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This study explores the impact of gamification on students' collaboration skills, engagement, and learning achievement in the context of 21st-century education. Utilizing an experimental method, the research was conducted to observe the effects of implementing gamification, particularly through the Quizizz application, in classroom learning. The findings revealed that students in the experimental group, who experienced gamified learning, showed significant improvement in collaboration skills, engagement, and academic achievement compared to the control group. The application of gamification provided an interactive and engaging learning environment that promoted active participation and collaboration among students. The use of gamification as a learning strategy not only enhances students' soft skills but also contributes positively to their overall academic performance. These results suggest that gamification is an effective tool in modern educational settings, providing valuable insights for educators and policymakers to enhance learning outcomes. [ABSTRACT FROM AUTHOR]

Online homework has become an important teaching and learning activity due to the impact of COVID-19 pandemic-related restrictions. This study explored the relationship between primary students' online homework completion and learning achievement. It also investigated the moderating effects of key factors including the role of the students and the involvement of their parents on this relationship. Based on a total of 3,210 Chinese online homework assigned in the Spring of 2020 to fourth grade primary school students in Wuhan, China, hierarchical linear modeling was employed to examine the relationship between primary students' online homework completion and their learning achievement. Simultaneously, the effects of potential moderators including students' information literacy, students' prior academic achievement, parental digital self-efficacy, and parent – teacher partnership were investigated. The results showed a significant positive effect of students' online homework completion on learning achievement. Moreover, students' information literacy, students' prior achievement, and parent – teacher partnership positively moderated this relationship. Based on the findings, practical implications for school administrators, teachers, and parents are discussed herein to promote online homework completion and enhance students' learning achievement. [ABSTRACT FROM AUTHOR]

Knowing the factors affecting students’ learning achievement in digital learning is a crucial educational issue nowadays. However, recent research has paid less attention to how an individual’s internal factors (prior knowledge) influence their learning achievement through cognitive engagement, and previous studies generally employed students’ self-reported data, which are subjective. This study investigated the relationships between students’ prior knowledge, cognitive engagement, and learning achievement in digital game-based learning by using eye-tracking technology to analyze their visual behaviors. A total of 55 university students volunteered to use the game to learn about programming, during which their visual behaviors were recorded by an eye tracker to investigate their cognitive engagement and visual transition patterns. Their prior knowledge of programming was assessed one week before the game started, while their learning achievement was tested immediately after the game ended. The results of the study showed that: (1) Students’ prior knowledge had a moderately positive predictive effect on their learning achievement; (2) Students’ learning concentration played a mediating role in the predictive effect of prior knowledge on learning achievement; (3) Students’ cognitive strategies moderated the predictive effect of prior knowledge on learning achievement; and (4) Groups of students with different prior knowledge and cognitive engagement adopted significantly different modes of visual transformation in the game. These findings further revealed the complex relationship between learners’ prior knowledge, cognitive engagement and learning achievement in the game environments, which would be a good reference for understanding individual differences in the game environment and for designing game-based adaptive learning systems. [ABSTRACT FROM AUTHOR]

Online discussions, as a critical interaction tool, have become increasingly popular among instructors and students who can share learning experience and psychological feelings by the means of discourse interactions. Self-regulated learning (SRL) and cognitive engagement are key elements of online learning, which are essential to helping students achieve high learning achievement. However, the relationship between these two elements and their impact on learning achievement are still unclear, which may hinder our understanding of student cognitive processing and psychological mechanism during online self-directed learning. To fill these gaps, this study designed an eight-week quasi-experiment in which students were grouped according to their self-reported SRL features (e.g., metacognitive skills, time management), and investigated the effects of SRL on cognitive engagement and learning achievement. The results showed that students in four SRL groups varied significantly in five dimensions of cognitive engagement within discussions over time. Weak regulators became less engaged over time and tended to share collected information and passively respond to peers, while self-regulators performed better overall and were able to actively think and elaborate their ideas to peers. Besides, SRL played a positive moderating role in the relationship between cognitive engagement and learning achievement, with self-regulators having the strongest moderating effect and better learning achievement. This study suggested that SRL can explain part of the variability in students' cognitive engagement in online discussions. It also provided inspiration for educational researchers on the design of SRL interventions including the necessity to integrate support for weak self-regulators in online learning. [ABSTRACT FROM AUTHOR]

Several studies have investigated the effect of Artificial Intelligence (AI) on students' learning achievement in education. However, limited research targeted Computer Science (CS) education, which is considered crucial regardless of the future profession. Consequently, scant information exists on how AI might impact students' learning achievement in CS education. To address this research gap, this study conducts a systematic review and a meta-analysis to investigate how AI integration affects learning achievement in CS education and the potential moderating variables of this effect. Specifically, 28 studies (n = 2765 participants in total) were included and meta-analyzed, and the obtained effect size was very large (g = 1.36, p <.001). Particularly, intelligent tutoring systems (ITSs) were found to have the highest effect (g = 1.45; huge) as an AI technology. Additionally, the AI intervention duration and the geographical distribution of students are found to moderate the AI effect in CS education. The findings of this study can serve as a reference for various stakeholders (e. g., educators, computer scientists, instructional designers) on how to integrate AI and improve learning experiences and outcomes in CS education. [ABSTRACT FROM AUTHOR]

