Learning Strategies Of Students Research Articles

Perbandingan Hasil Belajar Matematika Siswa Melalui Metode Pembelajaran Kooperatif Tipe Jigsaw dengan Strategy Genius Learning

This study aims to determine whether there is a significant difference in the application of jigsaw type cooperative learning method with genius learning strategy on mathematics learning outcomes of fifth grade students of SD Negeri Biringkaloro Pallangga. Pseudo-experimental research method. Research design pretest-posttest comparison group design. The study population was all fifth grade students of SD Negeri Biringkaloro Pallangga totaling 160 students. The research sample amounted to 80 students obtained using simple random sampling. Data collection techniques using learning outcomes test instruments and observation sheets. Data analysis techniques using descriptive statistical analysis and inferential statistics. The results of descriptive statistical analysis obtained the average mathematics learning outcomes of students with jigsaw type cooperative method 74.00 and genius learning strategy 76.88. The results of inferential statistical analysis showed that the sign value obtained was 0.000 in the sense that (0.000 <0.05) so that it was concluded that there was a significant difference in mathematics learning outcomes by applying the jigsaw type cooperative method and the genius learning strategy in fifth grade students of Biringkaloro Pallangga State Elementary School. The conclusion of the study shows that the application of the jigsaw type cooperative learning method with the genius learning strategy is very influential on students' mathematics learning outcomes, especially students' ability to solve math problems easily and quickly.

Exploring Students’ Learning Strategies and Teachers’ Teaching Strategies in English Reading Comprehension

In the early stages of collecting articles based on the variables contained in the title, namely exploring student learning strategies and teacher teaching strategies in reading comprehension in junior high schools. This study reviews and synthesizes existing research and literature on student learning strategies and teaching strategies in reading comprehension. This study examines research that investigates various types of learning strategies used by students, such as meta-cognitive strategies, memory strategies, compensation strategies, affective strategies, cognitive strategies, and social strategies. In addition, this study also explores strategies used by teachers to improve students’ reading comprehension skills, including reciprocal strategies and question-answer relationships. Through a comprehensive literature review the researcher uses 8 articles as references to write the research, this study aims to provide insight into the effectiveness and impact of various learning strategies used by students and the strategies used by teachers in teaching reading comprehension.

The Analysis of Students Learning Strategies on Speaking at Tenth Grade of SMAS 1 Al Washliyah Medan

The objectives of the research are to know the students’ strategies in speaking English, how the strategies realized by students and why the learning strategiesin speaking realized by the students. In conducting this research, the research uses descriptive qualitative research. In collecting the data, the researcher uses observation interview and, documentation. The result of this research shows that: (1) the students applied almost all of the strategies proposed by O’Malley et al including meta-cognitive strategies, cognitive strategies, and socioaffective strategies in mastering their speaking skill. (2) The way of learning strategies realized by the students based on relevant theories from O'Malley and Chamot (1990) about learning strategies the students realized in cognitive strategies, there are deduction strategies, imagery strategies, note taking strategies and repetition strategies. (3) The reason of learning strategies realized by the students based on the students’ interview answers related to the theory of O’Malley and Chamot (1990) in the Metacognitive strategy namely self-monitoring and Cognitive strategy namely imagery.

Self-regulation among state university students in an online learning environment

A state university in the Philippines participated in the resumption of limited face-to-face classes after two years of closure due to the COVID-19 pandemic, thereby allowing for online learning. This study assessed the online self-regulated learning strategies of college students using descriptive-correlational research design. Mean, standard deviation, Mann-Whitney U-test, and Kruskal-Walli’s test were used for analyzing data gathered from one hundred sixty-three students. Results show that students had a high level of online self-regulated learning strategies when they were taken as a whole and grouped according to sex and year level, excluding the second-year students whose level was average. Moreover, significant differences did not exist in their online self- regulated learning strategies when grouped according to year level, but a significant difference did in environment structuring when they were grouped according to sex. Overall, the students succeeded in dealing with the challenges of online learning because they employed self-regulated strategies.

