Independent Learning Research Articles

Learner Autonomy Through the Use of ChatGPT by Third-Year Students of English Faculty at University of Foreign Language Studies (UFLS)

This study aimed to investigate the impact of utilizing ChatGPT on learner autonomy of third-year students of Faculty of English at the University of Danang – University of Foreign Language Studies (UD – UFLS). In this research, quantitative methods were employed with a close-ended questionnaire aiming to figure the relationship between student use of ChatGPT and their autonomy. Learner autonomy, in this study, was examined in two aspects, study habits and independence of learning. The survey involved 103 students; the collected data were analyzed statistically to answer the research questions. The study’s results showed that ChatGPT has little impact on the participants’ learning autonomy. However, this tool can be useful for learners’ study habits thanks to its personalized feedback and recommendations. Although our research has provided more insights into the field of technology-assisted language learning, especially learning with the use of ChatGPT, further research on the relationship of learning autonomy and ChatGPT with a larger sample and in a longer time should be conducted to ensure consistency and reliability of the impacts of ChatGPT on learner autonomy.

Evaluation of the Effectiveness of Technology-Based Learning Methods: A Case Study of Prospective Professional Teachers

This study aims to evaluate the implementation of technology-based learning methods among prospective professional teachers in North Aceh, focusing on understanding, application, challenges, and effectiveness. A descriptive qualitative approach was employed, involving 152 prospective teachers as research subjects. Data were collected through questionnaires, observations, and documentation, and analyzed using thematic analysis. Questionnaire results indicated that 98.56% of prospective teachers had a strong understanding of technology-based learning, 84.87% were able to effectively apply technology in teaching, 85.74% faced significant challenges in technology-based learning, and 70.61% had an effective understanding of the technology-based learning process. Observations revealed that 72.59% had planned technology-based learning, 81.58% used technology extensively, 65.79% students interacted with technology, 69.74% teachers could manage classes well using technology, 94.96% believed technology had a positive impact on learning outcomes, and 86.18% were able to provide feedback and adjust teaching based on data. Despite its challenges, technology-based learning was considered effective in enhancing participation, comprehension of materials, and independent learning. Although prospective teachers showed good competence in integrating technology, there is a need for improved training and infrastructure support to optimize its implementation in education. This study is expected to provide insights for curriculum development to better prepare prospective teachers for the challenges of digital-era education.

E-Module Teaching Materials Based on Heyzine Flipbook on the Meaning of NKRI for Grade IV Elementary School

Currently, there are still many students who do not understand the Pancasila and Citizenship Education learning material. This is due to the lack of digital learning media to facilitate students' independent learning of PPKn. This research aims to develop a Civics e-module based on the Heyzine flipbook on the Meaning of the Unitary State of the Republic of Indonesia (NKRI) material for Class IV Elementary School. This type of research is R & D (Research and Development) development research. The development model in this research uses the ADDIE model. The research subjects were 1 media expert and 1 material expert. This small group trial was conducted on four students from class IV elementary school. The methods used to collect data are observation, interviews, questionnaires, and tests. The instruments used to collect data are validation sheets, questionnaire sheets, and test questions. The data analysis techniques used in this research are quantitative and qualitative data analysis. The research results, namely the assessment by material experts, obtained 87.50%, and media experts obtained a score of 84.09% with very good criteria. Evaluation of the effectiveness of use through the N-gain test obtained a score of 67.1% with moderate criteria, and the interpretation category was quite effective. Assessing responses via student questionnaires obtained an average score of 93% with very good criteria. It was concluded that e-modules are very suitable for use and can improve student learning outcomes in Pancasila and Citizenship Education subjects.

