Direct Learning Strategies Research Articles

Development of 3D-based Learning Modules for University Students

Some lecturers need suitable learning media and strategies in the learning process so that learning is effective. Previously, lecturers only used book media, handouts, and whiteboards as media, and only certain materials used media. It is also known that the obstacles in using media because there are still many lecturers who do not have the expertise to develop and use media and are not even familiar with computer technology, so learning strategies are implemented conventionally. The learning system is centered on lecturers delivering learning materials with lectures and further demonstrations of lecturers giving assignments or exercises to students. This research aims to know whether the development of 3D-based learning modules with direct learning strategies in Pattern Construction courses is worth using for students in the Department of Fashion Education at Universitas Negeri Medan and to find out whether module learning based on 3D with direct learning strategies in the Pattern Construction course is effectively used by the students.

DIRECT AND COOPERATIVE LEARNING STRATEGIES: THEIR ADVANTAGES AND IMPLEMENTATION IN INCREASING INTEREST IN LEARNING

The effectivity and efficiency of student learning and learning in schools is highly dependent on the role of the teacher. One of his ideal teachers acts as a conservator, transmitter, transformer, and also an organizer. In some elementary schools in Tarutung, the values of Christian education have not colored the entire dynamics of life and the teaching and learning process. This happens because so far there has not been a program created by the school to provide guidance and supervision specifically on the growth of spirituality to both students and teachers as Christian educators in the school. This study aims to prove the influence of direct learning strategies and cooperative learning strategies on the interest in learning Christian Religious Education in elementary schools in the Tarutung area. This research is a quantitative research with the Experiment One-Group Pretest-Posttest Design approach. From the results of the study, it was obtained that the significance value of the Paired Sample T-Test direct learning strategy and cooperative learning strategy limited tothe interest in learning Christian Religious Education kurang from 0.05 (p < 0.05), showed a significant influence between the learning strategy and the interest in learning. Other factors that also influence the growth of student interest in learning include internal factors such as physical condition, psychological, and fatigue, as well as external factors such as the way the teacher teaches, the material/subject matter delivered, the purpose of teaching, the media used by the teacher in teaching and the surrounding environment.

The Effect of Problem-Based Learning Strategies and Direct Learning Strategies on Students' Fiqh Learning Outcomes

This study aims to determine whether there is a positive influence on the use of problem-based learning strategies and the use of direct learning strategies on Fiqh learning outcomes for MA Palapa Nusantara students. The type of research used in this research is quantitative research with an experimental research approach with Quasi-Experimental Design research methods. Data collection techniques in the study used tests, observations, and documentation. In the Experiment class, teachers' teaching activities are in the Good and Very Good categories, and the value of student learning activities is 90.2%. While in the Control class, the value of teacher teaching activities is in the Good and Very Good category, and the importance of student learning activities is 80.8%. The prerequisite test shows that the data is typically distributed and homogeneous. It is concluded that using Problem Based Learning strategies can significantly improve achievement or learning outcomes. In contrast, direct learning strategies cannot substantially improve learning achievement or outcomes.

Accelerating seismic scattered noise attenuation in offset-vector tile domain: Application of deep learning

Recent years have witnessed many practical applications of supervised deep learning in seismic processing. However, a weak generalization behavior prevents widespread implementation on large-scale prestack data sets for coherent noise attenuation. This is particularly true when addressing strong near-surface scattered noise in land seismic data. To alleviate this problem, we have combined deep learning with an offset-vector tile (OVT) partitioning method to suppress strong scattered noise. With the OVT partitioning method, seismic data are spatially uniformly sampled, offering a favorable foundation for network learning. Specifically, the reflection probability distribution is more stationary than the noise distribution, making it easier for the network to learn the reflections. Accordingly, we use the direct signal learning strategy rather than the commonly used residual learning strategy to train the network. To construct high-quality training labels, we adopt the 3D continuous wavelet transform (3D CWT), which can exploit the 3D spatial correlation in OVT gathers. General use of these labels can produce results similar to 3D CWT but is highly efficient. To further improve denoising performance, we propose a training sample construction approach that leverages middle-offset OVT volumes with varying azimuths in light of midoffset relatively high signal-to-noise ratio characteristics. The field data experiment demonstrates that our proposed method also has an excellent generalization ability. Despite only using six middle-offset gathers for training, the trained network is able to effectively process 1260 OVTs in a timely manner.

