Independent Learning Research Articles

A Bibilometric Analysis of Assessment as Learning in Higher Education

Assessment in higher education has been dominated by traditional practices that mainly focus on grades for student progression. However, there has been some transformation in assessment due to the advancement in education. Generally, assessment is viewed as central to student learning and experience. Assessment as learning, is not just an addition to learning and teaching, but it presents an opportunity through which students’ involvement in assessment could manifest as part of learning: assessment is learning-oriented. Assessment as Learning in Higher Education is about student empowerment; hence, students take ownership of their own learning process. Furthermore, assessment as learning promotes constructivism through student engagement and knowledge construction. This bibliometric analysis analysed the trends evident from research on assessment as learning and implementation in Higher Education. Data were retrieved from the Scopus database and analysed using VOSviewer. The thematic analysis approach was also employed. The study reveals that self-assessment is important in promoting student empowerment, which is one of the benefits of assessment as learning. It is important that higher education institutions rethink assessment as learning because this might assist in achieving the 21st-century educational goal of independent learning. The study’s findings confirm that there is a need for constructive alignment of teaching, learning and assessment; hence, assessment as learning becomes more significant. The findings provided an overview of key themes, research gaps and potential areas for future research. The insight that was gained from this bibliometric analysis will be valuable for lecturers, course designers, universities, assessors and researchers seeking to improve assessment in higher education.

The Effect of PJBL and IBL on the Learning Independence of Vocational School Students

The influence of Project Based Learning (PJBL) and Inquiry-Based Learning (IBL) learning models on students' learning independence at SMK Solo. PJBL and IBL were chosen as innovative and student-centred learning models, focusing on increasing students' independence and active involvement in the learning process. Based on the results of data analysis, it was found that PJBL provided a significant increase in student independence, with an average pre-test score of 44.01, increasing to 70.38 in the post-test. Meanwhile, students who took IBL experienced an increase from 46.85 to 59.77. The t-test showed a significant difference between the pre-test and post-test with a significance value of 0.000 (sig <0.05), indicating that both learning models contributed positively to increasing student independence. The results of the multivariate analysis supported this finding, with an F value of 3.052 and a significance of 0.018 (sig <0.05), indicating that PJBL was more effective than IBL in increasing independence. However, in the aspect of student creativity, no significant difference was found between the two models, with a significance value of 0.157 (sig > 0.05). In conclusion, PJBL is superior in encouraging student independence compared to IBL, and the results of this study provide important recommendations for educators to prioritize PJBL in the context of learning that focuses on developing student independence in vocational schools.

The Role of Digitization and Independent Learning In Enhancing Professional Competencies

This article explores the impact of digitization on higher education in Uzbekistan, focusing on the comprehensive development of students through independent learning. Highlighting the significance of President PQ-1875's decision to improve foreign language education, the research examines the implementation of this initiative since 2013 and its effects on enhancing the professional competencies of language teachers. Through the establishment of specialized programs and educational frameworks, the study underscores the importance of fostering critical thinking, creativity, and socialization among students. The findings emphasize the role of interdisciplinary integrated independent learning, where students actively engage in their educational processes, supported by educators who guide and facilitate their learning journeys. The article outlines effective teaching strategies, assessment criteria aligned with international standards, and innovative educational technologies that encourage student autonomy and collaboration. By integrating various subjects and promoting creative approaches to problem-solving, the research advocates for a student-centered educational environment that prepares learners for complex real-world challenges. The conclusion stresses the necessity of organizing independent learning processes to cultivate students' professional competencies, fostering an educational landscape that aligns with their interests and enhances their critical and creative skills.

ANALISIS MODEL PEMBELAJARAN PjBL DALAM MEMBANGUN PEMBELAJARAN MATEMATIKA DAN PENERAPAN P5 PADA KURIKULUM MERDEKA

The research, which focuses on Project Based Learning (PjBL), aims to foster character and learning independence in students and still refers to the Pancasila Student Profile. This study uses a qualitative descriptive methodology. The sample in this study was taken using non-probability sampling techniques. In accordance with the findings of the research using a project-based learning model, the initiative to improve the profile of Pancasila students at SMP Negeri 3 Sungai Pinyuh was carried out with a project-based learning model. This can be seen from the activities in the P5 activity with the theme of Local Wisdom, namely the manufacture of West Kalimantan's typical food, Spicy Porridge. In addition, the Project Based Learning learning model can be applied to mathematics learning as a novelty in mathematics learning, namely the creation of posters for grade VII ratio materials

