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Jamaludin, Jamaludin, Riska Tambidjonga, Juisda Elisabet, Isti Qumaira, Nurhadija Nurhadija, Nuralia Hamdan, Intan Triana et al. „Textbook Analysis of Pancasila and Civic Education and Curriculum in State Vocational High School 6 Palu“. AURELIA: Jurnal Penelitian dan Pengabdian Masyarakat Indonesia 2, Nr. 2 (04.07.2023): 864–78. http://dx.doi.org/10.57235/aurelia.v2i2.726.
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This study focused on "Analysis of Civics and Curriculum Textbooks" as a Learning Resource for Citizenship Education in Class XI Students of SMK Negeri 6 Palu. The purpose of this research; (1) the contents of PPKn textbook material as a learning resource for class XI students at SMK Negeri 6 Palu (2) the suitability of the material with curriculum updates as a learning resource for class XI students at SMK. The research method uses descriptive qualitative. Data collection techniques used direct communication techniques, direct observation techniques, and documentary techniques. The data collection tools used were interview guides, observation guides, and documentation. The research results show that; contents of PPKn and Curriculum textbook material as learning resources for class XI students of SMK Negeri 6 Palu, namely suitability of material with Competency standards (SK) and Basic Competence (KD), suitability of material with curriculum, accuracy of material, encouraging student curiosity, scientific substance and life skills, as well as enrichment of the benefits of PPKn and Curriculum textbooks as learning resources for class XI Negeri 6 Palu students namely, as serious learning materials, as easy teaching materials, for teachers textbooks mean security, guidance and assistance in the learning process.
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Anessova, A. Zh, und E. Zhumataeva. „The effectiveness of the using of study guides in students learning“. BULLETIN of the L.N. Gumilyov Eurasian National University. PEDAGOGY. PSYCHOLOGY. SOCIOLOGY Series 132, Nr. 3 (2020): 35–42. http://dx.doi.org/10.32523/2616-6895-2020-132-3-35-42.
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This article considers the using of the workbook in English classes. The textbook is a learning material that helps teachers and they improve their learning. The work of foreign scientists on the development of textbooks was analyzed. A survey was conducted among freshmen in order to correctly determine the answer to the question of whether textbooks can be effectively used? Teachers and staff continue to keep in touch with the school in the process of constantly expanding their pragmatic skills and on the importance of scientific contribution to the educational process, which will lead to a focus on work. Students were given the opportunity to choose assignments for independent work, which allowed them to personalize and differentiate the educational process. The survey showed that students attitude to independent work has changed for the better.
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Alkhaldi, Ali Ata, und Ulas Kayapinar. „English Textbook Challenge in Jordan: An In-Depth Analysis“. International Journal of English Language and Literature Studies 11, Nr. 4 (23.09.2022): 155–66. http://dx.doi.org/10.55493/5019.v11i4.4616.
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Published textbooks are widely used as a main source for learning English language in countries like Jordan. The Jordanian learners often complain about the difficulty of learning English using the textbooks which are changed every few years. Therefore, this study aimed to investigate the effectiveness of the textbooks, identify the potential problems, go beneath the authors’ claims and their attractive designs, and provide insights about the textbook and the analysis process. The researchers analyzed the content of the Jordanian textbooks using the in-depth analysis method. A criterion-based checklist was used to analyze a sample of the published textbook “Action Pack 12”, and the chosen sample was Unit 6. The study revealed significant findings about the role of the learners which was to “respond” rather than to “initiate”, and most of their expected production was based on the word and/or sentence level. Moreover, the role of the teacher in providing useful, relevant input was not emphasized in the textbooks. Furthermore, this study guides English textbook writers and publishers on how to involve useful content in their published language materials, such as extended discourse, interactive linguistic activities, and interesting activities for creative thinking and critical thinking skills to enhance the quality of English language learning.
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Klymkowsky, M. W. „Teaching without a Textbook: Strategies to Focus Learning on Fundamental Concepts and Scientific Process“. CBE—Life Sciences Education 6, Nr. 3 (September 2007): 190–93. http://dx.doi.org/10.1187/cbe.07-06-0038.
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Note from the Editor Textbooks are ubiquitous. They are available for almost every conceivable subdiscipline of biology, and few of us would consider teaching a course without using a textbook. Over the years, they have become more colorful, more encyclopedic, and accompanied by more ancillary materials such as CD-ROMs, study guides, and websites. With all these tools to assist our students, it seems reasonable that they are able to learn more and better than ever. Thus, the question most instructors ask themselves is most likely which textbook to use, not whether to use a textbook. But does the use of textbooks really help students learn better? In this Point of View, I invited a commentary on this question from a faculty member who has decided to abandon the use of a textbook in an introductory level cell and molecular biology course. —Gary Reiness
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Melani, Rini, und Tatang Herman. „Evaluation of Learning Media (Textbooks) in Area of Square and Rectangle to Prepare Student in Problem Solving: Praxeological Analysis“. PRISMA 12, Nr. 1 (20.06.2023): 40. http://dx.doi.org/10.35194/jp.v12i1.2887.
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Textbooks are one of the learning media that need to be evaluated objectively because textbooks are a form of curriculum implementation that teachers usually use in the classroom. Many developed countries pay more attention to this study such as Japan, America, Holland, so textbook studies have been widely recognized as a field of scientific research. According to the Theory of Didactical Situations, the content of the material being taught must allow students to think. to make an objective analysis of the book, Researchers used Praxeology in this study. Praxeology, initiated by Chevallard, helps researchers see the reasons behind human action in textbooks and math. Based on the praxiological analysis, the result is that the design of the textbook does not provide techniques that facilitate students to acquire theory independently. In addition, the situations and actions students should go through need to be properly accommodated. This guides researchers to create alternative designs to provide meaningful learning experiences on broad flat material referring to the Theory of Didactic Situations.
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Miftachul Taubah. „إعداد مواد تعليم اللغة“. Studi Arab 10, Nr. 2 (30.12.2019): 189–222. http://dx.doi.org/10.35891/sa.v10i2.1807.
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In this article, we will discuss some of the preparations that must exist in meeting the criteria for making good textbooks to support Arabic language learning. We know from this article that preparation of language teaching materials consists of several elements: 1) Teaching material was created to complement the three elements of learning: teacher, student and subject of learning, 2) Distinguish between teaching language as a mother tongue and a second language, 3) The location of the textbook in the education process, 4) The language that must be taught is the official language of Arabic, 5) Linguistic level in education, 6) The selected text must match the theme, 7) Intermediary language, 8) Students and learning objectives, 9) Culture in languages, 10) Some basics of preparing a book, 11) Building books: unit systems, learning systems, unit and learning systems, and narrative systems, 12) Some companion books, 13) supporting elements in understanding textbooks: teacher guides and dictionaries.
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Lieu, Rebekah, Ashley Wong, Anahita Asefirad und Justin F. Shaffer. „Improving Exam Performance in Introductory Biology through the Use of Preclass Reading Guides“. CBE—Life Sciences Education 16, Nr. 3 (September 2017): ar46. http://dx.doi.org/10.1187/cbe.16-11-0320.
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High-structure courses or flipped courses require students to obtain course content before class so that class time can be used for active-learning exercises. While textbooks are used ubiquitously in college biology courses for content dissemination, studies have shown that students frequently do not read their textbooks. To address this issue, we created preclass reading guides that provided students with a way to actively engage with the required reading for each day of class. To determine whether reading guide completion before class is associated with increased performance, we surveyed students about their use of reading guides in two sections of a large-enrollment (400+ students) introductory biology course and used multiple linear regression models to identify significant correlations. The results indicated that greater than 80% of students completed the reading guides before class and that full completion of the reading guides before class was significantly positively correlated with exam performance. Reading guides in most cases were used similarly between different student groups (based on gender, ethnicity, and aptitude). These results suggest that optional preclass reading guides may help students stay on track to acquire course content in introductory biology and thus result in improved exam performance.
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Lovitt, Thomas C., und Steven V. Horton. „Strategies for Adapting Science Textbooks for Youth with Learning Disabilities“. Remedial and Special Education 15, Nr. 2 (März 1994): 105–16. http://dx.doi.org/10.1177/074193259401500206.
