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A scientific review of the problems that are relevant for researchers in the field of education in the last decade is presented. The issues of the content of education and its impact on the surrounding reality were considered by researchers from different fields of scientific knowledge: sociology, cultural studies, history, philosophy, political science, psychology. Scientific publications note that changes in education and its impact on personality occur due to various tools of the educational process, which can be identified in the generalized definition of «learning tools». The analysis of scientific literature and regulatory documents in the field of educational services in the Russian Federation allowed us to identify research areas that are of priority importance for pedagogical practice. It is significant for the authors to use a set of exercises, educational courses, design methods, situational tasks, and game technologies to form professional competencies of specialists. Most researchers note the need to justify the use of digital technologies to solve innovative pedagogical tasks. The scientific publications included in the review attempt to develop criteria for evaluating the effectiveness of teaching tools used in educational practice, their ranking and classification on various grounds, as well as the didactic potential of digital educational resources.

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This study aims to explore learners’ interaction performance in different types of cMOOC discussion topics and learning tools. The discussion topic is the problem context and communication framework, and online forums and blogs are typical learning tools containing discussion topics. This study focused on 5 types of forum discussion topics and 4 types of blog discussion topics in cMOOCs and took 3 dimensions to represent interaction performance. 96 learners enrolled in a cMOOC were recruited. Content analysis, descriptive statistical analysis and lag sequence analysis were used. The results showed that in forum discussion topics, the type of Commenting and Suggesting discussion topics is more likely to attract learners to participate in interactions, the Phenomenon Analysis and Brainstorming are more conducive to deep interaction, and the Feeling Sharing is more conducive to generating diverse interaction patterns. Second, in blog discussion topics, the Feeling Sharing easily attracts learners to continuously participate in high-level interaction, and the Summarizing and Creating is beneficial for promoting deep interaction in every interaction, and both can promote interaction transformation. Finally, the blog learning tool is more conducive to learners’ interaction performance than forums. This study provides empirical evidence for cMOOC designers to understand learners' interaction performance. [ABSTRACT FROM AUTHOR]

Employees' voluntary learning behavior is considered a key factor in organizational excellence and competitiveness. The current review paper synthesizes evidence on the determinants of employees' voluntary learning behavior. A search from 1995 to 2023 of the Web of Science, Scopus, EBSCOhost, ProQuest, and Standards databases yielded seven publications for review. After reviewing these, the conclusions indicate that the most significant factors affecting employees' voluntary learning behavior include organizational justice, subjective norms, self-efficacy, need for achievement, organizational identification, leader-member exchange, abusive supervisors, job levels, and learning tools. However, significant limitations can arise from the theoretical and methodological constraints. Addressing these limitations requires further research, employing qualitative and mixed-method inquiries using the case study technique to explore the mechanisms underlying the acknowledged determinants of employees' voluntary learning behavior. [ABSTRACT FROM AUTHOR]

This emerging technology report delves into the role of ChatGPT, an OpenAI conversational AI, in language learning. The initial section introduces ChatGPT's nature and highlights its features, including accessibility, personalization, immersive learning, and instant feedback, which render it a valuable asset for language learners and educators alike. Subsequently, the paper discusses recent empirical studies investigating its impact, revealing that it is best suited to complement traditional instruction, forging a symbiotic relationship that empowers language learners. The report concludes with some limitations and associated challenges in utilizing ChatGPT within language learning contexts. [ABSTRACT FROM AUTHOR]

The research aims of this study are to develop the storybook STEAM-based learning (Science, Technology, Engineering, Arts, Mathematics) for mathematic learning to improve critical thinking skills in grade 3 students in Elementary Public School Bringin 02. This media was developed based on the STEAM approach, so the use of media through the syntax of analyzing, synthesizing, making conclusions, and organizing strategies and tactics. The excellence of this innovative work focuses on improving critical thinking skills and scientific literacy skills. The excellence of this innovative work focuses on improving critical thinking skills. The type of research is Research and Development (R&D) using the Borg and Gall development model. The STEAM Activity: The Three Sides of My Family learning media is deemed suitable by three experts, including a children's literature expert with a 91% rating in the excellent category, a media expert with a 96% rating in the excellent category, and a content expert with an 82% rating in the excellent category. The STEAM Activity book is considered practical by students at Public School Bringin 02, receiving a 100% rating in the excellent category. Using an independent samples t-test, the effectiveness is found to be significant at 0.013, indicating that the STEAM Activity book is effectively used to enhance students' critical thinking skills.

