Independent Learning Research Articles

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

Potential Plasma Proteins (LGALS9, LAMP3, PRSS8 and AGRN) as Predictors of Hospitalisation Risk in COVID-19 Patients.

Background: The COVID-19 pandemic, caused by the novel coronavirus SARS-CoV-2, has posed unprecedented challenges to healthcare systems worldwide. Here, we have identified proteomic and genetic signatures for improved prognosis which is vital for COVID-19 research. Methods: We investigated the proteomic and genomic profile of COVID-19-positive patients (n = 400 for proteomics, n = 483 for genomics), focusing on differential regulation between hospitalised and non-hospitalised COVID-19 patients. Signatures had their predictive capabilities tested using independent machine learning models such as Support Vector Machine (SVM), Random Forest (RF) and Logistic Regression (LR). Results: This study has identified 224 differentially expressed proteins involved in various inflammatory and immunological pathways in hospitalised COVID-19 patients compared to non-hospitalised COVID-19 patients. LGALS9 (p-value < 0.001), LAMP3 (p-value < 0.001), PRSS8 (p-value < 0.001) and AGRN (p-value < 0.001) were identified as the most statistically significant proteins. Several hundred rsIDs were queried across the top 10 significant signatures, identifying three significant SNPs on the FSTL3 gene showing a correlation with hospitalisation status. Conclusions: Our study has not only identified key signatures of COVID-19 patients with worsened health but has also demonstrated their predictive capabilities as potential biomarkers, which suggests a staple role in the worsened health effects caused by COVID-19.

Early insights into SLA with chatGPT: Navigating CS teachers and student perspectives in an opinion-based exploration

This study explores the integration of ChatGPT into Social Learning Analytics (SLA) to support programming education among computer science students at Mustapha Stambouli University, Mascara, Algeria. Utilizing a mixed-methods approach, the research combines quantitative surveys and qualitative analysis of recorded interactions of one example and interviews to examine the effectiveness, challenges, and perceptions of ChatGPT’s use in programming tasks across Arabic, French, and English. The study involved 57 students and five teachers, providing a comprehensive view of ChatGPT’s impact on learning experiences, engagement patterns, and programming performance. Results indicate that ChatGPT is frequently used as a supplementary tool, especially for programming-related queries, debugging, and last-minute assistance before deadlines. The tool’s adaptability to students’ needs, combined with its ease of use, enhances its perceived value in supporting independent learning. However, the limitations of the free version—such as restricted access, slower response times, and occasional inaccuracies—were frequently cited as barriers to consistent, effective use. Teachers acknowledged ChatGPT’s role in easing instructional burdens but emphasized the need for critical oversight to prevent over-reliance on AI-generated content. Ethical concerns regarding data privacy, academic integrity, and the quality of AI feedback were highlighted as key issues requiring attention. Interestingly, a significant portion of students expressed the belief that AI, including ChatGPT, could potentially replace human programmers in the near future, reflecting both optimism and concern about the evolving role of AI in the field. Despite this, educators maintained that while ChatGPT can augment programming education, human intuition, creativity, and contextual understanding remain irreplaceable. The study concludes that ChatGPT’s integration into SLA offers substantial opportunities to enhance educational support and enrich data on student learning behaviors. However, addressing accessibility issues, enhancing multilingual support, and mitigating ethical challenges are critical for maximizing the tool’s effectiveness. The findings underscore the importance of a balanced approach that leverages AI’s strengths while maintaining the essential role of human expertise in education and programming.

Analisa Penerapan Dasar Robotika sebagai Implementasi Pengembangan Robot Sederhana pada Kurikulum Merdeka di SMP Angkasa

The application of the Independent Curriculum in informatics subjects, algorithms, and programming materials is a new material taught in Junior High School (SMP). In this subject, there is one material that relates to the manufacture of simple robots. This research aims to implement the basics of robotics to students to stimulate students' interest in learning. This research is quantitative research with an associative approach by implementing an independent learning curriculum that prioritizes generic skills and obstacles faced by students in learning activities. The data collection technique used a questionnaire given to 25 grade VIII students. The questionnaire is used as an evaluation tool and the results of the questionnaire will then be recapped. The results of the analysis showed that students' learning readiness and interest in learning did not have a significant influence on their learning outcomes, while the students' learning profile significantly affected the learning outcomes. The use of learning methods that take into account the individuality of students allows for more personalized and effective learning designs

