social relations. These factors seem likely to be closer to the concept that has been established and intact in the school climate. Feeling happy and comfortable at school is a great motivator for student learning and growth. The final aspect of the school atmosphere is students' perceptions of safety. The goal of this research is to figure out what makes a good school atmosphere and how it relates to the "Merdeka Belajar" notion. An integrated overview of school climate studies is presented in this paper. Experimental research, correlational studies, literature reviews, and other descriptive studies are among the citations cited in this study. Safety, Relationships, Teaching and Learning, Institutional Environment, and the School Improvement Process were found to be the qualities of a successful school environment. These five essential dimensions can create independence in learning. This article explores the consequences of the features of the school atmosphere in "Merdeka Belajar" based on the findings of this study." An effective school climate is expected to be able to realize "Merdeka Belajar. [ABSTRACT FROM AUTHOR]

The traditional one-size-fits-all classroom teaching and learning model that applies the same learning pace, time, curriculum, and environment to every student no longer makes sense in a technology-driven society and digital economy. In the age of Society 5.0, the Internet of Things connects people and devices, and all sorts of knowledge and information are provided instantly when you need it, using smart technologies. The emergence of smart educational technologies or solutions leveraging AI, learning analytics, and other technologies presents many opportunities. Future education should actively introduce these advanced information technologies to teach and help students understand them better. The industrial paradigm of the past has been replaced by a "customized" model of personalized learning. Personalized learning centers around the task of connecting the learner's previous knowledge, experience, and abilities, with training materials that link that understanding to new information. The purpose of personalized learning is to enable every student to reach their potential by optimizing their learning experience to meet their individual needs. It becomes essential to customize and adapt teaching methods and technologies so that the learning process is better suited to individual learners with their unique learning styles, backgrounds, needs, and previous experiences. To provide support according to the characteristics of individual cognition and propensity, collecting educational big data (learning history portfolio of study logs, essays, work, reports, presentations, etc.) as comprehensive evidence can help the system to provide an optimized learning path for each student. It becomes essential to digitize, analyze, and observe students' learning situations, and support the realization of learning that is tailored to everyone. This paper focuses on the "Incorporation of personalized learning in classrooms", which is more suitable for learners, and its related technologies, examples of its use, and its characteristics in Society 5.0, a social concept that is one step ahead of the information society. Then, we will introduce a case study of Aizuwakamatsu City's initiatives, formulate a hypothesis for utilizing this technology in the future, and conduct a feasibility study, and discuss the evaluation. [ABSTRACT FROM AUTHOR]

Nowadays, the need of ICT as a learning aid has potential role at the global scope. However, it sounds contradicts with the teaching and learning habit of the boarding schools or pesantren environment. It is an educational institution with strong and large cultural products, but reluctant to see the urgency of ICT implementation. This article aimed to examine students' learning experiences in mathematics at the role of ICT. The study was conducted using a qualitative approach with phenomenological methods. Research data were obtained through interviews and observations. Furthermore, triangulation of sources and triangulation of theory using Dale's classification or "the Cone of Experience" was carried out with regard to student learning experiences. The results showed that at this place: 1) the learning experience symbolically dominated the implementation of mathematics learning; 2) the iconic and enjoyable learning experience was only experienced by some students; 3) ICT had an important role in creating a symbolic, iconic, and enjoyable learning experience for students. This study provides strategic recommendations on how it can adapt the positive impact of ICT to support the learning process. While it deems impossible to stem the flow of ICT developments, this paper can serve as a reminder and a form of wake-up call to keep up with the demands and developments of the times. When ICT integration has not been implemented in mathematics learning, teachers should be able to create concrete learning experiences for students. [ABSTRACT FROM AUTHOR]

Digital Era has been considered as the era of latest IT technology where internet services are frequently used in order to provide e-learning solutions. It has been observed that modern digital era is influenced by frequent use of social-medias which is imparting information to users. In present scenario, it is evident that social media is playing massive role in imparting education. One can easily get the required information by applying simple commands. Social media such as Facebook, WhatsApp, Twitter, YouTube channel have been frequently used by students and professionals on regular bases. These platforms are acting as good tool for academic and professional learning also. The process of electronic learning has been accelerated by making use of such platforms. Present paper is investigating the impact of social media as tool for e-learning in digital era. Research has considered existing relevant research of e-learning along with challenges during usage of such system. The major issues of using social media as e-learning tool are lack of reliability and authenticity. Moreover due to open platform it becomes easy for people present their views on particular topic. But it becomes difficult to understand due to conflicting theories presented by professional of different fields. [ABSTRACT FROM AUTHOR]

