Student Learning Independence Research Articles

Analisis Studi Pada Kemandirian Belajar Siswa

Student learning independence plays a very important role in modern education. This triggers a lot of research related to learning independence. The aim of this research is to capture the research landscape related to learning independence. The method used is bibliometric analysis. The data is obtained from the enhanced Scopus database. The results showed that the number of publications related to learning independence increased every year from 2018 to 2020. The highest number of documents was in the Indonesian state, the highest number of documents were in the institution or university "Yogyakarta State University" with 8 documents, in the journal "Journal of Physics: Conference Series” with 33 documents. The research focuses are 1) e-learning, problem-based learning and blended learning; 2) learning independence, and self-regulation; 3) learning outcomes and learning systems. The keywords that became the new theme were learning achievement, motivation and online learning.

Analisis Kemandirian Belajar Siswa Sekolah Dasar

The background of this research is that student learning independence in thematic learning at SDN 125 Rejang Lebong is a major part of the problems students face in learning due to the lack of student independence in carrying out thematic learning. So the teacher seeks to foster an attitude of independence in students so that in the future they do not always depend on others in learning. The purpose of this study was to find out how students' learning independence in class IV thematic learning at SDN 125 Rejang Lebong and to find out how the teacher's efforts foster student learning independence in thematic learning at SDN 125 Rejang Lebong. This type of research used is qualitative in nature. The subjects of this study were the principal, class teachers and students at SDN 125 Rejang Lebong. Sources of data obtained from primary data and secondary data. Data collection techniques through interviews, observation and documentation. Then data analysis techniques using data collection, data reduction, data presentation, tools and conclusions as well as testing the validity of the data using source and technique triangulation. The results of this study indicate that first, student learning independence in class IV thematic learning at SDN 125 Rejang Lebong, students already have an attitude of independent learning in thematic learning. It can be seen that when the thematic learning process is taking place students appear confident, disciplined in learning, active in participating in learning and responsible in learning. Second, the teacher's efforts to foster student learning independence in thematic learning, namely by providing motivation in learning activities, the teacher does this by telling stories, questions and answers, riddles, giving examples of realities or experiences that occur in life. The teacher creates fun learning by using a variety of methods and using learning resources by utilizing the environment, theme books, the internet and teaching aids in schools.

Hubungan Kemampuan Berfikir Kreatif dan Kecerdasan Emosional terhadap Kemandirian Belajar Biologi Peserta Didik Kelas XI MIPA SMAN 4 Bantaeng

This study aims to find out about the extent to which students' creative thinking abilities, students' emotional intelligence, learning independence of class XI MIPA students at SMA Negeri 4 Bantaeng. As well as looking for whether there is a relationship and influence between the ability to think creatively with the independence of learning Biology students, the relationship between emotional intelligence and the independence of learning Biology students, the relationship between the ability to think creatively and emotional intelligence together with the independent learning of class XI MIPA SMA Negeri 4 Bantaeng in Bantaeng Regency South Sulawesi. This type of research is a quantitative research with ex post-facto type. The population in the study were all students of class XI MIPA at SMAN Negeri 4 Bantaeng in the 2021-2022 academic year, a total of 129 students. The research sample is 100 students using random sampling technique or random sampling. Data collection techniques are by questionnaire and essay test. Data were analyzed using descriptive and inferential statistical techniques. The results showed that (i) students' creative thinking skills were classified as moderate, (ii) students' emotional intelligence was classified as moderate (iii) students' science learning independence was in the moderate category, (iv) there was a relationship between creative thinking ability and student learning independence in class XI MIPA SMA Negeri 4 Bantaeng. (v) there is a relationship between emotional intelligence and learning independence of class XI MIPA students of SMA Negeri 4 Bantaeng. (vi) there is a relationship between creative thinking and emotional intelligence on the learning independence of class XI MIPA students of SMA Negeri 4 Bantaeng.

