Learning Ability Of Students Research Articles

PEMBELAJARAN MENCERITAKAN KEMBALI ISI TEKS CERITA RAKYAT SECARA TERTULIS DENGAN MENGGUNAKAN MODEL INKUIRI PADA PESERTA DIDIK KELAS VII SMP NEGERI 1 PLERED

This research is motivated by the ability to retell the contents of the story text. Because the learning model did not vary, students' interest decreased, this study focused on the ability to retell the contents of the story text with stages or processes. Therefore, the writer uses the inquiry model to teach retelling of the contents of the story in writing. The purpose of this study was to determine the ability of the writer to plan, implement and evaluate learning to retell the contents of the story; knowing the ability of students in learning to retell the contents of folklore texts in writing through the inquiry model; knowing the effectiveness of the inquiry model in learning to retell the contents of folklore texts in writing; determine the ability of students to learn between the experimental class using the inquiry model and the control class using the lecture method to retell the contents of folklore texts in writing. This study used a quantitative experiment with a quasi design,

College Students' Self-directed English Learning Ability in Non-face-to-face and Face-to-face Classes

The purpose of this study is to explore the difference in self-directed English learning ability between college students taking General English courses in non-face-to-face and face-to-face formats. Additionally, the study aims to examine whether there are variations in self-directed English learning ability based on individual variables among students in both types of classes. A survey was conducted to measure self-directed English learning ability, covering cognitive, affective, and behavioral aspects. Data from 284 freshmen were analyzed using IBM SPSS 27.0. The findings are as follows. First, a difference in self-directed English learning ability was observed between college students taking non-face-to-face and face-to-face General English courses. Notably, the difference in learning when it comes to motivation, continuity of learning activities, and learning about the factors involved in resource interest management was statistically significant. In all seven sub-factors, the average score of college students taking non-face-to-face classes was higher than that of their face-to-face counterparts. Second, the self-directed English learning ability of college students who took non-face-to-face classes differed based on individual variables such as gender, English vocabulary level, interest in English, and average learning time per day. In particular, the difference in average scores by gender showed a certain pattern. Third, the self-directed English learning ability of college students who took face-to-face classes varied depending on individual variables such as gender, English vocabulary level, interest in English, and average learning time per day. Depending on some individual variables, certain patterns were also shown. Based on these findings, similarities and differences in college students' self-directed English learning ability between non-face-to-face and face-to-face classes were identified. Also, educational suggestions to enhance learners' self-directed English learning ability in both settings were provided.

PERBEDAAN SELF-REGULATED LEARNING SISWA SMA BUDI AGUNG DITINJAU DARI POLA ASUH ORANGTUA

This study aims to see whether there are differences in high school students' self-regulated learning related to their perceptions of parenting styles. There are four types of parenting: authoritarian parenting, democratic parenting, generous parenting, and spoiled parenting. In addition, this study analyzes whether there are differences in the learning abilities of self-regulated students who tend to perceive authoritarian, democratic, indifferent, and permissive tolerance parenting styles. The research was conducted in class XI SMA Budhi Agung Madura with a total of 185 research subjects consisting of 28 students. The data collection steps were a 40-item parenting style questionnaire and a 70-item self-regulated learning questionnaire. Data analysis was performed using the one way analysis of variance (ANOVA) statistical method using the statistical program SPSS version 13 for Windows. The relevance of these two measures is based on the relevance of the content assessed by experts. The reliability of self-adjusted learning scale was 0.949, the reliability of perceptions of authoritarian parenting was 0.777, democratic: 0.730, generous did not care: 0.820, and generous was spoiled: 0.680

Hybrid Teaching Using Problem-Based Learning to Promote Self-Directed Learning Abilities of Students during the COVID-19 Pandemic

This study aims to 1) investigate the self-directed learning (SDL) abilities and factors influencing SDL among undergraduate students, and 2) examine the effects of hybrid teaching using problem-based learning in promoting self-directed learning abilities. The study is divided into two phases. The first phase involves analyzing self-directed learning abilities and factors influencing SDL among students in Thailand Universities, with a sample group of 326 individuals. The research tool in Phase 1 was a Self-Directed Learning evaluation form. The findings reveal that students possess high levels of self-directed learning abilities in all aspects. Furthermore, all factors significantly impacted SDL, with the highest influence in the utilization of information technology. The statistical regression model is represented by "Y" ̂ = 1.542 +0.115X1+0.088X2+0.303X3, indicating that the model can predict the dependent variable with an accuracy of 34%. In the second phase, the effects of the approach in promoting self-directed learning abilities were explored out with an experimental sample group of 17 students, enrolled in the Database Systems for Technology and Computer Innovation course. The main research tools for Phase 2 included (1) a Self-Directed Learning evaluation form, (2) an achievement test, and (3) a questionnaire. The findings revealed the highest level in all aspects, and students who learned through the approach demonstrated higher self-directed learning abilities after the course. Additionally, their post-course learning outcomes were significantly higher than their pre-course outcomes, with statistical significance at the 0.01 level. Students expressed a favorable perception toward the learning approach.

