Search

هدف البحث إلي التعرف علي فاعلية استراتيجية دورة التعلم الخماسية المدعومة بالويب کويست في تنمية بعض الممارسات الرياضية والانخراط في تعلم الرياضيات لدى طلاب الصف الأول الإعدادى ، وتم استخدام المنهج شبه التجريبي وبلغت عينة البحث (70 طالب ) منهم (35 طالبة کمجموعة تجريبية درست وحدة الاعداد النسبية من خلال استراتيجية دورة التعلم الخماسية المدعومة بالويب کويست ) و(35طالبة مجموعة ضابطة درست وحدة الاعداد النسبية من خلال الطريقة الاعتيادية) من إحدى مدارس إدارة المحلة شرق التابعة بالغربية، وتم بناء اختبار الممارسات الرياضية ومقياس الانخراط فى التعلم والتحقق من صدقهما وثباتهما ، وأظهرت نتائج الدراسة: تفوق المجموعة التجريبية والتي درست باستخدام دورة التعلم الخماسية المدعومة بالويب کويست على المجموعة الضابطة في الممارسات الرياضية ومقياس الانخراط في تعلم الرياضيات ، ووجود علاقة ارتباطية موجبة بين درجات اختبار الممارسات الرياضية ومقياس الانخراط في تعلم الرياضيات لدى طلاب الصف الأول الإعدادى، وتم التوصية بعدد من التوصيات من أهمها: توظيف استراتيجية دورة التعلم الخماسية المدعومة بالويب کويست في تدريس الرياضيات. الکلمات المفتاحية: استراتيجية دورة التعلم الخماسية - الويب کويست – الممارسات الرياضية - الانخراط في التعلم . Abstract The aim of the research is to identify the effectiveness of the five- learning cycle strategy supported by the Web Quest in developing some mathematical practices and Learning engagement among first-grade Preparatory school students. The quasi-experimental curriculum was used and the research sample reached (70 students) among them (35 students as an experimental group that studied the relative numbers unit from During the five-cycle learning strategy supported by the Web Quest) and (35 students of a control group studied the unit of relativistic preparation through the traditional method) from a school in Mahalla East, affiliated to Gharbia, a mathematical practice test and a scale for engagement learning were built and verify Their validity and reliability, the results of the study showed that the experimental group, which was studied using cycle learning supported with Web Quest- learning, outperformed the control group in mathematical practices and the scale of mathematics engagement learning ,and there is a positive correlation between the scores of mathematical practices test and the scale of engagement learning among first-grade Preparatory school students, and a number of recommendations were recommended, the most important of which are: employing a five- cycle learning strategy supported by the Web Quest in mathematics teaching. Keywords: five- learning cycle strategy, WebQuest, mathematical practices, learning engagement.

El desarrollo de competencias se cuestiona constantemente en el proceso educativo por su naturaleza subjetiva. Por este motivo, el docente modifica el ambiente de aprendizaje unidireccional de instrucción directa a un ambiente de construcción de conocimiento. El presente documento analiza la aplicación del Modelo 4MAT en la asignatura Tecnologías de la Información de la Licenciatura en Administración de Empresas, en modalidad virtual, como complemento de la metodología pedagógica de la Universidad Virtual dónde se lleva a cabo la investigación. Se realiza un análisis cuantitativo a través de la aplicación de una encuesta vía plataforma Blackboard para la recolección de datos y procesamiento de la información en SPSS Statistics 28.0. Como resultado se comprueba que la propuesta favorece la adquisición y fortalecimiento de conocimientos, ya que el Modelo 4MAT al involucrar la totalidad de estilos de aprendizaje, taxonomías pedagógicas y actividades subjetivas, de una manera sistematizada, propicia la formación integral de los estudiantes., The development of skills is constantly questioned in educational processes due to its subjective nature. For this reason, the teacher modifies the unidirectional learning environment of direct instruction to an environment of knowledge construction. This document analyzes the application of the 4MAT Model in the course Information Technologies of the Bachelor of Business Administration in virtual mode, as a complement to the pedagogical methodology of the Universidad Virtual where the research is carried out. A quantitative analysis is carried out through the application of a survey via Blackboard for data collection and information processing in SPSS Statistics 28.0. As a result, it is verified that the proposal favors the gain and strengthening of knowledge, since the 4MAT Model, by involving all learning styles, pedagogical taxonomies and subjective activities in a systematized way, promotes the comprehensive preparation of students.

