Artículos de revistas sobre el tema "SAT reasoning test"

124 freshmen entering engineering were administered the College Major Interest Indicator, Adjective Checklist (personality), Ship Destination Test (symbolic reasoning), and the Logical Reasoning test (verbal reasoning) to identify what combination of variables would best predict the first semester's GPA. Scores on these tests along with SAT-Verbal and Mathematics scores were used in a series of multiple regression analyses. Personality test scores alone were the best predictors of GPA ( r = .78).

AbstractAbstract solvers are a method to formally analyze algorithms that have been profitably used for describing, comparing and composing solving techniques in various fields such as Propositional Satisfiability (SAT), Quantified SAT, Satisfiability Modulo Theories, Answer Set Programming (ASP), and Constraint ASP.In this paper, we design, implement and test novel abstract solutions for cautious reasoning tasks in ASP. We show how to improve the current abstract solvers for cautious reasoning in ASP with new techniques borrowed from backbone computation in SAT, in order to design new solving algorithms. By doing so, we also formally show that the algorithms for solving cautious reasoning tasks in ASP are strongly related to those for computing backbones of Boolean formulas. We implement some of the new solutions in the ASP solver wasp and show that their performance are comparable to state-of-the-art solutions on the benchmark problems from the past ASP Competitions.

The SAT (Scholastic Aptitude Test) has become a part of our culture, a constant measure, a rite of passage. It has served its purpose well - to assist in the prediction of academic performance during the freshman year of college. During the 1993-94 school year, however, the College Board will change the SAT by introducing the SAT I: Reasoning Tests, the SAT II: Subject Tests, and the Preliminary SAT/National Merit Scholarship Qualifying Test. This array of assessment instruments, builds on the heritage of its predecessors, but also makes some new departures. This presentation looks at the context and process which informed decisions to change the tests, describes those changes and what they will mean, and then looks ahead to the future.

AbstractSeveral hundred thousand intellectually talented 12-to 13-year-olds have been tested nationwide over the past 16 years with the mathematics and verbal sections of the Scholastic Aptitude Test (SAT). Although no sex differences in verbal ability have been found, there have been consistent sex differences favoring males in mathematical reasoning ability, as measured by the mathematics section of the SAT (SAT-M). These differences are most pronounced at the highest levels of mathematical reasoning, they are stable over time, and they are observed in other countries as well. The sex difference in mathematical reasoning ability can predict subsequent sex differences in achievement in mathematics and science and is therefore of practical importance. To date a primarily environmental explanation for the difference in ability has not received support from the numerous studies conducted over many years by the staff of Study of Mathematically Precocious Youth (SMPY) and others. We have studied some of the classical environmental hypotheses: attitudes toward mathematics, perceived usefulness of mathematics, confidence, expectations/ encouragement from parents and others, sex-typing, and differential course-taking. In addition, several physiological correlates of extremely high mathematical reasoning ability have been identified (left-handedness, allergies, myopia, and perhaps bilateral representation of cognitive functions and prenatal hormonal exposure). It is therefore proposed that the sex difference in SAT-M scores among intellectually talented students, which may be related to greater male variability, results from both environmental and biological factors.

The Social Attribution Task-Multiple Choice (SAT-MC) uses a 64-second video of geometric shapes set in motion to portray themes of social relatedness and intentions. Considered a test of “Theory of Mind,” the SAT-MC assesses implicit social attribution formation while reducing verbal and basic cognitive demands required of other common measures. We present a comparability analysis of the SAT-MC and the new SAT-MC-II, an alternate form created for repeat testing, in a university sample (n=92). Score distributions and patterns of association with external validation measures were nearly identical between the two forms, with convergent and discriminant validity supported by association with affect recognition ability and lack of association with basic visual reasoning. Internal consistency of the SAT-MC-II was superior (alpha = .81) to the SAT-MC (alpha = .56). Results support the use of SAT-MC and new SAT-MC-II as equivalent test forms. Demonstrating relatively higher association to social cognitive than basic cognitive abilities, the SAT-MC may provide enhanced sensitivity as an outcome measure of social cognitive intervention trials.

We conducted two studies to replicate and extend, as well as test, the limits of previous findings regarding an apparent disconnect between scientific-reasoning skills in psychological science, on the one hand, and scores on standardized tests of general intelligence, on the other. In Study 1, we examined whether this disconnect would extend beyond psychological science to additional sciences as well, such as nutrition and agriculture. The results did indeed extend, suggesting that scientific reasoning across various natural sciences is comparable to scientific reasoning in psychological science, but different in kind from the reasoning required on conventional standardized tests. In Study 2, we examined whether these findings were linked to the format of presentation of scientific problems. Whereas real scientific-reasoning problems are open-ended, standardized tests tend to use multiple-choice format. We discovered that using multiple-choice format did indeed result in an apparently closer relation of the scientific-reasoning tests to two of the conventional ability measures (SAT Reading and Number Series) but not to two other tests (Letter Sets and SAT Math). Thus, one can increase the correlations of scientific-reasoning tests with at least some standardized ability tests but at the cost of content validity and ecological validity.

The main objective of the present pilot study was to construct and standardize a Scientific Aptitude Test (SAT) for the secondary school science students (Grade 9 and 10). The test items (30 questions) were prepared by the researchers based on the five important aspects in scientific thinking such as Analogy, Scientific reasoning, Numerical ability, Logical reasoning and Comprehension based questions. A test of multiple choice items were used as a data collection instrument in the six different schools in the selected districts in Tamilnadu, India. The computer based Microsoft excel spreadsheet (2007) was prepared to document the obtained score and the same used for statistical analysis. Through recent method of item analysis, Cronbach’s Alpha values were computed using IBM SPSS software. The reliability coefficients were found 0.874(Spearman-Brown) and 0.672(Guttmann Split-Half). Hence, the present pilot study revealed that the scientific aptitude test for secondary students to ignite their scientific temper and also useful in preparing future competitive examinations.Int. J. Soc. Sci. Manage. Vol-3, issue-1: 17-21

The results of the PISA in 2018 where Indonesia take place 72th of 79th country. One of the factors is the learning that has not pay attention to aspects of students' mathematical reasoning abilities. RME approach is emphasize on creative thought process and involves student’s reasoning abilities.This research aims to determine the influence of the Indonesia’s Realistic Mathematics Education approach on mathematical reasoning abilities students grade V on geometry lesson. The type of this research is one group pretest posttest design. The population consisted of 86 student who sat in class IV, V and VI then selected 12 children from class V as a sample that was given treatment with the RME approach. Technique to collect data using tests, interview, and questionnaires.The results of data analysis showed that students' mathematical reasoning increased from a pretest score 64 increased at posttest to 80. Then using analyze of paired sample t-test with ? = 0.05 obtained tcount = 7.881 > ttable = 2.201 so that H0 is rejected and Ha is accepted. Then it can be concluded that the Indonesia’s Realistic Mathematics Education approach is influence to the mathematical reasoning abilities of students grade V on geometry lesson.

This study aims to examine the effect of compensation schemes, self efficacy and moral reasoning on slack budgeting. In this study the hypothesis is proposed that in the slack inducing compensation scheme the slack budgeting will be greater than using the truth inducing compensation scheme, then managers with low self efficacy will do slack budgeting compared to those with high self efficacy. It is also proposed that the individual with low moral reasoning will do slack budgeting rather than the individual with high moral reasoning. The research design in this study was a quasi 2 x 2 laboratory experiment, with Accounting students who had sat in the 5th semester of Padang State University as lower level managers who participated in budgeting. The statistical method used to test the hypothesis is two-way ANOVA. This study provides results that the compensation scheme can affect slack budgeting actions, self efficacy has no effect on slack budgeting actions, and the interaction between slack inducing compensation schemes with low self efficacy has no effect on slack budgeting actions. Moral reasoning affects slack budgeting actions, and at lower level managers who have low levels of moral reasoning and low levels of self efficacy, interactions with slack inducing compensation schemes affect slack budgeting actions. The results of this study can contribute in the management accounting literature related to budgetary slack and its causal factors. Keyword: Slack Budgeting, Compensation Schemes, Self Efficacy, and Moral Reasoning.

In the last two decades, modal and description logics have been applied to numerous areas of computer science, including knowledge representation, formal verification, database theory, distributed computing and, more recently, semantic web and ontologies. For this reason, the problem of automated reasoning in modal and description logics has been thoroughly investigated. In particular, many approaches have been proposed for efficiently handling the satisfiability of the core normal modal logic K(m), and of its notational variant, the description logic ALC. Although simple in structure, K(m)/ALC is computationally very hard to reason on, its satisfiability being PSPACE-complete. In this paper we start exploring the idea of performing automated reasoning tasks in modal and description logics by encoding them into SAT, so that to be handled by state-of-the-art SAT tools; as with most previous approaches, we begin our investigation from the satisfiability in K(m). We propose an efficient encoding, and we test it on an extensive set of benchmarks, comparing the approach with the main state-of-the-art tools available. Although the encoding is necessarily worst-case exponential, from our experiments we notice that, in practice, this approach can handle most or all the problems which are at the reach of the other approaches, with performances which are comparable with, or even better than, those of the current state-of-the-art tools.

