scholarly journals Learner Autonomy: Gender-Based Perception Among EFL Indonesian Students

2018 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Moch. Said Mardjuki
Keyword(s):  
Problem Solving ◽  
Learning Process ◽  
Learner Autonomy ◽  
Structured Interview ◽  
Learning Behavior ◽  
Qualitative Design ◽  
Personal Preference ◽  
Perceptions And Attitudes ◽  
Problem Solving Strategies ◽  
Gender Based

Learner autonomy is believed to be the contributing factor toward the students’ successful learning process. However, its implementation in Indonesia still faces some challenges regarding students’ readiness and competencies in realizing such concept. Thus, this study is aimed to investigate gender-based perceptions and attitudes among EFL Indonesian students on learner autonomy. Qualitative design in which four out of twenty respondents were selected purposively under the rationale that they demonstrated positive evidences reflected to the preliminary questionnaire results. Using semi-structured interview, the findings indicated no gender-based discrepancy in terms of learning experiences and challenges. Although individual tasks were preferred by both groups, problem-solving strategies differ in which females employed internal strategies (rescheduling and self-commitment), while males employed external strategies (learning sources and collaborative works). In conclusion, each of the autonomous learners has personal preference to deal with the encountered challenges. Further researches, thus, need to investigate the actual transparencies of their learning behavior through observation.

Keupayaan Dan Sikap Dalam Menyelesaikan Masalah Matematik Bukan Rutin

2012 ◽  
Author(s):  
Syed Abdul Hakim Syed Zainuddin ◽  
Mohini Mohamed
Keyword(s):  
Problem Solving ◽  
Key Words ◽  
Mathematical Problem ◽  
Structured Interview ◽  
Cluster Sampling ◽  
Planning Problem ◽  
Student Opinion ◽  
Self Confidence ◽  
Problem Solving Strategies ◽  
Problem Solving Process

Kajian ini bertujuan untuk menentukan keupayaan menyelesaikan masalah matematik bukan rutin di kalangan pelajar tingkatan dua di beberapa buah sekolah sekitar daerah Johor Bahru. Ia difokuskan kepada keupayaan pelajar dalam proses menyelesaikan masalah yang merangkumi: proses memahami masalah, merancang strategi penyelesaian, melaksanakan strategi dan akhir sekali menyemak serta menilai jawapan. Kajian ini merupakan kajian tinjauan. Persampelan adalah secara persampelan kelompok. Sampel kajian adalah terdiri daripada 70 orang pelajar tingkatan dua. Tiga alat kajian digunakan, iaitu ujian penyelesaian masalah matematik bukan rutin, soal selidik berkaitan sikap terhadap penyelesaian masalah dan temu bual berstruktur. Tiga kategori yang dinilai dalam inventori sikap adalah kesanggupan dalam aktiviti menyelesaikan masalah, ketabahan ketika menyelesaikan masalah dan keyakinan diri dalam menyelesaikan masalah. Dapatan menunjukkan bahawa pelajar tingkatan dua mempunyai kemahiran memahami masalah pada tahap tinggi tetapi mempunyai kemahiran merancang strategi dan menulis jawapan pada tahap yang sangat lemah. Manakala bagi kemahiran melaksana strategi, pelajar tingkatan dua ini berada pada tahap yang sederhana dalam menyelesaikan masalah matematik bukan rutin. Dari segi sikap terhadap penyelesaian masalah, pelajar tingkatan dua mempunyai tahap sikap yang tinggi dalam kesanggupan dan ketabahan tetapi mempunyai tahap sikap yang sederhana dalam keyakinan. Temu bual pula mendapati terdapat perbezaan pandangan dan pola penyelesaian antara pelajar yang mendapat skor terendah dan pelajar yang mendapat skor tertinggi ketika menjawab soalan matematik bukan rutin. Kata kunci: Masalah matematik bukan rutin; proses menyelesaikan masalah; kesanggupan; ketabahan; keyakinan diri This study was designed to identify student’s ability in solving non–routine mathematical problem among form two students from schools in the district of Johor Bahru. Its focus is on student’s ability on problem solving process that is: to understand the problem, to plan the problem solving strategies, to carry out the strategies, and lastly to review the answers as well as the overall solution. This study was a form of survey with a cluster sampling. A total of 70 form two students were chosen as research sample. Three instruments were used: non–routine problem solving test, a questionnaires about problem solving attitudes and a structured interview. Three categories on attitudes inventory evaluated were willingness, perseverance and self–confidence on problem solving activity. The findings of the study showed that form two students were skilled in the understanding of the problem but have low skills in planning problem solving strategies and in reviewing the answers. These students have moderate skills to carry out the strategies in solving non-routine mathematical problem. Results of attitude on problem solving showed that form two students have high scores for attitudes on willingness and perseverance but average scores for attitude on confidence. The interview also showed student opinion varied and there is a marked difference in patterns of solving problems across students with lowest scores and highest scores. Key words: Non–routine mathematical problem; problem solving process; willingness; perseverance; self–confidence

