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Journal articles on the topic 'Learning abilities'

Author: Grafiati

Published: 4 June 2021

Last updated: 8 February 2022

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1

Kovas, Yulia, and Robert Plomin. "Learning Abilities and Disabilities." Current Directions in Psychological Science 16, no. 5 (October 2007): 284–88. http://dx.doi.org/10.1111/j.1467-8721.2007.00521.x.

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Twin studies comparing identical and fraternal twins consistently show substantial genetic influence on individual differences in learning abilities such as reading and mathematics, as well as in other cognitive abilities such as spatial ability and memory. Multivariate genetic research has shown that the same set of genes is largely responsible for genetic influence on these diverse cognitive areas. We call these “generalist genes.” What differentiates these abilities is largely the environment, especially nonshared environments that make children growing up in the same family different from one another. These multivariate genetic findings of generalist genes and specialist environments have far-reaching implications for diagnosis and treatment of learning disabilities and for understanding the brain mechanisms that mediate these effects.

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Burov, Oleksandr Yu. "INDIVIDUAL ABILITIES AND LIFELONG LEARNING." Information Technologies and Learning Tools 55, no. 5 (October 31, 2016): 1. http://dx.doi.org/10.33407/itlt.v55i5.1487.

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This paper describes new and emerging technologies in education, learning environments and methods that have to satisfy lifelong learning, from school age to retirement, on the basis of the psychophysiological model of the cognitive abilities formation. It covers such topics as: evaluation of a human (accounting schoolchildren, youth and adults features) abilities and individual propensities, individual trajectory of learning, adaptive learning strategy and design, recommendation on curriculum design, day-to-day support for individual’s learning, assessment of a human learning environment and performance, recommendation regards vocational retraining and/or further carrier etc.). The specific goal is to facilitate a broader understanding of the promise and pitfalls of these technologies and working (learning/teaching) environments in global education/development settings, with special regard to the human as subject in the system and to the collaboration of humans and technical, didactic and organizational subsystems.

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Thorpe., W. H. "THE LEARNING ABILITIES OF BIRDS." Ibis 93, no. 2 (April 3, 2008): 252–96. http://dx.doi.org/10.1111/j.1474-919x.1951.tb05423.x.

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4

Waskitoningtyas, Rahayu Sri. "learning style, problem solving abilities." AKSIOMA: Jurnal Program Studi Pendidikan Matematika 6, no. 3 (December 29, 2017): 432. http://dx.doi.org/10.24127/ajpm.v6i3.1177.

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5

Gibb, C., and P. E. Randall. "Metalinguistic abilities and learning to read." Educational Research 30, no. 2 (June 1988): 135–41. http://dx.doi.org/10.1080/0013188880300207.

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Thorpe, W. H. "THE IBIS:THE LEARNING ABILITIES OF BIRDS." Ibis 93, no. 1 (April 3, 2008): 1–52. http://dx.doi.org/10.1111/j.1474-919x.1951.tb05396.x.

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7

Mumford, Alan. "Managers Developing Learning Abilities at Home." PLET: Programmed Learning & Educational Technology 22, no. 4 (November 1985): 362–67. http://dx.doi.org/10.1080/1355800850220413.

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8

Hausberger, Martine, Emmanuel Gautier, Christine Müller, and Patrick Jego. "Lower learning abilities in stereotypic horses." Applied Animal Behaviour Science 107, no. 3-4 (November 2007): 299–306. http://dx.doi.org/10.1016/j.applanim.2006.10.003.

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Machado Miguel, Luiz Carlos, Marcelo Thomé Schein, Lisiane Cribari C. Rangel, Edward W. Schuberet, Luciano Madeira, and Ivo G. Zuege. "Developing abilities in operative dentistry learning." Revista da ABENO 9, no. 2 (January 26, 2009): 84–87. http://dx.doi.org/10.30979/rev.abeno.v9i2.1313.

