Learning Readiness Of Students Research Articles

Analisis Motivasi Belajar Siswa terhadap Pengenalan Algoritma dan Pemrograman pada Kurikulum Merdeka

Informatics subjects with algorithm and programming material are new materials taught in Junior High School in the Merdeka Curriculum. This study aims to analyze the influence of learning motivation from student learning readiness on the application of material in schools. In this study using scratch applications with Arduino as a medium for applying learning. The type of research used in this study is associative research with quantitative methods. The study population was grading VII students with a sample of 23 people. The type of research instrument is a questionnaire that is analyzed using the SmartPLS 3.0 program-assisted path analysis. The research results obtained, namely physical readiness, mental readiness, and learning completeness, did not have a significant enough effect because students already had them; only basic knowledge had an effect because students did not know about algorithms and programming material

Pembelajaran Berdiferensiasi: Analisis Literasi Kimia pada Materi Ikatan Kimia melalui Pendekatan Culturally Responsive Teaching Terintegrasi Etnokimia

This study aims to obtain information and analyze the chemical literacy profile of class X students of one of public high school in Surakarta on chemical bonding material after carrying out differentiation learning with Culturally Responsive Teaching integrated with ethnochemistry. This research used descriptive qualitative approach with post-test only design. The research was conducted on 36 students of class X at one of public high school in Surakarta during 2 meetings. The results of the study showed that the literacy level of students after learning was carried out there were 25% of students classified as high, 56% classified as medium, and 19% classified as low. Based on the results of the analysis on each indicator of chemical literacy, students showed very good levels on all indicators, namely content, context, high-level learning skills, and affective. Therefore, the level of chemical literacy of students is classified as good after learning is differentiated with Culturally Responsive Teaching integrated with ethnochemistry because learning becomes contextual, meaningful, and in accordance with student learning readiness.

Influence of Transformational Leadership on Teaching Performance in a Peruvian Educational Institution

The objective of this research was to determine the transformational influence on teacher performance in I.E. Mariano Santos Mateo de Trujillo – 2023. A causal correlational descriptive design was carried out; sample: 55 participants, 71% women and 29% men. Study variables: Transformational Leadership (TL) and dimensions: idealized influence, inspiring motivation, intellectual stimulation and individualized consideration; Teacher Performance (DD) and dimensions: preparation for student learning, teaching for student learning, participation in school management articulated with the community, development of professionalism and teacher identity. Two Likert questionnaires were applied for each variable. It is verified with the Nagelkerke coefficient that LT influences 44.8% of the variation in DD. Teachers with medium transformational style, 75% regular performance and teachers who evidence high transformational style, 85.1% excellent performance. It is concluded: transformational leadership has a significant influence; on Student Learning Readiness chi square value 19.146 (sig <0.05); on Teaching for student learning with a chi square value of 19.319 (sig <0.05) and on School management participation linked to the community with a chi square value of 31.622 (sig <0.05).

Pengaruh Pembelajaran Berbasis Aplikasi Google Classroom dan Kesiapan Belajar terhadap Kemandirian Belajar Siswa Kelas IX SMP Al Asy’ari Geger Bangkalan

Humanity today is in deep sadness over the outbreak of the Corona virus Disease (Covid-19). The Indonesian government implements a learning from home policy, namely online learning. This research is a type of quantitative research. The sampling technique uses purposive sampling technique. The sample in this study was SMP Al Asy'ari Geger Bangkalan. Data collection methods in this study were interviews, questionnaires and tests. The results of the questionnaire and documentation are analyzed through three stages, namely correlation test analysis techniques, coefficiency and determination tests and t tests. The purpose of this study was to determine the effect of using the Google Classroom application on student learning readiness and learning independence of Class IX students of SMP Al Asy'ari Geger Bangkalan. The results showed that there was a significant difference between learning using Google Classroom on student learning readiness and learning independence of Class IX students of Al Asy'ari Geger Bangkalan Junior High School known Sig. (2-tailed) value of 0.016 > 0.05 and in the control class was 0.011 > 0.05 so that it can be concluded that the data on student learning independence produced in the research subjects were normally distributed. The suggestion in this study is that teachers can use innovative learning media such as Google Classroom so as to increase student interest in learning readiness and student learning independence.