In the field of Education, Technology has started to play a significant role in teaching and learning process particularly in language acquisition. It creates a wonderful platform to enhance the students' skills by providing endless online resources and advanced learning materials. Nowadays, industries mainly prefer the engineers who are not only good at technical skills but also good in writing skills. One of the common problems that is faced by the industries is lack of good writing skills among the engineers. In order to shine better in their profession, Engineering students need to improve their Writing skills in their college. To make the students better in their writing and to meet the industries expectations, the language teachers can effectively make use of these technological tools in and outside the classroom. The teachers can choose mobile technology which is one of the effective tools and very handy and compact device. This technology can very well be adopted by the course instructors and make the engineers, a better writers. This paper predominantly aims to bring out the effectiveness of using technology in learning writing skills by conducting surveys among the I year information technology students. From the survey, It was clearly understood that the technology has shown its importance in every part of their language learning. [ABSTRACT FROM AUTHOR]

Students are often exposed to danger while practicing throughout the learning and teaching process in electric current. Any wiring problem that causes a short circuit can cause a fire, where it can endanger students. Researchers have designed and developed a basic electrical wiring kit using an internet network-based remote control for teaching and learning purposes. This paper provides exposure to the latest trends in studying domestic wiring installation using remote controls based on internet networks. The kit design was produced using SOLIDWORKS Software and this kit was developed based on the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). In addition, digital multimeters were used to test the continuity of the components used in this quantitative study. An expert panel was selected using purposive sampling for product validation and questionnaire validation. Further, pre-tests and post-tests were carried out to identify the effectiveness of basic single-phase electrical wiring kits using internet-based remote controls as well as using independent T-tests to analyze the data obtained. The results showed that there was no significant difference between pre-test scores and post-test scores among the students of the treatment group in the local community housing area. In conclusion, the Basic Electrical Wiring Kit Using Internet Network-Based Remote Control allows use as a teaching aid to show the latest wiring trends to the local community and can also help the teaching and learning process in educational institutions. [ABSTRACT FROM AUTHOR]

This paper describes and review challenges in teaching and learning process in writing class through the use of one of online learning platforms such as Edmodo at undergraduate level. It is begun with a report of the experiences from both lecturer and students while using it within the classroom which is also followed by such a reflection toward the teaching and learning process. Since ICT plays its crucial roles within this pandemic, it is important to have a better insights and perspectives how the lecturer and students involve actively in it. It is important to be investigated more since Edmodo is chosen as the main online platform in writing. The instrument used were interview session and classroom observation to look at how they exploit Edmodo to the fullest and its challenges. Based on the findings, it is found that Edmodo helped them in writing process but not a lot. But it is more to the way for the teacher as a role of supporting students. Students participation, students engagement, complexity of discussion and the effectiveness of how Edmodo is utilized are discussed. [ABSTRACT FROM AUTHOR]

Many universities use online learning strategies to accommodate technological advancements, improve learning accessibility, and address the challenges of limited resources. However, the implementation of online learning may neglect to pay attention to students' perspectives throughout the learning process. We discuss how students believe we, as educators, can engage students in online learning through problem-based tasks in this paper. A survey of 125 students in a mathematics education program at a private university in East Java, Indonesia, was used to assess their involvement in online learning through the use of problem-based tasks. Then, based on the survey results, we selected three students for in-depth interviews. The findings revealed that students initially perceived online learning to be more about viewing video activities, but by assigning problem-based tasks, they were forced to learn and even suggested further discussion in face-to-face classes. [ABSTRACT FROM AUTHOR]

Psychology has an enlightening effect on personal learning, but the previous psychological learning methods have isolated problems, and the effect in the learning process will gradually weaken. To this end, this paper proposes a fusion learning psychology method and optimizes the content of human learning. Start by classifying, mapping, and layering human learning. The processed data is then correlated and psychologically verified. Finally, the effect evaluation of fusion psychology is carried out. The results show that fusion psychology can optimize human learning, with an optimization range of about 25% and a reduction of 20% in key learning volumes. Therefore, fusion psychology can optimize human learning content and promote the improvement of human learning content. [ABSTRACT FROM AUTHOR]

