Conventional Learning Strategies Research Articles

The Effect of Using Flipped Learning Strategy in Developing Reflective Thinking Skills

This study aimed at examining the effect of using flipped learning strategy in developing reflective thinking skills. The study used a quasi-experimental design. The experimental group studied using the flipped learning strategy, while the control group studied using the conventional learning strategy. A sample of (49) students was selected and randomly divided into experimental (24 students) and control (25 students) groups. The University of Jordan School was intentionally selected for its willingness to offer aid and apply the experiment of the study. To achieve the objectives of the study, a reflective thinking skills scale was developed by the researchers to measure the effect of using flipped learning strategy on the reflective thinking skills of the study sample. The results of the study showed statistically significant differences between the two groups' performance on the reflective thinking skills scale due to the teaching strategy in favor of the experimental group, which was taught using the flipped learning strategy. In light of the findings of the study, the researchers offered a number of recommendations.

The Impact of Modified Team-Based Learning on the Learning of Students in an Orthopaedic Course

Background: This paper presents the results of a modified team-based learning (MTBL) in the Orthopaedic Department of the Omdurman Islamic University. It is a modification of the team-based learning (TBL) developed by Dr. Larry K. Michaelson, who explored the benefit of small group learning within large classes. TBL differs from other forms of small group work, which involves developing and using learning teams in large settings as an instructional strategy. Objectives: The main difference between conventional TBL and MTBL is that students learn in small groups in a single large class with a single facilitator in conventional TBL. In contrast, in MTBL, students learn in separate small classes with different facilitators. In this study, we investigated the impact of MTBL on the learning of students in an orthopaedic course. Students’ satisfaction and grades, following the MTBL for an orthopaedic class, were analyzed and compared to another batch of students in a conventional lecture learning strategy. The two batches were taught by the same faculty members. Methods: The MTBL was implemented as a teaching method in orthopaedics and traumatology course in 2020. A total of 282 students were surveyed for their satisfaction with this new pedagogical approach, and 153 students responded to the questionnaire. We adopted a self-administered questionnaire answering on a five-option Likert scale. The five options represented the levels of agreement. At the end of the course, students’ exam scores were compared to the results of their previous batch, in which teaching was carried out utilizing conventional lectures only (a total of 128 students). Results: The results showed that the majority of the students involved in the study (66.5%) were satisfied with the MTBL. The students thought that it increases the long retention of knowledge and should be used more frequently in the curriculum, and they recommend it to other students. The analysis of the examination results using the Chi-square test revealed a significant difference between the results of the students who studied the course in the form of MTBL and those who studied the course in the form of a traditional lecture with a clear improvement in the results following MTBL orthopaedic course (P-value = 0.0000). Conclusions: We, therefore, conclude that the MTBL where students are divided into separate small groups with different instructors improves the performance and the grades of the students in the exam. It also reveals that the students feel satisfied with the learning technique. We recommend it be more frequently used in the curriculum.

Implementation of the "TANDUR" Model with Script Card Media in Learning Local Content in Regional Languages (Javanese) in Elementary Schools

This research was motivated by the suboptimal use of innovative media for grade III students in elementary school. In addition to this, the learning strategies he uses have also not contributed to improving the quality of learning outcomes. Based on observations, results were obtained that the use of Javanese in students’ daily activities was very low. The language used by students is generally Indonesian, so students generally find it difficult to ask or answer questions given by the teacher using Javanese. In addition to this, in the school environment, Javanese is rarely used. In terms of using strategies, it is still monotonous and 80% still use conventional learning strategies. This is what underlies class action research, to improve the quality of Javanese language learning in elementary schools. This study generally aims to improve the quality of Javanese language learning by applying the innovative learning model “TANDUR” using Javanese script cards. The research method used is Participation Action Research (PAR) which adopts Kemmis & Mc. Taggart model which is carried out in two cycles. Each cycle consists of one meeting. The data collection techniques used are observation sheets for the implementation of learning, tests, and field notes. The results showed a significant improvement in the process of using the “TANDUR” model and an increase in student learning outcomes which reached 81.5% in cycle I, and 92% in cycle II. Meanwhile, regarding the use of Javanese script cards 95% stated that they were very happy and easier to understand the learning material. Overall, it can be concluded that the application of the “TANDUR” model using the media of script cards in Javanese language learning can improve the quality of learning in grade III elementary school.

