An Evaluation of Student Performance at e-Learning Platform

This study evaluates the effectiveness of the learning process from the perspective of students in the Islamic Religious Education (PAI) Study Program at STAIN Majene, addressing gaps between expectations and actual educational outcomes. A mixed-methods design was used, integrating quantitative data from structured questionnaires and qualitative insights from in-depth interviews. The Discrepancy Evaluation Model guided the analysis to identify inconsistencies between intended and experienced learning processes. Findings reveal significant disparities in four key areas: the relevance of course material, availability of learning resources, instructional methods, and quality of feedback. Students reported that course content often lacks practical application, resources are insufficient or outdated, teaching methods are predominantly traditional, and feedback lacks personalization. To bridge these gaps, the study recommends aligning the curriculum with industry and societal needs, enhancing digital learning resources, training lecturers in interactive and student-centered pedagogies, and providing more individualized feedback. Importantly, involving students in ongoing program evaluations is emphasized as a critical step toward responsive and effective educational reform. Continuous, collaborative improvements are essential to strengthen learning outcomes and graduate competencies. These findings not only inform internal program development at STAIN Majene but also offer valuable insights for similar Islamic education programs seeking to enhance their effectiveness.

The University Curriculum: Some Unresolved Issues

The use of Social Network Sites (SNS), and the improvements gained from new technologies through e-learning platforms are two of the main topics that are currently discussed in the area of higher education. Acquiring a better understanding of e-Learning platform adoption requires the addition of new antecedents to prevailing models and an analysis of their interrelations with other information and communication technologies. Web 2.0 and SNS are of particular significance in this connection. This paper attempts to determine the validity of the antecedents posited by Chan et al. (2010) in the field of e-Learning and the moderating role that SNS use may play in platform adoption. The influence of awareness, self-efficacy, convenience and assistance as antecedents of the components of the adoption model is determined; it is further found that SNS use has a moderating effect on the relationship between the intention to use the platform and its posited antecedents.

University Level Learning and Teaching via E-Learning Platforms

Background: Many researches aim to determine key factors affecting their concerns of interest using traditional statistical techniques, such as logistical or linear regressions. Social network analysis (SNA) is a newly novel way determining key roles through the use of network and graph theories recently. An example of commonly visualized through SNA is the disease transmission path of Middle East respiratory syndrome (MERS). Purpose: To determine key roles using structure holes of SNA for further improvement, and to show the SNA advantage over traditional classic test theory. Methods: Data were records regarding 443 adult mentally retarded residents who were infected with amoebiasis and distributed in 10 houses in past 10 years. A series of intensive mass screenings and treatment interventions were conducted. Structure holes were applied to verify the efficacy of determining key roles and strong associations for the domains of interest in a network and compared with the result obtained from the traditional Chi-square statistics. Results: The classification of key roles in a network (e.g., with which year the residency room with amoebiasis cases has strongly association) can be effectively discriminated through the structure holes of SNA. Though the result is similar to the traditional Chi-square statistics, the structure holes can release much more useful and valuable information for further investigation. Conclusions: Because of advances in computer technology, the number of healthcare studies for the group classification and association assertion continues to increase and benefit comparisons of data if structure holes of SNA are applied.

User Profile Modeling in the context of web-based learning management systems

This paper intends to analyze perceptions of students and teachers towards the semester system of Tribhuvan University (TU). The result of the study is based on the data collected through survey questionnaire from 40 university teachers and 194 master level students. The perception is discussed in terms of learning environment, resources, use of ICT tools, contents and activities. The findings show that the perception of teachers and students towards curriculum, teaching/learning environment, and regularity of classes and viability of semester system are in positive direction. However, the availability of learning resources and use of ICT tools in day to day teaching/learning are not in satisfactory way in the perception of the participants. Their perceptions also reveal that facilities of extra-curricular activities, play grounds and canteen are inadequate. Similarly, the teachers and students perceive that availability of both human and academic resources is inadequate. The students experience show that there is teacher domination in selection of teaching methods; less use of ICT materials to promote learning; difficulty in completing courses in the stipulated time and not timely declaring exam result. However, this system has encouraged and empowered creativity among students for learning.

