The Experts below are selected from a list of 360 Experts worldwide ranked by ideXlab platform
Tutut Chusniyah - One of the best experts on this subject based on the ideXlab platform.
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the influence of project based Learning strategy and self regulated Learning on academic procrastination of junior high school students mathematics Learning
American Journal of Educational Research, 2017Co-Authors: Dahlia Novarianing Asri, Imanuel Hitipeuw, Punaji Setyosari, Tutut ChusniyahAbstract:The objective of this study is to obtain conclusions concerning different levels of junior high school students’ academic procrastination in Learning mathematics by applying a Project-Based Learning strategy and a conventional Learning strategy. The different levels of junior high school students’ academic procrastination depend on high or low self-regulated Learning and the interaction effects of Project-Based Learning strategies and self-regulated Learning in accordance with academic procrastination of junior high school students in Learning mathematics. Experimental research design was used in this quasi-experimental research, along with its cluster random sampling technique. The data collection instrument was self-regulated Learning and academic procrastination scales. The data analysis techniques to test hypotheses was a two-way Anava track. The result shows (1) differences in the levels of academic procrastination in Learning mathematics for junior high school students who got the Project-Based Learning strategy and conventional Learning strategy, (2) differences in the levels of academic procrastination for junior high school students who had low self-regulated Learning, and (3) an interaction effect of Project-Based Learning and self-regulated Learning strategies on academic procrastination of junior high school students in Learning mathematics.
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the influence of project based Learning strategy and self regulated Learning on academic procrastination of junior high school students mathematics Learning
American Journal of Educational Research, 2017Co-Authors: Dahlia Novarianing Asri, Imanuel Hitipeuw, Punaji Setyosari, Tutut ChusniyahAbstract:The objective of this study is to obtain conclusions concerning different levels of junior high school students’ academic procrastination in Learning mathematics by applying a Project-Based Learning strategy and a conventional Learning strategy. The different levels of junior high school students’ academic procrastination depend on high or low self-regulated Learning and the interaction effects of Project-Based Learning strategies and self-regulated Learning in accordance with academic procrastination of junior high school students in Learning mathematics. Experimental research design was used in this quasi-experimental research, along with its cluster random sampling technique. The data collection instrument was self-regulated Learning and academic procrastination scales. The data analysis techniques to test hypotheses was a two-way Anava track. The result shows (1) differences in the levels of academic procrastination in Learning mathematics for junior high school students who got the Project-Based Learning strategy and conventional Learning strategy, (2) differences in the levels of academic procrastination for junior high school students who had low self-regulated Learning, and (3) an interaction effect of Project-Based Learning and self-regulated Learning strategies on academic procrastination of junior high school students in Learning mathematics.
Dahlia Novarianing Asri - One of the best experts on this subject based on the ideXlab platform.
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the influence of project based Learning strategy and self regulated Learning on academic procrastination of junior high school students mathematics Learning
American Journal of Educational Research, 2017Co-Authors: Dahlia Novarianing Asri, Imanuel Hitipeuw, Punaji Setyosari, Tutut ChusniyahAbstract:The objective of this study is to obtain conclusions concerning different levels of junior high school students’ academic procrastination in Learning mathematics by applying a Project-Based Learning strategy and a conventional Learning strategy. The different levels of junior high school students’ academic procrastination depend on high or low self-regulated Learning and the interaction effects of Project-Based Learning strategies and self-regulated Learning in accordance with academic procrastination of junior high school students in Learning mathematics. Experimental research design was used in this quasi-experimental research, along with its cluster random sampling technique. The data collection instrument was self-regulated Learning and academic procrastination scales. The data analysis techniques to test hypotheses was a two-way Anava track. The result shows (1) differences in the levels of academic procrastination in Learning mathematics for junior high school students who got the Project-Based Learning strategy and conventional Learning strategy, (2) differences in the levels of academic procrastination for junior high school students who had low self-regulated Learning, and (3) an interaction effect of Project-Based Learning and self-regulated Learning strategies on academic procrastination of junior high school students in Learning mathematics.
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the influence of project based Learning strategy and self regulated Learning on academic procrastination of junior high school students mathematics Learning
American Journal of Educational Research, 2017Co-Authors: Dahlia Novarianing Asri, Imanuel Hitipeuw, Punaji Setyosari, Tutut ChusniyahAbstract:The objective of this study is to obtain conclusions concerning different levels of junior high school students’ academic procrastination in Learning mathematics by applying a Project-Based Learning strategy and a conventional Learning strategy. The different levels of junior high school students’ academic procrastination depend on high or low self-regulated Learning and the interaction effects of Project-Based Learning strategies and self-regulated Learning in accordance with academic procrastination of junior high school students in Learning mathematics. Experimental research design was used in this quasi-experimental research, along with its cluster random sampling technique. The data collection instrument was self-regulated Learning and academic procrastination scales. The data analysis techniques to test hypotheses was a two-way Anava track. The result shows (1) differences in the levels of academic procrastination in Learning mathematics for junior high school students who got the Project-Based Learning strategy and conventional Learning strategy, (2) differences in the levels of academic procrastination for junior high school students who had low self-regulated Learning, and (3) an interaction effect of Project-Based Learning and self-regulated Learning strategies on academic procrastination of junior high school students in Learning mathematics.
Muhamad Hugerat - One of the best experts on this subject based on the ideXlab platform.
