The Effects of Mastery Criteria on Maintenance: A Replication With Most-to-Least Prompting

Although evidence-based practices (EBPs) for educating children with autism, such as pivotal response training (PRT), exist, teachers often lack adequate training to use these practices. The current investigation examined the efficacy of a 6-hour group workshop plus individual coaching for training 20 teachers to use PRT. Results indicate that the workshop alone was only effective in training 15% of the teachers to meet mastery criteria for PRT. The majority of teachers, however, showed additional improvement following individual coaching. The findings suggest that attending a group workshop is insufficient training for most teachers to demonstrate mastery of PRT, but a modest amount of time spent in individual coaching with observation and feedback helps the majority of teachers master PRT techniques. Limitations and implications for future research are discussed.

Download Full-text

The Use of Realistic Mathematics Education (RME) to Help Indonesian 5th-Grade Students to Learn Multiplication and Division

Southeast Asian Mathematics Education Journal ◽

10.46517/seamej.v10i1.98 ◽

2020 ◽

Vol 10 (1) ◽

pp. 41-53

Author(s):

Nanang Setiadi

Keyword(s):

Mathematics Education ◽

Learning Process ◽

Mathematics Teaching ◽

Realistic Mathematics Education ◽

Realistic Mathematics ◽

Alternative Approach ◽

Mathematical Problems ◽

Teaching Learning ◽

Mastery Criteria ◽

5Th Grade

Abstract This paper discusses the use of Realistic Mathematics Education (RME) as an alternative approach to enhance Indonesian 5th-grade students’ ability in multiplication and division. It presents the analysis of Indonesian 5th-grade students’ difficulties in applying stacking method for multiplication and division. Furthermore, it describes a mathematics teaching learning practice to stimulate students constructing their strategies, mathematical models and number sense in solving mathematical problems that involve multiplication and division. The teaching learning practice aims to apply RME for helping students develop their multiplication and division ability.Findings shows that stacking methods for multiplication and division are difficult for the students. The main students’ problem in multiplication and division stacking methods is in reapplying the steps of the methods. The steps taken to improve the learning process by implementing RME are: (1) analyze in detail the difficulties of students in multiplication and division stacking methods, (2) provide contexts of mathematical problems that can stimulate students to think mathematically, (3) hold a class mathematics congress, and (4) conduct a test to measure students’ achievement. Based on the students’ achievement, there has been several improvements. After RME, there were more students whose grades passed the Minimum Mastery Criteria. Moreover, there was a student who got 100. Then, the average test was higher. Meanwhile, there were only 3 children whose grades were 0. Thus, the application of RME has helped the 5th-grade students to improve their ability in multiplication and division.

Download Full-text

Big Book dan Sustained Silent Reading untuk Meningkatkan Kemampuan Membaca Pemahaman

Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan ◽

10.17977/jptpp.v5i7.13716 ◽

2020 ◽

Vol 5 (7) ◽

pp. 920

Author(s):

Rizqo Nurjanah ◽

Utami Widiawati ◽

I Made Suardana

Keyword(s):

Reading Comprehension ◽

Action Research ◽

Silent Reading ◽

Class Ii ◽

Sustained Silent Reading ◽

Ability Test ◽

Comprehension Ability ◽

Mastery Criteria ◽

Reading Comprehension Ability ◽

Success Percentage

Abstract: This study aims to improve reading comprehension in class II MI Islamiyah Kediri City. This type of research is classroom action research. The study was conducted in two cycles. The results showed an increase in students' understanding of reading. The reading comprehension ability test is carried out in writing in the form of a description item. Minimum Mastery Criteria that has been set is 70. In the pre-cycle success percentage of 55.56%, increased to 72.22% in the first cycle, and increased again to 83.33% in the second cycle. he average class success target that researchers set was 80%. The success in the second cycle has reached 83.33%. This means that the average class success target has been achieved.Abstrak: Penelitian ini bertujuan untuk meningkatkan membaca pemahaman kelas II MI Islamiyah Kota Kediri. Jenis penelitian yaitu penelitian tindakan kelas. Penelitian dilaksanakan dalam dua siklus. Hasil penelitian menunjukkan adanya peningkatan pemahaman siswa terhadap bacaan. Tes kemampuan membaca pemahaman dilaksanakan secara tertulis dengan bentuk soal uraian. Kriteria Ketuntasan Minimal yang telah ditetapkan yaitu 70. Pada prasiklus presentase keberhasilan sebesar 55,56%, meningkat menjadi 72,22% pada siklus I, dan meningkat lagi menjadi 83,33% pada siklus II. Target keberhasilan rata-rata kelas yang peneliti tetapkan yaitu 80%. Keberhasilan pada siklus II sudah mencapai 83,33%. Hal tersebut berarti target keberhasilan rata-rata kelas telah dicapai.

