scholarly journals Humanitarian engineering approach for re-designing pedestrian traffic inside the lecture building during the new normal COVID-19 pandemic

2021 ◽  
Vol 916 (1) ◽  
pp. 012016
Author(s):  
A Yudono ◽  
Surjono ◽  
C Meidiana ◽  
I Nurika ◽  
E Martati ◽  
...  
Keyword(s):  
High School Students ◽  
Learning Process ◽  
Geographical Information Systems ◽  
Academic Community ◽  
Human Interaction ◽  
Geographical Information ◽  
School Students ◽  
New Normal ◽  
Urban And Regional Planning ◽  
Pedestrian Traffic

Abstract COVID-19 has brought a massive impact on people’s daily activities, office workers have implemented “Working from Home” (WFH), an elementary school to high school students have implemented “Study from Home” (SFH), as well as Campus academic communities’ activities’ implementing Learning from Home. This circumstance has changed daily human behavior for a year. In 2021, upon the completion of a global vaccination program, the situation is followed by a change in the pattern of daily living activities towards “a new normal”, in which direct human interaction is reinstated while still fulfilling health protocols, one of the actions is social distancing. This study examined the detection of pedestrian traffic for the academic community of the Department of Urban and Regional Planning (DURP), Brawijaya University and predicted certain crowds’ spots in the DURP building, using Computer Vision and the integration of Agent-Based Model and Geographical Information Systems Indoor. Furthermore, alternative designs for pedestrians were carried out in the DURP building to prevent the occurrences of crowds in certain spots. The results obtained are that on the 1st Floor of the DURP building, the West and East entrance paths have high traffic, so it is necessary to arrange for the opening of the Southside door as an alternative for pedestrian access. Likewise, for the 2nd Floor, the opening of the south gate contributes to minimizing crowd spots. All in all, the blended learning process through face-to-face learning at students grades 1 and 2, then online learning at students grades 3 and 4 might minimize the potential Covid-19 transmission facing a new normal higher education learning process.

scholarly journals Classroom Management Problems Faced by Pre-Service Teachers Study Case: At Senior High School 1 of Plumbon

2018 ◽  
Vol 6 (1) ◽  
pp. 32
Author(s):  
Devi Siti Afiah
Keyword(s):  
High School ◽  
High School Students ◽  
Classroom Management ◽  
Student Teachers ◽  
Learning Process ◽  
Senior High School ◽  
School Students ◽  
Management Problems ◽  
Study Case ◽  
Pre Service Teacher

This research studied about classroom management problems faced by pre-service teacher. Pre-service teacher is student teachers before they have under taken any teaching. Before they are graudate, they have to accomplish teacher training subject. When they come to schools to teach students, they find so many new things, such as; the real instructional devices, students’s characters of senior high school, students’ responses in learning process. In this study, the writer investigated the students’ responses in learning process, and it become challanging for pre-service teacher to solve bed students’ responses. There are some classroom mangement problems that pre-service teacher faced, they are: students always lots of students played mobile phone, been lazy, had chat, been passive students during learning process.

scholarly journals Why Do the Students Do Disruptive Behavior in English Classroom? A Case Study On Senior High School Students in One of the Small Town in Indonesia

2019 ◽  
Vol 3 (2) ◽  
pp. 130-141
Author(s):  
Anida Fadhilah Jati ◽  
Endang Fauziati ◽  
Agus Wijayanto
Keyword(s):  
High School ◽  
High School Students ◽  
Disruptive Behavior ◽  
Learning Process ◽  
Senior High School ◽  
School Students ◽  
English Classroom ◽  
Teaching Learning ◽  
Senior High School Students

