Development of “Learner Roles in Constructive Learning Environment” Scale

Bay, Erdal

doi:10.25115/ejrep.v9i24.1478

Cited by 3 publications

(2 citation statements)

References 12 publications

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“…Motivation is very involved in the study, with the motivation of these students be diligent in learning, motivation also the quality of student learning outcomes likely to be realized. Students which in the process of learning have a strong and clear motivation, tend to will be diligent and successful learning [13], [14], [15].…”

Section: Resultsmentioning

confidence: 99%

The Influence of Contextual Teaching-Learning Approach on Biology Toward Students' Motivation, Thinking Skills and Learning Outcomes at Class SMPN 2 Parigi

a¹,

Tellu²,

Laenggeng³

2018

Proceedings of the First Indonesian Communication Forum of Teacher Training and Education Faculty Leaders International Confere

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The research aims to: (1) describe the effectiveness of the implementation of Contextual Teaching and Learning (CTL) approach to motivation, thinking skill and learning outcome of biology subject for eighth grade students of SMP Negeri 2 Parigi; (2) describe the relationship between motivation, thinking skill, and learning outcome of Biology subject for eighth-grade students of SMP Negeri 2 Parigi. Fifty nine students of grade eighth were selected as the purposive sample, class D as the control group and class C as the experiment one. Data were analyzed by a two-tailed t-test and Product Moment Correlation. The results of the study show that: (1) for motivation, the result of test t-count was-5.603 and t-table was 1.96. This means that t-count was outside of the critical region. Hence H0 was accepted. The difference in learning motivation was affected by CTL. This means that learning motivation was affected by CTL; (2) for thinking skill, the result of test displayed that t-count was-7.124 and t-table was 1.96. It means t-count was outside of the critical region. So that H0 was accepted. That difference in thinking skill was affected by CTL. It means, thinking skill was affected by CTL; (3) for learning outcome, the result of the test revealed that t-count was-4.451 and t-table were 1.96. It means t-count was outside of the critical region denoting that H0 is accepted. The difference in learning outcome was affected by CTL; (4) the relationship between learning motivation (X1) with learning outcome (Y) was 0.417. It was a positive direction. The relationship was in "enough" category. Both variables were significant because of the value of ρ or sig. = 0.00 was smaller than α = 0.05 (5%); (5) the relationship between thinking skill (X2) with learning outcome (Y) was equal to 0.578. It is a positive direction. The relationship was in "enough" category. Both variables were significant because the value of ρ or Sig. = 0.00 was smaller than α = 0.05 (5%); and; (6) the correlation coefficient (R) was 0.733. This can be explained that learning motivation and thinking skill respectively had a close relation with learning outcome.

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Section: Resultsmentioning

confidence: 99%

The Influence of Contextual Teaching-Learning Approach on Biology Toward Students' Motivation, Thinking Skills and Learning Outcomes at Class SMPN 2 Parigi

a¹,

Tellu²,

Laenggeng³

2018

Proceedings of the First Indonesian Communication Forum of Teacher Training and Education Faculty Leaders International Confere

View full text Add to dashboard Cite

show abstract

“…Based on these results, it associates with previous research, it can be concluded that the learning materials of food and digestive system with based on the model PBL is done individually in study groups and allocate appropriate time and can shape the learning process in a more meaningful so that ultimately can improve process, learning outcomes and student response. PBL Learning Model is one of the innovative learning models that can provide active learning conditions for students [12]. PBL is an instructional model that involves students to solve a problem through the stages of the scientific method so that students can learn the knowledge related to these issues and also have the skills to solve problems [13].…”

Section: ) Teachers Ability In Managing Learningmentioning

confidence: 99%

Developing Instructional Material on Problem-Based Learning of Food and Food Digestion System at SMAN 5 Palu

Nurdin¹,

Suleman²,

Pana³

2018

Proceedings of the First Indonesian Communication Forum of Teacher Training and Education Faculty Leaders International Confere

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This research is a development research with limited testing that aims to develop learning tools and systems based on the digestion of food covered problem-based learning such as teaching materials, teacher's and student's guide, learning implementation plan, student worksheets, achievement test. Object of this study is students of XI IPA 5 SMAN 5 Palu with the number of students by 28 people. Development procedures used in this study is a definition Thiagarajan model; design stage, development stage, and deployment stage. Based conclusions of data analysis that have been obtained a product development device of food development and food digestion a valid and effective with problem-based learning model based on the second-grade students of SMA Negeri 5 Palu that consist of teaching materials, teacher guides, student guides, lesson plan, students worksheet and achievement test. It is known that the effectiveness of indicator results from limit from limited testing to demonstrate that the learning device that shows: (1) the average score that student obtained on test of learning outcomes is 86,00 meet the individuals who indicated exhaustiveness accomplished classically, (2) all categories of students who observed the activities meet all student's activities are ineffective category, (3) generally students give some positive response to the learning tools that used in learning teaching process, (4) the level of teacher capability in managing on process student's problem included in the categories very well with average of 3,70, means that teacher performance can be maintained.

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Understanding the School Climate Contributions to Students’ Socialization

Shahid,

Saleem,

Farooqi

2023

BBE

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The objective of research study was to analyze the relationship between school climate and students’ socialization at public secondary schools of the province of South Punjab. Schooling life may play an important role regarding students’ socialization. But certain factors of school related to physical, social, and learning environment are being ignored that enriches the socialization process of students. The study was quantitative in nature, and correlational research design was used. Population of the study was students of Grade 10 from public high schools of South Punjab Province. Sampling was carried out using multi-stage sampling. The sample size of the study was n=419 including (52% male and 48% female students). Data was analyzed through SPSS. It was found that was a significant positive relationship between school climate and students’ socialization. School management should take steps to enhance students’ socialization with the positive role of school climate.

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Development of “Learner Roles in Constructive Learning Environment” Scale

Abstract: Introduction. This study aims to develop a scale to determine learner roles in constructive

Cited by 3 publications

References 12 publications

The Influence of Contextual Teaching-Learning Approach on Biology Toward Students' Motivation, Thinking Skills and Learning Outcomes at Class SMPN 2 Parigi

The Influence of Contextual Teaching-Learning Approach on Biology Toward Students' Motivation, Thinking Skills and Learning Outcomes at Class SMPN 2 Parigi

Developing Instructional Material on Problem-Based Learning of Food and Food Digestion System at SMAN 5 Palu

Understanding the School Climate Contributions to Students’ Socialization

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