The Effectiveness of the Problem Based Learning Model Using Lift The Flap Book Media in Post Pandemic Biology Learning

After the COVID-19 pandemic, changes in the environment and learning conditions are interesting to be studied and used as a means of evaluating learning. Social activity in society began to return to normal, including education. The purpose of this study is to determine the impact that post-pandemic education has on biology learning outcomes. In the study, Non equivalent control group design was used. There were 25 students in each of the two sample classes. The media for the experimental class is class XI IPA 3, which uses the Problem Based Learning Lift learning model. Instead, the control class uses conventional learning strategies XI Science 1. The written research instrument totals twenty multiple-choice questions. The T-test is performed after collection from the data. The findings show that the Lift The Flap Book media and the Problem Based Learning learning model affect students' biology learning success. Teachers can use the Problem Based Learning learning model. A learning model to improve the biology learning outcomes of its students. Teachers can more easily distribute biology learning materials by utilizing the Lift The Flap Book media so that the learning process runs smoothly and effectively

EFFECTS OF SOCIO-SCIENTIFIC ISSUES BASED ON THINKING MAPS APPROACH ON FUTURE THINKING OF SECONDARY SCHOOL STUDENTS

This study was conducted to examine the effects of the socio-scientific issue (SSI) approach assisted by the future thinking map (FTM) on five constructs of future thinking, namely i) understanding the current situation, ii) identifying the trends, iii) analyzing the relevant drivers, iv) synthesizing the possibilities or needs of the future and v) choosing with the justification of the desired future. The future-thinking test instrument was developed to measure the level of future thinking. A quasi-experimental pre-test and post-test control group design was employed. A total of 255 form four students (age 16) from three randomly selected rural secondary schools in Tawau District, Malaysia were assigned to i) SSI-FTM (n = 85), ii) SSI (n = 85), and iii) conventional (CV, n = 85) teaching and learning (TL) strategies. The results of the MANCOVA analysis showed that there was a statistically significant effect across all three groups of TL strategies. The ANCOVA analysis showed that there was a statistically significant effect of the SSI-FTM TL strategies compared to the SSI and CV TL strategies on the five future thinking constructs. The quasi-experimental study proves that the SSI-FTM TL strategy is effective in nurturing future thinking among form four students in science lessons. Keywords: future thinking, future thinking map, secondary schools, socio-scientific issue

Improving Exposition Writing Ability Using Think-Talk-Write Strategy for Class X Vocational High School Students

There are many obstacles in learning to write expository texts in vocational high schools. This happens because teachers still use conventional learning strategies. The researcher used a qualitative descriptive method of classroom action research (CAR). The results of the exposition text writing test in the first cycle showed an average value of 79.25 and in the second cycle an average of 83.22. From these results, it can be seen that the increase in students' skills in writing expository texts from cycle I to cycle II is 3.97 points or 12.03%. In addition to improving skills, student behavior also changes in a more positive direction after learning to write expository texts using the Think-Talk-Write strategy.

THE INFLUENCE OF ACTIVE LEARNING STRATEGIES ON MATHEMATICS LEARNING MOTIVATION OF FIFTH GRADE STUDENTS OF ELEMENTARY SCHOOL (SD) NAKULA CLUSTER, JEMBRANA SUB-DISTRICT

