scholarly journals The Effect of Using Cooking Academy Game towards Students’ Writing Ability

AL-TA LIM ◽  
2016 ◽  
Vol 23 (3) ◽  
pp. 191-200
Author(s):  
Nofrika Sari ◽  
Hayatin Nufus
Keyword(s):  
Secondary School ◽  
Teaching Writing ◽  
Writing Ability ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
Sample Data ◽  
Post Test ◽  
Procedure Text ◽  
The Impact ◽  
Write Text

This study is an experimental research that discussed the impact of the use of cooking academy game in teaching writing on the students’ ability in writing procedure text at class VII Junior Secondary School I Pangkalan Baru Lima Puluh Kota. This study was aimed to determine the effects of the use of cooking academy game towards the student's ability in writing procedure text. In this study, the population is the students of class VII, while sample are two classes: one class for the experimental class and another class for control. Samples were drawn randomly. Data were collected by giving pre-test and post-test on the sample. Data were, then, analyzed applying t-test formula. The results showed that students who were taught to write text using the procedure of cooking academy game has the ability to write higher than students who are not taught by using games cooking academy.

scholarly journals The Use of STAD to Improve Students’ Writing Skill

2018 ◽  
Vol 3 (1) ◽  
pp. 38
Author(s):  
Suryani Suryani ◽  
Azlim Azlim
Keyword(s):  
Teaching Writing ◽  
Second Grade ◽  
Writing Ability ◽  
Main Research ◽  
Junior Secondary School ◽  
Second Grade Students ◽  
Junior Secondary ◽  
Post Test ◽  
Good Writing ◽  
And Control

This study aims to know whether Student Team Achievement Division (STAD) can improve students’ ability in writing descriptive text or not. To answer this research questions, the researchers applied experimental study. Two classes of the second-grade students in MTs (Islamic Junior Secondary School) Babun Najah were chosen as the sample of this study. In order to get the data, the test was used as the main research instrument. The researcher applied teaching writing descriptive text by using STAD in the experimental class. Based on the result, it was found that the t-test score of post-test in experimental and control groups is higher than the t-table score (4.21>1.69). This means that the alternate hypothesis was accepted or the implementation of STAD improves the students’ ability in writing descriptive text. The findings also revealed that the writing component that had improved by using STAD is the content component. The students show more knowledgeable in their writing. In addition, through STAD the students had the opportunity to work together in a group to share and learn in order to produce good writing.                                                                                                                        Keywords: STAD, writing ability, descriptive text

scholarly journals Enhancing Students’ Creativity through STEM Project-Based Learning

2019 ◽  
Vol 2 (2) ◽  
pp. 50 ◽  
Author(s):  
Sofi Hanif ◽  
Agus Fany Chandra Wijaya ◽  
Nanang Winarno
Keyword(s):  
Secondary School ◽  
Teaching Strategies ◽  
Learning Process ◽  
Meaningful Learning ◽  
Project Based Learning ◽  
Learning Activity ◽  
Junior Secondary School ◽  
Alternative Teaching ◽  
Junior Secondary ◽  
The Impact

In some school, teacher-centered is commonly found in the learning process. The learning process itself is still in the form of direct transfer of knowledge from teacher to students. Actually, students will learn better if they are engaged in meaningful learning activity.  STEM project-based learning is one of alternative teaching strategies that engaged students in meaningful learning. The aim of this study is to investigate the impact of STEM project-based learning on students' creativity in the topics of light and optics.  The study used qualitative research with narrative design. Data collection technique that used is observation. The population is eight grade students in one of Junior Secondary School that is located in Bandung, Indonesia. The sample consist of 25 students that chosen based on purposive sampling technique. The data is obtained through Creativity Product Analysis Matrix (CPAM). There are three creativity dimension that used in this study which are resolution, elaboration and novelty dimension. Students’ creativity is obtained as much 76% which categorized as good. Based on the result, STEM project-based learning give the good impact on students' creativity. STEM project-based learning can be used as alternative teaching strategies in Junior Secondary School.

scholarly journals The Impact of Indonesia’s School Operational Assistance Program on The Transition Rate from Primary to Junior Secondary School

2021 ◽  
Author(s):  
Байю Харизма ◽  
Сутястие Соэмитро Реми ◽  
Динда Аю Махарани
Keyword(s):  
Secondary School ◽  
Rural Areas ◽  
Urban Areas ◽  
Transition Rate ◽  
Assistance Program ◽  
Junior Secondary School ◽  
Rural And Urban ◽  
Junior Secondary ◽  
The Difference ◽  
The Impact

