Differences In Learning Strategies Research Articles

Gender differences in learning and study strategies impact medical students’ preclinical and USMLE step 1 examination performance

BackgroundEvaluation of students’ learning strategies can enhance academic support. Few studies have investigated differences in learning strategies between male and female students as well as their impact on United States Medical Licensing Examination® (USMLE) Step 1 and preclinical performance.MethodsThe Learning and Study Strategies Inventory (LASSI) was administered to the classes of 2019–2024 (female (n = 350) and male (n = 262)). Students’ performance on preclinical first-year (M1) courses, preclinical second-year (M2) courses, and USMLE Step 1 was recorded. An independent t-test evaluated differences between females and males on each LASSI scale. A Pearson product moment correlation determined which LASSI scales correlated with preclinical performance and USMLE Step 1 examinations.ResultsOf the 10 LASSI scales, Anxiety, Attention, Information Processing, Selecting Main Idea, Test Strategies and Using Academic Resources showed significant differences between genders. Females reported higher levels of Anxiety (p < 0.001), which significantly influenced their performance. While males and females scored similarly in Concentration, Motivation, and Time Management, these scales were significant predictors of performance variation in females. Test Strategies was the largest contributor to performance variation for all students, regardless of gender.ConclusionGender differences in learning influence performance on STEP1. Consideration of this study’s results will allow for targeted interventions for academic success.

Investigating Kurdish EFL Learners' Perceptions of Cognitive Grammar Learning Strategies

English has become the language of science and technology, trade, instruction, politics, and tourism. A person who knows this language may have the opportunity for many jobs. Thus, it is crucial to motivate students to acquire this language in a suitable manner. This study aimed to investigate the strategies for learning English as a foreign language and learning grammar in particular. The aim was to update and adopt new strategies for learning English as a foreign language. The current study attempted at finding out why some Kurdish students make grammatical mistakes and errors despite the fact that they study English for a reasonable number of years. It investigated the perceptions of Kurdish learners of English as a foreign language in using grammar learning strategies with the variables of: gender, proficiency level, in public and private universities. It was conducted at three universities: Dohuk, Newroz, and Jihan. The population covered about 125 teachers and learners. This study used a mixed method: it utilized questionnaire and interviews as instruments and two different levels of proficiency were chosen: second- and fourth-year learners. The questionnaire included 100 learners of English as a foreign language. The interviews included 25 teachers and learners of English from public and private universities in Duhok city. The data analysis revealed that Kurdish English language learners use a number of strategies in learning and also in using grammatical structures. However, Kurdish English foreign language learners believed that strategies of grammar learning are important in the process of language learning. The findings showed differences in learning strategies between proficiency-levels, but no significant difference in terms of gender. The study ended up that grammar learning strategies have a significant effect in the spoken and written performance of learner.

The Case for Cognitive and Non-Cognitive Learning Strategies: Perspective of Marginalized Pakistani University Students

The study explored the differences in preferred learning strategies according to students’ academic achievement, age, area, and gender among the university students that were enrolled in various departments of the University of Loralai, Balochistan. We used the survey descriptive quantitative method of research to carry on with this study. Descriptive (mean &amp; SD) and inferential statistics (t-test &amp; one-way ANOVA) were used to determine the differences in the learning strategies as per academic achievement, area, age, and gender of the said University students. The convenience type of sample (N = 396) consisted of students (M= 237, F= 159) from various departments of the University of Loralai, Balochistan. A reliable measure of 17 items spread on 3 factors was used to collect data. The construct validity of the measure, which was obtained by EFA &amp; CFA, was considered from the prior research led in Spain and KSA. The current research revealed the results that all learning strategies were used but among these, the ESS (emotional social support) learning strategy was the most favored one while the MLS (micro learning strategy) was the least favored one. Males and females were found to have significant differences in using the overall learning strategies. Age groups were also found to have significant differences in using the KMMC strategy, ESS strategy, and overall LS. Based on these findings, limitations, and recommendations were enlisted for future studies.

