Journal articles on the topic 'Academic skills and techniques'
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Chen, Hsuanwei Michelle. "Information visualization skills for academic librarians." Library Hi Tech 37, no. 3 (September 16, 2019): 591–603. http://dx.doi.org/10.1108/lht-01-2018-0012.
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Purpose The purpose of this paper is to investigate how scholars in the digital humanities employ information visualization techniques in their research, and how academic librarians should prepare themselves to support this emerging trend. Design/methodology/approach This study adopts a content analysis methodology, which further draws techniques from data mining, natural language processing and information visualization to analyze three peer-reviewed journals published within the last five years and ten online university library research guides in this field. Findings To successfully support and effectively contribute to the digital humanities, academic librarians should be knowledgeable in more than just visualization concepts and tools. The content analysis results for the digital humanities journals reflect the importance of recognizing the wide variety of applications and purposes of information visualization in digital humanities research. Practical implications This study provides useful and actionable insights into how academic librarians can prepare for this emerging technology to support future endeavors in the digital humanities. Originality/value Although information visualization has been widely adopted in digital humanities research, it remains unclear how librarians, especially academic librarians who support digital humanities research, should prepare for this emerging technology. This research is the first study to address this research gap through the lens of actual applications of information visualization techniques in digital humanities research, which is compared against university LibGuides for digital humanities research.
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Amjad, Muhammad. "Practicing Error Analysis Techniques to Enhance Academic Essay Writing Skills." Journal of Development and Social Sciences 2, no. III (September 30, 2021): 292–305. http://dx.doi.org/10.47205/jdss.2021(2-iii)26.
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Griffin, Richard, Angie MacKewn, Ernest Moser, and Ken W. VanVuren. "Do Learning And Study Skills Affect Academic Performance? An Empirical Investigation." Contemporary Issues in Education Research (CIER) 5, no. 2 (March 27, 2012): 109. http://dx.doi.org/10.19030/cier.v5i2.6928.
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Universities and colleges are very interested in understanding the factors that influence their students academic performance. This paper describes a study that was conducted at a mid-sized public university in the mid-south, USA, to examine this issue. In this study, the 10-scale, Learning and Study Strategies Inventory (LASSI) (Weinstein et al., 1987) assessment device was administered to 107 students to measure receptivity to several skills and strategies that purportedly enhance a students ability to learn and successfully perform in an academic setting. The results of this study showed that the LASSI scales dealing with attitude, concentration, information processing skill, motivation, self-testing and review techniques, use of study support techniques, time management, and effective test-taking strategies all correlated positively (with statistical significance) to student GPA. There were also statistically significant differences between males and females in their mean scores for several of the above mentioned LASSI scales. Every LASSI subscale, where females significantly outscored males, positively correlated with superior academic performance (i.e., GPA). However, after controlling for variance explained by the LASSI scores, there were no statistically significant correlations between gender and academic performance. The primary conclusion from this study is that contrary to prior research that suggests that females predominantly outperform males in academics, such differences can be better explained by mediating variables such as learning and study strategies. This debunking of the female stereotype of superior academic performance merely because of gender has pedagogical implications.
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Suswandari, Meidawati. "Implementasi Budaya Akademik Bagi Keterampilan Sosial Siswa Sekolah Dasar." ZAHRA: Research and Tought Elementary School of Islam Journal 2, no. 1 (March 1, 2021): 1–12. http://dx.doi.org/10.37812/zahra.v2i1.176.
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This study aims to describe the implementation of academic culture for elementary school students' social skills. This type of research uses a descriptive-qualitative approach. The sampling technique used purposive sampling. The informants in this study were teachers and students of SD N Bekonang 1, Sukoharjo. Data collection techniques used include observation and documentation. Data analysis using data reduction techniques, data presentation, and drawing conclusions. The results showed that the implementation of academic culture for students 'social skills at SD N Bekonang 1, Sukoharjo was through appreciating friends' achievements, caring about friends when they needed help, and giving and apologizing. Student learning in the classroom through academic culture has an impact on forming students' social habits to be skilled in dealing with their surrounding environment.
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Shamsuddin, Shukri, Noor Izah Ismail, and Wan Haslina Wan Hussin. "Predicting students' performance through techniques in study skills : a multivariate discriminant analysis approach." Social and Management Research Journal 4, no. 2 (December 1, 2007): 109. http://dx.doi.org/10.24191/smrj.v4i2.5130.
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This paper investigates some of the study skills techniques practised by students in UiTM Johor campus. The multivariate discriminant analysis approach was used to analyse the data. The discussion focuses on to what extent these study skills techniques could be used to predict the academic performance ofstudents. This paper also examines whether there is a significant difference in study skills techniques practised by male and female students, by students of different secondary school backgrounds, and by students of different academic performances. It is hoped that this paper would shed some light on the effectiveness of the study skills program introduced to part one students upon entry into UiTM Johor.
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Maisah, Ahmad Syukri, and Sungkowo. "LIFE SKILLS PROGRAM MANAGEMENT IN IMPROVING ENTREPRENEURSHIP." International Journal of Research -GRANTHAALAYAH 8, no. 3 (May 24, 2020): 10–21. http://dx.doi.org/10.29121/granthaalayah.v8.i3.2020.119.
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This Study at Al Baqiyatus Shalihat Islamic Boarding School in West Tanjung Jabung Regency, Karya Pembangunan Al-Hidayah Islamic Boarding School in Jambi City and Al-Munawaroh Boarding School in Merangin Regency Jambi Province.
Life Skills Program are a group of skills program that include social skill, personal skill, academic skill and vocational skill. These skills are taught at Islamic boarding schools to equip students to live independently and have Islamic entrepreneurial behavior in the face of the development and progress of the times. The purpose of this study was to determine the management life skills program to improve the behavior of students in entrepreneurship, the excellence of managing life skills program that have been implemented by Islamic Boarding Schools and determined the behavior of students in entrepreneurship.
The research approach is used to descriptive qualitative approach. Data collection techniques using observation, interview and documentation. Data analysis using Miles and Huberman models and data validity techniques using data triangulation.
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Lahlafi, Alison, and Diane Rushton. "Engaging international students in academic and information literacy." New Library World 116, no. 5/6 (May 11, 2015): 277–88. http://dx.doi.org/10.1108/nlw-07-2014-0088.
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Purpose – The purpose of this paper is to discuss a collaborative initiative between a module leader, librarian and academic skills tutor to support information and academic literacy skills development of a group of international students from a partner college in Malaysia during their three-month study visit to Sheffield Hallam University. Design/methodology/approach – The paper explores the transferability of active learning and teaching techniques used with second-year home students to a cohort of final-year international students. It discusses the development, implementation and assessment of learning workshop activities and the use of mobile phones in the classroom to enhance student engagement. Findings – The embedded active learning and teaching techniques used with second-year home students transferred well to the international student cohort. At the end of the module, international student feedback and reference list analysis suggests that the embedding of both information and academic literacy skills within modules does support student development of these skills. Mobile technology proved both enjoyable and engaging for the students. Originality/value – The paper’s findings are transferable to other international student cohorts in UK higher education libraries and suggest ways of engaging students in information and academic skills workshops and supporting their skills development to achieve academic success.
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Er, Zübeyde, Perihan Dinç Artut, and Ayten Pınar Bal. "Investigation of the Relationship between Estimation Skill, Estimation Skill Self-efficacy, and Academic Achievement of Secondary School Students." International Journal on Social and Education Sciences 4, no. 1 (January 15, 2022): 149–63. http://dx.doi.org/10.46328/ijonses.292.
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The purpose of this study is to investigate the relationship between secondary school students’ estimation skills, estimation skills self-efficacies and academic achievements. The research was designed in a correlational survey model, one of the quantitative research models and it was carried out in Adana, a city in the Mediterranean Region during the spring semester of the 2020-2021 academic year with secondary school students (n=155) who were selected by maximum variation sampling method, one of the purposive sampling methods. The Estimation Skills Self-Efficacy Scale that was developed by Er, Artut and Bal (2021) was used to determine the students' estimation self-efficacy. Also, the Estimation Skill Test which was developed by the researchers was used to determine the students’ estimation skills. One-way analysis of variance (ANOVA) and regression analysis techniques were made use of in the process of data analysis. The research findings showed that the students' estimation skills were at moderate level and their estimation self-efficacy levels were low. It was also concluded that the students’ estimation skills and their estimation self-efficacies differed according to their grade levels. Furthermore, it was found that there was a positive and moderate relationship between students' estimation skills and estimation self-efficacies and a positive and moderate relationship between their estimation skills and academic achievements. It was also determined that there is a positive and moderately significant relationship between estimation self-efficacies and academic achievement. In addition to this, it was seen that students' estimation self-efficacies and academic achievements explained 17% of the total variance of their estimation skills. In other words, students' estimation skills increase in parallel with their estimation skill self-efficacies and academic achievements.
