scholarly journals The Influence of Processing and Regulation of Learning on Academic Achievement Amongst First Year Undergraduate Psychology Students in University of North Sumatra

2019 ◽  
Vol 15 (2) ◽  
pp. 36
Author(s):  
Fonds Novel ◽  
Clara R. P. Ajisuksmo ◽  
Sri Supriyantini
Keyword(s):  
Academic Achievement ◽  
Learning Style ◽  
Parental Support ◽  
Student Academic Achievement ◽  
Learning Orientation ◽  
Learning Material ◽  
Student Centered ◽  
Student Centered Learning ◽  
Grade Point ◽  
Learning Style Inventory

Transition of learning from secondary to higher education demands new students to do academic adjustments, especially towards the change from rote learning to student-centered learning. Student-centered learning requires students to process learning material with more depth and to regulate their own learning. These skills often relate with academic achievement. The purpose of this study was to investigate the influence of processing and regulation of learning conducted by first-level students on academic achievement. Other factors that affect academic achievement were explored too, such as student’s sex, parental support, conception of learning, and learning orientation . This study used mixed method. Quantitative data was obtained through Inventarisasi Cara Belajar (ICB) or Learning Style Inventory, which was filled by 180 third-semester students. ICB was used for measuring the processing and regulation of learning and their effect on academic achievement, which is depicted by Grade Point Average (GPA). Qualitative data was obtained through group interviews. Results of the study indicate that lack of regulation is the only one variable that can predict student academic achievement with a negative correlation. Several other factors were found to affect student academic achievement, including learning orientation, learning conceptions, learning motivation, academic commitment, and parental support. Researcher then designed a training based on reciprocal-teaching approach as an intervention with students as the participant.

scholarly journals PENGARUH ORIENTASI PEMBELAJARAN DAN KONSEPSI BELAJAR TERHADAP PRESTASI AKADEMIK MAHASISWA TAHUN PERTAMA

2020 ◽  
Vol 5 (1) ◽  
pp. 8
Author(s):  
Agatha Rizky
Keyword(s):  
Academic Achievement ◽  
Learning Styles ◽  
Multiple Regression ◽  
Peer Influence ◽  
Self Regulation ◽  
Private University ◽  
Student Academic Achievement ◽  
Learning Orientation ◽  
Grade Point ◽  
Learning Conceptions

ABSTRACTThis study aims to give an overview of learning orientation and learning conception on academic achievement of first year university students. learning orientation are the reason that motivates one to study, while learning conceptions are student’s beliefs and views on learning and related phenomena, both are affective dimension known to influence the quality of learning. This study used a mixed-methods approach, quantitative and qualitative. Third semester psychology student (N=207)from private university filled out Inventarisasi Cara Belajar (Part B), the adapted translated versions of the Inventory of Learning Styles, which used to measure learning orientation and student learning conceptions and their influence on academic achievement, which is seen through the Grade Point Average. Qualitative data is obtained through focus group discussions conducted in a group of students with high GPA and one group of students with a low GPA. The mean age of participants was 18,8 years with 11% males and 89% females. Data analysis using multiple regression showed, certificate directed variables, and ambivalent in learning orientation and cooperation variables in the conception of learning were able to predict student academic achievement with a negative correlation. Several other factors that influenced student academic achievement, including regulation of learning Self-regulation, peer influence, and leadership initiative.  ABSTRAKPenelitian bertujuan untuk memperoleh gambaran pengaruh orientasi pembelajaran dan konsepsi belajar terhadap prestasi akademik mahasiswa tahun pertama. Orientasi belajar adalah alasan yang mendorong seseorang untuk belajar dan kuliah, sedangkan konsepsi pembelajaran adalah keyakinan dan pandangan tentang pembelajaran dan fenomena terkait, keduanya merupakan dimensi afektif proses belajar yang ikut menentukan kualitas hasil belajar mahasiswa. Penelitian ini menggunakan mixed method, yakni pendekatan kuantitatif dan kualitatif. Sebagai data kuantitatif sejumlah 207 mahasiswa semester tiga dari fakultas psikologi universitas swasta mengisi kuesioner Inventarisasi Cara Belajar (Bagian B) sebuah alat ukur adaptasi dari Inventory of Learning Styles. Inventarisasi Cara Belajar digunakan untuk mengukur gambaran orientasi pembelajaran dan konsepsi belajar mahasiswa serta pengaruhnya terhadap prestasi akademis, yang dilihat melalui Indeks Prestasi Kumulatif. Data kualitatif diperoleh melalui diskusi kelompok terarah pada satu kelompok mahasiswa dengan IPK tinggi dan satu kelompok mahasiswa dengan IPK rendah. Usia rata-rata partisipan adalah 18,8 tahun, dengan 11% laki-laki dan 89% perempuan. Hasil analisis data menggunakan multiple regression menunjukkan bahwa variabel certificate directed, dan ambivalent dalam orientasi pembelajaran dan variabel cooperation dalam konsepsi belajar mampu memprediksi prestasi akademis mahasiswa dengan korelasi negatif. Beberapa faktor lain yang ditemukan memengaruhi prestasi akademis mahasiswa, di antaranya regulasi pembelajaran Self-regulation, Peer influence, dan Initiative Leadership.