scholarly journals PENERAPAN TEORI KONSTRUKTIVIS DALAM PEMBELAJARAN

2020 ◽  
Vol 8 (2) ◽  
pp. 19-32
Author(s):  
Fatimah Saguni
Keyword(s):  
Problem Solving ◽  
Cognitive Processes ◽  
Learning Process ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Contextual Approach ◽  
Learning And Teaching ◽  
Active Involvement ◽  
Problem Solving Strategies ◽  
Constructing Knowledge

Constructivism is the basis for thinking of a contextual approach, namely that knowledge is built not a set of facts, concepts, or rules that are ready to be remembered. Students must construct that knowledge and give meaning through real experience. Students need to be accustomed to solving problems, finding something useful for themselves, and struggling with ideas. The teacher will not be able to give all knowledge to students. Students must construct knowledge in their own minds. Knowledge is not static, but is constantly evolving and changing as students construct new experiences that force them to base themselves and modify previous knowledge.Learning must be packaged into the process of constructing knowledge rather than receiving knowledge. In the learning process, students build their own knowledge through active involvement in the learning and teaching process. Students become the center of activities, not teachers.Critical thinking is an attempt by someone to check the truth of information using the availability of evidence, logic, and awareness of bias. Critical thinking skills are the cognitive processes of students in analyzing systematically and specifically the problems faced, distinguishing these problems carefully and thoroughly, as well as identifying and reviewing information to plan problem solving strategies.

scholarly journals Learner Autonomy: Learners’ Perceptions on Strategies to Achieve Autonomy in an EFL Classroom

2021 ◽  
Vol 4 (3) ◽  
Author(s):  
Muhammad Amir Saeed
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Lifelong Learning ◽  
Learning Process ◽  
Educational Institution ◽  
Learner Autonomy ◽  
Structured Interview ◽  
Tertiary Level ◽  
Efl Learners ◽  
Higher Educational

Learner autonomy is considered as one of the most important factors contributing to lifelong learning for language learners studying at university. This is primarily because learners were likely to feel motivated and engaged when they were given the freedom to take charge of their learning. Higher Education in Oman has been relatively a recent phenomenon that was introduced three decades before. Ministry of Higher Education in Oman emphasis developing lifelong learning and self-study skills in learners studying at a higher educational institution in Oman. Most of the learners studying at higher educational institutions were taught by the native Arab speakers in schools, and they were mostly dependent on their teachers for the completion of different academic tasks in schools. Learner autonomy is now not desired but the obligatory aspect of learning under the current unprecedented circumstances where learners were required to take control of their learning, complete their tasks, assignments and projects on their own and where teacher intervention is minimal due to ‘remote teaching’ situation. The prevalent situation where technology has now taken the pivotal role in shaping the 21st century teaching and learning process, it is high need for the EFL learners studying at tertiary level at the university should be autonomous and critical thinkers who can control of their learning process and aware of the necessities of learning. Therefore, considering the learners’ spoon-feeding learning attitude at school and fast-changing learning requirement, the researcher aimed at identifying learners’ understanding and perceptions to achieve autonomy in learning in an EFL Context. This study also aims at finding out learners’ belief on the role of peers, teachers and social media in achieving autonomy in learning. By using mixed method approach, the researcher designed a 35-items Likert scale questionnaire and semi-structured interview questions to record the perceptions of 135 EFL learners studying at tertiary level in a private university in Oman. The results of the current study revealed that students were aware of the concept of learner autonomy and they believe that teacher’s scaffolding, peer intervention and use of social media platforms can not only help them to foster autonomy in them but also to gain confidence, motivation, self-esteem, sense of responsibility and self-determination in an EFL language learning environment. The implications of this research will assist the EFL teachers and the administration to consider EFL learners learning needs and learners’ self-efficacy and attitude towards their own learning.

