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GIDO, NATHANIEL G., Lotes M. Rojoca, Lyndel J. Cabañero, Maricar Cañedo, Ivie De La Cruz, and Sulpicia Villaceran. "CONTEXTUALIZED INSTRUCTION FOR SPEECH COMMUNICATION." International Journal Of Multidisciplinary Research And Studies 05, no. 09 (September 30, 2022): 01–18. http://dx.doi.org/10.33826/ijmras/v05i09.3.
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In the twenty-first century, educators must tackle the issue of the modern period. The results of the study will assist school administrators in providing guidance to all English teachers regarding the adoption of contextualized instruction in teaching students in order to achieve lifelong learning that can be applied in their real life. With a mean of 1.032, the fluency and accuracy of the 31 pupils fall into the category of needing improvement. The mental structure of the kids could not be sequential, which could skew the coherence of thinking units. Numerous observations, according to Labastida (5), demonstrated that kids struggle with thinking, expressing themselves, and communicating. These can be seen in class discussions when students are reluctant to participate in them. While 13 of the responders had good content in their responses. However, 18 of the pupils had content that needed to be improved. Table 2 displays the respondents' entry-level scores. Thirty-one (31) pupils fall under the "needs improvement" category. This has implications for organizing in that it allows students to write on a particular area of interest, but there are drawbacks to the way thoughts are put together. According to Howard (88), writing that is well-organized is crucial not just for learning but also because it serves knowledge first and communication second. Table 3 shows the respondents' post-test speaking scores following their exposure to contextualized instruction. There were 10 students whose accuracy and fluency fit the good group, and 20 students whose accuracy and fluency fit the required improvement category. With a mean score of 1.290, it is possible that kids' speech is slurred and their thoughts are disjointed. Wilkins, who was cited by Flores (11), and who asserted that nothing can be communicated without grammar and vocabulary, can be used to corroborate this. There were 14 respondents whose organization fell into the "good" category; however, 16 respondents, with a mean score of 1.419, fell into the "needs improvement" category. This indicates that students have a sense of organization in their writing, even though some organizational tools are only sporadically used. According to the data, the respondents' speaking score at the entrance level, specifically in terms of fluency and accuracy, was 0.032, whereas their post-test score was 1.290.
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Indriyani, Christina Eli. "DEDUCTIVE AND INDUCTIVE INSTRUCTIONS FOR TEACHING ENGLISH GRAMMAR IN ONLINE CLASSROOM." Lire Journal (Journal of Linguistics and Literature) 5, no. 2 (October 30, 2021): 168–83. http://dx.doi.org/10.33019/lire.v5i2.131.
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Realizing the importance of teaching grammar to young learners, pre service teachers, as prospective teachers, need to reflect their own grammar teaching performance. Moreover, during the covid-19 pandemic outbreak where all learning processes are conducted online, teaching strategy needs to be considered. Therefore, this study aimed to find out whether the pre-service teachers apply the deductive or inductive teaching instructions in teaching grammar to young learners during the online class and to investigate how pre-service teachers develop the instructions. To reach the objectives, qualitative research was employed by observing and analysing the teaching videos of thirteen pre service teachers. The pre service teachers were the students of English Education Department in a private university in Jakarta who enrolled the Teaching Internship program. All videos were transcribed and then the analysed data were put in a table and coded to ease the identification of deductive and inductive instructions. The results revealed that more students adopted deductive grammar instructions in teaching grammar for young learners rather than inductive instruction. Furthermore, the way the pre service teachers developed both instructions followed the PPP and TTT models with different emphasis on the Presentation and Teach parts. The tendency done in the Presentation part for inductive teaching was the pre service teacher acted as instructor whereas the Teach part in inductive teaching was as facilitator. Eventually, from this study it can be concluded that pre service teachers adopted deductive and inductive grammar instructions because both are suitable for teaching grammar to young learners in online classroom setting within consideration of meaningful learning activities.
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Armadi, Samsu. "Pengggunaan Media Belajar dalam Memotivasi Siswa." EDUCASIA: Jurnal Pendidikan, Pengajaran, dan Pembelajaran 4, no. 2 (December 30, 2019): 117–28. http://dx.doi.org/10.21462/educasia.v4i2.49.
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This study gives expression to the correlation of medium of instruction to learning motivation of the students. Product Moment was used to analize the data. The findings of the study were revealed that a significant correlation was proven by medium of instruction (X) to learning motivation (Y) with the correlation coefficient r = 0.642 that was greater (>) than r-table 0.235 at the significance level 0.05 and N = 72. It meant that the more medium of instruction usage was good, learning motivation of the students became more and more raising, too.
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Supriyono, Supriyono, and Hesty Puspita Sari. "Research and Development: Model of Clinical Collaborative Supervision for Scientific Based English Instruction." Al-Hayat: Journal of Islamic Education 5, no. 2 (December 1, 2021): 132. http://dx.doi.org/10.35723/ajie.v5i2.177.
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This research aimed to establish an instructional supervision model for scientific-based English instruction at Islamic Junior Boarding Schools. Research questions were stated as to how was the formulation of the model. This research employed Research and Development with three phases of (1) foundational study seeking the potencies and problems using policy analysis, field study, and theoretical review; (2) design and development study by designing the hypothetical model and developing the model formulation to be validated; and (3) Try out the study by doing one group pre-post experimental and perceptional studies. Finally, the model was established informs of model book and tutorial usage. The model combined principles of clinical Supervision and collaborative orientation to control, which were compatible with the behavioural characteristic of Islamic Boarding Junior High Schools in a pesantren environment. This model obtained score validation of 89 %, categorized as valid, can be used without revision. While the pre-assessment score was 2.60 and the post-assessment score was 3.39with, the t-test was -7.0886on significant 0.05 and t table 2.447. This model was concluded to be practical and applicable to use as a Scientific Based English Instruction Supervision for Islamic Boarding Junior High Schools.
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Susantha S., Made Gede Dwi, and Sri Sumarni. "DESIGNING ICT COMPETENCES-INTEGRATED ASSESSMENT INSTRUMENTS OF PRACTICAL KEY TEACHING COMPETENCES FOR ENGLISH LANGUAGE EDUCATION STUDY PROGRAM." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 5, no. 1 (June 30, 2019): 47–55. http://dx.doi.org/10.21009/ijlecr.051.05.
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The rapid development of information and communication technology (ICT) in this 21st century arises a new major challenge in education. 21st century learning challenges require the assessment instrument to be integrated with the ICT competences which is not yet accomplished by the existing assessment instrument. This study aims to design ICT competence-integrated assessment instruments of practical key teaching competences courses. This research adapted Design and Development Research (DDR). The used of DDR stages are need analyzing, designing. prototype and evaluation. The data were taken from the existing assessment instruments from seven different universities in Indonesia. The result of the research shows that first, the existing assessment instruments make use of ICT in extent of technology literacy where the ICT competences indicators that mostly used were using word processing software by following standard conventions, using ICT resources to enhance their productivity and download resources from websites. Second, based on the need analysis the researcher designed the procedures of integrating ICT competences into table of specification of practical key teaching competences. Third, the researcher designed the table of specifications of practical key teaching competences course namely, lesson course planning, Instruction Management and Monitoring and Teaching Practice. Fourth the researcher designed the ICT competences- integrated assessment instrument test of practical key teaching competences course namely, lesson course planning, Instruction Management and Monitoring and Teaching Practice. The last, the researcher designed the ICT competences-integrated assessment instrument non-test of practical key teaching competences course namely, lesson course planning, Instruction Management and Monitoring and Teaching Practice.
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Utari, Ni Nyoman Ratih Diana, I. Dewa Ayu Made Budhyani, and Made Diah Angendari. "EFEKTIVITAS MODEL EXPLICIT INSTRUCTION MENGGUNAKAN MEDIA VIDEO UNTUK MENINGKATKAN HASIL BELAJAR PEMBUATAN POLA BUSANA WANITA." Jurnal BOSAPARIS: Pendidikan Kesejahteraan Keluarga 11, no. 2 (July 31, 2020): 77. http://dx.doi.org/10.23887/jjpkk.v11i2.30538.
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AbstrakPenelitian ini bertujuan untuk mengetahui efektivitas penerapan model explicit instruction menggunakan media video untuk meningkatkan hasil belajar pembuatan pola busana wanita kelas X Tata Busana SMK Negeri 1 Seririt. Adanya situasi pandemic Covid-19, proses pembelajaran dengan pengimplementasi model explicit instruction menggunakan media video dilaksanakan dengan menggunakan aplikasi google meet. Jenis penelitian ini adalah pre-experimental dengan desain one shot case study. Penelitian ini hanya menggunakan satu kelompok sampel yang diberikan model explicit instruction menggunakan media video. Populasi dalam penelitian adalah seluruh siswa kelas X Tata Busana di SMK Negeri 1 Seririt tahun ajaran 2020/2021 yang berjumlah 22 siswa. Penentuan sampel pada penelitian ini menggunakan teknik sampel jenuh. Pengumpulan data dalam penelitian ini dengan metode tes untuk mengetahui hasil belajar kognitif dan psikomotor siswa dan metode observsi untuk mengetahui hasil belajar afektif siswa dan kuesioner/angket digunakan untuk mengetahui kelayakan media video dengan menggunakan model angket tertutup. Berdasarkan analisis dengan statistik deskriptif diperoleh hasil perhitungan dengan uji-t diperoleh bahwa thitung = 19,86 sedangkan ttabel dapat dilihat pada tabel statistik pada taraf signifikansi 5% dengan derajat kebebasan (dk) = n-1 = 22 – 1 = 21, hasil dieroleh untuk ttabel sebesar 2,080. Ini berarti thitung > ttabel. dan hasil dalam menentukan efektivitas dari perlakuan (treatment) yaitu sebesar 4,17, termasuk kriteria efektivitas tinggi karena berada pada rentangan 0,8 < ES. Berarti H0 ditolak dan H1 diterima sehingga dapat disimpulkan bahwa model explicit instruction menggunakan media video efektif digunakan untuk meningkatkan hasil belajar siswa dalam pembuatan pola busana wanita di SMK Negeri 1 Seririt. Kata kunci : Hasil Belajar, Model explicit instruction, Media video, Pola Busana. AbstractThis study aims to determine the effectiveness of applying the explicit instruction model using video media to improve the learning outcomes of making women's clothing patterns for class X SMK Negeri 1 Seririt, with a pandemic situation like this, in applying the explicit instruction model using video media the researcher uses the google application meet. This type of research is pre-experimental with a one shot case study design. This study only uses one sample group that is given an explicit instruction model using video media. The population in the study were all students of class X Fashion Design at SMK Negeri 1 Seririt in the academic year 2020/2021, totaling 22 students. Determination of the sample in this study using a saturated sample technique. The data collection in this study was the test method to determine the student's cognitive and psychomotor learning outcomes and the observation method to determine the student's affective learning outcomes and the questionnaire / questionnaire was used to determine the feasibility of video media using a questionnaire model. closed questionnaire. Based on the analysis with descriptive statistics, the results of the calculation with the t-test show that t = 19.86 while the t table can be seen in the statistical table at the 5% significance level with degrees of freedom (dk) = n-1 = 22 - 1 = 21, the results are obtained. for t table of 2.080. This means tcount> ttable. and the results in determining the effectiveness of the treatment (treatment) is 4.17, including the criteria for high effectiveness because it is in the range 0.8 <ES. It means that H0 is rejected and H1 is accepted, so it can be concluded that the explicit instruction model using video media is effectively used to improve student learning outcomes in making women's clothing patterns at SMK Negeri 1 Seririt. Keywords: Learning Outcomes, Explicit Instruction Model, Video Media, Clothing Patterns
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R, Sunitha, and Dr Babu Dharmarajan. "Effectiveness of Programmed Instruction on Knowledge Regarding Health Problems of Primary School Children and Its Management Among Primary School Teachers." International Journal of Science and Healthcare Research 7, no. 3 (August 26, 2022): 200–206. http://dx.doi.org/10.52403/ijshr.20220728.