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Liubashenko, Olesia, and Tamara Kavytska. "LATERAL THINKING TECHNIQUES IN ENHANCING ESP SKILLS." АRS LINGUODIDACTICAE, no. 5 (2020): 22–31. http://dx.doi.org/10.17721/2663-0303.2020.5.03.
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The paper outlines the defining value of lateral thinking in the FL and ESP learning. The Framework for FL and ESP training, based on De Bono lateral thinking system and its Kotler’s & de Bes’s adaptations, has been developed by the authors in the context of Ukrainian University. The authors’ idea to boost FL skills through international project participation has led to shifting from conventional knowledge-reproduction to knowledgetransformation scheme in FL learning process. As a result, activating lateral techniques such as alternative focus, force-fit analogy, unexpected choice, manipulative information distortion, provocation, specially created conflict, challenging the conventional idea/vision, imaginative verbalization, unconventional metaphor, etc. turn ESP learning process into searching for an indirect and creative way to solve problems by means of using reasoning that is not immediately obvious. The research, presented in the article, relies on the experimental training of the first-year Education Majors of the Master’s program (n=33) who admitted a positive effect of lateral thinking techniques on general linguistic range of communicative competence. It is inferred from the study, that lateral thinking techniques have contributed to progress in both language skills and thinking abilities and led to improvement in students’ academic achievements and enhancement of creativity.
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Nuryata, I. Made. "PEMANFAATAN MICROSOFT TEAMS DENGAN TEKNIK EVALUASI DIRI UNTUK MENINGKATKAN HASIL BELAJAR." Jurnal Guru Dikmen dan Diksus 4, no. 1 (June 30, 2021): 78–92. http://dx.doi.org/10.47239/jgdd.v4i1.116.
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This research aims (1) Improving Automotive Engineering Image learning outcomes of grade X TKRO2 students of SMKN 3 Singaraja, Academic Year 2020/2021 through the utilization of Microsoft Teams with self-evaluation techniques, (2) Knowing the responses of grade X TKRO2 students of SMKN 3 Singaraja, Academic Year 2020/2021 towards the utilization of Microsoft Teams with self-evaluation techniques in Automotive Engineering Image subjects. The objects of this research were: (1) learning outcomes in the aspects of knowledge, attitudes and skills, (2) students’ responses to the utilization of Microsoft Teams with self-evaluation techniques. The data collection techniques used were written tests, performance tests, observations and questionnaires. In the first cycle, the average of students’ learning outcomes in the knowledge aspect was 66.25, the skills aspect was 75.25 and the attitude aspect was in Good category. In the second cycle, students with subjects understanding level less than 70% were given guidance through personal chat on Microsoft Teams. The average of learning outcomes in the knowledge aspect was 76.39 increased 15.3%, the skills aspect was 76.81 increased 2,1% and the attitude aspect was in Good category. Students’ responses to the utilization of Microsoft Teams with self- evaluation technique was categorized very good 39%, good 50% and quite good 11%. The conclusions of this research are: (1) The utilization of Microsoft Teams with self-evaluation techniques can improve learning outcomes of grade X TKRO2 students of SMKN 3 Singaraja, Academic Year 2020/2021. (2) The responses of grade X TKRO2 students to the utilization of Microsoft Teams with self-evaluation techniques in learning Automotive Engineering Image, Academic Year 2020/2021 is categorized Good.
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Sutrisno, Bejo, Yumna Rasyid, and Aceng Rahmat. "THE EFFECT OF COOPERATIVE LANGUAGE LEARNING AND PERSONALITY TYPES TOWARDS ESSAY WRITING." English Review: Journal of English Education 6, no. 2 (June 10, 2018): 95. http://dx.doi.org/10.25134/erjee.v6i2.1259.
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This study is aimed to find out the effect of Cooperative learning techniques and personality types on English essay writing skill. This study was conducted at STIBA � IEC Jakarta for the fourth semester in the academic year 2016/2017. It was an experimental study with the factorial design 2 x 2 at 0.05 significance level. The sample was 32 students and divided into two groups which each group was 16 students. The research reveals that: (1) students� English essay writing skill taught with Think-Pair-Share (TPS) technique was� higher than with Student Team Achievement Division (STAD) technique; (2) English essay writing skill on introvert personality type was higher than extrovert personality types; (3) there was interaction effect between learning techniques and personality type toward English essay writing skill; and (4) students with introvert type taught with TPS technique was higher than those taught with STAD technique. There is an interaction effect between learning techniques and personality types on English essay writing skills. Keywords: cooperative learning, essay writing skill, learning technique, personality type
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Firth-Clark, Andrea, Stefan Sütterlin, and Ricardo Gregorio Lugo. "Using Cognitive Behavioural Techniques to Improve Academic Achievement in Student-Athletes." Education Sciences 9, no. 2 (April 26, 2019): 89. http://dx.doi.org/10.3390/educsci9020089.
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Improving academic grades within the core areas of English, Science and Mathematics has had a lot of previous research interest, but research has tended to mostly focus on students who are failing, non-athletically talented students or student athletes at collegiate level. The particular needs of athletically talented secondary school students who are academically underperforming have so far been neglected. This study addressed this issue by measuring the outcome of academic grades in these three core areas. Method: During a six week intervention programme, ninety four students were separated into 4 groups: control, heart rate variability biofeedback, performance psychology skills training and a combination of these two interventions. Changes in self-efficacy and self-regulation for all students were also measured. Results: Significant pre–post intervention differences in all academic subjects and generalised self-efficacy were found when compared to the control group. Results also showed that a combination of interventions with medium–large effect size was more effective in improving academic results than the single interventions on their own. All interventions improved self-efficacy, but were not significantly different from each other. Self-efficacy was found not to have any interaction effects. Conclusion: Sport psychological skills training can help student-athletes achieve higher scholastic grades and aid mindfulness intervention. Mindfulness on its own was not found to be the most effective intervention, and as such should be used as an adjunct to other psychological methods. Psychological skills training (PST) may help students generalize approaches used in sport to the academic arena.
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Groeneveld, Wouter, Joost Vennekens, and Kris Aerts. "Identifying Non-Technical Skill Gaps in Software Engineering Education: What Experts Expect But Students Don’t Learn." ACM Transactions on Computing Education 22, no. 1 (March 31, 2022): 1–21. http://dx.doi.org/10.1145/3464431.
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As the importance of non-technical skills in the software engineering industry increases, the skill sets of graduates match less and less with industry expectations. A growing body of research exists that attempts to identify this skill gap. However, only few so far explicitly compare opinions of the industry with what is currently being taught in academia. By aggregating data from three previous works, we identify the three biggest non-technical skill gaps between industry and academia for the field of software engineering: devoting oneself to continuous learning , being creative by approaching a problem from different angles , and thinking in a solution-oriented way by favoring outcome over ego . Eight follow-up interviews were conducted to further explore how the industry perceives these skill gaps, yielding 26 sub-themes grouped into six bigger themes: stimulating continuous learning , stimulating creativity , creative techniques , addressing the gap in education , skill requirements in industry , and the industry selection process . With this work, we hope to inspire educators to give the necessary attention to the uncovered skills, further mitigating the gap between the industry and the academic world.
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Mahatika, Anis, and Asmendri Asmendri. "How Well Communication Works in Academic Supervision?" Al-Idarah : Jurnal Kependidikan Islam 12, no. 2 (December 15, 2022): 164–72. http://dx.doi.org/10.24042/alidarah.v12i2.14149.
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This study discussed how well communication worked during academic supervision at MAN 2 Tanah Datar. This research used a qualitative phenomenological method. The data were collected by using unstructured interviews, observations, and documentation studies. Then the informants were chosen by snowball sampling technique. The data analysis by Miles and Huberman model techniques was used in this study, which consisted of data reduction, data presentation, and conclusion drawing and verification. Meanwhile, the researchers used data triangulation techniques to test the validity of the data. The results of the study showed that to create effective communication during academic supervision, supervisors must have communication skills such as: 1) respecting the supervised teachers; 2) having empathy, that means prioritizing to listen, understand and feel what the teacher feels; 3) being audible, that means that the teacher can properly accept the supervisor’s instruction; 4) giving clear instruction to the teachers; and 5) being friendly and wise in supervising the teacher. Keywords: Education, Effective communication, Supervision.
