scholarly journals Teknik Relaksasi Progresive Untuk Menurunkan Tingkat Kecemasan Siswa Menghadapi Ujian Nasional Berbasis Komputer

2020 ◽  
Vol 4 (2) ◽  
pp. 21-26
Author(s):  
Nurnaningsih Nurnaningsih
Keyword(s):  
High School Students ◽  
Relaxation Method ◽  
Anxiety Scale ◽  
Progressive Relaxation ◽  
Relaxation Techniques ◽  
School Students ◽  
Depression Anxiety Stress Scale ◽  
National Examination ◽  
Computer Based ◽  
Anxiety Levels

             This study aims to apply Relaxation Techniques to reduce the level of anxiety of high school students when they face the Computer-Based National Examination (UNBK). Participants in this study were students of class XII who received the highest score on the anxiety scale, meaning students with high and moderate anxiety levels. The instrument used was the DASS (Depression Anxiety Stress Scale) anxiety scale consisting of 42 statement items.             The results of the preliminary study showed 60% of students experienced high levels of anxiety, and 30% were moderate and 10% experienced low levels of anxiety. Treatment performed on students is by using Progressive Relaxation Techniques for 6 sessions. Every 2x session an evaluation of the level of anxiety is completed. Students who are categorized as experiencing severe levels of anxiety and are being treated using this progressive relaxation method, they are given the task to do also relaxation at home every day before going to sleep and wake up.                The results of the study after 6 progressive relaxation sessions, it was found that the level of anxiety of the students was reduced ie students who experienced severe anxiety levels were reduced to as much as 20%, who experienced moderate levels of anxiety to be completely gone. An effective Progressive Relaxation Technique is used to reduce the level of anxiety of students who will face the National Examination

scholarly journals PENERAPAN TEKNOLOGI WEB UNTUK MEMBANGUN SISTEM LATIHAN UJIAN NASIONAL ONLINE BAGI SMA MUHAMMADIYAH 4 KARTASURA

2017 ◽  
Vol 15 (1) ◽  
Author(s):  
Heru Supriyono, Anam Sutopo, Rahma Fitri Wahadati, Kunti Dwi Narwattu Jati, Unsta Nastiti Lingga Rastari
Keyword(s):  
High School Students ◽  
System Development ◽  
Requirement Analysis ◽  
Test Duration ◽  
School Students ◽  
Web Based ◽  
National Examination ◽  
Online Examination ◽  
Computer Based ◽  
Examination Preparation

In 2015, Ministry of Education and Culture of Republic of Indonesia introduced online national examination systems for senior high school students to replace paper-based national examination systems. The problem faced by many schools are students are not ready to have a computer-based test because they do not have enough preparation. The root this problem is because scholls do not have an online examination systems for training their students. This paper discusses a development and application of online national examination preparation systems for SMA Muhammadiyah 4 Kartasura. The objective of the development is to provide a web based sistem which could be used for training students to face online national examination. The system was developed following system development life cycle (SDLC) principle with waterfall approach. The requirement analysis showed that the features of the systems needed by the school are involving randomizing mechanism for questions, test duration limitation, automatic marking systems, administrator functions and login systems for students and teachers. The national examination preparation systems was developed using PHP programming language dan MySQL database management systems. The result of the development is a web-based national examination preparation systems with complete features in accordance with requirement analysis. The questionaire analysis of system testing by the users involving teachers and students showed that 70% respondents feel satisfy with the developed systems.  Keywords: computer based test, online national examination, web-based test systems, 

Senior High School Students’ Anxiety and Performance in Learning English

2021 ◽  
Vol 8 (4) ◽  
pp. 605-612
Author(s):  
Saima Sansaluna ◽  
Lydia Bawa ◽  
Amour Camua ◽  
Leonel Untong
Keyword(s):  
High School ◽  
High School Students ◽  
Senior High School ◽  
Survey Method ◽  
School Students ◽  
Anxiety Levels ◽  
And Performance ◽  
Meaning System ◽  
Senior High School Students ◽  
Learning English