This study aims to determine the effectiveness of web-assisted learning multimedia in improving Maths learning achievement among primary school students. This study used a quasi-experimental approach, using a pre-test and post-test design to measure students' learning achievement. Data collection was conducted using test instruments designed to assess learning outcomes in a structured and objective manner. The effectiveness of the web-based multimedia intervention was measured through the Normalised Gain (N-Gain) test, which evaluates the level of improvement in students' mathematics learning achievement. Differences in the dependent variable between the experimental and control groups were further analysed using Paired Samples t-test and Independent t-test. The results of the N-Gain test indicated that the experimental group showed significantly greater improvement in Mathematics learning achievement compared to the control group, with the experimental group achieving a medium category N-Gain score of 0.68, while the control group's score was categorised as low at 0.17. In addition, the Paired Samples t-test and Independent t-test showed significance levels below 0.05, further validating the substantial impact of the web-based multimedia on student achievement. These findings underscore the potential of web-based multimedia as an effective instructional tool to improve students' learning achievement, especially in the area of Mathematics. This research contributes to the growing body of knowledge in educational technology and offers practical insights to enhance the learning process among young learners

Several studies have investigated the effect of Artificial Intelligence (AI) on students’ learning achievement in education. However, limited research targeted Computer Science (CS) education, which is considered crucial regardless of the future profession. Consequently, scant information exists on how AI might impact students’ learning achievement in CS education. To address this research gap, this study conducts a systematic review and a meta-analysis to investigate how AI integration affects learning achievement in CS education and the potential moderating variables of this effect. Specifically, 28 studies (n = 2765 participants in total) were included and meta-analyzed, and the obtained effect size was very large (g = 1.36, p

Understanding the predictor of learning achievement among college students is crucial to adopting the appropriate learning strategy. Academic buoyancy is one of the predictors of learning achievement, playing a vital role in helping students navigate academic setbacks and adversities. However, the previous studies failed to reveal a robust link between the two variables. Therefore, this study aims to explain the nexus between academic buoyancy and students’ learning achievement more clearly by introducing the mediating variable, motivational constructs, which include self-efficacy, persistence, and anxiety. This study involved 493 college students in Indonesia. Structural equation modeling (SEM) was utilized to examine the research hypotheses. The results show that academic buoyancy directly affects learning achievement. Furthermore, motivational constructs (self-efficacy, persistence, and anxiety) significantly mediate the relationship between academic buoyancy and learning achievement. This study contributes to the literature by explaining how academic buoyancy affects learning achievement through motivational constructs as a mediating variable. Furthermore, the university must promote students’ academic buoyancy and motivational constructs by providing counseling services and encouraging students to recognize and address the adversities during lecture activities.

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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.)

In today's technology-driven world, digital citizenship is vital in fostering responsible technology use and essential skills for learning, problem-solving, and community participation. However, a significant focus emerges within digital citizenship--empowering individuals with disabilities. This research addresses this crucial area by spearheading the creation of a specialized Thai Massive Open Online Course (MOOC) meticulously designed for hearing-impaired learners. The core objective is to equip these individuals with indispensable digital citizenship skills for seamless integration and active engagement in digital environments. The study progresses through three key phases. Phase 1 involves crafting the MOOC course to meet the needs of hearing-impaired individuals. Phase 2 develops a course on the Thai MOOC platform, using the MOOC-based Design Thinking Model and universal design learning principles. Phase 3 assesses 20 hearing-impaired learners in the "Utilizing Online Media as Digital Citizenship Course." The research reveals two significant outcomes, highlighting the course's impact. First, an evaluation of digital media quality and learning activities was conducted by five experts with 15 to 30 years of experience in the field, the result was an impressive performance rating of 4.56 on a 5-point Likert scale, indicating the course's high suitability for hearing-impaired learners. Such findings validate the precise alignment of the course with its intended objectives. Second, the outcomes of learning achievement tests on the Thai MOOC platform involving 20 high school hearing-impaired learners revealed that 15 learners scored above 70 (passing), representing 75%. The average posttest score was higher than the pre-test, with an average score of 72.05 points. These results demonstrate the course's effectiveness in improving learning outcomes and meeting predetermined criteria, while also indicating that adopting the MOOC-based Design Thinking model has led to the creation of high-quality media that delivers tangible results for hearingimpaired individuals. This research contributes to the eLearning field by addressing the specific needs of hearing-impaired individuals in digital citizenship education through tailored online learning courses designed to bridge existing gaps. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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.)

The ability to construct scientific explanations is a vital goal of learning science at all levels. Students from different backgrounds are likely to have this ability differently. This research aimed to assess Thai grade 10 students’ ability to construct scientific explanations, examine differences based on learning achievement, attitude toward science, and school size, and find correlations among these variables. The study included 231 students from Phetchaburi province, Thailand, with 77.5% showing moderate ability levels. The research identified significant differences in students’ ability levels based on their learning achievement, attitude toward science, and school size. The levels of students’ ability correlated with their learning achievement, attitude toward science, and school size. In addition, students with high learning achievement, and positive attitudes, and who attended larger schools tended to have higher ability levels. However, there was no significant relationship between the levels of students’ attitudes toward science and school size. These findings highlight the importance of considering individual differences and backgrounds when teaching science, particularly in terms of learning achievement, attitude toward science, and school size.

