ethanporcaro/eric-fulltext-meta huggingface dataset:
Biology Learning Tasks Variation during COVID-19 Pandemic and Its Effect on Students&apos; Self-Efficacy
Author: Tuzzahra, Dewi Utami
Date: 2022-00-00
Type: Journal Articles
Subjects: Biology,Science Instruction,Public Schools,Self Efficacy,COVID-19,Pandemics,Learning Processes,Science Teachers,Teacher Attitudes,Self Esteem,Student Attitudes,Scoring Rubrics,Cognitive Processes,Blended Learning,Teaching Methods,Case Studies,High School Students,Foreign Countries

Changes in the learning process during the COVID-19 pandemic require quick adaptation from teachers and students to immediately achieve learning goals. However, it remains ineffective, resulting in a threat of learning loss. This condition can be overcome if students have confidence in their abilities or self-efficacy. It is important to do an analysis related to biology learning tasks taught by the teachers and students' self-efficacy. This study aims to analyze biology learning tasks variation during the COVID-19 pandemic and its effect on students' self-efficacy. This study used descriptive design with cross-sectional survey method. Samples were taken using the convenience sampling technique from five public schools. 446 students out of 465 total students and seven biology teachers participated in this study as respondents. The instruments used in this study were rubrics for quantifying learning tasks and self-efficacy questionnaires given to students after Biology Learning. The results show that all learning modes in Biology Learning during the COVID-19 pandemic have learning tasks that were more dominant in the low-level cognitive process. The dominant learning tasks include retrieval and comprehension, while learning tasks with a higher level of cognitive processing such as analysis, knowledge utilization, and metacognitive only cover a small part of the whole Biology learning process. There were no learning tasks that reached the highest level of cognitive process (self-system). The result of self-efficacy in all learning modes was high, but it was higher in learning modes that used hybrid learning. Biology learning tasks given by the teachers during the COVID-19 pandemic have an effect on students' self-efficacy.
Environmental Literacy of Biology Teacher Candidates in Supporting the Walisongo Eco Green Campus Program
Author: Rofi'ah, Ndzani Latifatur
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Teachers,Biology,Preservice Teachers,Conservation (Environment),Sustainable Development,Knowledge Level,Affective Behavior,Student Behavior,Instructional Program Divisions,Intention,Values

Education is crucial in changing human behaviour toward environmental management. The Walisongo Eco-Green Campus (WeGreen) is a program that aims to achieve Sustainable Development Goals, so it is necessary to prepare the students of Biology teacher candidates to have good environmental literacy. This study aims to describe the environmental literacy of the students of Biology teacher candidates based on the academic year. The sampling technique used in this study was stratified random sampling. The sample of the study was 339 students of Biology teacher candidates in four different academic years. Data collection techniques used are tests and questionnaires. The data obtained from the measurement result of environmental literacy were analyzed descriptively using the mean and standard deviation formulas. The results of the Kruskal-Wallis test show a significance value of 0.451 (p&gt;0.05) on the cognitive aspect and 0.535 (p&gt;0.05) on the affective aspects. In addition, the result on behavioural aspects is 0.012 (p&lt;0.05). There is no difference in environmental literacy (cognitive aspects and affective aspects) of the students of Biology teacher candidates based on the academic year, but there is a difference in students' behaviour aspects. Students with the most different behaviour are those in the academic year of 2019 (fifth semester).
Implementation of Free Inquiry Approach Based on Blended Learning on Creative Thinking and Student Collaboration Skills
Author: Ernawati, E.
Date: 2022-00-00
Type: Journal Articles
Subjects: Blended Learning,Creative Thinking,Inquiry,Comparative Analysis,Biology,Science Education,Cooperative Learning,Teaching Methods,Problem Solving,Peer Relationship,Independent Study,Undergraduate Students,Computer Mediated Communication,Group Discussion,Active Learning,Foreign Countries

