Outcome-Based Education (OBE) is widely recognized for its goal-oriented approach in education. The key elements of outcome-based education are learning outcomes which are measured at student, ...course, program, and institution levels. The evaluation of learning outcomes is usually performed manually in isolation which leads to several issues like assessment delays and impaired judgement. Furthermore, integration of OBE techniques with existing Learning Management System (LMS) becomes impracticable. To handle such issues, in this article, we propose a framework comprising Metamodel for streamlining evaluation processes of OBE. Moreover, a set of text-to-model transformations is implemented for the automatic gen-eration of high-level models from traditional documents containing information about students, courses, grades etc. Furthermore, the model-to-text transformations are implemented to generate the target model in JAVA for the assessment of learning outcomes. This facilitates OBE evaluation straightforwardly. The efficacy of the framework is validated through a case study conducted within the Department of Software Engineering at University of AJK. The results are encouraging, and OBE assessment is successfully performed for software engineering courses.
This research aims to determine the effect of the Montessori method on student learning outcomes in theme VIII in the area where I live, class IV at state elementary school 040491 Batukarang for the ...2022/2023 academic year. In this study using quantitative methods, the population of this study was all class IV of SD Negeri 040491 Batukarang, totaling 25 students consisting of 10 boys and 15 girls. Sampling was taken using purposive sampling and the sample used was class IV, totaling 25 students. The results of this research show that student learning outcomes using the Montessori method are included in the good category with an average of 80,2 with a correlation test result of 0.937, which means rcount (0.937) ≥ rtable (0.396), so Ha is accepted. So there is a very strong influence between the use of the Montessori method on student learning outcomes in theme VIII in the area where I live, class IV at SD Negeri 040491 Batukarang. It can be seen from the results of the T-test research where tcount ≥ ttable is 12,918 ≥ 1.708 so it can be stated that Ha is accepted. This shows that there is a significant positive influence from the use of the Montessori method on student learning outcomes in theme VIII in the area where I live, class IV of SD Negeri 040491 Batukarang for the 2022/2023 academic year.
This research aims to determine whether there is an influence of online games on the learning outcomes of class V students at UPT SD Negeri 064025 Flamboyan Raya Medan for the 2022/2023 academic ...year. The population is all class V students at UPT SD Negeri 064025 Flamboyan Raya Medan, totaling 158 students. Sampling used purposive sampling and the sample used was class V-D, totaling 28 students at UPT SD Negeri 064025 for the 2022/2023 academic year. The method used in this research is a quantitative survey type research method. The survey type quantitative research method used in this research was to find the effect of playing online games on the learning outcomes of class V students at UPT SD Negeri 064025 Flamboyan Raya Medan. Based on the results of statistical processing, it shows that the level of addiction to playing online games among students is included in the strong category with an average of 88.28. Meanwhile, student learning outcomes have not met the KKM that has been implemented with an average of 72.85. By using the test tcount = 4,530 while ttable = 2,056 because tcount ≥ ttable then Ho is rejected and Ha is accepted. This proves that there is a significant influence between playing online games on the learning outcomes of class V students at UPT SD Negeri 064025 Medan Selayang for the 2022/2023 academic year.
This research aims to address issues occurring in the teaching process in class II of SD N Wirogunan 03 Kartasura, where mathematics instruction still follows a conventional model involving only ...teacher-led delivery without any real activities to aid students' understanding of the material. The proposed solution is to use puzzle-based learning media to enhance learning outcomes and student engagement in the learning process. This study employs the Classroom Action Research (CAR) method, comprising two cycles with a pre-cycle followed by planning, implementation, observation, and reflection stages. Evaluation of learning outcomes and student engagement is conducted using assessment sheets and observations. The research findings indicate that the use of puzzle-based learning media improves learning outcomes and student engagement. The percentage of learning outcomes in the pretest was 27.2%, increased to 54.6% in cycle I, and reached 81.9% in cycle II. Furthermore, student engagement in the pretest was 36.3%, increased to 63.7% in cycle I, and reached 100% in cycle II. From these research findings, it can be concluded that the use of puzzle-based media effectively enhances learning outcomes and student engagement, creating active and engaging learning experiences.