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Rochman, Muhammad. "TEACHING TECHNIQUE FOR WRITING SKILL AT THE FOURTH SEMESTER STUDENTS OF BALIKPAPAN FOREIGN LANGUAGE ACADEMY IN THE ACADEMIC YEAR 2020/2021." Journey: Journal of English Language and Pedagogy 5, no. 1 (March 17, 2022): 39–46. http://dx.doi.org/10.33503/journey.v5i1.1828.
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This study aims to describe teaching techniques for writing skills in The Fourth Semester Balikpapan Foreign Language Academy. This type of research is descriptive qualitative research. Sources of research data are events, informants, and documents. Collecting data from observations, interviews, and documents. Data is analyzed by reducing data, displaying data and verifying data. To show the truth of the data using triangulation data. The results showed that the techniques used by lecturers at Balikpapan Foreign Language Academy in teaching writing skills were using pictures, discussions, making groups and corrections, and presentations. The purpose of using techniques can make it easier for students to develop writing skills. The students' responses to each technique were interested and happy. Problems faced by lecturers such as passive students, vocabulary and writing structure problems, students’ difficulty developing paragraphs, and time constraints. Solutions for teaching writing skills include the lecturer encouraging students to be active, repeating the teaching of language and vocabulary structure, giving examples of making paragraphs using the correct tenses, motivating students to increase vocabulary, and the lecturer providing opportunities for students to practice writing not only once.
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Watoni, M. Saipul, and Lalu A. Hery Qusyairi. "Pengaruh Keterampilan Mengajar dan Kedisiplinan Guru dalam Proses Belajar Mengajar." AS-SABIQUN 3, no. 1 (March 30, 2021): 113–26. http://dx.doi.org/10.36088/assabiqun.v3i1.1328.
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This research is entitled "The Influence of Teaching Skills and Teacher Discipline in the Teaching and Learning Process on Student Achievement in Social Studies Subjects for the 2020/2021 Academic Year". The aim of this research is to find out how much influence teaching skills and teacher discipline in the teaching and learning process (PBM) have on student achievement in social studies subjects. The approach used in this research is a quantitative approach with the type of survey research. The population used as subjects in this study were all Social Studies students of class VIII consisting of three classes at MTs NW Selebung for the academic year 2020/2021. In this study, the technique used in sampling is a random sampling technique with the class as the sample unit so that all students are studied randomly by providing equal opportunities to all members of the population, the minimum sample size is 50.98 so 51 students will be taken from class VIII MTs NW Selebung. The main data collection technique in this research is to use a closed questionnaire given to all students who are the research sample, there are two types of questionnaires used in collecting data in this study, namely a questionnaire about teaching skills and teacher discipline which will be filled out by students. For data analysis techniques used Pearson product moment analysis techniques, t-test (t-test) and multiple correlation. Based on the results of the calculations obtained coefficient t count of 5.75 with a contribution of 31.58% for teacher teaching skills, t count of 4 .42 with a contribution of 23.43% for teacher discipline, t count of 9.33 with a contribution of 27.98% for teaching skills and teacher discipline, with a significance level of 5%, dk = 51 obtained t table of 4.08 means that t count t table, thus there is a significant influence on teacher teaching skills, teacher discipline as well as teaching skills and teacher discipline together in the teaching and learning process in social studies subjects at MTs NW Selebung for the academic year 2020/2021.
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Marganingsih, Anna, Emilia Dewiwati Pelipa, and Erwin Erwin. "ANALISIS ENTREPRENEUR LIFE SKILLS MAHASISWA PROGRAM STUDI PENDIDIKAN EKONOMI DI STKIP PERSADA KHATULISTIWA SINTANG." JURKAMI : Jurnal Pendidikan Ekonomi 4, no. 2 (November 1, 2019): 99–110. http://dx.doi.org/10.31932/jpe.v4i2.595.
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Abstract: The aims of this study is to describe the Life Skills of the Entrepreneur Life Skills of Study Program Economic Education at STKIP Persada Khatulistiwa Sintang. The method used in this research is descriptive method with quantitative approach. The population in this study were students of Economic Education Study Program at STKIP Persada Khatulistiwa Sintang totaling 133 students and the sample in this study amounted to 27 students. Data collection techniques used are indirect communication techniques. Data collection tools used were questionnaires. The data analysis technique used is descriptive statistics. The results showed that the Entrepreneurship Life Skills of Study Program Economic Education at STKIP Persada Khatulistiwa Very Good with an average questionnaire score of 4.03. Student Life Skills (Entrepreneur Life Skills) Study Program Economic Education at STKIP Persada Khatulistiwa includes Personal Life Skills is Very Good with a questionnaire score of 4.03, Social Life Skills is Very Good with a questionnaire score of 4.02, Academic Life Skills is Good with a questionnaire score of 3.7 and Vocational Skills (Vocational Life Skills) is Very Good with a questionnaire score of 4.37Keywords: Entrepreneurship, Life SkillsAbstrak: Tujuan penelitian ini adalah untuk mendeskripsikan kecakapan hidup berwirausaha (Entrepreneur Life Skills) Mahasiswa Prodi. Pendidikan Ekonomi di STKIP Persada Khatulistiwa Sintang. Metode yang digunakan dalam penelitian ini adalah metode deskriptif dengan pendekatan kuantitatif. Populasi dalam penelitian ini adalah mahasiswa Prodi Pendidikan Ekonomi STKIP Persada Khatulistiwa Sintang sejumlah 133 mahasiswa dan sampel dalam penelitian berjumlah 27 Mahasiswa. Teknik Pengumpulan data yang digunakan adalah teknik komunikasi tidak langsung. Alat pengumpulan data yang digunakan adalah kuesioner. Teknik analisis data yang digunakan adalah statistik deskriptif. Hasil penelitian menunjukkan bahwa Kecakapan Hidup Berwirausaha (Entrepreneur Life Skills) Mahasiswa Prodi. Pendidikan Ekonomi di STKIP Persada Khatulistiwa Sangat Baik dengan skor rata-rata angket 4,03. Kecakapan Hidup Berwirausaha (Entrepreneur Life Skills) Mahasiswa Prodi. Pendidikan Ekonomi di STKIP Persada Khatulistiwa meliputi Kecakapan Personal (Personal Life Skill) adalah Sangat Baik dengan skor angket 4,03, Kecakapan Sosial (Social Life Skills) adalah Sangat Baik dengan skor angket 4,02, Kecakapan Akademik (Academic Life Skills) adalah Baik dengan skor angket 3,7 dan Kecakapan Vokasional (Vocational Life Skills) adalah Sangat Baik dengan skor angket 4,37Kata Kunci: Kewirausahaan, Kecakapan Hidup
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Mahpud, Elita, Wahyu Hidayat, and Rima Irmayanti. "TEKNIK DISKUSI BERBANTUAN APLIKASI ZOOM MEETING TERHADAP KETERAMPILAN SOSIAL SISWA KELAS XI SMK." FOKUS (Kajian Bimbingan & Konseling dalam Pendidikan) 4, no. 6 (November 26, 2021): 431. http://dx.doi.org/10.22460/fokus.v4i6.8385.
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This research is motivated by students who have low social skills. The behavior shown by these students is difficult to interact with peers, unable to manage skills in dealing with stress, unable to understand other people's feelings, and from an academic point of view it will decline. Efforts were made to overcome these problems, namely by using a group guidance service strategy through discussion techniques carried out online through the zoom meeting application. The purpose of this study was to examine the effectiveness of group discussion techniques on social skills in students at the SMK (Vocational High School) level. This study uses an approach by collecting data in the form of questionnaires, observations, and interviews. The subjects in this study were six students and one BK teacher. The results of this study indicate that after the implementation of the discussion technique there were changes shown by the students. So it can be said that the implementation of the discussion technique in the group guidance strategy can be used on the social skills of class XI students at SMK Negeri 1 Cihampelas.Keywords: Discussion Techniques, Zoom Metting Applications, Social Skills
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Hijaz, Ahmad, Asrun Lio, and Kamaluddin Kamaluddin. "SIMPLE TECHNIQUES TO ACTIVATE SCHEMATA." Journal of Language Education and Educational Technology (JLEET) 6, no. 2 (October 30, 2021): 113. http://dx.doi.org/10.33772/jleet.v6i2.10119.
