Use Of Learning Strategies Research Articles

Penerapan Strategi Pembelajaran Kontekstual Untuk Meningkatkan Hasil Belajar Pada Mata Pelajaran IPA Kelas V

Learning that has so far been carried out only using conventional methods which are not in accordance with the characteristics of students. The results of the learning that has been carried out do not impress the children, therefore only the teacher is active in the class, the students are passive. So the science learning outcomes in class V at SDN 01 Bengkayang are low. This research aims to determine the science learning outcomes of fifth grade students SDN 01 Bengkayang Academic Year 2023/2024 before and after using contextual learning strategies. The type of research used in this research is classroom action research which consists of two cycles.This research uses a science learning outcomes test in the form of choices multiple materials on types of roots and their uses. The subject of this research is There are 20 fifth grade students at SDN 01 Bengkayang, consisting of 12 boys and 8 girls. The results obtained in this research were that there was an increase in science learning outcomes for class V students at SDN 01 Bengkayang. The increase in student learning outcomes was that in the pre-cycle 7 students (35%) had completed, in the first cycle there were 11 students (55%), while in the second cycle all students consisting of 20 students had fulfill the KKM or can be said to be complete (100%). This it can be concluded that the use of contextual learning strategies can improve the learning outcomes of class V students at SDN 01 Bengkayang through contextual learning strategies.

Structured Number Head Learning Strategy to Increase Elementary School Students' Learning Activeness

Active learning is a contemporary material that requires teachers to be able to condition students, classes and the learning process. Even though many previous articles discuss active learning strategies, studies that focus on structured number head learning strategies in elementary age children have not yet been discussed in depth. This research seeks to reveal the use of structured number head strategies in natural science learning in elementary school age children. Data collection uses observation, interviews and documentation studies methods. Next, the data was analyzed using data reduction, data display and verification techniques, then its validity was tested using data triangulation techniques. The results of this research conclude that learning the type of numbered head structure for teacher observation is in the good category for increasing the activeness of student learning activities. Because learning with this strategy forms groups that work together to fulfill their respective responsibilities and are interdependent with their peers, as each group can present and explain the results of the discussion according to their understanding. Through the implementation of the numbered head structure strategy, it is hoped that students will have active interest and enthusiasm in participating in the learning process, both in class and outside of class.

Decoding depression: a comprehensive multi-cohort exploration of blood DNA methylation using machine learning and deep learning approaches

The causes of depression are complex, and the current diagnosis methods rely solely on psychiatric evaluations with no incorporation of laboratory biomarkers in clinical practices. We investigated the stability of blood DNA methylation depression signatures in six different populations using six public and two domestic cohorts (n = 1942) conducting mega-analysis and meta-analysis of the individual studies. We evaluated 12 machine learning and deep learning strategies for depression classification both in cross-validation (CV) and in hold-out tests using merged data from 8 separate batches, constructing models with both biased and unbiased feature selection. We found 1987 CpG sites related to depression in both mega- and meta-analysis at the nominal level, and the associated genes were nominally related to axon guidance and immune pathways based on enrichment analysis and eQTM data. Random forest classifiers achieved the highest performance (AUC 0.73 and 0.76) in CV and hold-out tests respectively on the batch-level processed data. In contrast, the methylation showed low predictive power (all AUCs < 0.57) for all classifiers in CV and no predictive power in hold-out tests when used with harmonized data. All models achieved significantly better performance (>14% gain in AUCs) with pre-selected features (selection bias), with some of the models (joint autoencoder-classifier) reaching AUCs of up to 0.91 in the final testing regardless of data preparation. Different algorithmic feature selection approaches may outperform limma, however, random forest models perform well regardless of the strategy. The results provide an overview over potential future biomarkers for depression and highlight many important methodological aspects for DNA methylation-based depression profiling including the use of machine learning strategies.

Exploring the psychometric properties of the Grammar Learning Strategy Inventory in the Chinese EFL context

Learning a second language is a life-long process requiring acquaintance with a repertoire of language learning strategies (LLS). Despite copious research on LLS and their role in fostering autonomous learning, few studies have examined strategies employed when trying to master specific subsystems of the target language, especially grammar. Meaningful communication in a second language hinges on implicit or highly automatized grammar knowledge, which, given the limitations of classroom-based grammar instruction, must for the most part be developed by learners themselves outside the classroom and this can best be achieved through adept use of grammar learning strategies (GLS). Our knowledge of the GLS, however, is scant, an issue that can be addressed either by designing reliable GLS measurement instruments or revalidating the few existing ones. This study adopts the latter approach by investigating the psychometric properties of Pawlak’s (2018) Grammar Learning Strategy Inventory (GLSI) in the Chinese context. The tool was administered to 923 English majors, and the responses were subjected to exploratory and confirmatory factor analyses. We found that all seven strategy categories included in the original instrument showed acceptable composite reliability and discriminant validity. The paper concludes by suggesting further revalidation of the GLSI and proposing avenues of research that employ methodological innovations to shed further light on GLS.