Conceptual understanding is often a problem in science learning, and this issue has become the point of science education experts, including in Indonesia. Lately, ten articles in Indonesia and six articles in other countries have discussed the model of the 7E Learning Cycle. It was mentioned that this model is able to increase learners’ conceptual understanding. This research intended to reveal the effectivity of physics learning using the 7E Learning Cycle in improving students’ understanding of temperature and heat concepts. The research design is quasi-experimental with a non-equivalent control group design. The sample was senior high school students. Objective test in the form of multiple choices equipped with reason was employed as the data collection instrument. Based on the data analysis, the value of Effect Size was 0.5 and belonged to the medium category. In other words, the use of the 7E Learning Cycle model is sufficient to improve the learners’ understanding of temperature and heat concepts. This could be seen from the success of the learning process that integrates the whole seven stages with the seven indicators of conceptual understanding in detail. Thus, the 7E Learning Cycle could be effectively applied and can increase the students’ conceptual understanding.

Various researcher state that to ensure student had the 4Cs competence is to use student-centered approach in the classroom. This further recognize the skills to create dynamic classroom as the core-skills of 21st teacher. To create such classroom, a teacher must be able to master the systematic and dynamic aspects of learning. It requires teacher to fully aware of every student activity. However, based on preliminary investigation, there two things that become obstacles, namely: (1) teacher had hard time giving full attention to whole classes due to non-coercion manner of student-centre approach, and (2) mastery of dynamic aspects in learning requires real experience which will certainly spend a lot of time. They need practical solutions that can help them master the core skill of 21st teacher. Therefore, we designed an application with image processing features (face detection, face recognition, and pose extraction) in order to help teachers to give full attention and provide positive reinforcement for every classroom participant. The research is done by RD Method, whereas application design uses SDLC method. The results are product in the form of software applications that are expected to accurately measure percentage student attention in the classroom. Product also present information as a basis for decision making to assist teacher in creating a dynamic classroom. In addition, we certainly hopeful that by using the product, prospective teachers can quickly adapt and apply the dynamic classroom.

The objectives of this study were threefold: to understand students’ perceptions of activities in a blended learning environment; to determine their preferred learning activities in this context, paralleling the four stages of Kolb’s learning cycle; and to determine the effectiveness of the blended learning used, based on scores achieved in an e-business course supported by the BLearning assessment system, a custom-designed reflective assessment tool. A mixed-methods approach was used to identify the students’ preferred activities. Findings indicate that (1) blended learning can add interest and variety to improve the students’ learning experience, (2) students prefer blended learning activities that match the first three stages of Kolb’s learning cycle (concrete experience, reflective observation, and abstract conceptualisation), and (3) data collected from the e-business course exam results show that the blended learning process was effective. In aligning teaching activities to student preferences, the notion of “teaching patterns” is introduced as the teaching perspective on these activities. Findings further indicate that blended learning activities based on the first three stages of Kolb’s learning cycle may be more suitable for students who share similar learning preferences.

With the development of science and education, English learning has become increasingly important. In the past, English learning was mainly based on missionaries, and students were not very motivated to learn. The purpose of this article is to use the English cooperative model to improve the enthusiasm and initiative of students in learning, and to improve the efficiency of students in learning English. A team learning model based on the game is proposed. This article constructs a cooperative and competitive model of English learning based on multimodal information fusion. The main manifestation is that students form groups in small groups, and there is a competitive relationship between the groups. The competition among students in learning is the common interest of the entire group, so that the overall interests of each student will be more competitive. This article refers to the main body association model in the literature to adjust English grammar, vocabulary, and language perception ability: learn together in team communication to improve students' multifaceted abilities. Finally, a questionnaire was designed. The results show that after changing the English team learning mode and optimizing the English team learning support system of the students' English learning team, the English learning cooperation and competition model based on multimode information fusion proposed in this article can improve the learning effect by 55%-60%. In all English teaching, the two dimensions of professional knowledge and English ability training are not mutually orthogonal and mutually exclusive, but mutually supportive and interdependent. To form an effective teaching model of “student-centered and teacher-led,” active and rich communication and feedback in the classroom are the keys, and they also help to form a gradual teaching and learning cycle.

