This study aims to identify students' conceptual understanding of sound wave material through the Contextual Teaching and Learning (CTL) model at MAN 3 Sleman Yogyakarta—this quantitative research with descriptive analysis involved 20 students as respondents. Data were collected through a conceptual understanding test covering subtopics of sound waves such as definitions, properties, string sound sources, organ pipe sound sources, resonance, the Doppler effect, wave interference, intensity, and sound intensity level. The results showed that students' conceptual understanding of sound waves was very high, with an average correct answer percentage of 87.5%. The resonance and wave interference subtopics achieved the % correct answer percentage of 100%. In comparison, the definition of sound waves had the lowest correct answer percentage of 60%, falling into the "sufficient" understanding category. The high resonance and wave interference achievement was due to practical methods using everyday tools and materials, helping students understand these concepts in a real-world context. In conclusion, the CTL model effectively enhances students' understanding of physics concepts. It is recommended that the CTL model continues to be applied in physics and other subject areas to improve students' conceptual understanding.
Today educational institutions participate actively in empowering students to get involved in projects, to participate but also to collaborate in this major change in order to overcome internal and external vulnerabilities in the learning process. Digital education has great potential for innovations and investments, offering huge opportunities for universities to allow digital transformation and allow students to learn in their rhythm. Academic researchers are trying to secure the vulnerabilities of the online environment in higher education through the development of multiple digital tools.
The work is based on a qualitative methodological approach, through content analysis. Content analysis was used as the main technique of data collection and analysis, from the specialised literature, from international databases, regarding the importance using digital tools in the higher education environment. Based on content analysis, this research presents the most important tools that support digital collaboration among students by offering a study case for overcoming learning barriers and focusing on students' creativity in how they approach problem-solving. The study case is based on "Six Thinking Hats" and it is used to support creative thinking in achieving a good collaboration between teams in an educational project. The tools that support digital collaboration among students facilitate communication, increasing the opportunities for academia to interact with as many users as possible.
Academic writing is a pivotal concern in the tertiary phase of education, yet with a great deal of drawbacks and challenges. The current study investigates academic writing-related challenges and possible mechanisms to overcome them. Therefore, the study delves into the avenue of academic writing hurdles faced by undergraduate students whose second language (L2) is English, specifically in the domain of sciences. This also examines the tactics formulated, from the standpoint of lecturers in tackling these impediments effectively. This research underscores both commonalities and disparities that resonate with the themes documented in prior scholarly works by harnessing qualitative data from a sample of undergraduate students and lecturers. The investigation identifies substantial contrasts between the viewpoints of students and lecturers concerning the challenges inherent in academic writing. While the preeminent concern for most L2 undergraduate students pertains to intricacies at the compartmentalised linguistic features, the focal point for most lecturers revolves around the holistic level, which encompasses a wider range of linguistic attributes. Moreover, the study unravels specific coping mechanisms students employ to navigate academic writing challenges. These discernments carry profound pedagogical implications, accentuating the imperative for providing pertinent writing models and interventions tailored to the individual requirements of L2 science undergraduates.