In many nations, grades and standardized test scores are used to select students for programs of scientific study. We suggest that the skills that these assessments measure are related to success in science, but only peripherally in comparison with two other skills, scientific creativity and recognition of scientific impact. In three studies, we investigated the roles of scientific creativity and recognition of scientific impact on scientific thinking. The three studies described here together involved 219 students at a selective university in the Northeast U.S. Participants received assessments of scientific creativity and recognition of scientific impact as well as a variety of previously used assessments measuring scientific reasoning (generating alternative hypotheses, generating experiments, drawing conclusions) and the fluid aspect of general intelligence (letter sets, number series). They also provided scores from either or both of two college-admissions tests—the SAT and the ACT—as well as demographic information. Our goal was to determine whether the new tests of scientific impact and scientific creativity correlated and factored with the tests of scientific reasoning, fluid intelligence, both, or neither. We found that our new measures tapped into aspects of scientific reasoning as we previously have studied it, although the factorial composition of the test on recognition of scientific impact is less clear than that of the test of scientific creativity. We also found that participants rated high-impact studies as more scientifically rigorous and practically useful than low-impact studies, but also generally as less creative, probably because their titles/abstracts were seemingly less novel for our participants. Replicated findings across studies included the correlation of Letter Sets with Number Series (both measures of fluid intelligence) and the correlation of Scientific Creativity with Scientific Reasoning.

Rauscher, Shaw, and Ky in 1993 found that listening to a Mozart sonata temporarily enhanced performance on the spatial reasoning task from the Stanford-Binet scale. The present study was designed to replicate those results using the Revised Minnesota Paper Form Board Test. 30 women and 21 men were randomly assigned to one of two conditions. In one condition, subjects listened to a Mozart sonata for 10 min., while in the control condition subjects meditated in silence for 10 min. Immediately following these manipulations all subjects worked on the spatial task, the Revised Minnesota Paper Form Board Test, for 10 minutes. After factoring out SAT scores and gender, there was no significant difference in the mean test scores for the two groups. The results are discussed in terms of Gustafsson's 1984 factor analysis of intellectual abilities in which he identified three separate visuospatial factors. The task used here may have had a substantially different factor loading than the dependent variable used by Rauscher and associates.

ObjectiveTo determine whether scores on two undergraduate admissions tests (BioMedical Admissions Test (BMAT) and University Clinical Aptitude Test (UCAT)) predict performance on the postgraduate Membership of the Royal Colleges of Physicians (MRCP) examination, including the clinical examination Practical Assessment of Clinical Examination Skills (PACES).DesignNational cohort study.SettingDoctors who graduated medical school between 2006 and 2018.Participants3045 doctors who had sat BMAT, UCAT and the MRCP.Primary outcome measuresPassing each section of the MRCP at the first attempt, including the clinical assessment PACES.ResultsSeveral BMAT and UCAT subtest scores displayed incremental predictive validity for performance on the first two (written) parts of the MRCP. Only aptitude and skills on BMAT (OR 1.34, 1.08 to 1.67, p=0.01) and verbal reasoning on UCAT (OR 1.34, 1.04 to 1.71, p=0.02) incrementally predicted passing PACES at the first attempt.ConclusionsOur results imply that the abilities assessed by aptitude and skills and verbal reasoning may be the most important cognitive attributes, of those routinely assessed at selection, for predicting future clinical performance. Selectors may wish to consider placing particular weight on scales assessing these attributes if they wish to select applicants likely to become more competent clinicians. These results are potentially relevant in an international context too, since many admission tests used globally, such as the Medical College Admission Test, assess similar abilities.

The study developed, validated, and standardised a statistical literacy test for university undergraduates in Cross River State, Nigeria. Five research questions were raised to guide this study. The study adopted an instrumentation design. A stratified sampling technique was used to select a total of 753 respondents from a population of 4705 students. Three instruments were used to collect data: the Statistical Literacy Test (SLT), the Statistical Reasoning Test (SRT), and the Statistical Anxiety Test (SAT). Descriptive statistics (means and simple percentages), correlational analysis, and the factor analytical technique were used to analyse the data collected. The result showed that only 25 items survived the last item assessment. The instrument was found to have strong construct validity as the items in the correlation matrix were all positively correlated. The statistical literacy scale showed convergence with statistical reasoning but diverged with statistical anxiety. The reliability of the instrument was found to be high as the coefficients of the scale were 0.81, 0.77, and 0.78 respectively, and it was adjudged reliable. Based on the findings of the study, it was concluded that the instrument was valid and reliable. Thus, it was recommended that students' skills in statistics should not just be on the computational aspect but on the utilisation of statistical knowledge. Statistics lecturers should emphasise statistical literacy to help students reason and think statistically, and the instrument should be widely distributed for use by researchers and psychometricians. Received: 16 August 2022 / Accepted: 28 October 2022 / Published: 5 November 2022

This study proposes a typology of abilities tested by university entrance examinations with types of knowledge (experiential versus academic) and objective (instrumental versus value) as indices. Four types of abilities are extracted: generic, communal, nomothetic, and political. The proposed typology is examined by past questions on literature subject exams in four countries. The analysis reveals that the sat in the United States measures effective reasoning for versatile application, whereas the National Center Test in Japan examines the ability to infer human emotions for the creation of inner-community. The Iranian konkur tests the understanding of universal laws for guiding principle in life and French baccalauréat tests the mastery of dialectical procedure for innovation. Entrance examinations reveal the types of abilities and attitude each society values. The proposed typology aids in understanding their qualitative differences, which past studies were unable to elucidate.

The goal of this research is an examination of the degree of development of hypothetical-deductive reasoning in general high schools (?gymnasiums?) in the Republic of Serbia. Hypothetical-deductive reasoning is one of the categories of scientific reasoning that can be measured by the Lawson test. The main characteristic of this reasoning is the indication of the degree of development of abstract thinking in adolescents. Adolescents who have developed this method of reasoning can "operate" statements, establish complex relationships among them, and combine them in a systematic way by reaching a set of all possible combinations. Hypothetical-deductive reasoning is especially important during experiments in physics teaching. It is therefore important to examine how many students have reached this level of reasoning, and find a way to increase the level of scientific reasoning of students. The research involved 654 high school students from Novi Sad and Backa Palanka. The results of the study showed that around 13% of gymnasiums answered correctly all questions related to hypothetical-deductive reasoning. The obtained data indicate that for most students, hypothetical-deductive reasoning has not been developed. The paper presents the way in which hypothetical-deductive reasoning can be developed or stimulated.

Integration of teaching subject of plant structure into plant function using nested model aimed to improve student thinking skills when they are receiving information with high interconnection causing cognitive load. To facilitate the thinking skills especially on either inductive or deductive are required a learning model that can decrease cognitive load when the students receiving information caused by the teaching method (extranous load). This research using pre-experimental method with One Group Pre test – Post Test design. Participants of this study were 22 students have took Plant Anatomy Course in previous semester. There are two main data collected in this study, qualitative and quantitative data. Qualitative data were gathered using documents collected from student tasks. Quantitative data were collected using paper and pencil test containing 30 items test measuring students’ reasoning skills about plant physiology comprehensively. The result shows that after learning using nested type student thinking skills were increased especially in inductive reasoning. Most students had thinking skill and analysis information skill categorized by good criteria. The reasoning skills of 68 % students had categorized by good criteria and only 32% of students had reasoning skills belong to sufficient criteria. The experiment design skills of 65% students were be affiliated with good criteria. We found that no more than 35% students should be guided during they do the tasts covering experimental design skills.Integrasi Struktur pada Fungsi Tumbuhan menggunakan model nested bertujuan untuk meningkatkan keterampilan berpikir mahasiswa. Model ini diperlukan pada saat mahasiswa menerima informasi dengan interkoneksi tinggi, yang dapat menimbulkan beban kognitif. Untuk memfasilitasi keterampilan berpikir terutama penalaran baik induktif maupun deduktif diperlukan adanya model pembelajaran yang dapat menurunkan beban kognitif pada saat mahasiswa menerima informasi. Penelitian ini menggunakan metode pre-eksperimen dengan desain One Group Pre test – Post Test. Subjek dalam penelitian ini terdiri dari 22 mahasiswa yang telah mengikuti mata kuliah Anatomi Tumbuhan. Pengumpulan data dilakukan secara kualitatif dan kuantitatif. Data kualitatif dikumpulkan dari tugas mahasiswa pada saat melakukan analisis informasi dan angket untuk mengetahui beban kognitif mahasiswa pada saat menerima informasi ketika implementasi pembelajaran. Data kuantitatif dikumpulkan dari hasil tes penalaran yang terdiri dari 30 soal pilihan berganda beralasan. Hasil penelitian menunjukan adanya peningkatan yang signifikan pada keterampilan berpikir terutama penalaran induktif setelah diterapkan pembelajaran model nested. Sebagian besar mahasiswa memiliki keterampilan berpikir dan menganalisis informasi dengan kategori baik. Kemampuan penalaran mahasiswa sebesar 68 % termasuk dalam kriteria baik dan 32% termasuk dalam kriteria cukup. Kemampuan merancang eksperimen mahasiswa sebesar 65% termasuk dalam kriteria baik. Hanya 35% mahasiswa yang masih memerlukan bimbingan dalam mengerjakan tugas-tugas yang terkait dengan keterampilan merancang penelitian.

