Development Of Learning Strategies Research Articles

PENGEMBANGAN BAHAN AJAR IPS TERPADU BERKARAKTER SMP KELAS VII SEMESTER I

The use of instructional materials in the learning process in the classroom is paramount for teaching materials is one of the factors that affect the improvement of the quality of learning. Similarly, in the study of Social Sciences (IPS) in the Junior High School (SMP) has some problems, such as: its not integrated teaching materials or teaching social studies mostly still carried out separately. Research aims: (1) describe the product development process of teaching materials such as books of Social Sciences (IPS) integrated characterless, (2) describe the use of an integrated social studies teaching material characterless. Models development of teaching materials using the model of Dick and Carey (1994), while the steps are: (1) set a goal of learning, (2) analysis of learning, (3) identify the child's abilities and characteristics of students, (4) formulate specific goals, (5) developing test items, (6) develop learning strategies, (7) develop and choose the subject matter, (8) to design and conduct formative evaluation, (9) revise the learning. The average acquisition individual trials on the effectiveness of instructional materials is 79%, a small group test the effectiveness of teaching materials is 84.2%. Student pretest value reached 52.5% at the posttest value of 100% or the overall student has achieved the minimum completeness criteria (KKM). While to a large group of placement test, which means 80% proven effective teaching materials. Assessment of two (2) social studies teachers to gain teaching materials with an average value of 87%, as well as to aspects of the content material is very good quality is obtained with a percentage of 86% and design aspects with the percentage 76%. Based on the results of product testing can be concluded that the development of teaching materials based IPS Integrated Character Education classes VII Semester is fit for use and has a level of effectiveness and attractiveness, these teaching materials students can use independently. Keyword: Teaching Material, Integrated Social Science Characterless

TECHNOLOGY EDUCATION AND INNOVATION OF CHAT GPT AND AI AT SMPS RK DELI MURNI BANDAR BARU MIDDLE SCHOOL STUDENTS

Education in the Industrial Revolution 4.0 era demands innovation in the application of technology to improve the quality of learning. One increasingly popular innovation is the use of Chat GTP (Generative Pre-trained Transformer) and artificial intelligence (AI) in the educational context. This research aims to investigate the impact of implementing Chat GTP and AI in learning for students at SMPS RK Deli Murni Bandar Baru, North Sumatra in the era of the Industrial Revolution 4.0. The research method used is a case study involving junior high school students as research subjects. Data was collected through observation, interviews and questionnaires to evaluate students' perceptions and performance in using Chat GTP and AI in the learning process. Apart from that, data is also analyzed to identify the benefits, challenges and opportunities of implementing this technology. The research results show that the application of Chat GTP and AI in learning can increase learning interest, student involvement, and understanding of technology concepts. Students also show a positive response to the use of this technology in the learning process. However, some challenges such as technology accessibility and anxiety regarding changing teacher roles still need to be addressed. These findings provide an important contribution in developing learning strategies that are more innovative and responsive to the demands of the Industrial Revolution 4.0 era. The practical implication of this research is the need for a holistic approach to integrating technology into the curriculum, as well as adequate training for educators to utilize the potential of Chat GTP and AI technology effectively in the learning process.

Augmented reality in influencing interest in learning mathematics

Learning using technology can grow students' interest, one of which is augmented reality, which can attract students' interest in learning mathematics. This research explores AR forms and responses to students' interest in learning mathematics after using AR. The research method used is a systematic literature review. For this research, a synthesis of relevant studies was created through the PoP (Publish or Perish) application by searching for articles using Google Scholar. Based on the selection results obtained, 740 articles. Ten duplicate articles were found, 143 articles that did not contain any keywords, 561 articles that did not meet the researcher's criteria, and seven articles that did not answer the researcher's question, resulting in 19 basic studies published between 2013 and 2023. The research results provide information that there are forms of AR that can influence interest. Students learn mathematics, namely AR learning media in AR playing cards, 3-dimensional AR, AR text-to-speech applications, AR building space, learning media with magic books, AR and Flash Card applications, and other Android-based AR applications. Augmented Reality (AR) has a very positive impact on students learning mathematics. Thus, educators may consider additional training in the use of AR technology and develop learning strategies that include elements of AR to support the achievement of student mathematical learning objectives effectively.

