IDEAL (Identify, Define, Explore, Act, Look Back) Metacognitive-STAD Cooperative Learning to Improve Students’ Self-Efficacy and Problem-Solving Ability

This study aims to determine the effectiveness of IDEAL-type metacognitive combined with STAD cooperative learning to improve students' self-efficacy and problem-solving abilities in thermochemistry. The research design used was a Quasi-Experimental Pretest-Postest Control Group Design and a 2 x 2 factorial design. The experimental class was taught with the IDEAL type metacognitive learning strategy combined with STAD cooperative learning, while the control class was taught with the STAD cooperative learning model. The data analysis technique used is descriptive analysis and different tests. The results showed that the IDEAL type metacognitive learning strategy combined with STAD cooperative learning was more effective in improving students' problem-solving abilities than the STAD cooperative learning model. However, it is not effective in increasing students' self-efficacy. 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Horizontal collaboration in forestry: game theory models and algorithms for trading demands

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A basic idea of the 18th century French Enlightenment was to learn from scientific progress how to achieve social progress towards an enlightened world. Unfortunately, the philosophes developed this profoundly important idea in a seriously defective form, and it is this defective form that came to be built into the institutional structure of academia in the early 20th century with the creation of departments of social science. We still suffer from it today. This article discusses four versions of the Enlightenment programme, each correcting mistakes of its predecessor, the upshot being that we need to bring about a revolution in the aims and methods of academic inquiry if the basic Enlightenment idea is to be properly implemented

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