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The present study was aimed to assess the effectiveness of programmed instruction on knowledge among primary school teachers about management health problems in primary school children. A quasi-experimental, one-group pre- and post-test research design was adopted to carry out the study. A self- administered knowledge questionnaire was used to collect the data among samples who were selected through purposive sampling technique. Results evidenced that there was a significant improvement in the overall posttest knowledge score while compared with overall pretest knowledge score. The calculated value was significantly higher than the table value, hence it is evident that the posttest knowledge of primary school teachers on management of common health problems were increased through the programmed instruction. Thus, increasing knowledge of primary school teachers regarding management of common preschool children health issues could provide an opportunity to protect the majority of young children. Keywords: Primary school children; school teachers; health problems; instruction material
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Rahayu, Ni Kadek Linda Astiti, and Gusti Ngurah Sastra Agustika. "Improving Mathematics Learning Outcomes Through Problem Based Instruction." International Journal of Elementary Education 4, no. 3 (September 22, 2020): 261. http://dx.doi.org/10.23887/ijee.v4i3.25409.
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The main problem in this study refers to the students that have a low mathematics learning outcome. This is caused by the lack of application of relevant learning models in the mathematics learning process. This study aimed to analyze the effect of the Problem Based Instruction model on the mathematics learning outcomes of fifth-grade students. This research is a quasi-experimental research using the Non-Equivalent Control Group Design which in its pretest is only used to determine group equality. Cluster technique was used to determine the research sample until 2 groups were selected consisting of the experimental group and the control group with a total sample of 87 students from a total of 8 population members with a total number of students 243. The test description was chosen as an instrument for data collection to obtain the score, analyzed by analysis techniques inferential statistics use the formula of variance separated in the t-test. Based on the results of the analysis, t count > t table is 7.2909> 2.021. So H0 is rejected and Ha is accepted. Thus, it can be concluded that the Problem Based Instruction model has a positive effect on the learning outcomes of students.
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Fakhrah, Fakhrah, Muhibbuddin Muhibbuddin, and M. Ali Sarong. "Peningkatan Pemahaman Konsep Siswa Materi Pengklasifikasian Phylum Arthropoda Melalui Model Pembelajaran Langsung (Direct Instruction)." BIOTIK: Jurnal Ilmiah Biologi Teknologi dan Kependidikan 2, no. 2 (January 31, 2017): 93. http://dx.doi.org/10.22373/biotik.v2i2.241.
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Penelitian ini bertujuan untuk mengetahui peningkatan pemahaman konsep dan keterampilan proses sains siswa yang diajarkan menggunakan model pembelajaran langsung (Direct Instruction) dengan model pembelajaran konvensional pada materi pengklasifikasian phylum arthropoda. Metode yang digunakan dalam penelitian ini adalah metode eksperimen dengan desain kontrol grup tes awal dan tes akhir. Penelitian telah dilaksanakan pada kelas X1 menggunakan model pembelajaran direct instruction dan kelas X2 menggunakan model konvensional. Instrumen yang digunakan adalah instrumen tes pemahaman konsep, keterampilan proses sains dan angket. Pengumpulan data dilakukan dengan memberikan tes kemampuan awal siswa (pretes), tes kemampuan akhir siswa (postes), data peningkatan pemahaman konsep dan keterampilan proses sains (N-Gain), dan data tanggapan siswa terhadap model pembelajaran direct instruction yang diukur dengan angket. Hasil uji statistik untuk pemahaman konsep diperoleh hasil t-hitung 5,734, sedangkan untuk keterampilan proses sains diperoleh hasil t-hitung 24,90 dengan nilai t-tabel 1,645. Kesimpulan dari penelitian ini adalah terdapat peningkatan pemahaman konsep dan keterampilan proses sains siswa yang diajarkan menggunakan model pembelajaran direct instruction dengan siswa yang diajarkan menggunakan model pembelajaran konvensional.
Kata Kunci: Model Pembelajaran Langsung (Direct Instruction), Pemahaman Konsep, dan Keterampilan Proses Sains.
This study aimed at improving students’ understanding of science concepts and processing skills by implementing Direct Instruction model and conventional learning model on the classification of the phylum arthropods material. This study used experimental method with pre-test and post-test control group design. It has been conducted at class X1 as experimental class (implementing Direct Instruction) and class X2 as control class (implementing conventional learning model). The data were collected by pre-test and post-test, and also test of science processing skills as well as questionnaires. The improvement of students’ understanding of science concepts and processing skills were analyzed by using N-Gain, while the data of students’ response toward the implementation of direct instruction were measured by using questionnaire. The result of t-test for students’ understanding of the concept was 5.734, whereas for science processing skills the t-test was 24.90 with the t-table 1.645. The conclusion was that there was improvement on students’ understanding of science concepts and processing skills that were taught by using direct instruction model compare to those who were taught by using conventional learning model.
Keyword: Direct Instruction, Understanding Concepts and Science Processing Skills
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Zhang, Peng, Phillip Ward, Weidong Li, Sue Sutherland, and Jackie Goodway. "Effects of Play Practice on Teaching Table Tennis Skills." Journal of Teaching in Physical Education 31, no. 1 (January 2012): 71–85. http://dx.doi.org/10.1123/jtpe.31.1.71.
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The purpose of this study was to examine the effects of Play Practice (PP) instruction on the performance of table tennis skills. Fifty-six college students in four intact classes were taught by two instructors using PP and Skill-focused Instruction (SI). A nonequivalent control/comparison group experimental design with pre and post measures was used. Three separate ANOVAs with a repeated measure (time effect) were conducted to examine the effects of PP and SI for each of the three dependent variables: (a) forehand drive accuracy, (b) forehand attack, and (c) serve. Results demonstrated that both PP and SI conditions were effective in improving participants’ skills in forehand drive, forehand attack, and serving from pre- to posttest. However, PP was more effective in improving participants’ skills in forehand attack and serving from pre to post as compared with SI.
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Intan Robi'ah and Syaifullah. "EXPLICIT INTRUCTION CORRELATION TO THE ACHIEVEMENT OFSTUDENTS IN FIQIH STUDENTS (Case Study at SMA Ma'arif Pandaan)." Jurnal Mu’allim 3, no. 1 (January 31, 2021): 41–60. http://dx.doi.org/10.35891/muallim.v3i1.2309.
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on the reality that exists in schools, teachers have not maximallyutilized the learning model, this is because teachers still useconventional learning. Then from the students who are accustomedto using conventional learning will feel depressed and lazy ifsuddenly they have to learn independently. So, for this we need alearning model that does not eliminate lectures, but is able to developstudents' thinking power and independence and make students moreinterested in the material. This research belongs to the type of fieldresearch using a quantitative approach to the experimental type.Student learning outcomes before applied the model of explicitinstruction with an average of 75 and aftermodels titerapkan explicitinstruction average being 88.5. Themodel explicit instruction has asignificant effect on the learning outcomes of students in class XI IPA4 SMA Ma'arif NU Pandaan on the subject of jurisprudence on thematter of caring for bodies, because the results of the data outputshow that r table> r count is 17.045> 2.0332 and the value of Sig.000 < 0.05 thus Ho is accepted and Ha is rejected, meaning thatthelearning model explicit instruction affects student learningoutcomes in fiqh subjects in class XI IPA 4 at SMA Ma'arif NUPandaan.
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Basid, Abdul. "تدريس مهارة الكلام في ضوء نظرية الذكاءات المتعددة بالتطبيق على تلاميذ مدرسة أناك صالح الابتدائية مالانج جاوى شرقية." Al-Ta'rib : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya 5, no. 2 (December 1, 2017): 88–116. http://dx.doi.org/10.23971/altarib.v5i2.770.
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AbstractThis reserach elaborates on the Arabic instruction, especially speaking skill based on Multiple Intelligences Theory. The research problems are: (1) what is the process of Arabic instruction based on Multiple Intelligences; and (2) what is the effectiveness of the use of Multiple Intelligence Theory in Arabic instruction, specially speaking skill. The design of this study is experimental study. Thus to get a focus, the researcher determines to use population and sample only for students who have word smart and auditory learning style by applying Multiple Intelligences Research. The result of this study is: (1) the process of speaking skill based on Multiple Intelligences Theory consist of personality, guideline (title, material, competence standard, indicator, period), procedure (scene setting, preface activity, main activity, closing activity), evaluation; (2) the result of speaking skill by using Multiple Intelligences theory in post test in experiment group is mean 79,16, paired different mean 23,33, standard deviation 7,35, standard error 3,00, t-test 5,534 and significant value 0,003 and the effectively level of the use of Multiple Intelligences theory in speaking skill is t-test 5,534, this level is higher than t-table 1% (2,11) and 5% (2,29).الكليمات الرئيسية: الذكاء، جوانب الذكاءات المتعددة، مهارة الكلام
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Nagri, Gabriela Puspita, Ngadiso Ngadiso, and Teguh Sarosa. "Comparative Study on Teaching Reading Using Know, Want, Learnt (KWL) and Direct Instruction Method (DIM)." English Education 6, no. 2 (January 29, 2018): 169. http://dx.doi.org/10.20961/eed.v6i2.35944.
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<p>The aims of this research are to find out: (1) whether there is a significant difference in reading skill between the students taught by using KWL method and those taught by using DIM; and (2) whether KWL method is more effective than DIM to teach reading. This experimental study used 22 students for the experimental group and 22 students for the control group. The data were collected by using reading test and then analyzed by using t-test formula. The computation of the data shows that the t-observation (t<sub>o</sub>) is 1.988, which is higher than the t-table <sub>(42,</sub> <sub>0.05)</sub>: 1.960. Therefore, it can be concluded that there is a significant difference in reading skill between the students taught by using KWL method and those taught by using DIM. The mean of the group of students taught by using KWL method is 75.14, while the mean of the group of students taught by using DIM is 69.13. Therefore, it can be concluded that KWL method is more effective to teach reading than DIM for junior high school students.</p>
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M, Wamutoro,, Wambua, K. J. K, Kessio, D, and Bornes, K. "Effectiveness of EMIS for Curriculum and Instruction Management on Management of Public Secondary Schools in Uasin Gishu County, Kenya." Journal of Advances in Education and Philosophy 6, no. 11 (November 16, 2022): 538–50. http://dx.doi.org/10.36348/jaep.2022.v06i11.002.
