Sharing the Passion for Learning Around the World

Independent learning which has been rolled out since 2019 until this research was conducted has not shown a change in the attitude of teachers' teaching and independent student learning. The teacher's limited understanding of the concept of independent learning results in teachers finding it difficult to apply independent learning as they should. This writing answers the question of how teachers define independent learning and why teachers find it difficult to apply independent learning. The independent learning program aims to provide freedom of thought for teachers and students without being burdened by grades. The research location is SMA Negeri 2 Amahai Central Maluku. This type of research is qualitative where the teacher is the focus of the research and uses primary and secondary data. Data analysis was carried out in three stages, namely data reduction, data display and data verification. The results of the study show that there are three important elements that trigger teacher difficulties in defining and applying the concept of independent learning, namely 1) the teacher's long experience with conventional teaching and learning processes and being confronted with the concept of independent learning that has never been 2) the teacher's understanding is still limited about the meaning, the basis and principles of independent learning, and 3) the teacher lacks mastery of environmental and instrumental factors, for example, the curriculum and learning model of independent learning. Freedom of learning in reality is still understood in a limited way at the implementation level. Likewise with the immature teacher's readiness to apply learning with the concept of independent learning. It turns out that not all teachers know the concept of independent learning. The interpretation that professional teachers easily understand and apply independent learning in reality is not true. Independent learning is not mere science but procedural knowledge so that it is necessary to master factual understanding and experience about independent learning. Taking into account the limitations of time and research methods, it is necessary to carry out further research by paying attention to the quantitative elements of and the absorption of meaning and implementation of independent learning from teachers and students.

The objectives of the final report of this research are (1) to determine the understanding of students and lecturers in the Merdeka Learning policy program at the Merdeka Campus at the Economic Education Study Program, FKIP, Pasundan University; (2) to find out the involvement of students and lecturers in the Independent Learning Policy Program at the Independent Campus at the Economics Education Study Program, FKIP, Pasundan University. The implementation method in the research program on the implementation of the Independent Learning Policy-Independent Campus (MBKM) is in the form of a population survey (total sampling) involving students, and lecturers at the Pasundan University economic education study program. The survey results show that in general students understand the independent campus learning policy program in the economic education study program FKIP Pasundan University, this is indicated by the average student answers about each question item in the survey showing a response according to the answer indicators provided. Some of the author's suggestions are input as a form of concern for the study program in implementing the MBKM program so that it can be even better, of course the consistency of all human resources involved is very necessary in optimizing the implementation of this MBKM activity.

Background. The role of the teacher to increase student learning independence will be very influential. Teachers will be able to help students to carry out learning activities independently. So this will provide opportunities for students to be active during learning. The teacher will be a motivator to increase students' interest, enthusiasm, and self-confidence. This will provide a new enthusiasm for students to do things independently. Independence will also help students be more responsible in doing things. Purpose This study aims to determine how much the teacher's role is in increasing learning independence for students. Teachers who are a place of aspiration for students at school will play an important role in the development of students in the world of education. In addition, it also aims to provide an overview of the development of strategies and methods to support the needs in the process of independence for students. Method. The method used in this research is a quantitative method. This method is a form of data collection in the form of numbers that can be tested. The data obtained is the result of the acquisition of responses from the distribution of questionnaires containing questions regarding the influence of the teacher's role in increasing student learning independence. The statement in the form of a questionnaire is presented in the form of google from which is shared via whatsapp. The collected data will be accessed into excel to be processed using SPSS. Results. The results of this study state that teachers as parents in formal schools have a big role in the efforts of learning independence for students. Providing opportunities for students to be active in learning will provide opportunities towards learning independence. Appreciation and motivation from teachers will increase students' interest in learning. This will help students in overcoming learning difficulties. Teachers can provide guidance to improve students' learning independence. Conclusion This research can be concluded that students need the role of the teacher as a support for increasing independence in learning. Students' independence in learning will affect their daily lives. In addition, it will help students to increase self-confidence, responsibility, initiative, and self-control. So that students are expected to be able to plan the learning process, seek information, and also evaluate learning outcomes.

