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Educators are working hard to adapt to new learning strategies to mitigate the epidemic's impact. Educators learn and adapt together as part of online teaching and learning. For the learning process to continue, teachers need to be more creative in online learning in the face of the pandemic. Learning at home through online learning may continue to satisfy students' learning goals to help them develop their abilities and interests as they advance through their educational levels. Using methodologies from the field of meta-analysis, the authors of this paper investigate and explain the implementation of various forms of online education throughout the pandemic, such as blended learning and e-learning. The aim is to see how online, blended, and e-learning affect learning outcomes. Based on research from many educational institutions, this study is limited to 2020 and 2021 in Indonesia during the pandemic. According to the value of effects of size 1.33, the utilization of online learning during times of pandemic substantially impacts the attainment of learning outcomes. Based on the ten papers evaluated, all studies showed a positive side effect, showing that online learning had a significant impact on motivation to learn during the pandemic. [ABSTRACT FROM AUTHOR]

This paper is a systematic literature review (SLR) of the effect of metacognitive strategies on mathematical problem-solving ability. The purpose of this study was to analyze the effect of applying metacognitive strategies on students' mathematical problem-solving abilities. The steps in SLR involve, 1) develop research question; 2) construct selection criteria; 3) develop search strategy; 4) select studies using selection criteria; 5) assess the quality of studies; 6) synthesis result of research question. The search for relevant articles was carried out on online publications such as ProQuest, Google Scholar, dan ScienceDirect published in the 2010-2021 period. The authors obtained 9 articles that were included in the criteria for determining the selection of relevant literature. The results o that metacognitive strategies have an effect on mathematical problem-solving abilities. This is because, the components of the metacognitive strategy can raise awareness in students to carry out efficient problem-solving. This paper also found that students who use metacognitive strategies continuously will improve their mathematical problem-solving abilities. This research will provide information to mathematics teachers, which indicates that teachers need to use the metacognitive strategy in learning to maximize students' mathematical problem-solving abilities. [ABSTRACT FROM AUTHOR]

This paper aims to examine the effectiveness of using mind maps as a tool to enhance students' conceptual understanding of photosynthesis. The study employed a one-group pretest-posttest design with a sample size of 27 students. The research instruments used in this study included a paper-pencil test to assess students' understanding of photosynthesis concepts before and after the intervention and the rubric to evaluate the quality of student mind maps. The data collected was analyzed using both descriptive and inferential statistics. The results indicate that students were able to increase their understanding of photosynthesis significantly. The intervention also has a large effect size (Cohen's d≥0.8), revealing that the mind maps can foster students' conceptions of the correct one. The VS-MPR in this research is very large (VS-MPR=1.271×10+13), so the probability of post-test>pre-test is also very high, and it also confirms that the intervention (mind maps) has a significant impact and is very effective in improving students' learning outcomes. The findings also found that student mind maps encompass six essential concepts regarding chloroplast, material for photosynthesis, reactions, electron transports, and photosynthesis products. In addition, the success of this research is also supported by the appearance of the hierarchical nature of mind map connecting the main topic and subtopic since the connection is clear and straightforward. Overall, this study provides empirical evidence supporting the use of mind maps as an effective learning strategy to enhance students' understanding of photosynthesis. [ABSTRACT FROM AUTHOR]

Diabetic retinopathy (DR) is a common cause of vision problems all over the world. However, DR is difficult to detect in the early stages, and the demonstration process is lengthy in any case, even for professionals. As a result, a PC-assisted assignment approach based on deep learning calculations has been expanded to automatically diagnose the cause of diabetic retinopathy by dividing shading retinal body structure photographs into two evaluations. This paper provides a convolutional neural system model which is prepared with a plan of learning strategy of exchange. The major difference between the previous models and this proposed work is that the binocular body structures images are taken as the sources of info. Also, the sets which are used for training are exclusively 28 104 images and set of 7024 images are being investigated. Out of these prediction methods proposed binocular model gives the operating curve of 0.951. When comparing with existing monocular model this value is larger than 0.011. In turn for the verification of binocular design, it trains a model a negative class DR detection, this model is also evaluated on the sets of 10%. The kappa score obtained is 0.829, which will be a larger value than the existing models. [ABSTRACT FROM AUTHOR]

COVID-19 pandemic brings a lot of new challenges like never before. Adaptation is a must including in the learning and teaching ecosystem. A sudden switching from in-person learning to distance learning is difficult, especially in Indonesia where distance learning is still uncommon. Hence, a set of proper strategies is required to push the success rate of distance learning. This paper shares our experience in employing the pair programming approach as a part of our distance learning strategy. We applied the approach in two introductory programming courses available to the freshmen. Two grouping methods were applied (random and clustered). Based on both the final grades and the students' opinions, we conclude that pair programming is very effective to help the students reaching the course objectives. However, team commitment was reported as the biggest obstacle. [ABSTRACT FROM AUTHOR]

