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This study investigates the implementation of learning outcomes-based education in mechanical engineering, focusing on students aspiring to pursue teaching careers. By using constructive alignment and reflective thinking methodologies, the study aims to enhance these students' competencies in line with professional teaching standards. The study targets a group of 23 mechanical engineering students. The researcher's established learning process forms the basis for the study methodology, incorporating learning objectives, active learning, and reflective thinking. The tools employed include a knowledge measurement test, activity evaluation through observation participation, follow-up on a permitted 5-level activity, reflection on learning experiences through writing, structuring learning activities in each subject, and assessment using qualitative content analysis. The results reveal significant variations in students' academic achievements before and after the study, indicating moderate learning progress. The assessments of management learning performance are comprehensive, with learners engaging at the highest average level. This study underscores the significance of reflective learning approaches in developing competencies that align with professional teaching standards, enhancing students' capacity to critically assess their thoughts, feelings, and attitudes, thereby influencing their actions and preparing them for real-world applications. [ABSTRACT FROM AUTHOR]

The effectiveness of web-based learning has garnered significant attention in the global educational landscape, with numerous studies providing invaluable insights to transform education through technology. These research endeavors have generated theoretical frameworks that underpin the implementation and utilization of technology for educational enhancement. However, despite the remarkable contributions of these studies, concerns persist regarding the adept management of web-based Learning Management Systems (LMS). Hence, this paper addresses this critical concern by conducting an analysis of LMS management at a South African University of Technology. Utilising a mixed-methods approach, this study combines qualitative interviews with lecturers and quantitative analysis involving students to comprehensively assess the management of web-based LMS. By triangulating these diverse data sources, this research offers a holistic perspective on LMS management, thereby enriching the understanding of this multifaceted field. The findings of this study indicate that the University of Technology has made significant strides in adopting and implementing web-based learning technologies via Think Learn Zone (TLZ) Moodle platform. However, certain challenges were identified. Notably, inconsistencies in lecturer training, concerns about accessibility, and the demand for enhanced technical support for students. Moreover, the study highlights that while the LMS serves as a pivotal tool for disseminating educational content, its effectiveness hinges on the synergy between administrative decisions and faculty practices. [ABSTRACT FROM AUTHOR]

Learning Management Systems (LMS) have gained importance in the last few years; however, the emergence of COVID-19 disease made these systems indispensable for educational systems. In the post-pandemic scenario and blended learning contexts, this kind of information system is also becoming more critical as a support system. Therefore, this research proposes and empirically tests an LMS success model based on DeLone and McLeans' Information System Success Model, including model dimensions: information quality, system quality, service quality, and user satisfaction, and learning outcomes were included as endogenous variables. Additionally, self-regulation was included as a moderator variable between dimensions of learner satisfaction and learning outcomes. The empirical test was conducted in an engineering college, achieving 365 responses and 164 usable. Data were analyzed with the Structural Equation Model (SEM). The measurement model showed that indicators were appropriate for all the dimensions, excluding system quality. Finally, assessing the structural model allows us to confirm the proposed hypotheses, excepting the moderating effect of the self-regulation dimension. The results indicate that professor action is essential for the student's learning outcomes. [ABSTRACT FROM AUTHOR]

The article focuses on how Ms. Bernice uses technology to integrate family stories into her preschool transportation unit. Topics include incorporating multilingual families' experiences through QR codes and videos, enhancing classroom content with personal narratives, and fostering a strengths-based approach by valuing family contributions to learning.

The background of this research includes the complexity of challenges in managing Arabic language learning, especially with limited resources and the massive development of digital technology. This study aims to identify the strategies and steps the Head of the study program took in utilizing technology to digitalize Arabic language learning. This research methodology uses a qualitative approach with data collection techniques through in-depth interviews with the Head of the study program and participatory observation of the digitalization efforts made. The results obtained from the research show that there are three stages of digitalization efforts. First, the collaboration between Arabic Language Education lecturers is planned to revise the curriculum and upgrade semester implementation plans. Second, implementation should be done using interactive Arabic learning models and technology-based learning media. Third, monitoring the learning process between lecturers and students, student learning progress, reviewing the results of midterm and final semester exams and facilitating communication between lecturers and students regarding learning problems. Hopefully, this research can provide recommendations for other educational institutions in optimizing Arabic language learning management.