Analisis asesmen diagnostik kognitif materi geometri di kelas IV sekolah dasar

The study aims to describe the stages in the cognitive diagnostic assessment of geometry material in grade IV of elementary school which consists of the preparation, implementation and follow up stages. Through a cognitive diagnostic assessment, the teacher can identify the level of student learning readiness regarding geometry material. The research method used is descriptive analysis with a qualitative approach. Data collection techniques obtained through observation, interviews, and documentation. The research was conducted in 2 schools, namely at one of the SDN in Cihideung district and one of the SDN in Tawang district. Based on the research conducted, the results obtained regarding the cognitive diagnostic assessment of geometry material in grade IV of elementary school are as follows: (1) the preparation stage, the class teacher makes a grid of questions and teaching modules as a guide in making questions, (2) the implementation stage, the class teacher delivering geometry material before the test begins, (3) follow up stage, the class teacher provides follow up in the form of remedial and additional lessons. Thus the class teacher can find out the learning needs of students based on cognitive diagnostic assessment of geometry material.

Hubungan Efikasi Diri dan Kesiapan Belajar pada Mahasiswa Pasca Pandemi

Learning readiness is the overall readiness of a person to react or respond to a situation in a certain way, according to Slameto (Harmini, 2017). In order for students to have optimal learning readiness, self-efficacy is needed. The aim of this research is to determine the relationship between self-efficacy and learning readiness among Muhammadiyah University of Jember students after the pandemic. This type of research is quantitative correlational. The population is 11,200 Muhammadiyah Jember University students with a sample of 336 students. The sampling technique uses simple random sampling using student NIM. Data collection uses Google Form and is carried out directly by distributing questionnaires in paper form. The scale used is a self-efficacy scale adapted from research by Siti Sundari (2022) with validity test results of 37 valid items and a Cronbach's Alpha value of 0.947. The learning readiness scale was adapted from research (Sari, 2020) with validity test results of 30 valid items with a Cronbach's Alpha value of 0.918. The results of this study indicate that there is a significant positive relationship between the self-efficacy variable (X) and the learning readiness variable (Y) of ( r = 0.759 ; p < 0.05). This means that the higher the student's self-efficacy, the higher the student's learning readiness to learn, and conversely, the lower the student's self-efficacy, the lower the student's learning readiness to learn.

Evaluation of online learning readiness in the new distance learning normality

The COVID-19 pandemic influenced teaching and learning in higher education. The transformation towards digital education challenged Faculty and students. This research examines the online learning readiness of students in a Higher Education Institution in Mexico. Specifically, we investigated how much prior digital skills, as well as having used the digital resources available by the university, influenced their academic achievement in distance learning settings. Seven dimensions of online learning readiness were selected to evaluate the student's preparation for the online learning process. Questionnaires were applied before the start and at the end of digital courses. Follow-up tools were offered to support the student, and two groups were observed, users and non-users of the digital devices. It was observed that students who used the support developed significantly better critical thinking, problem-solving, and time organization skills than non-users. On the other hand, although the evaluations were not significantly different, the lowest averages were found in the non-user group. Our results indicate that prior training in the use of digital tools is essential for the success of online education; in the same way, a timely follow-up with technical and pedagogical assistance is necessary for developing competencies. Training more autonomous and independent students capable of distance learning in a global world demands experts in digital education urgently. Educational institutions must embrace new technologies and teaching methods to meet the ever-changing needs of students. This research is expected to play a crucial role in promoting constructive discussions and facilitating informed decisions concerning the creation of future educational models.

The mediating role of online learning readiness in the relationship between course satisfaction and self-efficacy to learn statistics in online classes

ABSTRACT The study identifies the mediating effects of online learning readiness (OLR) in the relation between course satisfaction and self-efficacy to learn online statistics. The sample comprised 121 students recruited from a large public university in a south-eastern state in the United States of America. Structural equation modelling (SEM) and correlational analysis were used to test the hypotheses. We found that self-efficacy to learn statistics is positively associated with both course satisfaction and online learning readiness in students. OLR has a significant positive association with course satisfaction. Our findings confirmed the mediational effect of OLR of students enrolled in online statistics courses in the relationships between self-efficacy to learn statistics and students’ course satisfaction. This study suggests that self-efficacy to learn statistics contributes to higher course satisfaction in online statistics learning. We suggest that educational establishments should focus on developing policies to improve the online learning readiness of students and student self-efficacy, to enhance course satisfaction.