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Activating schemata to improve reading comprehension has been acknowledged and well accepted in academic world for decades, however many teachers are still recultant to spare time in this area. It’s believed that activating schemata requires heavy preparation and certain additional skills aside from their existing ones.This article offers four simple techniques that can help activating students’ schemata which in turn allow them perform better in reading comprehension tasks. In addition, the techniques can be performed with minimum equipments and less time consumption
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Johari, Siti Katijah. "The Effects of Task-Based Process Writing Approach on the Academic Writing Skills among Second Language Tertiary Learners." Journal of ELT Research 3, no. 1 (February 6, 2018): 1. http://dx.doi.org/10.22236/jer_vol3issue1pp1-20.
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Academic writing occupies a very important place in the English language syllabus at tertiary level. Where higher institution writing is concerned, it is not enough that students have to write in traditional essay or report formats; their writing must be appropriate to the discipline – yet deal with the multitude of genres expected of them. Additionally, academic writing skill is considered an essential skill for academic success and a requirement for many occupations and professions. However, it is a skill that a number of second language tertiary students find most difficult to acquire and only a few of them fully master it. This study, therefore, embarks on the theory that task-based approach together with the exposure of process writing would have a significant influence on the development of students’ academic writing skills. In this study students were made to work in groups on real-life tasks which relate to their field of study or future employment. In the midst of pursuing the group project, the students will have to write their group proposal and individual writing assignment. This will be the stage where the process writing techniques are put into practice. This paper will illustrate an eclectic pedagogic intervention in the teaching of academic writing skills to second language tertiary students.
Keywords: academic writing, task-based approach, process writing approach, tertiary learners
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Kontsevych, O. Yu. "Diary of performing mastership: the sphere of universal skills of modern trumpeter." Problems of Interaction Between Arts, Pedagogy and the Theory and Practice of Education 54, no. 54 (December 10, 2019): 174–89. http://dx.doi.org/10.34064/khnum1-54.11.
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At the present stage of development, the musical society has the centuries-long artistic experience. The evolution of educating professionals in the performing sphere has contributed to the creation of musical masterpieces in different genres. The birth and decline of numerous musical styles and trends has led to new requirements for trumpeters and their capabilities. Of course, the development of trumpet playing has always been accompanied by the new techniques and methods aimed at implementing the composer tasks. However, we can often observe the use and borrowing of the same performance techniques and methods aimed at overcoming common difficulties, for example, in academic or jazz music. Modern Ukrainian primary and secondary educational institutions maintain their position to educate narrow specialized trumpeters, while European countries are increasingly frequently raising universal performers. The trumpeters having one-vector performance skills, for example, academic or solely jazz ones, narrow own performance capabilities. It limits their professional performance in their subsequent solo and orchestral practices. This suggests the need to create the methods for training special universal skills for trumpeters, which will expand their capabilities and ensure the ability to play different music. The article explores the universal performances abilities of a modern trumpeter. The capabilities and skills are singled out, combinations of which allow the trumpeter to master the professional performance of both academic and pop-jazz works. The classification of techniques and skills laying the foundation for broad specialization and professional experience of a trumpeter is proposed. The characteristic of the technological component of the universal trumpet skills is provided. Based on the research of scientific explorations and practical achievements of modern trumpeters, a list of the masters is specified, who are the bearers of universal abilities, the names and achievements of these professionals are presented in the article. Background. By analyzing and comparing the researches and publications of some authors, we distinguish the components that can provide the trumpeter with a universal ability to work with academic and pop-jazz material. The education of modern trumpeter specialists is based on the scientific and methodological works of the leading specialists: J. Arban, E. Bolvin, S. Watterman, I. Gishka, K. Gordon, T. Dokschitzer, K. Caruso, G. Clarke, Ch. Colin, D. Muedinov, H. Orvid, J. O’Neill, O. Stepurko, etc. Each author uses his own methods aimed at gaining or developing some particular practical skills of the trumpeter. However, such works are characterized by a clear orientation, which is projected solely on academic or pop-jazz specifics. The works of J. Arban, G. Clarke, T. Dokschitzer are devoted to the development of solely academic features of the performing musician, while S. Watterman, E. Bolvin, J. O’Neill and O. Stepurko take care of the jazz image of their fans. Thus, a completely newest step in the trumpet art would be a creation of a fundamentally new methodological concept in formation of specialists that would be based on production of symbiosis patterns and combination of universal skills in playing the academic and pop-jazz music. Objectives. The purpose of the paper is to distinguish and study the universal performer skills of the trumpeter, which will allow using the experience of a specialist in academic and pop-jazz art work in many various aspects. Methods. The following methods of research have been used in the paper: historical – when reviewing the methods and algorithm of training trumpeters in Ukraine and in the world; comparative – when analyzing and comparing the well-known theoretical works on the method of teaching playing the trumpet; empirical – when analyzing the thoughts expressed by prominent performing trumpeters and educators having the universal capabilities of academic and pop-jazz performances; inductive and deductive – when studying the issue on acquiring universal performance skills that will expand the specialization of the trumpeter and promote mastering the skill of performing academic and pop-jazz works. Results. At the beginning of the paper, we have considered the concepts of universal skills and performances of trumpeters. The achievements of the most prominent performing musicians having the universal capabilities of playing academic and pop-jazz music have been distinguished. The main part of the paper studies the process of acquiring universal skills by the trumpeter, which is defined as: 1) experience, and 2) technology. In our opinion, the basis of professional experience of the trumpeter’s universal art is: a) fluency in traditional and non-traditional techniques of playing the trumpet; b) practicing the different styles of music and performance; c) experience in improvisation and arrangement. The final part of the paper provides a list of universal skills of the trumpeter: a) the endurance of the lips muscles; b) the knowledge of the articulation and fingering combination theory; c) the use of high-tone sound focus and epithelium muscles flexibility control; d) the manipulation of the sound tone; e) the technique of playing the extreme limits of the range; e) the skill of long-term playing in the extreme limits of the high pitch sound-dynamic zone. Conclusions. Musicians-trumpeters, working in a narrow specialization, understand well that the level of performance technology has grown so fast in the recent years that performers should seek alternative methods to master it. Nowadays, the trumpet performing art needs new ideas for its improvement and development. Therefore, when educators-trumpeters base their school on the narrow specialization skills, i.e. performance in academic or pop-jazz manner, the music industry lacks valuable professionals. Thus, we have outlined the need to expand the mastering of the trumpeter’s special skills, which will allow performers acquiring a wide range of skills, achieving mastery and showing themselves in a wide range of orchestral and ensemble groups. The universal skills, considered herein, should be recommended for the trumpeters to introduce into their own system of personal training. Skilfully mastering them, the trumpeter will open the world of new performance opportunities.
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Amjad, Muhammad, Dr Adnan Tahir, and Dr Zia Ahmed. "Practicing Dogme ELT Techniques to Improve Academic Essay Writing: An Evaluative Study of Learners’ Perception." International Journal of Linguistics and Culture 1, no. 2 (December 31, 2020): 133–50. http://dx.doi.org/10.52700/ijlc.v1i2.18.
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Among the teaching approaches and methods that are currently used worldwide, Dogme ELT is a modern one that claims to show better results because of creating a natural learning environment. This action research was performed in order to examine the intermediate level learners’ feedback about Dogme ELT to improve essay writing skills. The data was collected after teaching through Dogme techniques and analyzed by applying mixed methods. The learners’ responses to motivational aspects of learning, their participation and performance in the class and the impacts of Dogme Pedagogy, recorded after Dogme ELT treatment, demonstrated that Dogme ELT techniques proved themselves very effective and successful in improving essay-writing skills. Many of the participants of this class wished to have been taught through such teaching-learning techniques from the very beginning. All these responses showed better learning outcomes by using Dogme Pedagogy to improve academic essay writing skills of intermediate level learners.
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Dewanti, Sintha Sih. "Keterlaksanaan Penilaian Kompetensi Keterampilan Pada Pembelajaran Matematika Berdasarkan Kurikulum 2013." Jurnal Derivat: Jurnal Matematika dan Pendidikan Matematika 5, no. 1 (March 28, 2019): 59–68. http://dx.doi.org/10.31316/j.derivat.v5i1.148.
