Aspects Of Learning Strategies Research Articles

PENGEMBANGAN PERANGKAT PEMBELAJARAN BERBASIS PBL UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS PENJUMLAHAN DAN PENGURANGAN BILANGAN BULAT BAGI SISWA KELAS VI SDN KAMBANGAN 01

The problems in this research are (1) how is the validity of the PBL learning tools developed to improve critical thinking of addition and subtraction of integers for students of class VI at SDN Kambangan 01? how practical is the PBL learning tool developed to improve critical thinking of addition and subtraction of integers for class VI students at SDN Kambangan 01? how effective is the PBL learning tool to improve critical thinking of addition and subtraction of integers for class VI students at SDN Kambangan 01?. The aims of this study were (1) to develop and produce valid PBL learning tools to improve critical thinking in addition and subtraction of integers for sixth grade students at SDN Kambangan 01, (2) to develop and produce practical PBL learning tools to improve addition and critical thinking reduction of integers for class VI students at SDN Kambangan 01, (3) Develop and produce effective PBL learning tools to improve critical thinking by adding and subtracting integers for class VI students at SDN Kambangan 01. The subjects in this study were 34 students in class VI at SDN Kambangan 01 and SDN Kambangan 02. Data collection methods used are questionnaires, documentation and tests to students at the beginning and end of learning. Data analysis used was descriptive analysis, pre-requisite test, and hypothesis testing. From the results of the study it can be seen that PBL-based Mathematics learning tools in the form of lesson plans, textbooks, worksheets, learning media, and learning outcomes assessment instruments on aspects of learning objectives achieve very high criteria. valid, aspects of learning materials achieve very valid criteria, aspects of learning strategies are said to be valid, aspects of selecting learning media achieve valid criteria, selection of materials and learning resources achieve very valid criteria, and learning evaluation achieves very valid criteria. PBL-based Mathematics learning tools were declared practical because two indicators were achieved, namely the teacher's response was in the positive category with an achievement of 82.5% and student responses were in a very positive category with an achievement of 86.61%. The PBL-based mathematics learning tool was declared effective because three indicators were achieved, namely student learning outcomes achieving 90% completeness in the very good category with an average student score of 84.24 in the good category, students' critical thinking skills in the pre-test of 79.97% in the good category and at the post test it increased to 86.125% in the very good category, and the teacher's ability to manage learning in the very good category, namely 88.75%.

To Opt in or to Opt Out? Predicting Student Preference for Learning Analytics-Based Formative Feedback

Teachers’ work is increasingly augmented with intelligent tools that extend their pedagogical abilities. While these tools may have positive effects, they require use of students’ personal data, and more research into student preferences regarding these tools is needed. In this study, we investigated how learning strategies and study engagement are related to students’ willingness to share data with learning analytics (LA) applications and whether these factors predict students’ opt-in for LA-based formative feedback. Students (N=158) on a self-paced online course set their personal completion goals for the course and chose to opt in for or opt out of personalized feedback based on their progress toward their goal. We collected self-reported measures regarding learning strategies, study engagement, and willingness to share data for learning analytics through a survey (N=73). Using a regularized partial correlation network, we found that although willingness to share data was weakly connected to different aspects of learning strategies and study engagement, students with lower self-efficacy were more hesitant to share data about their performance. Furthermore, we could not sufficiently predict students’ opt-in decisions based on their learning strategies, study engagement, or willingness to share data using logistic regression. Our findings underline the privacy paradox in online privacy behavior: theoretical unwillingness to share personal data does not necessarily lead to opting out of interventions that require the disclosure of personal data. Future research should look into why students opt in for or opt out of learning analytics interventions.

METODE SUGGESTOPEDIA DAN IMPLIKASINYA DALAM PEMBELAJARAN BAHASA ARAB KETERAMPILAN MENGARANG (INSYĀ’)

One of the innovative learning methods today is the Suggestopedia method. This article aims to examine the theory of suggestopedia and its implications in learning Arabic writing skills (insyā’). The research method of this article uses a literature review. Sources of data obtained from the exploration of literature related literature studies. Data is examined critically and deeply through data triangulation. The results of the analysis of this article are that the suggestopedia method has implications in learning Arabic writing skills (insyā’) on several aspects, including aspects of learning objectives, aspects of learning techniques, aspects of learning strategies, aspects of instructional media, aspects of the learning environment, and aspects of learning levels.

Perceptions of Student about Use of Classical Learning Models Using Power Points

The use of classical learning models that have long been known among mathematics educators. The purpose of this study is to describe students’ perceptions of mathematics education on the use of classical learning models with power points in the learning process in class. This research is a qualitative research that reveals students’ perceptions of mathematics education study programs on the effectiveness aspects of classical learning models, student aspects, material aspects, and aspects of learning strategies through questionnaires and interviews to students consisting of two classes with a total of 66 students. Research subjects were involved in implementing Classical Learning models. The results of this study indicate that 77.27% of respondents agree that the use of classical learning models helps students understand mathematical concepts. As many as 65.15% of students agreed that all students, both low and high concept skills, needed learning using classical learning models. As many as 75.76% disagree that all mathematical material needs to be taught using classical learning models and as many as 63.64% of students think agree that special strategies are needed in teaching mathematics using classical learning models. The student’s perception will continue to be developed in studying mathematics learning strategy courses.