This research aims to develop Education for Sustainable Development (ESD)-oriented science learning tools on environmental pollution material to improve critical thinking skills and environmental literacy for junior high school students. This research is development research (R&D) using a 4D model which includes the define, design, develop and disseminate stages. The tools developed consist of Teaching Modules, Student Worksheets, learning media, and evaluation instruments. Expert validation results show the device is feasible with an average score of 4.2/5. In a limited trial at SMP Negeri 2 Bojong Tegal, the implementation of the Teaching Module was 89%, 81% of students were actively involved, 87% gave positive responses. There was an increase in students' critical thinking skills (average 80.2) and environmental literacy (average 84.5). Success was supported by the application of the ESD approach with project learning, case studies, group discussions, and contextual-interactive media. Implementation of the Independent Curriculum with Teaching Modules and ATP increases student learning independence. The constraints of limited time and inadequate facilities were overcome by efficient time management and teacher creativity. Overall, the tools are valid, practical, effective, in accordance with the Independent Curriculum and 21st century learning with high-level thinking skills, environmental literacy and learning technology.

Objective: This study aims to find out the perceptions of students on handouts as learning material and their effectiveness as an instructional tool. Method: It was a descriptive cross-sectional study, conducted at Shalamar Medical and Dental College. The duration of the study was 6 months from (June 2022 to December 2022). A total of 185 students of MBBS participated in the study. A structured questionnaire prepared by the researcher was used for the collection of data. Data was entered and analyzed using SPSS version 22. Results: A total of 187 students from third year, fourth year and final year MBBS participated in the study.77.7% of students maintained a positive response that handouts helped them develop a better understanding of the lecture. A total of 78.8% of students felt a sense of satisfaction when handouts of lectures were made available to them. 85.9% of the students, in our research, reported that handouts have proved to be helpful in the preparation for exams. This research showed that 82.3% of the students supported the proposition that teachers should provide their students with lecture handouts Conclusion: The study suggests that students have a positive attitude towards the provision of instructor-prepared handouts and they consider it as an effective tool to enhance their learning. [ABSTRACT FROM AUTHOR]

Given the recently proposed three-filament theory of muscle contraction, we present a low-cost physical sarcomere model aimed at illustrating the role of titin in the production of active force in skeletal muscle. With inexpensive materials, it is possible to illustrate actin-myosin cross-bridge interactions between the thick and thin filaments and demonstrate the two different mechanisms by which titin is thought to contribute to active and passive muscle force. Specifically, the model illustrates how titin, a molecule with springlike properties, may increase its stiffness by binding free calcium upon muscle activation and reducing its extensible length by attaching itself to actin, resulting in the greater force-generating capacity after an active than a passive elongation that has been observed experimentally. The model is simple to build and manipulate, and demonstration to high school students was shown to result in positive perception and improved understanding of the otherwise complex titin-related mechanisms of force production in skeletal and cardiac muscles. [ABSTRACT FROM AUTHOR]

The problems that are still encountered in physics learning are related to the role of the teacher who still dominates during the learning, causing students to become less active and students' critical thinking skills to become low. This study aims to determine the feasibility of physics learning tools developed using a problem-based learning model designed to improve students' critical thinking on harmonious vibration material. The research method used is Research and Development (R&D) with a 4D type of research. The instrument used is in the form of a validation sheet filled out by one expert lecturer and three Physics Education students. The results of the validation sheet are analyzed using the Likert scale technique and then categorized in the cumulative score range of product eligibility. The results of the research obtained through aspect tests on the learning tools show that the physics learning tools developed using problem-based learning models on harmonious vibration materials is very feasible to be used as an alternative to learning with presentations that can improve students' critical thinking skills. For further research, the products developed can be put through the next stage of development, namely the limited trial stage to find out their validity and empirical reliability. Then, they can be put through the effectiveness trial stage to find out whether they can be used in in schools.