The role of the O2O blended teaching model in improving the teaching effectiveness of physical education classes

Abstract The deep fusion of Internet technology and education is constantly pushing forward the reform of university education. Traditional educational ideas, concepts, and models cannot keep pace with the times, and hybrid teaching has become a new way of education in colleges and universities. To improve the teaching effect of physical education classes, the study used a blended teaching model and designed a teaching evaluation and performance prediction model under the blended teaching model based on an improved cluster analysis method and attention mechanism. The lab results indicated that under the blended teaching model, students’ performance increased by 12.89 points, and the level of skill mastery and proficiency increased by 26.52 and 28.55%, respectively, with grades more inclined to high score distribution. “Excellent” grade clustering increased by 77.71%, and “Good” grade clustering increased by 19.01%. The minimum error sum of squares of the improved clustering algorithm was 58.18 and 36.25% lower than the other two algorithms, and the clustering results were more relevant. The two-way attention mechanism algorithm predicted higher accuracy results and performed best on all four evaluation metrics, with a prediction accuracy of 98.23%, an accuracy of 98.42%, and an F1 value of 91.78%. This hybrid teaching model is more in line with the characteristics of the physical education teaching discipline, successfully cultivates students’ independent learning ability, stimulates students’ love for physical education courses, and achieves better teaching results.

Exploring the Multimodal Approach in Pre-Service Chemistry Teacher Education: Perspective from Students and Lecturers

This study aims to investigate the implementation of a multimodal approach in the learning process and the summative tests of pre-service chemistry teacher education. Data were collected through Google Forms using semi-structured questions. Data were compared with analysis handbooks and summative test documents. The results show that most pre-service chemistry teachers have a multimodal learning style. However, the application of the multimodal approach in chemistry courses has not been extensively implemented due to several challenges. For instance, the time required for preparation can be a significant barrier, as creating and organizing multiple modes of communication can be time-consuming. The complexity of creating media is another challenge, as it requires technical skills and resources. Additionally, the characteristics of students who do not support independent learning can hinder the implementation of a multimodal approach. The most commonly used media in applying the multimodal approach are videos and PowerPoint presentations, supplemented by direct explanations from lecturers. Most of the test techniques used by lecturers were in written form, owing to the difficulties in developing multimodal tests. This study implies an urgent need for the development of multimodal test instruments to accommodate differences in students' learning styles.

Große Transformation für eine Nachhaltige Raumentwicklung als Herausforderung für die raumbezogene Hochschullehre

Climatic and ecological changes across the globe represent a challenge for humanity that can only be solved through a great transformation, that is, a widespread shift toward sustainable spatial development. This means addressing transformation needs in all systems to recognize that civil society, economies and politics are all predetermined by planetary boundaries. This transformation demands that the fields of applied spatial science and spatial planning identify strategies and solutions. This paper examines the extent to which these topics are already being addressed by the university-level spatial studies programs currently training future planners. It develops and examines criteria for evaluating these programs using guideline-based interviews and literature research to perform detailed analysis of selected programs. The study demonstrates that not only specialist knowledge, but also personal and methodological skills are crucial to the success for far-reaching change processes and, ultimately, a society-wide paradigm shift. In some cases, these skills are already being addressed by individual spatial studies programs, especially planning programs. However, there remains a need to accelerate the cultivation of independent learning skills and collaboration in inter- and transdisciplinary teams. Accordingly, this paper proposes a differentiated view of teaching and learning formats in higher education and encourages deepening the focus of spatial studies programs on sustainability and transformation issues.

E-Module Innovation: A Product-Based Approach to Database Practicum

<span lang="EN-US">This research aims to develop a product-based e-module for database practice in the Software Engineering (RPL) program at SMK Negeri 1 Sintuk Toboh Gadang. The Research and Development (R&D) method using the 4D model (Define, Design, Develop, Disseminate) was employed, involving 23 students as subjects. The study resulted in a valid, practical, and effective e-module that aligns with curriculum demands and fosters students' creativity. Validation tests demonstrated high validity and reliability across content, presentation, and format aspects. Practicality tests yielded a Reproducibility Coefficient (Kr) of 0.98 and a Scalability Coefficient (Ks) of 0.95, confirming the e-module's usability. The effectiveness of the e-module was evidenced by significant improvements in student learning outcomes, with an N-Gain score of 0.73, indicating high effectiveness. The findings suggest that the product-based e-module is a valuable tool for enhancing practical learning in database subjects, promoting independent and creative learning among students</span>

