A thematic approach to the analysis of the task‐oriented, small group

1967 ◽  
Vol 18 (4) ◽  
pp. 285-291 ◽  
Author(s):  
David M. Berg
Keyword(s):  
Small Group ◽  
Thematic Approach ◽  
Task Oriented

scholarly journals PENGEMBANGAN PICTURE BOOK SEJARAH NASIONAL DENGAN PENDEKATAN TEMATIK TERPADU UNTUK KELAS IV SEKOLAH DASAR

2016 ◽  
Vol 4 (1) ◽  
pp. 79 ◽  
Author(s):  
Intan Kurniasari Suwandi ◽  
Muhsinatun Siasah Masruri
Keyword(s):  
Research And Development ◽  
Primary School ◽  
Small Group ◽  
Field Trial ◽  
Picture Book ◽  
Group Evaluation ◽  
Field Note ◽  
Thematic Approach ◽  
One To One ◽  
Class E

<p class="E-JOURNALTitle">Penelitian ini bertujuan untuk: (1) menghasilkan <em>picture book</em> sejarah nasional dengan pendekatan tematik terpadu dan (2) mengetahui keefektifan <em>picture book </em>sejarah nasional dengan pendekatan tematik terpadu dalam meningkatkan pemahaman peserta didik kelas IV Sekolah Dasar. Jenis penelitian ini adalah <em>Research and Development.</em> Pengembangan produk menggunakan model pengembangan Dick &amp; Carey. Subjek coba dalam penelitian ini adalah peserta didik kelas IV SD Negeri Percobaan 3 Pakem. Teknik pengumpulan data dengan cara wawancara, angket, observasi, tes, dan catatan lapangan. Instrumen penelitian terdiri dari pedoman wawancara, angket, lembar observasi, soal tes hasil belajar; serta catatan lapangan. Teknik analisis data dengan statistik deskriptif. Hasil penelitian menunjukkan bahwa produk yang dikembangkan layak dan efektif digunakan. Kelayakan dilihat dari: (1) Hasil penilaian ahli materi pembelajaran= 80,00 (baik) dan ahli media pembelajaran= 89,14 (sangat baik). (2) Angket tanggapan peserta didik <em>one-to-one evaluation</em>= 91,80 (sangat baik), <em>small-group evaluation</em>= 90,31 (sangat baik), dan <em>field trial evaluation</em>= 86,37 (sangat baik). Keefektifan media yang dikembangkan dilihat dari: (1) Hasil observasi di kelas <em>small-group evaluation</em>= 100,00 (sangat baik) dan <em>field trial evaluation</em>= 85,71 (sangat baik) dan (2) Ketuntasan disimpulkan berdasarkan skor rata-rata <em>posttest </em>pada tahap <em>one-to-one evaluation= </em>86,67 (sangat baik),<em> small-group evaluation</em>= 92,13 (sangat baik), dan <em>field trial evaluation</em>= 89,53 (sangat baik). Dengan demikian, <em>picture book </em>sejarah nasional yang dikembangkan dapat meningkatkan pemahaman peserta didik.</p><p class="E-JOURNALAbstrakKeywords"><strong>Kata kunci</strong>: picture book sejarah nasional, pendekatan tematik terpadu</p><p> </p><p class="E-JOURNALTitleEnglish"><strong>DEVELOPING A NATIONAL HISTORY PICTURE BOOK WITH INTEGRATED THEMATIC APPROACH FOR GRADE 4 PRIMARY SCHOOL</strong></p><p class="E-JOURNALAbstrakTitle"><strong>Abstract</strong></p><p class="E-JOURNALAbstractBodyEnglish">This research aims to: (1) produce a national histories picture book and (2) determine the effectiveness of the developed book for increase students’ comprehension of grade 4 Primary School. This research is research and development. Product development use to Dick &amp; Carey’s model. Data collection techniques using interview, questionnaire, observation, achievement tests, and field note. Instruments using interview guide, questionnaires, observation sheet, paper based test item, and field note and analysed using descriptive statistics. The results showed that the product is feasible and effective to used in SD Negeri Percobaan 3 Pakem. Feasibility to used seem from: (1) subject-matter expert evaluation= 80.00 (“good”) and instructional media expert= 89.14 (“excellent”). (2) Questionnaire of student’s respons in one-to-one evaluation= 91.80 (“excellent”), small-group evaluation= 90.31 (“excellent”), and field trial evaluation= 86.37 (“excellent”). Effectiveness seem from: (1) Observation of product-used in small-group evaluation’s class= 100.00 (“excellent”) and field trial evaluation’s class= 85.71 (“excellent”). (2) Mastery learning inferred from the average score of posttest in one-to-one evaluation= 86.67 (“excellent”), small-group evaluation= 92.13 (“excellent”), and field trial evaluation= 89.53 (“excellent”). Thus, national histories picture book which developed can increase student’s comprehension.</p><strong>Keywords: </strong>national histories picture book, integrated thematic approach

Subcultural Differences in Taiwanese and Burmese Chinese Business Negotiation Styles

2012 ◽  
Vol 40 (7) ◽  
pp. 1067-1074 ◽  
Author(s):  
Lieh Ching Chang
Keyword(s):  
Small Group ◽  
Influential Factors ◽  
Relationship Conflict ◽  
Chinese People ◽  
Business Negotiation ◽  
Chinese Business ◽  
Task Oriented ◽  
And Task

The subcultural differences in business negotiation styles between Taiwanese businesspeople and a small group of Burmese Chinese who have businesses in Taiwan were analyzed. Negotiating styles of collaboration, compromise, accommodation, competition, and withdrawal were examined, focusing on influential factors such as subculture and relationship and task-oriented conflicts. Results showed that the main difference between the 2 groups was that whereas Burmese Chinese tend to shun conflict and may even submit to their opponent to prevent a conflict from escalating, Taiwanese are less likely to employ an accommodation strategy. The conclusion was reached that in a task-oriented or relationship conflict, in a business situation Taiwanese and Burmese Chinese people differ significantly in their use of collaboration, accommodation, and withdrawal as negotiation styles.

Within-Subject Variability in Ingratiation as a Function of Self-Esteem and Time

2019 ◽  
Vol 18 (4) ◽  
pp. 216-226
Author(s):  
Katharina Schmitte ◽  
Bert Schreurs ◽  
Mien Segers ◽  
I. M. “Jim” Jawahar
Keyword(s):  
Individual Differences ◽  
Small Group ◽  
Self Esteem ◽  
Random Coefficient ◽  
Person Perspective ◽  
Authority Figure ◽  
Subject Variability ◽  
Over Time ◽  
Within Subject Variability

Abstract. Adopting a within-person perspective, we theorize why ingratiation use directed toward an authority figure increases over time and for whom. We posit that as the appraisal event draws closer, the salience of achieving good evaluations increases, leading to an increasing use of ingratiation. We further propose that the increase will be stronger for individuals with low relative to high self-esteem. Participants were 349 students enrolled in a small-group, tutor-led management course. Data were collected in three bi-weekly waves and analyzed using random coefficient modeling. Results show that ingratiation use increased as time to the evaluation decreased, and low self-esteem students ingratiated more as time progressed. We conclude that ingratiation use varies as a function of contextual and inter-individual differences.

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