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This study aims to describe: 1) teachers' understandings of skill competency assessment; 2) the application of skills competency assessment in mathematics learning; and 3) teachers' problematics in applying skills competency assessments. This research used the qualitative approach with descriptive research type. The study was conducted in the academic year 2017/2018 and implemented in 9 junior high schools / Islamic junior high schools in the DIY region. Research subjects were 11 mathematics teachers who are selected using purposive sampling technique. The data collected through structured interviewing methods, observation, and documentation. The data were analyzed by using inductive logic, from the particular to the general. The results show that: 1) teachers' understandings of skills competency assessment are quite good. Teachers understood the various instruments and assessment techniques but have not understood the assessment rubric used in each instrument yet; 2) the application of skills competency assessment has already done well but some were still constrained and have not accorded to the assessment standards; 3) teachers' problematics in applying skill competency assessment are: problems of understanding skill competency assessment, time, administrative complexity, student condition, assessment planning including the development of instrument and assessment rubric, and the implementation of skill competency assessment.Keywords: assessment execution, skill competency assessment, Curriculum 2013
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Nugroho, Anwari Adi. "The implementation of collaborative-based guided discovery reviewed from students’ analytical thinking skills and social skills." Jurnal Inovasi Pendidikan IPA 3, no. 2 (October 8, 2017): 128. http://dx.doi.org/10.21831/jipi.v3i2.14508.
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This study aimed to determine the effectiveness of collaborative based Guided Discovery in empowering critical thinking skills and social skills of students in High Plant Systematics Course. It was a quasi-experimental study with One Group Pretest-Posttest Design using one class as an experiment (pretest and posttest). The subjects of the study were 26 students of the fourth semester of Department of Biology Education, Universitas Bangun Nusantara Sukoharjo Academic Year 2015/2016. Data collection techniques were done with tests to measure analytical thinking skills and observation to measure social skills. Data analysis of the result of analytical thinking skills was quantitative descriptive using paired sample t-test, while the result of social skill observation was qualitative descriptive. Paired sample t-test resulted in a significant difference of pretest and posttest value of analytical thinking skill. The result of social skill score was nine students with very good category and seventeen students with a good category. The conclusion of the study was that collaborative based Guided Discovery effectively empowers the student’s analytical thinking and social skills.
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Bolden, Jennifer. "Associations Among Attention Problems, Learning Strategies, and Hazardous Drinking Behavior in a College Student Sample: A Pilot Study." Substance Abuse: Research and Treatment 13 (January 2019): 117822181984835. http://dx.doi.org/10.1177/1178221819848356.
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Despite research linking substance use/abuse to pejorative academic outcomes, the underlying behavior and cognitive mechanisms responsible for this association are largely unknown. This study addresses a specific call for understanding learning strategies and skills associated with substance alcohol use/abuse. Four hundred fifty undergraduates (59.6% female) completed measures of hazardous drinking behavior and student learning strategies. Approximately 35.3% of the sample reported hazardous drinking scores in the clinical range. Bivariate correlations and a regression framework were utilized to understand the associations among hazardous drinking behavior, academic skills/strategies, and student liabilities. In the present study, hazardous drinking behavior was associated with 4 learning strategies: note-taking/listening skills, test-taking strategies, organizational techniques, and time management. Moreover, hazardous drinking behavior was associated with 2 student liabilities: low academic motivation and concentration/attention difficulties. Results from follow-up analyses suggest that only organizational techniques and concentration/attention difficulties predicted hazardous drinking behavior. Promising areas for future research and potential intervention targets are discussed.
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Purnomo, Mega Eriska Rosaria. "SOLID GEOMETRY LEARNING: STUDENT ERRORS IN SOLVING SOLID GEOMETRY PROBLEMS AT UNIVERSITY LEVEL." Daya Matematis: Jurnal Inovasi Pendidikan Matematika 5, no. 3 (December 28, 2017): 408. http://dx.doi.org/10.26858/jds.v5i3.4848.
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The purposes of this research were to describe student errors types in solving solid geometry problems based on mathematics skills and to know the causes of student errors happened. The major mathematics skills consisted of number fact, arithmetics, information, language, visual spatial skill. This research was qualitative. Data collection techniques were done by test and interview. Respondents were 6 from 39 mathematics education students academic year of 2016/2017 in Universitas Muhammadiyah Surakarta that consisted of each 2 students in high, middle, low level respectively. This grouping were conducted based on the test results. Every respondent was interviewed about their answer of the test. The results of this research indicated that students in high level did errors on number fact and visual spatial skill. Students in middle level did errors on five type of mathematics skills. Students in low level did errors on four type of mathematics skills except arithmetics skill
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Corbett, John. "Appropriating Arguments: Academic Reading and Writing." TESL Canada Journal 10, no. 2 (October 26, 1993): 91. http://dx.doi.org/10.18806/tesl.v10i2.620.
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Tertiary education courses, especially those in the arts and social sciences, generally require students to write compositions based on prescribed readings. Although students with poor skills in "appropriating" arguments contained in such readings are at a disadvantage, and may even be accused of plagiarism, this aspect of writing has been relatively neglected in published teaching materials for English for Academic Purposes. This article describes various techniques for promoting academic competence by helping students to summarize, synthesize and evaluate prescribed readings legitimately.
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Iyai, Deny Anjelus, Siska Syaranamual, and Alexander Yaku. "Improving Academic Skills on Freshmen Student Performance in Mastering Learning Skills." JPI (Jurnal Pendidikan Indonesia) 10, no. 1 (March 10, 2021): 23. http://dx.doi.org/10.23887/jpi-undiksha.v10i1.24593.
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This study aims to describe the capacity of students' learning skills, provide and develop problem-solving learning skills, prepare appropriate modules that are used by students, and encourage counseling and learning development units. The method used in this action research is a qualitative research design. The research technique was carried out by using a case study approach and observation. The results showed that the students' mathematical abilities ranged from 26-50 (57.14%). Only 14% (11.43% + 2.86%) of AgtSP students have capacities in basic mathematics. Learning skills, for example, reading and writing, had lower AgtSP values, namely 37.14% and 34.29%. AgtSP is still dominated by Papuan students (86%) and a small proportion of non-Papuan students (14%). Many students enrolled in AgtSP graduated from Social Sciences (38%), some graduated from Agricultural High School (33%), and a few graduated from natural sciences 21%) and a small number of students graduated from Non. Agricultural Senior High School, namely administration interest. Student GPA has increased in the number of students who have GPA scores. 23 components affect student learning skills at the university level as experienced by AgtSP. The conclusion is the low scores obtained by mathematics, reading, and writing students enrolled in the Faculty.
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Börner, Katy, Olga Scrivner, Mike Gallant, Shutian Ma, Xiaozhong Liu, Keith Chewning, Lingfei Wu, and James A. Evans. "Skill discrepancies between research, education, and jobs reveal the critical need to supply soft skills for the data economy." Proceedings of the National Academy of Sciences 115, no. 50 (December 10, 2018): 12630–37. http://dx.doi.org/10.1073/pnas.1804247115.
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Rapid research progress in science and technology (S&T) and continuously shifting workforce needs exert pressure on each other and on the educational and training systems that link them. Higher education institutions aim to equip new generations of students with skills and expertise relevant to workforce participation for decades to come, but their offerings sometimes misalign with commercial needs and new techniques forged at the frontiers of research. Here, we analyze and visualize the dynamic skill (mis-)alignment between academic push, industry pull, and educational offerings, paying special attention to the rapidly emerging areas of data science and data engineering (DS/DE). The visualizations and computational models presented here can help key decision makers understand the evolving structure of skills so that they can craft educational programs that serve workforce needs. Our study uses millions of publications, course syllabi, and job advertisements published between 2010 and 2016. We show how courses mediate between research and jobs. We also discover responsiveness in the academic, educational, and industrial system in how skill demands from industry are as likely to drive skill attention in research as the converse. Finally, we reveal the increasing importance of uniquely human skills, such as communication, negotiation, and persuasion. These skills are currently underexamined in research and undersupplied through education for the labor market. In an increasingly data-driven economy, the demand for “soft” social skills, like teamwork and communication, increase with greater demand for “hard” technical skills and tools.
