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This study examines the application of Artificial Intelligence (AI) in Education, mainly focusing on its impact on student achievement in the Pancasila and Citizenship Education Program at STKIP Pasundan. Students often face challenges when dealing with complex and abstract materials in civic Education. The research employs a quantitative approach, using random sampling and multiple linear regression analysis to assess the influence of AI. The findings reveal that ChatGPT is the most commonly used AI platform among students, valued for its user-friendly features and effective response capabilities. The analysis confirms that AI significantly affects student learning achievement, and its contribution is substantial compared to other influencing factors. Additionally, AI enhances student motivation, material absorption, and innovation in the learning process. In conclusion, AI positively and significantly impacts student achievement and can be integrated into educational practices to foster more innovative and practical learning in the digital era.

Competence of human resources is an important factor in the procurement of government goods/services. For this reason, the government regularly holds training in procurement of goods / services. But this effort has not yet achieved optimal results. This can be seen from the learning achievements of the trainees. In the DKI Jakarta Province, training conducted from 2005 to 2016 only produced graduates of 18% per year. Therefore research is conducted to determine the factors that might be related to the low learning achievement of participants in the procurement of goods/services training. Various studies have been conducted in several Ministries/Institutions/Regions and found various factors related to learning achievement. This research was conducted to examine the relationship between the risks felt by participants and their learning achievements. This study uses a quantitative method with an explanatory approach to explain the relationship between these two variables. The results of the study show that there is a negative relationship between perceived risk and participants' learning achievement. The higher the risk felt by participants, the lower their learning achievement.

This study investigated the effects of Constructionist Class of Instructional (2CI) models on Solid Geometry Achievement (SGA) of Senior Secondary Class I (SSC1) students in Emohua Local Government Area (LGA) of Rivers State, Nigeria. The specific 2CI-models used in this study were Design-Based Learning (DBL) and Learning-While-Doing (LWD) instructional models. A quasi-experimental design was used. A total of 89 SSCI students took part in the study. Solid Geometry Achievement Test (SGAT) was used to measure student SGA. The KR-21 was used to determine the reliability of the SGAT and an index of 0.84 was obtained. The study was guided by two research questions and two hypotheses respectively. The descriptive statistic and Analysis of Covariance (ANCOVA) were used for data analysis. The study found that the 2CI-models advanced the SGLA of students over time. The DBL proved to be fairly superior the LWD over learning gain. The 2CI-models had a significant effect on the SGLA of the students. There was a significant main effect of 2CI-models over Problem-based Learning (PbL) model on SGLA of SSC1 students. There was no significant difference between the mean SGLA scores of the male and the female students instructed using 2CI-models over PbL model. The study recommended among others the adoption of 2CI-models in teaching mathematics since it has been proven to aid students to own and apply their knowledge. Article visualizations:

This study investigated the effects of Constructionist Class of Instructional (2CI) models on Solid Geometry Achievement (SGA) of Senior Secondary Class I (SSC1) students in Emohua Local Government Area (LGA) of Rivers State, Nigeria. The specific 2CI-models used in this study were Design-Based Learning (DBL) and Learning-While-Doing (LWD) instructional models. A quasi-experimental design was used. A total of 89 SSCI students took part in the study. Solid Geometry Achievement Test (SGAT) was used to measure student SGA. The KR-21 was used to determine the reliability of the SGAT and an index of 0.84 was obtained. The study was guided by two research questions and two hypotheses respectively. The descriptive statistic and Analysis of Covariance (ANCOVA) were used for data analysis. The study found that the 2CI-models advanced the SGLA of students over time. The DBL proved to be fairly superior the LWD over learning gain. The 2CI-models had a significant effect on the SGLA of the students. There was a significant main effect of 2CI-models over Problem-based Learning (PbL) model on SGLA of SSC1 students. There was no significant difference between the mean SGLA scores of the male and the female students instructed using 2CI-models over PbL model. The study recommended among others the adoption of 2CI-models in teaching mathematics since it has been proven to aid students to own and apply their knowledge.

This study aims to determine whether self-regulated learning and Grit affect economic achievement. This research is a quantitative research with a correlational. The population in this study was students in grade X in Purworejo, as many as 2.773 students. This research uses cluster random sampling. The number of samples is 142 students. The data collection technique used a closed questionnaire research instrument with a Likert scale and a test in the form of multiple-choice questions. Data analysis technique using IBM SPSS Version 25. Based on the t-test results, the self-regulated learning variable on learning achievement obtained a t-count > t-table: 2.360 > 1.977 with a significance of 0.020 < 0.05. The Grit variable on the learning achievement variable obtained a t-count > t-table: 4.924 > 1.977 with a significance of 0.000 < 0.05. Based on the f-test result, the self-regulated learning and Grit on learning achievement variable obtained a f-count > f-table: 19.985 > 3.06. Self-regulated. Learning variables have a positive and significant effect on learning achievement, and Grit has a positive and significant effect on learning achievement. Self-regulated learning and Grit simultaneously affect learning achievement.

This study is an exploration of the effectiveness of Design-Based Learning (DBL) model in the improvement of senior secondary students' achievement in solid geometry in Emohua Local Government Area of Rivers State. The quasi-experimental design was adopted. A sample of 59 Senior Secondary School I (SSSI) students took part in the study. Solid Geometry Achievement Test (SGAT) was the instrument used for data collection. The Kuder-Richardson KR-21 method was used to establish the reliability of SGAT to obtain an index of 0.84. Two research questions and two null hypotheses guided the study. The research questions were answered using mean and standard deviation while the hypotheses were tested using Analysis of Covariance (ANCOVA) at .05 level of significance. The findings established that DBL model was superior to Problem-based Learning (PbL) model in advancing the learning achievement of students in solid geometry. The students of both groups improved in learning over time with higher learning gain among students in the experimental group. The male and the female students in the experimental group outperformed their counterparts in the control group over SGAT scores. The male and the female students taught using the DBL and PbL respectively did not significantly differ over SGAT scores. It was recommended among others that mathematics teacher should apply the DBL in teaching solid geometry in the senior secondary schools in Nigeria because when effectively utilized, this instructional model is capable of advancing the learning achievement of students in mathematics irrespective of their locations and gender