Purpose: This study aims to demonstrate how multiphase postoccupancy evaluation (POE) research was integrated into multiple projects to develop a continuous learning cycle. Background: Despite the well-recognized importance of POE, few studies have reported how knowledge from POE is applied in new designs. Method: This study is developed as a multiphase POE that spanned 3 years and across three units. Phase I POE compared an existing unit (Unit A) in Hospital A and a new Unit B in Hospital B that has implemented innovative design features such as decentralized nurse stations. The idea was to understand the challenges of the existing facility in Hospital A and gather lessons learned from the new design in Unit B to inform the design of the Hospital A expansion (Unit C). After the new expansion was occupied, the Phase II POE was conducted using the same set of POE tools in both Unit C and Unit A. The POE applied the following methods: (1) patient room evaluations using the Center for Health Design standardized POE tools, (2) space syntax analysis of visibility, and (3) a pre- and postmove analysis of Press Ganey data. Results: The results demonstrated that by incorporating lessons learned from the Phase I POE, Unit C has further improvement on patient room design ratings, improved patient satisfaction, and better visibility among nurse work areas compared to Unit A and Unit B. Conclusions: The multiphase, multisite POE with standardized tools has demonstrated its value as an important tool for continuous design quality improvement.

Introduction Methods Results Conclusions Digital exposure notification (EN) approaches may offer considerable advantages over traditional contact tracing in speed, scale, efficacy, and confidentiality in pandemic control. We applied the science of learning health systems to test the effect of framing and digital means, email vs Short Message Service (SMS), on EN adoption among patients of an academic health center.We tested three communication approaches of the Apple and Google EN system in a rapid learning cycle involving 15 000 patients pseudorandomly assigned to three groups. The patients in the first group received a 284‐word email that presented EN as a tool that can help slow the spread. The patients in the second group received a 32‐word SMS that described EN as a new tool to help slow the spread (SlowTheSpreadSMS). Patients in the third group received a 47‐word SMS that depicted the system as a new digital tool that can empower them to protect their family and friends (EmpowerSMS). A brief four‐question anonymous survey of adoption was included in a reminder message sent 2 days after the initial outreach.One hundred and sixty people responded to the survey within 1 week: 2.33% from EmpowerSMS, 0.97% from SlowTheSpreadSMS, and 0.53% from emails;29 (41.43%), 24 (41.38%), and 11 (34.38%) reported having adopted EN from each group, respectively. Patient reported barriers to adoption included iOS version incompatibility, privacy concerns, and low trust of government agencies or companies like Apple and Google. Patients recommended that healthcare systems play an active role in disseminating information about this tool. Patients also recommended advertising on social media and providing reassurance about privacy.The EmpowerSMS resulted in relatively more survey responses. Both SMS groups had slightly higher, but not statistically significant EN adoption rates compared to email. Findings from the pilot not only informed operational decision‐making in our health system but also contributed to EN rollout planning in our State. [ABSTRACT FROM AUTHOR] Copyright of Learning Health Systems is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background Research in paediatric palliative care is already challenging, with small sample sizes, limited funding, ethical approval processes, evolving and unpredictable illness, and perceived psychological burden of taking part in research for children and their families.1 The COVID-19 pandemic has added to this, leading to redeployment of healthcare staff, changing clinical priorities or spaces, and a halt to all non-COVID related research including this researchers project on challenges and facilitators to referrals to paediatric palliative care. Despite converting methodology from face-to-face focus groups to virtual, it was felt that the added pressure of involvement in research was too much for staff. Therefore, a second methodology was discovered: a practitioner inquiry. Objectives This abstract aims to explore the benefits of a practitioner inquiry approach in paediatric palliative care. Methods What is a practitioner inquiry? It enables the practitioner to reflect systematically and practically about the way they work. Methodology is often 'action research' based, focusing on own practice, collective self-enquiry, or designed to produce knowledge to share with others.2 A practitioner inquiry approach was taken, involving inductive thematic content analysis of reflective entries and supporting documents for a case-series identified through the researchers' reflective portfolio. Results Fifteen cases were identified and explored. Data sources included the researchers' reflective portfolio, internal medical communication, symptom management plans and advance care plans, and eight master themes were identified. A practitioner inquiry approach maps to Kolb's learning cycle (conceptualising, putting principles in practice, experience and reflection), allowing for knowing-in-action, and action-onreflection. 3 It was felt to be extremely valuable for the researchers' personal growth and development as a practitioner in paediatric palliative care. The findings can be used to inform further local research around referral challenges and facilitators. Conclusions Pausing all non-COVID-19-related research during the height of the pandemic was of course the right thing to do, as healthcare professionals were overwhelmed both clinically and emotionally with the task at hand. Uptake to focus groups would undoubtedly have been limited, and therefore data skewed or incomplete. A practitioner inquiry offers rich research potential and opportunity for intense personal reflection and growth as a developing paediatric palliative care clinician, and was one option for continuing research during a pandemic. The results of this study will direct further research (likely using a virtual focus group approach) and local service improvement measures.