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Ivan Koay. "Incorporation of lean methodology into the delivery of clinical training of advance nurse practitioners in urgent care." Open Access Research Journal of Multidisciplinary Studies 4, no. 1 (September 30, 2022): 096–101. http://dx.doi.org/10.53022/oarjms.2022.4.1.0087.
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This pilot study was designed to investigate the ability of incorporating lean methodology into the delivery of medical education. The project worked within the academic remits of the University College Dublin (UCD), Master’s in Advanced Practice (Nursing) program, which provided the academic rigor for the project. Practical and procedural skills were taught based on an adapted version of the RNZCUC’s core skills list (CSL) Using a combination of Kaizen Burst (rapid improvements) in teaching skill sessions and Kanban Pull (the voice of the consumer), the project incorporated both lean methods into the delivery of teaching skills and knowledge. These techniques allow for better understanding, easy retention, and accelerated learning. This allows for a better learning experience to those completing the training program feeling confident in utilizing the skills learnt to treat patients presenting to urgent care clinics appropriately The project has shown a potential method for training of Advanced Nurse Practitioners (ANPs) to an accredited standard in urgent care with the use of lean methods in the delivery of skills and knowledge training. The ability for institutions to upskill and train the workforce would provide added benefits for workforce recruitment, development, and retention.
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Riekstins, Arne. "Advanced Modeling Techniques for Architectural Design Education." Architecture and Urban Planning 13, no. 1 (December 1, 2017): 106–11. http://dx.doi.org/10.1515/aup-2017-0015.
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Abstract This article discusses the usage of advanced modeling techniques in architectural design education from the viewpoint of CAD/CAM paradigm that is setting new standards for the teaching and the industry. Parametricism is one of the main driving forces in architecture that exercises complexity possible only through 3D modeling tools and using generative algorithms. Most of the design skills are being learned by applying the obtained knowledge in academic design projects and their supplementary classes.
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Ghounane, Nadia. "Using gardner's multiple intelligences to develop students' notetaking techniques for literature review at foreign language teaching." Global Journal of Foreign Language Teaching 11, no. 4 (November 30, 2021): 231–42. http://dx.doi.org/10.18844/gjflt.v11i4.5995.
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To take notes, students need to develop their thinking skills which can help them to improve their writings. The current research aims to test students’ use of Gardner’s Multiple Intelligence Theory (MIT) to develop their thinking and writing skills, primarily the use of the notetaking technique in writing the literature review section. The researcher aimed at including Gardner’s linguistic intelligence in academic writing, mainly dissertation writing. To this end, the researcher selected 39 foreign language teaching (EFL) Master Students for the experiment. The researcher employed a pretest and a posttest to check and evaluate students’ use of the notetaking technique. The findings revealed that teachers could integrate Gardner’s Multiple Intelligence Theory in the EFL context. The results also showed that students tend to employ the first intelligence to develop their writing skills and improve the use of notetaking techniques in writing the literature review section. The analysis indicated that students were more motivated to use thinking techniques in writing rather than traditional methods. Keywords: EFL; Gardner’s Multiple Intelligence; literature review writing; notetaking technique; reading strategies.
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Alcivar, Ruben Dario Basurto, and Gema Monserrate Flores Ormaza. "Academic use of engineering students in first semester systems." International journal of social sciences and humanities 2, no. 2 (August 7, 2018): 155–63. http://dx.doi.org/10.29332/ijssh.v2n2.155.
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The use of learning strategies facilitates the student's formative process, achieving deep learning related to academic performance. The low amount of work on the learning techniques used by students in engineering training contexts was the motivation to carry out this descriptive exploratory study. The level of utilization of learning skills was investigated to 145 first-semester students, taking into account the academic history of the participants and their availability of time to study, assessing the difference in the use of the different study methods. The data on the use of the learning techniques were obtained through the strategy and motivation questionnaire, which was collected with populations of two academic sections, in the year 2017 and 2018. The corresponding statistical analyzes were carried out that allowed having the results according to the effort made, the economic and social characteristics of each student; the design and results of this research explain the levels of use of learning tactics of participating students; It also allows creating the bases to design future educational interventions in order to promote among students the use of learning skills.
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Pllana, Duli. "Combining Teaching Strategies, Learning Strategies, and Elements of Super Learning Principles." Advances in Social Sciences Research Journal 8, no. 6 (June 27, 2021): 288–301. http://dx.doi.org/10.14738/assrj.86.10366.
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Blending teaching strategies, learning strategies, and elements of super learning principles increase learning outcomes tremendously in any case, situation, or academic subject. Employing teaching and learning strategies adequately impact on an interactive session (academic subjects or any field) to a great degree, enhance learners’ motivation significantly, improve self confidence and self esteem of learners considerably, and soar learning outcomes substiantly. It is impossible to combine all learning and teaching strategies (there are many techniques, and a small space time to incorporate them in one lesson or an academic subject.) in an academic subject entirely. Accordingly, strategic teaching or learning establishes skills or techniques in addressing a lesson or digesting information from the lesson. Also, learning results depend on the quantity and quality of combining learning and teaching strategies, and components of super learning principles. The greater the participation of mixing techniques or skills in a lesson, the greater are the positive results in the learning outcomes. Teaching and learning strategies, and superlearning elements are in a close relationship with each other; teaching strategies imply learning strategies and elements of super learning. Combination of the three ingredients play a crucial part in any lesson, academic subject, or general knowledge; mixing all these three components together wisely maximizes learning outcomes enormously.
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Sri Maruti, Endang. "Implementation of the Student Facilitator and Explaining Model in Learning Skills of Reading Skills in SD." Edumaspul - Jurnal Pendidikan 3, no. 1 (April 2, 2019): 48–55. http://dx.doi.org/10.33487/edumaspul.v3i1.84.
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The purpose of this study was to determine the extent of the implementation of the Student Facilitator Model and Explaining learning model through the media of illustrated story books in improving initial reading skills for first grade students of SDN 01 Taman Kota Madiun 2018/2019 Academic Year. This research includes descriptive qualitative research. By using the phenomenology approach. Data collection techniques are based on data sources, namely RPP, syllabus, observation, interviews. Closed questionnaire. Documentation. The data analysis technique used is the data analysis model of Miles and Huberman. Based on the results of the study, it can be concluded that in the Implementation of the Student Facilitator and Explaining learning model using media illustrated storybooks in Indonesian language lessons are innovative. Based on the results of interviews, documentation, observation and giving questionnaires. Student responses are categorized as good, students' enthusiasm in learning Indonesian language lessons is increasing. Students become fond of learning and student collaboration is also formed in group activities so as to be able to foster a positive attitude towards students in their social interactions.
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Ali, Muhammad Yousuf, and Joanna Richardson. "Workplace information literacy skills." Information and Learning Science 119, no. 7/8 (July 9, 2018): 469–82. http://dx.doi.org/10.1108/ils-10-2017-0107.
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Purpose The purpose of this study is to investigate the level of information literacy (IL) skills competency among university library professionals in Karachi, Pakistan and to address areas of concern. Design/methodology/approach An online survey was designed, using Google Forms, to collect data from 77 academic librarians working in 25 universities in Karachi, Pakistan. The questions covered six generic attributes: library systems, information resources, searching techniques, research support, IL and generic/personal attributes. Findings The results indicate that the librarians who were surveyed had good IL skills in information searching and locating information resources. However, the average of all survey responses was 54.17 per cent, with 12 of the 24 competencies receiving scores of less than 50 per cent, thus indicating a generally overall low level of IL competency in the workplace. Research limitations/implications As the study was limited to universities in Karachi, it would be useful to apply the same methodology to other administrative units within the country. Further research is indicated on the potential impact of gender on aspects such as level of IL skills and motivation to enhance workplace competencies. Practical implications The authors have suggested a number of strategies, which would be applicable globally to any university library wishing to improve the IL skills competencies of its staff. Originality/value There have been no previous published, non-discipline-specific, research studies on the IL skills competencies of academic librarians in Pakistan.
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Imran Farooqui, Sumaira. "WHAT IS THE FUTURE OF ACADEMIC PHYSICAL THERAPY?" Pakistan Journal of Rehabilitation 3, no. 1 (January 10, 2014): 1. http://dx.doi.org/10.36283/pjr.zu.3.1/001.