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The government of Kenya implemented policy that advocates for the adoption of Education Management Information Systems (EMIS) in education. However, the slow extent to which EMIS is being utilized in schools needs to be adequately addressed. Thus, the purpose of this study was to investigate the influence of EMIS on Management of public secondary schools in Uasin Gishu County, Kenya. The study objective was to analyze influence of EMIS for curriculum and instruction on management of public secondary schools in Uasin Gishu County. The study adopted pragmatic philosophical paradigm and employed mixed methods research design. The target population comprised of 1334 respondents which included 183 principals, 189 deputy principals, 955 HODs in public secondary schools, 6 Sub-County Directors and 1 County Director of education in Uasin Gishu County. Kerjcie and Morgan (1970) table was used for determining the sample size of 302 respondents. Closed-ended structured questionnaire were used to collect quantitative data from principals, deputy principals and heads of departments (HODs) while semi-structured interview schedules were used to collect qualitative data from sub-county directors and the County Director of Education. Quantitative data was analyzed using descriptive and inferential statistics while qualitative data was analyzed in narratives and themes. From the findings, the value of adjusted R squared was is 0.489, an indication that there was a variation of 48.9% on the management of public secondary schools in Uasin Gishu County due to effectiveness and efficiency of EMIS for curriculum and instruction. There was a significant association between EMIS for curriculum and instruction and management of public secondary schools with F statistics (248.916). Regression coefficient of curriculum and instruction was 0. 596 with P<0.05. This implies that by strengthenning EMIS for curricullum and instruction management the supervisory role of the school administration on curricullum implementation is strengthenned thus the realization of management effectiveness. Therefore, all the elements of EMIS for curriculum and instruction should be improved on and their implementation strengthened through a policy framework by the ministry of education and public secondary school management to enhance the effectiveness of management of public secondary schools.
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Kim, JinPil. "A Study on Exploring ‘Table Tennis Practice and Instruction Method’ Class Experience of Preservice Physical Education Teachers." Korean Association For Learner-Centered Curriculum And Instruction 21, no. 18 (September 30, 2021): 851–68. http://dx.doi.org/10.22251/jlcci.2021.21.18.851.
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Omito, Ouma. "QUALITY OF INSTRUCTION IN UP COMING UNIVERSITIES IN THE CASE OF RONGO UNIVERSITY, KENYA." International Journal of Research -GRANTHAALAYAH 6, no. 6 (June 30, 2018): 81–87. http://dx.doi.org/10.29121/granthaalayah.v6.i6.2018.1338.
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The study aimed at establishing the quality of instruction to Rongo University students with the aim of producing productive university graduates in all sectors of the world’s economy. To achieve this, the researcher formulated one specific objective: to investigate the quality of instruction offered to students by Rongo University’s lecturers. The study used survey design with well-constructed questionnaires. The target population was 30 regular students of Bachelor of Education (Arts) who were training to be business studies teachers in secondary schools in Kenya. A sample size of 28 respondents was reached at by the use of Krajcie and Morgan (1970) table. Simple random sampling was used to pick the respondents. Descriptive statistics such as frequencies and percentages were used to analyze data. The study found that teaching in upcoming universities lacked follow ups, right technology and adequate assignments to students. The study also found that Rongo University was not doing enough to migrate into the digital space since the main method of instruction was face to face and at the same time the available university library did not cater fully for the library needs of students who were outside the main campus. The respondents for this study who were studying outside the main campus relied on internet from their mobile phones as the main source of their reading materials. The study recommended robust reforms that could bring in quality to the ever escalating numbers of higher learning institutions in the world.
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Inayah, Iim, and Nur Khoiri. "STUDI KOMPARASI MODEL PEMBELAJARAN TWO STAY TWO STRAY DENGAN METODE DISKUSI DAN MODEL DIRECT INTRUCTION DENGAN METODE RESITASI BERBANTUAN BUKU SAKU TERHADAP AKTIVITAS DAN HASIL BELAJAR KOGNITIF SISWA." Jurnal Penelitian Pembelajaran Fisika 4, no. 2 (July 22, 2018): 1. http://dx.doi.org/10.26877/jp2f.v4i2.2353.
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It has been conducted research to compare student’s activity and cognitive learning outcomes between learning model of Two Stay Two Stray with discussion method and learning model of Direct Instruction with recitation aided pocket book. This research was implemented in MTs 01 Ar-Rohman Bulu at school year of 2012/2013 with cluster random sampling technique. This research design is Quasi Experiment, where the two sample given the different treatment. Data of student’s activity were obtained from observation result and data of student’s cognitive learning outcomes were obtained from pre-test and post-test value. Final analysis using t – test (two part) and comparison test (gain normalized). Based on research result obtained that class using learning model of TSTS with discussion method has percentage of student’s activity classically and exhaustiveness of student’s learning outcomes higher than the learning model of Direct Instruction with recitation method aided pocket book. Result of t – test analysis was showed t count > t table, this is show that there are difference of student’s activity and cognitive learning outcomes between learning model of Two Stay two Stray with discussion method and learning model Direct Instruction with recitation method aided pocket book. Result of gain normalized test obtained value of 0,67 and 0,60, so that the two class are in “medium” category. Based on research result of comparison study of TSTS learning model with discussion method and Direct Instruction learning model with recitation method can increase student’s activity and cognitive learning outcomes in material of Newton’s Law in MTs Ar-Rohman Bulu at school year of 2012/2013.
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Jaya, Aswadi, and Marleni Marleni. "TEACHING READING PROCEDURE TEXT THROUGH CONCEPT ORIENTED READING INSTRUCTION (CORI) TO THE TENTH GRADE STUDENTS OF STATE SENIOR HIGH SCHOOL 13 PALEMBANG." English Community Journal 2, no. 1 (June 24, 2018): 158. http://dx.doi.org/10.32502/ecj.v2i1.1005.
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The objective of the study was to find out whether or not there were any significant different scores obtained by the students who were taught through concept-oriented reading instruction (CORI) method and those who were not. A quasi-experimental design, specifically nonequivalent control group design was applied in this study. The result of the study showed that the students’ scores in paired sample t-test of experimental group higher than control group (-11.83 > -12.64), while in independent sample t-test, the critical value 0.05 significance level with df 35 (36-1) was 1.697 and t-obtained 1.992. It means that tobtained was higher than t-table as critical value (1.992 > 1.697). Consequently, the alternative hypothesis (Ha) was accepted and null hypothesis (Ho) was rejected. It could be concluded that, teaching reading comprehension of procedure text through Concept-Oriented Reading Instruction (CORI) method to the tenth grade students of state senior high school 13 Palembang was effective
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Situmorang, Rappel. "PERBEDAAN HASIL BELAJAR FISIKA DENGAN MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEAD TOGETHER BERBANTU LEMBAR KEGIATAN SISWA DENGAN MODEL PEMBELAJARAN LANGSUNG PADA MATERI POKOK OPTIK GEOMETRI." Jurnal Pendidikan Fisika 2, no. 2 (December 1, 2013): 33. http://dx.doi.org/10.22611/jpf.v2i2.3476.
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This study aims to determine the differences in physics learningoutcomes using cooperative learning model Numbered Heads Together Sheet-assisted Student Activity with direct instruction model in the subjectmatter Geometric Optics in Class X Semester 2 SMAN 7 T.P. 2012/2013. The population in this study were all students of class X consists of 9 parallelclasses. The study sample comprised 2 classes taken by cluster randomsampling is a class X-3 as a class experiment given cooperative learningmodel Numbered Heads Together Student Activity Sheet assisted and X-9 asa control class with direct instructional model, each of which consists of 40students. Pretest data obtained average value is the experimental class andcontrol class 34.90 is 37.10. After being given a different treatment to thesecond class, the average values obtained posttest for the experimental classwas 73.20 and 66.80 control class. The results of testing hypotheses obtainedt-test = 2.78 and t-table = 1.99 at significance level α = 0.05 and df = 78, ttest>t-table. It showed no significant difference in the learning outcomes of students using cooperative learning model Numbered Heads Together Sheet assisted Student Activity with learning model directly in the subject matterOptical Geometry in class X Semester 2 SMAN 7 T.P. 2012/2013.
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Gapon, Valentyna, and Eugenia Tsokolenko. "STATE AND DEVELOPMENT OF THE LINGUISTIC ENVIRONMENT IN THE LEARNING PROCESS IN THE SEGMENT OF GENERAL SECONDARY EDUCATION." Educational Analytics of Ukraine, no. 4 (2021): 89–104. http://dx.doi.org/10.32987/2617-8532-2021-4-89-104.
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At the present stage of the development of general secondary education, one of the most important issues is to provide students with the opportunity to study using the state language in general secondary education institutions (GSEI). The purpose of the article is a comparative analysis of the educational indicators of the languages of instruction and offered language courses in the general secondary education by the regions. Current problems in the linguistic field are considered, changes in the legislation regarding this issue are studied, educational indicators impacting government’s language are determined, socio-demographic factors are examined, in particular the number of language courses, their teaching by regions, the number of institutions and students receiving instruction in the state language, in the languages of national minorities, languages of indigenous peoples. The analysis is based on the information in the summary table № D-7-8 "Information on languages of instruction and language courses in general secondary education institutions" by regions and types of area (urban settlements, rural areas) for the period of 2004/2005-2020/2021 academic years. The distribution of GSEIs by languages of instruction and students in these institutions was studied by categories: training is conducted exclusively in one language; training is conducted in two languages or more; language is studied as a course, optional, or in study groups. The share of day GSEIs and their students studying in Ukrainian and other languages of instruction (Russian, Romanian, Bulgarian, Hungarian, Moldovan, Crimean Tatar, etc.) was calculated and analyzed, which allows determining trends in the introduction of the Ukrainian language in the educational process, the role of the languages of the minority and indigenous peoples in certain regions of Ukraine. The results of the analytical research of the linguistic environment in the educational process will help to find ways to develop a government’s language policy and facilitate a successful resolution of language issues to contribute to the harmonious development of the state, the society as a whole, and the individuals.
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Gapon, Valentyna, and Eugenia Tsokolenko. "STATE AND DEVELOPMENT OF THE LINGUISTIC ENVIRONMENT IN THE LEARNING PROCESS IN THE SEGMENT OF GENERAL SECONDARY EDUCATION." Educational Analytics of Ukraine, no. 4 (2021): 89–104. http://dx.doi.org/10.32987/2617-8532-2021-4-89-104.
