Student Learning Independence Research Articles

Pengaruh Model Pembelajaran Flipped Classroom Terhadap Kemandirian dan Hasil Belajar Siswa

This study aims to determine the effect of the flipped classroom learning model on the independence and learning outcomes of class X students of the accounting skills program at Vocasional High School 1 Lumajang with a case study on the basic competencies of basic accounting equations for the 2022/2023 school year. This research is an experimental research with the type of research Pre-Experimental Design and using the One Group Pretest-Posttest research design. Methods of data collection using questionnaires, tests, interviews and documentation. The data analysis method used is the paired sample t-test. The results showed that the flipped classroom learning model had an effect on student learning independence with a Sig. 0.00 <0.05 and has an effect on learning outcomes with a Sig value. 0.03 <0.05. The results of the Percent N-Gain test show that the flipped classroom learning model has an effect on learning independence by 57% and on learning outcomes by 22%.

Meningkatkan Kemandirian Belajar Melalui Model PBL Dengan Media Powerpoint Materi Diriku Pada SDN 28 Mengerat Sebara

The background of this research is that conventional learning models are no longer effective in arousing student interest, motivation, and independence in learning. To overcome this, a progressive learning approach is needed, such as Problem Based Learning (PBL), which is supported by PowerPoint media to trigger students' interest in learning. The main objective of this research is to implement learning through the Problem Based Learning (PBL) approach using powerpoint media, with a focus on increasing student learning independence. In addition, this research also aims to increase the learning achievement targets of Catholic Religious Education in the school environment. The method used is descriptive method through classroom action research with two cycles. The results of the first cycle of research showed the results of student scores, namely that there were 2 students in the proficient category, 5 students in the proficient category, and 3 students in the feasible category. However, student independence is still not optimal, as seen from the 71% level of independent learning. In the second cycle, there was a significant increase, with 5 students in the proficient category, 4 students in the proficient category, and 1 student in the proper category. Student learning independence also experienced a high increase, reaching 90%. The implications of these findings indicate that an approach that encourages active student participation through PBL and PowerPoint media has a positive impact on increasing student independence and student learning outcomes.

Development of Android-Based Gamification Learning Media for Multiplication Material for Grade III Elementary School Students

The lack of practice questions given by the teacher resulted in students having difficulties in operating multiplication. This study aims to produce an android-based gamification application as a medium to support the learning process in operating multiplication material for third grade elementary school students. This development research uses the Rapid Prototyping model. The subjects involved in this study consisted of 2 material experts, 1 instructional design expert, 1 media expert, 3 students for individual trials, 9 students for small group trials, and 15 students for field trials. Data collection methods used are unstructured interviews and questionnaires. The gamification development process is carried out through 5 stages, namely (a) needs analysis and content analysis, (b) determining objectives, (c) building prototypes, (d) utilizing prototypes, (e) system installation and maintenance. The results of the expert review showed improvement, the results of individual trials and small group trials for all aspects received a positive response but there were 3 suggestions for improvement in the small group test, and the results of the field trial of 15 students had achieved a score above the minimum completeness criteria. Based on the results of this analysis, it can be concluded that Android-based gamification media can be used as enrichment for independent learning for third grade elementary school students.

Meningkatkan Kemandirian Belajar dalam pembelajaran Pendidikan Agama Katolik dengan Model Discovery learning AKU MEMILIKI KEMAMPUAN Fase D Kelas VII SMP Negeri 1 Girsang Sipangan Bolon

This research was carried out as a form of solving student problems in increasing student learning independence. The independence of student learning in learning is closely related to the quality and ability of the teacher as a designer of learning in the classroom, as well as implementing learning in the classroom. This research was carried out so that students were active in learning Catholicism at SMP Negeri 1 Girsang Sipangan Bolon, Simalungun Regency, learning Catholicism was less attractive to some students because it was not in the State Examination and the number of students was minimal. So the authors conducted research to increase student learning independence at SMP Negeri 1 Girsang Sipangan Bolon with the Discovery Learning learning model

Peningkatan Kemandirian dan Hasil Belajar Berdiferensiasi Berbasis PBL Pendidikan Agama Katolik SD Santo Fransiskus Sragen