This study focused on the anxiety and performance of the students in learning English specifically in speaking. It sought to find out anxieties and its causes that affect their English performance in terms of inter-language phonology, grammar and meaning system. The study covered the use of Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz et al. (1986) that measure the English learners’ anxiety levels while learning English in the classroom. The respondents of the study were the selected Grade 12 senior high school students from the selected public schools in Maguindanao Division, Philippines. Descriptive-correlational survey method was used in the study. The findings show that English language speaking anxiety does exist among Senior High School students in Maguindanao Division and their level of anxiety in learning English is high. It is further concluded that students’ anxiety levels in speaking English in terms of inter-language phonology, inter-language grammar and inter-language meaning system contributed to students’ performance in learning in English.  

scholarly journals Cross community study of mathematics anxiety between the high school students in Illinois USA and Jordan

2012 ◽  
Vol 9 (1) ◽  
pp. 1
Author(s):  
Ruba Mohammad Miqdadi
Keyword(s):  
United States ◽  
High School ◽  
High School Students ◽  
Mathematics Anxiety ◽  
Cultural Difference ◽  
The United States ◽  
Main Study ◽  
School Students ◽  
Educational Implications ◽  
Anxiety Levels

The purpose ofthe study is to examine whether there are any significant differences in the mathematics anxiety levels between high school students in Jordan and their counterparts in the United States. Another purpose is to examine whether there are gender differences related to mathematics anxiety among high school students ofboth communities. A total of 1,386 high school students in the United States and Jordan participated in main study. This study showed that Jordanian high school students exhibited a significantly higher mathematics anxiety than United States high school students. Furthermore, the study revealed that female high schooLstudents in the United States acquired a significantly higher mathematics anxiety level than males. Another finding of this study was that males in Jordan had a significantly higher leveL of mathematics anxiety than males in the United States. The findings and educational implications ofthe study are discussed in light ofthe cultural difference between the two communities.

Computer-Based Mathematics and Physics for Gifted Students

1995 ◽  
Vol 39 (1) ◽  
pp. 7-13 ◽  
Author(s):  
Raymond Ravaglia ◽  
Patrick Suppes ◽  
Constance Stillinger ◽  
Theodore M. Alper
Keyword(s):  
High School ◽  
High School Students ◽  
Advanced Placement ◽  
Gifted And Talented ◽  
Gifted Students ◽  
School Students ◽  
Computer Based ◽  
Gifted Youth ◽  
Mathematics And Physics ◽  
Do So

Computer-based education makes it possible for gifted and talented middle school and early high school students to complete advanced courses in mathematics and physics several years before they would nocinally do so Since the fall of 1990, three such groups of students at the Education Program for Gifted Youth at Stanford University have taken courses at the advanced placement level and have done exceedingly well. This report details those results.

FC25-06 - The impact of training cognitive-behavioral strategies on reduction of test anxiety in male high school students

2011 ◽  
Vol 26 (S2) ◽  
pp. 1958-1958
Author(s):  
Z. Aalayi ◽  
T. Ahmadi Gatab
Keyword(s):  
High School ◽  
High School Students ◽  
Test Anxiety ◽  
Anxiety Scale ◽  
Cognitive Behavioral ◽  
Second Grade ◽  
Behavioral Strategies ◽  
School Students ◽  
Significant Difference ◽  
The Impact

IntroductionThe present study has focused on the impact of training cognitive-behavioral strategies in reducing test anxiety among second-grade high school male math students.ObjectivesThis study has attempted to test the hypothesis that training cognitive-behavioral strategies can help a reduction on test anxiety among anxious students.MethodsThe subjects were 72 second-grade high school students who had obtained high scores on the test anxiety scale(sarason,1978) participants were selected by a multi-stage cluster sampling method from three high schools at Tehran after administering the self-report test anxiety scale as pre-test, the subjects were then divided into two groups of control and experimental with 36 students in each groupdid not receive any treatment then, both groups were asked to complete the test anxiety scale as post-test.ResultsAnalysis of variance (anova) with repeated measures was performed to analyze the data. the results revealed that there was a significant difference between the two groups and this difference was two the advantage of experimental group showing a significant reduction in test anxiety.ConclusionsThe results showed that training cognitive-behavioral strategies can reduce test anxiety.

scholarly journals Masih Pentingkah UN bagi Siswa? Is UN Still Important for Students?

