scholarly journals Teacher immediacy and student learning: An examination of lecture/laboratory and self-contained course sections

2014 ◽  
pp. 29-45 ◽  
Author(s):  
Luke LeFebvre ◽  
Mike Allen
Keyword(s):  
Student Learning ◽  
Teaching Assistants ◽  
Cognitive Learning ◽  
Student Interaction ◽  
Teacher Immediacy ◽  
Student Effort ◽  
Immediacy Behaviors ◽  
Significant Difference ◽  
Instruction Quality ◽  
Behavior Frequency

This study examined teaching assistant’s immediacy in lecture/laboratory and self-contained classes.  Two hundred fifty-six students responded to instruments measuring teachers’ immediacy behavior frequency, perceptions of instruction quality, and cognitive learning.  No significant difference was identified when comparing lecture/laboratory and self-contained teaching assistants’ immediacy behaviors.  But all students who observed frequent immediate behaviors demonstrated higher affective and cognitive learning.  Teaching assistants’ ratings had significantly higher levels of faculty-student interaction for self-contained sections but lecture/laboratory sections were significantly higher for student effort/involvement. 

scholarly journals Creating miniature ecosystem to increase student learning outcomes through guided discovery learning

2021 ◽  
Vol 6 (01) ◽  
pp. 9-16
Author(s):  
Fatikhatun Nikmatus Sholihah ◽  
Suci Prihatiningtyas
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Student Learning Outcomes ◽  
T Test ◽  
Discovery Learning ◽  
Guided Discovery ◽  
Significant Difference ◽  
Post Test ◽  
Cognitive Learning Outcomes

Basic ecology is the basic science that studies the interrelationships between living things and their environment. One of the content in this course is terrestrial ecosystems. The aim of learning this subject is students can carry out experiments (practicum) both in the laboratory or in the UNWAHA environment. This research aims to improve the cognitive learning outcomes of students by applying guide discovery learning in making miniature ecosystems. This research uses a pra experiment design. This research uses a one-group pretest-posttest design research design that is doing a pre-test before implementation and a post-test after implementation. To know the increase of student's cognitive learning outcomes through guide discovery learning, used N-gain test and paired sample t-test. The research instruments used are observation sheets and tests (pre-test and post-test). The results showed that the cognitive learning outcomes of students increased with an average grade of 64 to 84. N-Gain results show that two students of low category, 16 students of moderate category, and three students of high category students. Based on the results of the t-test obtained Sig < 0.05 is 0.00. Then it can be stated that there is a significant difference between the value of pre-test and post-test. In other words, there was an increase in student learning outcomes after the implementation of discovery learning guide learning. Based on the average class and t-test results, concluded that guided discovery learning can increase student's cognitive learning outcomes.

Tingkat Pemahaman Siswa dalam Pembelajaran Daring dan Tatap Muka Langsung dalam Masa Pandemi Covid-19 Terhadap Bimbingan TIK Menggunakan Metode Backpropagation

2021 ◽  
pp. 95-101
Author(s):  
S Salmiati ◽  
Yuhandri Yunus ◽  
S Sumijan
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Predictive Accuracy ◽  
Cognitive Learning ◽  
Student Learning Outcomes ◽  
Face To Face ◽  
Backpropagation Method ◽  
Face To Face Learning ◽  
Level Of Understanding ◽  
The Right

The Covid-19 pandemic has a major impact on the world of education. Government policies to implement Distance Learning (PJJ) have an impact on learning in schools. Increasing ICT competence is needed to support the smooth running of PJJ. One of them is through ICT guidance activities during the Covid-19 Pandemic. SMP Negeri 1 Lengayang carried out online and face-to-face ICT guidance activities during the Covid-19 Pandemic. However, student learning outcomes in online and face-to-face learning have not shown maximum results. Various obstacles arise that affect student learning outcomes. Teachers have difficulty measuring the level of students' understanding of ICT guidance. Predicting the level of understanding of students is important as a measure of learning success during the Covid-19 Pandemic. This study aims to predict the level of understanding of students in online and face-to-face learning during the Covid-19 period, so that it can also help schools to take the right policies to improve the quality of learning for the future. This study uses the Backpropagation method of Artificial Neural Network (ANN). ANN is a part of artificial intelligence that can be used to predict. The data that is managed is a recap of the value of student cognitive learning outcomes during ICT guidance in online and face-to-face learning during the Covid-19 Pandemic. The results of calculations using the Backpropagation method with the Matlab application produce a percentage value for the level of student understanding, so that the accuracy value in prediction is obtained. With the results of testing the predictive accuracy of the level of understanding online and face-to-face with the 3-10-1 pattern, the best accuracy value is 95%. The prediction results can measure the level of students' understanding of learning during the Covid 19 Pandemic towards ICT guidance.