This review study investigates the role of Learning Management Systems (LMS) in education within the context of the Internet of Things (IoT). Higher education institutions, particularly universities, must adapt their contents, activities, and methods to function more efficiently in a digital context. LMS is a tool for creating, distributing, tracking, and managing educational and training materials. IoT, a transformative technology, significantly impacts various aspects of human life, including security, healthcare, recycling, and environmental monitoring. This paper addresses the significance of IoT technology in education, particularly in enhancing the efficiency of teaching and learning. The framework for an IoT-enhanced LMS is part of a three-year research project at the Arts, Sciences, and Technology. [ABSTRACT FROM AUTHOR]

Critical thinking is a skill that enables individuals to keep pace with changes and enhances crucial competencies for contemporary competitiveness. Many researchers have studied learning management approaches to develop students' critical thinking, resulting in a substantial body of knowledge but lacking clear systematic summaries. The researchers aimed to (a) examine the effect sizes and research characteristics influencing students' critical thinking, and (b) compare the effect sizes of learning management approaches after adjusting with propensity score matching from 108 graduate research published between 2002 and 2021. Data were collected using research characteristics recording forms and research quality assessment questionnaires. Effect sizes were calculated using Glass's method and analyzed through random effect, fixed effect, and regression meta-analysis. Findings revealed that (a) research on developing learning management approaches influences students' critical thinking at a high level (d ̅ = 1.669), with nine research characteristics, including the field of publication, courses, total duration, teacher learning process, learning media, measurement and evaluation, research design, research statistics, and research quality, statistically significantly influencing students' critical thinking, and (b) after adjustment, inquiry-based learning significantly influences students' critical thinking. Recommendations for developing students' critical thinking include learning activities that encourage problem exploration, expanding thinking through collaborative analysis, and applying diverse media and activity sheets tailored to context suitability. [ABSTRACT FROM AUTHOR]

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research aims to describe the problems that occur to students in educational institutions and efforts to overcome them. The problems of students include the increasingly weakening character or morals of students inside and outside the madrasah, the lack of application of Islamic values by students to their environment, and the lack of contribution of students in broadcasting the Islamic religion in society. The efforts that can be made to overcome this problem are the application of ecologically based educational methods in learning, especially in Islamic religious learning (PAI). PAI learning has a strategic role in implementing environmental awareness values because it must be provided at all levels of education. This research aims to formulate goals and steps in realizing environmental awareness through ecologically based PAI learning management. That is, in conducting research we carry out a descriptive qualitative research method with an intrinsic case study type of research. The results of this research ensure that students can implement Islamic values in protecting the environment by means of Ecologically Based Islamic Education Learning Management. From this description, it is clear that Ecologically Based PAI Learning Management can be a locomotive in increasing students' enthusiasm for learning to carry out activities outside the classroom and inside the classroom.

This research aims to examine the learning of Islamic Education for children with intellectual disabilities in Sekolah Luar Biasa (SLB) Negeri Binjai and Sekolah Luar Biasa Negeri 1 Binjai, including planning, implementation, learning evaluation, as well as barriers and solutions in learning. The research method uses a qualitative approach with a multi-site study to explore the learning process at SLB Negeri Binjai and SLB Negeri 1 Binjai The research findings indicate that Islamic Education learning in both SLBs includes the introduction of basic Islamic concepts, teaching methods tailored to the needs of students, and parental involvement in the learning process. However, there are still obstacles such as limited resources and a lack of training for Islamic Education teachers. In conclusion, this research provides a significant contribution to efforts to improve the quality of Islamic education for children with special needs SLB Negeri Binjai and SLB Negeri 1 Binjai.

Project-based learning can encourage students to think actively and creatively in developing their ideas so that this opportunity will give a pleasant impression in the learning process. This research aims to analyze student perceptions regarding the implementation of project-based learning management at the Sekolah Tinggi Ilmu Tarbiyah Az Zahra Tasikmalaya. This research uses a combination method of sequential exploratory models, for sampling techniques using Purposive Sampling techniques with the following sampling techniques: 1) observation; 2) documentation study; and 3) surveys. Qualitative data is analyzed through the stages of data condensation, data presentation, drawing conclusions, while quantitative data is analyzed through descriptive statistics. The research results show that: 1) project-based learning management in the education and training management course includes: a) planning, namely syllabus delivery, module preparation and lecture orientation; b) implementation, namely the preparation of modules that are carried out at each lecture meeting and implementation of training; c) evaluation, carried out at each meeting after the preparation of the module and at the end when it has entered the training implementation material or before the training is carried out; d) reporting, this activity is carried out after students and their groups have finished carrying out the training; 2) student perceptions of the implementation of project-based learning management in the education and training management management course are in the good category (45% good and 55% very good); and 3) Student responses to the ability of lecturers to teach using the project-based learning model are in the good category (35% good and 65% very good).

