Exam Corrections: A Dual-Purpose Approach

The purpose of this study is to improve learning activities and to improve learning outcomes by implementing the listening team learning model for students of Class VIIIA on the Material of Faith in the Book of Allah in the Subject of Islamic Religious Education at SMP Negeri 1 Nguntoronadi, Wonogiri Regency in the 2024/2025 Academic Year. This study is a Classroom Action Research (CAR) with the application of the Listening Team learning model on the material of Faith in the Book of Allah SWT in the subject of Islamic Religious Education. This learning model has advantages including being able to develop students' cognitive abilities, make children think critically during the discussion process, make children with interpersonal and intrapersonal abilities develop better. Based on the study, it was obtained that in the first cycle it began to be seen that students' abilities mastered the learning material with an average value of 67.33 with a sufficient level of ability. However, there are still students who are less active, less cooperative, less motivated in learning Islamic Religious Education, especially the material of Faith in the Book of Allah SWT. This is because students' mastery of the material and concentration on the material are still lacking. In cycle II with the same material, it can be seen that the learning outcomes of students have increased, where the average value of student learning outcomes is 80.67 with a level of mastery of learning materials classified as good and above the Learning Objective Criteria Completion. Based on the results obtained, the learning outcomes of students in mastering learning materials have made significant progress.

This study aims to develop “Maps of Gita” learning media on grade V fraction material to help students improve their concept understanding. This research was conducted at SDN Cemplang 01 Bogor Regency and involved 58 grade V students in the 2023/2024 academic year. The research method used is a research and development model using the ADDIE model with stages: (1) Analyze, (2) Design, (3) Development, (4) Implementation, (5) Evaluation. Data were collected in various stages, namely: (1) analysis stage, need assessment and curriculum analysis; (2) design stage includes the preparation of media design, materials, and assessment instruments; (3) development stage includes making media, validation by material experts and media experts, and revision based on input through expert validation questionnaires; (4) implementation stage, involves limited trials to grade V students through pretests and postests to measure students' understanding of concepts before and after using the media; (5) evaluation stage, assessing the effectiveness of the media in improving students' understanding of fraction concepts through student response questionnaires. The results showed that the maps of gita media is feasible to use as a fraction learning media for grade V students. This media obtained a "very good" assessment from material experts (90.55%) and media experts (92.60%). The limited trial also showed that this media is effective in improving students' understanding of the concept of fractions. The pretest score of students' concept understanding was 53% and the post test was 86.33%, with an average response to the use of media of 93.33% with a very good category. Thus, "maps of gita " media can be an interesting and innovative alternative learning media to help students understand fraction material in elementary school.

The practices of argumentation have recently been upheld as an important need to develop students' understanding of scientific concepts. However, the present education system in Malaysia is still largely examination-based and teacher-oriented. Thus, this study aims to examine the mastery level of scientific argumentation and its scheme among Malaysian secondary-level science students. A total of 120 students were randomly assigned to answer a Scientific Argumentation Test (SAT), either individually or in a group. Based on the answers, two groups of students, one who have answered with valid scientific concepts and another who have answered with invalid concepts, were identified and interviewed. Quantitative analysis was performed on the SAT results to determine students' mastery of scientific argumentation, and their argumentation schemes were assessed using content analysis performed on the interview transcripts. The results showed that students were weak in the construction of scientific arguments with valid concepts. Moreover, most of the constructed arguments consisted of misconceptions. The results also showed that students who were involved in group argumentation tended to have a more complex argumentation scheme, compared to individual students. As a group, students were able to argue with more scientific elements and showed their understanding of macro and submicro concepts. Hence, science teachers need to emphasize on the construction of scientific argumentation in their teaching, especially at the macro, submicro, and symbolic levels of representations, to ensure students' understanding of the concepts. This will therefore enhance their mastery of scientific argumentation and improve their content knowledge.