The background of this study is that students have different characteristics, both different levels of intelligence, talents, interests, learning styles and backgrounds. Learning with the same model and method is given to all students causing remedial to occur. Differentiation learning is carried out to meet individual needs based on learning readiness, learning interest, and learning profile. The aim of this research is to apply differentiated learning based on problem base learning to increase the independence of learning at St. Francis Elementary School Sragen in Catholic Religious Education lessons, can further improve learning outcomes. This study applies a descriptive method, through classroom action research in two cycles. The first cycle shows the learning outcomes of students in the proficient category as many as 6 people, 7 people in the competent category, 4 people in the appropriate category, and 1 person in the newly developed category, the learning independence of students is still not optimal as indicated by the learning independence value of 74%. The second cycle showed an increase in value learning outcomes in the proficient category of 7 people, 9 people in the competent category, 2 people in the appropriate category, the independence of students has shown an increase of 88%. The implications of this research greatly affect the independence and learning outcomes of students which can be improved by methods that emphasize activeness through PBL based on differentiation learning.

Meningkatkan Kemandirian Belajar Siswa Materi Manusia Makluk Pribadi Melalui Model PBL Fase E SMK Negeri 2 Tuhemberua

Education in Indonesia is currently the focus of urgent attention in efforts to improve the quality of national education. There is an urgent need to increase student independence as a necessary preparation for facing increasingly complex future challenges. The new policy in improving the quality of Indonesian education was carried out with a new breakthrough in creating an independent learning curriculum policy initiated by the Minister of Education and Culture Nadiem Makarim. The objectives to be achieved in this study are to know the increase in student learning independence in PAK material human beings personal beings through the use of problem based learning learning models. Studied, namely the independence variable and the learning achievement variable obtained from the learning achievement test from the end of cycle 1 and cycle 2. From the results of data analysis it appears in the results of cycle I and cycle II, that through the application of the Problem Based Learning model in an effort to increase student independence, experience improvement in the level of completeness. Where the completeness level of the independence dimension in cycle 1 only reached 69% in the feasible category, while the completeness level of independence in cycle II experienced an increase, reaching 92% in the proficient category. The use of the PBL learning model can increase the independence and achievement of student learn

Meningkatkan Kemandirian Dalam Pembelajaran Pak Melalui Model PBL Berbantuan Media Video Materi Laki-Laki Dan Perempuan Kelas VIII SMP Pl Santo Albertus Ketapang

This study aims to increase student learning independence in learning Catholic Religious Education with the Problem Based Learning model assisted by video media at SMP PL Santo Albertus grade VIII. improve critical thinking skills in learning Catholic Religious Education with the Problem Based Learning model assisted by video media at SMP PL Santo Albertus class VIII. The methodology used in this study is a quantitative descriptive research methodology and literature review. This classroom action research consisted of two cycles, each cycle consisting of four stages, namely planning, implementing, observing, and reflecting. The results of this study indicate that the application of the Problem Based Learning learning model can increase students' independence and critical thinking skills. This is indicated by an increase in independent learning. The results of cycle 2 showed an increase from cycle 1. The indicator asking did not understand was 31.89 at the end of cycle 1 and after cycle 2 was 76.66. The indicator of doing the task is 42.70 at the end of cycle 1 and after cycle 2 is 83.33. The active indicators answered questions at 26.48 at the end of cycle 1 and after cycle 2 at 72.77. The indicator of having the initiative to make notes was 40.0 at the end of cycle 1 and after cycle 2 it was 82. On the indicator looking for relevant sources it was 51.89 at the end of cycle 1 and after cycle 2 it was 70.55. In critical thinking skills, students were not found to be in the proper category. There are 9 students proficient and 27 students proficient. This shows an increase in critical thinking skills.

The Effect of Contextual Teaching and Learning Models on Al-Quran and Hadith Subjects

This research was conducted at MTs Arrukhshatul 'Ulum West Bandung with quantitative research using survey methods with correlation analysis to see the relationship between student learning independence and student learning outcomes using the Contextual Teaching and Learning (CTL) learning model on Al-Qur'an and Hadith material. The population of this study was class VII students at MTs Arrukhshatul 'Ulum with a sample of 32 students. From the research conducted, it was found that the independent variable and the dependent variable had a very low correlation with a Correlation Coefficient value of 0.064 because it was found in the interval 0.00-0.19 and the significance value of the Correlation was 0.729 which means there was no correlation between student learning independence and learning outcomes students use the Contextual Teaching and Learning (CTL) learning model on Al-Qur'an and Hadith material. This study did not carry out a linear regression test because the data were not normally distributed.