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A evolução dos materiais restauradores e a redução em tamanho dos preparos cavitários não vem sendo acompanhadas por mudanças no ensino da Dentística Restauradora. Materiais adesivos e a utilização do flúor fazem com que os preparos cavitários sejam cada vez menos invasivos e mais conservadores. Este artigo tem por objetivo propor uma nova metodologia pedagógica para o início do ensino da Dentística Restauradora. Através desta prática os alunos poderão adquirir um maior controle manual com a alta rotação evitando o desgaste desnecessário e preservando o elemento dental.

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Verde, Paola, Gregorio Angelino, Francesco Piccolo, Paolo Corrazzo, Laura Piccardi, and Raffaella Nori. "Engineers’ abilities influence spatial perspective changing." International Journal of Engineering Education 1, no. 2 (December 15, 2019): 106–13. http://dx.doi.org/10.14710/ijee.1.2.106-113.

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In this paper we studied the effect of engineering expertise in providing directional judgments. We asked two groups of people, engineers and non-engineers, to observe and memorize five maps, each including a four-point path, for 30 sec. The path was then removed and the participants had to provide two directional judgments: aligned (the imagined perspective on the task was the same as the one just learned), and counter-aligned (the imagined perspective on the task was rotated by 180°). Our results showed that engineers are equally able to perform aligned and counter-aligned directional judgments. The alignment effect due to the distance from the learning perspective was, in fact, shown only by non-engineers. Results are discussed considering engineering both learning expertise and specific predisposition.

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Sultana, A. M., and Nuraini Binti Rosli. "Parental Involvement on Students‟ Learning Abilities and Achievement in the English Subject." International Journal of Social Science and Humanity 6, no. 2 (February 2016): 103–6. http://dx.doi.org/10.7763/ijssh.2016.v6.627.

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Saito, Kodai, Mitsuaki Yamada, Takashi Miura, Tsukasa Sato, Ryoji Onodera, and Michiaki Shishido. "Proposal and Evaluation on Formation of Abilities Averaging for Effective Active Learning." Journal of the Institute of Industrial Applications Engineers 7, no. 2 (April 25, 2019): 51–58. http://dx.doi.org/10.12792/jiiae.7.51.

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Kusuma, Arie Purwa, Nurina Kurniasari Rahmawati, and Ramadoni Ramadoni. "The Application of the Accelerated Learning Cycle, Brain-based Learning Model, and Direct Instruction Model toward Mathematical Reasoning in Terms of Mathematical Communication." Al-Jabar : Jurnal Pendidikan Matematika 11, no. 1 (June 24, 2020): 21–28. http://dx.doi.org/10.24042/ajpm.v11i1.6185.

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The students' mathematical reasoning and mathematical communication abilities are influenced by several factors such as the use of learning models used by teachers in learning. The use of appropriate learning models can increase students' mathematical communication abilities and reasoning. This study aims to determine the effect of the Accelerated Learning Cycle, Brain-based learning model and Direct Instruction learning models on students' mathematical reasoning abilities seen from their communication abilities. This is a quasi-experimental research. The data were analyzed using analysis of variance with unequal cells. This study concludes that, first, Accelerated Learning Cycle provides better mathematical reasoning abilities than the Brain-based learning model and the Direct Instruction learning model and Brain-based learning model provide better mathematical reasoning abilities than the Direct Instruction learning model. Second, students who have high mathematical communication abilities have better mathematical reasoning than students with moderate or low mathematical communication abilities, students who have medium communication abilities have better mathematical reasoning than students with low mathematical communication abilities

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Simion, Anca Georgiana, and Olga Chis. "Developing learning abilities through flexible teaching strategies." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 1 (May 10, 2019): 336–43. http://dx.doi.org/10.18844/prosoc.v6i1.4186.

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The national Romanian curriculum challenges practitioners to apply it through educational and structured activities so as not to delineate the structure indicated by the national curriculum. Due to a common dialogue with other educational systems, the current Romanian educational system addresses at the micro-pedagogical level educational practices specific to other educational systems. The Finnish educational system manages to effectively combine current curriculum structures, the social vision based on trust and the implementation of educational software. This triad of components provides Finnish practitioners and foreign practitioners with the Finnish educational system, a design of educational activities validated by the educational outcomes. We wanted to discover the Romanian teachers' vision of the opportunities of the Finnish education system, as well as finding out about the continuous training of teachers in the national educational system. Keywords: Romanian curriculum, Finnish educational system, cooperation, curriculum implementation.