This study aims to analyze the differences in learning motivation between students who study using active learning strategies and learning strategies. This type of research is a quasi-experimental (quasi-experimental) with a non-equivalent pretest-posttest control group design. The study population was all fifth graders at State Elementary School 2021/2022, totaling 162 people. The class sample was taken by random sampling technique. The sample consisted of 2 classes, namely Class V SDN 1 Banjar Tengah as many as 22 students who studied with active learning strategies and class V SDN 2 Banjar Tengah 22 students who studied with conventional learning strategies. The data collected in this study was data on students' mathematics learning motivation, which was obtained by using the mathematics learning motivation test, which had a reliability of 0.93. Mathematics learning motivation data were analyzed by descriptive analysis and one-way ANOVA. Hypothesis testing was carried out at a significance level of 5%. The results showed that there were differences in the motivation to learn mathematics between students who studied with active learning strategies and conventional learning strategies (F = 79.93; p <0.05). The results of the LSD test showed that students' motivation to learn mathematics using active learning strategies was higher than conventional learning strategies (LSD = 0.09) ; =0.42).

The Implementation of Integrated Project-Based Learning Science Technology Engineering Mathematics on Creative Thinking Skills and Student Cognitive Learning Outcomes in Dynamic Fluid

This study aims to determine the effect of implementing STEM-integrated PJBL on students' creative thinking skills and cognitive learning outcomes. This research is quasi-experimental with a two-group pretest-posttest design. The research population is all grade 11th IPA SMAN 3 Bungo students, and the sample was determined by random sampling. Three projects conducted by the students were water pump free energy, fountain free energy, and air bubble generator. Two instruments of creative thinking test in essay form and multiple-choice for learning outcome test were used. The averages of pretest results of creative thinking and learning outcomes were 27.97 and 30.00 for the experiment class and 30.16 and 30.31 for the control, respectively. This shows that initial student ability in both the creative thinking skill and learning outcome of both types are level. STEM integrated PJBL was then used in the experiment class, and a conventional learning strategy was used for the control class. The average posttest results indicate that the student creative thinking skill of the STEM integrated PJBL class (82.81) is significantly higher than that of the control (36.72). Contrast with the posttest learning outcome showed no difference. These results show that the students actively engaged with the projects in the STEM integrated PJBL class improved their creative thinking skills significantly compared to the control class. This research's main finding is that implementing the STEM-integrated PJBL effectively enhances students' creative thinking skills. Manova analysis shows the students of the experiment class scored 76% in high and 63% in medium categories for both the creative thinking skills and learning outcome, respectively.

The Impact of Brain Based Learning Strategy on Mathematical Communication Ability of Grade V Elementary School Students

Most students think of mathematics as a complicated and burdensome subject, so there tends to be a lack of interest in studying mathematics. Mathematical communication skills become one of the important things in learning. Therefore, so that math learning like, need made an effort to adopt learning strategies that can improve. Mathematical communication skills of elementary school students. This study aims to determine the differences in which learning strategies result in higher mathematical communication skills between students and students Brain Based Learning with conventional learning strategies. This research is a type of quasi-experimental research (quasi-experimental). Sampling with cluster random sampling technique. The data analysis technique used normality, homogeneity, hypothesis testing and statistical hypotheses. The conclusions of this study are as follows: 1). An increase in the average value of 58.15 experienced by the experimental class with Brain Based Learning strategy higher than the average value of the control class of 14.9. So that the mathematical communication skills of students in the experimental class in mathematics experienced a significant increase compared to the control group; 2). The results of statistical calculations obtained t count is 8.25 and the value of t table is 1.99 which is smaller than the value of t count, so Brain Based Learning strategy has a positive impact on the mathematical communication skills of class V in mathematics learning.

Effect of Blended Learning in high school Japanese Language Learning outcomes

This study aimed to determine the effect of blended learning-based contextual learning and independent learning on Japanese language learning outcomes of students at SMA Negeri 1 Setu. The ability to read and write kana (hiragana and katakana) is very important for basic level Japanese learners to support learning at the next level. Blended learning-based learning is the best choice to increase effectiveness, efficiency, during the current pandemic. With blended learning, interaction and communication between students and between teachers and students can continue. This paper will discuss the meaning of blended learning, the advantages and disadvantages of blended learning and the design of blended learning implementation. This study aims to determine the ability of students in mastering hiragana letters and simple grammar using a blended learning model. The author uses online learning (e-learning) with Zoom and Google Classroom applications. This study used an experimental method with level 2 x 2 treatment. The sample of this study amounted to 35 students of class X Language SMAN 1 Setu Bekasi. The research instruments used were tests, questionnaires and observation sheets. The results of this study conclude that Gakkouno seikatsu learning outcomes are higher with contextual learning strategies with blended learning than conventional learning strategy. It is recommended that the blended learning strategy can be used as an alternative learning process in Japanese language learning.