The Differences of Learning Outcomes (Concept Understanding and Concept Application) Students Through Problem Based Learning and Direct Instruction Learning Strategies

At the beginning of early life there is a learning process called problem based learning (PBL). PBL learning strategies are very effective in nursing schools. The purpose of this study was to determine the differences in learning outcomes (concept understanding and application) between student teams using PBL and student teams using DI. This study uses pre-experimental quantitative research techniques. Second semester DIII nursing students are the population of this study, totaling 194 students (there are 3 parallel classes, namely class A, B, and C with 65 students in class A, 62 in class B, and 67 in class C), while the sample In this study, there were 67 students in the second semester of the Diploma III Nursing study program, the sampling technique used was cluster random sampling. All data were analyzed using SPSS 20 software for windows with a significant level of 5% (α = 0.05). The results showed (1) there were significant differences in understanding basic nursing concepts (2) there were significant differences in the application of basic nursing concepts in DI. So that in understanding the concept and application of the PBL concept it is superior to DI.

THE INTERPLAY OF PERSONALITY FACTORS AND LANGUAGE LEARNING STRATEGIES IN DEVELOPING SPEAKING SKILL

Speaking skill was one of essential parts in language learning and needed to be mastered by every student for a better foreign language communication. The aims of this research were (1) to find out the language learning strategies used by the students based on their personality factors (2) to observe the extent to which the personality factors and language learning strategies correlate with speaking skill, (3) to elaborate the interplay of personality factors and language learning strategies in developing students’ speaking skill. 25 students in the fourth semester of 2015/2016 class of English Education Department at Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Muhammadiyah Bone were selected by purposive sampling. The research employed mixed method of descriptive quantitative (correlation) and descriptive qualitative analysis. Quantitative data were collected first from questionnaires and speaking test and qualitative data from interview. The results of the research indicated that most of extrovert students prefer to use indirect learning strategies (69%) while introvert students prefer to use direct learning strategies (89%). The correlation of personality factors and speaking skills was low (r=0.08), whereas the correlation of language learning strategies and speaking skill was strong (r=0.6). Therefore, the interplay of personality factors and language learning strategies showed that personality factors contribute to important roles in choosing the appropriate language learning strategies in developing speaking skill.

GENDER-BASED DIFFERENCES IN MASTERING ENGLISH LANGUAGE SKILLS

This study aims to find out gender-based differences in mastering English language skills between male and female students in single-sex schooling. There were 330 participants from first and second-year students of Darul Ihsan Islamic Senior High School involved. Direct learning strategies (memory, cognitive, and compensation strategy) along with attitude, motivation, and anxiety are variables analyzed in this study. A questionnaire from the Strategy Inventory for Language Learning (SILL) and Attitude Motivation Test Battery (AMTB) were adapted to collect the data. The data were analyzed by using Mann Whitney-U Test. The findings from the partial test show there was a significant difference between male and female students in attitude, motivation, anxiety, memory strategy, and cognitive strategy. Only compensation strategy and the simultaneous test of the variables were found to have no statistically significant difference between male and female students. The finding of the English subject score showed that female students outperform male students. It also found that male students have a higher level of anxiety than female students. Therefore, it is suggested that teachers should try to adjust the teaching and learning in male classes so that hopefully the learning circumstance will reduce the anxiety of male students.

Team Based Project dan Case Method Sebagai Strategi Pengembangan Keterampilan Mengembangkan Pembelajaran Mahasiswa

The research is based on the importance of learning development skills that PGSD students must possess, while the phenomena found indicate that PGSD students are still less skilled in developing learning. Therefore, a learning strategy is needed that allows it to be effective in developing these skills. The study aims to analyze the implementation and effectiveness of the Team Based Project strategy and Case Method to develop the learning development skills of PGSD students. Quantitative research design in the form of Quasi Experimental Design. The research population is all PGSD students who take the Advanced Class Elementary School learning development course. Samples were obtained by cluster random sampling technique. Data collection techniques are carried out by means of documentation. The results of the effectiveness test based on the t-test showed that the skills of developing student learning who studied with the team based project strategy and case method had an average of 81.4. Higher than students who study with direct learning strategies with an average of 73.9.