The free inquiry approach based on blended learning is a learning approach that is carried out by combining face-to-face and online lectures which gives students the freedom to find problems and solve problems independently, design procedures or steps collaboratively by sharing and discussing with friends. Hence, this learning approach is potentially effective in developing critical thinking and students' creativity in solving problems and students' collaborative skills. Based on this, the aim of this research is to see the effect of the free inquiry approach based on blended learning on creative thinking skills and collaboration skills of Biology Education students, Sembilanbelas November Kolaka University. This research uses quasi-experimental Non-equivalent Control Group Design Pretest-Postest Design method. In this design, both the experimental group and the control group were compared where the experimental group was treated with a blended learning-based free inquiry approach, while the control group used a conventional approach (online discussion). The research data were analyzed by descriptive statistics and inferential statistical analysis (t-test) to determine whether there was a difference between the two sample groups studied with a significant level of 0.05. Based on the data analysis, it was found that the free inquiry approach based on blended learning had a better effect on students' creative thinking skills and collaboration skills.
Improving Critical Thinking and Problem-Solving Skills through POGIL Combined with Digital Mind Map
Author: Diniyyah, Mafazatud
Date: 2022-00-00
Type: Journal Articles
Subjects: Problem Solving,Critical Thinking,Skill Development,21st Century Skills,Teaching Methods,Inquiry,Active Learning,Action Research,Secondary School Students,Grade 11,Videoconferencing,Distance Education,COVID-19,Pandemics,Foreign Countries,Maps,Educational Technology,Anatomy,Physiology,Science Instruction

Critical thinking and problem-solving skills are necessary skills in the 21st century learning. However, the initial tests of students' critical thinking and problem-solving skills showed low scores. Therefore, the purpose of this study was to improve students' critical thinking and problem-solving skills through the POGIL (Process Oriented Guided Inquiry Learning) model combined with a digital mind map based on online learning. This study uses the Classroom Action Research (CAR) method following the design of Kemmis &amp; McTaggart, which consists of 4 stages, namely planning, implementing the action, observing, and reflecting. The stages of the POGIL model consist of orientation, exploration, concept formation combined with making digital mind maps, applications, and closings. The research subjects were students of class XI MIPA 4 of SMAN 2 Malang, totaling 28 students which consisted of twenty girls and eight boys. The percentage of critical thinking skills achievement increased by 29.61% from 66.87% in the first cycle to 86.67% in the second cycle. Problem-solving skills increased by 22.16% from 70.27% in the first cycle to 85.84% in the second cycle. The results showed that the POGIL model combined with a digital mind map based on online learning could improve students' critical thinking and problem-solving skills.
Community Members&apos; Perspectives on a Community-Engaged Process for Supporting Vibrant Greenspaces in Detroit
Author: Matthews, Alysha D.
Date: 2022-00-00
Type: Journal Articles
Subjects: Community Involvement,Community Programs,Gardening,Public Opinion,Community Benefits,Well Being,Parks

Greenspaces provide several well-being (Dinnie et al., 2013) and psychosocial benefits (Addy et al., 2004). Community-engaged research affords community partners a voice in the project (Cushman et al., 2004). This study assessed Detroit community members' perceived benefits of and suggestions for engaging with the community to support greenspaces. Through qualitative analysis, a three-step process for community-engaged planning was revealed. Findings highlight strategies that involve community members in this process to enhance community engagement and well-being.
Conversations in Isolation: A Mixed-Methods, Multi-Perspective Evaluation of Extreme Electronic Service Learning during COVID-19
Author: Dinour, Lauren M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Service Learning,Electronic Learning,COVID-19,Pandemics,Intergenerational Programs,Older Adults,Residential Institutions,Videoconferencing,Undergraduate Students,School Community Relationship,Nutrition,Attitudes,Social Isolation

