Direct Learning Strategies Research Articles

The Qur'an Learning Strategy in Raudhatul Jannah Majelis Taklim, Kapuk, West Jakarta

Majelis Taklim is a non-formal Islamic educational institution. The primary focus of study in Majelis Taklim is the learning of the Qur’an. Therefore, it is essential to understand effective Qur’anic learning strategies used in Majelis Taklim. This research aims to identify Qur’anic learning strategies. The study employs a descriptive qualitative method with purposive sampling data collection techniques. The subject of this research is the Raudhatul Jannah Majelis Taklim in Cengkareng, Kapuk, West Jakarta. The research instruments used include observation and interviews. The data were analyzed using the interactive model of Miles and Huberman, along with the Kaif learning strategy. The findings reveal that MT RJ employs direct learning strategies in Qur’anic instruction. Qur’anic learning at MT RJ focuses on both reading skills and Qur’anic knowledge. The development of Qur’anic reading skills is conducted using the Talaqqi method and the Jama’ model. Meanwhile, Qur’anic knowledge instruction uses the bi al-hikmah method and mau’izah (lecture and discussion) through the Tafahum learning model. Based on observations and interviews, the development of Qur’anic learning strategies at MT RJ is found to be effective.

STRATEGI DAN MEDIA PEMBELAJARAN YANG KREATIF DAN INOVATIF PADA MATA PELAJARAN AKIDAH AKHLAK DI MADRASAH

This research aims to analyze creative and innovative strategies and media in teaching Aqidah Akhlak in Madrasas. This research uses a type of library research. Research Results: Aqidah Akhlak learning strategies can be in the form of: 1) Direct Learning Strategies (direct instruction), 2) Indirect Learning Strategies (indirect instruction), 3) Interactive Learning Strategies (interactive instruction), 4) Learning Strategies through Experience (experiential learning ), 5) Independent Learning Strategy. Meanwhile, creative and innovative media takes the form of: 1) Print media, which can be in the form of textbooks, worksheets, or modules that can be used by teachers and students. 2) Audio media is implemented, for example at the MI level in phase B (Class 3) which can use audio in the form of sound speakers related to Asmaul Husna material, so that students can listen carefully and memorize it easily. 3) Visual Media can be applied in Phase D (Class VII) of MTS, such as the material "Manners of Social Media from an Islamic View". Teachers can use image media regarding various types of social media for each student by explaining each student's advantages, disadvantages, impacts of use, and etiquette in using them. 4) Audio visual media can be used at the Class

Problematika Dan Strategi Pembelajaran Bahasa Indonesia Di Sekolah Dasar Swasta At-Taufiq Kelas Rendah

Learning Indonesian in elementary schools, especially in lower grades, faces various obstacles. This problem includes student learning outcomes that have not reached the Minimum Completeness Criteria (KKM) and monotonous teaching methods. This study aims to explore the obstacles teachers face during learning and the strategies they use at At-Taufiq Private Elementary School. The data collection method involved interviews with class I, II, and III teachers. The findings show that the direct learning strategies used, such as the lecture method, are not effective because they make students feel bored. Alternative strategies such as the use of learning media such as storybooks and infocus are recommended to increase students' interest in learning. This research aims to explore the obstacles faced in learning Indonesian in the lower grades of At-Taufiq Private Elementary School and identify effective learning strategies to overcome these problems. Thus, this research aims to identify learning obstacles and provide innovative solutions to improve quality. Indonesian language learning in elementary schools.

Konsep Dasar Strategi Pembelajaran Langsung (Direct Instruction)

The purpose of this research is to determine the importance of direct learning strategies, their characteristics, types, application steps, as well as their advantages and disadvantages. The methodology of this research is a literature review. The findings of this study indicate that educators choose and apply direct learning strategies to convey knowledge to their students. This study focuses on several basic concepts in direct learning strategies that need to be known for their application in learning: the meaning of direct learning strategies, characteristics of direct learning strategies, types of direct learning strategies, steps for application, and the advantages and disadvantages of direct learning strategies.

