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All Journal Learning Community : Jurnal Pendidikan Luar Sekolah
Putri, Nila Kurnia
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Education Social Sciences Other

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Implementation of the Independent Learning Mode in the Package B Equality Education Program at PKBM Al-Muttaqin Putri, Nila Kurnia
Learning Community : Jurnal Pendidikan Luar Sekolah Vol 8 No 2 (2024): Learning Community: Jurnal Pendidikan Luar Sekolah
Publisher : Program Studi Pendidikan Luar Sekolah FKIP Universitas Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/jlc.v8i2.51845

Abstract

The purpose of this research is to describe the implementation of the independent learning mode in the Package B equality education program at PKBM Al-Muttaqin. The type of research used in this research is descriptive qualitative. Determining the research location using the purposive area technique. The technique for determining informants in this research is purposive sampling. Collecting research data in this study used interview, observation and documentation techniques. The data validity technique used in this research is by extending participation, diligent observation and triangulation. The data analysis stage in this research uses data reduction, data presentation and drawing conclusions. Based on the research results, the implementation of the independent learning mode carried out by students in the package B equality education program at PKBM Al-Muttaqin has been carried out in accordance with a series of implementation of the independent learning mode through three important stages, namely the planning, implementation, monitoring and six supporting components, namely individual initiative, identifying one's own learning needs, setting one's own learning goals, idenntifying learning resources, selecting learning strategies, evaluating one's own learning outcomes. So the researchers found that the implementation of three important stages had been carried out, but within these three stages there was one stage that had not been implemented optimally, namely the monitoring stage because there was a lack of awareness among students in monitoring their learning outcomes
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