The Virtual Museum VM as a Tool for Learning Science in Informal Environment

Education in the Knowledge Society (EKS) ◽

10.14201/eks.23984 ◽

2021 ◽

Vol 22 ◽

pp. e23984

Author(s):

Bushra Izzat Albadawi

Keyword(s):

Positive Feedback ◽

Scientific Information ◽

Field Testing ◽

Learning Science ◽

Virtual Museum ◽

Parents And Children ◽

Testing Stage ◽

Evaluation Test ◽

Interest Level ◽

Informal Environment

This study aims to check if a Virtual Museum (VM) is a tool for learning science in an informal environment for lower basic grades from the perspective of parents and children. The study followed the mixed method quantitative and qualitative data collected from the main field-testing stage from the perspective of the user (children and parents) in the educational Research and Development (R & R&D) methodology, the evaluation tools used as instruments for parents, and one for parents for children with a focused interview. The parents' evaluation test yielded positive feedback, and the parents found that the VM is appropriate. The parents were similar in their opinion toward the VM to academic qualifications. The children's evaluation test yielded positive feedback. Children found that the VM is appropriate. Children's comments showed a greater interest level in learning science with technology through gaming and multimedia. They were very excited about using the VM, which helped them understand the subject content and navigate to search for scientific information.

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DEVELOPMENT OF INDONESIAN LANGUAGE LEARNING TEXTBOOK WITH CHARACTER EDUCATION THROUGH ACTIVE LEARNING AS AN ELEMENTARY STUDENTS’ LEARNING SOURCE

Social, Humanities, and Educational Studies (SHEs): Conference Series ◽

10.20961/shes.v1i1.23704 ◽

2018 ◽

Vol 1 (1) ◽

Author(s):

Retno Winarni ◽

St. Y. Slamet

Keyword(s):

Elementary School ◽

Language Learning ◽

Character Education ◽

Experimental Research ◽

Model Development ◽

Field Testing ◽

Model Testing ◽

Analysis Model ◽

Public Elementary School ◽

Testing Stage

This study was aimed to: (1) describe the students’ and teachers’ needs on Indonesian language learning textbook insight with character education, (2) describe the development of Indonesian language learning textbook model, (3) test the effectiveness of the textbook, 4) to describe the result of textbook dissemination. The type of the research used was research and development proposed by Borg and Gall. This research was done through 4 stages, namely: (1) exploration, (2) model development, (3) model testing, and (4) dissemination. A qualitative descriptive approach was used in the exploratory stage. In this stage, data was collected through document study, observation, interview, and questionnaire in which then analyzed using interactive analysis model. Experimental research was used in model testing stage. The results of this research were: (1) exploration stage showed that Indonesian textbooks used in Public Elementary School 15 Surakarta, Public Elementary School 02 Kleco, and Public Elementary School 2 Sumber Surakarta had not been in accordance with the students’ and teachers’ needs, (2) Indonesian textbook was developed through preliminary field testing; and (3) model testing stage was done through experimental research in the main field testing. The value of tobtained (0.43) was lower than ttable (1.64). As a result, H0 was accepted and the research was stated significant. In conclusion, Indonesian language learning textbook with character education was effective to improve students' receptive skills

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Study of Domino Number Game Development for Early Children’s Ability to Recognize Numbers

Jurnal Obsesi Jurnal Pendidikan Anak Usia Dini ◽

10.31004/obsesi.v3i2.263 ◽

2019 ◽

Vol 3 (2) ◽

pp. 578

Author(s):

Nur Ika Sari Rakhmawati ◽

Rachma Hasibuan ◽

Erni Lutfiyah

Keyword(s):

Research And Development ◽

Field Testing ◽

Average Score ◽

Development Research ◽

Game Development ◽

Testing Stage ◽

Group A ◽

The Subject ◽

Number Game

This study aims to develop and produce feasible and effective numerical domino game prototype used as learning to recognize symbols of number 1-10 for children aged 4-5 years. The design of study is research and development research adapted from Borg & Gall research and development using Single one shot case study and One Pretest-Posttest Design Group. But the writers used only 9 steps. The subject in this study are Group A children aged 4-5 years in 6 kindergartens in Duduk sampeyan Subdistrict, Gresik District. Data were analyzed using descriptive quantitative. The results of this developmental research are numerical domino game prototype to develop 4-5 years old children’s ability to recognize number 1-10. The operational field testing stage shows The average score is 0.84, categorized as high. Therefore, it can be concluded that the numeric domino game is feasible and effective game used as learning to recognize the symbol of numbers 1-10 in children aged 4-5 years.