Learning Sociology in the Era of the Covid-19 Pandemic (Case Study at Eben Haezar Christian High School Manado)

This study aims to 1) analyze, describe, and interpret the effectiveness of learning Sociology at Eben Haezar Christian High School Manado during the Covid-19 Pandemic, 2) analyze, describe, and interpret the application of Sociology learning strategies at Eben Haezar Christian High School Manado during the Covid-19 Pandemic. The type of research used in this research is descriptive qualitative research with a phenomenological approach. Data collection techniques used are observation, interviews, and document studies. The research location was Eben Haezar Manado Christian High School with a research focus, namely exploring Sociology learning strategies for social studies class students at Eben Haezar Manado Christian High School during the Covid-19 Pandemic. The results showed that the implementation of Sociology learning at Eben Haezar Manado Christian High School had been carried out well, this was done by teachers and administrators using effective and efficient learning. Learning strategies using online applications during the Covid-19 pandemic can streamline Sociology online learning at Eben Haezar Manado Christian High School, as shown from the learning outcomes of each assessment exceeding 80% of students getting KKM scores and the results of observations of students' activeness in learning activities increased significantly namely in the first observation, it reached 34% with a value of 2.40 in the less category while in the second observation, it increased to 62% with a value of 3.00 in the good category. The selection of online learning applications as a medium for delivering information and materials to students has implications for the effectiveness of online learning during the Covid-19 pandemic, so it needs to be of great concern to educators.

Humanistic Philosophy of Learning Differs From the Curriculum in ES

This research aims to discuss the application of humanistic philosophy in differential learning to the Merdeka Curriculum in Elementary School (ES). The method used in this study is a library study or literature review. Data collection techniques are done by searching for articles, books, slides, and other information on the internet. Based on the results of research, it is known that humanistic philosophy emphasizes the appreciation of individual uniqueness, student empowerment, collaboration and communication, meaningful learning experiences, and lifelong learning. Differentiated learning recognizes the individual differences of students in abilities, interests, and learning styles. In the Merdeka Curriculum, a differentiated learning approach based on humanistic philosophy creates an inclusive environment in ES. Teachers understand the uniqueness of each student and design learning strategies that suit their needs. Students are empowered to take an active role in their learning, choose learning goals, and be responsible for their learning progress.

INVESTIGATION OF CHINESE LANGUAGE EARNING STRATEGIES FOR JAPANESE INTERNATIONAL STUDENTS

Currently, there is a dearth of research on Chinese language learning strategies among Japanese international students. This study examines the Chinese language learning strategies of 84 Japanese international students from selected universities in China. A questionnaire based on Oxford(1990) learning strategy scale was developed to investigate the strategies used by the students. The study primarily employed a questionnaire survey method, and the results were analyzed using the social statistical software SPSS23.0. The objective of this research is to gain insights into the present usage, characteristics, and other factors of Chinese language learning strategies among Japanese international students. Based on the research findings, this paper recommends suitable learning strategies for this group of Japanese international students that can aid them in learning Chinese more effectively and efficiently. The study revealed that the social strategy was the most commonly used strategy among Japanese international students, whereas the affective strategy was the least used. Additionally, the results showed no significant differences in variables such as age and Chinese proficiency level. After analyzing the research results, this paper puts forth three affective strategy teaching suggestions to improve the Chinese language learning strategies of Japanese international students: fostering a sense of accomplishment in learning Chinese, developing an interest in learning Chinese and maintaining a sense of novelty, and reducing anxiety by creating a relaxed learning environment and assisting Japanese international students in overcoming anxiety.

Pengaruh Penerapan Model Cooperative Learning dengan Mind Mapping terhadap Hasil Belajar Tematik Siswa Kelas III SD

Implementation of thematic learning is carried out using conventional learning models which cause students to still have difficulty understanding lessons. To improve understanding and student learning outcomes, appropriate models and strategies are needed. The purpose of this research is to find out how the thematic learning outcomes of students apply the cooperative learning model with mind mapping. This study used an experimental method in the form of a quasi-experimental design. Sampling using purposive sampling technique was used to select 31 students from class III A as the experimental class, and 30 students from class III B as the control class. Using measurement techniques for data collection. The instrument used is in the form of multiplechoice questions of 50 questions. By using Microsoft Excel in testing the hypothesis, the tcount is 3.6422 and the ttable for the significance level (5% and dk 31+30-2+59) is 2.000. If tcount > ttable, then Ha is accepted which indicates that the cooperative learning model with mind mapping has an effect on the thematic learning outcomes of class III students at SD Negeri 39 Pontianak Kota.