This research is a classroom action research that aims to evaluate the impact of implementing the Team Games Tournament (TGT) learning model on increasing learning achievement and collaboration between students. This research was carried out in class IVA at SDN Kleco 1 Surakarta in the odd semester of the 2023/2024 academic year with a total of 29 students. This research was conducted in two cycles. The data collection methods in this research are test, questionnaire and documentation methods. The test method is used to determine student test results. The questionnaire method is used to observe student collaboration. Documentation method for student test result data, observation sheets and modules. The data analysis techniques used include quantitative and qualitative approaches, by assessing the success of the research based on the increase in average learning achievement and the level of collaboration between students in each cycle. The results of the research showed that student collaboration at the pre-cycle stage achieved results of 20.68% with 0% of students or none being able to collaborate very well. Then the first cycle experienced an increase, namely obtaining learning completeness of 68.9% with 28 % of students are able to collaborate very well. Cycle II achieved 100% learning completeness with 62% of students able to collaborate very well. Therefore, it can be concluded that using the Team Games Tournament (TGT) learning model with the help of learning videos can improve learning achievement and collaboration between students.

The purpose of this study was to develop and evaluate the effectiveness of a self-regulated vocabulary learning mobile application (SRVL-MAPP) to improve English as a foreign language (EFL) students’ English vocabulary learning achievement and motivation. To evaluate the effectiveness of SRVL-MAPP, an experiment was conducted with 60 fourth-grade students from a primary school in Henan Province, China. These students were divided into two classes and randomly assigned to either the experimental group, which used SRVL-MAPP, or the control group, which used a mobile vocabulary learning application (NSRVL-MAPP) without the SRL mechanism, with 30 students in each group. The experiment lasted for three weeks. The results revealed that students in the experimental group outperformed those in the control group in both vocabularies learning achievement and motivation. In addition, the results also indicated that SRVL-MAPP significantly improved the English vocabulary learning achievement and motivation of field-dependent learners, while no such effect was observed for field-independent learners. [ABSTRACT FROM AUTHOR]

Authentic contextual learning (ACL) with mobile apps near home became prevalent and promising due to the COVID-19 pandemic since students were asked to learn near home without going to school. However, learning with mobile apps may cause problematic issues, such as anxiety and acceptance of either students or parents. This study aims to investigate students' learning achievements and anxiety and acceptance of students and parents toward ACL with a mobile app, called UG, in two different places, Taoyuan-Taiwan (TG) and Yogyakarta-Indonesia (YG), during the COVID-19 pandemic. The results indicate that students' achievements in both places were significantly improved. Regarding anxiety, significant differences were found between students' and parents' anxiety in both places; a high positive acceptance of students and parents in both places implies no significant difference. In addition, we discuss the different correlations of students' mobile phone entertainment daily usage, parents' educational levels, anxiety, acceptance, and achievements between TG and YG. [ABSTRACT FROM AUTHOR]

This study designed and pilot-tested a learning path in Personal Learning Environments (PLEs) to facilitate learners' Self-regulated Learning. 122 postgraduates who joined an International English Language Testing System (IELTS) course at a comprehensive university in China were evenly divided into two groups. The experimental group used PLEs with a learning path design, while the control group used PLEs without a learning path design. The pre-and-post-tests of IELTS were conducted to assess participants' cognitive achievements. The results indicated that both groups improved cognitively, with the experimental group indicating significantly better improvements than the control group. Further, a questionnaire on participants' satisfaction with the PLEs platform was administered. The results showed that the experimental group was highly satisfied with the path-controlled PLEs, while the controlled group expressed their need for scaffoldings in PLEs. The study could provide learning platform designers with useful guidance to improve learners' learning performance and satisfaction. [ABSTRACT FROM AUTHOR]

This research aims to examine the effect of digital teaching materials based on their classification on learning achievement at various levels of education. The research design is a systematic literature review (SLR). The stages of conducting a review consist of three major parts: planning, conducting, and reporting. The articles reviewed in this study were drawn from reputable academic databases. The inclusion criteria for this research are as: i) indexed by Scopus; ii) the specified time is 15 years; iii) the research subjects must be students; iv) the minimum number of research participants is 15 people; and v) the article must be a scientific research article. The exclusion criteria in this study are article topics that are outside the field of education. The procedure used to analyze the results of the research obtained using a literature survey. The results showed that the advantages of digital teaching materials, in general, are: i) easy to apply; ii) low-cost; iii) highly flexible; and iv) broad. Each type of digital teaching material has several impacts on learning achievement, including: increasing scientific activities; improving students’ independent learning, self-reflection and metacognitive; reducing learning difficulties; and creating the impression that learning is fun. [ABSTRACT FROM AUTHOR]

