Implementation of Problem-based Learning Model to Enhance Students Learning Outcomes in Buffer Solutions Topic

This research aims to determine the improvement of the process and learning outcomes of the buffer solutions topic by applying the Problem-based Learning (PBL) model. This research is based on Classroom Action Research (CAR) takes place in two cycles, with several stages including planning, implementing, observing, and reflecting. Our present study used 17 students of natural science 11th grade SMA Advent Manokwari. The data was obtained from teachers and students. The data collection method used cognitive learning outcomes and observation. The data analysis uses descriptive analytic techniques. Our findings showed that the application of the PBL model can improve the quality of the learning process on the buffer solutions topic; the application of the Problem-based Learning (PBL) learning model has increased from cycle I with an average grade of 65.36 and a percentage of passing grades of 41% and cycle II with an average grade of 83.66 and a percentage of passing grades of 88%.

COURSE REVIEW HORAY STRATEGY IN IMPROVING RESULTS OF LEARNING AQIDAH AKHLAK

The low learning outcomes of 3 MI An-Nur Plus Junwangi students on Aqidah Akhlaq subjects. The reason is that the learning methods are relatively the same. The main purpose of this research is to find out the improvement in learning outcomes of Aqidah subjects by taking the given action, namely the Course Review Horay strategy in two cycles (cycles I and II). Data collection techniques used are interviews, observation, learning outcomes tests, process assessment, and documentation. The results showed that the first cycle of student learning completeness reached 45.45% with an average grade of 77.55. There was an increase in the second cycle with the completeness of student learning outcomes reaching 95.45% (very good category) with an average grade of 90.75.

USE OF ENHANCED FEEDBACK IN AN ELECTRONIC LEARNING COURSE “FUNDAMENTALS OF MOLECULAR PHYSICS AND THERMODYNAMICS”

Background: Being an essential part of the educational process, blended learning still faces some problems concerning the interaction between teachers and students. They include a decrease in the level of knowledge and in the number of graduates as students experience a lack of live communication with the teacher, lack of sufficient experience of independent work, lack of interactive assessment. Aim: This study aimed to elaborate the model of enhanced feedback in an e-learning course, “Fundamentals of Molecular Physics and Thermodynamics,” to increase student educational achievements. Methods: The effectiveness of the model of enhanced feedback in the learning process was measured with the methodology for calculating statistical indicators of the quality of education: knowledge quality, level of student proficiency, progress, and average grade. To measure the emotional and evaluative attitude of students to educational activities and interaction with the teacher in an electronic course, a test-questionnaire satisfaction with learning activity was employed. Results and Discussion: the results of the initial and final control of the statistical indicators of the quality of education including knowledge quality, level of student proficiency, progress, and average grade in students showed a significant difference between the control and the experimental groups. At the end of the semester, the difference in knowledge quality was 23%, student proficiency level – 13%, progress – 3.5%, average grade – 0.6 scores. The analysis of student satisfaction with the learning process also confirms an increase in satisfaction with the learning process and with the interaction with the lecturer. Thus, the experimental methodology contributes to a significant improvement in the learning process results. Conclusions: The experiment demonstrated that replacing formative assessment with the model of enhanced feedback raises student educational achievements and compensates for lack of live communication with the teacher.

Google Meet Meningkatkan Belajar Kelas 8 Materi Teks Iklan. Slogan dan Poster Siswa SMP Negeri 52 Surabaya

Education is the key to the development of a country, with this if the progress of a country's development can be seen from the development of its education. The purpose of the study was to improve learning outcomes Indonesian creatives, slogans, and in students of class VIIIB SMPN 52 Surabaya Surabaya City of East Java Province in the 1st semester of the 2020/2021 study year with the use of google meet media during the Covid 19 Pandemic. Technical data analasis is quantitative data analysis, i.e. the average test score of student learning outcomes. The result of this study is that with the use of google meet media can improve learning outcomes Indonesian creatives, slogans, and in students of class VIIIB SMPN 52 Surabaya, as evidenced by the increase in student learning outcomes in presiclus percentage of KKM 43.18% then increased in cycle I to 61.36% and increased again in cycle II to 88.64% while the average grade value in the pre-cycle average student value was at 60.68. with 19 completed students out of 44 students. In cycle I the grade point average of 71.82 with 27 students completed from 44 students, this result has not reached the minimum criteria of completion of ≥75, so it needs to be implemented cycle II. In Cycle II, the average grade point of students has reached the minimum criteria of completion of ≥75% which is at 83.52 with 29 students completed or 88.64% of the 44 students in lessons Indonesian creatives, slogans, and posters. From this research it can be concluded that the use of google meet media is very effective in improving students' learning outcomes on lessons Indonesian creatives, slogans, and posters, so it is feasible to apply in SMPN 52 Surabaya.

