Penerapan Self Directed E-learning pada Keterampilan Menyimak

Self directed e-learning yaitu e-learning yang dirancang untuk memungkinkan pemelajar belajar secara mandiri, dengan tujuan untuk menyampaikan pembelajaran bagi para pemelajar mandiri. Penelitian ini dilakukan pada penerapan menggunakan Self directed e-learning dan tatap muka langsung didalam kelas, penelitian ini juga dilakukan selama satu semester pada 67 mahasiswa dengan menggunakan topik yang sama namun dengan metode pembelajaran yang berbeda. Penelitian ini melakukan hasil tanggapan mahasiswa terhadap kedua metode pembelajaran yang dilakukan. Hasil penelitian menunjukkan bahwa pembelajaran menggunakan Self directed e-learning dapat meningkatkan keterampilan menyimak mahasiswa. Tahapan dalam penerapan metode ini dimulai dari persiapan bahan pembelajaran serta akun proses pembelajaran, pada tahap proses belajar, mahasiswa dapat melakukan pembelajaran mandiri dimanapun dan kapanpun serta langsung medapatkan hasil belajar yang telah dilakukan, dan evaluasi sebagai tahap monitoring dari instruktur kepada pembelajar sebagai tindak lanjut dari kegiatan pembelajaran yang dilakukan

Self-Directed Learning Readiness of Baccalaureate of Science in Nursing (BSN) Students

One of the goals of nursing programs is to prepare students to be self-directed learners and assist them to meet the challenges in today\u27s healthcare environment. Self direction is critical for lifelong learning, and it is imperative that nurses continue their education in order to provide high quality and competent care to patients. Students enter nursing programs with learning styles already established. Nursing faculty presuppose that the learning environment will be mutually respected, collaborative, and supportive. A clash between student learning styles and faculty teaching styles can have a great impact on the ultimate success of the student. This study focused on the self directed learning (SDL} readiness of baccalaureate of science in nursing (BSN) students. A convenience sample of BSN students in designated classes participated in a paper/pencil survey that measured self-directed learning readiness. The statistical analysis of the questionnaire which was completed by sixty nursing students, ten from each semester level, sophomore, junior and senior, found that age was the leading factor in self directed learning. Results identified the level of student readiness for SDL and assisted faculty to identify teaching methods that could be incorporated into the curriculum to more effectively meet the students\u27 learning needs

Project-based and self-directed learning

This article discusses the benefits of project-based and self-directed learning to develop competency in utilizing a second language and working collaboratively. The background premise of these modes of learning is provided, demonstrating that they work well for differentiated levels and language skills and improve student competence. Some of the areas examined are intercultural and scientific, ones that require the use of specific language in context. In addition, the concept of creating projects that increase student investment and motivation to make learning more relevant is juxtaposed with a student’s competency in an area after having participated in traditional approaches to learning. The overall benefit of the use of project-based and self-directed learning is that it allows the student to develop a higher skill set and greater engagement with the subject matter, producing better language and content outcomes

Model Self Directed Learning Berbasis Lingkungan dalam Pembelajaran Biologi

Tujuan dari penulisan artikel ini dapat dirumuskan sebagai berikut: 1) mengetahui karakteristik dari Model Pembelajaran Self Directed Learning (SDL) dalam pembelajaran Biologi, 2) mengetahui pengaruh integrasi lingkungan dalam Model SDL sebagai sumber dan media pembelajaran biologi. Pendidikan merupakan aspek penggerak suatu negara untuk berkembang dalam era globalisasi. Era globalisasi tersebut mengharuskan setiap individu khususnya pebelajar untuk “melek sains” (literasi sains) sehingga dapat bersaing secara kompetitif dengan bangsa-bangsa lain. Umumnya guru-guru baik di jenjang sekolah dasar maupun menengah sudah teradaptasi dengan metode dan model pembelajaran klasikal yang tidak mendukung literasi sains siswa. Dengan demikian, salah satu upaya perbaikan mutu pendidikan di Indonesia adalah dengan implementasi model-model pembelajaran inovatif dalam mata pelajaran sains yang mendukung authentic assessment, sehingga dapat mengakses berbagai aspek belajar siswa baik dari dimensi proses maupun produk. SDL merupakan salah satu model pembelajaran inovatif berlandaskan paham konstruktivistik yang berpusat pada aktivitas siswa (student centered) dalam proses pembelajaran. Aktivitas SDL yang terpusat pada kegiatan mandiri berorientasi pada planning, monitoring, dan evaluating, sangat cocok untuk diintegrasikan dengan pembelajaran sains khususnya biologi di sekolah. Lingkungan merupakan integral dari proses pembelajaran biologi di sekolah. Implementasi model SDL yang terintegrasi dengan lingkungan sebagai media dan sumber belajar akan memberikan pengalaman yang bermakna (meaningfull learning) dan mengembangkan karakter (character building), kemandirian, motivasi, self confident, kreativitas, daya analisis, kinerja ilmiah, serta kemampuan berpikir kritis siswa yang nantinya secara sinergis akan meningkatkan hasil belajar siswa

Blended Learning-Based Self-directed Learning on Classroom Action Research Training to Improve Teacher Competency Research

Although classroom action research (CAR) is considered useful for teacher development but this activity has not been implanted yet effectively in Indonesia. In this paper, we report the alternative way to overcome this problem. It addresses how blended learning support self-directed learning and enhance teacher competency research. Through questionnaire, interview and document analysis, the result showed that blended learning-based self-learning can improve teachers performance in conducting classroom action research (CAR) and enhance their ability in compiling the research report

Relationship between problem-based learning experience and self-directed learning readiness

Tun Hussein Onn University of Malaysia (UTHM) has been implementing Problem-Based Learning (PBL) to some degree in various subjects. However, to this day no empirical data has been gathered on the effectiveness of PBL as a methodology to develop self-directed learning (SDL) skills. The purpose of this study is to investigate self-directed learning readiness (SDLR) among UTHM students exposed to vaiying PBL exposure intensity. SDLR was measured using the modified version of Self-Directed Learning Readiness (SDLRS). Participants in this study were first-year undergraduate students at UTHM. The instrument was administrated to students in Electrical and Electronics Engineering, Civil and Environmental Engineering, and Technical Education (N=260). Data were analyzed using descriptive and inferential statistical techniques with analysis of variance (ANOVA) and the independent /'-test for equal variance for hypotheses testing. The results of this study indicate that overall SDLR level increase with PBL exposure up to exposure intensity twice, beyond which no increase in SDLR was observed with increase in PBL exposure. Within the same academic programme, results did not show a statistically significant difference of SDLR level between groups exposed to varying PBL exposure intensity. However, significant difference was found in some dimensions of the SDLR for the Technical Education students. Within the same education background, results did not show a statistically significant difference of SDLR level between groups exposed to varying PBL intensity. However, significant difference was found in some dimensions of the SDLR for students with both Matriculations and STPM background. A statistically significant difference of SDLR level was found between Electrical Engineering and Technical Education students for exposure once and in some SDLR dimensions. No statistically significant difference was found between students from different academic programme for exposure twice or thrice. The data supports the conclusion that SDLR level increases with increase in PBL exposure intensity up to a certain extent only, beyond which no increase of SDLR can be observed. The data also suggest that only certain dimensions of the SDLR improve with increased exposure to PBL