Student Perception on Data-Driven Learning

With the boosting of information technologies, language instructors and subject teachers have been provided with new opportunities in designing teaching materials and methods. Electronic corpora and available software solutions also provide easier access to professional material, both for teachers and their students. We, therefore, sought to explore the possibilities to utilize contemporary corpus linguistics methods in teaching technical vocabulary. Specifically, we conducted research with Marine Engineering students at the Faculty of Maritime Studies Kotor, University of Montenegro, during one academic semester. The method applied was the so-called Data-Driven Learning (DDL), which anticipates the student’s exposure to authentic professional material. In our specific case, it included an electronic corpus comprised of marine engineering instruction books on main engines made available to the students through the distance-learning Moodle platform. By the end of the experimental semester of teaching/learning technical vocabulary through homework assignments related to marine engineering instruction books and manuals, we conducted a semi-structured interview with the students in order to provide their feedback, impressions and suggestions. The obtained and processed data show their positive responses to corpus linguistics methods, especially towards professional material they will need to rely on during their future careers. The DDL method also proved to promote the students’ autonomy and help in overcoming differences in learning strategies, which recommends it as a solid foundation for the life-learning process of the seafarers-to-be.

Learning by Heart or with Heart: Brain Asymmetry Reflects Pedagogical Practices.

Brain hemispheres develop rather symmetrically, except in the case of pathology or intense training. As school experience is a form of training, the current study tested the influence of pedagogy on morphological development through the cortical thickness (CTh) asymmetry index (AI). First, we compared the CTh AI of 111 students aged 4 to 18 with 77 adults aged > 20. Second, we investigated the CTh AI of the students as a function of schooling background (Montessori or traditional). At the whole-brain level, CTh AI was not different between the adult and student groups, even when controlling for age. However, pedagogical experience was found to impact CTh AI in the temporal lobe, within the parahippocampal (PHC) region. The PHC region has a functional lateralization, with the right PHC region having a stronger involvement in spatiotemporal context encoding, while the left PHC region is involved in semantic encoding. We observed CTh asymmetry toward the left PHC region for participants enrolled in Montessori schools and toward the right for participants enrolled in traditional schools. As these participants were matched on age, intelligence, home-life and socioeconomic conditions, we interpret this effect found in memory-related brain regions to reflect differences in learning strategies. Pedagogy modulates how new concepts are encoded, with possible long-term effects on knowledge transfer.

Using Dancesport as an Educational Resource for Improving Institutionalized Children's Learning Strategies.

Specialized studies mention that extracurricular activities (including dance) contribute to the stimulation of multiple intelligences, on whose development the educational process and academic success depend. The aims of the study were to investigate the benefits of dancesport for the development of institutionalized children's learning strategies, and to examine gender-dependent differences in learning strategies, as well as to formulate possible recommendations regarding the practice of dance at the age of preadolescence, from the perspective of school success vectors. Through the School Motivation and Learning Strategies Inventory (SMALSI), we could observe the changes produced in children from the initial phase to the final assessment at the end of a dancesport program. The intervention took place over a period of six months with a frequency of two lessons per week, with each lesson lasting 60 min, and aimed to increase school motivation and performance, considering the learning strategies used by institutionalized children. Thirty institutionalized children, aged 11-12 years old, participated in the research, during which they did not engage in other extracurricular physical activities. The preadolescents were assessed using the School Motivation and Learning Strategies Inventory (SMALSI). This self-report rating scale measures nine areas associated with learning strategies, six of which focus on student strengths (study strategies, note-taking/listening skills, reading/comprehension strategies, writing/research skills, test-taking strategies, and time management/organization techniques), and three are aimed at student liabilities (low academic motivation, test anxiety, and concentration/attention difficulties). The results show that the biggest improvements in the case of institutionalized children were recorded for study strategies, effectiveness of test-taking strategies, and concentration difficulties. Girls registered significantly better results than boys only in the case of study strategies and for writing/research skills (Mann-Whitney test was used). The study demonstrates the benefits of dancesport practice for the development of institutionalized children's learning strategies, creating a foundation for the improvement of their academic performance and school integration. At the end of the dance program, significant improvements in academic interest were observed due to the testing strategies used. Better results were also obtained for the scales of anxiety and difficulty concentrating during tests, where average scores decreased significantly.