A conducive learning situation is essential in learning English. However, one problem that usually disturbs the learning situation is the appearance of disruptive behavior. Students' disruptive behavior is an inappropriate behavior conducted by students during the learning process which turns the classroom into unconducive. Exactly, there are several factors contribute to the occurrence of disruptive behavior in the English lesson, especially on senior high school students. Thus, the current study was a case study aimed to investigate several causes of students' disruptive behavior in English teaching-learning process in the classroom. The subjects of this study consisted of an English teacher and a class of twelfth-grade students in a small town in Indonesia. The data were collected using observation and interview. The result of this study showed that students' disruptive behavior in the English classroom was caused by internal factor and external factor. Feeling boredom, feeling anxiety, and seeking attention were internal factor that became the occurrence of disruptive behavior. While fatigue was the external factor that causes the emergence of students' disruptive behavior in the English teaching-learning process in the classroom.             Keywords Disruptive Behavior, English Classroom, Senior High School Students, Teachers’ Management

scholarly journals O WHATSAPP NO PROCESSO DE ENSINO-APRENDIZAGEM DE ALUNOS DO ENSINO MÉDIO TECNOLÓGICO – AM / THE USE OF WHATSAPP IN THE TEACHING-LEARNING PROCESS OF TECHNOLOGICAL HIGH SCHOOL STUDENTS – AM

2021 ◽  
Vol 7 (1) ◽  
pp. 3762-3774
Author(s):  
Ivanete Pereira Souza ◽  
Alexandra Nascimento de Andrade ◽  
Clisivânia Duarte Souza ◽  
Dalmir Pacheco Souza ◽  
Carolina Brandão Gonçalves
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Process ◽  
School Students ◽  
Teaching Learning

scholarly journals Historical Learning Behavior of High School Students During the Covid-19 Pandemic

2021 ◽  
Vol 2 (1) ◽  
pp. 21-34
Author(s):  
Muhammad Teguh ◽  
Wahidul Basri
Keyword(s):  
High School ◽  
High School Students ◽  
High School Teachers ◽  
Learning Process ◽  
Student Behavior ◽  
Learning Behavior ◽  
School Teachers ◽  
School Students ◽  
History Learning

This article was written with the aim of analyzing the behavior of high school students and all of their factors during history learning during the Covid-19 pandemic, so that knowing the history learning behavior of high school students and responses from high school teachers related to student behavior in the history learning process during the Covid-19 pandemic and analyzing how the reinforcement measures carried out by high school teachers towards students and the effect felt during online learning. The research method used was descriptive qualitative. The subjects of the study were research articles related to students' historical learning behavior during the Covid-19 pandemic, The sample of research articles is 26 journals consisting of national journals and international journals. The results of this study were 1) forms of student behavior in various history lessons; 2) student behavior is influenced by the creativity ability of teachers and the role of the family, and 3) The history teacher provides reinforcement during the online history learning process to students. The conclusion of this study is to maximize the history learning behavior of high school students during the pandemic has 5 (five) aspects learning and management of teaching in the Covid-19 era, know the benefits of learning history using Google classroom, increasing the effectiveness of the teaching and learning process during the Covid-19 Pandemic, the role of families in accompanying student, and increase student activeness in taking online learning.

scholarly journals The Role of Teachers’ ICT Skills in the Development of Scientific Views of High School Students

2021 ◽  
Vol 7 (11) ◽  
pp. 336-342
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Process ◽  
New Technologies ◽  
School Students ◽  
Ict Skills ◽  
New Information ◽  
Modern Learning ◽  
Ict Tools

The article discusses the development of the learning process in the new information society, the importance of using new technologies, their application in the learning process. It also emphasizes the importance of inculcating teachers’ knowledge and skills in the formation of the worldview of high school students using ICT tools, and notes that the application of new technologies in the learning process is an important feature of the modern learning process.

scholarly journals Projeto Primeiros Passos na Ciência: Rompendo barreiras sociais e estreitando laços entre a comunidade acadêmica e o Ensino Médio público

2020 ◽  
Vol 11 (1) ◽  
pp. 47-59
Author(s):  
Adna Suelen Dorigo ◽  
Allison Anjos ◽  
Ana Claudia Castro Marcato ◽  
Dayane Pires ◽  
Letícia Rocha Gonçalves ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
High Schools ◽  
Molecular Biology ◽  
Sao Paulo ◽  
Academic Community ◽  
Public High Schools ◽  
São Paulo ◽  
School Students ◽  
The University

