This research aimed to identify the influence of two learning models and learning reliance on students' scientific literacy. The method used was the treatment by 2 x 2 level. The participants were 36 students from the Department of Biology Education who were grouped into two categories based on the reliance questionnaire score, i.e., categories of high and low. The data were collected through scientific literacy tests, data analysis using two-path ANOVA formula followed by the Tukey test. The results showed that there was an influence on the interactions between the learning models and learning reliance on students' scientific literacy seen from the ANOVA test results which obtained F = 29.88, α = 0.05. The Tukey test analysis identified; (1) Scientific literacy of college students who used the Science, Technology, Society (STS) model was higher than those who adopted the Problem-Based Learning (PBL) Model with Q = 4,74 at α = 0.05; (2) The scientific literacy of students having high learning reliance using the STS learning model was better than those applying the PBL with Q = 11,78 at α = 0.05; (3) The scientific literacy of students having low learning reliance using the STS learning model was lower than those using the PBL with Q=5.07 at α = 0.05. It concluded that the STS learning model could improve the students' scientific literacy. In other words, the STS learning was more useful for the high reliance students than those with low reliance.
The purpose of this research is in order to know the influence of learning model and the interest of study to the result of statictics study. This result be done to the machine engine university student, Study program of machine engine, Jakarta State University. Sample about 120 university students, that be distributed into four clasess. After be done the measurement to the interest of statistics study to each sample by distributing the questioner the intertest of study in the beginning, after that its result be sequenced from the most biggest to the smallest, in order to be taken the upper limite about 27% and the lower limit about 27%, namely 32 university students in each class. Finally, be gotten Finally be gotten final sample about 64 university students from two clasess base on the measurement of study interest.This research be done by the action of eight times of study in each class by using website learning model and directly beended by by given the test of study result for university student in order to know the differentiation after be given the action. The analysis of the research results using two way ANOVA followed by Tukey test. The result of the research shows that: (1) the learning result of the students who are learn by the learning model of the website is higher than the result of student learning learn by direct learning model, (2) there is interaction between the learning model of the website with the interest of learning toward the student's learning result, (3) The learning outcomes of students who have high interest and are learn with the learning model of the website are higher than the results of student learning learn by direct learning model, and (4) the learning outcomes of students who have low interest and learn by direct learning model is not higher than student learning outcomes which is learn by website learning model
The purpose of this study was to describe the effectiveness of the SAVI learning model for students with reading difficulties. There were 7-9% of students from populations in grades 4 and 5, who had difficulty reading comprehension. Teachers also do not know of any specific learning models for students with reading difficulties. The research method used is action research. Learning SAVI (Somatic, Audio, Visual, Intellectual) is implemented using John Elliot's model [1]. The research subjects were teachers and grade 4-5 students at SD Negeri II Tomohon. The action is carried out in three cycles. The results showed that out of the 3 cycles carried out, the teacher could be systematically guided from planning, implementing and evaluating learning, able to understand and guide students in overcoming reading difficulties. Likewise students with difficulty reading, with the SAVI learning model, students can be guided in stages by empowering sensory abilities to understand the reading they are learning, and their learning outcomes increase on average 10-15% in each cycle. The classroom climate is more pleasant because students are helped by clear learning stages, and are able to build teacher and student relationships towards educative interpersonal relationships.
<em><span>This Academic article discusses the implementation of self-regulated learning model in English Writing learning, especially on enriching writing skill. The discussion of this article uses many points of views of self-regulated model learners, such as Albert Bandura, Barry Zimmerman, Anananita Bramuci, Popa Daniela, and Ernesto Panadero. According to the authors' interpretation, the discussion shows several results. (1) English writing skills require serious effort and practice in formulating, developing and analyzing ideas, especially for second /foreign language learners. (2) The understanding of English language grammar and vocabulary is indispensable for second / foreign language learners. (3) The self-regulated learning model can increase the learning motivation because this model encourages students to acquire knowledge and skills on their own voluntarily; and (4) learners who have high self-regulated learning, will have good learning outcomes as well<span class="ShortAbstract">.</span></span></em>
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.