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The occurrence of pigmented skin lesions (PSL), including melanoma, are rising, and early detection is crucial for reducing mortality. To assist Pigmented skin lesions, including melanoma, are rising, and early detection is crucial in reducing mortality. To aid dermatologists in early detection, computational techniques have been developed. This research conducted a systematic literature review (SLR) to identify research goals, datasets, methodologies, and performance evaluation methods used in categorizing dermoscopic lesions. This review focuses on using convolutional neural networks (CNNs) in analyzing PSL. Based on specific inclusion and exclusion criteria, the review included 54 primary studies published on Scopus and PubMed between 2018 and 2022. The results showed that ResNet and self-developed CNN were used in 22% of the studies, followed by Ensemble at 20% and DenseNet at 9%. Public datasets such as ISIC 2019 were predominantly used, and 85% of the classifiers used were softmax. The findings suggest that the input, architecture, and output/feature modifications can enhance the model's performance, although improving sensitivity in multiclass classification remains a challenge. While there is no specific model approach to solve the problem in this area, we recommend simultaneously modifying the three clusters to improve the model's performance.

Background Pigmented skin lesions (PSLs) pose medical and esthetic challenges for those affected. PSLs can cause skin cancers, particularly melanoma, which can be life‐threatening. Detecting and treating melanoma early can reduce mortality rates. Dermoscopic imaging offers a noninvasive and cost‐effective technique for examining PSLs. However, the lack of standardized colors, image capture settings, and artifacts makes accurate analysis challenging. Computer‐aided diagnosis (CAD) using deep learning models, such as convolutional neural networks (CNNs), has shown promise by automatically extracting features from medical images. Nevertheless, enhancing the CNN models' performance remains challenging, notably concerning sensitivity. Materials and methods In this study, we aim to enhance the classification performance of selected pretrained CNNs. We use the 2019 ISIC dataset, which presents eight disease classes. To achieve this goal, two methods are applied: resolution of the dataset imbalance challenge through augmentation and optimization of the training hyperparameters via Bayesian tuning. Results The performance improvement was observed for all tested pretrained CNNs. The Inception‐V3 model achieved the best performance compared to similar results, with an accuracy of 96.40% and an AUC of 0.98. Conclusion According to the study, classification performance was significantly enhanced by augmentation and Bayesian hyperparameter tuning.

Concentration is needed for students to support successful learning achievement. Many students experience various concentration problems, especially in elementary schools. This disturbance can come from improper use of gadgets, including playing games excessively. The research was quantitative in nature. It employed a pre-experimental one-group pretest-posttest design. The research sample involved 14 students who were taken using a purposive sampling method. The data about students’ concentration were collected from two tests, a GTC test before and after an intervention. They were then analyzed using paired sample t-test and n-gain score. The results of the paired samples statistics test showed that the pre-test value was 46.57 and the post-test value was 55.00. This result indicates an increase in students' concentration scores descriptively. Following that, a t-test was conducted on the paired sample, yielding a Sig value. 0.256 > 0.05. This means that there is no significant difference between the pre-test and post-test in students' concentration scores. An effectiveness test was also performed by calculating the n-gain score. The finding showed an average value of 0.10 and was classified as low. The conclusion is that the implementation of descriptive badminton material PE class management can increase the concentration of elementary school students, but there is no significant increase between pre-test and post-test scores in the groups or classes given the intervention. It is indicated that the increase in students’ concentration is caused by the PE intervention with badminton sports material. This finding is also confirmed by previous research, which stated that a significant relationship exists between sports intensity and students' ability to concentrate on learning. Keywords: Class Management, PE, Badminton, Concentration, Elementary School.

Concentration is needed for students to support successful learning achievement. Many students experience various concentration problems, especially in elementary schools. This disturbance can come from improper use of gadgets, including playing games excessively. The research was quantitative in nature. It employed a pre-experimental one-group pretest-posttest design. The research sample involved 14 students who were taken using a purposive sampling method. The data about students’ concentration were collected from two tests, a GTC test before and after an intervention. They were then analyzed using paired sample t-test and n-gain score. The results of the paired samples statistics test showed that the pre-test value was 46.57 and the post-test value was 55.00. This result indicates an increase in students' concentration scores descriptively. Following that, a t-test was conducted on the paired sample, yielding a Sig value. 0.256 > 0.05. This means that there is no significant difference between the pre-test and post-test in students' concentration scores. An effectiveness test was also performed by calculating the n-gain score. The finding showed an average value of 0.10 and was classified as low. The conclusion is that the implementation of descriptive badminton material PE class management can increase the concentration of elementary school students, but there is no significant increase between pre-test and post-test scores in the groups or classes given the intervention. It is indicated that the increase in students’ concentration is caused by the PE intervention with badminton sports material. This finding is also confirmed by previous research, which stated that a significant relationship exists between sports intensity and students' ability to concentrate on learning. Keywords: Class Management, PE, Badminton, Concentration, Elementary School.

Concentration is needed for students to support successful learning achievement. Many students experience various concentration problems, especially in elementary schools. This disturbance can come from improper use of gadgets, including playing games excessively. The research was quantitative in nature. It employed a pre-experimental one-group pretest-posttest design. The research sample involved 14 students who were taken using a purposive sampling method. The data about students’ concentration were collected from two tests, a GTC test before and after an intervention. They were then analyzed using paired sample t-test and n-gain score. The results of the paired samples statistics test showed that the pre-test value was 46.57 and the post-test value was 55.00. This result indicates an increase in students' concentration scores descriptively. Following that, a t-test was conducted on the paired sample, yielding a Sig value. 0.256 > 0.05. This means that there is no significant difference between the pre-test and post-test in students' concentration scores. An effectiveness test was also performed by calculating the n-gain score. The finding showed an average value of 0.10 and was classified as low. The conclusion is that the implementation of descriptive badminton material PE class management can increase the concentration of elementary school students, but there is no significant increase between pre-test and post-test scores in the groups or classes given the intervention. It is indicated that the increase in students’ concentration is caused by the PE intervention with badminton sports material. This finding is also confirmed by previous research, which stated that a significant relationship exists between sports intensity and students' ability to concentrate on learning. Keywords: Class Management, PE, Badminton, Concentration, Elementary School.

Concentration is needed for students to support successful learning achievement. Many students experience various concentration problems, especially in elementary schools. This disturbance can come from improper use of gadgets, including playing games excessively. The research was quantitative in nature. It employed a pre-experimental one-group pretest-posttest design. The research sample involved 14 students who were taken using a purposive sampling method. The data about students’ concentration were collected from two tests, a GTC test before and after an intervention. They were then analyzed using paired sample t-test and n-gain score. The results of the paired samples statistics test showed that the pre-test value was 46.57 and the post-test value was 55.00. This result indicates an increase in students' concentration scores descriptively. Following that, a t-test was conducted on the paired sample, yielding a Sig value. 0.256 > 0.05. This means that there is no significant difference between the pre-test and post-test in students' concentration scores. An effectiveness test was also performed by calculating the n-gain score. The finding showed an average value of 0.10 and was classified as low. The conclusion is that the implementation of descriptive badminton material PE class management can increase the concentration of elementary school students, but there is no significant increase between pre-test and post-test scores in the groups or classes given the intervention. It is indicated that the increase in students’ concentration is caused by the PE intervention with badminton sports material. This finding is also confirmed by previous research, which stated that a significant relationship exists between sports intensity and students' ability to concentrate on learning.