The Development of eLEMA-SCL Protozoa for Invertebrate Zoology Courses

2021 ◽  
Author(s):  
Agus Haryono ◽  
BEJO BASUKI ◽  
CHAIDIR ADAM ◽  
SHANTY SAVITRI ◽  
ELGA ARAINA ◽  
...  
Keyword(s):  
Phase 1 ◽  
Student Response ◽  
Learning Material ◽  
Development Research ◽  
Phase 2 ◽  
Learning Materials ◽  
Phase 3 ◽  
Student Centered ◽  
Student Centered Learning ◽  
Electronic Learning

The development of electronic learning materials is very necessary in the midst of the COVID-19 pandemic which requires lecture activities to be carried out online. This was carried out to support physical distancing in an effort to break the chain of transmission of COVID-19. Currently, there are not many electronic learning materials available that lead to student centered learning (SCL) and can be implemented in the midst of the COVID-19 pandemic. The purpose of this research is to develop an eLEMA (Electronic Learning Material) application, an Android-based electronic learning material with content or material that can be accessed online and offline, and with features that make it easier for users to operate. This research is a research development (Research and Development; R & D) to develop Android-based ELEMA-SCL PROTOZOA (Electronic Learning Material-Student Centered Learning) for Zoology courses. This development model consists of 3 phases of approach, namely: (1) Phase 1: Needs Assessment; (2) Phase 2: Design; and (3) Phase 3: Develop / Implement. The product developed in the form of an Android-based eLEMA application made using the MIT App Inventor is feasible to implement. The implementation results show: (1) the effectiveness of online and offline lectures with a gain value of 0.52 in the Medium category; (2) student response to the implementation of eLEMA is positive. Thus the eLEMA application can be used for online and offline lectures during the COVID-19 pandemic.

Physiology teaching and learning experience in a new modular curriculum at the National University of Rwanda

2010 ◽  
Vol 34 (1) ◽  
pp. 11-14 ◽  
Author(s):  
Jean Bosco Gahutu
Keyword(s):  
Learning Style ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Internet Access ◽  
First Year ◽  
Student Centered ◽  
Student Centered Learning ◽  
Material Resources ◽  
National University ◽  
Contact Hours

In the present article, I report on my experience in teaching and learning physiology in the first year of a new modular curriculum at the Faculty of Medicine of the National University of Rwanda. With self-reported questionnaires, I collected learning experience perceptions from 112 students who attended the module of physiology in 2008. The results showed satisfaction with active learning methods but complaints about the limited contact hours allocated to classroom lectures and practical classes. Student-centered learning was handicapped by the limited computer and internet access for students and by the limited number of textbooks in the library. In conclusion, the new teaching and learning style was appreciated by the students, but problems related to limited human and material resources need to be solved.