This paper attempts to seek the effectiveness of integrating metacognitive components (Planning, Monitoring and Evaluation) in learning vocabulary of Malaysian university students through an eight-week intervention program. This experiment intent to response the following question: Can metacognitive components increase amount of students French's vocabularies? Three classes interventions embedded with metacognitive components lessons and the vocabulary tests were applied in this study. Forty-five students involved in this study: A total of 21 students who applied metacognitive components during the interventions involving the experimental group; the other of 24 students of the control group and taught by conventional method of learning without metacognitive components. The metacognitive components which applied to these students demonstrated the effectiveness. The experimental group defeated the control group in the post vocabulary tests. The data was analysed by one-way ANCOVA and T-test. [ABSTRACT FROM AUTHOR]

This paper describes the development of an automated Mud Card Class Feedback System. The idea of this system is based on the muddy card technique discovered by MIT University which was used to improve learning strategies by receiving student feedback at the end of the class. The background of this technique is based on Mosteller, where he advised lecturers to allocate the latest three or four minutes of lecture ask their students on these three questions: "What was the most important point in the lecture?", "What was the muddiest point?" and "What would you like to hear more about?" There is currently no digital student feedback system that is based on this technique. Thus, based on the concept of the muddy card technique, we proposed to develop automated mud card class feedback system with these features such as keyword extract, sort and filter feedback functions, and automated attendance system. Google Firebase, VS Code and Ionic Framework were utilized to develop the automated mud card feedback system. It is a hybrid application available in web and Android platform. The strengths of the system is that it is automated, which provides continuous improvement in lecturers' teaching methods and students engagements in class. It also offers automated attendance system that records students' attendance in class. The limitations of this system are that it is not available in IOS platform and lack of security features. In future, we aim to make mud card class feedback system as all-in-one application by adding additional features such as file sharing, provide help ticket system and quiz system. [ABSTRACT FROM AUTHOR]

Object discovery is one of the very important and challenging problems in computer computing, seeks to obtain the properties of objects from a large number of categories previously described in natural images. In particular, image classification that aims to see the semantic categories of objects in a given image. Object discovery is not only identifies item categories but also predicts the location of each item with a mandatory box. Semantic separation process aims to predict intelligent pixel separation to assign a specific category label to each pixel, thus providing a richer and more comprehensive understanding of the image. In depth learning strategies have emerged as a powerful strategy for reading presentations directly from the data and have led to significant success in the field of general acquisition. Given this period of rapid evolution, the aim of this paper is to provide a comprehensive analysis of the latest achievements in this field brought about in-depth learning strategies. Here, the deep learning object detection algorithm is implemented for accuracy and time effectiveness to show the correct label for a character of interest in a movie which will be more useful in surveillance of building, ATM centres etc. Finally, it concludes with a promising indication for future research. [ABSTRACT FROM AUTHOR]

Many fire accidents have occurred in recent times, and almost 95% of fire industry accidents are caused by manual errors and frictions. Other factors that have a large impact on casualties include temperature mismatching, human carelessness, chemical frictions, static electricity, and atmospheric conditions. These causes create massive destruction in the fireworks industry and have led to a high death rate in the past decades. This paper introduces a new machine learning strategy called Extensive Fire Based Risk Factor Estimation (EFBRFE) based on a past accident dataset. It analyzes the factors influencing an explosion in the firework industry related to a fatal accident. The proposed approach's results demonstrate the efficacy of a new model, the level of risk assessment, and the identification of human flaws in the working environment required to lead a safe manufacturing scenario. These significant issues provide a practical and intellectual framework for the Virudhunagar district firework manufacturing industry. The dataset pertains to fireworks accidents in this district. The accuracy, sensitivity, and specificity of this model are 99.10%, 98.4%, and 97.6%, respectively. This model is used intelligently to classify accidental factors and predict risk and consequence levels. [ABSTRACT FROM AUTHOR]

REMAD COCOPER (REading, (Mind or Concept) Prepping, Discussing, Collaborating, COoperative-learning, Presenting, Elaborating, and Reflecting) is a learning strategy developed to develop the capabilities of prospective student educators. Development of REMAD COCOPER learning strategies using the ADDIE development model. The Limited trial is conducted in the odd semester of the 2016/2017 school year and extensive trial conducted in 2017/2018 for S2 Biology Education students. The purpose of this paper is to report the results of the Focus Group Discussion conducted to improve the REMAD COCOPER learning strategy. Qualitative descriptive method is used to describe the results of the implementation of Focus Group Discussion. Focus Group Discussion was held on 1 and 2 October 2018 attended by 2 Biology Education Master Students, 5 Biology Education Doctoral Students, and 12 lecturers in Biology, Physics, and Chemistry Education at Malang State University. The results of the Focus Group Discussion is the REMAD COCOPER learning strategy supports to developing the capabilities of pre-service biology teacher students, developing competencies for acting in the 21st century, developing learning based on Life-Based Learning, can be implemented by lectures for preservice biology teacher students, and support social system processes, including (1) cooperation, (2) equality, and (3) intellectual freedom. [ABSTRACT FROM AUTHOR]