The article focuses on reviewing the affordances of the educational platform Sutori for online language education, discussing its potential to complement synchronous online classrooms and its implications for language teachers' instructional practices. Topics discussed include the features and usability of Sutori, its role in scaffolding students' learning processes, and its potential for facilitating online interaction and collaboration among language learners.

This paper reports on the perceptions of university teachers of two consecutive disruptions: moving to a new learning management system that was immediately followed by the COVID-19 pandemic. The purpose of this research was to understand the role of planned and unplanned disruptions in facilitating or hindering the transformation of teaching practices. Through the lens of practice architecture and five analysis cycles, interview and survey data were interpreted. Findings demonstrate that what matters in teaching is human engagement as academics came together and supported each other during the pandemic crisis. To maximise the benefits of disruptions, academics need to act with agency and purpose and perceive disruptions as an invitation for change. Future studies should investigate the longer-term impact of disruptions on self-owned teaching practices, teacher agency and creative teaching. [ABSTRACT FROM AUTHOR]

Education is a basic right for everyone, regardless of social class/strata, race, political choice, creed or physical and mental differences as stated in the 1945 Constitution article 31 paragraph (1) states "Every citizen has the right to equal educational opportunities". Law Number 4 of 1997 concerning persons with disabilities Article 10 Paragraph (1) states that "Equality of opportunity for persons with disabilities in all aspects of life and livelihood is implemented through the provision of accessibility". The existence of children with special needs (ABK) at SD Negeri 8 Bula, Bula District, East Seram Regency consists of several categories including: Special Smart Children and Special Talents (CIBI), Slow learners, Children who have specific learning difficulties, and Autism. In the application of learning management at SD Negeri 8 Bula, of course, it must be slightly different from other public schools that do not have students with special needs ABK). In education, management is the activity of integrating educational resources to be centralized in an effort to achieve predetermined educational goals by directing people to carry out certain activities to achieve goals. That is, moving those people to organize the means, materials, tools, and costs and by certain methods carry out their respective activities. In practice the manager or principal is in charge of directing the teachers, staff, and students. Not only leading or encouraging, but also thinking about strategies or policies to regulate school physical, facilities, and infrastructure. This type of research is qualitative descriptive research Through. From the results of the research conducted, it was found that the Planning for Learning Management of Children with Special Needs (ABK) carried out by the Principal and Teachers / Educators at SD Negeri 8 Bula in identifying students must be carried out earlier when students register so that in the preparation of RPP and Syllabus a modified curriculum can be made that can accommodate learning models for students with special needs, Implementation (Actuating) of Learning Management of Children with Special Needs (ABK) at SD Negeri 8 Bula, Principals and Teachers have implemented learning strategies in accordance with references to the applicable curriculum, namely the 2013 Curriculum, and Evaluation of Learning Management of Children with Special Needs (ABK) at SD Negeri 8 Bula, Principals and Teachers evaluate the implementation of learning, evaluations are carried out on student learning outcomes common.

Learning should be a meaningful activity, namely the liberation to actualize the full potential of students' humanity, transforming the value of knowledge in a meaningful context and easy to implement in real life, not the other way around. Differentiated learning is learning that is rooted in fulfilling the needs of students both in terms of learning readiness, interests, or learning profiles and how teachers respond to learning needs. One of the problems in the world of education, especially Elementary Schools in Amahai District, has been the weak innovation in learning. This study aims to explain (1) Planning for differentiated learning, (2) Mechanisms taken in creating, formulating, and implementing differentiated learning, (3) Monitoring and effectiveness of differentiated learning, and (4) Supporting and inhibiting factors for differentiated learning at Elementary Schools in Amahai District, Maluku Tengah Regency. The result of this research showed that: (1) Lesson plan was conducted by mapping the learning needs of students for knowing the students’ learning need. Afterwards, they worked together to formulate the Operational Curriculum Education Unit (KOSP) in order to create and determine the flow of learning objectives. Then, teachers established a Learning Community to prepare learning tools such as Lesson Plans (RPP), and Learning Modules. (2) The implementation was conducted through the understanding comprehensively of Merdeka Curriculum knowledge so that the teachers understood and realized the concept, method and strategy in differentiated learning. The mechanisms for creating, formulating and implementing differentiated learning was that teachers implemented learning by using differentiated strategy in content, process, product and learning environment . (3) The School Principal's monitoring role in fulfilling tasks and leadership responsibilities effectively in differentiated learning included: the availability of Merdeka Curriculum Textbooks, creating facilities and infrastructure for supporting differentiated learning, and the participation of teachers in workshops, socialization, and training as avenues for professional development. (4) Supporting factors included training and workshop for teachers’ mover, the next was the support from the school principal, school committee, and parents. Additionally, the supported environment and the cooperation among teachers in Teacher Work Group (KKG) in the implementation of differentiated learning. The obstacles factors covered limited time for completing differentiated learning and an insufficient number of learning resources provided by the school to meet learning needs.

