This study aimed to describe major learning styles and learning strategies used by a research subject from four years of a college student of English Education Study Program. It was a qualitative study and conducted through a case study design. The subject was a successful four years college student. The data was collected through questionnaires, interviews, and documents. Two questionnaires were administered, Perceptual Learning Style Preferences Questionnaire (PLSPQ) to determine the student learning style preferences, whereas, Strategy Inventory for Language Learning (SILL) to determine the student learning strategies. A semi-structured interview was applied to gain the primary data, while, the document was provided to support it. The results revealed that the successful language learner performed two major learning styles proposed by Reid (1984), i.e. visual, in which the subject learns best by reading and taking notes; and the individual, in which the subject learns better individually. Subsequently, the subject uses two major learning strategies proposed by Oxford (1990). The first learning strategy is the cognitive strategy includes practicing along with receiving and sending messages. The second strategy is the compensation strategy includes guessing intelligently in listening and reading and overcoming limitations in speaking and writing.

Proses pembelajaran Pendidikan Agama Buddha di SMP N 3 Kaloran, belum maksimal selain ada masalah dari diri peserta didik, sarana prasarana pembelajaran juga kurang memadahi. Penelitian ini memiliki tujuan untuk: (1) Mengetahui pengaruh ketersediaan sarana prasarana pembelajaran terhadap prestasi belajar Pendidikan Agama Buddha (2) Mengetahui pengaruh keaktifan peserta didik terhadap prestasi belajar Pendidikan Agama Buddha, (3) Mengetahui pengaruh ketersediaan sarana prasarana pembelajaran dan keaktifan peserta didik terhadap prestasi belajar Pendidikan Agama Buddha. Desain penelitian ini adalah Penelitian kuantitatif dengan jenis penelitian ex-post facto. Populasi pada penelitian yaitu peserta didik beragama Buddha yang berjumlah 45 peserta didik, teknik dan instrumen pengumpulan data dilakukan dengan mengunakan kuesioner. Teknik analisis data menggunakan regresi linier berganda dengan bantuan program SPSS 25. Berdasarkan hasil penelitian dan analisis data dapat disimpulkan bahwa, ketersediaan sarana prasarana pembelajaran dan keaktifan peserta didik terdapat pengaruh yang signifikan terhadap prestasi belajar Pendidikan Agama Buddha di SMP N 3 Kaloran.

Online learning of Buddhist education at SDN 2 Yosomulyo Had Various obstacles and problems arose that had an impact on students’ understanding. That was the reason for researchers to conduct resech subjects. This study aimed to (1) find out online learning process on Buddhism and (2) to analyzy the impact of online learning on Students’ understanding of Buddhism subject at SDN 2Yosomulyo Gambiran subdistrict, Banyuwangi.This studi used a qualitative method. The research approach was a case study. The location of the research wass at SDN 2 Yosomulyo. When the research was conduted from February to July 2021, the data qualitative research were collected thrugh observation, interviews and documentation, the valididy of the data used Triangulation, data analysis techniques refferring to the Miles & Huberman concept.The result of this study indicated that (1) the online learning process of  Buddhist Education at SDN 2 Yosomulyo, was carried out via Whatsapp, Zoom, Google meet and  various obstacles in the from of: limited facilites, lack of mastery of technology by students, material was not understood, lack parental assistance when learning online, lack of adaptation to online learning, (2) The Impact of online learning on students’ understanding of buddhist education subjects, namely students have difficulty in retell, give opinions and provide conclusions on buddhist education subjects by teachers when oline learning

Penelitian ini merupakan penelitian pengembangan yang meliputi pengembangan instrumen percaya diri guru pendidikan agama Buddha, dan melakukan modifikasi penilaian kinerja guru pendidikan agama Buddha. Subjek penelitian guru pendidikan agama Buddha. Penelitian dilakukan pada bulan Februari sampai dengan Juni 2019, yang dibagi dalam lima prosedur. Analisis data kualitatif dilakukan untuk mengolah data kualitatif, juga dilakukan analisis dengan Exploratory Factor Analysis. Hasil penelitian menunjukan bahwa faktor yang mempengaruhi percaya diri guru pendidikan agama Buddha adalah faktor lingkungan, suasana kelas dan faktor lingkungan dari tugas tambahan yang dimiliki guru tersebut. Indikator yang mempengaruhi lingkungan kelas, terdiri dari suasana kelas yaitu indikator sarana pendukung belajar, seperti ruang kelas, buku, jumlah siswa, lokasi dan jumlah kelas. Sedangkan faktor lingkungan yang kedua adalah lokasi tugas tambahan yang sesuai, baik sebagai administrasi atau bidang tugas yang lain, sarana pendukung tugas tambahan, dan tekanan kerja. Besarnya pengaruh percaya diri terhadap kinerja guru pendidikan agama Buddha 0,318, yang menunjukkan bahwa prestasi kerja dapat dipengaruhi secara langsung melalui rasa percaya diri sebesar 0,318. Jika rasa percaya diri mampu ditingkatkan dalam satu satuan, dengan asumsi variabel lain tetap, maka prestasi kerja dapat ditingkatkan sebesar 0,318