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In This paper we offer a rationale for modifying textbooks for youth with learning disabilities who are included in general education classes. We then review research carried out recently at the university of washington having to do with four adaptation approaches: study guides, graphic organizers, vocabulary drill, and computer-assisted instruction. We then offer suggestions for selecting one approach or the other—that is, when conditions suggest that one technique would be more suitable than the others. Relatedly, we make specific recommendations for involving general education teachers in the process of adapting textbooks. Finally, we make a few suggestions for assisting pupils to gain access to information from textbooks when they are in classes managed by teachers who are either unwilling or unable to adapt textbooks.
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Flanders, James R. „How Much of the Content in Mathematics Textbooks Is New?“ Arithmetic Teacher 35, Nr. 1 (September 1987): 18–23. http://dx.doi.org/10.5951/at.35.1.0018.
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The importance of textbooks to the U.S. mathematics curriculum cannot be overstated. The recent rejection by the California State Board of Education of all fourteen text series submitted for adoption illustrates the public perception of the importance of textbooks. Begle (1973) pointed to data from the National Longitudinal Study of Mathematical Achievement to emphasize the important influence textbooks have on student learning, citing evidence that students learn what is in the text and do not learn topics not covered in the book. The National Advisory Committee on Mathematical Education (1975) acknowledged the importance of textbooks as guides for teachers. Fey (1980) emphasized the important influence of texts and pointed out that text content is usually not ba ed on research. Investigators at the Insti tute for Research on Teaching offer evidence that, at the very least, texts are important exercise sources (see Porter et al. 1986). The overall picture is that to a great extent the textbook defines the content of the mathematics that is taught in U.S. schools.
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Abu Rezeq, Khalil Abdullah Khalil. „Evaluating the Palestinian's English as a Foreign Language (EFL) Textbooks of the Secondary Stage Using Textbooks Evaluation Standards“. Journal of Educational Sciences 20, Nr. 20 (Dezember 2022): 177–98. http://dx.doi.org/10.29117/jes.2022.0093.
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The study aimed at evaluating the Palestinian EFL textbooks of the secondary stage in terms of standards for evaluating textbooks. In order to achieve the study objectives, the descriptive analytical approach was adopted. The study sample included four Palestinian EFL textbooks of the secondary stage in the scholastic year 2020/2021. In order to evaluate the textbooks, the instrumentation of a list of (32) standards for evaluating textbooks was built. The standards were listed under five domains (textbook introduction, textbook content, textbook activities, the assessment procedures of students, and textbook layout). In light of the new instrument, the process of evaluation was conducted. The study found that the Palestinian secondary stage EFL textbooks highly met the standards for evaluating textbooks, having reached a percentage up to (75.6%, a mean of 3.78); this percentage was interpreted based on the study scale. The study offered many recommendations, the most important of which were that the planners of the Palestinian secondary stage EFL textbook should prepare the textbooks to meet the students' life, the introduction of the textbooks should identify the learning sources and guide students on how to use the textbook, and the activities of the textbook should meet the students' level.
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Dwi Jayanti, Widuri Indah, Maya Ulyani und Surono Surono. „Textbook Evaluation for The Eleventh Grade of Vocational High School“. Journal Research of Social, Science, Economics, and Management 1, Nr. 3 (28.10.2021): 316–32. http://dx.doi.org/10.36418/jrssem.v1i3.20.
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This study aims to analyze and evaluate the EFL Textbooks for the eleventh grade of Vocational High School. The entitle of the textbook is Forward, an English Course for Vocational Students. EFL Textbooks have become an essential thing used in foreign language teaching. The textbook is a guide for teachers in carrying out the learning and teaching process in the classroom. The textbook consists of a syllabus, methodology, and supporting materials for teaching in the school. Currently, choosing a textbook is a challenging job for EFL teachers because textbooks must be under the material to be taught in class. To evaluate the content of this textbook, the theory of Harmer has been adopted to research assessing and analyzing the textbook. Researchers want to know the strengths and weaknesses of the textbook. After implementing Harmer's theory, researchers found results that showed that textbooks were satisfactory because they were affordable, contained attractive layouts, attractive designs, and clear instructions. It conforms to the current ELT methodology, covers the four language skills, and comprises a variety of culturally appropriate topics. In addition, it has add-ons, contains additional material, and provides authentic listening material. However, teachers have succeeded in using textbooks as teaching materials and are expected to help teachers meet the learning needs of students in EFL classes.
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Dwi Jayanti, Widuri Indah, Maya Ulyani und Surono Surono. „Textbook Evaluation for The Eleventh Grade of Vocational High School“. Journal Research of Social Science, Economics, and Management 1, Nr. 3 (28.10.2021): 316–32. http://dx.doi.org/10.59141/jrssem.v1i3.20.
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This study aims to analyze and evaluate the EFL Textbooks for the eleventh grade of Vocational High School. The entitle of the textbook is Forward, an English Course for Vocational Students. EFL Textbooks have become an essential thing used in foreign language teaching. The textbook is a guide for teachers in carrying out the learning and teaching process in the classroom. The textbook consists of a syllabus, methodology, and supporting materials for teaching in the school. Currently, choosing a textbook is a challenging job for EFL teachers because textbooks must be under the material to be taught in class. To evaluate the content of this textbook, the theory of Harmer has been adopted to research assessing and analyzing the textbook. Researchers want to know the strengths and weaknesses of the textbook. After implementing Harmer's theory, researchers found results that showed that textbooks were satisfactory because they were affordable, contained attractive layouts, attractive designs, and clear instructions. It conforms to the current ELT methodology, covers the four language skills, and comprises a variety of culturally appropriate topics. In addition, it has add-ons, contains additional material, and provides authentic listening material. However, teachers have succeeded in using textbooks as teaching materials and are expected to help teachers meet the learning needs of students in EFL classes.
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Dewantara, Kadek Andre Karisma. „Type Analysis of Speaking Performance Assessment Task in English for Nusantara Textbook“. Jurnal Pendidikan Bahasa Inggris undiksha 11, Nr. 1 (30.06.2023): 62–69. http://dx.doi.org/10.23887/jpbi.v11i1.64928.
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One of the key factors in the success of learning English is the use of textbooks. The English textbook entitled "English for Nusantara SMP/MTs Class VIII" is one of the textbooks used in many schools as a guide for teachers and students in teaching and learning English. Although English for Nusantara textbooks have been widely used, there is no research has focused on the analysis of speaking assessment tasks in this textbook. Therefore this study aims to analyze the task of assessing speaking skills in Nusantara English textbooks. This study use a qualitative approach. The subject of this research is Nusantara English textbooks used in the context of learning English in Indonesia. Data collected through document analysis will include task descriptions, types of assessment, and instructions given for each task. The collected data will be analyzed descriptively to identify the types of assessment included in the speaking tasks. The results of this study show that intensive assessment tasks are the most common in this book. However, this study also found a limited variety of activities in speaking assessment task. The implications of the results of this research are important in the development of textbooks and the improvement of learning speaking skills in the context of English in Indonesia.
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Rafiqa, Rafiqa, Dwi Setyorini und Nurul Afiat. „Development of Guided Inquiry-Based Textbooks on Respiratory System Materials to Improve Critical Thinking Skills“. Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram 10, Nr. 4 (30.10.2022): 856. http://dx.doi.org/10.33394/j-ps.v10i4.5845.
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This study aims to produce a product of teaching materials in the form of textbooks that are used in the biological learning process on the respiratory system material. The textbooks developed are expected to be in accordance with the needs of students, valid, effective and practical to improve students' critical thinking skills. The research method uses Research and Development (R&D) with the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The trial was conducted on 30 students of class XI IPA 4 SMAN 5 Palu. The learning method used in applying the textbook product is guided inquiry. Assessment of effectiveness with pretest and posttest. The data collection methods used were validation, observation, questionnaires and tests, while the data analysis techniques used qualitative and quantitative descriptive analysis. Based on the validator's assessment with valid criteria, it is known that the guided inquiry-based human respiratory system textbook that has been developed has an average score of 88.68%. The textbook category developed was very effective on student learning outcomes, seen from the pretest score of 26.32 and posttest of 63.00 with an N-gain value of 0.76. The students' critical thinking ability in the pre-test was obtained 36 while the posttest was 86. Based on the N-gain criteria, namely high with interpretation with very critical critical thinking skills. Learning responses with guided inquiry-based textbooks make students feel interested, easy, up-to-date and easy to understand. The results of the research generally show that the guided inquiry textbooks on respiratory system materials are valid, practical and effective on student learning outcomes and critical thinking skills.