This study explored the reflective experiences of three teachers using formative feedback to support the development of learner autonomy and lifelong learning skills. The reflective narrative explores the evolving journey and experiences of three teachers to support learners’ development of self-directed and independent learning skills to enable learning autonomy in an Institute of Technology and Polytechnic (ITP) in New Zealand. This study adopts an introspective-reflective method to report three contextual reflections of three teachers/facilitators to support self-directed and independent learning for undergraduate and postgraduate learners. The findings show specific examples of how each teacher adopted formative feedback to support independent and self-directed learning to enhance learning. The authors’ contribution adds to the growing body of guidance for teachers and facilitators on how to use formative feedback in ways that empower learners rather than directing them – striking a balance that nurtures learners without undermining original ideas or creative intent.

Tujuan penelitian ini adalah untuk mendeskripsikan (1) keefektifan pembelajaran missouri mathematics project dengan pendekatan problem solving (MMP-PS) terhadap kemandirian belajar dan kemampuan komunikasi matematis siswa, (2) keefektifan pembelajaran missouri mathematics project (MMP) terhadap kemandirian belajar dan kemampuan komunikasi matematis siswa, dan (3) perbedaan keefektifan pembelajaran MMP-PS dengan MMP terhadap kemandirian belajar dan kemampuan komunikasi matematis siswa. Pendekatan penelitian ini merupakan kuantitatif dengan jenis penelitian quasi eksperimen.Keefektifan pembelajaran MMP-PS maupun MMP terhadap kemandirian belajar dan kemampuan komunikasi matematis menggunakan uji t satu sampel. Perbedaan keefektifan pembelajaran MMP-PS dengan MMP terhadap kemandirian belajar dan kemampuan komunikasi matematis siswa dianalisis menggunakan MANOVA.Hasil penelitian menunjukkan bahwa pembelajaran MMP-PS efektif terhadap kemandirian belajar dan kemampuan komunikasi matematis siswa. Pembelajaran MMP tidak efektif terhadap kemandirian belajar, tetapi efektif terhadap kemampuan komunikasi matematis. Selain itu, terdapat perbedaan keefektifan antara pembelajaran MMP-PS dan MMP terhadap kemandirian belajar dan kemampuan komunikasi matematis siswa. Hasil uji lanjut menunjukkan pembelajaran missouri mathematics project dengan pendekatan problem solving lebih efektif dibandingkan dengan pembelajaran missouri mathematics project terhadap kemandirian belajar dan kemampuan komunikasi matematis siswa.

The purpose of this research is to seek the opinions of primary school teachers in order to investigate the pedagogical conditions for the development of educational independence of primary school students. The research was prepared in accordance with the qualitative research method. Research data were collected with a semi-structured interview form developed by the researchers. The participant group of the research consists of 80 primary school teachers working in various primary schools in Kazakhstan in the 2021–2022 academic year. As a result of the research, it was revealed that the majority of primary school teachers found students’ independent learning skills partially sufficient. Primary school teachers determined the role of families in the development of students’ independent learning skills as encouraging role, directing role, participation role and modelling role. Primary school teachers determined the role of teachers in the development of students’ independent learning skills as the role of providing independent learning skills, the role of developing independent learning skills, the role of approaching the right method, the role of supporting independent learning with in-class activities and the role of implementing technology-supported activities. Primary school teachers’ suggestions for the development of pedagogical conditions for students to gain independent learning skills are divided into five categories, i.e., creating a suitable school environment, creating a suitable classroom environment, teacher–parent cooperation, organising in-service trainings for teachers and organising seminars for families. Keywords: Independent learning, pedagogical conditions, primary school students, teacher opinions;