This research aims to explore and analyze Masterweb-based learning management in an educational context. The main objectives of this research are to: 1) Know the preparation done in Masterweb-based learning management, 2) Examine the integration of Masterweb-based learning management implementation, 3) Evaluate the effectiveness of Masterweb-based learning management, and 4) Assess the impact of the implementation of Masterweb-based learning management on the learning process. Masterweb-based learning management is an innovative approach that utilizes information and communication technology to improve the effectiveness and efficiency of the learning process. With the development of technology, the implementation of this system is expected to overcome various challenges in education, including limited resources, accessibility, and student engagement. The research method used is a qualitative approach with data collection techniques through in-depth interviews, observation, and document analysis. The participants in this study were educators, students and administrators involved in the use of Masterweb. The results show that thorough preparation, effective integration, and continuous evaluation are the keys to successful Masterweb-based learning management. In addition, the implementation of Masterweb has a significant positive impact on improving student engagement and learning outcomes. These include increased learning motivation, easier access to learning resources, and more dynamic interaction between students and teachers. This research provides practical recommendations for further development and implementation of Masterweb-based learning management in various educational institutions. Thus, it is expected that Masterweb can be an effective solution in facing learning challenges in the digital era.

Introduction: The self-management of university learning encompasses a series of aspects that allow students to be conscious and autonomous in their professional training. Objective: In this article, we present the process of creation and validation of a scale to assess essential factors of this phenomenon: self-management of learning, conscious motivation strategies for learning, perception of academic performance, and techniques for deep learning. Method: The design is a cross-sectional quantitative process with the purpose of carrying out validity and reliability analysis of a psychological measurement instrument. The research was conducted with 1373 university students from Chile and Ecuador. Results: The scale consists of 19 items that conform the four factors mentioned and whose results indicate adequate psychometric properties, allowing it to be applied in the Latin American context. Novelty:This research proposes a new instrument to assess the self-management of the university learning process, which contributes to carrying out new research in the university educational context. Doi: 10.28991/ESJ-2023-SIED2-019 Full Text: PDF

The study aims to examine the factors influencing the long-term educators' motivation to use ELMS. The study was conducted at School of Big Data and Computer Science, Hechi University, China. The research methodology consisted of the author's developed online questionnaire, which was designed to determine the motives for using ELMS in the educator's work. The sample is represented by 214 respondents, most of whom are men (64.1%), the bulk of the participants (46.1%) are 35–50 years old, 38.8% have 5–10 years of work experience in educational institutions, 29.4% are associate professors. It follows from the results that teachers have significant intentions to use ELMS in their future professional activities (overall mean = 3.99). Creation by the administration and government of favorable conditions for the introduction and use of technology did not receive high support (overall mean = 2.82). The results obtained can be used to build mathematical models in educational institutions that will help determine the intentions of the long-term use of ELMS by the teaching staff. Adjusted R-squared (0.428) of the model indicates a good level of predictive power. [ABSTRACT FROM AUTHOR]

The accelerating influx of learning technologies has catalyzed the surge for the formidable investments in e-learning systems across higher education institutions to revolutionize pedagogical practices. Thereby, learning management systems (LMS) have become indispensable tools in higher education. The enforcement of pandemic restrictions and emergency lockdowns to curb the spread of COVID-19 have compelled higher education institutions worldwide to cope with and sustain online education requirements while preserving the quality of the learning experiences at an equal pace. This research develops and validates an integrated theoretical model by integrating three theories, including the IS success model, technology acceptance model (TAM), and theory of planned behavior (TPB). A web-based survey has been administered to a sample of 373 Omani undergraduate students. The PLS-SEM technique has been implemented to analyze and scrutinize the hypothesized cause and effect paths among the constructs. The results revealed that quality factors have significantly influenced perceived ease of use, whereas technical system quality has demonstrated the most critical impact on the perceived usefulness. Both perceived usefulness and perceived ease of use, in addition to subjective norms, have significantly influenced the intention to use LMS. In line with these results, the study throws several theoretical contributions and practical implications. [ABSTRACT FROM AUTHOR]

