Enhancing Scientific Problem-Solving and Learning Achievement of Lower Secondary Students through Active Learning Management

The objectives of this research were 1) to compare learning achievements gained from different designs of multimedia pronunciation lessons, 2) to compare the learning achievements of students who have received practice activities with that of those who have not, 3) to compare the learning achievements of students who have different learning styles, 4) to identify interaction effects of factors that influence learning achievements of students, and 5) to compare the factors that influence learning achievements of Thai with that of Chinese students. The subjects of this study were 59 Thai and 38 first-year Chinese undergraduates. The subjects of this study were 59 Thai and 38 Chinese first-year undergarduates majoring Sciences. Three independent variables were studied. First, there were two designs of rhythmic methods: a ball and a color-bar queuing. Secondly, the learning exposure studied was in four classroom practice activities. Lastly, the Reid's learning style preference survey was applied, and the learning styles were labeled as visual, audio, and kinesthetic. The dependent variable was the learning achievements of the students. T-test, one-way ANOVA, two-way ANOVA, and Multiple Variance were used to analyze the results obtained from the study.The research findings were that 1) there was no significant difference on the learning achievements of Thai and Chinese students using from different pronunciation multimedia lessons, and 2) between Thai and Chinese students at the level of significance 0.05. In addition, 3) there was no significant difference on the learning achievements of Thai and Chinese students who have received practice activities and no practice activities, and between Thai and Chinese students at the level of significance 0.05. However, 4) there was a significant difference on the learning achievements of Thai and Chinese students who have different learning styles, between Thai and Chinese students who have different learning styles also at the level of significance 0.05. Finally, 5) it was observed that there was no correlation among factors that influence learning achievements of Thai and Chinese students, and between Thai and Chinese students at the level of significance 0.05.

This study aims to determine differences in student motivation and learning achievement in KKPI subjects between students who use the face-to-face learning model and students who use blended learning models, increased motivation and student achievement in KKPI subjects due to the application of the blended model learning, and the interaction of the influence of the application of learning models and motivation on KKPI student learning achievement at SMK 1 Kamal Bangkalan. This quasi-experimental study uses two groups, namely the experimental group using the blended learning model and the control group using the face-to-face learning model. The study population was students of class XI SMKN 1 Kamal Bangkalan. The research sample consisted of 57 students divided into 30 students in the control group and 27 students in the experimental group. Data collection using questionnaires and multiple choice test questions. The results showed that there were significant differences between motivation and student achievement using the blended learning model and students using the face-to-face learning model, there was a significant increase in student motivation and learning achievement due to the application of the blended learning model, and there was no interaction of influence the application of learning models and motivation to student learning achievement.

There is a wealth of literature to support active learning as a superior pedagogical approach in achieving higher order learning compared to didactic teaching. Academics at Monash University are changing their teaching practices to move away from didactic methods to active learning environments. The university is facilitating this change with the recent construction of a state‐of‐the‐art learning and teaching building where academics will utilise active learning methods to engage students and facilitate deeper learning. However amongst the excitement there may be degrees of anxiety being felt by academics and students alike. Students may feel anxious in new learning environments and excessive anxiety can interfere with a students' engagement and academic achievement. Academics may feel anxious as to what to include in their active learning, how to deliver it to produce optimal learning outcomes and feelings of being a novice in a new learning environment.The aims of this study are to investigate student and academic anxiety in active learning situations. Does anxiety to active learning exist and if so, how can it be combatted?. Biomedical science students (years 1–3) and medical students (years 1–2) were invited to complete a survey to gauge their opinions of active learning and any anxiety that active learning and active learning environments may elicit. Over 60% of all biomedical science students agreed that they enjoyed active learning. However, greater than 55% of students were anxious about how they will perform academically in active learning environments and over 50% were nervous in large active learning spaces. Survey data from medical students showed that only 24% of first year students enjoyed active learning compared to 88% of second years. Over 70% of first year students were anxious about how they would perform academically in active learning environments compared to 34% for second years. A student focus group was conducted to discuss active learning and ways to help students reduce their anxiety to active learning.Academics were invited to complete pre‐ and post‐active learning surveys to gauge if anxiety exists to active learning and active learning environments. Of the respondents, 43% of education‐focused (EF) academics were anxious about preparing and delivering active learning. Of the teaching/research (T/R) academics, 43% were anxious about preparing active learning but only 14% were anxious about the delivery. Most EF academics (93%) were anxious about how the active learning would be received by the students compared to 71% for T/R academics. Of the EF academics, 50% agreed they felt like a novice in a new learning environment and 43% felt anxious about changing their teaching style. Of the T/R academics, 43% felt like a novice and 29% felt anxious about changing their teaching style. When the academics were surveyed again post‐active learning, nearly all academics (> 93% EF and T/R) enjoyed delivering the active learning. The general consensus from academics post‐active learning was they felt less anxious about changing their teaching style and preparing/delivering future active learning.Support or Funding InformationMonash University Faculty of MNHS Learning and Teaching Research GrantThis abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