Improving self-directed learning ability of medical students using the blended teaching method: a quasi-experimental study

BackgroundSelf-directed learning (SDL) is one of the most important abilities for medical students in terms of their future clinical medical practice. During the blended teaching process, teachers can design a variety of learning activities to cultivate students’ SDL abilities. This study aimed to assess the differences between the SDL abilities of medical students using blended and traditional didactic teaching.MethodsThis study included 239 medical students from eight administrative classes. The students were divided into two groups: (1) the experimental group (EG), which included 119 students from four administrative classes, and (2) the control group (CG), which included 120 students from the remaining four classes. From February to July 2022, blended teaching methods were applied to the EG group, and SDL abilities were assessed in comparison to the CG group receiving traditional didactic teaching methods.ResultsAt the end of the semester, significant differences (p < 0.05) were observed between EG and CG in all six SDL ability factors. Furthermore, when k-means cluster analysis was used to analyze the learning behavior of students in the EG after classifying them as comprehensive, interactive, and passive types, significant differences were observed in all six Self-directed learning factors of students with the comprehensive type, whereas significant differences were observed in four factors (setting learning goals and plans, self-monitoring and regulation, information processing, and communication and cooperation) of students with the interactive type. For students with passive type, only one factor of SDL (information processing) showed significant improvement. There were on differences between comprehensive, interactive, and passive types of CG.ConclusionThe blended teaching approach is better than the conventional didactic teaching for cultivating clinical medical students’ SDL abilities.

An Empirical Study on the Effect of Metacognitive Strategy Training on Chinese College Students’ English Autonomous Learning Ability

This study investigates the current situation and the effects of metacognitive strategy training on college students’ autonomous learning of English in China. It adopts a mixed-methods approach that combines quantitative and qualitative research methods to collect and analyze data from 201 participants. The results show that the English autonomous learning ability and metacognitive strategy application ability of college students in Tai’an area are at a medium level, and there is a significant strong correlation between the overall metacognitive strategy application ability and autonomous learning ability. Moreover, the study finds that metacognitive strategy training can effectively improve students’ autonomous learning ability and English proficiency, which offers some practical implications and suggestions for English teaching and learning.

THE EFFECT OF PARENT EDUCATIONAL BACKGROUND ON STUDENT ACADEMIC PERFORMANCE OF ISLAMIC BOARDING SCHOOLS

Islamic boarding schools are institutions where students live who are not accompanied by their parents in their daily lives. The aim of this research is to determine the influence of parental education on the learning abilities of students living in Islamic boarding schools. This research uses a quantitative approach with the research subjects being Islamic boarding school-based junior high school students in Garut, Tasikmalaya Regency and City, West Java, Indonesia. The sample used was 161 students consisting of 63 students from class 1, 57 people from class 2 and 41 people from class 3 MTs (Junior High schools). Data analysis used the Multivariate Analysis of Variance (Manova). The results of the analysis show that there is a significant effect between parents' educational background on the ability to learn Mathematics, Indonesian and Arabic. Meanwhile, for English and science subjects, parents' educational background does not have a significant effect. Even though there is no effect, in general the educational background of bachelor’s parents has a better comparison across all subjects. Differences appear in the subjects of English, Science, Mathematics and Indonesian, where the junior high school education background is much better than the high school education. Meanwhile, for Arabic subjects, the results of the analysis show that the educational background of elementary school parents is better than high school.