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Pengembangan subject specific pedagogy berbasis inkuiri untuk meningkatkan keterampilan proses dan motivasi belajar IPA

Jurnal Pendidikan Matematika dan Sains ◽

10.21831/jpms.v5i1.13537 ◽

2017 ◽

Vol 5 (1) ◽

Cited By ~ 1

Author(s):

Setiti Handayani ◽

Insih Wilujeng

Keyword(s):

Research And Development ◽

Learning Strategies ◽

Science Learning ◽

Field Testing ◽

Learning Science ◽

Small Scale ◽

Process Skills ◽

Main Field ◽

Subject Specific

Penelitian ini bertujuan untuk: (1) mengembangkan subject specific pedagogy (SSP) berbasis inkuiri sehingga layak digunakan dalam pembelajaran IPA kelas VII, (2) mengetahui peningkatan keterampilan proses siswa, dan (3) mengetahui peningkatan motivasi belajar IPA siswa SMP setelah menggunakan SSP berbasis inkuiri. Metode yang digunakan dalam penelitian ini adalah Research and Development (R & D) yang dikembangkan Borg & Gall. Langkah pengembangan meliputi studi pendahuluan, perencanaan, penyusunan draf SSP dan validasi, uji coba terbatas, evaluasi dan revisi, uji coba lapangan menggunakan one-shot case study, revisi produk berdasarkan uji coba lapangan, dan produk akhir. Subjek coba pada penelitian ini adalah siswa SMPN 2 Kembang Jepara. Pengumpulan data dilakukan melalui angket, observasi, dan tes. Hasil penelitian menunjukkan bahwa: (1) SSP berbasis inkuiri yang dikembangkan (silabus, RPP, LKS, dan lembar penilaian) telah melalui tahapan validasi, uji coba terbatas, dan uji coba lapangan sehingga layak digunakan dalam pembelajaran IPA, (2) SSP dapat meningkatkan keterampilan proses, meliputi keterampilan mengamati, menyusun hipotesis, menganalisis data, mengkomunikasikan, dan mengambil kesimpulan, (3) SSP dapat meningkatkan motivasi belajar IPA siswa, meliputi tingkat keyakinan diri, strategi pembelajaran aktif, nilai belajar IPA, tujuan belajar IPA tujuan prestasi, dan dukungan lingkungan pembelajaran. Kata Kunci: pengembangan, SSP, inkuiri, keterampilan proses, motivasi belajar IPA THE DEVELOPMENT OF INQUIRY-BASED SUBJECT SPECIFIC PEDAGOGY TO IMPROVE PROCESS SKILLS AND SCIENCE LEARNING MOTIVATION Abstract The study was conducted: (1) to develop inquiry-based SSP which is suitable for science learning at grade seven, (2) to know the improvement of students’ process skills, and (3) to know students’ motivation improvement on science learning after using inquiry-based SSP. The study was a Research and Development (R & D) developed by Borg & Gall. The steps of the development included: preliminary study, planning, construction of SSP draft and validation, small-scale field testing, evaluation and revision, main field testing using one-shot case study, revision based on main field testing, and the final product. The subject of the study were the students of SMP N 2 Kembang Jepara. The data were collected through questionnaires, observations, and tests. The results show that: (1) SSP (the syllabus, lesson plans, student’s worksheets, and evaluation sheets) which are developed through validation, preliminary field testing and main field testing, are good for science learning, (2) SSP can improve students’ process skills i.e: observing, hypothesising, analysing of data, communicating, and drawing conclusions, (3) SSP can improve the students’ learning science motivation, i.e: self efficacy, active learning strategies, science learning value, perfomance goal, achievement goal, and learning environment stimulation. Keywords: development, SSP, inquiry, process skills, learning science motivatio

