Abstract:The purpose of the following research is to obtain student perceptions of the application of the Self-Regulated Learning learning model in class XI DPIB at SMKN 1 Kediri. Self-Regulated Learning in this study with three main factors according to Zimmerman, namely individual factors that have a relationship with student self-efficacy, behavioral factors that have a relationship with self-observation, self-reaction, and environmental factors. This type of quantitative descriptive research uses survey methods. Th… Show more
“…Al-Fraihat et al (2020) also proved that positive learning perception hinders the underestimation of unsuccessful learning and, thus, endures more successful outcomes. Another study also portrays that good learning perception easily grows selflearning motivation, and thus, good learning attainment is reflected (Suryaman & Nabi, 2021).…”
This study examines the effect of learning perception and attitude on students' learning performance while implementing communicative language teaching (CLT) in a vocational college. The quantitative study used a survey research method with a cross-sectional design. 270 students participated in the study selected using a voluntarily random sampling technique. These research respondents were among those who had completed intermediate English classes with the amplification of the CLT method. Data were collected using a questionnaire with a four-point Likert's scaling method from very disagree (1) to very agree (4) (α = 0.843). The obtained data were analyzed using ANOVA with the assistance of IBM SPSS 25. Results showed a significant effect of learning perception (β = .890; F = 1018.849; p = 0.000) and attitude on students’ learning performance (β = .850; F = 698.468; p = 0.000). Among the two, learning attitude had been the more influential factor in students' learning performance during the implementation of CLT. This study suggested that CLT could be a catalyst for learning perception and attitude to elevate students' learning performance in the context of EFL teaching in vocational college.
“…Al-Fraihat et al (2020) also proved that positive learning perception hinders the underestimation of unsuccessful learning and, thus, endures more successful outcomes. Another study also portrays that good learning perception easily grows selflearning motivation, and thus, good learning attainment is reflected (Suryaman & Nabi, 2021).…”
This study examines the effect of learning perception and attitude on students' learning performance while implementing communicative language teaching (CLT) in a vocational college. The quantitative study used a survey research method with a cross-sectional design. 270 students participated in the study selected using a voluntarily random sampling technique. These research respondents were among those who had completed intermediate English classes with the amplification of the CLT method. Data were collected using a questionnaire with a four-point Likert's scaling method from very disagree (1) to very agree (4) (α = 0.843). The obtained data were analyzed using ANOVA with the assistance of IBM SPSS 25. Results showed a significant effect of learning perception (β = .890; F = 1018.849; p = 0.000) and attitude on students’ learning performance (β = .850; F = 698.468; p = 0.000). Among the two, learning attitude had been the more influential factor in students' learning performance during the implementation of CLT. This study suggested that CLT could be a catalyst for learning perception and attitude to elevate students' learning performance in the context of EFL teaching in vocational college.
“…Berdasarkan observasi yang telah dilakukan proses pembelajaran masih pasif didalam kelas peserta didik belum optimal pada penyelesaian tugas secara indivu, selain itu komunikasi yang terjadi didalam kelas hanya bersifat satu arah hal ini terjadi karena peserta didik tidak dapat mengungkaptkan pendapatnya sendiri serta kesulitan saat menjawab pertanyaan (Firdany, 2022;Suryaman & Nabi, 2022). \Bahan ajar yang dipergunakan selama ini masih bersifat statis dan kurang interaktif, selain itu bahan ajar tidak memberikan pemahaman yang cukup tentang konsep fundamental jaringan komputer, bahan ajar yang dikembangkan belum difokuskan kepada gaya belajar siswa sehingga hanya sebagaian siswa yang aktif dalam proses pembelajaran (Nopitasari et al, 2022).…”
The government has made improvements to the learning system through changes to the curriculum to produce a generation that is ready to compete in an era of progress and the future. The focus is not only on increasing knowledge, innovation in teaching materials must continue to be carried out by teachers to create an active, interactive, and fun learning environment as well as provide space for students to develop their potential. The research aims to develop innovative SAVI (Somatic, Auditory, Visual, and Intellectual) based Computer Network teaching materials. This research method uses a research and development approach by following the ADDIE development used consisting of the Analysis, Design, Development, Implementation, and Evaluation stages. Data collection techniques include interviews, documentation, observation, and literature study and instruments whose results are analyzed using descriptive statistics. The results of developing computer network teaching materials using the SAVI approach in the learning process show a validity result of 0.87 and a practicality test of 4.52 so that the teaching materials developed can be applied to computer network learning. Therefore, the development of SAVI-based teaching materials contributes to the development of innovative teaching materials in education.
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