Do motivation, self-regulation, and interest predict student performance in physics A case study in one of Indonesian rural high school

2021 ◽  
Vol 12 (4) ◽  
pp. 332
Author(s):  
Muhammad Ikhlas ◽  
Siti Hartina ◽  
Kuswanto Kuswanto
Keyword(s):  
High School ◽  
Student Performance ◽  
Self Regulation ◽  
Rural High School

scholarly journals A case study of teachers' perceptions of student engagement in one Midwest rural high school

2017 ◽  
Author(s):  
◽  
Dasha D. Davis
Keyword(s):  
High School ◽  
Student Engagement ◽  
Learning Styles ◽  
Student Interest ◽  
Teachers Perceptions ◽  
Teacher Relationships ◽  
Rural High School ◽  
Poor Outcomes ◽  
Development Center

This qualitative study examines teachers' perceptions of student engagement in one Midwest rural high school. The researcher examined teacher, administrator, and members of the regional professional development center responses through interviews regarding engagement definitions, factors, obstacles, importance to achievement, training, strategies, and teacher knowing-doing gap. Definitions of engagement included what students were doing, and what they were thinking in relation to the academic focus. Factors, such as teacher relationships, student interest, and relevance sometimes turned into obstacles if there were poor outcomes of the factors. Themes of strategies included using a variety of teaching practices for all learning styles, and structure or choice of learning activities.

scholarly journals TED SIG: Creating basic motivational conditions in the JHS classroom: self esteem, sense of place and purpose

2013 ◽  
Vol 37 (5) ◽  
pp. 25
Author(s):  
Guy Smith
Keyword(s):  
High School ◽  
Junior High School ◽  
Sense Of Place ◽  
Classroom Environment ◽  
Class Group ◽  
Self Regulation ◽  
Self Esteem ◽  
Learning Groups ◽  
Do So

Why are some teachers able to construct unified and calm learning groups while other equally dedicated ones struggle to do so? In the context of the EFL Japanese Junior High School, this article looks at a case study of one successful teacher and her facility in rapidly creating unified learner groups. Her strategies create individuals who display strong situational self-regulation skills in willingly accepting class group needs, thus creating a classroom environment which offers all participants a fair, productive, and supportive foundation for learning progress. なぜある教師が落ち着きのあるクラスを構成出来る一方で、他の教師はそこで苦しむ事になるのか？本稿では、まとまりのあるクラスを作る、ある中学校教諭のストラテジーを紹介する。そこでは、クラスが求めるニーズ、すなわち公平で生産的かつ効果的に学べる環境、を自ずと受け入れる自己抑制力のある個を生み出している。

scholarly journals The Analysis Critical-Thinking Skills of Junior High School Students on Geoscience

2021 ◽  
Vol 2 (3) ◽  
pp. 293-304
Author(s):  
Anggraeni Rusmia Putri ◽  
Eko Hariyono ◽  
Erman
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Thinking ◽  
Junior High School ◽  
Junior High ◽  
Self Regulation ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
School Students

This research aims to analyze the critical-thinking skill of the junior high school student in Mojokerto. This research describes students geoscience conception by using question instruments related to students' critical-thinking skills. The method that used in this research was pre-experimental design with one-shot case study design and descriptive quantitative approach. The test is done online via google form. The question instrument contains 20 questions related to geoscience concept, disasters, and mitigation materials that have been validated by a validator. This research involved 107 students who were on the 7th grade of junior high school in Mojokerto. The results showed that the analysis related to geoscience knowledge of students got an average of 48.79% which was included as very low category, while the critical-thinking skills got 43% on the interpretation indicator, 52% analysis, 79% evaluation, 40% inferential, explanation. 54%, and self regulation 40% with an average critical-thinking skills of 51% which concluded in the very low category. These critical-thinking skills must be built, especially in geoscience conceptl. The accuracy of the analysis of critical-thinking skills in this research only shows the results in the Mojokerto area.

scholarly journals Survey of case study users during pandemic shift to remote instruction

2021 ◽  
Vol 45 (3) ◽  
pp. 620-625
Author(s):  
Clyde Freeman Herreid ◽  
Annie Prud’homme-Généreux ◽  
Carolyn Wright ◽  
Nancy Schiller ◽  
Ky F. Herreid
Keyword(s):  
High School ◽  
Online Learning ◽  
Active Learning ◽  
Student Performance ◽  
Case Studies ◽  
Small Groups ◽  
The Internet ◽  
Case Method ◽  
Learner Participation

