scholarly journals Advancing the Reference Narrative: Assessing Student Learning in Research Consultations

2020 ◽  
Vol 15 (1) ◽  
pp. 4-19 ◽  
Author(s):  
Doreen R. Bradley ◽  
Angie Oehrli ◽  
Soo Young Rieh ◽  
Elizabeth Hanley ◽  
Brian S. Matzke
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Search Strategy ◽  
Effective Means ◽  
Learning Goals ◽  
Strategy Development ◽  
Research Experience ◽  
Online Questionnaire ◽  
Consultation Process ◽  
Reference Services

Abstract Objective – As reference services continue to evolve, libraries must make evidence based decisions about their services. This study seeks to determine the value of reference services in relation to student learning acquired during research consultations, by soliciting students’ and librarians’ perceptions of consultation success and examining the degree of alignment between them. Methods – The alignment of students’ learning outcomes (reported skills and knowledge acquired) with librarians’ expectations for student learning during consultations was assessed. An online questionnaire was conducted to gather responses from students who had sought consultation services; 20 students participated. In-person interviews took place with eight librarians who had provided these consultations. The online questionnaire for students included questions about students’ assessments of their self-identified learning goals through consultation with a librarian and their success at applying the knowledge and skills gained. Librarian interviews elicited responses about students’ prior research experience, librarians’ objectives for student learning, librarians’ perceptions of student learning outcomes, and perceived consultation success. The responses of both the students and the librarians were coded, matched, and compared. Results – Students and librarians both considered the consultation process to be successful in advancing learning objectives and research skills. All students reported that the consultations met their expectations, and most reported that the skills acquired were applicable to their projects and significantly improved the quality of their work. Librarians expressed confidence that students had gained competency in the following skill sets: finding sources, search strategy development, topic exploration, specific tool use, and library organization and access. A high degree of alignment was observed in the identification by both students and librarians of “finding sources” as the skill set most in need of enhancement or assistance, while some disparity was noted in the ranking of “search strategy development,” which librarians ranked second and students ranked last. Conclusion – The data demonstrate that both students and librarians perceived individual research consultations as an effective means to meet student learning expectations. Study findings suggest that as reference models continue to change and reference desk usage declines, research consultations remain a valuable element in a library’s service model and an efficient use of human resources.

Collaborative Planning as a Process

2017 ◽  
Vol 22 (7) ◽  
pp. 406-419
Author(s):  
Justin D. Boyle ◽  
Sarah B. Kaiser
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Conceptual Understanding ◽  
Collaborative Planning ◽  
Learning Goals ◽  
Procedural Fluency ◽  
Cognitively Demanding Tasks

All students should be provided with opportunities to develop conceptual understanding prior to procedural fluency (NCTM 2014; CCSSI 2010). To develop students' conceptual understanding, teachers must learn such skills as how to select, plan, and enact cognitively demanding tasks (CDT) (Lambert and Stylianou 2013; Smith, Bill, and Hughes 2008) and to evaluate evidence of student learning (Hiebert et al. 2007). Therefore, teachers need opportunities to develop these skills to maximize their students' learning outcomes. Starting with a well-designed CDT is essential. In other words, before planning the Justin D. Boyle and Sarah B. Kaiser enactment of a task, teachers should analyze the task and make revisions to align it with student learning goals that promote conceptual understanding (Hiebert et al. 2007; Smith and Stein 2011).

Faculty and Career Advising

2017 ◽  
Vol 45 (1) ◽  
pp. 24-31 ◽  
Author(s):  
Kristin M. Vespia ◽  
Stephanie D. Freis ◽  
Rebecca M. Arrowood
Keyword(s):  
Professional Development ◽  
Career Development ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Goals ◽  
Major Selection ◽  
Faculty Advisors ◽  
Career Advising

Psychology prioritizes students’ professional or career development by including it as one of the five undergraduate learning goals. Faculty advisors are critical to that development but likely feel less prepared for the role. Departments face challenges assessing associated student learning outcomes. We introduce an instrument programs can use to evaluate outcomes and advisors can use to measure students’ advising needs, perceptions, and preferences. We share results from an undergraduate sample ( N = 91) to illustrate potential data and uses. For example, these students viewed faculty as knowledgeable career advisors and expressed confidence in their major selection but simultaneously reported feeling unprepared for postgraduation life and thought the major was not highly marketable. We offer specific recommendations for using such data to promote professional development.