What Do We Know About Different Instruction in Primary Schools?: A Systematic Literature Review

Differentiated learning is a concept that differentiates learning activities in class based on student learning readiness, student interests and student learning profiles. Differentiated learning is one of the government policies as part of the independent curriculum offered to overcome learning loss after the Covid-19 pandemic. This study aims to find out 1) the research methods used in researching differentiated learning in elementary schools, 2) the subjects of the research study 3) the findings that are the subject of these studies. The study method used in this analysis is a systematic review and meta-analysis (PRISMA). From data identification, article screening and presentation of articles in the 2018-2022 period, there are 33 articles ready for review according to the scope of differentiated learning in elementary schools. The results of the research show that the research method that is widely used is a type of quantitative research with the teacher as the research subject. The research findings show that the teacher's view of differentiated learning influences its practice in the classroom, teachers have different understandings regarding differentiated learning. Differentiated learning activities can improve the quality of student learning in class.

Kesiapan Siswa dalam Menghadapi Pembelajaran Digital: Analisis Bibliometrik

This study aims to map the results of publications on the topic of student readiness and digital learning. The method used is bibliometric analysis. The data used in this research comes from CrossRef. The data search is carried out through the Publish or Perish application. The search results yielded a total of 599 articles in English. The keywords used to search for articles are "Student Readiness" and "Digital Learning". The results of this study indicate that research on student readiness is still small when compared to research on digital learning topics. In addition, there is no research that directly analyzes how students are prepared to face digital learning, this can certainly be novelty for future researchers who will research digital learning. The suggestion from this study is that researchers conduct research related to student learning readiness in digital learning such as student readiness in distance learning or student readiness in using digital learning media.

ANALISIS KESIAPAN BELAJAR SISWA DALAM MENGIKUTI PROSES PEMBELAJARAN MATEMATIKA PADA MASA PASCA PANDEMI

This study aims to describe students' learning readiness in participating in the mathematics learning process during the post-pandemic period. This type of research is a qualitative descriptive research. The subjects of this study were all students in class V at UPT SDN 51 Yosowilangon Gresik, which consisted of 27 students. Data collection techniques for student learning readiness use observation, interviews and documentation. The results showed that students did not have good learning readiness in participating in the mathematics learning process and student learning outcomes were still low. This can be seen from the results of daily mathematics tests, students who get good grades are still 45% of the total students, and for the midterm assessment (PTS) in mathematics it is known that out of 27 students, all students still get scores below the KKM. And the factors that affect the learning readiness of class V UPT SDN 51 Gresik students consist of physical, mental, and emotional conditions, conditions of needs, motives and goals as well as conditions of knowledge, but the factors that are very dominant in influencing student learning readiness in the process of learning mathematics are condition of student knowledge. It can be seen from the 27 students of class V UPT SDN 51 Gresik, there were 22 students who stated that the students did not understand the material explained by the teacher because they had not previously been prepared or had not studied at home.

Pembelajaran yang Menyenangkan pada Pelajaran Sejarah Kebudayaan Islam di MIS Al-Washliyah

Enjoyable learning in SKI subjects needs to be widely understood. Fun learning is a learning process in which there is a strong relationship between the teacher and students, without any feelings of pressure. The purpose of this study was to find out about fun learning in the subject of Islamic Cultural History (SKI) at MIS Al-Washliyah. The method used in this research is a descriptive qualitative method. Based on the results of the research, it can be concluded that the implementation of learning carried out at MIS Al-Washliyah has been going well according to the Learning Implementation Plan (RPP). However, there are several obstacles that are felt in carrying out learning at MIS Al-Washliyah, namely the conditions and school environment, biological, physiological and psychological conditions of students ranging from interests, talents, intelligence to student motivation in learning. The solution that can be done in overcoming obstacles is by means of a learning environment that must be made conducive so that the learning process can be carried out optimally. To provide motivation to students, teachers must also be able to use interesting and fun learning methods such as experimental methods, discussions and others. As a teacher, you must also pay attention to student learning readiness.