<p><strong>Abstract:</strong> This research aims to analyze the students scientific reasoning ability in physics learning. The sample was 32 students of 10^th grade in Public Senior High School 7 Malang. The instrument test is two tiers with 13 questions. The result shows that there are differences between students scientific reasoning score before and after interactive demonstration learning with formative assessment. In pretest, the students scientific reasoning scores were low, 25 students were at level of concrete reasoning and 9 students were at initial transition level. When the posttest, scientific reasoning score has increased, 10 students at concrete reasoning level, 15 students at the initial transition level, 8 students are at final transition level, and 1 student reach the level at formal reasoning level. Teacher need to give the innovative learning strategies that can improve student’s scientific reasoning. <strong></strong></p><p><strong>Abstrak:</strong><em> </em>Penelitian ini bertujuan untuk mengetahui kemampuan penalaran ilmiah siswa pada pembelajaran <em>interactive demonstration</em><strong><em> </em></strong>disertai <em>formative assessment</em>. Sampel yang digunakan yaitu 34 siswa pada kelas <strong>X</strong> IPA di SMA Negeri 7 Malang. Instrumen yang digunakan berupa tes <strong><em>Two Tiers</em> </strong>dengan 13 pertanyaan. Hasil penelitan menunjukkan bahwa terdapat perbedaan antara penalaran ilmiah siswa sebelum dan setelah dilakukan pembelajaran <em>interactive demonstration</em><strong><em> </em></strong>disertai<strong> </strong><em>formative assessment</em>. Pada saat <em>pretest </em>skor penalaran ilmiah siswa rendah yaitu 25 siswa berada pada tingkat penalaran konkret dan sembilan siswa berada pada tingkat transisi awal. Saat <em>posttest </em>skor penalaran ilmiah mengalami peningkatan yaitu 10 siswa pada tingkat penalar konkret, 15 siswa pada tingkat transisi awal, <strong>8</strong> siswa berada tingkat transisi akhir hingga ada seorang yang mencapai tingkat penalaran formal. Guru perlu memberikan strategi pembelajaran inovatif yang dapat memperbaiki penalaran ilmiah siswa.</p>

Numerous researchers emphasized the connection between mathematics and physics, as well as the pupil's lack of linking knowledge gained within these subjects. In this paper, examples of the connection between mathematics and physics will be examined by the scientific reasoning test and the initial test created for this research. In the research related to the initial knowledge and scientific research, 235 students of the first and second grade of gymnasiums in Novi Sad and Backa Palanka participated. The results of the research have shown that most of the students did not correctly answer questions related to reasoning based on proportions. The obtained result points to the pupil's misunderstanding of the notion of the smallest interval of an instrument, that is, the value of an instrumental error, which is the basis of the correct reading of the experimental results in the teaching of physics. From the point of view of physics, it is important for pupils to point out the mistakes they have made in concluding, in order to correct their claims and the exact information associated with existing ones in longterm memory.

sebab ia menjadi faktor yang menentukan kelangsungan hidup suatu bangsa. Suatu bangsa akan mengalami kehancuran jika masyarakatnya mengalami penyakit moral yang akut. Oleh sebab itu, pendidikan moral atau akhlak kepada peserta didik menjadi suatu keharusan dan saat ini telah menjadi program inti pendidikan di hampir semua negara. Tetapi efektivitas pembelajaran moral sering dipertanyakan disebabkan banyaknya penyimpangan moral peserta didik, seperti perilaku curang, mabuk-mabukan, tawuran, pergaulan bebas dan sebagainya. Penelitian ini bermaksud mengujicobakan model pembelajaran akhlak berbasis teori kognitif dalam meningkatkan penalaran moral peserta didik. Sengaja dipilih domain penalaran sebab ia memiliki kontribusi terhadap tindakan moral seseorang, atau dengan kata lain penalaran moral seseorang mempengaruhi tindakan moralnya. Semakin tinggi penalaran moral seseorang, semakin tinggi pula tindakan moralnya. Penelitian ini dilaksanakan secara kuantitatif dengan metode eksperimen dan menggunakan rancangan one group pre-post test design. Hasil penelitian menunjukkan adanya perbedaan yang signifikan penalaran moral siswa sebelum dan sesudah eksperimen yang dibuktikan dengan nilai p < 0,05. Dengan demikian dapat disimpulkan bahwa model pembelajaran akhlak berbasis kognitif memiliki pengaruh nyata terhadap peningkatan penalaran moral peserta didik.

<p>This study’s aim was to find misconception pattern on partial salt hydrolysis on eleventh grade student science major at SMA Negeri 2 Sukoharjo. Misconception was identified using two-tier diagnostic test completed with CRI supported by observation on learning process also interview. Two-tier diagnostic test composed of 16 questions. The approach of this study was qualitative description which was held in February-June 2018. The subject of this study were the eleventh grade students class IPA 1 and IPA 4 as many as 72 students. According to the result showed that there was misconception on almost every concept’s part. Based on the student answer analysis result shows if the pH, relative atomic mass, and volume were known student were having biggest misconception on counting salt’s mass are, 75%. The reason of misconception that occurs on partial salt hydrolysis is come from the student it self that is student’s uncomplete reasoning pattern.</p>

Penelitian ini merupakan penelitian kualitatif yang bertujuan untuk mendeskripsikan penalaran proporsional siswa smp laki-laki dan perempuan dalam menyelesaikan masalah matematika. Subjek penelitian terdiri dari siswa laki-laki dan perempuan kelas IX SMPN 2 Bangsal Mojokerto. Penelitian ini dimulai dengan memberikan Tes Kemampuan Matematika (TKM) untuk mendapatkan dua subjek dengan kemampuan matematika yang setara. Kemudian dilanjutkan dengan pemberian Tugas Penalaran Proporsional (TPP) dan wawancara. Pengecekan keabsahan data menggunakan triangulasi waktu. Hasil penelitian ini menunjukkan bahwa siswa laki-laki dan perempuan menunjukkan aktivitas penalaran proporsional pada komponen 1) memahami kovariasi, 2) mengenali situasi proporsional dan non-proporsional, 3) mengaplikasikan strategi multiplikatif dan 4) memahami syarat penggunaan rasio, pada saat menyelesaikan masalah jenis missing value. Kemudian untuk jenis masalah numerical comparison diperoleh hasil bahwa hanya siswa laki-laki yang menunjukkan aktivitas penalaran proporsional sedangkan siswa perempuan mengenali bahwa jenis masalah tersebut merupakan situasi non-proporsional.This research is a qualitative research which aimed to describe the proportional reasoning of male and female students on solving mathematical problems. The subject of this research are two students, they are male and female students at IX grade of SMPN 2 Bangsal Mojokerto. This study begins by giving the Mathematical Ability Test (TKM) to get two subjects with similar mathematical abilities and then it continued with Proportional Reasoning Task (TPP) and interviews. The checking of the data validity using triangulation of time. The results of this study showed that in the reasoning of proportional component, there is activity of the male and female students in 1) understand covariation, 2) recognize proportional and non-proportional situations, 3) apply multiplicative strategies and 4) understand terms of use of ratios, when resolving type problems "missing value". For the type of "numerical comparison" problem, only male student showed proportional reasoning activities whereas female students recognize that the type of problem as a non-proportional situation.

Penalaran matematis merupakan salah satu aspek penting yang sangat dibutuhkan peserta didik dalam mempelajari matematika. Berbagai upaya telah dilakukan untuk meningkatkan kemampuan penalaran matematis peserta didik, salah satunya dengan penerapan model pembelajaran Reciprocal Teaching. Penelitian ini merupakan penelitian deskriptif kuantitatif yang bertujuan untuk mengetahui proses pembelajaran dan kemampuan penalaran matematis peserta didik melalui penerapan model pembelajaran Reciprocal Teaching pada materi bangun datar segiempat di kelas VII. Subjek penelitian ini adalah 34 peserta didik kelas VII.5 yang berasal dari SMP Negeri 13 Palembang. Data dikum­pulkan menggunakan observasi dan tes. Data yang diperoleh dalam penelitian ini adalah data hasil observasi kegiatan peserta didik pada saat diterapkan model pembelajaran Reciprocal Teaching dan data hasil tes untuk melihat kemampuan penalaran matematis peserta didik setelah diterapkan model pembelajaran Reci­procal Teaching. Analisis data dilakukan secara deskriptif kuantitatif. Hasil pene­litian menun­jukkan bahwa (1) keaktifan peserta didik selama diterapkan model pembelajaran Reciprocal Teaching berada pada kategori “sangat aktif” dengan persentase rata-rata 88,71%; (2) kemampuan penalaran matematis peserta didik setelah diterapkan model pembelajaran Reciprocal Teaching berada pada kategori “cukup” dengan rata-rata skor sebesar 67,89.Kata kunci: Pembelajaran Reciprocal Teaching, penalaran matematis, pembelajaran matematika Applying of reciprocal teaching-learning model viewed from students’ mathematical reasoning on the quadrilateral matter AbstractThe mathematical reasoning was one of the important aspects that students need in learning mathematics. Various efforts have been made to improve students’ mathematical reasoning skills, one of which was the application of the Reciprocal Teaching learning model. This research was a quantitative descriptive research that aims to explain the process of learning implementation and student’s mathematical reasoning ability by using the Reciprocal Teaching learning model on the quadrilateral matter in class VII. The subjects of this research were 34 students of class VII.5 from SMP (Junior High School) Negeri 13 Palembang, South Sumatera, Indonesia. Data were collected using observations and tests. The data obtained in this research were the observation data of students activities when applied the Reciprocal Teaching learning model and the test results data to see students’ mathematical reasoning abilities after applying the Reciprocal Teaching learning model. The results of research showed that (1) student activity during applying the Reciprocal Teaching learning model was in the “very active” category with an average percentage of 88.71%; (2) students’ mathematical reasoning abilities after applying the Reciprocal Teaching learning model was in the “enough” category with an average score of 67.89.