The Effect of Project-Based Learning Model and Independence on Creative Thinking Skills

The effect of Project Based Learning (PjBL) model and learning independence, on creative thinking skills in the material of multiplication and division of whole numbers. This study aims 1) to determine the effect of the PjBL model on creative thinking skills of grade V elementary schools in Bantul district; 2) to determine the effect of learning independence on creative thinking skills of grade V elementary schools in Bantul district, (3) to determine the interaction effect of PjBL and learning independence on creative thinking skills in Bogor district. The research method used was experimental. Data analysis using Analysis of Variance (ANOVA). From the results of the research analysis concluded 1 There is a significant effect of PjBL model on creative thinking skills of fifth grade elementary school in Bantul district. This is evidenced by the acquisition of Sig = 0.008 < 0.05 and Fcount = 8.517. (2) There is a significant effect of learning independence on creative thinking skills of fifth grade elementary school in Bantul regency. This is evidenced by the acquisition of Sig value = 0.000 < 0.05 and Fcount = 36.057. (3) There is a significant interaction effect of PjBL model and learning independence on creative thinking skills of fifth grade elementary school in Bantul district. This is evidenced by the acquisition of Sig value = 0.032 < 0.05 and Fcount = 5.864. The improvement of mathematics learning outcomes has an important learning independence in the learning process. The conclusion of this research is that the PjBL model provides opportunities for students to explore activities and learning independence.

Teaching assistant support for learning and wellbeing: the perspectives of secondary school pupils with special educational needs and disabilities

ABSTRACT This study used thematic analysis of interview data to explore how secondary school students with special educational needs and disabilities (SEND) perceived the one-to-one teaching assistant (TA) support they received for learning and wellbeing. One-to-one semi-structured interviews were conducted with twelve pupils in five mainstream secondary schools in England. The findings suggested that although there were some reported disadvantages of TA support in learning, the perceived benefits were more prominent, which included increased engagement with and better understanding of learning. The benefits of strong TA–pupil relationships were highlighted which suggested that TAs provided emotional safety and containment. The challenges included perceived social stigma and peer separation. Additionally, the findings suggested that TA support may hinder opportunities for independent learning. It was concluded that while the findings indicated that TA support benefits learning and wellbeing, the role of the TA in supporting student independence requires consideration. There is a risk of students forming an over-attachment to the TA which may also lead to emotional dependency.

Research on Guided Performance Evaluation System Based on Dynamic Information Update and Iterative Feedback

In the field of higher education, traditional performance evaluation systems often neglect the consideration of individual student differences and the provision of dynamic feedback, resulting in evaluation results that do not fully reflect the development potential and actual performance of students. This paper proposes an innovative guided performance evaluation mechanism that incorporates two core algorithms: online information updating and secondary assessment feedback. The former ensures the timeliness and accuracy of the evaluation results through real-time monitoring and updating of students' learning status, while the latter realizes the expansion of the evaluation subject and the improvement of the feedback mechanism through the interaction between tutors and students. Then, this paper adopts the hierarchical analysis method and the fuzzy comprehensive evaluation method to conduct empirical research, and the results show that the proposed guided performance evaluation mechanism can effectively improve students' satisfaction with the performance evaluation system and promote the enhancement of their independent learning ability.

Harnessing AI-Based Tools for Enhancing English Speaking Proficiency: Impacts, Challenges, and Long-Term Engagement

Technology like chatbots, speech recognition systems, and mobile apps that can give instant feedback on pronunciation and speaking skills has revolutionized learning a language in the traditional sense through artificial intelligence (AI). This study reviews the status of artificial intelligence in English language education and looks mainly at its influence on speaking fluency, pronunciation accuracy, and learner independence. The paper discusses implications from recent studies focusing on the immediate benefits of AI for novice and intermediate-level learners: decreased language anxiety and greater student engagement. Despite these advantages, major logistical issues – including the technology infrastructure, ethical challenges, and limited teacher training – prevent widespread adoption. It also identifies gaps in the literature, particularly concerning the long-term effects on learners' speaking proficiency and motivations surrounding higher-level learning. Filling the gaps can illuminate AI use to improve a sustainable language teaching or learning environment that may transform educational practices.