The degree to which students use active learning strategies and their obstacles during field training from the point of view of supervisors

The study aimed to know the degree to which students use active learning strategies and their obstacles during field training from the point of view of supervisors (educational specialization) in the College of Basic Education at Salahaddin University. To achieve the goal of the research, a questionnaire was prepared consisting of (24) items, which included two axes: (the degree of students’ use of active learning strategies, the obstacles to students’ use of active learning strategies), and the descriptive analytical approach was used. The study population consisted of field training supervisors in the College of Basic Education, after the study population was identified, the sample of the study was determined, The study sample consisted of (42) male and female teaching staff, and arithmetic averages and relative weight were used. Arithmetic averages and relative weight were used, and the results showed the following: First: The axis of the students' use of active learning strategies as a whole got an average of (1.75) with a degree (slightly). Second: Obstacles to using active learning strategies as a whole on an average of (3.21) with a degree(medium). The researcher made several recommendations, most notably: Adding courses to the plans of the College of Basic Education that include teaching and training students on active learning strategies in planning, implementation, follow-up and evaluation.

The effect of the implementation of the Learning Start with a Question (LSQ) learning strategy on the learning outcomes of economics students in class X at MA Muhammadiyah Pekanbaru

This study aims to find out whether there is a difference in learning outcomes after applying the Learning Start With A Question (LSQ) learning strategy to student learning outcomes in financial institutions (banks) in Economics in class X MA Muhammadiyah Pekanbaru. The subjects in the study were 33 students. Data collection was carried out from posttest questions given to students in the control class and experimental class. The learning outcomes obtained when conducting research were an average score of 71.76, while for the experimental class the average score was 76.25. Thus, the average score obtained from the experimental class that was treated in the form of LSQ strategy was higher than that of the control class that was not treated. In the normality test, the data obtained was not normal, so the researcher processed the data using a non-parametric test obtained the hypothesis that the processed value was 0.601&gt;0.05, indicating that Ha was rejected and H0 was accepted. This means that there is no significant average difference between the use of LSQ and conventional learning strategies.

Continual pre-training mitigates forgetting in language and vision

Pre-trained models are commonly used in Continual Learning to initialize the model before training on the stream of non-stationary data. However, pre-training is rarely applied during Continual Learning. We investigate the characteristics of the Continual Pre-Training scenario, where a model is continually pre-trained on a stream of incoming data and only later fine-tuned to different downstream tasks. We introduce an evaluation protocol for Continual Pre-Training which monitors forgetting against a Forgetting Control dataset not present in the continual stream. We disentangle the impact on forgetting of 3 main factors: the input modality (NLP, Vision), the architecture type (Transformer, ResNet) and the pre-training protocol (supervised, self-supervised). Moreover, we propose a Sample-Efficient Pre-training method (SEP) that speeds up the pre-training phase. We show that the pre-training protocol is the most important factor accounting for forgetting. Surprisingly, we discovered that self-supervised continual pre-training in both NLP and Vision is sufficient to mitigate forgetting without the use of any Continual Learning strategy. Other factors, like model depth, input modality and architecture type are not as crucial.

Effects of using rubrics in self-assessment with instructor feedback on pre-service teachers’ academic performance, self-regulated learning and perceptions of self-assessment

This study aims to explore the effects of pre-service teachers’ use of rubric in self-assessment with instructor feedback on academic achievement and self-regulated learning. Their perceptions and experiences of the self-assessment intervention were also investigated. A total of 79 pre-service teachers participated in the study. A mixed methods approach was used as a blend of experimental and qualitative design. The quasi-experimental research model with pretest/posttest control group design was employed in the quantitative phase of the study. The pre-service teachers (N = 79) were assigned to either use of rubric in self-assessment involving tutor feedback condition or a non-self-assessment condition for their essay assignments. Besides, the pre-service teachers’ perceptions and experiences of using self-assessment with instructor feedback were explored in the qualitative phase of the study. Data were collected using a rubric, an achievement test, a self-regulation in learning subscale and reflective journals. The results indicated that the rubric used in self-assessment with instructor feedback group had higher achievement and use of self-regulated learning strategies than the no-intervention group. The reflective journals also revealed that most of the pre-service teachers found the self-assessment a useful learning tool. They felt that it helped them to improve their learning by guiding them to set their own goals, monitor their progress and reflect on their learning through their own tasks. The implications for educational research and practice are discussed.

