Search Results for
"learning"

Curriculum is the most direct way for international students to perceive China, and how the Chinese national image courses can help international students to form the ability of bicultural identity integration is an important issue to be solved in this study. Based on the bicultural identity integration theory, this study constructed a model of international students’ perceptions of the Chinese national image courses and explored the mechanisms of bicultural identity integration among international students, with the following conclusions: firstly, perceived usefulness had the greatest influence on international students’ attitudes toward learning the Chinese national image courses, followed by self-efficacy. Secondly, the three paths of perceived usefulness, perceived ease of use and self-efficacy can indirectly influence the bicultural identity integration of international students coming to China. Finally, perceived risk can moderate bicultural identity integration to some extent. Based on this, this study puts forward some suggestions for the construction of curriculum resources on China’s national image for international students, in order to help international students better develop intercultural cognition and communicative competence. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2025.

This research aimed to explore students perceptions of playing Mobile Legends: Bang-Bang (MLBB) as a means to improve English vocabulary. Students had a deficient English vocabulary, which negatively affected their learning, especially in imperative statements. This research utilized a qualitative approach based on the Miles and Huberman analytical framework. The data were gathered from 150 ninth-grade students at Junior High School 10 Pematangsiantar. Data were collected through closed questionnaires concerning content vocabulary and perceptions (auditory and visual). The collected data were checked according to the reactions from the 5 point Likert scale questionnaire, then inputted into Ms. Excel and tabulated; afterward, the data were described de-scriptively in a paragraph. This research discovered that a significant number of students had reported positive outcomes for MLBB influence on their vocabulary improvement. Specifically, 69.21% of students had responded positively, comprising 13.88% who strongly agreed and 55.33% who agreed. Neutral replies had constituted 19.38%, whereas negative comments had amounted to 11.42%, including 8.88% who disagreed and 2.54% who strongly disagreed. Regarding auditory and visual perception, 74.34% had exhibited a favorable response, 16.7% had maintained a neutral stance, and 9.6% had provided a negative response. The researcher concluded that most students at Junior High School 10 Pematangsiantar had regarded MLBB as an advantageous alternative for improving their English vocabulary, with a significant majority expressing favorable opinions of the game. © 2025, Pandawan Sejahtera. All rights reserved.

This study was aimed at assessing the effectiveness of Project-Based learning (PjBL)-based analytical chemistry flipbooks in improving students’ critical thinking skills and scientific literacy, and linking the results to the achievement of Sustainable Development Goals (SDG-4), namely quality education. This study used a quantitative approach with a quasi-experimental design, involving two groups: an experimental group (n = 250) using PjBL-based flipbooks, and a control group (n = 250) using conventional textbooks. The projects in PjBL were designed to challenge students to apply critical thinking skills in solving real problems in analytical chemistry. Scientific literacy was measured based on students’ ability to understand, evaluate, and apply chemical concepts in the context of the project. Critical thinking skills and scientific literacy tests were used to measure learning outcomes before and after the intervention. The instrument in this study was a test of critical thinking skills and scientific literacy. Statistical tests showed that the data were normally distributed (significance value 0.216), homogeneous variance (0.074), and significant differences between the experimental and control groups (t = 0.038, p < 0.05). The increase in n-gain in the experimental group reached 0.9 (high category), compared to 0.63 (moderate category) in the control group. This study concluded that Project-Based learning-based flipbooks were significantly more effective than conventional textbooks in improving students’ critical thinking skills and scientific literacy. The results of this study confirmed the superiority of PjBL-based flipbooks in significantly improving students’ critical thinking skills and scientific literacy compared to conventional textbooks. Statistical data support (normal distribution, homogeneous variance, significant differences between groups, and high n-gain in the experimental group) encourages the adoption of PjBL-based flipbooks as an effective learning strategy to achieve quality education according to SDG-4. © 2025 Science Education Study Program FMIPA UNNES Semarang.

This study develops and tests a questioning model aimed at enhancing interactive engagement in financial mathematics instruction within a single NC(V) Level 2 classroom. Grounded in formative assessment principles, the model incorporates structured and open-ended questions to foster procedural and conceptual understanding. The intervention used real-world financial scenarios like budgeting and loan repayments to make abstract concepts more relatable. Data were collected through classroom observations and a preparatory examination to evaluate student engagement and understanding. The findings indicate that consistent questioning fosters active participation, while higher-order questions promote critical thinking and real-world application. While performance improvements were noted, the primary focus was on engagement quality rather than academic outcomes. This study offers insights into how questioning strategies can enhance interactive learning in vocational education. Future research should expand the model to other subjects, gather student feedback, and integrate advanced digital tools for deeper interactivity. © 2025, City University of New York. All rights reserved.