Assessing and Improving the Quality of Undergraduates in Preschool Education Programs in China: The Course Experience

This study examined the current status of course satisfaction among Chinese preschool undergraduate students and the prediction of five influencing factors on students satisfaction: teacher instruction, course management, course setting, course environment, and course resources. The findings revealed that: 1. the mean value of course experience was M=3.861 (out of 5); 2. there were differences in the satisfaction of undergraduate students' course experience by different background variables; 3. course, course resources, and loyalty had significant predictive power on undergraduate students' satisfaction with course experience; 4. instructor instruction (TI) did not significantly predict students' satisfaction with course experience (SCES) (p> 0.001); 5. Faculty instruction (TI) in this study had the highest mean satisfaction score (M = 4.191) and the mean satisfaction score was only (M = 3.861). The results show that the current status of course satisfaction among Chinese preschool undergraduates is at an moderate level, and there is more space for improvement; although students' satisfaction with teacher instruction (TI) is high, effective teacher instruction does not have a substantial impact on the acquisition of SCES or general competencies, and this passive learning and teaching style leads to a lack of independent learning and active participation among Chinese preschool undergraduate students.

Students’ Perceptions of Using Reciprocal Teaching Groups Strategy in Extensive Reading Activities

Reading plays a pivotal role in language learning, particularly in acquiring proficiency in English. However, Indonesian secondary students often struggle with comprehending reading materials due to their difficulty level exceeding their proficiency and a less conducive learning environment that contributes to disengagement. This gap in reading comprehension prompted the initiation of this research, which aimed to investigate how reciprocal teaching groups could enhance extensive reading activities for students. This research conducted qualitative methods within a microethnography framework, the study engaged six junior high school students as participants. Data collection involved observations, interviews, and students' reflective journals to gather comprehensive insights. The results highlighted that implementing reciprocal teaching group strategies positively impacted students' motivation and comprehension levels during reading activities. Moreover, these strategies fostered a more interactive and independent learning atmosphere, addressing the monotony often associated with traditional reading sessions. By actively involving students in reciprocal teaching groups, they were able to deepen their understanding of the study materials more effectively. Thus, the findings suggest that integrating reciprocal teaching group strategies is a beneficial approach to enhancing students' learning outcomes in extensive reading. This research underscores the potential of collaborative learning methods in improving reading proficiency among secondary school students, offering insights into how educators can innovate teaching practices to better support students' language learning needs.

Analisis Kreativitas Siswa Melalui Model Pembelajaran Problem Based Learning Pada Mata Pelajaran IPS Dalam Pelaksanaan Kurikulum Merdeka Belajar Di SMPN 21 Kota Bengkulu

This research aims to determine students' creativity in learning Social Sciences in implementing the Independent Learning Curriculum at SMPN 21 Bengkulu City. This research uses a qualitative approach with a qualitative descriptive type. Data sources from social studies teachers and class VII students. Data collection techniques using observation, interviews and documentation. The data analysis techniques are data collection, data reduction, data presentation, and conclusion drawing. Meanwhile, checking the validity of the data in this research uses the triangulation technique. The results of the research show that the application of Problem Based Learning in Social Sciences subjects in the implementation of the independent learning curriculum increases student creativity. In line with the objectives of the independent curriculum, it is proven that there is the development of critical thinking skills and problem solving in a social context, with aspects of creativity such as fluency of thinking and the ability to develop ideas that have experienced a real increase. This research provides important insights for educators and policy makers in optimizing developing student creativity through social studies learning in the independent learning curriculum.

The Impacts of Computer-Assisted Translation Tools on Learning Autonomy of Students in English Translation Courses

Computer-assisted translation (CAT) tools have played an important role in professional translation work. Nevertheless, integrating CAT tools in translation training effectively has remained a conundrum in educational institutions. This research investigates the impact of CAT tools on the learning autonomy of English-majored students in translation courses. Several CAT tools were employed in the training process of 64 students majoring in English translation for 10 weeks. The Learner Autonomy Perception Questionnaire was used to collect quantitative data for pre-test and post-test. Qualitative data was also collected from 15 individual interviews. Findings reveal that the integration of CAT tools has positive impacts on components of learner autonomy, including belief about teachers’ role, metacognitive knowledge, metacognitive skills, and freedom, but it has no significant influence on motivation. Furthermore, although CAT tools facilitate opportunities to foster self-confidence, independence of learning and critical thinking skills, they may cause an over-reliance on technology and a lack of creativity and sense of ownership. Accordingly, several teaching implications are drawn in this study.