This study aims to study parental attention (X1), mastery of material as a requirement (X2) and jointly with parental attention (X1) and mastery of material related to the suitability of learning outcomes of students of SMAN 4 Kota Sorong (Y). This type of research is quantitative in the form of correlational research. Purposive sampling is a sampling technique used in this study. The results showed that parents' attention and mastery of material had a significant relationship to mathematics learning achievement of Sorong City 4 High School students, namely 63.8% and 47.6%. Together, parental attention and mastery of prerequisite material have a significant influence on mathematics learning achievement of SMAN 4 Sorong City students, amounting to 70.6%.

This quasi-experimental research aims to determine the effect of Think Pair Check (TPC) learning models on understanding of mathematical concepts in terms of cognitive style. A purposive sampling technique was used to select a sample of 54 students from a junior high school in Patamuan sub-district, Indonesia. The data were obtained from mathematical concept understanding tests and Group Embedded Figure Test (GEFT) to determine students' cognitive styles. Data were analyzed using t-test. The findings indicated that students who learned using TPC method had a better understanding of concepts than those learning using the conventional model. Furthermore, the TPC learning model positively influenced the understanding of mathematical concepts of students with the Field Independent cognitive style but had no influence on students with the Field Dependent cognitive style. Therefore, the TPC learning model can be used to improve the understanding of mathematical concepts, especially for students with the Field Independent cognitive style.

IntroductionReading is an attempt to comprehend the writer’s message for personal growth and success in the relevant fields. Thus, psychologists consider it a multifaceted cognitive process of constructing meanings from texts. The present study was conducted to determine the relationships among students’ reading habits, study skills, and academic achievement in English at the secondary level in Punjab, Pakistan.MethodsThe (n = 1614) students enrolled in the science section for the academic year 2019–2020 participated in this descriptive correlational survey, selected from 40 high schools in Lahore, Punjab, Pakistan, through a non-proportionate stratified random sampling technique. The Reading Habits Questionnaire (RHQ) and the Study Skills Scale (SSS) were used to collect data about students’ reading habits and study skills. At the same time, academic achievement was the students’ grades obtained in the ninth class in the subject of English that were determined by the Board of Intermediate and Secondary Education (BISE) Lahore in 2019. Students’ responses were analyzed through descriptive and inferential statistics.ResultsThe results indicated that students have competent reading habits and study skills. The correlational findings showed a strong positive relationship among reading habits, study skills, and academic achievement in English, while moderate positive relationships between reading habits and academic achievement in English. However, regression analysis results were significant, while reading habits and study skills moderately predicted academic achievement.DiscussionIt is implicated that teachers should plan such assignments and tasks based on reflective thinking by considering the role of study skills in academic achievement. Moreover, teachers and school administrators could mutually create timetables for library lessons to build reading habits and study skills among learners.

This study aims to produce an integrated, valid, and practical step-by-step test that is valid, reliable, and practical to identify students' understanding of science concepts and misconceptions. The study was conducted based on the Plomp & Nieveen model and test development steps by Oriondo & Dallo-Antonio. The subject of this study is an integrated gradual test. The object of this research includes the characteristics, validity, reliability, practicality, and profile of students' understanding of concepts and misconceptions in science learning. Data was collected through interviews, document studies, questionnaires and tests. The data was analyzed qualitatively and quantitatively. The results of the study obtained the characteristics of an integrated phased test including a four-level diagnostic test. Integrated phased tests with valid, reliable and practical categories. The results of the measurement of the students' science concept understanding profile on temperature, heat and expansion materials obtained an average understanding of concepts with a low category. The average misconception of students in the material Temperature, Heat and Expansion was obtained at 63% with a high category. The causes of misconceptions in students include their own thoughts, workbook books, and learning resources available on the internet. The integrated gradual test is able to reveal the profile of students' concept understanding and misconceptions so that science learning outcomes are of higher quality.