Online Learning has been used massively in learning during the Covid-19 pandemic. Although it has a weakness, namely the decreased student involvement in Learning, Online Learning will still be used in this new standard period. This research aims to; (1) know the differences in student involvement in Lathe Machining Learning with collaborative online Learning (COL) strategies and online learning (OL) strategies; (2) know the difference in Lathe Machining learning outcomes between students in the class with the COL strategy and the class with the traditional OL strategy; (3) Differences in Lathe Machining learning outcomes between students with high involvement in class with COL strategy and class with traditional OL strategy; (4) Differences in Lathe Machining learning outcomes for students with low involvement in class with COL strategy and class with traditional OL strategy. This research is quasi-experimental; the sample selection for the experimental and control classes is made randomly from eight Lathe Machining classes. Data analysis in this study used 2-way ANOVA with one treatment variable and one attribute variable. The results showed; (1) student involvement in Lathe Machining Learning with the COL strategy is higher than with the traditional OL strategy; (2) the learning outcomes of Lathe Machining with the COL strategy are higher than those with traditional OL strategies; (3) there is no difference in Lathe Machining Learning outcomes of students with high involvement between the COL class and the traditional OL class; (4) there is no difference in students' Lathe Machining learning outcomes with low involvement between the COL class and the traditional OL class. [ABSTRACT FROM AUTHOR]

By studying the patterns of a group of individuals' responses to a series of multiple-choice questions, researchers can utilize Model Analysis Theory to create a probability distribution of mental models for a student population. The eigenanalysis of this distribution yields information about what mental models the students possess, as well as how consistently they utilize said mental models. Although the theory considers the probabilistic distribution to be fundamental, there exists opportunities for random errors to occur. In this paper we will discuss a numerical approach for mathematically accounting for these random errors. As an example of this methodology, analysis of data obtained from the Lunar Phases Concept Inventory will be presented. Limitations and applicability of this numerical approach will be discussed. [ABSTRACT FROM AUTHOR]

Student gestures are part of how students articulate their ideas, and can be of use to us in diagnosing student thinking and forming effective pedagogical responses. This paper presents examples of gestures that occur in a conversation between students and a TA about a mechanics homework problem, and analyzes one gesture that was particularly significant to the conversation. [ABSTRACT FROM AUTHOR]

This paper presents a method to evaluate students' representational coherence, i.e. their ability to use multiple representations and move between them in the case of Newton's first and second laws. Results of five high school students are discussed. [ABSTRACT FROM AUTHOR]

Malaysia is moving towards becoming a developed nation by 2020. As such, the need for adequate human resources in science-related fields is one of the requirements to achieve a developed nation status. Unfortunately, there is a downward trend in the number of students pursuing the science stream at the secondary school level. This paper introduces an enhanced science textbook using Augmented Reality (eSTAR) that is intended to motivate students to be interested in science. The eSTAR was implemented to provide a supplement to the conventional science teaching and learning methods in the secondary schools. A learning performance study with a control group was conducted to investigate the effectiveness of the eSTAR for science learning among a sample of 140 Form Two secondary school students. The results indicate that the learning performance of the students in both groups had a significant difference in mean scores between the pre-test and post-test. Students using the eSTAR have a better score in the post-test and eventually resulted in a better learning performance compared to those who were exposed to the conventional science learning. Overall, the results show that the students benefited from the use of the conventional and eSTAR learning approaches. [ABSTRACT FROM AUTHOR]

This paper seeks to investigate the relationship between language learning strategies and proficiency in English. Fifty-six pre-university students (22 males, 34 females) of University Malaysia Sabah participated in this study. Oxford's Strategy Inventory for Language Learning (SILL) self-report questionnaire was adopted to identify the students' language learning strategies, whereas their proficiencies were judged based on their Malaysian University English Test (MUET) Results. Pearson's correlation coefficient, Spearman's rank correlation coefficient and the t-test were utilized to make statistical interpretation about the relationship. The knowledge obtained from this study will be helpful for future studies on how to improve the quality of learning and proficiency in English. [ABSTRACT FROM AUTHOR]

Learning strategy concept was introduced in the education field from the development of cognitive psychology. Learning strategies are behaviors and thoughts that a learner engages in during learning which are intended to influence the learner’s encoding process. Literature on learning strategies in physics field is very scarce. Participants of the research consist of teacher candidates (n=137) from 1st, 2nd, 3rd, 4th and 5th grade attending Department of Physics Education, Education Faculty of Buca, Dokuz Eylül University in Turkey. Data of this research was collected by “Scale of Learning Strategies Usage in Physics” (Cronbach’s Alpha=0.93). Mean, Standard Deviation, Analysis of Variance were used to analyze the research data. This paper reports on teacher candidates’ learning strategies used in physics education The paper investigates the relationships between learning strategies and physics achievement, class level. Some important outcomes of the research are presented, discussed and certain suggestions are made. © 2007 American Institute of Physics [ABSTRACT FROM AUTHOR]