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ONNIS, LUCA, WIN EE CHUN, and MATTHEW LOU-MAGNUSON. "Improved statistical learning abilities in adult bilinguals." Bilingualism: Language and Cognition 21, no. 2 (October 11, 2017): 427–33. http://dx.doi.org/10.1017/s1366728917000529.

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Using multiple languages may confer distinct advantages in cognitive control, yet it is unclear whether bilingualism is associated with better implicit statistical learning, a core cognitive ability underlying language. We tested bilingual adults on a challenging task requiring simultaneous learning of two miniature grammars characterized by different statistics. We found that participants learned each grammar significantly better than chance and both grammars equally well. Crucially, a validated continuous measure of bilingual dominance predicted accuracy scores for both artificial grammars in a generalized linear model. The study thus demonstrates the first graded advantage in learning novel statistical relations in adult bilinguals.

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Deiss, Véronique, and Claude Baudoin. "Olfactory learning abilities in staggerer mutant mice." Comptes Rendus de l'Académie des Sciences - Series III - Sciences de la Vie 322, no. 6 (June 1999): 467–71. http://dx.doi.org/10.1016/s0764-4469(99)80096-1.

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Barulli, M. R., M. Tursi, R. Tortelli, R. Capozzo, R. Cortese, E. D'Errico, A. Leo, I. Simone, and G. Logroscino. "Verbal Learning Abilities in ALS Patients (P01.109)." Neurology 78, Meeting Abstracts 1 (April 22, 2012): P01.109. http://dx.doi.org/10.1212/wnl.78.1_meetingabstracts.p01.109.

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Diplas, Costas, and Vassilis Komis. "Spatial Abilities in Virtual Environment’s Learning Spaces." International Journal of Learning: Annual Review 18, no. 10 (2012): 63–82. http://dx.doi.org/10.18848/1447-9494/cgp/v18i10/47786.

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Nass, Ruth D. "Sex differences in learning abilities and disabilities." Annals of Dyslexia 43, no. 1 (December 1993): 61–77. http://dx.doi.org/10.1007/bf02928174.

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20

Roth, Froma P. "Oral narrative abilities of learning-disabled students." Topics in Language Disorders 7, no. 1 (December 1986): 21–30. http://dx.doi.org/10.1097/00011363-198612000-00005.

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21

Levey, Susan, and Jennifer Dolan. "Addressing Specific Learning Abilities in Gifted Students." Gifted Child Today Magazine 11, no. 3 (May 1988): 10–11. http://dx.doi.org/10.1177/107621758801100303.

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22

Zanardo, Vincenzo, Gianluca Straface, and Daniele Trevisanuto. "Future learning abilities of late preterm infants." American Journal of Obstetrics and Gynecology 207, no. 1 (July 2012): e17. http://dx.doi.org/10.1016/j.ajog.2012.03.017.

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Collado, Miguel Á., Cristina M. Montaner, Francisco P. Molina, Daniel Sol, and Ignasi Bartomeus. "Brain size predicts learning abilities in bees." Royal Society Open Science 8, no. 5 (May 2021): 201940. http://dx.doi.org/10.1098/rsos.201940.

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When it comes to the brain, bigger is generally considered better in terms of cognitive performance. While this notion is supported by studies of birds and primates showing that larger brains improve learning capacity, similar evidence is surprisingly lacking for invertebrates. Although the brain of invertebrates is smaller and simpler than that of vertebrates, recent work in insects has revealed enormous variation in size across species. Here, we ask whether bee species that have larger brains also have higher learning abilities. We conducted an experiment in which field-collected individuals had to associate an unconditioned stimulus (sucrose) with a conditioned stimulus (coloured strip). We found that most species can learn to associate a colour with a reward, yet some do so better than others. These differences in learning were related to brain size: species with larger brains—both absolute and relative to body size—exhibited enhanced performance to learn the reward-colour association. Our finding highlights the functional significance of brain size in insects, filling a major gap in our understanding of brain evolution and opening new opportunities for future research.