The objective of this research aims to develop mathematical learning activities through active learning management. The sample group used in this research consists of 23 students in grade 4. The research tools used include 15 lesson plans, a multiple-choice test with 20 items to measure learning performance, a multiple-choice test with 20 items to measure problem-solving abilities in mathematics, and a questionnaire to measure student satisfaction towards active learning management for mathematics subjects, consisting of 20 items. The statistical analysis used to analyze the data includes percentage, mean, standard deviation, and hypothesis testing. The research findings revealed that the active learning activities had an efficiency of 86.86/80.45. Students had learning score after the implementation is significantly higher than before, with statistical significance at the .05 level. The problem-solving abilities of students was higher than the criterion of 80%. Furthermore, students had level of satisfaction towards active learning management at the highest level. [ABSTRACT FROM AUTHOR]

The objectives of this research were 1) to study and compare the opinions of instructors on the problems of using innovation in teaching and learning at Thailand National Sports University, 2) to determine a policy to promote instructors to further develop learning management. A questionnaire with a rating scale of 5 levels was used as a research instrument. The reliability was at 0.821. The data were collected from a sample group consisting of 47 males and 45 females resulting a total of 92 participants. The statistics used in data analysis were mean, percentage and standard deviation. The results revealed that 1) the instructors applied the innovation in teaching and learning without sticking to traditional teaching methods (96.7 percent) and constantly developing the innovation in teaching and learning (79.4 percent). Continuous innovation (45.8%) had a small part in the application of innovation in teaching and learning management. 2) When comparing opinions classified by gender of instructors, it was found that the overall picture was not statistically significant. When considering each item, it was found that acceptance and agreeing with the use of teaching and learning innovation and planning teaching using various innovations to participate in the lesson were statistically significant differences in opinion. 3) If classified by educational qualification, the overall picture was found to be statistically significantly different. Considering each item, it was found that the development of innovation in teaching and learning regularly and continually, and the participation in the teaching and learning innovation training on a regular basis with continuity had statistically significant differences at the level of .05. [ABSTRACT FROM AUTHOR]

This research is to find out the An-nur Method as learning management at the Tahfid An-nur Institute. This study aim is to reveal the planning, organizing, implementing, and evaluating learning. This study used a qualitative approach with a case study type, the research subjects consisted of heads of institutions, teacher and student. Research data obtained through in-depth interviews, observation, and documentation. Data analysis teachiques using data reduction, data presentation, and drawing conclusions. The results of the study found that learning management used the An-Nur Method at the Tahfidz An-Nur Institute consisting of steps. First, learning planning was carried out using teaching materials in the form of books prepared by the head of the institution. Second, the organization of learning is carried out by the head of the institution, namely in the form of organizing the division of teaching tasks for children, organizing material and allocating time. Third, the implementation of learning is carried out by managing activities, including opening, core activities, and closing. Fourth, the learning evaluation evaluates of learning conducts an assessment of the learning process in the form of memorization deposits carried out by the ustadzah by going through the learning outcomes that have been achieved by the children. The results of this assessment can be seen in the ability of the memorizers to keep the Al-Qur’an memorize, this can be determined by the Tahfid An-Nur Institute.

AbstractThe Internet and Information Communication Technologies (ICTs) in general have significantly transformed the world’s economy and social landscape, enhancing the lives of individuals, promoting business growth, and stimulating economic development. Not having access to the Internet and the appropriate technology comes with a high probability of constrained prospects of quality education, social mobility, employment opportunities, and other factors related to quality of life. This research used a concurrent mixed-method inquiry to explore the effects of digitalization on learning outcomes with a digital learning management platform (Sakai). University of Ghana was selected purposively because the university has been employing the use of Sakai LMS as a tool for teaching and learning since 2014. Two hundred and thirty students (230) at Level 100 in the Adult Education program of the University were chosen as participants for the quantitative survey (n = 230) and 10 students were randomly selected from the 230 to participate in an in-depth interview (n = 10). The study utilized both questionnaires and interviews for data collection. Whereas the quantitative data were analysed using inferential statistics, the qualitative data were analysed via content and thematic approaches. The study found that Sakai as a learning tool enhanced students’ participation in discussion forums and online chats that enhanced the learning process through the sharing of ideas and course resources with one another.