Before COVID-19, the use of case studies to learn science was well established in high school and postsecondary classrooms. Once the pandemic ensued, many faculty continued to use the method as a way to infuse elements of active learning remotely. The results of a survey taken by 600 faculty reveal how they accomplished this feat. Respondents to the survey found that the case method readily transferred to online learning. Most used a mixture of synchronous and asynchronous classrooms. Serious challenges were encountered, primarily due to the difficulty instructors had in keeping track of learner participation. Many obstacles were overcome by creative strategies such as using Google Forms. Some semblance of a normal classroom was achieved by using online conferencing tools and using small groups in synchronous breakout rooms. Cases were commonly broken into chunks and spread over several days. This worked especially well with cases that were already structured this way, including interrupted cases and problem-based learning exercises. Assessment of student performance largely followed the traditional path of exams, projects, and essays, although a third of the faculty attempted to evaluate participation. Classes conducted via an asynchronous approach were largely lecture based, with cases given to learners to complete as homework either individually or as groups. The greatest challenge in this setting was that answers to case questions were often readily available to learners on the internet. This was avoided by faculty modifying questions or creating their own.

Manajemen Stratejik Pemanfaatan Teknologi Informasi dan Komunikasi untuk Peningkatan Mutu Pembelajaran SMK Ciledug Al Musaddadiyah dan SMKN 1 Garut

2020 ◽  
Vol 3 (2) ◽  
pp. 109-119
Author(s):  
Partono Partono
Keyword(s):  
High School ◽  
Strategic Management ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
General Description ◽  
Vocational High School ◽  
Information And Communication ◽  
School Learning

So far, in implementing school strategies, they tend not to utilize Information and Communication Technology (ICT), despite the availability of ICT resources available. Stages of strategic management are needed to generate the vision, mission, objectives, policy, program, budget, and procedures as well as control and evaluation process as an effort to utilize ICT to improve school quality. Based on the interpretation and the results of the study, it is concluded that schools have organized stages in strategic management that enable schools to have a quality profile. The impact of effective utilization of ICTs for schools is the achievement of effective school management, as per the National Education Standards, which is characterized by effective planning, implementation, control, and evaluation of school ICTs.The purpose of this study is to get a general description, describe, and reveal the Strategic Management of Information and Communication Technology Utilization to Improve the Quality of School Learning in Ciledug Al Musaddadiyah Vocational High School and Garut 1 Vocational High School, both on environmental analysis, strategic formulation, implementation and strategic evaluation. The research method used in this research is the case study method, because the problems studied occur in the place and situation of Ciledug Al Musaddadiyah Vocational School and Vocational High School 1 Garut. The use of case study models in this study is based on the consideration that to provide an overview of the strategic management activities of the use of ICTs carried out at vocational high schools with the ultimate goal of being able to improve the quality of school learning. Based on observations in the field of SMK 1 Garut and SMK Al Musaddadiyah Ciledug Garut is one of the public schools and private schools that have these advantages.

PENGUATAN PENDIDIKAN AGAMA ISLAM MELALUI HAFALAN FURUDHUL AINIYAH DI SMP NURUL JADID PAITON

2017 ◽  
Vol 1 (1) ◽  
pp. 196-204
Author(s):  
Sulistiawati Sulistiawati
Keyword(s):  
High School ◽  
Religious Education ◽  
Junior High School ◽  
Qualitative Method ◽  
Religious Activities ◽  
Case Study Method ◽  
Literature Study ◽  
Observation Study ◽  
Homeroom Teachers

This research is intended to search and information about the strengthening of Islamic religious education (PAI) through the recitation of furudhul Ainiyah which is carried out in Nurul Jadid Paiton Junior High School. The method of this research is by qualitative method with case study method, to express. That is more intense and deep with the above phenomenon. Technique of completion of data and information is done through interview, observation, study study, and literature study. The findings of this research are 1). Students or students are required to complete the recitation of Furudhul Ainiyah as a condition to take the odd semester and even semester exam and become a requirement for class and graduation increase. 2). the implementation of the furudhul Ainiyah memorization is performed on Thursday and Friday nights and Tuesday nights, and can also be done during normal day breaks, 3). The responsible and recipient of the rote deposit are PAI teachers and their homeroom teachers, 4). For students and students who can not read written Al-qur'an is not subject to rote burden, but get special coaching related to Al-Qur'an reading written by the religious coordinator of students. 5). Memory materials include Aqidah, Fiqih or Amaliyah materials, and daily prayers for students of VII and VIII semerter 1 and 2, while for classes IX semesters 1 and 2 cover the material of the Qur'an and Fiqh. 6). (a). Principal, (b). Vice Principal of the curriculum section, (c). Coordinator of students' religious activities, (d). Teacher / teacher of PAI, (e). Homeroom, (e). Student religious coordinator, (f). Student.

Sign in / Sign up

Export Citation Format

Share Document