Improving Students' Independent Learning Outcomes and Science Through Discovery Learning

This study aims to improve student learning outcomes and independence through discovery learning in science subjects. Class action research methods. In the pre-action, there were 5 students (26.3%) who had fulfilled the KKM and there were 14 students (73.7%) who had not. In cycle I there were 10 students (52.7%) who fulfilled the KKM and 9 students (47.3%) who did not. Student independence was obtained by 12 students (63.16%) with sufficient criteria. and 7 students (36.84%) in less criteria. In cycle II there were 15 students (78.9%) who fulfilled the KKM and 4 students (21.1%) who had not, obtained student independence, namely there were 7 students (36.84%) with good criteria, there were 10 students (52.63 %) was sufficient, and there were 2 students (10.53%) lacking. The percentage of students who scored above the KKM in cycle I was 52.6% and cycle II was 78.9%, this shows that the discovery learning method was able to improve students' science learning outcomes.

Parental Support for Independent Learning and Student Learning Motivation in The Post Pandemic Era

This research aims to explore the impact of parental guidance on students' learning motivation in the context of self-directed education after the COVID-19 pandemic. It investigates whether parental involvement remains consistent and influential as students transition between online and offline learning modes. The study employs a quantitative approach with a descriptive analytical correlational method. Data is collected through questionnaires distributed to students. The statistical analysis is performed using SPSS software to determine the correlation between parental guidance and students' learning motivation. The research findings indicate a strong correlation (r = 0.90) between parental guidance and students' learning motivation. This demonstrates that parental involvement significantly influences students' motivation to engage actively in self-directed learning. The study highlights the importance of parents' continuous support in maintaining high levels of learning motivation in students, especially during the shift between online and offline learning modes. The suggestion for other research is about exploring parental involvement strategies in enhancing students' learning motivation.

Model Pembelajaran Prodigy Berbasis Metakognitif Rekonstruktivisme Kemandirian Belajar Siswa melalui Layanan Bimbingan dan Konseling

The metacognitive-based prodigy learning model in schools aims to develop thinking processes through stimulation of thoughts that do not develop through guidance and counseling services by BK teachers. The importance of students' metacognitive-based Study Program learning models so that students are able to optimally actualize themselves. So the role of the counseling teacher in guidance and counseling services is very influential on students' self-development. Therefore, the prodigy theory approach based on metacognitive reconstructivism in educational settings in schools is very influential in shaping the character of independent learning for students

Science Learning with The Project Based Learning (PjBL) Model Assisted by Canva on the Learning Independence of Fifth Grade Students

The use of the right model and media in learning is certainly needed in the learning process, in line with the results of observations and interviews conducted with class teachers, it shows that learning science at SD Alang-alang Lebar Subdistrict, Palembang City has not used the right learning model and learning media so that students become less active because they only listen and students do not participate in learning so that they make children not independent, for this reason it is necessary to apply the PjBL model assisted by the canva application to increase student learning independence. The formulation of the problem in this study is how the effectiveness of the PjBL model assisted by the canva application on student learning independence. This study aims to analyze the effectiveness of learning with the PjBL model assisted by the canva application on the learning independence of fifth grade students of SD Alang-alang Lebar Subdistrict, Palembang City. The method used is mixed method (mix method) sequential explanatory design. Data analysis used in quantitative research is Normality test, Homogeneity test, N-gain test, and t-test. Science learning with the PjBL learning model assisted by the canva application based on the results of independent data analysis shows that the significance result of 0.00 <0.05 proves that there is a difference in the average value in the experimental and control classes. The average value in the experimental class was 73.75 while in the control class it was 59.05. Based on the results of the research that has been carried out, it can be concluded that learning science with the PjBL model is effective in optimizing the learning independence of fifth grade students. Suggestions for research are to be able to streamline time because PjBL takes a little longer in the learning process. Keywords: PjBL; Canva; Independence

Effect of Utilizing the PBL Model in Physics Learning on Student Learning Outcomes: A Systematic Literature Review

This research examines and describes the use of learning models on student learning outcomes, namely problem-based learning models in physics learning. This research uses a research method in the form of a Systematic Literature Review model. From the search strategy results, 330 articles were found from 2015 to 2021, then were gradually and systematically selected into ten articles relevant to the topic of problem-based learning in physics learning. The results of this study indicate that there is an influence of the PBL model on physics learning, as evidenced by the ten articles studied being able to answer research questions, namely: (1) How is the achievement of student learning outcomes in learning physics based on the results of a systematic literature review articles regarding PBL? (2) Does the PBL model affect the achievement of students’ 21st-century learning outcomes in learning physics? The results and findings in this article indicate that there is progress in obtaining student learning outcomes after practicing the PBL model in learning physics., namely: (1) increasing student learning independence, (2) Upgradecreative thinking skills, (3) critical thinking skills, (4) argumentation skills, (5) science process skills, (6) problem-solving skills and (7) analytical thinking skills

