scholarly journals Student Learning Outcomes (SLOs) and Assessment of Cybersecurity Body of Knowledge (BOK): Evaluation & Challenges

2020 ◽  
Vol 13 (5) ◽  
pp. 13
Author(s):  
Ala Alluhaidan ◽  
Evon M. Abu-Taieh
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Outcomes ◽  
Student Learning Outcomes ◽  
Assessment Method ◽  
Training Institution ◽  
It Infrastructure ◽  
Body Of Knowledge ◽  
And Training ◽  
Initial Research

The rapid growth of technology and related fields has led to creation in academia to match the expansion demand for IT professionals. One of the current majors that attract attention in industry is cybersecurity. There is a great need for individuals who are skilled in cybersecurity to protect IT infrastructure. Coaching a security-focused workforce has become the target of government agents, industry, and academic institutions. As research and academic faculties respond to this growing demand, evolving curriculum and methodologies for teaching cybersecurity graduates still need to be formed comprehensively. There have been few researches to define and assess the student outcomes in cybersecurity. This paper presents a step forward by developing Student Learning Outcomes (SLOs) and the desired assessment method to measure those outcomes. This research contributes to academia and training institution by defining the SLOs and suggests preferable assessment methods in cybersecurity. This initial research is based on a qualitative study of academician evaluation of cybersecurity courses. The paper presents the result of interviews along with discussions of ongoing and future suggestions.

Quality-Assurance Assessment of Learning Outcomes in Mathematics

2015 ◽  
Vol 4 (2) ◽  
pp. 37-48
Author(s):  
Seifedine Kadry
Keyword(s):  
Differential Equation ◽  
Quality Assurance ◽  
Student Learning ◽  
Learning Outcomes ◽  
Performance Indicators ◽  
Student Outcomes ◽  
Systematic Approach ◽  
Student Learning Outcomes ◽  
Assessment Of Learning ◽  
Analyze Data

Student outcomes are statements that describe the attributes; skills and abilities that students should have and be able to do by the time of graduation. For quality assurance evaluation, these outcomes must be assessed. In order to evaluate the level to which an outcome is met, it is necessary to select some courses where the outcome is covered. Course objectives must be linked to the student outcomes and define in terms of measurable performance indicators. Using just two outcomes as an example, this paper presents a systematic approach to assess directly and indirectly student learning outcomes in Mathematics through differential equation course, by define appropriate measurable performance indicators, build up assessment rubrics, collect and analyze data for possible recommendations and improvement.

scholarly journals Demonstration Learning Berbasis Video Pembelajaran dalam Meningkatkan Hasil Belajar IPA Siswa SMP

ScienceEdu ◽  
2019 ◽  
pp. 8
Author(s):  
Wardah Laily Nur Baity
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Spiritual Development ◽  
Student Learning Outcomes ◽  
Natural Phenomena ◽  
Lecture Method ◽  
Improving Student Learning ◽  
The Times ◽  
And Training ◽  
Development Of Students

Education is guidance carried out by educators consciously on the physical and spiritual development of students as an effort to mature a person through guidance and training. Education in Indonesia continues to grow in line with the times. So that a teacher is required to provide material not only using the lecture method but using other learning methods. The purpose of this study is to find out about improving student learning outcomes by using a demonstration learning method based on learning videos. With the use of student learning videos it is easier to understand the material being taught so that it can link material taught with natural phenomena. In addition students do not feel bored when they are in class and have a high curiosity so students actively ask in class. The use of video learning also improves student learning outcomes.   Kata Kunci: demonstration method, learning achievement and learning video

scholarly journals PENERAPAN PEMBELAJARAN MATEMATIKA REALISTIK DALAM KELOMPOK KOOPERATIF UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA MAHASISWA S1 PGSD TAHUN AKADEMIK 2013

2018 ◽  
Vol 5 (2) ◽  
pp. 25
Author(s):  
Hapipi Hapipi ◽  
Syahrul Azmi ◽  
Aos Santosa H
Keyword(s):  
Action Research ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Student Outcomes ◽  
Student Learning Outcomes ◽  
Cooperative Groups ◽  
Quadratic Inequalities ◽  
Material Equations

