learning readiness

Although Kurikulum Merdeka promotes flexible, student-centered learning, the implementation of Natural and Social Sciences (IPAS) instruction in elementary schools continues to face various challenges. This study aimed to describe the challenges in implementing IPAS instruction under Kurikulum Merdeka in Grade V at SD Negeri 005 Desa Baru, Kampar Regency. The study employed a descriptive qualitative approach involving two fifth-grade teachers and six purposively selected students. Three students had IPAS scores above 75, and three had scores below 75. Data were collected through nonparticipant observation, structured interviews, and documentation and analyzed through data reduction, data display, and conclusion drawing. Data trustworthiness was assessed through triangulation of sources and data collection techniques. The findings identified three domains of challenges related to students, teachers, and learning assessment. Student-related challenges were the most prominent, including differences in understanding, declining attention after approximately 15–20 minutes of lecturing, interest that depended on the type of activity, uneven participation, dependence on external motivation, inconsistent task management, and varying levels of learning readiness. Teacher-related challenges included the breadth of integrated science and social studies content and classroom management during group activities. Assessment involved oral quizzes and student worksheets, supplemented by remedial instruction and enrichment. Achievement scores ranged from 60 to 96, with a mastery threshold of 75. These findings underscore the need for differentiated instruction, concrete and contextually relevant instructional media, clearly assigned group roles, time management, and the use of assessment results to improve instruction. This study provides a contextual account of challenges in IPAS instruction and the need to adapt fifth-grade teaching practices. Its restriction to one school and a focused observation period highlights the need for further research covering more lessons and IPAS topics.

Background: Awareness of youth-friendly sexual and reproductive health services (YFSRHS) is an important starting point for enabling young people to identify and seek appropriate sexual and reproductive health information and care. However, awareness of these services may vary across settings, including higher education institutions. Objective: To determine the level of awareness of YFSRHS among undergraduate students at Saint Augustine University of Tanzania (SAUT), Malimbe Campus. Methods: A quantitative descriptive cross-sectional study was conducted among undergraduate students at SAUT Malimbe Campus. Data were collected using a structured, self-administered questionnaire. Of 109 questionnaires distributed, 108 completed questionnaires were included in the analysis. Descriptive statistics were used to summarize students’ awareness and reported sources of information. Results: Of the 108 respondents, 96 (88.9%) reported having heard of YFSRHS, while 12 (11.1%) had not. Social media was the most frequently reported source of information (44.0%), followed by friends or peers (41.0%) and health facilities (36.0%). University programmes and posters or advertisements were reported less frequently. Conclusion: Most respondents had heard of YFSRHS, with social media and peer networks serving as prominent information channels. Strengthening accurate information through these channels, alongside university-based communication, may help address the awareness gap among students who remain unreached.

Online learning can improve access to educational materials, but it may also create additional demands for school-aged learners who experience learning disabilities. This study examined perceived academic, emotional, behavioural, and adaptation-related outcomes of online classes among students in Grades 1-10 with learning difficulties, drawing on student, parent, and teacher reports. The dissertation describes a quantitative, cross-sectional survey involving 95 participants and the use of the Learning Disabilities Checklist (LDC), Strengths and Difficulties Questionnaire (SDQ), Online Learning Readiness Scale (OLRS), and a researcher-developed questionnaire. Reported findings indicate difficulties with attention, comprehension, task completion, and motivation in online settings, alongside lower perceived academic performance than in traditional classrooms. Parent and teacher reports were associated with students? reported learning difficulties. A significant association was reported between student and teacher reports, χ2(1, N = 95) = 20.5, p < .001, φ = .465; a similar association was reported for student and parent reports, χ2(1, N = 95) = 21.0, p < .001, φ = .471. Student and parent reports of emotional wellbeing were also positively correlated, ρ = .674, p < .001. The findings suggest that online learning requires structured routines, accessible teaching materials, trained educators, and coordinated family-school support to better accommodate learners with learning disabilities. Results should be interpreted cautiously because detailed descriptive scores and an effect estimate for the academic comparison were not reported consistently in the dissertation.