This research is motivated by lack of understanding of the concept of eighth grade in Ar Rahmah Pacitan Islamic Integrated Junior High School on science subject. Many learning methods found to improve students performance, but how does the teacher is able to choose the appropriate learning method to gain optimal learning results. The purpose of this research is to increase student’s understanding of concepts. For contextual learning or just rely on the books, sometimes the students feel bored, so the student's understanding in learning is less and need a help tool. This research uses a classroom action research method, which lasts for two cycles. The chronology of this research, starting from planning, action, observation, and reflection. The subjects are 30 students. Collecting data using tests, practicum, questionnaire, interviews, observation, and documentation. The datas are analyzed by looking at the classical mastery learning students ie 75% of students got a score ≥ 75. The results of this research showed that the media environment based learning can increase student’s understanding of the concept. This is evident from the enhancement in the average results of the first cycle test is 77.8 and the second test is 84.5. The learning model that based on environment succeed in increasing understanding of science concepts with the percentage of completeness initially increased by 48% to 70% in cycle 1 and 93% in cycle 2.

This study investigated the correlation between conceptual and procedural understanding of the division of algebraic fractions among junior high school students at a government-run university. It utilized descriptive and correlational research designs involving 109 enrolled Grade 8 students as study respondents. A validated algebra test questionnaire was the instrument used for the division of algebraic fractions. The Pearson product-moment correlation or Pearson r was used to assess the correlation between data variables. The findings revealed that the students poorly exhibited conceptual and procedural understanding in the division of algebraic fractions. There was a strong, highly positive, significant correlation between the students’ conceptual and procedural understanding in the division of algebraic fractions, which indicated that students' conceptual understanding goes hand in hand with their procedural understanding. Therefore, the higher the level of student conceptual understanding, the higher the level of procedural understanding and vice-versa.

The aim of this study was to investigate the effect of learning with scaffolding approach assissted by PhET simulation on students’ conceptual understanding and students’ learning independence. Research design using experimental design with one group pretest posttest study. The sample was 27 grade 10th senior high school students. Sample was chosen by purposive sampling technique. A test utilized as the pretest and posttest to collect data students’ conceptual understanding. Students also observed during the interventions to know students learning independence. Data analysis utilized quantitative and qualitative analysis techniques. The results of this study indicated that there is difference between students’ conceptual learning before and after learning in the scaffolding approach assisted by PhET simulation. However, this difference was not have a significant effect on students’ conceptual understanding. It also revealed that learning in the scaffolding approach assisted PhET simulation has effect on students’ learning independence. Students’ learning independence were in good enough and good category. Besides, students activities were increased during learning. Students became more active in seeking knowledge and interaction among students were increased. It provides communication and collaboration activities. The scaffolding and simulation were appropriate with the Indonesian curriculum and 21st century learning. These results suggest that within high school, scaffolding approach with PhET simulation can be use to improve students’ learning independence.

Project SCORE: Life Skills for Future Success, is a structured, 20-lesson curriculum, designed to help students develop academic and life skills, as well as self-responsibility, commitment, optimism, respect, and excellence. The curriculum was presented during 36, 90-minute class periods over the fall semester of the students' freshmen year. The purpose of this study was to determine the effectiveness of Project SCORE at improving grades, learning strategies, self esteem and coping skills with freshmen students at an inner-city high school. In order to evaluate the program, students completed paper-pencil surveys at the beginning and end of the semester in which they were enrolled in the Project SCORE class. In addition, teachers completed evaluations on their perceptions of each student's peer relationships, classroom behavior, mood, and activity level. All teachers and students involved in the course were asked to complete an evaluation to determine their level of satisfaction with the course and areas in need of improvement. Lastly, information pertaining to grades, discipline and standardized test scores were used to determine the impact of SCORE. Participants were 333 9th grade students at a large 4A high school in Texas. Findings suggest that SCORE had a positive effect on coping resources, study skills and grades during the semester students were enrolled in the course. Specifically, students reported significantly higher levels of school self concept and improved coping resources at the end of the semester long course. Lastly, students and teachers believed SCORE to be helpful in easing the transition into high school and at teaching the various life and study skills.

