Jurnal Pendidikan MIPA,
Год журнала:
2022,
Номер
23(4), С. 1548 - 1560
Опубликована: Янв. 1, 2022
The
human
digestive
system
is
one
of
the
materials
taught
to
junior
high
school
students.
This
research
purpose
was
determine
gender-based
contextual
(CTL)
effect
on
biology
students
cognitive
learning
outcomes.
used
quasi-experimental
design
with
pretest-posttest
nonequivalent
control
group
design.
Data
analysis
descriptive
statistical
and
inferential
statistics.
results
show
that
there
significant
using
CTL
model
students'
outcomes
material
sig
value
0.000>0.05.
Regarding
gender,
no
0.764>0.05.
There
interaction
models
gender
0.960>0.05.
Thus,
can
improve
who
have
characteristics.
Keywords:
system,
teaching
learning,
outcomes,
gender.
Abstrak:
Sistem
pencernaan
manusia
merupakan
salah
satu
materi
yang
diajarkan
kepada
siswa
SMP.
Tujuan
penelitian
ini
adalah
untuk
mengetahui
pengaruh
pembelajaran
Contextual
Teaching
Learning
berbasis
terhadap
hasil
belajar
kognitif
biologi.
Penelitian
menggunakan
eksperimen
semu
dengan
desain
Analisis
data
analisis
statistik
deskriptif
dan
inferensial.
Hasil
menunjukkan
bahwa
terdapat
signifikan
penggunaan
pada
sistem
nilai
sig.
0,000
˂
0,05.
Terkait
jenis
kelamin,
tidak
0,764
>
Tidak
interaksi
0,960
0,05
Dengan
demikian,
dapat
meningkatkan
memiliki
karakteristik
Kata
kunci:
s
istem
manusia,
pengajaran
kontekstual,
kognitif,
.
DOI:
http://dx.doi.org/10.23960/jpmipa/v23i4.pp1548-1560
Education Sciences,
Год журнала:
2025,
Номер
15(2), С. 133 - 133
Опубликована: Янв. 23, 2025
In
2022,
the
Programme
for
International
Student
Assessment
(PISA)
assessed
creative
thinking
skills
of
15-year-old
students,
measuring
their
ability
to
generate
ideas
and
improve
others’
ideas.
The
present
study
used
a
correlational
design
explore
relationship
between
test
scores
frequency
participation
in
school
activities.
Surprisingly,
results
show
that
countries
with
higher
activities
obtained
worse
global
PISA
scientific
problem-solving.
Even
after
adjusting
performance
2018
increase
did
not
low
creativity
scores.
identified
this
result
as
counterintuitive
but
analyzed
it
at
student
level.
However,
we
examined
phenomenon
country
level,
which
allows
us
suggest
another
explanation.
These
findings
indicate
such
may
need
be
more
enriching,
focusing
on
developing
divergent
rather
than
convergent
skills.
complexity
cognitive
load
teachers
require
carry
out
highly
explain
these
results.
This
proposes
reconsidering
pedagogical
implementation
incorporating
generative
artificial
intelligence
fundamental
tool
enhance
development
educational
environment.
International Journal of STEM Education,
Год журнала:
2022,
Номер
9(1)
Опубликована: Фев. 5, 2022
Abstract
Background
The
recommendation
from
national
documents
and
reports
to
promote
inquiry-related
science
activities
has
not
been
supported
by
recent
studies,
which
have
found
the
overall
frequency
of
inquiry
be
negatively
associated
with
student
learning
outcomes.
This
study
was
inspired
such
conflicting
aimed
clarify
associations
science-specific,
epistemological
beliefs
students’
mathematical
scientific
literacies.
Results
A
secondary
analysis
database
Programme
for
International
Student
Assessment
2015
Australia
(
N
1
=
14,530)
Taiwan
2
7708)
utilizing
structural
equation
modelling
revealed
that
these
two
countries
exhibited
similar
data
patterns.
suggested
open-inquiry
(such
as
debating
planning
experiments)
had
a
negative
relationship
Structured
students
explaining
their
ideas
teacher
how
an
idea
can
applied
different
phenomena)
about
were
significant
positive
predictors
literacy
performance.
Conclusions
current
further
highlights
provides
empirical
evidence
teacher’s
role
in
structured
(especially
pertaining
relevance
applicability
ideas)
appears
essential
development
literacy.
Educational
implications
recommendations
are
discussed.