Pengaruh Strategi Learning Start With A Question Terhadap Hasil Belajar di MI Tarbiyatul Banat

One of the factors that affect a student's learning outcomes is the learning strategy used by the teacher. Implementation of the Learning Start With A Question strategy This study aims to determine the effect of student learning outcomes. Strategy and students who are taught using conventional learning strategies in class III. The method used in this study is a quantitative research method with the type of research Pre-experimental Design in the form of One-group Pretest-posttest. Based on the results of the Pretest which initially got an average value of 60.00, it increased in the posttest by getting an average value of 78.40. The results of the calculation of the t-test Ha is accepted that there is a significant influence on the implementation of the Learning Start With A Question learning strategy on the learning outcomes of the Thematic subjects Theme 8 Sub-theme 2 class III students of MI Tarbiyatul Banat
 

Strategi TK Sholeh Arrahman dalam Meningkatkan Keterampilan Motorik Kasar Anak (Studi Kasus di TK Sholeh Arrahman-Mangunjaya)

Children's gross motor development includes balance and coordination between body parts. However, low gross motor skills in children are due to the average child being less able to coordinate hand and foot movements perfectly. This study aims to describe strategies in developing children's gross motor skills with data collection techniques using observation, interviews, documentation with research subjects at Sholeh Arrahman Kindergarten in group A aged (4-5 years) with a total of fifteen children. The research was conducted using a qualitative descriptive method. As a result, the teacher's role as an educator is the basis of success with the development of children's gross motor skills, starting from introducing, giving examples, motivating, directing, evaluating to competing for the traditional jumping rope game activity. Based on the results of research in group A in Sholeh Arrahman Kindergarten with fifteen children as research subjects. In the indicator of jumping with one leg there are twelve children who are classified as good category, and three children who are classified as sufficient category. In the indicator of jumping with two legs together there are fifteen children who are classified as very good category. In the indicator of children jumping with a height of 20cm-40cm, there are twelve children who are classified as good category and three children who are classified as sufficient category. In the indicator that children can maintain body balance, there are fifteen children who are classified as very good. In the indicator that children can jump with various variations, there are twelve children who are classified as good category and three children who are classified as sufficient category. In the strategy of using conventional learning strategies it worked well.

Effects of Cooperative Learning Strategy on Secondary School Students’ Achievement and Knowledge Retention in Biology

The study investigated the effects of cooperative learning strategy on the achievement and knowledge retention of secondary II students in biology in Ebonyi State, Nigeria. Two research questions and one hypothesis guided the study and quasi experimental research design was used. The population of the study was 24,459 secondary II students and a sample of 161 students comprising 78 males and 84 female were used drawn from four (4) co-educational boarding secondary schools through simple random sampling technique. Two schools were assigned to the experimental group while the other two schools were assigned to the control group through tossing of coin. The treatment group was exposed to learning of Biology with the cooperative learning strategy while the control group was exposed to learning of biology with the conventional approach. A Biology Achievement Test (BAT) was used to collect data for students’ achievement and was rearranged to collect data for knowledge retention. The research questions were answered using mean and standard deviation while the hypothesis was tested using ANCOVA at 0.05 level of significance. The results revealed that cooperative learning strategy is superior to conventional learning strategy in fostering high achievement and knowledge retention. It was recommended that biology teachers should adopt the cooperative learning strategy to improve students’ achievement and knowledge retention. Keywords: Cooperative learning, learning together, knowledge retention, academic achievement. DOI: 10.7176/JEP/12-32-07 Publication date: November 30 th 2021

XGraphBoost: Extracting Graph Neural Network-Based Features for a Better Prediction of Molecular Properties.