The research aims to identify how the management of inclusive school learning based on local wisdom is implemented in junior high schools. Our research is qualitative with an explanatory approach. The study participants were selected following a sampling technique with specific criteria. Data collection techniques include observations made by researchers without being directly involved in activities. In addition, interviews were conducted through direct communication between the interviewer and the participant. The data analysis technique was interactive, consisting of three activity lines including (1) data reduction, (2) data display, and (3) data verification. Theoretically, the teacher's research results show that implementing local wisdom-based learning management in inclusive schools has not been effective and needs to be improved in every aspect so that children with special needs can learn like other children. [ABSTRACT FROM AUTHOR]

Data analytics technique in education provides unparalleled opportunities in the era of e-learning platforms to support students. In this context, learning management system (LMS) as a platform allows recording the learner's activity recorded in order to explore data unique types coming from the academic context in order to improve the learning experience. Therefore, this research aims to reveal the impact of using data analytics technique in LMS to develop the fashion design skills and technology acceptance. The research was applied to students at Home Economics Department who were randomly divided into two equal experimental groups. An extended Technology Acceptance Model (TAM) and a developed product evaluation card were utilized as main research instruments. The empirical findings showed that data analytics technique in LMS had significant and positive influence on the enhancement of students' fashion design skills in the functional, esthetic and creative aspects. Findings also revealed robust supporting evidence for the suggested research model as data analytics technique had a major positive direct impact on the perceived usefulness and perceived ease of use of LMS. In addition, it had positive indirect impact on students' attitude and their behavioral intention to use LMS, that mediated by perceived usefulness of LMS. [ABSTRACT FROM AUTHOR]

Intelligent terminal equipment is becoming extremely popular, and online learning has been increasingly accepted by people. In this context, it is particularly important to consider the ways of activating students' interest in learning, improving their learning efficiency, and perception of network learning, as well as whether they can meet the requirements of the curriculum. The participants of this study are university students from China's Fujian Province. According to the findings, it is suggested to improve the hybrid teaching resources, help teachers establish a correct outlook on learning, and improve their online learning management abilities. [ABSTRACT FROM AUTHOR]

The new environment of technological development has led to a transformation of teaching and learning methodologies, especially in the field of language teaching. In this field, the so-called Crowdsourcing, applied in other fields, is an essential element to be considered. This paper tries to identify the applications of Crowdsourcing for teaching and learning. The aim is to observe the state of the art and its trends in order to improve efficiency in learning processes. The paper analyses 192 documents on crowdsourcing and language teaching and learning, extracted from the Web of Science in the period 2012 to 2023. The article carries out a literature review and performs a bibliometric and visualisation analysis essentially on journals, authors and keywords. The results show the importance of crowdsourcing in language teaching and learning, and the particularities of aspects such as Crowdteaching and Crowdlearning associated with new methodologies and technological developments. New trends indicate the relevance of including aspects such as, apart from language and linguistic considerations technological developments such as machine learning, natural language processing, sentiment analysis, or classification models. The results offer guidance to researchers and teachers to plan their research and to improve language teaching and learning processes. [ABSTRACT FROM AUTHOR]

This study aims to explain the learning management of certified teachers from the stages of planning, implementation, evaluation and follow-up of learning in improving the quality of student religiosity at SMP Negeri Arun. This research is a qualitative study using a descriptive approach. Data sources consist of primary data and secondary data. To obtain accurate data, researchers conducted three data collection techniques, namely observation, interviews, and documentation, while data analysis techniques consisted of data collection, data condensation, data presentation and drawing conclusions. The results showed that: 1) The learning planning of certified teachers in improving the quality of student religiosity at SMP Negeri Arun is carried out in accordance with the Regulation of the Minister of Education and Culture Number 22 of 2016, teacher planning documents are prepared by paying attention to student development areas such as encouraging students to participate actively, creatively, independently and with character, and planning concentrates on character building and Islamic culture, 2) The implementation of certified teachers' learning in improving the quality of student religiosity at SMP Negeri Arun varies by using an interactive learning approach with students and religiosity-integrated learning through development areas tailored to learning materials and activities, 3) Evaluation and follow-up of certification teachers' learning in improving the quality of student religiosity SMP Negeri Arun is in accordance with the applicable educational assessment standards in the Regulation of the Minister of Education and Culture Number 21 of 2022. Learning evaluation is carried out to determine the success of learning through the stages of collecting and processing information that can help teachers know student learning outcomes. Indicators of learning success are determined from the results of evaluation of both aspects of attitude, knowledge and skills. [ABSTRACT FROM AUTHOR]