Analytics,
Год журнала:
2023,
Номер
2(4), С. 877 - 898
Опубликована: Ноя. 16, 2023
Learning
analytics
(LA)
has
the
potential
to
significantly
improve
teaching
and
learning,
but
there
are
still
many
areas
for
improvement
in
LA
research
practice.
The
literature
highlights
limitations
every
stage
of
life
cycle,
including
scarce
pedagogical
grounding
poor
design
choices
development
LA,
challenges
implementation
with
respect
interpretability
insights,
prediction,
actionability
feedback,
lack
generalizability
strong
practices
evaluation.
In
this
position
paper,
we
advocate
empowering
teachers
developing
solutions.
We
argue
that
would
enhance
theoretical
basis
tools
make
them
more
understandable
practical.
present
some
instances
where
process
data
can
be
utilized
comprehend
learning
processes
generate
interpretable
insights.
Additionally,
investigate
large
language
models
(LLMs)
produce
comprehensible
provide
timely
actionable
personalization,
support
teachers’
tasks
extensively.
Computers and Education Artificial Intelligence,
Год журнала:
2024,
Номер
6, С. 100207 - 100207
Опубликована: Янв. 17, 2024
Classroom
videos
are
a
common
source
of
data
for
educational
researchers
studying
classroom
interactions
as
well
resource
teacher
education
and
professional
development.
Over
the
last
several
decades
emerging
technologies
have
been
applied
to
record,
transcribe,
analyze
interactions.
With
rise
machine
learning,
we
report
on
development
validation
neural
networks
classify
instructional
activities
using
video
signals,
without
analyzing
speech
or
audio
features,
from
large
corpus
nearly
250
h
elementary
mathematics
English
language
arts
instruction.
Results
indicated
that
performed
fairly-well
in
detecting
activities,
at
diverse
levels
complexity,
compared
human
raters.
For
instance,
one
network
achieved
over
80%
accuracy
four
activity
types:
whole
class
activity,
small
group
individual
transition.
An
issue
was
not
addressed
this
study
whether
fine-grained
agnostic
detected
by
could
scale
up
supply
information
about
features
quality.
Future
applications
these
may
enable
more
efficient
cataloguing
analysis
generation
environment
inform
potential
implications
teaching
learning.
Large-scale Assessments in Education,
Год журнала:
2024,
Номер
12(1)
Опубликована: Май 6, 2024
Abstract
As
the
use
of
process
data
in
large-scale
educational
assessments
is
becoming
more
common,
it
clear
that
on
examinees’
test-taking
behaviors
can
illuminate
their
performance,
and
have
crucial
ramifications
concerning
assessments’
validity.
A
thorough
review
literature
field
may
inform
researchers
practitioners
common
findings
as
well
existing
gaps.
This
used
topic
modeling
to
identify
themes
221
empirical
studies
using
assessments.
We
identified
six
recurring
topics:
response
time
models,
time-general,
aberrant
behavior,
action
sequences,
complex
problem-solving,
digital
writing.
also
discuss
prominent
theories
by
each
category.
Based
these
findings,
we
suggest
directions
for
future
research
applying
from
Large-scale Assessments in Education,
Год журнала:
2022,
Номер
10(1)
Опубликована: Окт. 6, 2022
Abstract
Gaining
knowledge
of
what
contextual
factors
may
contribute
to
changes
in
student
achievement
across
cycles
international
large-scale
assessments
(ILSA),
is
important
for
educational
policy
and
practice.
Addressing
this
necessitates
advanced
methodology
that
utilizes
the
trend
design
ILSAs.
The
Trends
International
Mathematics
Science
Study
(TIMSS)
data
suitable
such
analyses
as
it
measures
students’
competence
based
on
participating
countries
curricula.
In
Norway,
performance
mathematics
decreased
from
2015
2019
evidenced
by
TIMSS.
During
time-period,
there
are
indications
also
school
climate,
motivation
self-concept
decreased.
This
study
investigates
whether
climate
(including
bullying,
a
safe
environment,
emphasis
academic
success,
sense
belonging
well-being),
interest-enjoyment
utility
value),
declined
2019,
possible
decline
related
Norway.
present
utilized
approach
with
mediation
structural
equation
modelling.
results
showed
value
subject
during
period,
environment
mediated
TIMSS
2019.
Hence,
declines
were
associated
declining
achievements.
While
cannot
prove
causal
relation,
discussed
could
indicate
these
predictors
explain
achievement.
usefulness
methodological
other
countries,
well
implications
policy,
practice,
research
discussed.
