Abstract:Autonomy in learning is an ability required by each individual to cope all life challenges. A person with higher learning autonomy could study better and is capable of observing, evaluating and managing his study effectively and efficiently, and saving the time to accomplish given tasks. However, students’ learning autonomy (SLA) has in fact not yet well-developed up to senior high school level. Generative learning (GL) is considered able to elicit the development of SLA. This research aims to examine students… Show more
“…School-based curriculum standards reveal that students must have a set of mathematical competencies that are manifested after the learning process occurs (Hutapea, 2019). Students' thinking skills must be developed to understand mathematics correctly (Heleni, et al, 2018).…”
This research aims is to produce a learning device based on 21st century skills with the implementation of problem-based learning to increase the critical thinking skill of students on polyhedron for grade 8th junior high school. The type of this research is development research using Plomp’s model, there are (1) preliminary research phase; (2) the prototype phase; and (3) assessment phase. The results of this research are a learning device based on 21st century skill with the implementation of problem-based learning to increase the critical thinking skill of students on polyhedron for grade 8th junior high school. The results of the syllabus, RPP, LKPD validation and critical thinking skills show valid and very valid criteria with values of 3.19; 3.32; 3.26; and 3.13. In the final product test phase, learning devices were used through pre-experimental research to see the increase in critical thinking skills and there was an increase in the critical thinking skill of students using learning devices. This means that the learning device based on 21st century skill with the implementation of problem-based learning to increase the critical thinking skill of students on polyhedron for grade 8th junior high school has been valid, practical, and effective.
“…School-based curriculum standards reveal that students must have a set of mathematical competencies that are manifested after the learning process occurs (Hutapea, 2019). Students' thinking skills must be developed to understand mathematics correctly (Heleni, et al, 2018).…”
This research aims is to produce a learning device based on 21st century skills with the implementation of problem-based learning to increase the critical thinking skill of students on polyhedron for grade 8th junior high school. The type of this research is development research using Plomp’s model, there are (1) preliminary research phase; (2) the prototype phase; and (3) assessment phase. The results of this research are a learning device based on 21st century skill with the implementation of problem-based learning to increase the critical thinking skill of students on polyhedron for grade 8th junior high school. The results of the syllabus, RPP, LKPD validation and critical thinking skills show valid and very valid criteria with values of 3.19; 3.32; 3.26; and 3.13. In the final product test phase, learning devices were used through pre-experimental research to see the increase in critical thinking skills and there was an increase in the critical thinking skill of students using learning devices. This means that the learning device based on 21st century skill with the implementation of problem-based learning to increase the critical thinking skill of students on polyhedron for grade 8th junior high school has been valid, practical, and effective.
“…Finally, it was clear that the students in flipped learning were active learners in the learning environment be it pre-classroom and in-classroom, which as a result seemed to foster their learning autonomy skills compared to non-flipped learning environment where the students appeared to be inactive. Hutapea [14] stated that learning autonomy cannot be attained if learners are not actively engaged. Being inactive, Computer Science students tended to copy the tasks and follow the procedure explained by their teacher [14].…”
mentioning
confidence: 99%
“…Hutapea [14] stated that learning autonomy cannot be attained if learners are not actively engaged. Being inactive, Computer Science students tended to copy the tasks and follow the procedure explained by their teacher [14].…”
Over the last decade, a major innovation within technology use in order to transform students' learning has developed in higher education worldwide. One key technology adaptation that has attracted much attention, because of its facilitation of the practice of the active learning, is 'flipped learning' which aims to enhance students' engagement and promote self-directed learning. Flipped learning has been introduced into various disciplines and at educational levels, with a number of promising educational gains in terms of improved student learning experiences. However, despite an encouraging body of research, the high school level has not yet been explicitly researched in terms of how flipped learning may enhance learning autonomy skills. In parallel, there is a pressing need in education to cultivate students' autonomous learning in and out of school, a need that has become all too apparent during the Covid-19 pandemic. This paper aimed to investigate how a flipped learning environment could enhance Computer Science students' learning autonomy in a high school. It discusses findings from a qualitative study investigating the learning autonomy of students in flipped and non-flipped learning contexts, to understand differences between students' autonomous learning in these two learning environments. Data were gathered via 18 semi-structured interviewers and two focus groups that were then analysed using a thematic analysis approach. The findings from flipped learning participants and non-flipped learning participants showed that the students in the flipped learning conditions hold a more positive attitude toward their learning autonomy compared to students in the non-flipped learning context. Furthermore, the students in the flipped learning environment showed an awareness of being autonomous learners compared with non-flipped learning students who depended heavily upon the teacher for their learning and motivation. The study showed how flipped learning can promote student motivation to learn independently by providing learning practices that allow the students to practice their autonomy learning skill over time, which then develop into habits of mind. The study suggested that the computer teacher could implement the flipped learning approach with the aim of enhancing the students' learning autonomy skills through the learning processes, including preclassroom activities and in-classroom activities.
“…Learning in the 2013 curriculum is activity-based learning that gives students the opportunity to develop their potential, interests and talents to achieve their goals (Kemendikbud, 2017). School-based curriculum standards reveal that students must have a set of mathematical competencies that are manifested after the learning process occurs (Hutapea, 2019). Students' thinking skills must be developed to understand mathematics correctly (Heleni, et al, 2018).…”
The results of the preliminary study indicate that the learning tools used by the teacher do not meet the 2013 curriculum rules. This study aims to produce learning tools with the application of discovery learning to improve Mathematical Problem Solving Ability (KPMM) on social arithmetic materials for grade VII junior high school. This study used the Borg and Gall development model with stages: (1) research and data collection; (2) planning; (3) development of learning tools; (4) limited trials; (5) product revisions; (6) field trials; (7) product revisions; (8) final product test; (9) revision of the final product; and (10) dissemination and implementation. The validation results showed that it was very valid with consecutive average percentages for KPMM problems that were 94.64%, syllabus was 90.10%, RPP was 93.14%, and LKPD was 92.60%. In the final product test phase, learning tools were used through pre-experimental research to see the increase in KPMM. The final product test results indicated that there was an increase in KPMM of students using learning tools. This means that the learning tool with the application of discovery learning in social arithmetic material in class VII SMP has been valid, practical, and effective.
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.