The Convergence of Mastery Learning Approach and Self-Regulated Learning Strategy in Teaching Biology

This study investigated the convergence of Bloom’s Mastery Learning Approach (MLA) and Bandura’s Social Cognitive Theory in Zimmerman’s Self-Regulated Learning (SRL) Strategy in increasing students’ academic performance in Biology. Fifty-two students in Biological Science enrolled in the second semester, SY 2007 – 2008, were used as subjects of the study. The Quasi-Experimental Design was used in the study: a pre-test was conducted, scored and analyzed which served as the basis in determining the initial learning schema of the respondents. After the execution of the lessons using the converging models of MLA and SRL Strategy, the students were given a post-test. It was found out that the students who were exposed to the converging teaching modalities developed better performance in Biology. ANCOVA results on the post-test mean scores of the respondents were utilized in establishing the causal-effect of the converging models to the academic performance of the students in Biology. A highly significant effect on their academic performance and significant interaction of the models to the experimental grouping and mental abilities of the respondents are concluded in the study. Keywords: Academic Performance, Bandura’s Social Cognitive Theory, Mastery Learning Approach, Self-Regulated Learning, Students’ Motivation in Science Learnin

MASTERY LEARNING APPROACH (MLA): ITS EFFECTS ON THE STUDENTS MATHEMATICS ACADEMIC ACHIEVEMENT

This study inquired on the effect of Mastery learning Approach (MLA) in enhancing the academic achievement of mathematics. Eighty first-year senior secondary schools (SS 1) students were used as subjects of the study. Mastery learning approach was used in the treatment group (N=40) while the traditional teaching method was employed for the control group (N=40). This investigation utilized the quasi-experimental design. The results of the study showed the students who were exposed to mastery learning had enriched academic achievement in mathematics. Apparently, results on the posttest mean scores of the students revealed that there is a significant effect on the academic achievement of the experimental group in which the MLA had been introduced. As such, students exposed to MLA performed better than students who were taught in the traditional teaching method. Moreover, results exemplify that there is a significant relationship between the students’ attitudes toward mathematics and their academic achievement in mathematics.  Article visualizations

PENGEMBANGAN ASESMEN KINERJA MELALUI SEESAW UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS DAN KOMUNIKASI ABAD KE-21 PADA PEMBELAJARAN LINGKUNGAN