Large-scale Assessments in Education,
Год журнала:
2025,
Номер
13(1)
Опубликована: Март 28, 2025
Abstract
When
analyzing
large-scale
assessments
(LSAs)
that
use
complex
sampling
designs,
it
is
important
to
account
for
probability
using
weights.
However,
the
of
these
weights
in
multilevel
models
has
been
widely
debated,
particularly
regarding
their
application
at
different
levels
model.
Yet,
no
consensus
reached
on
best
method
apply
To
address
this,
we
conducted
a
Monte
Carlo
simulation,
modeling
typical
LSA
population
with
known
true
values
variables
interest.
Using
repeated
from
this
population,
generated
stratified
two-stage
cluster
design,
where
clusters
(schools)
were
selected
proportional
size
(PPS)
designated
explicit
strata.
We
examined
both
class-level
and
student-level
structures
applied
nonresponse
model
school
student
levels.
For
each
sample
drawn,
assessed
bias
coverage
rates
across
two
levels,
only
level
2,
1,
without
Our
findings
show
applying
level-2
produced
most
precise
estimates,
while
or
rescaled
level-1
led
highest
bias.
together
was
acceptable,
although
variance
components
slightly
underestimated.
scaling
would
mirror
datasets
there
variation
within
clusters.
An
example
TIMSS
data
supports
findings.
This
study
contributes
literature
by
explaining
least
biased
weight
methods
scenarios
offering
practical
guidance
models.
provide
R
syntax
simulation
reproducibility.
Problems of Education in the 21st Century,
Год журнала:
2025,
Номер
83(2), С. 218 - 236
Опубликована: Апрель 29, 2025
As
an
interdisciplinary
and
multicultural
educational
framework
takes
the
centrality
of
delivery
21st-century
education
across
all
levels,
this
study
attempts
to
address
competencies
that
prospective
neophyte
teachers
need
possess
effectively
design
contextualized
education.
Through
stepwise
multiple
regression
analysis,
mathematical
communication
reasoning
skills
were
explored
as
potential
predictors
both
concept
formation
contextualization
abilities
114
randomly
selected
pre-service
mathematics
(PMTs)
enrolled
in
their
last
term
teacher
training
eight
Teacher
Education
Institutions
(TEIs)
Panay
Island
Western
Visayas,
Philippines.
Results
placed
PMTs
at
initial
stage
developing
proficiency
these
competencies,
implying
learning
gaps
development
deficiencies.
Analysis
revealed
significantly
predicted
performance,
while
ability
was
likewise
a
significant
predictor
competence.
Findings
entail
who
demonstrate
effective
also
embody
profound
sense-making
knowledge
abilities,
which
turn
contribute
capability
designing
In
enabling
policies
on
curricular
directions
among
TEIs,
findings
offer
vantage
perspectives
towards
integrative
teaching
approaches
curriculum
planners
educators
may
introduce
PMTs.
Keywords:
education,
teaching,
contextualizing
geometry
communication,
Teachers
who
have
a
thorough
understanding
of
inquiry-based
learning
and
its
effectiveness
are
more
likely
to
use
it
extensively
in
their
teaching.
Moreover,
the
belief
teachers
approach
also
plays
significant
role
implementation.
firmly
believe
power
this
enhance
student
will
be
inclined
They
understand
that
traditional
teacher-centered
may
not
effective
catering
diverse
needs
students.
Therefore,
they
open
trying
new
methods,
motivates
them
teaching
practice.
This
study
aimed
determine
level
inquiry
anchored
theory
Bruner
which
includes
different
factors
applying
instruction.
critical
thinking
skills,
analysis,
research
abilities
education
students
together
with
researcher
experts
field
social
studies
applied
used
descriptive-correlational
design.
involved
description
quality
respondents,
public
school
South
District
Banisilan.
The
respondents
were
selected
one
hundred
(100)
Banisilan
district
for
year
2023-2024.
result
revealed
majority
fall
within
age
range
30
39
attended
such
seminars,
while
allocate
between
3
4
hours
discussions
strategy
was
very
high.
studies-based
instruction
as
reported
by
focusing
specifically
on
confirmation
inquiry,
structured
guided
Another
there
is
no
relationship
when
grouped
according
age,
seminars
about
Inquiry-Based
Instruction
time
allocated
discussion.
However,
suggests
schools
increase
availability
professional
development
workshops
educators,
provide
additional
activities
schools,
encourage
educators
continue
exploring
implementing
innovative
strategies
conduct
regular
evaluations
curricula
practices
ensure
effectiveness.
And
comprehensive
opportunities
IBI
best
practices,
including
engaging
inquiry.