The Role of Parent Support and Confidence in the Learning Independence of High-Grade Elementary School Students

Learning independence is an attitude in individual learning to achieve goals and actively contribute to the learning process without relying on others. Students who have learning independence will be able to overcome various problems faced, especially in learning activities. However, the existing phenomenon shows that there are still students who have problems in learning independence, such as not evaluating their learning activities, giving up easily on difficult tasks, and not seeking information from various learning sources. The study aims to see the effect of parental support and self-confidence on learning independence at SDN Tanggul Sidoarjo. This research is correlational quantitative research. The study population consisted of high-grade students at SDN Tanggul Sidoarjo with a total of 124 students, and all students were used as research samples. The data collection technique in this study uses a scale of Parental Support, Self-Confidence, and Learning Independence. This technique is used to find out the effect of parental support and self-confidence on the learning independence of high school students. Analysis of the research results using multiple linear regression with the help of JASP. The results of the study showed a p value of 0.001 &lt;0.05, which indicates a significant effect of parents' support and self-confidence on learning independence in high school students at SDN Tanggul Sidoarjo.Kemandirian belajar adalah sikaip dalam pembelaijaran individu untiuk mencapaii tujuan serta berkontriibusi aktif dalam proises pembelajaran tanpa bergiantung pada orang lain. Siswa yang memiliki kemandirian belajar akan mampu mengatasi berbagai masalah yang dihadapi, terutama dalam kegiatan pembelajaran. Namun, fenomena yang ada menunjuikkan baihwa masiiih terdiapat siiswa yang memiiliki masalah dalam kemandiirian beilajar, seperti tidak mengevaluasi kegiatan belajarnya, mudah menyerah pada tugas yang sulit, dan kurang mencari informasi dari berbagai sumber belajar. Penelitian bertujuan untuk melihat pengaruh dukungan orang tua dan kepercayaan diri terhadap kemandirian belajar di SDN Tanggul Sidoarjo. Penelitian ini merupakan penelitian kuantitatif korelasional. Populasi penelitian terdiri dari siswa kelas tinggi di SDN Tanggul Sidoarjo dengan jumlah 124 siswa, dan seluruh siswa dijadikan sampel penelitian. Teknik peingumpulan data dalam peneliitian ini menggiunakan skala Dukungan Orang Tua, Kepercayaan Diri, dan Kemandirian Belajar. Teknik ini diigunaikan uintiuk mengietahui peingiaruh dukungan oiraiing tuia dan kepercaiyaan diiri teirhadap kemaindirian beilajar paida sisiwa keilas tinggi sekolah dasar. Analisis hasil penelitian menggunakan regresi linear berganda dengan bantuan JASP. Hasil penelitian diketahui nilai p sebesar 0,001 &lt; 0,05, yang mengindikasikan adanya pengaruh signifikan dukungan oraing tuia dan kepericayaan diri teirhadap keimandirian beilajar pada siiswa keilas tinggi di SDN Tanggul Sidoarjo.

The Accuracy of the Online-Based Independent Study Method in Developing University Students' Entrepreneurship Skills

This study aims to analyze the impact of online-based independent learning methods on developing entrepreneurial skills among students at Private Universities in Kediri. The research focuses on 1) the types of entrepreneurial skills that students are keen on enhancing, 2) the strategies employed by tutors/lecturers to help students strengthen their entrepreneurial skills through online independent study, and 3) the effectiveness of online independent study methods on students' entrepreneurial skills with the guidance of lecturers. The study utilizes a research and development (R&amp;D) approach. The research sample comprises 1) two classes of students from the Islamic Broadcasting Communication Study Program at the Faculty of Da'wah, UIT Lirboyo Kediri, and 2) two classes of students from the Management and Economics Study Program at UNP Kediri. The findings reveal that online-based independent study significantly influences the development of students' entrepreneurial skills. The entrepreneurial skills of interest include online stores, resellers, drop-shippers, and affiliate marketers. The tutor's strategy for fostering students' entrepreneurial skills involves generating new ideas, conducting idea feasibility tests, drafting business proposals, developing business products, creating online advertisements, practicing sales techniques in the field, and preparing sales reports. This tutoring approach contributes to the cultivation of innovative entrepreneurial skills that yield positive outcomes for students.