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Yustiana, Ara, Edi Syahputra, and Anita Yus. "Differences in Spatial Mathematical Ability of Students Given A Model Learning Realistic Mathematis Education With STAD Type Of Cooperative Learning." Jurnal Cendekia : Jurnal Pendidikan Matematika 4, no. 2 (November 2, 2020): 1023–33. http://dx.doi.org/10.31004/cendekia.v4i2.348.

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The focus of this research is to analyze the students' spatial abilities and mathematical dispositions in 2 cooperative learning models. This study aims to determine (1) Is there any significant difference between students' spatial abilities taught by using Realistic Mathematic Education (RME) learning and students' spatial abilities taught by using STAD type of cooperative learning? (2) is there any interaction between learning and students' initial mathematics abilities against students' spatial abilities ? This research is a quasi-experimental research. The population of this study were students of class X MAN 2, 2019/2020 Deli Serdang. The research sample was taken randomly in order to obtain two sample classes. The experimental class I received the Realistic Mathematic Education (RME) learning model and the experimental class II received the STAD type of cooperative learning. The instrument are consisted of a spatial ability test and a learning disposition questionnaire. Data analysis was performed using two-way analysis of variance (ANOVA). The results showed that (1) there was a significant difference between students' spatial abilities taught by using Realistic Mathematic Education (RME) learning and students' spatial abilities taught by using STAD type of cooperative learning (2) there was an interaction between learning and students' initial mathematical abilities towards their spatial abilities.

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Yasin, Muhamad, Nasiroh Nasiroh, Abi Fadila, Sitti Hartinah, and Novalia Novalia. "Mathematical reasoning abilities: The Impact of Novick's Learning and Somatic, Auditory, Visual, Intellectual Learning Styles." Desimal: Jurnal Matematika 3, no. 1 (January 31, 2020): 83–88. http://dx.doi.org/10.24042/djm.v3i1.4907.

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Every life needs a very important role especially the role in education. Improving the quality of education can be pursued by the use of appropriate learning models so as to improve students' reasoning abilities. The purpose of this study was to determine the differences in the influence of Novick's learning model and the learning model that is centered on educators on students' mathematical reasoning abilities, Knowing the interaction between learning models and SAVI learning styles (Somatic, Auditory, Visualization, Intelectually) on mathematical reasoning abilities learners. This research uses the Quasy Experiment Design method. The results obtained from this study are that learning by using Novick's learning model is more effective against mathematical reasoning for students, there is no interaction between Novick's learning model and SAVI learning style on mathematical reasoning abilities.

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HP, Bambang Setiyo, Hartati Mochtar, and Atwi Suparman. "The Effect of Blended Learning Approach and Visual-Spatial Ability on Learning Outcomes." JETL (Journal of Education, Teaching and Learning) 5, no. 1 (March 31, 2020): 193. http://dx.doi.org/10.26737/jetl.v5i1.1150.

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The purpose of this study was to conduct an empirical study to find out the aspects that influence the basic CNC learning outcomes, in this case regarding the application of the approach blended learning, and the abilities visual-spatial possessed by students who take the course. Based on the types of research variables that exist, then this experimental research is appropriate to be carried out using the experimental Treatment by Level design. Data analysis in this experimental study used 2-way ANOVA with one treatment variable and one attribute variable. This research was carried out using experimental research methods. This research was conducted at the CNC/CADCAM Laboratory, Department of Mechanical Education, Faculty of Engineering, Yogyakarta State University. Research Results 1) Basic CNC learning outcomes of students who take part in learning using the approach Blended Learning higher than students who take learning using the Conventional Approach; 2) Basic CNC learning outcomes of students with ability spatial-visual high, higher than students with abilities spatial-visual low who jointly follow Basic CNC learning; 3) There is an influence of the interaction between learning approaches and spatial visual abilities on basic CNC learning outcomes; 4) Basic CNC learning outcomes of students capable of high spatial visuals who take part in learning with approach blended learning, higher than students with high spatial-visual abilities who follow learning with conventional approaches; 5) Basic CNC learning outcomes of students with low spatial-visual abilities who take part in learning with approach blended learning, lower than students with low spatial-visual abilities who follow learning with conventional approaches. The conclusion of this research is the basic CNC learning outcomes of students who take part in learning using the Approach <em>Blended Learning</em> higher than students who take learning using the Conventional Approach.