scholarly journals Upaya Meningkatkan Pengembangan Lembar Kerja Siswa IPA Terpadu Berbasis Pemanfaatan Laboratorium pada Tema Ciri-Ciri Makhluk Hidup di Kelas VII A SMP Negeri 24 Kota Jambi

2019 ◽  
Vol 9 (1) ◽  
pp. 104
Author(s):  
Resti Pinna St. Rumahorbo
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Student Learning Outcomes ◽  
Average Score ◽  
Integrated Science ◽  
Existing Problems ◽  
Science Laboratories ◽  
Integrated Utilization ◽  
Improve Student Learning

the IPA is a science that studies the concepts, processes, and the fact that there is in nature. IPA occupy an important role in education. IPA directly related to existing problems in the daily life of the life process, interactions with the environment and the activities that occur in life. Things aspects influenced researchers to develop the student's Worksheet IPA based integrated utilization of laboratory that is not yet the availability of learning materials, a lack of utilization of Integrated Science laboratories as well as the condition of the students who are less active in follow the process of learning the integrated IPA. This research aims to know the feasibility of utilization-based integrated Science laboratory and to find out if the Student Worksheets can enhance student learning outcomes. The research method used is Research and Development. At this stage of validation by the validator component that includes content, language and presentation earned an average score of 97.56% shows the worksheet this very worthy Students in learning. It supported the response of teachers who achieve 98.33% and 91% of the student's response States that the student Worksheet is very interesting and may encourage students to be more active in learning. This Student worksheets can enhance cognitive learning results students achieve 0.71 which is a high increase in criteria. From the analysis it was concluded that IPA Students Worksheets based integrated utilization of laboratory is well worth the use in the learning process and can improve student learning outcomes.

scholarly journals KEMANDIRIAN DAN ATENSI SISWA YANG DIAJAR MENGGUNAKAN GROUP INVESTIGATION TERINTEGRASI POWER TEACHING DALAM MATA PELAJARAN BIOLOGI

2017 ◽  
Vol 4 (1) ◽  
pp. 433
Author(s):  
Faridatul Maghfiroh ◽  
Muslimin Ibrahim ◽  
Soetjipto Soetjipto
Keyword(s):  
Student Learning ◽  
Learning Process ◽  
Cognitive Learning ◽  
Learning Outcome ◽  
Female Students ◽  
Test Design ◽  
Self Confidence ◽  
Student Learning Outcome ◽  
Post Test ◽  
The Media

This research is based on the fact that the indicators of student’s independence and attention are low in learning process. This research aimed to describe the level of student’s independence (aspect of self confidence and responsibility), level of student’s attention (sustained attention and executive attention), cognitive learning outcome, student’s response, learning process, and the problems of learning process. The research design used is one group pretest-post test design, and analyzed using descriptive qualitative. The research was conducted on the students of senior high school (Madrasah Aliyah) class X in second semester. The result of research shows the level of student’s independence, attention and test score of student learning outcome either male or female students were improving. The student’s response of learning by using the integrated group investigation of power teaching also gets a good response and the learning process is categorized as very good category. Problem faced is only about creating the media of presentation but it can solved by student’s creativity to create the media. The conclusion of this research, is that by using The Integrated group Investigation of power teaching can keep the student’s independence, attention, and student learning outcome in ecosystem material. Thus method also gets a good response, and learning process is categorized as a very good category, and the problem of learning process can be solve by student’s creativity.: Penelitian ini dilatarbelakangi oleh kenyataan bahwa masih terdapat indikator – indikator kemandirian dan atensi siswa yang rendah dalam proses pembelajaran. Penelitian ini bertujuan untuk mendeskripsikan tingkat kemandirian siswa (aspek percaya diri dan tanggung jawab), tingkat atensi siswa (aspek atensi berkelanjutan dan atensi eksekutif), hasil belajar kognitif, respon siswa, keterlaksanaan rencana pembelajaran, dan kendala-kendala pada proses pembelajaran. Desain penelitian yang digunakan adalah One Group Pretest-Postest Design, dan analisis data secara deskriptif kualitatif. Penelitian ini dilaksanakan pada siswa MA (Madrasah Aliyah) kelas X pada semester genap. Hasil penelitian menunjukkan tingkat kemandirian, tingkat atensi, dan tes hasil belajar siswa baik kelas putra ataupun kelas putri mengalami peningkatan. Respon siswa terkait pembelajaran menggunanakan Group Investigation terintegrasi Power Teaching juga mendapatkan respon yang baik, dan keterlaksanaan kegiatan pembelajaran tergolong pada kategori baik sekali. Kendala yang dihadapi hanya terkait pada pembuatan media presentasi, akan tetapi hal tersebut dapat diatasi dengan kreatifitas masing – masing siswa dalam pembuatan media tersebut. Simpulan penelitian ini, bahwa metode pembelajaran Group Investigation terintegrasi Power Teaching dapat mempertahankan kemandirian, atensi, dan hasil belajar kognitif siswa pada materi ekosistem. Metode tersebut juga mendapatkan respon yang baik, dan keterlaksanaan  rencana pembelajaran yang juga tergolong baik sekali, serta kendala pembelajaran yang bisa diselesaikan dengan kreativitas siswa.