Full textAbstract:
At the present stage of the development of general secondary education, one of the most important issues is to provide students with the opportunity to study using the state language in general secondary education institutions (GSEI). The purpose of the article is a comparative analysis of the educational indicators of the languages of instruction and offered language courses in the general secondary education by the regions. Current problems in the linguistic field are considered, changes in the legislation regarding this issue are studied, educational indicators impacting government’s language are determined, socio-demographic factors are examined, in particular the number of language courses, their teaching by regions, the number of institutions and students receiving instruction in the state language, in the languages of national minorities, languages of indigenous peoples. The analysis is based on the information in the summary table № D-7-8 "Information on languages of instruction and language courses in general secondary education institutions" by regions and types of area (urban settlements, rural areas) for the period of 2004/2005-2020/2021 academic years. The distribution of GSEIs by languages of instruction and students in these institutions was studied by categories: training is conducted exclusively in one language; training is conducted in two languages or more; language is studied as a course, optional, or in study groups. The share of day GSEIs and their students studying in Ukrainian and other languages of instruction (Russian, Romanian, Bulgarian, Hungarian, Moldovan, Crimean Tatar, etc.) was calculated and analyzed, which allows determining trends in the introduction of the Ukrainian language in the educational process, the role of the languages of the minority and indigenous peoples in certain regions of Ukraine. The results of the analytical research of the linguistic environment in the educational process will help to find ways to develop a government’s language policy and facilitate a successful resolution of language issues to contribute to the harmonious development of the state, the society as a whole, and the individuals.
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Arochman, Taufik, and Rolisda Yosintha. "EFFECT OF USING WEB-BLOG ON WRITING INSTRUCTION FOR ENGLISH LANGUAGE LEARNERS." Journal of Languages and Language Teaching 8, no. 4 (October 25, 2020): 336. http://dx.doi.org/10.33394/jollt.v8i4.2797.
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This study was aimed to find out the effectiveness of an intervention using a Web blog to enhance the academic writing of English Language Learners. It tries to reveal whether there is any effect in the writing ability of the students taught using Web blog (online) and that of those taught without using it (offline). This study was classified as quasi-experimental research. The sample of this research was 64 students of X Unggulan Classes (XU1 and XU2) at the secondary school level in central java. Class XU2 was chosen as the Experimental Group taught using Web blog media as the treatment employed, whereas Class XU1 as the Control Group, which was not given the treatment (employed other media). Between the beginning and the end of the study, they were given three months of treatment. The results showed that there was an important effect in the writing ability of the students taught using Web blog and that of those taught without using it. It can be seen in the result of the hypothesis testing that the t-observed (2.028) is higher than the t-table (1.671).
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KEMBAREN, ANGELIA KEKE BEGITA. "PERBEDAAN HASIL BELAJAR SISWA MENGGUNAKAN MODEL DIRECT INSTRUCTION DAN MODEL INKUIRI PADA MATA PELAJARAN IPA KELAS V SDN 101816 PANCUR BATU TAHUN PEMBELAJARAN 2018/2019." Jurnal Ilmiah Aquinas 2, no. 1 (April 30, 2019): 1–21. http://dx.doi.org/10.54367/aquinas.v2i1.358.
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This Research aims to find out the differences of direct instruction model and inquiry model in improving learning outcomes of the fifth grade students on science subject with material objects and properties of objects at SDN 101816 Pancur Batu in academic year 2018/2019. The number of students population at SDN 101816 Pancur Batu in academic year 2018/2019 are 534 students. This sample taken by sampling purposive 66 students. The model used in the study is an experimental model is one-group pretest-posttest design.The model in this study uses experiments conducted in two groups, namely experiment I and experiment II. The instrument used to capture data is multiple choice tests in material objects and their properties.Based on statistical data processing in group I obtained the average results that is 73.23, standard deviation 6,85 and standard error 1.19 out of 34 students. For the experimental group II, the average results were 86.56, standard deviation was 6.55 and the standard error was 1.17 from the total 32 students. By using the "t" test, it was obtained to = 7.949 and then consulted with the table that is dk = 66 at a significant level of 5% = 1.99. Therefore, the obtained to be greater than t table is 7,949 the null hypothesis (Ho) is rejected and the alternative hypothesis (H1) is accepted. This proves that the Inquiry model is better than the Direct Instruction model of material objects and their properties. Therefore, it can be concluded that the Inquiry model is more effective than the Direct Instruction model of material objects and their properties the fifth grade students of SDN 101816 Pancur Batu academic year 2018/2019.
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Sagdilek, E., and S. K. Sahin. "Instruction-based selective action pattern (IBSAP): a novel method for talent identification in sports." Pedagogics, psychology, medical-biological problems of physical training and sports 23, no. 5 (September 17, 2019): 246–53. http://dx.doi.org/10.15561/18189172.2019.0506.
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Background and Study Aim: Talent identification/development programs are utilized by sports federations to select or train elite athletes. In addition to the established tests that assess perceptive and motor skills, it was deemed significant that cognitive skills should be evaluated as well. The present study was undertaken to assess the utility of Instruction-Based Selective Action Pattern (IBSAP), a novel method that we developed, in estimating perceptive, motor as well as cognitive skills of athletes in order for talent identification. We also investigated the relationship between IBSAP and auditory reaction times (ARTs). Material and Methods: Forty-three students (average age: 12.6 years) participated in the study. Random/fixed-interval ARTs were recorded. IBSAP was applied using a table tennis robot that was set up to throw 30 balls in three different colors to different spots on the table with a frequency of 1 ball/s. The subjects were instructed to ignore the white balls, to touch the yellow balls, and to catch the pink balls before the first trial and their scores were calculated in two consecutive trials according to a scoring system. Results: Our results showed that motor learning, adaptation and reinforcement of the participants were significantly greater in second trial compared with the first trial and that IBSAP values were correlated with ARTs. Conclusions: We conclude that the IBSAP method reliably provides quantitative data on perception, motor as well as cognitive skills and it can be considered as a useful tool for talent identification.
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Amir, Almira, and Ihamuddin Ihamuddin. "“CABRI 3D SOFTWARE” TECHNOLOGY: STUDENTS’ PROBLEM SOLVING SKILLS WITH PROBLEM BASED INSTRUCTION MODEL APPROACH." AKSIOMA: Jurnal Program Studi Pendidikan Matematika 10, no. 4 (December 31, 2021): 2237. http://dx.doi.org/10.24127/ajpm.v10i4.4096.
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Abstract Nowadays, 21st-century learning requires students to develop higher-order thinking skills, one of which is the ability to solve a problem. The purpose of this study was to analyze the effect of using the Problem Based Instruction model with the help of Cabri 3D Software on students' problem-solving skills. The method used in this research is an experimental method with a quantitative approach. While the design in this study used a pretest-posttest control group design, using an instrument in the form of a test. The target subjects in this study were students of class VIII MTs Muhammadiyah - 8 Siabu. Meanwhile, the data analysis technique used is inferential statistics in the form of a t-test. The results showed that the calculation of the t-test obtained t count = 2,708 and continued by looking at the table based on the sample size of 48 people, (the experimental class consisted of 23 people while the control class consisted of 25 people) at a significant level of 5% found t table = 2,012 then t count (2.708) > t table (2.012), it means that t is in the reception area. So it can be concluded that there is a significant effect of the Problem Based Instruction model with the help of Cabri 3D software on students' problem-solving abilities on the subject of spatial construction. The research implication is that the application of technology is needed to design innovative and credible thinking and student experiences in responding to the challenges of the 21st century, especially in problem-solving skills. Keywords: Cabri 3D Software, Problem-based instruction model, Problem-solving skills. Abstrak Dewasa ini, pembelajaran abad 21 menuntut siswa dalam untuk mengembangkan kemampuan dalam berpikir tingkat tinggi salah satunya seperti kemampuan dalam memecahkan sebuah masalah. Tujuan dari penelitian ini untuk menganalisis pengaruh penggunaan model Problem Based Instruction berbantuan Software Cabri 3D terhadap kemampuan pemecahan masalah siswa. Metode yang digunakan dalam penelitian ini adalah metode eksperimen dengan pendekatan kuantitatif. Sementara desain dalam penelitian ini menggunakan pretest-posttest control group design, dengan menggunakan instrumen berupa tes. Sasaran subyek pada penelitian ini merupakan siswa kelas VIII MTs Muhammadiyah - 8 Siabu. Adapun, teknik analisis data yang digunakan adalah statistik inferensial berupa uji-t. Hasil penelitian menunjukkan bahwa perhitungan uji-t yang diperoleh thitung = 2,708 dan dilanjutkan dengan melihat pada tabel berdasarkan jumlah sampel 48 orang, (kelas eksperimen terdiri 23 orang sedangkan kelas kontrol terdiri 25 orang) pada taraf signifikannya 5% ditemukan t tabel = 2,012 maka t hitung (2,708) > t tabel (2,012), artinya t berada di daerah penerimaan. Sehingga dapat disimpulkan adanya pengaruh signifikan model Problem Based Instruction berbantuan Software Cabri 3D terhadap kemampuan pemecahan masalah siswa pada pokok bahasan bangun ruang. Implikasi penelitian yakni penerapan teknologi dibutuhkan untuk mendesain pemikiran dan pengalaman siswa yang inovatif dan berkredibel dalam menjawab tantangan abad 21 ini khususnya dalam keterampilan pemecahan masalah.Kata kunci: Keterampilan memecahkan masalah, Model instruksi berbasis masalah, Software Cabri 3D
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Umar, Muhammad Shabir, Muh Rapi, and Itra Bostam. "PERBANDINGAN DIRECT INSTRUCTION DAN TANYA JAWAB TERHADAP KEMAMPUAN MEMBACA PESERTA DIDIK KELAS II SD INPRES RAPPOKALLING 1 MAKASSAR." AULADUNA: Jurnal Pendidikan Dasar Islam 5, no. 2 (December 31, 2018): 224. http://dx.doi.org/10.24252/10.24252/auladuna.v5i2a10.2018.