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MAINELA-ARNOLD, ELINA, and JULIA L. EVANS. "Do statistical segmentation abilities predict lexical-phonological and lexical-semantic abilities in children with and without SLI?" Journal of Child Language 41, no. 2 (February 21, 2013): 327–51. http://dx.doi.org/10.1017/s0305000912000736.

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ABSTRACTThis study tested the predictions of the procedural deficit hypothesis by investigating the relationship between sequential statistical learning and two aspects of lexical ability, lexical-phonological and lexical-semantic, in children with and without specific language impairment (SLI). Participants included forty children (ages 8;5–12;3), twenty children with SLI and twenty with typical development. Children completed Saffran's statistical word segmentation task, a lexical-phonological access task (gating task), and a word definition task. Poor statistical learners were also poor at managing lexical-phonological competition during the gating task. However, statistical learning was not a significant predictor of semantic richness in word definitions. The ability to track statistical sequential regularities may be important for learning the inherently sequential structure of lexical-phonological, but not as important for learning lexical-semantic knowledge. Consistent with the procedural/declarative memory distinction, the brain networks associated with the two types of lexical learning are likely to have different learning properties.

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Yusnaeni, Yusnaeni, and Sudirman Sudirman. "Learning Motivation: Based on Gender and Academic Abilities." BIOEDUKASI 17, no. 2 (October 7, 2019): 68. http://dx.doi.org/10.19184/bioedu.v17i2.14468.

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Student learning outcomes are influenced by several factors. One of them is learning motivation. This research is a descriptive and correlation study that aims to describe and analyze students' learning motivation based on gender and academic ability. The sample of this study was grade 10th students of senior high school in Kupang City, namely: SMAN 5, SMAN 4, and SMAN 1. The determination of school samples and class samples is done by random sampling. The research instrument used the MSLQ motivation questionnaire that was developed and validated by Duncan and McKeachie (2005), while the data of learning outcomes obtained from summative test scores . The results obtained that the average motivation (intrinsic and extrinsic) of students: 1) women are higher than male students, and 2) academic ability is higher than students with lower academic ability, and 3) Extrinsic motivation has a very significant correlation with intrinsic motivation and results learning, for gender and academic ability.The results of this study indicate that an appropriate learning strategy is needed in order to minimize gender differences and academic ability to foster student learning motivation which ultimately impacts on learning outcomes. Keywords: Learning motivation; academic ability; gender; students.

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Fransiska, Cici, Ruhban Masykur, and Fredi Ganda Putra. "Analisis Kemampuan Pemecahan Masalah Matematis : Dampak Metode Drill ditinjau dari Gaya Belajar." Desimal: Jurnal Matematika 2, no. 2 (June 26, 2019): 131–40. http://dx.doi.org/10.24042/djm.v2i2.4147.

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This study aims to determine the differences in the Drill method of mathematical problem solving abilities of participants, differences in students with visual, auditory or kinesthetic learning styles on problem solving abilities and interactions between learning methods and learners' learning styles on mathematical problem solving abilities. The method used is the Quasy Experiment method, this study uses analysis of variance (ANAVA) two ways with unequal cells. Data collection techniques are carried out by observation, interviews, documentation and questionnaire methods. The results showed that there were differences in the Drill Method towards students 'mathematical problem solving abilities, there was no difference in visual, auditory and kinesthetic learning styles towards mathematical problem solving abilities and there was no interaction between learning methods and learners' learning styles towards mathematical problem solving abilities, p. this is because learning methods (Drill methods and direct learning) and learning styles of students have the same effect on mathematical problem solving abilities.

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Lai, Mun Yee, and Frederick Koon Shing Leung. "Motor-reduced visual perceptual abilities and visual-motor integration abilities of Chinese learning children." Human Movement Science 31, no. 5 (October 2012): 1328–39. http://dx.doi.org/10.1016/j.humov.2011.12.003.