scholarly journals Critical Thinking in Algerian Secondary School EFL Classes: Expectations and Reality

2021 ◽  
Vol 12 (3) ◽  
pp. 97-110
Author(s):  
Meriem Baghoussi
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Classroom Practices ◽  
Structured Interview ◽  
Project Based Learning ◽  
Content Acquisition ◽  
Competency Based ◽  
Problem Solving Strategies ◽  
Language Content ◽  
Teacher Trainer

The Algerian educational system is competency-based; therefore, it focuses on developing learners’ competencies and skills through a learner-centered methodology that fosters autonomy. To help teachers apply such methodology, the English syllabus designers recommend using Project-Based Learning, active learning, and problem-solving strategies to help learners develop 21st-century skills and communicate effectively, collaborate, and think critically and creatively. However, those methods and strategies are absent in classrooms, and therefore critical thinking is not promoted. In this context, two questions are raised to affirm this hypothesis. (1) To what extent do teachers respect the syllabus designers’ recommendations? (2) Why do teachers avoid using the recommended methods and strategies? To investigate those questions and achieve the aim of this research, the researcher carried out an in-depth quantitative analysis of 30 anonymous classroom observation reports written by a certified English teacher trainer. To address the qualitative aspect of the research, the researcher held a semi-structured interview with the same teacher trainer. The reports that were examined contained 150 comments on teachers’ classroom practices and assessment methodologies. The results showed that English teachers partially respect the syllabus designers’ recommendations. Besides, the teachers’ methods, classroom practices, and assessment approaches are mainly based on direct instruction and language content acquisition rather than on reflective and problem-solving learning; therefore, they are not conducive to implementing and developing learners’ critical thinking. The conclusion drawn from the data analysis of the current research is that teachers’ hesitance to use the recommended pedagogical approach and methods is due to some hindrances faced by teachers, namely classrooms overcrowdedness, the content-based baccalaureate exam and lack of time due to the lengthy English programs.

REFLECTION AND STRATEGIES IN FOREIGN LANGUAGE LEARNING.Jennifer Ridley. Frankfurt am Main: Lang, 1997. Pp. 260. $51.95 paper.

1999 ◽  
Vol 21 (3) ◽  
pp. 499-500
Author(s):  
Linda Bender
Keyword(s):  
Problem Solving ◽  
Foreign Language ◽  
Learning Strategies ◽  
Language Teaching ◽  
Learner Autonomy ◽  
Target Language ◽  
Frankfurt Am Main ◽  
Self Reflection ◽  
Problem Solving Strategies

Ridley addresses two developments in language teaching and SLA research. The first development is toward learner autonomy through self-reflection. None of her subjects reported learning a language in a classroom with a focus on learning strategies, though Ridley documents their individual preferred learning strategies with data from the beginning of the study. She then formulates her first hypothesis, “that individual learners have their own preferred lexical problem-solving strategies and patterns of reflective monitoring which are manifest when they speak and also write in the target language” (p. 20).

scholarly journals Critical Thinking in Algerian Secondary School EFL Classes: Expectations and Reality

