Students Diversity and the Implementation of Adaptive Learning and Assessment

Ramdani, Zulmi; Amri, Andi; Hadiana, Deni; Warsihna, Jaka; Anas, Zulfikri; Susanti, Susi

doi:10.2991/assehr.k.220203.025

Cited by 4 publications

(5 citation statements)

References 7 publications

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“…The fidelity of the curriculum used in the academy is part of adaptive learning where the cadets can adapt to the learning method being implemented. This is in accordance with the statement that adaptive learning is adapted to context analysis, learning load analysis, academic unit analysis, and curriculum analysis (Ramdani et al, 2022). The racial differences in the cadets study give recommendations a highlight potential untapped resource for solving the labor shortage facing the entire aviation industry (Stevenson et al, 2020).…”

Section: Figure 4 Aptitude Test Comparisonsupporting

confidence: 77%

“…Identification of the diversity of students is often an important point that teachers rarely consider before the learning is carried out. In fact, by understanding this diversity, teachers can undoubtedly carry out adaptive learning and assessments that are suitable for the conditions of students (Ramdani et al, 2022). Around 40% of the teachers repudiated the influence of diversity on student achievement and did not take student diversity into account in their teaching practice (van Middelkoop et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

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Ethnical Diversity in the Pilot Cadets Education: Study at Banyuwangi Indonesian Aviation Academy

Hariri¹,

Parjan²,

Marantika³

et al. 2022

IJORER Int. J. Recent Educ. Res.

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Pilot cadets take part in a series of education and training at an academy. Differences in the background of prospective cadets can affect the educational process and achievements achieved by the cadets. This study aims to analyze differences in the area of origin of the education and training outcomes of prospective pilot cadets. The study was conducted on 22 cadets of the Indonesian Aviation Academy Banyuwangi which were divided into 3 groups of regions of origin which generally had different levels of educational progress. The scores of the initial test results including the academic potential test, physical test and initial flight aptitude test were compared. Furthermore, comparisons were made for the initial flight aptitude test, flight aptitude test 1 and flight aptitude test 2. The results showed that education and training at the academy could improve the performance of the cadets but still resulted in achievement gaps due to their regional background. The results of the study can be used as a reference for the development of pilot education models. Further research can be done for deeper diversity or educational curriculum that is not yet optimal

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Section: Figure 4 Aptitude Test Comparisonsupporting

confidence: 77%

Section: Introductionmentioning

confidence: 99%

Ethnical Diversity in the Pilot Cadets Education: Study at Banyuwangi Indonesian Aviation Academy

Hariri¹,

Parjan²,

Marantika³

et al. 2022

IJORER Int. J. Recent Educ. Res.

View full text Add to dashboard Cite

show abstract

“…Researchers proposed that embedded use of differentiated instruction with various teaching strategies could develop opportunities for students to maximize individual growth and success in learning (Gheyssens et al, 2020 ; Ismail & Allaq, 2019 ; Ramdani et al, 2021 ). Our study found that the individual learning style score significantly decreased but the group learning style score significantly increased at the end of the semester.…”

Section: Discussionmentioning

confidence: 99%

“…The other is the challenge that students are more diversified in higher education due to their varied educational and life experiences (Trolian & Parker III, 2022 ). Because of the diversified characteristics, students demonstrate varying learning abilities, learning styles and academic levels in classrooms (Ramdani et al, 2021 ). Tomlinson ( 2001 ) asserts that students learn best when their teachers accommodate the differences in their readiness levels, interests and learning profiles.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of differentiated instruction on learning outcomes and learning satisfaction in the evidence‐based nursing course: Empirical research quantitative

et al. 2023

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AimDiversified students in higher education and the complexity and difficulty of the evidence‐based nursing course perceived by students challenge nursing educators. Differentiated instruction can provide students with various opportunities to learn and meet the learning needs of students with different academic abilities and strengths, which may be a solution. This study aimed to apply differentiated instruction to design the undergraduate evidence‐based nursing course and evaluate the effects of differentiated instruction on students' learning outcomes and learning satisfaction.DesignOne‐group pretest–posttest pre‐experimental design was applied.MethodsNinety‐eight undergraduate nursing students enrolled in the evidence‐based nursing course 2020 participated in this study. Students' learning outcomes including preferred learning styles, classroom engagement, collaborative learning, attitudes towards evidence‐based nursing, learning satisfaction and evidence‐based nursing knowledge were measured using validated questionnaires.ResultsThe differentiated instruction increased students' learning interests, promoted focused and independent thinking, and enhanced academic achievement. Students' classroom engagement, attitudes towards evidence‐based nursing, evidence‐based nursing knowledge and learning satisfaction were improved after the course. The course designed with differentiated instruction provided a supportive learning environment and furnished a vivid pedagogical way for the unique nursing profession.Patient or Public ContributionPositive results of the study support the application of differentiated instruction in the evidence‐based nursing course. The study indicates that the application of differentiated instruction in mixed‐ability classrooms in the evidence‐based nursing course improved students' learning outcomes, attitudes towards evidence‐based nursing, evidence‐based nursing knowledge and learning satisfaction. In clinical settings where nurses are even more diverse in academic education, clinical experiences and learning preferences, differentiated instruction can be a suitable application for in‐service training and education to promote nurses' enthusiasm for professional learning.

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“…Peserta didik dengan minat tinggi pada sejarah menunjukkan peningkatan keterlibatan dan retensi informasi yang dipelajari (Latief et al, 2023). Selain itu, Keragaman kemampuan peserta didik memiliki pengaruh yang signifikan terhadap proses belajar (Gronseth et al, 2021;Ramdani et al, 2022). Penting bagi pendidik untuk mengenali berbagai preferensi belajar, kemampuan, dan pengalaman yang dimiliki oleh peserta didik ketika mereka memasuki sekolah.…”

Section: Pendahuluanunclassified

Penerapan Pendekatan Teaching at the Right Level (TaRL) untuk Meningkatkan Hasil Belajar Sejarah Peserta Didik

Zahra,

Diansyah,

Gultom

2024

ALACRITY

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This research aims to find out how the Teaching at the Right Level (TaRL) approach is implemented as a strategy to improve learning outcomes. TaRL adapts learning to students' level of understanding and encourages problem-based learning. Classroom Action Research (CAR) was conducted at SMAN 14 Medan by applying TaRL. The research method used the Kemmis & McTaggart cycle model consisting of planning, action, observation, and reflection. The research population was students of SMAN 14 Medan, with a sample of grade X-4 students. In cycle I, although there was an increase, the learning outcomes were still not complete. However, in cycle II, there was a significant improvement with 83.33% of students reaching the minimum completion criteria. These results show that the TaRL approach can improve students' understanding of historical material. In addition, the utilization of technology also helps in increasing student participation and expanding the learning resources that students can access. These findings can help education practitioners develop more effective learning strategies that suit students' needs in understanding historical materials.

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Students Diversity and the Implementation of Adaptive Learning and Assessment

Cited by 4 publications

References 7 publications

Ethnical Diversity in the Pilot Cadets Education: Study at Banyuwangi Indonesian Aviation Academy

Ethnical Diversity in the Pilot Cadets Education: Study at Banyuwangi Indonesian Aviation Academy

Effectiveness of differentiated instruction on learning outcomes and learning satisfaction in the evidence‐based nursing course: Empirical research quantitative

Penerapan Pendekatan Teaching at the Right Level (TaRL) untuk Meningkatkan Hasil Belajar Sejarah Peserta Didik

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