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Chou, Pao-Nan. "The Relationship Between Engineering Students Self-Directed Learning Abilities And Online Learning Performances: A Pilot Study." Contemporary Issues in Education Research (CIER) 5, no. 1 (January 23, 2012): 33. http://dx.doi.org/10.19030/cier.v5i1.6784.

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This study aimed to explore engineering students self-directed learning abilities in an online learning environment. The research centered on the correlation relationship between students self-directed learning abilities and learning outcomes. The instructional activity in one experimental study was to simulate an online learning task in the real-world online courses. The results of the study showed that a significant, positive relationship existed between engineering students self-directed learning abilities and online learning performances. High level of self-directed students performed better in the criterion test.

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Gultom, Elisabeth Margareth, Edi Syahputra, and Kms Muhammad Amin Fauzi. "Differences in Students' Mathematical Communication Ability through the Application of Batak Culture-Oriented Learning on Problem-Based Learning and Guided Discovery." International Journal of Multicultural and Multireligious Understanding 7, no. 10 (November 30, 2020): 731. http://dx.doi.org/10.18415/ijmmu.v7i10.2236.

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This study aims to determine: (1) The differences in students' mathematical communication abilities by implementing Batak culture-oriented learning on problem-based learning (PBM-B3) and guided discovery (PT-B3) and (2) the interaction between learning models and students' gender towards students’ mathematical communication abilities. This research is quasi-experimental. The population of this study was first-grade students of SMP Swasta Putri Cahaya 2018/2019 with a sample taken from class VII-1 treated with the PBM-B3 learning model and class VII-2 treated with PT-B3 learning model. Each class consists of 14 male students and 14 female students. The research instrument used was a test of students' mathematical communication abilities. Data analysis was performed using covariance analysis (ANACOVA). Based on the research conducted, the results showed that: (1) There were differences in the students' mathematical communication abilities who were treated with the PBM-B3 and PT-B3 learning model after controlling the initial abilities of students. The interaction patterns of Dalihan Na Tolu found in the two learning models showed a positive effect on students' mathematical communication abilities because this interaction pattern is inherent in students which resulted in higher self-confidence in communicating ideas during problem-solving. (2) There was an interaction between the learning model and the gender of students on their mathematical communication abilities after controlling the initial abilities of students.

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Kelemen, Gabriela. "Specific Methods for Increasing Learning Abilities in Students." Procedia - Social and Behavioral Sciences 116 (February 2014): 4505–10. http://dx.doi.org/10.1016/j.sbspro.2014.01.975.

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AMUDHA, ASAPH, and RAJA B. WILLIAM DHARMA. "EFFICIENT E-LEARNING BY DINT OF COGNITIVE ABILITIES." i-manager’s Journal of Educational Technology 13, no. 2 (2016): 7. http://dx.doi.org/10.26634/jet.13.2.8159.

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Sams, Kathryn, Suzanne Collins, and Shirley Reynolds. "Cognitive Therapy Abilities in People with Learning Disabilities." Journal of Applied Research in Intellectual Disabilities 19, no. 1 (March 2006): 25–33. http://dx.doi.org/10.1111/j.1468-3148.2006.00303.x.

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Clarke, Nicholas. "Developing emotional intelligence abilities through team-based learning." Human Resource Development Quarterly 21, no. 2 (June 15, 2010): 119–38. http://dx.doi.org/10.1002/hrdq.20036.

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Tkacz, Sharon. "Learning Map Interpretation: Skill Acquisition and Underlying Abilities." Journal of Environmental Psychology 18, no. 3 (September 1998): 237–49. http://dx.doi.org/10.1006/jevp.1998.0094.

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Herrera, Allison. "Along with generation gaps: Misconceptions in learning abilities." Journal of New Librarianship 3, no. 2 (November 12, 2018): 400–402. http://dx.doi.org/10.21173/newlibs/5/26.

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Barbara, Page. "Developing Undergraduate Entrepreneurial Abilities using Problem Based Learning." Planet 2, no. 1 (June 2001): 12–13. http://dx.doi.org/10.11120/plan.2001.00020012.