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Physical Therapy is considered as a dedicated profession for developing the clinicians through undergraduate UG (4 years Bachelors or 5 years Doctor of Physical Therapy), post graduate PG (Master’s Program) or up-gradation programs. In majority of the institutions across the country the clinical Physical Therapist (PT) are themselves responsible for facilitating the students during the academics. Therefore, these clinical PT are focused on teaching new techniques and hand-on skills.
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Fayoumi, Ayman G., and Amjad Fuad Hajjar. "Advanced Learning Analytics in Academic Education." International Journal on Semantic Web and Information Systems 16, no. 3 (July 2020): 70–87. http://dx.doi.org/10.4018/ijswis.2020070105.
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The integration of innovative data mining and decision-making techniques in the context of higher education is a bold initiative towards enhanced performance. Predictive and descriptive analytics add interesting insights for significant aspects the education. The purpose of this article is to summarize a novel approach for the adoption of artificial intelligence (AI) techniques towards forecasting of academic performance. The added value of applying AI techniques for advanced decision making in education is the realization that the scientific approach to standard problems in academia, like the enhancement of academic performance is feasible. For the purpose of this research the authors promote a research in Saudi Arabia. The vision of the Knowledge Society in the Kingdom of Saudi Arabia is a critical milestone towards digital transformation. The human capital and the integration of industry and academia has to be based on holistic approaches to skills and competencies management. One of the main objectives of an academic decision maker is to ensure that academic resources are adequately planned and that students are properly advised. To achieve such an objective, an extensive analysis of large volumes of data may be required. This research develops a decision support system (DSS) that is based on an artificial neural network (ANN) model that can be deployed for effective academic planning and advising. The system is based on evaluating academic metrics against academic performance for students. The model integrates inputs from relevant academic data sources into an autonomous ANN. A simulation of real data on an ANN is conducted to validate the system's accuracy. Moreover, an ANN is compared with different mathematical approaches. The system enables the quality assurance of planning, advising, and the monitoring of academic decisions. The overall contribution of this work is a novel approach to the deployment of Artificial Intelligent for advanced decision making in higher education. In future work this model is integrated with big data and analytics research for advanced visualizations
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Cecco, Serena, and Andrea Masiero. "Improving language and interpreting skills. A teaching experience." Scenario: A journal for performative teaching, learning, research XIII, no. 1 (July 24, 2019): 42–61. http://dx.doi.org/10.33178/scenario.13.1.3.
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This paper explores the potential of improvisation theatre applied to training, in particular to interpreting studies. A theoretical background on theatre and learning (at an academic and professional level) together with a theoretical background on interpreting skills and qualities provide the basis for the presentation of a small-scale experimental workshop on the use of improvisation techniques. The workshop involved 16 students and was held at the Advanced School for Language Mediation of Ciels University, Campus Padua, Italy.[1]
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Mulyadi, Mulyadi. "Parenting Pattern of Associated School Students in Sman Titian Teras H. Abdurrahman Sayoety Jambi." Eduvest - Journal of Universal Studies 1, no. 4 (April 20, 2021): 168–75. http://dx.doi.org/10.36418/edv.v1i4.30.
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The purpose of this study was to determine the description of parenting patterns, the benefits felt by students, and the supporting and inhibiting factors for the implementation of assimilation at SMAN Titian Teras Jambi Boarding School. This study uses a qualitative descriptive approach with data collection techniques through interviews, observation, and documentation. Data analysis techniques in this research are data reduction, data display, conclusion drawing/verification. Checking the validity of the data in this study is the credibility test. The results showed that spiritual development consists of the habadah habit. Academic coaching, namely the existence of a subject clinic service at night, the English Club. Non-academic / skill development includes extracurricular activities, development of talents and interests, and defending the country. The benefits felt by the students were that students were accustomed to being diligent in worshiping, understanding the meaning of the Koran, and memorizing the Koran to increase. Students can live independently and have many friends, the student's academic score increases, students gain skills.
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Oktavianty, Erwina, and Hamdani Hamdani. "PENINGKATAN KETERAMPILAN BERPIKIR MAHASISWA MELALUI IMPLEMENTASI PERKULIAHAN IPBA BERBASIS SAINS DAN TEKNOLOGI TERINTEGRASI." Jurnal Pendidikan Matematika dan IPA 10, no. 1 (January 11, 2019): 11. http://dx.doi.org/10.26418/jpmipa.v10i1.25843.
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AbstractThis study aims to determine the improvement of students' thinking skills through the Earth and Space Science (IPBA) lectures that integrate science activities with interactive multimedia and local science. The research method used was experimental design (quasy experiment) with comparative group of pretest-posttest group design. Data collection techniques that will be done are measurement techniques in the form of students' thinking skills tests and surveys in the form of student and lecturer responses to the lectures are held. Physics education student semester 4 academic year 2016/2017 will participate as research subject. The results showed that the increase (N-gain) of students' thinking skill in experimental class was 0,70 and control class was 0,40 (both medium category). By using Paired Sample Test obtained tcount = 8,338 at significance level P = 0,000. The significance level is less than 0.05 (P <α), so it can be concluded that the application of lectures that integrate local science and technology in IPBA lectures can improve students' thinking skills significantly compared with conventional lectures.Keywords: high order thinking skills, earth and space science, multimedia interaktif.
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Anggraeni, Yunita Nur, Baskoro Adi Prayitno, and Joko Ariyanto. "PENERAPAN MODEL KONSTRUKTIVIS-METAKOGNITIF PADA MATERI SISTEM KOORDINASI UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA KELAS XI MIA 1 SMA NEGERI 6 SURAKARTA TAHUN PELAJARAN 2015/2016." BIO-PEDAGOGI 5, no. 2 (October 2, 2016): 48. http://dx.doi.org/10.20961/bio-pedagogi.v5i2.5428.
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<p>This study aims to improving critical thinking skills of student of class XI MIA 1 SMA Negeri 6 Surakarta in the academic year 2015/2016 through the implementation of Constructivist-Metacogitive model. This research considered as Classroom Action Research that performed whitin 2 cycles and consist of 4 steps namely planning, action, observation, and reflection. The research procedure refers to Kemmis-Mc.Taggart spiral technique. Data are obtained by questionnaire, essay test, interview, and documentation. Data analysis using qualitative descriptive technique. The main data regarding students' critical thinking skills covering several aspects, namely the interpretation, analysis, evaluation, inference, explanation and self-regulation was measured using a test arranged by the researcher. Data analysis using descriptive analysis technique. Data validation using triangulation techniques. The average yield of pre-cycle critical thinking skills is 33.71% (low), then increased to 47.6% (average) at the first cycle, and increased to 75.76% (high) at the second cycle. The student’s critical thingking skill improvement have reached the reseach target (≥20%), Thus, application of constructivist-metacognitive models can improve students' critical thinking skills. The results showed that the application of Constructivist Model-metacognitive improving critical thinking skills of the students of class XI MIA 1 SMA Negeri 6 Surakarta.</p><p><strong><em>Keywords</em></strong>: Constructivis-metacognitive models, Critical Thinking Skills, Coordination System.</p>
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Siddiky, Md Roknuzzaman. "Examining the Linkage between Students’ Participation in Co-curricular Activities and their Soft Skill Development." Journal of Educational Sciences 4, no. 3 (July 24, 2020): 511. http://dx.doi.org/10.31258/jes.4.3.p.511-528.
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The paper aims to investigate the association between students’ participation in Co-curricular Activities (CCAs) and their soft skill development. Moreover, the study attempts to find out whether the association between these two variables is statistically significant. The study reasonably employed survey method where primary data were collected from a total of 135 students who were sampled from 16 academic departments of a public university in Bangladesh based on non-probability sampling techniques. The study found that the students have developed diverse soft skills (which involve different personal skills and social skills) much via their participation in CCAs. The study observed that there is a moderate positive association between students’ participation in CCAs and their various personal and social skills excepting presentation skill, organizing skill and network-building skill in which strong positive association was found. Moreover, the study found that there is a significant association between students’ participation in CCAs and their diverse personal skills and social skills. Hence, the study argued that the association between students’ participation in CCAs and their soft skill development is statistically significant. Finally, the study suggested that the Government and the authority concerned should undertake suitable policy in order to utilize CCAs and thereby ensure quality education.
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CRUZ, Maria Elisa Linda Taeza, and Riah Elcullada ENCARNACION. "Analysis and Prediction of Students’ Academic Performance and Employability Using Data Mining Techniques: A Research Travelogue." Eurasia Proceedings of Science Technology Engineering and Mathematics 16 (December 31, 2021): 117–31. http://dx.doi.org/10.55549/epstem.1068566.