Analisis Penerapan Model Self Directed Learning Terhadap Kemandirian Dan Hasil Belajar Peserta Didik Kelas V Di SDN 01 Wonorejo Kecamatan Gondangrejo Tahun Pelajaran 2022/2023

The purposes of this research are: 1) To analyze the learning achievement of the teacher providing material from videos and textbooks through the messages of their parents, which of course students learn in one direction by applying the Self Directed Learning model. 2) To analyze the increase in learning independence of fifth grade students at SDN 01 Wonorejo by applying the Self Directed Learning model. 3) To analyze the increase in learning outcomes of class V students at SDN 01 Wonorejo by applying the Self Directed Learning model. The research method used is descriptive qualitative research. The subjects used were 42 students, 2 parents of students, and the class teacher. In selecting research subjects using purposive sampling technique. The data source for this research was carried out at SDN 01 Wonorejo, Gondangrejo District. Data collection techniques used are observation, interviews, and documentation. The validity of this research data uses a triagulation technique. Analysis techniques using: 1) data collection, 2) data reduction, 3) data presentation, 4) drawing conclusions. The results of this study are: 1) The application of Self Directed Learning carried out by Class V teachers at SDN 01 Wonorejo is that the teacher gives learning problems with healthy material, it is important that the sub-material explains that my blood circulation is healthy by showing students videos based on the Android application Tik-Tok. After that the teacher gives students the opportunity to ask questions and formulate problems. Students become more active and creative in completing each lesson 2) The application of the Self Directed Learning model can increase the learning independence of fifth grade students at SDN 01 Wonorejo, namely being able to have a positive influence on student motivation to be more independent on time doing exercises and be more active in participating in learning compared to learning using the 2013 curriculum method. 3) The application of the Self Directed Learning model can improve the learning outcomes of fifth grade students at SDN 01 Wonorejo by making students brave and confident in expressing opinions and the results of their own assignments.

Pengaruh Efikasi Diri Dan Kecerdasan Emosional Terhadap Kemandirian Belajar Ekonomi Siswa Kelas XI IPS SMA Negeri 1 Siantar T.A 2022/ 2023 Dengan Motivasi Berprestasi Sebagai Variabel Intervening

This study aims to determine the Effect of Self-Efficacy and Emotional Intelligence on the Independence in Learning Economics of Class XI Social Sciences Students of SMA Negeri 1 Siantar Academic Year 2022/2023 with Achievement Motivation as an Intervening Variable. This type of research is ex post facto research. The population in this study were all students of class XI IPS SMA Negeri 1 Siantar, totaling 128 students. The sample used in this study amounted to 97 students who were taken based on simple random sampling technique. Data collection techniques were carried out by observation, interviews, and questionnaires. Then the classic assumption test in this study is the normality test, multicollinearity test, and heteroscedasticity test. Hypothesis testing was carried out by linear regression analysis for hypotheses 1, 2, 3, 4 and 5, path analysis and Sobel test for hypotheses 6 and 7 through the SPSS.25 program. The research results show that: (1) There is a positive and significant influence between self-efficacy on student achievement motivation with tcount(2.461) > ttable(1.661) and sig. of 0.016 <0.05. (2) There is a positive and sig. between emotional intelligence on student achievement motivation with tcount(7.111) > ttable(1.661) and sig. of 0.000 <0.05. (3) There is a positive and significant influence between self-efficacy on student learning independence with tcount(2.135) > ttable(1.661) and sig. of 0.035 <0.05. (4) There is a positive and significant influence between emotional intelligence on student learning independence tcount(3.967) > ttable(1.661) and sig. of 0.000 <0.05. (5) There is a positive and significant influence of achievement motivation on student learning independence with a value of tcount(9.369) > ttable(1.661) with a sig. 0.000 < 0.05. (6) Achievement motivation is able to mediate the influence of self-efficacy on student learning independence with a Sobel test statistic score of 2.427 > 1.96 (5% level) and a one-tailed probability value of 0.007 <0.05. (7) achievement motivation is able to mediate the effect of emotional intelligence on student learning independence, with a Sobel test statistic score of 5.925 > 1.96 (5% level) and a one-tailed probability value of 0.0 <0.05.