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Rahikummahtum, Kautsar, Joko Nurkamto und Suparno Suparno. „The Pedagogical Potential of Visual Images in Indonesian High School English Language Textbooks: A Micro-Multimodal Analysis“. AL-ISHLAH: Jurnal Pendidikan 14, Nr. 4 (26.09.2022): 5979–90. http://dx.doi.org/10.35445/alishlah.v14i4.2171.
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Language textbooks mainly guide language learning and teaching activities. Most of the language textbooks used to comprise a range of visual texts, such as pictures, illustrations, and photos. The study adopts the Visual Grammar Theory by Kress and Leeuwen (2006) to elucidate the pedagogical functions of visual images and explore how such images can be exploited for learning tasks from a micro multimodal perspective. The data consist of 142 visual images in Indonesian senior high school EFL textbook grades ten (X) and eleven (XI). The findings pointed out that the textbook uses visual images' full potential to fulfill pedagogical aims. Many visual images or texts in language textbooks serve information and illustrations rather than as a decorative function. Visual images may assist students to engage effectively in learning tasks by emphasizing the meaning of information presented in images and text. This study suggests that learning activities should consider multimodal texts to contribute significantly. This research aims to enhance knowledge about the pedagogical function of visual images in textbooks and can be a reference for further exploration.
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Kött, André, und Ulrike Vogl. „The role of nativeness in early modern foreign language learning: evidence from teaching materials“. Journal of Historical Sociolinguistics 9, Nr. 2 (01.10.2023): 221–42. http://dx.doi.org/10.1515/jhsl-2022-0021.
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Abstract In this article, we explore how the “ideal student” and “the ideal teacher” of a modern foreign language were depicted in 16th and 17th-century textbooks of the genre of so-called “dialogue books”. More specifically we assess in which areas language expertise was expected from students and teachers and how nativeness, i.e., being a native speaker, was construed as an element of this general expertise. Our insights are based on the structure and content of the textbooks. Moreover, we analyse introductory texts, written by textbook authors or printers. The teaching material reveals a strong focus on spoken language as it consists of dialogues inspired by daily life and pronunciation guides that use a contrastive approach. Overall, our analysis suggests that the “ideal student” has to learn to speak a foreign language, thereby striving for a correct pronunciation and to communicate in a polite and pragmatically adequate way. The “ideal teacher” is a native speaker who has the authority to teach his mother tongue and to judge the teaching of others. However, the superiority of nativeness pales beside other required qualifications, i.e., learnedness, didactic skills and expertise in the language one teaches.
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Choi, Ping Man Samuel, und Sze Sing Lam. „A hierarchical model for developing e-textbook to transform teaching and learning“. Interactive Technology and Smart Education 15, Nr. 2 (18.06.2018): 92–103. http://dx.doi.org/10.1108/itse-12-2017-0063.
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Purpose The purpose of this paper is to outline a hierarchical model for developing essential e-textbook functionality and to offer important insight for e-textbook designers. Design/methodology/approach Guided by the SAMR model, five hierarchical functional layers are proposed in the development process for e-textbook to enable more effective and efficient teaching and learning. Findings Moving up from the substitution to transformation level, each layer extends the functionality of the underlying layers to unveil new features that support the learning processes and gradually transform e-textbooks from a self-directed informal learning tool to become a formal learning platform. Originality/value The hierarchical model provides e-textbook designers and developers with a guideline on how to surpass the present state of e-textbooks and offer additional value-added features for learners. The required technologies for each layer are also discussed.
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Ma, Fung Cho Makin. „Analyzing a language-driven content-based language teaching textbook using sociocultural theory“. Indonesian JELT: Indonesian Journal of English Language Teaching 15, Nr. 2 (31.10.2020): 169–81. http://dx.doi.org/10.25170/ijelt.v15i2.1848.
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The Asian EFL (English as a foreign language) classroom is famous for its reliance on textbooks to prepare students for high-stakes examinations. It is therefore of importance to ensure the quality of EFL textbooks for quality learning and teaching. While much previous research has been done about pre-use, in-use, and post-use textbook evaluation, there has not been any study about how sociocultural theory may be used as an analytical tool to evaluate EFL textbooks at these different stages of evaluation. The teaching philosophies of different teachers can be rooted in different learning theories, such as constructivism and sociocultural theory. Teachers, thus, need to be sensitive to their own beliefs in terms of learning theories to choose textbooks in a theoretically principled way. This study aims at demonstrating how a Hong Kong high school language-driven content-based language teaching (CBLT) textbook can be analysed in terms of sociocultural theory. The study is guided by the following research question: What are the principles from sociocultural theory which echo the overall design of a Hong Kong CBLT textbook? CBLT is increasingly popular worldwide, especially in Southeast Asia; yet, there are few CBLT textbooks for the English subject in the Asian market. A required textbook of a Hong Kong high school was closely analyzed, with thematic analysis used for analysis. The results of this study show that this textbook exhibits many features of sociocultural theory, such as use of cognitive tools to help promote high-order thinking and use of collaborative talk and then private talk to promote internalization.
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Suzana, Suzana, und Firda Alfiana Patricia. „Pengembangan Buku Ajar Matematika Materi Bilangan Bulat dengan Metode Penemuan Terbimbing untuk Siswa Kelas VII SMP“. Prosiding Seminar Nasional IKIP Budi Utomo 2, Nr. 01 (11.11.2021): 81–91. http://dx.doi.org/10.33503/prosiding.v2i01.1428.
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The purpose of this study was to produce a product in the form of a mathematics textbook using the guided discovery method of the subject matter developed, namely integers for class VII-A students at SMP Bhakti Terpadu Malang. This research is a development research with ADDIE Model (Analysis, Design, Development, Implementation, and Evaluation). This study aims to produce textbooks using the guided discovery method on the subject of integers for grade VII-A students at SMP Bhakti Terpadu Malang. The results of the study from textbooks that were developed using the guided discovery method were declared valid using a scale of 4 with an average score of 3.11 validator 1 good category, average score 2.94 validator 2 good category and average score 3.58 validator 3 categories are very good. So that the total average score obtained from the three validators is 3.21 with good classification, then the textbook is declared valid. Based on the data analysis of filling in the student response questionnaires, the results obtained that the textbooks developed were in the very good category with an average score of 3.56. This shows that the textbook that was developed is feasible to be used as a learning resource. The conclusion from the results of the research above is that mathematics textbooks using the guided discovery method on the subject of integers can be declared very valid and feasible to be used by teachers and students as an effective and fun learning resource.
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Zhongyu Hu und Yi Zuo. „AN ANALYSIS OF CULTURAL FACTORS IN THE ENGLISH TEXTBOOKS FOR JUNIOR MIDDLE SCHOOL IN THE CONTEXT OF THE NEW CURRICULUM STANDARDS“. International Journal of Education and Social Science Research 06, Nr. 02 (2023): 52–62. http://dx.doi.org/10.37500/ijessr.2023.6205.
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Under the trend of global integration, English, as the most widely used language in the world, is an important carrier of international communication and scientific, technological, and cultural exchanges, and English teaching has also received more attention. English teaching should not only develop students' language skills, but also impart different cultural knowledge, promote students' identification and understanding of different cultures, and effectively communicate with people from different cultural backgrounds. While learning the language, is also learning culture. As an important medium for language learners to learn the language, the selection and application of cultural content in foreign language textbooks have become particularly important. To some extent, it guides the way students think in language and the value orientation of multiculturalism. Therefore, this paper selects the foreign research version of a junior high school English textbook as the research object, attempts to analyze the selection of cultural content in the textbook reading materials, points out the problems in the selection of cultural content in the textbook, and puts forward suggestions for improvement, providing reference basis for the future use and compilation of the textbook.
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Auliana Nasution, Ambiyar, Refdinal, Muhammad Arpan und Elia Putri. „POGIL Learning Model—Metaphorming for Mobile-Based Cryptography Creation“. International Journal of Interactive Mobile Technologies (iJIM) 18, Nr. 11 (12.06.2024): 146–59. http://dx.doi.org/10.3991/ijim.v18i11.49057.