The Effect of Learning Discipline and Learning Independence on Economics Learning Outcomes of Class X Students

Purpose of the study: To find out whether there is an influence of learning discipline and learning independence on the economics learning outcomes of class X students of SMA Negeri 2 Kerinci. Methodology: This research is a quantitative research. And in accordance with the problems raised, this research is classified as Ex-Post Facto research. The population in this study were 122 class X students of SMA Negeri 2 Kerinci. The respondents taken in this study were 55 respondents (students). In this study, the tool used by researchers to collect data on variables X1 and X2 was by using a questionnaire or questionnaire, while the Y variable in this study was obtained from the results of daily tests for class X SMA Negeri 2 Kerinci students, documentation was taken to strengthen the data collection tool in this study. Data collection was carried out by distributing intelligence test questions to students of SMA Negeri 2 Kerinci. Prior to distributing the questions, the questions used must be good and appropriate or in other words the validity and reliability tests of the instrument have been carried out which can only then be presented to respondents. Respondents were asked to choose one answer by giving a checklist. Data analysis techniques, using normality, linearity and regression tests. Main Findings: There is a positive and significant influence between student learning discipline (X1) and student learning independence (X2) on economic learning outcomes (Y) of class X SMA N 2 Kerinci simultaneously with a calculated F value greater than Ftable (Fcount = 27.135> Ftable 3.20) with a significance of 0.000<0.05. The coefficient of determination = 0.511 gives an understanding of economic learning outcomes 51.1% is determined by Learning Discipline and Student Learning Independence in learning while the remaining 48.9% is explained by other factors not examined. This means that the better the student's learning discipline and the higher the student's learning independence will result in an increase in student economics learning outcomes. Novelty/Originality of this study: Knowing that there is a positive and significant influence between student learning discipline (X1) and student learning independence (X2) on economic learning outcomes (Y) class X SMA N 2 Kerinci.

The Relationship Between Intrapersonal Intelligence and Learning Independence of Students

This study aims to determine the level of intrapersonal intelligence, independence of learning, and the relationship between intrapersonal intelligence and learning independence of students. The approach in this study uses a quantitative approach with descriptive and correlational research types. The object of the research is 144 students of class XI, determined by the Slovin formula from a population of 223 students. The instrument used is intrapersonal intelligence scale and independence of learning scale. This study uses descriptive statistical analysis techniques and correlational analysis. The results showed that the dominant student's intrapersonal intelligence was in the high category with a percentage of 72%, and the student's learning independence was relatively in the medium category with a percentage of 56.25%. While the relationship between intrapersonal intelligence and learning independence of students shows a correlation value of 0.062, meaning that there is no relationship between intrapersonal intelligence and independence of learning.

THEORETICAL MODEL OF STUDENT INDEPENDENT LEARNING ACTIVATION BASED ON MOBILE TECHNOLOGIES

This article presents the theoretical and functional structure of the activation of the requirements of independent learning through the design of educational activities on the example of general professional disciplines. It also shows the pedagogical process, the pedagogical system and its stages, algorithms of educational activities, didactic materials needed to activate the independent learning of students.

The differences of e-learning web course based on mathematics learning achievement at grade XI

Media Web Course is the use of the internet for educational purposes, where students and teachers are completely separate and no face-to-face is required. The objectives of this study are: (1) To find out whether there are differences in mathematics learning outcomes based on the e-learning learning method using the web course model (2) To determine whether there are differences in mathematics learning outcomes based on the level of student independence and (3) To determine whether there is an interaction between the e-learning learning method using the web course model and the level of student independence. The method used is an experimental research method. The research design used is a factorial design. The data analysis technique used is two-way analysis of variance. The results of this study are: (1) there is an influence between the use of web-based learning media on student learning outcomes obtained from the analysis of hypothesis testing (2) there is an influence between student learning independence and student learning outcomes (3) there is no interaction between student learning independence and learning outcomes using web media.