This study investigates the impact of Indonesia’s School Operational Assistance Program (BOS) on the transition rate from primary to junior secondary school using data from the Indonesian Family Life Survey (IFLS) and the Difference-in-Differences method. The results showed that the School Operational Assistance Program (BOS) significantly increases the transition rate from Primary to Junior Secondary School. Meanwhile, the School Operational Assistance Program (BOS) is more effective in increasing the transition rate in girls compared to boys. When comparing rural and urban settings, the program is more effective in rural than urban areas. Despite results showing that the School Operational Assistance Program (BOS) has successfully increased the transition rate from primary to junior secondary school, the program still has several problems, such as inadequate management of the funds and the lack of quality control related to its usage. The three models tested in the study conclude that the School Operational Assistance Program (BOS) significantly improved the overall transition rate from primary to junior secondary school in Indonesia, particularly for girls and rural areas. Acknowledgments. This research is supported by DRPMI Universitas Padjadjaran (UNPAD) for Lecture Competency Research (RKDU) scheme. We thank our colleagues from the Department of Economics, who provided insight and expertise that greatly assisted the research and we thank “anonymous” reviewers for their so-called insights.

scholarly journals Improving Students’ Sustainability Awareness through Argument-driven Inquiry

2019 ◽  
Vol 2 (2) ◽  
pp. 58
Author(s):  
Erning Rahmadini Salsabila ◽  
Agus Fany Chandra Wijaya ◽  
Nanang Winarno
Keyword(s):  
Secondary School ◽  
Sampling Technique ◽  
Secondary School Student ◽  
Environmental Issue ◽  
Inquiry Based Learning ◽  
Junior Secondary School ◽  
Alternative Teaching ◽  
Junior Secondary ◽  
Environment Sustainability ◽  
The Impact

Sustainability awareness is one of the things that the student should have to help in a caring environment. Sustainability awareness of the student can be built by knowledge and awareness of what should be done or not. The student will be more aware of the students involved and explore more in building a concept about the environmental issue itself. The aim of this study is to investigate the impact of Argument-Driven Inquiry toward students' sustainability awareness in learning global warming. The method used in this research was experimental research. This study used two different groups of student. The first group learned using Argument-Driven Inquiry and the second group learned using Inquiry-based Learning. The population was seventh-grade students in one of Junior Secondary School in Bandung, Indonesia. The purposive sampling technique was used to choose the sample. The participants consist of 52 students from both groups. Each group consists of 26 students. The data were collected by giving the questionnaire of sustainability awareness. The questionnaire consists of 15 items. The result of this study shows the different percentage in the level of students' sustainability awareness between the two groups. The most different percentage is on the sustainability practice awareness aspect. The group that used Argument-Driven Inquiry has percentage 40.7% which means as medium and the group that used Inquiry-based Learning has percentage 37.6% which means as low. Based on the result, Argument-Driven Inquiry gives a better impact on students’ sustainability awareness. Argument-Driven Inquiry can be considered as one of the alternative teaching models that can give a better understanding in building the awareness of Junior Secondary School student.

scholarly journals School principals' managerial behaviours and students' achievement

2020 ◽  
Vol 34 (5) ◽  
pp. 937-951
Author(s):  
Tommaso Agasisti ◽  
Patrizia Falzetti ◽  
Mara Soncin
Keyword(s):  
Secondary School ◽  
School Principals ◽  
Statistical Significance ◽  
Content Type ◽  
Managerial Skills ◽  
Managerial Practices ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
Educational Production ◽  
The Impact

PurposeThis research investigates the impact of managerial practices implemented by Italian school principals on students' outcomes, using micro-data provided by the National Evaluation Committee for Education (INVALSI) for 2013/14 school year.Design/methodology/approachEmploying an educational production function, the authors regress a set of student and school's characteristics, enriched by information from a questionnaire filled by school principals to estimate student's score at grade 8 (last year of junior secondary school), also taking into account student's prior achievement (at grade 6 – first year of junior secondary school).FindingsIndicators about managerial practices have positive coefficients, but low statistical significance. Stronger associations between management variables and test scores are detected for low-SES schools.Originality/valueThe research presented here is particularly innovative in the Italian context, where little evidence exists about the impact of managerial skills in education, though institutional reforms are leading towards a strengthening of school principal's leadership role. In this paper, the authors move a first step by describing managerial practices and their diffusion in different schools and geographical areas within the country. The authors focus the attention on the role of managerial practices (what principals do) and not on the managerial skills (what principals are able to do).

scholarly journals Effect of Active Learning Technique on Self-Concept and Academic Achievement Among Juniour Secondary School Students in Geometry in Bosso, Niger State, Nigeria

2021 ◽  
pp. 170-177
Author(s):  
Aliyu Alhaji ZAKARIYYA ◽  
Ahmad Umar MANKO ◽  
Kure D. ISAH ◽  
Ochidali Apollos ADUOJO
Keyword(s):  
Active Learning ◽  
Secondary School ◽  
Self Concept ◽  
Control Group ◽  
School Students ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
Learning Technique ◽  
Post Test ◽  
Experimental Group