The research method used is descriptive quantitative approach with the type of research used is descriptive correlational research. Determination of the sample of this study is population research because the sample is less than 100. The level of learning motivation of adolescents who experience a broken home is 96.93% in the high category, the level of student learning achievement is 83.57% in the high category, the level of the relationship between adolescent learning motivation which multiplies broken home with student learning achievement is 0.331> 0.284. This shows that there is a relationship between adolescent learning motivation who multiplies broken home and student learning achievement. Based on the discussion and data analysis, it can be concluded that the hypothesis which states "there is a positive and significant relationship between the relationship between adolescent learning motivation who multiplies broken home and student achievement” can be accepted. Where, the higher the relationship of adolescent learning motivation who multiplies broken home with student learning achievement. This shows that there is a relationship between adolescent learning motivation who multiplies broken home and student learning achievement. Based on the discussion and data analysis, it can be concluded that the hypothesis which states "there is a positive and significant relationship between the relationship between adolescent learning motivation who multiplies broken home and student achievement in students class VII SMP Negeri 1 Perbaungan” can be accepted. Where, the higher the relationship of adolescent learning motivation who multiplies broken home with student learning achievement.

Student learning achievement in mathematics lessons and using learning models are still low and not in accordance with the material. The use of models in learning must be adapted to the material to achieve satisfactory student achievement. This type of research is quantitative and aims to determine the effectiveness of learning using the Taking Stick model and Prezi's NHT assisted model on student learning achievement. The population of this research is class VII students of SMP Negeri 29 Semarang in the academic year 2017/2018. Sampling using cluster random sampling technique so that three classes were obtained randomly, namely VII A, VII B, and VII C. The design of this study was the Posttest Only Control Design. Data obtained through multiple choice test results were then processed by ANAVA test, Sceffe Test, learning completeness test and simple linear regression test. Data analysis results show that (1) there are differences in student achievement using Prezi-assisted Taking Stick learning models, Prezi-assisted NHT learning models and conventional learning models. (2) Students' learning achievement using Prezi-assisted Taking Stick models is better than conventional learning models. (3) Learning achievement of students who use Prezi-assisted NHT models is better than conventional learning models. (4) Learning achievements of students who use the Taking Stick model and Prezi-assisted NHT achieve KKM. (5) There is a correlation between student activity and learning achievement for classes that receive Prezi Talking Stick learning model and classes that receive Prezi's NHT assisted learning model.

Student learning achievement is a benchmark for the quality of education in Indonesia. Various internal and external factors influence the current decline in the quality of education in Indonesia. The purpose of this study is to analyze the influence of learning facilities, learning motivation, and learning methods on student learning achievement at Darul Ulum Waru Middle School, Sidoarjo. A quantitative explanatory survey was applied in this study with 255 respondents at Darul Ulum Waru Middle School, Sidoarjo. The 255 students who constitute the population were also used as the research sample. Primary and secondary data are the sources of this research obtained through the distribution of questionnaires in the form of Google Forms, while secondary data were obtained from written sources, such as previous surveys. This study collected data through interviews with the Deputy Curriculum at Darul Ulum Waru Middle School, Sidoarjo, and by reviewing documents related to this study, such as lists of academic and non-academic achievements. The data obtained will be tested using the multiple linear regression method. The results of the study illustrate that three factors contribute to student achievement at Darul Ulum Waru Sidoarjo Middle School: learning motivation has a significant effect on student achievement, learning facilities do not have a significant effect on student achievement, and learning methods have a significant effect on student achievement.