EXPLORING SELF-DIRECTED LEARNING READINESS OF UNDERGRADUATE STUDENTS AT IPB UNIVERSITY

To equip learners to face global challenges, there is an urgency to support and facilitate learners to become autonomous, particularly in the higher education context. Being autonomous learners means being aware and taking control of their own learning process, which will prepare them for the future. In doing so, learners need to acquire the capability of self-direction, which leads to the approach of self-directed learning. The theoretical framework in this study was the modified version of Guglielmino’s Self-Directed Learning Readiness Scale (SDLRS) as the guide for obtaining the data. Hence, this study aimed to measure the self-directed learning readiness of students in higher education, specifically in learning English as a Foreign Language. It revealed the attitudes, abilities, and characteristics of the learners contributing to their readiness in performing self-directed learning. This descriptive, quasi-quantitative study obtained the data through questionnaire responses among 268 undergraduate students at Bogor Agricultural University. The responses were tabulated and interpreted descriptively to obtain more comprehensive findings. The results show that there is room for improvement in increasing the learners’ readiness in self-directed learning through a classroom environment that allows them to explore their own learning. Although the average score of students’ self-directed learning readiness shows that the majority of students by 76.5% are ready to conduct self-directed learning, there are still 23.5% of students who are in the “not ready” category. By understanding the learners’ self-directed learning readiness, this study will contribute to the development of teaching and learning designs that prioritize learner autonomy. Considering the results of the self-directed learning readiness scale, strategies and innovations are needed to increase the overall score of students’ SDLR. Therefore, with appropriate teaching and learning design, it is hoped that learners can improve their capability of directing their own learning by taking the responsibility for learning instead of depending on the lecturers to provide knowledge. However, lecturers also need to be aware of their roles and give opportunities for learners to actively seek knowledge.

Investigation of Mobile Learning Readiness of Students According to Tablet Usage

In this study, it was aimed to determine the mobile learning readiness of university students and to examine the change according to tablet usage. The research was carried out in the fall semester of 2021–2022. The study, which was carried out with the participation of 360 university students, was carried out using the survey model. In the research, a 4-week distance education mobile learning training was given to university students. In the study, ‘Mobile Learning Readiness Scale’ was used to collect data. The scale used in the research was delivered and collected by university students online. The analysis of the data was made by using the SPSS programme, frequency analysis and t-test. The results were added to the research in the form of tables. As a result of the research, it was determined that university students have advanced mobile learning readiness.
 Keywords: Distance Education, Mobile Learning, Readiness, Tablet, University Students

Meningkatkan Hasil Belajar Bahasa Inggris Melalui Model Group Investigation Siswa Kelas X IPS 3 SMA Negeri 14 Pekanbaru Tahun 2019

Based on the teacher's direct experience when teaching and also the results of the daily tests of Class X IPS 3 SMA NEGERI 14 Pekanbaru in English learning activities, it shows that student learning outcomes are still very low. Group Investigation and it is hoped that students can easily understand English learning material so that more students achieve mastery. This research aims to: 1). Improving student learning outcomes of Class X IPS 3 in the material for the English learning process using Group Investigation, 2). Increase understanding of English learning material for Class X IPS 3, and 3). Improving student learning readiness in learning English Class X IPS 3. The location of this study was at SMA NEGERI 14 Pekanbaru with a total of 36 students, 24 female students and 12 male students. The data in this study were obtained from the results of action observations and evaluation results. This research was conducted in two cycles. Each cycle is carried out based on the stages: (1) preparing an activity plan, (2) carrying out actions, (3) observing, and (4) analyzing followed by reflection. The results showed that the results of observations in the pre-action were that students in learning were less active, easily bored, and their learning outcomes were still low. In the first cycle of action, the learning activities of students who got very good and good scores were 51.39%, increasing to 95.83% in cycle II. The assessment of the work portfolio of the cycle I group was 45.83%, increasing to 91.67% in cycle II. Assessment of work results (post-test), 19.44% of students who complete increased to 88.89%. Based on the results of the research above, it can be concluded that learning using Group Investgation can improve student learning outcomes/achievements.

Effect of Apperception on Learning Readiness of Class IV Elementary School Students

The purpose of this study was to determine the effect of apperception on the learning readiness of fifth grade elementary school students. The research was conducted in Soppeng Regency, precisely at UPTD SPF SDN 254 Mappatongai. The type of research used is an experimental quasi-experimental design that uses one group pretest-posttest. The independent variable in this study is the provision of apperception, while the dependent variable is readiness to learn. The population in this study amounted to 47 people. The sampling technique used was random sampling by selecting class IV, which consisted of 12 people as samples. The research instruments used were observation sheets and questionnaires. The results of the data that have been collected, processed qualitatively and quantitatively using the SPSS application. The results of the pretest showed that the average student learning readiness was 62.17 which was in the sufficient category. The results of the observations showed that the students' learning readiness had progressed from the first meeting to the fourth meeting. After the posttest was conducted, it was found that the average student learning readiness was 82.25 which was in the high category. From the results of the research that has been done, it can be concluded that there is an average difference in learning readiness between pretest and posttest of 20.08 and there is an effect of apperception on learning readiness of fifth grade students at UPTD SPF SDN 254 Mappatongai, Soppeng Regency. This is indicated by the value of sig. (2-tailed) is 0.0005 < 0.05, which indicates that H0 is rejected and H1 is accepted.