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The cryptography course has a mathematical basis and involves programming algorithms in the creation process while the implementation utilizes a programming language. Cryptography has been widely implemented in everyday life. However, the interest and learning outcomes of students in cryptography courses have not met expectations. Processoriented guided inquiry learning (POGIL) models integrated with metaphor. The POGIL metaphorming model is a student-centered learning model directed at active and creative thinking processes. One of the important processes in this stage is to develop a preliminary form of the product, conduct preliminary field testing, make the main product revision, conduct the main field testing, and perform operational product revisions. Based on the findings from the initial stage, an integrated learning model was developed for the cryptography course. Data for the model validation stage included model books, textbooks, lecturer’s guides, and student guides, calculated using content and construct validation techniques. Analysis of validity test data involves calculating the average score of all validator answers using Aiken’s coefficient v. The study results indicated that the model learning POGIL metaphorming is validly designed to enhance student learning processes and outcomes in cryptography courses.
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Prasetya, Sukma Perdana Prasetya, Sarmini Sarmini und Agung Setiawan. „COOPERATION CAPABILITIES USING INDONESIAN HISTORICAL GEOGRAPHY TEXTBOOK WITH STAD STRATEGY“. JURNAL GEOGRAFI Geografi dan Pengajarannya 19, Nr. 2 (31.12.2021): 27–36. http://dx.doi.org/10.26740/jggp.v19n2.p27-36.
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GKI textbooks are arranged into guide notes thinking so that the discussions that are applied can lead to understanding student material. As a source of learning using the STAD type of cooperative learning strategy, the GKI textbooks are structured to present rich, interesting, easy-to-read, varied, subject matter tailored to the needs and interests of students. The research subjects were Social Studies Education students, Faculty of Social Sciences and Law, State University of Surabaya, class of 2020 who programmed the Indonesian Historical Geography (GKI) course for 16 students through the application of cooperative learning textbooks with the STAD type. Data was collected using documentation, observation, and questionnaires. The feasibility of GKI textbooks is assessed according to the Likert scale by expert validators (materials and media), while student responses use the Gutman scale. Data analysis in this study was carried out through percentages and average values. The results showed: 1) the assessment was very feasible from the expert validator, 2) the response was very good from the students who used the GKI textbook, and 3). The student's cooperation ability is in the sufficient category after carrying out learning with GKI textbooks with the STAD type of cooperative learning strategy.
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Japelj Pavešić, Barbara, und Gašper Cankar. „Textbooks and Students’ Knowledge“. Center for Educational Policy Studies Journal 12, Nr. 2 (23.06.2022): 29–65. http://dx.doi.org/10.26529/cepsj.1283.
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In Slovenia, textbooks are an integral part of the curriculum. Nationally certified textbooks guarantee both teachers and students that they provide all of the necessary knowledge in each subject. There are many available certified textbooks for each subject and teachers must decide which will be the source of instruction for their students. Our research question is whether groups of students who use different textbooks as their mandatory learning resource differ in their knowledge and their attitudes towards learning. We linked existing data from several sources and explored the scope of the use of different textbooks for mathematics and science subjects in primary schools. Data on student knowledge measured independently by National Assessments (and the Trends in International Mathematics and Science Study were used, and differences in knowledge and attitudes to learning between students who are taught using different textbooks were explored. Although the study has considerable limitations due to missing data, the results of the analyses indicate some profound differences in knowledge and attitudes between groups of students using different textbooks. These findings could serve as a guide for teachers when choosing the optimal available textbook for their students and, even more so, as support for improving the criteria in the national system of validation of textbooks in the future. The link between the use of textbooks and student learning outcomes also highlights the need to systematically collect information on the use of textbooks among students and follow the effects on achievement in order to improve the quality of future textbooks.
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Surya, Edy, und Edi Syahputra. „Improving High-Level Thinking Skills by Development of Learning PBL Approach on the Learning Mathematics for Senior High School Students“. International Education Studies 10, Nr. 8 (30.07.2017): 12. http://dx.doi.org/10.5539/ies.v10n8p12.
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This study aims to improve the ability of high-level thinking by developing learning models based on problems in senior high school students. The type study is research development. The subject of dissemination consists in 3 distric/city in North Sumatera, namely: SMK Negeri 6 Medan, MAN Deli Serdang Distric and SMA Yapim Taruna Langkat Distric, SMA YPK Medan City. Instrument of Collecting data used are observation guidelines, questionnaires, interview guides, students mathematics text books for 11th grade in Senior high school, Teacher’s guide book, instrument of pre-test and post-test. Development of model is adopted from Thiagarajan’s model and Semmel & Semmel’s model. This study has compiled teaching materials in the form of textbooks for students’ and teacher’s guide book that includes the structured steps of solving mathematical problems based on problem solving which can construct high-level thinking. Results of dissemination showed a significant improvement of students’ problem solving ability in three districts/cities in North Sumatra at four schools.
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Ernawati, Yeni. „TELAAH BUKU TEKS TEMATIK TERPADU KELAS IV SD KURIKULUM 2013“. Jurnal Ilmiah Bina Edukasi 11, Nr. 2 (19.02.2019): 109–23. http://dx.doi.org/10.33557/jedukasi.v11i2.223.
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Textbooks are learning resources that are used as guidelines or handles in learning activities by students and educators (teachers). As a guide and learning material in learning activities in schools, textbooks must conform the standards of feasibility. Standards for the feasibility of textbooks as learning material, including the feasibility of content, language, and presentation. The results “Tematik Terpadu Kelas IV SD Kurikulum 2013”, namely: a) Feasibility of content: this book is appropriate and in accordance with the curriculum, KI and KD already implied in the textbook material;b) Feasibility of language: this book is feasible by using simple, communicative, and in accordance with the rules of Indonesian language that are good and correct; c) Feasibility of presentation: the presentation of this book is feasible, coherent, and interesting. Material is presented in a coherent manner, from easy to difficult, concrete to abstract. In addition, because this book is used in fourth grade,
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Andriansyah, Eka Hendi, Waspodo Tjipto Subroto und Albrian Fiky Prakoso. „THE DEVELOPMENT OF A DEVELOPMENT ECONOMICS TEXTBOOK TO IMPROVE THE QUALITY OF LEARNING IN THE DEVELOPMENT ECONOMICS COURSE IN THE ECONOMIC EDUCATION STUDY PROGRAM“. Journal of Education and Research 2, Nr. 2 (31.12.2023): 133–52. http://dx.doi.org/10.56707/jedarr.v2i2.166.
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Improving the quality of learning should be pursued continuously, covering various factors that support improving student learning outcomes. Study Materials or Learning Materials are one of the dominant factors in improving the quality of learning. (Guide to Preparing Higher Education Curriculum in the Industrial Era 4.0 to support MBKM, 2020). Learning materials include reference books, monographs, diktats, modules, videos, practical instructions, textbooks, and other equivalent learning resources. As explained in the MKBM for the Economic Education Study Program, there are 23 courses in the field of science and expertise and 8 basic courses, and in general, they are not supported by textbooks that follow the Semester Learning Plan (SLP) of the courses. These conditions make it urgent that textbooks for each course are necessary to improve the quality of the learning process and outcomes of the course concerned, especially in efforts to achieve graduate learning outcomes (GLO). This research aims to develop a Development Economics textbook to support adequate and appropriate learning of Development Economics courses. The research method used is the research and development (Research and Development) ADDIE development model with five stages, namely analysis (analysis stage), design (design stage), development (development stage), implementation (implementation stage), and evaluation (evaluation stage). The targeted output is to produce a Development Economics textbook that has an ISBN and Intellectual Property Rights (IPR).
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Rusek, Martin, und Lucie Vosyková. „Evaluation of Czech Non-Chemical Vocational School Chemistry Textbooks’ Text Difficulty“. Chemistry-Didactics-Ecology-Metrology 26, Nr. 1-2 (01.12.2021): 99–108. http://dx.doi.org/10.2478/cdem-2021-0008.
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Abstract The paper follows the first author's continuous work on chemistry textbook analysis. In the previous paper published in CERP, attention was given to the procedure and results for analysing text-difficulty in lower-secondary chemistry textbooks in Czechia. In this paper, attention was given to non-chemical vocational school chemistry textbooks. They are intended for the most numerous group of upper-secondary students. The goal of the study was to assess the to what extent could students read the textbook texts on their own with appropriate understanding. Therefore, only the textual component was evaluated. The same method (Nestler-Prucha-Pluskal) as in the previous paper was used to analyse the textbooks’ text-difficulty (readability). The results show there are two books which are suitable for students’ own learning. However, there are four textbooks which contain text of high difficulty, including too many scientific terms that they are suitable as teacher's guide through terms rather than student's textbooks. The analysis may serve teachers with their textbook choice as well as researchers who operate in the same field who can easily adopt the methodology and compare results.