This study investigated the effect of active learning technique on self-concept and academic achievement in geometry among junior secondary school students in Bosso local government, Niger State, Nigeria. The study adopted a pre-test, post-test quasi-experimental design. The study used 135 students in junior secondary school III (JSS III). The experimental group consisted of 67 while control group consisted of 68 students. The researcher adopted and validated two instruments. These include: students self-concept toward geometry (SSTG), likert-type scales with reliability coefficient of 0.5, geometry Achievement test (GAT), and five items theory question with reliability coefficient of 0.5. The experimental period lasted for four weeks during which the control group was taught using discussion method while the experimental group was taught using active learning technique. Four research questions were answered and their corresponding four research hypotheses were tested. The research questions were answered using mean and standard deviation. Hypothesis testing was done using inferential statistic of t-test for equality of means of independent sample, Mann-Whitney U test at p≤0.05, level of significance. There was a significance difference between the post-test mean scores of experimental and control group in favour of the experimental group. There was no significance difference in self-concepts of the subjects in the experimental group. It is recommended that active learning technique should be used in teaching mathematics.

THE EFFECTIVENESS OF TASK BASED LANGUAGE TEACHING IN TEACHING WRITING

2021 ◽  
Vol 9 (1) ◽  
pp. 44-57
Author(s):  
Dewi Oktaviani Bambulu ◽  
Noldy Pelenkahu ◽  
Maikel Sanger
Keyword(s):  
Experimental Research ◽  
Language Teaching ◽  
First Grade ◽  
Teaching Writing ◽  
English Teacher ◽  
Writing Ability ◽  
Test Experiment ◽  
Post Test ◽  
Procedure Text ◽  
Academic Year

The aim of this study was to see the effectiveness of Task-Based Language Teaching in Teaching Writing. Writing is very important for students because they can express themselves in writing form and being brave to state their own opinions. Many English teacher got some problem in teaching writing, the teacher must choose a strategy which is suitable on the students conditions. Not only speaking ability that must be taught and applied in the class but also writing ability. The data of this research was students scores in writing procedure text. The population of this study were the first grade and the sample was 31 students of smp berea tondano in academic year 2017/2018. The research used one group pre-test and post-test experiment. The result showed that there was an increase between the pre-test (62,40) and tghe post-test (67,60). In this research, the research used quantitative experimental research as design of this research. Then, the research identified and analyzed based on statistic calculation for getting good result accuratelty, completely and systematically. A teacher should be creative to use various strategy in english teaching moreover teaching writing. In choosing the strategy, the teacher should pay attention to the material will be given.

What Helps or Hinders the Learning of Academically Talented Junior Secondary School Boys: The Stories of 123 Boys

2021 ◽  
pp. 49-64
Author(s):  
Graeme Miller
Keyword(s):  
New Zealand ◽  
Secondary School ◽  
Home Environment ◽  
Common Factor ◽  
Educational Practice ◽  
Structured Interviews ◽  
Academically Talented ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
Academic Year

This paper reports on a 2016-2019 study of 123 students in the most academic Year 9 class in a large, high-achieving New Zealand state boys’ secondary school. The study asked the question: “What aspects of society, schools and teachers, home environment and your own intrapersonal qualities helped or hindered your achievement in at least one academic subject?” Data were gathered through the completion of questionnaires and semi-structured interviews, either in focus groups, or individually. Arguably, the most important findings related to participant perceptions of the greatest influence supporting achievement and the single most common factor identified as hindering achievement. The greatest help was identified to be students’ own intrapersonal characteristics, and the greatest hindrance was identified to be schools and teachers. This paper reports on the main findings of the research with particular emphasis on those with relevance to educators. It also considers what the major implications are for educational practice in New Zealand schools.

Impact of Collaborative Learning Strategies on Social Maturity of Secondary School Students

2021 ◽  
pp. 249-259
Author(s):  
J. N. Baliya ◽  
Shivani Sharma
Keyword(s):  
Collaborative Learning ◽  
Secondary School ◽  
Learning Strategies ◽  
Secondary School Students ◽  
Traditional Learning ◽  
Critical Ratio ◽  
School Students ◽  
Social Maturity ◽  
Post Test ◽  
The Impact

The purpose of this research was to study the impact of collaborative learning strategies on social maturity and its various dimensions viz. personal adequacy, interpersonal adequacy, and social adequacy, of secondary school students. The study was quasiexperimental and used matched pairs pre-test post-test research design. A Higher Secondary School in Educational Zone Hiranagar of District Kathua was chosen for the intervention. The study was conducted on sixty-six students of two sections of class 9th. Two sections were randomly assigned to collaborative and traditional learning conditions. Four methods of collaborative learning viz. Think-Pair-Share, Numbered Heads Together, Jigsaw, and Fish-Bowl were used for a period of over five weeks. The results were analyzed using mean, standard deviation and a critical ratio (CR). The results of the study showed that this approach was successful in increasing personal adequacy, interpersonal adequacy, social adequacy and overall social maturity of secondary school students.

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