YouTube Media on Arabic Language Acquisition Early Childhood 4 Years Old

The purpose of this study is to describe the second language acquisition of a child case study conducted through YouTube social media. Children who have not mastered the language can use YouTube media. This research uses qualitative and descriptive methodology. This study concentrates on basic vocabulary, namely nouns or animal names, as well as basic numeralia, namely numbers 1 to 10. The results of this study show that YouTube has a relevant impact on children's second language acquisition. Nonetheless, YouTube media does not absolutely depict the role of humans in language education and learning. The implications of this research can lead to the development of more innovative and effective learning methods to support Arabic language acquisition in early childhood. The utilization of YouTube media can be an inspiration to develop learning strategies that are more interesting and in accordance with the characteristics of child development

ENHANCING ANIMATION LEARNING THROUGH INTEGRATION OF SELF-DIRECTED APPROACH IN INDONESIAN VOCATIONAL SCHOOLS

This study aims to combine self-directed learning approaches that use four stages with learning that uses animated content in vocational schools in Indonesia. This study seeks to disseminate this approach's effectiveness in improving students' understanding and skills in the context of learning animation. The research methodology involved a quasi-experimental design with an experimental and control group totaling 83 students. The experimental group will receive learning with a self-directed learning approach structured in 4 stages, where students have more control over their learning process. Meanwhile, the control group will receive more conventional learning focusing on animation learning. Data was collected through understanding tests and practical assessments before and after the learning intervention. This test measures students' understanding of animation concepts and ability to apply relevant skills. Data analysis will be performed using appropriate statistical tests, such as paired t-tests. In addition, descriptive analysis will describe student understanding and skills changes in more detail. The results of this study show an increase of 43% in the learning process. This proves the potential of the self-directed learning approach in enriching animation learning in vocational schools. The practical implications of these findings can help teachers and educational institutions develop learning strategies that are more effective and responsive to the needs of students in today's digital era.

Fostering Islamic Personality Students through The Role of Islamic Religious Education Teachers

This article aims to describe the role of Islamic education teachers in shaping students' Islamic personality character. What is the role of Islamic education teachers in collaborating with Islamic education methods? How do Islamic Education teachers foster students in everyday life? How do teachers develop learning strategies in the Industrial Revolution era? This article uses literature study research, which collects sources from books and scientific articles. The findings in this paper are that teachers, in developing children's character, must be consistent with the principles of the teaching profession. Teachers have a dual role as motivators, collaborators, mentors, role models, and educators. The role serves to improve not only students' intelligence but also Islamic values. This role of teacher is also called scientific integration, namely balancing science education with cultural and Islamic values.

Pre-service Teachers’ Motivations to Participate in the Near-Peer Mentoring Program

Recent research indicates that college students experienced increased stress and academic anxiety during the Covid-19 era. Near-peer mentoring is a program that pairs students in different grade levels with the goal of enhancing their academic, emotional, and social development. This study uses the Expectancy-Value Theory to examine the motivation of pre-service science teachers to participate as mentors in the near-peer mentoring program, and the costs they attach to participating in the program. The qualitative research was conducted with a total of twelve pre-service science teachers. Data were collected through individual interviews during the spring semester of 2021. Results revealed that participants found the program useful, benefited from this program in terms of social/emotional support and academic career, and stated that it would be more beneficial if the content of the program were improved. The participants’ motivation to participate in the near-peer mentoring program were categorized into seven, from the most beneficial to the least, as follows: (1) developing learning strategies, (2) career planning, (3) access to university services, (4) communication, (5) sense of belonging, (6) academic development, and (7) support in registration and course selection. This research carries notable importance as it can strengthen the sense of community among pre-service teachers. This study is likely to provide an opportunity for the design of near-peer mentoring programs in universities and the development of content in accordance with the findings. Furthermore, the insights derived from this study can be crucial in designing and implementing effective near-peer mentoring programs at tertiary education levels, promising mutual benefits for both the mentor and the mentees.

Challenges of Online Teaching in Rural Area: What Have They Learned for Teacher Development?

This study explored the perceived challenges of online learning encountered by teachers in rural areas. The students and teachers in rural areas often need more facilities and expertise to implement online education. This research's primary purpose is to examine the teacher's challenges and the impact of online learning on teachers' development in rural areas. Qualitative descriptive research is used as a research design to explore phenomena. Data were collected through interviews and participant observation and then analyzed using the data analysis thematic analysis (Creswell Poth, 2018). The findings show that the teachers used technology to ensure the continuity of online learning. However, inadequate infrastructures, internet connections, and poor digital skills become the central problems in online learning. Thus, all stakeholders, such as teachers, students, parents, and the government, must adopt technology and improve their digital skills. Moreover, for the development of teachers, workshops, webinars, and so on are needed to facilitate, increase and enable teachers to make competent use of online learning as the teachers develop learning strategies in online education during Covid-19 and beyond. Keywords: Teacher professional development, online learning, teacher development