Pengembangan Pembelajaran Daring dan Media Online Terhadap Kemandirian Belajar yang Dimediasi Motivasi Belajar Siswa SMA

Technology has an important role, because it can improve the quality of education. The use of online media in the e-learning process is very important for transferring knowledge and can increase the effectiveness of online learning. Students who have high learning motivation are able to control their ability to learn independently. This study aims to examine the effectiveness of online learning and online media on learning independence mediated by learning motivation to explain this relationship. This research uses descriptive quantitative method. The sample used was 181 grade 11 high school students. The data in this study are primary data using a Likert scale. Sampling using proportional random. Data analysis technique used SmartPLS version 3.0 software. The results of the study stated that the Effectiveness of Online Learning had a positive and significant effect on Learning Independence, the Effectiveness of Online Learning had a positive and significant effect on Learning Motivation, Online Media had a positive and significant effect on Online Learning Effectiveness, Online Media had a positive and significant effect on Learning Independence, Online media has a positive and significant effect on learning motivation, learning motivation has a positive and significant effect on learning independence. The effectiveness of online learning has an effect on learning independence through learning motivation. Online media has a positive effect on learning independence through learning motivation. This research is an input for teachers to motivate students to learn independently and develop technological innovation and improve student learning abilities.

Implementation of the Cooperative Integrated Reading and Composition (CIRC) Strategy in Improving the Learning Ability of Elementary Students

This study aims to determine the application of Cooperative Integrated Reading and Composition (CIRC) learning strategies in improving the learning abilities of elementary age students. The type of research used is qualitative research with descriptive methods that aim to describe, explain and answer questions about phenomena and events that are happening at this time. Based on the research results from the implementation of the Cooperative Integrated Reading and Composition (CIRC) Strategy in improving the learning abilities of MI/SD students that: (1) Based on the results and discussion in this study, it can be concluded that the Cooperative Integrated Reading and Composition (CIRC) learning strategy applied for children of elementary school age it is quite good because it fulfills several indicators, including: (1) students can understand and complete guessing pictures easily, (2) students can present the results of guessing pictures in their own language, (3) students able to work well together.

The factors affecting learning abilities of university students during COVID pandemic situation

PurposeThe purpose of the study would typically involve investigating how the ongoing COVID-19 pandemic has impacted the learning abilities of university students. The study could encompass various factors that may influence students' ability to learn, such as their academic performance, motivation, engagement, mental health, access to resources and learning environment.Design/methodology/approach1. A cross-sectional design, collecting data at a specific point in time to capture the impact of the COVID-19 pandemic on students' learning abilities. 2. A structured questionnaire will be developed based on relevant literature and research objectives. 3. The questionnaire could be administered to the targeted sample of university students through online surveys, email or other appropriate methods. 4. Descriptive statistics could be used to summarize the demographic characteristics and other relevant variables of the sample. Factor analysis could be performed to identify underlying factors. The Mann–Whitney test, a non-parametric test, could be used to compare the differences between groups.FindingsThe results of the data analysis would be interpreted and discussed in the context of the research objectives and relevant literature. The findings could provide insights into the factors that significantly affect learning abilities during the COVID-19 pandemic and highlight any differences among groups. Limitations of the study, such as sample size or potential biases, would also be discussed.Originality/valueThe study would provide a comprehensive overview of the impact of the COVID-19 pandemic on university students' learning abilities, highlight the existing literature in the field and establish the need for further research to investigate the factors influencing students' learning abilities during the pandemic. The study can provide a solid framework for similar studies.

Improving Self-Efficacy With Automatically Generated Interactive Concept Maps: DIME Maps

The Dynamic and Interactive Mathematical Expressions (DIME) Map system automatically generates DIME maps, which are personalizable and manipulable concept maps that allow students to interact with the mathematical concepts contained in any portable document format (PDF) textbook or document. A teacher can automatically upload a PDF textbook chapter and retrieve a DIME map of the contained mathematically based concepts. The DIME map is interactive and manipulable and can be used to interactively navigate the PDF textbook chapter. Our goal was to investigate the relationship between use of DIME maps and student learning outcomes, including self-efficacy and ability to understand and recall connections between physics concepts. We implemented a pretest/posttest to determine if student self-efficacy and connections in knowledge increased after participation in a summer camp physics class. We additionally conducted student interviews to better understand how changes in these two factors may have occurred. We then used multivariate analysis of variance and thematic analysis, finding and investigating positive effects of students using DIME maps, namely growth in self-efficacy and connections in knowledge. Based on our findings, we conclude that DIME maps can be valuable learning tools for students that have positive effects on both cognitive and affective learning outcomes.

