How do students’ achievement goals relate to learning from well-designed instructional videos and subsequent exam performance?

Kuhlmann, Shelbi; Bernacki, Matthew L.; Greene, Jeffrey A.; Hogan, Kelly A.; Evans, Mara; Plumley, Robert D.; Gates, Kathleen M.; Panter, A. T.

doi:10.1016/j.cedpsych.2023.102162

Cited by 11 publications

(4 citation statements)

References 51 publications

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“…Research conducted by Syahmaidi (2017) states that applying innovative learning modules can overcome the individual problems of students who are less active and make them more active again. This is in line with the opinion (Kuhlmann et al, 2023) that a suitable learning module helps overcome individual learning problems and helps students master one subject matter of the PAKAR Pendidikan Vol.22, No. 1, January 2024 http://pakar.pkm.unp.ac.id course faster.…”

Section: Discussionsupporting

confidence: 85%

“…The concept of learning modules is now widely used by individuals and educational institutions to produce various materials, tools, resources, and guides that have been and will be published to achieve specific learning competencies. Kuhlmann et al, (2023) state that the learning module is a complete and accessible package of learning process activities, with the primary objective being to achieve some stated competencies and objectives which must be achieved by students. Furthermore (Nugroho, 2023) states that the learning module is a package of teaching materials for a particular course.…”

Section: Wbl-tefa Model Learning Modulementioning

confidence: 99%

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Development of Learning Modul on the Work Based Learning Learning Model the Teaching Factory Concept (WBL-TEFA) in Automotive Vocational Learning

Maksum,

Sugiarto,

Hidayat

et al. 2024

PAKAR

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Penelitian ini didasarkan kepada hasil studi pendahuluan yang ditemukan masalah bahwa pembelajaran belum optimal. Tujuan penelitian adalah mengembangkan Modul Pembelajaran Model Pembelajaran WBL-TEFA sebagai usaha untuk meningkatkan keterampilan task skills dan prestasi akademik mahasiswa Vokasi Otomotif yang valid, praktis, dan efektif. Metode penelitian idalah Penelitian dan Pengembangan menggunakan prosedur pengembangan Borg & Gall. Setelah mengimplementasikan Modul Pembelajaran WBL-TEFA, mahasiswa dapat membangun pengetahuan secara induktif dan deduktif, serta pengalaman belajar dalam intraksi satu arah, intraksi secara personal dan interaksi pembelajaran multi arah. Hasil penelitian ini secara umum menghasilkan desain modul pembelajaran yang terdiri dari sampul, kata pengantar, daftar isi, peta posisi modul pada pembelajaran, glosarium, pendahuluan pembelajaran, pembelajaran, evaluasi, dan penutup. Modul Pembelajaran Model WBL-TEFA dinyatakan valid dan praktis secara statistik. Bahwa nilai Aiken's V rata-rata yang diperoleh sebesar 0,941, sehingga isi modul pembelajaran dapat dinyatakan dalam kategori valid. Modul Pembelajaran WBL-TEFA dinyatakan sangat praktis, hal ini ditunjukan dari hasil penilaian praktikalitas respon dosen rata-rata sebesar 91,29% dan respon mahasiswa sebesar 89,60% dalam kategori “Sangat praktis”.

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Section: Discussionsupporting

confidence: 85%

Section: Wbl-tefa Model Learning Modulementioning

confidence: 99%

Development of Learning Modul on the Work Based Learning Learning Model the Teaching Factory Concept (WBL-TEFA) in Automotive Vocational Learning

Maksum,

Sugiarto,

Hidayat

et al. 2024

PAKAR

View full text Add to dashboard Cite

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“…This is to ensure that students can see and understand the content conveyed, especially in visual materials that require high detail [39]. Precise and high-quality audio is essential for students to clearly hear any information or explanation conveyed through the media [40]. A clear voice is crucial for comprehending and remembering the concepts taught.…”

Section: Feasibility Analysis Of Developed Learning Mediamentioning

confidence: 99%

Development of an Advanced Biology Learning Website in the Fields of Biotechnology, Biochemistry, and Biomedicine with the STEAM Approach

Susanto,

Ibrohim,

Basuki

et al. 2024

Int. J. Interact. Mob. Technol.

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The growing industry has given birth to various innovations, one of which is the emergence of three new branches of knowledge in biology: biotechnology, biochemistry, and biomedicine. However, this branch of science has not been explored in biology education for students. Technology, in the form of online learning platforms, can address current challenges. STEAM-based biology learning can increase student engagement, motivate creative exploration, and stimulate critical thinking. This study aims to develop an advanced biology learning platform and test the feasibility of the learning media. This study follows the analysis, design, development, implementation, and evaluation (ADDIE) model. The results of this study have led to the development of the “Advanced Biology” website, which contains various exciting features for students. This feature includes a homepage display, learning content display, case-based learning, and research project display. This platform provides engaging educational videos and comprehensive learning materials. The case studies on this site offer an overview of problem-solving and the current state of the industry. This media validates learning materials, media, and technology in the ideal category.

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“…Researchers emphasize that the ID positively affects lecturer professionalism. It was just that currently, previous research was only concerned with discussing the effectiveness of ID products in improving student performance, like Nagelli, Mohammed, Nayak, and George (2023) and Kuhlmann et al (2023). Even though several studies have linked it to teacher competences (Tasir & Pin, 2012), it still focused on product effectiveness.…”

Section: Introductionmentioning

confidence: 99%

Effect Size of General English Modules Development through MPI + R Model on the Lecturer Professionalism

Roslina,

Hanna,

Lio

et al. 2024

JTP

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Previous studies on General English (GE) showed that the challenge to lecturer professionalism is the issue of providing teaching materials. While Instructional Design provided pedagogic activities, so the General English Modul development through Model Pengembangan Instruksional (MPI) + Revalidation (R) was propose to be an alternative solution. For that reason, a case study with an experimental design done to measure the effect size of MPI + R on the lecturers professionalism development. Under one goup pre and post test design, three GE Lecturers at Universitas Sembilanbelas November Kolaka (USN Kolaka) involved in GE module development through ID model MPI + R . The development phase done during September 2022 to Mey 2023. The data collected by using Danielson Teaching Framework Instrument and the effect size calculated by nonparametric and Cohen-D test. The effect size calculation showed that the ID model MPI + R has a great effect on the lecturer professionalism. It can be concluded that MPI + R is able to be an alternative solution for lecturer professionalism development.

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How do students’ achievement goals relate to learning from well-designed instructional videos and subsequent exam performance?

Cited by 11 publications

References 51 publications

Development of Learning Modul on the Work Based Learning Learning Model the Teaching Factory Concept (WBL-TEFA) in Automotive Vocational Learning

Development of Learning Modul on the Work Based Learning Learning Model the Teaching Factory Concept (WBL-TEFA) in Automotive Vocational Learning

Development of an Advanced Biology Learning Website in the Fields of Biotechnology, Biochemistry, and Biomedicine with the STEAM Approach

Effect Size of General English Modules Development through MPI + R Model on the Lecturer Professionalism

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