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Bereziuk, Ju. „Features of Organizational Work with the Textbook as an Important Component of the Professional Competence of the Future Teacher“. Zhytomyr Ivan Franko state university journal. Рedagogical sciences, Nr. 3(89) (22.07.2017): 22–26. http://dx.doi.org/10.35433/pedagogy.3(89).2017.22-26.
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Introduction. Due to the fast changing world the requirements towards education are also rapidly changing. New social challenges, expectations and demands in education change schools into institutions with modern aims and social contracts. The role of future teacher has changed too. The major task for a new teacher is to set goals on problem-based learning. A textbook can serve different purposes for teachers and remains the most common resource of knowledge.
Aim of the study. The article analyzes the special aspects of the organizational work with the textbook, as a particularly important component of professional competence of future teachers. The research defines the modern requirements to the school textbook, its functions, the characteristic principles of the formation of the educational material in the textbook, as well as the basis of its design. This paper investigates the essence of textbooks for teachers of foreign language, analyzes and systemizes the scientific approaches and evaluates the traditional methods of teaching, suggests modern innovative teaching methods based on textbooks that can be used in sending and receiving information to the students
Materials and methods. For achieving the aim of the paper we used psychological, pedagogical and linguistic research and involved 60 teachers. The research tool was the author’s own survey questionnaire. Participation in the study was voluntary and anonymous. The study included 20 multiple-choice questions. Data were collected through written questionnaire of 60 participant teachers. The fundamental descriptive observational study of the questionnaire was made and carried out by the specialists of Zhytomyr Ivan Franko State University and based on the theoretical and methodological, psychological approaches of Ukrainian and foreign scientists.
Results and discussions. The results obtained proved textbook assists managing a lesson, saves time, gives direction to lessons, guides discussion, facilitates in giving homework, makes teaching easier, better organized, more convenient. The textbook has to suit the learners’ needs and teachers’ choices in order to change tasks and exercises, to rephrase instructions, to use the assignments in terms of their length of time.
Conclusions. As the result of performed analysis of scientific literature and the answers of teachers it has been concluded that the textbook is one resource among many others to promote foreign language learning. It is also the main guidance for lesson planning. The analysis showed that textbooks are used although teachers might use optional textbooks out of obligation. The teachers expect a textbook to have texts, written and oral activities, cultural differences and grammar explanation.
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Воронов, Д. Г., Т. О. Пучковская, А. Ю. Федосов, С. К. Тарчоков, К. Г. Клецов und С. В. Бадмаева. „Revisiting automation of examination procedure for the textbooks and learning and teaching publications used in the secondary vocational education system“. Management of Education, Nr. 2 (07.06.2021): 39–47. http://dx.doi.org/10.25726/k5457-2193-6919-p.
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В статье рассмотрены задачи экспертизы учебников и учебно-методических изданий, используемых в системе среднего профессионального образования и использование современных информационных технологий в проведении экспертизы учебных пособий. Цель статьи – обосновать направления повышение уровня образования в системе среднего профессионального образования, в том числе за счет улучшения качества учебников и учебно-методических изданий путем автоматизации их экспертизы. Задачи статьи: проанализировать проблемы автоматизации экспертизы учебников и учебно-методических изданий, оценить преимущества экспертизы учебников и учебно-методических изданий, рассмотреть примеры существующих автоматизированных экспертных систем. Гипотеза исследования: автоматизация процедуры экспертизы учебников и учебно-методических изданий, используемых в системе среднего профессионального образования, повысит качество учебников и учебно-методических изданий, что, в свою очередь, будет способствовать повышению уровня среднего профессионального образования. Методы: эмпирический анализ проблем и преимуществ автоматизации процедуры экспертизы учебников и учебно-методических изданий. Достигнутые результаты: обоснование использования программы LightReader для автоматизации процедуры экспертизы учебников и учебно-методических изданий. The article considers the examination tasks for the textbooks and learning and teaching publications used in the secondary vocational education system (SVE), and the use of modern information technologies in the study guides examination. The purpose of the article is to substantiate the directions of the education level increase in the secondary vocational education system (SVE), including by means of improvement of the textbooks and learning and teaching publications quality through automation of their examination procedure. The objects of the articles are to analyze the issues of automation of their examination procedure for the textbooks and learning and teaching publications, to evaluate the advantages of the textbooks and learning and teaching publications examination, to consider the examples of existing automated expert systems. The research assumption is that the automation of the examination procedure for the textbooks and learning and teaching publications used in the secondary vocational education system would improve the quality of the textbooks and learning and teaching publications thus promoting the improvement of the level of secondary vocational education. The methods are as follows: empirical analysis of the issues and the advantages of automation of the textbooks and learning and teaching publications examination procedures. The results achieved are as follows: substantiation of LightReader program use for automation of the textbooks and learning and teaching publications examination procedures.
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Teleshov, Sergey. „ON THE WAY TO THE IDEAL TEXTBOOK OF CHEMISTRY“. GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 10, Nr. 1 (25.03.2013): 41–60. http://dx.doi.org/10.48127/gu-nse/13.10.41.
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History school textbook on chemistry in the Russian Empire beginning in the first half of the 19th century. Which textbooks in chemistry were the first? Who were their authors? What do You know about first stable tutorials in 1930-ies? All of this is briefly reflected in proposed to Your attention. You will learn about the first criteria that guided the first authors of textbooks in 1803 and 1840 уу. You can read also about the pedagogical censorship, which appeared in 1869. Finally, You will be offered to current approaches to assessing the quality of the texts. The first formulation of this issue was started in the last decades of the 20th century. The author presents a comparative description of modern Russian textbooks, per-formed on the basis of the proposed criteria. Any teacher can evaluate themselves in accord-ance with these views and, on that basis, selective tutoring for his school. Seemingly has everything You need to create the ideal textbook, but it has not yet been established. At the same time in education appeared e-learning tools, including e-learning textbook. In addition to traditional types of information - text, tables, pictures etc. - electronic textbooks may use and new – speech, music, movie videos, animations and other colored. It is possible to use multiple document, presenting system information, hypertext links. Now, authors and consumers will face two challenges: the quality of these tests and their correlation with classical, i.e. paper. Thus arises the question of creation of ergonomic tutorial of the twenty-first century. Keywords: history textbooks, quality criteria for classic and electronic textbooks, ergonomic tutorial.
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Silvia, Rully, und Euis Eti Rohaeti. „ANALYSIS OF EDITORIAL TEXT TEACHING MATERIALS TO IMPROVE STUDENTS' WRITING SKILLS“. JLER (Journal of Language Education Research) 5, Nr. 1 (10.01.2022): 1. http://dx.doi.org/10.22460/jler.v5i1.7598.
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This study is to analyze the editorial text teaching materials used by teachers in schools. In addition, to determine the ability of students in compiling editorial texts. The research method used is descriptive qualitative. The research subjects were 5 teachers as experts and users of teaching materials in textbooks. There were 98 students as respondents to find out the ability to write editorial texts and the benefits of using textbooks as a learning guide. Based on the results of the study, it was explained that 80% of teachers use textbooks in each lesson because they greatly help students' understanding. The use of reading texts in textbooks 60% of teachers said they were less contextual or in accordance with the needs of students. The order of the percentage of input from the teacher towards editorial text teaching materials in the textbook is 80% in the presentation, 80% of the content of the material, 60% of the reading text, 40% of the design and 20% of the mechanical elements. The results of the research from students stated that editorial text teaching materials helped student learning. The presentation of teaching materials from textbooks greatly affects students' understanding and ability to write editorial texts. From the results of the students' editorial text writing, 20% were able to compose it well, 30% of students could compile a text only needed to be guided first by the teacher, and 50% of students had not been able to compile an editorial text because they were confused with the chosen idea and the development of the writing.
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Huang, Shin-Ying. „Image-text relations and interjections in animated language-learning materials“. Language Education & Assessment 5, Nr. 1 (31.12.2022): 1–17. http://dx.doi.org/10.29140/lea.v5n1.685.