Persepsi Mahasiswa Melalui Dialog Prodi Terhadap Peningkatan Kualitas Pelayanan Pendidikan

This research is motivated by the fact that higher education in Indonesia is experiencing a paradigm shift towards a more participatory and inclusive approach. This article examines the importance of dialogue between students and study programs in improving the quality of educational services at the Faculty of Teacher Training and Education, University of Muhammadiyah Surakarta, especially in the Accounting Education Study Program. The purpose of this study is to describe the aspirations of students through dialogue study programs in improving the quality of services of the Accounting Education Study Program of the University of Muhammadiyah Surakarta. Using quantitative and qualitative descriptive approach methods, the source of data for this study is through questionnaires and interviews from students, lecturers, and structural in the study program with 147 respondents in this study. The study also used three different data sources. The data collection techniques used are questionnaires and interviews to collect data from students, lecturers, and structural in the study program. This study uses source triangulation and techniques to ensure the validity of qualitative data. The results of the study show that student satisfaction with learning facilities, laboratory facilities, and lecturer teaching is generally good, but there are several areas that need improvement, such as the condition of LCD, air conditioning, and laboratory cleanliness. Although the majority of students are satisfied with the material and teaching, there are complaints about teaching and assessment methods. The Independent Learning Independent Campus (MBKM) program is considered useful, but integration with lectures needs to be improved. Improvements in the socialization of scholarship information and evaluation of study program services are expected to increase student satisfaction and support their overall academic achievement. The validity of the qualitative data obtained through a questionnaire related to the condition of learning facilities in the lecture hall shows that 59.7% of students feel that the available facilities are good. For the completeness of the laboratory in the Accounting Education Study Program, as many as 56% of students are satisfied. Regarding student satisfaction with the learning delivered by lecturers, 53.3% of students expressed satisfaction. Meanwhile, 52.8% of students were satisfied with the lecture material presented. Regarding the service of the study program, 54.1% of students were also satisfied. The results of the questionnaire showed that 49.1% of students were very satisfied with the scholarship information service, while satisfaction with the academic advisor (PA) service was recorded at 43.4%. Finally, 50.3% of students expressed satisfaction with the thesis supervisor's services. Based on the questionnaire data obtained, in general, the level of student satisfaction with various aspects in the lecture environment tends to be good. The majority of students are satisfied with the learning facilities, laboratory equipment, delivery of lecture materials, and study program services. However, there are several aspects that need more attention, such as scholarship information services and academic guidance services. The results of this study show the level of student satisfaction with the quality of study program services. This aspiration can be used as a valuable input for study programs to make efforts to improve the quality of better services.

Understanding Orthopaedic Infections: A Conceptual Approach.

Memorizing mounds of facts without having an effective conceptual framework to store them is often an unsuccessful learning style because memory frequently fails without understanding. To accomplish this goal, we offer a framework of ideas called "concept maps". Of the many strategies for metacognition (that is, thinking about thinking), concept mapping is proven to improve meaningful and independent learning. We used this approach to guide understanding of common orthopaedic infections. This paper is not meant to serve as an approach on how to treat, but rather as a storage system with the ability to assist in understanding orthopaedic infections. Concept maps are constructed using information from over 30 sources of orthopaedic or infectious disease literature. The sequential levels of each concept map are referred to as levels of hierarchy. Boxes of each level of hierarchy are designed to be a point of differentiation between a similar concept. Branches form lower levels of hierarchy to further divide specific concepts. 5 concept maps were constructed. One map is an overview of all concepts, and the key concept for each of the following map are as follows: osteomyelitis, synovial infection, myositis, and foreign material infection. A conceptual approach is a way of learning material in a manner that allows effective storage and retrieval. This approach will ultimately lead to a better understanding of orthopaedic infections.