The specificity of forming basic individual learning strategies of students in plurilingual learning (on the material of the professional language of actuary mathematics)

The specificity of forming basic individual learning strategies of students in plurilingual learning (on the material of the professional language of actuary mathematics)

The influence of different teaching and learning strategies in mathematics – a case study

This article is a case study that examines how the different teaching and learning strategies influence mathematical knowledge acquisition at university. The research hinged on how mathematics lecturers at universities teach and how students acquire the disseminated knowledge. Research stresses that most lecturers have teacher-centred teaching approaches and mathematics teaching is with minimal student participation. Research further asserts that teaching approaches that emphasise student participation is critical in enhancing effective classroom interaction. This means that, as students’ learning strategy is dominantly a participatory and collaborative one, lecturers are challenged to create a learning-as participation environment for effective mathematics classroom interaction. The article reports a study that was conducted among university students and lecturers in a mathematics course at a South African university. The findings were that most lecturers at the university use traditional non-interactive teaching approaches that create passive environments in contrast with the predominant participative learning strategies of most students.

Usage of Language Learning Strategy and Integrative Test Competence of Secondary Students

This study endeavored to find out the relationship of the Usage of Language Learning Strategy and Integrative Test Competence among secondary students. The level of students’ usage of language learning strategy is “moderate.” This may have happened because at any age during the adolescent’s stage, students’ learning habit is not that established yet. Students have an “average” level of integrative test competence. Yet the male results reveal to low since their attitude towards language learning is not as enthusiastic as with female who got the result of average. The integrative test competence of the secondary students has an “average” level of competence. It is also revealed in the result that there is no significant difference in the level of the integrative test competence among the four grade levels. This could mean that students are not exposed to integrative testing. They are used to discrete testing that is often given by the teachers in every lesson. This could also mean that the level of difficulty appropriate to the level is not observed. Since it is expected that the higher the level, students get to learn more complex lessons that could help improve their competence with the language. The no significant relationship between language learning strategy and integrative test competence could mean that the language learning strategy awareness is not that established to students and that integrative test competence might be influenced by some other factors like exposure to such kind and the holistic approach to the language teaching.

Usage of Language Learning Strategy and Integrative Test Competence of Secondary Students

Usage of Language Learning Strategy and Integrative Test Competence of Secondary Students

Implementing the Bashayer chatbot in Saudi higher education: measuring the influence on students' motivation and learning strategies.

Since the fourth industrial revolution, intelligent software and applications that attempt to mimic human behavior have become increasingly common. The chatbot is an example of an artificial intelligence-based computer program that simulates human behavior by having a conversation and interacting with users using natural language. The implementation of chatbot technology in the educational context is still in its nascent stage, and further investigation into measuring its effectiveness in supporting learning and teaching processes is required, particularly in the context of higher education. Thus, this study presents the design and implementation of a task-oriented chatbot, that is embedded into the WhatsApp application, called Bashayer. It aims at supporting postgraduate students' motivation and learning strategies in Saudi Arabia. A quasi-experimental design with a single-subject experimental approach was adopted with a sample of 60 Saudi postgraduate students. The descriptive analysis of the collected data showed promising results of postgraduate students utilized the Bashayer chatbot system. Participants in the experimental group that used Bashayer were more motivated to learn than those in the control group. Participants also practiced more cognitive and metacognitive learning strategies while utilizing the chatbot compared to the control group. The results of this study are encouraging for the development of chatbot systems similar to Bashayer to support postgraduate students' successful learning. These results contribute to bridging the research gap and adding to the literature on chatbots use in postgraduate educational contexts.

What learning strategies influence higher-order learning behaviours of medical students?

Aims The aim of this study was to explore the relationship between the application of learning strategies and the emergence of higher-order learning behaviours among medical students in Chinese provincial undergraduate colleges, while also examining the impact of social demographic variables on the development of higher-order learning behaviours and learning strategy preferences. Methodology We conducted a relevant cross-sectional study using the Chinese College Student Survey (CCSS) online questionnaire to evaluate higher-order learning behaviours and learning strategies in medical undergraduate students attending provincial colleges in China. A total of 992 valid questionnaires were collected and analysed using SPSS 22.0 (SPSS Inc., Chicago, IL). We performed statistical analysis using one-sample t-tests to compare the results with the national norm score for medical subjects in undergraduate colleges. We also conducted variance analysis and regression analysis. Results The study found that the average scores for higher-order learning behaviours, enquiry-based learning and receptive learning behaviour among medical undergraduate students in provincial colleges were higher than the national norm score for medical subjects, indicating a positive trend. However, the average scores for other indicators were lower than the national norm score. The utilization of learning strategies and the development of higher-order learning behaviours among students were affected by various factors such as grade and gender. The study suggests that the preference for certain learning strategies, such as enquiry-based, receptive, integrative and collaborative, can have a significant impact on the emergence of higher-order learning behaviours. Conclusions The study has demonstrated a positive correlation between the utilization of learning strategies and the development of higher-order learning behaviours. This relationship has been observed in medical students attending provincial undergraduate colleges, where the adoption of enquiry-based, receptive, integrative and collaborative learning strategies has been found to significantly influence the emergence of higher-order learning behaviours. KEY MESSAGES The implementation of learning strategies among medical students in provincial undergraduate colleges in China has a significant impact on high-level learning behaviours. The impact of high-level learning behaviours is reliant on comprehensive support from four distinct learning strategies: receptive learning, inquiry-based learning, comprehensive learning and collaborative learning. One of the most impactful learning strategies is receptive learning, particularly on high-order learning behaviours. On the other hand, reflective learning does not seem to have a significant effect. Changes in grades can significantly impact higher-order learning behaviours and affect the propensity for reflective and collaborative learning strategies. Females generally exhibit a greater preference for receptive learning strategies, while males tend to exhibit a greater preference for inquiry-based learning strategies