Penelitian ini bertujuan untuk mengembangkan asesmen kinerja melalui Seesaw sebagai assessment for learning dalam upaya meningkatkan keterampilan berpikir kritis dan kererampilan berkomunikasi abad ke-21 siswa pada pembelajaran lingkungan. Subjek penelitian yang digunakan terdiri dari empat kelas X MIPA di SMAN 1 Lembang, tiga kelas digunakan untuk kelas uji coba dan satu kelas untuk kelas penerapan. Penelitian ini mengunakan metode mixed method dengan desain Embedded mixed method. Instrumen yang digunakan terdiri atas soal tes dan kuesioner standar keterampilan berpikir kritis dan komunikasi abad ke-21 yang diadaptasi dari NAEP, lembar kerja dan rubrik keterampilan berpikir kritis dan komunikasi, lembar observasi, angket respon siswa dan catatan lapangan. Penelitian ini menghasil data kualitatif berupa hasil pemilihan fitur yang terdapat dalam Seesaw untuk dimanfaatkan sebagai asesmen kinerja dalam memberikan tugas, materi ekosistem dan pencemaran lingkungan, umpan balik dan mengumpulkan tugas melalui proses ujicoba. Data kuantitatif berupa nilai lembar kerja siswa serta nilai pretest dan posttest keterampilan berpikir kritis materi ekosistem dan pencemaran lingkungan dan nilai kuisioner komunikasi. Hasil penelitian menunjukkan terdapat 14 langkah tata kelola asesmen kinerja yang memanfaatkan 10 fitur Seesaw. Nilai peningkatan keterampilan berpikir kritis siswa pada materi ekosistem dan pencemaran lingkungan berada pada kategori sedang sedangkan keterampilan komunikasi pada kategori rendah. Peningkatan keterampilan komunikasi rendah dapat disebabkan oleh siswa yang belum terbiasa melakukan komunikasi dengan guru ataupun temannya secara daring melalui Seesaw. Akan tetapi 10 fitur Seesaw memiliki potensi untuk digunakan sebagai asesmen kinerja pada pembelajaran lingkungan yang dapat meningkatkan keterampilan berpikir kritis dan keterampilan komunikasi abad ke-----This study aims to develop performance assessment through Seesaw as assessment for learning to improve critical thinking skills and communication skills 21st century on the environment learning. The Subjects used consisted of four Class X Science at SMAN 1 Lembang, three classes are used for pilot class and one class for the implementation class. This research used mixed method with Embedded mixed method design. The instrument used consisted of test and questionnaire standard of critical thinking and communication skills 21st century adaptated from NAEP, worksheets and rubrics critical thinking and communication skills, observation sheets, student questionnaire and field notes. This study produces qualitative data in the form of feature selection contained in Seesaw to be utilized as a performance assessment in assigning tasks, material of ecosystem and environmental pollution, feedback and collecting tasks through a pilot process. Quantitative data is in the form of student work sheet scores, pretest and posttest scores of critical thinking skill of ecosystem and environmental pollution materials and scores of communication questionnaire. The results show that there are 14 steps of performance assessment governance utilizing 10 Seesaw features. Score of improving students' critical thinking skills on ecosystem and environmental pollution materials is in the medium category whereas communication skill is in low category. Improved low communication skills can be caused by students who are not yet accustomed to communicate with their teachers or friends online through Seesaw. However, Seesaw's 10 features have the potential to be used as performance assessments on environmental learning that can improve critical thinking skills and communication skills 21st centur

Development of a Game-Based Courseware for Slow Learners

Education is important to all level of people. It is as a key to success in life, but not all people can do well in their education for some reasons. Some people face some difficulties in learning because of their family background, behavior or characteristics, interest, knowledge levels and so on. The purpose of this project is to develop a courseware application for slow learners. The scope is for children at the age of six to nine years old and focus on slow learners in the topic of Mathematical operations. It is also focused on the game-based learning in order to help the slow learners to improve their knowledge in learning process. Slow learner has a problem with the learning method and poor memories. These children do not get sufficient attention in the mainstream education. They usually fail repeatedly in examinations. Establishing special schools for children in this category is not practical. It is ideal to evolve strategies to provide education to these children in normal schools itself. The system is developed using a Rapid Application Development (RAD). This methodology gives much faster development and higher-quality results while reducing development costs and maintaining quality. The system is expected to improve the current learning process for the slow learners. By using this game-based courseware, the slow learners can learn in effective and interactive manner. It provides a dynamic learning environment for the slow learners to acquire the knowledge and strengthen their skills. It is hoped that slow learners will improve their understanding in learning process by using a game-based courseware

Students’ Perception of Digital Texts Reading: A Case Study at the English Education Department of Universitas Kristen Indonesi

This study was conducted to explore students' perceptions of reading digital texts. To attain the objective, the data were collected through an online questionnaire uploaded in Google Form and an interview. The questionnaire was intended to collect quantitative data concerning the participants’ responses about their interest and motivation, digital text reading efficacy, problems in digital text reading, and preference towards digital or printed text reading. The participants of the study were 65 English pre-service teachers selected from the whole students of the English Education Department of Universitas Kristen Indonesia in the academic year 2019/2020, and the sample was 65 participants. The collected data were analyzed descriptively using Microsoft excel. The findings revealed that the participants perceived digital texts reading positively. They preferred reading digital texts because they were motivating, interesting, and suite their expected way of reading. The main problem they encountered in reading digital texts was due to the screen light which could irritate their eyes. &nbsp