Exploring how generative AI contributes to the motivated engagement and learning production of science-oriented students

Generative AI is transforming the educational landscape by offering new ways for students and educators to engage in personalized, adaptive learning. Unlike traditional tools, generative AI enables students to access a vast repository of information, interact with content in real-time, and generate responses, which collectively support individualized learning pathways. This study explored the role of generative AI, particularly ChatGPT, in students’ self-directed learning (SDL) process. College students (n=15) from science-oriented programs were purposively sampled to be interviewed. Findings revealed that students used AI to enhance efficiency in completing tasks, generate content, and engage in deeper learning experiences. Students reported that AI tools, such as ChatGPT, helped break down complex subjects, provided instant feedback, and allowed them to manage learning at their own pace. These features supported autonomy, motivation, and competence, core components of SDL, by enabling students to make independent learning choices and confidently tackle challenging content. Student narratives illustrated how generative AI aided in organizing study material, understanding science topics, and even learning to troubleshoot code, which supported mastery of complex science program skills. The findings also suggested that AI tools contributed to active learning, as students engaged more meaningfully with content, enhancing their analytical and problem-solving abilities. The integration of generative AI in education may shape future pedagogical approaches, enabling educators to promote personalized and adaptive learning environments that support students' intrinsic motivation, SDL, and critical thinking.

The Application of Spiritual-Based Adult Education Methods to Increase Students' Independent Learning Motivation

This study aims to improve students' enthusiasm for independent learning through the application of the spiritual andragogy approach in the Islamic Educational Guidance and Counseling Study Program, Faculty of Tarbiyah and Teacher Training, State Islamic University of North Sumatra. The methodology used is descriptive qualitative, with data collection from six lecturers and forty students through interviews and questionnaires. The main findings indicate that the application of the spiritual andragogy approach that integrates Islamic beliefs can significantly improve students' motivation and learning outcomes. The benefits of this approach lie in its ability to facilitate learner-centred learning, value relevant experiences, and encourage independent learning. However, this study also identified several challenges, including the diversity of student backgrounds, internet connection problems, and difficulties in supervising their activities. The recommendations produced aim to optimize the use of the spiritual andragogy method in higher education, with a focus on improving student learning outcomes.

A Take Home Laboratory to Support Teaching Electronics:

Three modes dominate engineering labs – in-person, simulation and remote. Take-home laboratories have received comparatively little attention within engineering education. This article reports on qualitative data that was collected, via focus groups with eight staff from a single University, to evaluate the effectiveness of take-home laboratories. The laboratories consisted of a range of embedded development platforms along with a bespoke Home Electronics Laboratory Platform (HELP) that was designed to support the learning of analog and digital electronics in the early years of our programmes. The findings indicate that take-home laboratories can support the development of independent learners and enhance troubleshooting skills. Participants also identified that supporting students in their troubleshooting activity was particularly challenging in a remote environment. We make some suggestions for how take-home laboratories could be used to complement existing laboratory practices.

Exploring Elementary School Student's Computational Thinking In Terms Of Cognitive Style

Mathematics learning in the independent curriculum emphasizes the pedagogical dimension which aims to create active students so that they are able to develop their thinking patterns and get them used to finding solutions to their own problems. This study uses qualitative methods to investigate elementary school students' abilities through computational thinking, focusing on the cognitive styles of Field Independence (FI) and Field Dependence (FD). The subjects in this study amounted to 14 fifth grade students of public elementary schools in Klaten Regency, Central Java Province. Researchers used data collection instruments in the form of test, learning style questionnaires and interviews. The number of test compiled consisted of 5 items. Before use, the test were validated by 3 mathematics education experts and tested on 5 fifth grade students. After validation and testing, the test that can be used consist of 3 test. Based on the results of tests and learning style questionnaires, research took one of the students' test results with a Field Independent learning style and 1 student with a Field Dependent learning style. The results of this study indicate that there are differences in the computational thinking process of the two subjects in solving problems. At the abstraction stage, FI students are able to answer important factors that need to be considered in making conclusions, FI students are also able to explain alternative solutions to the problems given appropriately. Meanwhile, FD students tend to work directly so they tend to experience errors at the pattern recognition, algorithm thinking and generalization stages. Thus, it can be concluded that students with a field independent cognitive style are more active in using computational thinking processes than students with a field dependent cognitive style.