The purpose of this study is to investigate the possibility of using social media in statistics classroom. The use of social media aims to expose students on the variety of method on data collection in providing an instant response and to integrate the availability of social media into the classroom education in enhancing the understanding and providing instant hands-on experience. The possibility of improving the learning experience among students is by integrating social media technology that would make the learning process more effective and attractive to students. This paper presents the research that was done to Diploma students at a private university in Selangor. [ABSTRACT FROM AUTHOR]

The use of massive open online courses (MOOCs) is increasing nowadays has exerted a significant influence on various higher education studies. Yet, a gender perspective on students' perception and experience in learning through MOOCs is rather limited. This paper reports a quantitative study on the influence of gender factors on the university students' prior learning experience, perceived usability, and satisfaction in using MOOCs OpenLearning. Students enrolled in several undergraduate programmes at a public university in Malaysia were given access to an online survey. The study findings indicated that gender did not help differentiate the students' MOOC learning satisfaction. As an implication, the study findings lend support to related studies which concern gender-related aspects in designing an effective gender-inclusive online learning support system for higher education students. [ABSTRACT FROM AUTHOR]

Due to the COVID-19 outbreak that hits everyone globally, every person is affected, including students. Starting with this, no one can refuse the importance of a smart online learning system being embedded in the education system anymore. Still, the emotional engagement between teachers and students is in doubt. Teachers tend to teach without knowing whether the students understand it. It is due to the limitation of having an online class instead of a physical one, but can be overcome by embedding emotion detection using facial expressions during the course. However, the next challenge is to overcome the system's limitations. Even though people have a well-equipped tool for themselves in this situation, it is hard to determine the exact emotion of the students during the learning process. The facial image captured in the real world usually has multiple issues, including (1) an obstacle in front of the face, (2) a different distance between the head and camera, and (3) low-resolution images due to the low bandwidth, causing the low accuracy of emotion classification. Thus, this paper took the initiative to compare two different datasets tested on four classifiers: CNN, DCNN, Transfer Learning, and Multiple Pipeline. Four different algorithm sets were used to test two datasets: FER2013 and our dataset. The result shows that the data captured in a real-world situation using an independent device setting contains some issues with the slightly low accuracy of emotion classification and leads to false classification compared to FER2013 data. Thus, this can be improved by having a powerful emotion detection system that can capture all the issues in a real-world situation [ABSTRACT FROM AUTHOR]

One of the most remarkable current discussions around the world is the STEAM Education approach, where students nowadays involved in almost all of hands-on projects where problem-solving, collaboration and the results of their efforts make the subjects are more compatible and interesting than only a theory, this paper will review the research conducted on the effect of the STEAM (Science, Technology, Engineering, Arts and Mathematics) Education approach on learning motivation with student's competency as the intervening variable. Moreover, the object of this research is Polytechnic APP Jakarta students. This research was managed using the quantitative descriptive approach. The sample size is determined using the Slovin formula, so after calculation, it comes to a sample number of 316 respondents. Data collection methods of this research are using survey methods and a questionnaire as its research instrument. Structural Equation Model known as SEM with Smart-PLS analysis tool is also applied as this research approach. The major purpose of the research was to investigate the effect of the STEAM education approach on learning motivation with students' competency as an intervening variable. The study has gone some way towards enhancing our understanding that the STEAM Education approach had a positive and remarkable effect on learning motivation. The STEAM Education approach has a positive and noteworthy impact on students' competency, and learning motivation has a positive and remarkable impact on students' competency. [ABSTRACT FROM AUTHOR]

The purpose of our research is to show (by example of learning curve analysis) possibility of managing the educational process. The article presents experimental results of the construction and quantitative analysis of the learning curve by example of the elementary mathematical skill development. The experiment involved, 11th-grade students at the comprehensive school of the Russian Federation. The results obtained were divided into three groups, for each of which the learning curves were plotted. The paper outlines several dependencies on construction of learning curve approximation. Comparison of the results of the experimental learning curve approximation by various functions may lead to the conclusion that not all of them are satisfactory. The current findings showed that each student has a clearly traceable unique learning curve. It indicates the need for individual trajectory development for teaching every single student to improve the skills acquisition quality. [ABSTRACT FROM AUTHOR]