Abstract : Excessive use of the internet can interfere with health so that it will be classified as internet addiction (internet addiction) which can have an impact on the health of users and their social life. A solution is needed for the increasing growth rate of internet users every year, especially in Indonesia. Until now, there are no findings or an application for diagnosing internet addiction that can be used in general so that it can reduce the intensity of surfing in cyberspace. Therefore, for the initial stage it is necessary to have an application that can diagnose the initial internet addiction. By utilizing computer programming algorithms such as PHP and supported by inference engines such as Case Based Reasoning (CBR) so that it can replace an expert to be able to diagnose early symptoms by utilizing a knowledge base such as symptoms or facts about a disease, especially internet addiction. Based on the test results, the system designed can provide predictive values about internet addiction, then the machine will perform a search and issue the results of the diagnosis and the best possible solution. Keywords: Expert System; Case Based Reasoning; Internet Addiction. Abstrak : Penggunaan internet yang berlebihan dapat mengganggu kesehatan sehingga akan tergolong dalam internet addiction (kecanduan internet) yang dapat berdampak pada kesehatan pengguna dan kehidupan sosial mereka. Diperlukan suatu solusi atas meningkatnya angka pertumbuhan pengguna internet setiap tahunnya khususnya di Indonesia. Hingga saat ini belum adanya temuan atau sebuah aplikasi untuk mendiagnosa kecanduan internet yang dapat digunakan secara umum sehingga dapat mengurangi intensitas berselancar di dunia maya. Oleh karena itu untuk tahap awal perlu adanya suatu aplikasi yang dapat mendiagnosa awal kecanduan internet tersebut. Dengan memanfaatkan algoritma pemrograman komputer seperti PHP serta didukung oleh inferensi engine seperti Case Based Reasoning (CBR) sehingga dapat menggantikan seorang pakar untuk dapat mendiagnosa gejala awal dengan memanfaatkan basis pengetahuan seperti gejala-gejala atau fakta mengenai suatu penyakit khususnya penyakit kecanduan internet. Berdasarkan hasil pengujian sistem yang dirancang dapat memberikan nilai prediksi tentang penyakit kecanduan internet, kemudian mesin akan melakukan penelusuran serta mengeluarkan hasil diagnosa dan kemungkinan solusi terbaik. Kata Kunci : Sistem Pakar; Case Based Reasoning; Kecanduan Internet.

Abstract. It has been hypothesized that the evolution of animals during the Ediacaran–Cambrian transition stimulated the burial of phosphorus in marine sediments. This assumption is centrally based on data compilations from marine sediments deposited under oxic and anoxic bottom waters. Since anoxia excludes the presence of infauna and sediment reworking, the observed differences in P burial are assumed to be driven by the presence of bioturbators. This reasoning however ignores the potentially confounding impact of bottom-water oxygenation on phosphorus burial. Here, our goal is to test the idea that bioturbation increases the burial of organic and inorganic phosphorus (Porg and Pinorg, respectively) while accounting for bottom-water oxygenation. We present solid-phase phosphorus speciation data from salt marsh ponds with and without bioturbation (Blakeney salt marsh, Norfolk, UK). In both cases, the pond sediments are exposed to oxygenated bottom waters, and so the only difference is the presence or absence of bioturbating macrofauna. Our data reveal that the rate of Porg and Pinorg burial are indistinguishable between bioturbated and non-bioturbated sediments. A large terrestrial fraction of organic matter and higher sedimentation velocity than generally found in marine sediments (0.3 ± 0.1 cm yr−1) may partially impact these results. However, the absence of a clear effect of bioturbation on total P burial puts into question the presumed importance of bioturbation for phosphorus burial.

<p><em>Abstrack</em></p><p><em>The COVID-19 pandemic has a profound impact on many aspects of people's lives. Various ways are being sought to help resolve the spread of COVID 19. The addition of new symptoms that have continued to vary from the beginning to the present has made the public more and more anxious. The symptoms that are felt are usually difficult for the general public to self-diagnose, making it difficult for the public to take preventive action. This paper presents a Web-based expert system model to diagnose Covid-19 early using the Case Based Reasoning Method to help the public diagnose Covid 19 early. Application testing is carried out by comparing the diagnostic results of expert system applications with expert opinions. The test results on 6 sample cases show that the application can diagnose all cases according to expert opinion.</em></p><p><strong><em>Keywords</em></strong><em>: Expert System, COVID-19, Case Based Reasoning</em></p><p><em>Abstrak</em></p><p>Pandemi COVID-19 menimbulkan dampak bagi banyak sendi kehidupan kemasyarakat. Berbagai cara diupayakan untuk membantu menyelesaikan penyebaran COVID 19. Bertambahnya gejala-gejala baru yang terus bervariasi sejak awal hingga saat ini membuat masyarakat semakin was-was. Gejala-gejala yang dirasakan biasanya sulit untuk didiagnosa sendiri oleh masyarakat awam, sehingga sulit bagi masyarakat melakukan tindakan pencegahan. Paper ini menyajikan model sistem pakar berbasis Web untuk mendiagnosa secara dini Covid-19 menggunakan Metode Case Based Reasoning untuk membantu masyarakat mendiagnosa dini Covid 19. Pengujian aplikasi dilakukan dengan membandingkan hasil diagnosa aplikasi sistem pakar dengan pendapat pakar. Hasil uji terhadap 6 sampel kasus menunjukkan aplikasi dapat mendignosa keseluruhan kasus sesuai pedapat pakar.</p><p><strong><em>Kata kunci</em></strong><strong><em>:</em></strong><em> Sistem Pakar, </em>COVID-19, <em>Case Based Reasoning</em> <em></em></p>

Penalaran induktif adalah cara menarik kesimpulan yang bersifat umum dari kasus-kasus yang bersifat individual. Berpikir nalar matematis adalah salah satu kemampuan utama yang perlu dimiliki dan merupakan fitrah manusia. Melalui berpikir nalar manusia terus berkembang dan meningkatkan kemampuan dalam beradaptasi dengan lingkungan yang dinamis dan berubah secara kontinu serta dapat berkreasi dan menciptakan teknologi yang dapat mempermudah kehidupannya. Berdasarkan wawancara langsung yang telah dilakukan kepada Guru Matematika SMPS YKPP Sungai Pakning, mengungkapkan bahwa masih banyak peserta didik yang masih kurang baik dalam kemampuan berpikir induktif, dan jika kemampuan ini tidak dilatih, maka akan mempengaruhi perkembangan anak dan nilai akademiknya terutama di bidang matematika. Kemudian berdasarkan hasil wawancara langsung Bersama psikolog klinis, diberikan solusi menggunakan form IST dan IRT untuk dapat melatih kemampuan berpikir induktif pada anak usia 12-15 tahun yang mana usia tersebut sesuai dengan rentang anak usia SMP. Banyak media pembelajaran yang berkembang saat ini sebagai pendukung media pembelajaran konvensional. Metode pembelajaran dengan media Game Edukasi diyakini lebih unggul dibandingkan dengan metode pembelajaran konvensional. Maka dari itu, telah dibuat Game Analysis Training menggunakan form IST dan IRT, yang dapat membantu siswa dalam meningkatkan kemampuan nalar atau berpikir induktif. Materi yang digunakan dalam game ini telah melewati tahapan validasi yang dilakukan oleh Dra. Erni Yulial S. Psi, yang merupakan salah seorang psikolog klinis di Kota Pekanbaru. Pernyataan ini dibantu dengan hasil pengujian pre-test dan post-test yang telah dilakukan, di mana terjadi peningkatan pada hasil post-test yang dilakukan dengan tingkat persentasi kebenaran sebesar 13.8% untuk form Intelligenz Structure Test dan 8.28% untuk form Inductive Reasoning Test.

The paper analyzes the comparative effectiveness of Computer-Assisted Learning (CAL) and the traditional teaching method in biology on primary school pupils. A stratified random sample consisted of 214 pupils from two primary schools in Novi Sad. The pupils in the experimental group learned the biology content (Chordate) using CAL, whereas the pupils in the control group learned the same content using traditional teaching. The research design was the pretest-posttest equivalent groups design. All instruments (the pretest, the posttest and the retest) contained the questions belonging to three different cognitive domains: knowing, applying, and reasoning. Arithmetic mean, standard deviation, and standard error were analyzed using the software package SPSS 14.0, and t-test was used in order to establish the difference between the same statistical indicators. The analysis of results of the post?test and the retest showed that the pupils from the CAL group achieved significantly higher quantity and quality of knowledge in all three cognitive domains than the pupils from the traditional group. The results accomplished by the pupils from the CAL group suggest that individual CAL should be more present in biology teaching in primary schools, with the aim of raising the quality of biology education in pupils.

Penelitian ini bertujuan untuk mengatasi hasil belajar yang kurang maksimal dengan metode Problem Based Learning, dan untuk mengetahui bagaimana pembelajaran tematik dalam menggunakan metode Problem Based Learning. Metode dalam penelitian ini yaitu metode penelitian tindakan kelas dengan pendekatan fenomenologi, dalam artian penelitian yang mencermati suatu objek tertentu melalui metodologi ilmiah dengan mengumpulkan data-data dan dianalisis untuk menyelesaikan suatu masalah. Berdasarkan hasil peneliti dan hasil analisis data diperoleh kesimpulan bahwa upaya pembelajaran dengan menggunakan metode problem based learning dapat meningkatkan hasil belajar siswa dalam menyesuaikan soal yang diberikan. Dengan demikian pembelajaran menggunakan metode problem based learning mempunyai peranan penting sebagai salah satu upaya meningkatkan hasil belajar siswa. Kesimpulan dari penelitian ini adalah Hasil belajar siswa meningkat, hasil penelitian ini berupa peningkatan hasil belajar siswa pada mata pelajaran Tematik dengan subtema menyayangi tumbuhan dan hewan (satwa). Pada saat pre test diperoleh persentase ketuntasan belajar siswa dengan nilai rata-rata (60,8) dengan jumlah siswa yang tuntas 14 siswa dan siswa yang belum tuntas 21 siswa. Sedangkan siklus II nilai rata-rata kelas mencapai (76,30). Dengan diterapkannya metode problem based learning siswa lebih antusias dan termotivasi dalam mengikuti proses pembelajaran dibandingkan dengan sebelum diberikannya tindakan, mengingat bahwa problem based learning dapat disebut sebagai model pembelajaran inkuiri dengan tujuan menggapai tingkat scientific reasoning.