AGCoTrack: A Communication-Efficient Independent Reinforcement Learning Method for Aerial–Ground Collaborative Tracking

AGCoTrack: A Communication-Efficient Independent Reinforcement Learning Method for Aerial–Ground Collaborative Tracking

The Role of Stress Management with dhikr-based relaxation techniques in Reducing Teacher Burnout in the Era of Independent Learning Curriculum

This study investigates the effectiveness of a stress management technique using Islamic spiritual practices, known as dzikir, to reduce burnout among high school teachers in the context of an increasing administrative workload under the implementation of the new curriculum. Teachers frequently face high stress levels due to administrative demands, leading to emotional exhaustion, reduced job satisfaction, and lower teaching quality. This research aims to assess the impact of dzikir on alleviating stress and improving emotional and spiritual well-being among teachers. The study employed a quasi-experimental design with a pretest-posttest control group involving 60 high school teachers divided into experimental and control groups. Quantitative data were collected through standardized burnout inventories, and qualitative data were obtained through in-depth interviews. Results indicated that the experimental group, which practiced dzikir, experienced a significant reduction in emotional exhaustion and depersonalization, as well as improved personal accomplishment and job satisfaction compared to the control group. This study concludes that integrating spiritual-based stress management practices is highly effective in addressing burnout among educators, contributing to healthier teaching environments. By emphasizing culturally and spiritually relevant approaches, this research offers a practical solution for enhancing teacher well-being and supports the broader goals of improving educational quality in modern learning systems. These findings underline the importance of incorporating holistic, culturally sensitive interventions into education policy and teacher training programs.

Teaching Approaches and EFL Students’ Self-Regulated Learning Capacity

This study investigates the relationship between teaching approaches and EFL students’ self-regulated learning capacity in a Chinese university setting. The research explored the characteristics of teaching approaches, including student-centered independent inquiry learning, teacher-centered direct teaching, student-centered cooperative learning, and teacher-centered questioning, and assessed EFL students’ self-regulated learning capacity in terms of commitment control, metacognitive control, satiation control, emotion control, and environmental control. The study found that while EFL students generally appreciated their teachers’ use of questioning, direct teaching, and cooperative learning methods, they perceived a lack of opportunities for student-centered independent inquiry learning. Furthermore, students exhibited strong self-regulatory skills in managing satiation, commitment, emotions, and the learning environment, but demonstrated weaker metacognitive control abilities. The research revealed a significant positive correlation between student-focused independent inquiry and cooperative learning approaches and students’ self-regulated learning capacity. This suggests that student-centered teaching methods, particularly those emphasizing independent exploration and collaborative learning, effectively enhance EFL students’ self-regulated abilities. The study concludes with recommendations for policymakers, teachers, and students to promote effective self-regulated learning in EFL contexts. These include providing more opportunities for independent inquiry learning, fostering a supportive classroom environment, and developing students’ metacognitive skills. The findings highlight the importance of a holistic approach to self-regulated learning that addresses both cognitive and affective dimensions.

Autonomy in acquisition: Exploring the transformative effects of self-error correction on ESL learners’ proficiency and motivation

This study explores the transformative effects of self-error correction on language proficiency and motivation among ESL college students. The research investigates how self-directed error handling influences ESL learners' linguistic development and engagement in learning activities through a mixed-methods approach involving surveys and interviews. Preliminary findings indicate significant enhancements in language skills and motivational levels, substantiating the role of self-correction in promoting educational outcomes and learner independence.