Intelligent tutorial system based on personalized system of instruction to teach or remind mathematical concepts

The growth of the higher education population and different school paths to access an academic degree has increased the heterogeneity of students inside the classroom. Consequently, the effectiveness of traditional teaching methods has reduced. This paper describes the design, development, implementation and evaluation of a tutorial system (TS) to improve student's engagement in higher mathematics. The TS design was based on the Personalized System of Instruction of the Mastery Learning pedagogical approach and can be implemented in any higher education course with mathematics needs. The TS consists on small self-paced modularized units of educational contents, including tutorial videos, notes and formative e-assessment with personalized feedback. The TS ensures that the student is only allowed to proceed to the next unit after he or she achieves the required mastery criterion of the current unit. The TS was implemented in the Quantitative Methods course of an undergraduate degree and received good acceptance from students. It was also recognized that TS contributed to learning and engagement with the discipline. Through an experimental research experience it has been shown that the imposition of restrictions on the advance to the next level by a mastery criterion leads to a significant improvement in student’s engagement and performance

The Effect of Mastery Learning Model with Reflective Thinking Activities on Medical Students’ Academic Achievement: An Experimental Study

This study aimed to determine the effect of mastery learning model supported with reflective thinking activities on the fifth grade medical students' academic achievement. Mixed methods approach was applied in two samples (n = 64 and n = 6). Quantitative part of the study was based on a pre-test-post-test control group design with an experiment group (32 students) and a control group (32 students) selected among the fifth grade students starting their internship training in Infectious Diseases and Clinical Microbiology Department. Afterwards the qualitative data were collected through semi-structured interviews with six students, selected from the experimental group and the faculty member conducting the study. Findings from the quantitative part indicated that there was a significant difference between post- tests scores of the experiment and control groups favoring the experiment group [t(62)= -2,815; p=.007]. Quantitative results revealed positive attitudes toward the applied model in terms of increasing achievement

PENERAPAN MODEL PEMBELAJARAN INKUIRI TERBIMBING DAN INKUIRI BEBAS TERMODIFIKASI DALAM MENINGKATKAN PENGUASAAN KONSEP DAN KETERAMPILAN BERPIKIR KRITIS SISWA SMA PADA PEMBELAJARAN SPERMATOPHYTA

Kegiatan pembelajaran yang berpusat pada guru merupakan salah satu penyebab kurangnya penguasaan konsep dan keterampilan berpikir kritis. Penguasaan konsep dan keterampilan berpikir kritis sangat diperlukan dalam menghadapi tantangan abad 21. Pembelajaran Spermatophyta dinilai membosankan bagi siswa sehingga diperlukan solusi untuk mengatasi permasalahan tersebut diantaranya dengan menggunakan model pembelajaran inkuiri terbimbing dan inkuiri bebas termodifikasi. Penelitian ini bertujuan untuk menerapkan model pembelajaran inkuiri terbimbing dan inkuiri bebas termodifikasi dalam meningkatkan penguasaan konsep dan keterampilan berpikir kritis siswa SMA pada pembelajaran Spermatophyta. Metode penelitian menggunakan metode quasi eksperimen dengan kelas eksperimen I menerapkan model pembelajaran inkuiri terbimbing, eksperimen II menerapkan model pembelajaran inkuiri bebas termodifikasi dan kontrol menggunakan pembelajaran konvensional. Penelitian dilaksanakan pada siswa SMA kelas X MIPA di SMAN 1 Garut tahun ajaran 2018/2019. Instrumen yang digunakan berupa lembar observasi, soal pretest-posttest, LKS dan angket tanggapan siswa. Hasil penelitian menunjukkan bahwa peningkatan penguasaan konsep tertinggi terjadi pada kelas inkuiri bebas termodifikasi dan peningkatan keterampilan berpikir kritis tertinggi terjadi pada kelas inkuiri terbimbing. Siswa merespon positif terhadap penerapan model pembelajaran inkuiri terbimbing dan inkuiri bebas termodifikasi.;--Teacher centered learning activities are one of the causes of the lack of concept mastery and critical thinking skills. Concept mastery and critical thinking skill are very important to be optimally improved. Spermatophyte subject is considered boring for students so that solutions are needed to overcome these problems including using guided inquiry learning model and modified free inquiry. The purpose of the study is to apply the guided inquiry learning model and modified free inquiry in improving the concept mastery and critical thinking skill on high school students in Spermatophyte subject learning. The research method used the quasi-experimental method with the experimental class I applying the guided inquiry learning model; experiment II applied the modified free inquiry learning model and control using conventional learning. The research conducted on the first grader of SMAN 1 Garut, 2018/2019. The instruments used are observation sheets, posttest and pretest, practice book, and students feedback questionnaire. The results showed that the highest improvement in concept mastery occurred in the modified free inquiry class and the highest improvement in critical thinking skill occurred in the guided inquiry class. Students respond positively to the application of the guided inquiry learning model and modified free inquiry