E-learning through a learning management system (LMS) is expected to be a solution to the needs of distance learning, especially during a pandemic situation. However, learning through an LMS can lead to a lack of focus, reduced classroom efficiency, and a feeling of boredom for the user. One solution to this problem is to use gamification (e.g., rankings or points, badges, and leaderboards) to enhance active learning. This study uses a mixed-methods approach and data from weekly reviews and forum discussions, questionnaires, and data students’ interviews to assess the implementation of gamification elements in an LMS. The data from the questionnaires were analyzed using descriptive statistics, and the data from student interviews were analyzed using general inductive analysis. The results show that gamification in an LMS had a positive influence on active learning. The students have also provided positive feedback on the rated weekly review activity. The badges and leaderboard were also positively accepted by most students. Awarding points for activities was also found to improve students’ performance in class. Badges were found to increase students’ active participation, and the leaderboard motivated students to participate actively in online classes. This study could provide guidance to universities or LMS providers wishing to implement gamification in an LMS.

Introductory university physics courses often face the dual challenge of introducing students to new physics concepts while also addressing their preconceived notions that conflict with scientific principles. Active learning pedagogical approaches, which employ constructivist principles and emphasize active participation in the learning process, have been shown to be effective in teaching complex physics concepts. However, while the behavioral effects of constructivist methodologies are largely understood, the neurobiological underpinnings that facilitate this process remain unclear. Using functional magnetic resonance imaging (fMRI), we assessed students enrolled in either an active learning or lecture-based physics course before and after a 15-week semester of learning and examined changes in hippocampal whole-brain connectivity. We focused on the hippocampus given its critical role in learning and memory. Our findings revealed that hippocampal connectivity with brain regions in the frontal and parietal lobes decreased over time, regardless of instructional approach. Results also indicated that active learning students exhibited increased hippocampal connectivity with parietal, cerebellar, and frontal regions, reflecting experiential learning based on constructivist principles, whereas lecture-based students exhibited increased hippocampal connectivity with the fusiform gyrus, suggesting learning through passive observation. Our findings demonstrate that while some aspects of hippocampal functional connectivity may decrease over time, active vs. passive learning may preferentially enhance hippocampal connectivity during physics learning.

Metacognitive ability and student learning achievement are two things that needed in the learning process, especially on science subject. By using Team Assisted Individualization Method it can improve metacognitive ability and student learning achievement. This research aims to know about the process of appliying the influence of Team Assisted Individuality (TAI) method on science subject in Madrasah Ibtidaiyah Hidayatut Thowalib Pare. This research uses quantitative research method of quasi experiment control group design. It uses TAI method in experiment class and conventional in control class. After doing the learning process, metacognitive ability is measured by using questionnaires and learning achievement is measured by using pre'test and postest. The results can be seen from the cumulative average of students’ metacognitive ability of 30 students amount 93.3% in the ekserimental class and 85.1% in the cotrol class. The difference between the experimental and control class is 8.2%. While teh average result of student achievement in the experimental class using TAI Method taken from 30 student is 83.16 and the average result of student achievement in the control class is 77.37. this research uses the validity test and the reliabilty of the questionnaire that amount 20 items and followed by 57 repondents both in the experimental class and the control class. The are 30 student repondents in the experimental class and 27 student repondents in the control class that are valid. This data can be seen with significant level = 0.05 and rtable = 0.36. an item is called to be valid when rcount ≥ rtable. While for the reliabilty of item in the experimental class and in the control class are reliable, with cronbach’s Alpha = 0.731 ≥ 0.70. in this research, normality test distributed normaly because it has asymp. Sign ≥ 0.05 while the result learning of the experimental class has a significant 704 and 432 for the control class. It means that the data is normally distributed. The experimental class consisting of 30 student respondents has the average 9.333 Tcount 5.234 while Ttable 2.045 with significant level of 0.05 or 5%. Based on the data, it can be counclude that Tcount ≥ Ttable. It means Ho is rejected and Ha is accpeted. Based on the explanation above, TAI method has an influence on metacognitive ability and student achievement of grade IV on science subjects in MI Hidayatut Thowalib Tegalsari Pare For Academic year 2017-2018.

Active semi-supervised learning with multiple complementary information

The Universiti Malaysia Sabah Active Learning in Engineering Education (UMS-ALIEN) initiative, part of the UMS Future Ready Engineering Educators (UMS-Future) framework, introduces a structured, hierarchical approach to engineering education. The framework consists of ten progressive competency levels, starting with foundational active learning techniques and advancing to blended cooperative problem-solving methodologies. UMS-ALIEN integrates strategies such as cooperative learning, problem-based learning, and blended learning, supported by tools like Learning Management Systems (e.g., Moodle) and discipline-specific simulators (e.g., Aspen HYSYS). The initiative transitions educators from traditional roles to facilitators, fostering participatory learning environments that prepare students for real-world challenges. Implemented across multiple engineering courses, UMS-ALIEN demonstrates improvements in student performance and skill acquisition, earning international recognition for its innovative contributions to active and blended learning in engineering education.