The aim to be achieved in this research is to find out the extent to which the improvement of science learning outcomes for science object material and its measurement by applying the direct instruction learning model through the discussion method. The source of the data for this research is the seventh grade students of SMPN 2 Cikarang Barat, Bekasi Regency, with a total of 26 students. This research was carried out in semester 1 of the 2018/2019 academic year for 4 months. The data collected is quantitative and qualitative data. Quantitative data is data obtained from formative test results in each cycle. While qualitative data in the form of observations in each learning cycle. The data obtained is then converted to the success criteria to determine whether student learning outcomes can be seen how the improvement. The results of the study on the application of direct instruction learning models through discussion methods to improve science learning outcomes for science object materials and their measurements, in the pre-cycle 58.27 with 11 completed from 26 students, increased in the first cycle of meeting 1 which was 63.27 with 12 students who completed, in the first cycle of meeting 2, namely 68.27 with 13 students who completed, then in the second cycle of meeting 1 it increased again, namely 74.81 with 16 students who completed from 26 students, in the second cycle of meeting 2 it increased again, namely 87.50 with 24 students who finished from 26 students of class VII SMPN 2 Cikarang Barat Bekasi Regency. While the percentage of completeness also increased from pre-cycle 42.31%, increased in the first cycle of the first meeting of 46.15%, in the first cycle of the second meeting of 50%, increased to 61.54% in the second cycle of meeting 1 and increased again to 92 ,31% in the second cycle of meeting 2. From the research data, it was found that there was an increase in learning outcomes of science learning materials for science objects and their measurements in class VII students of SMPN 2 Cikarang Barat, Bekasi Regency after the application of the direct instruction learning model through the discussion method so that it was feasible to be applied in SMPN 2 Cikarang Barat Bekasi Regency.

Adversarial machine learning calculations handle adversarial instance age, producing bogus data information with the ability to fool any machine learning model. As the word implies, “foe” refers to a rival, whereas “rival” refers to a foe. In order to strengthen the machine learning models, this section discusses about the weakness of machine learning models and how effectively the misinterpretation occurs during the learning cycle. As definite as it is, existing methods such as creating adversarial models and devising powerful ML computations, frequently ignore semantics and the general skeleton including ML section. This research work develops an adversarial learning calculation by considering the coordinated portrayal by considering all the characteristics and Convolutional Neural Networks (CNN) explicitly. Figuring will most likely express minimal adjustments via data transport represented over positive and negative class markings, as well as a specific subsequent data flow misclassified by CNN. The final results recommend a certain game theory and formative figuring, which obtain incredible favored ensuring about significant learning models against the execution of shortcomings, which are reproduced as attack circumstances against various adversaries.