The paper deals with a follow-up research on intelligent tutoring systems that were studied in authors' previous papers from the point of view of describing their advantages. In this paper, the authors make use of the fuzzy logic expert system, which assesses student's knowledge, and integrate it into the intelligent tutoring system called Barborka. The goal is to create an even more personal student's study plan, which is tailored both to student's sensory/learning preferences and the level of knowledge of the given subject. [ABSTRACT FROM AUTHOR]

This paper develop an approach to evaluate Bitcoin Mining Project using Real Option Method. In evaluating a project not yet being run, there is opportunity made available to the manager of company to expand or abandon the project if some particular conditions would occur in the time period being projected. The methods are based on Binomial Tree with varying time of Learning Option. Having evaluated the project for five years, it concludes that the project with Real Option methods can increase the value of the project. [ABSTRACT FROM AUTHOR]

Game-based learning approach enabled to increase attitude and motivation as well as the supporting learning process of all ages. This paper outlined the engagement of Kahoot! in learning the Malaysian University English Test (MUET) for Technical and Vocational College students in Batu Pahat, Malaysia. It aimed to investigate the relationships of attitude, motivation, and achievement in MUET learning through Kahoot! game-based learning. A semester four cohort of Diploma in Construction Engineering Technology students were exposed to the use of Kahoot! during MUET learning session. A quantitative approach was carried out for 53 respondents. Spearman's statistical significance was analyzed by using Statistical Package for Social Science (SPSS) 22. Based on the research finding, there was a strong relationship between students' attitude and motivation, r(51) =.792, p =.01 during the use of Kahoot! in MUET classroom. On the contrary, the analysis of attitude, motivation and achievement relationships did not show any statistically significant among these variables. In this case, students' motivation should be improved by emphasizing English language importance to them to achieve greater achievement in MUET. [ABSTRACT FROM AUTHOR]

This paper is a tribute to my colleague prof. RNDr. Ivan Baník, PhD, who died on July 2, 2017. It was shortly after we decided to work on this article. It took me quite long to continue and finish at least the small part of our planned work. His invention in preparing simple experiments was well known, and this was how we became not only colleagues but friends as well. Our common effort was to make students like physics. One way to increase the interest in physics is to strengthen the experimental component of physics teaching and, in particular, to promote simple experiments that student can also perform independently at home. The simple experiment helps to eliminate mechanical forms of studying, gives more tangible physical content and develops physical thinking. Provides a stimulus for own creative search of physical contexts. Physics is basically experimental, but the experiment is also a natural part of the learning process. [ABSTRACT FROM AUTHOR]

This paper describes classroom action research (n=14) aimed to prepare future chemistry teachers who are undergraduate students in the Chemistry major of the Faculty of Education at Chiang Mai University, Thailand. Face-to-face teaching was combined with learning chemistry based on Cloud Technology Integrated Learning to develop the students’ conceptualization of chemistry and, also, to promote 21st century learning in Thailand. Cloud technology, associated with Web Application such as Google Drive, Google Form and YouTube, have become increasingly valued learning tools of the digital age, especially for students from low income families where the cost of traditional textbooks, paper copies of journal articles and other materials may be prohibitive. This study focused on the scope of the potential of Cloud Technologies for future educators to develop an understanding of how they could be incorporated into the instruction techniques. Carefully designed usage and integration into the classroom, these technologies encouraged students’ active engagement, collaboration, and participation in their learning, facilitate group work, and facilitated the teachers’ abilities to elicit students’ conceptions for formative assessment. “Just in time” feedback for the students was employed to improve the students understanding of chemistry concepts. Using the collected data on the cloud, the teacher helped students to conceptualize and learn new concepts in a proper way. Data pertaining to student Google Forms use and activities was collected. The data was analyzed qualitatively to understand the effects of using Cloud Technology Integrated Learning with chemistry instruction, on students’ motivation for learning and using chemistry conceptualization. The findings identify the potential benefits to learning and teaching from Cloud Technology Integrated Learning environment. [ABSTRACT FROM AUTHOR]

In physics and mathematics educational environments, meaningful learning paths should be balanced interactive explorations of the different epistemological and cognitive phases of the modelling cycle. Our approach in this context involves sequences of interactive engagement learning activities with computational modelling that explore the different kinds of modelling, progressively introduce scientific computation, generate, and resolve cognitive conflicts in the understanding of physics and mathematics, and comparatively analyze complementary mathematical model representations. In this work we present a learning sequence about light polarization for intermediate science, technology, engineering, and mathematics (STEM) university courses during which students can create and explore in the computer relevant mathematical physics models and animations that help and complement the learning processes in theoretical lectures and problem-solving paper and pen activities. [ABSTRACT FROM AUTHOR]

