Mathematics Communication Skill Analysis in Means-End-Analysis Learning Assisted with Manipulative Property (APM) and Application Based on Self-Efficacy

This research analyzed mathematics communication skills with the Means-End Analysis model assisted with Manipulative Property (APM), MEA with Linear System Pro application, and PBL based on the eighth graders' self-efficacy. This quasi-experimental research used a nonequivalent pretest-posttest control group design. The subjects were eighth-graders of Public JHS 4 Adiwerna. The samples were VIII-C learners as the first experimental group, VIII-G learners as the second experimental group, and VIII-H learners as the control group. The data collecting techniques were mathematics communication skill test and self-efficacy inventory. The results were: (1) MEA with APM (82.75%), MEA with Linear System Pro (78.12%), and PBL (75%) of the learners reached the minimum mastery standard with a proportion percentage, 75%; (2) there were mean differences between MEA assisted by APM, MEA assisted by Linear System Pro, and PBL toward the learners’ mathematics communication skills, (3) there were significant differences of self-efficacy: high, moderate, and low toward the learners’ mathematics communication skills; and (4) there were interactions between learning models with the levels of self-efficacy toward learners’ mathematics communication skills. Keywords: Mathematics Communication Skill, Means-End-Analysis Learning Model (MEA), Manipulative Property (APM), Linear System Pro, Self-efficacy.

Student Self-Assessment Practices in Lower Secondary Education in Kosovo

Self-assessment has a direct impact on students’ achievement. Through self-assessment students have the opportunity to assess themselves in regards to learning goals and assess their achievement. The purpose of our research is to reflect on the use of the self-assessment practices of students in schools, as well as the impact that student self-assessment has on their achievement. Another purpose of this research is to evaluate if students compare their knowledge with other students in the class and to evaluate if students during the self-assessment process can overestimate or underestimate themselves. Two hundred and two students, from four classes of seventh grade (n=112) and four classes of eighth grade (n=90) of lower secondary schools from five urban schools and five rural schools in Kosovo, in the subject Civic Education, participated in the research. The results show that there is a significant difference between seventh-graders and eighth-graders on the use of student self-assessment. There is also a difference between schools in the city and schools in the village. There is a significant difference between classes and based on residence even when the students are asked if they are encouraged to have self-confidence and be independent. Received: 13 October 2021 / Accepted: 26 November 2021 / Published: 3 January 2022

Textual and Media-based Self-Learning modules

Owing to the importance of a subject like Mathematics in the teaching and learning of science, self-learning often poses a challenge to the educator. The objective of this study is to analyse the enhancement of the textual and the media form of self-learning modules to teach Algebra and Geometry to eighth graders considering their retention levels. A pre-test post-test single-group quasi experimental design was tested and tried out on 49 participants of a school. The 20 modules of self-learning material covering content in the topics of Algebra and Geometry in the textual and media-assisted forms of self-learning were administered over three months. The findings of the study revealed the ability of media-assisted self-learning modules to enhance achievement in the post-test when compared to the pre-test. The textual-assisted learning modules was able to enhance significant difference in the achievements in Geometry, but not of Algebra. The delayed post-test results were found to indicate an improved achievement in Mathematics.

A Thematic Review on Exploring Ethnoscience in Science Education: A Case in Indonesia

This study aims to review the ethnoscience studies in science education in Indonesia thematically. From 2010 to 2020, the databases contained 71 relevant articles of ethnoscience studies. These studies belonged to the content analysis theme parameters of method/design, sample, data collection, data analysis, topic, result, recommendation, and location. The results indicated that most of the ethnoscience studies explored the effect of integrating ethnoscience with the lessons to investigate students’ achievement and attitudes towards science. Correspondingly, the investigated studies mostly used Research and Development (R D) and experimental research design. The preferred data collecting techniques were tests (multiple-choice/description), questionnaires, and observation. Moreover, seventh and eighth graders of junior high school commonly employed the argumentation activities in physics, chemistry, biology, and basic concept of science topics. This study suggests the teachers employ different methods (e.g., ethnoscience) to improve concept understanding, problem-solving skills, critical thinking skills, and motivation in learning science from the primary school level. Furthermore, resources from cultural activities in Indonesia are beneficial for integrating ethnoscience in learning.

Jak słucha ósmoklasista? Próba diagnozy

The aim of this article is an attempt to give an answer the question: What is the level of listening skills of the students who come to post-primary school? The author presents the results of research that she carried out using authorial listening comprehension texts. The research involved a group of 162 eighth grade students from four primary schools in Opole. The data obtained from this research show that eighth-graders demonstrate an average level of listening skills, there fore schools should take preventive measures aimed at in creasing the effectiveness of auditory perception.