The purpose of this research was to 1) establish activities to develop computational thinking skills based on STEM competency learning management, 2) to study the Effectiveness Index of the learning management with competency-based learning based on STEM Education, 3) compare the computational thinking competencies of students majoring in Learning Management Innovation and 4) study students' satisfaction with the computational thinking skill development. The target group is first-year students majoring in Learning Management Innovation, Computer, Faculty of Education and Educational Innovation, Kalasin University that enrolled in Computational Science in Semester 1, Academic Year 2022. They were obtained through a purposive sampling of 14 people. The research instrument was the activities for computational thinking skill development based on STEM competency-based learning management, the suitability assessment form, academic achievement tests, computational skills competency assessments, and questionnaires on students' opinions on activities. The statistics used for data analysis were percentage, mean, standard deviation and t-test for One Sample. The results showed that; 1) The learning management for computational thinking skill development with STEM competency-based learning consists of five stages: problem identification, related information search, solution design, testing, evaluation and design improvement, and presentation, with the suitability level of 4.42 ± 0.50. 2) The Effectiveness Index of the activities is 0.66, resulting in the students' high learning progress. 3) on STEM competency-based learning of above the 70 percent threshold, with a statistical significance of .05. 4) The students were satisfied with the learning management, with 4.61 ± 0.52 at the highest level. [ABSTRACT FROM AUTHOR]

Copyright of Riwayat: Educational Journal of History & Humanities is the property of Riwayat: Educational Journal of History & Humanities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Metacognition is one of the important components to measure student learning achievement in the university. Metacognition knowledge can significantly measure students' critical thinking skills, especially in solving problems. The ability to solve problems serves as a bridge among metacognition as well as educational success. This study aims to determine metacognitive knowledge on the ability to solve complex problems in social geography. The sample of the research sample were 163 divided into two control and experimental groups. The experimental class used online project-based learning, and the control group used conventional learning. The instrument used to collect the metacognitive data uses was learning and Study Strategies Inventory (LASSI) adapted to the characteristics of students. By 77 items of LASSI were 48 items were valid and reliable used in this study. The result showed that the experimental group using online project-based learning had better metacognitive knowledge, especially on variables that had significant differences of p < 0.05, such as Information Processing, Attitude, Motivation, Self-Testing and Aids Studies. Furthermore, differences in the ability to solve complex problems of social geography are discussed in this study.

This study aims to see the management of PQ4R learning in improving students' mathematical understanding. This research is an experimental study. The population in this study was grade VIII MTs Negeri 2 Way Kanan students, the sample in this study was taken by random class technique, by lottery which aimed to take samples that had the same ability so that 37 students of grade VIII A were obtained as an experimental class using the PQ4R strategy and class VIII B totaling 39 students as a control class using expository strategies. After learning in the experimental class and control class for five meetings, continued with data collection. In the data collection process, the author uses tests, documentation and data analysis consisting of pretest and posttest. The research method used to see the magnitude of the influence, data analysis is calculated using the normalized gain formula (N-Gain) then to see the magnitude of the influence a t-test is carried out. The results showed that the average N-Gain obtained by the experimental class was 0.61 while the average gain of the control class was 0.54. Based on the results of analysis and data processing using the t-test, tcount = 2.633 > ttable = 1.992, with a significant level of 5%. Since t counts > ttable then Ho is rejected. Based on these results, it can be concluded that the PQ4R strategy has a significant influence in improving the mathematical understanding of grade VIII MTs Negeri 2 Way Kanan students

The article focuses on the effectiveness of a strengths-based approach in early childhood education. Topics include using family stories to enhance learning experiences, implementing inclusive practices for children of color with disabilities, and promoting joyful Science, technology, engineering & mathematics activities that build on children's existing knowledge and interests.