This article explores the flipped-classroom learning cycle and traditional blended-learning cycle from the experiential learning-theory perspective, according to which we proposed three teaching strategies: high-flipped classroom (high-FC), low-flipped classroom (low-FC), and Traditional Blended Learning (traditional BL). And, the three teaching strategies are adopted in the course of Enterprise Resource Planning System. The purpose is to investigate the effects of learning outcomes and satisfaction among high-FC, traditional BL, and low-FC. This research adopts a quasi-experimental method. The sample for the study is a compulsory course of the Information Management Department of the University of Science and Technology in Taiwan, with a total of 94 students in two classes. There are several research conclusions. (1) The three groups of t test results found that there are significant differences in the learning outcomes of the system skills. high-FC is better than low-FC, low-FC is better than traditional BL, and high-FC is better than traditional BL. However, there are no significant differences in the learning outcomes of process knowledge. (2) The results of ANOVA testing showed that students have the highest perceived learning outcomes for high-FC, followed by low-FC and traditional BL. (3) The results of ANOVA testing showed that students have the highest perceived learning satisfaction in high-FC, followed by low-FC, and the lowest is traditional BL. (4) The t test result shows that students are more satisfied with preview e-learning than review e-learning. The study findings provide several implications. (1) It is feasible to implement flipped classrooms from the perspective of experiential-learning theory. (2) Fully flipped classrooms have practical difficulties. A partially flipped classroom (high-FC or low-FC) can be a feasible gradual strategy. (3) Flipped classrooms and e-learning support each other’s sustainable development. (4) The flipped classroom based on experiential learning theoretical perspective has obtained preliminary verification in the ERP-system course.

This pedagogical reflection describes the interactions within, and effectiveness of, an instructional approach for writing – the teaching/learning cycle (TLC). The instruction takes place in a northwestern, midsized city of Russia in a secondary school specializing in English with a 10th grade/form group who self-selected into a strand for the sciences (i.e., students take additional courses in the sciences versus the arts). The reflection combines Bronfenbrenner’s ecological systems theory and concept of molar activity with TLC to demonstrate how various systems influence the teacher and students in a secondary-schooling context. The TLC approach assisted the Russian-speaking students in the improvement of English persuasive writing. The molar, or propelling, interactions in the writing lessons demonstrate a fluidity of knowledge across the systems of the ecology. The study may be of use to teachers instructing writing in English and to comparative education scholars who focus on classroom interaction to inform their work on culture.

The GM5 game is designed to help children overcome the challenges of computational thinking and decision making. Thinking, calculation, and finding ways to avoid defeat by opponents can be deeply systemically configured in the minds of students through step-by-step analysis. There are five time-limited steps in this game: Selecting cards, analysing card combinations' risk vectors, assessing opponents, planning allocations, and tricking opponents. The game's chain reaction of logic analysis, mathematical operations, and strategic/tactical moves is quite complicated. As a result, this game has the potential to significantly improve the player's analytical strategic thinking and decision-making abilities. Nonetheless, a systematic learning scheme and assistance tools are required to achieve more profound educational goals. As a result, this research develops an AI program to assist students to continuously rethink and improve their game strategies in a reflexive loop and adopts a 5-E learning cycle for students to develop systemic game-playing abilities, experiences and mindsets. For those teachers who want to train students to learn independently, this will be a very good teaching method.

This study aimed to examine the effect of the Learning Cycle 4E-RE on the vocational school students’ chemistry learning outcomes in light vehicle engine maintenance subject. The research subjects were 164 Vocational High School (SMK) students majoring in Technology and Engineering, the Automotive Engineering expertise program, consisting of 100 students in the experimental group and 64 students in the control group. The research instrument was a learning outcome test with 30 multiple-choice items with reliability of Kuder-Richardson ρ (KR 20) = 0.837. This study used a quasi-experimental pre / posttest control group design. The mean similarity of the experimental class and the control class was tested from the pretest results using t-test statistical analysis. The research hypothesis was tested using the ANCOVA test with a significance level of 5% (0.05). The results showed that there were differences in the learning outcomes of students who were taught with the Learning Cycle 4E-RE strategy with students who were taught with verification/conventional teaching. Student learning outcomes in the experimental class were higher than those in the control class. The implication of this research is that contextual learning strategies such as the Learning Cycle 4E-RE are suitable for vocational students to improve their learning outcomes. For further research, reflection activities in a learning strategy need to be tested again using different learning strategies and chemistry topics.