scholarly journals Improving Student Learning Outcomes through Community-based Research: The Poverty Workshop

2018 ◽  
Vol 47 (2) ◽  
pp. 135-147 ◽  
Author(s):  
Brian Mayer ◽  
Amelia Blume ◽  
Candace Black ◽  
Sally Stevens
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Self Efficacy ◽  
Student Learning Outcomes ◽  
Research Experience ◽  
Engaged Learning ◽  
Community Based ◽  
Research Skills ◽  
Community Based Research ◽  
Improving Student Learning

Engaged learning extends education outside of the formal classroom through internships, experiential learning, and community- or service-based learning. To better understand the potential of engaged learning in improving student learning outcomes and encouraging students to pursue STEM-based careers, we describe the development of a community-based research experience related to poverty and report on improvements in students’ self-reported competencies in generalized self-efficacy, research skills, and science motivation. We compare these outcomes to those of students in a traditional sociology methods class to determine whether the engaged learning experience improves learning outcomes. Our findings indicate that students in the engaged learning course report higher generalized self-efficacy and research skills compared to students in the traditional methods course. Based on these findings, we propose a set of strategies for other colleges and universities to integrate engaged learning courses into their curriculum.

scholarly journals PENGEMBANGAN PERANGKAT PEMBELAJARAN DENGAN MODEL SIKLUS BELAJAR 5E PADA MATERI KALOR UNTUK MENINGKATKAN HASIL BELAJAR SISWA

2017 ◽  
Vol 4 (1) ◽  
pp. 468
Author(s):  
Kamaluddin Kamaluddin ◽  
Bambang Soebali ◽  
Soeparman Kardi
Keyword(s):  
Data Analysis ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Student Learning Outcomes ◽  
Learning Goals ◽  
Average Score ◽  
Second Phase ◽  
Basic Competencies ◽  
Improve Student Learning

This research intents on developing learning Package with 5E model on heat to improve student learning outcomes. The research was conducted in two phases. The first phase was developing learning instrument by adapting the model of Dick & Carey. It included analyzing the basic competencies, analyzing concepts, analyzing students, formulating learning goals, developing instruments, developing learning strategies, and compiling learning Package. The second phase was testing the instruments on 10 students of SMPN 1 Dukun Gresik. The draft of implementation in the classroom used pretest and posttest design and descriptive qualitative data analysis. Based on the result of data analysis, the research showed that learning instrument that was developed had average score of validation categorized as good. The description of the result on feasibility of lesson plans categorized as good overall. The outcomes of students’ cognitive after given 5E model of learning showed that all students competent, As well as students' motivation for followed 5E model of learning is high. In conclusion, the learning instrument of science with 5E model is decent used to improve student learning outcomes. Penelitian ini bertujuan mengembangkan perangkat pembelajaran dengan model 5E pada materi kalor untuk meningkatkan hasil belajar siswa. Penelitian dilakukan dalam 2 tahap, yaitu tahap pertama mengembangkan perangkat pembelajaran dengan mengadaptasi model Dick & Carey  antara lain menganalisis kompetensi dasar, menganalisis konsep, menganalisis siswa, merumuskan tujuan pembelajaran, mengembangkan instrumen, mengembangkan strategi pembelajaran, serta menyusun perangkat pembelajaran. Tahap kedua mengujicobakan perangkat pembelajaran pada 10 siswa SMPN 1 Dukun Gresik. Rancangan implementasi di kelas menggunakan desain pretest dan posttest serta analisis data secara deskriptif kualitatif. Berdasarkan hasil analisis data, penelitian menunjukkan bahwa perangkat pembelajaran dan instrumen pembelajaran yang dikembangkan memiliki rata-rata skor validasi berkatagori baik. Deskripsi hasil penelitian keterlaksanaan RPP secara keseluruhan berkatagori baik. Hasil belajar kognitif siswa setelah diberikan pembelajaran dengan model 5E menunjukkan bahwa semua siswa tuntas. Serta motivasi belajar siswa selama mengikuti pembelajaran model 5E ditagorikan tinggi. Kesimpulan penelitian adalah perangkat pembelajaran dengan Model 5E layak digunakan untuk meningkatkan hasil belajar siswa.

