Students' Readiness to Learn in the A Five-Day School Policy in the Public Senior High School of Yogyakarta

Rahmatika, Nuniek; Suyatno, Suyatno

doi:10.13189/ujer.2020.081101

Cited by 6 publications

(4 citation statements)

References 27 publications

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“…Without this readiness or willingness, the learning process will not take place. In line with the above theory, Slameto states that students' readiness to learn would affect the quality of the learning process and learning achievement (Rahmatika & Suyatno, 2020).…”

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confidence: 86%

Interpersonal Communication Model and Learning Readiness Among Santri in Achieving The Success of Study at Higher-Educational Institutions

Sholeh

Yaqien

2022

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This study aims to determine to what extent the education system of Islamic boarding schools (known as Pondok Pesantren) is related to the model of interpersonal communication and pesantren students (known as santri) readiness to learn can contribute to their success while taking the level in higher education. The authors used the quantitative method as the research approach. This research was conducted at the Pondok Pesantren "Anwarul Huda" Karang Basuki, Malang. To solve the problems in this study, two statistical analysis techniques were used, namely descriptive statistics and multiple regression analysis. The results of this study indicated that first, most of the santri studying at higher educational institutions (universities) had poor interpersonal communication, quite good learning readiness, and good learning outcomes. Second, the santri’s interpersonal communication model and learning readiness significantly contribute to university learning outcomes achievement by 7.6% and other factors that influence the rest. This analysis indicates that santri’s interpersonal communication and learning readiness have not been optimally carried out in Islamic boarding schools. Therefore, every educator should always provide directions to generate and develop santri’s interpersonal communication model and learning readiness to maximize their learning outcomes in higher education.

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confidence: 86%

Interpersonal Communication Model and Learning Readiness Among Santri in Achieving The Success of Study at Higher-Educational Institutions

Sholeh

Yaqien

2022

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“…Ketika Mahasiswa tidak dapat menyelesaikan tugas yang sulit dari dosen mahasiswa memilih untuk mencontek pekerjaan temannya tetapi jika temannya tidak tahu maka mahasiswa mencari jawabannya di blog. Mahasiswa tidak yakin bahwa ia telah memahami tugas yang sudah dikerjakannya (Rahmatika, 2020). Mahasiswa tidak yakin bahwa dirinya mampu mengerjakan tugas dengan tepat waktu.…”

Section: Pendahuluanunclassified

Hubungan Efikasi Diri dan Kesiapan Belajar pada Mahasiswa Pasca Pandemi

Afandi,

Ervina,

Sari

2023

pjp

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Learning readiness is the overall readiness of a person to react or respond to a situation in a certain way, according to Slameto (Harmini, 2017). In order for students to have optimal learning readiness, self-efficacy is needed. The aim of this research is to determine the relationship between self-efficacy and learning readiness among Muhammadiyah University of Jember students after the pandemic. This type of research is quantitative correlational. The population is 11,200 Muhammadiyah Jember University students with a sample of 336 students. The sampling technique uses simple random sampling using student NIM. Data collection uses Google Form and is carried out directly by distributing questionnaires in paper form. The scale used is a self-efficacy scale adapted from research by Siti Sundari (2022) with validity test results of 37 valid items and a Cronbach's Alpha value of 0.947. The learning readiness scale was adapted from research (Sari, 2020) with validity test results of 30 valid items with a Cronbach's Alpha value of 0.918. The results of this study indicate that there is a significant positive relationship between the self-efficacy variable (X) and the learning readiness variable (Y) of ( r = 0.759 ; p < 0.05). This means that the higher the student's self-efficacy, the higher the student's learning readiness to learn, and conversely, the lower the student's self-efficacy, the lower the student's learning readiness to learn.

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“…Several factors influence students' learning readiness. Those are (a) personal readiness, parents' readiness, and school readiness (Dangol & Shrestha, 2019;Rahmatika & Suyatno, 2020), (b) physical maturity, students' emotional condition, learning experience, the teachers' teaching technique, and socio-economic condition (Amadi, 2018;Amurdawati et al, 2020), and (c) students' independence and learning motivation (Demir Kaymak & Horzum, 2013). Personal readiness, physical maturity, students' emotional condition, learning experience, independence, and motivation are the internal factors, while parents' readiness and support, family socio-economic condition, the teachers' teaching technique, as well as the school supports become the external factors.…”

Section: Learning Readinessmentioning

confidence: 99%

Does self-actualization influence students’ readiness? A structural equation model analysis

2021

ilkonline

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The study aimed to analyze the influence of self-actualization on the students' learning readiness. The samples were 208 junior high school students in East Kalimantan selected using stratified random sampling. The data were collected using a questionnaire employing the Likert scale. Confirmatory Factor Analysis (CFA) was employed to consider the validity and goodness of fit model. Meanwhile, SEM completed with Lisrel version 8.80 was performed to examine the covariance matrix, R 2 (variable factors), structural equation, and the hypotheses. The test results proved all factors that were used were valid, the structural model was fit, all covariance matrix for each linear correlation among variables were positive, and the t-value had significant influence with the score of 6.57 > 1.96. The research indicated that the students' self-actualization influenced their learning readiness, the score was 29%. It was expected that the findings would help school principals and teachers plan and manage the learning climate at school by facilitating the students to actualize themselves, leading to an increase in their learning readiness.

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Students' Readiness to Learn in the A Five-Day School Policy in the Public Senior High School of Yogyakarta

Cited by 6 publications

References 27 publications

Interpersonal Communication Model and Learning Readiness Among Santri in Achieving The Success of Study at Higher-Educational Institutions

Interpersonal Communication Model and Learning Readiness Among Santri in Achieving The Success of Study at Higher-Educational Institutions

Hubungan Efikasi Diri dan Kesiapan Belajar pada Mahasiswa Pasca Pandemi

Does self-actualization influence students’ readiness? A structural equation model analysis

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