Epistemic Beliefs on Field-Dependent and Field-Independent Learning Style

Ghufron, M. Nur; Suminta, Rini Risnawita

doi:10.21831/cp.v39i3.23800

Cited by 3 publications

(3 citation statements)

References 25 publications

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“…In essence, students have the option of spending more time in group discussions and brainstorming sessions. The result shows identical discussion to Ghufron and Suminta (2020), which focused on using epistemic beliefs to improve students' interaction with the surrounding context to perform optimal academic results.…”

Section: Discussionmentioning

confidence: 54%

The analytical scoring assessment usage to examine Sundanese students’ performance in writing descriptive texts

Koswara

Dallyono

Suherman

et al. 2021

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Many scholars view writing as a highly laborious task because many subcomponents are to be moulded into a single discourse. This issue is also faced by Indonesian higher education students, particularly sophomore students of the department of Sundanese language education. Therefore, this present study aims to uncover the factual evidence of whether the use of a rubric can enhance valid judgment. This process employed a validity and reliability scoring system. Subsequently, it is also significant to examine the functions of a rubric to promote sophomores’ learning and develop instruction from lecturers in the department of Sundanese language education. This study objectively assesses students’ descriptive writing in Sundanese language by considering the analytical scoring assessment functions. It turns out that the outcomes motivated the lecturers to constantly simplify the criteria in order to fit sophomores' descriptive texts, discover significant features, and incorporate the qualities into their own text insights. Furthermore, depending on the text complexity, such as intermediate, pre-advanced, and advanced writing, as well as students' writing competence and maturation, lecturers may modify the analytical rubric that moderately recommends the necessary qualities of descriptive texts or encompasses a wider component of rubrics qualities. This finding implies that the analytical scoring rubric incorporates the influential scoring method into daily activities.

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Section: Discussionmentioning

confidence: 54%

The analytical scoring assessment usage to examine Sundanese students’ performance in writing descriptive texts

Koswara

Dallyono

Suherman

et al. 2021

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show abstract

“…Learning something is not only related to the learning process at the school but also other things, how far students believe in knowledge and learning (Nur Ghufron & Suminta, 2020). According to (Federico, 2000) student learning objectives can be obtained easily when pedagogically provided facilities by the differences of each student, even though each student has a different learning pressure adapted to learning styles (Hendry et al, 2005).…”

Section: Introductionmentioning

confidence: 99%

An Analysis of Student Learning Style in Learning English in Sekolah Indonesia Kuala Lumpur, Malaysia

Hardiyanto

2023

VELES

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Learning style is one way to find out a person's most comfortable way in the learning process being carried out. In the learning process takes place, students have their learning style preferences. Learning styles have four preference models, namely VARK; visual, aural, read/write, and kinesthetic. The VARK can help students' learning style preferences in maximizing their learning style. Thus, the gap in this research is the investigation of learning styles in the English as a Second Language (ESL) context. The purposes of this study were to find out; (1) the learning styles employed by students and (2) the dominant learning style employed by the students in Sekolah Indonesia Kuala Lumpur, Malaysia in learning English. This research used a descriptive quantitative research method that deals with the types of learning styles by VARK Neil Fleming. The total participants of the research were 28 students. The findings showed that (1) it was found that in the ESL context, students prefer to use two learning style preferences, namely; unimodal and bimodal, and (2) students predominantly used the kinesthetic learning style. The current findings implied that ESL teachers should provide English learning activities which is able to trigger students to engage directly in the process of teaching and learning in the classroom so that they can use their learning style maximally. Furthermore, the teaching process should emphasize on students—centered learning in order that students will be easier in reaching the objectives of Learning English in ESL context.

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“…There are several previous studies compared with the analysis. The reason of epistemic beliefs studies can be investigated deeper because it focuses on enhancing learners' interactions with their surroundings in order to achieve best academic results (Ghufron & Suminta, 2020). It is supported by Chevrier & Muis (2021), epistemic beliefs are more about mental processing, learning, and cognitive development.…”

Section: Introductionmentioning

confidence: 99%

EFL students' epistemic beliefs and their relations to critical thinking and reading achievement

Amatullah

Emaliana

Junining

2021

jees

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One of the key points of reading comprehension is epistemic beliefs. Epistemic beliefs can be explained as students’ determination of way of learning. Epistemic beliefs’ relation with critical thinking and reading achievement has not yet been clarified. The study has the aim to explore the relationship between the epistemic beliefs’ of students to their critical thinking and reading achievement. The method of the study is correlational. The participant of the research is 102 students from the 2019 batch of the English Language Education Program of reading comprehension class, A-E class in Universitas Brawijaya. The participants helped to fill the questionnaire. The researcher used SPSS to analyst the questionnaire that has been filled by the participants to know the result of the research. The result of SPSS’s analysis showed that between epistemic beliefs and critical thinking, there is a very strong correlation and between epistemic beliefs and reading achievement, there is a strong correlation. Based on the result of the correlation from SPSS’S analysis, it can be known that there is a close relation between epistemic beliefs, critical thinking, and reading achievement. If the students have high epistemic beliefs, they will have high critical thinking and reading achievement HIGHLISGHTS: Epistemic beliefs are very related to the critical thinking and readingachievement of students. The higher the level of epistemic beliefs, the better the critical thinking ofstudents. The higher the level of epistemic beliefs, the better the reading achievement ofstudents.

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Epistemic Beliefs on Field-Dependent and Field-Independent Learning Style

Cited by 3 publications

References 25 publications

The analytical scoring assessment usage to examine Sundanese students’ performance in writing descriptive texts

The analytical scoring assessment usage to examine Sundanese students’ performance in writing descriptive texts

An Analysis of Student Learning Style in Learning English in Sekolah Indonesia Kuala Lumpur, Malaysia

EFL students' epistemic beliefs and their relations to critical thinking and reading achievement

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