Analyzing the associations between motivation and academic performance via the mediator variables of specific mathematic cognitive learning strategies in different subject domains of higher education

BackgroundThere are different teaching methods and learning content in the academic field of mathematics between school and university. Many students fail in their studies when the proportion of mathematics is high. Additionally, dropout rates, due to mathematical performance, are high. However, there are different strategies used to improve mathematical skills. Based on the process model of self-regulated learning, an analysis of the association between motivational aspects in the pre-action phase as well as seven special cognitive learning strategies for mathematics in the action phase was conducted. The variables were compared with student performance. The study drew on data from 548 retrospective interviews of cooperative students, using a cross-sectional research design.ResultsThe analysis via structural equation modeling shows a direct association between motivational aspects, such as academic self-concept and curiosity, and the seven learning strategies in mathematics. Furthermore, there is a direct effect of academic self-concept on performance. However, the learning strategy of practicing was the only variable with associations to performance. Additionally, the indirect effect of curiosity on performance via practicing is analyzed.ConclusionIt can be seen, that curiosity on its own is not enough to ensure a good level of performance in mathematics. The findings suggest student learning strategies focusing on harnessing their curiosity and on practicing. A high academic self-concept is also relevant to the performance level achieved. Lecturers should create a learning environment to support such student behavior.

The Third Wave of Self-Regulated Learning’s Measurement and Intervention Tools: Designing ‘Diaria’ as a New Generation of Learning Diary

Digital transformation accelerates the undertaking of online learning at various levels of education. Online learning mandates students to have high self-regulation skills. Therefore, self-regulated learning (SRL) plays an important role in the education field. In the third wave of SRL measurements, there is an idea of how measurement is applied concurrently with the intervention. This study proposes a learning diary that we call Diaria to take part in the third wave. Diaria was developed by means of the user-centred design with three phases, including design research, design prototype, and design evaluation. Usability testing was selected as an evaluation design method involving 30 participants. The evaluation results were examined based on several categories, including distribution of the System Usability Scale score, issues category, task performance, and potential solution. An initial investigation of the impact of learning diaries on students' SRL skills was carried out as a pilot study. This experiment involved 24 participants in a linear algebra course. The interview method was applied to collect data, followed by thematic content analysis to understand the resulting transcripts. The findings exhibited the prototype has good usability. In addition, recommendations for improvement are suggested. Meanwhile, the pilot study shows that there are various student learning strategies, advantages to a learning diary, and several valuable notes for the main study.

EFL STUDENT’S PERCEPTIONS AND PRACTICES ON TRANSLATION LEARNING STRATEGIES AT SCHOOL OF FOREIGN LANGUAGES, CAN THO UNIVERSITY, VIETNAM

Learning strategies play a significant role in the learning process, particularly translation learning. Understanding the impact of these strategies on students' translation learning is essential, therefore, to make translation learning strategies more useful in the lesson. The study focused on six (6) translation-focused learning strategies, including (1) memory strategies, (2) cognitive strategies, (3) metacognitive strategies, (4) compensatory strategies, (5) emotional strategies, and (6) social strategies. The author designed a questionnaire of one hundred and thirty-two items to explore students' perceptions of translation learning strategies while studying translation. At the same time, the author interviewed students to confirm the students' frequency of practicing translation learning strategies. The study sample included 90 EFL students (English as a foreign language) from three majors, including High-Quality English Language, English Language, and English Translating and Interpreting, who participated in translation courses in the curriculum in School of Foreign Languages (SFL), Can Tho University (CTU), Vietnam. The results showed that students have a positive perception of translation learning strategies, and they use those strategies during translation learning to a significant extent. The results also revealed a high correlation between the impact of students' awareness and students' practice of translation learning strategies. The analysed cross-table shows that students are highly aware of translation learning strategies, directly proportional to student practice. To emphasize the importance of learning strategies in the process of learning to compile for students, besides contributing to helping teachers understand more about how students learn as well as students' perceptions, thereby developing their approach to translation, students' learning process more closely and effectively to enhance the use of student learning strategies in translation learning.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0001/a.php" alt="Hit counter" /></p>

