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All Journal Edumaspul: Jurnal Pendidikan JURNAL EDUKASI NONFORMAL
Kasdir Kasdir
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Education Languange, Linguistic, Communication & Media Social Sciences Other

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Blended of Learning Styles through creative and critical thinking Asbar Asbar; Kasdir Kasdir; Elihami Elihami
Edumaspul: Jurnal Pendidikan Vol 4 No 2 (2020): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1212.248 KB) | DOI: 10.33487/edumaspul.v4i2.690

Abstract

Learning style through creative and critical thinking is one of the soft skill attributes expected of learning style in science education. The learning style of the concept of learning style is formed from birth. Some concepts are formed at pre-school age as prejudice. Simple experiments implemented into games and games have an important role in the formation of science concepts. This study presents the results of research into the development of educational methods that are appropriate to the age development of children. Design-based research that has been used. Student learning styles in terms of the learning environment show that the majority prefers to study in a quiet environment; bright rooms; with cold temperatures; sit on a chair or soft pillow. Despite the fact that in terms of psychological preferences, the majority are investigative to learn sequentially and reflectively.
THE EFFECTS OF APPROACH INSTRUCTION ON STUDENT’S READING PERFORMANCE Umiyati Jabri; Kasdir kasdir; Elihami Elihami; Ibrahim Ibrahim
JURNAL EDUKASI NONFORMAL Vol 1 No 1 (2019): Jurnal Edukasi Nonformal
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1150.929 KB)

Abstract

The research study investigated Indonesian EFL learners’ approach of two reading approaches (cognitive and metacognitive), their perceived contact on effectiveness, and the association between reading approach and effectiveness on their English reading comprehension. Fifty-Three English-major freshmen from STKIP Muhammadiyah of Enrekang participated in these lessons. Two principal questions namely: (1) what is the most frequent use of reading approach reported by individual students? (2) Is there any significant association between reading approach and effectiveness on their English reading comprehension? To examine the effects of approach instruction on students’ reading performance, a qualitative interview technique and quantitative research methods including a paired-sample t-test and Person Product Moment Correlation were used to estimate the relationship between reading approach use and effectiveness on students’ reading accomplishment. Significance showed that the most frequent use of reading approach was found to be metacognitive approach, followed by the cognitive approach. In addition, there was a significant positive connection between reading approach and effectiveness on their English reading comprehension. Reading approach, on the other hand, was unrelated to reading achievement. Results of interview findings were analyzed to explore in-depth in sequence about the condition of approach used. The implications of these findings for implementing effective reading strategy instruction are discussed.
Co-Authors Asbar Asbar ELIHAMI, ELIHAMI Ibrahim Ibrahim Umiyati Jabri