Meningkatkan Hasil Belajar Siswa Melalui Metode Problem Based Learning Dengan Bantuan Media Canva Fase E Kelas X di SMA Negeri 3 Medan

This research aims to improve the learning outcomes of 10th-grade students at SMA Negeri 3 Medan through the implementation of Problem Based Learning (PBL) method with Canva media assistance on the topic "Being Critical and Responsible towards Mass Media Influence". This classroom action research was conducted in two cycles, involving 13 students. Data were collected through learning outcome tests, independence activity observations, and learning motivation questionnaires. The results show a significant increase in students' average scores from 75 in cycle 1 to 85 in cycle 2. Learning independence increased by 17.5%, while learning motivation rose by 18.75%. The integration of Canva in PBL proved effective in enhancing student engagement and the quality of learning outputs. In conclusion, the PBL approach with Canva media successfully improved students' learning outcomes, independence, and motivation in media literacy education.

Autonomous learning patterns of students with special needs in quantum learning using flipbook media at Indonesia

Autonomous learning referred to students’ ways and processes to develop their learning skill independently and take responsibility of it. Autonomous learning encouraged students to have active responsibility in their learning process, develop their metacognitive skill, and be more independent and proactive learners. This study aimed to investigate autonomous learning pattern of students with special needs in quantum learning using flipbook media. This was qualitative research in form of case study. The participants were primary school students at Bojonegoro Regency, Tuban Regency, and Cepu Regency. Those regencies covered various students’ backgrounds and special needs. From all participants, five students were selected specifically. They were selected because they showed characteristics of autonomous learning skill that could be easily identified. Data was collected using observation and in-depth interview. Technique in analyzing data was thematic analysis technique. Data was validated using member checking. Result of study showed that students with special needs who utilized flipbook media in quantum learning tend to be more independent in setting learning goals, managing learning process, taking initiative, completing assignments, and conducting self-reflection to their progress. It could be concluded that quantum learning using flipbook media could be effectively create five patterns of autonomous learning for students with special needs at Indonesia.

Meningkatkan Kemandirian Belajar Dalam Pembelajaran Pak Dengan Model Problem Based Learning Materi Kemampuanku Terbatas Fase D Kelas VII SMP Negeri 1 Dolok Panribuan

Education is currently still believed to be a very effective medium in building independent learning. The learning independence that the author means in this research is related to a condition where students are able to process themselves in making decisions and are responsible for the actions they take. To achieve the educational goals proclaimed by the government, the author as a Catholic Religious Education teacher wants to take part in This includes increasing the learning independence of students in PAK which is still very minimal, especially for students in the Simalungun Regency environment and especially class VII students at SMP Negeri 1 Dolok Panribuan. This type of research is a type of classroom action research carried out in class with two face-to-face action cycles. To obtain data, the techniques used are observation, tests and documentation. Hypothesis analysis and testing techniques are quantitative descriptive, namely comparing the level of learning independence before this research was carried out, namely the initial condition of students' learning independence, increasing student independence after action I (cycle I) and increasing student independence after action II (cycle II), then reflected. Based on the research results, it can be concluded that there has been an increase in the independence of phase D class VII students in each indicator by implementing the Problem Based Learning learning model.

An Independent Learning System for Flutter Cross-Platform Mobile Programming with Code Modification Problems

Nowadays, with the common use of smartphones in daily lives, mobile applications have become popular around the world, which will lead to a rise in Flutter framework. Developed by Google, Flutter with Dart programming provides a cross-platform development environment to create visually appealing and responsive user interfaces across mobile, web, and desktop platforms using a single codebase. However, due to time and staff limitations, the Flutter/Dart programming course is not included in curricula, even in IT departments in universities. Therefore, independent learning environments for students are essential to meet this growing popularity. Previously, we have developed programming learning assistant system (PLAS) as a web-browser-based self-learning platform for novice students. PLAS offers various types of exercise problems designed to cultivate programming skills step-by-step through a lot of code reading and code writing practices. Among them, one particular type is the code modification problem (CMP), which asks to modify the given source code to satisfy the new specifications. CMP is expected to be solved by novices with little effort if they have knowledge of other programming languages. Thus, PLAS with CMP will be an excellent platform for independent learning. In this paper, we present PLAS with CMP for the independent learning of Flutter/Dart programming. To improve the readability of the source code by students, we provided rich comments on grammar or behaviors. Besides, the code can be downloaded so that students can check and run it on an IDE. For evaluations, we generated 38 CMP instances for basic and multimedia/storage topics in Flutter/Dart programming and assigned them to 21 master students at Okayama University, Japan, who have never studied it. The results confirm the validity of the proposal.