Hubungan Perhatian Orang Tua dengan Motivasi dan Kesiapan Belajar Siswa Kelas V SDN 2 Surabaya Kec. Limbangan Kab. Garut

This study uses the correlational method to determine the relationship between parental attention and learning motivation and learning readiness of fifth grade students at SDN 2 Surabaya. Based on the results of the study showed that: (1) there is a relationship between parental attention and student learning motivation with a significance value for the effect of parental attention on motivation is 0.013 < 0.05 and for the tcount value is 2.681 > 2.055, (2) there is a relationship between people's attention parents with student learning readiness, this is evidenced by the significance value for the effect of parental attention on learning readiness is 0.000 < 0.05 and for the t count value is 4.684 > 2.055, (3) parental attention has an influence on learning motivation and student readiness to learn by see a percentage of 22.3% parental attention has an influence on student motivation. Meanwhile, 46.78% of parents' attention has an influence on the learning readiness of fifth grade students at SDN 2 Surabaya.

Collaboration of Academic Advisor with Counseling Laboratories and its effect on the Students’ Learning Readiness

The academic advisor and college counselling laboratories have an essential role in giving services to students. One of the assumptions is that these services can impact student learning readiness. This study aims to see how the relationship between Academic Advisors and the counselling labour impairs students' preparedness for learning. This research is quantitative research with a sample size of 297 people from seventeen studies programs for the 2019/2020 school year, where the sample is taken at random (random sampling). Instrument to measure the synergy and readiness to learn using a closed questionnaire Likert scale model. The data validation and data reliability are carried out through statistical analysis apps in the 21st version. The results showed that the correlation coefficient obtained between the variables of Academic Advisory and counselling laboratories and the variable of student learning readiness was 0.851, which was included in the fairly high or strong category. So it can be concluded that there is a synergy between Academic Advisors and counselling laboratories in providing services to students and also impacts student learning readiness.

Readiness for learning ability through experiences

Learning through experience is a process that facilitates the ability to experience in observing, thinking, feeling, doing and experimenting for the formation of a 4Cs-based student competency profile (communication, collaboration, creativity, critical thinking and problem solving) which is the basis for the needs of the 4.0 revolution era. The level of student learning readiness through experience is largely determined by the teacher's ability to implement pedagogic knowledge and pedagogical competency models. The purpose of this study was to examine the readiness of students' learning abilities through experiences that were formed through the contribution of the level of pedagogical knowledge abilities and pedagogic competence models from teachers. Quantitative research with data collection instruments using Likert scale questionnaires, data analysis techniques using smart PLS, the population is 220 teachers and 220 students of public and private elementary schools in the region which is in area II of the West Jakarta Municipal Education Sub-Department, DKI Jakarta Province. The sampling technique was done by purposive side. The results showed that: (1) there was a positive and significant contribution to the ability to implement pedagogic knowledge on the pedagogical competency model, (2) there was a positive and significant contribution to the ability to implement pedagogic knowledge on learning through experience, (3) there was a positive and significant contribution to the ability to implement the model. pedagogic competence on learning through experience, and (4) there is a dominant factor from each indicator as a construct forming variables that contribute to learning through experience.

STUDENT’S READINESS TO CARRY OUT FACE-TO-FACE LEARNING AT KENDARI VOCATIONAL HIGH SCHOOL

The slowing spread of Covid-19 infections has brought positive changes in the education sector. The issue of implementing limited face to face learning begins to excite students in gaining knowledge. Online learning effects for approximately two years was relatively difficult to keep students away from themselves. This study time to determine how the level of student learning readiness in facing offline learning. This was quantitative research with a survey type. The population were State vocatoonal high school 2 Kendari students, totaling 558 students. The sample was drawn randomly with a magnitude estimated using the Slovin formula at a significance of 5% so that the total sample size was 233 students. Data were collected by learning readiness scale. Data were analyzed descriptively and comparative statistics. The results showed that the learning readiness of State vocatoonal high school Negeri 2 Kendari students was in the high category and female students had a higher level of learning readiness than male students.