A Conceptual Framework for Understanding Variability in Student Perceptions

Gencoglu, Bilge; Helms-Lorenz, Michelle; Maulana, Ridwan; Jansen, Ellen

doi:10.3389/fpsyg.2021.725407

Cited by 3 publications

(3 citation statements)

References 80 publications

(109 reference statements)

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“…The ability to construct their understanding for students will make a meaningful understanding. Meaningful learning can also be seen from the ability of students to relate the understanding that has been obtained with new knowledge that is self-articulated into a new understanding (Gencoglu et al, 2021).…”

Section: Stage 3: Doing Reflectionmentioning

confidence: 99%

Student’s Self-Regulated Learning in Online Class Design Based on Reflective Learning

Darmiany,

Istiningsih,

Nurmawanti

et al. 2024

AIJP

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This study explored the connection between Self-Regulated Learning (SRL) strategies and student learning outcomes, alongside detailing the SRL strategies students employ in reflective learning contexts. Conducted as a quantitative descriptive with 53 student participants, the research utilized correlation analysis to examine the interrelationships between various SRL strategies and employed a three-stage qualitative analysis process: data reduction, data presentation, and conclusion drawing. The findings reveal significant positive correlations among SRL strategies, notably between learning responsibility and environmental structuring (r = 0.706), memory strategy and goal setting (r = 0.717), and goal setting and self-evaluation (r = 0.722). The least positive correlation was found between self-evaluation and organizing (r = 0.437). Additional positive relationships were identified between memory strategy and perceived value (r = 0.668), goal setting and value (r = 0.762), self-evaluation and value (r = 0.669), seeking assistance and value (r = 0.763), environmental structuring and value (r = 0.825), learning responsibility and value (r = 0.795), and organizing and value (r = 0.645). Reflective learning stages—comprising the forethought phase, the performance phase as evidenced by students presenting their experiences, and the self-reflection phase during evaluation—highlight the intricate dynamics of students' SRL strategies. This study underscores the positive impact of SRL strategies on learning outcomes, offering insights into the effective application of reflective learning in educational settings.

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Section: Stage 3: Doing Reflectionmentioning

confidence: 99%

Student’s Self-Regulated Learning in Online Class Design Based on Reflective Learning

Darmiany,

Istiningsih,

Nurmawanti

et al. 2024

AIJP

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“…In implementing the STEAM approach, teachers work together to design and implement lessons that integrate Science, Technology, Engineering, Arts and Math. The process of science is the focus, with teachers jointly observing student responses, analyzing learning outcomes and detailing successful teaching strategies (Gencoglu et al, 2023). This collaboration allows for the development of innovative teaching practices and customization to learner needs, creating a more immersive and powerful learning experience through the lesson study pattern (Onu et al, 2023;Qadir, 2023).…”

Section: Introductionmentioning

confidence: 99%

Application of STEAM Approach in Improving Science Process Skills With Lesson Study Pattern in SD Unggulan Hamzanwadi

Hariyati,

Putri,

Nuraeni

et al. 2024

Interdisciplinary Journal of Education

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This study aims to improve SCIENCE process skills with the STEAM (Science, Technology, Engineering, Art, Mathematics) approach based on Lesson Study in grade 4 SD Unggulan Hamzanwadi. This research is a type of classroom action research based on Lesson Study with activity stages including Plan (Planning), Do (Implementation) and See (Reflection). The subjects of the lesson study activities were all students of grade 4 SD Unggulan Hamzanwadi in IPAS subjects. The data sources in this study are the results of observations of student activity during learning and documentation. The results of the study showed that: the implementation of the STEAM model based on lesson study can improve the science process skills of 4th grade students of Hamzanwadi Unggulan Elementary School from cycle 1 to cycle 2

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“…The practice of learning in secondary schools by teachers tends to be a teaching teacher's routine in the sense of conveying knowledge, attitudes and skills to students (Maulana et al, 2016;Inda-Caro et al, 2019;Gencoglu et al, 2021). However, this learning tends to be boring and lacks student attention.…”

Section: Introductionmentioning

confidence: 99%

Students Perception About Value Clarification Learning Process for High School Students

Sukisno¹,

Apriono²,

Nuswantari³

et al. 2022

IJRP

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This study aims to determine students' perceptions of the value clarification learning process with the value inquiry method in Civics subjects. This research is a naturalistic descriptive research for students high school. The sample of this study were four schools and each school was selected by one class using cluster random sampling. Data analysis techniques of the results of this study used descriptive analysis techniques. The results showed that the level of students' perceptions of the learning process was perceived as an interactive learning process: 87%; inspiring; 85%; fun: 91%; challenging: 85% and motivating: 88%. While the learning process for each component of students' perceptions is: interactive 43% very high 47% high and enough 10% enough; inspiring 39% very high 46% high and enough 15%; pleasant 58% and very high 42% high; challenging learning 35% is very high 55% high and 10% is enough; motivates 48% very high 43% high and 9% enough. The results of the study concluded that the value clarification learning process with the value inquiry method in Civics subjects by students is perceived as an excellent learning process, meaning that it meets the demands of an ideal learning process standard which is an fun, motivating, interactive, inspirational, and challenging learning process.

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A Conceptual Framework for Understanding Variability in Student Perceptions

Cited by 3 publications

References 80 publications

Student’s Self-Regulated Learning in Online Class Design Based on Reflective Learning

Student’s Self-Regulated Learning in Online Class Design Based on Reflective Learning

Application of STEAM Approach in Improving Science Process Skills With Lesson Study Pattern in SD Unggulan Hamzanwadi

Students Perception About Value Clarification Learning Process for High School Students

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