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McVittie, Chris, Karen E. Goodall, and Andy McKinlay. "Resisting having learning disabilities by managing relative abilities." British Journal of Learning Disabilities 36, no. 4 (December 2008): 256–62. http://dx.doi.org/10.1111/j.1468-3156.2008.00507.x.

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Twilhaar, E. Sabrina, Jorrit F. de Kieviet, Ruurd M. van Elburg, and Jaap Oosterlaan. "Implicit Learning Abilities in Adolescents Born Very Preterm." Developmental Neuropsychology 44, no. 4 (May 19, 2019): 357–67. http://dx.doi.org/10.1080/87565641.2019.1620231.

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Drouillet, Luc, Nicolas Stefaniak, Christelle Declercq, and Alexandre Obert. "Role of implicit learning abilities in metaphor understanding." Consciousness and Cognition 61 (May 2018): 13–23. http://dx.doi.org/10.1016/j.concog.2018.03.015.

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Mangina, Constantine A., and J. Helen Beuzeron-Mangina. "Learning abilities and disabilities: effective diagnosis and treatment." International Journal of Psychophysiology 6, no. 2 (June 1988): 79–89. http://dx.doi.org/10.1016/0167-8760(88)90039-6.

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Mangina, ConstantineA. "Psychophysiological development of learning abilities and purposeful behavior." International Journal of Psychophysiology 14, no. 2 (February 1993): 136. http://dx.doi.org/10.1016/0167-8760(93)90203-2.

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Ramdhan, Billyardi. "Hands-On Contextual Learning Experimentation on Psychomotor Abilities." Report of Biological Education 1, no. 1 (August 13, 2020): 15–20. http://dx.doi.org/10.37150/rebion.v1i1.814.

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The purpose of this study was to determine the effect of contextual learning models based on hands-on activities on students' psychomotor abilities. This type of research is a quasi-experimental using pretest posttest control group design. The results showed the psychomotor ability of students in the experimental class averaged 79.63 which was categorized as "good" while the control class obtained an average of 68.93 which was also categorized as "good". Hypothesis testing using t test shows the results of tcount = 4.73 while the t table = 2.002 so that H0 is rejected and Ha is accepted. This means that there is a significant difference between learning using hands-on contextual learning models compared to contextual learning models based on conventional practicum student psychomotor abilities. The results of the correlation coefficient test, the experimental class got the value of rxy = 0.9965 and the contribution was 99.30% while the control class was rxy = 0.987 and the contribution was 97.42% with the value of r (0.05) (30) = 0.361. Thus rcount> rtable which means that there is a very strong relationship between psychomotor abilities and cognitive knowledge on water pollution material based on the interpretation coefficient interpretation table in the two classes.

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Islami, Annisa Nur, Nurina Kurniasari Rahmawati, and Wahyu Yulianto. "Eksperimentasi Model Student Facilitator and Explaining dan Probing-Prompting Ditinjau dari Penalaran Matematis." Journal of Instructional Mathematics 1, no. 2 (November 16, 2020): 83–90. http://dx.doi.org/10.37640/jim.v1i2.687.

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This research aims are to know: (1) are there differences in learning outcomes between learning models Student Facilitator and Explaining (SFE) and Probing-Prompting (PP)?; (2) whether there are differences in student learning outcomes with high, medium and low reasoning abilities?; and (3) whether there is an interaction effect between learning models and mathematical reasoning on student learning outcomes. This quantitative research is a quasi experiment. The research sample was 80 students in grade 8 at SMP Islam Dewan Da’wah. The sampling technique by cluster random. The research results is: (1) there is no difference in student mathematics learning outcomes between SFE and PP learning models; (2) Student learning outcomes of high mathematical reasoning abilities are better than moderate and low, and student learning outcomes of moderate mathematical reasoning abilities are better than low; (3) not for all student learning outcomes from high, medium and low level of reasoning abilities in SFE learning are better than PP model. In each model, learning outcomes from students’ high level of mathematical reasoning abilities are better than moderate and low, and student learning outcomes from moderate level of mathematical reasoning abilities are better than low.

