Home-schooling Learning Model in Order to Achieve Success- What's Different with Learning from Home? (Case Study on Students in The Pewaris Bangsa Home-schooling Community, Bandung)

2021 ◽  
Vol 7 ◽  
pp. 00016
Author(s):  
Sanny Darman ◽  
Iip Saripah ◽  
Sardin Sardin
Keyword(s):  
Home Schooling ◽  
Learning Model ◽  
Self Directed Learning ◽  
School Students ◽  
Self Regulated Learning ◽  
School Programs ◽  
Directed Learning ◽  
Role Of Parents

During the pandemic when people are pessimistic about learning to be done from home, the term home-schooling is in the spotlight. Many families actually choose home-schooling long before this condition occurs because they believe this learning model can bring success to their children. Is home-schooling the same as “learning from home”? Why homeschool students can succeed? By conducting case studies in the Pewaris Bangsa Home-schooling Community, through various series of interviews and observations of students, parents as well as community managers and collecting documentation, this research was conducted. The learning model of home-schooling students in the Pewaris Bangsa Home-schooling Community is different from learning from home carried out by formal schools during the pandemic as parents are entrusted with managing their children's learning, self-regulated learning and self-directed learning are more likely to occur than school students and the learning model that is carried out leads to the needs of students, not just teachers or school programs.  The success of students occurs because they have more motivation and the ability to self-regulate which is fostered by the role of parents and the environment.

Describing Self-Directed Learning in Primary Students

2018 ◽  
pp. 1-32
Keyword(s):  
Young Children ◽  
Primary School ◽  
The Self ◽  
Primary Students ◽  
Self Directed Learning ◽  
School Students ◽  
Self Regulated Learning ◽  
Directed Learning

There have been calls for research into Self-Directed Learning (SDL) for students in schools. This book responds to this call. Chapter 1 describes SDL as being informed by constructivist and cognitivist theories of learning, both of which emphasize the central role of the self in learning. In order to clarify the concept of SDL, it is distinguished from similar descriptions of Self-Regulated Learning (SRL) through its focus on internal and external influences. Finally, the chapter reports on research that describes adult SDL, SDL as it relates to very young children, and gifted elementary (primary) school students.

scholarly journals Comprehensive Case Study Program of Ethics Course Based on the Blended Learning Model and its Impact on Active Learning Indicators

2020 ◽  
Author(s):  
leili mosalanejad ◽  
Atefeh karamzadeh ◽  
Leila Bazrafkan
Keyword(s):  
Active Learning ◽  
Medical Ethics ◽  
Blended Learning ◽  
Educational Program ◽  
Self Regulation ◽  
Learning Model ◽  
Self Directed Learning ◽  
Ethics Course ◽  
Directed Learning

Abstract Background Now in training physicians, should be pay attention to medical education and clinical skills with respect to justice, dignity and human rights. This is the ultimate goal of medical ethics. The purpose of this study is a comprehensive case study educational program of ethics course based on blended learning model and its effect on indicators of active learning. MethodsThis quasi-experimental intervention study was performed on 70 physiopathology medical students who had taken medical ethics course. The students' educational program included teaching theoretical topics of medical ethics, discussing ethical issues and clinical reasoning on cases, discussing in forum environment and individual assignments in LMS system and completing portfolio. Student evaluation was associated with evaluating the effect of method on students' knowledge, attitude and ethical reasoning skills. The impact of intervention on self-directed learning and self-regulation was also investigated. Data collection tools were Gaglimino (1978) and Beauford (1995) self-directed readiness questionnaires that students answered before and after their intervention. . Data analysis was performed using SPSS software at two levels of descriptive and analytic statistics. Results The results showed that there was a significant difference between students 'self-direction after the intervention compared to before the intervention (p = 0.005). but, students' self-regulation was not significant despite the increase after the intervention (p = 0.149). Also, the total score of students in intervention group were significant compared to traditional group (p<.05).Conclusion According to research findings, it is suggested that while considering student-centered educational approaches based on case study, the use of blended learning in medical ethics course, can have a positive effects on improving students' learning and individual learning indicators (self-regulation and self-directed learning). Using those method suggest in other medical courses.

Promoting Academic and Nonacademic Behaviors in Students With EBD Using the Self-Determined Learning Model of Instruction: A Mathematics Example

2019 ◽  
Vol 29 (3) ◽  
pp. 162-173
Author(s):  
Joshua M. Pulos ◽  
Corey Peltier ◽  
Kendra L. Williams-Diehm ◽  
James E. Martin
Keyword(s):  
Goal Attainment ◽  
Emotional And Behavioral Disorders ◽  
Learning Model ◽  
The Self ◽  
Self Determination ◽  
Self Directed Learning ◽  
Self Regulated Learning ◽  
Directed Learning ◽  
Problem Solvers ◽  
Students With Ebd

Teaching self-determination to students with emotional and behavioral disorders (EBD) may empower them to become self-regulated problem solvers. This article, using the Self-Determined Learning Model of Instruction (SDLMI), outlines a framework for teachers to facilitate mathematics instruction and goal attainment relative to in-school and postschool outcomes. The SDLMI’s three phases enable teachers to promote self-directed learning in their students with EBD. These increased opportunities of self-regulated learning can improve students’ in-school and postschool success.