This study aims to; 1) knowing the effect of the implementation of the merdeka curriculum on student learning achievement in driving schools in East Lombok, 2) knowing the effect of learning fasilities on student learning achievement in driving schools in East Lombok, 3) knowing the effect of teacher quality on student learning achievement in driving schools in East Lombok, especially in driving schools at the Junior High School (JHS) level.
 This research is a type of quantitative research using a correlational design. The results of this study show; 1) The implementation of an independent curriculum has a partial influence on student learning achievement. 2) Learning facilities have no partial influence on student achievement. 3) Teacher quality has a partial influence on student learning achievement.

This research aims to analyze the influence of the eLDirU Learning Management System, Digital Literacy and Case Based Learning methods on learning achievement. This research uses a quantitative research approach and descriptive survey method with descriptive statistical data analysis techniques to analyze research data. Data collection techniques use observation methods, questionnaires, and documentation. This research was conducted at the Faculty of Economics and Business, Jenderal Soedirman University with the population are active students in the Faculty of Economics and Business that registered in the 2021-2022 academic year. Meanwhile, the sampling technique in this research used the cluster sampling and based on the calculation, there are 100 students as samples in this research. Data analysis techniques use instrument tests (validity test, reliability test, and path analysis, classical assumption test), model feasibility test, coefficient of determination test, simultaneous test, and hypothesis test (t test). The results of this research show that: (1) The Learning Management System partially has a significant effect on student learning achievement; (2) Digital Literacy partially has a significant effect on student learning achievement; and (3) Case Based Learning partially has a significant effect on student learning achievement. The conclusion of this research there is influence of learning management systems, digital literacy, case-based learning, on learning achievement simultaneously. This research is limited to external factors that influence learning achievement, namely leaning management system, digital literacy, and case-base learning method. Further research can analyze other factors that influence learning achievement, for example internal factors such as motivation, intelligence, and so on.

The Covid-19 pandemic has disrupted the conventional learning process. The purpose of this study was to determine the effect of learning motivation and online learning media on student achievement in the Faculty of Economics and Business, University of Warmadewa. This survey was conducted on 55 students randomly. Test the hypothesis in this study using SEM-PLS analysis with the help of SmartPLS 3.0 software. Research result shows 1) learning motivation has a positive and significant effect on student learning achievement, which means an increase in learning motivation will be followed by an increase in student learning achievement.2)Learning Media on line positive and significant effect on student achievement, which means that the better the online learning media, the student's learning achievement will increase. This research illustrates that for the head of the Faculty of Economics and Business, University of Warmadewa, if you want to improve student achievement, you should pay attention to increasing motivation and online learning media. Exploring in-depth information about students' learning motivation and online learning media to succeed in participating in the recovery of the Faculty of Economics and Business, University of Warmadewa.

This study aims to analyze the effect of digital literacy, soft skills, and learning motivation on students' academic achievement at private universities in Cirebon. The approach used in this study is a quantitative method. The research locations include several private universities in Cirebon. The research population was all students of the Faculty of Economics in the 2024-2025 academic year. The sample used was 100 students, selected through a stratified random sampling technique proportionally to obtain a balanced representation. Determination of the sample size was carried out using the Slovin formula. Data were collected by distributing a 1-5 Likert scale questionnaire using Google Form. Data analysis was carried out using IBM SPSS Statistic 26.0 software through classical assumption tests such as normality and multicollinearity tests, multiple linear regression tests, and coefficient of determination tests. The results of the multiple linear regression analysis on the t-test showed that digital literacy had a positive and significant effect on learning achievement with evidence of 3.185 > 1.984; soft skills have a positive and significant effect with a value of 4.145 > 1.984; and learning motivation does not have a positive and significant effect on learning achievement as evidenced by a value of 1.266 < 1.984. Based on these results, it can be concluded that digital literacy and soft skills have a positive and significant effect on student learning achievement at private universities in Cirebon. While learning motivation does not have a positive and significant effect on student learning achievement at private universities in Cirebon.