Introduction: The use of podcasts in the classroom represents an innovative strategy for improving oral comprehension and production in a foreign language. This research analyzes its benefits, highlighting its impact on students' motivation and confidence. Using a theoretical methodology, key approaches are explored that strengthen language skills without generating anxiety or fear of public speaking. Method: This qualitative study employs a methodology that integrates podcasts into the classroom to strengthen oral production through six key stages: topic introduction, pre-listening with discussion, active listening, group analysis, reflective writing, and podcast creation. Platforms such as Moodle, Deezer, and Canva are used to manage content and stimulate critical thinking. Furthermore, virtual reality and social media facilitate the dissemination of final products, promoting effective communication in a foreign language. Results: The findings show that integrating podcasts into the classroom fosters meaningful learning. Students show greater confidence when expressing themselves orally and reduce their fear of failure. Furthermore, the combination of digital tools and teaching strategies strengthens listening comprehension and verbal fluency, allowing participants to develop confident and independent communication skills in the foreign language. Discussion: The analysis of the results confirms that podcasts not only facilitate language acquisition but also generate a dynamic learning environment. By eliminating barriers such as fear of making mistakes and anxiety, they foster more active participation. Furthermore, interaction with authentic content and the ability to create their own materials reinforce students' autonomy and critical thinking. Conclusions: The implementation of podcasts as a teaching tool significantly improves oral production in a foreign language. Their use fosters confidence, active participation, and independent learning. Furthermore, by integrating digital platforms and innovative strategies, the teaching-learning process is optimized. Their continued use is recommended to strengthen communication skills and consolidate a more interactive and effective educational environment.

Self-assessment of writing in independent language learning programs: The value of annotated samples

This study aims to find out Are student mathematics learning outcomes in solving problems for students who have high learning independence better than those who have moderate learning independence, are student mathematics learning outcomes in solving questions for students who have high learning independence are better than those who have low learning independence and whether the mathematics learning outcomes of students in solving problems for students who have moderate learning independence are better than those who have low learning independence. This research is a quasi-experimental study with a 2 x 3 factorial design. The population of this research is all students of the mathematics education study program in the even semester of the 2020/2021 academic year. Samples were taken by random sampling. The instruments used in data collection were learning independence questionnaires and learning achievement tests in solving questions in the form of descriptions. Before Questionnaires and tests are used for data collection before being tested to determine validity and reliability. Hypothesis testing using anava two different cell lines, with a significance level of 5%. Previously, the average balance test and prerequisite tests were carried out involving the normality test and homogeneity test. The average balance test uses the t test while the normality test uses the Liliefors test which concerns the normality of the experimental group, control group, independence high learning, moderate learning independence and low learning independence. The homogeneity test uses the Barlett test which concerns learning strategies and learning independence

INTRODUCTION: The research on the method of cultivating college students' autonomous ability based on experiential teaching is conducive to college students' change of learning mode and learning thinking, improving the utilisation rate of educational resources, as well as the reform of education.OBJECTIVES: Addressing the current problems of unquantified analyses, lack of breadth, and insufficient development strategies in the methods used to develop independent learning skills in university students.METHODS: This paper proposes an intelligent optimisation algorithm for the cultivation of college students' independent learning ability in experiential teaching. Firstly, the characteristics and elements of college students' independent learning are analysed, while the strategy of cultivating college students' independent learning ability in experiential teaching is proposed; then, the weight optimization method of cultivating college students' independent learning ability based on experiential teaching is proposed by using the improved intelligent optimization algorithm; finally, the validity and feasibility of the proposed method are verified through experimental analysis.RESULTS: The results show that the proposed method has a wider range of culture effects.CONCLUSION: Addressing the problem of poor generalisation in the development of independent learning skills among university students.

This study aims to explore the relevance between blended learning and students' independent learning curriculum in the digital age. This study used a descriptive method with a qualitative approach to gather and analyze data from diverse participants. Multiple data collection techniques were utilized to ensure a comprehensive and in-depth exploration of the research topic. The sample included teachers from different educational levels, students with varying academic backgrounds, and educational administrators with experience in curriculum development and implementation. Procedures Data analysis involved several iterative steps. Based on the research results, it was found that a strong connection between blended learning and promoting independent learning skills among students. Challenges were identified in effectively incorporating an independent learning curriculum within the blended learning environment. The study highlighted the importance of teacher support, collaborative opportunities, and access to Technology and resources in enhancing the effectiveness of blended learning and independent learning practices. These findings contribute to the ongoing discourse on digital-age education and provide insights for educators and policymakers in designing practical instructional approaches that empower students' independent learning skills in the digital era.