Higher Order Thinking Skills (HOTS) is one of the requirements that must be owned by innovative learning. In its development, teachers are required to be able to choose the right learning strategies, not only in planning and assessment but also in the learning process. This paper explores the lesson plans made by teachers in developing learning that empowers HOTS on plant material in senior high school. The research approach is qualitative research with descriptive methods. The documents used in this study were taken from students taking curriculum and learning design courses. The samples used were eight lesson plans using plant themes. From the results obtained, there are four learning approaches developed, including the scientific, concepts, environmental, and STEM approaches. The learning models developed also vary, including Discovery Learning, Project Based Learning (PjBL), Problem-Based Learning (PBL), and Cooperative Learning. The development of these approaches and models is expected to be an inspiration for biology teachers to develop plant material learning in high school, especially in facing the new challenges of the implementation of a new curriculum in Indonesia called Kurikulum Merdeka. [ABSTRACT FROM AUTHOR]

The effectiveness of Game-based Learning (GBL) in fostering students' motivation to learn mathematics is examined in this systematic review. Nine related papers published between 2018 and 2022 were found after an extensive search of the electronic databases of ERIC. A systematic review methodology was used to analyze the studies, and the results were then synthesized and summarized. None of the research in this review found evidence of a negative impact of GBL on students' motivation to learn mathematics; instead, all studies found evidence of a positive impact. It benefits students' motivation for several reasons, including the engaging and dynamic learning environment, the quick feedback and rewards, and the demanding and goal-oriented learning experience that games may give. The game's design, degree of difficulty, student autonomy, use of feedback and rewards, and other factors play significant roles in determining how effective GBL is at encouraging students' motivation to learn mathematics. However, this effectiveness is not guaranteed. The design and implementation of GBL in the mathematics classroom should consider these elements seriously. Generally, the results of this review point to GBL as a potentially successful strategy for increasing students' motivation to learn mathematics. Game-based Learning (GBL) is a strategy educators should consider employing to engage students and increase their interest in and love of mathematics. However, the game's design and other elements that may affect it must be carefully considered. More research is required to completely comprehend GBL's potential in mathematics education and develop efficient implementation methods. [ABSTRACT FROM AUTHOR]

This study objective is to produce flipbook on integral topic for 11th grade student that are valid and practical. Based on this paper, hopefully teacher can know how to develop flipbook especially in integral topic. The type of the research is design research with development model used is Plomp model that consisting of two phases: (1) preliminary research, (2) prototyping phase. The subjects of this study were 11th grade students at Sekolah Menengah Atas Pembangunan Laboratorium Universitas Negeri Padang, Padang. The research instruments were interview guides, observation sheets, validity sheets, student practicality sheets, and teacher practicality sheets. This research has produced a very valid and very practical flipbook. Teachers and students gave a good response to this flipbook because it helps them in the learning process. Students said that learning to use flipbooks was more interesting and very useful in today's learning situations. [ABSTRACT FROM AUTHOR]

In this paper, a team of authors discusses various approaches to organizing distance learning for technical universities, which are so relevant in the current complex epidemiological situation. The study selected the most optimal option for organizing specialized disciplines such as "descriptive geometry", "engineering graphics", "engineering and computer graphics" and technical and graphic disciplines. The issues of the specifics of the work of teachers in the framework of the implementation of the distance learning process are highlighted and considered, the features of the personal qualities of the teaching staff are determined, the need for special training of teachers for the implementation of pedagogical activities in the environment of distance learning is also substantiated. As a conclusion, the result of the analysis of the problems of distance learning and the practical experience of the authors of the article on the implementatio n of the distance learning process are summed up. [ABSTRACT FROM AUTHOR]