Teaching Sciences in Virtual Worlds with Mastery Learning: A Case of Study in Elementary School

Virtual worlds are 3D environments that provide a feeling of immersion and a high degree of interaction, collaboration, communication between users. Its applicability can be focused on the educational scope, in which theories can be integrated as the basis to didactic activities carried out in the 3D environment, being its area of interdisciplinary comprehension. In this context, this article presents the use of a Virtual World built to assist in the teaching of Science for students of the middle school, whose articulation of the activities performed in the course are based on the precepts of the educational theory Mastery Learning. Tests were carried out in the subject of science, being divided into two periods with different groups for comparative purposes and realized evaluations during the period of the experiments. Kruskal-Wallis and Wilcoxon-Mann-Whitney non-parametric test were applied to the results of the assessments to ascertain the performance of each group. It was verified in the general analyzis that the participants who used the Virtual World had a growing performance, with high medians and adequate distribution of the results, being predominant of a smaller variability and amplitude. Thus, was possible to conclude that the results obtained with the approach were positive, which led to the validation of this research and presented a clear contribution to the academic environment

Kesan Penggunaan Kaedah Pembelajaran Masteri Terhadap Pencapaian Dan Minat Pelajar Dalam Mata Pelajaran Pengajian Am (The Effectiveness Of Mastery Learning Method On Lower Six Students’ Achievement And Interest In The General Paper)

Kajian ini dijalankan untuk meninjau kesan penggunaan kaedah pembelajaran masteri terhadap pencapaian dan minat pelajar Tingkatan Enam Rendah dalam mata pelajaran Pengajian Am. Pengkaji menggunakan reka bentuk kuasi eksperimen. Objektif kajian ialah untuk mengenal pasti sama ada penggunaan kaedah pembelajaran masteri dalam mata pelajaran Pengajian Am dapat meningkatkan pencapaian dan tahap minat pelajar Kumpulan Eksperimen secara signifikan berbanding pelajar Kumpulan Kawalan yang diajar dengan menggunakan kaedah konvensional. Sampel kajian ini terdiri daripada 73 orang pelajar Tingkatan Enam Rendah Aliran Sastera dari sebuah sekolah. Instrumen kajian yang digunakan ialah praujian dan pascaujian untuk mengukur pencapaian pelajar, manakala soal selidik minat digunakan untuk meninjau tahap minat pelajar terhadap mata pelajaran Pengajian Am. Dapatan kajian ini menunjukkan bahawa penggunaan kaedah pembelajaran masteri dalam mata pelajaran Pengajian Am mampu meningkatkan pencapaian dan minat pelajar Kumpulan Eksperimen secara signifikan berbanding pelajar Kumpulan Kawalan yang diajar dengan menggunakan kaedah konvensional