Teaching Dictionary Skills to Elementary School Students

2020 ◽  
Vol 43 (2) ◽  
pp. 159-169
Author(s):  
G. Omarova ◽  
◽  
M. Kenzhegaliyeva ◽  
Keyword(s):  
Primary Schools ◽  
Educational Process ◽  
Present Stage ◽  
Self Directed Learning ◽  
School Students ◽  
Knowledge And Skills ◽  
Self Development ◽  
Directed Learning ◽  
Self Learning

At the present stage, the role of the student in learning is becoming more significant, since the educational process is increasingly turning into a process of self-learning and the students themselves choose their education path. For successful self-directed learning, students need various skills. This article focuses on the teaching dictionary skills in primary schools. Under changed conditions, elementary schools are required to provide their students with the knowledge and skills in using various types of dictionaries, both printed and electronic media as well as monolingual and bilingual. Therefore, a clearly designed and properly organized educational environment is of utmost importance. Didactic conditions contribute to the development of dictionary skills and, in general, to self-development of students.

scholarly journals “It is Important to Prepare Ourselves for the Future Career”: A Study of Indonesian Student’s Self-Directed Experience on Career Exploration

2019 ◽  
Vol 3 (2) ◽  
pp. 107-118
Author(s):  
Ragwan Mohsen Alaydrus ◽  
Siti Rafiah Abd. Hamid
Keyword(s):  
High School ◽  
High School Students ◽  
Single Case ◽  
Structured Interview ◽  
Career Exploration ◽  
Self Awareness ◽  
Self Directed Learning ◽  
School Students ◽  
Directed Learning

Lack of career exploration leads to career indecisiveness among Indonesian high school students. According to some studies, successful career exploration is determined by students’ initiative. However, no consistent answer about factors that make the students self-directedly engage in career exploration. This study is aimed to explore student’s self-directedness during the career exploration, including the factors that encourage student’s career exploratory behavior. This single case study used semi-structured interview and document analysis to investigate the experience of one Indonesian high school student. Two themes emerged from the data: involvement factor in career exploration, which determined by internal and external influence, and qualities of self-directedness, which is reflected by the employment of strategies and self-awareness. Recommendation for parents and educators to provide exposure to various activities, explicit teaching of self-directed learning and related skills is also essential to build students’ initiative in career exploration.

Effectiveness of Self-Regulated Learning Training in order to Enhance Self-Directed Learning Skill of Acceleration Students at MTsN Malang

2017 ◽  
Vol 5 (3) ◽  
pp. 106-113
Author(s):  
Ulifa Rahma
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High School Students ◽  
Self Directed Learning ◽  
School Students ◽  
Self Regulated Learning ◽  
Learning Skill ◽  
Regulated Learning ◽  
Directed Learning

Objective - The acceleration class is a special education which is formed to facilitate gifted children to accelerate their study. Junior high school students who attend acceleration program need self-directed learning skills. The research is to know the effectiveness of self-regulated learning training to enhance the self-directed learning skill of acceleration junior high school students. Methodology/Technique - The approach of the research is quantitative research with pre-experimental type one-group pretest-post-test design. The subject of the research is the 16 students of 9th grade at acceleration MTsN 1 Malang. The instruments to gather data is scale and interview. To get data on knowledge and skill of training self-regulated learning, it is used test of knowledge, observation, interview, and worksheet. Findings - The result of showed that the student's self-directed learning skill is enhanced after self-regulated learning training. The knowledge and skill of self-regulated learning students also improved. The training has significant impact on the knowledge and skill on self-regulated learning that is a factor in improving self-directed learning skill of the students. As a conclusion, this research showed that self-regulated learning training proved effective in increasing self directed learning skill of acceleration students at MTsN 1 Malang. Novelty - Self regulated learning is one of the effective method to enhance self-directed learning students Type of Paper: Empirical Keywords: Self-Directed Learning Skill; Self-Regulated Learning Training JEL Classification: I21, I25.

scholarly journals Incorporating a Metacognitive Learning Model to Improve Geometric Thinking in High-School Students

2021 ◽  
Vol 10 (5) ◽  
pp. 102
Author(s):  
Erez Nahmias ◽  
Mina Teicher
Keyword(s):  
High School ◽  
High School Students ◽  
Mathematical Thinking ◽  
Learning Model ◽  
Added Value ◽  
Self Directed Learning ◽  
School Students ◽  
Geometric Thinking ◽  
Directed Learning ◽  
Metacognitive Guidance

Thinking development processes among high-school students is an important and significant issue that has been widely investigated (Leviathan, 2012; Ball, 1996; De Risi, 2015). A few studies discuss the development of mathematical thinking as this field contains additional difficulties to the traditional factors, teachers, students, and parents, and is one of the most important areas taught in school, according to De Risi (2015). Due to the importance of this subject, the challenge facing researchers, mathematicians, and educators is how to improve students&rsquo; abilities and achievements in mathematics. In recent years, researchers have found that in order to improve students&rsquo; achievements and abilities in mathematics, one can use self-direction. Self-direction is a strategy by which the learner acquires the ability to cope with learning from several aspects and contributes to inking development. In this study, we showed that self-directed learning with an emphasis on metacognition would improve students&rsquo; understanding of the subject in question. Using the metacognitive guidance model, the students acquire and develop learning skills that contribute to developing their geometric thinking. In this study, there is the added value of using a learning model based on metacognitive guidance and its significant contribution to combining multiple subjects into one problem.

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