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This study examined image-text relations in English-as-a-foreign-language textbooks focusing on moving-image animations that accompany verbal dialogues. It also explores how animations support verbal dialogues in the textbooks. Data sources include three major versions of junior high school textbooks locally-produced in Taiwan, each consisting of 6 books, one for each semester. Findings show that animations enter into one specific type of image-text relations with the textual dialogue, i.e., a relation of Complementarity: Augmentation, by providing information that is consistent with and additional to the dialogues in a number of ways. The animations provide the rationale for a particular part of the dialogue not otherwise apparent, they portray another participant in the dialogue in addition to the speaker of the conversation turn, and they reveal a speaker’s emotional response that is not expressed verbally in the dialogue. In naturally-occurring conversations, these emotions would usually be expressed through interjections, but are mostly absent from the verbal dialogues in these textbooks. As such, the animations also serve to substitute the pragmatic markers that should have been present in the verbal text. Based on these findings, the article concludes by providing pedagogical recommendations for how animations could be used to guide language learners in exploring the possible communicative functions of appropriate interjections in the textbook dialogues in order to develop learners’ pragmatic competence.
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Budairi, Ahmad. „Traces of Linguistic Imperialism Enacted through Discursive Strategies in ELT Textbooks in Indonesia“. English Language Teaching Educational Journal 1, Nr. 2 (20.05.2019): 49. http://dx.doi.org/10.12928/eltej.v1i2.581.
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Although in many educational contexts textbooks serve as the backbone of teaching, providing practical guides for teachers as well as useful references for learning progress, they could also serve as a site of struggle for many competing discourses. ELT textbooks bear particular relevance here, as they place English at the center of prominence while serving as a medium for knowledge transmission. This paper reports on part of the findings of a case study examining the exercise of dominant discourses in two ELT textbooks for high school in Indonesia. The analysis revealed that there are imbalanced power relations—enacted through such discursive strategies as foregrounding,, backgrounding and framing in two areas: topics and visuals. These strategies were understood as part of the author’s attempt to preserve the hegemonic status of English and its associated dominant ideology in ways that reflect traces of linguistic imperialism. With regard to the pedagogical value of the textbooks, this paper offers some suggestions on how the textbooks could be more engaging and culturally sensitive towards learners’ socio cultural context. The discussion concludes with an appeal for more balanced representation between the discourse of the third world and that of Britain in ELT textbooks in Indonesia.
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Putri, Ashrini Syafira, und Evi Karlina Ambarwati. „ACTIVE ENGLISH FOR 3RD GRADE ELEMENTARY SCHOOL: AN ANALYSIS OF ENGLISH TEXTBOOK“. Journal of English Educational Study (JEES) 6, Nr. 1 (28.04.2023): 1–11. http://dx.doi.org/10.31932/jees.v6i1.2139.
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Textbooks is a type of instructional media that has a significant impact on the learning process. However, one of the challenging tasks that English teachers face on a regular basis is choosing an appropriate textbook for English teaching. An investigation is required to obtain a good English textbook. This study focused on the evaluation and analysis of English KTSP textbooks to Elementary schools’ grade III. For evaluation of the textbook, the framework was used to figure out the strengths and weaknesses of the textbook is Regulation of the Minister of Education and Culture No. 8 Year 2016 and Harmer’s (2007). The results have shown accordance and satisfactory from this textbook, it has accurate materials, affordable, contain Indonesian cultural appropriacy, methodology, teachers’ guide and clear instruction. Nonetheless, this book has poor graphics (blury picture) and lack of add on or extras sources material.
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Nur Hidayati, Diyah, und Eny Kusumawati. „Beyond the Cover: An In-Depth Analysis of the Practicality of an English Textbook by the Indonesian Government Post Pandemic Covid-19“. Metathesis: Journal of English Language, Literature, and Teaching 7, Nr. 2 (07.11.2023): 139–60. http://dx.doi.org/10.31002/metathesis.v7i2.853.
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For teaching and student learning, textbooks are a vital and widely used resource. The purpose of this study was to assess the unit design in "Bahasa Inggris kelas XI Semester I" to respond the post-pandemic Covid-19. This study was classified as a textbook evaluation. Document analysis and interviews were used to collect data. Miles' and Huberman's model was considered to be used in data analysis through data reduction, data display, and conclusion. The study finds that the textbook addresses only three of the six suggested indicators, lacks appropriate images that can aid students' comprehension, and has no clear grading system or instructions for students, which can lead to confusion and undermine their ability to complete tasks successfully. The study recommends that future textbook writers should consider appropriate visuals to complement the text, use pictures as symbols or icons, and provide explicit instructions to guide students towards achieving learning objectives. The findings of the study can inform future textbook writers, teachers, and curriculum developers to improve the quality of English language education in Indonesian schools. Moreover, the study highlights the need for textbooks to adapt to the new normal of remote learning.
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Milliken, Sarah, Andrej Ovca, Nadine Antenen, Morris Villarroel, Tjaša Bulc, Benz Kotzen und Ranka Junge. „Aqu@teach—The First Aquaponics Curriculum to Be Developed Specifically for University Students“. Horticulturae 7, Nr. 2 (27.01.2021): 18. http://dx.doi.org/10.3390/horticulturae7020018.
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Aquaponic food production requires a broad spectrum of knowledge in order to understand and manage the processes involved, and for commercial aquaponics to develop its full potential, it will require an appropriately trained workforce. Devised in collaboration as an Erasmus+ Strategic Partnership for Higher Education, Aqu@teach covers the basics of aquaponics with a focus on transferable and entrepreneurial skills. The aquaponics curriculum can either be taught using blended learning—combining digital media and the internet with classroom formats that require the physical co-presence of the teacher and students—or as an e-learning course. The supplementary entrepreneurial skills module was devised on the basis of two surveys: of aquaponics companies around the world, in order to get a broad overview of the skills that are important in the early years of a business; and of European higher education institutions that teach subjects where aquaponics could be incorporated as an optional module. The entrepreneurial skills curriculum introduces the main processes involved in developing a business idea into a start-up company. All of the Aqu@teach resources—the e-learning modules, textbooks, module guides for students, curriculum guides for teachers, best practice guide for teaching aquaponics, and toolbox of innovative didactic practices—are open access.
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Nowicka, Marzenna. „W świecie poznanych i „niepoznanych” liter, czyli o kontynuacji bezsensów w instytucjonalnych praktykach nauki czytania i pisania dzieci“. Problemy Wczesnej Edukacji 52, Nr. 1 (13.10.2021): 18–37. http://dx.doi.org/10.26881/pwe.2021.52.02.
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Reading is a key competence in a social functioning. In the Polish educational system both kindergarten and school, are responsible for the effects of learning this skill. The article presents the results of research on the content of textbooks and methodological guides intended for the basic reading course for children aged six and seven. As a result of the comparison, it was found that the literacy process was doubled at the school level according to the scheme in force in the kindergarten. The page layout for entering a new letter and the suggested exercises are repeated in the textbooks. The same process for introducing a new letter is valid at the kindergarten and on the school level. The texts for learning to read are trivial, and the instructions formulated to them block the development of reading skills at the semantic and critical-creative level.
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Rahmah, Aulia, Sri Retno Dwi Ariani und Bakti Mulyani. „Analysis of The Nature of Science in Chemistry Textbooks on The Topic Acid-Base Equilibrium: a Content Analysis“. JKPK (Jurnal Kimia dan Pendidikan Kimia) 7, Nr. 3 (30.12.2022): 368. http://dx.doi.org/10.20961/jkpk.v7i3.65094.
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<p>This study was conducted to describe aspects of the Nature of Science (NoS), its presentation, and its scores from chemistry textbooks used in Surakarta on acid-base equilibrium topics. This research was qualitative research with a content analysis method. Three high school chemistry textbooks for class XI from different publishers were analyzed by two raters based on ten aspects of the NoS. Interrater reliability was calculated using the cohen Kappa. The results showed that a scientific law is the only aspect that is not included in the three textbooks A, B, and C. Other aspects of NoS contained in textbooks A and B are slightly different from textbook C. Textbooks A and B contain the same aspects: empirical, inferential, creative, theory-driven, tentative, scientific methods, scientific theories, social science, and the application of science in socio-cultural, while textbook C does not contain tentative and theory-driven aspects. The implicit-correct category dominates the presentation of the NoS aspects in the textbooks. Presentations with implicit-incorrect and explicit-incorrect categories were not found in this study. The scores obtained by textbooks A, B, and C based on the presentation of aspects of NoS are 9, 11, and 8, respectively, of the maximum total score that can be obtained of 30. It did not show the presence of the NoS aspects explicitly, correctly, consistently, and completely, so textbooks containing NoS explicitly are required. Teachers also need to guide students in interpreting NoS in learning.</p><p><strong><em> </em></strong></p>
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Emawati, Imas Ratna, Sugianto Sugianto, Tri Isti Hartini, Mohammad Hardiyanto, Berliani Amanda Diningsih, Syiffa Nurul Syaadah, Sekar Tyas Widyanti und Adinda Permata Fahira. „PENGEMBANGAN MODUL FISIKA STATISTIK BERBASIS LEARNING CYCLE TERINTGRASI PROFETIK“. Jurnal Pendidikan Fisika 11, Nr. 2 (26.10.2023): 245. http://dx.doi.org/10.24127/jpf.v11i2.7375.