scholarly journals ANALISIS REGRESI LOGISTIK BINER TERHADAP FAKTOR PENGARUH PRESTASI AKADEMIK MAHASISWA TADRIS MATEMATIKA IAIN PURWOKERTO

2017 ◽  
Vol 18 (1) ◽  
pp. 46-65
Author(s):  
Mutijah Mutijah
Keyword(s):  
Academic Achievement ◽  
Logistic Regression ◽  
Learning Process ◽  
Binary Logistic Regression ◽  
Learning Activities ◽  
Student Academic Achievement ◽  
Binary Logistic Regression Analysis ◽  
Learning Achievement ◽  
Grade Point ◽  
Social Environmental

Abstract: Learning achievement or academic achievement are things that cannot be separated from learning activities because they are the output of the learning process and are evidence of an individual's ability to carry out learning activities. This is in accordance with the definition of learning achievement is the result achieved from a learning process. Student academic achievement can be known after an evaluation is carried out and reflected in the form of a GPA or Grade Point Average (GPA). In general, if the IP or GPA achieved by students of Mathematics Tadris is less than 3 (three) is not as expected, whereas if the IP or GPA achieved 3 (three) or above 3 (three) is as expected. Learning achievement or academic achievement that can be achieved by students is influenced by many intelligence factors or abilities and external factors including economic factors and social environmental factors. Factors from outside the IAIN Purwokerto Mathematics Tadris students can be in the form of scholarships, schools, students or not, and students joining the organization or not when students are studying. Analysis of scholarship factors, school origin, students or not, and students following the organization or not on student academic achievement can be done using binary logistic regression. Based on binary logistic regression analysis the results showed that scholarship factors if categorized as students getting scholarships or not affecting academic achievement were only 0.2%, school-originating factors from the SMA and MA categories had an effect of 22.4%, high school or vocational category 81, 1%, MA or SMK category of 69.9%, MA or MAK category and SMK or MAK have no effect due to the absence of the IAIN Purwokerto Mathematics Tadris student from MAK, the factor of students staying in the cottage or not having an effect is 10.7% , and student factors follow the organization or not at 71.3%. Keywords: Binary Logistic Regression, Scholarship, School Origin, Education, Organization, Achievement.

scholarly journals Historia Dilemma Pendidikan Islam: Mengutamakan Kesalehan dan Moral atau Prestasi Akademik atau Integrasi Keduanya dalam Pembelajaran yang Berpusat pada Siswa

2019 ◽  
Vol 3 (1) ◽  
pp. 1-8
Author(s):  
Syu'aib Nawawi
Keyword(s):  
Academic Achievement ◽  
Large Scale ◽  
Science Studies ◽  
Islamic Education ◽  
13Th Century ◽  
Student Centered ◽  
Student Centered Learning ◽  
Religious Doctrine ◽  
Scientific World ◽  
The Right

The purpose of this article is to examine historically the dilemma of Islamic Education in practice prioritizing piety and morals or academic achievement or the integration of both and whether student-centered learning comes from the concept of Islam. The results of the discussion concluded that the progress and decline of Islamic education along with political and other developments in each era of large-scale gradations began the attack of the orientalist era of Al Ghozali, external invasion had attacked the heart of Islam which began from the continuous 11th and 12th crusades and Mongol invasion during the 13th century, and afterwards, Islamic education underwent several transformations in its main characteristics even though it was slowed down by the issue of taqlid. The point is the combination of the deadly taqlid invasion and foreign attacks significantly dims the prominence of Islam in the artistic and scientific world. Between the emergence of the appearance of Islamic thinkers and their relationship with the rulers of their time, differences must be made between Madrasahs and Maktab because both are related to Islamic education. Islam regards science as another form of worship and that humans must be close to Allah. Science studies are expected to strengthen faith: "Muslim educators unanimously agree that the purpose of education is not to cram students' minds with facts alone, but more important is to prepare them for a pure and sincere life". In the Muslim world, regardless of differences in religious doctrine, the curriculum is ideally the same, regardless of the composition of race, language or school. The curriculum in the Maktab is centered on the Quran. Student piety and moral behavior are considered as important as student academic achievement in Islam. The consensus of Islamic education holds the idea that a teacher must persuade students to be brighter than dictate or force - the teacher assures students of the truth. Along with instilling students with his knowledge he must be an example of a model of behavior, because washing, cheating and corruption are not considered as professions in Islam. A teacher must be an example of the religious values ​​expected by students. This opens the way for developing Students' intelligence and personality in the right direction. From this study, it has historically proven that Islamic education is student-centered education