ANALYSIS OF MATHEMATICAL CONNECTION ABILITY IN SOLVING HOTS QUESTIONS ON ARITHMETIC SEQUENCE

Mathematical connection ability needs to be analyzed so that teachers can get an overview of students' mathematical connection abilities and develop learning strategies to improve students' mathematical connection abilities. This study explores the mathematical connection abilities of class XI MAN 2 Kota Palu students in solving HOTS arithmetic sequence problems. The type of research is qualitative and uses student interview results as data. The results of this research show that mathematical connections high-ability students demonstrate strong connections between arithmetic series and algebra, exponents, and roots, and apply these concepts in real-life and economic contexts. Moderately skilled students link arithmetic sequences to algebra but struggle with economic connections. Low-ability students face challenges linking mathematical concepts, applying arithmetic series to daily life, and connecting it with economics. Understanding these abilities helps teachers tailor strategies to enhance students' mathematical connections, aiding their problem-solving skills.

Process of IPS Learning Activities in State Primary Schools Asahan District

The process of social studies learning activities in elementary schools is a learning activity that provides knowledge and develops students' skills in social studies learning and can overcome problems that exist in community life. The learning activities that teachers must carry out must include models, approaches, methods, strategies and techniques as well as tactics in learning. The aim of this research is to find out how the process of social studies learning activities in Asahan Regency Public Elementary Schools is. The method used in this research is a qualitative method with research instruments and interviews. The results of this research indicate that the process of social studies learning activities in state elementary schools involves several aspects of how educators convey social studies knowledge to students, including preparing learning implementation plans (RPP), developing learning strategies and methods according to the material and students' needs as well as assessment tools. social studies subject student learning outcomes. Teachers also need to provide learning resources that are interesting and appropriate to students' needs, such as LKPD and teaching aids, as well as guiding and directing students. Apart from that, implementing cooperative learning can also be an effective method in learning social studies in Asahan district public elementary schools.

K-Means Classification Analysis of Concept Understanding and Self-efficacy: Exploring the Relationship in an Educational Context

Concept understanding and self-efficacy are two important aspects of mathematics learning that are interrelated. However, there is still debate about the relationship between these two aspects in the context of mathematics learning. Therefore, this study was conducted to analyze the classification of concept understanding and self-efficacy using K-means clustering with a sample of grade VIII students from three selected schools in Wolowaru District and Kelimutu District, Ende Regency, NTT. Data were collected through concept understanding test and self-efficacy questionnaire. The results showed that students' concept understanding and self-efficacy belonged to the medium and low classes. However, there was a practically insignificant correlation between the two aspects. The implication is the importance of developing learning strategies that can improve students' concept understanding and self-efficacy in the context of mathematics education.

The Effect of Digital Game-Based Learning on Motivation for EFL

This paper elaborates the meaningful appearance and educational development of digital game-based learning and summarizes how digital game-based learning assists with learning strategies for English as a Foreign Language (EFL). Previous research highlights the importance of applications of digital games in classrooms and emphasize its essential functions for developing learning strategies. It is pointed out that digital game-based learning has its potential for young generations to improve their English learning and produce the further educational methods. Digital game-based learning is regarded as an instrumental and motivational subsystem to provide interactive learning contexts, increase learner’s satisfactions and promote English proficiency if it can be utilized in an appropriate way. Based on its benefits, learner’s attitudes to digital games cannot be ignored, and there shall be enough instructions and regulations of applying digital game-based learning. This paper concludes that digital game-based learning is expected to be more efficient to promote language competence and be more motivating for language acquisition.

Kuliner Gudeg sebagai Bahan Ajar Bahasa Indonesia bagi Penutur Asing dalam Mendukung Internasionalisasi Bahasa Indonesia

This research explores the culinary potential of "Gudeg" as a teaching material for Indonesian for Speakers of Other Languages (BIPA) with a focus on supporting the internationalization of Indonesian. Gudeg, a traditional dish from Yogyakarta, is not only a delicacy, but also a means to deepen language and cultural learning experiences. Through qualitative analysis, this study reveals that the integration of Gudeg in the BIPA curriculum can increase participant engagement, deepen understanding of the cultural context, and stimulate interest in the Indonesian language. The results show that culinary elements are not only a source of deliciousness, but also an effective bridge between language and culture. This research contributes to the development of the BIPA curriculum by providing creative and engaging learning approaches. The findings can serve as a guideline for BIPA teachers, educational institutions, and related parties to develop learning strategies that are in line with the trend of internationalization of Indonesian. Gudeg, apart from being a typical dish, emerges as a profound and relevant learning tool, strengthening the role of BIPA programs in supporting the internationalization of Indonesian.