<p>Salah satu penyebab dari lamanya waktu tempuh mahsiswa di Jurusan Informatika UPN “Veteran” Jawa Timur adalah sullitnya memantau kemajuan studi mahasiswa secara seksama, mengingat jumlah mahasiswa yang cukup banyak serta pihak akademik belum memiliki metode yang akurat untuk memetakan mahasiswa yang diprediksi akan mengalami keterlambatan dalam penyelesaian studinya. Melalui perkembangan teknologi informasi yang berkembang pesat saat ini, maka sangat dimungkinkan untuk membuat sebuah sistem yang mampu memprediksi kemungkinan keterlambatan kelulusan mahasiswa melalui penggunaan berbagai metode komputasi yang ada. Salah satu pendekatan yang dapat digunakan untuk membuat sebuah sistem prediksi kelulusan adalah menggunakan pendekatan populer yang digunakan dalam pembuatan sistem cerdas <em>(intelligent system) </em>yaitu <em>case based reasoning </em>(CBR). Langkah-langkah yang dilakukan pada penelitian ini adalah melakukan pengumpulan dan memasukkan data kasus pada basis kasus, melakukan praprosesing yakni normalisasi atribut yang akan digunakan dalam perhitungan similartitas antar kasus menggunakan normalisasi min-max, implementasi CBR menggunakan metode Euclidean Distance, serta melakukan pengujian pada 141 data kasus. Dari sisi perhitungan akurasi, sistem mampu memberikan nilai akurasi paling tinggi sebesar 100% pada pada pengujian berdasarkan predikat kelulusan, sedangkan berdasarkan ketepatan waktu, sistem mampu memberikan akurasi tertinggi dengan nilai 85,71%, dan sistem mampu memberikan nilai akurasi tertinggi sebesar 71,43% pada pengujian berdasarkan massa studi. Untuk pengujian presisi, sistem mampu mengasilkan nilai terbesar berturut-turut sebesar 90,90%, 43,33%, dan 100%. Sedangkan pada pengujian sensitivitas, sistem berturut-turut mampu menghasilan nilai sebesar 90,90%, 40,48%, dan 100%. Hasil pengujian ini tentunya sangat bergantung dari basis kasus yang dimiliki, oleh sebab itu perbaikan dan peningkatan jumlah kasus yang dimiliki diharapkan mampu meningkatkan performa sistem rekomendasi.</p><p> </p><p><strong><em>Abstract</em></strong></p><p class="Judul2"><em>One of the reasons for the length of study time for students of the Informatics study program of UPN "Veteran" </em><em>Jawa Timur</em><em> is the difficulty of monitoring the progressy, given the large number of students and academics do not have an accurate method to map students who are predicted to experience delays. </em><em>I</em><em>t is possible to create a system that is able to predict the possibility of student graduation delay through the use of various existing computational methods. One approach that can be used to create a graduation prediction system is to use the popular approach namely case based reasoning (CB).</em><em> </em><em>The steps taken in this study are collecting and entering case data, normalizing the attributes using min-max normalization, implementing CBR using the Euclidean Distance, and system testing</em><em> in 141 data case</em><em>.</em><em> </em><em>Sy</em><em>stem is able to provide the highest accuracy value of 100% in testing based on the predicate of graduation, while based on timeliness, the system is able to provide the highest accuracy value with a value of 85.71%, and the system is able to provide the highest accuracy value of 71.43%. on testing based on the study period. For precision testing, the system was able to produce the largest values of 90.90%, 43.33% and 100%, respectively. Whereas in the sensitivity test, the system was able to produce values of 90.90%, 40.48%, and 100% respectively. The results of this test are of course very dependent on the basis of cases that are owned, therefore improvements and an increase in the number of cases owned are expected to be able to improve the performance.</em></p><p><strong><em><br /></em></strong></p>

The study aims to identify the role of self-confidence, meta-cognition, personality traits, and motivation (predictive variables) as factors of success in second language (L2) learning. It is assumed that there is a high correlation between the observed variables in the meta-cognitive process, which distinguishes academically gifted students from regular students, and that self-confidence is an autonomous factor of success and has a significant role in the self-regulated motivation of gifted students. The results on the Language Proficiency Test are a criterion variable, while gender, residence in the country of the native speaker, duration of L2 learning, and average grade in studies are moderator variables. The sample is convenient, and consists of 460 students from the University of Novi Sad and the University of Belgrade. The research was carried out using a quantitative approach and a method of systematic non-experimental observation. The following instruments are used: the Big Five Personality Traits Questionnaire, the Meta-cognitive Awareness Inventory, the Memory and Reasoning Competence Inventory, the English Language Motivation Questionnaire, the Rosenberg Self-esteem Scale, and the L2 Proficiency Test. The main findings confirmed the hypothesis of a high correlation between the observed variables in the meta-cognitive process that distinguishes academically gifted students from regular students, as well as that self-confidence is an autonomous factor of success and plays an important role in the self-regulated motivation of the gifted. This confirms the significance of self-confidence in self-regulation and provides an indirect role in L2 learning achievements. Students should be aware of meta-cognitive processes and try to self-regulate their knowledge and learning strategies.

Abstrak Penelitian ini merupakan penelitian deskriptif kualitatif yang bertujuan mendeskripsikan penalaran analogi siswa SMA dalam menyelesaikan persamaan logaritma berdasarkan kemampuan matematika. Subjek penelitian ini adalah tiga siswa dari kelas X MIPA di salah satu SMA Negeri di Sidoarjo yang memiliki kemampuan matematika tinggi, kemampuan matematika sedang, dan kemampuan matematika rendah, berjenis kelamin perempuan, serta komunikatif. lnstrumen penelitian ini yaitu soal tes kemampuan matematika, soal tes kemampuan penalaran analogi matematika dan pedoman wawancara. Hasil dari penelitian ini yaitu pada tahap encoding siswa berkemampuan matematika tinggi, sedang, dan rendah dapat menjelaskan dengan benar mengenai informasi dan apa yang ditanyakan pada soal sumber dan soal target. Pada tahap inferring siswa berkemampuan matematika tinggi, sedang, dan rendah mampu menentukan dan menjelaskan konsep yang dipakai dalam mengerjakan soal sumber dan soal target tetapi saat mengidentifikasi keterkaitan informasi antara soal sumber dan soal target hanya siswa dengan kemampuan matematika tinggi dan sedang yang bisa menemukan sedangkan siswa dengan kemampuan matematika rendah tidak bisa menemukan keterkaitannya. Pada tahap mapping siswa berkemampuan matematika tinggi dan sedang dapat menentukan keterkaitan dan menjelaskan kesamaan konsep antara soal sumber dengan soal target, sedangkan siswa dengan kemampuan matematika rendah tidak mampu menjelaskan keterkaitan dan kesamaan konsep antara soal sumber dan soal target. Pada tahap applying siswa berkemampuan matematika tinggi dapat mengerjakan soal target dengan tepat, siswa berkemampuan matematika sedang kurang tepat mengerjakan soal target karena tidak mengubah permisalan yang telah dibuat ke dalam bentuk logaritma, sedangkan siswa berkemampuan rendah meskipun tidak dapat menyebutkan keterkaitan antara soal sumber dan soal target ia bisa menjawab soal target dengan tepat, ini dikarenakan siswa hanya mengikuti prosedur-prosedur yang sudah ia pelajari sebelumnya. Kata Kunci: penalaran analogi, kemampuan matematika, persamaan logaritma Abstract This research is a qualitative descriptive study which aims to describe the analogical reasoning of high school students in solving logarithmic equations based on mathematical abilities. The subjects of this study were three students from class X Mathematics and Natural Sciences at a high school in Sidoarjo who have high math ability, medium math ability, and low math ability, are female, and communicative. The instruments of this study were mathematics ability test questions, mathematical analogy reasoning test questions and interview guides. The result of this research is that at the encoding stage, students with high, medium, and low math abilities can correctly explain the information and what is being asked in the source questions and the target questions. At the inferring stage, students with high, medium, and low mathematical abilities are able to determine and explain the concepts used in working on the source and target questions, but when identifying the linkage of information between the source question and the target question only students with high and moderate mathematical abilities are able to find it, while students with low math abilities are unable to find the relationship. At the mapping stage students with high and moderate mathematical abilities can determine linkages and explain the similarity of concepts between the source questions and the target questions, while students with low math abilities are unable to explain the linkages and similarities of concepts between the source questions and the target questions. At the application stage, students with high mathematical abilities can work on the target problem correctly, students with mathematical ability are not doing the target question correctly because they do not change the example that has been made into logarithmic form, while low-ability students even though they cannot mention the relationship between the source question and the target question she can answer the target questions correctly, this is because the student only follows the procedures she has learned before. Keywords: analogical reasoning, math skills, logarithmic equations