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Abstrak Tujuan penelitian ini adalah untuk mengetahui kemampuan membaca pemahaman peserta didik yang diajar dengan menggunakan tanya jawab dan direct instruction, serta perbedaan kemampuan membaca pemahaman peserta didik dengan menerapkan direct instruction dan tanya jawab di kelas II SD Inpres Rappokalling 1 Makassar. Jenis penelitian ini adalah Quasi eksperimental dengan desain penelitian Nonequivalen Control Group Design. Populasi penelitian ini adalah seluruh peserta didik kelas II SD Inpres Rappokalling 1 Makassar yang berjumlah 77 orang. Teknik pengambilan sampel yang digunakan adalah random sampling yaitu sebanyak 60 orang. Instrumen yang digunakan adalah tes untuk mengukur kemampuan membaca pemahaman peserta didik berupa tes essay sebanyak 10 item. Teknik analisis data yang digunakan adalah analisis statistik deskriptif dan analisis statistik inferensial dengan uji-t. Berdasarkan hasil analisis deskriptif diperoleh rata-rata kedua kelompok tersebut, yaitu kelas kontrol sebelum menerapkan metode tanya jawab diperoleh rata-rata 71,5 dan setelah menerapkan metode tanya jawab sebesar 79,56. Pada kelas eksperimen dengan menerapkan model direct instruction diperoleh rata-rata pretest sebesar 71,5 dan rata-rata posttest sebesar 81,2. Berdasarkan hasil analisis statistik inferensial diperoleh nilai thitung = 0,249 dan ttabel 1,671 dengan = 0,05, dengan demikian (thitung = 0,249 < ttabel 1,671 = 0,05). Maka dapat disimpulkan bahwa H0 diterima, artinya tidak terdapat perbedaan antara penerapan direct instruction dan tanya jawab terhadap kemampuan membaca pemahaman peserta didik kelas II di SD Inpres Rappokalling 1 Makassar).Abstract The objectives of this study were to find out the students' reading comprehension ability taught by using question-answer and direct instruction, and the difference in reading comprehension ability of students by applying direct instruction and question and answer of the second grade at SD Inpres Rappokalling 1 of Makassar. This type of research is Quasi experimental with research design Nonequivalent Control Group Design. The population of this study were all students of the second grade at SD Inpres Rappokalling 1 of Makassar around 77 people. The sampling technique used is random sampling, which is 60 people. The instrument used was a test to measure students' reading comprehension in the form of 10 item essay tests. The data analysis technique used is descriptive statistical analysis and inferential statistical analysis with t-test. Based on the results of the descriptive analysis the average of the two groups was obtained, namely the control class before applying the question and answer method obtained an average of 71.5 and after applying the question and answer method amounted to 79.56. In the experimental class by applying the direct instruction model the average pretest was 71.5 and the posttest average was 81.2. Based on the results of inferential statistical analysis, the value of tcount = 0.249 and ttable 1.671 with = 0.05, thus (t count = 0.249 <t table 1.671 = 0.05). To sum up, H0 is accepted, it means that there is no difference between the application of direct instruction and question and answer to the reading comprehension ability of the second grade at SD Inpres Rappokalling 1 of Makassar).
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Niźnikowski, Tomasz, Weronika Łuba-Arnista, Paweł Arnista, Jared M. Porter, Hubert Makaruk, Jerzy Sadowski, Andrzej Mastalerz, Ewelina Niźnikowska, and Andrew Shaw. "An external focus of attention enhances table tennis backhand stroke accuracy in low-skilled players." PLOS ONE 17, no. 12 (December 1, 2022): e0274717. http://dx.doi.org/10.1371/journal.pone.0274717.
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The aim of the study was to determine the impact of internal and external (proximal and distal) attentional focus on table tennis backhand stroke accuracy in low-skilled players. Fifty-one undergraduate physical education (PE) students were randomly assigned to 3 groups: Group G1 (IF) was instructed to focus on the hand holding the paddle, Group G2 (EFP) was instructed to focus on the ball, while Group G3 (EFD) was instructed to focus on targets marked on the tennis table. The experimental groups followed identical instructions except for the instruction about the focus of attention. Participants were asked to score as many points as possible by hitting the ball inside the three smallest targets marked on the tennis table. They were required to do so using a backhand stroke. The practice session consisted of 45 trials in three blocks of backhand (15 trials at each target). A special scoring system was used to determine the accuracy of the strokes. One of the most important findings from the current research was that groups with an external focus of attention revealed significant improvements in accuracy in the post-test, while the group with an internal focus of attention achieved low training effects. No significant difference was observed between G2 (EFP) and G3 (EFD) in the delayed retention test, which indicates that proximal and distal attentional focus had similar effects on table tennis backhand stroke accuracy in low-skilled players.
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Tiawati, Refa Lina, and Suci Dwinitia. "Implementation of Instructional Explicit Model toward Writing Skill of Descriptive Text for Junior High School Student." Bahasa: Jurnal Keilmuan Pendidikan Bahasa dan Sastra Indonesia 1, no. 2 (January 30, 2021): 102–10. http://dx.doi.org/10.26499/bahasa.v1i2.14.
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Indonesian language learning Curriculum 2013 which will be studied by junior high school students is one of them is description text. Description text is a type of text describing an object, a thing and a situation so that the reader seems to hear seeing, or feeling the things described. In writing description text, it must pay attention to the structure and rules of language of the description text that have been set, so as to produce a solid and intact description text. In writing the description text students still experience difficulties in writing language rules that are still lacking. The purpose of this study was to determine the effect of using the Explicit Instruction model on the description of writing skills in junior high school students. This type of research is quantitative research using the experimental method. The design of this study was one group pretets-posttest design of this study conducted twice before being given treatment and after being given treatment. The sampling technique of this study was purposive sampling technique, the sample in this study was one class. The data in this study is a performance test results of the description text writing skills before and after using the Explicit Instruction learning model for the description skills of text writing for junior high school students. The results of his research are that there is a significant effect between the learning model and the results of the news text writing skills before and after using the Explicit Instructionmodel on Writing Skills. Text description for Junior High School Students. This is evidenced by the results of research that show that the value of tcount t table ( 1.90), so that H0 is rejected and H1 is accepted. That means the explicit instruction learning model is effectively used in the description writing skills of junior high school students.
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Hasanudin, Cahyo, and Abdul Ghoni Asror. "Efektivitas Model Pembelajaran Quantum Learning dengan Media Aplikasi Bamboomedia Bmgames Apps Terhadap Keterampilan Membaca Permulaan Pada Siswa Kelas I MI Se-Kecamatan Kedungadem." PEDAGOGIA: Jurnal Pendidikan 6, no. 2 (August 31, 2017): 150. http://dx.doi.org/10.21070/pedagogia.v6i2.907.
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The aim of this study is to know whether applying quantum learning through Bamboomedia BMGames Apps or direct instruction using the book as a media which able to increase early reading skill. This study is under quasi experimental design that involves the first grade students of sixteen Madrasah Ibtidaiah in Kedungadem Residence. In deciding the sample the researcher used simple random sampling technique. The sample of the schools in this study were the first grade student of Madrasah Ibtidaiyah Muhammadiyah 1 Kedungadem as experimental class and the first grade of Madrasah Ibtidaiyah Muhammadiyah 27 Geger as control class. Data collection technique used were documentation and test. The result reveals that both of the group have a homogeneity variance (Fhitung = 0,0556 < 2,0879 = Ftabel) than using t test with significant level 0,05 reveals 7,0573 with t0,05;40 = 1,6838. From the t table DK = . tobs DK. Based on the data above, H0 is rejected. It can be concluded that the students taught using quantum learning collaborated with bamboomedia application have skill to read verb, and simple sentence better than the students taught using direct instruction using the book as media.
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Etikamurni, Daniar Pangastiningasih, and Sutopo Sutopo. "Peningkatan Penguasaan Konsep Siswa Kelas XI IPA pada Materi Suhu dan Kalor melalui Modeling Instruction." Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan 4, no. 2 (February 28, 2019): 172. http://dx.doi.org/10.17977/jptpp.v4i2.11935.
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<div align="center"><table width="645" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="439"><p><strong>Abstract:</strong> This research was aimed to determine the magnitude of the increase in student’s conceptual understanding through modeling instruction on temperature and heat material. The subjects of this study were students of SMAN 2 Batu in XI grade which amounted to 65 students. The research design used one group pretest - posttest design which was analyzed quantitatively. Data obtained from the pretest and posttest values are then presented in percentage and statistics. Data was presented through calculation of the average number of students in each indicator, then it was calculated statistically by using the Kolmogorov – Sminorv as normality test, Wilcoxon signed rank for difference test, then followed by N-gain test and effect size to determine the magnitude of increase and influence on variables. The results showed that there was an increase of 0.24 (low category) at the posttest value of students after modeling instruction in the class. The magnitude of the influence of modeling instruction on increasing student’s conceptual understanding is equal to 0.69 which falls into the sufficient category.</p><p class="Abstract"><strong>Abstrak:<em> </em></strong>Penelitian ini bertujuan untuk mengetahui besarnya peningkatan penguasaan konsep siswa melalui <em>modeling instruction</em> pada materi suhu dan kalor. Subjek penelitian ini adalah para siswa SMAN 2 Batu kelas XI yang berjumlah 65 siswa. Design penelitian menggunakan <em>one group pretest – posttest design</em> yang dianalisis secara kuantitatif. Data diperoleh dari nilai <em>pretest </em>dan <em>posttest </em>yang kemudian disajikan dalam bentuk persentase dan statistik. Penyajian data dalam bentuk persentase didapatkan melalui perhitungan rata-rata jumlah siswa pada tiap indikator soal dan penyajian data dalam bentuk statistik diperoleh melalui beberapa pengujian, seperti uji normalitas <em>Kolmogorov – Sminorv</em>, uji beda <em>Wilcoxon signed rank</em>, kemudian dilanjutkan uji <em>N-gain</em> dan <em>effect size</em> untuk mengetahui besarnya peningkatan dan pengaruh terhadap variabel. Hasil penelitian menunjukkan bahwa ada peningkatan sebesar 0.24 (kategori rendah) pada nilai <em>posttest</em> siswa setelah dilakukan <em>modeling instruction </em>di kelas. Besarnya pengaruh <em>modeling instruction</em> terhadap peningkatan penguasan konsep siswa adalah sebesar 0.69 yang masuk ke dalam kategori cukup.</p></td></tr></tbody></table></div>
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Lv, Li Li, and Jun Fang Ni. "Development for Post-Processing System of 5-Axis CNC Machines." Advanced Materials Research 314-316 (August 2011): 1624–27. http://dx.doi.org/10.4028/www.scientific.net/amr.314-316.1624.
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Post processing is to change the cutter location files into each axis motion files according to the structures of machine movements and control instruction formats. The case study of 5-axis double rotary table of the CNC machine is researched in this paper. The machine structure and the machine kinematics are analyzed to get the coordinate transformation matrixes, then specified post processing procedures of this machine are developed, the system achieves good effects in practical application.
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McNoldy, Brian D., Anning Cheng, Zachary A. Eitzen, Richard W. Moore, John Persing, Kevin Schaefer, and Wayne H. Schubert. "Design and Construction of an Affordable Rotating Table for Classroom Demonstrations of Geophysical Fluid Dynamics Principles." Bulletin of the American Meteorological Society 84, no. 12 (December 1, 2003): 1827–34. http://dx.doi.org/10.1175/bams-84-12-1827.
