How, Where, And When Do Students Experience Meaningful Learning?

Andrews, Daniel; Van Lieshout, Emile; Bhatta Kaudal, Bhawana

doi:10.30722/ijisme.31.03.003

Cited by 2 publications

(1 citation statement)

References 48 publications

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“…followed by several further statements in the form of a Likert-scale such as "No, because there is only one truth, scientists will not accept any theory before distinguishing which is best" reflect the empirical evidence, paradigm, parsimony, authority and also intuition in nature of science. This could be achieved when students learn meaningfully (Andrews et al, 2023). The experimental class that uses STEM engineering design process can make the learning more active and make students more interested in learning science.…”

Section: Students' Nature Of Science On Each Issuementioning

confidence: 99%

Enhancing Students’ Nature of Science Using STEM Engineering Design Process in Elements, Compounds, and Mixtures Topic

Muslihah,

Winarno,

Fajarwati

et al. 2024

didaktika.j.kep

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A scientifically educated culture is the ultimate goal of science education worldwide, and one of the key elements in acquiring scientific literacy is comprehending the nature of science (NOS). This study aimed to enhance the views of Junior High School students of nature of science (NOS) in Elements, Compounds, and Mixtures Topic using the STEM engineering design process. The method applied in this research is quasi-experiment. The sampling technique used was convenience sampling, which was taken from grade 9 in one of the junior high schools in Bandung, Jawa Barat, Indonesia, with the age range 14-15 years old. The sample consisted of 38 students in total, consisting of the experimental class (n=19 students) and control class (n=19 students). The experimental class is taught using the STEM engineering design process, while the control class is conducted using conventional learning. The result of this research was that the N-gain students’ Nature of Science of experiment class shows the number of 0.4051, which is categorized as moderate improvement, whereas the control class shows the number of 0.0151, which is categorized as low improvement. The hypothesis test using an independent sample t-test for Nature of science shows that there is a difference between the experimental class and control class, where the experimental class gain higher achievement. Based on this research, the STEM engineering design process could be considered to an alternative to improve students’ nature of science.

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Section: Students' Nature Of Science On Each Issuementioning

confidence: 99%

Enhancing Students’ Nature of Science Using STEM Engineering Design Process in Elements, Compounds, and Mixtures Topic

Muslihah,

Winarno,

Fajarwati

et al. 2024

didaktika.j.kep

View full text Add to dashboard Cite

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The Importance of Knowledge of Study Techniques and Their Impact on Academic Performance

González,

Chávez,

Juarez

2024

RGSA

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Objective: The main objective of the research is to identify the role of knowledge about study techniques and its impact on the academic performance of students of the Academic Unit of Accounting and Administration (UACYA) at the Autonomous University of Nayarit (UAN). With the results obtained, it will be possible to demonstrate the importance of training them in this subject and make proposals for improvement. Achieving benefits for the student, being a conscious and responsible subject of their cognitive processes and the construction of their knowledge. Theoretical Framework: The conceptualization of meaningful learning is presented, from its precursor David Ausubel (1969), in which the individual is the constructor of his own knowledge, relating the concepts to be learned and with the information he already possesses. Achieving this, the guideline is given to obtain self-regulated learning, where learners are able to plan, control and direct their own learning, through metacognitive, motivational and behavioral processes. Supported by the use of strategies of study habits and techniques that allow them to meet their objectives and impacting their academic performance. Method: A non-experimental design was used, since there was no control with the variables under study, and it was also of a transectional correlational type, since the correlations between the factors under study were analyzed. The students analyzed were those who were found in the facilities of the Academic Unit of Accounting and Administration, so the type of sampling was of convenience, achieving a sample of 328 students. To analyze the correlations, the exploratory and confirmatory factor analysis was used, where first a divergent and convergent analysis was performed, then the reliability analysis, and once the instrument was validated, the exploratory factor analysis was performed, which used the AMOS (Analysis of Moment Structures) software for the confirmatory analysis and adequacy of the model. Results and Discussion: When applying the factor analysis, it was found that the variables were correctly grouped in three components, with a result of 56.478% of the total variance, being acceptable for the social studies, subsequently the KMO test was 0.799 and Bartlett's sphericity was less than .001, confirming the analysis. After elimination of items (p3 and p4) in the Confirmatory Factor Analysis, the fit indices complied with the acceptable values of CFI and RMSEA, obtaining a final adjusted and valid model, i.e. three consistent and relevant dimensions for future research. Research Implications: The practical and theoretical implications of this study highlight the importance of seeking strategies to generate in higher level learners the knowledge about study habits and techniques, which will lead them to be able to manage their own knowledge, and therefore fulfill their academic objectives. At the same time to seek to promote further educational research on issues related to meaningful and self-regulated learning. Originality/Value: This study contributes to the literature by demonstrating the importance of understanding the study habits and techniques of higher education students, and how their application in the learning process impacts academic performance. It sets the guideline for higher education institutions to develop in their students the ability to manage their own knowledge.

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How, Where, And When Do Students Experience Meaningful Learning?

Cited by 2 publications

References 48 publications

Enhancing Students’ Nature of Science Using STEM Engineering Design Process in Elements, Compounds, and Mixtures Topic

Enhancing Students’ Nature of Science Using STEM Engineering Design Process in Elements, Compounds, and Mixtures Topic

The Importance of Knowledge of Study Techniques and Their Impact on Academic Performance

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