AbstrakDalam matematika, kemampuan memahami, menalar, dan menghubungkan matematika termasuk dalam nilai pendidikan matematika. Fakta menunjukkan bahwa nilai-nilai pendidikan matematika belum sepenuhnya terintegrasi dalam pembelajaran matematika, sehingga mempengaruhi kualitas proses pembelajaran. Penelitian ini bertujuan untuk mendekripsikan nilai-nilai pendidikan matematika siswa SMA pada pembelajaran berbasis sekolah. Jenis penelitian ini adalah deskriptif kualitatif. Subjek pada penelitian ini adalah siswa kelas X di SMA Negeri 1 Indralaya yang berjumlah 6 orang siswa. Pengumpulan data dilakukan melalui observasi, tes, dan wawancara untuk mengetahui aktivitas siswa saat menyelesaikan permasalahan matematika dan untuk mengkonfirmasi solusi siswa terhadap masalah tersebut. Berdasarkan analisis data dapat disimpulkan bahwa pemahaman relasional dan pengetahuan teoritis merupakan indikator yang terjadi pada semua subjek, sedangkan indikator penalaran kurang dominan. Untuk penelitian lebih lanjut, disarankan untuk menemukan korelasi antara semua nilai pendidikan matematika.Kata kunci: nilai-nilai pendidikan matematika; pemecahan masalah AbstractIn mathematics, the ability to understand, reason, and connect mathematics is included in the value of mathematics education. The fact shows that the values of mathematics education have not been fully integrated in mathematics learning, as a result, it affects the quality of the learning process. This study aimed to describe senior high school students’ mathematical educational values on problem-solving tasks. It was a qualitative-descriptive study. The subjects were six students of Grade X of SMAN 1 Indralaya. The data were collected through observation, test and interview to perceive the students’ activity while working on the mathematical problem, to determine the mathematic educational values, and to confirm the students’ solutions toward the problem. The results of the study showed that the relational understanding and theoretical knowledge were the indicators that occurred in all subjects, whereas the reasoning indicator was less dominant. For further research, it is suggested to discover the correlation among all mathematical educational values.Keywords: mathematics educational values; problem solving

Wulan Dora Anastasari1, Tastin2, Ines Tasya Jadidah3 Pendidikan Guru Madrasah Ibtidaiyah Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Raden Fatah Palembang Email : wulan.dora2000@gmail.com, Tastin_uin@radenfatah.ac.id, inestasyajadidah@radenfatah.ac.id ABSTRAK Dalam Kurikulum 2013 proses pembelajaran menggunakan Pendekatan Ilmiah (Science Approach) yaitu mengamati, menanya, menalar, mecoba, membentuk jenjang, dan menarik kesimpulan. Pendidikan saat ini guru dituntut bekerja lebih keras dalam meningkatkan hasil belajar siswa, ini berhubungan dengan bagaimana guru menyampaikan pembelajaran kepada siswa. Penelitian ini memfokuskan pada kemampuan siswa dalam menulis teks cerita petualangan dengan menggunakan salah satu model pembelajran Discovery Learning. Penelitian ini dilakukan dikelas IV SD Negeri 1 Tanjung Kerang. Metode Penelitian yang digunakan dalam peneltian ini adalah jenis penelitian eksperimen yang bersifat kuantitatif. Tujuan penelitian ini adalah untuk mengetahui pengaruh model pembelajaran Discovery Learning terhadap kemampuan menulis cerita. Pengambilan data dilakukan dengan menggunakan teknik tes pretest dan posttest kepada sampel yang telah ditentukan yaitu siswa kelas IV dengan jumlah 15 siswa. Untuk mengetahui adanya pengaruh antara kedua variabel peneliti menganalisis data dengan uji t-test Paired Sample t-test menggunakan aplikasi SPSS 20. Dari analisis diperoleh nilai sig (2 t-tailed) < 0,05 sebesar 0,000 < 0,05. Selain itu diperoleh juga t-hitung sebesar 14,480. t-tabel taraf siginifiksi (α/2) sama dengan 0,025 = 2,144. Maka hasil uji hipotesis nilai t-hitung > nilai t-tabel ( 14,480 > 2,144). Sehingga dapat disimpulkan bahwa ada perbedaan rata-rata hasil belajar pretest dengan posttest dan ada perbedaan frekuensi pretest dan posttest yang artinya ada pengaruh penggunaan model pembelajaran Discovery Learning terhadap kemampuan menulis teks cerita petualangan siswa kelas IV SD Negeri 1 Tanjung Kerang. Kata Kunci : Kurikulum 2013, Discovery Learning, Menulis Teks Cerita. Wulan Dora Anastasari1, Tastin2, Ines Tasya Jadidah3 Pendidikan Guru Madrasah Ibtidaiyah Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Raden Fatah Palembang Email : wulan.dora2000@gmail.com, Tastin_uin@radenfatah.ac.id, inestasyajadidah@radenfatah.ac.id ABSTRACT In the 2013 curriculum, the learning process uses a scientific approach, namely observing, asking, reasoning, experimenting, forming levels, and drawing conclusions. In today's education, teachers are required to work harder in improving student learning outcomes, this relates to how teachers deliver learning to students. This study focuses on students' ability to write adventure story texts using one of the Discovery Learning models. This research was conducted in the fourth grade of SD Negeri 1 Tanjung Kerang. The research method used in this research is a quantitative experimental research type. The purpose of this study was to determine the effect of the Discovery Learning learning model on the ability to write stories. Data collection was carried out using pretest and posttest test techniques to a predetermined sample, namely class IV students with a total of 15 students. To find out the influence between the two variables, the researchers analyzed the data using the t-test Paired Sample t-test using the SPSS 20 application. From the analysis, the value of sig (2 t-tailed) < 0.05 was 0.000 < 0.05. In addition, the t-count is also obtained at 14.480. t-table level of significance (α/2) is equal to 0.025 = 2.144. Then the results of hypothesis testing t-count value > t-table value (14.480 > 2.144). So it can be concluded that there is a difference in the average pretest and posttest learning outcomes and there is a difference in the frequency of the pretest and posttest, which means that there is an influence using the Discovery Learning learning model on the ability to write adventure story texts for fourth grade students of SD Negeri 1 Tanjung Kerang. Key Words : Curriculum 2013, Discovery Learning, Writing story text.

Abstrack Study this aim forknow implementation Profile Pancasila students in the eyes study art culture and crafts (SBdP), in elementary schools, specifically at SDN 01 Gumawang. Approach used in study This namely qualitative with descriptive methods, data collection techniques using observation, interviews and documentation. The validity of the data uses a credibility test with triangulation techniques, both source triangulation and technical triangulation. Data analysis uses the Miles and Huberman model data analysis technique , namely data analysis in the form of data reduction, data presentation, and drawing conclusions. The results of this research indicate that the implementation of the Pancasila Student Profile in schools has been going well. This can be seen first, the importance of the Pancasila Student Profile in form The character of students is very significant, because covers aspects of faith, devotion to God Almighty and noble character, global diversity, mutual cooperation, independence, critical reasoning and creativity. These dimensions really support the development of students at this time in the field of education which continues to develop. Second, reflective activities values Profile Pancasila students in SBdP subjects has walk with effective in accordance with indicator Profile Pancasila students. For support creativity participant educate, school has provide a number of available facilities utilized as well as followed by participants his education. Keywords: Pancasila Student Profile, Cultural arts, Elementary school Abstrak Penelitian ini bertujuan untuk mengetahui implementasi Profil Pelajar Pancasila pada mata pelajaan seni budaya dan prakarya (SBdP), di sekolah dasar tepatnya di SDN 01 Gumawang. Pendekatan yang digunakan dalam penelitian ini yaitu kualitatif dengan metode deskriptif, teknik pengumpulan data menggunakan observasi, wawancara dan dokumentasi. Keabsahan data menggunakan uji kredibilitas dengan teknik triangulasi, baik triangulasi sumber maupun triangulasi teknik. Analisis data menggunakan teknik analisis data model Miles and Huberman, yaitu analisis data berupa reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian ini menunjukkan bahwa implementasi Profil Pelajar Pancasila disekolah sudah berlangsung dengan baik. Hal ini dapat dilihat pertama, pentingnya Profil Pelajar Pancasila dalam membentuk karakter peserta didik sangat signifikan, karena meliputi aspek Beriman Bertaqwa Kepada Tuhan YME dan berakhlaq mulia, Berkebinekaan Global, Bergotong Royong, Mandiri, Bernalar Kritis dan Kreatif. Dimensi tersebut sangat menunjang perkembangan peserta didik pada saat ini dalam bidang pendidikan yang terus berkembang. Kedua, kegiatan-kegiatan yang mencerminkan nilai-nilai Profil Pelajar Pancasila dalam mata Pelajaran SBdP telah berjalan dengan efektif sesuai dengan indikator Profil Pelajar Pancasila. Untuk mendukung kreativitas peserta didik, sekolah telah menyediakan beberapa fasilitas yang dapat dimanfaatkan serta diikuti oleh peserta didiknya. Kata Kunci: Profil Pelajar Pancasila, Seni Budaya dan Prakarya, Sekolah Dasar

