learning constraints
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There are an estimated 34 million children worldwide with hearing loss greater than 40dB. As around 90% of children who are Deaf/Hard-of-Hearing (DHH) are born to parents with typical hearing there are often questions of what language the child who is DHH could and should learn. For the 90% of typically hearing parents who had no prior knowledge of sign language, the idea of having to learn another language to use with their children can be very daunting. Additionally, as the world becomes more bi/multilingual, many children who are DHH may live in a culturally and linguistically diverse community where the home language is not the same language as the community at large; these children are known as DHH Multilingual Learners (DMLs). This can cause additional potential language and cultural learning constraints on immigrant parents who are not yet familiar with their new community's spoken language(s) and culture(s). This results in an increased need for culturally competent professionals to work with DMLs to provide effective interventions.

The pandemic Covid-19 has impact most  of human activities, one of them is education. The implementation of distance learning has influence for the parents, teachers, and students who are the main subjects in education, as though increased stress, less of competency development,  or technical learning problems related to fulfill information needs. In case the  problems abandoned, it will hinder the students-development, the development of sustainable education, and the progress of the nation. This research aims to determine the information behavior of students of SMAN 1 Cicalengka in overcome learning constraints during the pandemic  Covid-19. This research uses a qualitative approach with descriptive methods. Data collection techniques is using triangulation data, through observation/surveys, interviews, and literature study. The population were all students of SMAN 1 Cicalengka with 5 informants. It uses the Ohotshi-Gottschalg-Duque information-behavior model as conceptual framework. The results showed that: First, students information needs were at the concious, visceral, and adapted levels; Second, information needs are mostly related with learning materials, motivation, health, hobbies, college even job vacancies; Third, students information behavior based on habits and intuitions, most of students do not understand the process of extracting because they do not recognize the domain of the information need. The implication that learning based on library is necessity at the level of educational unit that collaborates between teachers and school librarians.

The Covid-19 pandemic purpose challenges to all parties in various human activities, especially education. The implementation of distance learning is one of the right solutions for current teaching and learning activities. Information that continues to grow can be a help or even a loss because of the accumulation of information. The presence of distance learning and the rapid development of information at this time have an impact on students, one of which is learning obstacles. Learning barriers have a negative impact on the development of students' competence and knowledge. This study uses a descriptive quantitative method with rating scale analysis including the calculation of the minimum index value, maximum index value, interval, interval distance and percentage score, as well as data analysis assisted by IBM SPSS Statistics 25. Personal information management can be one solution to overcome problems that arise. users are facing. The results of the study revealed that students' personal information management activities were classified as good, but there was a need for improvement and more attention, especially the stages of storing, organizing, and maintaining for the success of the information retrieval process. Personal information management also has a positive relationship and influence on student learning constraints during the Covid-19 pandemic.Keywords: Personal Information Management, High School Students, Learning Constraints, Covid-19 Pandemic.ABSTRAKPandemi Covid-19 memberikan tantangan kepada seluruh pihak dalam berbagai aktivitas manusia khususnya pendidikan. Pelaksanaan pembelajaran jarak jauh menjadi salah satu solusi yang tepat untuk kegiatan belajar mengajar saat ini. Informasi yang terus bertambah dapat menjadi bantuan atau bahkan kerugian karena penumpukan informasi. Hadirnya pembelajaran jarak jauh dan berkembangnya informasi yang begitu cepat pada saat ini memberikan dampak pada siswa, salah satunya kendala belajar. Kendala belajar memiliki dampak negatif terhadap perkembangan kompetensi dan pengetahuan siswa. Penelitian ini menggunakan metode kuantitatif deskriptif dengan analisis rating scale meliputi perhitungan nilai indeks minimum, nilai indeks maksimum, interval, jarak interval dan presentase skor, serta analisis data yang dibantu IBM SPSS Statistics 25. Manajemen informasi pribadi dapat menjadi salah satu solusi untuk menanggulangi masalah yang sedang dihadapi penggunanya. Hasil penelitian mengungkapkan bahwa aktivitas manajemen informasi pribadi siswa tergolong baik, akan tetapi perlu adanya peningkatan dan perhatian lebih khususnya tahap penyimpanan, pengorganisasian, dan pemeliharaan untuk kesuksesan proses temu balik informasi. Manajemen informasi pribadi juga memiliki hubungan dan pengaruh positif terhadap kendala belajar siswa saat pandemi Covid-19.

