Search Results for
"learning"

This study aims to determine the feasibility of catalytic converter trainer media and the increase in student understanding and responses after using the trainer media. This research is included in development research or research and development (R&D) with the design stage using the ADDIE development model in the form of Analysis, Design, Development, Implementation, and Evaluation. This study's trial design uses a pretest-posttest control group design experiment. Based on the data from the validation results of media experts and material experts, they obtained a score with a percentage of 84% and 83.33%, which means that the teaching media that have been developed are included in the very feasible category. The increase in student learning outcomes can be seen in the average pretest and posttest scores in the control and experimental classes. Based on the data obtained from the pretest and posttest scores in the control class, the average scores were 52.43 and 75.07, while the average pretest and posttest scores in the experimental class were 53.3 and 80.9. The t-test analysis using SPSS obtained a significance value of 0.000 <0.05, meaning a significant difference in the average student learning outcomes between the control class without treatment and the experimental class that gets treatment in the form of catalytic converter media trainer. © 2025 Author(s).

This study aims to produce teaching material products in the form of E-Modules to assist lecturers in teaching and can be used to develop students' interests and expertise in the field of Vocational Education. The research uses the Research and Development method which refers to the Four-D research model. The feasibility of the product is carried out through validation carried out by material experts and media experts. Quantitative methods were used to test the theoretical models and a quantitative analytical survey was adopted in this study. The measurement items were obtained from the literature review and were considered to be representative of all aspects of the construct and indicators. In this study, Partial Least Square-Structural Equation Modeling (PLS-SEM) was used as a technique to test the research model. The results of the validation carried out through the constructed test using PLS-SEM analysis have met the test validity requirements of the e-module development. Assessment by material experts shows that the valid e-module has a feasibility percentage of 89.08%. The results of the validation carried out by media experts showed that this module was valid with a percentage of 88.15%. While the results of the analysis of student responses obtained a percentage of 85.06%. The impact of developing the module can be used by students as a learning resource in vocational education management courses. © 2025 Author(s).

This article presents the development and enhancement of an e-module integrating Project-Based learning (PjBL) for cosmetology in chemistry education, employing the 4D development model - define, design, develop, and disseminate. The module was meticulously refined based on feedback from students and validators, focusing on improving visual appeal, interactivity, and scientific accuracy. Revisions included enhancing the table of contents, integrating PjBL syntax (Project Introduction, Planning, Implementation, Evaluation, and Presentation), adjusting image backgrounds for better readability, and incorporating multimedia elements such as videos and illustrations. The incorporation of accurate chemical formulas and structures in accordance with IUPAC standards further ensured the module's educational value. The iterative development process addressed common challenges in traditional cosmetology education by bridging the gap between theoretical knowledge and practical application. The e-module's design aimed to enhance student engagement, support diverse learning styles, and facilitate a comprehensive understanding of cosmetic chemistry. The results indicate that integrating PjBL with interactive and visually optimized content creates a more effective learning tool. Recommendations for future implementations include ongoing user feedback integration and exploration of the module's adaptability to other chemistry education areas. As educational technology continues to evolve, this approach provides a valuable framework for developing interactive, multimedia-rich educational resources. Future research should focus on assessing the module's impact on long-term student outcomes and its potential for broader application in chemistry education. © 2025 Author(s).

Projek Penguatan Profil Pelajar Pancasila (P5) is important for early childhood because it helps shape positive characters such as mutual cooperation, diversity, and independence from an early age through project-based activities. This study aims to explore the impact of the Pancasila Student Profile Strengthening Project (P5) on early childhood development from a progressivism philosophy perspective. Using thematic methods, analysis was conducted on the results of interviews from focus group discussions (FGD) involving several kindergarten teachers. The results of the study identified three main themes, namely the impact of P5 on children's development, implementation strategies, and challenges in implementing P5. Based on the progressivism perspective, P5 emphasizes the active learning process through real experiences, social interactions, and collaboration, which are in accordance with the principles of progressivism in education. This program has proven effective in developing the five aspects of child development such as cognitive, social emotional, religious moral values, language, and motor skills. However, the success of P5 is greatly influenced by teacher understanding and the involvement of external parties. © 2025 Author(s).

Critical thinking has been a crucial aspect in the 21st century that must be developed through the learning process. Previous studies reveal that Project Based learning (PjBL) integrated with Science, Technology, Engineering, Art, and Mathematics (STEAM) have positive effect on students' critical thinking skills. It is also proven to enhance learning motivation, involvement and outcomes. This study aims at knowing the effect of PjBL-STEAM implementation towards students' learning motivation, involvement, and outcomes in cloth tailoring making. The research method utilised a quasi-experimental design in the form of a non-equivalent control group design, with control and experimental group. The sample was determined by purposive sampling. Instrument validation used construct validity with Karl Pearson's Product Moment, the calculation results show 30 valid items, rcount> rtable of 0.444. The reliability of the instrument using Alpha Cronbach obtained a score of 0.958, so it was declared reliable. The results of the study showed that 1) the students' critical thinking in the control class was indicated by 81.75% for motivation (high), 70% for involvement (moderate), and 65% for learning outcomes (very high), while the experimental class was indicated by 95% for motivation (high), 30% for involvement (high), and 70% for learning outcomes (very high), 2) The implementation of the learning model was carried out by integrating the syntax of the PjBL - STEAM model in the core activities, 3) there was no effect on the implementation of the PjBL-STEAM learning model on learning motivation with the results of the t-test -2.817 <0.05. There is an effect of the PjBL-STEAM learning model on the students' involvement with the results of the t-test 180.85> 0.05, There is an effect of the PjBL-STEAM learning model on the learning outcomes with the t-test results of 0.682> 0.05. It means that the PjBL learning model using the STEAM approach has an effect on participation and learning outcomes, but does not affect the learning motivation in cloth tailoring course. © 2025 Author(s).