The Development of Learning Strategies in Pesantren Studies on the Transformation of the Teaching System in Pesantren

The fundamental question of the research is how the learning strategies are developed in pesantren. follow the development of modern learning strategies or survive with his salafiah learning system. This research uses a case study. and research tends to be explanatory. Collecting data through observation, interviews and documentation. The data is taken in general, then sorted, selected, selected and reduced only in relation to the problems of this research. To maintain the validity of the data, there were three things done, namely extending the stay and interacting with respondents; make observations seriously and diligently; and tested by triangulation adopting the interactive model from Miles and Huberman. The findings from the data obtained are compiled by categories and themes, analyzed inductively conceptually and then made narrative explanations so that they are arranged into certain propositions and developed into new theories based on data analysis and narrative theoretical interpretation. The results of this research is that pesantren develop all types of learning strategies, namely direct learning strategies, learning indirect strategies, interactive learning strategies, empirical learning strategies and active learning strategies. This fact is reasonable because the education and learning process in pesantren is 24 hours. These findings indicate that pesantren accept all developments while maintaining their characteristics, so that the findings of this study lead to a theory of pesantren flexibility while maintaining their identity. The findings of this study can be continued in research on learning in certain pesantren, because it can be different from a pesantren compared to other pesantren.

Direct Language Learning Strategies in EFL

This present study was designed to investigate the impact of using direct language learning strategies on long term and short term (LT and ST for short) of vocabulary retention of non-specialist EFL learners in Iraq. A total of 60 Iraqi male non-specialist EFL learner’s college between the ages of 19 and 21participated in the study. The data were collected using a questionnaire (five-point rating) from Oxford’s (1990) the Strategy Inventory for the Language Learning (SILL for short / version7). To identify the strategies used, the information gathered was analyzed using descriptive statistics of means, frequency and standard deviation. In direct language learning strategies (DLLS for short) study, the (t-test) has been used to examine the learners ' performance of vocabulary retention in LT and ST. On the other hand, One-way between groups (ANOVA) with post-hoc comparison test was used to investigate the differences between LT and ST of the vocabulary retention by using the subcategories of direct language learning strategies. The outcomes showed that the learners’ strategy uses ST more out weights than LT of vocabulary retention. According to the outcomes, the most used (in both long term and short term) was (memory) strategies and followed by (compensation and cognitive) strategies. In the light of the results obtained, a number of pedagogical implications and suggestions were presented.

Collaborative Problem-Solving Strategies and Cognitive Style: The Impact and Interaction on Students' Mathematical Reasoning Abilities

This study aims at identifying the effect of collaborative problem solving (CPS) learning strategies on students' mathematical reasoning abilities with different cognitive styles, namely field-dependent (FD) and field-independent (FD). This study is a quasi-experimental study with a 2x2 factorial design. A total of 103 students of SMPN 3 Mesuji, Indonesia as research subjects. Mathematical reasoning ability data were obtained from essay tests and cognitive style data were obtained from the GEFT test. Data analysis used two-way analysis of variance (ANOVA) test. The results of this study are: 1) there were significant differences in mathematical reasoning abilities between students who received collaborative problem solving and direct instruction learning strategies, 2) there were significant differences in mathematical reasoning abilities between students who had field dependent and field independent cognitive styles, 3) there was no significant interaction between different learning strategies (collaborative problem solving and direct instruction) and cognitive styles (field dependent and field independent) on mathematical reasoning abilities.

Exploring the English Learning Strategies of an Indigenous Papuan Student of Indonesia

Language learning strategies are crucial for learning English as a foreign language (EFL). This study sought to reveal language learning strategies used by Daniela, an Indigenous Papuan student, in developing her knowledge and skills in English. To gain this objective, a case study (Kohlbacher, 2006) using an in-depth interview was employed. Collected data were qualitatively analyzed using descriptive analysis techniques. Results of data analysis revealed two main categories of learning strategies used by Daniela in solving her learning problems, namely direct and indirect learning strategies. In direct learning strategies Daniela dealt with memory, cognition, and compensation strategies, while in indirect learning strategies she dealt more with metacognitive, affective, and social strategies. Apart from these findings, this study also revealed Daniela’s performance in English is mostly influenced by her reading hobby, internal motivation, positive attitude towards English, her personality (diligent and independent), and her dream to become a vocational English teacher. Results of this study may be useful for the head of school to encourage English teachers to provide learners with diverse learning tasks to elicit the use of various learning strategies.

