Search Results for
"learning"

This study aims to analyze the validity of the Cre-ASI instrument and its practicality and effectiveness when applied to PBL in improving creative thinking skills. The research design used the ADDIE model. The Analyze, Design, Development, Implementation, and Evaluation stages were used. The results of the Cre-ASI (Creative Assessment with Solving Instrument) instrument, which aims to improve creative thinking skills, have met the validity criteria and, when applied in PBL, meet the practical and effective criteria. The results of the Cre-ASI instrument development obtained a validity percentage value of 96.1%, which is a very valid category. When applying the instrument in PBL, a N-Gain score of 0.68 was obtained, and an increase in student answers was observed between the pre-test and post-test. The findings from the development of Cre-ASI in the PBL model revealed a positive correlation between indicators of problem-solving skills and creative thinking skills; students with low problem-solving skills tend to have low creativity. The integration of PBL and Cre-ASI has been shown to encourage knowledge construction, thinking strategies, learning motivation, and the development of students’ cognitive abilities. This confirms that physics learning is not only focused on mastering concepts, but also on developing creativity and problem-solving skills. In the future, utilizing sophisticated technology to produce more efficient products with alternative costs and improved time and material efficiency is crucial, as this will enable the results of this study to serve as both an innovation and a benchmark in the selection and development of innovative assessment instruments in physics learning. © 2025 Science Education Study Program FMIPA UNNES Semarang.

This study examined the effects of a Problem-Based learning (PBL) model oriented to Balinese local wisdom and students’ cognitive styles on misconceptions and scientific literacy. A quasi-experimental design with a 3×2 factorial arrangement was employed, involving three learning models (PBL with local wisdom, standard PBL, and conventional learning) and two cognitive styles (reflective vs. impulsive). The sample consisted of 178 fifthgrade students from 12 schools, selected through a multi-stage random sampling process. Data were collected using a misconception test (α = 0.92), a scientific literacy test (α = 0.79), and the Matching Familiar Figures Test (α = 0.72). Results of two-way MANOVA showed significant main effects of learning model (Wilks’ Λ = 0.697, F = 16.93, p < 0.001), and cognitive style (Wilks’ Λ = 0.407, F = 124.7, p < 0.001). A significant interaction was also observed between learning model and cognitive style (Wilks’ Λ = 0.859, F = 6.73, p < 0.001). Reflective students benefited most from PBL with Balinese local wisdom, showing the lowest misconceptions and highest scientific literacy, while impulsive students performed relatively better under conventional learning. These findings empha-size the importance of integrating cultural context and cognitive diversity into science education. © 2025 Science Education Study Program FMIPA UNNES Semarang.

This study analyzes the differences in the selection of teaching methodologies, assessment instruments, and educational values in Master’s Theses (TFMs) written within the Geography and History specialization of a Teacher Training Master’s program in Spain. The aim is to examine how these pedagogical components vary according to the gender of the author and the educational level targeted by the instructional proposals. A mixed-methods approach was applied combining statistical analysis (Chi-square and ANOVA tests) with qualitative content analysis of 54 anonymized TFMs. The results indicate that while gender-related differences were not statistically significant in most categories, qualitative patterns emerged: female authors tended to adopt more reflective, participatory approaches (e.g., oral expression, gender visibility), whereas male authors more often used experiential or gamified strategies. Significant differences by educational level were found in the use of gamification, inquiry-based learning, and project-based learning. A progressive increase in methodological complexity was observed from lower secondary to upper levels. In terms of educational values, interdisciplinarity and inclusion were most frequently promoted, with critical perspectives such as historical memory and gender visibility more prevalent at the Baccalaureate level. These findings underscore the TFM’s role as a space for pedagogical innovation, reflective practice, and value-driven teacher identity formation. © 2025 by the authors.

In light of Industry 5.0’s emphasis on human-centric approaches, future engineering education should prioritise the development of soft skills to complement students’ digital and technological competencies. This paper investigates the in-demand skills for Industry 5.0 and explores pedagogical approaches to foster these skills in engineering students. The identified skill categories include digital and technological proficiency, analytical and critical thinking, creativity and innovation, and communication and interpersonal skills. However, to date, no universal teaching model exists that holistically imparts all these skills. To address this gap, the paper introduces a new universal pedagogical model: the EPIC framework, which integrates Experiential, Paired, Inquiry-based, and Collective learning principles and provides examples of how this framework can be incorporated into engineering curricula to simultaneously cultivate all Industry 5.0 skills. Successfully implemented in engineering courses spanning different academic levels (Year 1 to Year 4), EPIC offers a promising framework for equipping students with the skills essential for thriving in the Industry 5.0 era. © 2025 by the authors.

In response to the growing importance of vocational education for youth employability, this study examines students’ perceptions of dual vocational education and training (dVET) in Bulgaria, focusing on the following determinants of student loyalty (SL) and word-of-mouth communication (WOM) in the secondary education context: brand associations, brand relevance, brand image, image of dVET, service quality, and student satisfaction, based on previously validated scales adapted to the Bulgarian context. A structured questionnaire was administered to a target population of 608 students across nine vocational secondary schools in the Plovdiv region. A total of 507 usable surveys were collected from students in 11th and 12th grades who were actively participating in work-based learning. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with the SmartPLS 4 software. The findings indicate that brand image is the strongest direct predictor of the image of dVET. Furthermore, student satisfaction stands out as the most influential antecedent of WOM. The indirect pathways from service quality to both SL and WOM, mediated by student satisfaction, underscore the pivotal role of satisfaction as a transmission mechanism. The study contributes to the limited empirical research on branding in dVET and offers insights for policymakers, school administrators, and employers seeking to improve the attractiveness of these pathways. © 2025 by the authors.