Literasi numerasi merupakan salah satu keterampilan yang perlu dimiliki siswa agar dapat bersaing dengan negara lain, namun literasi numerasi siswa Indonesia masih sangat rendah. Tujuan penelitian ini untuk mengembangkan perangkat pembelajaran CBL dengan konteks makanan Khas Ternate yang memenuhi kriteria valid, praktis, dan efektif dalam meningkatkan keterampilan literasi numerasi siswa. Perangkat yang dikembangkan adalah RPP dan LKPD. Model ADDIE (Analysis, Design, Development, Implementation, Evaluation) diterapkan dalam penelitian ini. Subyek penelitian ini adalah siswa MTS Darulfalah Ternate kelas VIII yang berjumlah 31 orang. Lembar kegiatan siswa, lembar respon siswa, dan tes literasi numerasi merupakan instrumen untuk menilai efektivitas perangkat yang dibuat. Lembar validasi RPP dan LKPD digunakan untuk memastikan keabsahan perangkat yang dibuat, dan angket kepraktisan untuk menilai kepraktisan perangkat yang dibuat. Dengan menggunakan kriteria sangat valid, hasil analisis menunjukkan bahwa: 1) validitas RPP sebesar 84,33%, dan validitas LKPD sebesar 83,33%; 2) nilai kepraktisan sebesar 85% yang berarti perangkat sangat praktis; dan 3) siswa yang meraih ketuntasan sebesar 81% serta nilai n-gain sebesar 0,77 yang menunjukkan peningkatan kemampuan literasi numerasi siswa setelah diterapkan perangkat pembelajaran CBL dengan konteks Makanan Khas Ternate kategori tinggi. Sehingga perangkat pembelajaran yang dibuat memenuhi kriteria valid, praktis, dan efektif untuk digunakan. Numeracy literacy is one of the skills that students need to have in order to compete with other countries, but Indonesian students' numeracy literacy is still very low. The aim of this research is to develop a CBL learning tool with the context of typical Ternate food that meets the criteria of being valid, practical and effective in improving students' numeracy literacy skills. The tools developed are RPP and LKPD. The ADDIE (Analysis, Design, Development, Implementation, Evaluation) model was applied in this research. The subjects of this research were 31 students of MTS Darulfalah Ternate class VIII. Student activity sheets, student response sheets, and numeracy literacy tests are instruments to assess the effectiveness of the tools created. RPP and LKPD validation sheets are used to ensure the validity of the devices made, and practicality questionnaires to assess the practicality of the devices made. By using very valid criteria, the analysis results show that: 1) the validity of the RPP is 84.33%, and the validity of the LKPD is 83.33%; 2) practicality value of 85%, which means the device is very practical; and 3) students who achieved completeness of 81% and an n-gain value of 0.77 which shows an increase in students' numeracy literacy skills after implementing CBL learning tools in the high category of Traditional Ternate Food context. So that the learning tools created meet the criteria of being valid, practical and effective for use.

The Green Building Council of South Africa specifies nine parameters for energy efficiency in buildings. These parameters are in dynamic systemic interaction with each other and with other building design elements. Therefore, the issue of optimization in terms of the Green Star rating system is a complex problem that defies complete resolution and sustainability. Partial resolution, using algorithmic optimization convergence and simulation techniques, holds potential. The specific problem that this paper confronts is the need for engineers, and others, to be able to assess energy-efficient early design decisions within tight time frames. A proposition is made regarding further developing a "green" simulation learning tool for practitioners. This paper explores the potential of MATLAB and EnergyPlus to create a simulated learning space for green energy optimization. While recognized as being an abstraction from the total set of nine Green Building Council of South Africa parameters, the purpose is to introduce principles that can be extended into a multi-variable, more complex context of multiple sustainability criteria. This paper concludes with a framework for a simulation model that optimizes one of the Green Star criteria of the Green Building Council of South Africa supported by case study data for four, five, and six star rated buildings. [ABSTRACT FROM AUTHOR]

Abstrak: Pengembangan dan penelitian ini menghasilkan perangkatapembelajaran dengan model SAMR (substitution, augmentation, modification, redefinition) untuk mengintegasikanateknologi agar pembelajaranalebih inovatif danakreatif serta meningkatkan pemahaman siswa. Prosedur pengembangan perangkat pembelajaran menggunakan metode pengembangan research and development (R&D) dan pendekatan model SAMR. Teknik pengumpulanadata dilakukan dengan observasiadan angket. Tahap pengujianakelayakan dilakukanaoleh ahli media, ahli desain, ahli materi, temanasejawat dan siswa. Hasil penilaian kelayakan ahli desain diperoleh prosentase 95,5 (valid). Ahli materiadiperoleh prosentase 93,8 (valid). Ahli media diperoleh prosentase 83,8 (valid). Uji kepraktisan oleh teman sejawat diperoleh prosentase 91,7 (baik). Hasil respon terhadap produk di kelompok kecil diperoleh prosentase 98,9 (baik) dan uji coba kelompok besar diperoleh prosentasea97,5 (baik). Hasil data dan analisis penelitian, disimpulkan bahwa pengembangan perangkat pembelajaran penerapan rangkaian elektronika dengan model SAMR kelas XI memudahkan siswa dan guru berkolaborasi mencapai tujuan pembelajaran dan mengembangkan kreatifitas dan inovasi siswa dengan mengintegrasikan teknologi serta dapat diterapkan dalam pembelajaran lainnya. Abstract: By incorporating technology, this Research and Development creates learning aids that use the SAMR (substitution, augmentation, modification, redefinition) model to make learning more original and creative while improving student's knowledge. The SAMR model approach and the Research and Development (R&D) method were used in the process of creating learning tools. Questionnaires and observation were used as data-collecting tools. Media specialists, design experts, material experts, coworkers, and students participated in the feasibility testing stage. A percentage of 95.5 (valid) was attained in the design expert feasibility evaluation results. Experts in material score 93.8 (valid). A valid percentage of 83.8 was given by media professionals. Colleagues' practicality test scored 91.7 out of 100, which is good. The results of the response to the product in the small group obtained a percentage of 98.9 (good), and in large group trials, it was 97.5 (good). The results of the research data and analysis concluded that the development of learning tools applying electronic circuits using the class XI SAMR model makes it easier for students and teachers to collaborate in achieving learning goals and develops student creativity and innovation by integrating technology and can be applied in other learning.