In this paper we describe phenomenography and demonstrate its use in two separate studies; an investigation of students' understandings of gravity and a comparison of two groups of students awareness of the utility of physics. [ABSTRACT FROM AUTHOR]

This paper describes results of an ongoing investigation into the understanding of sound, mainly among preservice K-12 teachers. Recent work has focused on identifying difficulties in understanding sound propagation and resonance phenomena. We have found that within this population the concept of propagation, especially from one solid object to another, is not well understood. [ABSTRACT FROM AUTHOR]

When presented with a question, students activate a set of knowledge, or schema, that they use to respond to the question. For many instructors, one of the goals of the introductory physics course is to help students build robust schemas of formal knowledge that are activated for a given task. In this paper, we present evidence that suggests that even when schemas of formal knowledge are formed, students often struggle to activate this knowledge. We focus on the analysis of interviews with two introductory physics students concerning the topic of dynamics. We also demonstrate that the act of explaining, during the interview, has a profound impact on the students' responses. [ABSTRACT FROM AUTHOR]

The photoelectric effect is part of a group of phenomena that provide the experimental basis for the photon model of light. Most students pursuing a degree in physics or a related field first study the photoelectric effect and the photon model of light in a ‘modern physics’ course following directly after the introductory physics sequence. It has been documented that many students have trouble understanding the photoelectric effect itself, and its connection to the photon model of light. In an attempt to better understand student preconceptions and misconceptions of this topic, we conducted a study of students in a modern physics class at California State University, San Marcos. In this paper we will provide preliminary results of our research with specific emphasis on the knowledge base required to understand the photoelectric effect. [ABSTRACT FROM AUTHOR]

This paper presents a preliminary investigation into how introductory physics students justify their knowledge in an investigative science learning environment (ISLE). ISLE attempts to help students learn physics using the same strategies that physicists use to construct their knowledge. A coding schema, from naïve to scientific knowing, is used to analyze students' justification of knowing, probed by open-ended and multiple-choice ‘convincing’ questions. Results of the study support the assertion that students' epistemological beliefs are made as ‘context-sensitive resources.’ The results further suggest that the way that students develop the resources in a particular context may affect their justification of knowledge. ISLE helps students not only understand the concepts, gain the knowledge of the experimental evidence supporting the concepts, but also may enrich their epistemological development. [ABSTRACT FROM AUTHOR]

ICT in education is gaining acceptance as a learning method that helps teachers and students achieve optimal learning objectives. ICT is believed to motivate and facilitate the learning process. Critical thinking skills, as one of the 21st-century skills, are known to be improved through ICT-based education. This article presents a systematic review of the literature published in the last five years and an indexed database of Springer and Eric. The results showed a total of 27 articles that met the criteria. Research findings on ICT trends in education for critical thinking skills are structured under three reports: (1) ICT trends in education include android, VR, AR, and coding; (2) the best strategy with ICT monitoring is distance learning, programming teaching, and STEM; and (3) other skills that are enhanced along with critical thinking skills are cognitive and affective skills, which are problem-solving, creativity and innovation, collaboration skills and communication skills. Based on this evidence, we make recommendations for future research to consider other types of ICT for enhancing critical thinking skills. In addition, using other learning strategies, such as problem-based learning and inquiry, can be considered to improve critical thinking skills. [ABSTRACT FROM AUTHOR]

Following the growth and explosion of crypto currencies in the past few years, one of the cryptocurrencies i.e., Bitcoin is progressively seen as an investment asset. Given its volatile nature, it must have good predictions as a basis for electing asset. Data and features of various sizes. In this article, we try to accurately predict the value of Bitcoin, considering the various parameters that affect the value of Bitcoin. Then, using available data, we will predict the daily indicator of price fluctuations as accurately as possible. We used the Random Forest Classifier. Compared to the benchmark results of daily pricing estimates, we get better performance, higher mathematical accuracy and 99% machine learning algorithm. Our Bitcoin pricing forecast can be seen as a study to assess the significance of sample size in machine learning strategies. [ABSTRACT FROM AUTHOR]

Developing students' problem solving skills can be done by the teacher by giving them tests in the form of questions with the provisions of questions that have non-routine problems. This article is a qualitative study with a descriptive approach to analyze students' difficulties in solving non-routine questions that have been developed. Based on the results of research in the field, there are several types of errors experienced by students, including: (1) procedures in algebraic calculations and manipulations, (2) the use of the principles of the properties of number operations, (3) mathematical modeling, and (4) investigating the information provided as well as concluding the information as a problem solving solution. From these several types of errors, it is hoped that teachers will be able to overcome student difficulties by making efforts to improve or update strategies in presenting learning materials. This condition is caused by several factors that make students unable to solve non-routine mathematical problem solving. The influencing factors consist of internal factors and external factors. Internal factors including student motivation and student attitudes in learning. Furthermore, external factors such as; learning devices, teacher variations in teaching, and family environment. [ABSTRACT FROM AUTHOR]