Topic discovery innovations for sustainable ultra-precision machining by social network analysis and machine learning approach

The maintenance of a high level of education in universities can be a challenging task due to low academic performance. Despite the significant amount of collected diagnostic data, education managers underutilize machine learning methods to improve the accuracy of predicting academic performance. Authors apply a multi-method approach for data analysis using simple logistic and linear regressions, k-means clustering, that all together gave a synergetic effect. The proposed approach differs from known analogs in that, firstly, the dimensionality of the feature space increases due to the normalization of scores onto a single scale and the creation of new features: the index and rank of students, as well as the changes in performance across various activities for each student. Secondly, students at academic risk are forecasted, and the statistical significance of the features included in the model is evaluated. Thirdly, for each student, the final score for the semester is forecasted using an linear regressive model of academic performance. Fourthly, groups of students with similar learning trajectories are identified for customization of consultations. The authors managed to achieve a high predictive ability of models based on historical training data: binary prediction of exam passing in 90% of cases, prediction of individual assessment in 70% of cases.

ABSTRACT: Education is substantial in the world, for it could reform the world and can contribute to self and social change. Education is one of the solutions, next to action, to various obstacles and challenges of teachers and learners, today. New strategies and teaching skills have evolved and continuously developing that teachers can use for effective teaching. By using quantitative research method, t he researchers have conducted a survey about Enhancing Social Studies Teaching for 21 st Century Learners in Secondary Education in the Philippines. T he respondents are twenty Social Studies teachers coming from public and private secondary schools. The survey discussed the availability of learning resources; provision of support and teaching strategies, observations, problems, and interventions that teachers have encountered and taken; and responsiveness to the needs of the 21 st century in various terms. From the results of the conducted survey, it is clear that high school Social Studies teachers are still using strategies and teaching skills, which are no longer addressing the 21 st century skills. However, they integrate it to the 21 st century skills and teachings strategies, such as ICT (Information and Communication Technology) and other technology-based pedagogies. The responses of the respondents are quite close to the 21 st century skills, such as Critical Thinking and Problem Solving; Communication and Collaboration; Leadership and Management; and ICT have dominated schools today, making the teachers, as well as learners, to be literate technologically and be technologically processed. KEY WORDS: Enhancing; Social Studies; Teaching Skills; Technology-Based Pedagogies. About the Authors: Renso A. Mestiola, Glizelle P. Naquita, and Nerissa S. Tantengco are the Lecturers at the Faculty of Behavioral and Social Sciences, College of Teacher Development PNU (Philippine Normal University), Taft Avenue, Manila 1000, the Philippines. For academic interests, the authors are able to be contacted via e-mail at: tantengco.ns@pnu.edu.ph Suggested Citation: Mestiola, Renso A., Glizelle P. Naquita & Nerissa S. Tantengco. (2018). “Enhancing Social Studies Teaching for 21 st Century Learners in Secondary Education” in HONAI : International Journal for Education al, Social, Political & Cultural Studies , Volume 1(2), November, pp.83-100. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI and STISIP Amal Ilmiah, Wamena, Papua, ISSN 2621-1653 (print) and ISSN 2621-3621 (online). A rticle Timeline : Accepted (June 22, 2018); Revised (August 17, 2018); and Published (November 30, 2018).

This study aims to evaluate the effectiveness of a Teacher Mentoring Program through Learning Communities in improving teachers’ pedagogical competence at the secondary school level. Learning communities serve as collaborative platforms designed to encourage teachers to share best practices, engage in discussions, and collectively address instructional challenges. The evaluation method employed was the CIPP model (Context, Input, Process, Product). The evaluation results indicate that, from the context aspect, the program aligns well with teachers’ needs in responding to the implementation of a new curriculum and increasing demands for instructional quality. In terms of input, support from school principals, the availability of learning resources, and facilitator training were found to be adequate. Regarding the process aspect, activities were conducted on a weekly basis; however, not all teachers actively participated. From the product aspect, improvements were observed in teachers’ abilities to design teaching modules, manage classrooms, and implement innovative instructional methods, although the improvement was not evenly distributed across all subject areas. This study recommends strengthening individualized mentoring, optimizing monitoring mechanisms, and enhancing teacher motivation to encourage more active participation.

