Learning strategy is a strategy students need to gain academic achievement effectively and efficiently. Students with a high level of learning strategies (> 75%) have greater potential for academic success, as in this study which aims to analyze the level of student learning strategies in physics courses through the LASSI instrument. The LASSI instrument is used to diagnose the level of learning strategies, including skill, will, and self-regulated. Each of the three components has essential subscales, including anxiety, attitude, motivation, concentration, information processing, time management, test strategy, self-testing, study aids, and selection of main ideas. Miles and Huberman's technique is used as a technique in data analysis. The respondents included in this study were 65 students, consisting of 38 second-semester students of the mathematics education study program, 17 students of the fourth semester, and ten extension students of the sixth semester. The implications of the results of this study reveal that: 1. student learning outcomes in physics courses based on gender have levels, where females have a higher level of learning strategies than males on the anxiety scale (ANX), Reasoning / Information processing (INP), Concentration (CON), and Using Academic Resources (UAR). While males are superior on the attitude subscale (ATT), Test Strategy (TST), and Time Management (TMT). 2. The classification of student learning strategies obtained consisted of high-level learning strategies; only 42% of students in the 2018/2019 period obtained LASSI scores (75-100). medium learning strategy, and low-level learning strategy. 3. There is a significant relationship between learning strategies and student learning outcomes on the anxiety scale (ANX), motivation (MOT), and test strategy (TST). Significant relationships were also found in the following subscales on concentration (CON), attitude (ATT), and information processing (INP).
Ilham Akbar (Mon,) studied this question.