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The purposes of this research are to describe and compare the effectiveness of the imple mentation of scientific approach using problem based learning and learning cycle 5E model viewed from achievement spiritual attitudes, social attitudes, knowledge, and skills of students on polyhedral topic in Junior High School Grade VIII. This research is quasi experiment using nonequivalent (pre-test and post-test) group design. Population in this research are all of students grade VIII Junior High School 12 Padang. The sample was grade VIII4 and VIII5. The instruments used are questionnaires spiritual attitude and social attitude, knowledge and skill test. The results of the research are as follows the implementation of scientific approach with problem based learning and learning cycle 5E model is effective viewed from the achievement spiritual attitudes, social attitudes and knowledge of students, but not effective viewed from students skill, and there are no differences between the effectiveness of the implementation of scientific approach using problem based learning and learning cycle 5E model.

Entrepreneurial attitude needs to be developed as early as possible so that students have the provision of life skills in the future. Students are expected to become job creators or entrepreneurs when they graduate from school so that students can quickly respond to changes. The purpose of this study was to analyze the science learning based on the Sasak tradition to develop students' entrepreneurial attitudes. The research method used is literature review derived from articles in national and international scientific journals. The results of the literature review show that entrepreneurial attitudes that can be developed include: achievement motivation, taking advantage of opportunities, being creative, innovating, committed, responsible, and independent. One of the science learning models that can facilitate the development of students' entrepreneurial attitudes is the 6E learning cycle model (Engage, Explore, Explain, Elaborate, Exhibit, Evaluate). This model can be related to the traditions of the Sasak tribe, such as weaving typical Lombok cloths that utilize the concept of substances and their characteristics, and making traditional snacks using conventional biotechnology concepts. An entrepreneurial attitude can be developed at each stage, especially at the Exhibit stage, students can exhibit products that have a selling value, such as Sukarara woven cloth and jajan poteng reket. Thus, science learning based on the Sasak tradition is expected to be a strong foundation for further education and to shape the entrepreneurial spirit of students so that they become a generation of superior and character.

Background Co-production of health is defined as ‘the interdependent work of users and professionals who are creating, designing, producing, delivering, assessing, and evaluating the relationships and actions that contribute to the health of individuals and populations’. It can assume many forms and include multiple stakeholders in pursuit of continuous improvement, as in Learning Health Systems (LHSs). There is increasing interest in how the LHS concept allows integration of different knowledge domains to support and achieve better health. Even if definitions of LHSs include engaging users and their family as active participants in aspects of enabling better health for individuals and populations, LHS descriptions emphasize technological solutions, such as the use of information systems. Fewer LHS texts address how interpersonal interactions contribute to the design and improvement of healthcare services. Objective We examined the literature on LHS to clarify the role and contributions of co-production in LHS conceptualizations and applications. Method First, we undertook a scoping review of LHS conceptualizations. Second, we compared those conceptualizations to the characteristics of LHSs first described by the US Institute of Medicine. Third, we examined the LHS conceptualizations to assess how they bring four types of value co-creation in public services into play: co-production, co-design, co-construction and co-innovation. These were used to describe core ideas, as principles, to guide development. Result Among 17 identified LHS conceptualizations, 3 qualified as most comprehensive regarding fidelity to LHS characteristics and their use in multiple settings: (i) the Cincinnati Collaborative LHS Model, (ii) the Dartmouth Coproduction LHS Model and (iii) the Michigan Learning Cycle Model. These conceptualizations exhibit all four types of value co-creation, provide examples of how LHSs can harness co-production and are used to identify principles that can enhance value co-creation: (i) use a shared aim, (ii) navigate towards improved outcomes, (iii) tailor feedback with and for users, (iv) distribute leadership, (v) facilitate interactions, (vi) co-design services and (vii) support self-organization. Conclusions The LHS conceptualizations have common features and harness co-production to generate value for individual patients as well as for health systems. They facilitate learning and improvement by integrating supportive technologies into the sociotechnical systems that make up healthcare. Further research on LHS applications in real-world complex settings is needed to unpack how LHSs are grown through coproduction and other types of value co-creation.

This study aims to determine whether there is a significant difference between the application of the 5E Learning Cycle model and conventional learning towards learning activities on salt hydrolysis subject material. The type of research used experimental research. The study population was all students of grade XI at SMA Negeri 1 Pakem in the academic year 2019/2020, totaling 5 classes. The research sample used XI MIPA 1 class as the experimental class and XI MIPA 2 class as the control class which was taken by purposive sampling technique. Data collection through non-test techniques in the form of questionnaires and observations. Data analysis techniques on learning activity variables used Parametric Statistics Independent Sample T-Test for observational data and Non-Parametric Statistics for the Mann-Whitney test for questionnaire data. Based on the results of the study, it can be concluded that there is a significant difference between students who take learning with the 5E Learning Cycle model and students who take conventional learning towards learning activities.

