Analysis of The Application of Scientific Methods in Learning to Academic Success Skills

This study is aimed to analysis of the application of scientific methods in learning to academic success skills. Academic success skills are based on three broad research reviews that identify the critical skills needed for students to be academically and socially successful. These key skill sets include: (a) cognitive and meta-cognitive skills such as goal setting, monitoring progress, and memory skills; (b) social skills such as interpersonal, social problem solving, listening skills, and teamwork; and (c) self-management skills. In improving the skills of academic success many problems are faced. Problems can occur due to several factors including namely, concentration and memory. Scientific method which is intended to provide understanding to students in knowing, understanding various materials using a scientific approach, that information can come from anywhere, anytime, does not depend on unidirectional information. The study design was conducted on a quasi-experimental basis with 2 samples. One sample is applied scientific methods in learning that are designed along with learning tools that have been adjusted. The sample applied by the scientific method is an experimental class compared to the control class. Academic success skills are the dependent variable of the application used. The products implemented are very effective in improving the intended learning outcomes. The intended learning outcome is Academic Success Skills. This increase occurs because the design of objectives in the preparation of performance indicators is actually carried out by considering and formulating it in full. In this achievement also evidenced by a learning video that has shown every planned stage goes according to the learning device that has been prepared. In addition, improvements in each learning activity need to be constantly updated and adjusted to the characteristics of students' learning styles. Good learning management will trigger the results of good learning outcomes in accordance with planned objectives. It also proves that learning outcomes depend on the management of learning that has been prepared.

Pembinaan Budaya Literasi Berbasis Android untuk Kemahiran Bahasa Inggris dan Kesantunan Berbahasa

Literacy culture needs to be intensified so that the public does not become prey and does not accept deceptive news that can damage the single diversity order ika. The following are discussions for the purpose of this service activity to be carried out. (1) Communities are more receptive to certain news so that conflict and hostility can easily occur between them. (2) The community does not understand literacy in order to be able to think critically and wisely. (3) The Seroja community has not yet developed android-based literacy to improve English proficiency. (4) Daily conversations need to be reflected. The method of applying this service is a service team that transfers material and practices using Android for five meetings from December 2, 2018 to February 24, 2019. A supporting team that discusses the issue of literacy culture is based on Android, using Android to use and use English applications. for English success skills. In addition, talking about important politeness in everyday life. The results of services for this community are people who are critical, change their mindset, have proficiency, English, and improve understanding of the community of intelligent vocabulary and characters. Therefore, this service is important to enhance the Android-based literacy culture to improve English proficiency and politeness through the character education of the Seroja community in Sagulung District, Batam City.

What Works: Learning Outcomes Due to Design Variations in Community College Student Success Courses

Background/Context Based on well-established evidence that certain student success skills and college knowledge are closely associated with academic achievement, persistence, and completion, community colleges increasingly implement various types of first-year student success courses and programs. However, by looking only at the distal impact of program participation, the question of whether these programs actually influence those mediating skills of college success has scarcely been investigated in the higher education literature, let alone which program features may be determining factors. Purpose/Objective This study examined the scope and design of community college student success courses to address which program features relate to learning objectives of student success skills, college knowledge, and engagement. Population/Participants/Subjects Participants were students and instructors drawn from 47 student success course sections at 42 public community colleges in 24 states, representing all U.S. geographic regions. Research Design The study adopted a multimodal research design, using both qualitative and quantitative research methods while primarily relying on quantitative analysis. Data Collection and Analysis Students in selected student success course sections completed a pre- and postsurvey. Instructors participated in a structured interview and provided course syllabi. Course design information was quantitized and merged with student-level data to model variation in learning outcomes as a function of course features, according to an activity theory conceptual framework. Data were analyzed using hierarchical linear modeling. Conclusions Findings from this research point to several recommendations for practice by highlighting the reality that one term may be too little to learn some student success skills and that particular features of course designs may result in unintended adverse effects. Results indicate that structural elements are the most impactful features and that the skills-based curricular features that receive the most attention may be in fact the least influential features in realizing desired skills and knowledge outcomes. The study points to methodological ways forward to further explore and unpack the relationship between success course design features and educational outcomes.