An analysis of the effectiveness of self-regulated learning program in the area of science and technology learning area for sixth-graders primary school students

&lt;p&gt;自主學習是可以被教導與學習的關鍵技能。本研究旨在採取「不等組前後測設計」的準實驗研究法及深度訪談，來評析國小六年級學生自然與生活科技領域自主學習方案。實驗結果、師生家長訪談均顯示：學生接受自主學習的方案實驗後，學習動機、自主共好等自主領域具顯著成長，學習策略則無顯著差異；實驗結果、師生家長的共同發現為自我效能、學習價值感、共好改善等三項自主行為具顯著成長，其餘六項自主行為的發現則有所差異。實驗組學生經方案實驗處理後，其在自然與生活科技領域的期末評量成績未顯著優於對照組，然師生家長均反應其能實踐自主學習。&lt;/p&gt; &lt;p&gt;&amp;nbsp;&lt;/p&gt;&lt;p&gt;Self-regulated learning is a key skill that can be taught and learned. This paper mainly uses the nonequivalent pretest-posttest quasi-experimental design, and in-depth interviews to evaluate the self-regulated learning program in the area of science and technology for sixth-grade students of primary school. The results of the experiment, as well as the results of interviews with teachers, students, and parents, show that: after students have undergone the experiment of self-regulated learning programs, there has been significant growth in self-regulated learning fields such as learning motivation and the autonomous common good, while there are no significant differences in learning strategies; moreover, it is also found that the autonomous behavior of self-efficacy, learning value and common good improvement items has significant growth, and the other six items are different. There are some differences in the discovery of autonomous behavior. After the experimental process of this program, the final evaluation scores of students in the experimental group are not significantly better than those in the control group in the area of science and technology. However, the parents of the students and teachers all reflect that students can practice self-regulated learning.&lt;/p&gt; &lt;p&gt;&amp;nbsp;&lt;/p&gt;

English Needs Assessment Survey for International Students of Technology at the Budapest University of Technology and Economics in Hungary

Regular language instruction informed by needs assessment has been a widespread phenomenon in Teaching English as a Foreign language (EFL). In higher education (HE) institutions teaching English for Academic Purposes (EAP) based on research has also been a widely accepted trend. Nowadays the increasing number of international students in the Hungarian HE scenario has prompted faculties to support the development of students' language skills systematically. As one such institution, the Centre for Modern Languages (CML) at the Budapest University of Technology and Economics (BME) designed a questionnaire survey systematically to research the language needs of its international students of technology after having come across some anecdotal mismatches across faculties in the perception of the students' level of knowledge. International students of technology, their EFL teachers and their subject matter instructors were surveyed on how important they think certain language skills are for the students to succeed in the academic scenario. The results show that skills such as identifying main points in texts, summarising information in speech and in writing, or asking for clarification - all of pertain to the recognition or formation of structural elements in written and spoken texts - are seen as most important by the stakeholders. The results now inform the refreshment of course design and materials development at CML. Limitations are discussed together with future research recommendations, such as the need to thoroughly investigate non-linguistic issues influencing learning achievements, which may include cultural differences in learning strategies or learner-teacher expectations.

Adapting the Motivated Strategies for Learning Questionnaire to the Japanese Problem-Based Learning Context: A Validation Study.