Purpose – The purpose of this paper is to evaluate the relative effects of three facets or connectors argued to be vital for learners in successful e-learning outcomes in developing economies. Design/methodology/approach – Data were collected through a survey involving 130 learners. A stratified sampling technique was employed. Regression analyses making use of linear, multiple and PROCESS macro in Statistical Package for the Social Sciences (SPSS) were used to analyze data. Findings – Technological self-efficacy and social presence are the most important facets needed by participants for effective learning in higher education institutions in developing countries. Learning tools meant to enhance teaching and learning and also contribute to learner satisfaction. Practical implications – The findings of the study provide insights to academic administrators to pay close attention to the three connectors in order to ensure quality learning. The findings guide higher learning institutions to adequately and selectively pay attention to the three connections. Deliberate efforts focusing on students' situations, opinions and concerns are vital for learner satisfaction in developing economies. Originality/value – This study represents a first attempt to examine the effect of the “right connections” for effective learning in developing economies, using a quantitative approach. The findings bring into attention the role of assessing learner inputs and virtual environment in boosting the effectiveness of e-learning. The findings also result in a model that should lead to increased learner satisfaction through the implementation of right connections. The study “disputes” the relevance of a universal e-learning system.

Abstract Background Historically, efforts to improved healthcare provisions have focussed on learning from and understanding what went wrong during adverse events. More recently, however, there has been a growing interest in seeking to improve healthcare quality through promoting and strengthening resilience in healthcare, in light of the range of changes and challenges to which healthcare providers are subjected. So far, several approaches for strengthening resilience performance have been suggested, such as reflection and simulation. However, there is a lack of studies that appraise the range of existing learning tools, the purposes for which they are designed, and the types of learning activities they comprise. The aim of this rapid scoping review is to identify the characteristics of currently available learning tools designed to translate organizational resilience into healthcare practice. Methods A rapid scoping review approach was used to identify, collect, and synthesise information describing the characteristics of currently available learning tools designed to translate organizational resilience into healthcare practice. EMBASE and Medline Ovid were searched in May 2022 for articles published between 2012 and 2022. Results The review identified six different learning tools such as serious games and checklists to guide reflection, targeting different stakeholders, in various healthcare settings. The tools, typically, promoted self-reflection either individually or collaboratively in groups. Evaluations of these tools found them to be useful and supportive of resilience; however, what constitutes resilience was often difficult to discern, particularly the organizational aspect. It became evident from these studies that careful planning and support were needed for their successful implementation. Conclusions The tools that are available for review are based on guidelines, checklists, or serious games, all of which offer to prompt either self-reflection or group reflections related to different forms of adaptations that are being performed. In this paper, we propose that more guided reflections mirroring the complexity of resilience in healthcare, along with an interprofessional collaborative and guided approach, are needed for these tools to be enacted effectively to realise change in practice. Future studies also need to explore how tools are perceived, used, and understood in multi-site, multi-level studies with a range of different participants.

This research aims to elucidate the potential benefits and inherent challenges of employing Virtual Reality (VR) technology as an instructional tool in contemporary educational settings. With an emphasis on understanding teachers' perceptions, the study investigates the difficulties faced during traditional oral teaching and the potential advantages that VR-based pedagogy may bring to the educational environment. The participants of this empirical investigation included 20 educators (11 males and 9 females), who provided their insight on a set of 15 questions specifically designed and later analyzed via Rasch measurement. The Rasch model's assessment provided comprehensive insight into the teaching difficulties experienced by educators and the potential benefits accrued from the application of VR as a teaching aid. The findings indicate that the majority of educators face challenges while instructing through oral methodologies without appropriate pedagogical tools. Conversely, the integration of VR in teaching methods was found to foster students' knowledge acquisition, comprehension, and application in novel situations, augmenting their analytical and evaluative capabilities. VR application was also found to bolster student engagement, motivation, and attention in the learning process. However, despite these promising findings, several obstacles were identified, most notably the cost of VR technology and the requisite technical skills needed for its implementation by educators. The results of this study bear significant implications for future research, particularly as a teaching tool in chemistry. It also prompts a discussion on educators' capacity-building to seamlessly integrate VR technology into existing teaching methodologies.