Education in the 21st century aims to change the learning paradigm from teacher-centered to student-centered in order to improve student learning outcomes. Hence, a learning model is needed to improve the students' ability to solve problems by paying attention to their academic ability. This study aims to determine the effect of using the student academic ability-based problem solving and 5E cycle learning models on the student learning outcomes in addictive materials and addictive substances. This study used an experimental method with a 2x2 factorial design. The population in this study was all students of grade VIII SMPN 18 Padang. This study's sample was chosen using the purposive sampling technique, the data collection techniques for the student learning outcomes used to test techniques at the end of learning. The data analysis was performed by using the prerequisite tests (normality and homogeneity tests) and the hypothesis tests using 2-way ANOVA and continued with Bonferroni advanced test. The results show that: There is an interaction between the problem-solving model and the academic ability-based 5E Cycle learning model on the student learning outcomes, but there is no significant difference in learning outcomes between the problem-solving model and the 5E learning cycle model. There is an effect on the academic ability towards the student learning outcomes. There is no difference in the student learning outcomes between students with high academic ability in the two sample classes. There is no difference between the students with low academic ability in the two sample classes.

The purpose of this study is to describe the activities of students, the completeness of student learning outcomes, and student responses to the 7E learning cycle learning model on the reaction rate material. This is a descriptive study with a qualitative approach. The sample in this study was 28 students of class XI MIA-3 at SMAN 5 Banda Aceh. The instruments used in this study were student activity observation sheets, test question sheets, and student response questionnaire sheets. The overall activity of students increase from time to time. The results of observing student activities in the seven stages of the 7E learning cycle model obtained an average of 87.63% of student activity at the elicit stage, 91.75% engage stage, 94.38% explore stage, 83.38% explain stage. , elaborate stage 70.88%, evaluate stage 79.13%, and extend stage 87.13%. The highest activity is at the explore stage. The average percentage of classical student learning outcomes is 75% with a good category. Positive responses from students were obtained by 80.77%. Based on the results of the research that has been done, it can be concluded that the application of the 7E learning cycle model can complete the classical learning of students. Overall student activity has increased and the highest activity is in the explore stage and students give good responses to the application of the 7E learning cycle learning model.

Number talks are short mathematical discussions offering sensemaking opportunities for students. Aside from bolstering students’ mathematical learning, this instructional routine may also support preservice teachers (PSTs) in investigating how to facilitate discussion-focused instruction. In this study, PSTs engage in a learning cycle to explore, plan and rehearse two separate number talks during human-in-the-loop simulations, and then reflect on these experiences. During the first simulation, PSTs focus on understanding the routine’s components while positioning avatar-students as sensemakers as they elicit their participation. In the second simulation, PSTs build their instructional skills as they record representations of students’ mathematical thinking, probe students’ thinking in order to make mathematics visible, as well as notice missed opportunities to support students’ mathematical reasoning during reflections of their experiences. Implications of this study suggest that simulations, when embedded within a cycle of enactment and reflection, support PSTs in developing professional noticing skills.

The influence of scoence, technology, engineering, and mathematics (STEM) Integrend Learnng Process on the Learning Outcomes of 1 th Grade Student (An Experimental Research Implementend in SMA 1 State Senior High School if Gorontalo). This study aimed to determine the differences in learning outcomes of student with the implementation of the Ppa-STEM learning model whilw the control class implemented the learning cycle (5E) learning model on the topic of “population planning and Development Dynamis in Indonesia”. To achieve these objecives, this research employed experimental design with post-test Control Group Design. Data collection techniques involved learning result test, which was provided towards the sample of research. The sample of the study consisted of two classes; class XIb3 of social science as the control class employed the learning cycle (5E) model. During the hypothesis testing, the homogeneity and normality test of the data was conducted in order to conduct hypothesis testing by using parametric statistics. The data normality test employed a chi-square statistical test of the pair of null hypothesis Ho and its match Hi with α = 0,05 significal rate. The test result showed that χ2count χ2table for the experimental class with 3,449 11,070 and the control class of 1,023 9,488. The result revealed that the two data classes can be normally distributed. Based on the results of normality test data, the average score pg students learning outcomes used the statistical test. The hypothesis test results obtained tcount ttable which was 6,58 2,02. All in all, the results revealed that there were differences in the learning outcomes of students who used the two aforeentioned learning models.

This study aims to produce products in the form of learning media and instruments based on the 5E learning cycle model on harmonic vibration material. It is development research using the ADDIE model consisted of 5 stages: analysis, design, development, implementation, and evaluation stages (this study was limited to the development stage). The products developed were Syllabus, Lesson Plan, Student Worksheets, and Critical Thinking Skill Instruments in Physics. The feasibility of the learning media and instrument developed was measured by three experts’ validation by calculating the validity and reliability values of the media and instrument. The validity results based on the experts’ assessment showed that the score of the syllabus was 3.70 with very valid criteria. The Lesson Plan was 3.66 with very valid criteria; the LKPD was 3.66 with very valid criteria, and the Critical Thinking Skill Instrument in Physics was 3.63 included in the very valid criteria. The reliability results of the syllabus were 94.52%, the Lesson Plan was 90.36%, the LKPD was 91.78%, and the Critical Thinking Skill Instrument in Physics was 93.62%, indicating that all aspects assessed had a reliable category. Based on these results, it can be concluded that the learning media and instrument developed are feasible to use in learning to improve students' critical thinking skills in Physics on harmonic vibrations material.