PENGARUH MODEL PEMBELAJARAN INQUIRY TERHADAP KEMANDIRIAN BELAJAR MAHASISWA

In the implementation of higher education, building student independence in learning is an important part. In a higher education environment, students who can study independently will be better prepared to face changes in the dynamic and fast world of work. Development of student learning independence can be done by choosing a learning model that develops students' thinking skills and self-confidence. One way is to apply the inquiry learning model which is a learning model that is oriented towards students' ability to build their knowledge independently. This study aims to determine the effect of the inquiry learning model on student learning independence in the biology education study program at the University of West Sulawesi. This type of research is quasi-experimental research. This research was carried out in the odd semester of the 2022/2023 school year with a population of all fifth-semester students who programmed the Learning Innovation course by taking samples using a purposive sampling technique so that class A and class B became the research sample with a total of 58 students. The instrument used in this study was a learning independence questionnaire consisting of 5 indicators and 20 questions. Data analysis was carried out using descriptive analysis to determine the increase in the value of student learning independence and inferential analysis to test the hypothesis using the Anacova test. The results of the hypothesis test using Anacova obtained a significance value of 0.001 <0.05 so it can be said that H0 is rejected and H1 is accepted which means that there is an influence of the application of the inquiry learning model on the learning independence of students in the Biology Education Study Program, Universitas Sulawesi Barat

Implementation of the Concept Attainment Learning Model to Increase Independence and Reduce Misconceptions of MA Students on the Circulatory System' Learning Material


 
 
 
 Misconception is an understanding that is not in accordance with the concept conveyed by experts. Misconceptions are still found in student learning outcomes on the Circulatory System material. The Concept Attainment Model is a teaching strategy that helps students strengthen their understanding of the concepts being studied. Learning independence is one of the factors that influence learning outcomes. The purpose of this study was to increase student independence and learning outcomes as well as reduce students' misconceptions about the Circulatory System material. This research is a pre-experimental research with a one group pretest-posttest design. The data in this study were obtained through observation sheets, student response questionnaires, pretest-posttest, and student interviews. The results showed that prior to the implementation of the Concept Attainment learning model, students' learning independence was classified in the medium category. After the implementation of the Concept Attainment learning model, student learning independence increased, belonging to the high category. Student learning outcomes show that prior to the implementation of the Concept Attainment learning model, they had not reached the specified classical mastery. That is, student learning outcomes are low. After implementing the Concept Attainment learning model, student learning outcomes experienced a good increase in the medium and high N-Gain categories. The findings of students' misconceptions prior to the implementation of the Concept Attainment learning model were found in the concept of the mechanism of the clotting process, the link between blood type and blood transfusion, parts of the heart in cardiac anatomy, differences in the systemic and pulmonary circulatory systems, and disorders/abnormalities of the circulatory system. After implementing the Concept Attainment learning model, misconception were found in the concept of blood constituent components, the relationship between blood type and blood transfusion, and disorders/abnormalities of the circulatory system. Thus, it can be concluded that the implementation of the Concept Attainment learning model can increase student independence and learning outcomes and reduce student misconceptions.
 
 
 

Independent Learning and Student Learning Responsibilities Characteristics of Mathematics Knowledge Competence in Fifth-Grade Elementary School

Independent Learning and Student Learning Responsibilities Characteristics of Mathematics Knowledge Competence in Fifth-Grade Elementary School

Development of General Arithmetic E-Module Based on APOS Theory to Improve Problem Solving Ability and Independence in Middle School and High School Students