Due to physical proximity constraints imposed by COVID-19, extreme electronic service learning (e-service-learning)--instruction and service offered completely online--allowed for the safe continuation of service-learning experiences. Using a combination of surveys and an autoethnographic approach, this study describes findings of an intergenerational extreme e-service learning project from four perspectives: students, assisted living facility residents, community partner, and course instructor. Positive impacts were noted on personal, social, and learning contexts among each of the four perspectives.
The Heritage Conversation Partners Project: Virtual Cultural Heritage Exchange in an Anthropology Course
Author: Kimball, Michael J.
Date: 2022-00-00
Type: Journal Articles
Subjects: Anthropology,Undergraduate Students,English Language Learners,Interpersonal Relationship,Language Acquisition,English (Second Language),Cultural Awareness,Cultural Background,Computer Mediated Communication,Immigrants,Foreign Countries,Adults,Videoconferencing

We describe the structure, benefits, and challenges associated with a virtual cultural heritage exchange (VCHE) between undergraduate students in an applied anthropology class and a group of English language learners (ELL). Using qualitative data collection and analysis methods, the project aimed to teach anthropological methods and perspectives to the students while investigating three research questions: Will a VCHE (1) build social bonds and bridges, (2) improve English language acquisition, and (3) raise &quot;heritage consciousness&quot; (awareness and appreciation of, along with an associated sense of agency toward, cultural heritage) among participants? Results support the research questions and show the effectiveness of VCHEs when they are designed to meet the interests and needs of ELL participants and students.
Voices of Black Leadership: Town-Gown Relationships and the Black Community
Author: Louis, Dave A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Blacks,Community Leaders,African American Leadership,African American Community,School Community Relationship,College Environment,Colleges,Universities,Empowerment,Experience,Attitudes

This study explores the perspectives of 27 Black community leaders from Black communities in the United States about town-gown relationships in their communities. Utilizing the responses of the participants, a basic thematic analysis was conducted, and participants' findings discussed. Emergent themes included issues of mistrust, division, desire for community improvement, and the positive relationships with Black colleges and universities. The researchers offer suggestions to university administrators, community engagement coordinators, and institutions about their approach to create meaningful and collaborative partnerships with Black communities.
Implementation of the Student Facilitator and Explaining Model Assisted by Media Game on the Students&apos; Explaining Skills
Author: Handayani, Prathini Khafifah
Date: 2022-00-00
Type: Journal Articles
Subjects: Concept Formation,Educational Games,Computer Games,Teaching Methods,Comparative Analysis,Facilitators (Individuals),Pollution,Environmental Education,Scientific Concepts,Grade 7,Junior High School Students,Science Education,Foreign Countries,Biology,Cartoons

The students' explaining skill is interrelated with their conceptual understanding. This study aimed to determine the effect of the implementation of the student facilitator and explaining model assisted by the media game on the students' explaining skills related to environmental pollution. This quasi-experimental research was using a pre-test post-test control group design. The population was 120 seventh graders of state junior high schools in West Java, Indonesia. The simple random sampling technique has resulted in two groups (control and experiment) samples, consisting of 32 students for each group. The data were analyzed using the paired sample t-test. This study found that the student facilitator and explaining model assisted by the media game can significantly improve students' explaining skills (p-value 0.001 &lt; 0.05). The students in the experimental group had a better understanding of the concept of environmental pollution. This study concludes that the student facilitator and explaining model assisted by the media games can improve students' explaining skills and understanding of environmental pollution
Learning Assessment Model in Biology Education during the COVID-19 Pandemic
Author: Pantiwati, Yuni
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Biology,Science Education,College Students,Online Courses,Private Colleges,Computer Assisted Testing,Foreign Countries,Student Evaluation,Evaluation Methods,Educational Technology,Videoconferencing,Learning Management Systems,Lecture Method,Assignments,School Closing,Active Learning,Problem Based Learning