Some contents of physics provide abstract concepts (e.g. electricity) so they are demanding to be visualized and students are challenging to understand. However, the recent development in technology namely augmented reality can be used as a learning media to depict the some abstract concepts in physics. This study aimed to examine the implementation of learning media-based augmented reality that was developed in electricity topics to enhance students’ conceptual understanding. The research method used in this study was pre-experiment with one group pretest-posttest design. The participant of this study was 30 students in the first year of one public vocational high school in Garut. Students’ conceptual understanding was snapped using an instrument test (26 item questions) developed in multiple choices. In addition, average gain and normalized gain were used to analyze the enhancing of students’ conceptual understanding. The result of this study portrayed that improvement of conceptual understanding was in medium category. This case was illustrated by average gain (29.0) and normalized gain (0.56). According to result findings of this study can be inferred that learning media-based augmented reality developed in electricity topics could enhance students’ conceptual understanding.

This study examined the effect of molecular model kits on senior high school students’ conceptual understanding and perceptions of balancing chemical equations. A quasi-experimental design was employed, involving an experimental group instructed using molecular model kits and a control group taught through conventional instructional methods. Pre- and post-tests were administered to assess students’ conceptual understanding and perceptions of balancing chemical equations. Independent samples t-tests revealed no significant difference between the groups on pre-test scores, confirming baseline equivalence. However, post-test results revealed that students in the experimental group (M = 20.26, SD = 6.36) performed significantly better than those in the control group (M = 18.70, SD = 5.44), t(58) = 2.37, p = .012, indicating a statistically significant positive effect of molecular model use on conceptual understanding. Similarly, students in the experimental group reported significantly more positive perceptions (M = 3.10, SD = 0.54) than those in the control group (M = 2.70, SD = 0.45), t(58) = 1.69, p = .045. These findings suggest that molecular model kits enhance students’ understanding and engagement by supporting meaningful connections among the macroscopic, microscopic, and symbolic representations of chemical phenomena. The study highlights the pedagogical value of incorporating visual and tactile instructional strategies in chemistry education to promote conceptual understanding and positive learner perceptions.

The development of the Industrial Revolution 4.0 era requires students to have good literacy skills. The preliminary investigations at Senior High School 9 Padang showed that students’ literacy skills were still relatively low. This study investigated the effect of STEM integrated electronic student worksheet (STEM integrated ESW) to promote students’ conceptual understanding and literacy skills. We employed quasi-experimental research with a post-test-only design. A sample consist of 71 students was taken using the cluster random sampling technique. The post-test items and the literacy performance assessment sheet were used as data collection instruments. Data were analyzed using a comparison test of the two means of independent groups. The research revealed that the test on the conceptual understanding aspect obtained a t-test of 5.817. Aspects of data literacy skills obtained z test -6.085. In the aspect of technological literacy skills, the t-test value was obtained at 8.596. The analysis of students’ conceptual understanding and literacy skills showed that the experimental class average was superior to the control class. Thus, STEM integrated ESW has given significantly effects on students’ conceptual understanding and literacy skills. It is hoped that further researchers can develop similar products with different topics to optimize students’ literacy skills.

Students’ conceptual understanding is the main outcome of all education in the world. Students must be able to understand the concept well in order to apply their knowledge in daily life. One of the efforts to improve the conceptual understanding is through computer-based learning. This study aims to improve the students’ conceptual understanding of physics by using the virtual laboratory. The participants of this study were students from three different senior high schools. The students were divided into three experimental groups and three control groups. The research instrument used was multiple choice forms. The results indicated that the use of virtual laboratory gave a positive effect on students' conceptual understanding. The final test result showed that the experimental group got a higher score than the control group. Data analysis was based on the number of students’ correct answers in every cognitive aspect. The result of the analysis in every cognitive aspect showed that in each school, students were able to answer the questions correctly on aspects of C1 (remembering), C2 (knowing), C3 (applying), and C4 (analyzing). While on the aspects of C5 (evaluating) and C6 (creating) still needed to be improved.