Correlation between reading habit and writing skill of the eighth graders at SMP Negeri 6 Kayuagung

Many researches have shown the facts that the students’ skills in writing can be improved by having a good reading habit. It was convinced that the students reading habit has great impact on the improvement of students’ writing ability. The students who read extensively will acquire more vocabularies that lead them to have greater proficiency in writing. Therefore, this study was purposed to know whether reading habit of the eighth graders of SMPN 6 Kayuagung was significantly correlated to their writing skill. By means of Purposive sampling, 124 students of the whole number of the population were selected as the sample. A correlational study was applied. A questionnaire and written test were distributed to get the data. Twenty items of a ready-made questionnaire were used to know students’ habit in reading and a writing test was administered to measure students’ writing skill. The writing test was reliable because its reliability coefficient was 0.942. In data analysis, Pearson Product Moment Correlation coefficient on SPSS 20 was used. The findings revealed that r-obtained (0.685) was bigger than the value of r-table (0.176) at p-value which was less than 0.05. Thus, the formulated hypotheses were proved. In other words, there was a significant correlation between reading habit and writing skill of the eighth graders at SMPN 6 Kayuagung.

Proses Berpikir Siswa Kelas VIII SMPN 1 Rambipuji dalam Menyelesaikan Soal Segiempat Berdasarkan Teori Van Hiele

The study came into the background by the many students who had difficulty learning geometry in particular. The purpose of the study to describe the process of eighth graders' thinking in resolving a fourth matter. The type of research used is a qualitative approach. The data-gathering method used is tests and interviews. The subject of this study is two visualization level students, two analytic levels, and one informal deduction student. The result is that students of the visualize level are often quelled to settle the matter at a level of four, but when given a student's explanation can adjust, resulting in an equilibrium. Students' level analysis has been quizzing when seeking a consensus solution, but after accommodations are underway, students can understand the problem by equilibrium. The students of the informal deduction level have not been quizzed to complete the fourth matter, so the information gained is assimilated and equilibrium.

The effect of using the K.W.L strategy in acquiring health concepts in the social education subject for eighth graders in Jordan: أثر استخدام استراتيجية K.W.L في اكتساب المفاهيم الصّحية في مبحث التّربية الاجتماعية لدى طلاب الثامن الأساسي في الأردن

The current study aimed to identify the effect of using the K.W.L strategy in acquiring health concepts in the social education subject for eighth graders in Jordan. The researcher used the quasi-experimental approach to identify the effect of using the K.W.L strategy in acquiring health concepts in the social education subject. The researcher prepared a test to measure the health concepts of the study sample, which consisted of (68) students in two groups (control – experimental). The study reached several results, the most important of which are: There is an effect of K.W.L's strategy in acquiring health concepts in the social education subject for eighth grade students in Jordan, where the experimental sample outperformed the control sample. The study recommended the necessity of using the K.W.L teaching strategy in all units of the social education subject.

DEVELOPING STUDENTS’ HANDOUT OF READING TEXT FOR EIGHTH GRADE STUDENTS

The goal of this research is to create a student handout for eighth graders. The research was carried out in an R&D manner. Students' requirements were first assessed through observational guidance, and then more data was gathered using questionnaires and documents. Students from SMP in the eighth grade participated in this study. The researcher used some of the ADDIE model's recommendations when creating the new material. Analysis, design, development, implementation and evaluation are all terms used to describe these steps in the process. A thematic analysis of the qualitative data was performed. According to the findings of the analysis stage, students require additional material in the form of handouts that focuses on three different text kinds. As a consequence of observation and analysis, the researcher will design and build the materials. The researcher must validate the product before it can be made available to end customers. Finally, the study's findings demonstrate that the handout provided to eighth-grade students at SMP meets their educational needs.

Developing Noun Words Domino Card (NWDC) Learning Media to Improve English Vocabulary Mastery of Junior High School Students

For junior high school pupils, research on the development of learning media is badly needed. Students' understanding and mastery of specific materials should improve as a result of the availability of learning media. The goals of this study are to (1) create a product in the form of a learning media called Noun Words Domino Card (NWDC) that is appropriate for seventh-graders at Satap Woja State Junior High School; and (2) develop a product in the form of a learning media called Noun Words Domino Card (NWDC) that is appropriate for eighth-graders at Satap Woja State Junior High School. (2) understand the use of NWDC learning media for students, and (3) understand the efficacy of NWDC learning media in improving student vocabulary knowledge. The ADDIE paradigm, which consists of five steps: Analyze, Design, Develop, Implement, and Evaluate, was used to conduct this research. The findings revealed: (1) The noun words domino card (NWDC) is a viable learning material for students to use and assess. The practicality is determined by material experts, who gave it a score of 3.7, and media experts, who gave it a score of 3.5. (2) The noun words domino card (NWDC) is a useful tool for pupils to improve their vocabulary mastery. (3) Learning media noun words domino card (NWDC) is helpful in developing student vocabulary knowledge, according to the student's reaction as a user of learning media with a total average score of 3.6. It was calculated using the average oral test score of students who met the English subject's minimal completion criteria.