The learning method is used as a means used to achieve learning objectives, namely the teacher uses the reward and punishment method in learning Pancasila Education. This study used a descriptive ...qualitative research method conducted at SD Negeri 02 Tempur. This study aims to describe the impact of reward and punishment on learning outcomes in Pancasila Education. The data collection technique used was through the observation, interview and documentation stages consisting of 10 people including 1 class V teacher and 9 class V students consisting of 3 male students and 6 female students. The results of the study show that reward and punishment have an impact on students' affective learning outcomes. The positive impact of reward and punishment is that it makes students more accomplished and more confident in increasing their knowledge, students do not repeat their behavior or mistakes and have an attitude of responsibility. The negative impact of reward and punishment is that it makes students feel arrogant about their learning outcomes and makes students less confident.
The purpose of this study is to investigate the impact of flashcard learning media on student learning outcomes in grade III SDN 02 Sungai Raya on the topic of a variety of characteristic flora, ...ethnic groups, and regional dances of Indonesia. Experiments, quasi-experimental design study formats, and experimental designs with non-equivalent control groups were utilized. This study's population consists entirely of grade III SDN 02 Sungai Raya students. This study's sample consisted of class III A (28 students) as an experimental class and class III B (28 students) as a control class. The data gathered is in the form of student learning outcomes in both classrooms, provided directly by students. The approach used for data gathering is a measuring technique with data collecting instruments in the form of multiple-choice test questions. In addition, the t-test will be used to do the analysis. Based on the analytical findings, (tcount3,786) > (ttable1,674), implying that H0 is rejected. So there is a difference in the learning results of pupils taught using flashcard learning media and those taught without. This difference was subsequently examined using effect size, obtaining an ES of 0.90 with a high criterion. In grade III SDN 02 Sungai Raya, flashcard learning effects student learning results on the material of diversity of characteristic flora, ethnic groups, and regional dances of Indonesia.
Corona Virus Disease 2019 (COVID-19) causes various problems in all of life, one of which is Education. This research aimed (1) to determine of differences in learning outcomes for PAI subjects ...during the COVID-19 emergency period in the odd and even semester of the 2020/2021 school year, (2) the COVID-19 transition period in the odd semester of the 2021/2022 SMPN level in Bima City was a process, especially students learning outcomes as an objective standard for achieving learning objectives, especially how the results were achieved in PAI subjects.(3) Factors causing differences during the emergency and transitional periods of Covid-19. This study uses a quantitative method of Ex Post Facto comparative causal type approach. As for the research results. The ANOVA test used SPSS which (1) Showed 0.000 < 0.05, it meant that there was a significant difference in PAI learning outcomes during the COVID-19 emergency period for the odd semester of the 2020/2021 academic year with the average scores of SMPN 1 is 88.40, SMPN 7is 80.24, and SMPN 8 is 78.83. Furthermore, the even semester showed 0.000 < 0.05, it meant that there was a significant difference in PAI learning outcomes during the COVID-19 emergency period of even semester of the 2020/2021 academic year with the average scores of SMPN 1 is 88.87, SMPN 7 is 85.52 and SMPN 8 is 80.65. (2) During the COVID-19 transition period for the odd semester of the 2021/2022 academic year, there was a significant difference in PAI learning outcomes with 0.000 <0.05 with average scores of SMPN 1 is 90.03, SMPN 7 is 85.16 and SMPN 8 is 80.61. (3) The factors causing the differences are internal factors originating from the student themselves and external factors such as different in school backgrounds, quality of educational institutions and socio-economic conditions as well as support from schools and parents.
In a flipped classroom, students study instructional material before class and apply this material during class. To provide a statistical synthesis of current research on effects of flipped ...classrooms, we conducted meta-analyses that included 114 studies which compared flipped and non-flipped classrooms in secondary and postsecondary education. We found a small positive effect on learning outcomes, but no effect was found on student satisfaction regarding the learning environment. In addition, we found considerable heterogeneity between studies. Moderator analyses showed that students in flipped classrooms achieve higher learning outcomes when the face-to-face class time was not reduced compared to non-flipped classrooms, or when quizzes were added in the flipped classrooms. We conclude that a flipping the classroom (FTC) approach is a promising pedagogical approach when appropriately designed. Our results provide insights into effective instructional FTC design characteristics that support an evidence-informed application of FTC.
•Meta-analysis shows a small effect of flipped classrooms on learning outcomes (k = 114).•Meta-analysis shows no effect of flipped classrooms on student satisfaction (k = 22).•Flipped classrooms achieved higher learning outcomes when the face-to-face class time was not reduced.•Flipped classrooms achieved higher learning outcomes when quizzes were added in their design.
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