Meningkatkan Hasil Belajar Pendidikan Agama Katolik dan Budi Pekerti Model Problem Based Learning Berbantuan Power Point pada Fase E SMA Negeri 1 Lumar

The main goal of education at school is the students’ achievement. Therefore, teachers must be knowledgeable about various teaching methods and implement them during their lessons. In order for students to achieve the intended learning outcomes, teachers must employ appropriate teaching methods during classroom activities. The purpose of this research is to identify student independence in learning through the use of a Problem-Based Learning model supported by PowerPoint in Phase E, involving 19 students from SMA Negeri 1 Lumar. This research was conducted over two cycles with the topic ‘Aku Pribadi yang Unik’. 1) The PBL model is effective in improving students’ dimensions of learning independence, as evidenced by a 12% increase. 2) There is also potential for improvement in students’ cognitive learning outcomes. 3) Furthermore, this model can enhance the achievement of psychomotor learning outcomes.

Meningkatkan Hasil Belajar Pakat dan Mandiri Melalui Model Discovery Learning Fase F SMA Negeri 1 Siantar Narumonda

The aim of this Classroom Action Research is to find out and measure whether or not the students of class The research subjects were 13 class XI students of SMA N 1 Siantar Narumonda, consisting of 5 men and 8 women. The object of the research is the learning outcomes and student independence in learning Catholic Religion and Ethics in teaching module 1 "The Church as God's people" and improvements in teaching module 2 "Church and the world". With data collection techniques, namely observation, documentation and tests. The results of the research show that there is an increase in learning outcomes and independence for Class The increase in learning outcomes and independence is proven by the average score for increasing independence in cycle I of 60.5% and in cycle II it increased by 25%, namely 85.5%. And the increase in learning outcomes in cycle 1 was 67% and in cycle II it increased by 27%, namely 94%.

Pendampingan Dan Pembinaan Pembelajaran Dengan Strategi “LESSUGAR” (Lingkungan Sebagai Sumber Belajar) Di TK Restu Ibu Kota Depok

Mentoring and coaching of learning at Restu Ibu Kindergarten is carried out by implementing the “Lessugar” strategy, which utilizes the environment as a source of learning. This strategy aims to realize the concept of Independent play and Independent learning, where children are free to explore and learn according to their interests and potential. Through direct interaction with the surrounding environment, children can develop curiosity, critical reasoning skills, and social skills. This contextual learning provides a more meaningful learning experience, so that children are able to connect the knowledge gained with their daily lives. The results of the mentoring show that this strategy is able to create a pleasant learning atmosphere and support the holistic development of early childhood. The lessugar strategy is expected to continue to be developed as an innovative learning model that supports inclusive and participatory early childhood education.

The Impact of Language and Social Communication on the Sense of Belonging among International Students Using ScLINGO Application

The UK's Higher Education landscape embraces global diversity, with the country ranking second as a destination for international students. However, limited research attention has been given to understanding the challenges faced by these students, particularly regarding language proficiency and cultural adaptation, which affect their sense of belonging. This study aims to address these challenges by investigating the impact of ScLINGO, a web-based gaming platform, on enhancing language skills and fostering social integration among international students, including those studying to become health professionals. Drawing on existing literature, the study seeks to fill this gap and promote sociocultural adaptation through a digital gamified language-learning tool. ScLINGO offers personalized bingo cards and interactive language exercises to familiarize players with everyday phrases and enhance language proficiency, encouraging both independent learning and collaborative interaction. The study navigates through three phases of game development, informed by insights and feedback from practitioners, students, and technology developers. By promoting cross-cultural competence and communication, the study aims to create a more inclusive higher education environment. ScLINGO's pilot phase addresses the rationale behind the game, building-up phases, and stakeholder feedback, anticipating its role in addressing cross-cultural maladjustment and facilitating effective support mechanisms for international students. Ultimately, the findings aim to contribute to the development