scholarly journals Analysis of Student Learning Motivation With Online Learning During the Covid-19 Pandemic

2021 ◽  
Vol 17 (2) ◽  
pp. 101-111
Author(s):  
Nur Choiriyah Nur ◽  
Mustaji Mustaji
Keyword(s):  
Online Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Positive Influence ◽  
Learning Motivation ◽  
Learning Goals ◽  
Coefficient Of Determination ◽  
Simple Linear Regression ◽  
National Education ◽  
Motivation And Learning

Online learning as one of the impacts of the spread of the corona virus in the education sector must be implemented as an effort to maintain the implementation of education for the realization of the goals of national education. The implementation of online learning holding an important role, especially for students to achieve learning goals with all the impacts such as motivation and learning outcomes. This study is intended to describe the effect of implementing online learning during the Covid-19 pandemic on student learning motivation. This research is a quantitative study involving 254 respondents. The research instrument used a questionnaire in the form of questions packaged through the google form link to measure student motivation towards the implementation of online learning. The analysis of research results used simple linear regression testing equipped with normality tests and linearity tests as prerequisites. Based on the results of data analysis, the regression equation for student learning motivation towards online learning is Y = 16.911 + 0.573 X with t count of 10.574 and the coefficient of determination R2 = 0.307. These results indicate that the implementation of online learning has a positive influence on student learning motivation.

scholarly journals Pengaruh kemandirian belajar terhadap hasil belajar siswa

2018 ◽  
Vol 12 (1) ◽  
pp. 9
Author(s):  
Nurhidayah Nasution ◽  
Rizcka Fatya Rahayu ◽  
Siti Tami Maspupah Yazid ◽  
Destari Amalia
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Quantitative Research ◽  
Descriptive Analysis ◽  
Target Population ◽  
Learning Goals ◽  
Outcome Variable ◽  
Sampling Frame ◽  
Quantitative Research Methods ◽  
Population Sampling

<p>Kemandirian belajar diperlukan dalam proses pendidikan, agar tercapai tujuan pembelajaran yang menekankan siswa aktif dalam mengembangkan potensinya. Hal ini dikarenakan siswa dapat mengontrol sendiri berbagai cara belajar yang perlu ditempuh untuk mencapai hasil prestasi belajar sesuai dengan keinginannya. Dalam rangka membantu peserta didik meningkatkan hasil belajar, proses pembelajaran perlu diusahakan agar interaktif, inspiratif, inovatif, memotivasi peserta didik berpartisipasi aktif. Penelitian ini bertujuan untuk mengetahui pengaruh kemandirian belajar siswa terhadap hasil belajar siswa menggunakan metode penelitian kuantitatif dengan menggunakan angket kuesioner untuk pengumpulan datanya. Populasi dalam penelitian ini adalah seluruh siswa kelas VIII di MTs Darul Ihsan Cibungbulang dengan populasi target (sampling frame) yang berjumlah 42 siswa. Penyajian analisis deskriptif dalam penelitian ini yaitu: variabel kemandirian belajar (X) dan variabel hasil belajar (Y). Di lihat dari hasil penelitian ini menunjukan bahwa siswa di MTs Darul Ihsan memiliki kemandirian dalam belajar, dan dapat dilihat dari hasil belajar para siswa di MTs Darul Ihsan rata-rata 6% siswa mendapat nilai “0-65”, 19% siswa mendapat nilai “66-75”, 71% siswa mendapat nilai “76-85” dan 3% siswa mendapat nilai “86-100”. Maka dapat disimpulkan bahwa siswa di MTs Darul Ihsan ini memiliki hasil belajar (nilai raport) yang baik.</p><p> </p><p>Abstract</p><p class="15bIsiAbstractBInggris">Learning independence is needed in the education process, in order to achieve learning goals that emphasize active students in developing their potential. This is because students can control themselves various ways of learning that need to be taken to achieve the results of learning achievement in accordance with their wishes. In order to help students improve learning outcomes, the learning process needs to be endeavored to be interactive, inspiring, innovative, motivating students to actively participate. This study aims to determine the effect of student learning independence on student learning outcomes using quantitative research methods using questionnaires to collect data. The population in this study were all students of class VIII at MTs Darul Ihsan Cibungbulang with a target population (sampling frame) of 42 students. The descriptive analysis presentations in this study are: learning independence variable (X) and learning outcome variable (Y). In view of the results of this study indicate that students at MTs Darul Ihsan have independence in learning, and can be seen from the learning outcomes of students at MTs Darul Ihsan on average 6% of students get a value of "0-65", 19% of students get grades " 66-75 ", 71% of students scored" 76-85 "and 3% of students scored" 86-100 ". Then it can be concluded that students at MTs Darul Ihsan have good learning outcomes (report cards).</p>