Determining the properties of chemical molecules is essential for screening candidates similar to a specific drug. These candidate molecules are further evaluated for their target binding affinities, side effects, target missing probabilities, etc. Conventional machine learning algorithms demonstrated satisfying prediction accuracies of molecular properties. A molecule cannot be directly loaded into a machine learning model, and a set of engineered features needs to be designed and calculated from a molecule. Such hand-crafted features rely heavily on the experiences of the investigating researchers. The concept of graph neural networks (GNNs) was recently introduced to describe the chemical molecules. The features may be automatically and objectively extracted from the molecules through various types of GNNs, e.g., GCN (graph convolution network), GGNN (gated graph neural network), DMPNN (directed message passing neural network), etc. However, the training of a stable GNN model requires a huge number of training samples and a large amount of computing power, compared with the conventional machine learning strategies. This study proposed the integrated framework XGraphBoost to extract the features using a GNN and build an accurate prediction model of molecular properties using the classifier XGBoost. The proposed framework XGraphBoost fully inherits the merits of the GNN-based automatic molecular feature extraction and XGBoost-based accurate prediction performance. Both classification and regression problems were evaluated using the framework XGraphBoost. The experimental results strongly suggest that XGraphBoost may facilitate the efficient and accurate predictions of various molecular properties. The source code is freely available to academic users at https://github.com/chenxiaowei-vincent/XGraphBoost.git.

Effectiveness of Modeling Learning Strategies to improve Student Learning Outcomes

This study aims to analyze the learning process at SMP Negeri 14 Medan. This research uses qualitative research, with a case study approach of SMP Negeri 14 Medan. Data collection techniques used in this study were observation, interviews, focus group discussions and documentation and then analyzed descriptively with descriptive analysis model. The results obtained are that the modeling learning strategy has a good impact on improving student learning outcomes, by making several figures into models who practice certain materials in the learning process, so that learning to dance starts from opening, core activities to closing. The conclusion of this research is that the modeling learning strategy designed by SMP Negeri 14 Medan, the modeling learning strategy takes into account the interests of students, the learning outcomes taught with modeling learning strategies are higher than those taught with conventional learning strategies.

MENINGKATKAN KEMAMPUAN KONEKSI MATEMATIS SISWA MELALUI STRATEGI BELAJAR PREVIEW QUESTION READ REFLECT RECITE REVIEW

The PQ4R (Preview, Question, Read, Reflect, Recite, Review) learning strategy is one of the recommended learning strategies to hone mathematical connection skills and support students to connect mathematical concepts with problems in everyday life. The purpose of this study was to examine the effect of PQ4R learning strategies and conventional learning strategies on students' mathematical connection abilities. This study was a quasi-experimental study with a two group randomized control group post test only design. This study involved 60 students who were taken randomly as samples, 30 students each for the experimental and control groups. Data collection using test instruments. The research findings reveal that the average mathematical connection ability of the experimental group is 71.53 and the control group is 35.99. The achievement of mathematical connection ability includes connection indicators: between mathematics, with other disciplines, and with everyday life. The conclusion of this study is that the PQ4R learning strategy is more effective in increasing the mathematical connection ability than students who are given conventional learning strategies.

Powering up flipped learning: An online learning environment with a concept map‐guided problem‐posing strategy

AbstractScholars have suggested that flipped learning can be enhanced by designing effective in‐class learning activities to improve students' higher order thinking skills. Problem posing has been recognized as such a learning strategy that has great potential for improving students' higher order thinking skills. However, it has been reported as a challenging task for most students. Research evidence has indicated the potential of engaging students in group learning with step‐by‐step hints when conducting problem‐posing activities. Therefore, this study proposed a multilevel concept mapping‐based problem‐posing strategy to assist students in completing the problem‐posing tasks in flipped learning. To understand the effectiveness of the proposed strategy, a flipped learning system was developed and adopted in the science class of an elementary school. Seventy‐five fifth graders from three classes were divided into experimental group A, experimental Group B and a control group. Students in Group A used the concept map‐guided problem‐posing strategy for flipped learning (CMPP‐FL), students in Group B used the problem‐posing strategy‐based flipped learning, while students in the control group used the conventional flipped learning strategy. The results showed that the CMPP‐FL was effective in terms of improving students' learning performance, especially for students with higher levels of critical thinking tendency.