The COVID-19 Pandemic has resulted the change in every sector of life. Education institutions transform their learning methods from face-to-face learning to online-based distance learning to keep the learning process running during the pandemic era. The purpose of this study is to obtain the description and analysis results regarding learning profile and evaluation system used in the lecture at Biology Education Study Program during the Pandemic. This survey study was conducted in August 2020 until August 2021, even semester of 2019/2020, odd semester of 2019/2020, even semester of 2020/2021, and odd semester of 2021/2022. The population of this study was the students of Biology Education of UMM and the students of private universities in Malang City. Purposive sampling was employed for sample selection. The instruments used were survey and questionnaire forms. The data was analyzed descriptively and quantitatively. The results of the study show that online learning is apparently not optimal in Biology Education and other private universities in Malang due to limitations in discussions, assignments, and assessments. Therefore, it is necessary to conduct training session, planning, and implementation of innovative online learning to optimize learning process. To make the learning process more accurate and effective, evaluations are also needed.
Revealing the Effect of Local-Based Teaching Materials toward Scientific Reasoning, Argumentation, and Problem-Solving in Biology Classroom
Author: Kundariat, Maisuna
Date: 2022-00-00
Type: Journal Articles
Subjects: Instructional Materials,Science Process Skills,Persuasive Discourse,Problem Solving,Science Projects,Science Education,Biology,College Science,College Students,Foreign Countries,Skill Development,Active Learning

Scientific reasoning, argumentation, and problem-solving are essential skills in 21st century. They help people solve problems in daily life. This study aimed to investigate the effect of local-based teaching materials on student's argumentation, scientific reasoning, and problemsolving skills using Science Project-based Learning (SPjBL). Argumentation skill is a social and dynamic process, involving individuals engaged in thinking, constructing, and critiquing knowledge in science. Scientific Reasoning skills require students to give reasons in the form of opinion or actions and conclusions by using appropriate language to explain what they think and making judgments or decisions based on the produced reasons or evidence. Problem-Solving skill is a process of designing, evaluating, and implementing a strategy to answer questions. In this study, the time series approach was used as a part of the quasi-experimental design with Science Projectbased Learning (SPjBL) as the learning model. A total of 29 Biology students of Universitas Negeri Malang participated in this study in August-November 2019 at the Department of Biology of the university. The data was collected using pre-test and post-test instruments which measured scientific argumentation, scientific reasoning, and Problem-solving skill variables. The data analysis was done using ANCOVA test in SPSS 16.0. The results of this study show that there is positive effects of local-based invertebrate and vertebrate materials on scientific argumentation, scientific reasoning, and problem-solving skills. These findings can be used as reference for educator to gain students' scientific reasoning, argumentation, and problem-solving skills in science classroom through Science Project-based Learning (SPjBL) with the help of local-based teaching materials.
The Inquiry Investigation Group Learning Model: Improving Students&apos; Critical Thinking Skills, Cognitive Learning Outcomes, and Scientific Attitudes
Author: Pattipeilohy, Mery
Date: 2022-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Critical Thinking,Thinking Skills,Outcomes of Education,Cognitive Processes,Scientific Attitudes,High School Students,Foreign Countries,Skill Development

Innovative learning is carried out through a combination of the Investigation Group (IG) and Inquiry Strategy (IS) into a modified learning model namely IIG (Inquiry Investigation Group). This study analyzes the effect of the IIG model on critical thinking, cognitive learning outcomes, and scientific attitudes on Class XI High School students in West Seram Regency. The sample was 102 students, and the data was analyzed using inferential statistics namely covariance analysis (ANCOVA). The results show that the IIG model has an effect on critical thinking (0.000&lt;p=0.05), cognitive learning outcomes (0.000&lt;p=0.05), and students' scientific attitudes (0.000&lt;p=0.05). This indicated that IIG consists of learning stages of orientation, conceptualization, investigation, report generation, and discussion-evaluation. The finding of the research recommends the application of the IIG model in learning other biology concepts in high school. In addition, this research can contribute to providing innovation in biology learning in the era of society 5.0.
A Systematic Study of the Literature on Career Guidance Expert Systems for Students: Implications for ODL
Author: Gunwant, Shilpa
Date: 2022-00-00
Type: Journal Articles
Subjects: Career Guidance,Technology Uses in Education,Artificial Intelligence,Distance Education,Algorithms,Decision Making,Computer System Design