Diffusion-Weighted Magnetic Resonance Imaging in the Evaluation of Wilms Tumors: Correlation with Histological Data. Pilot Study

The aim of the study is to assess the difference in apparent diffusion coefficient (ADC) values depending on the degrees of malignancy of Wilms’ tumor. The study includes 64 patients with verified Wilms tumor after a course of chemotherapy, before undergoing surgical treatment. The patients were examined using scanners with magnetic field induction of 3.0 and 1,5 T. ADC data collection (mm2/s) was carried out using specialized software. Statistical analysis was performed using the Graphpad Prism software package. Based on the results of this study, average ADC values were obtained for histological types of Wilms’ tumors distributed by clinical risk groups: 0.4 × 10-3 mm2/s — for the low grade of malignancy, 1.1 × 10-3 mm2/s — for the average grade of malignancy and 0.6 × 10-3 mm2/s — for the high grade. In addition, for the average grade of malignancy, the ADC values were divided into groups depending on the cellular composition — 1 ± 0.2 × 10-3 mm2/s — for the regressive and mixed type; 0.9 ± 0.2 × 10-3 mm2/s — for the epithelial type; 1.3 ± 0.4 × 10-3 mm2/s — for the stromal type. Thus, diffusion-weighted MRI can be a useful tool in the initial assessment and differential diagnosis of patients with Wilms tumor.

Upaya Meningkatkan Prestasi Belajar Pendidikan Agama Hindu Melalui Penerapan Model Pembelajaran Cooperative Learning Tipe STAD Pada Siswa Kelas III Semester II SD Negeri 7 Bebandem Kabupaten Karangasem

The purpose of this study was to determine the application of the STAD type of cooperative learning model to improve learning achievement of Hinduism students in the third semester of second semester of SD Negeri 7 Bebandem, Karangasem Regency in the 2015/2016 academic year. This research uses two rounds of action research. Each round consists of four stages, namely: design, activities and observations, reflection, and revision. The target of this research is the third grade students of SD Negeri 7 Bebandem, Karangasem Regency. The data obtained in the form of formative test results, observation sheets of teaching and learning activities. The results of the analysis showed that the application of the STAD Type Cooperative Learning learning model can improve student achievement and learning activity, marked by students' conceptual understanding with the percentage increase in the average grade value in the pre-cycle to cycle I and from cycle I to cycle II, respectively. .25% and 13.93%, from the average grade of 71.13 in the pre-cycle to 74.38 in the first cycle and 88.31 in the second cycle. The achievement of the percentage increase in absorption is the same as the percentage of the average grades from pre-cycle to cycle I and from cycle I to cycle II are 3.25% and 13.93%, namely from 71.13% in the pre-cycle to 74.38 % in the first cycle and 88.31% in the second cycle. While the classical learning mastery from pre-cycle to cycle I and from cycle I to cycle II respectively, namely learning completeness in pre-cycle is 37.5%, in cycle I 62.5% and in cycle II 100%. and the average cooperative skills of students are in the very skilled category. The conclusion of this study is that the application of the STAD type of cooperative learning learning model does have a positive impact on improving the learning achievement of Class III students at SD Negeri 7 Bebandem, Karangasem Regency, and this learning model can be used as an alternative to learning Hindu religious education.

Penerapan model pembelajaran kooperatif tipe JIGSAW menggunakan media LKS untuk meningkatkan hasil belajar matematika siswa V SDN 03 Batursari

The formulation of the problem of this research is whether the Jigsaw cooperative learning model with LKS media can improve student learning outcomes in class VA SDN 03 Batursari?.This research is a classroom action research and is designed in two cycles, each cycle is carried out in the stages of planning, implementation, observation and reflection. The results of the study are as follows: 1) The results of observations on student activity in the first cycle were 61.75% in the second cycle to 85.38%. 2) The results of observations of teachers in the first cycle were 66% in the second cycle to 89%. 3) The results of the evaluation tests in the first cycle of students who finished studying were 63% in the second cycle to 99%, while the average grade value in the first cycle was 63.98 in the second cycle to 78.4. Based on the results of this study, teachers should apply the Jigsaw type cooperative learning model with LKS media so that it can improve student learning outcomes.