No presente trabalho, visamos ampliar discussões acerca das diferentes faces da interação Universidade-Escola, com base na apresentação de relatos de experiências sobre o Projeto Primeiros Passos na Ciência e em reflexões teóricas sobre o contexto universitário, motivadas pela prática vivenciada. O projeto em questão foi desenvolvido por alunos de pós-graduação em Ciências Biológicas (Biologia Celular e Molecular) da UNESP, Campus de Rio Claro-SP em parceria com a Escola Estadual Prof. Marciano de Toledo Piza, de ensino médio, da cidade de Rio Claro, estado de São Paulo. Este projeto teve o objetivo de introduzir o aluno do Ensino Médio no cotidiano da pesquisa universitária na área de Biologia Celular e Molecular, com a expectativa de promover a aproximação destes alunos com o desenvolvimento do conhecimento científico e o ambiente universitário. Com a realização desse projeto, a Universidade teve a chance de adentrar no contexto dos alunos de Educação Básica, mais especificamente do Ensino Médio público. Esses novos conhecimentos podem criar a possibilidade de um futuro diferente, com mais conhecimentos científicos e instigando a reflexão a partir da rotina da Universidade e seu contexto. A experiência resultou na divulgação científica, no contato do aluno do Ensino Médio com o método científico e toda a técnica e objetividade que dele derivam, ampliando os laços comunidade-universidade. Palavras-chave: Educação; Extensão; Vivência; Experimento Científico   Project First Steps in Science: breaking social barriers and strengthening ties between the academic community and public high schools Abstract: In the present study, we intend to expand the discussion about different approaches of the University-School interaction, based on the presentation of an account of experiences with the First Steps in Science Project and theoretical reflections on the University context motivated by the lived experience. The project in question was developed by graduate students in Biological Sciences (Cell and Molecular Biology) at UNESP, Rio Claro/SP (Brazil), in partnership with Escola Estadual Prof. Marciano de Toledo Piza a public high school in the city of Rio Claro, State of São Paulo. This project had the objective of introducing high school students to the routine of university research in the area of Cell and Molecular Biology, with the expectation of promoting the approximation of these students with the development of scientific knowledge and the university environment. With the realization of this project, the University had the opportunity to better understand the primary education context of the students, specifically within public high schools. This new knowledge can create the possibility of a different future, with more scientific properties and instigating the reflection from the routine of the University and its context. The experience resulted in scientific dissemination, high school students' contact with the scientific method, and all the technique and objectivity derived from it, expanding community-university ties. Keywords: Education; Extension; Experience; Scientific Experiment  

scholarly journals Analisis Kesulitan Siswa SMP dalam Menyelesaikan Soal Materi Teorema Pythagoras

2020 ◽  
Vol 3 (2) ◽  
pp. 61
Author(s):  
Lila Wulandari ◽  
Marchasan Lexbin Elvi Judah Riajanto
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Outcomes ◽  
Junior High School ◽  
Learning Process ◽  
Mathematical Problem ◽  
Student Learning Outcomes ◽  
Junior High School Students ◽  
School Students ◽  
Student Difficulties

Difficulties experienced by students in learning greatly affect the achievement of student learning outcomes. This study aims to describe the results of the identification of the types of difficulties and the causes of student difficulties when solving problems based on Polya stages. This type of research is descriptive qualitative with the instrument used in written tests. The subjects of the research were 36 students of class IX at SMP Negeri 9 Cimahi. Based on the analysis that has been done, it can be concluded that the difficulties experienced by junior high school students when completing the Pythagorean theorem questions in the school are 1) difficulty understanding the problem 100%, 2) difficulty planning the completion of 40%, 3) difficulty implementing the plan 54.4%, and 4) difficulty in re-checking 76.7%. The causes of difficulties include 1) students are not accustomed to writing things that are known and asked of a problem 2) students are not accustomed to drawing conclusions from a mathematical problem 3) Concept errors because students do not understand the concept of the material. So, it is necessary to improve the learning process that prioritizes learning concepts rather than memorizing. Students must be accustomed to solving the application problems of a material. So, students will be able to solve contextual problems related to the material.

