Level Of Learning Independence Research Articles

Development of a Science Learning Module using the Guided Discovery Method to Increase Learning Independence and Scientific Literacy Ability

Science and technology are developing very quickly in the 21st century, especially in the field of education. Students need to be prepared to face these changes by having independent scientific literacy skills and skills that help them use technology. The findings from the 2015 PISA test are proof of the importance of scientific literacy in science learning. This research aims to evaluate the feasibility of the module, the effectiveness of the module, the profile of students' scientific literacy skills and learning independence after using the module and the differences in learning independence and scientific literacy before and after using the guided discovery-based module. This research uses research and development (R&D) methods modified from Borg & Gall in Sugiyono. The N-gain test is used to determine the effectiveness of the product, and descriptive data analysis is used to assess the feasibility and profile of students' scientific literacy abilities and learning independence. Differences in students' independence and scientific literacy abilities were analyzed using Kruskal-Wallis H test. The research results show that (1) the guided discovery-based module developed meets the content, presentation and language criteria very well; (2) The N-gain value with the criteria is experiencing an increase, in accordance with the results of the assessment of scientific literacy and student learning independence; (3) The profile of students' scientific literacy abilities which includes science context, competence and knowledge has moderate/good criteria; (4) The level of learning independence after using the module is at high criteria; (5) Students who use guided discovery-based modules can increase their scientific literacy and learning independence, but not at the same level as students who use traditional learning methods. This shows that the use of guided discovery-based modules developed as an alternative learning resource for science lessons regarding the water cycle is feasible to use

Improving Mathematical Communication Skills Through the Geogebra-helped PBL and Direct Instruction Reviewed from the Level of Learning Independence

This research aims to analyze the improvement of junior high school students' mathematical communication skills through Problem Based Learning (PBL) assisted by Geogebra and Direct Instruction assisted by Geogebra. The research also considers the level of student learning independence. The research method used was a quasi-experiment with a pretest-posttest design and a control group, involving two treatment groups. groups that underwent the PBL approach with the help of Geogebra and Direct Instruction with the help of Geogebra. Students in this study were divided based on their level of learning independence. Data was collected through an initial test (pretest), implementation of learning, and a final test (posttest). Data analysis involved a comparison between the increase in students' mathematical communication skills before and after treatment in the two treatment groups, as well as the influence of the level of learning independence on increasing mathematical communication skills. The research results show that both learning approaches contribute to improving students' mathematical communication skills. However, the group that took part in PBL assisted by Geogebra showed more significant improvement compared to the Direct Instruction group assisted by Geogebra. In addition, it was identified that the level of student learning independence influences the results of improving mathematical communication skills, where students with a high level of learning independence tend to benefit more from PBL assisted by Geogebra. In order to improve students' mathematical communication skills in learning spatial material, it is recommended that educators consider using Geogebra-assisted PBL and pay attention to students' level of learning independence in designing effective learning strategies.

Level of Learning Independence And Factors Affecting Madrasah Aliyah Students In Distance Learning

Teaching and learning activities from home have been carried out in schools in Indonesia. During the implementation of this policy, many parties felt the negative impact. One of the affected parties is that students feel that distance learning is a burden that causes psychic diseases. So that parents feel very troubled through this virtual activity. The purpose of this study is to find out the level of student independence and what factors affect students' learning independence. This research uses quantitative descriptive methods. The population of this study is the entire MA KH students. Moh Said Kepanjen with purposive sampling technique. Data collection uses questionnaires with a liker scale. Data analysis uses frequency distribution to measure independence levels and t tests to analyze influencing factors. The results showed that 22 respondents or 73.3% of respondents had high learning independence. And there are the first two most influential factors, genetics and parenting and the education system. From the results of this study, it is expected to be a reference to increase students' independence in distance learning

Journal Analysis Study of Students' Independent Character Implementation in Online Learning During the Covid-19 Pandemic

The problem in this study is that the level of learning independence in students has begun to decrease as a result of online learning during the Covid-19 virus outbreak. This study aims to analyze the implementation of students' independent characters in online learning during the covid-19 pandemic. The subjects of this study were students, teachers, and parents. The data analysis technique used is the Mustika zed model. This research is a library research research method with a literature review type of research. Literature review is a research method that results from reviewing several journals taken from Google Scholar. The results of this study are to determine the implementation of independent character in online learning while at home and the teacher provides habituation materials that are expected to change student behavior. With the implementation of online learning, students eliminate good habits that are carried out at school. When learning online at home, students need assistance from their parents or relatives to complete the tasks given by the teacher. Parents, teachers, and students have also experienced various impacts caused by online learning during the COVID-19 pandemic. The conclusion of this study is that the implementation of this independent character can be applied to low-grade and high-grade students. The preparation of material about independent character can be done in learning planning. The material applied in the implementation of this independent character is through habituation material

EMPIRICAL EVIDENCE OF BLENDED LEARNING IN INDONESIAN EFL CLASS

Blended learning necessitates a digitization technology on the part of both instructors and students, the use of up-to-date instructional strategies, adaptable learning procedures, the efficiency of the processes, space, and financial resources, as well as learner motivation and independence; all of these factors lead to a rise in learner academic achievement. Unfortunately, the results ofthe most recent empirical studies do not support the idea that blended learning help learners enhance their English proficiency and their level of learning independence. There is proof that blended learning impacts the English proficiency, learning independence, enthusiasm, and ICT skills of students. This article analyzed and quantified the effectiveness of blended learning in English as a Foreign Language (EFL). This study is a quantitative explanatory research type with a pre-test and post-test design. One hundred eighty students from the Agronomy Study Program at Universitas Katolik Indonesia Santu Paulus Ruteng participated in the study. A method of random sampling was utilized, and from that population, 73 participants were selected as samples. Data was taken by test and non test, then analyzed by a software program called SPSS 22.0. Teen blended learning sessions, including five face-to-face and five virtual sessions, are conducted using the Zoom platform. The findings indicate that students' English language skills improve with blended learning (the mean score on the posttest was 82.57), as do their levels of learning independence (82.44%), learning enthusiasm (76%), and ICT skills (70.43%).