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How teaching science using Project-Based Learning strategies affects the classroom Learning environment
Learning Environments Research, 2016Co-Authors: Muhamad HugeratAbstract:This study involved 458 ninth-grade students from two different Arab middle schools in Israel. Half of the students learned science using Project-Based Learning strategies and the other half learned using traditional methods (non-Project-Based). The classes were heterogeneous regarding their achievements in the sciences. The adapted questionnaire contained 38 statements concerning students’ perceptions of the science classroom climate. The results of the study revealed that students who learned sciences by Project-Based teaching strategies perceived their classroom Learning climate as significantly more Satisfying and Enjoyable, with greater Teacher Supportiveness, and the Teacher–Student Relationships as significantly more positive. The differences between the experimental (Project-Based Learning strategies) and control (non-project) groups regarding their perceptions of the science classroom Learning climate could be explained by differences between the two science teaching and Learning strategies.
Punaji Setyosari - One of the best experts on this subject based on the ideXlab platform.
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the influence of project based Learning strategy and self regulated Learning on academic procrastination of junior high school students mathematics Learning
American Journal of Educational Research, 2017Co-Authors: Dahlia Novarianing Asri, Imanuel Hitipeuw, Punaji Setyosari, Tutut ChusniyahAbstract:The objective of this study is to obtain conclusions concerning different levels of junior high school students’ academic procrastination in Learning mathematics by applying a Project-Based Learning strategy and a conventional Learning strategy. The different levels of junior high school students’ academic procrastination depend on high or low self-regulated Learning and the interaction effects of Project-Based Learning strategies and self-regulated Learning in accordance with academic procrastination of junior high school students in Learning mathematics. Experimental research design was used in this quasi-experimental research, along with its cluster random sampling technique. The data collection instrument was self-regulated Learning and academic procrastination scales. The data analysis techniques to test hypotheses was a two-way Anava track. The result shows (1) differences in the levels of academic procrastination in Learning mathematics for junior high school students who got the Project-Based Learning strategy and conventional Learning strategy, (2) differences in the levels of academic procrastination for junior high school students who had low self-regulated Learning, and (3) an interaction effect of Project-Based Learning and self-regulated Learning strategies on academic procrastination of junior high school students in Learning mathematics.
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the influence of project based Learning strategy and self regulated Learning on academic procrastination of junior high school students mathematics Learning
American Journal of Educational Research, 2017Co-Authors: Dahlia Novarianing Asri, Imanuel Hitipeuw, Punaji Setyosari, Tutut ChusniyahAbstract:The objective of this study is to obtain conclusions concerning different levels of junior high school students’ academic procrastination in Learning mathematics by applying a Project-Based Learning strategy and a conventional Learning strategy. The different levels of junior high school students’ academic procrastination depend on high or low self-regulated Learning and the interaction effects of Project-Based Learning strategies and self-regulated Learning in accordance with academic procrastination of junior high school students in Learning mathematics. Experimental research design was used in this quasi-experimental research, along with its cluster random sampling technique. The data collection instrument was self-regulated Learning and academic procrastination scales. The data analysis techniques to test hypotheses was a two-way Anava track. The result shows (1) differences in the levels of academic procrastination in Learning mathematics for junior high school students who got the Project-Based Learning strategy and conventional Learning strategy, (2) differences in the levels of academic procrastination for junior high school students who had low self-regulated Learning, and (3) an interaction effect of Project-Based Learning and self-regulated Learning strategies on academic procrastination of junior high school students in Learning mathematics.
Imanuel Hitipeuw - One of the best experts on this subject based on the ideXlab platform.
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the influence of project based Learning strategy and self regulated Learning on academic procrastination of junior high school students mathematics Learning
American Journal of Educational Research, 2017Co-Authors: Dahlia Novarianing Asri, Imanuel Hitipeuw, Punaji Setyosari, Tutut ChusniyahAbstract:The objective of this study is to obtain conclusions concerning different levels of junior high school students’ academic procrastination in Learning mathematics by applying a Project-Based Learning strategy and a conventional Learning strategy. The different levels of junior high school students’ academic procrastination depend on high or low self-regulated Learning and the interaction effects of Project-Based Learning strategies and self-regulated Learning in accordance with academic procrastination of junior high school students in Learning mathematics. Experimental research design was used in this quasi-experimental research, along with its cluster random sampling technique. The data collection instrument was self-regulated Learning and academic procrastination scales. The data analysis techniques to test hypotheses was a two-way Anava track. The result shows (1) differences in the levels of academic procrastination in Learning mathematics for junior high school students who got the Project-Based Learning strategy and conventional Learning strategy, (2) differences in the levels of academic procrastination for junior high school students who had low self-regulated Learning, and (3) an interaction effect of Project-Based Learning and self-regulated Learning strategies on academic procrastination of junior high school students in Learning mathematics.
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the influence of project based Learning strategy and self regulated Learning on academic procrastination of junior high school students mathematics Learning
American Journal of Educational Research, 2017Co-Authors: Dahlia Novarianing Asri, Imanuel Hitipeuw, Punaji Setyosari, Tutut ChusniyahAbstract:The objective of this study is to obtain conclusions concerning different levels of junior high school students’ academic procrastination in Learning mathematics by applying a Project-Based Learning strategy and a conventional Learning strategy. The different levels of junior high school students’ academic procrastination depend on high or low self-regulated Learning and the interaction effects of Project-Based Learning strategies and self-regulated Learning in accordance with academic procrastination of junior high school students in Learning mathematics. Experimental research design was used in this quasi-experimental research, along with its cluster random sampling technique. The data collection instrument was self-regulated Learning and academic procrastination scales. The data analysis techniques to test hypotheses was a two-way Anava track. The result shows (1) differences in the levels of academic procrastination in Learning mathematics for junior high school students who got the Project-Based Learning strategy and conventional Learning strategy, (2) differences in the levels of academic procrastination for junior high school students who had low self-regulated Learning, and (3) an interaction effect of Project-Based Learning and self-regulated Learning strategies on academic procrastination of junior high school students in Learning mathematics.
