scholarly journals A Structural Analysis of Adult Learner's Self-concept, Participation Motivation and Degree of Participation in Learning on Lifelong Learning Outcomes

2012 ◽  
Vol 33 (2) ◽  
pp. 123-143 ◽  
Author(s):  
김영미 ◽  
Sanghoon Han
Keyword(s):  
Structural Analysis ◽  
Lifelong Learning ◽  
Learning Outcomes ◽  
Self Concept ◽  
Participation Motivation ◽  
Degree Of Participation

Pengaruh konsep diri, self efficacy dan motivasi terhadap Learning outcome mata pelajaran Aqidah Akhlak di kelas XI MA Pacet Mojokerto

2017 ◽  
Vol 1 (1) ◽  
pp. 37
Author(s):  
Happy Ikmal
Keyword(s):  
Learning Outcomes ◽  
Significant Relationship ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Regression Coefficient ◽  
T Test ◽  
Self Concept ◽  
Working Hypothesis ◽  
Calculation Results ◽  
The Right

Teaching and learning activities is a conscious activity and aims. Therefore, for these activities can be run well and achieve the expected goals, it must be done with the strategy or the right learning approach .. The purpose of this study were: 1) to describe the influence of Self-Concept on the results of studying chemistry at Class XI MA Pacet Mojokerto. 2) Describe the effect of self-efficacy on Learning outcomes chemistry in Class XI MA Pacet Mojokerto 3) Describe the effect of motivation on Learning outcomes chemistry in Class XI MA Pacet Mojokerto 4) Describe the relationship Self-concept, self-efficacy and motivation to Results studied chemistry at Class XI MA Pacet Mojokerto. From the results of the analysis can be summarized as follows: 1) There is a significant relationship between self-concept of the Learning outcomes chemistry inquiry model. T test against self-concept variables (X1) obtained regression coefficient (B) 0.440 (44.0%), coefficient (Beta) 0.091, tcount of 0.378 with significance 0.006 t. Because of the significance of t less than 5% (0.007 <0.05), the Nil Hypothesis (H0) is rejected and working hypothesis (Hi) is received. 2) There is a significant relationship between self-efficacy toward chemistry Learning outcomes inquiry model. T test for Self-efficacy variable (X2) obtained regression coefficient (B) 0.329 (32.9%), coefficient (Beta) 0.124, tcount of 0.436 with a significance of 0.009 t. Because of the significance of t less than 5% (0.008 <0.05), the Nil Hypothesis (H0) is rejected and working hypothesis (Hi) is received. 3) There is a significant relationship between motivation to learn chemistry results inquiry model. T test for motivation variable (X3) obtained regression coefficient (B) 0.130 (13.0%), coefficient (Beta) 0.065, tcount of 0.230 with a significance of 0.001 t. Because of the significance of t less than 5% (0.001 <0.05), the Nil Hypothesis (H0) is rejected and working hypothesis (Hi) received 4) From the calculation results obtained Fhitung value 2,249 (significance F = 0.001). So Fhitung> F table (2,249> 2:03) or Sig F <5% (0.001 <0.05). It means that together independent variables consisting of variable self-concept (X1), Self-efficacy (X2), motivation (X3) simultaneously to variable results of studying chemistry (Y).

scholarly journals PROFESIONALITAS DAN PERSONALITAS GURU KRISTEN: PENGEMBANGAN SUMBER DAYA MANUSIA BERKARAKTER DAN KOMPETEN MENUJU INDONESIA UNGGUL

2020 ◽  
Vol 3 (1) ◽  
pp. 16-26
Author(s):  
Nurasyah Dewi Napitupulu
Keyword(s):  
Learning Outcomes ◽  
Common Sense ◽  
High Performance ◽  
The Self ◽  
Self Concept ◽  
Self Assessment ◽  
Psychological Characteristic ◽  
Self Confidence ◽  
Christian Teachers ◽  
Educational Professional

Many studies assume that the professionalism of teachers is influenced by his personality. Personality is a psychological characteristic that contributes to learning outcomes and academic achievement. However, research that proves this assumption is limited in the domain of Christian teachers as part of teachers inIndonesia. This study aims to analyze the correlation between teachers’ personality and professionalism obtained through questionnaires and interviews. The analysis was carried out on 16 Christian teachers participated who were attending the Postgraduate Program in "Educational Professional Development" instruction. The results of the correlation test using the SPSS Version 21 program showed that Sig. (2-tailed) = 0.042 <0.05. It concluded that there is a positive correlation between the personality and professionalism of Christian teachers. Qualitative analysis is discovered that the teachers' personality is in the criteria of good and very good, as well as their professionality. The lowest percentage of personality is on the positive self-concept indicator (62.9%) with good criteria, whereas professionality is on the self-confidence indicator (64.5%) with good criteria. The results of interviews as the self-assessment be discovered that Christian teachers with high performance are 18.75%; the adjusted teachers are 43.75%; the teachers hopeless are 43.75%, and not giving answering by 25%. It was concluded that assumptions about teachers’ personality and professionalism have a proven correlation for Christian teachers participated. Therefore, to improve professionalism as an Indonesian teachers’ competence, it has to develop the personality of Christian teachers sustainable. The personality of the Christian teachers is an entity of Christ's character and professionalism is the existence of ability, attitude, and skills based on common sense. The researcher argues that toward a superior Indonesia is marked by teachers who excel in professionalism and personality.