Memahami dan Mengimplementasikan Strategi Pembelajaran Langsung (Direct Instruction)

This article discusses the meaning of direct learning strategies. The method used is library research methodology and is qualitative because it collects data from various books and journals. The purpose of this article is to help understand and implement hands-on learning strategies. Based on the explanation above, we can conclude that: First, direct learning strategies are a form and approach to teacher-centered learning (teacher-centered approach). This is said because the teacher plays a very dominant role in this strategy. Second, the stages of implementation and application of direct learning strategies (direct instruction) can be achieved through: Teachers communicating goals, preparing students, demonstrating teacher knowledge and skills, guiding training, checking understanding, providing feedback, and providing further practice and opportunities. Third, the advantages of direct learning are: There is a focus on learning and guidance and control from the teacher. The weakness of this strategy is that it cannot be used with students who have poor listening skills.

Strategi Pembelajaran Anak Tunarungu dalam Menghafal Al-Qur’an di Pesantren Tahfidz Difabel Baznas (BAZIS) Jakarta Selatan

The purpose of this study aims to see and also find out the learning strategy for deaf children in the method and process when memorizing the Qur'an as well as supporting factors and of course also the success inhibiting factors in learning to memorize the Qur'an for deaf students at the Jakarta Baznas (BAZIS) Difabel Tahfidz Pesantren. The research was conducted in the form of qualitative research. The population and place of this research were at the South Jakarta Baznas (BAZIS) Disabled Tahfidz Pesantren. Data collection was carried out by interview, observation and documentation. This data analysis involves three activities, namely data reduction, data presentation and drawing conclusions. The results found show that the learning strategy used in the cottage is a direct learning strategy. Where the teacher becomes the center of learning. The supporting factors in learning are: 1) the enthusiasm of santriwati, 2) learning methods, 3) adequate facilities. The inhibiting factors are: 1) changes in the mood of the santri, 2) the atmosphere of the class.

Direct and Indirect Language Learning Strategies in Japanese Language Acquisition

Direct and Indirect Language Learning Strategies in Japanese Language Acquisition

STRATEGI GURU DALAM MENGAJARKAN MEMBACA PERMULAAN ANAK USIA 4-5 TAHUN

The teaching process requires strategies so that learning activities become easier, more comfortable and get the intended results. The purpose of this study is to find out more about the stages of the strategies used by teachers in teaching children aged 4-5 years in the Jami' Grand Mosque Kindergarten in Malang and also the results of the strategies used. This research uses a qualitative approach and type of case study research because this research will further analyze how the strategies used by teachers in teaching beginning reading to children aged 4-5 years, namely group A in three classes. the instrument of this research is the researcher himself, with data collection techniques using interviews, observation notes, and documentation. The data analysis process refers to Miles and Huberman, namely by reducing data, presenting data and drawing conclusions. The results showed that the strategies used by teachers in teaching beginning reading to 4-5 year old children included direct learning strategies, individualized learning strategies, and group learning strategies. While the results of the strategies that have been applied make most of the group A children aged 4-5 years have the ability to read beginning. This can be seen from the characteristics that appear according to the standards of child development achievement.

EFL Students' Learning Strategies in Speaking: A Case Study of Sixth Semester at English Education Department, Muria Kudus University

Speaking is the most basic activity in life. Speaking is defined as an activity carried out by someone to communicate, exchange ideas, express views, and convey other life information. Speaking is also included in matters that are significant in various aspects of life in the sense that speaking is an important thing that must be done and must be mastered. Speaking skills occupy a very important position because speaking skills demonstrate students' communicative abilities. Therefore, this study aims to find out the students’ learning strategies in speaking of sixth semester at English Education Department in the academic year 2022/2023 and how do the students apply it. The design of this research is qualitative research. The participants of this research were the sixth semester students of Muria Kudus University in the academic year 2022/2023. The researcher used questionnaire and interview as the instruments the collect the data. The results of this research showed that all the types of learning strategies are used in terms of speaking English, namely Memory strategies, Cognitive strategies, Compensation Strategies, Metacognitive strategies, Affective strategies, and Social strategies. Based on all the strategies used by the students, its indicated that the students prefer to used indirect learning strategies than Direct learning strategies. The Direct learning strategies that used by the students to improving English speaking skills were Compensation strategies (69,8%), Cognitive Strategies (64,9%), and Memory Strategies (63,7%). Indirect learning strategies that used by the students were Affective Strategies (71,3%), Social strategies (71,1%), and Metacognitive Strategies (67,8%). In improving the ability to speak English, sixth semester students do many ways such as writing new vocabularies in the book, practicing and learning some new words, using gestures and improvising when they forget an English word, and evaluating the progress in speaking English.

