This study was conducted to describe the validation of learning environment inventory (LEI) for secondary school contexts. A survey method was used for data collection through the 20-item LEI. This study consists of two phases. In Phase 1, an exploratory factor analysis (EFA) was conducted using the Statistical Package for Social Sciences (SPSS 21) involving data collected from 150 students, which resulted in the extraction of four factors related to learning environment; (a) Learner-centered, (b) Knowledge-centered, (c) Assessment-centered, and (d) Community-centered. A confirmatory factor analysis (CFA) was carried out in Phase 2 with a new sample (N = 268) which resulted in strong model fit estimation. Such results confirmed the factor structure of Phase 1 and resulted in a final 12-item scale, which may be considered as an acceptable model.

This study was aimed to identify the relationship between problem solving skills, metacognitive awareness, and mathematics achievement as well as to identify the role of metacognitive awareness as a mediator. This study involved a total of 333 Form Four students from ten secondary schools in Malaysia. Data were collected using questionnaires, while information about mathematics achievement was provided by the school management. Data were analyzed using the Structural Equation Modeling (SEM) technique. Results indicated that all variables correlated significantly with each other, while path analysis revealed the mediation effect of metacognitive awareness between problem solving skills and mathematics achievement. The findings suggest the importance of problem solving skills in influencing secondary school students' mathematics achievement through the development of metacognitive awareness.

Gaya pembelajaran adalah cara bagaimana pelajar menyerap dan menyusun maklumat yang diterima. Pendekatan gaya pembelajaran secara umum terbahagi kepada tiga aspek; visual, auditori dan kinestetik. Pertama, gaya visual, yang belajar paling berkesan ketika melihat pembelajaran dengan media gambar. Kedua gaya auditorial, yang berkesan belajar melalui suara yang didengar. Maka gaya pembelajaran pendengaran adalah gaya pembelajaran dengan mendengar. Pelajar dengan gaya pembelajaran ini lebih dominan menggunakan deria pendengaran ketika menjalankan proses pembelajaran dan pengajaran. Gaya pembelajaran visual suka kemahiran dan kemas, ingin bercakap pantas, suka membuat perancangan yang teliti untuk jangka masa depan, sangat terperinci dengan terperinci. Ketiga, gaya aktif, atau apa yang disebut pelajar kinestetik. Sementara itu, gaya pembelajaran kinestetik adalah dengan bergerak, menyentuh, dan bekerja. Mereka belajar dengan mengutamakan perasaan dan pergerakan fizikal mereka. Penerapan gaya pembelajaran ini dalam aktiviti pembelajaran telah menghasilkan pelbagai kesan positif dalam arena pendidikan. Learning Style: Visual, Auditory and Kinesthetic Abstract: Learning style is the way how students absorb and compose the information received. The learning style approach is generally divided into three aspects; visual, auditory and kinesthetic. First, the visual style, which makes learning the most memorable when looking at learning with image media. Both styles are auditory, which impresses learning through the sound that is heard. Then the hearing learning style is a listening learning style. Students with this learning style are more dominant in using the sense of hearing when carrying out the learning and teaching process. Visual learning style likes skill and order, wants to speak quickly, likes to make careful plans for the future, and is very detailed in detail. Third, active style, or what is called a kinesthetic learner. Meanwhile, the kinesthetic learning style is by moving, touching, and working. They learn by prioritizing their feelings and physical movements. The application of this learning style in learning activities has produced various positive impressions in the educational arena. Keywords: Auditory, Kinesthetic, Learning Style, VAK, Visual.

This study examines the concept of independent learning from the perspective of progressivism educational philosophy. The method used in this research is library research. The researcher reviewed various works of literature and then analyzed related to the Concept of Merdeka Belajar Curriculum in Elementary Schools from the Viewpoint of Educational Philosophy. Data collection techniques are conducted by including eligibility, screening, identification, and analysis from various sources such as books, articles, and relevant research results. The search for research data resulted in 5 electronic books and 36 articles from scholars. The texts studied included educational philosophy books and independent curriculum guides specific to elementary schools. In contrast, there are several selected articles. Articles found in the Sholer and Mendeley databases, using the search terms "Independent Curriculum in elementary schools, Educational Philosophy, Progressivism" in the title and keywords only selected articles which are continued in the discussion and the papers used are the last five years published in national journals (Sinta 1, 2, 3, 4, 5) and several in international journals. Library materials from various sources, both in print and electronic form, go through the stages of eligibility, screening, identification, and analysis as needed to obtain proportions and ideas. The results of this study indicate the concept of independent learning with the flow of progressivism believes that education must be progressive, innovative, flexible, open, rational, and scientific according to the times. The concept of an independent learning curriculum in elementary schools from the point of view of the philosophy of progressivism education has similarities to progress and independence in educational practice. The relationship between the concept of independent learning in elementary schools from a progressivism point of view can be seen from the impact of its implementation: 1) for educators, the administrative burden will be reduced because the RPP tools are simplified; teachers have free time to improve competence through various platforms; Educators have the freedom to innovate and be creative. 2) Students can experience knowledge in their environment as character strengthening, learning themes, or critical issues related to sustainable lifestyles, culture, entrepreneurship, and technology. So that students can take real action in answering these issues according to the stages of learning and their needs.

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