A Visual Exchange of Everyday History, a Creative Exploration to Build Contextual Awareness within Parallel Learning Communities

This practitioner interview captures and analyses dialogue between two academic staff at different higher education institutions in the United Kingdom (UK), as a trial project to identify contemporary relationships with textile design history and contemporary culture. The project was established with the ambition to identify new strategies for student community learning in relation to contextual studies. The separate, but similar, lecture series the two academics present at their respective institutions aim to introduce design styles from 1900 to 2000, evolved from one programme devised when the two academics previously worked together. The project was developed through discussions concerning post-pandemic hybrid teaching and addressed concerns about the often-passive response to theoretical content and the challenge of developing a narrative that reflects the plurality of textile design histories as multiple cultural histories rather than one linear trajectory. By identifying topics arising in the lectures in their own everyday lives and locations, the two academics considered ways in which the students could be encouraged to make stronger connections for themselves with political and cultural discussions, to build greater critical skills and awareness. Inspired by Berger and Christie’s (1999), “I Send You This Cadmium Red: A Correspondence,” but with digital correspondence replacing letters in the post, the task was to seek out contemporary images that would narrate an element from each design history lecture, connecting heritage with the modern day. Building a shared digital image and narrative as the lecture series progressed, the exchanges inspired each academic to see the link to history from the correspondent’s viewpoint, while suggesting alternative ways of addressing the task in future weeks. The challenge proved to be invigorating and stimulating, establishing new pedagogy to integrating the past and present. The project and insights articulated through this article provide a model for shared academic practice that could be conducted over a longer timeframe or expanded to a larger collaborative group context. Both options provide collegiate support for individual curricular transformation and contribute towards enhancement surrounding decolonising the curriculum.

Analysis of the Problems Faced by Class VII Students in the Process of Implementing PJOK Learning at SMP Negeri 1 Batang Gansal

The purpose of this study was to find out the analysis of the problems faced by class VII students in the process of implementing PJOK learning at SMP Negeri 1 Batang Gansal. This type of research is qualitative which aims to identify the problems faced by students in the process of implementing PJOK learning at SMP 1 Batang Gansal. The research instrument used was an interview. The preparation of the interviews was carried out based on predetermined indicators, namely by breaking them down into question items, then producing statement items for the answers to the questions given by the author. Based on the results of the research, the conclusions obtained in this study are: the PJOK learning process at SMP Negeri 1 Batang Gansal is in accordance with the stages that must be carried out by the PJOK teacher, namely opening the lesson, apperception, warming up, explaining the material, giving examples and closing the lesson. But according to the results of interviews conducted by students, there were still some problems in the process of implementing PJOK learning that could hinder the student acceptance process. Whereas the factors that become a prominent problem are student factors, material factors and learning materials, method and strategy factors as well as facilities and infrastructure factors at SMP Negeri 1 Batang Gansal

Special Assistance Teachers Learning Strategies for Slow Learner Students in Inclusive Elementary Schools

This study examines the learning strategies of Special Assistance Teachers (GPK) for students with slow learner barriers of inclusive elementary school age. A qualitative case study approach is used to answer research questions. Sumbersari 1 public elementary school in Malang City was chosen as the research location for two main reasons, namely as the official inclusion primary school for the education office and at the same time as the oldest inclusive primary school and as a reference in Malang City. Six students with slow learner barriers and one special accompanying teacher became research participants for three months. The results showed that the learning strategies used were visual media, drill methods, remedial, teaching everyday life, and approaching slow-learning children with special needs through intense communication. The inhibiting factors of this strategy are learning that requires high reasoning, making slow learners with special needs often feel difficult, low self-confidence, insufficient number of GPK, and less cooperative parents. The supporting factors for this strategy are adequate facilities, appropriate methods, and smooth communication between slow learners, special assistance teachers, and children with special needs.