In this article, the authors propose a new educational grading system based on fuzzy techniques, which includes five interrelated modules. Through an example to illustrate the process of the proposed fuzzy educational grading system, we find that the proposed system meets the basic requirements of the educational grading system and can overcome the limitations of existing fuzzy educational grading systems. By comparing the proposed fuzzy educational grading system with traditional methods, we find that the proposed evaluation system can more objectively and intelligently evaluate students' answer sheets. The aim of the proposed method is not to replace the existing fuzzy educational grading systems, but to enrich the present systems for students' learning achievement evaluation. [ABSTRACT FROM AUTHOR]

This study aims to describe the learning process of Pancasila Education using the make a match model in class IV B SD Negeri Ngebel and to improve the learning achievement of students in class IV B SD Negeri Ngebel during the learning process with the make a match model. This research was conducted at Ngebel State Elementary School located in Ngebel Hamlet, Yogyakarta. The subjects of this study were students of class IV B SD Negeri Ngebel which amounted to 22 students. This research used the Classroom Action Research method carried out with two cycles. The data collection techniques of this research include observation, interviews, learning achievement tests and documentation. The results of the research for the pre-cycle learning process, researchers did not observe teacher and student activities, but conducted interviews that learning activities in class IV B had not used a learning model. After using the make a match model, the average percentage of teacher activity in cycle I was 80% and the second cycle increased to 81%. The average percentage of implementation in cycle I was 76% and in cycle II it was 84%. Not only learning activities that increased, the learning achievement of students in class IV B in learning Pancasila Education also increased. In the pre-cycle of 41% with KKTP 75, then in cycle I to 55% and in cycle II to 77%. So the use of the make a match model can improve the learning achievement of students in class IVB SD Negeri Ngebel in learning Pancasila Education. The novelty of this research with the previous one is in the number of subjects and the intended object, namely the use of the make a match model to improve student achievement in learning Pancasila Education. [ABSTRACT FROM AUTHOR]

Understanding the predictor of learning achievement among college students is crucial to adopting the appropriate learning strategy. Academic buoyancy is one of the predictors of learning achievement, playing a vital role in helping students navigate academic setbacks and adversities. However, the previous studies failed to reveal a robust link between the two variables. Therefore, this study aims to explain the nexus between academic buoyancy and students’ learning achievement more clearly by introducing the mediating variable, motivational constructs, which include selfefficacy, persistence, and anxiety. This study involved 493 college students in Indonesia. Structural equation modeling (SEM) was utilized to examine the research hypotheses. The results show that academic buoyancy directly affects learning achievement. Furthermore, motivational constructs (self-efficacy, persistence, and anxiety) significantly mediate the relationship between academic buoyancy and learning achievement. This study contributes to the literature by explaining how academic buoyancy affects learning achievement through motivational constructs as a mediating variable. Furthermore, the university must promote students’ academic buoyancy and motivational constructs by providing counseling services and encouraging students to recognize and address the adversities during lecture activities. [ABSTRACT FROM AUTHOR]

Within the scope of this research, an evaluation was conducted on the problem-based learning (PBL) and project-based learning (PrBL) methods in teaching physics to mechanical and electrical engineering students at a public university in Peru. Two groups, each consisting of 15 and 16 students, were carefully selected to ensure uniformity in academic, socioeconomic, and emotional aspects. The measurement of academic performance was conducted both at the beginning and the end of the period. The statistical analysis using the t-student test revealed that the PrBL method was significantly more effective than PBL. These findings underscore the association between the choice of learning methods and the specific scientific area being taught, emphasizing the superiority of the PrBL approach in this educational context. This discovery suggests that implementing learning strategies that incorporate a project-based approach can be a valuable option to enhance academic performance in scientific disciplines. [ABSTRACT FROM AUTHOR]

Boredom has recently become a trending topic in applied linguistics studies. Despite the well-documented negative impacts of boredom on learning achievement, the intricate roles of motivational variables and engagement in mediating these effects remain under-explored. To address this gap, the present study employed structural equation modelling to investigate the relationships among boredom, amotivation, engagement, and self-perceived interpreting learning achievement. The study involved 336 postgraduates from 55 Chinese universities who are enrolled in Master of Translation and Interpreting programmes. The results reveal that: (1) all variables were strongly correlated with each other; (2) boredom exerted a medium to large overall negative effect and a small direct effect on self-perceived interpreting learning achievement; (3) engagement emerged as the predominant mediator of this predictive effect, both individually and in conjunction with amotivation; (4) amotivation, although positively predicted by boredom, did not directly predict self-perceived interpreting learning achievement within the model. This study underscores the importance of considering the interplay of factors while investigating the relationship between emotions and learning achievement. Situated within the context of postgraduate interpreting education, our study extends the theoretical assumptions and existing findings about boredom to a new domain of language learning. [ABSTRACT FROM AUTHOR]