MODIFIKASI MODEL PEMBELAJARAN AUDITORY INTELECTUALY REPETITION DENGAN STRATEGI PEMBELAJARAN TUGAS DAN PAKSA

2019 ◽  
Vol 2 ◽  
Author(s):  
Anisa Farida ◽  
Nadia Rizky Harisuna ◽  
Septianna Nurida
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Student Learning Outcomes ◽  
Learning Goals ◽  
Quality Of Learning

The purpose of this writing is to provide innovation in learning in the classroom by using varied learning models. So that the quality of learning in the classroom increases and is more interesting. In addition, it can also improve student activity, foster a spirit of learning and completing tasks well. The problem of learning in Indonesia is a problem that must be taken seriously, especially by the teacher. Therefore, teachers must be able to inspire students to be actively involved in the learning process of selection and determination of learning strategies that are most appropriate to the characteristics of students. With the existence of this writing, the background of the difficulties in understanding the material is also the lack of enthusiasm of students in learning the material and completing the assignments given by the teacher which have an impact on student learning outcomes that are still low. The low student learning outcomes, of course, many factors that cause, for example the classic problem about the application of learning methods that are still teacher-centered, so students tend to passively listen to the teacher's explanation. So, the choice of methods and strategies in teaching and learning in class is very important because it can affect the results of teaching and learning in the classroom and obtain the desired learning goals. For this reason, the teacher can use the Auditory Intellectually Repetition (AIR) learning method which is modified by the task strategy and force. The learning model of Auditory Intellectually Repetition (AIR) is a method that is focused on providing direct and enjoyable learning experiences. Experience learning directly by learning to listen or listen (auditory), learn intellectually and learn with repetition. Meanwhile, the Task and Forces strategy is a learning strategy that has little effect on students to complete tasks until they are completed and on time. If it does not complete the assignment given by the teacher, then there is a penalty for students who do not do their duties according to the previous agreement. So that students will be motivated in listening, understanding the material conveyed by the teacher and doing the task on time. This strategy can also improve the quality of student learning to reduce the level of student laziness and provide good learning outcomes. By combining this method it is hoped that it can make students become more disciplined and responsible for the tasks given. Therefore, combining these models and strategies is needed in the learning process so that the learning process is interesting and the quality of learning increases.

scholarly journals STUDI KOMPARATIF HASIL BELAJAR BIOLOGI DIDASARKAN PADA PERSEPSI SISWA TERHADAP IKLIM KELAS (CLASSROOM ENVIRONMENT SCALE/CES): STUDI EX POST FACTO PADA SISWA DI SMAN 1 JAKARTA

Biosfer ◽  
2018 ◽  
Vol 9 (2) ◽  
pp. 23-28
Author(s):  
Diana Vivanti Sigit ◽  
I Made Putrawan ◽  
Claudia Sulfitania
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Classroom Environment ◽  
Classroom Climate ◽  
Student Learning Outcomes ◽  
Learning Goals ◽  
Environment Scale ◽  
Ex Post ◽  
Ex Post Facto ◽  
Student's Perceptions