Language learning strategy use and levels of autonomy in online and traditional education

The goal of this study is to investigate the level of learning strategy use and autonomy in online and traditional education. The study included 155 preparatory school students from the state university. The data were collected using Oxford's (1990) Language Learning Strategy (LLS) and a learner autonomy questionnaire (Zhang &amp; Li, 2004). SPSS22 was used to analyse the data. The findings revealed that autonomy level was high in traditional education, but moderate throughout the online education. Furthermore, the results of the LLS questionnaires revealed that students employed a moderate number of language learning strategies in both traditional and online education. Furthermore, the results of the LLS questionnaires revealed that students employed a moderate number of language learning strategies in online and traditional education. Finally, the correlation analysis utilized to determine the association between learner autonomy and LLS use revealed a positive and linear relationship between the two variables.

The Mentimeter Media-Assisted Problem-Solving Model on Elementary School Students' Creativity and Learning Outcomes

Indonesian language education in elementary schools requires innovative pedagogical interventions due to major challenges such as student disengagement, suboptimal learning outcomes, and a lack of creativity development. This research aims to analyze the effect of differences in student learning outcomes between those taught using problem solving assisted by mentimeter media and using an expository approach in learning Indonesian. This research uses a quasi-experimental design with a non-equivalent control group design. The research population consisted of all fifth grade students at elementary schools in Sewon Bantul, with a sample of 87 students selected using a purposive cluster random sampling technique. The sample was divided into two groups: the experimental group (44 students) who used the problem-solving learning strategy assisted by Mentimeter media, and the control group (41 students) who used an expository approach. The research instrument used was a test, and data analysis was carried out using descriptive analysis and inferential statistical analysis using the paired sample t-test and the independent sample t-test. The results of the research show that the use of problem-solving learning strategies assisted by mentimeter media has a significant influence on increasing student creativity (0.000 &lt; 0.05) and student learning outcomes (0.000 &lt; 0.05). Apart from that, there are significant differences in creativity and learning outcomes between groups of students taught with problem solving assisted by Mentimeter media and an expository approach to learning Indonesian (0.000 &lt; 0.05).

Revealing Obstacles: Examining High School Students' Difficulties in Understanding Digestive System Concepts in Class XI MIPA

This research aims to determine the internal and external factors that cause learning difficulties experienced by class XI students when studying digestive system material. The research used a survey method with a cross-sectional research design involving high school students from three schools in Banten and a class XI biology teacher. Data collection using questionnaires and interviews. Data analysis was carried out using Microsoft Office Excel, and the findings were displayed in the form of a percentage graph. The results of measuring the student learning interest showed that 55.53% of students stated that difficulty in distinguishing types of digestive system enzymes was one of the factors in students' lack of interest in understanding the material. The learning study habits indicators showed that only 28.9% of students applied understanding of the material in their daily lives, this triggered students' lack of memory for the material. Meanwhile, the teacher teaching method indicator showed that 24.43% of students stated that the learning process in class felt monotonous, this was due to the use of learning strategies by teachers which was still relatively lacking, apart from that in the learning facilities indicator, the teaching materials used in schools were still dominant rely on textbooks

Investigating the Use of Language Learning Strategies and English Proficiency of University Students

This study used descriptive and correlational research designs to identify the levels of students’ language learning strategies use (LLS) and their English proficiency and whether there is a significant correlation between the two variables. The sample of this study consisted of 56 students majoring in English enrolled in Listening and Speaking classes at a private university in North Sulawesi. The instruments used in this study were Oxford's SILL (1990) to measure the students' LLS and students' final test scores to assess their English proficiency. The results showed that the students usually use LLS with metacognitive strategies as the most commonly used strategy. Moreover, the results also showed that the students had good English proficiency. However, the students’ LLS use did not significantly correlate with their English proficiency. Hence, further research can be conducted to provide insights into why students have good English proficiency.

Time-dependent relations between emotion regulation, frustration, and metacognitive strategy use in technology-mediated learning

ABSTRACT Understanding how learners regulate their emotions and engage in metacognitive strategies is crucial for fostering self-regulated learning, particularly in technology-mediated learning. This study examines the temporal relationships between two emotion regulation (ER) strategies, reappraisal and suppression, frustration, and use of progress monitoring as metacognitive strategy, within the context of an educational game on financial literacy. The study involved 82 undergraduate students whose levels of frustration, progress monitoring behaviour, ER strategies were assessed at various points during the learning task. Findings revealed that the use of both reappraisal and suppression decreased during the learning task. Additionally, both ER strategies were negatively associated with frustration, although the relationship between reappraisal and frustration diminished over time. Frustration was negatively related to progress monitoring, indicating that effective emotion regulation can help maintain engagement in metacognitive strategies by keeping cognitive resources available. Notably, suppression and progress monitoring showed a positive relation that increased over time, highlighting the potential usefulness of suppression in extended learning tasks, despite its generally lower effectiveness compared to reappraisal. The results highlight the importance of considering temporal dynamics in the application of ER strategies during extended learning. Practical implications for the design of technology-mediated learning environments and educational interventions are proposed.