Limited research has been conducted on the influence of computational thinking (CT) dispositions on students' mathematics performance and engagement at the secondary or junior high school level. This study aims to bridge this research gap by developing CT-integrated mathematics lessons that incorporate CT-focused problem-solving and modeling in mathematics education. The study was conducted in a secondary school in Singapore, where students engaged in a mathematics modeling task while learning the four pillars of CT. To investigate the impact of integrating CT dispositions on student engagement and mathematics performance, a one-group posttest design together with a survey was administered. Mixed research methods were employed. Structural Equation Modeling analysis revealed that CT dispositions could enhance students' mathematics performance by fostering greater engagement in math, although a direct effect of CT disposition on mathematics performance was not observed. Additionally, interviews with students highlighted their positive dispositions towards CT, including a sense of capability, inclination, and sensitivity in utilizing CT for the modeling task and other contexts. [ABSTRACT FROM AUTHOR]

Multiple studies demonstrate a positive association between having a growth mindset and learning achievement. However, recent research reveals that several aspects might moderate this relationship, such as psychological factors, the socioeconomic background of families, sense of belonging to school community, or school characteristics. The present study examines how socioeconomic status (SES) moderates the relationship between growth mindset and academic performance in reading drawing on a nationally representative sample of Kazakhstani students from the PISA 2018 database. The findings suggest that the socioeconomic status of students is a significant moderator in the relationship between growth mindset and learning achievement. The results show that beliefs about growth mindset account for higher learning achievement among both high and low-SES students in Kazakhstan. The last section discusses the policy implications these results have for Kazakhstan.

Purpose – The low learning achievement of class III students at SDN 1 Bulungcangkring is due to teacher-centered instruction and the use of conventional learning models lacking innovation. This study aims to examine the impact of the Role-Playing learning model, assisted by Rotar media, on student achievement. The Role-Playing method fosters engaging and enjoyable learning, encouraging student participation, while Rotar media enhances enthusiasm and motivation. Method – This study employed a one-group pretest-posttest pre-experimental design, with 33 grade III students as the sample. A paired t-test was used to analyze the differences between pretest and posttest scores, determining the effect of the treatment on learning achievement. Data were collected through observation and interviews. Findings – The study revealed that implementing the Role-Playing learning model assisted by Rotar media significantly improved student learning achievement across all aspects: cognitive (from 42.33 to 73.18), affective (from 42.88 to 76.82), and psychomotor (from 51.48 to 75.82). These results can serve as a reference for teachers in selecting effective methods to enhance student achievement and promote educational policies that prioritize student-centered learning innovations. Research Implications – This study provides a reference for teachers to implement effective, student-centered learning methods and may guide the development of educational policies. However, the limited sample size calls for further research across more diverse schools.

This study aims to determine the effects in physical chemistry class with the workshop sessions on measuring PKO viscosity by CV. Bina Agro Mandiri. The effects are evaluated through the enhancing of student's learning interest in the Physical Chemistry II class in Chemistry Program of the Islamic University of Indonesia, which presents a good avenue for this investigation. The study was conducted by classroom, practical and online action. The data were analyzed using a pie chart. Findings showed that the implementation of the practical was able to increase the student's learning interests. Through case analysis tasks, students participate significantly in the teaching-learning process.

Abstract The effect of grouping robotics research classes on learning achievement in Pancasila education has become an interesting research focus in the context of modern education. This article discusses the background to the integration of technology in education, the relevance of combining robotics and Pancasila Education, and the importance of understanding the relationship between the two. This research method involves descriptive statistical analysis and simple linear regression with a population of 382 students and a sample of 192 students. Data was obtained from questionnaires and documentation through report cards from robotics research classes at MTs Negeri 1 Yogyakarta. The results of the analysis show that the instruments used are valid and reliable, and there is a significant relationship between the robotics research class grouping and Pancasila Education learning achievement. The results of simple linear regression show that around 73.1% is significant and 26.9% is influenced by other variables not included in this research. In conclusion, there is a significant influence of the robot research class grouping on Pancasila Education learning achievement. These findings show the potential for using technology such as robotics to improve learning of traditional subjects such as Pancasila Education at MTs Negeri 1 Yogyakarta. ------------------------- Abstrak Pengaruh pengelompokkan kelas riset robotika terhadap prestasi belajar Pendidikan Pancasila telah menjadi fokus penelitian yang menarik dalam konteks pendidikan modern. Artikel ini membahas latar belakang integrasi teknologi dalam pendidikan, relevansi penggabungan antara robotika dan Pendidikan Pancasila, serta pentingnya memahami hubungan antara keduanya. Metode penelitian ini melibatkan analisis deskriptif statistik dan regresi linier sederhana dengan populasi 382 siswa dan sampel 192 siswa. Data diperoleh dari kuesioner dan dokumentasi melalui nilai rapor kelas riset robotika di MTs Negeri 1 Yogyakarta. Hasil analisis menunjukkan bahwa instrumen yang digunakan valid dan reliabel, serta terdapat hubungan yang signifikan antara pengelompokkan kelas riset robotika dan prestasi belajar Pendidikan Pancasila. Hasil regresi linier sederhana menunjukkan bahwa sekitar 73.1% signifikan dan 26,9% dipengaruhi oleh variabel lain yang tidak dimasukkan kedalam penelitian ini. Kesimpulannya, terdapat pengaruh yang signifikan pengelompokkan kelas riset robotika terhadap prestasi belajar Pendidikan Pancasila. Temuan ini menunjukkan potensi penggunaan teknologi seperti robotika dalam meningkatkan pembelajaran mata pelajaran tradisional seperti Pendidikan Pancasila di MTs Negeri 1 Yogyakarta.