Lectures are textual, and students have yet to actively participate in learning activities actively, making learning less meaningful. This research analyses the need for developing contextual approach learning tools based on local Balinese wisdom. This research is survey research. The methods used to collect data are questionnaires, interviews, observation and document study. The instrument used to collect data was a questionnaire sheet. The technique used to analyze data is qualitative descriptive analysis. The research results are, first, that the approach applied in science skills development courses has yet to be effective. Second, one of the difficulties currently experienced by lecturers is that science learning material needs to be connected to the local context or wisdom. Third, lecturers understand the concept of contextual learning, but learning implementation still needs improvement. One of the things that causes learning activities with contextual concepts to be less than optimal is that they need to be integrated or included in the semester lecture plan. Fourth, a contextual approach will have a positive impact that will improve the learning experience. Fifth, using a contextual approach in learning science skills in elementary school helps students understand and apply it to their lives. It was concluded that developing learning tools with a contextual approach based on local wisdom is very important.

This research aims to determine the validity of the causalistic model learning tool integrated with the rocky character values of the Go-Lab platform to improve students' problem-solving and creative thinking abilities. This type of research is research development or Research and Development (RnD). This development research procedure refers to the steps of the 4D development model, which consists of four main stages: define, design, develop, and disseminate. The causalistic model learning tools integrated with the Go-Lab platform's rocky character values were developed in the form of a syllabus, learning implementation plan (RPP), teaching materials, student worksheets, Go-Lab platform media, as well as problem-solving and creative thinking ability test instruments. The results of this research are that the causalistic model learning tool integrated with the rocky character values of the Go-Lab platform is valid for use in science learning to improve students' problem-solving and creative thinking abilities.

The teachers who will carry out an kurikulum merdeka in their respective schools certainly prepare the learning process starting from the design of learning tools, implementation to learning evaluation. In the design process, teachers are still hesitant because they have to make considerable changes outside the norm and must adjust to the characteristics of the school and students, besides that there are quite crucial obstacles such as the ability of teachers to master IT where the kurikulum merdeka is full of IT, and there are also obstacles related to the understanding of the kurikulum merdeka, it is found that teachers do not really understand the independent curriculum itself, more precisely in the development of an kurikulum merdeka such as teachers are only equipped with learning outcomes and for the elaboration of the Learning Objectives Flow (ATP), Teaching Module (MA), Pancasila Student Profile, Learning Objectives Achievement Criteria (KKTP), Teaching at the Right Level (TaRL), Operational Curriculum in the Education Unit (KOSP) teachers are required to be able to develop until learning is carried out. The purpose of this study is to identify and obtain information about teacher readiness in designing learning tools. The method used in this study is a descriptive method, namely by describing the subject about the situation and the data obtained during the observation and interview so that it becomes information to overcome the problems found. The results of this study show that teachers experience obstacles in preparing for the implementation of an kurikulum merdeka. Teachers have tried to prepare learning both intracurricular learning and projects to strengthen the profile of pancasila students. However, teachers feel that the results of the learning design they have developed are not yet mature to be implemented in the classroom.

Evidence-based medicine integrates results from randomized controlled trials (RCTs) and meta-analyses, combining the best external evidence with individual clinical expertise and patients' preferences. However, RCTs of surgery differ from those of medicine in that surgical performance is often assumed to be consistent. Yet, evaluating whether each surgery is performed to the same standard is quite challenging. As a primary issue, the novelty of this review is to emphasize—with a focus on orthopedic trauma—the advantage of having complete intra-operative image documentation, allowing the direct evaluation of the quality of the intra-operative technical performance. The absence of complete intra-operative image documentation leads to the inhomogeneity of case series, yielding inconsistent results due to the impossibility of a secondary analysis. Thus, comparisons and the reproduction of studies are difficult. Access to complete intra-operative image data in surgical RCTs allows not only secondary analysis but also comparisons with similar cases. Such complete data can be included in electronic papers. Offering these data to peers—in an accessible link—when presenting papers facilitates the selection process and improves publications for readers. Additionally, having access to the full set of image data for all presented cases serves as a rich resource for learning. It enables the reader to sift through the information and pinpoint the details that are most relevant to their individual needs, allowing them to potentially incorporate this knowledge into daily practice. A broad use of the concept of complete intra-operative image documentation is pivotal for bridging the gap between clinical research findings and real-world applications. Enhancing the quality of surgical RCTs would facilitate the equalization of evidence acquisition in both internal medicine and surgery. Joint effort by surgeons, scientific societies, publishers, and healthcare authorities is needed to support the ideas, implement economic requirements, and overcome the mental obstacles to its realization. [ABSTRACT FROM AUTHOR]