The Utilization of Infographic-Based Learning Media to Increase Students' Interest in Learning

Technological developments have had a major impact on education, especially in increasing the effectiveness of the learning process. Infographics are one of the innovative and technology-based learning media, which combines information with interesting visual elements. This study analyzes various literature to examine the influence of the use of infographics in learning on students' learning interests. The results of the study show that infographics can increase students' interest in learning by presenting information visually, making it easier to understand, and making the material more interesting. Infographics also help students remember information, increase engagement, and support independent learning. In addition, infographics are easily accessible and shared digitally, making it easier for students to repeat the material. Research shows that students are more focused and motivated when using visual media compared to conventional lecture methods. Therefore, the use of infographics as a medium of learning can be used as an effective strategy for overcoming various obstacles in learning activities and resulting in an improvement in the quality of education. Educators are advised to utilize infographics in their learning strategies to achieve more optimal results. In conclusion, infographics are an effective tool to make learning more interactive and interesting and to increase students' interest in learning.

Analisis Kesiapan Guru Dalam Perencanaan Pembelajaran Berdiferensiasi (Implementasi Kurikulum Merdeka Di MTSN 4 Demak)

This research aims to describe the readiness of Islamic religious education teachers, to describe the difficulties experienced by teachers, and to describe the supporting and inhibiting factors for implementing the independent learning curriculum at Madrasah Tsanawiyah Negeri 4 Demak. This research uses a qualitative approach. The type of research is descriptive qualitative. The research location is Madrasah Tsanawiyah Negeri 4 Demak, with primary data sources being the principal, PAI teachers at MTsN 4 Demak, and using secondary data in the form of profiles of MTsN 4 Demak. Data analysis techniques include data redaction, data presentation, and verification. The results of the research are 1) The readiness of Islamic religious education teachers in preparing teaching modules and project modules for strengthening the profile of Pancasila students. 2) Teacher readiness in implementing differentiated and student-centered learning at MTsN 4 Demak, teachers� lack of knowledge regarding differentiated learning makes teachers less than optimal in differentiated and student-centered learning, teachers only differentiate according to what they see when learning takes place, The lack of direct handling of students makes differentiated learning less than optimal. 3) Teacher readiness in carrying out formative and summative assessments for extracurricular projects to strengthen the profile of Pancasila students at MTsN 4 Demak, regarding formative and summative assessment, the readiness is not optimal because most teachers do not know how and what the assessment looks like, related to intra-curricular activities and the project to strengthen the profile of Pancasila students several activities entrepreneurship work from agricultural products).

Students Perceptions of Biology Learning in the Implementation of the Merdeka Curriculum

The Merdeka Curriculum is being implemented after several curriculum changes in Indonesia. The Indonesian government has adjusted the curriculum as much as possible to meet the expected educational objectives. Merdeka Curriculum is a curriculum centred on a learner interest and talent approach. The Merdeka Curriculum seeks to form resilient, independent, and creative learners through a more open and inclusive approach. This study analyses students' perceptions of biology learning in implementing the Merdeka Curriculum at MAN 2 Pontianak. This research uses a descriptive method with a qualitative approach. This research was conducted in July 2024 at MAN 2 Pontianak, South Pontianak District, Pontianak City. The sample used in this study amounted to 140 students in the biology interest class. The data collection technique in this study used a survey with a questionnaire instrument. The questionnaire consists of 38 statements. Based on the results of data processing and analysis of the research data that has been described, it is found that the average of all indicators on the independent curriculum variable is 77% good category, then on the cognitive understanding variable, the average of all indicators is 71% good category. On the Pancasila student profile variable, the average of all indicators is 80% good category. Based on the overall results of the recapitulation of all indicators of students' perceptions of biology learning at MAN 2 Pontianak, the average is 76% in the good category. Thus, students can implement the independent curriculum at MAN 2 Pontianak well. This indicates that the independent curriculum can encourage adequate cognitive understanding, strengthen the values of the Pancasila learner profile, and create compelling learning experiences. Therefore, this curriculum can be a solid foundation for continuously improving the quality of learning at MAN 2 Pontianak.