The COVID-19 pandemic has greatly changed medical education, and medical trainees' self-regulation has become more emphasized. In Japan, the concept of self-regulated learning has not been fully applied in health profession education due to a lack of effective measurement tools. We aimed to validate the translated Japanese version of the Motivated Strategies for Learning Questionnaire in the context of Problem-Based Learning (J-MSLQ-PBL). The questionnaire employs a seven-point Likert-type scale with 81 items and is categorized into two sections: motivation and learning strategies. An exploratory factor analysis (EFA) was conducted by using Promax rotation to examine the factor structure of the scale, using the collected data from 112 Japanese medical students. Factor extraction was based on a scree plot investigation, and an item was accepted when the factor loading was ≥0.40. In the motivation section, the extracted factors from the EFA were well aligned with the subscales of the original MSLQ, including "Self-Efficacy for Learning and Performance", "Task Value", "Self-Efficacy for Learning and Performance", "Test Anxiety", "Extrinsic Goal Orientation", and "Intrinsic Goal Orientation". In the learning strategies, the extracted factors poorly matched the structure of the original subscales. This discrepancy could be explained by insufficient translation, the limited sample size from a single medical school, or cross-cultural differences in learning strategies between Western and Japanese medical students. Only the motivation part of the J-MSLQ-PBL should be implemented to measure the competency elements of self-regulated learning in Japan.

How to teach a blind person to hear colours? Multi-method training for a colour-to-sound sensory substitution device – design and evaluation

Sensory substitution is thought to be a promising non-invasive assistive technology for people with complete loss of sight because it provides inaccessible visual information via a preserved modality. However, Sensory Substitution Devices (SSDs) are still rarely used by visually impaired persons, possibly due to a lack of structured and supervised training that could be offered alongside these devices. Here, we developed and evaluated a training program that supports the usage of a recently developed colour-to-sound SSD – the Colorophone. Following our recently proposed theoretical model of SSD development, we propose that this training should help people with complete loss of sight to learn how to efficiently use the device by developing relationships between the components of the user-environment-technology system. We applied systematic case studies combined with a mixed-method approach to evaluate the efficacy of this SSD training program. Five blind users underwent ca. 22 h of training, divided into four main parts: identification of the users’ individual characteristics and adaptations; sensorimotor training with the device; semi-structured explorations with the device; and evaluation of the training. We demonstrated that this training allows users to successfully acquire a set of skills (i.e., master the sensorimotor contingencies required by the device, develop visual-like perceptual skills, as well as learn about colours) and progress along developmental trajectories (e.g., switch from serial to parallel information processing, recognize more complex colours, increase environment and task complexity). Importantly, we identified individual differences in learning strategies (i.e., sensorimotor vs. metacognitive strategy) that had an impact on the users’ training progress and required the training assistants (TAs) to apply different assistive strategies. Additionally, we described the crucial role of a (non-professional) training assistant in the training progress: this person facilitates the development of relationships between elements of the user-environment-technology system by supporting a metacognitive learning strategy, thereby reducing the risk of abandonment of the SSD. Our study shows the importance for SSD development of well-designed, tailored training, and it provides new insights into the process of SSD-related perceptual learning.

Learning Strategies, Self-Efficacy And Performance Among Students Of College Of Health And Rehabilitation Sciences, Princess Noura Bint Abdulrahman UniversityLearning Strategies, Self-Efficacy And Performance Among Students Of College Of Health And Rehabi

This study aimed to investigate the relationship between learning strategies, self-efficacy, and performance among students of the College of Health and Rehabilitation Sciences. The main objective of this study was to provide the impact of the learning process (rehearsal, elaboration, organisation and critical thinking) concerning self-efficacy and performance of the health sciences students. The sample of this study comprised of (n=147) students enrolled in the final year of BS Program of College of Health and Rehabilitation Sciences, Princess Nourah bint Abdulrahman University. Learning strategies were measured by a subscale of learning strategies, whereas, self-efficacy was measured by general self-efficacy scale. The grade point average of the students served to measure the performance of the students. Previous studies have shown that there is a clear difference in learning strategies on self-efficacy and performance among the students. The current study explored these variables among allied health students involved in practical clinical skills. Results proved the predictive relationship of deep level strategies with self-efficacy (F (3,143) = 5.587, p&lt;.01) and surface-level strategies with performance (F (1,145) = 4.541, p&lt;.03) of the students. The findings could contributeto evaluating the most frequently used learning strategies about self-efficacy and the performance of the students. Effective learning strategies were proposed to enhance the performance of the students.