Research shows that artificial intelligence (AI) technology positively influences students' writing skills, but this area has yet to be touched by Indonesian researchers. This study aims to map perception, obstacles, and recommendations for optimizing use of AI in teaching academic writing in Indonesian. This article focuses on a case study of three senior high schools in Central Java, Indonesia. It employs quantitative and qualitative data. The researcher collected the data using questionnaires presented with Likert scale, followed by an in-depth interview through mobile instant messaging interview. Findings show that (1) AI-based learning tools help students to do academic research, especially in the planning step, to identify and develop the topics, as well as in the drafting step, to develop a paper draft, (2) AI-based learning tools are deemed flexible in accessibility despite not being able to cover all necessities required by students in writing process, (3) students are interested in using AI technology in academic writing class so that learning process will not be boring. Although AI has been used in academic writing classes, tools have not positively impacted quality of students' academic papers in all indicators. There are several obstacles to using AI, namely (1) need for more available feature, especially in editing Indonesian text, and (2) in contrast, the features still need to be optimized. These are the recommendations for the optimization of AI-based learning tools, which are (1) adding features to edit Indonesian text, including spelling, diction, and sentence structure, and (2) enhancing AI literacy to be able to explore and leverage the existing features optimally. This research has yet to accommodate the possible coverage in checking the originality and accuracy of the written product assisted by AI-based learning tools, which could become a focus for future researchers. [ABSTRACT FROM AUTHOR]

Youth with intellectual disabilities face barriers to receiving sex education including the lack of educational tools accessible for multiple cognitive and emotional learning styles. We conducted exploratory research to gather input from a diverse group of youth with disabilities and their guardians about needed learning modalities and sexual health content areas. Three focus groups were conducted with youth ages 17–28 years (n = 14) and three with parents (n = 16). An applied thematic analysis of the transcripts resulted in three structural codes related to topics of greatest interest for youth sexuality education, teaching tools and methods, and needs for ancillary parent education and support to help youth access information and health care. We identified a total of ten themes associated with the three structural codes. Next steps will be to create educational resource prototypes that are responsive to focus group input for testing in further research. [ABSTRACT FROM AUTHOR]

This research aims to produce a learning tool that is valid, practical, and effective. This learning tool contains material for flat-sided shapes. This research is a development research using the Plomp model, which includes Preliminary Research, Prototyping Stage, and Assessment Stage. The instruments used in the study were learning device assessment sheets to measure validity, educator response questionnaires, student response questionnaires, learning implementation observation sheets to measure practicality, and tests of critical thinking skills to measure effectiveness. Learning devices are said to be valid and practical if they meet at least good criteria (average score more than 3.40) and the percentage of learning implementation is at least 70%, while it is said to be effective if the percentage of student completeness is more than 60%. The learning device was implemented at As-Salam Islamic Middle School, Tanjung Gadang, Sijunjung Regency with the object of research being students of class VII Marwah. This research produced a set of learning tools in the form of lesson plans and worksheets for six meetings. Learning tools meet valid criteria with an average score of 3.52 for lesson plans and 3.52 for worksheets from a maximum score of 4.00. Learning tools meet the very practical criteria with an average score of 80% for the teacher response questionnaire and 88.17% for the student response questionnaire with a maximum score of 100%, while the average percentage of learning implementation is 83.21%. Learning devices meet the criteria of effectiveness with a percentage of completeness of student learning outcomes of 75.57%. [ABSTRACT FROM AUTHOR]

This research aims to describe: 1) the effectiveness of the realistic approach-based learning tools developed; 2) increasing students' mathematical problem-solving skills taught through a developed realistic approachbased learning tool; and 3) student responses to the realistic approach-based learning tools developed. This research is a development research. This research was conducted in two stages, namely the first stage of developing learning tools based on the Realistic Mathematics Education approach, and the second stage of testing learning tools based on the Realistic Mathematics Education approach developed in class VII at SMP IT Darul Ikhlas Al Islami to see their effectiveness. The results of the trial, it was obtained: 1) learning tools based on a realistic approach that were developed effectively, in terms of a) classical student learning completeness; b) achievement of learning objectives; and c) learning time; 2) The realistic approach-based learning tools developed can improve students' mathematical problem-solving abilities; and 3) students' positive response to the activities and learning tools based on the realistic approach developed. [ABSTRACT FROM AUTHOR]

Students apply the science process skills to investigate scientific phenomena like scientists taught by science teachers who are committed and master the material, structure, and scientific methodology. The general physiology course equips animal and plant physiology knowledge in between science process skills as future junior high school science teachers. The course learning tool must attend to the demands. Research-based learning oriented to scientific processes can train science education students' science process skills. This study aimed to define the validity of research-oriented general physiology learning tools developed to support science process skills. Component learning tools are semester learning plans, textbooks, and assessment instruments. The validation of research-oriented general physiology learning tools developed to support science process skills rated 82.80% with a high category. The category shows that learning tools are worthy of empirical testing.