scholarly journals threatening a teacher

2021 ◽  
Vol 63 (1) ◽  
pp. 24-30
Author(s):  
Tuka Younis Hassan
Keyword(s):  
Well Being ◽  
Cross Sectional Study ◽  
School Type ◽  
Cross Sectional ◽  
Intermediate Schools ◽  
Frequency Scale ◽  
Significant Difference ◽  
History Of ◽  
Being There ◽  
Behavior Frequency

Abstract Background: Threatening teachers increases teacher stress and impairs emotional well-being. There are many reasons for violence against teachers. There are communication errors and conceptual differences in applying the rules that emphasizes corporal punishment rather than persuasive punishment. Also, it is related to a parent complaint that expresses Parents' belief in the education their child received in school is getting weaker. In addition to the incompetence that teachers must implement, like personal, social and professional aspects that make students offend teachers. Threatening someone considered as physical aggression. Aggression is any behavior intended to harm another person that wishes to avoid such harm High rates of aggression were reported recently in Iraq, especially after wars. Some studies have shown that students, whose friends engage in negative activities such as dropping out of school and have lower academic performance, may engage in aggressive activities toward teachers and/or other students. Objectives: To estimate the prevalence of students’ aggressive act towards teachers. Methodology: A cross-sectional study was carried out in Al-Sadr city in Baghdad. A total of 720 adolescent secondary schools students from both genders were included in the study. They were selected by multistage random sampling. Their age was ranged from 13-21 years. Data was collected from 1st of February 2019 to 30 of April 2019 through a self-reported questionnaire (Aggression-Problem Behavior Frequency Scale). Results: The mean age of participants was 16.2±2.04 years. Of all participants, 84.3% were assessed to be aggressive. There was a significant difference between aggressive act (threatening a teacher) and sex, school type, grade, history of absence from school and employed mother,(P=0.038, 0.009, 0.0001,p= 0.02 and p=0.018, respectively). 10% of male threatening a teacher.   Conclusion: A high prevalence of aggression among students was found. Threatening a teacher was dominant among male students, intermediate schools, 4th grade, students with history of absence from school, and not employed mother.

scholarly journals Pengembangan Lembar Kegiatan Siswa (LKS) Berbasis Inkuiri Terbimbing Pada Materi Teks Diskusi Siswa SMP Kelas IX

2018 ◽  
Vol 4 (1) ◽  
pp. 47
Author(s):  
Indah Naryati
Keyword(s):  
Degrees Of Freedom ◽  
Formative Evaluation ◽  
Cognitive Learning ◽  
T Test ◽  
P Value ◽  
Group Comparison ◽  
Guided Inquiry ◽  
Teaching Materials ◽  
Significant Difference ◽  
Static Group