Supervision in psychodrama as a group psychotherapeutic intervention

The study carried out by us foresees the analysis of specialized literature and the realization of a meta-analysis regarding the defi nition of supervision, the detection of the models of approach to supervision that contribute to the identifi cation of how psychodrama is suitable for use in the supervision of psychotherapists. The case study in the paper refl ects the unfolding of the psychodramatic technique "The cultural atom" which is carried out with the students in a psychodrama group. The psychodrama group is made up of 9 learners with an average age of 40.6 years and work experience as a clinical psychologist and psychologist of m=19 years. The article’s conclusions emphasize the contribution of psychodrama techniques to the knowledge and values that form professional competence and develop learning strategies and assessment procedures to meet the criteria-based competence standards required for supervision.

Pengaruh Gaya Kepemimpinan Kepala Sekolah, Budaya Organisasi terhadap Kinerja Guru Gugus VI Sekolah Dasar Negeri Lampanah

The principal is the highest leader in a school institution who has an important role in improving teacher performance in his school. For maximum teacher performance, teachers maintain self-discipline, teachers prepare new learning tools and high teacher creativity in developing learning strategies. This study aims to determine the influence of the principal's democratic leadership style and organizational culture on teacher performance at SDN Cluster VI Lampanah. The approach used is quantitative research with a type of research (causal study) that examines the causal relationship (cause-effect) influence between variables through testing hypotheses that have been formulated. The study population was all principals and teachers of Cluster VI SD Negeri Lampanah using sampling techniques (saturated sampling). The sample of this study amounted to 34 respondents, namely 3 principals and 31 teachers. Hypothesis testing uses a calculation process with a simple regression analysis approach and multiple regression with the help of the SPSS program. The results showed that the principal's democratic leadership style had a significant influence on teacher performance with a contribution of 39.9%, organizational culture had a significant influence on teacher performance with a contribution of 27.1%, and the principal's leadership style and organizational culture together had a significant influence on teacher performance with a contribution of 72.3%.

Analisis Kemampuan Visual-Spasial Dalam Menyelesaikan Masalah Geometri Ditinjau Dari Gaya Belajar Siswa Kelas X SMK Yadika 8 Jati Mulya

Based on preliminary study data at Yadika 8 Jatimulya Vocational School, it was found that mathematics scores, especially in understanding and solving geometric problems, were still low. This information was obtained through documentation studies and interviews with mathematics teachers in class X majoring in AKL-1, who revealed students' difficulties in understanding and solving geometry problems. Even after the material and examples have been taught, students still experience difficulties when faced with new questions with changes in numbers and question patterns. Their ability to analyze story problems and picture questions and relate them to objects around them is also relatively low. In response to these findings, this research aims to describe the spatial abilities of students who have visual, auditory and kinesthetic learning styles. This research is entitled "Analysis of Spatial Visual Ability in Solving Geometry Problems in View of the Learning Style of Class X Students of Vocational School Yadika 8 Jatimulya" and applies descriptive research methods with a qualitative approach. Research subjects were selected using a purposive sampling technique, namely with certain considerations after giving a learning style questionnaire to all class X students at SMK Yadika 8 Jatimulya. One class was selected that had students with three different learning styles: visual, auditory, or kinesthetic. Next, students were given a written test on flat-sided spatial figures to measure their spatial abilities, and unstructured interviews were used as a data collection method. The results showed variations in students' visual spatial abilities based on their learning styles. Students with a visual learning style have good abilities in imagination, concepts, problem solving, and searching for visual patterns. Students with an auditory learning style have good abilities in concepts and problem solving, although their imagination is less strong. Students with a kinesthetic learning style seem to face difficulties in all aspects of visual-spatial abilities. In addition, the test results show that the majority of students have a moderate level of visual spatial ability. They are able to understand geometric concepts and apply them well, but there are some students who show low visual spatial abilities that require further attention. The research results also revealed a correlation between students' learning styles and their visual spatial abilities. Students with a visual learning style tend to have higher visual-spatial abilities than students with an auditory or kinesthetic learning style. This highlights the importance of understanding students' learning styles in designing effective learning strategies. Overall, this research emphasizes the importance of visual spatial abilities in solving geometric problems and the influence of students' learning styles on these abilities. This has important implications in developing learning strategies that suit individual student learning styles, especially in the context of learning geometry at SMK Yadika 8 Jati Mulya. Teachers can utilize the results of this research to design more effective learning approaches and increase the potential of each student.