Improving the mathematical HOTS of students is a recurring global issue. Substantial evidence indicates that constructivism is a promising learning strategy that is capable of resolving the issue. As digitalisation increases, technology-enhanced learning environments are gaining importance in contemporary education. However, scant literature exists on the process of improving mathematical HOTS while students use technology-enhanced learning environments. The purpose of this paper is to posit a learning process that could improve students' mathematical HOTS based on technology-enhanced learning environments, which were developed through constructivism and tested by the authors using data from learning analytics technology. Sixty samples participated in this study to learn about and interact with technology-enhanced learning environments. Comparing the mathematical HOTS of the samples before and after their interaction with the technology-enhanced learning environments revealed significant differences in the directions of higher HOTS. The sequential analysis technique was applied to 10 759 logs extracted from the learning analytics. Four types of learning engagement activities emerged as a result of empirical testing: Content Engagement, Exercises Engagement, Activities Engagement, and Evaluation Engagement. Analysis utilising Pearson's correlation and linear regression demonstrated that the students' mathematical HOTS were positively affected by their engagement with the content, exercises and activities provided in the technology-enhanced learning environments. The framework was found to be capable of explaining 69% of the mathematical HOTS enhancement process among the samples. This implies that for students' mathematical HOTS to improve or for a technology-enhanced learning environment to have a cognitive implication on students, emphasis must be placed on exercises and online activities. Evaluation was given less weight but remains a necessary component of formal education. This research also demonstrated that, when designed appropriately, technology-enhanced learning environments can enhance students' mathematical HOTS. Therefore, educational technology is a promising solution to the educational problems of the information age. [ABSTRACT FROM AUTHOR]

To ensure students of a 4-year engineering technology programme receive the best of learning in both theoretical and practical areas, conventional delivery channels were incorporated in the curriculum structure, e.g. lectures, labwork, tutorials and workshops. However, this arguably 'traditional' approach is inadequate to cater for the fast-paced dynamism of the industry, where graduates often find themselves disconnected with current industrial settings and practices upon entering the workplace. This could be related to the rather rigid curriculum contents, organisation and delivery methods associated with the teaching and learning of technical programmes in general. In addition the curriculum review and revise processes are usually lengthy and onerous, making the positive changes inevitably outpaced by transformation of the industrial parctices. Therefore, the integration of concurrent, in-trend elements of engineering practices in the existing curriculum and syllabus is necessary to enhance the students' learning experience. Recommended by the Engineering Technology Accreditation Council (ETAC), these exercises could be categorised as 'active' and 'passive' (Fig. 1), or simply denoted as 'classroom in industry' or 'industry in classroom' approaches. Whether bringing the students out to the relevant industry for site visit and interviews, or embedding real industrial problems in final year project (FYP), case studies, feasibility studies or investigation, this 'active' engagement would allow students first hand experience of their future workplace while learning the basic tenets in the respective courses. Similarly in a 'passive' manner, industrial participation in classrooms could be arranged via talks, studies, courses, consultations and evaluation of course-based projects, industrial logbook entries as well as employment of teaching staff with strong industrial background. Incorporation of these elements of engineering practices in the University is engineering technology programmes are organised and presented in this paper to illustrate the activites crafted with the industry to narrow the gap between textbooks and real world scenarios for in-house students. Notwithstanding the room aplenty for improvement, these engagements have had a profound impact on the students' learning, especially in bridging the theory-practical gap while providing exposure to current industrial practices and technology, hence better equpping them for the industry upon graduation. [ABSTRACT FROM AUTHOR]

Project-based learning becomes a learning approach that has high relevance with the characteristics of vocational education as this educational type has a function to prepare the students to be able to work in accordance with their educational fields. This learning approach should be integrated with Information and Communication Technology (ICT) so that the learning process will be more meaningful. The purpose of this paper is to gain an insight into the state of the art of using instructional technology such as learning management systems, e-learning, blended learning, or flipped learning on project-based learning in vocational teacher education institutions. Six stages of the Systematic Literature Review (SLR) method were used for reviewing pieces of literature of such instructional technology over the past 10 years. The six stages are referred from a study of Wondimagegn Mengist and his colleagues [1] that the explanation of this study is as follows. The first stage was defining the study scope called the "protocol" step. Then, the second stage was defining search string and having search studies called the "search" step. After having pieces of literature, the third stage was named by the "appraisal" step for selecting those pieces of literature based on the language of English, peer-reviewed journals, relevant topics, year of publication, and duplicated papers. Then, the fourth stage was the "synthesis" step for extracting and categorizing data from the selected pieces of literature. The fifth stage was the "analysis" step for analyzing and concluding the data. Finally, the sixth stage was the "report" step for publishing the results. The findings revealed that independent learning, peer-learning, communication, collaboration, scientific activities, learning feedbacks are necessary to be accommodated in project-based learning development as a learning approach that is suitable for vocational education. Furthermore, it is suggested that this project-based learning design should be developed for promoting the ability to conduct lifelong learning for automotive vocational teacher candidates. [ABSTRACT FROM AUTHOR]