Technological tools in education open new learning possibilities. This proposal describes integrating augmented reality and different educational elements to develop engineering competencies, specifically using specialized machinery in the manufacturing laboratory. It is necessary to encourage self-management of learning, where users interact with the devices employing an application that contains significant information about procedures to perform and essential elements to consider when manipulating the machinery. The machines involved include industrial robots, CNC (Computer Numerical Control) lathes and milling machines, and PLCs (Programmable Logic Controls). In a traditional training model, an instructor guides the users in learning how to manipulate the equipment. This proposal intends that the participants use their mobile devices to receive each machine's instruction and the necessary documentation. The participants' learning pace varies. So, the research aimed to reduce the deficit in the disciplinary competencies since, in the traditional methodology, there is no heterogeneity in understanding the contents. We designed a competency development strategy with six laboratory practices, integrating multimedia elements to address the significant learning content of each manufacturing cell device. Each lesson contained information about each device and a practice activity and self-evaluation to ensure learning the content.

This article describes the design and evaluation of an online, asynchronous tool that mirrors the beneficial peer instruction process currently conducted in face-to-face classrooms. In the online Peer Instruction tool, students respond to a multiple-choice question with an answer and explanation. They are then exposed to peer responses to the same question. Finally, they may optionally submit a revised response, formed after exposure to these peer responses. Results from an experiment in three large-scale courses highlighted the perceived benefits for students who chose to engage meaningfully with the tool and showed opportunities for improving the user experience to increase engagement. After redesigning the interface and interaction, the original and revised versions of the tool were assessed in usability testing with students. The findings suggested the redesign is an improvement, reveal potential reasons the original design may have failed to engage more students, and reinforce the importance of understanding the multiple layers of the student experience when designing any educational technology. [ABSTRACT FROM AUTHOR]

Practice in medical education via open pedagogy is very useful in improving the knowledge of physicians and as well as students. In medical education system (CME) Continuing Medical Education is the specified form of program which supports continuing education in a broad spectrum of medical field. (CME) helps to maintain the standard of learning and developing ideas of medical field. There are many activities which takes place under the (CME) like-online events, publications, online programs, audio programs, video programs and other E-learning media activities. There are many programs which are delivered by the faculty of clinical experts; the process is meaningfully resolved by the faculty members which are conjoined in their financially relationship. CMEs critics complains of their drugs and devices often manufactured by the use of financially support to credibility towards the marketing of their own products. [ABSTRACT FROM AUTHOR]

The objective of the research was to propose an educational methodology for the development of critical thinking in multidisciplinary learning in Entrepreneurship and Management in junior high school students at the Carlos María Castro Educational Unit, in the Chone canton, during the school period 2022 - 2023. Field research with a mixed approach was used. At the theoretical level, the analytical, inductive, and synthetic methods were used. At a qualitative level, the educational curriculum and the Entrepreneurship and Management implementation guide were reviewed through documentary analysis. At a quantitative level, a checklist was applied as a research technique. The results show that in the general objectives of Entrepreneurship and Management, critical thinking skills are presented, and that secondary school teachers teaching the subject need educational strategies for the methodological development of activities that encourage multidisciplinarity. In conclusion, the development of critical thinking promotes the capacity for analysis, reasoning, and synthesis of knowledge, in a rigorous and effective way, for which it was considered necessary to implement a methodological proposal for the organization and management of multidisciplinary learning that allows improving academic performance in the subject. [ABSTRACT FROM AUTHOR]

The Internet and Information Communication Technologies (ICTs) in general have significantly transformed the world's economy and social landscape, enhancing the lives of individuals, promoting business growth, and stimulating economic development. Not having access to the Internet and the appropriate technology comes with a high probability of constrained prospects of quality education, social mobility, employment opportunities, and other factors related to quality of life. This research used a concurrent mixed-method inquiry to explore the effects of digitalization on learning outcomes with a digital learning management platform (Sakai). University of Ghana was selected purposively because the university has been employing the use of Sakai LMS as a tool for teaching and learning since 2014. Two hundred and thirty students (230) at Level 100 in the Adult Education program of the University were chosen as participants for the quantitative survey (n = 230) and 10 students were randomly selected from the 230 to participate in an in-depth interview (n = 10). The study utilized both questionnaires and interviews for data collection. Whereas the quantitative data were analysed using inferential statistics, the qualitative data were analysed via content and thematic approaches. The study found that Sakai as a learning tool enhanced students' participation in discussion forums and online chats that enhanced the learning process through the sharing of ideas and course resources with one another. [ABSTRACT FROM AUTHOR]