DIFFERENCES OF LANGUAGE LEARNING STRATEGIES IN ENGLISH AS A SECOND LANGUAGE CLASSROOM OF SOCIAL COLLAGE STUDENTS

Most of the Indonesian students depend on the teachers in learning English. University students do not understand the language learning strategies properly. The purpose of this research is to investigate language learning strategies used by social collage students. The participants were 125 students of economy faculty at the University of Muhammadiyah Palembang. The tool used was a questionnaire of SILL. The data collected were analyzed statistically. The results showed that students were indeed using metacognitive (M=4.11), memory (M=3.88), social (M=3.81), cognitive (M=3.66), affective (M=3.62), and compensation strategies (M=3.49). While both males and females used metacognitve strategies with the statistically (M=4.15) for females and (M=4.05) for males. Metacognitive reading strategy is the dominant used by the students. Metacognitive strategies have a strong and important impact on effective students learning English as a second language. Besides, students integrate both direct and indirect learning strategies. This brings an additional field of research to demonstrate the construction of LLS guidance on the gender and level of students’ education.

The Relationship between Direct Language Learning Strategies and English Learning Proficiency at Senior High School Students

Learning strategies are applied by students to improve their studies. Suitable language learning strategies result in proficiency which is improved and greater self-confidence. Most researches observe the language learning strategies without dividing which affect more between direct and indirect strategy toward learning proficiency. Therefore, this research was conducted to find out whether the direct language learning strategies had a positive relationship and significant effect toward English learning proficiency on senior high school students. An ex-post-facto method with a correlational design was applied in this research. The population was 410 students at the eleventh grade of SMA Negeri 1 Baubau and selected 75 students as the sample using a simple random sampling technique. The instruments used were the SILL (Strategy Inventory for Language Learning) and the English proficiency test. The results of descriptive statistics indicate the compensation strategies were the most dominant learning strategy used by the eleventh-grade students with the mean score was 2.66. From the result of hypothesis testing, it was obtained the positive relationships and significant effect of those three kinds of strategies toward English proficiency on the eleventh-grade students. Besides, the memory strategies have the highest correction with the score of correlation is 0.756.

The Development of Islamic English Register in Pawening Madrassa

This research is descriptive qualitative and has three research objectives: to know the forms of Islamic English Registers, Islamic English Register characteristics and the boosting force and impeding factors of the development of the Islamic English Register at Pawening Madrassa (PM), Surakarta, Indonesia. From the results of observations and interviews it can be seen the results of the study as follows: There was a direct learning strategy using Teacher-Centered-Approach and the "Army-Method" learning model. The Students’ learning model follows a Behaviorist pattern that focused on the habituation of language skills with a pattern of creating the habit of Students with a Punishment and Reward pattern. The boosting Force of the Learning Process of Islamic English Register at PM were adequate facilities, infrastructure, language learning Environment to develop Students to be able to speak and write in the Islamic English Register whereas, the impeding factor was the attitude of Students who consider trivial the given penalties of their dishonored actions. Keywords: Register, Islamic English ,Direct method, Army method, Teacher-Centered-Approach

Strategy Angklung Extracurricular Learning In SMP 13 Cirebon

Angklung learning strategies in SMP Negeri 13 Cirebon are very unique, teachers use not in accordance with their learning. The problem discussed in this paper is how the strategies are used by the trainer and what are the supporting and inhibiting factors. This research uses qualitative. The target of this research is angklung extracurricular learning strategy in SMP Negeri 13 Kota Cirebon. Data collection techniques using observation, interviews, documentation, and triangulation techniques. The results showed that: (1) The trainer used a direct learning strategy; (2) supporting factors are facilities provided; (3) inhibiting factors, namely extracurricular schedules that collide with other extracurricular schedules. The strategy used is a direct learning strategy. students are more focused on the teacher with several methods, namely lectures, demonstrations, and drills. The media used are angklung instruments, keyboards, laptops, amps, and blackboards.