Tracing the dynamics of motivational self-constructs across the lifespan: Tales from senior learners of English

In the context of an ageing and increasingly more independent learning population, a narrative inquiry into the life stories of motivated and still active senior language users remains a promising yet unexplored area. This case study forms part of a PhD research (Darnault, 2023) on the motivational dynamics of lifelong foreign language learning (FLL) individuals. We recorded the retrospective stories of 3 exceptionally motivated French senior learners of English, aged 65 to 80, from childhood to their current learning experience. Our triangulated and multimodal approach elicited written, oral and visual data. An inductive thematic analysis first highlighted the emergence of motivational peaks, subsequently followed by the examination of clusters of self-constructs within participants’ individual time frames in light of the L2 Motivational Self System (L2MSS) framework. Results showed that upon retirement all three learners integrated language learning into their daily routine, incorporating it as an integral part of their identity and broader sense of self outside L2 domain-specific motivational constructs. A particularly unyielding hybrid L2 self emerged in later years, drawing from the combination of ought-to, ideal and anti-ought-to selves that prevailed with different degrees of intensity and interaction according to life periods.

Stylet-driven Leads or Lumenless Leads for Conduction System Pacing.

Stylet-driven leads have been recently introduced for conduction system pacing, while most of the previous experience has been obtained with lumenless leads. Design and structural characteristics of both lead types are significantly different, resulting in different implant techniques and independent learning curves. Lead performance appears to be comparable, whereas data on direct comparison of clinical outcomes are scarce. Currently, there are no specific clinical scenarios favouring the use of one lead type over another and the decision should rely on the individual experience of the implanter.

Implementing collaborative pre-task planning with intermediate Arab EFL learners in a blended, task-based environment: A mixed methods study

Pre-task planning (PTP) has received scant attention in L2 writing and task-based research, especially pertaining to its effect on the writing production of intermediate, school L2 learners. This study examines mainly the influence of implementing collaborative PTP on the writing production of Arab EFL learners within blended, task-based environment. Following a mixed methods experimental design, intermediate L2 learners were distributed in planning and no-planning conditions and conducted a pre- and post-test. Students in both groups composed a number of argumentative essays over a 10-week period, which were analyzed for complexity, accuracy, fluency, ideational content, and lexical richness. Results from independent samples t-test and univariant analysis of covariance (ANCOVA) indicated several significant differences between participants' performance on the post-test compared to the pre-test but with differential effects in terms of the five measures. Analyses revealed that PTP didn't promote all the measures simultaneously, but it mainly assisted L2 writers produce enhanced content planning (idea generation, lexis, and argumentation) and resulted in greater fluency and overall improved organization and writing quality. Results of classroom observations supported the statistical results and showed that blended, task-based PTP positively impacted students' writing performance, motivation, self-confidence, and learning independence, and thus created a positive, engaging L2 writing environment. The study results were interpreted through the lens of cognitive processing theories, particularly Skehan's (1998, 2014) Limited Attentional Capacity Model and Robinson's (2001) Cognition Hypothesis, providing support to Robinson's position that PTP led to greater fluency. The use of data and methodological triangulation in this study offers new insights into the role of PTP in the L2 writing process, especially with intermediate, school learners in an authentic classroom setting, and thus contributes to the inconsistent results of previous PTP studies (Ellis, 2021).

Transforming Independent Learning among Student: Perspectives on Emotional Intelligence and Parental Support