To learn about other parts of math, like how to work with numbers, you need to know arithmetic. The characteristics and concepts in mathematics are interrelated, therefore students need to acquire an introductory or basic grasp to assist in developing math skills (even if operations are considered basic stuff). This comprehension lays the groundwork for the acquisition of other mathematical talents, including problem-solving skills, which are crucial to a kid's success in school. Students and teachers alike rely heavily on online resources, yet this resource is not fully utilized in today's educational systems. In addition, not all online e-modules meet the standards of good e-modules, which results in subpar learning and makes it harder to accomplish certain educational goals. The goal of this research is to create an expert-based, user-friendly, and practical e-module for teaching elementary school mathematics that incorporates APOS theory in order to improve students' ability to learn independently and solve problems. This type of research is Design Research with the type of development studies divided into three phases, namely Preliminary research, Development or prototyping phase, and Assessment phase. Students from SMP Negeri 1 Winong, and MA Darul Ma'la made up the research sample. The data was gathered through a combination of tests, questionnaires, interviews, and observations. The study's findings demonstrate that the generated e-modules are of sufficient quality in terms of being valid, practical, and effective. validated by material experts and media experts, including lecturers and teachers, so that this e-module is considered valid by material experts and media experts, practical by lecturers, teachers, and students who use it through questionnaires, and effective based on problem-solving abilities and student learning independence after implementation.

The Influence of Project-Based Learning on Entrepreneurial Crafts Learning Outcomes through Learning Independence

Background: The development of learning independence is very necessary in the success of the learning process. Students who have high learning independence tend to learn better, are able to monitor, evaluate, and manage their study schedules effectively. More than that, students can estimate the time in working on the project. Aim: This study aims to examine the effect of the implementation of the project-based learning model on the learning outcomes of entrepreneurial crafts in terms of the learning independence of class X students. Method: This research is an experimental research with a factorial design method. The research data was obtained through a student learning independence questionnaire and also a student comprehension test. This study involved 32 students who were taken using a random sampling technique. The data were analyzed by using SPSS 26, by conducting descriptive statistical tests, prerequisite tests namely normality and homogeneity tests, and then tested research hypothesis using two-way Anova. Findings: Project-based learning models are more effective than direct learning models in improving learning outcomes. Project-based learning models provide positive interactions with students' independent learning. Learning outcomes of students with high learning independence shows a significant difference between the Project-based learning and direct learning model. The learning outcomes of students with low learning independence show a significant difference between the learning model of Project-based learning and direct learning model.

Pengaruh Model Pembelajaran Problem Based Learning Berbasis Realistic Mathematics Education Terhadap Kemampuan Komunikasi Matematis Siswa ditinjau dari Kemandirian Belajar Siswa

This study aims to investigate whether there are differences in mathematical communication between students who follow the Problem Based Learning model based on Realistic Mathematics Education and students who follow the Direct Learning model based on independence with high, medium, and low categories of class XI students at SMA Negeri 5 Tebo. This study is a quasy-experimental study with a randomized factorial design. The sample of this study was selected by simple random sampling technique, with class XI IPS 1 as the experimental class and XI IPS 2 as the control class. The instrument used was a test used to measure students' mathematical communication skills and a questionnaire to measure student learning independence. The data analysis technique used in this study is a two-way ANOVA. Based on the results of data analysis, it can be concluded that: 1) There are differences in mathematical communication skills between students who study using the Problem Based Learning model based on Realistic Mathematics Education and students who learn using the Direct Learning model. 2) There are differences in mathematical communication skills between students who have high, medium, and low independence. 3) There is no interaction between the application of learning models (Problem Based Learning based on Realistic Mathematics Education in the experimental class and Direct Learning in the control class) and students' independent learning on students' mathematical communication skills.

Effect of learning independence on mathematics learning achievement seventh grade of junior high school students

The low independence of student learning, especially in mathematics lessons, is a driver for research. Based on observations, most students do not realize the importance of learning independence. Many students don't want to learn math, and most don't like it because they think math is too difficult. Survey methods with simple regression analysis are used in research. The study aims to determine the effect of independence on mathematics learning achievement of seventh grade students at State Junior High School 7 Bekasi City in the even semester of the 2022/2023 academic year. Sampling using a simple random sampling technique with 38 students from seventh grade at Junior High School 7 Bekasi City. Data analysis using the help of the Statistical Program for Social Science (SPSS) 22 program with stages of descriptive statistical analysis, testing prerequisites for data analysis (normality test, linearity test, and hypothesis test). The results of the study can be concluded that there is an influence of independence on mathematics learning achievement in seventh grade of junior high school students. The effect of independence on students' mathematics learning achievement was 10.4%, and 89.6% was influenced by other factors.