The results of initial observations, especially in Padaluyu Village, Cugenang District, obtained data that there were 27 RTs spread across Padaluyu Village. The condition of 8 RTs experienced very severe damage (all houses collapsed) 19 RTs experienced severe and moderate damage. There are elementary schools in Cugenang District that need assistance related to the implementation of learning, especially the availability of learning resources, namely SDN Padamamur, SDN Padaluyu, and SDN Kembang Manis 2. The purpose of implementing this PKM is to overcome problems experienced by partners related to obstacles in the learning process that occur due to the earthquake. With the damage to some school rooms, learning must be diverted elsewhere. Therefore the development of Edupoint is considered appropriate to overcome this problem. EduPoint is a learning tool designed as a medium for providing access to mobile learning that can be accessed via various devices such as laptops, computers, smartphones and tablets in a local network so that it does not require quota or unstable signals due to earthquake conditions. This tool is designed so that students can study anywhere without having to take place in the classroom. The design concept of this tool is intended to accommodate the learning process so that it can continue under any conditions so that it can be easily moved wherever learning conditions take place (portable). After completing the development of the tool, training is needed for teachers to use it. The training activity on using EduPoint: Mini Drive Learning Resources for Disaster Emergency Schools ran smoothly. The response from the partners and training participants was very good thanks to the good cooperation between the University of Ibn Khaldun Bogor and the partners involved. The results of the training show that teachers are able to properly use the learning resources accessed through EduPoint.

Education has a major role in facing the challenges of the 21st-century through Education for Sustainable Development (ESD). The Merdeka Curriculum came as an idea to change the quality of education in Indonesia. However, the availability of learning resources is still very low, not yet phenomenon-based, multidisciplinary, and not oriented toward improving 21st-century skills. This has an impact on the low creative thinking skills of students. These skills are a necessity and can only be produced through phenomenon-based learning, studied in multidisciplinary ways, such as STEM learning. It is necessary to develop learning resources such as STEM-based e-learning. This study aims to develop STEM-based learning that is feasible and acceptable using the Alessi and Trolip development model. The research subjects were students of class X of SMAN 2 Palembang. The results showed that the alpha test of the product was suitable for use with an acceptable percentage of 100%. The beta test results of the product can be accepted by 100% of students. This study concludes that STEM-based renewable energy e-learning to improve the creative thinking skills of high school students has been feasible and acceptable to students. Furthermore, it can be used for the effectiveness test stage.

This community service was motivated by several problems in the partners, namely the teaching and learning process of Maritime English Subjects is not optimal because there is no textbooks that can be used by teachers and students. In addition, schools need enrichment in terms of learning media to increase students' enthusiasm for independent learning. This community service aimed to provide solutions to teachers and students through the Maritime English for Ratings Forming learning media. The method used is by socializing the use of Maritime English for Ratings Forming learning media. The subjects of the community service were teachers and students. The data collection method used interview or discussion session with the participants. The instrumentation used interview guidelines. The data analysis used three stages namely data reduction, data presentation, and conclusion. The results of this community service prove that the Maritime English for Ratings Forming textbook can be used by teachers as teaching media, while it can be used by students as learning media. Students will get used to learn independently, because there are guidelines in the textbook that are suitable with the learning curriculum objectives. Students' maritime English knowledge and skills will increase with the availability of learning resources. The school's need for learning media enrichment can be met. The Maritime English for Ratings Forming textbook is one of the maritime English learning media that can be given to each student.

Many academic medical centres (AMCs) have introduced institutional policies, changed processes of care and implemented new technologies to improve health care quality. The impact of such changes on medical education has received little attention. We examine the impact of computerised provider order entry (CPOE) on the educational experiences of medical trainees who work and train in AMCs. We conducted semi-structured interviews of postgraduate trainees and attending physicians in internal medicine at five AMCs (two with CPOE, three without CPOE). Trainees routinely rotate from CPOE to non-CPOE AMCs, whereas some attending physicians work at both types of AMC and are therefore well positioned to reflect on differences between CPOE and non-CPOE learning environments. Data collection and analysis used grounded theory methods. We sampled purposively until we achieved theoretical saturation. Our study included 11 residents and six attending physicians. Computerised provider order entry had both positive and negative impacts on five aspects of postgraduate training: (i) learning (better for medication interactions and availability of learning resources; worse for learning medication doses); (ii) teaching (more medication information available to enhance case discussions; fewer face-to-face teaching opportunities); (iii) feedback (improved ability to observe medication ordering behaviours to inform feedback; less provision of direct feedback); (iv) clinical supervision (facilitates efficient and safe supervision from a distance; may impede trainee independence), and (v) trainee assessment (increased opportunity to assess clinical decision-making and organisational skills). We identify five key educational themes that are positively and negatively impacted by CPOE. These themes form a conceptual framework that could be applied to define the educational impact of other health care quality and patient safety practices. This will help educators to identify educational opportunities and protect the safety of the training experience of residents in AMCs.