IMPACT OF PROJECT-BASED LEARNING IN THE HUMAN REPRODUCTIVE SYSTEM TO THE STUDENTS SELF-REGULATED LEARNING IN SMA NEGERI 1 BANTUL

This study aims to determine the effect of project-based learning models on Human Reproductive Systems material on the learning independence of students at SMAN 1 Bantul. This research is a quasi-experimental quantitative research using the nonequivalent control group design. The sampling technique was cluster random sampling. Learning independence data was obtained using a questionnaire based on six aspects, namely independence of others, having self-confidence, behaving in discipline, having a sense of responsibility, behaving based on one's own initiative, and exercising self-control. Data were analyzed descriptively and inferential. Descriptive analysis was performed to show the mean value, standard deviation, and percentage. Inferential analysis using the T-test of independent data, to show the difference in the value of independent learning between the experimental and control classes. This inferential analysis is carried out after it is known that the prerequisites of the parametric inferential statistical test are met. The results showed that the average value of students' learning independence in the experimental class was 74.3611. While the control class is 72.2667, so it can be concluded that there is a positive and significant influence on the project-based learning model with student learning independence, which is indicated by the value of tcount ttable, namely 2.815 1.666.Keywords: Project-Based Learning Model, Student Independence, Human Reproductive System

Implementation of the self-organized learning environments learning model to enhace learning outcomes and student independence

This study aims to describe student learning outcomes and independence through SOLE (Self Organized Learning Environments) learning. The subjects of this study were 21 Biology Education students who took the Introductory Education course. Data on learning outcomes were collected using tests, while independence using a non-test with a Likert scale. The collected data were analyzed qualitatively into five categories. Cognitive learning outcomes in the good category were 11 (52%), and very good was 10 (48%) students. The results of the analysis of independence with categories fairly good, good, and very good were 2(10%), 8(32%), and 11(52%) students, respectively. The achievement of student independence on the indicators of not depending on others, self-confidence, discipline, responsibility, and self-control varies from fairly good to very good. In contrast, the self-initiative indicators vary in the good and very good categories. The analysis of the relationship between independence and learning outcomes shows that in all categories, independence shows learning outcomes in very good and good categories. Conclusion: (a) Student cognitive learning outcomes in completing lectures vary in very good and good categories. (b) Students' independence in completing lectures varies from fairly good to very good categories but is dominated by very good categories. (c) student independence in each indicator varies from fairly good to very good, except for the initiative indicator, which is in the good and good categories. (d) the level of student independence determines learning outcomes that vary in very good and good categories.

The Validity Of Learning Motivation On Learning Independence Of Class Xii Students Of Smk N 1 Sintoga

The purpose of this research was to find out whether there is a relationship between learning motivation and student learning independence in the subject of Indonesian cakes and pastries in class XII SMK N 1 SINTOGA.This type of research is quantitative research with the nature of the research is correlation or relationship. The population in this study were class XII students with a total of 79 students. Members of the sample in this study were 31 students who were selected using the Proportional Random Sampling technique. The data collection technique used in this study was a questionnaire. The data analysis technique in this study uses the Product Moment correlation formula. Based on the results of statistical calculations, it can be seen that students' learning motivation is in the medium category, namely 41.93% and learning independence is in the moderate category, namely with a value of 35.49%. The results of this study are based on the results of research that has been carried out using product moment correlation analysis. It is known that the correlation coefficient between learning motivation (X) and learning independence (Y) is 0.752 which indicates an adequate correlation. The existence of a relationship between learning motivation and learning outcomes is evidenced by obtaining a positive correlation coefficient, which means there is a positive relationship. The correlation that occurs is significant because the obtained tcount is greater than ttable, namely 6.146 > 2.045 at a significance level of 5% with dk 29. The results of data analysis show that there is an influence between learning motivation variables on student learning independence.

Evaluation of Polysynchronous Learning of Statistical Materials in High School

Evaluation of learning implementation is critical. The emphasis is mostly on polysynchronous learning. The purpose of this study is to assess polysynchronous learning of statistical material in high school. The type and approache of this study is descriptive-quantitative. The subjects of the study were 29 high school students. Observation, tests, and questionnaires were used to collect data on the implementation of polysynchronous learning, problem-solving ability, and student learning independence. Data analysis is performed in three stages: scoring, computing percentages, and generating conclusions based on the provided categories. The results demonstrated that polysynchronous learning can be implemented properly utilizing Whatsapp for asynchronous and Google Meet for synchronous. Pupils with very high, high, medium, and low problem-solving talents are represented by 11, 7, 5, and 6 students, respectively. The number of pupils with learning independence ranges from very high to high to medium, with as many as 6, 19, and 4 students in each category. Students have the ability to solve mathematical problems and the independence to learn high-level categories, which makes it possible for the implementation of polysynchronous learning of statistical material to be carried out in an appropriate manner. The findings of this study suggest that educators can make use of polysynchronous learning to enhance the problem-solving abilities and independent learning capabilities of their pupils, regardless of whether they are living in a pandemic or new-normal environment.