Analysis of Implementation of the Independent Curriculum in Science Learning at SMP Negeri 1 Tanah Grogot Kalimantan Timur, Indonesia

Independent learning is a concept of learning that creates an atmosphere of free and independent learning for students. In addition, the independent curriculum also implements the development of soft skills and character through a project to strengthen the profile of Pancasila students. One of the schools that implements the Independent Curriculum is SMP Negeri 1 Tanah Grogot. The purpose of this research is to 1)Describe the application of science learning using the Independent Curriculum at SMP Negeri 1 Tanah Grogot. (2) Describe students' responses to learning science. (3) Describe the factors that support science learning. (4) Describe the factors that hinder science learning. This type of research uses qualitative research with descriptive methods. Based on the research results, there were 3 strategies implemented at Tanah Grogot 1 Public Middle School, namely the Education Unit Operational Curriculum (KOSP), learning processes and tools in science subjects (Intracurricular), and the application of projects to strengthen Pancasila student profiles (p5). Internal supporting factors, namely the majority of young teachers who want to train themselves, master the use of information technology, as well as motivation within the teacher to be able to provide a fun learning experience for students. While the external supporting factors include the existence of independent training for teachers and the presence of fellow teachers, principals, and school supervisors who are members of the learning community. As for the inhibiting factors, namely the teacher still does not understand how to implement the Independent Curriculum in schools, especially the implementation of the Pancasila Student Profile Strengthening Project, the small number of teachers, as well as obstacles in adjusting teaching schedules and differences in the learning system between grade 7 using the Independent Curriculum and grades 8 and 9 which is still gradual.

Technological, Pedagogical, and Content Knowledge (TPACK) untuk Penguasaan Konsep dan Kemandirian Belajar Bahasa Indonesia Siswa

The Covid-19 pandemic has had an extraordinary impact on various fields, including education. The pattern of learning that has been carried out face-to-face must change to virtual or distance learning. Learning patterns like this actually cause learning loss in students. In addition, the emergence of learning achievement gaps caused by differences in access and quality of learning. This problem can be overcome by applying a Technological, Pedagogical, and Content Knowledge (TPACK) approach in learning. This study aims to describe the application of the TPACK approach in improving students' mastery of concepts and self-reliance in learning Indonesian in a blended learning manner at SMP Negeri 32 Makassar. This research is a qualitative descriptive research. The source of this research data is the process of implementing Indonesian language learning and mastery of concepts and student learning independence. The research subjects were class VIII students. The results of the study show that the use of the TPACK approach applied in learning Indonesian at SMP Negeri 32 Makassar can improve students' mastery of concepts and independent learning. In addition, understanding the concept of knowledge of technology, pedagogy, and content in blended learning in schools is a form of learning that represents the Freedom to Learn program.

A Quasi-Experimental Study: The Influence of Web-Enhanced Learning on Student Learning Independence in the Human Movement System

This study investigates the impact of web-enhanced learning on eighthgrade students' learning independence in the human movement system subject at SMPN Sinjai. Using a nonequivalent control group design, selflearning questionnaires and observation sheets were employed for data collection. Descriptive and inferential analyses included prerequisite tests and independent sample t-tests. Results indicate that students taught with the web-enhanced learning model achieved a high average learning independence score of 124.8, compared to a medium average score of 108.1 for students without this model. The inferential analysis yielded a significance value of tcount 0.000 0.05, supporting the rejection of H0 and acceptance of H1. This finding implies a significant influence of webenhanced learning on students' learning independence.ABSTRAK: Penelitian ini menyelidiki pengaruh web-enhanced learning terhadap kemandirian belajar siswa kelas VIII pada mata pelajaran sistem gerak manusia di SMPN Sinjai. Penelitian ini menggunakan non-equivalent control group design, kuesioner kemandiarian belajar, dan lembar observasiuntuk pengumpulan data. Analisis deskriptif dan inferensial dilakukan, termasuk uji prasyarat dan uji t sampel independen. Hasil menunjukkan bahwa siswa yang diajar dengan model pembelajaran web-enhanced mencapai skor kemandirian belajar rata-rata 124,8 (kategori tinggi), dibandingkan siswa yang todak diajar dengan model tersebut dengan skor rata-rata 108,1, kategori sedang. Analisis inferensial menghasilkan nilai signifikansi thitung 0,000 0,05, yang berarti H0 ditolakvdan H1 diterima. Hal ini menunjukkan adanya pengaruh yang signifikan dari web-enhanced learning terhadap kemandirian belajar siswa.