STARATEGI PEMBELAJARAN DALAM MENCAPAI TUJUAN PEMBELAJARAN PENDIDIKAN AGAMA ISLAM

Learning strategy is a set of methods designed by a teacher that must be adapted to the conditions and conditions that exist in his school. The more appropriate the strategy chosen by a teacher in teaching and learning activities in schools, the greater the chance of achieving the expected learning goals. Educational experts who prioritize the importance of learning strategies that must be considered by a teacher in the learning process. Like Mulyasa's opinion, pleasant learning is a learning process in which there is a strong cohesion between the teacher and students, without feeling forced or depressed. Fun learning is a pattern of good relations between teachers and students in the learning process. Some strategies that can be used by a teacher in the learning process contained here are Direct Learning Strategies, Indirect Learning Strategies, Interactive Learning Strategies, Learning Strategies through Experience, Independent Learning Strategies, Jigsaw Cooperative Strategies, Problem Based Learning Strategies, Contextual Learning Strategies, and Expository Learning Strategies (SPE).

THE ENGLISH-LEARNING STRATEGIES OF AN INDIGENOUS ENGLISH LEARNER IN THE NORTHEAST OF THAILAND

This study investigated English-learning strategies applied by an indigenous student in Amnat Charoen Province, in the Northeast of Thailand. Despite the lack of English exposure in the area, the participant, who was an English learner at a private primary school in Amnat Charoen Province, Thailand, had an excellent English ability. The data collection and analysis were done qualitatively through interviews and observations. Based on the interviews and observations, the participant was reported using both direct and indirect strategies in learning English. The dominant direct learning strategies were memory strategies and compensation strategies. The participant developed habits to summarize learning materials and use gestures to assist the speaking practice. Also, in the frame of indirect strategies, the participant applied social strategies more frequently than other indirect learning strategies. The social strategies were obviously noticeable in the consistency to practice English by interacting with foreign teachers. Further, the social learning strategies were also believed to be the most essential learning strategies developed by the participant.Keywords: learning strategies; direct strategies; indirect strategies

Learning Strategy Patterns in Developing Skills for Listening of Arabic Speech

In accordance with the constructivist philosophy, student learning strategies are important things to be studied and activated by lecturers to achieve an effective level of learning in accordance with the characteristics of students who are ready to be independent. These strategies can be used for processing (internalitation), storage (starage), retrieval (retrival), and the use of newly learned languages. These strategies are also a set of tools for self-directed development of communication skills, including listening skills. Listening skills are an important part of communication, and are the basis of second language learning or foreign languages. The essence of interaction ability is the ability to understand what others say. The purpose of this study is to (1) describe the pattern of direct learning strategies used by students in listening to Arabic speech, describe the pattern of indirect learning strategies used by students in listening to Arabic speech, and (3) describe student perceptions of the importance learning strategies in developing listening skills. The design of this research is qualitative descriptive research. This research includes ethnometodology and phenomenology research that will reveal students’ learning attitudes both independent and guided learning in listening to Arabic speeches both in class and outside the classroom. The results showed that the direct learning strategies used by students in listening to Arabic speech can be categorized into three types, namely (a) memory strategy, (b) cognitive strategies, and (c) compensation strategies, the three strategies used by students when implementing skills listening in the class and outside the class with different compositions. The indirect strategies used by students when listening are: metacognitive strategies, affective strategies, and social strategies. These three strategies are used by students with techniques that vary with a number of different quantities. Based on the results of questionnaires, observations, and interviews, it was found that the majority of students used certain learning strategies in the listening process, both when listening guided in the laboratory and listening freely outside the laboratory.
 Keywords: Learning Strategy Patterns, Developing Skills, Listening of Arabic Speech

Effect of Jigsaw Strategy and Learning Style to Conceptual Understanding on Senior High School Students

Conceptual understanding should have serious attention due to the low score of Physics subject on national examination in Palu. The difference between learning style and jigsaw strategy is able to combine abstract conceptualization and active experiment towards the conceptual understanding for students whose learning style is converger and diverger. The research design was quasi experiment. The sample is the eleventh class of Senior High School students in Palu that are chosen using cluster random sampling (multistage), that is, 167 students. The research instrument was Kolb’s Learning Style Inventory (KLSI) of conceptual understanding test on Physics (Tes Pemahaman Konsep Fisika or TPKF). The data was analyzed by using ANOVA, with the significant level is 5%. The result shows that: (1) cooperative learning strategy of jigsaw type has more benefits than direct learning strategy in conceptual understanding on Physics, (2) student group of which learning style was converger has higher conceptual understanding than that of which learning style was diverger, (3) there are interaction influence between learning strategy and learning style towards the conceptual understanding on Physics