Mathematics learning materials are quite complex, and each chapter in the materials are often interrelated, so students must have sufficient knowledge to learn new chapters. According to the cognitive load theory, complex material will increase students' intrinsic cognitive load. Therefore, teachers must reduce the students' intrinsic cognitive load first by making a correlation of the material being studied with the previous materials in order to create effective learning. In addition, teachers must reduce students' extraneous cognitive load so that students' cognitive load does not increase. One of the ways that teachers can do is to use the goal-free problems strategy. This study aimed to describe the design of the goal-free problems strategy in trigonometry learning, especially the sine and cosine rules. Literature review was used to achieve the research objectives. The goal-free problems can be used by the teachers by changing the specific questions into open or free goal questions. The goal-free problems design can be implemented in classes with novice students who have lack prior knowledge or when the material being taught is considered difficult. Teachers can use goal-free problems-solving learning steps to improve students' problem-solving skills. The design produced in this study can be used as a guide or example for teachers to create learning tools using a goal-free problems strategy. [ABSTRACT FROM AUTHOR]

An online educational engagement recognition model assumes an indispensable part to improve the information on students in different fields without intruding on their learning interaction even in this pandemic period. Online educational engagement recognition system incorporates every one of the actions of a student identical to attend, read, write, and so on. While taking part in all these actions, a learner might express different degrees of commitment like completely connected with, to some extent drew in and totally not locked in. The cooperation of online students must be recognized for a successful learning measure. The current writing could be arranged relying on the students' cooperation as fully automatic, semi-automatic and manual. Again, it is categorized constructed on the information forms used to recognize the online educational engagement recognition framework. Herein review on PC based programmed online educational engagement recognition frameworks is introduced. A few instructive commitment strategies are applied for PC based web-based commitment recognition frameworks. In these frameworks looking at a member's quality and consideration with the multimodal of face, eye and speech are observed to be a difficult errand. In this review, it is additionally distinguished that there are not many difficulties like readiness and utilization of appropriate datasets, recognizing reasonable execution measurements for various errands included and giving suggestions to future improvement of online instructive commitment acknowledgment by solidifying the face demeanor, eye development, and voice acknowledgment modalities are at this point left unaided. Nonetheless, there are a couple of assessment openings included, an internet based instructive commitment acknowledgment framework will help the understudies with drawing a valuable strategy for learning and getting evaluated beneficially and satisfactorily during the lockdown season of pandemic disease COVID-19 without interrupting their learning cycle and gaining data. [ABSTRACT FROM AUTHOR]

Quality education will be achieved if it is supported by a quality learning process. Therefore, teachers must understand teaching and learning strategies by implementing different teaching and learning strategies in different situations and conditions. During the Covid-19 pandemic period, it directly impacted the education system in Indonesia so that the learning process had to be done online (school from home), face-to-face classes had to turn into online classes with indirect interaction between teachers and students. This study aims to determine the challenges faced by the teachers and the learning strategies taken by the Biology / Science teachers in conducting online learning. The research was conducted through an online survey with SMP and SMA teachers in various provinces in Indonesia as respondents. The results showed that the challenges (difficulties) faced by science / biology teachers in science / biology learning in the emergency response situation of Covid-19 were different for each region and school, but were generally related to the availability of a stable internet network signal, resources for internet access (mobile phones and or laptops), the ability to use information and communication technology facilities (ICT, hardware and software), and school support (WiFi, trainings, and online learning facilities). Difficulties especially faced by teachers who have not fulfilled the availability of internet network access and the ability to use ICT facilities are relatively low, and lack of school support. Meanwhile teachers who could access the internet network well and had the ability to use ICT facilities and also received school support did not experience difficulties. The learning strategies applied by science / biology teachers in teaching science / biology material in the Covid-19 emergency response situation were to modify the form of learning synchronously using video conferencing (Zoom, Google meet), WAG, discussion forums at LMS, Google Classroom and asyncronus with assignment submission via WAG, email, LMS, Google Classroom. In the learning process, the teacher used various media such as PPT, video, virtual lab and independent practicum with the equipment and materials around the students. In the evaluation process, many teachers used written test techniques using google forms, email, or online quizzes such as Quizziz. The things that were considered by the teacher in determining strategies for teaching science / biology in the emergency response situation of Covid-19 were the condition of students, ease of access, practicality, flexibility, effectiveness and conditions of internet connection as well as data / quota usage capacity. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has caused all learning in Indonesia to be carried out online. For more than a year, the learning was carried out online. Here, we present a description of online learning conducted for undergraduate students of chemistry education at the chemistry department at a public university in East Java on reaction rate lab work material. The blended learning strategy consisted of five stages: Discover, Learn, Practice, Collaborate, and Assess (DLPCA). Under the DLPCA strategy, the asynchronous part of teaching was done with video recordings shared in the learning management system (SIPEJAR) to allow students to learn at their own pace. The synchronous part of the teaching was done using a video conferencing platform in the form of Google Meet. The DLPCA strategy was presented and discussed with students before being implemented. The analysis of teaching and learning experiences based on two indicators, (i) student learning experience and (ii) student academic achievement, showed that DLPCA had a positive impact on students. The challenges identified were the stability of the internet connection and hands-on learning experiences in understanding laboratory tools. Instructors must also find ways to increase their interactions with students and maintain student interest and engagement during online classes. The study also shows that most of the learners are satisfied with the DLCPA strategy. Therefore, this strategy is considered manageable that can be adapted to complete online instruction for other Bachelor of Chemistry Education Courses. [ABSTRACT FROM AUTHOR]