ABSTRAKLembar Kegiatan Siswa (LKS) adalah salah satu bagian dari bahan ajar. Sebagai salah satu bagian dari bahan ajar, LKS merupakan komponen yang penting dalam pembelajaran. Berdasarkan hasil penelitian pendahuluan, LKS yang digunakan masih belum mengarah pada pola pembelajaran yang mengeksplorasi pengetahuan siswa. Penelitian ini bertujuan untuk menghasilkan LKS hasil pengembangan berbasis inkuiri terbimbing pada materi teks diskusi siswa SMP kelas IX yang valid dan efektif. Jenis penelitian ini merupakan penelitian dan pengembangan, kolaborasi model Borg & Gall dan Dick & Carey. Metode yang digunakan adalah kuasi eksperimen (static group comparison design). Sampel penelitian adalah siswa SMP kelas IX, 30 siswa sebagai kelas pembanding, 33 siswa sebagai kelas eksperimen. Alat ukur berupa tes pilihan ganda pada evaluasi formatif sebagai posttest. Analisis data digunakan uji-t untuk sampel berpasangan pada taraf signifikan 5 % (p<0,05). Hasil penelitian menunjukkan LKS tergolong valid berdasarkan rata-rata penilaian pakar sebesar 74,7% dengan kategori cukup valid. Efektif berdasarkan 1) hasil belajar kognitif, rata-rata kelas 90,42 dan melebihi batas ketuntasan (KKM) yang ditetapkan yaitu 80. Hasil uji-t diperoleh nilai t = -9,574 dengan derajat kebebasan (dk) sebesar 61.  Sedangkan p-value (2-tailed)= 0,0000, karena p-value = 0,0000 lebih kecil dari α = 0,05 maka H0 : µ1 = µ2 ditolak, sehingga dapat disimpulkan bahwa ada perbedaan yang signifikan antara posttest kelompok eksperimen dengan kelompok pembanding. Kata Kunci: LKS, inkuiri terbimbing, materi tek diskusi.ABSTRACTStudent Activity Sheet (LKS) is one part of teaching materials. As one part of teaching materials, LKS is an important component in learning. Based on preliminary research results, LKS used still not lead to learning patterns that explore students' knowledge. This study aims to produce LKS based on guided inquiry based on the discussion material of students of SMP class IX class that is valid and effective. This type of research is a research and development, collaboration models Borg & Gall and Dick & Carey. The method used is quasi experiment (static group comparison design). The sample of the research is the students of SMP class IX, 30 students as the comparison class, 33 students as the experimental class. Measurers are multiple choice tests on formative evaluation as posttest. Data analysis used t-test for paired samples at 5% significant level (p <0,05). The result of the research shows that LKS is valid based on the average expert rating of 74.7% with the category is quite valid. Effective on the basis of 1) cognitive learning outcomes, grade averages 90.42 and beyond the defined limit of (KKM) which is defined as 80. T-test results obtained t value = -9.574 with degrees of freedom (dk) of 61. While p-value (2-tailed) = 0,0000, since p-value = 0,0000 is smaller than α = 0.05 then H0: μ1 = μ2 is rejected, so it can be concluded that there is a significant difference between the experimental group posttest and the comparison group. Keywords: LKS, guided inquiry, discussion material.

scholarly journals PERBEDAAN HASIL BELAJAR SISWA DITINJAU DARI MODEL SAVI DENGAN MODEL RECIPROCAL TEACHING

2019 ◽  
Vol 4 (2) ◽  
pp. 84
Author(s):  
Nurfitriana Gayanti ◽  
Dewi Anggreini
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Reciprocal Teaching ◽  
Experiment Research ◽  
Significant Difference ◽  
Model Class ◽  
Teaching Learning

<p><em>This study aims to know about differences in student learning outcomes that are reviewed from the SAVI learning modelwith Reciprocal Teaching learning model on circle material. This quantitative quasi-experiment research carried in SMPN 1 Karangrejo with 348 population and sample takencluster random samplingso that there are 2 classes namely VIII D class as a SAVI learning model class with 32 students, and VIII B clas as a reciprocal teaching learning model class with 32 students. The data analize using t-test. After making a calculation with a significant level is 5% and dk 62 so obtained t<sub>count</sub>= 7,141765 &gt; t<sub>table</sub>= 1,99897, its mean H<sub>0 rejected </sub> and H<sub>1</sub> received, so it was concluded that there was a significant difference between the learning outcomes of mathematics using the SAVI learning model and the Reciprocal Teaching learning model at the learning outcomes of mathematics on circle material at the students VIII class in SMPN 1 Karangrejo in the period 2017/2018</em><em></em></p><p><em> </em></p><strong><em>Keywords</em></strong><em>:mathematics learning outcomes, SAVI, reciprocal teachin</em>

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