A Quantum-Inspired Direct Learning Strategy for Positive and Unlabeled Data

Learning from only positive and unlabeled (PU) data has broad applications in fields such as web data mining, product recommendations and medical diagnosis, which aims to train a binary classifier in the absence of negative labeled data. However, due to the lack of negative label information, prevailing PU learning methods usually rely on prior knowledge of unknown class distributions heavily. In fact, without additional constraints imposed by the prior knowledge, a direct learning strategy to coordinate the underlying clustering information in unlabeled data with the label information from positive training data is often considered challenging. To tackle this challenge, we propose a direct PU learning strategy using quantum formalization. By employing neural networks as backends, the samples are mapped into two-qubit composite systems, which should be understood here as mathematical entities encapsulating various classical distributions of two classical bits. Subsequently, the two qubits within the systems are trained to be as independent as possible from each other, capturing patterns of different classes. At the same time, their measurement results serving as the model outputs are encouraged to be maximally dissimilar. These characteristics enable effective training of classifiers on PU data. After formulating an appropriate discriminant rule, we introduce a quantum-inspired PU method named qPU using the direct learning strategy. This method not only has the potential to alleviate parameter sensitivity issues caused by prior estimation in other methods but is also straightforward to implement. Finally, experiments conducted on 13 classical datasets validate the effectiveness of qPU.

Teacher Strategy in Learning Mathematics in Class B At TK Aisyiyah Bustanul Athfal 06 Medan In Academic Year 2023/2024

This research aims to find out the math learning strategies of TK Aisyiyah Bustanul Athfal 06 Medan Class B teachers. The results showed that there were many variations of mathematics learning strategies used by teachers in Teratai class, including direct learning strategies, indirect learning strategies, interactive learning strategies, and autonomous learning strategies, but when used in Teratai class teachers were more likely to use indirect learning strategies, while the use of direct learning strategies, interactive learning strategies, and autonomous learning strategies was still not optimal. So in Mawar class, the strategies used by teachers in teaching mathematics are still relatively single, the strategies used include direct learning strategies, indirect learning strategies, and indirect learning strategies. Among these strategies, Mawar class teachers more often use direct learning strategies. Meanwhile, the use of indirect learning strategies and autonomous learning strategies is still less than optimal.

COMMUNITY EMPOWERMENT THROUGH TRAINING IN APPLICATION OF CODEIGNITER FRAMEWORK TEMPLATE IN WEB-BASED APPLICATION PROGRAMMING

Technological developments are growing rapidly and have brought many benefits to mankind. Its presence can alleviate all the difficulties that arise in work and human activities. Technological developments also open up employment opportunities, especially in today's digital era, many startups need jobs to create and develop a technology, just like the programmer profession. This community empowerment program through training aims to equip job seekers to have skills in applying bootstrap templates to a website in order to simplify the website design process. This program was implemented at the Tasikmalaya City Manpower Office on Thursday, October 13, 2022 with the target of fresh graduate job seekers, unfamiliar with programming, and having the desire to learn about programming in Tasikmalaya City. The curriculum used for this program is based on the standard curriculum contained in the SKKNI, namely Installing Programming Software Tools. The stages carried out are preparation, introduction, delivery of sub-topics, conclusions, applications, evaluations, additional assignments, and class arrangements. The approach used is an andragogic approach with direct learning strategies (Direct Instruction) with lecture, demonstration, practice and discussion/question and answer methods with an inductive learning model centered on the trainees (student centered learning). The evaluation process on empowerment is carried out through interview and observation techniques.