Download Full-text

IMPROVING STUDENTSâ€™ SKILL IN WRITING RECOUNT TEXTS BY USING PEER REVIEW STRATEGY TO THE EIGHTH GRADE STUDENTS OF SMP KATOLIK BUDI MURNI 3 MEDAN

Kairos English Language Teaching Journal ◽

10.54367/kairos.v1i3.719 ◽

2020 ◽

pp. 144-159

Author(s):

Mariana Naiborhu ◽

Karisma E. Tarigan ◽

Novalina Sembiring

Keyword(s):

Peer Review ◽

Eighth Grade Students ◽

Post Test ◽

Class Viii ◽

Field Notes ◽

The Subject ◽

Strongly Agree ◽

Writing Tests ◽

Mastery Criteria ◽

Academic Year

The aim of this study is to improve studentsâ€™ skill in writing recount texts and to find out the studentsâ€™ responses after being taught by using Peer Review Strategy. The subject of the study is the students of Class VIII A of SMP Budi Murni 3 Medan in the Academic Year of 2017/2018. Questionnaire, observation sheet, field notes, and writing tests were used as the instruments for collecting data. The results of the study showed the significant improvement of the studentsâ€™ skill in writing recount texts. It is proven by the studentsâ€™ mean score of each test: pre-test is 64,68, formative test is 70,75 and post-test is 75,86. The progress is about 11,18 based on the studentsâ€™ mean score. Moreover, the improvement could also be seen from the Minimum Mastery Criteria (Kriteria Ketuntasan Minimum (KKM)) which showed that the studentsâ€™ score of pre-test is 20,68%, formative test is 58,62%, and post-test is 72,41%. It can be concluded that there is a significant progress of 52% based on (Kriteria Ketuntasan Minimum (KKM)). The students also agreed with the application of Peer Review Strategy in writing recount texts. It can be seen from the result of questionnaire that there was 60% of strongly agree and 40% of agree. Therefore, the application of Peer Review Strategy is very suitable to improve studentsâ€™ skill in writing recount texts.

Download Full-text

Implementasi Problem Based Learning dalam Peningkatan Aktifitas dan Kognitif Siswa SMK

JURNAL DINAMIKA VOKASIONAL TEKNIK MESIN ◽

10.21831/dinamika.v3i1.19110 ◽

2018 ◽

Vol 3 (1) ◽

pp. 7-11

Author(s):

Bernardus Agus Munadi ◽

Endri Triwiyono

Keyword(s):

Learning Outcomes ◽

Rating Scale ◽

Cognitive Learning ◽

Problem Based Learning ◽

Cognitive Outcomes ◽

Reflection Data ◽

Rating Scale Data ◽

Mastery Criteria ◽

Scale Data ◽

Cognitive Learning Outcomes

This study aims to improve students' learning activeness and cognitive-learning outcomes using Problem-Based Learning (PBL) on the 2013 Curriculum. The research was a two-cycle action research, conducted in an oxygen-acetylene welding (OAW) practice of SMK Teknik Fabrikasi Logam. There were four stages in each cycle, namely planning, implementation, observation, and reflection. Data were collected by means of observations using checklists and rating-scale instruments and were analyzed descriptively. The result of PBL implementation show that: (1) students’ activeness is improved by 11.20%; (2) students’ cognitive-learning outcomes is improved by 5.32%. The cognitive outcomes improvement can be broken down into memorization (86.97%), comprehension (77.68%), application (78.77%), analysis (79.61%), evaluation (77.97%) and synthesis (79.16%); (3) the percentages of students who passed the minimum mastery criteria on the cognitive aspects is 91.31%; and (4) PBL is in line with the scientific approach of the 2013 CurriculumPenelitian ini bertujuan untuk meningkatkan aktivitas pembelajaran dan kemampuan hasil belajar kognitif siswa SMK Teknik Fabrikasi Logam pada pembelajaran las oksi-asetillin dengan menggunakan metode Problem-Based Learning (PBL) sesuai Kurikulum 2013. Metode penelitian menggunakan penelitian tindakan kelas yang dilaksanakan dalam dua siklus. Setiap siklus terdiri dari empat tahapan: perencanaan, pelaksanaan, pengamatan, dan refleksi. Pengumpulan data menggunakan metode observasi dengan instrumen checklist dan rating scale. Data dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa: 1) penerapan metode PBL pada pembelajaran Las Oksi Asetilin dapat meningkatkan aktivitas pembelajaran siswa sebesar 11,20%; 2) peningkatan hasil belajar aspek kognitif setelah menerapkan metode PBL adalah sebesar 5,32% dengan tingkat capaian kemampuan aspek kognitif sebagai berikut: mengingat 86,87%; memahami 77,68%; menerapkan 78,77%; menganalisa 79,61%; menilai 77,97%; dan mencipta 79,16%; 3) siswa yang mencapai Kriteria Ketuntasan Minimal pada hasil belajar aspek kognitif setelah menerapkan metode PBL sebesar 91,31%; dan 4) Metode PBL selaras dengan pendekatan saintifik pada Kurikulum 2013.