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Rotating tables have been in use for many years because of their ability to demonstrate fluid dynamical phenomena, shedding insight on the sometimes complicated or esoteric mathematics used to describe such processes. A small team of students at the Colorado State University (CSU) Department of Atmospheric Science constructed a rotating table, or “spin tank,” assembly that is simple and affordable, yet instructive. The apparatus is designed to be easy to maintain and operate. The number of moving parts is kept at a minimum, and the electrical components chosen are of high quality. With the aid of a brief instruction manual or tutorial, students and faculty can operate the rotating table and easily perform many demonstrations, with the freedom to vary fluid depth, rotation rate, and acceleration. The entire design and construction process was conducted on a limited budget of $3,000. A spin tank such as this has practical applications for the qualitative study of fluid dynamics. Fundamental concepts in rotating flow dynamics can be demonstrated to supplement the more rigorous mathematical treatment typically given in oceanography or atmospheric physics graduate-level courses. Topics that have been explored thus far are Ekman pumping, Taylor columns, and barotropic instability, but could be broadened to include subjects such as Rossby waves, baroclinic instability, vortex merger, and thermal convection.
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Kamila, Nur Hurriyatul, and Nuryansyah Adijaya. "Effect of the Use of Graphic Media on the Learning Outcomes of Indonesian Language Subjects Instructional Text Material of Class IV Students MI Almunazomah Caringin District, Bogor Regency." LADU: Journal of Languages and Education 2, no. 6 (September 30, 2022): 219–24. http://dx.doi.org/10.56724/ladu.v2i6.142.
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Background: The use of media in the learning process can facilitate the process of communication or delivery of messages from teachers to students. Students can clearly understand the instruction meaning or message that the teacher conveys.
Purpose: This study aims to determine the learning outcomes of students using graphic media and the effect of using graphic media on student learning outcomes in Indonesian subjects for class IV instructional texts at MI Almunazomah, Caringin District, Bogor Regency.
Design and methods: This research is an experimental research. The subjects of this study were all fourth-grade students, totalling 20 people. The test instrument used to determine student learning outcomes is a multiple choice test in the form of pre-test and post-test.
Results: The results of this study indicate that the experimental group taught using graphic media obtained an average pre-test average value post-test of 77 with a standard deviation of 16.36. Changes in learning outcomes are 42 by using graphic media. While the mean value of the pre-test in the control group was 37 with a standard deviation of 13.37 and the average value of the post-test was 52 with a standard deviation of 14.76. Changes in learning outcomes are 15 without using graphic media. Based on the hypothesis testing criteria at = 0.05, t observe = 3.59 and t table = 2.10 so that t observe > t table or 3.59 > 2.19 then Ha is accepted and Ho is rejected. It can be concluded that there is a significant effect of the use of graphic media on the learning outcomes of fourth grade students in the Indonesian subject of instructional text material at MI Almunazomah, Caringin District, Bogor Regency.
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Jafary, Hasan, Mohammad Zarezadeh, Fatemeh Mojallal Najar, and Somaiye Darrehshiri. "Comparison of Prescribing Pattern of Prophylactic Antibiotics with the Standard Instructions in the General Surgery Department of Hospitals." Depiction of Health 13, no. 3 (September 12, 2022): 244–56. http://dx.doi.org/10.34172/doh.2022.31.
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Background. Prescribing prophylactic antibiotics before surgery is one way to prevent infection at the surgical site. The aim of this study was to compare the pattern of prescribing prophylactic antibiotics with the standard instruction in the general surgery ward of Shahid Sadoughi Hospital in Yazd. Methods. A descriptive cross-sectional design was employed to conduct the study. The sample was selected through random stratified sampling method using Morgan and Krejcie sampling table. Descriptive statistical tests including frequency, frequency percentage, mean, standard deviation and Chi-square were used for the analysis of data by SPSS software version-23. Results. Out of 236 cases reviewed, 27.1% met the practice guidelines regarding the time, 39.4% regarding the type of preoperative prophylaxis and 58% with respect to the duration of the prescribed postoperative antibiotics (Up to 24 hours after surgery). Conclusion. The most important reasons for the inconsistency of prophylactic antibiotics with the standard guideline are the inappropriate timing of prophylactic antibiotics and the use of antibiotics that are not recommended in the clinical guidelines. Informing and educating the public on the content of the notification instructions, establishing a monitoring system and increasing the participation level of the hospital pharmacy in the distribution of medicine can be effective in prescribing prophylactic antibiotics.
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Ayres, Kevin, and David Cihak. "Computer- and Video-Based Instruction of Food-Preparation Skills: Acquisition, Generalization, and Maintenance." Intellectual and Developmental Disabilities 48, no. 3 (June 1, 2010): 195–208. http://dx.doi.org/10.1352/1944-7558-48.3.195.
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Abstract The purpose of this study was to evaluate the effects of a computer-based video instruction (CBVI) program to teach life skills. Three middle school–aged students with intellectual disabilities were taught how to make a sandwich, use a microwave, and set the table with a CBVI software package. A multiple probe across behaviors design was used to evaluate for a functional relation between the software and skill acquisition. All students increased the percentage of steps completed in the correct order after receiving CBVI. During maintenance probes, the performance of all students deteriorated; after a single review session with CBVI, all students regained previous levels of performance, tentatively indicating a role of CBVI as a tool for reviewing previously mastered material. Results are discussed in terms of the use of CBVI for providing students sufficient learning trials on tasks that require the use of consumable products (e.g., food).
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Fatikasari, Ainun, Bahrun Amin, and Firman. "THE EFFECTS OF POSTER IN ENHANCING STUDENTS' ABILITY TO WRITE DESCRIPTIVE TEXT USING DIRECT INSTRUCTION MODEL AT THE SECOND GRADE OF JUNIOR HIGH SCHOOL." English Language Teaching Methodology 2, no. 1 (April 30, 2022): 1–10. http://dx.doi.org/10.56983/eltm.v2i1.45.
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This research was studied the effects of poster on students writing of descriptive text using the Direct Instruction Model at the second grade of SMPN 1 Makassar for the 2020/2021 academic year which focused on the use of subject or idol posters. This helps students to understand the material easier and presents an interesting way of the learning process. A pre-experimental research was used with pre-test and post-test in one class by writing text in a paragraphs which took approximately two months period for collecting the data. The research subjects were the eight-grade of student in the C-Class which consisted of nineteen students who took online classes. In this research, the researcher used purposive sampling technique for selecting a sample. The results of this study indicate an enhancement in students writing descriptive text. This is evidenced by the students mean score in the pre-test (45.84) which was lower than the post-test score (82.26). The t-test value was higher than the t-table value (11,880> 1,734). This means that there was a significant difference between the use of posters through the Direct Instruction Model in writing descriptive text which focused on the use of subject or idol poster. Therefore, H0 is rejected and H1 is accepted. Hence, it can be concluded that the poster could enhance students ability in writing descriptive text by using direct instruction model at the second grade of junior high school.
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ATONON, Theophile Kwame. "THE PLACE OF CODE-SWITCHING AS A MEDIUM OF INSTRUCTION IN LANGUAGE CLASSROOM IN GHANA: A CASE STUDY." FRANCISOLA 2, no. 2 (December 31, 2017): 163. http://dx.doi.org/10.17509/francisola.v2i2.9408.
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RÉSUMÉ. Dans le cas des langues en contact, l’emploi d’alternance codique par des enseignants et des apprenants devient un objet de discussion dans des institutions scolaires. L’objectif de ce travail est d’examiner le phénomène d’alternance codique en classe de français langue étrangère pour évaluer son influence sur l’enseignement/apprentissage du français langue étrangère dans le contexte ghanéen. Les données sont recueillis à travers l’observation des cours de français et les résultats sont analysés et représentés graphiquement. Les résultats ont montrés que l’alternance de code en classe de français langue étrangère promeut la communication et facilite l’interaction entre les enseignants et les apprenants. L’attention est prêtée au cas où le français est introduit pour la première fois en classe afin de faire ressortir des problèmes que font face les apprenants. L’alternance codique est donc important pour l’enseignement/ apprentissage du français langue étrangère et doit être inclus dans des programmes d’études de français au Ghana. Mots-clés : alternance de code, interaction, langue étrangère, phénomène sociolinguistique, situation bilingue. ABSTRACT. In regard to languages coming into contact, the use of code-switching on the part of language facilitators and the learners has become an issue of discussion especially in the school setting. This paper sets out to examine critically the code switching phenomenon to ascertain its effects and necessity on the teaching and learning of French as a foreign language in Ghana. Data was collected through classroom observation while lectures were going on and the result was analyzed and represented in table form. The findings show that language switching in a classroom helps and supports the learning environment and makes it conducive for those involved. A careful consideration of code switching is done mostly at the level where the French language is introduced for the first time. The outcome of this paper suggests that code switching is important to the teaching and learning of French language and it must be adopted in our curriculum of studies. Keywords: bilingual situation, code switching, foreign language, interaction, sociolinguistic phenomenon
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Rastogi, Ashish, and Omprakash Sikhwal. "Web Enhanced Instruction in Learning Mathematics: Adaption Analysis during COVID-19 Pandemic." ECS Transactions 107, no. 1 (April 24, 2022): 3757–68. http://dx.doi.org/10.1149/10701.3757ecst.
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Due to the current pandemic situation most of the Higher Educational Institutes (HEI’s) adapted the online learning and evaluation in all the courses. In this study the objective is to is to identify and investigate the characteristics that may influence foundation students' adoption of Web enhanced Instruction in Learning Mathematics (WEILM). The model is based on the Technology Acceptance Model (TAM) [1][2] as shown in fig.1 and social cognitive theory (SCT) [3] see fig.2, which was developed using the structural equation modelling (SEM) technique and analyses the components and their impact on the successful adaptation of Web Enhanced Instruction in Learning Mathematics (WEILM). The factors that were investigated were perceived usefulness (PU), computer self-efficacy (CSE), social influence (SI), availability of IT services (AIT), enjoyment (ENJ), received feedback (RF), comparative feedback (CF), attitude (AT), and behavioural intention (BI). To test the theoretical concept, primary data is obtained from foundation level students via a survey questionnaire. The total number of responses were 387, with 348 of them providing legitimate responses. Our research findings differ by about 80% from what we expected. The summary of the finding is shown in table 1 reveals that all the 12 hypotheses are supported and is consistent with the previous results [4][5][6], and all the factors have a substantial beneficial correlation. The study's findings may give instructors and designers with a better grasp of how to successfully adapt the WEILM.
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Angelina David, Manisha, and Sarika Verma. "STUDY TO ASSESS THE LEVEL OF RISK FOR HYPERTENSION AMONG SCHOOL TEACHERS AND FIND THE EFFECTIVENESS OF SELF-INSTRUCTIONAL MODULE ON KNOWLEDGE REGARDING HYPERTENSION AMONG SCHOOL TEACHERS IN SELECTED SCHOOLS AT INDIRANAGAR, LUCKNOW." International Journal of Advanced Research 10, no. 11 (November 30, 2022): 636–39. http://dx.doi.org/10.21474/ijar01/15710.