Background: Online learning outcomes may relate to students? preparedness and participation, but intention to continue is distinct from verified institutional retention. This study examined the associations among online learning readiness, student engagement, and retention intention among higher-education students in Kuwait. Methods: A quantitative cross-sectional questionnaire was administered online from 1-20 September 2026. The supplied dataset included 100 complete responses recruited through personal contacts and community WhatsApp groups. Readiness (20 items), engagement (24 items), and a broad continuation-related index (19 items) were scored as mean Likert responses. Analyses included descriptive statistics, internal consistency, Pearson and Spearman correlations, and a joint regression with HC3 robust coefficient inference. Results: Mean readiness was 4.398 (SD 0.716), engagement 4.353 (SD 0.727), and the broad continuation-related score 4.258 (SD 0.762), on a five-point scale. Pairwise associations were positive: readiness-engagement, r = .890; readiness-retention intention, r = .792; and engagement-retention intention, r = .832 (all p < .001). In the joint model, engagement remained positively associated with the outcome (B = 0.643, HC3 95% CI 0.382-0.903, p < .001), while the readiness coefficient was uncertain (B = 0.262, 95% CI -0.025-0.549, p = .073). The model explained 70.6% of sample variance; this is not evidence of out-of-sample prediction. A narrower, exploratory direct-intention item subset showed a similar pattern. Conclusion: In this convenience sample, higher self-reported readiness and engagement co-occurred with stronger continuation intentions, with engagement showing the more stable adjusted association. Cross-sectional self-report data, unvalidated item sets, influential observations, and nonprobability recruitment preclude causal or population-wide conclusions. No subsequent enrollment was measured; formal ethics approval was not obtained and requires transparent institutional guidance before publication.

Heterogeneous grouping with identical worksheets did not accommodate the diverse learning readiness of fourth-grade students in Pancasila Education. More capable students became peer tutors, less ready students relied on them, and the teacher struggled to focus guidance. This classroom action research aimed to improve mastery learning on rules in the surrounding environment through Teaching at the Right Level with homogeneous grouping based on learning readiness. The study was conducted at UPTD SDN Keleyan 1 in two cycles, each consisting of one meeting, with 24 fourth-grade students. Worksheets were tiered by readiness in both cycles; in cycle 1 they were completed in groups of 4–5 and in cycle 2 in pairs. Data were collected through a diagnostic assessment and end-of-cycle tests and analyzed descriptively. Mastery learning was 54.17% at baseline and fell to 29.17% in cycle 1 because students were not yet accustomed to homogeneous grouping and some worked half-heartedly; it then rose to 91.67% in cycle 2. Mean scores were 66.25, 52.29, and 83.33. Readiness-based homogeneous grouping in small groups effectively improved mastery learning.