Differences in Learning and Persistency Characterizing Behavior in Chronic Pain for the Iowa Gambling Task: Web-Based Laboratory-in-the-Field Study.

BackgroundChronic pain is a significant worldwide health problem. It has been reported that people with chronic pain experience decision-making impairments, but these findings have been based on conventional laboratory experiments to date. In such experiments, researchers have extensive control of conditions and can more precisely eliminate potential confounds. In contrast, there is much less known regarding how chronic pain affects decision-making captured via laboratory-in-the-field experiments. Although such settings can introduce more experimental uncertainty, collecting data in more ecologically valid contexts can better characterize the real-world impact of chronic pain.ObjectiveWe aim to quantify decision-making differences between individuals with chronic pain and healthy controls in a laboratory-in-the-field environment by taking advantage of internet technologies and social media.MethodsA cross-sectional design with independent groups was used. A convenience sample of 45 participants was recruited through social media: 20 (44%) participants who self-reported living with chronic pain, and 25 (56%) people with no pain or who were living with pain for <6 months acting as controls. All participants completed a self-report questionnaire assessing their pain experiences and a neuropsychological task measuring their decision-making (ie, the Iowa Gambling Task) in their web browser at a time and location of their choice without supervision.ResultsStandard behavioral analysis revealed no differences in learning strategies between the 2 groups, although qualitative differences could be observed in the learning curves. However, computational modeling revealed that individuals with chronic pain were quicker to update their behavior than healthy controls, which reflected their increased learning rate (95% highest–posterior-density interval [HDI] 0.66-0.99) when fitted to the Values-Plus-Perseverance model. This result was further validated and extended on the Outcome-Representation Learning model as higher differences (95% HDI 0.16-0.47) between the reward and punishment learning rates were observed when fitted to this model, indicating that individuals with chronic pain were more sensitive to rewards. It was also found that they were less persistent in their choices during the Iowa Gambling Task compared with controls, a fact reflected by their decreased outcome perseverance (95% HDI −4.38 to −0.21) when fitted using the Outcome-Representation Learning model. Moreover, correlation analysis revealed that the estimated parameters had predictive value for the self-reported pain experiences, suggesting that the altered cognitive parameters could be potential candidates for inclusion in chronic pain assessments.ConclusionsWe found that individuals with chronic pain were more driven by rewards and less consistent when making decisions in our laboratory-in-the-field experiment. In this case study, it was demonstrated that, compared with standard statistical summaries of behavioral performance, computational approaches offered superior ability to resolve, understand, and explain the differences in decision-making behavior in the context of chronic pain outside the laboratory.

The HEXACO, academic motivation and learning approaches: evidence from a central Asian country