ABSTRAK Pembelajaran fisika mempunyai tujuan agar peserta didik memahami konsep, prinsip dan kemampuanyang akan membantu peserta didik menumbuhkan pemahaman konsep terhadap pembelajaran melalui pengetahuan mereka tentang pendidikan berkelanjutan serta pengetahuan teknologi peserta didik. Salah satu kemampuan yang harus dimiliki peserta didik yaitu kemampuan pemahaman konsep. Pemahaman konsep fisika peserta didik masih rendah karena masih mengandalkan hafalan persamaan sistematis saja tanpa mengetahui pemahaman yang baik. Tujuan dari penelitian ini yaitu mengembangkan perangkat pembelajaran dengan model discovery learning untuk materi hukum Newton untuk meningkatkan pemahaman konsep peserta didik. Penelitian ini menggunakan metode penelitian R & D (Research & Development) dengan model 4D yang memiliki empat tahapan yaitu define, design, develop dan disseminate. Perangkat pembelajaran yang dikembangkan yaitu RPP, LKPD, dan instrumen penilaian. Hasil penelitian ini menunjukkan bahwa perangkat pembelajaran model guided discovery learning layak digunakan dalam proses pembelajaran untuk meningkatkan pemahaman konsep fisika peserta didik. Oleh karena itu, hasil penelitian yang telah dilakukan diharapkan dapat memberikan kontribusi lebih pada praktisi pendidikan. Kata kunci: perangkat pembelajaran; hukum newton; guided discovery learning; pemahaman konsep ABSTRACT Physics learning has the goal that students understand the concepts, principles and abilities that will help students cultivate attitudes towards learning through their knowledge of continuing education and students' technological knowledge. One of the demands of students to be able to work together helps the learning process. The purpose of this study is to develop learning tools with a discovery learning model for Newton's law material. This research uses the R & D (Research & Development) research method with a 4D model that has four stages, namely define, design, develop and disseminate. The learning tools developed are RPP, LKPD, and assessment instruments. The results of this study show that learning tools developed with guided discovery learning are suitable for use in the learning process. Therefore, the results of the research that has been carried out are expected to contribute more to educational practitioners. Keywords: learning tools; newton’s law; guided discovery learning; concept understanding

The research aims to produce a mathematics learning tool based on problem-based learning to improve problem-solving abilities in semester II class XI high school material that is valid, practical, and effective. This type of research is development research, while the population in this research is class XI students at SMAN 4 Payakumbuh using a random sampling technique class. This research uses a development model consisting of 3 stages: the initial investigation stage, the development or prototyping stage, and the assessment stage. Data collection techniques in this development model are interviews with teachers and students and questionnaires for teachers and students. The validation test stage consists of self-evaluation and validation sheets for the RPP and LKPD. Practicality test instruments describe the practicality of the learning tools being developed. The research results showed that the lesson plans developed averaged 3.56 in the very valid category. In contrast, the LKPD developed had an average of 3.39 in the very valid category. Overall, the practicality value of the RPP is 87.50% with very practical criteria, and the practicality value of LKPD is 88.67% with very practical criteria. This means that based on the questionnaire on the practicality of the RPP and LKPD filled out by educators for mathematics learning tools using the PBL model, it is stated that they are very practical and can be used well by students in learning.