The achievement of learning goals via laboratory practical depends on both extrinsic and intrinsic factors. They could be limited by laboratory time, incurred cost, safety, self-efficacy, inadequate prior preparation by learners, and different learning styles. Hence, virtual laboratory simulation (vLAB) may be an appropriate e-learning tool to overcome these restrictions. In this study, student’s perception of the usefulness of vLAB was determined by using deoxyribonucleic acid (DNA) gel electrophoresis and polymerase chain reaction (PCR) as case examples. The perception of Year 2 and 3 health science undergraduate students’ (N = 87) was studied using a questionnaire consisting of 12 items, rated on a 5-point Likert-scale. The attainment of learning outcomes was assessed using pre-and post-tests containing multiple-choice questions (MCQs). In addition, student’s experience and learning from the vLAB were further explored using qualitative analysis. Although there was no significant difference between the mean scores of the pre-and post-tests, results showed that all participants perceived vLAB well, with a median score of 4 (Agree) for all items in the questionnaire. It provides a meaningful learning experience and an authentic environment where students feel safe to practice what they have learnt in lectures. Moreover, vLAB facilitates individualised learning and enhances self-efficacy among students. In conclusion, vLAB prepares students for physical laboratory sessions by activating the prehension dimension of Kolb’s learning cycle, therefore complementing and strengthening the attainments of health sciences laboratory learning goals and outcomes.

Online teaching within disciplines such as Engineering require experiential learning that equip future graduates with highly intellectual and professional skills to meet the demands of employers and the industry. The outbreak of COVID-19 however, has shifted the academic community into new landscapes that require educators and students to adapt and manage their expectations. Although literature reports on research attempts to study the implications of Covid-19 on the Higher Education curricular, little has been reported on its impact on Engineering Education. This paper therefore uses the theory of Emergency Management Life Cycle (mitigation, preparedness, response, and recover) as a lens to examine the challenges faced by students and academics and coping mechanism during the COVID period. This study adopts a mixed method approach using a case study from the College of Engineering at a Higher Education Institution in the UAE due to the sudden migration to online teaching amid COVID-19. Data is collected through interviews and surveys with both students and instructors on challenges, strategies and online delivery good practices that enhanced students’ learning experience. The results show that, Technology Supported Learning tools are capable of enhancing students’ experiential learning and associated competencies, however there were a number of pedagogical, technological and psychological challenges that faced students and instructors as a result of the sudden migration online, which are likely to play a role in the impediment of the students’ learning cycle, due to the lack of preparedness in response to the state of emergency created by Covid-19. Despite these challenges, the study found that instructors with effective communication skills and teaching style, competent use of technology, flexible, friendly and supportive attitude towards teaching, played a positive role in mitigating for the lack of preparedness in response to sudden migration online. The study also reveals that by overcoming some of the technical challenges such as slow internet connection and interruptions, lessons learnt from the sudden migration to online delivery amid COVID-19, will help create new opportunities for the use of blended learning approaches to meet the needs of the on-going COVID and future online deliveries.

Improving the quality of social studies learning consists of improving teacher skills, student activities, and learning outcomes. Data on student learning outcomes showed as many as 21 students (70%) of the 30 students did not complete the KKM (64). This happens because the teacher has not been optimal in using learning models and media, causing student activity and learning outcomes to be low. Therefore, it is necessary to improve the quality of social studies learning through the application of the Learning Cycle model with video media. The purpose of this study was to improve the quality of social studies learning through the Learning Cycle model with video media for fifth grade students at SDN 32 Sungai Jaring. This study used classroom action research which was carried out in three cycles, each cycle consisting of one meeting with four stages, namely planning, implementation, observation, and reflection. The results of the reflection as planning for the next cycle. The subjects of this study were teachers and 30 fifth grade students at SDN 32 Sungai Jaring. Data collection techniques using test and non-test techniques were analyzed with descriptive and qualitative descriptive statistical techniques. The results showed that the teacher's skills in the first cycle obtained good criteria, the second cycle obtained very good requirements, and the third cycle obtained very good requirements. Student activities in cycle I got good criteria, cycle II got good criteria, and cycle III got very good criteria. Student learning outcomes in cycle I obtained sufficient criteria, cycle II obtained good criteria, and cycle III obtained excellent criteria. The conclusion of this research is the Learning Cycle model with video media can improve the quality of social studies learning for class V SDN 32 Sungai Jaring.