QORI Learning Model to Foster Learning Autonomy

Abstract

The awareness of rural communities in the province of West Java, Indonesia to further their education to a higher level remains low. In general, most teenagers only go to junior high school; only a small proportion continue to high school. Those who have graduated from junior high school generally look for work in big cities, making the high school gross enrollment ratio (GER) in the province of West Java surprisingly low. To circumvent this issue, the Government of West Java Province has since 2017 offered free Open High School in parent schools in each sub-district. It is hoped that such an initiative will enable children to learn independently. Ideally, good learning autonomy allows children to develop optimally. In reality, however, the student learning independence in Open High School is very low. Among the numerous contributing factors are the learning environment in school that is less conducive and the use of monotonous learning models. This study adopted the QORI (Quantum, cOllaboRative and Independent) model as an alternative learning model through an R&D design. Findings reveal that the QORI model had an impact on enhancing learning autonomy constructed from the stages of building quantum interactions, collaborative learning so that self-regulation emerged, leading to independent learning.



Author Information
Erik Wahyu Zaenal Qori, Universitas Pendidikan Indonesia, Indonesia
Dasim Budimansyah, Universitas Pendidikan Indonesia, Indonesia
Abas Asyafah, Universitas Pendidikan Indonesia, Indonesia
Endang Rochyadi, Universitas Pendidikan Indonesia, Indonesia

Paper Information
Conference: ACE2019
Stream: Learning Experiences

This paper is part of the ACE2019 Conference Proceedings (View)
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Erik Wahyu Zaenal Qori, Dasim Budimansyah, Abas Asyafah, and Endang Rochyadi

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