Supplemental Instruction (SI) has been a successful implementation into institutions worldwide. It serves as a means of reducing attrition and increasing the overall learning of course material. The City College of New York (CCNY) has recently implemented SI to General Chemistry I courses to examine whether or not SI would help students succeed in the course and understand and grasp the course material better. SI was made available several times a week during flexible times to students who are struggling in the course. Our method of data collection is a Likert-type and open-ended questionnaire that was distributed at the end of each of the semesters to SI participants in an anonymous fashion. Furthermore, we compared the grades and performance of students participating in SI with those who did not. The collected data enabled us to examine the impact of implementing Supplemental Instruction (SI) in General Chemistry I at CCNY. Our data show that SI was beneficial, contributed to improving students’ understanding of course material, and increased their success rate. About 80 percent of students who failed the first exam and participated in SI obtained a passing grade compared to 11 percent of those who did not.Keywords: supplemental instruction, chemistry education research, student learningINTRODUCTION Supplemental instruction is derived from the term developmental education and stems from a branch of Learning Assistance Centers or LACS [1]. To better understand the origins of Supplemental Instruction, we must first understand the framework that set up this type of education. Developmental education originates in the 1600s and focuses mainly on the assumption that each student has multifaceted talents that can be developed academically, opposed to focusing on the deficits of a student [1]. The main goal was to naturally adapt the students’ population to higher education through means of social and academic domains allowing the students to grow in multiple dimensions in their academic skills [1].Developmental education later paved the way for academic programs such as Learning Assistance Centers (LACs). It was viewed as an extension of the classroom and did not discriminate between faculty and students, and within the student population did not discriminate between students who performed to standard and those who performed below par. LACs were for everyone who wanted to be academically enriched [1]. As a new program, LACs had six main objectives: “higher course grades for participating students; central location for students to receive tutorial assistance; a referral source to other helping agencies; a comprehensive library of basic study aids; a training agency for paraprofessionals, peer counselors, and tutors; and a center for faculty development.” [1]. These goals made it very clear that this service was not to be mislabeled as remedial, which was a main topic of interest when it comes to implementing new services, like this one, in schools. LACs are essentially a tool used to attain higher education, not provide a remedial course. Another important reason as to why LACs were adopted into other higher education institutions is to increase student retention [1]. LACs jump-started improved learning across campuses not only in the United States but across the world.In the 1990’s developmental or remedial courses were not allowed to be offered at public four-year universities, thus making supplemental instruction a very attractive candidate to solving the issue with students’ academic integrity and attrition [1]. College faculty members were drawn to SI due to its minute fiscal commitment and that it strongly promoted individual self-learning for the students, this meant less time spent teaching for instructors [1].SI or supplemental instruction is as it states - supplemental instruction offered to the students enrolled in a course. SI gives the students the opportunity to work in a cooperative setting on problems and is supported by peer instructors [2]. SI works to increase academic performance and retention but utilizing both collaborative studying in addition to independent studying and analysis of study strategies. SI sessions are offered for traditionally difficult high risk course; ‘historically difficult’ courses are also identified by analyzing the grade distribution of courses throughout each academic division, “courses in which 30% or more of the students receive D or F grades or withdraw, become targets” [3]. One of the main factors that attribute to the individuality of SI programs is that it focuses on historically difficult courses [4] and large classes where students have little opportunity for interaction with the professor or other students [5]. Labeling a course as historically difficult allows you to categorize the class as challenging without placing blame on the professor or the students.SI sessions are scheduled on a weekly basis and all students enrolled in the course are encouraged to join. SI sessions act as a continuation of the lesson learned during in-class lecture with the instructor. Being that SI sessions are not tied down to class time, students can attend whenever and however many times they wish without the restriction of a required course preventing them. Constant feedback will be given based on the student’s grasp of the material taught in class, thus giving them ample time and motivation to alter their study methods to adapt, if need be. Research on SI suggests that problem-solving skills and study strategies learned in SI courses are transferable to other courses which leads to improved performance [6]. Supplemental instruction sessions are typically led by an SI leader, who would be a former student that succeeded in the same course, however it is not uncommon for a professor to join an SI session for a course. SI may improve students’ retention and graduation because it offers the students the opportunity to network socially which speeds up the acclimatization to the college experience [7].SI provides a way to combine “how do I teach myself this” with “what do I need to know”. While SI helps students gain a more thorough understanding of the material, it also helps students to condition themselves and alters their thinking to accommodate for the type of information they are processing. SI differs from a remedial tutoring course because it is created based on the course versus the students [1]. This potentially makes attending SI sessions more attractive to students who are afraid or shy to ask for help.SI is not a remedial course, it is considered a mediator connecting the gap between the new information presented to students and the students current knowledge and practices, “SI bridges the gap between the current knowledge base and the acquisition of new knowledge by focusing on the refinement of the learning skills indispensable for acquiring new knowledge” [8]. Successfully implemented SI programs were able to track those students who attended and the impact it made towards their grade, for data that was collected institutionally [9]. SI can be effectively used to develop study skills, increase motivation and improve performance in participants [10].According to Wolfe, “…there appear to be benefits of SI in courses where students are being newly introduced to chemical concepts and methods, but these benefits seem to drop off when students are more experienced with the material.” [5]. The results further go on to conclude that SI is most beneficial to entry level science courses such as, General Chemistry I and Organic Chemistry I. It seems as though SI is a great addition into institutions to overall help attrition rates and more generally help students improve within their courses. More research has been done to give us a wider range of knowledge on SI within Chemistry courses [9]. SI can be used to address the continuous decline of fundamental chemical knowledge noticed in recent college graduates [11].In large lecture classes, there is a disconnect between the lecturer and the student. Supplemental Instruction (SI) is often offered in a more intimate setting where the SI instructors can have one-on-one time with students to individually hone in on their specific problems, whether it is conceptual or problem-solving. As for learning environment, SI is usually held in a smaller more accommodating room where it is a less intimidating more inviting space. This setting provides a social interaction component in which usual Chemistry lectures don’t provide. In addition to the more personal tutoring time available, students are also encouraged to interact in a common social setting. This allows for an opportunity of collaborative learning and may help foster a sense of community [12].The attraction to SI in a college setting is due to its short and long-term effects. The short-term effects of SI sessions are to instill a deeper understanding of the coursework within students. Whereas the long-term goals are two-fold, the academic goal is to change the way students learn, study, and understand information so that the knowledge stays with them. Students who participate in SI earn higher grades not only the course but in subsequent semesters, which is due to improved study habits and is considered a long-term positive outcome of SI [13]. The second long-term goal is to develop better social interaction skills within these students.Many public institutions have implemented SI and thus have uncovered several significant findings. Findings that were previously mentioned pertaining to the outcomes of SI includes achieving higher percentages of passing grades [1, 14]. Some studies also found higher graduation rates among participants [1]. Despite their better performance, SI takers often score lower on academic success predictors such as the SAT and ACT exams [14]; increases in performance, therefore, appear to not occur because stronger students use SI. SI helps promote problem-solving skills because it involves the learner in the construction of knowledge and information processing based on their prior experiences which could contribute to cognitive development [15-16]. Furthermore, SI has been shown to improve motivation and enhance study habits and understanding difficult concepts [17]. Participants in SI have been found to have better control on their achievement, self-esteem, and confidence [18]. SI has also been found to higher academic self-efficacy and grades [19]. Studies have reported that students who participated in SI in introductory courses in Biology or Chemistry courses tended to continue onto upper level courses in the field; SI has a positive effect on students’ enrollment in upper level courses [20-21]. We should note that Rabitoy and co-authors reported that SI enhanced students’ achievement in STEM fields and this was greater for females and students of color [22]. METHODS While researching the topic of SI as a whole, we were able to uncover many studies that were in favor of this new implementation in institutions. Our research study is unique because it targets only at risk students and provides an added value to the curriculum. SI was implemented into The City College of New York (CCNY) as a test run in the Department of Chemistry and Biochemistry. The CCNY is an urban minority serving institute that offers a diverse selection of classes, which vary from the arts to the sciences and everything in between. We wanted to try implementing SI into the sciences to see if at risk science students can benefit from it. Grasping the S in stem, our main goal is to use the successful methods of SI to see what benefits it can bring to general science courses.Beginning during the Spring semester of 2018, SI was implemented at The CCNY’s General Chemistry I course which is composed of lecture, lab, and Peer-Led Team Learning (PLTL) workshop. PLTL is implemented as an integrated part of the course [23]. In the General Chemistry course, after exam one was distributed and grades were given back, an announcement was made introducing SI. The lecture professor would encourage students who received a failing grade, classified as a grade below a 65 out of 100 on exam one, to attend SI as means of improving in the course. This makes our study unique since we are only targeting students who are struggling the course and are not likely to earn a passing grade. It is noteworthy that PLTL offers a collaborative learning experience for all students. SI instructors targeted weaknesses in study habits, socialization, conceptual-understanding, and problem-solving skills.SI was made available for five days a week and on those days, SI was scheduled around classes times which makes it easier for students with busy schedules involving work and class to attend. During SI sessions there are instructors that have been hand-picked by instructors from a cohort of recitation leaders and who have successfully completed the course and have received a grade of A in the course. SI attendance was not mandatory.Throughout the first session available after the Supplemental Instruction announcement was made to the lecture class, those who chose to attend, because SI was not mandatory and it was strongly recommended for struggling students. Students brought their first exam with them to be discussed. This initial discussion is a one-on-one between the student and instructor, which serves as a more social component to learning whereas that isn’t available during class time. The first exam was then discussed so that the instructor can now sift through the student’s strengths and weaknesses to later target them in the weeks to come. The overall composition of our Supplementary Instruction sessions was influenced by the previous studies done and researched, hand-picking methods that seemed to work and leaving off ones that were less successful. SI sessions included cooperative learning activities, and addressed students’ misconceptions and difficulties, explored difficult concepts in depth, and enhanced problem-solving skills [24].Every week during Supplementary Instruction sessions students were encouraged to come back to further work through their weaknesses. During this trial specifically, it was noticed by the SI instructors that a lot of students actually struggle with basic problem-solving skills and reasoning. To help combat this, worksheets were made each week based on the lecture topics covered in class, based on problem-solving to help build their skills. Aside from doing the worksheets, students were encouraged to bring in topics or questions they have on the material so the SI instructors can further clarify and explain. Furthermore, students came to SI with questions that they were struggling with. Students provided questions for the SI instructor to explain which created a mutually beneficial relationship [11, 25].Our research question is: How does Supplemental Instruction in General Chemistry I impact students’ learning, conceptual understanding, retention, and attitudes?In order to properly assess how beneficial SI is to the way students learn Chemistry, data were collected at the end of the Spring and Fall of 2018 semesters, as well as Spring 2019. We used a combination Likert-type and open-ended questionnaire, as well as, grade comparisons. The Likert-type section included a five-point scale, where (1) Strongly Disagree, (2) Disagree, (3) Neutral, (4) Agree, (5) Strongly Agree. For each question, the average was taken which helps make sense of the data. For the open ended questions, questions 1 through 3, we created and used a rubric to score the questions on a scale from 1 to 5 similar to what was mentioned above. For question 4, we compiled the answers and created pie charts based on the type and number of responses.As previously stated, at the end of the semester surveys were printed and distributed to each SI session. Students that attended SI were all encouraged to participate in this survey. A total of 44 out of 60 students were available and willing to participate in the optional survey.RESULT AND DISCUSSION Graphical depictions of each Likert-type question along with average responses are shown in Figure 1. FIGURE 1. Averages for the answers for each of the Likert-type questionnaire. Our data clearly shows that students overall had a positive learning experience with SI. The students agree that SI improved their basic problem-solving skills, understanding of concepts covered, and attaining a better grade in the course. Furthermore, SI participation encouraged students to practice problems and tackle their weaknesses in the course. SI participants believe that the SI instructors targeted their weak areas and helped them improve. Finally, students felt that SI was worth the time and effort they put into it and that it was beneficial and contributed to improvements in grades.FIGURE 2. Averages of the short-answer responses were numerically scaled using a rubric.Figure 2 shows that students overall had a positive learning experience with SI and that it helped them better understand the concepts. Furthermore, the participants would enthusiastically would recommend SI to other Chemistry students.FIGURE 3. The pie chart above shows the beneficial components of SI to studentsFigure 3 shows the parts of SI that students found beneficial. Overall, there were many useful features of the SI program that facilitated students’ learning and succeeding in the course. The students appreciated the time spent on problem-solving, the flexibility of the offerings – refers to the times and days, the individualized learning experience, and the one-on-one support, guidance, and tutoring. From the Likert-type questions given in part one of the survey, responses were broken down for each given question in order to visualize the impact of SI for the students/participants. The average of the responses can be seen above and was about 4.8. The corresponding results can be viewed above as shown in Figure 1. To turn our attention to Figure 1 ‘SI has helped me to improve my basic problem solving skills’, upon meeting with the SI instructor team at The CCNY we were made aware that students have trouble with basic problem-solving which leads to the disconnect in understanding how to build upon this knowledge. When students lack this basic skill, it is difficult for them to move on and build upon this skill as the course progresses, which ultimately leads to their failure to meet the level of understanding for each lecture exam. From the responses, we can see that majority of the students feel as though their problem solving skills have developed as a result of participating in SI. Questions 6-8 deal with an overall belief about the experience of SI participation. Based on Figure 1, SI helped students better understand the course material, and had an overall positive response as 100% of students felt like they did have a better understanding of the course material after attending SI. Students overwhelmingly agree that SI is very beneficial to the way they learn Chemistry. Our data show that SI is well received by the participants which is consistent with other researchers [11]. Short answer questions 1-3 were made in order to have a more in-depth understanding of the student experience with SI this past semester. These questions were formed as short answer so students were more inclined to share their opinions of SI. The collected data shows that the students strongly agree that SI has been very beneficial for ways unique to each student. Some students enjoyed the SI instructors and their way of teaching and helping the students understand the material. While others enjoyed how personal the experience was. It wasn’t a ‘one size fits all’ experience but an experience that was personalized to each student’s needs, strengths, and weaknesses. Short answers for question 4 also had very personalized responses. Question 4 in particular – ‘What features of SI did you find to be most beneficial to you?’ was very helpful in understanding what students appreciate most about SI, and served as a standard to which should be upheld. Responses ranged from the flexible times SI was offered to the small class setting which is extremely different than the lecture, and more comfortable. Students also enjoyed and benefited from the one-on-one attention they received in SI session. For that reason, students would make time to attend the SI section of their ‘favorite instructor’. Furthermore, the individualized learning experience was appealing to SI participants. The overall goal is to get each student to understand complex concepts and if one instructor can better help someone to reach this goal; SI is a success. The overall responses show that SI is very beneficial and contributed a great deal to the way that students learn Chemistry. One main issue we have encountered during this initial phase of implementation is low number of students who self-select to participate in SI. Only about 10 percent of students who failed the first exam, participated in SI. One reason could be that students might not buy into the philosophy of SI. A second reason might be that students do not think that SI would help them better understand the content and succeed on the course. A third reason could be due to lack of motivation in these students. Another reason could be attributed to the lack of maturity in students who are taking General Chemistry I. We use the term ‘lack of maturity’ loosely in this sense to mean the lack of knowledge of how to conduct oneself in a college setting [26]. Most commonly, freshman students come straight from high school where they have not yet acquired good study techniques or methods which work best for them. These reasons combined with the hardship required to understand such complex concepts that they’re learning for the very first time can deter students. Our data show that students who participated in SI after failing the first exam achieved a success rate of about 80%. Students who failed the first exam and did not participate in SI had an 11% chance of passing the course. This data is consistent with several research in the field indicating that students who participate in SI have a higher chance of successfully completing the course with a passing grade [14, 27]. We feel these data make powerful statement for the added value of SI in General Chemistry courses and its impact on students learning and attitudes.CONCLUSION In conclusion, our research study on SI provided valuable data into students’ learning and conceptual understanding of content in General Chemistry. Furthermore, our findings provide insights into students’ attitudes about SI implementation and its benefits to the participants. Our research data supports the introduction of SI into General Chemistry courses and provides students with learning skills, socialization competencies, problem-solving skills, and the knowledge required to successfully complete the course. We believe that our data supports the notion that SI had a significantly affected the participants grades in a positive manner and it should be noted that that majority of SI participants earned a passing grade in the course. Our results and data on the implementation of SI in General Chemistry courses improved students’ attitudes towards the subject matter, learning, socialization, and study habits. We are confident we can reach a larger population and improve our recruitment so more students can experience SI and increase their chances of successful completion of the course. As an implication for curriculum, we would recommend supplemental instruction for all introductory courses STEM fields. ACKNOWLEDGMENT We also would like to thank the Department of Psychology at the CCNY and CUNY Coordinated Undergraduate Education (CUE) for funding our Supplemental Instruction program.