The continual evolution of employment opportunities in the present industrial era has raised the need for career-long expert advice. Similar to other fields, thankfully technology has come to our rescue in the area of career guidance also. This paper presents a systematic review of Expert Systems (ES) developed for career guidance, course selection and evaluation of students in the past ten years. The popular research databases Google Scholar and Science Direct were used for obtaining the relevant research papers through broad keywords. The keywords were refined to identify the articles related to rule-based, case-based and fuzzy logic-based ES used for career guidance. A total of twenty-five peer-reviewed relevant articles with full-text available online was selected for the final study. In order to avoid duplicity, technical reports and unreferenced literature were excluded. The review identifies the relatively high weight given by the researchers to rule-based systems owing to their simplicity and broad applicability. However, the relative merits and demerits of rule-based, case-based and fuzzy logic-based ES are highly dependent on the field of application. Nevertheless, ES find wide applications in the area of career guidance and have the potential to enhance the career guidance accessibility of the most remote students.
COVID-19 Pandemic: Development of Digital Technologies That Provide Connection, Collaboration and Lifelong Learning
Author: Otamas, Inna H.
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Teacher Attitudes,Student Attitudes,Online Courses,Educational Technology,Distance Education,School Closing,Foreign Countries,Access to Education,Open Educational Resources,Program Effectiveness,Barriers,Lifelong Learning,Elementary Secondary Education,Postsecondary Education

The topicality of the problem under research in this study concerns the changes in educational systems (from elementary to higher education) in Ukraine and throughout the world caused by COVID-19. This article aims to reveal the essence of initiatives of international organisations in educational institutions in Ukraine and around the world during the COVID-19 period, and to examine the perception of teachers and students of the process of online learning and learning during the COVID-19 pandemic. The study's aim also involves highlighting and analysing the quality of education to ensure continuous updating of its content based on the latest technological advances, including innovative methods in the educational process, during COVID-19. The main sets of methods were as follows: (1) analysis, synthesis, comparison, and generalisation while studying the scientific literature, as well as legislative and regulatory documents; and (2) historical and pedagogical analysis to determine the features of open education development. The data obtained show the following: the regional affiliation and profiles of educational institutions; the experience of the teaching staff in using distance learning technologies in the education process; assessment of the prospects for distance learning implementation in the Ukrainian educational system; and readiness to master distance learning technologies. The significance of the article is to provide a holistic view of online teaching and learning activities under lockdown, to eliminate academic disorders and ensure the resumption of educational activities.
Future Directions for Digital Literacy Fluency Using Cognitive Flexibility Research: A Review of Selected Digital Literacy Paradigms and Theoretical Frameworks
Author: Caton, Amy
Date: 2022-00-00
Type: Journal Articles
Subjects: Digital Literacy,Cognitive Ability,Cognitive Processes,Difficulty Level,College Readiness,Prerequisites,Technology Integration

As learners engage, test, and apply new subject knowledge, they often expend their cognitive capacity on the technological tools designed to capture their learning progress and outcomes. The energy and attention spent on these tools reduces their capacity to engage deeply with new learning concepts. Digital literacy skills require both cognitive and technical skills to develop a learner's ability to locate, use, and communicate information. Increasingly complex information environments create various barriers for student learning, and as our learning and working industries continue to evolve and integrate technologies, students must overcome these barriers by bridging learning needs and technology expectations. This research explores the value of developing digital literacy to improve learners' cognitive flexibility by decreasing technological cognitive load and increasing learning fluency. The findings highlight the need for establishing scaffolded digital literacy skills and digital tool selection, and expand college readiness requirements to include digital literacy as a prerequisite skill for learners.