scholarly journals Cognitive Learning Strategy of BIPA Students in Learning the Indonesian Language

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Imam Suyitno ◽  
Gatut Susanto ◽  
Musthofa Kamal ◽  
Ary Fawzi
Keyword(s):  
Learning Strategy ◽  
Cognitive Learning ◽  
Cognitive Learning Strategy

scholarly journals Strategi Belajar Kognitif sebagai Mediator atas Peran Motivasi Belajar Intrinsik terhadap Prestasi Belajar Statistika

2019 ◽  
Vol 5 (1) ◽  
pp. 18
Author(s):  
Adi Putra Hidayatullah ◽  
Asmadi Alsa
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
Cognitive Learning ◽  
Test Results ◽  
Mediation Model ◽  
Final Exam ◽  
Learning Achievement ◽  
Strategic Impact ◽  
Cognitive Learning Strategy

This research aimed to empirically examine the strategic impact of cognitive learning as a mediator for intrinsic learning motivational role on statistics learning achievement. The data were collected through the motivation scale of intrinsic learning and cognitive learning strategy. Statistics learning achievement in the research was measured through the grades of mid semester exam and final exam. The subjects in this research were 208 university students who took statistics class. The test results of multiple regression analysis through mediation model indicated that cognitive learning strategy was a partial mediator for motivational role of intrinsic learning on statistics learning achievement (p<0.05). However, among four forms of cognitive learning strategy, only rehearsal and organizational learning strategies which proven to be capable of predicting statistics learning (p<0.05).

Impact of Knowledge Adoption and Cognitive Learning in the Knowledge Transfer Process

2020 ◽  
Vol 16 (3) ◽  
pp. 1-16
Author(s):  
Phocharapol Srisamran ◽  
Vichita Vathanophas Ractham
Keyword(s):  
Knowledge Transfer ◽  
Transfer Process ◽  
Learning Strategy ◽  
Cognitive Learning ◽  
Management Teams ◽  
Learning Theories ◽  
Intention To Adopt ◽  
White Collar Workers ◽  
Knowledge Adoption ◽  
Cognitive Learning Strategy

This study aims to investigate the influence of knowledge adoption (intention to adopt knowledge) and cognitive learning in the knowledge transfer process. The moderating impact of cognitive learning strategy is also explored. Building on cognitive learning theories, a model was developed to examine the knowledge recipient's intention to adopt knowledge and his/her cognitive learning. As this study follows quantitative approach, the model was tested empirically using a survey of 615 white-collar workers in Thailand. The results show that higher knowledge recipient's intention to adopt knowledge can enhance his/her cognitive learning. The results also show that utilizing cognitive learning strategy may only be suitable for some groups of knowledge recipients. Based on the study's findings, management teams can understand the importance of employees' intention to adopt knowledge in their learning of the transferred knowledge. Moreover, management teams can understand how to utilize the cognitive learning strategy for employees with different intentions to adopt knowledge.

scholarly journals Can a Non-Cognitive Learning Companion Increase the Effectiveness of a Meta-Cognitive Learning Strategy?

2017 ◽  
Vol 10 (3) ◽  
pp. 277-289 ◽  
Author(s):  
Kurt VanLehn ◽  
Lishan Zhang ◽  
Winslow Burleson ◽  
Sylvie Girard ◽  
Yoalli Hidago-Pontet
Keyword(s):  
Learning Strategy ◽  
Cognitive Learning ◽  
Cognitive Learning Strategy

scholarly journals APPLYING COGNITIVE LEARNING STRATEGY IN DEVELOPING THE STUDENTS’ SPEAKING ABILITY

2020 ◽  
Vol 2 (1) ◽  
pp. 12
Author(s):  
Luqman Luqman
Keyword(s):  
Research Method ◽  
Learning Strategy ◽  
Positive Impact ◽  
Cognitive Learning ◽  
T Test ◽  
Average Value ◽  
Before And After ◽  
Second Year ◽  
Quantitative Descriptive ◽  
Cognitive Learning Strategy

This research aimed to examine the types of cognitive learning strategy that the students employed in developing their ability to speak English. This research applied quantitative descriptive and experimental research method. Data were analyzed by descriptive presentation and statistical analysis of t test. This research was carried out at the second year of SMA 2 Sinjai. They are all selected by using random sampling by number of students as sample of 30 students. The researcher conducted questionnaire to capture data about type of cognitive learning strategy used by the students. The result showed that, on average 58.04 % of all respondents using cognitive learning strategy, and 70 % or 21 of the 30 respondents used the practice to overcome the difficulties speaking. The analysis with the formula t test showed that, applying the cognitive learning strategy had significant positive impact on developing the learners’ ability to speak English. This was indicated by the average value before and after treatment (73 and 85.25) and obtained the distribution t table 2.000 with t calculate 5.467 obtained greater than t table.

Rapid Technique Correction Using Old Way/new Way: Two Case Studies with Olympic Athletes

2002 ◽  
Vol 16 (1) ◽  
pp. 79-99 ◽  
Author(s):  
Yuri Hanin ◽  
Tapio Korjus ◽  
Petteri Jouste ◽  
Paul Baxter
Keyword(s):  
Performance Enhancement ◽  
Learning Strategy ◽  
Cognitive Learning ◽  
Movement Pattern ◽  
Adaptation Period ◽  
Olympic Athletes ◽  
Video Recordings ◽  
Self Reports ◽  
Single Learning Trial ◽  
Error Memory

Exploratory studies examine the effectiveness of old way/new way, an innovative meta-cognitive learning strategy initially developed in education settings, in the rapid and permanent correction of established technique difficulties experienced by two Olympic athletes in javelin and sprinting. Individualized interventions included video-assisted error analysis, step-wise enhancement of kinesthetic awareness, reactivation of the error memory, discrimination, and generalization of the correct movement pattern. Self-reports, coach’s ratings, and video recordings were used as measures of technique improvement. A single learning trial produced immediate and permanent technique improvement (80% or higher correct action) and full transfer of learning, without the need for the customary adaptation period. Findings are consistent with the performance enhancement effects of old way/new way demonstrated experimentally in nonsport settings.

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