2019 ◽  
Vol 2 (1) ◽  
pp. 65
Author(s):  
Suci Paramitha Lestari ◽  
NFN Safari
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
School Students ◽  
Test Analysis ◽  
Student Opinions ◽  
National Examination ◽  
Mathematics And Science

The main purpose of this study is to answer the following question. Is there any influence of junior high school student’s opinion on the importance of the National Examination against the 2018 National Examination results because currently the National Examination is no longer a determinant of graduation? The population of this study was junior high school students participated in the National Examination in 2018. The data in this study were in the form of test scores and students’ answers to questionnaires in 34 provinces throughout Indonesia. Filling out questionnaires was carried out voluntarily on the last day of the National Examination, so the number of respondents filling out the questionnaire was 3.224.331 from 37.859 junior high school students. The number of respondents is the sample in this study. Based on the results of the t-test analysis obtained as follows. The influence of student opinions stating that the UN is important and not important to the 2018 UN results even though the UN is not a determinant of graduation is proven. This means that there is a significant influence (P <0,000) of the student's opinions towards the 2018 National Examination results for subjects: Indonesian, English, Mathematics, and Science, (Sig. 0,000). Most of the SMP / MTs students amount to 199.222 (90.7%) stated that the National Examination was important, while students who stated that the UN was not important were 20.340 (9.3%) students. The conclusion is that there is an influence of the junior high school students’ opinion about the importance of the National Examination towards the 2018 UN results even though the National Examination is not a determinant of graduation.

Contrasting Writing Practice Formats in a Writing Strategy Tutoring System

2018 ◽  
Vol 57 (3) ◽  
pp. 723-754 ◽  
Author(s):  
Rod D. Roscoe ◽  
Laura K. Allen ◽  
Danielle S. McNamara
Keyword(s):  
High School Students ◽  
Tutoring System ◽  
School Students ◽  
Skilled Readers ◽  
Writing Strategy ◽  
Practice Opportunities ◽  
Computer Based ◽  
Main Effects ◽  
Game Forms ◽  
Writing Practice

A critical challenge for computer-based writing instruction is providing appropriate and adaptive practice. The current study examined three modes of computer-based writing practice with the goal of identifying those with the greatest learning and motivational value. High school students learned about writing strategies by studying lessons within the Writing Pal tutoring system and then practiced relevant strategies via essay-based practice, strategy practice, or game-based strategy practice. Students acquired strategy knowledge regarding their assigned topics, but there were no main effects of practice format. Similar findings were observed for students’ beliefs about the value of writing practice. However, the effects of practice format depended on prior literacy ability in subtle ways. Essay-based practice appeared to be more effective for skilled readers, whereas less skilled readers benefitted more from game-based practice. Overall, multiple forms of practice opportunities may optimize benefits, although non-game forms of strategy practice are less preferable to students than game-based formats.

scholarly journals AN ANALYSIS ON CBT NATIONAL EXAMINATION EFFECT: STUDENTS’ COGNITIVE READINESS AND ANXIETY FACING ENGLISH TESTS

2018 ◽  
Vol 1 (2) ◽  
pp. 47-68
Author(s):  
PIPIT MULIYAH
Keyword(s):  
High School Students ◽  
Average Score ◽  
School Students ◽  
National Examination ◽  
Cognitive Readiness ◽  
Ex Post ◽  
National Examinations ◽  
Different Types ◽  
Ex Post Facto ◽  
Science High School

The purpose of this study was to know the influence of CBT and PBT national examination dealing with students’ cognitive readiness and anxiety facing English national examination in Cilacap regency, the influence of major in terms of students’ cognitive readiness and anxiety facing English national examination in Cilacap regency, and the interaction between national examination and major. This research was descriptive explorative and the method was ex-post facto. The population was all of natural and social science high school students in grade XII in Cilacap regency. The number of sample used was 352 students. The results showed that there was significant influence of national examination in terms of students’ cognitive readiness and anxiety facing national examination. However, CBT and PBT national examination did not influence the cognitive readiness facing national examination, CBT and PBT national examination influence in national examinations in terms of students’ anxiety facing national examination. The average score of the students’ anxiety facing CBT national exam was higher than that of the students’ anxiety facing PBT national examination. There was no effect caused by differences in majoring in terms of cognitive readiness and anxiety in facing English national examination; and there was no interaction between the different types of national examinations and majors.

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