Objectives: Virtual patient simulation (VPS) is used in the education of health care professionals. This method brings an opportunity for the learner to examine necessary diagnostic and therapeutic skills. The aim of this study was to assess the efficacy of VPS on clinical reasoning abilities of medical students and to evaluate their attitude towards VPS in clinical endocrinology course in a teacher centered educational environment. Methods: Fifty-one medical students in their 6th academic year were simply randomized in two groups, the simulation and the control. The students in the simulation group were provided by an application which presented them virtual case scenarios on diagnosis and management of thyroid nodules and osteomalacia. All the students sat for a diagnostic test at the beginning and at the end of the course. The test comprised a series of essay questions matched for their academic level and closely related to the case scenarios. They were also asked to complete a questionnaire to assess their attitude towards the application. Results: Participants in both groups did not have any statistical differences in scientific background in basic sciences (P=0.672) and prior clinical examinations (P=0.376). At completion of the course the mean score of the students in the simulation group improved significantly compared to the students in the control group by 3.5 vs. 1.0 points (P=0.001). The students found the application worthful and showed a positive attitude towards it. Conclusions: Virtual patient simulation improved clinical reasoning abilities of medical students in the context of a traditional teaching/learning environment.

AbstractWith the rapid development and large-scale uptake of the Internet of Things, smart home is evolving from a vision towards a realistically viable solution for assisted living. Activity recognition is one of the fundamental tasks in order to provide accurate and timely assistance and service. As daily living scenarios are full of similar activities, missing data, and noise, inferring complex activities using knowledge-driven reasoning algorithms suffers from several drawbacks, e.g., real-time raw sensor data segmentation, poor generalization, higher computational complexity, and scalability. To address these problems, this paper proposes a hybrid approach to complex daily activity recognition by merging the first-order logic and probability graphic modeling. Specifically, we develop a novel “Markov logic network” combining data-driven multi-feature and simplified rule-based modeling and inference, thus enabling and supporting the applicability and robustness of daily activity recognition. To evaluate the approach and associated methods, we design a testing scenario with a number of similar activity groups, missing data, or disturbance test datasets in a multi-modeling sensor scene. Initial results show our approach outperforms the traditional approach with a better accuracy in the situations of similar activities with missing data and noise disturbance. Experiments are also conducted to compare the Gibbs sampling and MC-SAT sampling algorithms for Markov logic network, and the results show that the Gibbs is better in our experimental settings.