Moderasi dalam Pembelajaran Agama Islam di Madrasah dan Perguruan Tinggi

Moderation is the best choice to be applied in the world of education or in the learning process considering that acts of violence and bullying disturb the community and tolerance is the right choice to practice in social life. To create a more tolerant social life, education is needed that initiates moderation in learning, especially in Islamic religious learning because Islam is one of the subjects in schools/madrasas and tertiary institutions which makes it possible to be directed to learning that contains moderation, especially in context of religious moderation. Islamic religious learning with a concentration of religious moderation is expected to minimize acts of radicalism, considering that Indonesian society is known for its pluralism and diversity of religions, ethnicities, customs, languages, and cultures. The method used in this research is to use a qualitative type with a literature study approach. The results of this study indicate that moderation in Islamic religious learning in schools/madrasah and universities must be demonstrated by utilizing learning dimensions that are rich in religious moderation values, while the learning dimensions are, 1) Direct learning strategies in the form of drills and indirect strategies in the form of relaxation, 2) Learning models with a multidisciplinary approach, inquiry methods, discussion and question and answer techniques as well as learning objectives based on religion and Indonesianness.

TAʿLĪM AL-ISTIMĀʿ WĀ Al-KALĀM BITAṬBĪQ USLŪB FARĪQ AL-TADRĪS FĪ AL-JĀMI'AH AL-ISLĀMIYAH AL-ḤUKŪMIYAH

The phenomenon of differences in educational background and linguistic abilities of new students, has an impact on the policy of the PBA IAIN Lhokseumawe study program by implementing istima' kalam learning with a team teaching strategy. This study aims to describe; What are the strategies and supporting media used by the lecturer team in learning the istima 'kalam course, in an effort to improve learning activities and students' ability to speak Arabic? This research uses a qualitative approach with the type of case study. Data were collected through in-depth interviews, participant observation and documentation studies. Then the data was analyzed by following the theory of Miles and Huberman which includes reduction after data collection, data presentation and conclusions. The results showed that there was a set of strategies used by team teaching and contributed to the achievement of the process and objectives of the istima' kalam course at the PBA IAIN Lhokseumawea. Among them are determining material that is in accordance with student competence, division of lecturers' tasks in teaching based on the stages of language proficiency competence in lectures, application of direct and indirect learning strategies both independently and in groups, with methods of summarizing, repeating, giving speeches, discussing, debating role playing.

APPLYING DIRECT LANGUAGE LEARNING STRATEGIES WHEN TEACHING ENGLISH

This methodological article deals with the issue of language learning strategies. Different approaches to the definition and classification of LLS are studied. The authors of the article focus on applying direct learning strategies in the process of teaching English. The goal of the present research was to prove the effectiveness of direct language learning strategies to form students’ lexical competence. In the article, the methods and techniques used in the process of the experiment are presented. The result shows that direct learning strategies in teaching English have a positive effect on students’ achievements. Authors’ findings also confirm that a system of practical tasks based on LLS got positive feedback from the participants of the experiment.

Language Learning Strategy: Comparison of Online and Face-to-Face ESL Classrooms

Awareness of students’ LLS is highly useful for teachers to make informed decisions in their teaching practice. Although numerous researchers on LLS have been done, there has been no research comparing Malaysian students’ LLS in online lessons and face-to-face lessons. It is of great importance to explore this because the practice of incorporating blended learning that combines both online and face-to-face lessons has been on the rise. As such, this study explored Malaysian students’ language learning strategies during both online and face-to-face lessons. Mixed-method research approach was employed in which the first is a 5-point Likert scale survey questionnaire that was adapted from Oxford’s (1990) SILL questionnaire. 60 upper form ESL students were selected through convenience sampling to respond to the questionnaire. Aside from that, semi-structured interviews were carried out on 6 respondents from the questionnaire survey in order to obtain comprehensive responses from the participants. The research instrument aims to answer two research questions; 1) What are the language learning strategies used by Malaysian ESL learners in online classrooms? 2) What are the language learning strategies used by Malaysian ESL learners in face-to-face classrooms? The data was analysed using IBM SPSS Statistics version 27 and the findings were analysed descriptively by interpretation of mean scores and standard deviation. The findings suggest that students mostly use metacognitive and cognitive skills in both online and face-to-face classrooms. However, students use more direct learning strategies including memory and compensation strategies in online classrooms. Whereas, in face-to-face classroom, students generally lean more towards indirect learning strategies such as affective and social strategies. These findings implied that both online and face-to-face classrooms allow students to employ different learning strategies which can be beneficial for their language development. Hence, learning and teaching instructions that include both traditional and technologically enhanced ESL lessons would positively impact students. Future research of wider scale that includes diverse populations particularly from the quantitative view point would greatly help in adding onto the findings of this research.