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Development is research with the output of a product, either simply or structurally. Development research is used to design and produce a product systematically and meet internal practicality criteria. universal and use the framework of science. To realize physics education students, of course, the statistical physics module is in accordance with student needs. This study aims to develop a learning cycle-based statistical physics module/book. The method used is Research and Development (R&D) with the 4-D model (Four D) which is a learning device development model. The 4D development model consists of 4 main stages, namely: 1. Define (Delimitation), 2. Design (Design), 3. Develop (Development) and 4. Disseminate (Dissemination), adapted to the 4-P Model, namely Defining, Designing, Development , and Dissemination. The products developed are in the form of modules or textbooks. The data source is physics education students at FKIP UHAMKA. Data sources were obtained from informants, documents, activity processes and validators. Data collection techniques using questionnaires and documentation, while the data analysis techniques used the gain score test, quantitative and qualitative descriptive analysis. Model validation was carried out using expert judgment using the Delphi technique.The results of this study are the modules / textbooks of physics statistics. Validation from material experts / academic experts, display media and revisions were 77.03 and 86.38 with very good categories. The results of the reaction evaluation to measure the respondents' responses to the quality of the implementation of the modules / textbooks were considered good. In the effectiveness of the use of modules/textbooks there are significant changes to students before and after, as evidenced by the high effectiveness or feasibility of the statistical physics module/textbook in the criteria of "Very High" and the N-Gain percentage score shows the number 92 meaning the module/coursebook statistical physics. For prophetic value, in this case it is integrated through effectiveness in using the modules / textbooks used, prophetic assessors are taken from several criteria, namely shidiq means honest with an average of 8.64, amanah means responsibility with an average of 9.08 and tabliq / truth / communicative with an average of 9.33, fathonah which means intelligent / curious, with an average of 8.67. The conclusions from the results of this study are in the form of modules / textbooks that can be used as a guide by students and lecturers in conducting lectures at FKIP UHAMKA
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Dhitareka, Putra Habib, Arif Hidayat und Parsaoran Siahaan. „Comparison of Nature of Science Profile in Indonesia, Malaysia, and Singapore Secondary Science Textbooks: Case of Electricity Lesson“. Jurnal Penelitian Pendidikan IPA 8, Nr. 5 (30.11.2022): 2299–306. http://dx.doi.org/10.29303/jppipa.v8i5.1878.
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Nature of Science is a significant element in science education, especially for the linkages to scientific literacy. As one of an educational support for both teachers and students, textbooks become crucial for teaching and learning. Textbooks may elicit NOS understanding for students and guide teacher to deliver NOS understanding. The way to make better process and outcome, integration of NOS into the textbooks comprehensively is crucial. To get a better understanding of NOS within the diverse framework, an inclusive framework is needed to get better understanding, thus, Family Resemblance Approach is chosen. This study aims to identify the profile of NOS integration and NOS quality in secondary science textbooks by comparing different textbook from three neighboring countries (Indonesia, Malaysia, and Singapore). Descriptive research design with content analysis method conducted to identify the documents using the Family Resemblance Approach to NOS as the analytical framework. The results show that Indonesian textbooks presenting most abundance of NOS, but contain most materials delivered and the quality is mainly at low level. Malaysian textbooks contain the least representation but contain well proportion for the quality and materials presented. Singapore textbooks is least materials with abundance of NOS and consist of high-level quality of NOS. This may lead the conformity of the significance of textbooks elicited students understanding of NOS
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Rodriguez, Diosdora L. „Modular Distance Learning: The Problem and Its Background“. Instabright International Journal of Multidisciplinary Research 4, Nr. 1 (15.02.2022): 101–7. http://dx.doi.org/10.52877/instabright.04.01.0110.
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Modular Distance Learning involves individualized instruction that allows learners to use self-learning modules (SLMs) in print or digital format/electronic copy, whichever is applicable in the context of the learner, and other learning resources like Learner’s Materials, textbooks, activity sheets, study guides and other study materials. Learners access electronic copies of learning materials on a computer, tablet PC, or smartphone. CDs, DVDs, USB storage and computer-based applications can all be used to deliver e-learning materials, including offline E-books. The teacher takes the responsibility of monitoring the progress of the learners. The learners may ask assistance from the teacher via e-mail, telephone, text message/instant messaging. Where possible, the teacher shall do home visits to learners needing remediation or assistance. Any member of the family or other stakeholder in the community needs to serve as para-teachers.
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Lv, Yan, Yujiao Tan und Wenqian Ni. „A Multimodal Study on the Image-text Relations in Medical English Textbook“. International Journal of Education and Humanities 14, Nr. 1 (14.05.2024): 392–96. http://dx.doi.org/10.54097/f0kppd58.
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With the advancement of globalization and information technology, the importance of multimodal teaching and learning of medical English has become increasingly prominent. Based on Martinic and Salway's status relations system, this paper studies the image-text relations of the medical English textbook "Medical Terminology: An Illustrated Guide"(The 8th edition)(2017). All the 256 images in this textbook were analyzed and classified according to the status relations. It has found that in each part as well as the whole textbook, from the perspective of the status relations, the complementary image-text relation is the most frequently identified, which is in accordance with the gradual complexity of the textbook. The setting of the relationship between images and texts in the textbook has a certain rationality and scientificity, which shows that the reasonable preparation and selection of images can better assist medical students in learning medical English terminologies, and can also provide beneficial guide for the compilers to design the medical English textbooks.
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Amirulmukminin, Amirulmukminin, und Ita Purnama. „EFEKTIFITAS PENGGUNAAN BUKU AJAR STATISTIK DALAM MENINGKATKAN HASIL BELAJAR MAHASISWA“. Prima Magistra: Jurnal Ilmiah Kependidikan 4, Nr. 1 (23.01.2023): 42–50. http://dx.doi.org/10.37478/jpm.v4i1.2416.
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At the beginning of 2020, the world was shaken by a deadly virus attack, namely, Covid 19. As a result, all activities were completely paralyzed, including teaching and learning activities. Seeing these conditions, the researchers compiled a statistics textbook as a guide for STIE Bima students. For this reason, the purpose of this study was to look at the effectiveness of using statistics textbooks in improving student learning outcomes in semester II of STIE Bima in the 2021/2022 Academic Year. Thus, lecturers will be able to compile teaching books by taking into account the characteristics and needs of students. This research involved 80 students who were divided into 2 classes. This research is a development research. Before the Statistics Textbook is distributed to students, validity is first tested. From the results of the two statistics textbook validators are in the valid criteria, that is, minor improvements were made such as the use of language, typing errors and others. The results of the analysis, it was found that the use of statistical textbooks had a high effectiveness in increasing student learning outcomes, this was indicated by the N-Gain value of 0.71 greater than or equal to 0.7 with an N-Gain percentage value of 70.54%. Not only that, it can also be seen in the increase in the average score in the pre-test versus post-test by 65.79%.
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Reagan, Timothy. „LEARNING TO SEE: TEACHING AMERICAN SIGN LANGUAGE AS A SECOND LANGUAGE (2nd ed.).Sherman Wilcox and Phyllis Perrin Wilcox. Washington, DC: Gallaudet University Press, 1997. Pp. x + 145. $19.95 cloth.“ Studies in Second Language Acquisition 20, Nr. 1 (März 1998): 124–25. http://dx.doi.org/10.1017/s0272263198231068.
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American Sign Language (ASL), both as the focus of scholarly study and as an increasingly popular foreign-language option for many secondary and university level students, has made remarkable strides during recent years. With respect to the linguistics of ASL, there has been a veritable revolution in our understanding of the nature, structure, and complexity of the language since the publication of William Stokoe's landmark Sign Language Structure in 1960. Works on both theoretical aspects of the linguistics of ASL and on the sociolinguistics of the Deaf community now abound, and the overall quality of such works is impressively high. Also widely available now are textbooks designed to teach ASL as a second language. Such textbooks vary dramatically in quality, ranging from phrasebook and lexical guides to very thorough and up-to-date works focusing on communicative competence in ASL.