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Correlation between dislocation, grain boundary and interface of duplex SS in stress corrosion cracking(SCC)

Proceedings, annual meeting, Electron Microscopy Society of America ◽

10.1017/s0424820100177775 ◽

1990 ◽

Vol 48 (4) ◽

pp. 928-929

Author(s):

Wang Zheng-fang ◽

Z.F. Wang

Keyword(s):

Stainless Steel ◽

Thermal Cycle ◽

Secondary Phase ◽

Corrosion Cracking ◽

Coarse Grained ◽

Test Environment ◽

Fine Grained ◽

Evaluation Test ◽

Welding Thermal Cycle ◽

Micro Analysis

The main purpose of this study highlights on the evaluation of chloride SCC resistance of the material,duplex stainless steel,OOCr18Ni5Mo3Si2 (18-5Mo) and its welded coarse grained zone(CGZ).18-5Mo is a dual phases (A+F) stainless steel with yield strength:512N/mm2 .The proportion of secondary Phase(A phase) accounts for 30-35% of the total with fine grained and homogeneously distributed A and F phases(Fig.1).After being welded by a specific welding thermal cycle to the material,i.e. Tmax=1350°C and t8/5=20s,microstructure may change from fine grained morphology to coarse grained morphology and from homogeneously distributed of A phase to a concentration of A phase(Fig.2).Meanwhile,the proportion of A phase reduced from 35% to 5-10°o.For this reason it is known as welded coarse grained zone(CGZ).In association with difference of microstructure between base metal and welded CGZ,so chloride SCC resistance also differ from each other.Test procedures:Constant load tensile test(CLTT) were performed for recording Esce-t curve by which corrosion cracking growth can be described, tf,fractured time,can also be recorded by the test which is taken as a electrochemical behavior and mechanical property for SCC resistance evaluation. Test environment:143°C boiling 42%MgCl2 solution is used.Besides, micro analysis were conducted with light microscopy(LM),SEM,TEM,and Auger energy spectrum(AES) so as to reveal the correlation between the data generated by the CLTT results and micro analysis.

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Speech-Language Pathologists' Comfort Level With Use of Term “Stuttering” During Evaluations

American Journal of Speech-Language Pathology ◽

10.1044/2020_ajslp-19-00081 ◽

2020 ◽

Vol 29 (2) ◽

pp. 841-850 ◽

Cited By ~ 3

Author(s):

Courtney T. Byrd ◽

Danielle Werle ◽

Kenneth O. St. Louis

Keyword(s):

Communication Disorders ◽

Academic Experiences ◽

Comfort Level ◽

Future Research ◽

Clinical Experiences ◽

Speech Language Pathologists ◽

Comfort Levels ◽

Parents And Children ◽

Evaluation Feedback ◽

Study Participants

Purpose Speech-language pathologists (SLPs) anecdotally report concern that their interactions with a child who stutters, including even the use of the term “stuttering,” might contribute to negative affective, behavioral, and cognitive consequences. This study investigated SLPs' comfort in providing a diagnosis of “stuttering” to children's parents/caregivers, as compared to other commonly diagnosed developmental communication disorders. Method One hundred forty-one school-based SLPs participated in this study. Participants were randomly assigned to one of two vignettes detailing an evaluation feedback session. Then, participants rated their level of comfort disclosing diagnostic terms to parents/caregivers. Participants provided rationale for their ratings and answered various questions regarding academic and clinical experiences to identify factors that may have influenced ratings. Results SLPs were significantly less likely to feel comfortable using the term “stuttering” compared to other communication disorders. Thematic responses revealed increased experience with a specific speech-language population was related to higher comfort levels with using its diagnostic term. Additionally, knowing a person who stutters predicted greater comfort levels as compared to other clinical and academic experiences. Conclusions SLPs were significantly less comfortable relaying the diagnosis “stuttering” to families compared to other speech-language diagnoses. Given the potential deleterious effects of avoidance of this term for both parents and children who stutter, future research should explore whether increased exposure to persons who stutter of all ages systematically improves comfort level with the use of this term.

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