scholarly journals Student Lifelong Learning Outcomes for Different Learning Environments

2020 ◽  
Author(s):  
Susan Lord ◽  
Candice Stefanou ◽  
Michael Prince ◽  
John Chen ◽  
Jonathan Stolk
Keyword(s):  
Lifelong Learning ◽  
Learning Outcomes ◽  
Learning Environments

scholarly journals Innovative Pedagogy: A Case Study – the Culinary Arts College in Taiwan

2017 ◽  
Vol 4 (3) ◽  
Author(s):  
Hui-Wen HSIA ◽  
Sophia Shi-Huei HO ◽  
Robin Jung-Cheng CHEN
Keyword(s):  
Problem Solving ◽  
Lifelong Learning ◽  
Learning Outcomes ◽  
Life Skills ◽  
Qualitative Method ◽  
Teaching Approach ◽  
Culinary Arts ◽  
Teacher Community ◽  
Oriented Path

 Lifelong learning has been recognized by many internationally renowned organizations which claim that people should possess certain life skills or competences to live in a world full of complex uncertainties. In this study, we propose A phaslised, thematic and socialised (PTS) pedagogy as a teaching approach to address the issues concerning how to equip learners with better capabilities.The qualitative method was employed based on a case study where interviews with several stakeholders were conducted. Observation of PTS practice and analysis of school documents were also carried out. The findings revealed that this strategy emphasizes a learner-oriented path, the development of their problem-solving ability and the culture of mutual partnership and intensive cooperation in the teacher community. Despite of several merits originating from PTS pedagogy, there remain a few issues to address, including the challenges to teachers in practising this approach, the appropriate means to evaluate students’ learning outcomes and the degree of autonomy granted to the students.

scholarly journals KONTRIBUSI KONSEP DIRI DAN PERHATIAN ORANG TUA TERHADAP HASIL BELAJAR MATEMATIKA SISWA KELAS X SMA DI KECAMATAN WERA BIMA

2020 ◽  
Vol 1 (1) ◽  
pp. 1-9
Author(s):  
Dusalan Dusalan
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Self Concept ◽  
Positive Contribution ◽  
School Students ◽  
Know How ◽  
Ex Post ◽  
Ex Post Facto

The purpose of this study is (1) Want to know how much the contribution of self-concept, and the attention of parents, to the results of mathematics learning in class X SMA in Wera Bima District; (2) Want to know how much the positive contribution of self-concept to the results of mathematics learning in class X SMA in Wera Bima District; and (3) Want to know how much the positive contribution of parents' attention to the results of mathematics learning in class X SMA in Wera Bima District. The type of this study was ex-post facto, the population in this study were Class X students of State High Schools in Wera Bima Subdistrict in the year 2017/2018 which were taken using Proportional stratified random sampling. Instruments used: (1) self-concept scale, (2) the scale of parental attention, (3) tests of mathematics learning outcomes. Data were analyzed by descriptive statistics and path analysis. The results of the study illustrate that; (1) Positive contribution to self-concept, and parents' attention together (simultaneous) to the mathematics learning outcomes of class X high school students in Wera Bima District, for R2square = 11.10%. (2) The positive contribution of self-concept towards the mathematics learning outcomes of class X high school students in Wera Bima Subdistrict, amounting to 15.70%. and (3) The positive contribution of parents' attention                      to the mathematics learning outcomes of class X high school students in Wera Bima District, amounting to 19.80%.

scholarly journals Resourcefulness in higher education in the context of lifelong learning in a situation of a change

Pedagogika ◽  
2013 ◽  
Vol 110 (2) ◽  
pp. 20-26
Author(s):  
Alicja Szerląg
Keyword(s):  
Higher Education ◽  
Human Capital ◽  
Lifelong Learning ◽  
Learning Outcomes ◽  
Academic Education ◽  
Educational Discourse ◽  
European Directives ◽  
European Model

Europeanisation, demanded by the civilization progress, locates the educational discourse within the IT society, which in turn formulates expectations towards the quality of the human capital strengthened by higher education. As a result, it is expected from the graduates to possess competences basing on innovativeness and creativeness, hence – resourcefulness. However, traditionally accomplished process of educating students does not orient towards such competences. Therefore, it is necessary to change the model of academic education. The aim of this article is to indicate the conditions of shaping European model of education in higher education, and in consequence – the range and quality of competences acquired by students. The learning outcomes corresponding with the European directives, particularly in the context of lifelong learning were relevant in these reflections.

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