Blended Learning Integrated with Innovative Learning Strategy to Improve Self-Regulated Learning

Bahri, Arsad; Idris, Irma Suryani; Muis, Hasmunarti; Arifuddin, Muh.; Fikri, Muh Jibran Nidhal

doi:10.29333/iji.2021.14147a

Cited by 44 publications

(42 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This shows that the application of a learning model can improve metacognitive skills and retention of students with upper and lower academic abilities. This is in line with Bahri, Idris, Muis, Arifuddin, and Fikri (2021) which states that the application of learning models can increase student success and motivation in learning.…”

Section: Discussionsupporting

confidence: 86%

The Contributions of Metacognitive Skills towards the Retention of Different Academic Ability Students for the Implementation of Several Learning Models

Ali

Susilo²,

Suwono

et al. 2021

International Journal of Education and Practice

View full text Add to dashboard Cite

Metacognitive skills are self-regulation activities required to achieve active learning, critical thinking, problem solving, and decision making. There is a dearth of research on the contribution of metacognitive skills for the retention of students with varying academic abilities. This research study aims to fill this gap by suggesting learning models including READS (Reading, Exploring, Answering Discussing and Summarizing) learning model, Reading, Questioning and Answering (RQA) learning model and Conventional learning models. The sample of the study comprised 206 students divided into two equal groups of 103 students, each of high academic abilities and low academic abilities. The data was collected through a test and a rubric. The results of the regression analysis show that the READS learning model was better able to improve the metacognitive skills and retention of students with lower academic abilities compared to students with upper academic abilities. The results in the RQA learning model and conventional learning models show an increase in metacognitive skills and retention of students with higher academic abilities much faster than in students with low academic abilities. This suggests that the application of the READS learning model is more suitable for students with low academic abilities. The study recommends that teachers should learn to implement effective learning models to improve the metacognitive skills and retention of the upper and lower academic ability students.Contribution/Originality: This study has endeavored to explore the possibility of designing learning models by enhancing metacognitive skills and retention of students with varying academic abilities. The study premises that students with low academic abilities can compete with students with high academic abilities if given the right learning model. INTRODUCTIONLearning is the process of performing the steps of thinking to find or change information obtained to achieve understanding. Learning becomes more meaningful if the information obtained is not easily lost from memory (Ardila, Corebima, & Zubaidah, 2013). The students who have good thinking skills will be able to learn successfully

show abstract

Section: Discussionsupporting

confidence: 86%

The Contributions of Metacognitive Skills towards the Retention of Different Academic Ability Students for the Implementation of Several Learning Models

Ali

Susilo²,

Suwono

et al. 2021

International Journal of Education and Practice

View full text Add to dashboard Cite

show abstract

“…In accordance, teachers need to continue reflecting themselves and striving to improve the learning quality, and also understanding teaching and learning styles. This means that teachers must be fully aware if the current learning steps taken in the learning process have not shown satisfactory results, hence it is necessary to design innovative and futuristic models, since the learning model can also be interpreted as an approach to deal adaptively and generatively with changes in student behavior (Alsarayreh, 2021;Bahri et al, 2021). Furthermore, a learning model can also assist students in attaining learning objectives (Sánchez-Cabrero et al, 2021;Tamur et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

Al-Qur’an Literacy: A Strategy and Learning Steps in Improving Al-Qur’an Reading Skills through Action Research

Supriadi

Supriyadi

Abdussalam

2022

IJLTER

View full text Add to dashboard Cite

There was an 11% increase in Qur’an illiteracy from 2015 to 2018 although Indonesia is a Muslim majority country. This fact sparks a question on the Islamic Education Studies (Pendidikan Agama Islam, PAI) implementation as a mandatory curriculum in Indonesia, which is still incapable of solving problems related to Qur’an illiteracy. This research was conducted in collaboration with several parties to designate practical steps aim at improving Al-Qur'an literacy in high school students in Bandung, West Java through an action research design 1,975 students. The research results suggest seven practical steps in solving Qur’an reading skills issues as critical reflections in improving students’ Al-Qur’an reading skills. These steps are abbreviated into LITERAT, which summarizes the syntax in reading the Qur’an. Its implementation is proven to have significantly improved students’ Qur’an reading skills. This research concludes that LITERAT is a relatively effective learning method in improving students’ Qur’an literacy. This finding is believed to contribute to the succession of Qur’an illiteracy eradication in West Java.

show abstract

“…ElSayary [48] explored teachers' practices using a reflective practice model BL environment. Bahri et al [49] reported learning tools in BL that are integrated with Moodle-based learning strategies. In conclusion, Web Pedagogical is an important competence for teachers [21].…”

Section: Literature Reviewmentioning

confidence: 99%

Developing a Blended Learning Model in Islamic Religious Education to Improve Learning Outcomes

Setiyawan¹,

Dardiri²,

Sofyan³

2022

IJIET

View full text Add to dashboard Cite

The blended learning (BL) model was becoming popular during the COVID-19 pandemic. Even though much research has been conducted on BL, simple steps in model BL are still scarce. BL has complex steps and requires long-term stability support. The fundamental problem is to find the right model of blended learning. This study aims to find a model to teach Islamic Religion (IR) using ASSURE and the three-stage Plomp design models. This research is type of research and development. This article finds a model of syntax BL development at IR. The students were from three Islamic universities in Yogyakarta, Indonesia. This research limitation was more difficult when the COVID-19 limited classroom meetings. The innovation of this BL model is simple steps into building BL and has the originality to the contextually subject matter.

show abstract

Blended Learning Integrated with Innovative Learning Strategy to Improve Self-Regulated Learning

Cited by 44 publications

References 12 publications

The Contributions of Metacognitive Skills towards the Retention of Different Academic Ability Students for the Implementation of Several Learning Models

The Contributions of Metacognitive Skills towards the Retention of Different Academic Ability Students for the Implementation of Several Learning Models

Al-Qur’an Literacy: A Strategy and Learning Steps in Improving Al-Qur’an Reading Skills through Action Research

Developing a Blended Learning Model in Islamic Religious Education to Improve Learning Outcomes

Contact Info

Product

Resources

About