Analysis of High School Students’ Teaching Style Preferences

2013 ◽  
Vol 6 (1) ◽  
Author(s):  
IAN C. ABORDO ◽  
CARTHY JOY T AGUILLON
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Process ◽  
School Administrators ◽  
Teaching Style ◽  
Teaching Styles ◽  
School Students ◽  
Self Assessments ◽  
Teaching Learning ◽  
Style Preferences

The students are the best witnesses to how the teachers perform their instructional duties. Students develop particular expectations to teaching style preferences. This study investigates the students’ self-assessments of their teaching style preferences against their observed teaching styles that their year level teachers have used and determined the relevance of Teeters’ (2001) teaching style model. Teeters’ (2001) instructor style inventory was used to collect data from 114 high school students of an academy in Valencia, Bukidnon, Philippines. Results revealed that the students highly preferred all the teaching styles. Students in different year levels also rated their teachers’ safe, stimulating, spontaneous, and systematic teaching styles moderate and high. Significant differences in all the students’ observed teaching styles were found between the year levels. Teaching styles with “no difference” and “there is difference” depend on the year levels. School administrators and teachers in this academy may consider the viability of Teeters’ teaching style model in their teaching-learning processes.Keywords: Education, teaching styles, teaching-learning process, Teeter’s teaching stylemodel, Bukidnon, Philippines

scholarly journals OFICINA DE MAQUETE: a busca por um aprofundamento do processo ensino-aprendizagem

2018 ◽  
Vol 7 (14) ◽  
pp. 287-297
Author(s):  
Sandra de Castro De Azevedo ◽  
Vinicius Monteiro Arcanjo ◽  
Haroldo Junior Martins Cardoso
Keyword(s):  
High School Students ◽  
Learning Process ◽  
Basic Education ◽  
Dimensional Space ◽  
Essential Element ◽  
Space Representation ◽  
School Students ◽  
Process Measurement ◽  
Practice Activity ◽  
Teaching Learning

A representação do espaço é um elemento essencial para a ciência geográfica, no entanto, no que se refere à geografia escolar, encontramos certa dificuldade dos professores com o uso de elementos cartográficos nas aulas de geografia, fato que pode ser consequência da formação inicial que, muitas vezes, enfatiza a cartografia básica, dando pouca atenção à cartografia escolar. Procurando superar esta dificuldade, um grupo de acadêmicos bolsistas de Iniciação à Docência optou por desenvolver uma oficina de maquete com alunos do ensino médio de uma escola estadual. O objetivo era proporcionar a construção de conhecimentos cartográficos partindo da atividade prática (construção da maquete) para compreender a teoria, em um movimento de problematização, estimulando assim a aprendizagem. A atividade possibilitou um aprofundamento metodológico para os bolsistas de Iniciação à Docência, pois eles realizaram a mediação do processo ensino-aprendizagem, que resultou em um avanço, por partes dos alunos da educação básica, no processo de leitura e interpretação de cartas topográficas e das análises da representação do espaço bidimensional e tridimensional, além de resultar em uma valorização da geografia escolar pelos alunos que participaram da atividade, pois conseguiram entender esta disciplina como um instrumento para o entendimento da realidade. PALAVRAS-CHAVE Geografia. Cartografia. Ensino-aprendizagem. Formação inicial. Maquete. MODEL WORKSHOP: the search of an enhancement of teaching/learning process ABSTRACT The representation of space is an essential element to geographic science, however when its refers to school geography, teachers confront a certain difficulty using cartographies elements on geographic classes, this can be caused by teacher initial education which sometimes emphasize basic cartography on the other hand giving less attention to scholar cartography. In order to overcome this difficulty a scholarship holders group of initial teaching took the initiative of developing a model workshop with high school students from a public state school. The aim was to provide the construction of cartographic knowledge through practice activity (construction of models) to comprehend the theory, in a problematization movement thus stimulating learning. The activity has allowed a methodological enhancement to initiation scholarship holders to teaching, as they carried out the teaching-learning process measurement that resulted in a breakthrough, by the basic education students, in the process of reading and interpreting topographic maps and analysis bi-dimensional and tri-dimensional space representation and also resulted in a valorization of scholar geography by students which took part of activity since they understood this discipline as an instrument for understanding of reality KEYWORDS Geography. Cartography. Teaching-learning. Initial education. Model. ISSN: 2236-3904REVISTA BRASILEIRA DE EDUCAÇÃO EM GEOGRAFIA - RBEGwww.revistaedugeo.com.br - [email protected]

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