Self-efficacy refers to a person's belief in his or her capacity to accomplish desired goals. Self-efficacy helps college students to overcome any learning problem, because belief in mastering a situation produces positive effects and is a critical factor in students' academic performance. This study aimed to assess pre-service biology teachers' self-efficacy at Universitas Siliwangi in Environmental Pollution course. A survey was conducted on 111 participants. The data were gathered through the use of a questionnaire with 50 statements and then analyzed descriptively. Statistical analysis showed that the participants earned a fair score (69.92) in Magnitude, a fair score in Strength (62.35), and a good score in Generality (72.37). This finding suggests that students are not completely familiar with self-efficacy, and hence that certain dimensions of self-efficacy require training and improvement. As a result, efforts must be made to improve students' self-efficacy. One of the efforts can be implementing learning strategies or models that can promote students' self-efficacy in the classroom. [ABSTRACT FROM AUTHOR]

Science plays a major role in assisting Malaysia to achieve the developed nation status by 2020. However, over a few decades, Malaysia is facing a downward trend in the number of students pursuing careers and higher education in science related fields. Since school is the first platform where students learn science, a new learning approach needs to be introduced to motivate them towards science learning. The aim of this study is to determine whether the intervention of the enhanced science textbook using augmented reality contributes to the learning process of lower secondary school students in science. The study was carried out among a sample of 70 lower secondary school students. Pearson Correlation and Regression analyses were used to determine the effects of ease of use, engaging, enjoyment and fun on students' motivation in using the augmented reality science textbook for science learning. The results provide empirical support for the positive and statistically significant relationship between engaging, enjoyment and fun and students' motivation for science learning. However, Ease of use is not significant but positively correlated to Motivation. [ABSTRACT FROM AUTHOR]

This investigation proposes a monotonous model of organization adaptability prepared from the start to separate and recognize the presence of pneumonia from an assortment of chest X-Ray images samples. Not at all like different strategies that depend entirely on transfer learning strategies or conventional methods intended to accomplish stunning disruptive working, we made a convolution network model from scratch to extricate highlights from a chest X-Ray image and determine to decide if an individual has pneumonia or not. This model can assist with lessening the dependability and deciphering difficulties that are regularly confronted when managing X-Ray images. Unlike other classified techniques, it has sufficient storage space. It is hard to acquire a lot of pneumatic information for this classification function, accordingly, we sent more information expansion calculations to work on the legitimacy and characterization of the R-CNN model section and found significant verification accuracy. [ABSTRACT FROM AUTHOR]

World employment is evolving and many of previous skills have decreased in demand, reskill with more up-to-date needs has marked a prominent appetite in recent World Economic Forum 2020 in.Davos. Active learning and learning strategies are a growing demanding skill. Due to certain quarters of academic faculty who do not see the benefits of the learners-centred learning, students have mostly experience learning in a traditional way. This work focuses on implementing a part of learners-centred learning, active learning in numerical methods course. Worksheets with filled in gaps have been used in the operation of active learning class. Questions are probed to students for response on their thought and experience. Quantitative and qualitative method are used. Results show that most students confirm the use of worksheet, atmosphere of class conduct and the thought of what they could learn besides the course content itself. [ABSTRACT FROM AUTHOR]