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Munifah, Munifah, Annisa Nurhuda Romadhona, Ilma Ridhona, Rahmi Ramadhani, Rofiqul Umam, and Hasan Said Tortop. "How to Manage Numerical Abilities in Algebra Material?" Al-Jabar : Jurnal Pendidikan Matematika 10, no. 2 (December 18, 2019): 223–32. http://dx.doi.org/10.24042/ajpm.v10i2.5325.

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Numerical ability is very help students understand the material, analyze any problems, and apply math concepts in daily life so that numerical abilities of students is a factor that can affect learning outcomes. Determine the effect of learning model Scramble and learning model with SAVI (Somatic, Auditory, Visual, and Intellegence) on the ability of numerical be the purpose of this article. The design of the research used Quasy Experimental Design, with the instrument used for the study in the form of test numerical ability. Data analysis used the T-test. Based on the results of the research concluded that the learning model Scrambler and learning model SAVI has a significant influence on numerical ability. And both of them is a model of learning which is equally effective against numerical abilities in order to improve learning outcomes is more optimal. But model pembelajaran SAVI is more effective than learning models scramble

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Kunat, Beata, Janina Uszyńska-Jarmoc, and Monika Żak-Skalimowska. "How are Creative Abilities Related to Meta-Learning Competences?" Creativity. Theories – Research - Applications 6, no. 1 (June 1, 2019): 77–90. http://dx.doi.org/10.1515/ctra-2019-0005.

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AbstractThis correlational study explored the relationship between creative abilities and selected meta-learning competences. The study was conducted among 250 first-year undergraduate and graduate students who solved the Test for Creative Thinking – Drawing Production and filled in the My Learning Questionnaire. The results demonstrate a statistically significant correlation between students’ awareness of their own learning and their creative abilities as well as a positive link between creative abilities and level of knowledge about human learning. These relationships were not moderated by the level of studies – the links among undergraduate and graduate students were similar in the case of self-awareness of learning and knowledge about learning.

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Annuar, Nursyamilah, and Roziana Shaari. "Transformation of Self-Directed Learning Abilities Among Distance Learner." JOURNAL OF SOCIAL SCIENCE RESEARCH 4, no. 1 (May 28, 2014): 415–21. http://dx.doi.org/10.24297/jssr.v4i1.6425.

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The results of increase in knowledge, fast-paced technology and changes in working environment leads adult as learners to be more competitive. As potential human resources, adult learners should cultivate their self-directed learning ability in order to be more competitive. However, adult learners still face great difficulty in gaining new knowledge as todays adult learners are still very much lack of readiness to self-direct in learning. It is important for adult learners who pursue distance learning to possess self-directed learning ability. Therefore, one of the options for these adult learners to develop their self-directed learning ability is through the practice in distance learning. This learning provides a platform for adult learners to planning, implementing and evaluating their own learning activities.

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Fatimah, Ade Evi. "PENERAPAN PENDEKATAN PEMBELAJARAN MATEMATIKA REALISTIK TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA." Journal of Didactic Mathematics 1, no. 2 (August 31, 2020): 78–84. http://dx.doi.org/10.34007/jdm.v1i2.256.

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Realistic mathematics learning is learning that connects and engages the surrounding environment and real experiences that students have experienced in everyday life. The objectives of this study were (1) to find out how to apply realistic mathematics learning approaches to students' problem-solving abilities in fractions material. (2) To determine student learning activities on the application of realistic mathematics learning approaches to students' problem-solving abilities on fraction material. This study uses a descriptive analysis. The subjects in this study were 7th-grade students of SMP Tunas Pelita Binjai, while the objects in this study were the students' problem-solving abilities and student activities during learning. Based on the results of the analysis, it was obtained (1) The application of a realistic mathematics learning approach to students' problem-solving abilities on fractions in Grade 7 was to present contextual problems about fractions, solve contextual problems about fractions, then compare and discuss answers and conclude learning. Based on the learning process, a percentage of 80.55% of students obtained problem-solving abilities above the low category. This shows that the realistic mathematics approach is effective for building students 'problem-solving abilities. (2) Student learning activities on the application of realistic mathematics learning approaches to students' problem-solving abilities on fraction material in Grade 7 are in the good category with a final score of 80.14. So it can be suggested that in the teaching and learning process it is expected that the teacher uses a realistic mathematics learning approach.

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