This paper examines the possession of family wealth and its impact on the academic achievement of primary school students in Eastern Uganda. A correlational survey design was employed to analyse UWEZO secondary data collected from eight districts in the eastern region of Uganda, encompassing 6,302 children and 6,031 families. Descriptive statistics and Pearson chi-square tests were employed for data analysis. The findings indicate that socio-economic factors positively influence children's literacy and numeracy achievements. Families possessing solar lighting, mobile phones, tables, chairs, textbooks, and a reliable source of water demonstrated higher proficiency in literacy and numeracy skills. It is likely that children in households with these possessions were able to engage in private study at home, given the conducive study environment, well-lit rooms, essential furniture, and access to textbooks. Furthermore, these children were more likely to receive additional tutoring after school and had access to the internet through mobile phones and computers, allowing them to access crucial educational information. Based on these findings, we recommend that the government provide sustainable livelihood options for struggling families.

The emergence of various problems during online learning must receive attention, especially for special needs students. For deaf children, online learning problems in mathematics lessons will become more complex due to communication barriers (hearing loss). This study aims to analyze deaf children's mathematical anxiety in learning mathematics and its correlation to the deaf children’s learning outcomes during the Covid-19 pandemic. This research was descriptive and correlational research types. The subject research was deaf children at the SMP Luar Biasa Negeri Tuna Rungu. The study sample was 24 students. Research data was collected by observation, interviews, questionnaires, and tests. The data analysis used was descriptive analysis and simple regression. The results showed that deaf children's mathematical anxiety was very high. The results of the regression analysis show that mathematical anxiety has a significant effect on mathematics learning outcomes. Even though online learning during the pandemic has made the implementation of mathematics learning flexible because it can accommodate different learning styles of children, many obstacles were found in the learning process, given the limitations of deaf children, and they preferred offline learning. The implications of this research are expected to be an evaluation for teachers and deaf children to improve mathematics learning outcomes and to overcome deaf children's mathematical anxiety.

This classroom-based research investigates the impact of local resource video clips on the learning achievements of English vocabulary, sentence structure, and conversion skills among junior high school students at Bangklam Wittaya Rajamangalapisek School, Thailand. A purposive sample of 35 students in the second semester of the 2022 academic year participated in the study. The research employed pre-test and post-test exams, lesson plans, and a survey to assess the level of satisfaction with the implementation of the local resource video clips, specifically a series of pottery-making videos. Descriptive statistics, including percentages, means, standard deviations, maximum, and paired sample t-tests, were employed for data analysis. The findings revealed a statistically significant improvement (p < 0.05) in students’ learning achievements in English vocabulary, sentence structure, and conversion skills after incorporating the local resource video clips into the teaching process. Specifically, students demonstrated a notable increase in their language proficiency. Moreover, the learners expressed high satisfaction with the use of these video clips for language learning, as indicated by a mean satisfaction rating of 3.76. This satisfaction underscores the effectiveness and acceptability of integrating local resource video clips into language education. Based on the results, integrating local resource video clips, particularly the pottery-making series, with the core teaching materials in English classes is recommended to further enhance students’ English language skills. This study contributes valuable insights into effective pedagogical strategies to optimize language learning outcomes in similar educational settings and underscores the positive impact of multimedia resources in language education.

This research aims to analyze the impact of GRIT and Motivation to learn on student achievement in economic subjects and to assess the role of gender as a moderating variable. This study used a survey method with a quantitative approach. The population in this study were grade X students in Purworejo Regency, Cluster random sampling obtained a sample of 142 students data collection techniques using questionnaires and tests. Data were analyzed using the IBM SPSS Version 25 application with hypothesis testing and the Moderated Regression Analysis (MRA) test. The results showed a significant impact of GRIT and learning motivation on learning achievement (â= 0.267, t-count = 2.864, p = 0.005), (â= 0.288, t-count = 3.092, p = 0.002). Furthermore, gender as a moderating variable can moderate and strengthen the impact of GRIT and learning motivation on learning achievement. The novelty of this study was the existence of GRIT variables tested on students (especially economics students), while other studies used Grit on employees and teachers. The results of this research could contribute to shaping the behavior of students with high strength, resilience, and motivation during economics learning to maximize the resulting learning achievement.

The poor levels of student achievement and attitude towards independent learning in mathematics in fifth grade primary school inspired this study. Finding out how the problem-based learning (PBL) paradigm improves students' attitude towards independence and their mathematical learning accomplishments was the main goal of this study. There will be two iterations of this classroom action research project. Two meetings made up each cycle. There are four steps to this research: preparation, execution, monitoring, and analysis. A total of twenty-four students, twelve male and twelve female, from VB class in SD Negeri 3 Purbalingga Lor in the Purbalingga District, participated in the study. Examinations, observation sheets, and surveys were utilised as instruments for gathering data. Mathematical proficiency improved with each cycle, according to the data. Results for cycle I were 65.31 with a learning completeness rate of 52.08%, while results for cycle II were 81.35 with a rate of 81.24%. There was a 29% increase between cycles I and II. (2) The percentage of students who exhibited an attitude of independence rose from 65.5% in cycle I to 81.50% in cycle 2.