Implementing deep learning technology with FPGA as an accelerator has become a popular application due to its efficiency and performance. However, given the tremendous data generated on medical diagnosis, normal inference speed is not sufficient. Hence, the FPGA technology is implemented for fast inference. In this context, the FPGA accelerates the deep learning inference process for fast breast cancer classification with minimal latency on real-time deployment. This paper summarizes the findings of model deployment across various computing devices in deep learning technology with FPGA. The study includes model performance evaluation, throughput, and latency comparison with different batch sizes to the extent of expected delay for real-world deployment. The result concludes that FPGA is the most suitable to act as a deep learning inference accelerator with a high throughput-to-latency ratio and fast parallel inference. [ABSTRACT FROM AUTHOR]

Problem solving ability is one of the important abilities that students need to achieve in learning and is part of the Education for Sustainable Development (ESD) goal competence. This paper will describe the implementation of Science Technology Engineering and Mathematics (STEM) - based learning, especially on problems that exist around students related to sustainable development systems. The study use descriptive analysis method. This paper describes the description of the stages of ESD-based STEM learning, and displays the achievements of students at each stage of learning. The implementation of STEM learning is carried out for first-year students of FPMIPA UPI in the 2020-2021 academic year. For 2 semesters, students are given 4 projects related to ESD issues regarding food, transportation, energy, and environment. The stages of the learning process include identifying problems by finding facts about the causes and effects of these problems, carrying out investigations, designing solutions to problems, testing solutions, and redesigning solutions. The learning stages are described and provided with examples of the results of student studies. The results show that the students are able to solve the problems well. This exposure is expected to be an inspiration for researchers, and / or educators in the implementation of STEM-based learning. [ABSTRACT FROM AUTHOR]

This paper is the first in a series of three describing a controlled study “Transfer of scientific abilities”. The study was conducted in a large enrollment student introductory physics course taught via Investigative Science Learning Environment. Its goal was to find whether designing their own experiments in labs affects students' approaches to experimental problem solving in new areas of physics and in biology, and their learning of physics concepts. The theoretical framework for the design of the study was based on transfer theories such as “preparation for future learning”, “actor-oriented transfer”, “transfer of situated learning” and “coordination classes”. In this paper we describe the design of the study and present data concerning the performance of experimental and control groups on multiple-choice and open-ended exam questions and on the lab exams that assess student understanding of the physics and the reasoning processes used in the lab experiments. We found that the experimental group outperformed the control on lab-based and traditional exams and the difference increased as the year progressed. [ABSTRACT FROM AUTHOR]

This paper aims to describe the nurturant effects of the development of a local culture-based mathematics learning model. This type of research is development research, while the research method uses quantitative descriptive. The collecting research data using a questionnaire was given after learning. In the learning process, is used models and mathematical learning tools local culture-based learning. The research subjects were students of class VII who came from two regions that had different cultures. The results showed that effects of nurturant this learning model developed were 1) students' learning motivation in good category (average score 2.93, 2) cultural love was included in the good category (average score 2.93), and 3) helping to understand mathematics is also included in the good category (average score 3.24). The highest average score of those three effects of the nurturant of that culture-based mathematics learning model is helping students understand mathematics. As a recommendation, the researcher suggests teachers use a local culture- based learning model to motivate students to learn, understand the material, and love their own culture. [ABSTRACT FROM AUTHOR]

With the advancement of technology, there is an urgency to produce students equipped with the 21st Century skills to keep up with the Fourth Industrial Revolution. This is in line with the aspiration of the Malaysian government to develop holistic graduates and transform education as in the Malaysia Education Blueprint 2015-2025. Service learning pedagogy was explored in this paper by integrating the course content of UKQA2232-01 Drone Technology with the real context application. Thirty-one engineering undergraduates enrolled in the Drone Technology course participated in the Drone Tech for Edu 4IR project. The project consists of seminars, workshops, and racing activities. Document analysis of the course information, project reports, and students' reflections were employed in this study to identify the learning process and skills gained by the students. Results show that the students went through 6 phases of service learning implementation. The service learning has enhanced the students' learning, sense of responsibility, accountability, adaptability, management and international exposure. These are essential to develop good engineers in the future. [ABSTRACT FROM AUTHOR]