Learning in Indonesia is sluggish, stagnant, unsatisfactory, and too teacher-centered, including Arabic, which prompted the Indonesian government to provide a solution by implementing an independent learning program. The government has provided education about the implementation of independent learning by holding a teacher teacher program. However, not many Arabic teachers have been recruited into the program. As a result, most Arabic language teachers still do not know how to organize independent learning in Arabic learning. Role models in the preparation and determination of independent learning strategies are needed, especially in learning Arabic writing skills. This study discusses how to implement independent learning, in this case using the differentiation method in learning Arabic writing skills. The method used is a case study in a public high school in Tabalong Regency, South Kalimantan Province. The results of this study give us an idea that the thing that needs to be done before determining the method is to know the diversity of individuals in the class. So that the teacher uses the method of differentiation so that learning objectives are achieved. So that the same learning objectives can be achieved by each individual in the class, what is done by the teacher is by giving assignments to produce different products but still with the same learning goal. Finally, students achieve the same learning objectives, but the resulting product is in accordance with the diversity of individuals. [ABSTRACT FROM AUTHOR]

Learning strategy in an intelligent learning system is generally elaborated on the basis of assessment of the following factors: learner's time for reaction, content of the learning object, amount of learning material in a learning object, learning object specification, e-learning medium and performance control. Current work proposes architecture for dynamic learning strategy design by implementing multidimensional analysis model of learning factors. The analysis model concerns on-line analytical processing (OLAP) of learner's data structured as multidimensional cube. Main components of the architecture are analysis agent for performing the OLAP operations on learner data cube, adaptation generator and knowledge selection agent for performing adaptive navigation in the learning object repository. The output of the analysis agent is involved in dynamic elaboration of learning strategy that fits best to learners profile and behavior. As a result an adaptive learning path for individual learner and for learner groups is generated. [ABSTRACT FROM AUTHOR]

Engagement with students during teaching and learning process is vital to ensure effective communication in virtual classes. However, students with limited internet access face problems in participating the sessions. While teachers are adapting to the new normal in education, creative approach to teaching has been introduce in class by using educational comics. A case study has been conducted on 30 respondents through trial usage of comics and questionnaire. The findings reveal the effectiveness in using educational comics as introductory material in weekly lessons. The employment of teachers-inspired characters in comics has also contributed to students' engagement during non-face-to-face classes. Additionally, teachers-inspired comics can help diversify learning tools used by lecturers as effective teaching/learning strategies. [ABSTRACT FROM AUTHOR]

The present study explores the correlation between Meta-cognitive Self Regulated Learning strategies used by English language learners and how these strategies influence their language performances. This correlation study was carried out with 170 participants who enrolled in an English language proficiency course. The results of Pearson correlation test revealed a positive relationship between the use of Meta-cognitive strategies and the participants' level of English language proficiency. This study has yielded findings that make an original contribution to both the theory and the practice of Self-Regulated learning especially in the context of language teaching and learning. The pedagogical implications of this study will further lead to a systematic teaching of Meta-cognitive self regulated learning strategies in the L2 classrooms which hope to increase the proficiency level of L2 learners. [ABSTRACT FROM AUTHOR]

Physics is a subject that requires practical activities assisted by a worksheet to facilitate students in learning. Physics worksheets that have been designed according to learning needs can improve Higher-Order Thinking Skills (HOTS). Skills involving analyzing, evaluating, and creating are thought to be of a higher order than the learning of facts and concepts which require different learning and teaching methods. However, the current student worksheets that aim to train HOTS still using hands-on practical activities. Meanwhile, learning with practical activities in this digital era has become more comfortable because of the rapid development of technology. In projectile motion topic learning, practical activities can be carried out through computer simulation, namely, PhET. This study aims to develop "ProSim", a student worksheet for practical activities that support HOTS through PhET Simulation in projectile motion topic learning using POE learning strategy. This study using the Dick and Carey model of research and development method. The data of this study was obtained from the results of validation by learning experts. The results of the worksheet feasibility test conducted by learning experts received an average percentage above 79%, which categorized "Good." [ABSTRACT FROM AUTHOR]

The TPACK framework can be used by teachers to improve their competence in teaching students to face the challenges of the globalization era. TPACK is an important quality that connects teacher knowledge between content, pedagogy, and technology. TPACK consists of 7 components, namely Knowledge Technology (TK), Knowledge Content (CK), Pedagogical Knowledge (PK), Pedagogical Knowledge Content (PCK), Knowledge Content Technology (TCK), Pedagogical Knowledge Technology (TPK) and TPACK. The integration of content, pedagogy, and technology in learning is still lacking. The purpose of this study was to investigate the understanding of the chemistry preservice teacher about TPACK. A total of 105 pre-service chemistry teachers who have received chemistry learning planning courses. Data sources are provided for open questions, surveys, and interviews. Qualitative data analysis revealed that preservice chemistry teachers did not understand TPACK. The findings of this study can help to design learning strategies to develop teaching abilities with the TPACK framework of chemistry preservice teachers in their teaching practices. [ABSTRACT FROM AUTHOR]