scholarly journals BSN graduates’ preferred learning styles: implications for student-centered learning

2017 ◽  
Vol 7 (10) ◽  
pp. 56
Author(s):  
Judith C. Bruce ◽  
Evelyn B. Chilemba
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Independent Learning ◽  
Nursing Graduates ◽  
Paradigm Shifts ◽  
Student Centered ◽  
Student Centered Learning ◽  
Pedagogical Strategies ◽  
Educational Paradigm ◽  
Teacher Centered

Purpose: The purpose of the study was to determine the learning styles that nursing graduates employed during the course of their BSN programme.Methods: Within a sequential, explanatory mixed methods design a survey was administered to determine graduates’ learning styles. From a population of 384 graduates, a sample of 200 agreed to participate. Data were collected using the Grasha-Riechmann Learning Styles Scales. MS Excel was used to enter the learning styles scores; descriptive statistics were computed using the statistical package SPSS Version 16.0.Results: The most dominant and preferred learning styles are Competitive learning style (x̄ = 3.98; SD = 0.52) and Avoidant learning style (x̄ = 3.88; SD = 0.68). Both are teacher-centered learning styles that do not promote learner independence, confidence, critical thinking and active learning. The least preferred is the Independent Learning Style (x̄ = 2.84; SD = 0.80). Implications for student-centered learning are inferred from the results.Conclusions: Graduates’ preference for the Competitive and Avoidant learning styles reflects an alignment with a teacher-centered paradigm and lack of diversity in use of learning styles during their study. The preferred learning styles detract from student-centered learning and point to an approach to teaching that integrates Socratic and facilitative methods to promote diversity of learning styles. As the educational paradigm shifts towards student-centered learning there is mounting pressure on educators to have better understanding on students’ preferred learning styles and adopt variety of pedagogical strategies to optimize ways students learn.

scholarly journals ANALYSIS OF ACTIVE LEARNING IN SCHOOL (ALIS) ON BIOLOGY SUBJECT AT SENIOR HIGH SCHOOL IN SALATIGA

EDUTECH ◽  
2016 ◽  
Vol 15 (2) ◽  
pp. 138
Author(s):  
Desy Fajar Priyayi ◽  
Risya Pramana Situmorang ◽  
Gamaliel Septian Airlanda
Keyword(s):  
High School ◽  
Active Learning ◽  
Learning Style ◽  
Senior High School ◽  
Contextual Learning ◽  
Biology Teachers ◽  
Student Centered ◽  
Student Centered Learning ◽  
Student Work ◽  
High Level