گروه‌بندی ناهمگن با برگه‌های کار یکسان، تنوع آمادگی یادگیری دانش‌آموزان پایه چهارم در آموزش پاندچاسیلا را در نظر نمی‌گرفت. دانش‌آموزان توانمندتر به عنوان همیار آموزشی عمل می‌کردند، دانش‌آموزان با آمادگی کمتر به آن‌ها متکی می‌شدند و معلم در هدایت متمرکز با دشواری مواجه بود. این پژوهش اقدام‌پژوهی کلاسی با هدف ارتقای موفقیت تحصیلی در زمینه قوانین محیط پیرامون از طریق آموزش در سطح مناسب با گروه‌بندی همگن بر اساس آمادگی یادگیری انجام شد. این مطالعه در دبستان UPTD SDN Keleyan 1 در دو چرخه، هر یک شامل یک جلسه، با حضور ۲۴ دانش‌آموز پایه چهارم اجرا گردید. برگه‌های کار در هر دو چرخه بر اساس آمادگی، سطح‌بندی شده بودند؛ در چرخه اول به صورت گروه‌های ۴ تا ۵ نفره و در چرخه دوم به صورت دو نفره تکمیل شدند. داده‌ها از طریق ارزیابی تشخیصی و آزمون‌های پایان چرخه گردآوری و به صورت توصیفی تحلیل شدند. موفقیت تحصیلی در آغاز ۵۴٫۱۷٪ بود و در چرخه اول به ۲۹٫۱۷٪ کاهش یافت، زیرا دانش‌آموزان هنوز به گروه‌بندی همگن عادت نکرده بودند و برخی با بی‌انگیزگی کار می‌کردند؛ سپس در چرخه دوم به ۹۱٫۶۷٪ افزایش یافت. میانگین نمرات به ترتیب ۶۶٫۲۵، ۵۲٫۲۹ و ۸۳٫۳۳ بود. گروه‌بندی همگن بر اساس آمادگی در گروه‌های کوچک به طور مؤثری موفقیت تحصیلی را بهبود بخشید.

This study aims to determine and analyze the influence of study habits, emotional intelligence, learning readiness, parental roles, and perceptions of teachers' teaching creativity on the learning outcomes of Grade X students in Economics at SMA Negeri 15 Padang. The study employs a quantitative approach with an associative research design. The population consists of all 357 Grade X students taking Economics during the 2024/2025 academic year, with a sample size of 115 students. Data were collected through observation, questionnaires, and documentation. Data analysis involved descriptive and inductive methods, specifically multiple linear regression using SPSS. The results indicate that study habits fall into the "fairly good" category; emotional intelligence is "good"; learning readiness is "fairly good"; parental roles are "good"; and perceptions of teachers' teaching creativity are "fairly good." Individually (partially), study habits have a significant influence on learning outcomes (significance value 0.040 < 0.05). Meanwhile, emotional intelligence (0.211), learning readiness (0.114), parental roles (0.629), and perceptions of teachers' teaching creativity (0.591) do not have a significant partial influence on learning outcomes.

هدف این پژوهش تعیین و تحلیل تأثیر عادات مطالعه، هوش هیجانی، آمادگی برای یادگیری، نقش والدین و ادراک نسبت به خلاقیت تدریس معلمان بر نتایج یادگیری دانش‌آموزان پایه دهم در درس اقتصاد در دبیرستان دولتی شماره ۱۵ پادانگ است. این پژوهش با رویکرد کمی و طرح پژوهش همبستگی انجام شده است. جامعه آماری شامل تمامی ۳۵۷ دانش‌آموز پایه دهم است که در سال تحصیلی ۲۰۲۴/۲۰۲۵ درس اقتصاد را اخذ کرده‌اند و حجم نمونه ۱۱۵ نفر می‌باشد. داده‌ها از طریق مشاهده، پرسشنامه و اسناد گردآوری شده‌اند. تحلیل داده‌ها با روش‌های توصیفی و استقرایی، به‌ویژه رگرسیون خطی چندگانه با استفاده از نرم‌افزار SPSS انجام شده است. نتایج نشان می‌دهد که عادات مطالعه در دسته «نسبتاً خوب»، هوش هیجانی «خوب»، آمادگی برای یادگیری «نسبتاً خوب»، نقش والدین «خوب» و ادراک نسبت به خلاقیت تدریس معلمان «نسبتاً خوب» قرار دارند. به صورت فردی (جزئی)، عادات مطالعه تأثیر معناداری بر نتایج یادگیری دارد (مقدار معناداری ۰٫۰۴۰ < ۰٫۰۵). در حالی که هوش هیجانی (۰٫۲۱۱)، آمادگی برای یادگیری (۰٫۱۱۴)، نقش والدین (۰٫۶۲۹) و ادراک نسبت به خلاقیت تدریس معلمان (۰٫۵۹۱) تأثیر معنادار جزئی بر نتایج یادگیری ندارند.