The power of metacognitive strategies to enhance critical thinking in online learning

The aim of this study is to verify whether the use of a digital tool, designed to promote the use of metacognitive strategies in self-regulated learning, increases the level of critical thinking during the learning process in trainee teachers in official online master's degrees. The Critical Thinking Questionnaire (CPC 2) was used to assess different dimensions of critical thinking in a sample of 225 students from an online university's master's degree in educational technology. The results showed significant improvements in all dimensions (substantive and dialogic) and associated basic skills (reading, writing, and speaking) for those who used the tool for the promotion of metacognitive strategies. Therefore, it is suggested to work on specific strategies to develop critical thinking as a basis for improving their self-regulated learning.

STRATEGY TO IMPROVE STUDENTS' CREATIVITY AND PUBLIC SPEAKING USING AUDIO VISUAL AND DIGITAL VIDIO METHODS IN HISTORY LEARNING

This research aims to find out the best solution to improve students' public speaking skills and creativity in history subjects. This research uses a literature study method using existing research sources. From the research results, whether history learning is successful or not is greatly influenced by student creativity and public speaking in class. To increase students' creativity and public speaking, teachers need interesting learning methods. The learning method that attracts high school/vocational school students' attention to history subjects is digital audio visual and video, making history learning boring, but on the contrary. Audio-visual and digital learning methods are good uses of technology by teachers in developing the field of education, especially in helping students develop creativity and improve public speaking skills. The use of digital audio-visual and video strategies in history learning to increase creativity and public speaking must be adjusted to the interests of students in each school.

How undergraduate students learn: uncovering interrelationships between factors that support self-regulated learning and strategy use

Being an effective learner is an important pillar supporting success in higher education and beyond. This research aimed to uncover the extent to which undergraduate students use a set of commonly researched learning strategies, as well as to understand how learning strategy usage relates to key self-regulation factors proposed in influential models of self-regulated learning. Undergraduate students from New Zealand (N = 140) were recruited through course management systems, social media, and campus posters. Data were analysed using correlation and multiple regression. Results show that students reported using more learning strategies that are relatively effective than learning strategies that are somewhat less effective. In addition, effort regulation and student engagement were the most consistent predictors of both learning strategy use and self-reported academic achievement. Building on these findings, this research provides important new insights into the associations between learning strategy usage and pivotal factors that support effective self-regulated learning and academic achievement. As we highlight in the article, these insights have key implications for advancing theory and research on self-regulated learning.

Relationships Between Chinese First-Year University EAP Learners’ Self-Regulated Learning Strategy Use and Beliefs About Academic Writing: A Structural Equation Model

Relationships Between Chinese First-Year University EAP Learners’ Self-Regulated Learning Strategy Use and Beliefs About Academic Writing: A Structural Equation Model

Obstacle Avoidance and Path Planning Methods for Autonomous Navigation of Mobile Robot.

Path planning creates the shortest path from the source to the destination based on sensory information obtained from the environment. Within path planning, obstacle avoidance is a crucial task in robotics, as the autonomous operation of robots needs to reach their destination without collisions. Obstacle avoidance algorithms play a key role in robotics and autonomous vehicles. These algorithms enable robots to navigate their environment efficiently, minimizing the risk of collisions and safely avoiding obstacles. This article provides an overview of key obstacle avoidance algorithms, including classic techniques such as the Bug algorithm and Dijkstra's algorithm, and newer developments like genetic algorithms and approaches based on neural networks. It analyzes in detail the advantages, limitations, and application areas of these algorithms and highlights current research directions in obstacle avoidance robotics. This article aims to provide comprehensive insight into the current state and prospects of obstacle avoidance algorithms in robotics applications. It also mentions the use of predictive methods and deep learning strategies.

Urgensi Kesadaran Sejarah Bagi Peserta Didik

Students should have good historical awareness, as a form of awareness to understand every historical event. History learning is a means of strengthening collective identity, encouraging tolerance, and preventing the repetition of past mistakes. The research study aims to find out how important historical awareness must be possessed by all students as a form of responsibility for history which is embodied in every aspect of their lives. The method used for this research is literature, reviewed from several sources, especially articles related to the writing theme. The research study resulted in an increase in students' history awareness being influenced by the curriculum, educators, methods and use of strategies in learning.

Ways for Female Students at Imam Abdulrahman bin Faisal University to Acquire Skills through the Use of Learning Strategies. An Applied Study on the Islamic Studies Program and Communication and Media Technology Program From August to June 2023

Ways for Female Students at Imam Abdulrahman bin Faisal University to Acquire Skills through the Use of Learning Strategies. An Applied Study on the Islamic Studies Program and Communication and Media Technology Program From August to June 2023