2021 ◽  
Author(s):  
Meriem Baghoussi
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Classroom Practices ◽  
Structured Interview ◽  
Project Based Learning ◽  
Content Acquisition ◽  
Competency Based ◽  
Problem Solving Strategies ◽  
Language Content ◽  
Teacher Trainer

The Algerian educational system is competency-based; therefore, it focuses on developing learners’ competencies and skills through a learner-centered methodology that fosters autonomy. To help teachers apply such methodology, the English syllabus designers recommend using Project-Based Learning, active learning, and problem-solving strategies to help learners develop 21st-century skills and communicate effectively, collaborate, and think critically and creatively. However, those methods and strategies are absent in classrooms, and therefore critical thinking is not promoted. In this context, two questions are raised to affirm this hypothesis. (1) To what extent do teachers respect the syllabus designers’ recommendations? (2) Why do teachers avoid using the recommended methods and strategies? To investigate those questions and achieve the aim of this research, the researcher carried out an in-depth quantitative analysis of 30 anonymous classroom observation reports written by a certified English teacher trainer. To address the qualitative aspect of the research, the researcher held a semi-structured interview with the same teacher trainer. The reports that were examined contained 150 comments on teachers’ classroom practices and assessment methodologies. The results showed that English teachers partially respect the syllabus designers’ recommendations. Besides, the teachers’ methods, classroom practices, and assessment approaches are mainly based on direct instruction and language content acquisition rather than on reflective and problem-solving learning; therefore, they are not conducive to implementing and developing learners’ critical thinking. The conclusion drawn from the data analysis of the current research is that teachers’ hesitance to use the recommended pedagogical approach and methods is due to some hindrances faced by teachers, namely classrooms overcrowdedness, the content-based baccalaureate exam and lack of time due to the lengthy English programs.

scholarly journals Implementasi Kurikulum 2013 di SMA Islam Al-Azhar 9 Yogyakarta

2019 ◽  
Vol 1 (2) ◽  
pp. 90-108
Author(s):  
Khusnul Khotimah
Keyword(s):  
Problem Solving ◽  
Learning Process ◽  
Study Groups ◽  
Process Learning ◽  
Rules And Principles ◽  
Problem Solving Strategies

Curriculum of 2013 demands that in the implementation of learning students are given the freedom of thinking to understand problems, develop problem solving strategies, propose ideas freely and openly. The teacher's activity in learning is to train and guide students to think critically and creatively in solving problems. The teacher must strive to organize cooperation in study groups, train students to communicate using graphs, diagrams, schemes, and variables. It is expected that the entire work is always presented in front of the class to find various concepts, results of problem solving, rules and principles found through the learning process. Learning is not only emphasized on one aspect, but the balance on the affective aspects, psychomotor aspects, and cognitive aspects.

Complex Problem Solving and Worked Examples

2009 ◽  
Vol 23 (2) ◽  
pp. 129-138 ◽  
Author(s):  
Florian Schmidt-Weigand ◽  
Martin Hänze ◽  
Rita Wodzinski
Keyword(s):  
Problem Solving ◽  
Cognitive Load ◽  
Learning Experience ◽  
Worked Examples ◽  
Complex Problem ◽  
Complex Problem Solving ◽  
Strategic Learning ◽  
Learning Behavior ◽  
Worked Example ◽  
8Th Grade

How can worked examples be enhanced to promote complex problem solving? N = 92 students of the 8th grade attended in pairs to a physics problem. Problem solving was supported by (a) a worked example given as a whole, (b) a worked example presented incrementally (i.e. only one solution step at a time), or (c) a worked example presented incrementally and accompanied by strategic prompts. In groups (b) and (c) students self-regulated when to attend to the next solution step. In group (c) each solution step was preceded by a prompt that suggested strategic learning behavior (e.g. note taking, sketching, communicating with the learning partner, etc.). Prompts and solution steps were given on separate sheets. The study revealed that incremental presentation lead to a better learning experience (higher feeling of competence, lower cognitive load) compared to a conventional presentation of the worked example. However, only if additional strategic learning behavior was prompted, students remembered the solution more correctly and reproduced more solution steps.

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