This study aimed to obtain data on students' science process skills on the digestive system material for class XI MIPA. This research type is research pre-experimental with one case study. The population in this study were students of class XI MIPA with a sample of 35 students using random sampling techniques. The learning stages in this phase include Elicit, Engage, Explore, Explain, Elaborate, Evaluate and Extend. The data were analyzed with the average value and then analyzed using Anova. The results of this study indicate that the science process skills in nine aspects are classified as very high for observing and communicating (each with a value of 95 and 84.64), that are classified as high are grouping (67.85), predicting (68.57), asking questions (62.85), proposing hypotheses (74.64), and planning research (80.35). Science process skills classified as moderate are aspects of data interpretation (52.85), and those classified as low apply concepts (38.57). Based on the Anova test, the value of science process skills on nine aspects was significantly different at the significance level α

This development research was conducted to determine the effectiveness of Learning Resources Learning Cycle models through stages in the four D (4D) development research model proposed by Thiagrajan (1974). The type of research used is descriptive research. The research was carried out at junior high school level (SMP) precisely in Makassar VII grade VIII. The research instrument used was a learning cycle activity observation sheet and a student questionnaire response to Learning Resources. Based on the results of the effectiveness test with parametric statistical analysis between differences in class learning outcomes taught by Learning Sources the learning cycle model shows positive results compared to classes that are not taught using learning resources or conventionally, which is shown by the average corrected learning outcomes in the experimental class of 76 , 84 is higher than the class taught conventionally which is 69.82, and obtained a positive response of students by 95.83%. So from the results of the study concluded that the application of Learning Resources leaning cycle models of students provide a positive response to its application. Keywords: Learning resources, learning cycle.

Since the announcement of the need for actions that deal with internationalization in the Brazilian Higher Education context, innumerable projects and programs have been proposed and developed in federal universities, among which the Idiomas sem Fronteiras (IsF) outstands. In this way, for purposes of giving visibility and sharing studies and teaching practices, this paper aims to present principles of the Teaching and Learning Cycle that guide the development of Portuguese as a Foreign Language courses at IsF at the Federal University of Santa Maria (UFSM), as well as the results of a teaching experience, lived from a qualitative-quantitative and interpretative survey involving foreign students enrolled in undergraduate and graduate courses at UFSM. Thus, the theoretical and methodological perspective adopted is based on Martin and Rose (2008) and Rose and Martin (2012) studies. The achieved results signal the foreign academics profile at the university and point out some of their learning demands regarding the Portuguese language used in Brazil. The experience involved the development of deconstruction activities, joint and independent texts construction and resulted in a film reviews booklet. The texts produced by the students served as an instrument for the teaching and learning process evaluating and the effectiveness of the Martin and Rose (2008) and Rose and Martin (2012) postulates in this situated context.Keywords: Post-90 Portuguese poetry of the 20th century. Poetry magazines. Critiscism of poetry. Contemporary culture.

The purpose of this study is to analyze how effective the cycle learning model is towards student mathematics learning achievement by using puzzle mathematics media. This research is an experimental quantitative study carried out in class IV Gondosari Public Elementary School. The design of this research is the static group pretest-posttest desaign. The average mathematics achievement test results were 57.6 for the control class and 67.5 for the experimental class. The prerequisite test shows that the data are normally distributed and homogeneous. The research hypothesis test shows: (1) there is a difference in the average test of learning achievement (knowledge and skills) of mathematics between the experimental class and the control class that is 3,291> 1,997; and (2) puzzle cycle assisted learning cycle cannot meet the classical effectiveness criteria.