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Cendana, Wiputra, und Kimura Patar Tamba. „Investigasi Penggunaan Buku Teks Singapura Pada Pembelajaran Matematika“. Scholaria: Jurnal Pendidikan dan Kebudayaan 13, Nr. 1 (25.01.2023): 68–75. http://dx.doi.org/10.24246/j.js.2023.v13.i1.p68-75.
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Textbooks have a strong influence on curriculum development, learning approaches, activities and even assessments of learning mathematics. The aim of the research is to describe the use of mathematics textbooks based on the Singapore curriculum in mathematics learning. This research is a qualitative research with a case study method. The participant is an elementary school teacher at a school in Tangerang. Data collection was carried out by observation using an observation guide. Data analysis was carried out descriptively using coding. Coding uses Nicol and Crespo's framework regarding the model of using textbooks in mathematics learning, namely adhering, elaboration, and creating and is seen based on the role played by the teacher in the learning process. The results of the study show that the level of teacher use of books is in the adhering category for each teacher's role in using textbooks.
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Radatz, Hendrik. „Review: What Does the Textbook Say?“ Journal for Research in Mathematics Education 16, Nr. 1 (Januar 1985): 67–68. http://dx.doi.org/10.5951/jresematheduc.16.1.0067.
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Of all the aids to teaching and learning in the history of schooling, the textbook is the most venerable and the most disputed. In the school textbook, we meet fundamental problems of didactics. The textbook can aid the reacher in making decisions about instructional content and about pedagogical intention and methodology. The teacher may adopt ideas straight from the book or may modify, or possibly reject, them on the basis of his or her experience, knowledge, or personal concept of “good” mathematics instruction. In any case, the textbook presents essential guidel ines and has a considerable impact on the teacher's activities. At the same time, the textbook is expected to serve as a working manual for the pupil. It ought to motivate pupils, give them a chance to use and experiment with mathematics, and allow them to work out mathematical concepts or problems on their own. Most modern mathematics textbooks indeed claim to be pupils' books, but a closer view shows that they nre really addressed to the reacher. These and other problems concerning how to conceive of, and work with, school mathematics textbooks have seldom been discussed in teacher training programs.
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Iza, Nikmatul, und Nila Kartika Sari. „ANALISIS KEBUTUHAN PENGEMBANGAN BUKU AJAR BIOTEKNOLOGI BERBASIS HASIL PENELITIAN PADA MATERI DNA FORENSIK“. Jurnal Pendidikan Biologi 12, Nr. 1 (09.01.2021): 52. http://dx.doi.org/10.17977/um052v12i1p52-56.
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Abstract: This study analyzes textbooks based on research in biotechnology courses related to the principles of Forensic DNA discussion that need to be developed. The research method used in the development model Hanafin Peck (1988) at the beginning of the needs analysis. Research subjects were 45 biology education students who had taken Biotechnology courses. The instrument used consisted of a questionnaire distributed to students and lecturers supporting biotechnology courses and interview techniques. The results showed that in the learning process do not use textbooks and as much as 94% of students need the development of textbooks that are equipped with interesting pictures and practicum guides in them. Research results, so that the learning process becomes more directed, contextual and enjoyable Abstrak: Penelitian ini bertujuan menganalisis buku ajar berbasis hasil penelitian pada matakuliah bioteknologi terkait dengan pokok bahasan DNA Forensik yang perlu dikembangkan. Metode penelitian yang digunakan merujuk pada model pengembangan Hanafin Peck (1988) pada tahap awal yaitu analisis kebutuhan. Subjek penelitian adalah 45 mahasiswa pendidikan biologi yang telah mengambil matakuliah Bioteknologi. Instrumen yang digunakan berupa angket yang disebarkan kepada mahasiswa dan dosen pengampu matakuliah bioteknologi serta teknik wawancara. Hasil penelitian menunjukkan bahwa dalam proses pembelajaran belum menggunakan buku ajar dan sebanyak 94% mahasiswa menginginkan pengembangan buku ajar yang dilengkapi dengan gambar yang menarik dan petujuk praktikum yang didalamnya memuat hasil penelitian, sehingga proses pembelajaran menjadi lebih terarah, kontekstual dan menyenangkan.
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Abdulridha Obaid, Ali, Lilliati Ismail, Abu Bakar Mohamed Razali, Nor Shahila Mansor, Moomala Othman und Dalia Aralas. „A Descriptive Analysis of Cultural Content of “English for Iraq” Textbooks Used in the Intermediate Schools in Iraq“. International Journal of Applied Linguistics and English Literature 8, Nr. 4 (31.07.2019): 88. http://dx.doi.org/10.7575/aiac.ijalel.v.8n.4p.88.
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Despite the abundance of the literature addressing culture incorporation in English language teaching and learning, the study of the implicit, as well as the explicit, cultural representations in EFL textbooks’ linguistic content formulates an essential part with a consensus on its significant importance. Since 2012, a new EFL textbooks series written by foreign authors has been adopted in Iraq; this series does not seem to have gained a lot of quality research about the hidden curriculum, particularly related to its cultural content. This study investigates culture integration in the content of “English for Iraq” textbook series currently used in the intermediate schools in Iraq, aiming at detecting both any potential acculturation, and the kind of culture, (surface or deep) emphasized in the written texts and the visuals of the textbooks’ content. A qualitative research method is employed based on a descriptive content analysis. Findings show that the textbooks encompass sharp difference in the frequency occurrences of the cultural representations, resulting to the dominance of both the source (Iraqi local cultural) culture, and the two cultural dimensions, products and persons. This imbalanced representation drives the textbooks to be source-culture-based textbooks with least probability of acculturation, and be prevailed with surface culture materials focusing on items like Folks, Fairs, Festivals, and Food, which turn the textbooks to look like tourist’s guide books. The textbooks then follow a traditional approach for integrating culture in their content. A pedagogical implication of the study can be the necessity of re-considering culture corporation in these textb
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Demirgüneş, Sercan, und Emrah Özcan. „Values Education in Turkish Textbooks in Primary Education“. European Journal of Educational Sciences 9, Nr. 3 (30.09.2022): 1–11. http://dx.doi.org/10.19044/ejes.v9no3a1.
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Texts are indispensable tools used in a language teaching environment. They help students learn both implicitly and explicitly. This learning activity guides the future of the student. The individualization processes of memories that are combined together with qualified texts would be shorter and more qualified. There are many affective approaches and cognitive approaches in curriculum because raising individuals with adopted basic human values is a universal phenomenon that takes place in all the education programs. In today’s teaching processes, along with data mining, opinion mining is also included in educational processes. Equipping the input in students’ memories with positive poles (the literature used polar), in terms of value load, will directly lead to the observation of the positive affective behaviours in students. The learning outcomes under the title of education values in native language programs are basically a product of value load mining. This paper focuses on classifying the value loads of the words in the reading texts in the primary education of 7th and 8th grade Turkish textbooks as positive/neutral/negative. The study also attempts to determine the positive/neutral/negative value loads that the textbooks try to convey to the students. This study is a qualitative study and is structured with a document review method. Rapid Miner and MS Excel programs were used to acquire data, which was described in the context of value load that is transferred. With the results obtained, it can be concluded that, at the word level, the textbooks try to convey positive and negative values that are approximately the same ratio without using a certain systematic approach that would consider adjusting the text content for the grade levels.
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Хачатурова, С., und S. Hachaturova. „Training System for Interdisciplinary Relationships“. Scientific Research and Development. Economics of the Firm 8, Nr. 4 (02.12.2019): 68–72. http://dx.doi.org/10.12737/2306-627x-2019-66-70.
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The article examines a learning system that allows the creation of electronic textbooks. In addition, when using a learning environment, it is often necessary to repeat a topic from previously studied basic disciplines, which form interdisciplinary relationships. In the course of learning, students often have to use a variety of information and reference materials, the essence of which is determined by the field of study. These can be regulations, standards, technical references of materials used, guides on the choice of certain parameters, regulatory — legal documents, financial advice or court practice, etc. Instrumental technologies based on a non-linear way of presenting information and contributing to the unity of disparate knowledge bases (interdisciplinary communication in learning) can improve the quality of education and become a significant motivation for studying related disciplines. Examples are given of working with a training system for interdisciplinary relationships.