Download Full-text

THE STYLE USED BY STUDENTS IN LEARNING VOCABULARY

Journal of Languages and Language Teaching ◽

10.33394/jollt.v4i2.320 ◽

2018 ◽

Vol 4 (2) ◽

pp. 62

Author(s):

Fithria Ulfani Yuliatin

Keyword(s):

Learning Styles ◽

Learning Style ◽

Qualitative Data ◽

Visual Learning ◽

The Other ◽

Applied Learning ◽

Descriptive Data ◽

Qualitative Descriptive ◽

Student Learning Style ◽

Mastery Criteria

The purpose of this study is to describe the application of Learning Styles in the vocabulary used by students of SMAN 1 Sakra Timur. To know the percentage of student learning style in vocabulary. Students of grade 2 IPA 1 are less in applied learning styles, students are more sitting and silent, whether they understand what is described or not. In keeping the results of research, conducted data collection using qualitative descriptive. Data obtained from the results of vocabulary and questionnaire tests. On the other hand, the qualitative data comes from student observations as well. Then the data can be seen that students have problems with the vocabulary, from 37 students who are able to achieve it consists of 15 students (40%) able to achieve the Minimum Mastery Criteria with qualifications consisting of 5 students (14%) to Prima, 9 students (24% to Very good, and 10 students (27%) became good, while there were 13 students (35%) who were unable to achieve minimum mastery with poor or failing qualifications. For percentage of learning style preferred by students to learn to use visual learning style, (89%) SS, 3 (8%) S, 1 (2%) TT and nobody chose disagree and strongly disagree. In addition, from the observation, Students are less active to respond to lessons taught due to lack of force learning applied by the teacher.

Download Full-text

IMPLEMENTASI MEDIA BERBASIS AUDIO VISUAL DALAM PEMBELAJARAN MATERI GERAKAN SHOLAT FIQIH (STUDI KASUS DIKELAS V MIN 1 BANYUMAS)

Educreative : Jurnal Pendidikan Kreativitas Anak ◽

10.37530/edu.v5i2.35 ◽

2020 ◽

Vol 5 (2) ◽

pp. 177-182

Author(s):

Rizki Fitrianto

Keyword(s):

Data Collection ◽

Data Reduction ◽

Qualitative Method ◽

Visual Media ◽

Effective Learning ◽

Reduction Techniques ◽

Mastery Criteria ◽

Descriptive Qualitative

Abstract In effective learning in a classroom, it requires a variety of media that makes it easier for students to absorb the learning conveyed by the teacher. Therefore, the teacher is required to be able to convey the material correctly and correctly. From there the researchers wanted to conduct a research with the formulation of the problem of how the use of audio visual media in the ability to practice reading and prayer movements in the study of jurisprudence. The subjects in this study were grade V students with 30 students consisting of 18 women and 12 men. The method in this study used a descriptive (qualitative) method. Data collection used is observation, interview and documentation, which are then analyzed using the data reduction techniques described. In accordance with the results of the analysis conducted by researchers, students who scored above the Minimum Mastery Criteria (KKM) were 18 students, with a percentage of 65%, while students who received scores below as many as 12 students with a percentage of 35%. If you look at the data for each aspect, it can be concluded that there are still many students who only have enough mastery in terms of dhikr and pray after prayer. While those who reach the level of mastering well are the aspects of reading the Surah Al-Fatihah. The conclusion is that the Ability, Practicing of Reading and Movement of Prayer is interesting and enthusiastic so that through audio-visual media can be improved by audio-visual media.

Download Full-text