Changes in learning methods to online learning due to the Covid-19 pandemic have an impact on the psychology of students. Constraints related to the implementation of online learning cause students to experience stress. This study aims to investigate the effect of online learning on stress levels in nursing students at STIK Siti Khadijah Palembang. The research was descriptive correlation design with cross-sectional approach, the total sample was 230 students with total sampling technique. Data were collected through online-based questionnaires (google form), namely the online learning constraints questionnaire and the Perceived Stress Scale (PSS-10). Data analysis using the chi-square test. The results showed that most of the students (50.9%) experienced enough problems in online learning and almost all students (90.9%) experienced moderate stress, statistical tests showed that there was an effect (p = 0.007) of online learning with stress levels on nursing students. The obstacles that students feel during online learning such as starting to feel bored, weak internet network, limited internet quota, difficulty concentrating and understanding the material, many lecture assignments, lack of understanding of electronic media are stress triggers for students, so it can be concluded that there is an effect of learning online during the Covid-19 pandemic with stress levels in nursing students.

Improvisation is a hallmark of human creativity and serves a functional purpose in completing everyday tasks with novel resources. This is particularly exhibited in tool-using tasks: When the expected tool for a task is unavailable, humans often are able to replace the expected tool with an atypical one. As robots become more commonplace in human society, we will also expect them to become more skilled at using tools in order to accommodate unexpected variations of tool-using tasks. In order for robots to creatively adapt their use of tools to task variations in a manner similar to humans, they must identify tools that fulfill a set of task constraints that are essential to completing the task successfully yet are initially unknown to the robot. In this paper, we present a high-level process for tool improvisation (tool identification, evaluation, and adaptation), highlight the importance of tooltips in considering tool-task pairings, and describe a method of learning by correction in which the robot learns the constraints from feedback from a human teacher. We demonstrate the efficacy of the learning by correction method for both within-task and across-task transfer on a physical robot.

The COVID-19 pandemic is of global proportions affecting Higher Education Institutions (HEIs), with online learning becoming a prominent approach to students’ learning during the pandemic. However, minimal attention has been paid to researching online learning in Malaysia during COVID-19. This cross-sectional study examines students’ perceptions of online learning during the pandemic. A sample of 457 counselling students has been chosen using purposive sampling. Online questionnaires in Google Forms with an appended consent form were distributed to the respondents via WhatsApp with 184 respondents and a response rate of 40.3 per cent. The online questionnaire comprised demographic, students’ perception towards online learning (a closed-ended question), reasons for liking and disliking online learning (two closed-ended questions), their preferable online teaching material and delivery (a closed-ended question), and suggestions to overcome online learning constraints (an open-ended question). Data collection was carried out in approximately two weeks and analysed using descriptive statistics. The results showed that the majority of respondents (84.8%) decided that the online learning approach was essential during the pandemic. Most students liked online learning because learning can continue even during the pandemic (75.7%), it was safer to study at home than to go to campus (63.0%), and it facilitated meeting the requirements to graduate on time (44.5%). Most disliked online learning because doing group assignments online was difficult (60.3%), attending online classes was challenging (59.8%), and taking an online test was challenging (55.3%). The respondents (50.0%) also acknowledged that the most effective teaching material and delivery tool for online learning was a PowerPoint with audio (asynchronous method). The respondents recommended internet stability and speed improvements, and a convenient space for studying online at home. This study contributes to the theory and evidence necessary for future research, programmes, and interventions to promote a fully digitally connected and informed society.

This research aims to determine the online learning constraints of Junior High School students in Nganjuk on science subjects. The change in learning methods that were originally carried out face-to-face to online learning experienced several obstacles such as internet connection, lack of enthusiasm for learning, difficult materials, unclear teaching materials, and teacher’s teaching methods. The type of this research is descriptive survey research, the data of this research was obtained from 70 junior high school students in Nganjuk. The data collection technique in this research was a questionnaire (questionnaire) while the instrument used in this research was an online Google Form questionnaire, which is distributed through the WhatsApp application. The data analysis technique used in this research is descriptive analysis. The results showed that the most common obstacle felt by junior high school students in Nganjuk was the lack attractiveness of teaching materials.