Analisis Kesulitan Pembelajaran Berdiferensiasi pada Materi Bagian Tubuh Tumbuhan di Sekolah Dasar

This research aims to determine differentiated learning difficulties among primary school students. This condition is caused by teachers and students having difficulty implementing differentiated learning. This research design uses qualitative research. The research subjects were 24 students of class IV of SDN 3 Menganti. Data collection uses observation and interviews. Data analysis uses data reduction, data presentation and conclusion. Test data validity using technical triangulation and source triangulation. The results of this research show that teachers find it difficult to bring together the abilities and learning styles of each student and that the time, facilities and materials that teachers need to prepare are limited. The problems are also found among the students themselves, particularly due to internal and external factors. By preparing learning plans, developing learning strategies, learning materials, and performing cognitive diagnostic assessments that aim to maximize time allocation during the learning process

Implementasi Model Pembelajaran Means Ends Analysis (MEA) pada Pembelajaran Matematika

The purpose of this study was to describe plans, implementation, constraints and solutions, as well as the results of implementing the MEA learning model on mixed arithmetic problem solving materials with integers. The research was conducted with a qualitative approach. Research data were collected through interviews, observation, and documentation studies. The data analysis technique uses descriptive analysis with the steps: data collection, data reduction, data display, verification and confirmation of conclusions (Conclusion Drawing and Verification). The results of the study concluded that teacher preparation carried out by teachers in implementing MEA learning was: (1) preparing lesson plans, (2) preparing learning materials according to core competencies, basic competencies and learning objectives, (3) preparing learning media according to the MEA learning model in the form of interactive powerpoints and learning materials to be studied, (4) developing learning strategies and steps, (5) compiling assessment instruments accompanied by answer sheets and assessment criteria. The stages of implementing the MEA model learning are: (1) preliminary activities, (2) core activities, (3) closing, and (4) assessment of learning outcomes. The internal obstacles to MEA learning are: (1) students' difficulties in completing and solving math problems, (2) students' lack of enjoyment in learning material, (3) students with low math mastery tend to be passive, (4) the process of compiling math problem solving questions requires thinking mature and long process, (5) difficulty expressing math problems to students. External constraints: (1) Limited time and space for interaction between teachers and students due to the COVID-19 pandemic so that learning is less effective, (2) patterns of learning mathematics that are abstract in nature that have not been supported by concrete learning media cause the completion of problem solving questions to be less understandable by learners.

Implementation of Pedagogy and Andragogy in Training Strategies to Enhance Vocational High School Teachers' Competence

This study aims to analyze the implementation of pedagogy and andragogy in training strategies to improve the competence of vocational/vocational teacher teachers. The method used in this study is a qualitative descriptive method with a case study approach. Data was collected through interviews, observation, and document study. The study results show that implementing pedagogy and andragogy in training strategies can improve the competence of vocational/vocational teacher teachers. Pedagogy is used for training novice teachers and andragogy is used for training experienced teachers. The training strategies carried out include: (1) developing curriculum, (2) developing training materials, (3) using information and communication technology, (4) developing learning strategies, and (5) evaluating and assessing training results. This is contained in several sections that are published, namely, implementation, strategy, inhibiting factors, and benefits of training.

Identification of Student Learning Style Preference Profiles in Hybrid Learning Settings: An Essential Consideration for Developing Learning Strategies

After Covid-19, several educational institutions have adopted the hybrid learning system. The transition of learning systems from face-to-face to hybrid settings presents obstacles and challenges that require adaptive solutions. The compatibility between hybrid learning systems and student learning style preferences is an issue that needs to be studied in more depth. Students have their preferred way when it comes to learning. They prefer to learn through visual (V), aural (A), read-write (R), or kinesthetic (K). Depending on their learning styles, student adaptation may have been challenging. In this regard, a study was designed to identify the learning style preferences among students. The VARK questionnaire is one of the most widely used diagnostic tools, allowing teachers to understand students' learning preferences and develop innovative learning practices. A quantitative cross-sectional design was conducted among students (n=486) in Univeristy X using the VARK questionnaire. Student learning style preferences were identified using latent profile analysis. Our findings suggest that most students were identified as having multiple learning modalities, while the rest had a single learning modality. Prevalence of kinesthetic and aural learning styles preference highest among students, followed by visual and read-write learning styles. Understanding how students retain the knowledge imparted to them is essential for lecturers to develop innovative and adaptive strategies.