Research on Improving the Interactivity of Online Education in Primary and Secondary Schools

During the new epidemic, the Ministry of Education called for the suspension of classes and the suspension of school, requiring students to take online classes at home. With the introduction of online teaching, students' learning status has become increasingly unstable. The online classroom platform provides a wealth of teaching resources to attract students' interest in learning, and it breaks the space limitations of traditional teaching. Nevertheless, the online teaching model has also encountered new challenges. In transforming the traditional classroom into an online classroom, the learning environment has changed, resulting in a lack of motivation for some students to learn independently. The online classroom platform, using Internet technology and modern multimedia teaching tools, can improve the online interactive links between teachers, students and parents and can effectively address the problem of student's independent learning. It is around the interactivity of online education in primary and secondary schools during the epidemic that this paper explores research.

Pengaruh Pembelajaran Berbasis Daring Terhadap Hasil Belajar Mahasiswa Pendidikan Akuntansi Universitas Negeri Makassar

This study aims to determine the effect of online-based learning on student learning outcomes of Accounting Education at, the State University of Makassar. The variables of this research are online-based learning as the independent variable (X) and student learning outcomes as the dependent variable (Y). The population of this study was the 2018 and 2019 students of the Accounting Education Study Program consisting of 224 students, while the sample was 69 students who were taken using the proportionate stratified random sampling technique. Data collection is done by observation, questionnaires, and documentation. The data analysis used an instrument test and a hypothesis test. The results of this study indicate that online-based learning is included in the good category. Meanwhile, the student learning outcomes of Makassar State University Accounting Education are in a good category. From the results of simple linear regression analysis obtained online-based learning Y = 3.063 + 0.009X, which means that for each addition of 1 value of online-based learning, the value of learning outcomes has increased by 0.009. While the product-moment correlations obtained the coefficient of determination (r²) the value of r² = 0.070 or 7%, which means that online-based learning has a contribution to learning outcomes of 7 percent, and the remaining 93 percent is influenced by other factors. Meanwhile, the results of the t-test analysis obtained a significant value of 0.000 <0.05, which means that online-based learning has a significant effect on learning outcomes, thus the hypothesis is accepted.

Independent Learning and Blended Learning Information System Student

In the Information Systems Department of Raharja University, where blended learning is used, this study intends to describe the propensity for student learning independence. Data analysis is done using percentages utilizing a descriptive quantitative methodology. There were 90 respondents in the study, which included students from the class of 2021 in the department of information systems at Raharja University. An open-ended statement-style questionnaire with a Likert scale was utilized to collect the data. According to the findings, student learning about independence is generally beneficial. Each variable indicative of learning independence yielded analytical results that fell into the group of favorable outcomes. The percentage results for each indicator are as follows: 1) independence from other people is 78%; 2) confidence is 75%; 3) disciplined behavior is 74%; 4) sense of responsibility is 78%; 5) act on own initiative is 75%; and 6) exercising self control is 76%. While using blended learning, teachers can more easily guide their students through the learning process.

Independent Learning and Blended Learning Information System Student

In the Information Systems Department of Raharja University, where blended learning is used, this study intends to describe the propensity for student learning independence. Data analysis is done using percentages utilizing a descriptive quantitative methodology. There were 90 respondents in the study, which included students from the class of 2021 in the department of information systems at Raharja University. An open-ended statement-style questionnaire with a Likert scale was utilized to collect the data. According to the findings, student learning about independence is generally beneficial. Each variable indicative of learning independence yielded analytical results that fell into the group of favorable outcomes. The percentage results for each indicator are as follows: 1) independence from other people is 78%; 2) confidence is 75%; 3) disciplined behavior is 74%; 4) sense of responsibility is 78%; 5) act on own initiative is 75%; and 6) exercising self control is 76%. While using blended learning, teachers can more easily guide their students through the learning process.