This examination plans to analyze the job of the ability to figure out individuals on a significant level and parental help for self-directed learning in Jambi City State Secondary School understudies. Examining in this review utilized an unplanned testing procedure including 502 class X and XI understudies. Information were gathered utilizing three scales, to be specific Oneself Controlled Learning Scale, The capacity to understand anyone at their core Scale and Parental Help Scale. The examination procedure utilized in this exploration is SEM investigation. The consequences of the examination show that capacity to understand anyone on a deeper level and parental help assume a critical part together in self-directed learning with a worth of .000 (p &lt; .05). Likewise found is a R square worth of .506. The consequences of this investigation likewise discovered that the SRMR worth of .041 was more modest than .08, the NFI worth of .903 was more noteworthy than .90, and that implies that the model in this review can be supposed to be solid match, implying that ability to comprehend others more deeply and parental help together play a part in self-controlled learning among Jambi City State Secondary School understudies is 50.6%.Pengujian ini bertujuan untuk melihat kerja kemampuan mengapresiasi seseorang secara lebih mendalam dan bantuan orang tua terhadap pengendalian diri belajar pada siswa SMA Negeri Kota Jambi. Pengujian dalam review ini menggunakan prosedur pemeriksaan kebetulan yang melibatkan 502 siswa kelas X dan XI. Informasi dikumpulkan menggunakan tiga skala, yaitu Skala Pembelajaran yang Diarahkan oleh Diri Sendiri, Skala Kapasitas untuk memahami orang-orang pada intinya, dan Skala Bantuan Orang Tua. Analisis SEM digunakan sebagai metode analisis dalam penelitian ini. Hasil penelitian menunjukkan bahwa kapasitas untuk memahami seseorang secara lebih mendalam dan bantuan orang tua memainkan peran penting dalam pembelajaran mandiri dengan nilai 0,000 (p &lt;0,05). Nilai R square sebesar 0,506 juga ditemukan. Hasil penelitian ini juga menemukan bahwa nilai SRMR sebesar .041 lebih kecil dari .08 nilai NFI sebesar .903 lebih besar dari .90 yang berarti model pada penelitian ini dapat dikatakan good fit, artinya kapasitas untuk memahami orang secara mendalam dan bantuan orang tua berperan penting dalam pembelajaran mandiri pada siswa SLTA Negeri Kota Jambi sebesar 50.6%.

Computer-assisted education and application in the music flipped classroom: A review of the literature

The application of computer-assisted learning in music education not only changes the traditional teaching mode, in addition, it provides students with a richer and more personalized learning experience. However, the implementation of computer-assisted learning also faces many challenges, such as insufficient technological infrastructure, teachers' role change, and the development of students' independent learning ability. Therefore, this study explored the pedagogical effects of computer-assisted learning applications in music-flipped classrooms and how to enhance students' learning and musical expression through a computer-assisted flipped classroom teaching model by using the literature review method. Through a five-step approach, this study analyzes the current status, problems, challenges and opportunities of computer-assisted education in music-flipped classrooms, aiming to assess its effectiveness and propose strategies to promote innovation and development in music education. The study findings demonstrated that utilising computer-assisted learning in the music-flipped classroom substantially enhanced students' musical knowledge, skills, and performance by fostering active learning participation and interaction. Conclusions drawn from the study found that computer-assisted learning is effective in improving learning outcomes and musical performance and can contribute to the advancement of music education theory and practice. Future academic exploration needs to confront these obstacles and delve into inventive applications of computer-assisted learning. Furthermore, there is a necessity for prolonged investigations to evaluate the enduring influence of music education outcomes through computer-assisted music-flipped classroom instruction.

PENGEMBANGAN MEDIA PEMBELAJARAN INFORMATIKA BERBASIS PENDEKATAN KONTEKSTUAL PADA MATERI BERPIKIR KOMPUTASIONAL

The results of observations found several problems, namely, the lack of variation in the use of media in delivering subject matter, this causes student interest in learning computational thinking material is still lacking. The purpose of the study was to develop and assess the feasibility of web-based learning media using Google Sites with a contextual approach and measure student interest in the media. The method used is Research and Development (R&amp;D) with the ADDIE model. with instruments by media experts and material experts, as well as measuring student interest in learning. The research subjects consisted of 32 students of class X-8 at SMA Negeri 1 Kabila. The results showed that (1) learning media obtained a very feasible assessment from media experts with a percentage of 81.25% and from material experts with a percentage of 97.08% (2) Student learning interest in this media was also high with a percentage of 70.24%. It can be concluded that web-based learning media is declared feasible to use for computational thinking material. The research suggestion is for teachers to continue to develop the use of this web-based learning media for various other materials, and for further research to expand the scope of using the media in all classes and subjects, so that it can support independent learning that is fun and motivating for students.