Along with increasing the complexity of learning objectives, the traditional Virtual Learning Environments (VLEs) are insufficient in improving students’ learning achievement. Advanced VLEs can be created to overcome this challenge by combining traditional VLEs with Virtual Lab Network Simulation (Vilanets) learning media. This research, conducted over a period of one year, investigates the effect of different VLEs (beginner, intermediate, and advanced). The participants were 58 students assigned into three groups: beginner VLEs using video, intermediate VLEs using the Cisco Packet Tracer simulator, and advanced VLEs using Vilanets learning media. A quasi-experimental pretest-posttest control group design and one-way ANCOVA were used for the statistical analysis. The findings revealed a significant effect of VLEs on students’ learning achievement posttest scores controlled by pretest scores (F = 4.03; p = 0.02; p

AbstractPreviously, we described a Team-Based Ubiquitous Learning Model on Cloud Platform Model (PITTA Model). In this paper, we aimed to demonstrate the value of this model by compare learning achievement and creative problem-solving ability using the PITTA model of learning, compare between experimental group and control group by The Randomized Posttest-Only Control Group Design. The sample group comprised students from Bunditpatanasilpa Institute of Fine Arts who were enrolled in the Innovation Information Technology and Communication in Education course during the second semester of Feb-Mar 2023. A total of 50 students from two classrooms were selected using cluster random sampling. The students were divided into two groups: one consisting of 25 students who participated in PITTA model learning activities, and another group of 25 students who engaged in conventional learning activities. The research employed two main instruments: the learning achievement test and the creative problem-solving ability assessment test. Statistical analyses included the use of measures such as mean (x¯) and standard deviation (SD), as well as One-way MANOVA. The research findings revealed that the group of students utilizing the PITTA Model in their learning activities exhibited higher levels of learning achievement compared to the group engaged in regular learning activities, with statistical significance observed at the .05 level. Furthermore, the students who participated in learning activities based on the PITTA Model demonstrated superior creative problem-solving abilities compared to those involved in conventional learning activities, again reaching a statistical significance level of 0.05.

The project intends to explore the application of cognitive theory in order to improve student learning outcomes in primary school. This research was carried out in Grade 4 SDN 2 Endang Rejo in two cycles using classroom action research methodology (PTK). In the first cycle, learning methods are based on cognitive theory. In the second cycle, the results and reflections of the first cycle are used to refine and optimize learning strategies. Important concepts of cognitive theory include information processing, constructivism, problem-based learning, use of visual aids, active involvement of students, and concepts of information storage and retrieval. Everything is included in the theoretical framework. The application of learning practices based on cognitive science is expected to improve students' understanding and academic achievement. The purpose of this study was to improve the understanding of cognitive theory by collecting data through observation, pre-test assessment, and post-test. The analysis was conducted to assess the impact of the application of cognitive theory-based learning approaches on student learning outcomes. Qualitative and quantitative methods are used to detect significant changes between the pre-implementation and post-implementation cycles. The results of this study are expected to increase understanding of tents. The development of more efficient learning strategies, which can be applied in formal education, will have practical consequences. This strategy can improve student learning outcomes. [ABSTRACT FROM AUTHOR]

The impact of academically selective schools on children's learning achievement has received global attention for decades. Despite the persistence of early-age selection in many countries, evidence of its impacts is mixed. This study analysed national achievement data covering 149,072 secondary school students and examined whether academically selective schools in England (grammar schools) are superior to their non-selective counterparts in improving students' learning achievement. Unlike previous studies which have either focused on overall national patterns, or emphasised a single local area with limited generalisability, this study evaluates the impacts of grammar schools in each of England's selective local authorities (LAs). Although national evaluation showed that students in grammar schools achieved higher than the counterparts in non-selective schools after controlling for pre-existing differences, the geographical difference is substantial. Meanwhile, although the evaluation does not find a systematic trade-off between the effectiveness of grammar schools and the degree of selectivity within the area, LAs with consistently positive grammar school effects are those with fewer grammar schools and have harder selection requirements. Overall, although the application to grammar schools is usually a highly competitive process, this does not guarantee academic returns at later stages, and the assumed positive effect of early-age academic selection in raising students' learning achievement is doubtful. [ABSTRACT FROM AUTHOR]

Procartination is behavior negative that is do procrastination in finish task academic so that influence results performance Study less students maximum. Research purposes This For describe about impact procartination academic student 11th grade at SMA X Bogor. Research methods use qualitative approach with method analysis descriptive with in-depth interview technique and non-participant observation. Research result found that procartination academic impact on low learning performance. [ABSTRACT FROM AUTHOR]