Abstrak: Penelitian ini dimaksudkan untuk meningkatkan hasilbelajar mahasiswa pada matakuliah Matematika Dasardengan melakukan perbaikan kualitas proses pembelajaran. Perbaikan kualitas proses ini dilakukan dengan menerapkan pembelajaran berbasis realistik dalam kelompok kooperatif. Penelitian ini adalah penelitian tindakan kelas (PTK) yang dilaksanakan dalam dua siklus. Hasil penelitian menunjukkan bahwa terjadi peningkatan hasil belajar mahasiswa pada materi persamaan/pertidaksamaan linear dan persamaan/pertidaksamaan kuadrat. Ketuntasan klasikal mencapai 61% pada siklus I, sedangkan padasiklus II mencapai 88%Abstract: This research is intended to improve student outcomes in Mathematics Dasardengan by improving the quality of learning process. Improving the quality of this process is done by applying realistic-based learning in cooperative groups. This research is a classroom action research (PTK) conducted in two cycles. The results showed that there is an increase in student learning outcomes on the material equations / linear inequalities and equations / quadratic inequalities. The classical completeness reaches 61% in cycle I, while on the second cycle reaches 88%

THE EFFECT OF APPLYING LEARNING MODEL ON NATURAL SCIENCE COMPETENCE: LITERATURE STUDY ABOUT SNOWBALL THROWING

2021 ◽  
Vol 6 (1) ◽  
pp. 35
Author(s):  
Ayu Wulandari ◽  
Heffi Alberida ◽  
Ardi Ardi ◽  
Rahmadhani Fitri
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Natural Science ◽  
Student Outcomes ◽  
Interactive Multimedia ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Positive Influence ◽  
Literature Study ◽  
Low Activity

This research is motivated by the low activity and learning outcomes of students in learning. Learning is still teacher centered. Student do activities outside of learning. We need a model to motivate student in learning. The model can be used is Snowball Throwing.The purpose of writing this article is to  look at the correlation of the application of the Snowball Throwing model to student outcomes. This research methode by reviewing journal uses 5 journal with ISSN. Dewi's research (2015) states that the Snowball Throwing model assisted by interactive multimedia has an effect on student learning outcomes. Handayani's research (2017) states that the Snowball Throwing model has an influence on student learning outcomes. Fitri's research (2017) states that the Snowball Throwing model with word square media has a positive influence on the activities and learning outcomes of students. Najla (2017) and Purba (2020) state that there are differences in learning outcomes between classes that use Snowball Throwing and those that don't. Thus it shows the Snowball Throwing model has a correlation with the learning outcomes of students.

Implementasi Metode Self-Assesment untuk Meningkatkan Hasil Belajar Matematika Siswa Kelas XI IPA SMA Negeri I Banyumas pada Masa Pandemi COVID-19

2020 ◽  
Vol 8 (4) ◽  
pp. 273-288
Author(s):  
Anisa Septi Bayuningsih ◽  
Abd. Haq ◽  
Bayu Bagus Riyandiarto
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Assessment Method ◽  
Linear Program ◽  
The Self ◽  
Self Assessment ◽  
Assessment Sheet ◽  
Class Average

The purpose of this study is to determine an increasement in student learning outcomes in mathematics learning using the Self-Assessment method in class XI MIPA 2 students, totaling 36 students in Linear Program material at SMA Negeri I Banyumas. This research is a Classroom Action Research (CAR) which consists of four steps in the cycle, namely Planning, Action, Observing, and Reflecting. Data collection and analysis techniques were analyzed using descriptive statistics. The test result obtained in the first cycle obtained a class average of 67.05 and a percentage of completeness of 50%. From the Self-Assessment sheet, it is known that students' difficulties are determining the area of completion and modeling the problem into a linear program, so it is necessary to do cycle II to improve student learning outcomes. From the test results in cycle II, it was found that the class average increased to 75.56. Students' learning completeness increased from previously only 50% of students who completed to 70%. The findings of student difficulties written on the Self-Assessment sheet are still dominated by modeling the problem and its objective function. The conclusion from this research is that the implementation of the Self-Assessment method shows an increase in student learning outcomes.