Background: Historically, efforts to improved healthcare provisions have focussed on learning from and understanding what went wrong during adverse events. More recently, however, there has been a growing interest in seeking to improve healthcare quality through promoting and strengthening resilience in healthcare, in light of the range of changes and challenges to which healthcare providers are subjected. So far, several approaches for strengthening resilience performance have been suggested, such as reflection and simulation. However, there is a lack of studies that appraise the range of existing learning tools, the purposes for which they are designed, and the types of learning activities they comprise. The aim of this rapid scoping review is to identify the characteristics of currently available learning tools designed to translate organizational resilience into healthcare practice. Methods: A rapid scoping review approach was used to identify, collect, and synthesise information describing the characteristics of currently available learning tools designed to translate organizational resilience into healthcare practice. EMBASE and Medline Ovid were searched in May 2022 for articles published between 2012 and 2022. Results: The review identified six different learning tools such as serious games and checklists to guide reflection, targeting different stakeholders, in various healthcare settings. The tools, typically, promoted self-reflection either individually or collaboratively in groups. Evaluations of these tools found them to be useful and supportive of resilience; however, what constitutes resilience was often difficult to discern, particularly the organizational aspect. It became evident from these studies that careful planning and support were needed for their successful implementation. Conclusions: The tools that are available for review are based on guidelines, checklists, or serious games, all of which offer to prompt either self-reflection or group reflections related to different forms of adaptations that are being performed. In this paper, we propose that more guided reflections mirroring the complexity of resilience in healthcare, along with an interprofessional collaborative and guided approach, are needed for these tools to be enacted effectively to realise change in practice. Future studies also need to explore how tools are perceived, used, and understood in multi-site, multi-level studies with a range of different participants. [ABSTRACT FROM AUTHOR]

Copyright of Ciencia y Educación (2707-3378) is the property of Duanys Miguel Pena Lopez and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aimed to find out how students 'scientific abilities are using contextual scientific-based learning tools during the Covid-19 pandemic. The method used in this research is descriptive quantitative. This research was conducted by conducting structured observations and questionnaires. In the data collection process, the researcher conducted three different ways of collecting data: the door-to-door system, the home visit system, and conventional learning. The results of students' scientific abilities using contextual scientific-based learning tools with door-to-door data retrieval systems of 81.56%, which are included in the very good category, in the home visit data collection system of 84.06% which are included in the very good category and the system data collection of conventional learning in class by 88% which is included in the very good category. Based on the study's results, it can be concluded that contextual scientific-based learning tools can be very well used in science learning after going through 3 different ways: the door-to-door system, the home visit system, and the conventional one. [ABSTRACT FROM AUTHOR]

Sekolah umumnya masih belum menggunakan perangkat pembelajaran yang dapat mendukung pengembangan penguasaan terkait literasi matematika (numerasi). Penelitian pengembangan ini dilaksanakan dengan menggunakan model pengembangan Thiagarajan (4D). Tujuan dari penelitian ini untuk mengembangkan perangkat pembelajaran yang terdiri dari modul ajar, Lembar Kerja Siswa (LKS), dan soal TKN dengan menggunakan model pembelajaran collaborative learning berbasis Lesson Study for Learning Community bernilai budaya suku using yang valid, praktis, dan efektif. Materi pada LKS dan TKN yang dikembangkan mengambil konteks nilai budaya Using Banyuwangi. Teknik pengumpulan data yang digunakan adalah wawancara, observasi keterlaksanaan perangkat pembelajaran, tes hasil belajar berupa kemampuan numerasi, dan angket respon siswa. Hasil penelitian menunjukkan bahwa pengembangan perangkat pembelajaran berbasis Lesson Study for Learning Community bernilai budaya suku Using memenuhi kriteria valid, praktis, dan efektif. Koefisien validitas untuk modul ajar, LKS, dan soal TKN berturut turut 4,83; 4,83; dan 4,85. Dari hasil observasi keterlaksanaan perangkat pembelajaran, diketahui nilai kepraktisan dengan rerata 94,07% dengan kategori sangat baik. Nilai keefektifan perangkat pembelajaran menunjukkan kemampuan numerasi siswa tuntas secara klasikal sebesar 81%. Selain itu, respon siswa positif yaitu mendukung terhadap pembelajaran yang menggunakan konteks budaya Using pada LKS dan soal TKN. Schools generally still do not use learning tools, that can support mastery development, related to mathematical literacy (numeracy). The development research is conducting using the Thiagarajan development model (4D). The purpose of this study is to develop learning tools consist of teaching modules, Student Worksheets (LKS), and TKN using a collaborative learning model based on Lesson Study for Learning Community with valid, practical and effective with Using cultural. The material on the LKS and TKN takes the context of Using Banyuwangi’s cultural values. The data collection techniques used interview, observation of the implementation of learning tools, learning outcomes test in the form numeracy ability, and student response questionnaires. The result showed that the development of learning tool based Lesson Study for Learning Community with cultural values of the Using met the criteria of being valid, practical, and effective. The validity coefficients for teaching modules, LKS, and TKN are 4,83; 4,83; and 4,85. The value of practicality seen from the results of observations of the implementation of learning tools shows that 94,07% in the very good category. The value of the effectiveness of learning tools shows that students’ numeracy skill are classically complete by 81%. In addition, the student’s response was very positive, it means they are support learning that used Using cultural context in LKS and TKN.