Peer Asissted Learning Strategies (PALS) is a type of cooperative learning where high and low performing students are gathered into a small group to achieve common goals and improve individual's understanding. The objectives of this study are to investigate students' perception about PALS and to identify optional methods to improve the technique for future implementation. The Mengubah Destini Anak Bangsa (MDAB) students selected for this study were from pre diploma level of studies in the Pre-Commerce Program. Cluster sampling was used to randomly select eight out of ten groups. Ninety nine students in the selected group became the respondents. Three groups were identified as Experimental Group (EG) and another five groups as Control Group (CG). A Diagnostic Test was given to all ten groups of students during the first week of class. Students in EG were given instructions using PALS. At the end of the semester, questionnaires were distributed to students in EG and analyzed. This study revealed that students had positive responses to PALS and a few suggestions from students to improve PALS were obtained. [ABSTRACT FROM AUTHOR]

Although science educators have advocated that elementary teaching majors learn science concepts using inquiry-based methods, many college professors believe that these courses are merely “watered down” versions of traditional lecture-based courses. This study compared the chemistry content knowledge of elementary teaching majors enrolled in an inquiry-based course and science majors enrolled in traditional lecture-based courses. It also compared the elementary teaching majors’ views of how science is taught and learned to the views of secondary science teaching majors. The elementary teaching majors developed chemistry content knowledge comparable to the students enrolled in the traditional lecture-based course, but they developed views regarding how science is taught and learned that were more in line with the constructivist ideals than the secondary science teaching majors. The elementary teaching majors also improved their interest and confidence in teaching science in the elementary school setting. These results suggest that both sets of teaching majors would benefit more from inquiry-based science courses than lecture-based courses. © 2007 American Institute of Physics [ABSTRACT FROM AUTHOR]

The reasons for observed differences in physics performance between men and women have yet to be clearly determined. This study asks the question: if men and women have a similar background at the start of an introductory physics course, will there be differences in how much physics they learn by the end of the course? To answer the question, a matched sample of men and women was studied. Statistical analysis of the post-tests reveals no significant differences between the men and women in the matched sample. [ABSTRACT FROM AUTHOR]

We conducted post-instructional interviews with seventeen undergraduates from a general-science level astronomy class. Each interview lasted about fifteen-minutes, and students responded with a mix of verbal and graphical responses. The interview topics included roles of telescopes in astronomy, sources and properties of astronomical light, the relative importance of a telescope's magnification and light gathering ability, and light pollution. We concluded that students posses only a loose set of ideas regarding optical telescopes and visible astronomical light; however some potential common (mis)conceptualizations emerged. [ABSTRACT FROM AUTHOR]

The Lunar Phases Concept Inventory (LPCI) is a twenty-item multiple-choice inventory developed to aid instructors in assessing the mental models their students utilize when answering questions concerning phases of the moon. Based upon an in-depth qualitative investigation of students' understanding of lunar phases, the LPCI was designed to take advantage of the innovative model analysis theory to probe the different dimensions of students' mental models of lunar phases. As part of a national field test, pre-instructional LPCI data was collected for over 750 students from multiple post-secondary institutions across the United States and Canada. Application of model analysis theory to this data set allowed researchers to probe the different mental models of lunar phases students across the country utilize prior to instruction. Results of this analysis display strikingly similar results for the different institutions, suggesting a potential underlying cognitive framework. [ABSTRACT FROM AUTHOR]

The purposes of this qualitative study were (a) to investigate the factors that support the generation of spontaneous analogies (SAs) by students, and (b) to investigate the factors that interfere with comprehension of the analogy target of an SA. To promote the generation of SAs, eight algebra-based physics students were asked to participate in two group problem-solving sessions and one individual explaining session. Overall, 18 spontaneous analogies were generated. Two factors appeared to support the spontaneous generation of analogies: (1) sufficient prior understanding of the analogy target, and (2) the existence of previous analogical examples from other students. Two factors appeared to interfere with the comprehension of the SA analogy target: (1) an incorrect perception of the type of analogy between target and base (attributes, relationships), and (2) an incorrect understanding of the analogy base. [ABSTRACT FROM AUTHOR]

We developed an iterative survey to study the process of resource selection in a specific nearly-novel situation - the design of vacuum tube diodes. Preliminary data from upper-level undergraduate physics majors suggest that the ability to identify diode function in simple circuits predicts the ability to construct diodes. [ABSTRACT FROM AUTHOR]

Self-efficacy, or a person's situation-specific belief that s/he can succeed in a given task, has been successful in a variety of educational studies for predicting behaviors such as perseverance and success (grades), and for understanding which behaviors are attempted or avoided. The focus of this study was to examine if classroom factors such as teaching strategies and classroom climate contribute to students' physics self-efficacy. 121 undergraduates in first semester, calculus-based introductory physics courses completed surveys assessing course experiences, self-efficacy and other outcome variables, and demographic information. Students in sections including a mix of teaching strategies did significantly better than students in the traditional section on outcome variables including self-efficacy. When individual strategies were examined, the strongest relationships were found between cooperative learning strategies and all sources of self-efficacy, and between climate variables and all sources of efficacy. [ABSTRACT FROM AUTHOR]