Abstract, Active learning in school (ALIS) is one of the learning models that can be applied by teachers to improve students’ achievement. This study aims to determine the implementation of ALIS indicator on biology subject at senior high school in Salatiga and to know the factors that influence it. This is a descriptive qualitative research and the data was collected using  questionnaires, observation, interview, and documentation technique. The objects of study were 156 students and 5 biology teachers at five senior high schools in Salatiga. The results showed the percentage of ALIS indicators from low level to high were: learning to encourage students to interact multidirectional (60.42%); using the environment as a medium and learning resources (64.94%); maintaining the learning environment (65.81%); learning encourages student to think at high level (66.11%); student-centered learning (66.91%); there are feedback on student work (70.47%); monitoring the learning process by teacher (71.04 %); contextual learning (73.63%); learning model accommodate different learning style (75.71%). Biology teachers in Salatiga have been implementing ALIS but there are some factors influence it which include lack of time to study with so many subject materials, inadequate facilities and infrastructure, and the students’ unfamiliarity with the application of active learning.Keywords: ALIS, active learning, biology teaching and learningAbstrak, Active learning in school (ALIS) merupakan salah satu pilihan model pembelajaran yang dapat diterapkan oleh guru dan memberikan dampak positif kepada siswa. Penelitian ini bertujuan untuk mengetahui penerapan indikator ALIS pada mata pelajaran biologi sekolah menengah atas (SMA) di Salatiga dan faktor-faktor yang mempengaruhinya. Penelitian ini merupakan penelitian deskriptif kualitatif dengan teknik pengumpulan data menggunakan angket, observasi, wawancara dan dokumentasi. Obyek penelitian adalah 156 siswa dan 5 guru biologi yang tersebar di  lima Sekolah Menengah Atas (SMA) kota Salatiga. Hasil penelitian menunjukkan persentase keterlaksanaan indikator ALIS dari tingkat rendah ke tinggi adalah: pembelajaran mendorong siswa untuk berinteraksi multiarah (60,42%), pembelajaran penggunaan lingkungan sebagai media dan sumber belajar (64,94%), adanya penataan lingkungan belajar (65,81%), pembelajaran mendorong anak untuk berpikir tingkat tinggi (66,11%), pembelajaran berpusat pada siswa (66,91%), adanya umpan balik terhadap hasil kerja siswa (70,47%), pemantauan proses belajar oleh guru (71,04%), pembelajaran terkait dengan kehidupan nyata (73,63%), pembelajaran mengakomodasi gaya belajar yang berbeda-beda (75,71%).Guru biologi di Salatiga telah melaksanakan ALIS, namun terdapat beberapa hambatan antara lain: keterbatasan waktu dengan tuntutan banyaknya materi, terbatasnya sarana dan prasarana, dan belum terbiasanya siswa menerapkan pembelajaran aktif.

scholarly journals Learning styles and academic achievement among undergraduate medical students in Thailand

2015 ◽  
Vol 12 ◽  
pp. 38 ◽  
Author(s):  
Wichuda Jiraporncharoen ◽  
Chaisiri Angkurawaranon ◽  
Manoch Chockjamsai ◽  
Athavudh Deesomchok ◽  
Juntima Euathrongchit
Keyword(s):  
Academic Achievement ◽  
Medical Students ◽  
Learning Styles ◽  
Learning Style ◽  
Teaching Methods ◽  
Undergraduate Medical Students ◽  
Grade Point ◽  
Learning Content ◽  
Index Of Learning Styles ◽  
High Academic Achievement

Purpose: This study aimed to explore the associations between learning styles and high academic achievement and to ascertain whether the factors associated with high academic achievement differed between preclinical and clinical students. Methods: A survey was conducted among undergraduate medical students in Chiang Mai University, Thailand. The Index of Learning Styles questionnaire was used to assess each student’s learning style across four domains. High academic achievement was defined as a grade point average of at least 3.0. Results: Of the 1,248 eligible medical students, 1,014 (81.3%) participated. Learning styles differed between the preclinical and clinical students in the active/reflective domain. A sequential learning style was associated with high academic achievement in both preclinical and clinical students. A reflective learning style was only associated with high academic achievement among preclinical students. Conclusion: The association between learning styles and academic achievement may have differed between preclinical and clinical students due to different learning content and teaching methods. Students should be encouraged to be flexible in their own learning styles in order to engage successfully with various and changing teaching methods across the curriculum. Instructors should be also encouraged to provide a variety of teaching materials and resources to suit different learning styles.

Sign in / Sign up

Export Citation Format

Share Document