PurposePersonality traits are assumed to influence cognitive processes as well as academic motivation and learning approaches of the students. Based on these assumptions, the present study investigates the association of HEXACO personality traits with academic motivation as well as influence of those traits on students' learning approaches in educational contexts.Design/methodology/approachSelf-reported measures of personality orientation, academic motivation and learning approaches were obtained from 404 respondents in a classroom environment. The SPSS 20 software was used to conduct the correlations and the hierarchical regression analyses. The Eviews 10 software was used to develop the structural equation model to find the inter-relations among the study variables.FindingsThe findings reveal the influence of personality traits on academic motivation and learning approaches of the students. Among different personality traits, consciousness appeared to have highly positive impact on deep learning and intrinsic motivation of the studies. Neuroticism appeared to have most negative impact related to surface learning and amotivation of the learning contents.Research limitations/implicationsThe findings validates the existence of HEXACO personality traits among the students in central Asian context. It future reiterated individual differences in learning strategies and learning motivation among the learners. The results may help academics and policy makers take appropriate measures to increase academic motivation and select appropriate learning approaches.Originality/valueThis is one of the pioneer studies to investigate the relationship between HEXACO personality traits, learning strategies and academic motivation. Validation of the HEXACO framework will help to understand students' personality in a more detailed and elaborative way and will contribute to the existing literature on personality and learning outcomes.

The Relationship Between Language Learning Strategies and Gender in Learning English as a Second or Foreign Language

In Viet Nam and many other nations, people tend to make general assumptions about language learning like that “Females are better at language learning than males”, “Languages are females’ subjects”. Those assumptions have caused a negative impression on males about language learning. As a result, there is a remarkable worldwide inequality in the number of male and female English majors. Are females really superior to males in language learning? Do their different ways in language learning play an important role in their success? If the differences in learning methods are said to be responsible, their learning strategies may account for their different level of success in language learning. Those questions inspired the author to determine whether there are any significant differences in learning strategies due to gender. The paper first synthesized previous research to have an overview of learning strategies males tend to prefer and those that females favour. Then, from the awareness of the differences, some pedagogic implications were raised for English teachers who share the same interest in dealing well with learners of each sex.

WAJAH TK BERBASIS ISLAM: KESIAPAN GURU DALAM MENERAPKAN PEMBELAJARAN STEM

This research was conducted to describe the readiness of Islamic-based kindergarten teachers regarding STEM education. This research uses a qualitative approach. This research used a purposive sampling method to select the participants. The research participant consisted of 11 teachers who came from Islamic-based kindergartens. Participants were involved in semi-structured interviews. The qualitative data were analyzed by inductive content analysis. This case study results reveal knowledge, readiness, learning strategies, media, and challenges faced by teachers. There are differences in learning strategies, methods, and media used in implementing STEM in each Islamic school. The lack of knowledge and the low creativity of teachers is also an obstacle for schools in implementing STEM learning..

Learning Strategies and Motivation in Online Education: A Survey on The Undergraduate Physical Therapy Students

Background: Student motivation is an important determinant of academic performance. Teachers can employ a variety of extrinsic motivators in the usual physical classrooms. However, they have fewer opportunities to keep the students motivated in a virtual learning environment during the COVID-19 pandemic. Intrinsic motivation is a key factor to ensure good academic performance in online education.&#x0D; Objective: To determine the Student motivation and learning strategies in online education among undergraduate physical therapy students.&#x0D; Methods: A cross-sectional survey was conducted on undergraduate physical therapy students from institutes of Islamabad/Rawalpindi. A sample of 305 students was selected using convenience sampling technique. Learning strategies and student motivation were determined using the 44-item Motivated strategies for learning questionnaire (MLSQ).&#x0D; Results: The mean scores for motivation subscales i.e. self-efficacy, Intrinsic value, and test anxiety were 34.65±11.4, 39.83±12.13, and 17.93±5.81 respectively. For the subscales of learning strategies, the average values were 62.28±17.04 and 40.88±10.85 for cognitive strategy use and self-regulation respectively. Statistically significant differences (p-value&lt;0.05) were observed between the motivation level of males and females with males having a higher mean value as compared to females. The Differences in learning strategies were statistically not significant (p-value&gt;0.05) between males and females.&#x0D; Conclusion: Undergraduate physical therapy students show average levels of self-efficacy and intrinsic values in online learning and high levels of test anxiety. Cognitive strategy use and selfregulation were also reported to be high with online learning. Males show higher motivation levels in online education as compared to female undergraduate physical therapy students