An Investigation of Direct and Indirect Learning Strategies in Learning Foreign Languages

Learning strategies are one of the multiple factors in accomplishing learners' objectives in acquiring a new language. Hence, the aim of this research is to investigate the strategies that language learners use during their language-learning process. The instrument for this quantitative research is a survey. It has three sections. The first section consists of 2 items on demographic profile, while the second section has 19 items on direct learning strategies. The last section has 22 items on indirect learning strategies. The respondents are 132 undergraduate students taking French as a third language at one of the public universities in Malaysia. The data collected from the respondents were then analyzed using SPSS. The findings show that rehearsal has the highest mean (3.8), but critical thinking has the lowest (3.5). The research also reveals that the help-seeking strategy has the highest mean (4.1), whereas the metacognitive self-regulation strategy has the lowest mean (3.5). From the correlation analysis, the research also indicates a significant association between direct and indirect strategies (r=.779**) and (p=.000). In other words, this research proves that there is a strong relationship between direct strategies (which consist of rehearsal, organization, elaboration and critical thinking strategies); and indirect strategies (metacognitive self-regulation and resource management strategies) in foreign language learning. For future research, it is beneficial to determine if the gender of the learners influences the choice of learning strategies, as this would allow instructors to refine and alter their teaching approaches according to their audience.

Strategi Guru PAI : Problematika dan Solusi Peningkatan Prestasi Belajar Peserta Didik

Learning strategies are approaches that a teacher selects and employs when delivering instructional materials with the goal of facilitating students' assimilation and comprehension of those materials so that, ultimately, the learning objectives can be mastered at the conclusion of learning activities. There were still pupils at Mutiara Bangsa Middle School in Bandar Lampung who scored below the KKM, which was an issue for the school. Islamic religious education teachers there also used the learning technique to improve learning results. Therefore, study is required to understand the teaching methods used by Islamic religious education instructors at Mutiara Bangsa Middle School in Bandar Lampung to improve student learning outcomes as well as the barriers to using these methods. This is a qualitative study that employs the qualitative descriptive method. Using observations, interviews, and documentation. While data analysis techniques go through four stages, namely data collection, data reduction, data presentation and conclusions. The results of this study indicate that the learning strategy of Islamic religion teachers to improve learning achievement at Mutiara Bangsa Middle School in Bandar Lampung is quite good. The conclusion from this study is that the strategies used by Islamic Religious Education teachers to improve learning achievement are direct learning strategies, indirect learning strategies, interactive learning strategies, experiential learning strategies, and independent learning strategies. In terms of learning achievement in Islamic religious education, the majority has increased and improved. There are still impediments to its implementation, such as a lack of interest in Islamic religious education, the fact that students only participate in the learning process, and the extremely limited time available for Islamic religious education learning.

Pembelajaran Teori Musik Secara Daring Menggunakan Model Pembelajaran Student Team Achievement Division (STAD)

The online learning situation certainly requires special adjustments in the field of education. In Junior High School the learning strategy applied by the teacher must be effective in the learning process, so that it can achieve the expected final results. This study aims to reveal online learning strategies in the Cultural Arts class with Music Theory at Sultan Iskandar Muda Junior High School, Medan. Qualitative research with a descriptive approach in explaining the findings of information in the field. The results of this study are there are 3 strategies used by teachers, namely 1) direct learning strategies, 2) indirect learning strategies, and 3) independent learning strategies, using a student-centered learning approach as the subject of study. This online learning strategy is quite effective, because students are not only able to find one starting sign of one scale, but also various starting signs of one scale. The learning strategy carried out by the supporting teacher also makes it easier for students to understand the concept of early signs.

Online Direct Learning Strategies of Mandarin as a Foreign Language Learners During COVID-19 Pandemic Period in a Malaysian University

Online Direct Learning Strategies of Mandarin as a Foreign Language Learners During COVID-19 Pandemic Period in a Malaysian University