This study contributes to mathematics education by clarifying how independent learning supports students’ creative thinking processes, particularly in vocational contexts where autonomy and problem-solving skills are crucial. This study focuses on students' learning independence and creative thinking skills with the aim of determining whether there is a relationship between learning independence and creative thinking skills among vocational high school students. This study uses a quantitative descriptive approach with a correlational method conducted at one of the vocational high schools in Tangerang City, Banten Province. The sample in this study consisted of 30 students from the 10th-grade Multimedia class. Data collection techniques included observation, a 24-item questionnaire, and a written test with 5 questions. The instruments were validated by experts and declared suitable for use, ensuring content validity and reliability. Based on the results of the study conducted in the Multimedia class, it can be concluded that the level of learning independence and creative thinking ability of students is above average, with 13 students (43.33%) scoring below average and 17 students (56.66%) scoring above average, and further analysis shows a strong positive correlation (r = 0.970, p < 0.01) between the two variables. Based on the hypothesis test, there is a significant relationship between learning independence and students' creative thinking ability.

This study aims to measure the effect of Learning Media and Learning Independence on the Narrative Writing Ability of Grade V Students in Gugus II, Cempaka Putih District. The experimental method was used with a target population of 261 students. The sample consisted of 43 students who were given Animated Film Learning Media, divided into 22 students of high learning independence and 21 students of low learning independence, and 43 students who were given Film Learning Media, divided into 22 students of high learning independence and 21 students of low learning independence. The results showed that Narrative Writing Ability was higher in the group given Animated Film Learning Media than in Film Learning Media (Fhitung = 13.018 > Ftabel = 3.96). Narrative Writing Ability is also higher in students with high independence than low independence (Fcount = 11.922 > Ftable = 3.96). There is an interaction between learning media and independence in students' narrative writing ability (Fcount = 61.052 > Ftable = 3.96). This research can potentially improve narrative writing learning in Class V elementary schools in Gugus II Cempaka Putih District

This study aims to develop student worksheets (LKPD) based on Guided Inquiry, assisted by Wordpress, and integrated with Islamic values for teaching the human circulatory system to elementary school students. The research used a Research and Development (R&D) approach with the Plomp development model, consisting of preliminary research, prototyping, and assessment phases. Data were collected qualitatively and quantitatively through teacher and practitioner practicality questionnaires and classroom observations. The results showed that the developed LKPD is highly practical to use, with an overall practicality score of 97.5% across aspects of ease of use, attractiveness, usefulness, Islamic value integration, Guided Inquiry implementation, and technology utilization. The LKPD effectively enhances students’ independent learning, active engagement, and understanding of circulatory system concepts while fostering Islamic values. This study highlights that applying Guided Inquiry-based LKPD using digital platforms supports effective, student-centered learning in elementary schools. The findings provide a foundation for developing other instructional media that combine digital learning tools with religious values and character education, offering an engaging and meaningful learning experience for young learners.

Problem-solving ability is a basic ability in the process of learning mathematics. The purpose of this study is to determine whether there is an effect of the IMPROVE learning model on mathematics problem-solving abilities, the effect of students’ learning independence on mathematics problem-solving abilities, and the interaction between learning model and learning independence in term of mathematics problem-solving abilities. The research method used was quasi-experimental with post-test-only control group design. The data analysis technique used was the analysis of the variance of two unequal cells. The results showed that there were differences in mathematics problem-solving abilities between students who had high, medium, and low learning independence. The values of the results of the comparison are FAobserved = 3.271 and FAcritical = 3.170, FBobserved = 6.945 and FBcritical = 4.020, FIobserved = 0.554 and FI critical = 3.170 at a significance level of 5%. Based on the norm, where Fobserved > Fcritical, H0 is rejected. So, it can be concluded that there is an influence between the IMPROVE learning model and mathematics problem-solving abilities, there is an influence between learning independence and mathematics problem-solving abilities, and there is no interaction between the IMPROVE learning model and the learning independence on mathematics problem-solving abilities.