ACCOUNTING STUDENTS’ PREFERENCES TOWARDS LEARNING STRATEGIES IN UNIVERSITI MALAYSIA TERENGGANU

Learning preferences among undergraduate accounting students might vary considerably and are still largely unexplored although their findings might be useful for lecturers to improve learning and teaching strategies. Students’ preferences in selecting the appropriate learning strategies can help improve their understanding and lead to improved competency for better academic achievement. This study examined students’ preferences towards learning strategies and the differences in learning strategies among accounting students in Universiti Malaysia Terengganu, between genders. The data were collected using online survey completed by accounting undergraduate students from Year 1 until Year 3 for the academic session 2018/2019. 150 students responded to the online survey, with 32% response rate. Using a revised two-factor version of the Study Process Questionnaire, the survey assessed deep and surface approaches in learning preferred by the students. The results showed that deep learning approach scored a higher mean of 3.36 compared to surface learning and gender was found insignificantly related to the preferred learning approach. This finding suggests that the use of deep approach (for example, active learning or student-centered learning) is to encourage better learning process that would contribute to better academic performance and teaching strategy practices among accounting students.

Two-Year Community: Identifying Differences in Learning Strategies by Demographics and Course Grade in a Community College Context

Two-Year Community: Identifying Differences in Learning Strategies by Demographics and Course Grade in a Community College Context

고등학생의 희망 군집유형별 학습전략의 차이

이 연구의 목적은 Snyder가 제안한 희망 이론에 대한 이론적 이해와 학교 현장에서의 유용성을 확인하는 것이다. 이에 희망 이론이 우리나라 일반고 학생들에게서 나타나는 군집 유형을 탐색하고, 유형 별 학습전략의 차이를 군집분석과 ANOVA를 통해 분석하였다. 연구결과는 다음과 같다. 첫째, 일반고 학 생의 희망 군집은 네 유형으로 나타났다. 둘째, 희망과 학습전략은 정적상관관계를 보였으며, 희망의 두 하위 변인 모두 메타인지와 상관관계가 가장 높았다. 연구 결과를 토대로 희망이론은 프로파일적 접근을 통하여 성취나 적응 등 다양한 심리변인과의 관계구조 연구가 필요함을 제시하였다.

MODEL PEMBELAJARAN TEMATIK INTEGRATIF BERBASIS KURIKULUM 2013 DI MADRASAH IBTIDAIYAH

The 2013 curriculum-based integrative thematic learning model is a learning strategy that involves several subjects into a learning theme that uses an interdisciplinary approach to provide meaningful experiences to students in the learning process. The application of this learning model requires adequate infrastructure and mature teacher understanding concepts. Integration and success in this learning model can be seen from the aspect of understanding of the learning model, aspects of the learning strategy, and aspects of the use of media in learning. Because every teacher has their own characteristics in conveying learning to students, in order to achieve learning objectives. Therefore the writer wants to examine more deeply how the application of the 2013 curriculum-based integrative thematic learning model in MIN Yogyakarta II and MI Ma'had Islamy Kotagede Yogyakarta?. This study aims to determine the mastery of integrative thematic learning models, the strategies applied and the media used by teachers in the application of integrative thematic learning models. This research is categorized in the type of field research (Field Research) which is descriptive with qualitative research methods using theories about integrative thematic learning models then proceed to drawing conclusions. The results showed that in general these two institutions had applied the integrative thematic learning model well. The teacher's mastery of the learning model and the methods used by the teacher in linking learning material are already good so that learning becomes a unified and meaningful whole for students. Then the strategies used by the teacher in planning learning activities, preliminary activities, core activities and closing activities are quite diverse and adjusted to the needs and interests of students. The media used have their respective characteristics and are always adapted to the learning material to be taught. Although they have differences in learning strategies and the media used in teaching, however, they have the same goal of achieving success in teaching so that the expected goals can be achieved and provide meaningful experiences to students.