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Higher education institutions (HEIs) handle tons of data to analyze and generate the most relevant information. Data mining is considered a useful tool to extract knowledge to predict future educational trends in this process. Hence, such a method is significant to HEIs to understand and predict students’ employability and other critical academic elements. A comprehensive and systematic literature review was conducted to identify data mining techniques, algorithms, and the various data sets that will lead to the smart prediction and accuracy of student employability. The same method was used to determine the relationship between academic achievement and the employability of students. According to the research findings, the most frequently used data mining techniques for determining students' academic achievement and employability are Classification techniques, specifically the J48(C4.5) algorithm, the Naïve Bayes algorithm, and the CHAID Decision Tree algorithm. The most frequently used data sets or attributes for predicting students' academic performance and employability are their cumulative grade point average (CGPA), gender, technical, communication, problem-solving, analytical, critical thinking, and decision-making skills, extracurricular activities, and age, as well as psychomotor factors such as behavior and attendance and training/internship placement. Academic performance is the primary determinant of employability. The application of data mining techniques in academia has demonstrated its value in enhancing the performance of higher education institutions (HEIs). As a result, more research is urgently needed to ascertain the efficacy of the approaches, algorithms, and data sets identified as predictors of students' employability. Moreover, automated approaches should be utilized to ascertain their accuracy.
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Ridhani, Ahmad. "Writing Workshop: The Author Character Training Strategy." Journal of Educational Review and Research 1, no. 1 (March 29, 2018): 6. http://dx.doi.org/10.26737/jerr.v1i1.504.
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<p><em>The activity of writing is indispensable in everyday life, both in the life of society and in academic life. The life of the society marked the existence of communication through writing or writing manual recording via social media. The activities of the academic life were marked in writing the existence of communication in various academic activities. Write various documents required as evidence of the existence of an activity that can be accounted for. writing workshop project (WWP) aims to train skills and writing skills, and develop the character of the author. Abilities and writing skills include: (1) the ability to use the techniques and are assigned grammatical the writing; (2) choice of words; and (3) the ability of arguing. The construction and development of the author's character is closely related to (1) the ability of thinking ability, (2) reasoning, (3) academic ability, social abilities (4), (5) emotional ability, and (6) the ability of aesthetics..</em></p>
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Pullu, Emine Kübra, and Mehmet Nuri Gömleksiz. "Authentic Teaching Tasks for Academic Success, Attitude, Problem Solving, and Creative Thinking Skills." Discourse and Communication for Sustainable Education 12, no. 2 (December 1, 2021): 108–23. http://dx.doi.org/10.2478/dcse-2021-0020.
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Abstract This research was prepared in order to determine the change in students’ academic achievement, retention levels and attitudes, and problem solving skill and creative thinking skill as a result of programming teaching with authentic task-based applications. The research was prepared using an experimental design with pretest-posttest control group. In the study group of the research, 2nd year Computer Technologies Department students who studied at Erciyes University in the 2017–2018 academic year and took the Web Design Fundamentals course and the Research Methods and Techniques course are included. One of the second-year branches was determined as experimental group (n = 30) and the other one was determined as the control group (n = 33). The teaching of programming to the experimental group students was carried out with authentic tasks. Lessons were conducted with the control group students using the traditional teaching method. Achievement test developed by the researchers as pre-test, post-test, retention test, as well as Attitude Scale Toward Computer Programming developed by Baser (2013), Problem Solving Inventory developed by Heppner and Peterson (1982) and adapted to Turkish by Sahin, Sahin and Heppner (1993), “How Creative Are You?” scale developed by Raudsepp (1977) and adapted to Turkish by Coban (1999) were used. With research, it was concluded that authentic task-oriented practices increased students’ programming academic success and attitudes towards programming, and also positively affected both students’ problem-solving skills and creative thinking skills.
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Hembram, Bhadab. "MICRO TEACHING: A WAY TO BUILD UP TEACHING SKILLS." SCHOLARLY RESEARCH JOURNAL FOR INTERDISCIPLINARY STUDIES 9, no. 66 (March 25, 2021): 15401–13. http://dx.doi.org/10.21922/srjis.v9i66.6835.
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Microteaching, a teacher training technique currently practiced worldwide, provides teachers an opportunity to perk up their teaching skills by improving the various simple tasks called teaching skills. With the proven success among the novice and seniors, microteaching helps to promote real-time teaching experiences. The core skills of microteaching such as presentation and reinforcement skills help the novice teachers to learn the art of teaching at ease and to the maximum extent. The impact of this technique has been widely seen in various forms of education such as health sciences, engineering sciences, and other areas. With the emerging changes in the education sector and the academic ills in the country, the role of teachers envisages the need for this special training of teachers and monitoring of their skills for their continued efficient performance at any stage. This article aims to emphasize the need for using microteaching techniques more frequently and efficiently with maximum available facilities and the impact of microteaching on teachers' education. A systematic literature search of research articles and reviews was undertaken from various educational databases.
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Ayasrah, Mohammad Nayef. "The Utilization Level of Computer Techniques by Teachers of Special Education Centers to Give Students with Autism Spectrum Disorders the Verbal and Non-Verbal Communication Skills." International Journal of Early Childhood Special Education 14, no. 1 (March 17, 2022): 111–22. http://dx.doi.org/10.9756/int-jecse/v14i1.221015.
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The study aims to reveal utilization level of computer techniques by teachers of special education centers that give students with Autism Spectrum Disorders (ASD) the verbal and non-verbal communication skills; at H.K of Jordan. The study sample consisted of (400) male and female teachers from special education centers in Jordan for the academic year (2020/2021) and developed a questionnaire as the study tool and distributed it in two areas, represented in the verbal and non-verbal communication skills. Researchers implemented the tool on the study sample members after verifying its validity and reiability. Study results showed a meduim utilization level of computer techniques by teachers of special education centers that give students with ASD the verbal and non-verbal communication skills; at the H.K of Jordan. Results also showed nonexistence of statistically significant differences at the utilization level of computer techniques by teachers of special education centers, due to variables of gender, experience, and teachers’ qualification. The study recommended that special education teachers should be trained on the use of Computer techniques to develop verbal and non-verbal communication skills.
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Burg, James E., and Jennifer L. Mayhall. "Techniques and Interventions of Solution-Focused Advising." NACADA Journal 22, no. 2 (September 1, 2002): 79–85. http://dx.doi.org/10.12930/0271-9517-22.2.79.
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Solution-focused advising is a novel method for engaging students in the advising process. In NACADA Journal 22(1), we discussed a conceptual framework for understanding the integration of solution-focused therapy into academic advising of undecided students (Mayhall & Burg, 2002). In this article we expand on the introduction by providing specific information on the skills used in solution-focused advising. The techniques of goal setting, scaling questions, presuppositional questions, the miracle question, positive feedback, and homework assignments are discussed, and an illustration is provided for each intervention as it applies to various advising situations.
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Cahyani, Marina Rizki Tri, Sri Dwiastuti, and Maridi Maridi. "Pengaruh Model Pembelajaran Discovery Learning terhadap Kemampuan Berpikir Logis Siswa Kelas X MIA SMA Muhammadiyah 1 Surakarta Tahun Pelajaran 2013/ 2014." BIO-PEDAGOGI 3, no. 2 (October 2, 2014): 95. http://dx.doi.org/10.20961/bio-pedagogi.v3i2.5346.
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<p>The purpose of the research was to determine effect of Discovery Learning on student’s logical thinking skills of grade X MIA SMA Muhammadiyah 1 Surakarta academic year 2013/2014. The study was a quasi experimental research with a Posttest Only Nonequivalent Control Group Design. The population was all students of class X MIA SMA Muhammadiyah 1 Surakarta in the school year 2013/2014. The sampling technique was cluster sampling. Data collection techniques using tests and non-test methods. Independent sample t-test was used to test hypothesis. The result of hypothesis testing has a significance of 0.048. The average value of logical thinking test on control class was 4.41 and the experimental class was 5.19. The conclusion was Discovery Learning significant effect on student’s logical thinking skills of grade X MIA SMA Muhammadiyah 1 Surakarta academic year 2013/2014.</p><p align="center"> </p><p class="0jTULISANKATAKUNCIKEYWORDS">Key Words: Discovery Learning, logical thinking skills, conventional learning</p>