Background. Nowadays, many students carry out learning activities without any planning and evaluation of their learning itself. So many students do assignments haphazardly, submit assignments not on time and are late in learning. This is because students are not yet able to regulate themselves in learning which can influence students' low academic achievement. Purpose. The aim of this research isto improve student achievement and interest in learning through self-regulated learning. Method. Method used The researcher used a quantitative method in conducting this research by distributing research questionnaires via Google Form. Results of this researchThere have been many important findings that self-regulated learning can help students improve their ability to learn and understand material. Results. Limitations of this researchis that researchers only conduct surveys on certain students so it will be difficult to obtain appropriate data in choosing ideal student learning methods. Researchers hope for future researchers to be able to conduct surveys on all students and not just certain students. Conclusion. Conclusions from this researchexplained that selfregulated learning plays an important role in increasing student achievement and interest in learning. Because it can make it easier for students to understand the lessons explained by the teacher. [ABSTRACT FROM AUTHOR]

Learning achievement is a form of evaluation based on the results obtained in the process of gaining knowledge. Learning achievement can be influenced by various factors, both environmental and health factors, such as breakfast habits and nutritional status. The aim of this research was to analyze the relationship between breakfast habits and nutritional status with learning achievement in junior high school students. This study was an analytical observational research using a cross-sectional study design. The research was conducted at Strada Nawar Bekasi Junior High School from September to December 2022 with the sample being students from grades VII and VIII. The sample was chosen randomly using proportionate random sampling with a total of 81 students based on inclusion and exclusion criteria. The data collected include height and weight through anthropometric measurements, interviews on breakfast habits using the SQ-FFQ form, and student report cards for the last semester. The data obtained were then tested with SPSS software using chi-square test analysis. The results showed that there were students with good breakfast habits (77.8%), overnutritional status (40.8%), and good learning achievement (48.1%). From this research, it was found that there was a relationship between breakfast habits (p-value = 0.041) and there was no relationship between nutritional status (p-value = 0.190) with learning achievement. It was concluded that good breakfast habits are directly proportional to the student's learning achievement and there is no relationship between nutritional status and student's learning achievement. [ABSTRACT FROM AUTHOR]

This study aims to investigate the effect of self esteem and learning motivation on learning achievement with the mediator of emotional intelligence in students at SMAN 39 Jakarta. The sample of this study consisted of students at SMAN 39 Jakarta. Data were collected through questionnaires that measured the level of self esteem, learning motivation, emotional intelligence, and learning achievement. Data analysis was conducted using path analysis method with mediation approach. The results showed that there is a relationship between Self Esteem has a positive effect of 0.23 and a significant t value = 2.27 on Learning Achievement. Learning motivation has a positive effect of 0.27 and a significant t value = 4.51 on Emotional Intelligence. Emotional Intelligence has a negative effect of -0.22 and a value of t = -2.10 which means significant to Learning Achievement. Self Esteem has more influence on Emotional Intelligence than Learning Achievement, Learning motivation has more influence on Learning Achievement than Emotional Intelligence. The results of this study provide further understanding of the factors that influence student achievement, as well as the importance of the role of emotional intelligence as a mediator in the relationship between self esteem and learning motivation with learning achievement. This research has important implications in the context of education, especially in efforts to improve student achievement. The results of this study can be used as a basis for developing programs and interventions that aim to improve students' self esteem, learning motivation, and emotional intelligence. [ABSTRACT FROM AUTHOR]

This study has been conducted with eighty undergraduate EFL students at Qassim University, over a period of six weeks, with forty students each in control and experimental groups. The results from the mixed-method analysis show that the experimental group achieved higher scores in listening skills and general comprehension than the control group. There were, also, four listening difficulties experienced by students namely, lack of time to learn, lack of facilities, lack of mastery of vocabulary, and difficulty with the phonics of English. Communication problems stem not just from widely held misconceptions (such as, that listening skills need no training) but also, from the paucity of institutional training in these skills, particularly in the larger context of Saudi EFL classrooms. To facilitate a more wholesome learning experience for the EFL students, language teachers and course designers need to consider these four listening barriers and adopt feasible methods to overcome them. This can be achieved by training teachers to endorse action research by which they can analyze the problems that students encounter and apply effective teaching implications to overcome them. [ABSTRACT FROM AUTHOR]

This study aims to explore how e-textbooks with emotional design affect students' emotion, cognitive load and learning achievement. There were 147 freshman students in total: the experimental group I, II and control group consisted of 49, 47 and 51 students, using e-textbooks with emotional design, without emotional design and traditional paper textbooks. The results reveal the following: Students' emotion after using e-textbooks with emotional design is more positive than those using e-textbooks without emotional design and paper textbooks. Students' cognitive load after using e-textbooks with emotional design is significantly lower than those using etextbooks without emotional design. Students' learning achievement after using two types of e-textbooks is better than after using paper textbooks. Comparing all types of textbooks altogether, emotion has a significantly positive correlation with learning achievement, and both emotion and learnng achievement are significantly and negatively correlated with cognitive load. For the three types of textbooks, the relationship between emotion and learning achievement all becomes not significantly correlated. For two types of e-textbooks, cognitive load and learning achievement become not significantly correlated, disturbed by the digitalization of textbooks. Instructors are suggested to firstly adopt e-textbooks with emotional design, those without emotional design secondly, and paper textbooks rank last. [ABSTRACT FROM AUTHOR]