Tingkat Kemandirian Belajar Pada Remaja

The purpose of this research is to see how much the level of learning independence in adolescents in Jorong Koto Nan Gadang, Kenagarian Aie Angek, X Koto District, Tanah Datar Regency. The research methodology uses descriptive quantitative with a population of all adolescents, amounting to 40 people. While taking the sample using a sampling technique, with research instruments using a Likert scale with 39 statement items that are already valid and using percentage descriptive analysis techniques. The results of research indicators are: an indicator of independence from others is 78% which is a high category, the indicator has self confidence is 75% which is a medium category, the indicator of disciplined behavior is 73% which is a medium category, the indicator has a sense of responsibility is 75% which is a medium category, the indicator of behavior based on self-initiative is 67% which is as a medium category, and the indicator of self-control is 68% which is medium category. While the percentage of adolescent learning independence level as a whole is 72,7% in the medium category. Ideally, adolescent to be independent in learning if they reach the high or very high category, which is between 76-100%.

KEMAMPUAN SISWA DALAM MENYELESAIKAN SOAL CERITA METEMATIKA DITINJAU DARI KEMANDIRIAN BELAJAR SISWA KELAS V SDIT AL-MUMTAZ PONTIANAK

AbstractThis research to describe student ability to solve math story problems in terms of thelearning independence class V student at SDIT Al-Mumtaz Pontianak. Research methodused is descriptive method. Subjects in this research are students of class V C. Subjectstaking is done by giving a learning independence questionnaire to students of class V Cwhich then from the results of the questionnaire selected 6 subjects purposive based onthe category of learning independence. Sources of data in this study consisted of theresults of a learning independence questionnaire, test results of story questions andresults of interviews. The results of this research indicate that students with high levelof learning independence are able to solve problems well and fulfill all problem solvingindicators. Students with moderate level of learning independence are able to solveproblems quite well and fulfill all problem solving indicators, but they are still notthorough in doing calculations. Students with low levels of learning independence notenough to solve the problems, students do not understand the question so wrong indetermining how to answer questions, students are also not able to carry out the correctcalculation procedure in counting fractions.Keywords: Ability to Solve Math Story Problems, Learning Independece

Critical Thinking Skills and Self-Regulated Learning Of Students during the Covid-19 Pandemic

This study aims to analyze critical thinking skills and self-regulated learning of Junior High School Students on Change States of Matter material during online learning during Pandemic Covid 19. The research subjects were 200 junior high school students in the city and district of Bogor who had received the material for Change States of Matter. Data were collected using a test of critical thinking skills with multiple choice types and a questionnaire to measure students' self-regulated learning. The indicators used to measure critical thinking skills refer to FRISCO (Focus. Reason, Inference, Situation, Clarity, Overview), and indicators of learning independence include 3 phases, namely, planning, implementation, and evaluation. The data obtained were then analyzed descriptively and quantitatively. The results of this study indicate that the average level of students' critical thinking skills is still low, namely 33.34%, and the level of learning independence is quite good at 52.45%. There is a significant relationship between students' self-regulated learning and critical thinking skills (Sig = 0.000) in online learning mode.

Analysis Of Student Learning Difficulties On Number Pattern Material Reviewed From Student Learning Independence

This study aims to analyze students' learning difficulties in the number pattern material based on their level of learning independence and to look for factors that cause students to have learning difficulties. The method used in this research is descriptive qualitative. The subjects of the study were students of class VIII D SMPIT Adzkia, totaling 3 people, selected based on their level of learning independence. The instruments in this study were a learning independence questionnaire and a test instrument consisting of 4 questions related to the number pattern material to analyze students' learning difficulties. The results showed that: 1) students with high learning independence did not experience learning difficulties, 2) students with learning independence were having learning difficulties in determining concepts, and relating concepts to material (principles), 3) students with low learning independence had learning difficulties. in determining concepts, linking concepts with material (principles), and converting verbal problems into mathematical language.
 Keywords: learning difficulties, number patterns, independent learning

Prospective Science Teachers’ Learning Independency Level on Blended Learning

This study aims to measure the level of self-directed learning readiness of prospective science teacher students studying with blended learning. This study also investigates the relationship of self-directed learning readiness with students’ perceptions of blended learning. This research uses a quantitative method involving 28 students of prospective science teachers in the mathematics faculty and natural sciences at Medan State University. Data were collected using a learning independence questionnaire, which was first validated by two learning experts. Measurement of learning independence is done after students undergo one semester of blended learning. In general, student learning independence is at a moderate level. Analysis based on gender shows that there are no statistically significant differences between men and women in learning independence. This study also revealed that differences in learning outcomes are influenced by the level of learning independence, especially in the "selfcontrol" aspect.