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p-Index From 2021 - 2026
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This Author published in this journals
All Journal Atthulab: Islamic Religion Teaching and Learning Journal Child Education Journal Journal of Advanced Sciences and Mathematics Education Assyfa Learning Journal
Md. Anisur Rahman, Md. Anisur
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Religion Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Effects of student-centered learning and formative assessment on first year students of a non-government college in Bangladesh Rahman, Md. Anisur
Journal of Advanced Sciences and Mathematics Education Vol 3, No 2 (2023): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v3i2.251

Abstract

Background: In the evolving landscape of education, student-centered learning approaches and formative assessments have gained prominence as key to enhancing the quality of higher education. This is particularly pertinent in Bangladesh, where traditional teaching methods are still prevalent, underscoring the significance of these strategies.Aim: This research aims to explore the impact of implementing student-centered learning and formative assessment on first-year university students at a non-governmental university in Bangladesh, highlighting how these methods influence the learning process.Method: Employing a qualitative approach, data was gathered through surveys conducted among fifteen first-year political science students at a non-governmental higher education institution in Bangladesh.Results: The study revealed increased student engagement in understanding material and improved academic performance in classes that adopted student-centered approaches and formative assessments.Conclusion: This research confirms that student-centered learning combined with formative assessment contributes positively to enhancing the quality of learning at the higher education level. It underscores the need for pedagogical improvements in Bangladesh to encourage broader implementation of these methods, which in turn could enrich the learning process and educational outcomes for students.
Students’ perceptions about the importance of Group Study in the tertiary educational institutions of Bangladesh Rahman, Md. Anisur
Assyfa Learning Journal Vol. 3 No. 2 (2025): Assyfa Learning Journal
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/alj.v3i2.188

Abstract

The main objective of the study is to focus on Students’ perceptions about the importance of Group Study in tertiary educational institutions of Bangladesh, suitable for students’ academic development in the learning and teaching system. The group study is one of the most recent ideas to develop students’ academic development. The study will also focus on the demand for group study and the challenges of implementing the process in tertiary educational institutions. It is a qualitative and quantitative research study. If it is applied in a proper and constructive way, it will help students to learn a lesson effectively. To implement the process, some issues and action plans should be considered correctly. The researcher described and introduced The Students’ perceptions about the importance of Group Study in tertiary educational institutions and its impact on students’ academic development, with the help of literature, and data were collected from students at the tertiary level.
Students’ Perceptions About The Importance of Group Study in The Tertiary Educational Institutions of Bangladesh Rahman, Md. Anisur; Humaidi, M. Nurul
Jurnal al-Thullab Vol 8 No 2 (2023): Atthulab: Islamic Religion Teaching and Learning Journal
Publisher : Laboratory of Islamic Religious Education Faculty of Tarbiyah and Teacher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/ath.v8i2.30169

Abstract

This study is grounded in the need to shift from teacher-centered to student-centered learning approaches in tertiary education, particularly in Bangladesh, where collaborative learning remains underutilized. The research aims to examine students’ perceptions of the importance of group study in supporting their academic development. A mixed-method design was employed, involving 80 first-year honors students from an Islamic college affiliated with Bangladesh National University. Data were collected through questionnaires, interviews, observations, and focus group discussions to ensure comprehensive and reliable findings. The results reveal that most students perceive group study positively, as it enhances their understanding, engagement, communication skills, and overall academic performance. However, several challenges were identified, including unequal participation and limited organizational skills among some group members. These findings suggest that structured and well-managed group study can significantly improve student-centered learning practices. The study contributes to the development of collaborative learning strategies in higher education and highlights the importance of institutional support, effective facilitation, and student readiness in optimizing the benefits of group study for academic success.
Adaptive AI-Driven Formative Assessment in Early Childhood Education: A Systematic Review and Meta-Analysis on Cultivating Social-Emotional Learning and Early Moderatio Sari, Nurratri Kurnia; Wicaksana, Muhlis Fajar; Rahman, Md. Anisur
Jurnal Pendidikan Anak Vol 7 No 3 (2025): Child Education Journal
Publisher : Universitas Nahdlatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/cej.v7i3.8412

Abstract

In today's era of digital transformation and the dominance of artificial intelligence, cognitive and social-emotional skills, such as social-emotional learning (SEL) and early moderation, have become vital competencies for students from an early stage of education. Adaptive instructional systems (Adaptive AI)-based instruction integrated with automated formative assessment is seen as an effective and creative strategy to enhance these skills through in-depth personalized learning. Over the past two decades, research on immersive technology has increased rapidly, but evaluation of its impact on character development and moderation attitudes in early childhood remains very limited. This study evaluates the impact of Adaptive AI-driven instruction on students' SEL skills and moderation behaviors, and systematically investigates the key factors contributing to their cognitive and affective development. The primary objective of this study is to map the effectiveness of AI-based formative assessment in monitoring the development of digital tolerance and resilience values ​​from an early age through integrative quantitative evidence. The method used was a Systematic Literature Review (SLR) and meta-analysis of 137 empirical studies indexed in the Scopus database from 2000 to 2026. Data analysis was conducted using the Google Colab platform using the R programming language (metafor package) to calculate effect sizes and ensure data transparency. Key findings indicate that adaptive instructional systems have a significant positive impact on children's emotional maturity and inclusive attitudes. Variables such as scaffolding features in AI interactions and multimodal communication strategies were shown to significantly influence outcomes, while geographic location factors had no significant impact. In conclusion, the ethical integration of AI has profound implications for the development of early childhood education curricula based on digital resilience and moderation.
Co-Authors Humaidi, M. Nurul Muhlis Fajar Wicaksana Sari, Nurratri Kurnia