PENERAPAN MODEL PROBLEM BASED LEARNING BERBANTUAN MEDIA WATTPAD DALAM PEMBELAJARAN MENGIDENTIFIKASI UNSUR DRAMA DI KELAS VIII SMPN 2 DAYEUHKOLOT

This research was conducted because of the low ability of students in reading drama texts and the difficulties they experienced when analyzing elements of drama. Factors causing this include the lack of use of creative and innovative learning models and media by educators. The purpose of this study was to describe the ability of students in learning to identify elements of drama using the Problem Based Learning model assisted by Wattpad media and to compare the differences in the abilities of students in the control class and the experimental class in learning to identify drama elements using the Problem Based Learning model assisted by Wattpad media. The method used in this study was a quasi-experimental method with pre-test and post-test designs as well as a control group. The results showed that students' abilities increased in learning to identify elements of drama using the Problem Based Learning model assisted by Wattpad media. There was an increase in the pretest average score from 63.39 to 88.54 in the experimental class posttest. There is a significant difference between the learning outcomes of students in the experimental class and the control class, with the average posttest score of the experimental class being 88.54 while the control class is 84.59

PEMBELAJARAN MENULIS TEKS CERITA INSPIRATIF BERBANTUAN MEDIA AUDIO VISUAL TIKTOK PADA PESERTA DIDIK KELAS IX DI SMP AL-IHSAN CIMENCRANG

The purpose of this study was to improve the ability of students to write inspirational story texts, to determine the effectiveness of learning to write inspirational story texts using TikTok audio-visual media, and to determine the differences in students' abilities in writing inspirational story texts between experimental classes using TikTok audio-visual media and control classes using conventional media. The method used in this study is a quasi-experiment. Data collection techniques in the form of literature review, trials, test techniques, observation, and analysis techniques. The data obtained were pretest and postest data from experimental and control classes of grade IX students of SMP Al-Ihsan Cimencrang. The results showed (1) there is an increase in the ability of students in learning to write inspirational story texts using TikTok audio-visual media from the average pretest score of the experimental class of 31.54 increased to 86.92 at the time of postes, (2) TikTok audio-visual media is effectively applied in learning to write inspirational story texts compared to image media, this is evidenced by the mann whitney testwith a significance result of 0.000. Because the value of Sig. 0.000 &lt; 0.05, the hypothesis stating that TikTok audio-visual media is effective in learning to write inspirational story texts is accepted, (3) there is a difference in student learning outcomes between the experimental class and the control class in learning to write inspirational story texts, in the experimental class an average postes score of 86.92 was obtained, while in the control class an average of 56.92 postes was obtained.

MULTIDIMENSIONAL ASSESSMENT OF LEARNING ABILITIES IN STUDENTS WITH CEREBRAL PALSY IN AN INCLUSIVE SCHOOL: A CASE STUDY

The aim of this paper is to highlight the importance of a multidimensional approach to the contextual assessment of learning abilities in students with cerebral palsy. The paper presents a case study of a nine-year-old student with multiple developmental disabilities (cerebral palsy and additional influencing difficulties) attending a regular primary school with an individual educational program (IEP). In order to determine the measures for individualizing the educational process for the student, the assessment of internal conditions and learning abilities was conducted individually within a daily rehabilitation center, while the environmental conditions were observed within the school setting. The evaluation of the assessment results emphasized the significance of conducting assessments in all relevant contexts, as it was the only way to obtain a comprehensive understanding of the student's level of functioning and the necessary measures for improving her learning and participation.Key words: multidimensional assessment, learning abilities, cerebral palsy

나무를 이용한 메이커교육 프로그램이 초등학생의 자기주도적 학습능력과 창의적 문제해결력에 미치는 영향

The purpose of this study is to verify the possible effects of the maker education program using wood on elementary school students’ abilities to creatively solve problems and develop self-direct learning abilities. The subjects of this paper were two fourth grade classes in an elementary school located in D city who participated in 10 courses. As test tools, self-direct learning abilities and creative problem-solving abilities were used. The SPSSWIN program was acquired for data analysis, and t-tests were performed to verify possible differences in self-direct learning abilities and creative problem-solving skills between the experimental and comparative groups.&#x0D; The main research results of the present analysis are three-fold.&#x0D; First, the average of all sub-areas of self-direct learning abilities in the experimental group improved significantly compared to the comparative group. In other words, the maker education program using wood had a positive effect on the improvement of elementary students’ self-direct learning abilities.&#x0D; Second, the average of all sub-areas of creative problem-solving abilities in the experimental group improved by a considerable difference compared to the comparative group. It was found that the maker education program using wood had a positive effect on improving students’ creative problem-solving abilities.&#x0D; Third, in the maker education program using wood, students took the lead in participating in the program and showed pride and attachment to their creations.&#x0D; Therefore, the present analysis concluded that the maker education program using wood had a positive effect on both self-direct learning and creative problem-solving abilities of elementary school students.