Application of Learning Model Strategies to improve Islamic Learning Outcomes

This study aims to analyze the learning process of Islamic religious education in junior high schools. This study uses qualitative research, with the phenomenological approach of Al-Ulum MedanJakarta Integrated Islamic Middle School. Data collection techniques used in this study were observation, interviews, focus group discussions and documentation and then analyzed descriptively with an interactive analysis model. The results obtained are modeling learning strategies that have a good impact on improving student learning outcomes, by making some characters become models who practice certain materials in the learning process, so learning to dance from opening, core activities to closing. The conclusion of this study is the modeling learning strategy designed by the Al-Ulum Integrated Islamic Middle School to be superior and integrated characteristics of a junior high school, modeling learning strategies pay attention to the interests of students, the learning outcomes of Islamic religious education taught with modeling learning strategies are higher than those taught with conventional learning strategies.

SCRUTINIZING DIRECTED READING THINKING ACTIVITY (DRTA) STRATEGY ON STUDENTS' READING COMPREHENSION

The aim of this research was to examine the directed reading thinking activity (DRTA) strategy on students’ reading skills. This research was classified as experimental research applying a quasi-experimental design. This study involved 60 students of second-grade students of SMPN 1 Jonggat. The students were divided into two groups, the experimental and control groups. The experimental group was subjected to DRTA strategy, while the control group was treated using the conventional learning strategy. The data were obtained by using a reading test. The data were analyzed using descriptive and inferential statistics. The data were calculated using SPSS 19.0 for Windows. The descriptive statistic was aimed at finding out the students’ mean score, mode, median, and standard deviation. Hence, the inferential statistic was used to test the research hypothesis using the independent sample t-test. The results of the research showed that the DRTA strategy in teaching reading had a more positive effect than the conventional learning strategy. It was proven that the students’ mean score in the experimental class (78.80) was higher than those in the control group (73.73). In addition, the score of 2-tailed (0.032) was lower than the sig. level 0.05. Therefore, the hypothesis was accepted. It means that the directed reading thinking (DRTA) strategy had a significant effect on students’ reading comprehension.

Using a Patch-Wise M-Net Convolutional Neural Network for Tissue Segmentation in Brain MRI Images

Accurate segmentation of brain tissues, such as gray matter (GM), white matter (WM), and cerebrospinal fluid (CSF), in magnetic resonance imaging (MRI) images, is helpful for the diagnosis of neurological disorders, such as schizophrenia, Alzheimer's disease, and dementia. Studies on MRI-based brain segmentation have received significant attention in recent years based on the non-invasive imaging and good soft-tissue contrast provided by MRI. A number of studies have used conventional machine learning strategies, as well as convolutional neural network approaches. In this paper, we propose a patch-wise M-net architecture for the automatic segmentation of brain MRI images. In the proposed brain segmentation method, slices from a brain MRI scan are divided into non-overlapping patches, which are then fed into an M-net model with corresponding ground-truth patches to train the network, which is composed of two encoder-decoder processes. Dilated convolutional kernels with different sizes are used in the encoder and decoder modules to derive abundant semantic features from brain MRI scans. The proposed patch-wise M-net overcomes the drawbacks of conventional methods and provides greater retention of fine details. The proposed M-net model was trained and tested on the open-access series of imaging studies dataset. The performance was measured quantitatively using the Dice similarity coefficient. Experimental results demonstrate that the proposed method achieves average segmentation accuracies of 94.81% for CSF, 95.44% for GM, and 96.33% for WM, meaning it outperforms state-of-the-art methods.