Learning is closely associated in determining student learning outcomes. In the process of teaching and learning, teachers have an important role in the achievement of learning goals. One indicator of achievement learning goals can be seen from the results of student learning outcomes. Teachers belonging to the environmental conditions or climate. Student’s perceptions of classroom climate greatly affect student learning outcomes. The purpose of this research was to determine differences in biology of learning outcomes based on student’s perceptions of classroom climate (Classroom Environment Scale/CES). This research was held in 1 High School Jakarta on April-May 2016. This type of research was quantitative with ex post facto method through comparative studies. The subjects of research were students of class X IPA with a total sample of 54 students were selected by Simple Random Sampling. Data collection techniques by using achievement test biological and Classroom Environment Scale (CES). The analysis prerequisite test was used the test for normality with the Kolmogorov-Smirnov test and homogeneity test with F-test. Based on the calculations, data were normally distributed and homogeneous. Hypothesis testing was done through t-test. The results of the t-test for biology learning outcomes shows that there was differences between biology learning outcomes both positive and negative student’s perceptions of classroom climate (Classroom Environment Scale/CES).

scholarly journals Pemanfaatan Media Peta dalam Pembelajaran IPS Kelas V di MI Al-Muniroh 1 Ujung Pangkah

2020 ◽  
Vol 1 (1) ◽  
pp. 1-9
Author(s):  
Iman Rasiman ◽  
Taseman ◽  
I Kartikasari ◽  
M W Laili ◽  
Muzdalifa ◽  
...  
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Research Method ◽  
Quantitative Research ◽  
Student Learning Outcomes ◽  
Fifth Grade ◽  
Online Questionnaire ◽  
Map Learning ◽  
Fifth Grade Students ◽  
Improving Student Learning

The purpose of making this journal is to find out the availability and use of learning media for map learning in Social Sciences (IPS) class V at MI Al-Muniroh 1, as well as to find out the efforts made by teachers in utilizing the learning media for maps. As well as to describe the response of teachers and students to the map as a medium of learning, find out the attractiveness of the media of learning maps based on the results of an online questionnaire, and find out the increase in student learning outcomes after using the learning media of the map. The research method used in this study is a quantitative research method, which is a method that uses data from the results of a questionnaire that has been distributed and filled out by the fifth grade students of MI Al-Muniroh 1 Ujung Pangkah. From the observations of 100% of fifth grade students of MI Al-Muniroh 1 Ujung Pangkah agree that map learning media has an effect on improving student learning outcomes because with the learning media map, students can more easily understand the explanations explained by the teacher.

scholarly journals MODEL KELAS MULTIDIMENSIONAL: INOVASI PEMBELAJARAN ABAD 21 UNTUK MENINGKATKAN HASIL BELAJAR SISWA PELAJARAN ILMU PENGETAHUAN ALAM

EDUSAINS ◽  
2019 ◽  
Vol 11 (1) ◽  
pp. 99-104
Author(s):  
Fairus Qamila
Keyword(s):  
Action Research ◽  
Student Learning ◽  
Learning Outcomes ◽  
21St Century ◽  
Science Learning ◽  
Learning Experience ◽  
21St Century Learning ◽  
Learning Goals ◽  
Science Student ◽  
Class Models

MULTIDIMENSIONAL CLASS MODELS: INNOVATION LESSONS IN THE 21ST CENTURY TO IMPROVE SCIENCE LEARNING OUTCOMES AbstractThe 21st century learning is an effort to facilitate students in the 21st century to get the best learning experience so they can achieve learning goals effectively. This research is aimed to recognize the enhancement of science student learning achivement with implementation of multidimensional classroom model. This research used a classroom action research from Kemmis and MC Taggart. The sample of 28 students. The research was done in three cycle. The percentage achivement every cycle was increased. By looking at the result obtained in each cycle, it can be concluded that there was enhancement of science student learning achivement with implementation of multidimensional classroom model. AbstrakPembelajaran abad 21 merupakan upaya memfasilitasi peserta didik di abad 21 untuk mengalami pengalaman belajar terbaik sehingga dapat mencapai tujuan pembelajaran secara efektif. Penelitian ini bertujuan untuk meningkatkan hasil belajar siswa pada pelajaran IPA dengan menerapkan model kelas multidimensional. Penelitian ini merupakan jenis Penelitian Tindakan Kelas (PTK) model Kemmis dan MC. Taggart. Sampel penelitian berjumlah 28 siswa. Penelitian ini dilakukan sebanyak 3 siklus. Persentase ketuntasan pada setiap siklus terus meningkat. Hasil penelitian menunjukan terdapat peningkatan hasil belajar siswa pada pelajaran IPA dengan menerapkan Model kelas Multidimensional. 

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