We extend the learning from demonstration paradigm by providing a method for learning unknown constraints shared across tasks, using demonstrations of the tasks, their cost functions, and knowledge of the system dynamics and control constraints. Given safe demonstrations, our method uses hit-and-run sampling to obtain lower cost, and thus unsafe, trajectories. Both safe and unsafe trajectories are used to obtain a consistent representation of the unsafe set via solving an integer program. Our method generalizes across system dynamics and learns a guaranteed subset of the constraint. In addition, by leveraging a known parameterization of the constraint, we modify our method to learn parametric constraints in high dimensions. We also provide theoretical analysis on what subset of the constraint and safe set can be learnable from safe demonstrations. We demonstrate our method on linear and nonlinear system dynamics, show that it can be modified to work with suboptimal demonstrations, and that it can also be used to learn constraints in a feature space.

This study aims to explain didactic anticipation in learning arithmetic sequences and series. The study was conducted using a didactic design study with three stages: prospective analysis, metapedadidactic, and retrospective analysis. Data were collected through tests, interviews, and documentation. Researchers compile HLT based on the analysis of learning constraints for students in learning arithmetic sequences and series. From the HLT, a didactic design was designed. The didactic design is implemented with results showing that there are three didactic events that researchers anticipate didactic with a scaffolding strategy, namely: 1) when determining the value that satisfies the number pattern, the researcher anticipates the didactic by providing directions in the form of directions to solve the given problem; 2) when determining the definition and example of arithmetic sequences, the didactic anticipation by the researcher by providing another example of the form of a number sequence makes students better understand the learning given; 3) when determining the value of the nth term and the sum of the first n terms of an arithmetic sequence and series, the didactic anticipation is given namely with their respective shirts to check their work and make direct interactions. The didactic anticipation that the researchers gave in this study was adjusted to the conditions of the environment around the classroom.

Abstract: This study aims to describe learning to write with the online model of class IX SMP Negeri 21 Malang starting from the planning, implementation, assessment and learning constraints with the online model. This study used a qualitative research design with a qualitative descriptive type. The results of this study indicate that the planning of writing lessons in online learning for class IX SMPN 21 Malang, experimental report texts, persuasive speech texts, and short stories were designed by teachers with an emergency online lesson plan model in one sheet format. The implementation of writing learning activities carried out in each meeting includes preliminary, core and closing activities. The implementation of writing learning is carried out through three stages, namely the pre-writing, writing, and post-writing stages. Assessment activities, which are carried out by teachers include attitude assessment and skills assessment. The technique used in the attitude assessment is the observation technique, while the technique used to get the skill value is by using the assignment technique. Obstacles in learning to write with an online model were experienced by teachers and students in the form of obstacles in planning, implementing, and assessing learning to write with an online model. Based on the discussion above, it can be concluded that the online learning to write model was carried out based on the recommendation of the Minister of Education and Culture based on the online emergency curriculum. Keywords: writing learning, online learning, online learning obstacles Abstrak: Penelitian ini bertujuan untuk mendeskripsikan pembelajaran menuis dengan model daring kelas IX SMP Negeri 21 Malang mulai dari kegiatan perencanaan, pelaksanaan, penilaian dan kendala pembelajaran dengan model daring. Penelitian ini menggunakan rancangan penelitian kualitatif dengan jenis deskriptif kualitatif. Hasil penelitian ini menunjukkan bahwa perencanaan pembelajaran menulis dalam pembelajaran daring kelas IX SMPN 21 Malang teks laporan hasil percobaan, teks pidato persuasif, dan teks cerpen dirancang oleh guru dengan model RPP daring darurat dalam format satu lembar. Kegiatan pelaksanaan pembelajaran menulis yang dilakukan dalam setiap pertemuan meliputi kegiatan pendahuluan, inti dan penuup. Pelaksanaan pembelajaran menulis dilaksanakan melalui tiga tahap, yaitu tahap pramenulis, menulis, dan pascamenulis. Kegiatan penilaian, yang dilakukan oleh guru meliputi penilaian sikap dan penilaian keterampilan. Teknik yang digunakan dalam penilaian sikap yaitu teknik observasi, sedangkan teknik yang digunakan untuk mendapatkan nilai keterampilan yaitu dengan menggunakan teknik penugasan. Kendala pembelajaran menulis dengan model daring dialami yang dialami oleh guru dan siswa berupa kendala dalam kegiatan perencanaan, pelaksanaan, dan penilaian pembelajaran menulis dengan model daring.  Berdasarkan pembahasan di atas, dapat disimpulkan bahwa pembelajaran menulis dengan model daring yang dilaksanakan telah berdasarkan pada anjuran Permendikbud dengan berpedoman pada kurikulum darurat daring. Kata kunci: pembelajaran menulis, pembelajaran  daring, kendala pembelajaran  daring