Implementing Problem-based Learning to Secondary School EFL learners at the International School of China for Developing Communicative Competence

As the global demand for complex talent increases, the purpose of teaching and learning is no longer simply to transmit knowledge, but also to develop students’ ability to ask questions, analyze problems and solve them (Reed et al, 2021). The traditional teacher-centered, passive learning approach no longer meets the teaching context of social development and strong international competitiveness (Ting et al., 2021). PBL (Problem-based learning) is a form of self-directed learning and group discussion that creates a genuine context for students to map out the real world, which contributes to diversifying, differentiating, and stimulating students learning (Almulla, 2020). PBL develops students’ practical skills, cultivates innovative and applied talents, and improves students’ confidence in learning (Ngadiso et al., 2021). PBL uses independent learning and group discussion to create a real-world situation for students, which can develop their learning autonomy, and improve their overall application skills, especially the listening and speaking skills (Quinn, 2019). This pedagogical report tries to design a complete PBL project for high school students in an international school of China to help students be able to use English correctly for intercultural communication by doing PBL tasks. Students can deeply appreciate the differences in word meanings, sentence meanings, associative meanings, metaphorical meanings, and other linguistic phenomena in the two different cultures of the East and the West, to understand culture from the inside and maintain their interest and enthusiasm in learning English. By PBL approach, teachers can help students to mobilize their enthusiasm and initiative for learning and cultivate students’ communicative competence to realize the co-growth of knowledge and competence (Larmer, 2016).

What it takes to develop self-confidence and competence in midwifery students for midwifery practice

BackgroundMidwifery practice is multidimensional and complex in supporting women's reproductive health. Midwives provide care through pregnancy, birth, and the puerperium and may extend to sexual and reproductive health. Midwifery education must develop self-confidence and competence within each midwifery student. This must be learned before registering as a midwife and entering midwifery practice. Little is known about how educational experiences influence midwifery students' confidence. AimThe aim of this study was to understand the educational experiences that influence self-confidence and competence development among midwifery students. Design and methodsA qualitative descriptive design was used in this study. Data were collected through seven focus group discussions with 37 midwifery students. The discussions were recorded and professionally transcribed. Data were analysed using thematic analysis. ResultsThe analysis resulted in four themes: (1) Understanding the concept of competence, (2) developing competence in midwifery practice, (3) obstacles to developing competence, and (4) the importance of self-confidence to be competent. The development of self-confidence and competence is gained through acquiring knowledge and skills, participating in research, undertaking clinical and simulated practice, attending seminars, and engaging in independent learning. ConclusionMidwifery students described how the increase in self-confidence can lead to an increase in competence, enabling the provision of high-quality midwifery services.

Tanggungjawab Terhadap Kurikulum Merdeka Belajar di Madrasah

This research aims to examine the responsibility for implementing the independent learning curriculum in educational units in madrasah. This research is research that uses a qualitative approach with data collection techniques in this research using literature studies originating from books, articles and journals that discuss the independent learning curriculum theory. The results of this research show that the Independent Curriculum is an educational concept that provides teachers with greater freedom and autonomy in designing and implementing learning. The Merdeka Curriculum frees teachers from a curriculum that is too rigid and provides flexibility in determining teaching methods, lesson materials and assessments. Learning is carried out in accordance with the diversity of students, the development of talents and interests, and the needs of students. The role and responsibilities of the madrasa head is the main supporter in making policies within the smallest scope, namely the madrasa. Teachers play an important role in implementing the Independent Curriculum in achieving madrasah goals. Teachers are a key factor in implementing the curriculum and providing meaningful learning experiences for students, therefore, there is a need for continuous professional training and development so that teachers have a deep understanding of the curriculum, effective learning methods, and the ability to manage the classroom well.

Enhancing Complex Problem-Solving Skills through STEM-Based Spatial Geometry E-Modules

Learning spatial geometry is still abstract thereby it is boring and less meaningful. As a result, learning outcomes in terms of skills and cognitive aspects become less optimal. Currently, students are no longer rely on textbooks as a learning resource. E-module is digitally designed learning resources that support independent learning. The e-module would be integrated with STEM approach. STEM learning activities are very important and need to be familiarized in learning, because the activities help prospective teachers in building the concepts learned, as well as to practice solving complex real-world problems. The method was research and development using the ADDIE model. The research subjects were 78 students who were prospective mathematics teachers of Mathematics Education Study Program, Universitas Tidar. Data were collected by using observation sheets, interview guides, questionnaires, and complex problem-solving tests. There are three main results from the study; first, STEM-based spatial geometry E-module is declared to be strongly valid according to expert validators. Second, based on student responses, this e-module is practical and the third, based on the results of complex problem-solving skills test, this STEM-based spatial geometry e-module is effective.