The purpose of this classroom action research (CAR) is to aim to find out whether there is an increase in learning outcomes in the subject of Citizenship Education students using cooperative learning strategies. This research is a classroom action research study involving 30 students of class X Accounting SMKN 2 Tanimbar Selatan consisting of 5 women and 20 men. Some of the variables investigated in this study are as follows (1) input variables which include students, lesson material, learning resources, (2) the variable process of organizing teaching and learning activities, such as teaching and learning interactions, student questioning skills, student learning methods, and (3) output variables such as student curiosity, students' ability to apply knowledge, student learning motivation, student learning outcomes, student attitudes towards learning experiences through improvement activities. There are four stages carried out in carrying out this research activity, namely: the stages of planning, implementation of actions, observation and interpretation as well as analysis and reflection. This research was conducted in two research cycles. From the results of the action in the first cycle, it was found that the average value of students was 78.67 with the highest score of 90 and the lowest value of 65 and completeness of learning only reached 77% or 23 students out of 30 students, still below the established completeness of 85% of students unfinished learning 23% or 7 students out of 30 students. Thus the next learning cycle still needs to be designed. Results in Cycle II the average value of students 81.00 with the highest value of 95 and the lowest value of 70 and completeness of learning has only reached 87% or 26 students out of 30 students, already above the mastery that has been set that is 85% of students who have not finished learning 13 % or 4 students out of 30 students. Thus there is no need to design further learning cycles. The results showed that the use of cooperative learning strategies in fact can improve learning outcomes in subjects Citizenship Education in class X Accounting for SMKN 2 Tanimbar Selatan 2018/2019

This article discusses the seven contributions to the special issue Facilitation of self-regulated learning. We first introduce the cue-utilization framework to study self-regulated learning; the basic idea of this framework is that learners use whatever cues are available to monitor and control their learning processes. This framework is then used to position, discuss, and critically compare the seven contributions, which represent a wide variety of approaches to self-regulated learning. Based on our analysis, five main conclusions are presented: (1) there is a tendency to focus investigations on learners' monitoring and reflection whereas it might be more fruitful to take the full learning cycle into account, (2) there are strong indications that learners' use cues to regulate their learning but which cues they are actually using depends on many different factors including the type and level of learning, (3) there is a clear need for the provision of metacognitive prompts to learners that stimulate them to use more diagnostic cues and make better control decisions, (4) on the instructional-sequence level, facilitation of self-regulated learning might include ‘second-order’ scaffolding where the number of prompts decreases as learners acquire more self-regulated learning skills, and (5) affective states may serve as cues but how they interact with cognitive cues is still unknown. We conclude that a design approach to self-regulated learning might help to acknowledge its enormous complexity.

This article aims to publish research results in developing e-learning tools using WordPress in high school physics learning with the 5E Learning Cycle strategy. The 5E Learning Cycle Strategy consists of five stages: Engagement, Explore, Explain, Elaborate, and Evaluate. The 5E Learning Cycle Strategy refers to learner-centered learning so that online-based learning media is needed that can condition the implementation of learning following the 5E Learning Cycle stages. This study uses research and development that refers to the Dick and Carey model. E-learning products produce five physics topics, namely 1) Direct Current (DC) Circuit; 2) Static Electricity; 3) Magnetic Field; 4) Electromagnetic Induction; and 5) Alternating Current (AC) Circuit. It was validated by material physic experts, media experts, and learning experts, in the form of a Likert-scale questionnaire. The results of field trials using e-learning products produce N-Gain values ranging from 0.35 to 0.40. The study concluded that the developed e-learning could support physics learning with the Learning Cycle 5E strategy.

This study was to study the influence of the 7E Learning Cycle (LC) model (obtain, involve, discuss, explain, discuss, discuss, expand, and understand), class 10 learning activities. The sampling method was carried out using saturated sampling techniques, the results showed thus the 7E Learning Cycle (LC) learning module can be used on the subject of mushrooms by looking at 3 aspects of values, namely cognitive, psychomotor and effective

This study aims to determine the effect of students worksheets of 7E learning cycle on activities and understanding the concept of excretion systems at MAN 1 Jepara. The research method used was pre-experimental design with one shot case study. Population of this research was all the students of XI class at MAN 1 Jepara with the samples were XI MIPA 2 and XI MIPA 3 which were taken by purposive sampling. Research data in the form of student activities taken with an observation sheet and understanding the concepts taken with a test. Student activity data were analyzed descriptively quantitatively while understanding the concepts was analyzed by Wilcoxon and N-gain. The results of the study show that the average activity value of XI MIPA 2 students is 88.99% and XI MIPA 3 is 88.63% with the criteria of both classes were very high. The average results of conceptual understanding of students of class XI MIPA 2 is 78.67 with classical completeness is 87.18% while class XI MIPA 3 is 81.73 with classical completeness of 91.89%. The results of the analysis using the Wilcoxon show that the sig value. 0,000