Professional Educator in the Era of Society 5.0: Primary Education Alumni Competence

doi:10.33423/jhetp.v23i10.6177

Cited by 3 publications

(2 citation statements)

References 34 publications

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“…In dealing with the challenges of learning loss that have been the impact of the pandemic, as well as helping underachiever students, the implementation of differentiated learning plays an important role (Andayani et al, 2023). Considering the research results mentioned, schools and teachers have a strong scientific foundation to design learning approaches that are more adaptive and responsive to students' individual needs, thus helping them overcome the impact of learning loss and achieve better academic success (Yustitia et al, 2022).…”

Section: Discussionmentioning

confidence: 99%

Looking at Differentiated Learning from the Lens of Underachiever Students: Viewpoints, Experiences, and Impacts

Andayani,

Iasha

2023

JOSR

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This research aimed to comprehensively examine the implementation of differentiated learning strategies for underachiever students—those with untapped potential not commensurate with their academic performance. Employing a descriptive qualitative approach, the study focused on fourth-grade students chosen for their underachieving characteristics. Data collection involved in-depth interviews with the underachieving students, exploring their perspectives on differentiated learning, experiences during the learning process, and the impact on their comprehension of study materials. The analysis revealed valuable insights into the students' opinions regarding the benefits and challenges associated with differentiated learning. It delved into how this approach influenced their understanding of the subject matter, shedding light on the nuanced responses of underachiever students to the application of differentiated learning. The findings from this study offer a profound understanding of how underachiever students perceive and engage with differentiated learning methods. The implications extend to providing educators with crucial insights for designing effective learning strategies tailored to meet the unique needs of underachiever students. By incorporating these insights, educators can enhance academic performance, support the unfolding potential of underachieving students, and contribute to their overall development. This research contributes to the ongoing discourse on improving educational practices for diverse learning needs.

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Section: Discussionmentioning

confidence: 99%

Looking at Differentiated Learning from the Lens of Underachiever Students: Viewpoints, Experiences, and Impacts

Andayani,

Iasha

2023

JOSR

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“…Purposive sampling was chosen as the sample method for the research, keeping a set of criteria in mind [38]. A total of 64 students participated in the study in an elementary school in Tomohon City, North Sulawesi Province, with 32 of them divided equally between the Experimental Group (EG) and the Control Group (CG).…”

Section: Participantmentioning

confidence: 99%

Impact of the team-assisted individualization learning model on mathematical problem-solving, communication, and self-regulated learning

Najoan,

Kumolontang,

Ester

et al. 2024

ijirss

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The importance of mathematics in various aspects of life cannot be ignored. Every discipline, from the natural sciences to the social sciences, has a connection with mathematics. Therefore, understanding mathematics that is relevant to its context is very important. One step in understanding mathematics’ implications is through effective learning models in elementary schools. This study aims to analyze the impact of the Cooperative Learning type and Team type-assisted individualization (TAI) learning model on three main aspects of mathematics learning at the elementary school level: mathematical problem-solving, mathematical communication, and self-regulated learning skills (SRLS). Quantitative methods were used in this study, with a quasi-experimental design involving two groups: an experimental group and a control group. A total of 64 students were involved in this study, with each group consisting of 32 evenly distributed students. The data collection instruments comprised mathematical problem-solving, communication tests, and Self-Regulated Learning Skills (SRLS) scale instrument sheets. The results of the data analysis revealed significant differences between the experimental and control groups regarding mathematical problem-solving ability, mathematical communication, and SRLS. This study shows that the Cooperative Learning type Team Assisted Individualization (TAI) learning model has positive implications for improving students' abilities in three key aspects of mathematics learning: students' ability to solve mathematical problems, their ability to communicate in a mathematical context, and their ability to learn independently.

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Exploring the team-assisted individualization cooperative learning to enhance mathematical problem solving, communication and self-proficiency in teaching non-parametric statistics

Tinungki,

Hartono,

Nurwahyu

et al. 2024

Cogent Education

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Professional Educator in the Era of Society 5.0: Primary Education Alumni Competence

Cited by 3 publications

References 34 publications

Looking at Differentiated Learning from the Lens of Underachiever Students: Viewpoints, Experiences, and Impacts

Looking at Differentiated Learning from the Lens of Underachiever Students: Viewpoints, Experiences, and Impacts

Impact of the team-assisted individualization learning model on mathematical problem-solving, communication, and self-regulated learning

Exploring the team-assisted individualization cooperative learning to enhance mathematical problem solving, communication and self-proficiency in teaching non-parametric statistics

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