scholarly journals IMPROVING SOCIAL SCIENCES LEARNING OUTCOMES WITH ONLINE LEARNING AT SDN 005 KEMPAS JAYA

2021 ◽  
Vol 5 (3) ◽  
Author(s):  
Syafri Efnedi
Keyword(s):  
Online Learning ◽  
Social Studies ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Outcomes ◽  
Student Learning Outcomes ◽  
Average Score ◽  
Final Test ◽  
Average Value ◽  
Fourth Grade Students

The purpose of this study was to improve social studies learning outcomes by doing online learning. This research is a collaborative classroom action research (CAR) in which teachers and researchers work together. Action / effort research in the learning process in order to improve the learning outcomes of fourth grade students at SDN 005 Kempas Jaya, Kempas District, Indragiri Hilir Regency. The results of this study show that teacher activities in online learning in the first cycle of meeting 1 with 76% increase in the second meeting 76.16%, in the second cycle with the percentage of activities at the first meeting of 80.33% increasing to 85.5% at the second meeting. It can be seen that the teacher's activities carried out in online learning on social studies subjects with repeated examinations were carried out with student social studies learning outcomes by implementing online learning had increased, starting from the basic score or before implementing online learning the average social studies learning outcomes obtained by students was only 56.53, At the end of the first cycle the average score of student learning outcomes increased at the end of the first cycle the average value of student outcomes increased to 65.77 with an increase of 9.24 points. If you pay attention to the condition of student learning outcomes on the basic score and final test of the first cycle, because students are still not familiar with implementing online learning because this learning provides more opportunities for students to be able to use technology in the form of smartphones as a learning tool. Meanwhile, at the end of the second cycle test, the average score of student learning outcomes increased to 69.03 with an increase of 12.5 points. There has been an increase in student learning outcomes by implementing online learning.

scholarly journals Inclusive considerations for optimal online learning in times of disasters and crises

2020 ◽  
Vol 121 (7/8) ◽  
pp. 481-486 ◽  
Author(s):  
Kim M. Thompson ◽  
Clayton Copeland
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Student Learning ◽  
Students With Disabilities ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Online Learning Environment ◽  
Face To Face ◽  
Course Redesign ◽  
And Training

Emergencies can create situations where traditional face-to-face courses need to quickly be transferred to be online. When transitioning, it is easy to focus on simply moving content into an online learning management system quickly and training instructors and students in the basics of how to use the platform in a pared-down learning structure. However, this article argues that approaching emergency course redesign with accessibility in mind at the start of the transition will ensure that more students, including students with disabilities, succeed in the online learning environment. This also helps ensure the course is designed for optimal student learning outcomes.

The Effect of Jigsaw Methode and Motivation on Students’ of Learning Outcomes

2020 ◽  
Vol 3 (1) ◽  
pp. 20-30
Author(s):  
Yunita Yunita ◽  
Hidayat Hidayat ◽  
Harun Sitompul
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Motivation ◽  
Learning Approaches ◽  
High Learning ◽  
Average Value ◽  
The Difference ◽  
Low Motivation

This study aims to: (1) investigate the effect of Jigsaw cooperative learning on students learning outcomes; (2) find the difference in learning outcomes between high and low learning motivation and (3) find the interaction between learning approaches and learning motivation towards learning outcomes. The population of the study is students of grade IVa, IVb, IVc at SD Kasih Ibu Patumbak and the sample in this study is grade IVa with 35 students and grade IVb with 35 students. The results show that: (1) the average student learning outcomes of jigsaw cooperative learning is 28.40 while conventional is 24.14. Thus, students learning outcomes that get cooperative learning of jigsaw type are higher than conventional learning, (2) Students who have high motivation get an average value = 30.74, while low motivation is 22.72. Thus, it can be concluded that there are differences in student learning outcomes having high learning motivation and low learning motivation, and (3) students learning outcomes  taught by jigsaw cooperative learning are high learning motivation groups (32.94), and low learning motivation groups (24.58), while students taught with conventional learning are high learning motivation groups (28.40 ), and low motivation groups (20,95). Thus, there is no interaction between learning approaches and learning motivation towards learning outcomes.

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