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Hypertension is the commonest disorder of cardiovascular system, posing a major public health challenge to the population in socio-economic and epidemiological transition. It is one of the major risk factors for cardiovascular mortality.Self-instruction module is an effective teaching strategy for giving information to school teachers. In the study Descriptive and evaluative approach and pre-experimental one group pre-test and post-test design is used.In the present study100 teachers were selected as sample from 25 schools with the help of non-probability convenient sampling technique.Pilot study was conducted on10school teachers for level of risk assessment and from them six school teachers are selected for assessing level of knowledge for hypertension.In the result31(51.7%) sample had inadequate knowledge on hypertension in pre-test and about 29(48.3%) sample had moderately adequate knowledge but in the post-test, it was observed that all 60(100%) sample were had adequate knowledge, on hypertension. The difference between the mean post-test and the mean pre-test knowledgescore was found to be statistically significant (t59 = 49.99) at 0.05 level of significance. The table value 1.67 for 0.05 level of significance, shows that the self-instruction module on knowledge regarding hypertension was effective in increasingthe level of knowledge regardinghypertensionamongschool teachers.So, the study was concluded as the knowledge of hypertension can assist them from level of risk for hypertension and they can practice in their daily living.
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Ramadina, Nurillah, and Celia Cinantya. "MENGEMBANGKAN AKTIVITAS DAN MOTORIK HALUS ANAK KELOMPOK A DALAM MEMBUAT GARIS SESUAI POLA MELALUI MODEL COKLAT DI TK ABA 1 PAGATAN." Jurnal Inovasi, Kreatifitas Anak Usia Dini (JIKAD) 2, no. 1 (February 18, 2022): 20. http://dx.doi.org/10.20527/jikad.v2i1.4696.
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AbstrakPermasalahan dalam penelitian ini adalah rendahnya aktivitas dan kemampuan motorik halus anak, hal ini disebabkan karena anak kurang terstimulasi dengan pembelajaran yang monoton dan rendahnya aktivitas belajar anak. Upaya pemecahan masalah ini yaitu dengan menggunakan model COKLAT (Direct Instruction dengan kegiatan mencocoK poLa mediA kerTas gambar). Tujuan dalam penelitian yaitu untuk mendeskripsikan aktivitas guru, menganalisis aktivitas anak, dan menganalisis hasil perkembangan anak. Pendekatan yang digunakan adalah pendekatan kualitatif dan kuantitatif dengan jenis Penelitian Tindakan Kelas (PTK). Subjek penelitian adalah kelompok A TK Aisyiyah Bustanul Athfal 1 Pagatan sebanyak 6 anak. Instrumen yang digunakan yaitu lembar observasi aktivitas guru, aktivitas anak, dan hasil perkembangan. Sedangkan analisis data menggunakan analisis deskriptif dan cross table dan interprestasi menggunakan presentase dan kriteria. Hasil temuan menunjukkan aktivitas guru mencapai kriteria sangat baik pada pertemuan 4. Aktivitas klasikal anak mencapai 100% dengan kriteria sangat aktif pada pertemuan 4. Dan hasil perkembangan anak secara klasikal mencapai 100% dengan interprestasi BSB (berkembang sangat baik) pada pertemuan 4. Disarankan penggunaan model COKLAT sebagai referensi pembelajaran efektif guna mewujudkan hasil perkembangan aspek motorik halus lebih baik.Kata Kunci: Direct Instruction, menarik garis, mencocok pola. AbstractThe problem in this study is the low activity and fine motor skills of children, this is because children are less stimulated by monotonous learning and low learning activities of children. Efforts to solve this problem are by using the COKLAT model (Direct Instruction with matching activities for drawing paper media patterns). The purpose of this research is to describe teacher activities, analyze children's activities, and analyze the results of child development. The approach used is a qualitative and quantitative approach with the type of Classroom Action Research (CAR). The research subjects were group A of TK Aisyiyah Bustanul Athfal 1 Pagatan with 6 children. The instruments used are observation sheets of teacher activities, children's activities, and developmental results. While the data analysis used descriptive analysis and cross table and interpretation used percentages and criteria. The findings showed that the teacher's activity reached very good criteria at meeting 4. Children's classical activities reached 100% with very active criteria at meeting 4. And the results of classical child development reached 100% with BSB interpretation (very well developed) at meeting 4. It is recommended to use the COKLAT model as an effective learning reference in order to realize better results of the development of fine motor aspects.Keywords: Direct Instruction, draw a line, match the pattern.
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Rosa, Bruno Rodrigues, Mauro Monteiro Correia, Daniel Hetti Zidde, Luiz Claudio Santos Thuler, Ana Paula Coutinho Barros de Brito, and Jorge Calmon de Almeida Biolchini. "Aprendizado da Anatomia Hepatobiliar pela Mesa Anatômica Virtual 3D." Revista Brasileira de Educação Médica 43, no. 1 suppl 1 (2019): 615–22. http://dx.doi.org/10.1590/1981-5271v43suplemento1-20190033.
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ABSTRACT Objective to evaluate the effectiveness of the 3D virtual anatomical table as a complementary resource to the learning of the hepatobiliary anatomy by undergraduate medical students. Method A randomized controlled study comparing the anatomical learning of hepatobiliary structures, supported by a real model versus a virtual model, both three-dimensional (3D), by undergraduate medical students. The students’ perception of the resources used to teach anatomy was also evaluated. The students were submitted to a pre-test and to two evaluations after the interventions were applied. Results Overall, both the 3D virtual anatomical table and the real liver increased students’ knowledge of the hepatobiliary anatomy in relation to their previous knowledge (p = 0.001 and p = 0.01, respectively for second and third evaluations). In the longitudinal comparison between the pre-test and the second evaluation (hepatobiliary anatomy and Couinaud’s segmentation), this increase was significantly higher in the group allocated to the real liver (p = 0.002); in the comparison of the pre-test with the third evaluation (inclusion of adjacent organs in the anatomical table or in the real liver), the increase in knowledge was significantly higher in the group allocated to the anatomical table (p = 0.04). The perception of participants’ satisfaction regarding the learning resources was considered very good, with a minimum percentage of satisfaction of 80%. Conclusion the 3D virtual anatomical table provided more hepatobiliary anatomy knowledge than a real liver for undergraduate medical students, in comparison to their previous knowledge about these structures. In the cross-sectional comparison of the post-instruction evaluations, there was no difference between the two interventions. Moreover, the 3D platform had a positive impact on the level of satisfaction of study participants. This study shows that the 3D virtual anatomical table has the potential to improve both medical students’ understanding and interest in anatomy. It is recommended, however, that future protocols such as this be carried out with larger samples and exploring other anatomical structures.
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Iqbal, M., and Mawardi Mawardi. "The Effect of 5E-Learning Cycle Model Using Animation Media on the Learning Activity and Learning Outcomes of Students in Senior High School Class XI on Salt Hydrolysis Material." Proceedings Series on Physical & Formal Sciences 3 (March 9, 2022): 52–58. http://dx.doi.org/10.30595/pspfs.v3i.264.
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The aim of this study is to determine the effect of learning model 5E learning cycle on learning activities and student learning outcomes on salt hydrolysis material. The research was conducted at Senior High School (SMA) Negeri 10 Medan. This research used research design of Pretest-posttest control group design. The sample was taken by purposive sampling technique and the obtained sample consist of 2 class which is: XI IPA 2 as an experimental class and XI IPA I as a control class. In the experimental class was taught used learning model 5E learning cycle using animation media and in control, class was taught using direct instruction model using animation media. The research instrument used the objective test in form of multiple choice questions as many as 25 questions, which previously passed through validation test, difficulty test, the test of different power, and reliability test with reliability value 0,91. Data analysis in this study used parametric inferential statistical analysis method, which the pretest and normalized score data had to pass normality and homogeneity test. X2count the pretest and gain score in the two study classes is greater than X2table and F-count the pretest and gain score in both the research class is greater than F-table. The research hypothesis was tested using statistical right-tailed t-test. Based on the calculation of t-statistical using right-tailed t-test obtained t-count results 4.29 and t-table at the 0.05 significance level 1.99. Furthermore, by t-count> t-table implied that the results of this study indicate there is influence of learning model of learning cycle 5E using animation media to the student learning outcomes in SMA of class XI on salt hydrolysis and student learning activity taught by learning model 5E learning cycle using animation media equal to 64,88%, higher than the student learning activity taught by direct instruction model using animation media that is equal to 55,72%.
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Julius, Judith kinya. "Enhancement of Chemistry Self-efficacy of Students using Computer Aided Instruction among Secondary School Learners in Kenya." International Journal for Innovation Education and Research 6, no. 8 (August 31, 2018): 79–90. http://dx.doi.org/10.31686/ijier.vol6.iss8.1119.
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Chemisrty self-efficacy is to do with desire or confidence to perform well in Chemistry and has been predominantly low among secondary school students in Kenya, and many other developing countries. The study investigated the effect of computer aided instruction (CAI) on Chemisrty self-efficacy of students as compared toconventional methods(CM). The study adopted solomon Four-Group, Non-equivalent Control Group Design which emphasises Quasi-Experimental design. A sample of 174 Form Two secondary school Chemistry students in Tharaka Nithi County in Kenya was used. Four schools were purposively samlped and randomly assigned as either Experimental Groups or Control Groups. The students of experimental groups were taught chemisrty through CAI while the control groups were taught using Conventional Methods on the topics "the structure of the Atom, the periodic table and chemical families" for six weeks. Data was colected using students self-efficacy questionnaire(SSEQ) and was administered before and after exposure of intervention (CAI). Both descriptive and inferential statistics, in particular, t-test and Analysis of Variance (ANOVA) were used to analyse the data. The study revealed that the students taught through Computer aided instruction obtained significantly higher chemisrty self-efficacy scores than the students taught using conventional methods. Further, the study revealed that girls obtained higher self-efficacy scores than thier counterpart boys when taught using CAI. Thus, Chemistry teachers should adopt CAI in thier teaching to help in enhancing Chemisrty self-efficacy of students, and by extention enhance performance in Chemistry.
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Nufi, Erma Pratiwi, Arbin Janu Setiyowati, and Diniy H. Rahman. "Panduan Self Instruction dengan Pendekatan Structured Learning Approach untuk Menurunkan Prokrastinasi Akademik Siswa SMP." Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan 6, no. 2 (February 28, 2021): 228. http://dx.doi.org/10.17977/jptpp.v6i2.14459.