Angioscopic Evaluation of Atrial Septal Defect Closure Device Neo‐Endothelialization

Background Current guidelines recommend at least 6 months of antithrombotic therapy and antibiotic prophylaxis after septal‐occluding device deployment in transcatheter closure of atrial septal defect. It has been estimated that it takes ≈6 months for complete neo‐endothelialization; however, neo‐endothelialization has not previously been assessed in vivo in humans. Methods and Results The neointimal coverage of septal occluder devices was evaluated 6 months after implantation in 15 patients by angioscopy from the right atrium. Each occluder surface was divided into 9 areas; the levels of endothelialization in each area were semiquantitatively assessed by 4‐point grades. Device neo‐endothelialization was sufficient in two thirds of patients, but insufficient in one third. In the comparison between patients with sufficiently endothelialized devices of average grade score ≥2 (good endothelialization group, n=10) and those with poorly endothelialized devices of average grade score <2 (poor endothelialization group, n=5), those in the poor endothelialization group had larger devices deployed (27.0 mm [25.0–31.5 mm] versus 17.0 mm [15.6–22.5 mm], respectively) and progressive right heart dilatation. The endothelialization was poorer around the central areas. Moreover, the prevalence of thrombus formation on the devices was higher in the poorly endothelialized areas than in the sufficiently endothelialized areas (Grade 0, 94.1%; Grade 1, 63.2%; Grade 2, 0%; Grade 3, 1.6%). Conclusions Neo‐endothelialization on the closure devices varied 6 months after implantation. Notably, poor endothelialization and thrombus attachment were observed around the central areas and on the larger devices.

Make a Match Techniques in Cooperative Learning: Innovations to Improve Student Learning Outcomes, Student Learning Activities and Teacher Performance

The purpose of this study is to describe improving student learning outcomes, describe student activities, describe teacher performance after applying the make a match technique in cooperative learning. This learning improvement is carried out by classroom action research, with steps of planning, implementing, observing, revising. The research subjects were 34 students in the chemistry class of Vocational School 1 Cerme Gresik. Data were analyzed descriptively quantitatively. The results of the class average score before the action was 70. Students who scored above the Minimum Completeness Criteria (MCC) 76 were 16 students (47%) with the highest score of 92 and students who scored below the MCC were 18 students (53%) with the lowest score of 40. After taking action in cycle 1 the average grade of 79. Students who scored above or equal to the MCC were 26 students (76%) with the highest score of 100 and students who scored below the MCC were 8 students (24%) with the lowest score of 52. Cycle 2 the average grade of 84. Students who scored above the MCC were 31 students (91%) with the highest score of 100, while students who scored below the MCC as many as 3 students (9%) with the lowest score of 64. The students' attention, activity, and enthusiasm for learning increased. Teacher performance in learning has increased.

Effect of Flipped Classroom Approach in The Teaching of A Haematology Course

Background Flipped classroom is a teaching strategy used to enhance the engagement of students in the learning process. Replacing didactic lectures with active learning strategies through flipped classroom sessions fosters independence and the opportunity for students to engage in different passive learning styles. Although many studies of the flipped classroom approach have been conducted with medical students, few have focused on the effect of flipped classroom sessions on students in other medical professional fields. The aim of this study was to assess the effect of the flipped classroom approach on the performance of medical laboratory science students in a haematology course and their perception of the flipped classroom as an active learning strategy. In addition, students’ perceptions regarding the flipped classroom as an active learning strategy were assessed. Methods Of two cohorts in haematology courses, cohort 2 attended flipped classroom sessions, whereas cohort 1 underwent traditional class sessions. Students’ learning outcomes, achievements and performance on examinations in haematology courses were assessed. In addition, a satisfaction survey was distributed to the students to evaluate their perception of the flipped classroom as a student-centred learning strategy. Results Students in cohort 2 performed significantly better in the knowledge and cognitive domains than did those in cohort 1 (p < 0.001). Cohort 2 students completed the course successfully with an average grade of 81%, and few students received low grades; in comparison, cohort 1 students completed the course with an average grade of 73%, and 7 students received a grade of F. Of students in cohort 2, 83% believed that the flipped classroom provided a better understanding of the subject matter and appropriate knowledge and skills. Conclusion The results indicate the effectiveness of flipped classroom as an active learning style in enabling students to obtain desirable knowledge and improve their academic performance. Moreover, students recognised that the flipped classroom as an active leaning style was more beneficial than the traditional teaching approach.