Study on Self-directed Learning Ability and Learning Effect of Students Majoring in Tourism Management based on Virtual Simulation Technology

Study on Self-directed Learning Ability and Learning Effect of Students Majoring in Tourism Management based on Virtual Simulation Technology

Animation Video using Adobe Animate CC Application Based on Problem-based Learning

So far learning has only used lecture and discussion methods, and has not implemented problem-based learning. Learning has not used learning media, especially animated video media so that students tend to get bored and less interested. Based on the analysis of student learning outcomes on sequences and series material, as many as 56% of students scored below the KKM. This study aims to develop learning media based on video animation to improve student learning outcomes that are valid, feasible, and effective. This media is a mathematics learning media made using Adobe Animate which can be accessed via computers, laptops, or cellphones. This study uses the ADDIE model which is carried out through several stages as follows: (1) Analysis, (2) Design, (3) Development, (4) Implementation, and (5) Evaluation. This research involved students of vocational high school consisting of 6 students of Class XI Fashion Design as a small group test subject and 20 students of Class XI Computer and Network Engineering as a significant test group. Based on research that has been done on the development of animated videos using the Adobe Animate CC application based on problem based learning, it can be concluded that the media is stated to be very valid, very feasible and very effective in improving students' abilities. Animated videos using the Adobe Animate CC application based on Problem Based Learning have an impact on increasing student learning abilities.

Regression model for students’ learning style in distance statistics education

Students have different kinds of acquisition styles depending on their convenience in the learning environment. This study aims to look into the different kinds of learning styles (visual, auditory, and tactile) among students in learning statistics during the new normal at Visayas State University, Leyte, Philippines. In addition, the article tends to determine the various correlating factors that significantly influence their learning styles. Secondary data were utilized from an existing current paper in the literature and analyzed using standard descriptive statistics and ordinal regression. Results of the analysis showed that students' learning styles as visual, auditory, and tactile are rated "sometimes." This indicates that the learning ability of students is adversely affected by the pandemic. On average, students preferred a visual learning style during the new normal in their acquisition of distance statistics education. This means that students prefer to read visual representations like books, handouts, and modules, among others, of their lessons in statistics online. Regression revealed that younger students are more likely visual learners, higher family income governing the students to auditory learners, and the number of hours in studying and leisure time makes the students tactile learners. In conclusion, students must be provided with detailed learning materials for their statistics lessons, and encourage them to study by providing realistic and interesting activities. Furthermore, statistics teachers must show positive vibes to lessen the students' stress and advise the students a good time management on how to correctly study in that suits their learning styles during the new normal.

The Effect of the PBL Model to Increase Student Learning Activities in Integrated Thematic Learning in Elementary Schools

The facts show that the low involvement of students in integrated thematic learning is due to the lack of a suitable model used in learning. The research aims to increase student learning activities using the PBL model. This is classroom action research, carried out in the stages of planning, implementing, observing, and reflecting. The research approach is both qualitative and quantitative. The results of the study show that the use of the PBL model in integrated thematic learning can increase student learning activities, and students are able to work together with their group members, which ultimately leads to an increase in student learning abilities in integrated thematic subjects. The results showed an increase in student learning activity from 63% in cycle I to 93% in cycle II. It was concluded that the use of the PBL model was very effective in increasing student learning activities.

PELATIHAN PEMBELAJARAN JARAK JAUH DI MASA PANDEMI PADA MADRASAH IBTIDAIYAH SOROJUL ATHFAL IV DEPOK

The outbreak of a pandemic has disrupted face-to-face teaching and learning activities, closed physical access to and from the school environment to protect the safety of the souls of students and all school residents. Currently, teachers need to have more creativity and be flexible in the learning evaluation but still stick to the principles of inclusive teaching and learning. Learning evaluation can be interpreted as an activity in which the teacher collects data on the development of student learning abilities, assesses the learning process during the process, and measures whether the learning process has achieved its objectives. One of the evaluations has the aim of measuring student achievement after the learning process takes place so that when students experience difficulties during the learning process, the teacher can provide assistance in students' lack of understanding. Learning evaluation is carried out to measure the process and development of students on an ongoing basis as well as to understand the abilities and weaknesses of students, the results of the evaluation can provide information for parents/guardians of students