This study investigates the efficacy of Problem-Based learning (PBL) integrated with elearning methodologies within the context of automotive vocational education at a state university in Indonesia. Employing Covariance-Based Structural Equation Modeling (CB-SEM), we analyzed data collected from 80 undergraduate students enrolled in an automotive engineering program. These participants engaged in a comprehensive online learning ecosystem that included learning Management Systems (LMSs), interactive digital tools, and virtual simulations. The findings indicate significant positive correlations among critical variables: student expectations had a substantial effect on both perceived quality (β = 0.82, p < 0.001) and perceived value (β = 0.76, p < 0.001), while perceived value notably influenced student satisfaction (β = 0.79, p < 0.001). Students reported heightened engagement with problem-solving activities (mean score of 4.2 out of 5.0) and enhancements in critical thinking skills (mean score of 4.1 out of 5.0) as a result of the integrated PBL-elearning approach. The model fit indices (RMSEA = 0.041, CFI = 0.993, SRMR = 0.047) further corroborate the effectiveness of the PBL and elearning combination in vocational education. These results suggest that the integration of PBL with elearning technologies significantly improves student learning outcomes and satisfaction within automotive vocational education, particularly in fostering practical problem-solving capabilities and technical skills. Future research endeavors should consider the application of this integrated approach across various vocational fields and examine its long-term effects on professional skill development. © 2025, Grand Canyon University. All rights reserved.

This research examines the responsibility of learning Activities Satisfaction (LAS) in mediating the impact of Students’ Attitudes and Emotions (SAE) and Students’ Satisfaction on Online learning Platforms (SSOLP) on Students’ learning Performance (SLP) among Economics Education students in Surabaya, Indonesia. Involving 691 students from Universitas Negeri Surabaya (UNESA) and IKIP Widya Darma (IWIDA), a census method was utilized in this study, with data obtained through the use of questionnaires. Structural Equation Modeling (SEM) with WarpPLS was applied for analysis. Findings indicate SAE directly influences SSOLP and SLP, with LAS partially mediating this relationship. Recommendations include reducing student workload and optimizing learning Management Systems (LMS) to enhance SLP. © 2025, Grand Canyon University. All rights reserved.

Internationalization and international mobility have always been attractive opportunities for students in higher education institutions (HEIs). Despite this, large number of place-bound students fail to avail themselves for various reasons of the opportunities study abroad initiatives afford. Therefore, there has been a strategic shift from Internationalization Abroad (IA) toward "Internationalization at Home" (IaH) in order to provide opportunities for all students and ensure greater inclusivity relevant to advancing sustainable development. Many HEIs in developed and developing countries are embracing initiatives like collaborative online international learning (COIL), collaborative virtual industry-based projects (CVIBP), and virtual internships to provide international exposure to place-bound students through curriculum internationalization efforts. This chapter explores these emerging IaH initiatives and their role in providing global exposure for students, faculty, and institutions and highlights the evolving dynamics of international partnerships in higher education in developed and developing countries. The chapter examines how these initiatives help ensure greater inclusivity of students and attainment of the Sustainable Development Goals (SDGs), especially SDG 10. The findings have important implications for HEIs and society in highlighting IaH initiatives and can help government and higher education policy makers rethink the way international partnerships are changing and design internationalization strategies accordingly. © 2025 The authors.

A learning application based on myths and legends was created to preserve local culture and support character education and multilingual learning. This research aims to create and develop a hybrid ADDIE-RAD-based application that will help users understand stories, expand their multilingual vocabulary, and understand the values of Pancasila. The method used is the ADDIE-RAD hybrid approach, which combines the ADDIE learning model with Rapid Application Development (RAD). While RAD enables quicker prototyping and iteration, the ADDIE paradigm guarantees an organized instructional design. After development, the application was tested using the black-box testing method to ensure its functionality. Test results show that all main features work well. This includes an interactive dictionary, a collection of stories in text, color, and image formats, and a reflection on the values of Pancasila. Users can easily switch between languages on the site, which improves their word retention and understanding in English and Moi. Additionally, this application combines character, language, and culture education in a multimedia-based digital platform. This application contributes to educational technology, preserves Papuan culture, and improves students' multilingual skills. The learning elements for navigation and linguistic structure are currently well-designed, with the opportunity for additional refinement to make them even more effective and user-friendly. © 2025 Seventh Sense Research Group®.

This study investigates the implementation of Project-Based Concern (PBC) to develop an English for Maritime coursebook (EMC) model for maritime aligned with Seafarers’ STSDD certification requirements. Following Gall et al (2007)’s model design, the research aims to create an interactive teaching material model suitable for a foundational English course tailored for seafarers. Twenty-five Seafarers and two experts were identified through questionnaires, interviews, and documentation, revealing ten thematic areas structured with twenty-seven subtopics. These thematic areas encompassed essential topics such as maritime communication, safety procedures, navigation, marine engineering, cargo operations, environmental awareness, cultural competence, legal aspects, health, and emergencies. Topics within these areas include theoretical knowledge, in-class exercises, and practical field assignments designed to enhance both individual and group learning experiences. These components were meticulously aligned with standards designed to enhance English language skills for maritime purposes among seafarers preparing for STSDD certification. The result of the EMC model, through PBC, tailored the guidelines to the unique contexts of maritime training. Effectiveness was assessed using the N-Gain Score, yielding a score of 0.86 (86.36%), indicating a significant improvement in language skills. The findings suggest that this PBC not only improves seafarers’ English for maritime language skills but also holds practical implications for onboard application. By incorporating PBC and specific materials, educators can optimize training programs to better equip seafarers for the linguistic demands of their roles and the requirements of STSDD certification exams. © 2025 by Authors, published by Studies in English Language and Education.