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<div align="center"><table width="645" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="439"><p><strong>Abstract:</strong> The purpose of this research is to produce a training guide product that meets the acceptance criteria. This study uses Borg & Gall model research design. The data obtained in the form of quantitative data include aspects of accuracy, utility, propriety, and feasibility. The research subjects are BK experts, media experts, and potential users. The research instrument included BK experts instruments, media experts instrumen and scale of procrastination. Data analysis techniques used an interater agreement. The results show that the results from BK have a validity index 0,73 "medium" category, from media experts is 1 category "very high", and from prospective users is 1 "very high" category. It can be concluded that the developed guide meets the product acceptance criteria.</p><p class="Abstract"><strong>Abstrak:</strong><em> </em>Tujuan dalam penelitian ini adalah menghasilkan produk panduan pelatihan yang memenuhi kriteria keberterimaan. Penelitian ini menggunakan rancangan penelitian Borg & Gall. Data yang diperoleh berupa data kuantitatif mencakup aspek ketepatan, kegunaan, kemenarikan, dan kelayakan. Subjek penelitian yaitu ahli BK, ahli media, dan calon pengguna. Instrumen penelitian yang digunakan mencakup instrumen uji ahli BK, uji ahli media dan skala prokrastinasi. Teknik analisis data menggunakan <em>interater agreement.</em> Hasil uji lapangan menunjukkan hasil penilaian dari ahli BK memiliki indeks validitas sebesar 0,73 kategori “sedang”, dari ahli media yaitu 1 kategori “sangat tinggi”, dan dari calon pengguna yaitu 1 kategori “sangat tinggi”. Dapat disimpulkan bahwa panduan yang dikembangkan telah memenuhi kriteria keberterimaan produk.</p></td></tr></tbody></table></div>
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Ram, S. Sai. "A STUDY OF STRUGGLE IN VERSATILITY IN TABLA PERFORMANCE." ShodhKosh: Journal of Visual and Performing Arts 3, no. 1 (May 7, 2022): 218–23. http://dx.doi.org/10.29121/shodhkosh.v3.i1.2022.77.
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Tabla is the most versatile among percussion instruments today. The challenge that it meets till date is the recognition that Tabla has in terms of a Solo instrument. Although acclaimed worldwide for its versatility, yet the role of Tabla as a Solo instrument remains undefined at large. The tabla player today occupies a decent place on stage during accompaniment and exhibits the art, at times with his repertoire, especially when he accompanies to instrumental music. The rich repertoire of Tabla, which is learnt through life finds its expression only through solo performances, but this is confined only to the elite artists. There is no denial to the fact that Tabla is basically an accompanying instrument. Accompaniment is a beautiful art and every tabla artist should be an able accompanist. In fact, the art of accompaniment does need a better craftsmanship and a greater aesthetic sense than the art of tabla solo presentation. Given to these facts, the repertoire of tabla finds complete expression only during a solo performance. The collection of compositions of tabla from the masters of yesteryears is huge, and how many tabla players are able to put it across the listeners, even a meagre part of what they have learnt in the lineage? And the truth is that the Tabla is the primary accompanying instrument in North Indian classical, fusion and light music today. This is the struggle in its versatility. The music fraternity and the organizers need to ponder over this and improve their endeavors to promote Tabla more, as a solo instrument also.
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GHAREB, Mazen, Hawraman KARIM, Shvan SALIH, and Hiwa HASSAN. "SOCIAL MEDIA AND SOCIAL RELATIONSHIPS: A CASE STUDY IN KURDISTAN SOCIETY." Applied Computer Science 14, no. 3 (September 30, 2018): 31–42. http://dx.doi.org/10.35784/acs-2018-19.
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These days, Social Media which is includes (Facebook, Instagram, Twitter, Linkedin) is an extremely well known social correspondence media. Individuals use Social Media to express their musings, thoughts, sonnets, and distresses on them. In the period of data superhighway, greater part of the young people are not sharing their challenges, issues, irregularity, powerlessness and disappointment with their folks in Kurdistan of Iraq. Be that as it may, they share with their companions on Social Media. Hence, their companions are making remarks, giving havens and affections to them. Because of absence of instruction and encounters on innovation, gatekeepers in Kurdistan don't know about the correspondences and addictions on social Medias. In this manner, there are producing holes in social relationships in the community. In this paper, a review has based and finding the effect of social media on personal and community relationships. Calculation dissects the practices of youngsters' by gathering data from a survey. Guardians and educators conclusions are additionally viewed as about the exercises of understudies on home and foundations. Here, age cutoff points of focused adolescents are somewhere in the range of 16 and 60. From this investigation, powerless connection amongst guardians and their adolescent youngsters have been taken note. The significant issue was that teenagers are investing more energy on social media and guardians need them to the table amid contemplate time and educational time.
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Vasheghani Farahani, Mehrdad, Omid Rezaei, and Milad Masoomzadeh. "Explicit and implicit teaching Persian language structures and editing methods and translation performance of Iranian undergraduate translation students." Journal of Applied Research in Higher Education 11, no. 4 (October 14, 2019): 926–40. http://dx.doi.org/10.1108/jarhe-11-2018-0240.
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Purpose The purpose of this paper (experimental–comparative research) is to investigate the possible impacts of explicit and implicit teaching Persian structures and editing methods on the translation performance of the Iranian undergraduate translation students. Design/methodology/approach This research enjoyed a quasi-experimental design. A quasi-experimental research design was used in this research, as it was impossible to assign random sampling to the subjects. In addition, this research was a comparative group study as there were two experimental groups with two different treatments and one control group with placebo. Table I represents the design of the research. Findings The results showed that before the treatment there were no significant differences between three groups in terms of translation performance; however, after treatment, the results indicated a statistically significant difference between two experimental groups and treatment group. Moreover, explicit instruction yielded more positive results than the implicit group. Originality/value Although research in the field of translation assessment and quality in relation to target language are prevalent and in spite of the abundance of research in the field of implicit/explicit instructions in second language teaching and learning, there is no research (to the best knowledge of authors) which looks at translation performance from teaching structures and editing methods of target language perspective with the focus of explicit and implicit (in an English–Persian context).
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Badaruddin, St. Hajar L, and Nurhamida Hamma. "The Applying of Cognitive Strategy Instruction in Writing (CSIW) To Increase the students’ Writing Abilities." EDUVELOP 5, no. 2 (March 30, 2022): 84–91. http://dx.doi.org/10.31605/eduvelop.v5i2.1456.
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This research is based on students' problems related to learning English, especially writing English. this is due to the very poor quality of their writing. therefore, the purpose of this study was to find out whether the use of strategy CSIW in learning English can help improve students' writing skills in class X TITL B SMK Negeri 2 Parepare.
The researcher applied a pre-experimental method using a one-group pre-test and post-test design, using the sample X TITL B, which consisted of 36 students from SMK Negeri 2 Parepare by using cluster sampling of 72 students from the population.
The results of the data analysis showed that the students' writing ability increased significantly. This is indicated by the average score of students from the pre-test results (48.77) and the average score of students from the post-test is 80.03. This indicated that the writing ability of students in class X TITL B at SMK Negeri 2 Parepare has progressed by the use of the strategy CSIW to improve students' descriptive writing skills. This is proved by the t-test value (3.11) which is higher than the t-table value (1.689).
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Kloda, Lorie Andrea. "Undergraduate students do not understand some library jargon typically used in library instruction." Evidence Based Library and Information Practice 1, no. 1 (March 15, 2006): 83. http://dx.doi.org/10.18438/b8qp4p.
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A review of:
Hutcherson, Norman B. “Library Jargon: Student Recognition of Terms and Concepts Commonly Used by Librarians in the Classroom.” College and Research Libraries 65.4 (July 2004): 349-54.
Objective – To determine students’ level of recognition for 28 commonly used terms in library instruction.
Design – Survey, multiple-choice questionnaire.
Setting – Large state university library in the United States (this is assumed from the author’s current affiliation).
Subjects – 300 first- and second-year university students enrolled in a library skills course between September 2000 and June 2003.
Methods – Two 15-question multiple-choice questionnaires were created to verify students’ understanding of 28 terms commonly used in library instruction, or “library jargon”. Each questionnaire included 12 unique terms and, in order to ensure consistency between questionnaire results, three common terms. For each question, a definition was provided and four terms, including the correct one, were offered as possible answers. Four variants of each survey were developed with varied question and answer order. Students who completed a seven-week library skills lab received one of the two questionnaires. Lab instructors explained the objective of the survey and the students completed them in 10 to 15 minutes during class time. Of the 300 students enrolled in the lab between September 2000 and June 2003, 297 returned completed questionnaires. The researcher used Microsoft Excel to calculate descriptive statistics, including the mean, median, and standard deviation for individual questionnaires as well as combined results. No demographic data were collected.
Main results – The mean score for both questionnaires was 62.31% (n=297). That is, on average, students answered 9.35 out of 15 questions correctly, with a standard deviation of +-4.12. Students were able to recognize library-related terms to varying degrees. Terms identified correctly most often included: plagiarism (100%), reference services (94.60%), research (94.00%), copyright (91.58%), and table of contents (90.50%). Terms identified correctly the least often included: Boolean logic (8.10%), bibliography (14.90%), controlled vocabulary (18.10%), truncation (27.70%), and precision (31.80%). For the three terms used in both questionnaires, results were similar.
Conclusion – The results of this study demonstrate that terms used more widely (e.g. plagiarism, copyright) are more often recognized by students compared with terms used less frequently (e.g. Boolean logic, truncation). Also, terms whose meanings are well-understood in everyday language, such as citation and authority, may be misunderstood in the context of library instruction. For this reason, it can be assumed that students may be confused when faced with this unfamiliar terminology. The study makes recommendations for librarians to take measures to prevent misunderstandings during library instruction such as defining terms used and reducing the use of library jargon.
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Oktaviyanthi, Rina. "The Influence of the Model Problem Based Instruction On Mathematical Problem-Solving Skills of Students On the Material Perform the Operation Form of Algebra." International Journal Of Humanities Education and Social Sciences (IJHESS) 1, no. 1 (August 9, 2021): 15–23. http://dx.doi.org/10.55227/ijhess.v1i1.32.
Full textAbstract:
perform the operation form of the algebra. The purpose of this study is to determine whether the ability of mathematical problem solving of students who obtained learning using the model of Problem Based Instruction is better than on mathematics problem solving ability of students who obtained learning using the conventional method of learning and how students ' attitudes towards learning mathematics using the model of Problem Based Instruction. The instruments used are : (1) Test the ability of early mathematics, (2) Test the ability of mathematical problem solving, (3) the response of students, (4) the observation Sheet. The instrument has met the terms validity and reliability coefficient of r_xy= 0,86 and t_hitung= 9,383. This type of research is quasi-experiment. Sample experiment 32 students, a control sample of 32 students random sampling. The object of research: problem-solving abilities. The research Data the initial test, final test and questionnaire of students ' attitudes.Of the research problem solving obtained F_(count )= 8,79 > F_(table )= 4,15 there are differences in the improvement of mathematics problem solving ability of students who are given the PBI compared with students who were given the PMK. Conclusion : There is the influence of problem-solving ability of mathematics students who received problem-based learning model (Problem Based Intruction) is better than the mathematics problem solving ability of students who obtain a model of conventional teaching.