Research on Cooperative Learning in College English Listening Course Empowered by Digital Intelligence

With the rapid development of information technology and the continuous integration of the global economy, the digital era has arrived, which has had a profound impact on educational models. The introduction of the digitally empowered cooperative learning model in college English listening course not only enriches teaching methods but also enhances students' independent learning abilities and teamwork skills. This research paper delves into the integration of digital intelligence in the enhancement of cooperative learning within college English listening course. The study aims to explore the impact of digital tools and technologies on the efficiency and effectiveness of English listening instruction, focusing on the collaborative learning process among students. The research underscores the trans-formative potential of digital intelligence in empowering cooperative learning in college English listening course. By leveraging the strengths of technology, educators can create more interactive, adaptive, and student-centered learning experiences that enhance language proficiency and prepare students for the demands of the digital age.

Innovative Learning Strategies for Islamic Religious Education Based on Merdeka Belajar Curriculum in Vocational High Schools

Innovative learning strategies for Islamic Religious Education are needed to improve cognitive abilities, including analysis, application, creation, presentation, and implementation; affective abilities, including appreciation and organization or characterization; and psychomotor abilities, with the perception of the Qur'an and Hadith, which can enrich the vocational needs of students. This qualitative case study research aims to describe and analyze innovative learning strategies for Islamic Religious Education at Mambaul Ulum Vocational High School based on the Merdeka Belajar curriculum. Data collection through interviews, observations, and documentation. Testing the validity of the collected data through triangulation, expert discussions, and member checking. Data analysis using the Miles, Huberman, and Saldana methods with data condensation, data presentation, and conclusion. The study showed that the Islamic Religious Education teachers implemented three innovative learning strategies. First, problem-based learning integrates religious concepts with real issues to develop cognitive, affective, and psychomotor abilities. Second, inquiry-based learning through independent investigation and applying religious concepts in everyday life to deepen understanding. Third, flipped classroom combines independent learning at home with classroom discussion activities. Applying three innovative learning strategies has an impact on increasing learning motivation, knowledge of worship, and critical thinking skills. The value of this research lies in the application of learning strategies that connect religious concepts with actual practices to improve the quality of learning in vocational environments. The research findings strengthen constructivism through problem-based, inquiry-based, and flipped classroom theory by showing that active, collaborative, and interactive learning improves understanding and application of learning materials.

PENGARUH MODEL PEMBELAJARAN PBL BERBANTUAN ICE BREAKING TERHADAP KEMAMPUAN REPRESENTASI MATEMATIS DAN KEMANDIRIAN BELAJAR SISWA KELAS VIII MTs ZIA SALSABILA

This study aims to determine the effect of the Problem Based Learning learning model assisted by ice breaking on students' mathematical representation abilities and learning independence. The method used is a quantitative method with an experimental research type. The sample consists of 27 students of VIII B as an experimental class and 20 students of class VIII A as a control class at MTs Zia Salsabila Bandar Setia. The results of the study showed that the t-test analysis that had been carried out obtained a p-value = 0.00 0.05 and p-value = 0.0001 0.005. The data explains that is accepted and is rejected. The average n-gain obtained in the experimental class was 0.64 and 0.57 while the control class obtained a value of 0.16 and 0.29 so that the average difference in n-gain was 0.48 and 0.28. Based on these data, it can be concluded that the mathematical representation ability and learning independence of students who learn using the PBL learning model assisted by ice breaking are better than students who learn in class with conventional learning models. There is an influence of the use of the PBL learning model assisted by ice breaking on students' mathematical representation abilities and learning independence.

Implementation of the Independent Learning Curriculum for Students

Independent Curriculum is a curriculum with diverse intra-curricular learning where students can have enough time to deepen their competencies. Teachers can choose various learning tools based on students’ learning needs and interests. The implementation of the independent learning curriculum aims to revolutionize the education system by encouraging student-based learning and increasing educational flexibility. This paper discusses the impact of the independent learning curriculum on students, focusing on learning outcomes, student engagement, and the role of teachers. Through a qualitative research approach with interviews and observations, this study examines students’ perceptions of curriculum change and adaptation to the new educational framework. The research findings show that the independent learning curriculum encourages active participation, critical thinking, and creativity of students, despite challenges such as teacher readiness and inadequate infrastructure. This study confirms that the independent learning curriculum can promote a responsive and inclusive educational environment that is tailored to the needs of 21st-century learners.